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LEARN ENGLISH, NOW, , ENGLISHCONNECT, INTERMEDIATE, , PATHWAY L, VERSION, , Welcome to Learn English Now. The ability to speak English will be a great blessing in your life., English skills can improve your daily life, help you pursue educational opportunities, lead to, better employment, and expand your circles of friends and acquaintances., EnglishConnect is made up of several English courses. Learn English Now is for novice speakers, without internet access. It helps learners build conversational skills through both classroom and, at-home study. Speak UP! is used to teach similar skills using classroom and online study., EnglishConnect Intermediate is an online course for learners who have mastered the conversational skills taught at the novice level. It includes instruction in reading and writing in preparation, for academic course work in Pathway L. Pathway L Version builds more advanced English skills, while helping learners pursue higher education and better employment. These courses also give, learners opportunities to learn more about the fundamental teachings of The Church of Jesus, Christ of Latter-day Saints if they desire to do so., This book will help learners during the Learn English Now course. It contains activities for each, lesson and other helpful resources. However, learners cannot learn English from this book alone., For this reason, it is important that you practice English diligently in between classes., As learners and instructors work together in EnglishConnect classes, each experiences the, blessings of sacrifice, work, self-reliance, and love. Your positive attitude, preparation, and, dedication to these lessons will improve your life and the lives of others., Best wishes!, , Welcome to Learn English Now. The ability to speak English will be a great blessing in your life., English skills can improve your daily life, help you pursue educational opportunities, lead to, better employment, and expand your circles of friends and acquaintances., EnglishConnect is made up of several English courses. Learn English Now is for novice speakers, without internet access. It helps learners build conversational skills through both classroom and, at-home study. Speak UP! is used to teach similar skills using classroom and online study., EnglishConnect Intermediate is an online course for learners who have mastered the conversational skills taught at the novice level. It includes instruction in reading and writing in preparation, for academic course work in Pathway L. Pathway L Version builds more advanced English skills, while helping learners pursue higher education and better employment. These courses also give, learners opportunities to learn more about the fundamental teachings of The Church of Jesus, Christ of Latter-day Saints if they desire to do so., This book will help learners during the Learn English Now course. It contains activities for each, lesson and other helpful resources. However, learners cannot learn English from this book alone., For this reason, it is important that you practice English diligently in between classes., As learners and instructors work together in EnglishConnect classes, each experiences the blessings of sacrifice, work, self-reliance, and love. Your positive attitude, preparation, and dedication, to these lessons will improve your life and the lives of others., Best wishes!, , https://sscstudy.com/, , iii
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Contents, For Instructors, , xi, , Introduction Lesson, , Getting Started, , 1, , Module 1, , Pronunciation, , 15, , Module 2, , Introductory Vocabulary, , 35, , Module 3, , Greetings and Introductions, , 55, , Module 4, , Directions inside a Building, , 77, , Module 5, , Responsibilities and Activities, , 95, , Module 6, , Making a Doctor’s Appointment, , 111, , Module 7, , Buying Shoes, , 135, , Module 8, , How’s the Weather?, , 151, , Module 9, , Directions Outside, , 167, , Module 10, , Buying a Dress, , 185, , Module 11, , Buying Appliances, , 199, , Module 12, , Buying Groceries, , 213, , Module 13, , Learning English from Films, , 227, , Module 14, , Getting a Ride, , 241, , Module 15, , Making a New Friend, , 255, , Module 16, , Discussing the Day, , 273, , Module 17, , Preparation for the OPIc Certification Exam, , 293, , Supplemental Resource Materials, , 321, , Supplemental Career English, , 339, , Conversation, https://sscstudy.com/, , Pronunciation, , Vocabulary, , Language Focus, v
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MY GOAL:, MY ENGLISH PRACTICE PLAN, Week, , Class, Attendance, , 60 Common, Verbs, , Practice with, Audio, , Review, Vocabulary, , Lesson Flash, Fold Card(s), , Example, , 3 hrs., , 1 hr., , 1 hr., , 1 hr., , 1 hr., , Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12, Week 13, Week 14, Week 15, Week 16, Week 17, Week 18, Week 19, , vi, https://sscstudy.com/
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Practice, Conversation, , Review and, Practice, Language Focus, , Other English, Practice, , Other English, Practice, , Total Weekly, Hours, , ½ hr., , 1 hr., , Movies: 2 hrs., , Reading: 1 hr., , 11½ hrs., , https://sscstudy.com/, , vii
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MY GOAL:, MY ENGLISH PRACTICE PLAN, Week, Week 20, Week 21, Week 22, Week 23, Week 24, Week 25, Week 26, Week 27, Week 28, Week 29, Week 30, Week 31, Week 32, Week 33, Week 34, Week 35, Week 36, Week 37, Week 38, Week 39, , viii, https://sscstudy.com/, , Class, attendance, , 60 common, verbs, , Practice with, Audio, , Review, Vocabulary, , Lesson Flash, Fold Card(s)
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Practice, Conversation, , https://sscstudy.com/, , Review and, Practice, Language Focus, , Other English, Practice, , Other English, Practice, , Total Weekly, Hours, , ix
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FOR INSTRUCTORS, Welcome to EnglishConnect: Learn, English Now, Thank you for becoming an instructor for, EnglishConnect: Learn English Now. Teaching, English will be a wonderful opportunity to serve, your fellowmen (see Mosiah 2:17). It will also be, a rewarding experience as you see learners’, abilities to speak and converse in English, improve while they experience positive changes, in their lives., , What Is Learn English Now?, Learn English Now has been created to help learners speak and converse in English on a basic, level. For this reasons, book sections and activities focus heavily on pronunciation, vocabulary,, and the memorization of dialogs (or, conversations)., Your role in this course is to model (or be an, example) for your learners, to guide them, through the book’s activities, and to encourage, and support them in their learning efforts. Show, genuine excitement and support and give appropriate praise to your learners. This will influence, and encourage them to keep moving forward,, especially during challenging times., , Who Participates in This Course?, Those participating in this course are:, • instructors., • assistant instructors., • learners., Instructors, Instructors are responsible for preparing class, materials and guiding learners through the Learn, English Now activities. They can also review, learners’ progress in My English Practice Plan., Instructors encourage learners and praise them, for their efforts and progress in learning English., , https://sscstudy.com/, , Assistant Instructors, Assistant instructors have a major influence on, the learners’ progress. They are especially helpful, in small group activities, in which they give, learners more personalized attention, feedback,, and help with specific English-speaking skills,, such as pronunciation and vocabulary., When learners are not working in small groups,, assistant instructors may help the instructors, demonstrate a dialog or activity to the class., Like the instructors, assistant instructors are also, to encourage learners and help them succeed in, their learning during class time., Unlike instructors, assistant instructors do not, need to prepare a lesson., Since assistant instructors are to help learners, with their pronunciation and other class activities, their class attendance and enthusiastic attitude with learners are essential., Learners, Your learners will have different motives to learn, English. These can include opportunities to get a, better education or better salaries or to expand, their circle of friends. Become genuinely interested in their motives, and help learners achieve, their goals. This will help them through hard, times., , How Does This Course Work?, This course is designed to give learners guided, practice twice a week and to let them practice on, their own in between classes. The recommended, practice time in a week should be 10 hours., Guided practices (classes) take a total of 3 hours, per week. Each class is to last 90 minutes. For, each class session, use the Learn English Now, content for about 70 minutes. Then, for the last 20, minutes, divide the class in small groups (3 to 5, learners) and have them do the following:, • Read and discuss a principle from My, Foundation. Use the time at the end of the first, or second class to introduce or review My, Foundation with the learners. Then use one, , xi
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principle each week. Reading a My Foundation, principle can be done at first in the native, language. When learners feel more comfortable, with English, read it in English., , course. Memorizing the verbs will greatly help, the learning process., Manage Class Time, , • Use another resource (childrens’ books, the, Book of Mormon, or other appropriate, material) that will help learners read and, pronounce English words correctly. Have, learners read their resource with their assistant, instructors., , Let learners do most of the talking. They will, gain much more from class if they take most of, the time to practice. If you notice you are talking, a lot, remind yourself to involve the learners, more and give them opportunities to speak and, practice., , Class time is very important. It will give learners, guided practices, a foundation for their learning, outside class, and confidence to practice in, between classes., , Frequently have learners do small-group activities. They learn the most when they can practice, with an assistant instructor., , How Can You Be a Good Instructor?, Use this book as the basis of your instruction, and, prepare for class:, • Read the materials and make sure you understand them., • Select activities to do in each lesson., • Vary your activities., • Take objects or visual aids that could help, learners with the lesson content., Your preparation time should be about 30 minutes per class., Use This Book Effectively, This book is divided in modules. Modules have, been created to give you and your learners flexibility. Each module typically covers two classes,, but it can cover more or less, depending on, learners’ progress and interest., Each module has several pronunciation, vocabulary, and language focus activities. Avoid spending one class period doing only activities, belonging to one category (vocabulary, for, instance). Spread such activities among different, class periods to have variety and keep learners, engaged in the lesson., Bring the book to class and encourage learners to, do the same., Important: Module 1 introduces the 60 most, common verbs in English. Encourage learners to, memorize these verbs at the beginning of the, , xii, https://sscstudy.com/, , Spend an appropriate time on each activity. Do, not rush or unnecessarily prolong an activity. If, you see learners practicing and engaged, let the, activity run a bit longer. But if learners are too, silent, bored, or tired of the activity, move to a, different type of activity., Estimate activity times. As you start the course,, you may want to check the clock at the beginning, and end of each activity. This will help you get an, idea of how long each type of activity takes. This, information will help you estimate the type and, number of activities you choose to do in each, lesson., Start class on time. This will motivate learners to, arrive early or on time. It is also a reward for, those who make the effort to arrive on time. You, may start with a Primary or other song that has, simple and common English words. Then have a, prayer and proceed with the lesson., Make sure you leave 20 minutes to go over a My, Foundation principle or a different activity at the, end of each class., Set Up the Physical Environment, You or a class president should arrive early to set, up chairs and tables for learners and assistant, instructors. Set them up in groups, so that each, assistant instructor is sitting by a few learners., This type of setup will help learners participate, more fully in the small-group activities., Set Up a Proper Learning Environment, Create an environment in which learners feel safe, and excited to participate. Have fun; be cheerful;
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be excited; be optimistic. Show empathy, and, compliment learners on their progress., , • Using visual aids such as pictures, objects, or, drawings on the board., , As learners come into the room, engage them in, the learning process. Greet them in English. Ask, them small and simple questions appropriate to, their level of understanding and communication., , • Using gestures, movement, or facial expressions. For example:, , Have assistant instructors greet them as well and, talk to them in English. Assistant instructors may, also review with learners their My English, Practice Plan. Learners may have questions from, previous classes or about things that have happened to them since last class. This is an appropriate time for them to ask and receive answers., When learners make mistakes, avoid embarrassing them. Do not make fun, get frustrated, or, highlight learners or their mistakes. If you are not, able to work individually with them, help them, correct their mistake by going over the mistake as, a class, without naming any learner., Be encouraging, patient, and kind. Learning a, language can be very hard for some people. Help, learners in their process, and encourage them as, much as possible to keep moving forward., Multiple practices and repetition are key to, success., Simplify Your Language, , ◌ When teaching personal pronouns, point to, yourself when using “I,” to you and the, learners when using “we,” and so on., ◌ When teaching about the past, talk in the, present tense and then take a step forward, and talk in the past tense., ◌ When teaching body parts, touch your nose, and make class members touch their noses, when saying “nose.”, ◌ Smile when saying “happy,” and make a sad, face when saying “sad.”, Follow Guidelines to Translate, There might be times that a brief translation, could save time and frustration. Translate to the, learners’ native language if all of them use the, same one. But be careful: do not make translation, a habit!, Learners come to learn English, so English, should be spoken as much as possible in the, classroom. If translation is possible, do the following before translating:, , Speak in a way that will help learners better, follow what you are saying. Your learners are at a, beginning level, so speaking simply, slowly, and, clearly will help them understand what you are, saying., , • Explain things in English as much as possible., , • Use short sentences: break long or complex, sentences into small and simple ones., , When using translation:, , • Use common words: avoid using difficult or, uncommon vocabulary. This applies to academic language as well as slang. For example,, instead of saying, “Chat with a nonacquaintance,” say “Talk with someone you don’t, know.”, Use English as Much as Possible, Learners come to learn English, and they will, learn it by hearing and practicing it. Speak as, much as you can in English. You may explain the, meaning of new words or expressions by:, , https://sscstudy.com/, , • Use gestures or visual aids (see previous section) to explain what you are saying., • Encourage learners to say what they want with, the English they know., • Make sure all learners understand. If some, learners do not speak the language into which, English was translated, they will feel left out., • Emphasize English over the native language. If, you need to translate a vocabulary word, say it, in English, then translate it, and then say it, again in English. Then, explain and say examples of this word in English. This will help, learners switch back to English and keep them, engaged in their learning., , xiii
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Demonstrate Activities, Show your learners how activities should be, done. A clear demonstration will help the learners know what they need to do to complete an, activity. Showing learners will also help them be, less nervous and feel more confident in completing an activity. Invite another instructor or assistant instructor to help you demonstrate activities, that are done with a partner., , • Observing several of your learners. Do only, one or two understand, or does the majority, seems to understand?, End on a Positive Note, Ending class with encouragement and compliments will further motivate learners to keep, practicing in between classes and advance their, learning., , Use a Variety of Activities, , Have Fun!, , Having variety in your activities will help keep, your learners engaged in class. As previously, stated, avoid doing only one category of activities, such as vocabulary, in one class period. Try, to spread them across classes., , Just like learning a new language, teaching it can, be exciting and fun. Find ways to make class, enjoyable and fun for you and your learners., Playing games and showing you are having fun, will make the class environment more conducive, to learners’ participation and learning., , Also, involve as many senses as possible to help, your learners understand and remember what, they did in class. Be moderate in your approach, because you do not want to confuse or overwhelm your learners, but using a variety of, senses helps them remember. Find activities that, connect to one or more senses:, • Visual activities include drawing, seeing a, picture, seeing objects, and writing., • Audio activities include listening to a recording, a movie, a song, the instructor, or other, learners., • Kinesthetic activities include anything that, involves a physical movement, such as drawing, writing, pointing, throwing, touching an, object, role-playing, and so on., Check for Understanding, Periodically check to make sure learners understand what you are teaching. Effective ways to, check for understanding include:, • Asking learners to do something. For example:, ◌ If you just taught colors, you may ask learners to point to a green item in the room., ◌ Ask learners to explain something to their, neighbor., • Watching for learners’ expressions and nonverbal cues. Do they look confused or like they, understand?, , xiv, https://sscstudy.com/, , Thank You, Again, thank you for becoming an instructor for, EnglishConnect: Learn English Now. Teaching this, course will give you more teaching experience, and will be a wonderful opportunity to bless the, lives of those in the course. Follow this course’s, guidelines, seek the guidance of the Spirit, and, enjoy being the instructor for this course!
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Getting Started, (1 class), The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well. Then, instructors have students introduce themselves as shown in the dialog below., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well. Then, instructors, have students introduce themselves as shown in the dialog below., , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, , Now I can . . ., , Now I know . . ., , • find times and places to study English., • use My English Practice Plan., • spell my name in English., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Kevin:, , Hi. I am Kevin., , Hi. I am Kevin., , Paula:, , Hi, Kevin. My name is Paula., , Hi, Kevin. My name is Paula., , Mario:, , Hi, Kevin and Paula. My name is, Mario., , Hi, Kevin and Paula. My name is, Mario., , Instructors can make a game to have learners remember each others’ names., , https://sscstudy.com/, , 3
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Lf, , Welcome to EnglishConnect: Learn English Now, , Take turns reading the text below., Take turns reading the text below., , Welcome to Learn English Now. Though learn- Welcome to Learn English Now. Though learning a language requires work, it can also be, ing a language requires work, it can also be, exciting, rewarding, and fun., exciting, rewarding, and fun., Learn English Now has been created to help, you speak and converse in English on a basic, level. How much you learn or improve on your, speaking skills will depend on:, , Learn English Now has been created to help, you speak and converse in English on a basic, level. How much you learn or improve on your, speaking skills will depend on:, , • Your motivation to learn., , • Your motivation to learn., , • Your commitment to set appropriate times,, places, and ways to learn., , • Your commitment to set appropriate times,, places, and ways to learn., , • Your efforts to practice and learn in class., , • Your efforts to practice and learn in class., , • Your efforts to practice and learn in, between classes., , • Your efforts to practice and learn in, between classes., , Instructors assign different class members to read the text above., , 4, https://sscstudy.com/
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Lf, , Why Are You Learning English?, , Take turns reading the text below. Complete the activities below., Take turns reading the text below. Complete the activities below., , Learning English will be a great blessing in, your life. It can help you pursue educational, opportunities, lead to better employment,, and help you expand your circle of friends and, acquaintances., , Learning English will be a great blessing in, your life. It can help you pursue educational, opportunities, lead to better employment,, and help you expand your circle of friends and, acquaintances., , Ponder:, , Ponder:, , • Why are you learning English?, , • Why are you learning English?, , • What do you want to achieve with your, English skills?, , • What do you want to achieve with your, English skills?, , Writing down why you are learning English, will give you a specific reason to stay in this, course. It will give you motivation, and it will, direct your efforts to learn. An English goal, will also help you measure and evaluate your, progress toward it., , Writing down why you are learning English, will give you a specific reason to stay in this, course. It will give you motivation, and it will, direct your efforts to learn. An English goal, will also help you measure and evaluate your, progress toward it., , Take a minute to write your English goal, below. Do not worry about making it perfect., Your goal may change or become more specific over time. What is important is that you, set your own goal and review it from time to, time. Remembering why you are learning, English can help you stay motivated to continue and complete this course., , Take a minute to write your English goal, below. Do not worry about making it perfect., Your goal may change or become more specific over time. What is important is that you, set your own goal and review it from time to, time. Remembering why you are learning, English can help you stay motivated to continue and complete this course., , I’m learning English so that I can, , I’m learning English so that I can, , To begin this activity the instructor asks learners why they want to learn English and lists the reasons on the, board. The instructor could also ask, What are some of the benefits of learning English? Then the instructor, assigns learners to read the paragraphs above., , https://sscstudy.com/, , 5
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Lf, , How Does This Course Work?, , Take turns reading the text below and, as a class, answer the discussion questions., Take turns reading the text below and, as a class, answer the discussion questions., , This course is designed to give you a weekly, English practice session, guided by an instructor. This will help you gain confidence about, the lesson materials. Class time will also help, you hear proper pronunciation and let you ask, questions you may have about what is in the, lesson. These guided practices will be the basis, of your learning throughout the week., , This course is designed to give you a weekly, English practice session, guided by an instructor. This will help you gain confidence about, the lesson materials. Class time will also help, you hear proper pronunciation and let you ask, questions you may have about what is in the, lesson. These guided practices will be the basis, of your learning throughout the week., , Most of your learning will occur between, classes, when you are expected to review and, practice the material covered in class. You are, also expected to preview upcoming lesson, materials. Working on your English between, classes will help you memorize vocabulary,, remember what you learn, and prepare to, speak English. Thus, studying in between, classes will be key to your success in learning, English., , Most of your learning will occur between, classes, when you are expected to review and, practice the material covered in class. You are, also expected to preview upcoming lesson, materials. Working on your English between, classes will help you memorize vocabulary,, remember what you learn, and prepare to, speak English. Thus, studying in between, classes will be key to your success in learning, English., , Discuss: How will class time help you learn, English?, , Discuss: How will class time help you learn, English?, , Discuss: Why is it so important to regularly, practice English in between classes?, , Discuss: Why is it so important to regularly, practice English in between classes?, , Instructors make sure that discussions are not skipped and that learners have time to think about and discuss, those items., , Lf, , How Can You Learn?, , Take turns reading the text below., Take turns reading the text below., , Because most of your learning will be done, outside class, it is critical that you establish, regular times, places, and ways in which to, study. You will need to be consistent in these, study habits. You will also need to learn to use, your Learn English Now book as a foundation, for your learning., , 6, https://sscstudy.com/, , Because most of your learning will be done, outside class, it is critical that you establish, regular times, places, and ways in which to, study. You will need to be consistent in these, study habits. You will also need to learn to use, your Learn English Now book as a foundation, for your learning.
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Lf, , Learn by Setting Times to Study, , Take turns reading the text. Complete the activities below., Take turns reading the text. Complete the activities below., , Have you ever said, “I’ll do it later,” and ended Have you ever said, “I’ll do it later,” and ended, up not doing what you said you would?, up not doing what you said you would?, Compare this to when you had to do something with a set deadline and you set up a, specific time to complete the task., , Compare this to when you had to do something with a set deadline and you set up a, specific time to complete the task., , Discuss in small groups: What role did having, a set time to do and complete the task play in, completing it?, , Discuss in small groups: What role did having, a set time to do and complete the task play in, completing it?, , Setting consistent times to study and practice, English will be a great help in your English, learning. It is preferable for you to choose, study times when you are rested and unlikely, to be interrupted., , Setting consistent times to study and practice, English will be a great help in your English, learning. It is preferable for you to choose, study times when you are rested and unlikely, to be interrupted., , Discuss in small groups: What are good times, for you to study and practice speaking, English? Discuss the question with your group, and then write down a few study times that, will work for you., , Discuss in small groups: What are good times, for you to study and practice speaking, English? Discuss the question with your group, and then write down a few study times that, will work for you., , STUDY TIMES, , Instructors may assign learners to groups of 3 to 5. Assistant instructors may also help divide the learners, into these small groups., , https://sscstudy.com/, , 7
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Lf, , Learn by Finding Appropriate Places to Study, , Take turns reading the text. Complete the activities below., Take turns reading the text. Complete the activities below., , Finding appropriate places to study will help, you learn. Typically, appropriate places are, well-lit, clean, and quiet. Avoid places in, which you are likely to be distracted., , Finding appropriate places to study will help, you learn. Typically, appropriate places are, well-lit, clean, and quiet. Avoid places in, which you are likely to be distracted., , Discuss in small groups: What are good places, for you to study and practice speaking, English? Write down a few ideas for study, places that will work for you., , Discuss in small groups: What are good places, for you to study and practice speaking, English? Write down a few ideas for study, places that will work for you., , STUDY PLACES, , After small groups have discussed the question and learners have written down their ideas, instructors, regroup everyone as a class. Then the instructor asks if any learners would be willing to share the times and, places they have selected to study., , 8, https://sscstudy.com/
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Lf, , Learn by Identifying and Applying Ways to Study, , Take turns reading the text below., Take turns reading the text below., , As a class, discuss:, , As a class, discuss:, , • How do you typically learn a new word, and what it means?, , • How do you typically learn a new word, and what it means?, , • How do you typically review and memorize, new information (names, addresses, workrelated processes or terms, etc.)?, , • How do you typically review and memorize, new information (names, addresses, workrelated processes or terms, etc.)?, , • What other methods do you know that, help you to review and memorize new, information?, , • What other methods do you know that, help you to review and memorize new, information?, , • What resources help you review, memorize, or practice new information (pen and, paper, apps, family, friends, etc.)?, , • What resources help you review, memorize, or practice new information (pen and, paper, apps, family, friends, etc.)?, , • What role does practicing a new word or, skill play in learning it? Feel free to share a, brief example., , • What role does practicing a new word or, skill play in learning it? Feel free to share a, brief example., , Learning English is very similar to the processes you have just described. To speak and, converse in English, you must identify methods that help you to memorize, review, and, practice English words and conversations., , Learning English is very similar to the processes you have just described. To speak and, converse in English, you must identify methods that help you to memorize, review, and, practice English words and conversations., , You should also preview the vocabulary for, the next class during your study time. This, means that you should read, learn the meaning of, and become familiar with each word., Previewing the next class’s vocabulary will, help you use class time more effectively. It will, allow you to focus on listening and practicing, the new words and on learning related vocabulary presented in the class., , You should also preview the vocabulary for, the next class during your study time. This, means that you should read, learn the meaning of, and become familiar with each word., Previewing the next class’s vocabulary will, help you use class time more effectively. It will, allow you to focus on listening and practicing, the new words and on learning related vocabulary presented in the class., , List methods and resources that can help you, review, practice, and preview class materials, outside class., , List methods and resources that can help you, review, practice, and preview class materials, outside class., , https://sscstudy.com/, , 9
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STUDY METHODS AND RESOURCES, , Lf, , Learn by Using the Learn English Now Book, , Take turns reading the text below., Take turns reading the text below., , This book will be the foundation for your, learning. It contains activities for each lesson, and other helpful resources. To make the most, out if this book:, , This book will be the foundation for your, learning. It contains activities for each lesson, and other helpful resources. To make the most, out if this book:, , • Bring it to class each week., , • Bring it to class each week., , • Take notes in this book., , • Take notes in this book., , • Complete the activities in this book., , • Complete the activities in this book., , 10, https://sscstudy.com/
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Lf, , My English Practice Plan, , Take turns reading the text below., Take turns reading the text below., , The Learn English Now course suggests that you, practice English for 10 hours every week. This, book includes My English Practice Plan to help, you track how you practice English and the, time you spend doing so. Turn to My English, Practice Plan (pages vi–ix) to see how you can, divide your hours among the different practice activities. You should record your practice, time in this plan each week., , The Learn English Now course suggests that you, practice English for 10 hours every week. This, book includes My English Practice Plan to help, you track how you practice English and the, time you spend doing so. Turn to My English, Practice Plan (pages vi–ix) to see how you can, divide your hours among the different practice activities. You should record your practice, time in this plan each week., , Discuss: How can you make sure you keep, track of your weekly English practice?, , Discuss: How can you make sure you keep, track of your weekly English practice?, , Instructors have learners turn to My English Practice Plan. As the class goes through the different columns of, the table, instructors incorporate previous comments about how to study that apply to different columns. For, example, if someone has said, “Use flashcards to remember words,” then the instructor could mention this, when the class talks about “Review Vocabulary from Last Class.”, , Lf, , Other English Practice, , Take turns reading the text below., Take turns reading the text below., , My English Practice Plan includes “Other, English Practice.”, , My English Practice Plan includes “Other, English Practice.”, , Discuss: What could “Other English Practice”, include?, , Discuss: What could “Other English Practice”, include?, , Discuss this question with your group and, then write down a few ideas in the spaces, provided below., , Discuss this question with your group and, then write down a few ideas in the spaces, provided below., , OTHER ENGLISH PRACTICE, , https://sscstudy.com/, , 11
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Lf, , Stay on Course, , Take turns reading the text below., Take turns reading the text below., , Learning a new language is a process that, requires time, patience, and persistence. You, may experience hard times, bad weeks, and a, sense of failure. You might feel like you have, too much to do and that the mountain you, are climbing is too steep. However, remember, that “to climb the steepest part of the mountain, we approach it one step at a time” (Mary, N. Cook, “Never, Never, Never Give Up!”, Ensign or Liahona, May 2010, 118)., , Learning a new language is a process that, requires time, patience, and persistence. You, may experience hard times, bad weeks, and a, sense of failure. You might feel like you have, too much to do and that the mountain you, are climbing is too steep. However, remember, that “to climb the steepest part of the mountain, we approach it one step at a time” (Mary, N. Cook, “Never, Never, Never Give Up!”, Ensign or Liahona, May 2010, 118)., , Remember your goal and stay on course. Be, optimistic and do the very best you can. Your, efforts will pay off, and little by little you will, reach your goal., , Remember your goal and stay on course. Be, optimistic and do the very best you can. Your, efforts will pay off, and little by little you will, reach your goal., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , David:, , Hello. What is your name?, , Hello. What is your name?, , Ana:, , Hi. My name is Ana., , Hi. My name is Ana., , David:, , Could you spell that, please?, , Could you spell that, please?, , Ana:, , Ana, A-N-A., , Ana, A-N-A., , David:, , Could you repeat that, please?, , Could you repeat that, please?, , Ana:, , A-N-A., , A-N-A., , David:, , Thank you!, , Thank you!, , The instructor and assistant instructors, and English speakers at home, help the learners with this English, dialog. First, they read the whole dialog. Then they read two or three words and leave time for the learners, to repeat the words until the learners can pronounce them well., , 12, https://sscstudy.com/
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P, , Pronunciation Practice (the alphabet: letters A through M), Pronunciation Practice (the alphabet: letters A through M), , Say each letter aloud., Say each letter aloud., , Aa, , Bb, , Cc, , Dd, , Ee, , Ff, , Gg, , Hh, , Ii, , Jj, , Kk, , Ll, , Mm, , Instructors say each letter correctly and have students repeat it as a class. Then separate learners into small, groups and have them repeat each letter correctly with the help of assistant instructors., , C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , David:, , Hello. --------------------- is your name?, , Ana:, , Hi. My --------------------- is Ana., , David:, , Could you spell that, please?, , Ana:, , Ana, ---------- - N- ----------, , David:, , Could you repeat that, please?, , Ana:, , ---------- - N - ----------, , David:, , Thank you!, , P, , Pronunciation Practice (the alphabet: letters N through Z), Pronunciation Practice (the alphabet: letters N through Z), , Say each letter aloud., Say each letter aloud., , Nn, , Oo, , Pp, , Qq, , Rr, , Ss, , Tt, , Uu, , Vv, , Ww, , Xx, , Yy, , Zz, , Instructors say each letter correctly and have students repeat it as a class. Then separate learners into small, groups and have them repeat each letter correctly with the help of assistant instructors., , https://sscstudy.com/, , 13
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C, , Mini-Conversations Related to the Dialog, , 1. How do you spell the name Ana?, , 2. How do you spell the name David?, , 3. How do you spell the name Kevin?, , 4. How do you spell your name?, , Instructors ask the question and wait for each learner to respond correctly. Instructors help learners with, their pronunciation as needed., , 14, https://sscstudy.com/
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1, , Pronunciation, (3 classes with subsequent regular review until, pronunciation is good), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. recognize some vowel sounds., ◯ 2. say words in English correctly., ◯ 3. ask questions politely., There are several sounds in English that are not commonly used in many other languages. Our goal is to help improve pronunciation., We are teaching learners to recognize and then be able to pronounce these unique sounds using simple words. Do not worry about the, meanings of the words at this time., There are several sounds in English that are not commonly used in many other languages. Our goal is to help improve pronunciation. We are, teaching learners to recognize and then be able to pronounce these unique sounds using simple words. Do not worry about the meanings of the words, at this time., , Vowels, , P, , Short a, (In each class session, practice slowly, 2 lines only, for a maximum of 5 minutes.), , https://sscstudy.com/, , bat, , cat, , fat, , hat, , rat, , dad, , bad, , had, , mad, , sad, , jam, , am, , ham, , Sam, , lamb, , Module 1, , 17
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P, , can, , an, , man, , pan, , ran, , hand, , and, , land, , sand, , band, , cast, , fast, , last, , past, , mast, , class, , brass, , pass, , mass, , sass, , Short e, (In each class session, practice slowly, 2 lines only, for a maximum of 5 minutes.), , 18, https://sscstudy.com/, , bed, , fed, , Jed, , led, , red, , pen, , Ben, , end, , hen, , send, , dress, , bless, , guess, , less, , press, , jet, , get, , let, , met, , pet, , vest, , test, , west, , rest, , nest, , Module 1
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P, , P, , Short i, (In each class session, practice slowly, 2 lines only, for a maximum of 5 minutes.), , lid, , bid, , did, , hid, , kid, , win, , bin, , fin, , pin, , tin, , lip, , dip, , hip, , tip, , ship, , pig, , big, , dig, , fig, , wig, , sick, , kick, , lick, , pick, , stick, , Short o, (In each class session, practice slowly, 2 lines only, for a maximum of 5 minutes.), , https://sscstudy.com/, , hot, , dot, , got, , lot, , not, , mop, , top, , hop, , pop, , shop, , rob, , Bob, , mob, , job, , knob, , mom, , bomb, , Tom, , .com, , prom, , toss, , boss, , loss, , moss, , Ross, , Module 1, , 19
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P, , Short u, (In each class session, practice slowly, 2 lines only, for a maximum of 5 minutes.), , bug, , mug, , rug, , jug, , dug, , up, , cup, , pup, , sup, , yup, , gum, , hum, , dumb, , sum, , yum, , cut, , but, , gut, , mutt, , rut, , run, , bun, , fun, , gun, , sun, , Consonants, , P, , Ff, (In each class session, practice slowly for a maximum of 2 minutes.), , 4, , 20, https://sscstudy.com/, , four, , Frank, , fun, , cuff, , puff, , if, , Module 1, , face
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P, , P, , Vv, (In each class session, practice slowly for a maximum of 2 minutes.), , vacation, , Victor, , vote, , van, , cave, , give, , have, , Dave, , Rr, (In each class session, practice slowly for a maximum of 2 minutes.), , https://sscstudy.com/, , read, , red, , ran, , rule, , rate, , letter, , father, , mother, , sister, , brother, , Module 1, , 21
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P, , P, , Ss, (In each class session, practice slowly for a maximum of 2 minutes.), , Samuel, , school, , start, , dogs, , kiss, , pass, , cats, , Th th, (In each class session, practice slowly for a maximum of 2 minutes.), , 3, P, , stop, , three, , there, , the, , this, , math, , bath, , path, , birth, , Zz, (In each class session, practice slowly for a maximum of 2 minutes.), , 22, https://sscstudy.com/, , zap, , zone, , his, , years, , Module 1
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Give time for learners to complete with help from an assistant instructor., , cut •, , can, , cut, , 4, , three •, three, , can •, can, , dress •, dress, , cast •, cast, , stop •, stop, , 3, , lid •, lid, , face •, face, https://sscstudy.com/, , Module 1, , 23
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vest •, vest, , run •, run, , toss •, toss, , win •, win, , mom •, mom, , jam •, jam, , gum •, gum, , hot •, hot, , 24, https://sscstudy.com/, , Module 1
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bat •, bat, , bug •, bug, , pig •, pig, , jet •, jet, , class •, class, , up •, up, , bed •, bed, , dad •, dad, , https://sscstudy.com/, , Module 1, , 25
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sick •, sick, , pen •, pen, , rob •, rob, , read •, read, , letter •, letter, , lip •, lip, , mop •, mop, , hand •, hand, , 26, https://sscstudy.com/, , Module 1
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Lf, , Language Focus: If You Don’t Understand . . ., , Ask the person to repeat something., Excuse me, could you repeat, your question, please?, , Excuse me, could you repeat your, question, please?, , Could you repeat that please?, , Could you repeat that please?, , Ask the person to speak slower., Could you speak slower,, please?, , Could you speak slower, please?, , https://sscstudy.com/, , Module 1, , 27
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Lf, , Language Focus: Could You . . . Please?, , Notice that many of the phrases begin with the words Could you and end with the, word please. This is a polite way of asking someone to do something for you., Fill in the blanks below with these polite words: (Could and Please), 1. -------------------------------------------------- repeat your question, ------------------------------?, 2. -------------------------------------------------- repeat that ------------------------------?, 3. -------------------------------------------------- speak slower, ------------------------------?, , C, , Example Conversation, Example Conversation, , Nancy:, , Could you get me a pen, please?, , Lucas:, , Excuse me, could you repeat your question, please?, , Nancy:, , Could you get me a pen, please?, , Lucas:, , Thanks, now I understand better. Here it is., , 28, https://sscstudy.com/, , Module 1
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Dialog Flash Fold Card, Cut out the box(es) on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize, them. You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box(es) on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can, use the other side of the card to help you understand the meaning of the dialog., , Card 1A, Phrases, Excuse me, could you repeat your question,, please?, , Excuse me, could you repeat your, question, please?, , Would you speak slower, please?, , Would you speak slower, please?, , Dialog, Nancy:, , Can you get me a pen, please?, , Can you get me a pen, please?, , Lucas:, , Excuse me, could you please, repeat your question?, , Excuse me, could you please repeat, your question?, , Nancy:, , Can you get me a pen, please?, , Can you get me a pen, please?, , Lucas:, , Thanks, now I understand better., Here it is., , Thanks, now I understand better., Here it is., , https://sscstudy.com/, , Module 1, , 29
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Vocabulary Flash Fold Cards, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary,, grammar, and proper pronunciation. You can use the other columns of the card to help you understand the meaning of, the words., , Vocabulary Flash Fold Cards, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary, grammar, and, proper pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Card 1B, Vowel Sounds, Short o, hot, , dot, , got, , lot, , pot, , mop, , top, , hop, , pop, , shop, , rob, , Bob, , mob, , job, , knob, , mom, , bomb, , Tom, , prom, , .com, , toss, , boss, , loss, , moss, , Ross, , bug, , mug, , rug, , jug, , dug, , up, , cup, , pup, , sup, , yup, , gum, , hum, , dumb, , sum, , yum, , cut, , but, , gut, , mutt, , rut, , run, , bun, , fun, , gun, , sun, , bat, , cat, , fat, , hat, , rat, , dad, , bad, , had, , mad, , sad, , can, , an, , man, , pan, , ran, , jam, , am, , ham, , Sam, , lamb, , hand, , and, , land, , sand, , band, , cast, , fast, , last, , past, , mast, , class, , brass, , pass, , mass, , sass, , Short u, , Short a, , https://sscstudy.com/, , Module 1, , 31
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Card 1C, Vowel Sounds, Short e, bed, , fed, , Jed, , ld, , red, , pen, , Ben, , end, , hen, , send, , dress, , bless, , guess, , yes, , press, , jet, , get, , let, , met, , pet, , vest, , test, , west, , rest, , nest, , lid, , bid, , did, , hid, , kid, , win, , bin, , fin, , pin, , tin, , lip, , dip, , hip, , tip, , ship, , pig, , big, , dig, , fig, , wig, , sick, , stick, , kick, , lick, , pick, , Frank, , four, , fun, , face, , cuff, , puff, , if, , vacation, , Victor, , vote, , van, , cave, , give, , have, , Dave, , red, , ran, , rule, , rate, , father, , mother, , sister, , brother, , Samuel, , stop, , school, , start, , dogs, , kiss, , pass, , cats, , three, , there, , the, , this, , math, , bath, , path, , birth, , zap, , zone, , his, , years, , Short i, , Consonant Sounds, f, , v, , r, , s, , th, , z, , https://sscstudy.com/, , Module 1, , 33
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ACTING OUT VERB CONJUGATIONS WITH GESTURES, It is very important that all instructors model and regularly use this gesture practice., , Learn and use gestures for the persons and tense conjugation practice. Learners, you should learn and use in the, first or at least by the end of the second class the gestures for the persons of “I” (point to self with both hands),, “You” (reach out in front of you with one hand open faced and up), “We” (reach both arms and hands in front in an, inclusive gesture, “They” (stretch both hands out in front with both hands facing a group of people), “He” (point, sideways with hand face down towards a man), “She” (point sideways with hand face down towards a woman),, and “It” (point down toward an imaginary cat or dog). As you, the learner, learn the tenses, do so giving the, gestures. Put your books down and make the same gestures as the instructor and assistant instructors while you, give the appropriate responses. This is very important, so you internalize the communication as your own. Soon,, when you hear a simple sentence pattern such as “I write the letter,” you will be able to repeat the phrase and then, change the verb appropriately when seeing the gesture for “You” or “We” or “They” or “He” or “She” or “It.” This, is very effective and helps you retain your learning. Remember that a class or train or any singular thing (other than, a person) is an “It,” but that two “It”s require the conjugation for “They.”, , ACTING OUT VERB CONJUGATIONS WITH GESTURES, , Learn and use gestures for the persons and tense conjugation practice. Learners, you should learn and use in the first or at least, by the end of the second class the gestures for the persons of “I” (point to self with both hands), “You” (reach out in front of you, with one hand open faced and up), “We” (reach both arms and hands in front in an inclusive gesture, “They” (stretch both, hands out in front with both hands facing a group of people), “He” (point sideways with hand face down towards a man),, “She” (point sideways with hand face down towards a woman), and “It” (point down toward an imaginary cat or dog). As you,, the learner, learn the tenses, do so giving the gestures. Put your books down and make the same gestures as the instructor and, assistant instructors while you give the appropriate responses. This is very important, so you internalize the communication as, your own. Soon, when you hear a simple sentence pattern such as “I write the letter,” you will be able to repeat the phrase and, then change the verb appropriately when seeing the gesture for “You” or “We” or “They” or “He” or “She” or “It.” This is, very effective and helps you retain your learning. Remember that a class or train or any singular thing (other than a person) is, an “It,” but that two “It”s require the conjugation for “They.”, , https://sscstudy.com/, , Module 2, , 37
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Introductory Vocabulary, (3 classes with subsequent review), , O, , 2, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, , Now I can . . ., , Now I know . . ., , ◯ 1. identify different parts of speech in, English., ◯ 2. name the days of the week and, months of the year., ◯ 3. name the different times of the day., ◯ 4. place adjectives in the correct order., , https://sscstudy.com/, , Module 2, , 39
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, Camilla:, , Do you know which days we have Do you know which days we have our, our English classes?, English classes?, , Ben:, , Yes, they are on Tuesday and, Thursday evenings., , Yes, they are on Tuesday and, Thursday evenings., , Camilla:, , What time do they begin?, , What time do they begin?, , Ben:, , They begin at 7:00 p.m. and end at They begin at 7:00 p.m. and end at, 8:30 p.m., 8:30 p.m., , Camilla:, , What month do they begin?, , What month do they begin?, , Ben:, , In September, September 1 [first]., , In September, September 1 [first]., , Camilla:, , Thank you. Do you also know, what time church services start on, Sunday?, , Thank you. Do you also know what, time church services start on, Sunday?, , Ben:, , Yes, they start at 9:00 a.m. every, week and last until 12:00 noon., , Yes, they start at 9:00 a.m. every week, and last until 12:00 noon., , P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , j-, , January, June, July, , -----anuary, , -----une, , -----uly, , y-, , yes, yesterday, year, you, , -----es, , -----esterday, , -----ear, , -end, , bend, send, lend, , b----------, , s----------, , l----------, , -ay, , bay, say, May, , b-----, , s-----, , M-----, , d-, , do, day, December, , -----o, , -----ay, , -----ecember, , 40, https://sscstudy.com/, , Module 2
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P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , day, , say, , lay, , May, , way, , start, , art, , dart, , cart, , chart, , time, , dime, , rhyme, , crime, , lime, , chime, , week, , meek, , leak, , peek, , seek, , weak, , pay, , Teach: “Where two vowels go walking, usually the first vowel does the talking.”, Assistant instructors help learners write and say sentences using a few of these words. When a learner, can say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , evening •, , • begin, , time •, , • finish, , start •, , • each, , every •, , • night, , morning •, , • hour, , end •, , • a.m., , https://sscstudy.com/, , evening, , Module 2, , night, , 41
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Vocabulary Practice, , V, , Vocabulary Practice, , Write the words in pencil. Also, pronounce them with your assistant instructor., Write the words in pencil. Also, pronounce them with your assistant instructor., , Dialog Words, , Writing Practice, , Related Words, , evening, , night, , time, , hour, , start, , begin, , every, , each, , morning, , a.m., , end, , finish, , V, , Writing Practice, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), , 12. twelve, 1. one, 11. eleven, 2. two, 10. ten, 3. three, 9. nine, Numbers, 8. eight, 4. four, 7. seven, 5. five, 6. six, season, , Saturday, Friday, , evening, , week, , midnight, morning, , Times of the Day, noon, , afternoon, , December, January, November, February, October, , Sunday, Monday, , Tuesday, , We, , They, , He, , night, , Days of the Week, , Thursday, , Pronouns, , day, , month, , You, , She, , year, , Parts of the Year, , I, , It, , September, , Wednesday, , August, , Months, , July, , March, April, , June May, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can say, the words correctly, he or she can teach them to the other learners in the group., , 42, https://sscstudy.com/, , Module 2
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C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Camilla:, , Do you -------------------- which -------------------- we have our English, classes?, , Ben:, , Yes, they are on -------------------- and Thursday evenings., , Camilla:, , What -------------------- do they begin?, , Ben:, , They begin at 7:00 p.m. and -------------------- at 8:30 p.m., , Camilla:, , What -------------------- do they begin?, , Ben:, , In September, ----------------------------------------., , Camilla:, , -------------------------. Do you also know what time church services start, on ------------------------- ?, , Ben:, , Yes, they -------------------- at 9:00 a.m. -------------------- week and last, until 12:00 noon., , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. Do you (now / know) what days we have our, English classes?, 2. Yes, they are (on / an) Tuesday and Friday, evenings., 3. What (time / tame) are they?, 4. They start at 7:00 p.m. (an / and) end at 8:30, p.m., 5. What (moth / month) do they begin?, 6. In January, next (hear / year), January 3rd., 7., , (Thank / Tank) you. Do you also know what, time church services start on Sunday?, , 8. Yes, they start at 9:00 a. m. (every / ever), week and last until 12:00 noon., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , https://sscstudy.com/, , Module 2, , 43
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , What days are the English classes?, , They are on, , What time are the classes?, , They start at, , What month do they begin?, , They begin in, , What day do they begin?, , They begin on, , What time does church start?, , It starts at, , Lf, , Language Focus: Days of the Week, Days of the Week, , Weekend, , Weekdays, , Weekend, , Sunday, Sunday, , Monday, Monday, , Tuesday, Tuesday, , Wednesday, Wednesday, , Thursday, Thursday, , Friday, Friday, , Saturday, Saturday, , 1, , 2, , 3, , 4, , 5, , 6, , 7, , day before, yesterday, day before, yesterday, , yesterday, yesterday, , today, today, , tomorrow, tomorrow, , day after, tomorrow, day after, tomorrow, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., Write the correct name of the day in the blanks., Write the correct name of the day in the blanks., , 1., , Today is Tuesday, so tomorrow is -------------------- and yesterday was --------------------., , 2., , Today is Friday, so tomorrow is -------------------- and yesterday was --------------------., , 3., , Today is Thursday, so tomorrow is ------------------- and yesterday was -------------------., , 4., , Today is Sunday, so tomorrow is -------------------- and yesterday was --------------------., , 5., , Today is Wednesday, so tomorrow is ----------------- and yesterday was ------------------., , 6., , Today is Monday, so tomorrow is ------------------- and yesterday was --------------------., , 7., , Today is Saturday, so tomorrow is -------------------- and yesterday was -------------------., , 8., , On -------------------- , we go to church., , 44, https://sscstudy.com/, , Module 2
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Lf, , Language Focus: Months of the Year., , Practice writing and saying the months of the year., Practice writing and saying the months of the year., , 1., , January, , January, , 2., , February, , February, , 3., , March, , March, , 4., , April, , April, , 5., , May, , May, , 6., , June, , June, , 7., , July, , July, , 8., , August, , August, , 9., , September, , September, , 10., , October, , October, , 11., , November, , November, , 12., , December, , December, , January, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., Write the correct name of the month in the blanks., Write the correct name of the month in the blanks., , Word Key:, , 1., , Last month was ---------------------------------------- ., , last, , last, , 2., , This month is ---------------------------------------- ., , this, , this, , 3., , Next month is ---------------------------------------- ., , 4., , next, This month is July. Next month is ---------------------------------------- ., , 5., , This month is May. Last month was ---------------------------------------- ., , 6., , Next month is December. This month is ---------------------------------------- ., , 7., , Last month was March. This month is ---------------------------------------- ., , 8., , Christmas is in ---------------------------------------- ., , 9., , The 1st month of the year is ---------------------------------------- ., , next, , 10. The 7th month of the year is ---------------------------------------- ., 11. Valentine’s Day is in ---------------------------------------- ., 12. The 3rd month of the year is ---------------------------------------- ., 13. The 9th month of the year is ---------------------------------------- ., 14. In what month is your birthday? My birthday is in --------------------------------------- ., Instructor and assistant instructors ask questions, and learners answer in full sentences., https://sscstudy.com/, , Module 2, , 45
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Lf, , Language Focus: Parts of Speech, , Nouns, (Nouns), Persons (Personas), , Places (Lugares), , Things (Cosas), , instructor, , school, , pencil, , sister, , lake, , car, , Camilla, , Utah, , idea, , The instructor is nice., , I see a car., , Camilla walks to school., , A noun is often preceded by the word a or an, but not always., (A noun is often preceded by the word a or an, but not always.), , Personal Pronouns, replace the names with pronouns, (replace the names with pronouns), I, , You, , We, , He is a instructor., , They, , He, , They read a book., , She, , It, , Camilla and I like ice, cream., , Adjectives, describe nouns, (Adjectives describe nouns.), blue, , pretty, , I see a blue car., , funny, , good, , The instructor is nice., , Adjectives ususally come before the noun or after a “to be” verb (am, are, is)., (Adjectives ususally come before the noun or after a “to be” verb (am, are, is).), , Verbs, show an action, (Verbs show an action.), read, I walk to school., , walk, , talk, , run, , Camilla reads a book., , Change the verb based on the noun or pronoun subject. Add -s for he, she, and it, subjects., (Change the verb based on the noun or pronoun subject. Add -s for he, she, and it, subjects.), , 46, https://sscstudy.com/, , Module 2
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Lf, , Language Focus: Parts of Speech Practice, , A. Circle the nouns in the sentences below., Circle the nouns in the sentences below., , Write the nouns on the line., Write the nouns on the line., , 1. The pig is pink., 2. A jet is big., 3. The bug is small., 4. It is a green apple., 5. My sister and mom are nice., B. Circle the pronouns in the sentences below., , Write the pronouns on the line., , Circle the pronouns in the sentences below., , Write the pronouns on the line., , 1. We are happy., 2. She has a bag., 3. They walk to school., 4. He goes to class., 5. You are a learner., C. Circle the verbs in the sentences below., Circle the verbs in the sentences below., , Write the verbs on the line., Write the verbs on the line., , 1. She is a instructor., 2. I am happy., 3. They like to read., 4. Ben goes to class. He is a learner., 5. Camilla and I go to school. We are learners., D. Circle the adjectives in the sentences below., , Write the adjectives on the line., , Circle the adjectives in the sentences below., , Write the adjectives on the line., , 1. She is a happy instructor., 2. It is my blue pencil., 3. The pig is pink., 4. The food is good., 5. The big jet is nice., , https://sscstudy.com/, , Module 2, , 47
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Lf, , Language Focus: Basic Sentence Structure, , The basic structure of a sentence, unless it is a question, is often:, The basic structure of a sentence, unless it is a question, is often:, Subject, , Verb, , Adjective, , He, , is, , tired., , Subject, , Verb, , Adverb, , Adjective, , He, , is, , very, , tired., , Subject, , Verb, , Adjective, , Noun, , I, , throw, , the, , ball., , Subject, , Verb, , Adjective, , Adjective, , Noun, , I, , want, , some, , good, , fruit., , Subject, , Adverb, , Verb, , Adjective, , Adjective, , Noun, , I, , really, , want, , some, , good, , fruit., , Remember: In English, we always use a name, noun, or personal pronoun before the verb., In English, we always use a name, noun, or personal pronoun before the verb., , Lf, , Language Focus: Adjectives, , In English, the adjectives usually come before a noun. Look at the examples below., In English, the adjectives usually come before a noun. Look at the examples below., , Adjective, , Noun, , Pronoun, , Verb, , Adjective, , Noun, , 1., , good, , fruit, , 4., , It, , is, , a cold, , day., , 2., , large, , ball, , 5., , We, , have, , a brown, , table., , 3., , happy, , children, , 6., , They, , are, , tired, , learners., , Draw a line between one adjective and one noun. Then write the words in the correct order., , Adjective, , Noun, , Write in Correct Order, , green, , green, , window, , window, , old, , old, , book, , book, , glass, , glass, , instructor, , instructor, , tall, , tall, , building, , building, , glass window, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 48, https://sscstudy.com/, , Module 2
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Lf, , Language Focus: Saying the Date, , To say the year, divide the number as two numbers., To say the year, divide the number as two numbers., , 1920, , 19, , 20, , “nineteen, , twenty”, , 1716, , seventeen sixteen, , 2000*, , two thousand, , 1820, , eighteen twenty, , 2003*, , two thousand (and) three, , 1904, , nineteen o four, , 2012, , twenty twelve or two thousand twelve, , 1986, , nineteen eighty-six, , 2014, , twenty fourteen or two thousand fourteen, , *Do not divide the numbers for the years 2000–2009., Practice writing and saying the years., Practice writing and saying the years., , 2004, , two thousand four, , 2011, 2018, 1945, 1976, 1856, 2015, To say the date, use the ordinal number for the day and the cardinal number (see above) for the year., Example:, , Written: Today is January 3, 2015., , Spoken: “Today is January third, two thousand fifteen.”, , Practice writing and saying the dates below., , March 11, 2014, , Today is March eleventh, two thousand fourteen., , May 18, 2013, , Today is, , July 21, 2014, , Today is, , September 1, 2014, , Today is, , October 22, 2014, , Today is, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., https://sscstudy.com/, , Module 2, , 49
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C, , Mini-Conversations Related to the Dialog, Instructors explain the meaning and then demonstrate and get repetition., Instructors explain the meaning and then demonstrate and get repetition., , 1. When is the class?, , 2. Classes begin next month., , Every Tuesday at 7:00 p.m., , Great! I’m excited!, , 3. Is church in the morning or the afternoon?, , 4. What time do classes end?, , It’s* in the morning at 9:00 a.m., , At 8:30 p.m., , *It’s is the shortened form of it is., , V, , Expressions Related to the Dialog, Instructors explain the meaning and then demonstrate and get repetition., Instructors explain the meaning and then demonstrate and get repetition., , Expression:, , I can’t wait!, , Meaning:, , I’m very excited!, , Example:, , I can’t wait for class to start!, , Meaning:, , I’m very excited for class to start!, , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , February, , February, , August, , August, , March, , March, , September, , September, , April, , April, , October, , October, , May, , May, , November, , November, , June, , June, , December, , December, , July, , July, , Instructors explain the significanc of cognates and demonstrate pronunciation., , 50, https://sscstudy.com/, , Module 2
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Dialog Flash Fold Card, Cut out the box(es) on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize, them. You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box(es) on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can, use the other side of the card to help you understand the meaning of the dialog., , Card 2A, Module 2, , Dialog, , Dialog, , Camilla:, , Do you know which days we, have our English classes?, , Do you know which days we have, our English classes?, , Ben:, , Yes, they are on Tuesday and, Thursday evenings., , Yes, they are on Tuesday and, Thursday evenings., , Camilla:, , What time do they begin?, , What time do they begin?, , Ben:, , They start at 7:00 p.m. and end at, 8:30 p.m., , They start at 7:00 p.m. and end at, 8:30 p.m., , Camilla:, , What month do they begin?, , What month do they begin?, , Ben:, , In September, September 1 (first)., , In September, September 1 (first)., , Camilla:, , Thank you. Do you also know, what time church services start, on Sunday?, , Thank you. Do you also know what, time church services start on, Sunday?, , Ben:, , Yes, they start at 9:00 a.m. every, week and last until 12:00 p.m., (noon)., , Yes, they start at 9:00 a.m. every, week and last until 12:00 p.m., (noon)., , https://sscstudy.com/, , Module 2, , 51
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Vocabulary Flash Fold Card, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary,, grammar, and proper pronunciation. You can use the other columns of the card to help you understand the meaning of, the words., , Vocabulary Flash Fold Card, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary, grammar, and, proper pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Card 2B, Cardinal, , Ordinal, , 1, , one, , one, , 1st, , first, , first, , 2, , two, , two, , 2nd, , second, , second, , 3, , three, , three, , 3rd, , third, , third, , 4, , four, , four, , 4th, , fourth, , fourth, , 5, , five, , five, , 5th, , fifth, , fifth, , 6, , six, , six, , 6th, , sixth, , sixth, , 7, , seven, , seven, , 7th, , seventh, , seventh, , 8, , eight, , eight, , 8th, , eighth, , eighth, , 9, , nine, , nine, , 9th, , ninth, , ninth, , 10, , ten, , ten, , 10th, , tenth, , tenth, , Card 2C, Cardinal, , Cardinal, , 11, , eleven, , eleven, , 22, , twenty-two, , twenty-two, , 12, , twelve, , twelve, , 23, , twenty-three, , twenty-three, , 13, , thirteen, , thirteen, , 24, , twenty-four, , twenty-four, , 14, , fourteen, , fourteen, , 25, , twenty-five, , twenty-five, , 15, , fifteen, , fifteen, , 26, , twenty-six, , twenty-six, , 16, , sixteen, , sixteen, , 27, , twenty-seven, , twenty-seven, , 17, , seventeen, , seventeen, , 28, , twenty-eight, , twenty-eight, , 18, , eighteen, , eighteen, , 29, , twenty-nine, , twenty-nine, , 19, , nineteen, , nineteen, , 30, , thirty, , thirty, , 20, , twenty, , twenty, , 31, , thirty-one, , thirty-one, , 21, , twenty-one, , twenty-one, , https://sscstudy.com/, , Module 2, , 53
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Module 3, GREETINGS AND INTRODUCTIONS, , https://sscstudy.com/, , Module 3, , 55
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Greetings and Introductions, Present Tense, (4 classes with subsequent review), , O, , 3, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. ask and answer simple questions., ◯ 2. greet others and make, introductions., ◯ 3. use the verb to be., ◯ 4. create sentences using common, English verbs., The instructor and assistants, and English speakers at home, help the learners with this English dialog. First, they read the whole, dialog. Then, they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them, well., The instructor and assistants, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog. Then, they, read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , John:, , Good morning, Sharon. How are, you?, , Good morning, Sharon. How are, you?, , Sharon:, , I am fine, and you?, , I am fine, and you?, , John:, , Great! This is my new friend, Sam. Great! This is my new friend, Sam., , Sharon:, , I am pleased to meet you., , I am pleased to meet you., , Sam:, , It is nice to meet you, Sharon., , It is nice to meet you, Sharon., , Assistant instructors help intermediate learners write and participate in greetings in various settings (for, example: school, church, workplace, supermarket)., https://sscstudy.com/, , Module 3, , 57
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -oo-, , good, hood, wood, , g-------d, , h-------d, , w-------d, , gr-, , great, grand, grow, , -------eat, , -------and, , -------ow, , sh-, , Sharon, shoe, show, , -------aron, , -------oe, , -------ow, , -ing, , morning, evening, being, , morn-------, , even-------, , be-------, , y-, , you, your, yes, , -------ou, , -------our, , -------es, , -end, , friend, send, bend, , fri-------, , s-------, , b-------, , a, , Sam, hat, man, , S-------m, , h-------t, , m-------n, , ee, , meet, feet, need, , m-------t, , f-------t, , n-------d, , -ew, , new, blew, crew, , n-------, , bl-------, , cr-------, , V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , good morning, , hello, , I, , me, , fine, , well, , great, , very good, , friend, , companion, , I’m, , I am, , pleased, , happy, , to meet, , to know, , nice, , good, , my, , belongs to me, , this (person), , that, , Writing Practice, , Assistant instructors help learners write and say sentences using a few of these words. When correct, teach, them to the other learners in your group., , 58, https://sscstudy.com/, , Module 3
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P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , good, , hood, , wood, , stood, , should, , would, , could, , fine, , dine, , line, , mine, , nine, , pine, , wine, , and, , band, , brand, , hand, , land, , sand, , stand, , meet, , beet, , feet, , sweet, , tweet, , sheet, , street, , nice, , dice, , lice, , price, , mice, , rice, , twice, , V, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), pretty good, well, nice, , nice to met, , okay, , fine, , good, , happy to meet, , pleased to meet, great to meet, , not bad, , good to meet, , it’s a pleasure to meet, , excellent, wonderful, fantastic, , very good, super, , great, , outstanding, , marvelous, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , https://sscstudy.com/, , Module 3, , 59
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V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , good morning •, , • well, , I’m •, , • hello, , fine •, , • good, , great •, , • to know, , my •, , • I am, , friend •, , • happy, , I•, , • belongs to me, , pleased •, , • very well, , to meet •, , • me, , nice •, , • buddy, , C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , good morning, , hello, , John:, , Good ---------------------, Sharon. --------------------- are you?, , Sharon:, , I --------------------- fine, and ---------------------?, , John:, , Great! This --------------------- my new friend, Sam., , Sharon:, , I am --------------------- to meet ---------------------., , Sam:, , It is nice -------------------------------- you, Sharon., , 60, https://sscstudy.com/, , Module 3
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C, , C, , Intermediate Challenge, Prepare a written conversation with someone you meet at Church., Prepare a written conversation with someone you meet at Church., , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. ( God / Good ) morning., 2. How ( are / or ) you?, 3. I’m ( find / fine ), and (you / your )?, 4. ( Grate / Great ) ! ( This / These ) is my new, friend., 5. I am pleased to ( meet / meat ) you., 8. It is ( niece / nice ) to meet ( your / you ),, Sharon., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , https://sscstudy.com/, , Module 3, , 61
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Lf, , Language Focus: to be, , Write and say this sentence in English., , John, , Sam, , You are John and speaking, , Sharon, , I am John., , You are Sam., , She is Sharon., , He is Sam., , They are Sharon and Sam., (She + He = They), She, , He, , We are John and Sam., (I + You = We), I, , you, , Assistant instructors help learners write and say these sentences. When a learner can say the sentences, correctly, he or she can teach them to the other learners in the group., , Person, , Conjugation, , Sample Sentence, , I, , am, , I am happy., , You / We / They, , are, , We are cold., , He / She / It, , is, , He is early., , 62, https://sscstudy.com/, , Module 3
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Lf, , Language Focus: Contractions of to be, , I am = I’m, , C, , He is = he’s, , You are = you’re, , She is = she’s, , We are = we’re, , It is = it’s, , They are = they’re, , Follow the short format above to create simple sentences. Practice saying your sentences., Follow the short format above to create simple sentences. Practice saying your sentences., , Person, , Conjugate to be, , Adjective, , I, , am, , I am happy., , You, He, She, It, We, They, Assistant instructors help learners create sentences using other vocabulary. An example could be, “I am, sad.” Encourage them to write and say sentences for other words such as tired, late, bored, busy, angry,, hungry, funny, serious, and so on., , https://sscstudy.com/, , Module 3, , 63
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Lf, , Language Focus: Reduced Questions and Answers (Contractions), , Long Question, Long Question, , Reduced Question, Reduced Question, , Long Answer, Long Answer, , Reduced Answer, Reduced Answer, , How are you?, , How’re you?*, , I am fine., , I’m fine., , How is your dad?, , How’s your dad?, , He is fine., , He’s fine., , How is he?, , How’s he?, , He is fine., , He’s fine., , How is she?, , How’s she?, , She is fine., , She’s fine., , How is it?, , How’s it?, , It is fine., , It’s fine., , How are you?, , How’re you?*, , We are fine., , We’re fine., , How are they?, , How’re they?*, , They are fine., , They’re fine., , * It is spoken as “How’re” but it is generally written as “How are.”, It is spoken as “How’re” but it is generally written as “How are.”, , Fill in the missing words using am, is, or are., Fill in the missing words using am, is, or are., , Fill in the missing words using I’m, You’re, He’s,, She’s, We’re, or They’re., Fill in the missing words using I’m, You’re, He’s,, She’s, We’re, or They’re., , I am fine., , I’m fine., , 1., , He ---------------- fine., , --------------------- fine., , 2., , They ---------------- fine., , --------------------- fine., , 3., , She ---------------- okay., , --------------------- okay., , 4., , How ---------------- you?, , --------------------- you?, , 5., , She ---------------- here today., , --------------------- here today., , 6., , He ---------------- my friend., , --------------------- my friend., , 7., , It ---------------- okay., , --------------------- okay., , 8., , I ---------------- pleased to meet you., , --------------------- pleased to meet you., , 9., , We ---------------- fine., , --------------------- fine., , 10. You ---------------- pleased., , 64, https://sscstudy.com/, , --------------------- pleased., , Module 3
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C, , Mini-Conversations Related to the Dialog, , 1. How are things going?, , 2. Hello, I’m Mary., , Pretty well, thank you., , Glad to meet you., , 3. Who is your friend?, , 4. Where are you from?, , His/her name is ---------------------., , I’m from Arizona., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, , Expression, , Good morning., , Meaning, , a way to greet someone., , Examples, , Good afternoon, Good evening. Hello. Hi. How are you?, , Expression, , It’s my pleasure., , Meaning, , something nice that you like, , Examples, , It’s a pleasure for me., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 3, , 65
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Lf, , Language Focus: 60 Common Verbs—Practice Present Tense, , Verb, , I / You / We / They, , He / She / It, , Regular verbs, , Drop the to, , Drop the to and add s, , Write the correct verb form., , 1., , to answer, , I answer him., , He answers right away., , She, , ----------------, , correctly., , 2., , to arrive, , I arrive on time., , He arrives late., , He, , ----------------, , with me., , 3., , to ask, , I ask for a lot., , He asks a question., , We, , ----------------, , him again., , 4., , to begin, , I begin today., , He begins late., , He, , ----------------, , class this week., , 5., , to believe, , I believe him., , He believes you., , She, , ----------------, , it., , 6., , to bring, , I bring food., , He brings books., , She, , ----------------, , a friend., , 7., , to call, , I call regularly., , He calls every night., , We, , ----------------, , him on the phone., , 8., , to come, , I come later., , He comes tonight., , We, , ----------------, , home., , 9., , to drink, , I drink water., , He drinks milk., , We, , ----------------, , the soda., , 10., , to eat, , I eat a lot., , He eats well., , He, , ----------------, , everything., , 11., , to feel, , I feel good., , He feels bad., , She, , ----------------, , something soft., , 12., , to find, , I find rocks., , He finds lost coins., , He, , ----------------, , the address., , 13., , to get, , I get tired., , He gets busy., , She, , ----------------, , a bonus., , 14., , to give, , I give donations., , He gives him a dollar., , He, , ----------------, , it away., , 15., , to have (irr.), , I have homework., , He has too much work., , She, , ----------------, , to study., , 16., , to hear, , I hear something., , He hears a noise., , You, , ----------------, , the song., , 17., , to help, , I help with school., , He helps his friend., , We, , ----------------, , everyone., , 18., , to invite, , I invite them., , He invites him., , We, , ----------------, , everybody., , 19., , to know, , I know the way., , He knows English., , We, , ----------------, , the problem., , 20., , to laugh, , I laugh a lot., , He laughs at the joke., , She, , ----------------, , all the time., , 21., , to learn, , I learn English., , He learns a lot in class, , We, , ----------------, , the verbs., , 22., , to leave, , I leave late., , He leaves early., , They, , ----------------, , at noon., , 23., , to like, , I like the food., , He likes the dinner., , He, , ----------------, , the class., , 24., , to listen, , I listen in class., , He listens carefully., , They, , ----------------, , to the instructor., , 25., , to look, , I look tired., , He looks right at him., , He, , ----------------, , crazy., , 26., , to love, , I love the book., , He loves the music., , They, , ----------------, , learning, , 27., , to make, , I make dinner., , He makes it home., , She, , ----------------, , a cake., , 28., , to meet, , I meet friends., , He meets often., , They, , ----------------, , each other., , 29., , to need, , I need some food., , He needs to work., , They, , ----------------, , to run., , 30., , to read, , I read books., , He reads all night., , He, , ----------------, , the book., , 31., , to remember, , I remember him., , She remembers to call., , They, , ----------------, , the lessons., , 32., , to repeat, , I repeat out loud., , He repeats the dialog., , She, , ----------------, , the vocabulary., , 66, https://sscstudy.com/, , Module 3
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33., , to say, , I say it out loud., , He says it in English., , She, , ----------------, , they can go., , 34., , to see, , I see him tonight., , He sees her go., , She, , ----------------, , the accident., , 35., , to sing, , I sing in the choir., , He sings the song., , They, , ----------------, , well., , 36., , to speak, , I speak English., , He speaks Spanish., , He, , ----------------, , at Church., , 37., , to spell, , I spell the verbs., , He spells the word right., , He, , ----------------, , the word wrong., , 38., , to stay, , I stay until Friday., , He stays the night., , They, , ----------------, , too long., , 39., , to take, , I take him home., , He takes a long time., , She, , ----------------, , her book along., , 40., , to talk, , I talk too much., , He talks for an hour., , She, , ----------------, , during class., , 41., , to tell, , I tell him., , She tells stories., , We, , ----------------, , jokes., , 42., , to think, , I think too much., , He thinks a lot about it., , He, , ----------------, , about his mother., , 43., , to understand, , I understand well., , He understands the class., , We, , ----------------, , her English., , 44., , to visit, , I visit relatives., , She visits her grandmother., , He, , ----------------, , his grandmother., , 45., , to walk, , I walk a lot., , He walks for exercise., , We, , ----------------, , all day., , 46., , to want, , I want to come., , He wants to rest., , They, , ----------------, , to learn English., , 47., , to work, , I work every day., , He works too hard., , She, , ----------------, , on Saturday., , 48., , to write, , I write books., , He writes a letter., , She, , ----------------, , well., , Drop the to, , Drop the to and add es, , Verbs ending in, o, s, sh, ch, or x, 49., , to do, , I do their work., , He does their assignment., , They, , __________, , well., , 50., , to go, , I go early today., , He goes until 5:00 p.m., , She, , __________, , home., , 51., , to cash, , I cash the check., , He cashes the check., , He, , __________, , the check., , 52., , to finish, , I finish late., , He finishes early., , You, , __________, , on time., , 53., , to teach, , I teach English., , He teaches classes., , You, , __________, , well., , 54., , to watch, , I watch baseball., , He watches TV, , We, , __________, , the game., , Drop the to, , Drop the to, change y to i, add es, , Verbs ending in y, 55., , to cry, , I cry for help., , He cries a lot., , I, , __________, , at night., , 56., , to fly, , I fly here today., , He flies a kite., , We, , __________, , to New York., , 57., , to study, , I study every day., , He studies for each test., , They, , __________, , all weekend., , 58., , to try, , I try every day., , He tries hard., , You, , __________, , to learn Spanish., , Irregular verbs, , Drop the to and memorize irregular verbs, , 59, , to be, , I am busy., , He is a good learner., , We, , __________, , good learners., , 60, , to be able to, , I am able to eat., , He is able to read., , They, , __________, , able to speak well., , ., , can (alternate), , I can do it., , He can run fast., , You, , __________, , work hard., , Instructors read the sentences and ask the learners to read them together with the instructor. Act some of these, out with role-playing., , https://sscstudy.com/, , Module 3, , 67
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C, , Conjugation Practice, , Instructors ask questions of the learners, motioning whether the question is to a you, we, they, he, or she. Learners, respond. Instructors model a sentence for the learners that uses one of the verbs correctly conjugated based on the subject, selected. Then learners create short questions and sentences and write them below. Instructors and assistant instructors, correct the written work. Then learners share with other class members their questions and sentences, using correct, gestures., , 68, https://sscstudy.com/, , Module 3
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C, , Present Tense—Sentence Practice, , At School or Class, Optional Pronouns, , Verb conjugations, , Optional Prepositional, Phrases, , (I/You/We/They/He/She/It), , (answer, arrive, come, go,, help, learn, like, listen,, speak, read, spell, talk,, think, walk, write, study), , (before class, to class, in, class, during class, after, class, before school, to, school, in school), , I, , walk, , to class, , I, You / We / They, He / She, Several learners write on the board where the activity is projected, or on a separate page, and say sentences, using various subjects, proper conjugations, and appropriate prepositional phrases. After a learner says a, proper sentence with good pronunciation, the rest of the class says the same sentence. Instructors help, learners practice proper pronunciation., , https://sscstudy.com/, , Module 3, , 69
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60 Common Verbs Flash Fold Cards, Cut out card and fold on dotted lines., , Card 3A, Infinitive, , Translation, , I / You / We / They, , He / She / It, , 1., , to answer, , to answer, , answer, , answers, , 2., , to arrive, , to arrive, , arrive, , arrives, , 3., , to ask, , to ask, , ask, , asks, , 4., , to begin, , to begin, , begin, , begins, , 5., , to believe, , to believe, , believe, , believes, , 6., , to bring, , to bring, , bring, , brings, , 7., , to call, , to call, , call, , calls, , 8., , to come, , to come, , come, , comes, , 9., , to drink, , to drink, , drink, , drinks, , 10., , to eat, , to eat, , eat, , eats, , 11., , to feel, , to feel, , feel, , feels, , 12., , to find, , to find, , find, , finds, , 13., , to get, , to get, , get, , gets, , 14., , to give, , to give, , give, , gives, , 15., , to have, , to have, , have, , has, , 16., , to hear, , to hear, , hear, , hears, , 17., , to help, , to help, , help, , helps, , 18., , to invite, , to invite, , invite, , invites, , 19., , to know, , to know, , know, , knows, , 20., , to laugh, , to laugh, , laugh, , laughs, , 21., , to learn, , to learn, , learn, , learns, , 22., , to leave, , to leave, , leave, , leaves, , 23., , to like, , to like, , like, , likes, , 24., , to listen, , to listen, , listen, , listens, , 25., , to look, , to look, , look, , looks, , 26., , to love, , to love, , love, , loves, , 27., , to make, , to make, , make, , makes, , 28., , to meet, , to meet, , meet, , meets, , 29., , to need, , to need, , need, , needs, , 30., , to read, , to read, , read, , reads, , https://sscstudy.com/, , Module 3, , 71
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60 Common Verbs Flash Fold Cards, Cut out card and fold on dotted lines., , Card 3B, Infinitive, , Translation, , I / You / We / They, , He / She / It, , 31., , to remember, , to remember, , remember, , remembers, , 32., , to repeat, , to repeat, , repeat, , repeats, , 33., , to say, , to say, , say, , says, , 34., , to see, , to see, , see, , sees, , 35., , to sing, , to sing, , sing, , sings, , 36., , to speak, , to speak, , speak, , speaks, , 37., , to spell, , to spell, , spell, , spells, , 38., , to stay, , to stay, , stay, , stays, , 39., , to take, , to take, , take, , takes, , 40., , to talk, , to talk, , talk, , talks, , 41., , to tell, , to tell, , tell, , tells, , 42., , to think, , to think, , think, , thinks, , 43., , to understand, , to understand, , understand, , understands, , 44., , to visit, , to visit, , visit, , visits, , 45., , to walk, , to walk, , walk, , walks, , 46., , to want, , to want, , want, , wants, , 47., , to work, , to work, , work, , works, , 48., , to write, , to write, , write, , writes, , 49., , to do, , to do, , do, , does, , 50., , to go, , to go, , go, , goes, , 51., , to cash, , to cash, , cash, , cashes, , 52., , to finish, , to finish, , finish, , finishes, , 53., , to teach, , to teach, , teach, , teaches, , 54., , to watch, , to watch, , watch, , watches, , 55., , to cry, , to cry, , cry, , cries, , 56., , to fly, , to fly, , fly, , flies, , 57., , to study, , to study, , study, , studies, , 58., , to try, , to try, , try, , tries, , 59., , to be, , to be, , I am, You/We/They are, , is, , 60., , to be able to, , to be able to, , I am able to, You/We/They are able to, , is able to, , (can), , (can), , can, , can, , https://sscstudy.com/, , Module 3, , 73
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Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them., You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can use, the other side of the card to help you understand the meaning of the dialog., , Card 3C, Module 3, , Dialog, , Dialog, , John:, , Good morning, Sharon. How are, you?, , Good morning, Sharon. How are, you?, , Sharon:, , I am fine, and you?, , I am fine, and you?, , John:, , Great! This is my new friend,, Sam., , Great! This is my new friend, Sam., , Sharon:, , I am pleased to meet you., , I am pleased to meet you., , Sam:, , It is nice to meet you, Sharon., , It is nice to meet you, Sharon., , https://sscstudy.com/, , Module 3, , 75
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Module 4, DIRECTIONS INSIDE A BUILDING, , https://sscstudy.com/, , Module 4, , 77
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Directions inside a Building, (3 classes with subsequent review), , O, , 4, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. ask directions inside a building., ◯ 2. ask questions using what, when,, where, who, which, and how., ◯ 3. ask “to do” questions., ◯ 4. use the contraction don’t., , https://sscstudy.com/, , Module 4, , 79
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The instructor, assistant instructors, and English speakers at home help the learners with this English dialog. First, they read the whole, dialog to the learners. Then they read two or three words and leave time for the learners to repeat the words until the learners can, pronounce them well., The instructor, assistant instructors, and English speakers at home help the learners with this English dialog. First, they read the whole dialog to the, learners. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, Laura:, , Hi, pardon me. Where is the class? Hi, pardon me. Where is the class?, , Jerry:, Laura:, , It’s up the stairs, straight down the It’s up the stairs, straight down the, hall, and to the left., hall, and to the left., Which door?, Which door?, , Jerry:, , The fifth one., , The fifth one., , Laura:, , When does it start?, , When does it start?, , Jerry:, , Right now, at ten o’clock., , Right now, at ten o’clock., , Laura:, , Do I need anything for class today?, , Jerry:, , Do I need anything for class, today?, No, I don’t think so., , Laura:, , Who is the instructor?, , Who is the instructor?, , Jerry:, , Mr. Kimball., , Mr. Kimball., , Laura:, , Excuse me, please. I have to get to, class. Thanks., You’re welcome. Please go ahead., , Excuse me, please. I have to get to, class. Thanks., You’re welcome. Please go ahead., , Jerry:, , No, I don’t think so., , Instructors can find additional practice content for giving directions in Module 9, Directions Outside, and, Module 19, Final Resource Materials., , 80, https://sscstudy.com/, , Module 4
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , w-, , with, without, welcome, , ----------ith, , ----------ithout, , ----------elcome, , wh-, , when, where, why, which, , ----------en, , ----------ere, , ----------y, , wh-, , who, whole, , ----------o, , ----------ole, , th-, , thanks, thin, think, , ----------anks, , ----------in, , ----------ink, , -s*, , excuse, please, is, does, , excu----------e, , plea----------e, , doe----------, , h-, , hi, hall, how, ahead, , ----------all, , ----------ow, , a----------ead, , -t, , left, right, start, what, , lef----------, , righ----------, , star----------, , d-, , down, door, does, do, , ----------own, , ----------oor, , ----------oes, , -ll, , hall, Kimball, tall, ball, , ha----------, , ta----------, , ba----------, , *When a vowel comes before the s at the end of the word, the s sounds like a z., , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , hall, , wall, , tall, , call, , mall, , start, , part, , art, , cart, , dart, , class, , pass, , mass, , gas, , grass, , think, , drink, , ink, , sink, , link, , me, , be, , she, , we, , he, , need, , deed, , feed, , seed, , heed, , do, , to, , is, , his, , https://sscstudy.com/, , Module 4, , ball, , fall, , pink, , weed, , 81
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V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , pardon me •, right now •, you’re welcome •, think •, start •, nope •, hi •, first •, nothing •, door •, where •, when •, , Write the words you matched in pencil., Write the words you matched in pencil., , • believe, • no, • excuse me, • immediately, • begin, • good-bye, • something, • window, • no problem, • place, • time, • second, , Pardon me, , Excuse me, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write, Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , pardon me, , excuse me, , right now, , immediately, , you’re welcome, , no problem, , think, , believe, , start, , begin, , nope, , no, , hi, , good-bye, , first, , second, , nothing, , something, , door, , window, , where, , place, , when, , time, , 82, https://sscstudy.com/, , Module 4, , Writing Practice
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), create, , zero, , commence, , start, (verb), , open, , begin, , not anything, , empty, , nothing, not a thing, void, , outset, , origin, opening, , start, (noun), , before, , beyond, , ahead, , beginning, in front, , commencement, , forward, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Laura:, , Hi, -------------------- me. Where is the class?, , Jerry:, , It’s ---------- the -----------, ------------------ ------------------ the hall and to the, left., , Laura:, , -------------------- door?, , Jerry:, , The -------------------- one., , Laura:, , When does it --------------------?, , Jerry:, , Right --------------------, at ten --------------------., , Laura:, , Do I need ------------------------------ for class today?, , Jerry:, , ----------, I don’t think so., , Laura:, , Who is the --------------------?, , Jerry:, , Mr. Kimball., , Laura:, , Excuse me, --------------------. I have to -------------------- to class., --------------------., , Jerry:, , You’re welcome. Please ---------- --------------------., , https://sscstudy.com/, , Module 4, , 83
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C, , From the dialog, circle the correct word. Write the complete sentence in pencil., Write the complete sentence in pencil., From the dialog, circle the correct word., , 1. Where (as / is) the class?, It’s straight down the hall (two /, 2. to / too) the right., 3. When (does / do) it start?, 4. What (does / do) I need?, 5. (Whom / Who) is the instructor?, 6. Excuse (my / me), please., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , C, , Instructors create a diagram of the inside of a building or use the diagram on the back of this page (distribute, copies or display it on a screen). Instructors describe how to go into the building, up or down stairs, down a, hall, and to a particular room. Then they ask volunteers to give directions on how to arrive at different places., , C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , Where is the class?, Which door?, When does it start?, What do I need?, Who is the instructor?, Excuse me, please. Where is the restroom?, , 84, https://sscstudy.com/, , Module 4
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C, , Directions inside a School, Room, , Room, , 9, Room, , Room, , 11, , Girls’, Restro, om, , 10, , 7, , Boys, ’, Restr, oo, , Room, 8, , Room, , m, , Room, , 6, , Room, , 5, , 3, Room, 4, , Room, , 1, , Room, , https://sscstudy.com/, , 2, , Module 4, , 85
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Lf, , Language Focus: 60 Common Verbs, , Lf, , Language Focus: Wh- and How Questions, , Instructors use the Module 3 language focus for the 60 common verbs. They read the sentences and ask the, learners to read with them. Instructors and learners can role-play by showing the action of the verb and, motioning to oneself for I, to a man for he, a woman for she, to two people for they, and all as a group for we., Use gestures for the conjugations. Encourage the learners to create some of their own sentences to share., , Wh- or How Word, , What the Wh- or How Word Asks For, , Who?, (Who), , Person, , When?, (When), Where?, (Where), , Time, Place, , Which?, (Which), , Choice, , Why?, (Why), , Reason or Explanation, , How?, (How), , Process or Condition, , What?, (What), , Item Description or Explanation, , Question, , Answer, , What Is Asked For, , Who is the instructor?, , Mr. Kimball., , Person, , What do I need?, , Nothing., , Description, , When does it start?, , At 10:00., , Time, , Where is the class?, , It’s down the hall to the left., , Place, , Why are you here?, , I’m here to learn English., , Reason, , Which door?, , The first door., , Choice, , How are you?, , I’m fine., , Condition, , Instructors have the learners practice asking some Wh- and How questions. The instructors ask some questions and then ask for volunteers to do the same., , 86, https://sscstudy.com/, , Module 4
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Lf, , Language Focus: Wh- and How Questions, , Find the answer to a question. Then write the correct wh- or how word for each question and identify the type of, information that the question is asking about., Find the answer to a question. Then write the correct wh- or how word for each question and identify the type of information that, the question is asking about., , Question, , Answer, , What Is Asked for, , 1. Where is it?, , It’s down the hall., , place, , 2. ---------------- is his name?, , His name is Mr. Kimball., , 3. ---------------- door is it?, , The first door., , 4. ---------------- does it start?, , It starts right now., , 5. ---------------- is he coming?, , He’s coming today., , 6. ---------------- is she?, , She’s fine., , 7., , ---------------- is Joseph?, , Joseph is fine., , 8. ---------------- are you?, , We are here., , 9. ---------------- do you need?, , I need a book., , C, , Mini-Conversations Related to the Dialog, , 1. I think our instructor is Mr. Kimball., Great! I had him last class. He’s really nice., 3. Where is our classroom?, , 2. What do I need for class, today?, Some paper and a pencil., 4. How do I get to class?, , It’s the second door on the right., , Go down the hall and turn, left., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 4, , 87
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V, 1., , 2., , 3., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression:, , No problem., , Meaning:, , A response to “Thank you” similar to “You’re welcome” or, “I was happy to help.”, , Examples:, , Thanks for helping me., No problem., , Meaning:, , Thanks for helping me., You’re welcome. I was happy to help., , Expression:, , Go ahead., , Meaning:, , Do what you want, do what you plan to do., , Examples:, , Excuse me. I have to leave., Go ahead. See you later., , Meaning:, , Excuse me. I have to leave., Okay, you can leave. See you later., , Expression:, , I have to run., , Meaning:, , I need to leave now., , Examples:, , Sorry, I have to run. Bye!, , Meaning:, , Sorry, I have to leave. Bye!, , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , 88, https://sscstudy.com/, , Module 4
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Lf, , Language Focus: To Do and Contractions of Do Not, , How do you feel?, , I feel fine., , I don’t (do not) feel well., , When do we have class?, , We have class tonight., , We don’t have class tonight., , When do you go to bed?, , I go to bed at 10:00 pm., , I don’t go to bed until 10:00., , Where do you go to school?, , I go to Jordan High., , I don’t go to school., , Where do you go to church?, , I go to church on 7th Street., , I don’t go to church., , What sports do you like?, , I like soccer., , I don’t like sports., , Do you like to swim?, , Yes, I like to swim., , No, I don’t like to swim., , Do you like to read books?, , Yes, I like to read books., , I don’t like to read books., , Do you want a glass of water?, , Yes, I want some water., , No, I don’t want water., , ?, , ., , ?, , ., , ?, , ., , ?, , ., , At this point it is important for instructors to focus on sentences and questions using to do in the affirmative and in the, negative. The negative often involves use of the contraction don’t for do not. Take some time to teach the contraction, form. The activity includes some examples and space below for the learners to use., Please note that the learners may not understand or easily create full sentences with correct grammar. Help them learn, model sentences and questions that they can use in conversations., Assistant instructors should help the learners become comfortable using to do in questions and answers., , https://sscstudy.com/, , Module 4, , 89
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C, , Present Tense—Sentence Practice, , At Work with Supervisor or Co-employees, Pronouns, , Verb Conjugations, , Optional Prepositional, Phrases, , (I/You/He/She/, It/We/They), , (arrive, come, go, help, learn,, listen, speak, talk, teach,, think, walk, write, study), , (before work, to work, at, work, during work, after, work), , I, , walk, , to work, , I, You/ We/ They, He/ She, Have several learners fill in the chart on the board or on a separate page. Have them speak in sentences, using various subjects, proper conjugations, and appropriate prepositional phrases. Help them practice, proper pronunciation., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , excuse me, , excuse me, , pardon, , pardon, , class, , class, , student, , student, , 90, https://sscstudy.com/, , Module 4
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Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line, and practice the English sentences to memorize, them. You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line, and practice the English sentences to memorize them. You can use, the other side of the card to help you understand the meaning of the dialog., , Card 4A, Module 4, , Dialog, , Laura:, , Hi, pardon me. Where is the class? Hi, pardon me. Where is the class?, , Jerry:, , It’s up the stairs, straight down, the hall and to the left., , It’s up the stairs, straight down the, hall and to the left., , Laura:, , Which door?, , Which door?, , Jerry:, , The fifth one., , The fifth one., , Laura:, , When does it start?, , When does it start?, , Jerry:, , Right now, at ten o’clock., , Right now, at ten o’clock., , Laura:, , Do I need anything for class, today?, , Do I need anything for class today?, , Jerry:, , No, I don’t think so., , No, I don’t think so., , Laura:, , Who is the instructor?, , Who is the instructor?, , Jerry:, , Mr. Kimball., , Mr. Kimball., , Laura:, , Excuse me, please. I have to get to, class. Thanks., , Excuse me, please. I have to get to, class. Thanks., , Jerry:, , You’re welcome. Please go ahead., , You’re welcome. Please go ahead., , https://sscstudy.com/, , Dialog, , Module 4, , 91
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Vocabulary Flash Fold Card, Cut out the box on the solid lines. Fold the lists on the dotted lines, and practice until you know the vocabulary, grammar,, and proper pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Vocabulary Flash Fold Card, Cut out the box on the solid lines. Fold the lists on the dotted lines, and practice until you know the vocabulary, grammar, and proper, pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Card 4B, Wh / How ?, , Translation, , Question, , Answers, , 1. Who?, , Who, , Who is the instructor?, , Mr. Kimball., , 2. When?, , When, , When does it start?, , At 10:00 p.m., , 3. Where?, , Where, , Where is the class?, , It’s down the hall., , 4. Which?, , Which, , Which door?, , The second door., , 5. Why?, , Why, , Why are you here?, , I’m here to learn English., , 6. How?, , How, , How are you?, , I’m fine., , 7. What?, , What, , What do I need?, , Nothing., , https://sscstudy.com/, , Module 4, , 93
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Module 5, RESPONSIBILITIES AND ACTIVITIES, , https://sscstudy.com/, , Module 5, , 95
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Responsibilities and Activities, (3 classes with subsequent review), , O, , 5, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. say my responsibilities., ◯ 2. use helping verbs + infinitives to say, responsibilities, wishes, likes, and, needs., ◯ 3. create small sentences., , https://sscstudy.com/, , Module 5, , 97
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Son:, , What are your responsibilities?, , What are your responsibilities?, , Father:, , What do you mean?, , What do you mean?, , Son:, , You know, things you have to do,, your duties., , You know, things you have to do,, your duties., , Father:, , Oh, you mean my work and home Oh, you mean my work and home, responsibilities?, responsibilities?, , Son:, , Yes, that’s right., , Yes, that’s right., , Father:, , I have to work every day. I also, help with the children. I like to, play sports and to do hobbies. I, also hope to learn English., , I have to work every day. I also help, with the children. I like to play sports, and to do hobbies. I also hope to learn, English., , Son:, , So some are responsibilities that, you have to do, and others are, activities that you like to do., , So some are responsibilities that you, have to do, and others are activities, that you like to do., , Father:, , Yes, I think responsibilities are, usually things you have to do., , Yes, I think responsibilities are usually things you have to do., , 98, https://sscstudy.com/, , Module 5
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -ea-, , mean, read, lead, , m-----n, , r-----d, , -ties, , duties, activities, , du-------, , activi-------, , -ike, , like, Mike, hike, , l-------, , M-------, , h-------, , -bby, , hobby, lobby, Libby, , ho-------, , lo-------, , Li-------, , wh-, , what, where, when, why, , -------at, , -------ere, , -------en, , -------y, , -o-, , hope, rope, go, low, , h-------pe, , r-------pe, , g-------, , l-------w, , pl-, , play, please, place, , -------ay, , -------ease, , -------ace, , P, , l-----d, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , mean, , bean, , clean, , lean, , other, , brother, , mother, , smother, , think, , drink, , sink, , blink, , V, , Dean, , Jean, , pink, , wink, , link, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , responsibility •, , • hobby, , activity •, , • action, , work •, , • must, , play •, , • assist, , have to •, , • duty, , every •, , • correct, , help •, , • job, , right •, , • each, , responsibility, , duty, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., https://sscstudy.com/, , Module 5, , 99
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Vocabulary Practice, , V, , Vocabulary Practice, , Write the words in pencil. Also, pronounce them with your assistant instructor., Write the words in pencil. Also, pronounce them with your assistant instructor., , Dialog Words, , Writing Practice, , Related Words, , responsibility, , duty, , activity, , action, , work, , job, , play, , hobby, , have to, , must, , every, , each, , help, , assist, , right, , correct, , V, , Writing Practice, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), objects, , concepts, , things, , that’s right, correct, , items, , matters, , that’s okay, that’s true, , chore, duty, , work, , often, , frequently, , responsibility, job, , that’s good, , that’s correct, , usually, , obligation, , almost always, , typically, , most of the time, , task, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 100, https://sscstudy.com/, , Module 5
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C, , Instructors use the Module 3 language focus for the 60 common verbs. They read the sentences and ask the, learners to read them together. Role-play by showing the action of the verb and motioning to oneself for I, to a, man for he, a woman for she, to two people for they, and all as a group for we. Encourage the learners to create, some of their own sentences to share., , C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Son:, , What are your ------------------------------------------?, , Father:, , What do --------------------- mean?, , Son:, , You know, --------------------- you -----------------------------------, your, duties., , Father:, , Oh, you ------------- my ------------- and home --------------------------------?, , Son:, , Yes, ----------------- right., , Father:, , I -------------------- work every day. I also ----------------- with the children., I ----------------- to play sports and to do ----------------------. I also hope to, --------------------- English., , Son:, , So some are ---------------------------------- that you have to do, and others, are ----------------------- that you like to do., , Father:, , ---------------, I think ---------------------------------- are usually, -------------------- you have to do., , C, , Instructors tell the learners what some of their responsibilities are and then ask the learners to describe in full, sentences what their responsibilities are., >Instructors tell the learners what some of their hobbies are and then ask the learners to describe in full, sentences what their hobbies are or what they like to do., >Role-play with learners by having them act out something that a person has to do as a responsibility or likes, to do. Then ask the learners to describe in full sentences as follows:, , --------------------- is one of his responsibilities or -------------------- likes to ---------------------., , https://sscstudy.com/, , Module 5, , 101
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C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. What are ( you / your ) responsibilities?, 2. What do ( you / your ) mean?, 3. You ( now / know ), things you ( have / half ), to do, your duties., 4. Oh, you ( men / mean ) my work ( an / and ), home responsibilities., 5. Yes, that’s ( right / write )., 6. I have to work every day. I have to help (, with / which ) the children. I also ( lick / like ), to play sports, to do hobbies, and I ( hop /, hope ) to learn English., 7., , ( So / Sew ), some ( or / are ) responsibilities, that you have to do, and others are activities, ( that / those ) you like to do., , 8. Yes, I ( think / thing ) responsibilities are, things you have to do., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , What are your responsibilities?, , 102, https://sscstudy.com/, , I have to, , Module 5
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Lf, , Language Focus: Helping Verbs and Infinitives (have, need, like, want, hope, get), , Have, , have +, , infinitive verb, , I, , have, , to go., , I --------------- ---------- do the homework., , You, , have, , to study., , You --------------- ---------- attend class., , You (all), , have, , to study., , You (all) --------------- ---------- go to work., , We, , have, , to learn English., , We --------------- ---------- study every day., , They, , have, , to practice English., , They --------------- ---------- read the book., , He/She/It, , has, , to attend class., , He/She/It --------------- ---------- go to the, store., , Need, , need +, , infinitive verb, , I, , need, , to go., , I --------------- ---------- go shopping., , You, , need, , to study., , You --------------- ---------- cook dinner., , You (all), , need, , to study., , You (all) --------------- ---------- read a book., , We, , need, , to learn English., , We --------------- ---------- go to class., , They, , need, , to practice English., , They --------------- ---------- study every day., , He/She/It, , needs, , to attend class., , He/She/It --------------- ---------- eat lunch., , Like, , like +, , infinitive verb, , I, , like, , to eat., , I --------------- ---------- learn new things., , You, , like, , to study., , You --------------- ---------- read books., , You (all), , like, , to study., , You (all) --------------- ---------- go to class., , We, , like, , to learn English., , We --------------- ---------- dance., , They, , like, , to practice English., , They --------------- ---------- cook., , He/She/It, , likes, , to attend class., , He/She/It --------------- ---------- play sports., , https://sscstudy.com/, , Module 5, , 103
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Want, , want +, , infinitive verb, , I, , want, , to eat., , I --------------- ---------- read a book., , You, , want, , to study., , You --------------- ---------- study today., , You (all), , want, , to study., , You (all) --------------- ---------- eat lunch., , We, , want, , to learn English., , We --------------- ---------- visit their family., , They, , want, , to practice English., , They --------------- ---------- go to the store., , He/She/It, , wants, , to attend class., , He/She/It --------------- ---------- dance., , Hope, , hope +, , infinitive verb, , I, , hope, , to learn a lot., , I --------------- ---------- visit my family., , You, , hope, , to visit my son., , You --------------- ---------- see the game., , You (all), , hope, , to see you., , You (all) --------------- ---------- have fun., , We, , hope, , to get a good job., , We --------------- ---------- learn English., , They, , hope, , to learn English., , They --------------- ---------- get a good job., , He/She/It, , hopes, , to pass the class., , He/She/It --------------- ---------- learn a lot., , Get, , get +, , infinitive verb, , I, , get, , to see a movie., , I --------------- ---------- visit New York., , You, , get, , to cook lunch., , You --------------- ---------- play soccer., , You (all), , get, , to visit California., , You (all) --------------- ---------- read a book., , We, , get, , to read a book., , We --------------- ---------- cook dinner., , They, , get, , to play sports., , They --------------- ---------- see a movie., , He/She/It, , gets, , to go on vacation., , He/She/It --------------- ---------- go on, vacation., , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 104, https://sscstudy.com/, , Module 5
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C, , Mini-Conversations Related to the Dialog, , 1. What are your responsibilities?, , 2. What do you like to do?, , I have to work every day and help, with the children., 3. I hope to learn English., , I like to play sports and do hobbies., , 4. You have a lot to do!, , That’s wonderful!, , Yes, I do. I am very busy., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression:, , That’s right, , Meaning:, , yes, I agree, that’s corrrect, , Examples:, , Yes, that’s right!, , Meaning:, , Yes!, , Expression:, , You know, , Pronunciation: Ya know, Use:, , “filler” phrase, , Meaning:, , You understand, you can think about it, you know what I mean, , Example:, , Oh, you know, those responsibilities., , Meaning:, , You know which responsibilities I’m talking about., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 5, , 105
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C, , Present Tense—Sentence Practice, , At Home with Family and Friends:, Optional Pronouns, , Verb Conjugations, , Optional Prepositional Phrases, , (I/You/We/They/ (arrive, come, go, help,, He/She/It), learn, listen, read,, speak, stay, talk, teach,, think, walk, write,, study), , (to my/your/our/their/his/her, home, at home, in the home, with, family, to my/your/our/their/, his/her family, with my/your/, their/his/her family, with my/, your/our/their/his/her children,, to my/your/his or her wife/ husband, with my/your/his/her, wife/husband, to my/your/our/, their/his/her friends, with my/, your/our/their/his/her friends), , I, , with my family, , eat, , I, You / We / They, He / She, Have several learners fill in the chart on the board or on a separate page. Have them speak in sentences, using various subjects, proper conjugations, and appropriate prepositional phrases. Help them practice, proper pronunciation., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , to plan, , to plan, , responsibility, , responsibility, , activities, , activities, , occupation, , occupation, , object, , object, , music, , music, , 106, https://sscstudy.com/, , Module 5
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Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them., You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can use, the other side of the card to help you understand the meaning of the dialog., , Card 5A, Module 5, , Dialog, , Dialog, , Son:, , What are your responsibilities?, , What are your responsibilities?, , Father:, , What do you mean?, , What do you mean?, , Son:, , You know, things you have to do,, your duties., , You know, things you have to do,, your duties., , Father:, , Oh, you mean my work and home Oh, you mean my work and home, responsibilities?, responsibilities?, , Son:, , Yes, that’s right., , Yes, that’s right., , Father:, , I have to work every day. I also, help with the children. I like to, play sports and to do hobbies. I, also hope to learn English., , I have to work every day. I also help, with the children. I like to play sports, and to do hobbies. I also hope to learn, English., , Son:, , So some are responsibilities that, you have to do, and others are, activities that you like to do., , So some are responsibilities that you, have to do, and others are activities, that you like to do., , Father:, , Yes, I think responsibilities are, usually things you have to do., , Yes, I think responsibilities are usually things you have to do., , https://sscstudy.com/, , Module 5, , 107
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Vocabulary Flash Fold Card, Cut out the box on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary, grammar,, and proper pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Vocabulary Flash Fold Card, Cut out the box on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary, grammar, and proper, pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Card 5B, Helping verbs, , Translation, , 1., , To have to, , To have to, , 2., , To need to, , To need to, , 3., , To like to, , To like to, , 4., , To want to, , To want to, , 5., , To hope to, , To hope to, , 6., , To get to, , To get to, , https://sscstudy.com/, , Module 5, , 109
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Module 6, MAKING A DOCTOR’S APPOINTMENT, , https://sscstudy.com/, , Module 6, , 111
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Making a Doctor’s Appointment, Present Progressive Tense, (3 classes with subsequent review), , O, , 6, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. make a doctor’s appointment., ◯ 2. answer questions about a calendar,, such as dates and months., ◯ 3. express common actions using present progressive tense., , https://sscstudy.com/, , Module 6, , 113
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, Juan:, , Hello, this is Juan Sanchez. I need to Hello, this is Juan Sanchez. I need to, make an appointment with the, make an appointment with the doctor., doctor., , Mary:, , Sure. What problem are you, having?, , Sure. What problem are you having?, , Juan:, , I am having stomachaches and, headaches., , I am having stomachaches and, headaches., , Mary:, , Are you living in this area?, , Are you living in this area?, , Juan:, , No, I am from Florida and I am, No, I am from Florida and I am visiting, visiting my brother here in Salt Lake my brother here in Salt Lake City for, City for the week., the week., , Mary:, , We can see you this afternoon at, 3:00., , We can see you this afternoon at 3:00., , Juan:, , How do I get there if I am going, north on Highway 15?, , How do I get there if I am going north, on Highway 15?, , Mary:, , Get off at the 6th South exit, and, come to 150 East. See you at 3:00., , Get off at the 6th South exit, and come, to 150 East. See you at 3:00., , 114, https://sscstudy.com/, , Module 6
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -ll-, , hello, yellow, mellow, , he-----o, , ye-----ow, , me-----ow, , -ct-, , doctor, tractor, victor, , do-----or, , tra-----or, , vi-----or, , sh-, , shoe, should, shy, , -----oe, , -----ould, , -----y, , pr-, , problem, price, produce, , -----oblem, , -----ice, , -----oduce, , ch-, , stomach, ache, , stoma-----, , a-----e, , v-, , visiting, travel, victory, , -----isiting, , tra-----el, , -----ictory, , th-, , this, these, those, the, , -----is, , -----ese, , -----ose, , th-, , thing, think, thank, , -----ing, , -----ink, , -----ank, , th-, , north, math, bath, , nor-----, , ma-----, , ba-----, , -x-, , exit, excuse, exam, , e-----it, , e-----cuse, , e-----am, , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , make, , bake, , cake, , lake, , take, , hello, , yellow, , mellow, , jello, , fellow, , cure, , pure, , obscure, , secure, , north, , forth, , orthodontist, , come, , some, , https://sscstudy.com/, , Module 6, , brake, , fake, , snake, , 115
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V, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), visit, , pain, , arrangement, , appointment, consultation, , throb, , ache, , sore, meeting, , hurt, , spasm, , discomfort, , boundary, , region, , area, neighborhood, , nearby city, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , make •, aches •, doctor •, problem •, appointment •, area •, living •, visiting •, coming •, highway •, get off •, exit •, , Write the words you matched in pencil., Write the words you matched in pencil., , • arriving, • trouble, symptom, • meeting, • set, • region, • residing, • physician, • depart, leave, • pain, • off ramp, • traveling, • freeway, interstate, , make, , set, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 116, https://sscstudy.com/, , Module 6
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , make, , set, , appointment, , meeting, , doctor, , physician, , problem, , trouble, , aches, , pain, , area, , region, , living, , residing, , visiting, , traveling, , coming, , arriving, , highway, , freeway, , get off, , depart, , exit, , off ramp, , C, Juan:, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Mary:, , Hello, ---------------- Juan Sanchez. I need to ---------------- an appointment, with the doctor., Sure. -------------------------------- are you having?, , Juan:, , I am having -------------------------------- and --------------------------------., , Mary:, , Are you -------------------------------- in this --------------------------------?, , Juan:, Mary:, , No, I am from Florida and I am --------------------------- my brother here in, Salt Lake City for the ----------------., We can ---------------- you this -------------------------------- at 3:00., , Juan:, , How do I -------------------------------- I am going north on Highway 15?, , Mary:, , -------------------------------- 6th South exit, and come to 150 East., -------------------------------- 3:00., , https://sscstudy.com/, , Module 6, , 117
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , What problem (symptoms), are you having?, Do you have any aches or, pains, Are you from this area?, How do I get to your, office?, Are you coming from the, north or the south?, , C, , From the dialog, circle the correct word. Write the complete sentence in pencil., Write the complete sentence in pencil., From the dialog, circle the correct word., , 1. ( Sure / Sir ), what problem are, you ( halfing / having ) ?, 2. I need to ( make / mack ) an, appointment ( with / want ) the, doctor., 3. Are you ( leaving / living ) in this, ( area / airy) ?, 4. I am having ( stomachs / stomach, ) aches and headaches., 5. We ( con / can ) see you ( these /, this ) afternoon at 3:00., 6. I am ( from / front ) Florida and (, are / am ) visiting my brother., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , 118, https://sscstudy.com/, , Module 6
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Lf, , Language Focus: Calendar Concepts, , The day before, yesterday was, , Yesterday was, , Today is, , Tomorrow is, , The day after, tomorrow is, , Sunday, , Monday, , Tuesday, , Wednesday, , Thursday, , Instructors have learners stand in the center of the room and say with them, “Today is Tuesday.” Then all step left into, the past and say, “Yesterday was Monday.” Step further left into the past and say, “The day before yesterday was, Sunday.” Then take two steps back to the present and repeat, “Today is Tuesday.” Then step right into the future and, say, “Tomorrow is Wednesday.” Take another step right and say, “The day after tomorrow is Thursday.” Repeat the, whole sequence., Do the same stepping and repeating process for each of the following time sequences, starting with the center present.:, , The week, before last, , Last week, , This week, , Next week, , The week after, next, , he was sick., , we were, here., , I have a lot of, work., , class starts., , the month, ends., , The month, before last, , Last month, , This month, , Next month, , The month after, next, , was February., , was March., , is April., , will be May., , will be June., , Year before last, , Last year, , This year, , Next year, , The year after, next, , was 2014., , was 2015., , is 2016., , will be 2017., , will be 2018., , https://sscstudy.com/, , Module 6, , 119
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Then instructors project pages 9 and 10 from Module 2 on a board and have learners fill in their notebook, copies with answers., , Lf, , Language Focus: Calendar Concepts, Sunday, , Monday, , Tuesday, , Wednesday, , Thursday, , Friday, , Saturday, , First week, , 1, , 2, , 3, , 4, , 5, , 6, , Second week 7, , 8, , 9, , 10, , 11, , 12, , 13, , Third week, , 14, , 15, , 16, , 17, , 18, , 19, , 20, , Fourth week, , 21, , 22, , 23, , 24, , 25, , 26, , 27, , Fifth week, , 28, , 29, , 30, , 31, , Instructors ask questions about the first and last days of the week and month. They also ask questions about, other days of the month. For example, “If today is the 17th, what was yesterday?” Or, “What will tomorrow, be?” Help the learners answer in complete sentences., , 120, https://sscstudy.com/, , Module 6
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Lf, , Language Focus: 60 Common Verbs—, Practice Present Progressive Tense, , Verb, , I, , You / We / They, , He / She / It, , Write the correct verb form., , 1., , answer, , I am answering, , You are answering, , He is answering, , They, , ----------------, , him., , 2., , arrive, , I am arriving, , You are arriving, , He is arriving, , She, , ----------------, , today., , 3., , ask, , I am asking, , You are asking, , He is asking, , He, , ----------------, , a question., , 4., , begin, , I am beginning, , You are beginning, , He is beginning, , You, , ----------------, , tomorrow., , 5., , believe, , I believe*, , You believe*, , He believes*, , We, , ----------------, , you., , 6., , bring, , I am bringing, , You are bringing, , He is bringing, , She, , ----------------, , a friend., , 7., , call, , I am calling, , You are calling, , He is calling, , They, , ----------------, , regularly., , 8., , come, , I am coming, , You are coming, , He is coming, , I, , ----------------, , home., , 9., , drink, , I am drinking, , You are drinking, , He is drinking, , They, , ----------------, , a lot., , 10., , eat, , I am eating, , You are eating, , He is eating, , You, , ----------------, , tomorrow., , 11., , feel, , I feel*, , You feel*, , He feels*, , She, , ----------------, , sad., , 12., , find, , I am finding, , You are finding, , He is finding, , He, , ----------------, , lost coins., , 13., , get, , I am getting, , You are getting, , He is getting, , I, , ----------------, , tired., , 14., , give, , I am giving, , You are giving, , He is giving, , You, , ----------------, , her help., , 15., , have, , I have*, , You have*, , He has*, , We, , ----------------, , to study., , 16., , hear, , I hear*, , You hear*, , He hears*, , You, , ----------------, , some music., , 17., , help, , I am helping, , You are helping, , He is helping, , They, , ----------------, , tomorrow., , 18., , invite, , I am inviting, , You are inviting, , He is inviting, , We, , ----------------, , everybody., , 19., , know, , I know*, , You know*, , He knows*, , You, , ----------------, , what to do., , 20., , laugh, , I am laughing, , You are laughing, , He is laughing, , She, , ----------------, , all the time., , 21., , learn, , I am learning, , You are learning, , He is learning, , We, , ----------------, , the verbs., , 22., , leave, , I am leaving, , You are leaving, , He is leaving, , They, , ----------------, , at noon., , 23., , like, , I like*, , You like*, , He likes*, , He, , ----------------, , the class., , 24., , listen, , I am listening, , You are listening, , He is listening, , I, , ----------------, , to the lecture., , 25., , look, , I am looking, , You are looking, , He is looking, , He, , ----------------, , tired., , 26., , love, , I love*, , You love*, , He loves*, , They, , ----------------, , it., , 27., , make, , I am making, , You are making, , He is making, , She, , ----------------, , a cake., , 28., , meet, , I am meeting, , You are meeting, , He is meeting, , They, , ----------------, , each other., , 29., , I need, , I need*, , You need*, , He needs*, , You, , ----------------, , to speak more., , 30., , read, , I am reading, , You are reading, , He is reading, , I, , ----------------, , the book., , https://sscstudy.com/, , Module 6, , 121
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31., , I remember, , I remember*, , You remember*, , He remembers*, , She, , ----------------, , to meet him., , 32., , repeat, , I am repeating, , You are repeating, , He is repeating, , You, , ----------------, , the dialog., , 33., , say, , I am saying, , You are saying, , He is saying, , She, , ----------------, , it out loud., , 34., , see, , I see*, , You see*, , He sees*, , We, , ----------------, , him tonight., , 35., , sing, , I am singing, , You are singing, , He is singing, , They, , ----------------, , in the choir., , 36., , speak, , I am speaking, , You are speaking, , He is speaking, , He, , ----------------, , English well., , 37., , spell, , I am spelling, , You are spelling, , He is spelling, , She, , ----------------, , the word right., , 38., , stay, , I am staying, , You are staying, , He is staying, , We, , ----------------, , until Friday., , 39., , take, , I am taking, , You are taking, , He is taking, , It, , ----------------, , a long time., , 40., , talk, , I am talking, , You are talking, , He is talking, , We, , ----------------, , ., , 41., , tell, , I am telling, , You are telling, , He is telling, , They, , ----------------, , her the answer., , 42., , think, , I think*, , You think*, , He thinks*, , He, , ----------------, , about his mom., , 43., , understand, , I understand*, , You understand*, , He understands*, , You, , ----------------, , well., , 44., , visit, , I am visiting, , You are visiting, , He is visiting, , We, , ----------------, , relatives., , 45., , walk, , I am walking, , You are walking, , He is walking, , I, , ----------------, , for exercise., , 46., , want, , I want*, , You want*, , He wants*, , He, , ----------------, , to learn English., , 47., , work, , I am working, , You are working, , He is working, , She, , ----------------, , on Saturday., , 48., , write, , I am writing, , You are writing, , He is writing, , I, , ----------------, , well., , 49., , do, , I am doing, , You are doing, , He is doing, , You, , ----------------, , too much., , 50., , go, , I am going, , You are going, , He is going, , I, , ----------------, , home early., , 51., , cash, , I am cashing, , You are cashing, , He is cashing, , He, , ----------------, , the check., , 52., , finish, , I am finishing, , You are finishing, , He is finishing, , I, , ----------------, , on time., , 53., , teach, , I am teaching, , You are teaching, , He is teaching, , He, , ----------------, , classes., , 54., , watch, , I am watching, , You are watching, , He is watching, , They, , ----------------, , baseball., , 55., , cry, , I am crying, , You are crying, , He is crying, , She, , ----------------, , at night., , 56., , fly, , I am flying, , You are flying, , He is flying, , We, , ----------------, , to New York., , 57., , study, , I am studying, , You are studying, , He is studying, , I, , ----------------, , every day., , 58., , try, , I am trying, , You are trying, , He is trying, , We, , ----------------, , hard., , 59., , be, , I am*, , You are*, , He is*, , He, , ----------------, , good., , 60., , be able to, (can), , I am able to, I can*, , You are able to, You can*, , He is able to, He can*, , You, , ----------------, , speak more., , * When the verb conveys thought or feeling, one normally uses present rather than present progressive., Instructors should have fun with this practice by acting out some of these for the learners. Show the action of, the verb and motion to oneself for I, to a man for he, a woman for she, to two people for they, and all as a group, for we. This gesturing through the conjugations is extremely important to the learning process. Then ask for, volunteers while others join in., Instructors should use this list, including more role-plays, as a review before the next two modules., , 122, https://sscstudy.com/, , Module 6
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Lf, , Language Focus: Guidelines for Written Conjugation of Present, Progressive Tense, , Verbs ending with e, Infinitive, 1. drop to:, , =, , to arrive, arrive, , 2. drop the e, , =, , arriv, , 3. add -ing, , =, , arriving, , Examples, I am arriving., , You / We / They are arriving., , He / She / It is arriving., , Infinitive, to arrive, , Verb + ing, arriving, , Infinitive, to leave, , Verb + ing, leaving, , to believe, , believing, , to like, , liking, , to come, , coming, , to love, , loving, , to give, , giving, , to make, , making, , to have, , having, , to take, , taking, , to invite, , inviting, , to write, , writing, , Other verbs, infinitive, , to ask, , 1. drop to, , =, , ask, , 2. add -ing, , =, , asking, , Examples, I am asking., , You / We / They are asking., , He / She / It is asking., , Infinitive, , Verb + ing, , Infinitive, , Verb + ing, , Infinitive, , Verb + ing, , to answer, , answering, , to hear, , hearing, , to speak, , speaking, , to ask, , asking, , to help, , helping, , to spell, , spelling, , to be, , being, , to know, , knowing, , to stay, , staying, , to bring, , bringing, , to laugh, , laughing, , to study, , studying, , to cash, , to cash, , to learn, , learning, , to talk, , talking, , to call, , calling, , to listen, , listening, , to teach, , teaching, , to cry, , crying, , to look, , looking, , to tell, , telling, , to do, , doing, , to meet, , meeting, , to think, , thinking, , to drink, , drinking, , to need, , needing, , to try, , trying, , to eat, , eating, , to read, , reading, , to understand, , understanding, , to feel, , feeling, , to remember, , remembering, , to visit, , visiting, , to find, , finding, , to repeat, , repeating, , to walk, , walking, , to finish, , finishing, , to say, , saying, , to want, , wanting, , to fly, , flying, , to see, , seeing, , to watch, , watching, , to go, , going, , to sing, , singing, , to work, , working, , https://sscstudy.com/, , Module 6, , 123
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Verbs ending with -in or -et:, Infinitive, 1. drop to:, , =, , to begin, begin, , 2. double final consonant, , =, , beginn, , 3. add -ing, , =, , beginning, , Examples, I am beginning., , You / We / They are beginning., , He / She / It is beginning., , I am getting., , You / We / They are getting., , He / She / It is getting., , Infinitive, to begin, , Verb + ing, beginning, , to get, , getting, , C, , Mini-Conversations Related to the Dialog, , 1. Hello, can I help you?, , 2. We have openings tomorrow at, 11:00, 12:00, and 1:00. Which is best, for you?, , Hi. I need to schedule an, appointment., 3. What seems to be the problem?, , Can I come in at 11:00?, , 4. How do I get to your office if I am, heading south on the highway?, , I have stomach cramps., , Take exit 13 and take your first left., , Instructors explain the meaning and then demonstrate and get repetition., , 124, https://sscstudy.com/, , Module 6
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V, 1., , 2., , 3., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression:, , make an appointment, , Meaning:, , plan a time for a meeting, , Examples:, , We can make an appointment for Saturday., , Meaning:, , We can plan to meet on Saturday., , Expression:, , heading north, , Meaning:, , driving / walking / riding toward the north, , Examples:, , I’m heading north on State Street., , Meaning:, , I am driving my car on State Street toward the north., , Expression:, , Get off at, , Meaning:, , exit from, turn off at, , Examples:, , Get off State Street onto Lumbar Road., , Meaning:, , Turn off of State Street and on to Lumbar Road., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , C, , Present Tense—Sentence Practice, , At School or Class, Optional Pronouns, , Verb Conjugations, , Optional Prepositional, Phrases, , (I/You/We/They/, He/She/It), , (answer, arrive, come, go,, help, learn, like, listen, read,, speak, spell, study, talk,, think, walk, write), , (before class, to class, in, class, during class, after, class, before school, to, school, in school), , I, , am walking, , to class, , You/We/They, He/She/It, Have several learners fill in the chart on the board or on a separate page. Have them speak in sentences, using various subjects, proper conjugations, and appropriate prepositional phrases. Help them practice, proper pronunciation., https://sscstudy.com/, , Module 6, , 125
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V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , area, , area, , stomach, , stomach, , 126, https://sscstudy.com/, , problem, , Module 6, , problem
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Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them., You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can use, the other side of the card to help you understand the meaning of the dialog., , Card 6A, Module 6, , Dialog, , Dialog, , Juan:, , Hello, this is Juan Sanchez. I need, to make an appointment with the, doctor., , Hello, this is Juan Sanchez. I need to, make an appointment with the doctor., , Mary:, , Sure, what problem are you, having?, I am having stomachaches and, headaches., , Sure, what problem are you having?, I am having stomachaches and, headaches., , Mary:, , Are you living in this area?, , Are you living in this area?, , Juan:, , No, I am from Florida and I am, visiting my brother here in Salt, Lake City for the week., , No, I am from Florida and I am visiting my brother here in Salt Lake City, for the week., , Mary:, , We can see you this afternoon at, 3:00., How do I get there if I am going, north on Highway 15?, , We can see you this afternoon at 3:00., How do I get there if I am going north, on Highway 15?, , Get off at the 6th South exit, and, come to 150 East. See you at 3:00., , Get off at the 6th South exit, and, come to 150 East. See you at 3:00., , Juan:, , Juan:, Mary:, , https://sscstudy.com/, , Module 6, , 127
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Vocabulary Flash Fold Card, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary,, grammar, and proper pronunciation. You can use the other columns of the card to help you understand the meaning of, the words., , Vocabulary Flash Fold Card, Cut out the box(es) on the solid lines. Fold the lists on the dotted lines and practice until you know the vocabulary, grammar, and, proper pronunciation. You can use the other columns of the card to help you understand the meaning of the words., , Card 6B, Verb, , I, , You / We / They, , He / She / It, , 1., , answer, , I am answering, , You are answering, , He is answering, , 2., , arrive, , I am arriving, , You are arriving, , He is arriving, , 3., , ask, , I am asking, , You are asking, , He is asking, , 4., , begin, , I am beginning, , You are beginning, , He is beginning, , 5., , believe, , I believe, , You believe, , He believes, , 6., , bring, , I am bringing, , You are bringing, , He is bringing, , 7., , call, , I am calling, , You are calling, , He is calling, , 8., , come, , I am coming, , You are coming, , He is coming, , 9., , drink, , I am drinking, , You are drinking, , He is drinking, , 10., , eat, , I am eating, , You are eating, , He is eating, , 11., , feel, , I feel, , You feel, , He feels, , 12., , find, , I am finding, , You are finding, , He is finding, , 13., , get, , I am getting, , You are getting, , He is getting, , 14., , give, , I am giving, , You are giving, , He is giving, , 15., , have, , I have, , You have, , He has, , 16., , hear, , I hear, , You hear, , He hears, , 17., , help, , I am helping, , You are helping, , He is helping, , 18., , invite, , I am inviting, , You are inviting, , He is inviting, , 19., , know, , I know, , You know, , He knows, , 20., , laugh, , I am laughing, , You are laughing, , He is laughing, , https://sscstudy.com/, , Module 6, , 129
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Card 6C, Verb, , I, , You / We / They, , He / She / It, , 21., , learn, , I am learning, , You are learning, , He is learning, , 22., , leave, , I am leaving, , You are leaving, , He is leaving, , 23., , like, , I like, , You like, , He likes, , 24., , listen, , I am listening, , You are listening, , He is listening, , 25., , look, , I am looking, , You are looking, , He is looking, , 26., , love, , I love, , You love, , He loves, , 27., , make, , I am making, , You are making, , He is making, , 28., , meet, , I am meeting, , You are meeting, , He is meeting, , 29., , need, , I need, , You need, , He needs, , 30., , read, , I am reading, , You are reading, , He is reading, , 31., , remember, , I remember, , You remember, , He remembers, , 32., , repeat, , I am repeating, , You are repeating, , He is repeating, , 33., , say, , I am saying, , You are saying, , He is saying, , 34., , see, , I see, , You see, , He sees, , 35., , sing, , I am singing, , You are singing, , He is singing, , 36., , speak, , I am speaking, , You are speaking, , He is speaking, , 37., , spell, , I am spelling, , You are spelling, , He is spelling, , 38., , stay, , I am staying, , You are staying, , He is staying, , 39., , take, , I am taking, , You are taking, , He is taking, , 40., , talk, , I am talking, , You are talking, , He is talking, , https://sscstudy.com/, , Module 6, , 131
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Card 6D, Verb, , I, , You / We / They, , He / She / It, , 41., , tell, , I am telling, , You are telling, , He is telling, , 42., , think, , I think, , You think, , He thinks, , 43., , understand, , I understand, , You understand, , He understands, , 44., , visit, , I am visiting, , You are visiting, , He is visiting, , 45., , walk, , I am walking, , You are walking, , He is walking, , 46., , want, , I want, , You want, , He wants, , 47., , work, , I am working, , You are working, , He is working, , 48., , write, , I am writing, , You are writing, , He is writing, , 49., , do, , I am doing, , You are doing, , He is doing, , 50., , go, , I am going, , You are going, , He is going, , 51., , cash, , I am cashing, , You are cashing, , He is cashing, , 52., , finish, , I am finishing, , You are finishing, , He is finishing, , 53., , teach, , I am teaching, , You are teaching, , He is teaching, , 54., , watch, , I am watching, , You are watching, , He is watching, , 55., , cry, , I am crying, , You are crying, , He is crying, , 56., , fly, , I am flying, , You are flying, , He is flying, , 57., , study, , I am studying, , You are studying, , He is studying, , 58., , try, , I am trying, , You are trying, , He is trying, , 59., , be, , I am, , You are, , He is, , 60., , be able to, (can), , I am able to, I can, , You are able to, You can, , He is able to, He can, , https://sscstudy.com/, , Module 6, , 133
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7, , Buying Shoes, (3 classes with subsequent review), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. say the type of shoes I want to buy., ◯ 2. express how I feel., ◯ 3. ask and answer questions using the, verb to do., ◯ 4. use the verb to be + doing to express, how I am doing., , https://sscstudy.com/, , Module 7, , 137
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well.., , C, Clerk:, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , May I help you?, , May I help you?, , Mr. Hobbs: Yes, we’re looking for some shoes. Yes, we’re looking for some shoes., Clerk:, , For you or for your son?, , For you or for your son?, , For my son., , Mr. Hobbs: For my son., Clerk:, , What kind does he want?, , What kind does he want?, , Mr. Hobbs: He wants blue sports shoes., Clerk:, , He wants blue sports shoes., Do you know his size?, , Do you know his size?, , Twelve! He has big feet!, , Mr. Hobbs: Twelve! He has big feet!, Clerk:, , How do these feel?, , How do these feel?, , Brian:, , A little tight., , A little tight., , Clerk:, , Try these., , Try these., , Brian:, , They’re much better. I’ll take, them., , They’re much better. I’ll take them., , 138, https://sscstudy.com/, , Module 7
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -ay, , may, day, okay, , m -------, , d -------, , -ize, , size, prize, , s -------, , pr -------, , y-, , yes, you, your, , ------- es, , ------- ou, , ------- our, , tw-, , twenty, twelve, twist, , ------- enty, , ------- elve, , ------- ist, , -oy, , boy, joy, toy, , b -------, , j -------, , t -------, , -uch, , much, such, , m -------, , s -------, , -ind, , kind, find, behind, , k -------, , f -------, , beh -------, , -ue, , blue, true, glue, , bl -------, , tr -------, , gl -------, , -ake, , bake, take, cake, make, , b -------, , t -------, , c -------, , kn-, , know, knife, knock, , ------- ow, , ------- ife, , ------- ock, , P, , ok -------, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , may, , bay, , look, , book brook cook, , crook hook nook took, , blue, , clue, , size, , prize, , big, , day, , gray, , hay, , lay, , pay, , due, , glue, , true, , dig, , fig, , pig, , twig, , feet, , beet, , meet street sweet tweet, , better, , letter fetter, , bake, , cake, , back, , black crack hack, , https://sscstudy.com/, , fake, , lake, , pray, , way, , rack, , sack, , wig, , make rake, jack, , play, , stake wake, , knack lack, , Module 7, , pack, , tack, , track, , 139
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), little, , type, , petite, , style, , compact, , small, , sort, , tiny, , mini, , kind, category, , huge, large, , big, grand, , enormous, massive, , gigantic, , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , little •, , • assist, , tight •, , • large, , help •, , • firm, , kind •, , • improved, , big •, , • type, , may I •, , • test, , try •, , • length, , better •, , • blue, , color •, , • small, , size •, , • can I, , 140, https://sscstudy.com/, , little, , Module 7, , small, , variety
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , little •, , small, , tight •, , firm, , help •, , assist, , kind •, , type, , big •, , large, , may I •, , can I, , try •, , test, , better •, , improved, , color •, , blue, , size •, , length, , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Clerk:, , -------------- I help you?, , Mr. Hobbs:, , Yes, we’re --------------------- for --------------------- shoes., , Clerk:, , For -------------- or for -------------- son?, , Mr. Hobbs:, , For my --------------., , Clerk:, , What -------------- does -------------- want?, , Mr. Hobbs:, , He wants blue --------------------- shoes., , Clerk:, , Do -------------- know his ---------------------?, , Mr. Hobbs:, , Twelve! He has -------------- feet!, , Clerk:, , How do these ---------------------?, , Brian:, , A --------------------- tight., , Clerk:, , -------------- these., , Brian:, , They’re --------------------- better. I’ll --------------------- them., , https://sscstudy.com/, , Module 7, , 141
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. What kind of shoes does your son want?, , He wants, , 2. How do they feel?, 3. What size does he wear?, 4. May I help you?, 5. Are these better?, 6. What color does he want?, 7., , What are you looking for?, , 8. Who are the shoes for?, , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. We’re looking ( for / far ) ( some / same ), shoes., 2. ( Far / For ) ( you / your ) or for ( you / your ), son?, 3. For ( my / mine ) son., 4. ( That / What ) kind ( do / does ) he ( want /, won’t )?, 5. He wants blue ( chews / chose / shoes )., 6. Do you ( no / now / know ) his size?, 7., , He has ( bag / big / bug ) feet!, , 8. How do ( this / these / the ) feel?, 9. A little ( right / tight )., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , 142, https://sscstudy.com/, , Module 7
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Language Focus: do, does, , Lf, , The verb to do emphasizes the main verb of a sentence., , Regular main verb: want, , do or does emphasizes want, , I, He, , I, He, , want, wants, , shoes., shoes., , conjugate, , want, want, , do, does, conjugate, , shoes., shoes., , base form, , The verb do also asks and answers questions., , Do, , you, , want, , shoes?, , Does, , he, , want, , shoes?, , conjugate, , Yes,, Yes,, Yes,, , I, I, he, , do, do., does, , Yes,, , he, , does., , want, , shoes., , want, , shoes., , base form, conjugate, , base form, , Examples, Do, , we, , get, , a lot of snow?, , Does, , it, , have, , a lid?, , Yes,, Yes,, Yes,, Yes,, , we, we, it, it, , do, do., does, does., , get, , a lot of snow., , have, , a lid., , Write do or does to complete the sentences below., , 1., , She -------------- not have a cat., , Conjugation of to do, , 2., , We -------------- like these shoes., , I, , do, , We, , do, , 3., , -------------- you want to watch a movie?, , you, , do, , they, , do, , 4., , I -------------- want to watch a movie., , he, , does, , 5., , -------------- he like to run?, , she, , does, , 6., , No, he -------------- not. He likes to swim., , it, , does, , 7., , -------------- they go to class?, , 8., , Yes, they -------------- go to class., , 9., , -------------- it have a lid?, , Contractions, , 10. No, it -------------- not have a lid., , https://sscstudy.com/, , Module 7, , Do not, , =, , Don’t, , Does not, , =, , Doesn’t, , 143
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Lf, , Language Focus: Am/Is/Are + Doing, Asking and answering questions with the verb to do., , How are you doing?, , well, I am doing, , I am not doing, , okay, great, too badly, , (meaning, , meaning), , I am. . ., I am doing, , I am NOT doing, , (really/very/pretty), , great, , very good, , (really/very/pretty), , well, , good, , (pretty), , good, , good, , okay, , okay, , all right, , okay, , not so great, , badly, , (very), , well, okay, bad, , Examples, I am, , He/She/It is, , You/We/They are, , I am doing well., , He is doing well., , You are doing well., , I am not doing well., , He is not doing well., , You are not doing well., , She is doing well., , We are not doing well., , She is not doing well., , They are doing well., , John is doing well., , They are not doing well., , John is not doing well., , We are doing well., , It is not doing well., It is doing well., Everybody is doing, , 144, well., https://sscstudy.com/, , Module 7
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Lf, , Language Focus: Practice Using Am/Is/Are + Doing, Asking and answering questions with the verb to do, , Follow the model, , Words, , Sentence (use doing), , Meaning, , I / well, , I am doing well., , I am good., , We / not / bad, , We are not doing badly., , We are good., , We / ok, It / great, She / alright, They / not / great, You / very well, He / not / very well, John / okay, Brad and Ben / well, She / not / okay, , C, , Mini-Conversations Related to the Dialog, , 1. Do you need anything?, , 2. How are you feeling today?, , No, thank you. I think I have everything I, need right now., 3. I think I just have a cold., , Not great. I’ve been better., 4. Good evening., , Oh, that’s not good., , Welcome. Please come in., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 7, , 145
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Lf, , Language Focus: Practice Do and Does, Asking and answering questions with the verb to do, , Question, , Answer, , 1., , What kind of shoes does he want?, , He wants blue athletic shoes., , 2., , How do these feel?, , They feel a little tight., , 3., , Do you know his size?, , Yes, I know his size., , 4., , Does he have big feet?, , Yes, he has big feet., , Write the appropriate answer with do or does., , Question, , Answer, , 1., , How do they feel?, , They feel good., , 2., , Do they feel good?, , They feel good., , 3., , What kind of shoes does he want?, , He wants blue athletic shoes., , 4., , How do these feel?, , They feel a little tight., , 5., , Do they feel better?, , Yes, they feel better., , 6., , Do you want these?, , Yes, I want to take these, , 7., , Do they know his size?, , Yes, they know his size., , 8., , Do the shoes feel big?, , Yes, they feel big, , 9., , Do you want these shoes?, , Yes, we want these shoes., , 10. Do athletes have big feet?, , 146, https://sscstudy.com/, , Yes, athletes have big feet., , Module 7
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C, , Mini-Conversations Related to the Dialog, , 1. How do those feel?, , 2. How may I help you?, , They fit perfectly!, , We’re looking for some shoes., , 3. May I help you find something?, , 4. May I try this pair?, , Oh, I’m just looking. Thank you., , Sure, let me measure your feet., , 5. How much are they?, They’re on sale for 30 dollars ($30.00)., Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , 3., , Expressions Related to the Dialog, Expressions Related to the Dialog, , Expression, , take, , Meaning, , buy, purchase, , Example, , I’ll take these., , Meaning, , I’ll buy these., , Expression, , just looking, , Meaning, , I don’t want help., , Example, , May I help you?, , No, I’m just looking right now., , Meaning, , May I help you?, , No, I don’t want help right now., , Expression, , feel, , Meaning, , fit, , Example, , How do they feel?, , Meaning, , How do they fit?, , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 7, , 147
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C, , Present Progressive Tense—Sentence Practice, , At Work with Supervisor or Other Employees, Optional Pronouns, , Verb Conjugations, , Optional Prepositional, Phrases, , (I / You / We /, They / He / She /, It), , (arrive, come, go, help, learn,, listen, speak, talk, teach,, think, walk, write, study), , (before work, to work, at, work, during work, after, work), , I, , am walking, , to work, , I, , You / We / They, , are, , He / She, , is, , Have several learners fill in the chart on the board or on a separate page and say sentences using various, subjects, proper conjugations, and appropriate prepositional phrases. After a learner says a proper sentence, with good pronunciation, the rest of the class says the same sentence. Instructors help learners practice, proper pronunciation., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , supermarket, , supermarket, , discount, , discount, , special, , special, , color, , color, , perfect, , perfect, , athletic, , athletic, , Instructors explain the significance of cognates and demonstrate pronunciation., , Lf, , Language Focus: 60 Common Verbs, Use the vocabulary lists from Module 6 to role-play and practice verbs and conjugations. Show the action of, the verb and motion to oneself for I, to a man for he, a woman for she, to two people for they, and all as a, group for we. This gesturing through the conjugations is extremely important to the learning process. Then ask, for volunteers while others join in., , 148, https://sscstudy.com/, , Module 7
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Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them., You can use the other side of the card to help you understand the meaning of the dialog., , Dialog Flash Fold Card, Cut out the box on the solid lines. Fold the dialog on the dotted line and practice the English sentences to memorize them. You can use, the other side of the card to help you understand the meaning of the dialog., , Card 7A, Module 7, , Dialog, , Dialog, , Clerk:, , May I help you?, , May I help you?, , Mr. Hobbs:, , Yes, we’re looking for some shoes., , Yes, we’re looking for some shoes., , Clerk:, , For you or for your son?, , For you or for your son?, , Mr. Hobbs:, , For my son., , For my son., , Clerk:, , What kind does he want?, , What kind does he want?, , Mr. Hobbs:, , He wants blue sports shoes., , He wants blue sports shoes., , Clerk:, , Do you know his size?, , Do you know his size?, , Mr. Hobbs:, , Twelve! He has big feet!, , Twelve! He has big feet!, , Clerk:, , How do these feel?, , How do these feel?, , Brian:, , A little tight., , A little tight., , Clerk:, , Try these., , Try these., , Brian:, , It is nice to meet you, Sharon., , It is nice to meet you, Sharon., , https://sscstudy.com/, , Module 7, , 149
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Module 8, HOW IS THE WEATHER?, , https://sscstudy.com/, , Module 8, , 151
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How Is the Weather?, (3 classes with subsequent review), , O, , 8, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. say what the weather is like., ◯ 2. use verbs to say how I feel and who, or what I visit., ◯ 3. use the verbs to get and to begin to, describe daily events., ◯ 4. use the verb to do to emphasize a, wish or an action., , https://sscstudy.com/, , Module 8, , 153
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Sara:, , It’s a beautiful day., , It’s a beautiful day., , Jorge:, , It sure is, nice and cool., , It sure is, nice and cool., , Sara:, , Does it get cold here?, , Does it get cold here?, , Jorge:, , Not really. It doesn’t go below, twenty degrees., , Not really. It doesn’t go below twenty, degrees., , Sara:, , How about the wind and rain?, , How about the wind and rain?, , Jorge:, , We get a lot of wind in March and, rain in July., , We get a lot of wind in March and, rain in July., , Sara:, , How hot does it get here?, , How hot does it get here?, , Jorge:, , Around one hundred degrees, but, it’s a dry heat., , Around one hundred degrees, but it’s, a dry heat., , Sara:, , Sounds pretty nice. We’re moving, here from Florida., , Sounds pretty nice. We’re moving, here from Florida., , 154, https://sscstudy.com/, , Module 8
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -eautw-oo-ind, hj-oes, -y, -lly, -ice, -n’t, ound, -ow, ow, , b --------- ty, --------- enty, c ---------- l, f ------------------- ere, ---------- uly, d ---------dr ---------rea ---------n ---------does ---------s ---------- s, bel ---------n ----------, , P, , beauty, beautiful, twenty, twin, twice, cool, pool, fool, find, kind, mind, here, hot, how, July, June, just, jump, does, dry, try, cry, really, totally, nice, twice, dice, doesn’t, can’t, won’t, sounds, around, pound, below, snow, blow, now, cow, how, brown, , b ------- tiful, ---------- in, p ---------- l, k ------------------- ot, ---------- une, tr ---------tota ---------tw ---------ca ---------ar ---------sn ---------c ----------, , ---------- ice, f ---------- l, m ------------------- ow, --------- ump, cr ---------d ---------wo ---------p ---------bl ---------h ----------, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , nice, , dice, , lice, , mice, , price, , slice, , vice, , rain, , drain, , gain, , main, , pain, , plain, , train, , lots, , dots, , pots, , spots, , plots, , rots, , knots, , dry, , cry, , fry, , pry, , try, , wry, , heat, , beat, , meat, , neat, , seat, , treat, , sound, , bound, , found, , ground, , round, , https://sscstudy.com/, , Module 8, , wheat, , 155
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V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , dry •, many •, cold •, degrees •, snow •, nice •, below •, around •, one hundred •, wind •, hot •, , Write the words you matched in pencil., Write the words you matched in pencil., , • freezing, • wet, • points, • lots, • 100, • heat, • pleasant, • about, • rain, • breeze, • under, , dry, , wet, , Instructors demonstrate sentences using some of these words and then ask for volunteers to say more, sentences., , V, , Vocabulary Practice, Vocabulary Practice, , Write the words in pencil. Also, pronounce them with your assistant instructor., Write the words in pencil. Also, pronounce them with your assistant instructor., , Dialog Words, , Writing Practice, , Related Words, , beautiful, , nice, , sure, , certainly, , below, , less than, under, , around, , about, , nice, , good, , it’s, , it is, , lots, , many, a bunch of, , hot, , warm, , cool, , cold, chilly, , we get, , we have, , pretty nice, , very nice, , 156, https://sscstudy.com/, , Module 8, , Writing Practice
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), wonderful, , very, , fairly, , pretty, , cute, , beautiful, , gorgeous, , pretty, lovely, , rather, , quite, , pleasant, good, fair, , pleasing, , nice, agreeable, moderate, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , C, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Sara:, , It’s a -------------------- day., , Jorge:, , It -------------------- is, nice and --------------------., , Sara:, , Does it -------------------- cold --------------------?, , Jorge:, , Not --------------------. It doesn’t go -------------------- twenty degrees., , Sara:, , How about the wind and rain?, , Jorge:, , We get -------------------- of wind in March and -------------------- in July., , Sara:, , -------------------- hot does it get here?, , Jorge:, , Around one hundred degrees, but it’s a -------------------- heat., , Sara:, , Sounds pretty nice. We’re moving here from Florida., , https://sscstudy.com/, , Module 8, , 157
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C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. ( Its / It’s ) a beautiful day., 2. It ( shore / sure ) is, ( niece / nice ) and, cool., 3. ( Do / Does ) it get cold ( here / hear ) ?, 4. How about the ( wind / wand ) and, ( reign / rain ) ?, 5. How ( hot / hat ) does it get here?, 6. Around ( won / one / on ) hundred, degrees., 7., , ( Were / We’re ) moving ( hear / here ), from Florida.., , Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , What kind of day is it?, , It’s, , Does it get cold here?, How about the wind?, How hot does it get here?, Where are you moving from?, , We’re moving from, , Does it go below ten degrees, here?, , 158, https://sscstudy.com/, , Module 8
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Lf, , Language Focus: Weather Expressions, Spring, Spring, , Summer, Summer, , Fall, Fall, , Winter, Winter, , Florida, , warm, rain, humid, , hot, rain, humid, storm, , hot, humid, , warm, sunny, , Utah, , rain, wind, cool, , hot, dry, sunny, , cool, crisp, cloudy, , cold, freezing, snowy, , It’s sunny., (sunny), , sun, , (sun), , It’s rainy., (rainy), , It’s windy., (windy), wind (wind), , rain (rain), It’s cloudy., (cloudy), snow, , clouds (clouds), , It’s stormy., (stormy), , It’s snowy., (snowy), storm, , (snow), , (storm), , Rewrite the following sentences according to the example. Use the words below., Rewrite the following sentences according to the example. Use the words below., , cloudy, , freezing, , sunny, , nice, , stormy, , The sun is shining., , It’s sunny., , The rain is falling., , It’s, , windy, , snowy, , chilly, , hot, , There are many clouds., The snow is falling., The wind is blowing., It’s very cold outside., The temperature is 100 degrees., The temperature is 35 degrees., It’s a beautiful day outside., There’s a storm today., https://sscstudy.com/, , Module 8, , 159
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Lf, , Language Focus: Verb Practice, , Fill in the blanks, Fill in the blanks.., , to get*, , get, obtain, get to be or become., , I, , get, , lonely., , I --------------- a new prize., , You, , get, , a new prize., , You --------------- together with friends., , You (all), , get, , to go on vacation., , You (all) --------------- hungry., , We, , get, , together with friends., , We --------------- to attend class., , They, , get, , hungry in the morning. They --------------- lonely., , He/She/It, , gets, , to attend class., , He/She/It --------------- to go on vacation., , *To get is used in many expressions and has many different meanings in English., , Other Conjugations, get, , I get lonely., , will get, , They will get up early, , got, , He got the job., , am/is/are getting, , She is getting married, , used to get, , We used to get hungry, , have got, , I have got a cold, , to visit, , to visit, , I, , visit, , Mexico., , I --------------- the park today., , You, , visit, , your sister., , You --------------- with friends., , You (all), , visit, , New York City., , You (all) --------------- the museum., , We, , visit, , with our family., , We --------------- Mexico tomorrow., , They, , visit, , the park today., , They --------------- their family., , He/She/It, , visits, , the museum., , He/She/It --------------- New York City., , to feel, , to feel, , I, , feel, , sick., , I --------------- nervous about today., , You, , feel, , excited about the job., , You --------------- like walking in the park., , You (all), , feel, , nervous., , You (all) --------------- tired today., , We, , feel, , tired today., , We --------------- satisfied with the job., , They, , feel, , satisfied with it., , They --------------- excited., , He/She/It, , feels, , like eating ice cream*, , He/She/It --------------- sick today., , *meaning she wants to, , 160, https://sscstudy.com/, , Module 8
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to begin, , to begin, , I, , begin, , studying at 8 a.m., , I --------------- preparing dinner., , You, , begin, , the presentation., , You --------------- listening to the music., , You (all), , begin, , watching TV., , You (all) --------------- writing the letter., , We, , begin, , reading a new book., , We --------------- a new TV show., , They, , begin, , attending class., , They --------------- looking for a new job., , He/She/It, , begins snowing in December., , to do, , do+, , verb (emphasis), , I, , do, , want shoes., , I --------------- want my money., , You, , do, , have athletic shoes., , You --------------- know the lesson., , You (all), , do, , know your shoe size., , You (all) --------------- study English., , We, , do, , feel big., , We --------------- like it here., , They, , do, , have small feet., , They --------------- need new shoes., , He/She, , does, , need new shoes., , He/She --------------- have big feet., , It, , does, , seem like a good price., , It --------------- get hot in the summer., , V, , He/She/It --------------- a new job., , Vocabulary Practice, Vocabulary Practice, , Remember that the verb to do is excellent for asking questions. Review some of the following examples and create, some of your own questions., Remember that the verb to do is excellent for asking questions. Review some of the following examples and create some of your, own questions., , Do you get lonely?, , When does he visit Mexico?, , Do you feel tired today? How does he feel?, , https://sscstudy.com/, , Module 8, , Where do they go on vacation?, , How do you like the food?, , 161
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C, , Mini-Conversations Related to the Dialog., , 1. What is the weather like outside?, , 2. Is it always this windy here?, , It’s not very nice out., , No, not usually., Yes, all the time!, , 3. How about the winters?, , 4. I love the sunshine today., , It gets very cold and snowy., , Yeah, it’s great., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression:, , Sounds ---------------, , Meaning:, , It seems --------------- . / I think it’s --------------- ., , Examples:, , Sounds nice., , Meaning:, , I think it’s nice., , Expression:, , It gets --------------- ., , Meaning:, , It becomes ______ ., , Example:, , It gets cold., , Meaning:, , It becomes cold., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , 162, https://sscstudy.com/, , Module 8
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C, , Present Progressive Tense—Sentence Practice, , At Home with Family and Friends:, Optional Pronouns, , To Be + Verb Conjugations, , Optional Prepositional Phrases, , (I / You / We /, They / He / She /, It), , (arrive, come, go, eat,, help, learn, laugh, listen,, read, speak, stay, talk,, teach, think, walk, write,, study), , (to my/your/our/their/his/her, home, at home, in the home,, with family, to my/your/our/, their/his/her family, with my/, your/their/his/her family, with, my/your/our/their/his/her, children, to my/your/his or her, wife/husband, with my/your/, his/her wife/husband, to my/, your/our/their/his/her friends,, with my/your/our/their/his/, her friends), , I, , am eating, , with my family, , I, You / We / They, , are, , He / She, , is, , Have several learners fill in the chart on the board or on a separate page and say sentences using various, subjects, proper conjugations, and appropriate prepositional phrases. After a learner says a proper sentence, with good pronunciation, the rest of the class says the same sentence. Instructors help learners practice, proper pronunciation., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , temperature, , temperature, , tornado, , tornado, , thermometer, , thermometer, , conversation, , conversation, , humid, , humid, , https://sscstudy.com/, , Module 8, , 163
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Lf, , Language Focus: 60 Common Verbs, Use the vocabulary lists from Module 6 to role-play and practice verbs and conjugations. Show the action of, the verb and gesture through the conjugations. Then ask for volunteers while others join in. This is a review, before the next two modules., , 164, https://sscstudy.com/, , Module 8
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 8A, Module 8, , Dialog, , Dialog, , Sara:, , It’s a beautiful day., , It’s a beautiful day., , Jorge:, , It sure is, nice and cool., , It sure is, nice and cool., , Sara:, , Does it get cold here?, , Does it get cold here?, , Jorge:, , Not really. It doesn’t go below twenty degrees., , Not really. It doesn’t go below twenty degrees., , Sara:, , How about the wind and rain?, , How about the wind and rain?, , Jorge:, , We get a lot of wind in March and rain in July., , We get a lot of wind in March and rain in July., , Sara:, , How hot does it get here?, , How hot does it get here?, , Jorge:, , Around one hundred degrees, but it’s a dry heat., , Around one hundred degrees, but it’s a dry heat., , Sara:, , Sounds pretty nice. We’re moving here from, Florida., , Sounds pretty nice. We’re moving here from Florida., , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 8B, spring, , spring, , clouds, , clouds, , summer, , summer, , cloudy, , cloudy, , fall, , fall, , storm, , storm, , winter, , winter, , stormy, , stormy, , cool, , cool, , wind, , wind, , cold, , cold, , windy, , windy, , warm, , warm, , snow, , snow, , hot, , hot, , snowy, , snowy, , dry, , dry, , chilly, , chilly, , humid, , humid, , temperature, , temperature, , rain, , rain, , degrees, , degrees, , rainy, , rainy, , sun, , sun, , sunny, , sunny, , https://sscstudy.com/, , Module 8, , 165
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Directions Outside, (3 classes with subsequent review), , O, , 9, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. ask for directions., ◯ 2. give basic directions., ◯ 3. use the future tense., ◯ 4. say likes and dislikes., , https://sscstudy.com/, , Module 9, , 169
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, New Person: Excuse me, can you please tell, me where the post office is?, , Excuse me, can you please tell me, where the post office is?, , Local:, , Sure. You will go to the third stop, light. Then you will turn right and, go two blocks north. You’ll find it, on the left., , Sure. You will go to the third, stop light. Then you will turn, right and go two blocks north., You’ll find it on the left., , New Person: Thanks. I am also looking for a, drugstore., , Thanks. I am also looking for a, drugstore., , Local:, , From the post office, you will, cross the street and go south, down the street. It will be on, your right., , From the post office, you will cross, the street and go south down the, street. It will be on your right., , New Person: Thanks. And where is a good, place to eat? I like pizza., , Thanks. And where is a good place, to eat? I like pizza., , Local:, , There is a Pizza Shop next to the, drugstore., , There is a Pizza Shop next to the, drugstore., , New Person: Great, I’ll give it a try. Thanks, again., , Great, I’ll give it a try. Thanks, again., , Local:, , You’re welcome., , 170, https://sscstudy.com/, , You’re welcome., , Module 9
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Pronunciation Practice, , P, , Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , r-, , right, race, road, row, , --------- ight, , --------- ace, , --------- oad, , l-, , light, lace, load, low, , --------- ight, , --------- ace, , --------- oad, , str-, , street, strong, stretch, , --------- eet, , --------- ong, , --------- etch, , sh-, , sheet, ship, shame, shack, , --------- ip, , --------- ame, , --------- ack, , bl-, , block, blank, blood, black, , --------- ock, , --------- ank, , --------- ood, , br-, , break, branch, brand, , --------- eak, , --------- anch, , --------- and, , pr-, , pray, prayer, present, , --------- ay, , --------- ayer, , --------- esent, , pl-, , place, play, pleasure, , --------- ace, , --------- ay, , --------- easure, , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , excuse me •, , • turn left, , You’re welcome •, , • pardon me, , tell me •, , • directly in front of, , third •, , • pharmacy, , turn right •, , • store, , across from •, , • No problem, , give it a try •, , • in this area, , street •, , • show me, , drugstore •, , • road, , around here •, , • do it, , shop •, , • 3rd, , https://sscstudy.com/, , excuse me, , Module 9, , pardon me, , 171
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P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , try, , fry, , dry, , cry, , shop, , cop, , crop, , drop, , post, , ghost, , host, , most, , block, , clock, , dock, , am, , dam, , light, , bright, , third, , bird, , could, , should, , where, , there, , turn, , burn, , 172, https://sscstudy.com/, , hop, , mop, , top, , stop, , flock, , knock, , lock, , mock, , rock, , ham, , lamb, , Sam, , yam, , might, , night, , right, , sight, , slight, , tight, , would, , Module 9, , sock
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V, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), north, location, setting, , northwest, , area, , place, , directions, , west, spot, , position, , northeast, , southwest, , east, southeast, , south, nicest, , complete, cease, , finest, , foremost, , best, number one, , stop, , halt, , end, finish, , greatest, discontinue, , basic, , primary, , main, dominant, , major, , principal, Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , https://sscstudy.com/, , Module 9, , 173
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V, , Vocabulary Practice, Vocabulary Practice, , Write the words in pencil. Also, pronounce them with your assistant instructor., Write the words in pencil. Also, pronounce them with your assistant instructor., , Dialog Words, , Writing Practice, , Related Words, , excuse me, , pardon me, , you’re welcome, , no problem, , tell me, , show me, , third, , 3rd, , turn right, , turn left, , right across from, , directly in front of, , give it a try, , do it, , street, , road, , drugstore, , pharmacy, , around here, , in this area, , shop, , store, , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , New Person:, , Excuse me, -------------------- you please tell me where the, -------------------- -------------------- is?, , Local:, , Sure. You will go to the -------------------- stop light. Then you will, -------------------- -------------------- and go two blocks north., -------------------- find it on the left., , New Person:, , Thanks. I am also -------------------- for a drugstore., , Local:, , From the post office, you will -------------------- the street and go, south down the street. -------------------- -------------------- be on your, right., , New Person:, , Thanks. And where is a good -------------------- to eat? I like pizza., , Local:, , There is a Pizza Shop -------------------- to the drugstore., , 174, https://sscstudy.com/, , Module 9
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , Where is the post office?, , It is, , Where is the best place to eat around, here?, Do I turn right or left?, How many blocks is it to the pizza place?, What are you looking for?, Is the drugstore past the third light?, Will you give it a try?, , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , Put a slash (/) between the words., Put a slash (/) between the words., , 1. Could/you/tell/me/where/the/post/, office/is?, 2. Yes,gotothethirdstoplight., 3. Turnrightandgotwoblocksnorth., 4. It’srightacrossthestreetfromthepostoffice., 5. Thanks.I’malsolookingforadrugstore., 6. Whereisthebestplacetoeataroundhere?, 7. WelikethePizzaShoponMainStreet., 8. Great.I’llgiveitatry., Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , https://sscstudy.com/, , Module 9, , 175
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Library, , Senior, Center, , Park, , Cafe, , Bank, , Street, Center, , Dallin, , Main, , Road, , Book, Service Store Music, Station, Store, , English, Class, , Department, Store, , Post, Office, , Crosby, , Drug, Store, , City Hall, , Street, , Avenue, , Grocery, Store, , Laundromat, , Beauty, Salon, , City Center, Movie, Theater, , C, , Map Activity, , Shoe, Store, , Barber, Shop, , Joe’s, Restaurant, , Instructors create a simple map of a town or use the map here (distribute copies or display it on a screen.), Instructors describe how to give directions from one place to another in the town. Learner volunteers give, directions to a instructor for how to go from one location to another. Instructors may want to use a laser, pointer to show their travel as the class gives directions to a destination. Instructors involve the learners as, much as possible., , 176, https://sscstudy.com/, , Module 9
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Lf, , Language Focus: Phrases for Outside Directions, , Use some of these phrases for the map activity on page 11. Practice sentences to give directions around your town., Use some of these phrases for the map activity on page 11. Practice sentences to give directions around your town., , Go . . ., • one mile, • two blocks, • two lights, • three stop signs, • four streets, • across the train, tracks, • until the street, dead ends, • straight, • around the curve, , Turn . . ., • to the left, • to the right, • at Main, Street, • left at the, first light, • right on, Center, Street, , You can’t miss it, Go back, You have gone too far, Next / beside, In front of, Across the street is, Kitty corner, Where is the nearest / closest, , Lf, , Take . . ., Make . . ., • the first exit • a u-turn at, the next, • the exit for, El Camino, light, • the next exit • a left after, • a left at, the railroad, tracks, Main Street, • a right at, the stop sign, , Around . . ., • the block, • the corner, , = You can’t miss it, = Go back, = You have gone too far, , --------------------., = diagonal, --------------------?, , Language Focus: The Future, , will + verb, I will, , I will ask for help., , I will watch TV in English., , You will, , You will see what I mean., , You will read the book., , We will, , We will read the dialog, together., , We will listen to the audio., , They will, , They will leave work at 5:00., , They will be able to get help., , He / She / It will, , He will be ready for the next, class., , She will write a work report., , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , https://sscstudy.com/, , Module 9, , 177
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Lf, , Language Focus: Contractions, , Especially when speaking, people usually use a short form of the future tense. Look at the examples below and, complete the exercises., Especially when speaking, people usually use a short form of the future tense. Look at the examples below and complete the, exercises., , I will, , I’ll, , -------------------- eat with you., , You will, , You’ll, , -------------------- like it., , We will, , We’ll, , -------------------- learn together., , They will, , They’ll, , -------------------- be very happy., , He will, , He’ll, , -------------------- come at 3:00., , She will, , She’ll, , -------------------- have a good day., , It will, , It’ll, , -------------------- rain today., , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , Lf, , Language Focus: Contraction Practice, , Write a correct pronoun + will contraction in the blank boxes., Write a correct pronoun + will contraction in the blank boxes., , I’ll, , You’ll, , We’ll, , They’ll, , She’ll, , 1., , visit his family soon., , 2., , speak English well in the future., , 3., , be summer in a few months., , 4., , start the party at 7 p.m., , 5., , go to the store after class., , 6., , get a better job next year., , 7., , ride the bus to the libary., , 178, https://sscstudy.com/, , Module 9, , He’ll, , It’ll
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Lf, , Language Focus: Likes and Dislikes + Gerunds or Infinitives, , When we want to talk about actions that we like or don’t like (reading, running, thinking, studying) there are two, different forms we can use., When we want to talk about actions that we like or don’t like (reading, running, thinking, studying) there are two different forms, we can use., Infinitive Verb, , Infinitive Verb, , Gerund (verb+ing), , (to read), , to read, , reading, , (to run), , to run, , running, , (to think), , to think, , thinking, , (to study), , to study, , studying, , We can say:, I like, , +, , Infinitive verb, , OR, , I like, , +, , Gerund, , I don’t like, , +, , Infinitive verb, , OR, , I don’t like, , +, , Gerund, , I like, , to read., , I like, , reading., , I don’t like, , to read., , I don’t like, , reading., , I like, , to run., , I like, , running., , I don’t like, , to run., , I don’t like, , running., , Lf, , Language Focus: Verb Practice, , For the following chart, write the correct form of the sentences in the empty boxes., For the following chart, write the correct form of the sentences in the empty boxes., , Verb, , I like +, , I don’t like +, , Infinitive, , Gerund, , Infinitive, , Gerund, , Infinitive, , Gerund, , to study, , studying, , I like to study., , I like studying., , I don’t like to, study., , I don’t like, studying., , to talk with, him, , talking, , I like to talk, with him, , to visit family, , visiting, , to go, shopping, , going, , to exercise, , exercising, , to cook dinner, , cooking, , https://sscstudy.com/, , I don’t like to, talk with him., I like visiting, family., , I don’t like, visiting family., , I like to go, shopping., I don’t like to, exercise., I don’t like, cooking, dinner., Module 9, , 179
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Lf, , Language Focus: Likes and Dislikes, , Practice saying out loud, emphasizing the language principles on the preceding pages., Practice saying out loud, emphasizing the language principles on the preceding pages., , Positive, , Negative, , I like broccoli., , I don’t like broccoli., , We like reading., , We don’t like reading., , She likes to sing., , She doesn’t like to sing., , Lf, , Language Focus: Practice Likes, , Like, , Dislike, , Check if you like or dislike something. Then write it in a sentence., Check if you like or dislike something. Then write it in a sentence., , □, , □, , popcorn, , I like popcorn, , □, , □, , cooking, , I don’t like* cooking, , □, , □, , work, , □, , □, , apples, , □, , □, , studying history, , □, , □, , cake, , □, , □, , running, , □, , □, , salad, , □, , □, , sleeping, , □, , □, , seafood, , □, , □, , school, , □, , □, , shopping, , □, , □, , math, , □, , □, , vacations, , *Dislike is seldomly used., , 180, https://sscstudy.com/, , Module 9
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C, , Mini-Conversations Related to the Dialog, , 1. Where can I find a library nearby?, , 2. Are there any restaurants in this, area?, , There is one around the corner., , 3. Thanks for the information., , There is an Italian restaurant and a, Mexican restaurant 2 blocks north., 4. How can I get to the nearest bus, stop?, , You’re welcome, anytime., , It’s on Main Street next to the grocery store., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression:, , anytime, , Meaning:, , used in response to “thank you” to mean “you’re welcome”, , Examples:, , Thanks for the information., Anytime!, , Meaning:, , Thanks for the information!, You’re welcome!, , Expression:, , catch the bus / a cab / the train, , Meaning:, , find the bus / a cab / the train, , Example:, , Where can I catch a cab?, , Meaning:, , Where can I find a cab?, , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , https://sscstudy.com/, , Module 9, , 181
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V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , bus, , bus, , taxi, , taxi, , bus station, , bus station, , train, , train, , office, , office, , vacation, , vacation, , 182, https://sscstudy.com/, , Module 9
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 9A, Module 8, , Dialog, , Dialog, , New Person:, , Excuse me, can you please tell me where the post, office is?, , Excuse me, can you please tell me where the post, office is?, , Local:, , Sure. You will go to the third stop light. Then, you will turn right and go two blocks north., You’ll find it on the left., , Sure, you will go to the third stop light, then you will, turnright and go two blocks north. You’ll find it on, the left., , New Person:, , Thanks. I am also looking for a drugstore., , Thanks. I am also looking for a drugstore., , Local:, , From the post office, you will cross the street and, go south down the street. It will be on your right., , From the post office, you will cross the street and go, south down the street. It will be on your right., , New Person:, , Thanks. And where is a good place to eat? I like, pizza., , Thanks. And where is a good place to eat? I like pizza., , Local:, , There is a Pizza Shop next to the drugstore., , There is a Pizza Shop next to the drugstore., , New Person:, , Great. I’ll give it a try. Thanks again., , Great. I’ll give it a try. Thanks again., , Local:, , You’re welcome., , You’re welcome., , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 9B, go, , go, , go 2 miles, , go 2 miles, , then, , then, , then you’ll see, , then you’ll see, , right, , right, , to the right, , to the right, , take a right, , take a right, , make a right, , make a right, , left, , left, , to the left, , to the left, , take a left, , take a left, , make a left, , make a left, , straight, , straight, , go straight, , go straight, , street, , street, , go two streets, , go two streets, , stop, , stop, , to the stop, , to the stop, , signal, , signal, , to the signal, , to the signal, , corner, , corner, , around the, , around the, , kitty corner, , kitty corner, , kitty corner to, , kitty corner to, , alongside, , alongside, , beside (next to), , beside (next to), , store, , store, , theater, , theater, , https://sscstudy.com/, , Module 9, , 183
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Module 10, BUYING A DRESS, , https://sscstudy.com/, , Module 10, , 185
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10, , Buying a Dress, (2 classes with subsequent review), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. use contractions for will., ◯ 2. talk about buying a dress., , https://sscstudy.com/, , Module 10, , 187
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistants, and English speakers at home, help the language speaker with this English dialog. First, they read the whole dialog., Then, they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Mrs. Jones:, , Pardon me, we’re looking for a, dress for my daughter., , Pardon me, we’re looking for a dress, for my daughter., , Clerk:, , What type are you looking for?, , What type are you looking for?, , Mrs. Jones:, , Something medium-priced in size Something medium-priced in size 5, 5 or 6., or 6., , Clerk:, , They would be over here., , They would be over here., , Mrs. Jones:, , Could she try on this one?, , Could she try on this one?, , Clerk:, , Sure, the dressing room is over, there., , Sure, the dressing room is over there., , Mrs. Jones:, , Thanks, we’ll be right back., , Thanks, we’ll be right back., , Mrs. Jones:, , We’ll take this one., , We’ll take this one., , Clerk:, , Will that be cash, credit, or debit, card?, , Will that be cash, credit, or debit, card?, , Mrs. Jones:, , Cash., , Cash., , ••••, , 188, https://sscstudy.com/, , Module 10
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -ry, , try, cry, fry, , t -------, , c -------, , f -------, , -sh, , cash, fish, dish, , ca -------, , fi -------, , di -------, , h-, , here, hello, help, , ------- ere, , ------- ello, , ------- elp, , -x, , six, box, mix, , si -------, , bo -------, , mi -------, , dr-, , dress, drive, dry, , ------- ess, , ------- ive, , ------- y, , -’re, sur-, , we’re, they’re, you’re, sure, sugar, room, right, radio, , we ------------- re, ------- oom, , they ------------- gar, ------- ight, , you -------, , -ive, , five, alive, drive, , f -------, , al -------, , dr -------, , -ack, , back, sack, pack, , b -------, , s -------, , p -------, , -er, , daughter, over, water, , daught -------, , ov -------, , wat -------, , P, , ------- adio, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , five, , live, , dive, , survive, , would, , could, , should, , good, , right, , bright, , light, , height, , night, , might, , dress, , mess, , less, , confess, , guess, , bless, , back, , stack, , lack, , sack, , black, , rack, , type, , hype, , Skype, , stereotype, , over, , Dover, , clover, , rover, , https://sscstudy.com/, , revive, , Module 10, , tight, , sight, , typewriter, , 189
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), sort, , definitely, of course, , size, , sure, , type, , kind, certainly, , currency, , attempt, go for it, test, , money, , strive, , try, , variety, , style, , dollar, , cash, coin, , buck, , take a chance, , cent, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , Over here •, , • excuse me, , my •, , • anything, , something •, , • test, , surely •, , • This way, , daughter •, , • girl, , price •, , • belongs to me, , type •, , • fit, , pardon me •, , • cost, , try on •, , • sort, , skirt •, , • certainly, , size •, , • dress, , 190, https://sscstudy.com/, , Over here, , Module 10, , This way
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , over here, , this way, , my, , belongs to me, , something, , anything, , sure, , certainly, , daughter, , girl, , price, , cost, , type, , sort, , pardon me, , excuse me, , try on, , test, , skirt, , dress, , size, , fit, , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Mrs. Jones:, , Pardon ---------------------. We’re --------------------- for a, --------------------- for --------------------- daughter., , Clerk:, , What --------------------- are you looking ---------------------?, , Mrs. Jones:, , Something --------------------- priced., , Clerk:, , They --------------------- be --------------------- here., , Mrs.Jones:, , --------------------- she try this one ---------------------?, , Clerk:, , Sure, the --------------------- room is over ---------------------., , Mrs. Jones:, , Thanks. We’ll be --------------------- back., , https://sscstudy.com/, , Module 10, , 191
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. What are you looking for?, , He wants, , 2. What type are you looking for?, 3. Where is the dressing room?, 4. Could she try this one on?, 5. Where would size sixes be?, 6. Who is this girl?, Learners write questions with who, what, when, where, which, and why. Instructors ask some questions, and help learners ask questions and answer them., , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1., , ( Were / We’re ) looking for a dress., , 2., , The dress is ( far / for ) ( mine / my ), daughter., , 3., , What type ( our / are / or ) you looking for?, , 4., , ( Something / Same thing) in size 6., , 5., , They ( wood / would ) be ( over / oven ), here., , 6., , ( Cold / Could ) she try on this ( won / one )?, , 7., , The dressing room is over ( their / there )., , 8., , ( Well / We’ll ) be ( right / light ) back., , 9., , We’ll take ( these / this ) one., , 10. ( Well / Will ) that be ( crash / cash )?, Instructors say one of the two or three alternative words and have the learners identify which word was, said. Instructors help learners recognize the difference., , 192, https://sscstudy.com/, , Module 10
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Lf, , Language Focus: Contractions after Will (to create future tense), , Long Form, We are looking for a dress., We will be looking for a dress., We are going to be right back., We will be right back., , Short form (Contraction), We’re looking for a dress., We’ll be looking for a dress., We’re going to be right back., We’ll be right back., , We are going to take this one., We will take this one., , We’re going to take this one., We’ll take this one., , To Be, Long, I am, he is, she is, it is, you are, they are, , Will, Long, I will, he will, she will, it will, you will, they will, , Short, I’m, he’s, she’s, it’s, you’re, they’re, , Short, I’ll, he’ll, she’ll, it’ll, you’ll, they’ll, , Role-play future tense with the 60 common verbs from the list in Module 6., , Lf, , Language Focus: Practice Long and Short Forms, , Underline the long form in each sentence. Then, rewrite each sentence using the short, or contracted, form., , 1., , He is studying English., , 2., , He will study English., , 3., , She is a learner., , 4., , She will be a instructor., , 5., , I am poor., , 6., , I will be rich., , 7., , You are young., , https://sscstudy.com/, , Module 10, , 193
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8., , In the future, you will be old., , 9., , Right now, they are sad., , 10. In the future, they will be happy., 11. Right now, it is cold., 12. In the future, it will be warm., 13. Right now, we are living in Utah., 14. In the future, we will live in New York., 15. Right now, they are strangers., 16. In the future, they will be friends., 17. Right now, you are small., 18. In the future, you will be big., 19. Right now, I am not hungry., 20. In the future, I will be hungry., 21. Right now, she is tired., 22. In the future, she will be rested., Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , Lf, , Language Focus: Extra Practice, , Imagine your life in 10 years. Write 5 sentences that describe who you will be in 10 years. Use the long form and then, rewrite each sentence using the short form., , Who will I be in 10 years? What will I be doing?, Long Form:, , Short Form:, , 1., , 1., , 2., , 2., , 3., , 3., , 4., , 4., , 5., , 5., , 194, https://sscstudy.com/, , Module 10
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C, , Mini-Conversations Related to the Dialog, , 1. How would you like to pay for that? 2. Do you accept checks?, With credit., , Sorry, but we don’t., , 3. Would you like a dressing room?, , 4. What size do you wear?, , Yes, please., , I usually wear size 6., , 5. Look at this one., Oh, it’s beautiful! Can I try it on?, , 6. Would you like your receipt with, you or in the bag?, In the bag is fine., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression, , Try on, , Meaning, , Put on to check size and appearance, , Example, , I’ll try on this one., , Meaning, , I’ll put on this one to see if I like it., , Expression, , Take it, , Meaning, , buy it / get it / purchase it, , Example, , We’ll take it., , Meaning, , We’ll buy this one., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , C, , Practice simple conversations with a partner about finding some clothes, trying them on, and buying them., Practice simple conversations with a partner about finding some clothes, trying them on, and buying them., , https://sscstudy.com/, , Module 10, , 195
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C, , Future Tense—Sentence Practice, , At Work with Supervisor or Other Employees, Optional, Pronouns, , Will + Verb, Conjugations, , Optional Prepositional Phrases, , (I / You / We /, They / He / She, / It), , (arrive, come, go, eat,, help, learn, laugh,, listen, read, speak,, stay, talk, teach, think,, walk, write, study), , (to my/your/our/their/his/her, home, at home, in the home, with, family, to my/your/our/their/his/, her family, with my/your/their/his/, her family, with my/your/our/their/, his/her children, to my/your/his, wife, to my/your/her husband, with, my/your/his wife, with my/your/, her husband, to my/your/our/their/, his/her friends, with my/your/our/, their/his/her friends), , I, , will arrive, , with John, , I, , will, , You / We / They will, He / She / It, , will, , Several learners write on the board where the activity is projected, or on a separate page, and say sentences, using various subjects, proper conjugations, and appropriate prepositional phrases. After a learner says a, proper sentence with good pronunciation, the rest of the class says the same sentence. Instructors help, learners practice proper pronunciation., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , medium, , medium, , credit, , credit, , check, , check, , debit, , debit, , mom, , mom, , price, , price, , Instructors explain the significanc of cognates and demonstrate pronunciation., , 196, https://sscstudy.com/, , Module 10
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 10A, Module 10, , Dialog, , Mrs. Jones:, , Pardon me, we’re looking for a dress for my, daughter., , Pardon me, we’re looking for a dress for my, daughter., , Clerk:, , What type are you looking for?, , What type are you looking for?, , Mrs. Jones:, , Something medium-priced in size 5 or 6., , Something medium-priced in size 5 or 6., , Clerk:, , They would be over here., , They would be over here., , Mrs. Jones:, , Could she try on this one?, , Could she try on this one?, , Clerk:, , Sure, the dressing room is over there., , Sure, the dressing room is over there., , Mrs. Jones:, , Thanks, we’ll be right back., , Thanks, we’ll be right back., , Mrs. Jones:, , We’ll take this one., , We’ll take this one., , Clerk:, , Will that be cash, credit, or debit card?, , Will that be cash, credit, or debit card?, , Mrs. Jones:, , Cash., , Cash., , Dialog, , ••••, , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 10B, money, , money, , check, , check, , cash, , cash, , cents, , cents, , dollar, , dollar, , credit card, , credit card, , one dollar, , one dollar, , debit card, , debit card, , five dollars, , five dollars, , fifty dollars, , fifty dollars, , ten dollars, , ten dollars, , one hundred dollars, , one hundred dollars, , twenty dollars, , twenty dollars, , https://sscstudy.com/, , Module 10, , 197
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Buying Appliances, (2 classes with subsequent review), , O, , 11, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. talk about buying appliances., ◯ 2. state colors., ◯ 3. identify measurements., ◯ 4. recognize prepositions of place., , https://sscstudy.com/, , Module 11, , 201
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Mrs. Nicholas:, , Hi, I’m looking for a stove., , Hi, I’m looking for a stove., , Clerk:, , Do you want gas or electric?, , Do you want gas or electric?, , Mrs. Nicholas:, , Gas, and it can’t be over thirty, inches wide., , Gas, and it can’t be over thirty, inches wide., , Clerk:, , Which color do you prefer?, , Which color do you prefer?, , Mrs. Nicholas:, , White., , White., , Clerk:, , Here is a nice one, marked, down., , Here is a nice one, marked down., , Mrs. Nicholas:, , How much?, , How much?, , Clerk:, , Three hundred and forty-nine, dollars., , Three hundred and forty-nine, dollars., , Mrs. Nicholas:, , How much does it cost to, deliver?, , How much does it cost to deliver?, , Clerk:, , Nothing within the city limits., , Nothing within the city limits., , Mrs. Nicholas:, , When can you deliver it?, , When can you deliver it?, , Clerk:, , Tomorrow afternoon., , Tomorrow afternoon., , 202, https://sscstudy.com/, , Module 11
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -ove, , stove, rove, cove, , st -------, , r -------, , c -------, , de-, , deliver, delay, delight, , ------- liver, , ------- lay, , ------- light, , w-, , want, with, walk, , ------- ant, , ------- ith, , ------- alk, , -rr-, , tomorrow, worry, sorrow, , tomo ------- ow, , wo ------- y, , so ------- ow, , wh-oo-ark, , which, white, when, noon, spoon, moon, marked, bark, dark, , ------- ich, n ------- n, m ------- ed, , ------- ite, sp ------- n, b -------, , ------- en, m ------- n, d -------, , -ine, , nine, mine, fine, , n -------, , m -------, , f -------, , c-, , city, circle, cell, , ------- ity, , ------- ircle, , ------- ell, , c-, , cost, color, cup, , ------- ost, , ------- olor, , ------- up, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , thirty, , dirty, , flirty, , wide, , glide, , hide, , pride, , which, , rich, , stitch, , ostrich, , white, , bite, , kite, , rite, , site, , mark, , bark, , Clark, , dark, , park, , three, , free, , knee, , Lee, , see, , cost, , lost, , frost, , city, , pity, , activity, , reality, , ability, , https://sscstudy.com/, , ride, , Module 11, , side, , stride, , spree, , tree, , tide, , 203
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), , desire, , yellow, , want, , select, , prefer, favor, , orange, red, , choose, , white, , color, , blue, green, , brown, , black, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , city •, , • want, , inches •, , • large town, , electric •, , • color, , marked down •, , • measurement, , white •, , • range, , nice •, , • reduced, , stove •, , • power, , prefer •, , • fuel, , wide •, , • good, , gas •, , • big, , city, , large town, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 204, https://sscstudy.com/, , Module 11
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , stove, , range, , gas, , fuel (natural), , electric, , power, , over, , more than, , inches, , measure of length, , wide, , broad, big, , which, , what one, , nice, , good, , marked down, , reduced, on sale, , thirty, , 30, , white, , color, , prefer, , want, desire, , city, , large town, , afternoon, , from 12–6 p.m., , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Mrs. Nicholas:, , Hi, I’m --------------------- for a ---------------------., , Clerk:, , Do you want --------------------- or ---------------------?, , Clerk:, , Here’s a --------------------- one on ---------------------., , Mrs. Nicholas:, , How --------------------- is ---------------------?, , Mrs. Nicholas:, , When can you --------------------- it?, , Mrs. Nicholas:, , How --------------------- does --------------------- cost to deliver?, , https://sscstudy.com/, , Module 11, , 205
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. What are you looking for?, , We’re looking for, , 2. What type are you looking for?, 3. What color do you prefer?, 4. How wide can the stove be?, 5. Which stove is on sale?, 6. How much does it cost?, 7., , How much does it cost to deliver?, , 8. Where do you live?, Learners write questions with who, what, when, where, which, and why. Instructors ask them some, questions and help them ask questions and answer them., , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. ( High / Hi ), I’m ( looking / lacking ) for a, stove., 2. ( Dew / Do ) you ( won’t / want ) gas or, electric?, 3. Which ( collar / color ) do ( you / you’re ), prefer?, 4. ( Hear / Here ) is a ( niece / nice ) ( won / one, / on )., 5. ( Its / It’s ) marked ( done / down )., 6. How ( munch / much / match )?, 7. ( Tree / Three ) hundred dollars., 8. How much does it ( cast / cost ) to deliver?, 9. ( Nothing / no thing ) within the city limits., Instructors say one of the two or three alternative words and have the learners identify which word was, said. Instructors help learners recognize the difference., , 206, https://sscstudy.com/, , Module 11
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Language Focus: Colors, , Lf, , yellow, , green, , blue, , purple, , red, , brown, , white, , black, , pink, , gray, , orange, , Instructors point to something in the room and ask the learners to say the color, if they can, in a full sentence., , Language Focus: Practice Long and Short Forms, , Lf, , What is the height?, , How wide is it?, , What is the width?, , How long is it?, , What is the length?, , How deep is it?, , What is the depth?, , th, , dep, , height, , How high is it?, , gth, , len, , Unit, , Abbreviations, , Equivalent, , 1 inch, , 1 in., , 1”, , 1 foot, , 1 ft., , 1’, , 1 yard, , 1 yd., , = 3 feet, , 1 mile, , 1 mi., , = 5,280 feet, , = 12 inches, , width, Note: When measuring boxes, length is the longer measurement and width is the shorter measurement., Height is always vertical. Depth refers to the measurement extending inside the item from the user’s point, of entrance, be it vertical or horizontal., Instructors point to objects in the room and ask the questions. Learners answer the questions., , https://sscstudy.com/, , Module 11, , 207
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Lf, , Language Focus: Extra Practice, , Common ways of asking questions regarding length, width, height, and depth, Question, , Answer with sentences, , 1., , How long is the ruler?, , 12“, , The ruler is twelve inches long., , 2., , How long is the yardstick?, , 3’, , The yardstick is, , 3., , How wide is the stove?, , 30”, , 4., , How high is the stove?, , 4’, , 5., , How deep is the oven?, , 28”, , C, , Mini-Conversations Related to the Dialog, , 1. Can I help you?, , 2. Do you have any stoves that are 40, inches wide?, , Yes, I’m looking for an oven., 3. What color appliance are you, looking for?, , Yes, we have several over here.., 4. Excuse me, how deep is this oven?, , Either black or white., 5. How much does delivery cost?, , It’s about 25 inches deep., 6. When can you deliver this stove?, , It’s free within city limits, and $50, outside of the city., , We can deliver it this afternoon., , Instructors explain the meaning, demonstrate pronunciation, and have the learners repeat the sentences., , 208, https://sscstudy.com/, , Module 11
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V, 1., , 2., , V, , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression, , marked down, , Meaning, , reduced price, on sale, less expensive, , Example, , Do you have anything that’s marked down?, , Meaning, , Do you have anything that is less expensive?, , Expression, , within city limits, , Meaning, , inside of the city, , Example, , Is there an appliance store within city limits?, , Meaning, , Is there an appliance store inside of the city?, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , oven, , oven, , refrigerator, , refrigerator, , microwave, , microwave, , delivery, , delivery, , measurements, , measurements, , https://sscstudy.com/, , Module 11, , 209
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Prepositions of Place, , In: I have lived in Mountain View., , Across: I see the mailman across the street., , On: I sit on the sofa., , Up: They are walking up the stairs., , At: I arrived at the airport last night., , Down: Come down from the tree!, , Near: She lives near the school., , Opposite: The park is opposite the church., , Under: The shoes are under the bed., , Onto: The cat jumped onto the sofa., , Over: The window is over the door., , Off: She took off her sweater., , Below: They live on the floor below., , Into: Tom climbed into bed., , Above: The picture hangs above the fireplace., , Out of: She is coming out of the beauty parlor., , Around: The library is around the corner., , Past: Go past the park and turn left., , Through: We walk through the park., , Next to: Please sit next to him., , Among: The flowers grow among the trees., , Against: The man is leaning against the wall., , Between: It is between the cafe and the park., , Over: The horse jumps over the fence., , Behind: The book is behind you., , From . . . to: I will fly from home to Mexico tomorrow., , In front of: The instructor stands in front of the class. Towards: I sit towards the back of the room., Along: The bus drives along the road., , 210, https://sscstudy.com/, , Module 11
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 11A, Module 11, , Dialog, , Mrs. Nicholas:, , Hi, I’m looking for a stove., , Hi, I’m looking for a stove., , Clerk:, , Do you want gas or electric?, , Do you want gas or electric?, , Mrs. Nicholas:, , Gas, and it can’t be over thirty inches wide., , Gas, and it can’t be over thirty inches wide., , Clerk:, , Which color do you prefer?, , Which color do you prefer?, , Mrs. Nicholas:, , White., , White., , Clerk:, , Here is a nice one, marked down., , Here is a nice one, marked down., , Mrs. Nicholas:, , How much?, , How much?, , Clerk:, , Three hundred and forty-nine dollars., , Three hundred and forty-nine dollars., , Mrs. Nicholas:, , How much does it cost to deliver?, , How much does it cost to deliver?, , Clerk:, , Nothing within the city limits., , Nothing within the city limits., , Mrs. Nicholas:, , When can you deliver it?, , When can you deliver it?, , Clerk:, , Tomorrow afternoon., , Tomorrow afternoon., , Dialog, , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 11B, color, , color, , high, , high, , yellow, , yellow, , wide, , wide, , green, , green, , long, , long, , blue, , blue, , deep, , deep, , purple, , purple, , mile, , mile, , red, , red, , yard, , yard, , orange, , orange, , foot, , foot, , brown, , brown, , inch, , inch, , white, , white, , black, , black, , pink, , pink, , gray, , gray, , https://sscstudy.com/, , Module 11, , 211
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12, , Buying Groceries, (2 classes with subsequent review), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. talk about buying groceries., ◯ 2. express amounts by quantity., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Brad:, , What do we need?, , What do we need?, , Angie:, , Cereal for breakfast, bread and meat, for lunch, and something for dinner., Here are the cereals. Do you want a, large or small box?, Large. We use it up fast. Please go, get a gallon of milk also., What type of meat do you want?, , Cereal for breakfast, bread and meat for, lunch, and something for dinner., Here are the cereals. Do you want a, large or small box?, Large. We use it up fast. Please go get a, gallon of milk also., What type of meat do you want?, I like ham. Now, what about dinner?, , Brad:, , I like ham. Now, what about, dinner?, Let’s have hamburgers on the grill., , Angie:, , Good idea! Hamburgers and fries., , Good idea! Hamburgers and fries., , Brad:, Angie:, Brad:, Angie:, , https://sscstudy.com/, , Module 12, , Let’s have hamburgers on the grill., , 215
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , br-, , breakfast, bread, break, , ------- eakfast, , ------- ead, , ------- eak, , gr-, , grill, great, groceries, , ------- ill, , ------- eat, , ------- oceries, , l-, , lunch, large, library, , ------- unch, , ------- arge, , ------- ibrary, , a-, , about, again, ago, , ------- bout, , ------- gain, , ------- go, , -i-, , dinner, milk, grill, , d ------- nner, , m ------- lk, , gr ------- ll, , -v-, , have, love, above, , ha ------- e, , lo ------- e, , abo ------- e, , -ike, , like, bike, hike, , l -------, , b -------, , h -------, , fr-, , fries, front, from, , ------- ies, , ------- ont, , ------- om, , h-, , here, have, hamburger, , ------- ere, , ------- ave, , ------- amburger, , wh-, , what, why, where, , ------- at, , ------- y, , ------- ere, , -ow, , now, how, wow, , n -------, , h -------, , w -------, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , bread, , dead, , head, , lunch, , bunch, , hunch munch punch, , lead, , spread stead, , dinner winner sinner, large, , barge, , charge, , use, , fuse, , abuse refuse cruse, , ham, , cram, , dam, , Pam, , now, , how, , now, , brown cow, , wow, , grill, , drill, , frill, , fill, , gill, , hill, , fries, , cries, , dies, , lies, , pies, , ties, , 216, https://sscstudy.com/, , ram, , Sam, , Module 12, , slam yam, , kill, , ill, , pill, , sill, , still, , will
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), , treat, , purchase, meal, , dinner, , obtain, , eat, , get, snack, , lunch, , acquire, , breakfast, , pick up, buy, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , dinner •, , • big, , large •, , • meal, , french fries •, , • eat it, , use it up •, , • carton, , box •, , • noon meal, , lunch •, , • potatoes, , bread •, , • 4 quarts, , gallon •, , • loaves, , milk •, , • cooking tool, , grill •, , • drink, , dinner, , meal, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , https://sscstudy.com/, , Module 12, , 217
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , cereal, , grain, , breakfast, , morning meal, , lunch, , noon meal, , dinner, , evening meal, , bread, , loaves, , meat, , sliced meat, , gallon, , 4 quarts, , ham, , smoked pork, , hamburger, , ground meat, , grill, , cooking tool, , french fries, , fried potatoes, , box, , carton, , use it up, , eat it, consume, , milk, , drink, , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Brad:, , What --------------------- we ---------------------?, , Angie:, , We’ll have ---------------------------- for ----------------------------., , Brad:, , Do you want a ---------------------------- or ---------------------------- box?, , Angie:, , Please go ---------------------------- a ---------------------------- of milk., , Brad:, , Let’s have ---------------------------- and french ----------------------------., , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 218, https://sscstudy.com/, , Module 12
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. What do we need?, , We need, , 2. Where is the cereal?, 3. What type of meat do you like?, 4. Do you want a large or small box?, 5. What’s for breakfast?, 6. What’s for lunch?, 7., , What’s for dinner?, , 8. Do you like it hot or cold?, Learners write questions with who, what, when, where, which, and why. Instructors ask them some, questions and help them ask questions and answer them, , C, , Put a slash (/) between the words and write the complete sentence., Put a slash (/) between the words and write the complete sentence., , 1., , What/do/we/need?, , 2., , Cerealforbreakfast,breadand, meatforlunch., , 3., , Herearethecereals., Doyouwantalargeorsmallbox?, , 4., , Large.Weuseitupfast., , 5., , Pleasegogetagallonofmilkalso., , 6., , Whattypeofmeat, doyouwant?, , 7., , Ilikeham., Now,whataboutdinner?, , 8., , Let’shavehamburgersonthegrill., , 9., , Goodidea!Hamburgersandfries., , 10. Doyoulikegrilledhamburgers?, , https://sscstudy.com/, , Module 12, , 219
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Lf, , Language Focus: Amounts by Quantity, , A gallon of milk, juice, water, A quart of milk, juice, water, A pint of cream, A half gallon of ice cream, milk, juice, water, A brick of cheese, A dozen eggs, cookies, donuts, rolls, buns, A bunch of grapes, bananas, strawberries, A head of lettuce, cabbage, broccoli, A slice of bread, ham, cheese, A loaf of bread, A pound of butter, cheese, beef, A pound of fish, meat, hamburger, chicken, A couple (2) of fish, cookies, bananas, A clove of garlic, A cob of corn, Some juice, milk, potatoes, apples, candy,, and so on (not a specific amount), Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 220, https://sscstudy.com/, , Module 12
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Lf, , Language Focus: Asking for Amounts, , Item, , Full Sentence:, , 1., , lettuce, , 2., , milk, , 3., , potatoes, , 4., , cereal, , 5., , pickles, , 6., , bread, , 7., , cheese, , 8., , eggs, , 9., , water, , 10, , ham, , 11., , chicken, , 12., , rolls, , 13., , peaches, , 14., , noodles, , 15., , tuna fish, , 16., , bananas, , 17., , flour, , 18., , fish, , 19., , jam, , 20., , hamburger, , I would like a head of lettuce., , Instructors and assistant instructors may want to have pictures or items from the list. Then learners could, select something from a display and say a sentence about it., Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , https://sscstudy.com/, , Module 12, , 221
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Lf, , Language Focus: Amounts by Container, , • A jar of peanut butter, pickles, jam, jelly, • A box of oranges, apples, cereal, • A carton of milk, eggs, • A bag of potatoes, apples, candy, nuts, • A package of noodles, meat, cookies, • A can of shortening, soup, tuna fish, • A jug of water, • A bottle of (soda) pop, water, lemon juice, • A container of salt, pepper, spice, • A bushel of apples, tomatoes, corn, • A sack of flour, sugar, salt, • A basket of fruit, peaches, • A case of strawberries, canned fruit, • A cup of raspberries, blueberries, noodles, Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , 222, https://sscstudy.com/, , Module 12
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C, , Mini-Conversations Related to the Dialog, , 1. What should we buy?, , 2. How much milk do we need?, , We need some fresh fruit., , A few gallons., , 3. Do we need a jar of pickles?, , 4. How about a loaf of bread?, , No, we still have one at home., , Yes. Get two loaves, please., , 5. I love peaches., Me too. They taste delicious., , V, 1., , 2., , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression, , Use it up, , Meaning, , Eat it all. / Finish it., , Example, , We used it up fast., , Meaning, , We ate it all fast., , Expression, , What about ____ ?, , Meaning, , What should we do for ____ ?, , Example, , What about breakfast?, , Meaning, , What should we do for breakfast?, , https://sscstudy.com/, , Module 12, , 223
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 12A, Module 12, , Dialog, , Brad:, , What do we need?, , What do we need?, , Angie:, , Cereal for breakfast, bread and meat for lunch,, and something for dinner., , Cereal for breakfast, bread and meat for lunch, and, something for dinner., , Brad:, , Here are the cereals. Do you want a large or, small box?, , Here are the cereals. Do you want a large or small, box?, , Angie:, , Large. We use it up fast. Please go get a gallon of, milk also., , Large. We use it up fast. Please go get a gallon of, milk also., , Brad:, , What type of meat do you want?, , What type of meat do you want?, , Angie:, , I like ham. Now, what about dinner?, , I like ham. Now, what about dinner?, , Brad:, , Let’s have hamburgers on the grill., , Let’s have hamburgers on the grill., , Angie:, , Good idea! Hamburgers and fries., , Good idea! Hamburgers and fries., , Dialog, , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 12B, Food/measurements, , Translation, , Food/measurements, , Translation, , container, , container, , slice of bread, , slice of bread, , breakfast, , breakfast, , loaf of bread, , loaf of bread, , lunch, , lunch, , pound, , pound, , dinner, , dinner, , meat, , meat, , box, , box, , fish, , fish, , gallon, , gallon, , cookies, , cookies, , quart of milk, , quart of milk, , bananas, , bananas, , pint, , pint, , cob of corn, , cob of corn, , brick of cheese, , brick of cheese, , juice, , juice, , dozen eggs, , dozen eggs, , milk, , milk, , bunch of grapes, , bunch of grapes, , potatoes, , potatoes, , head of lettuce, , head of lettuce, , apples, , apples, , candy, , candy, , https://sscstudy.com/, , Module 12, , 225
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Module 13, LEARNING ENGLISH FROM FILMS, , https://sscstudy.com/, , Module 13, , 227
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Learning English from Films, (3 classes with subsequent review), , O, , 13, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. identify common verbs in a small, video., ◯ 2. identify commonly used words in a, small video., , https://sscstudy.com/, , Module 13, , 229
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Many language instructors and learners agree that a very effective way to learn a language is with videos and movies. Films provide, easy access to language content and settings. Watching films uses both audio and visual paths to learning language. It, presents language in full cultural context with real people and settings, providing a whole-language experience. Both the, verbal and nonverbal content are present, focusing the learner’s attention on the actors, their language, and their actions., Films lower the learner’s affective filter by capturing attention, increasing motivation, instilling self-confidence, and, reducing anxiety., Films allow for a prespeaking or listening phase and some limited reading. When the instructor presents these passive skills first, the, learner can ease into the language learning process in preparation for developing the active skills of speaking and writing., Next to real-life language experiences with native speakers, films provide the best exposure to language in a non-contrived context., , C, , Advance Organizer for Teaching ESL–EFL Using Films, The learning process outlined here is time-tested and effective., , 1. Give a brief introduction to the film: title, type (fact, fiction), setting, main, characters, several interesting or key points of the story. For the example used in this, lesson: President Gordon B. Hinckley tells a story of an older boy and his young, companion., a. The boys find an old coat and a badly worn pair of shoes by the roadside., b. What happens with the shoes?, c. What is the farmer’s reaction?, d. How do the boys feel?, Explain that the film contains many of the common verbs., 2. Play the film. The example is at http://www.mormonchannel.org/video/, mormon-messages?v=911029440001., a. Ask learners for any new sound, word, phrase, or sentence they heard., b. As learners provide these, the instructor puts them into context, gives a similar word, or briefly explains meanings, models them, and asks learners to repeat the words or, phrases. This should be a quick activity., c. Replay the film., , 230, https://sscstudy.com/, , Module 13
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C, , Ask for Learner Responses, , Use several of each type of question. Question all main points. Allow learners to ask some of the questions., , Learners respond to “yes” questions on the main points:, Instructor: President Hinckley tells a story?, Learner: Yes., Learners respond to “no” questions on the main points:, Instructor: President Hinckley reads a story?, , Learner: No., , Learners respond to fade-out questions or statements:, Instructor: President Hinckley tells a . . . ?, , Learner: story., , Learners respond to inquisitive questions on the main points:, Instructor: What does President Hinckley, tell?, Learners respond to indirect questions:, , Learner: A story., , Instructor: John, ask Mary what President, Hinckley tells., , John:, , Instructor: John, what did Mary say?, , Mary:, , Mary, what does President, Hinckley tell?, A story., , John:, , A story., , John:, , Mary, President Hinckley tells a, story., President Hinckley tells a story., , Learners respond to direct commands:, Instructor: John, tell Mary that President, Hinckley tells a story., Instructor: Mary, what did John say?, , Mary:, , Learners, with instructor’s help, reconstruct a selected part or two of the film:, Do this sentence-by-sentence in the correct order. The instructor prompts as needed., Learners respond to direct questions based on the story:, Instructor: Where did President Hinckley find Learner: In a book his father had, the story?, published., Instructor: What did his family do together? Learner: They sang, prayed, listened, together., Instructor: What stories did his mother read, Learner: Book of Mormon stories., to them?, Instructor: How did his father tell them, Learner: Out of his memory., stories?, , https://sscstudy.com/, , Module 13, , 231
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Note: From here on, most, if not all, questions can be asked in past or present tense. It, would be good practice to go through the story once in present tense and once in past, tense and even to alternate as seems natural., Instructor: Where are (were) the two boys, Learner: Along a road., walking?, Instructor: What do (did) they find on the, Learner: An old pair of shoes., side of the road?, , C, , Homework Reading and Practice, , 1. Replay film from http://www.mormonchannel.org/video/mormon-messages, ?v=911029440001., a. Give learners a copy of the Homework Learning Activities. Read (normally) each, paragraph aloud while learners listen and read the script silently., b. Learners then take turns reading aloud. This should be a quick activity., c. Explain the Homework Learning Activities and assign learners to complete them., 2. Have the learners write a sentence or two as dictated by a instructor. Or, dictate several questions and have the learners write the questions and their answers. The learners’ language levels should be accommodated and slightly challenged., a. Ask two or three learners to write their responses on the blackboard during this, exercise., b. Walk around and put a check mark above any errors for learners to correct., c. Finally, ask learners to provide answers as needed., 3. Treat each paragraph in the story with the steps in 2.a–c. A long story will take a long, time to treat each paragraph this way, so you may choose to only treat a few, paragraphs., , 232, https://sscstudy.com/, , Module 13
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P, , In-Class and Homework Assignments, In-Class and Homework Assignments, , President Gordon B. Hinckley tells a story of an older boy and his young companion., The boys find an old coat and a badly worn pair of shoes by the roadside., What happens with the shoes?, How do the boys feel?, , P, , What is the farmer’s reaction?, , In-Class and Homework Learning Activity, In-Class and Homework Learning Activity, , 1, , Watch film at, http://www.mormonchannel.org/video/mormon-messages?v=911029440001, , 2, , Watch film and “shadow talk” what you hear., , 3, , Listen to the film while reading the script below., , 4, , Complete the learning activities below the script., , https://sscstudy.com/, , Module 13, , 233
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Lf, , Story Script, , We sang together. We prayed together. We listened quietly while Mother read, Bible and Book of Mormon stories. Father told us stories out of his memory., I still remember one of those stories. I found it recently while going through a, book he had published some years ago. Listen to it., An older boy and his young companion were walking along a road which lead, through a field. They saw an old coat and a badly worn pair of men’s shoes by the, roadside. And in the distance they saw the owner working in the field. The younger, boy suggested that they hide the shoes, conceal themselves, and watch the perplexity on the owner’s face when he returned., The older boy thought that would not be so good. He said, “This owner must be a, very poor man from the looks of his clothes.”, So after talking the matter over, at his suggestion, they concluded to try another, experiment. Instead of hiding the shoes, they would put a silver dollar in each one, and see what the owner did when he discovered the money., So that’s what they did., Pretty soon the man returned from the field, put on his coat, slipped one foot into, his shoe, felt something hard, took it out, and found a silver dollar. Wondrous surprise shone upon his face., He looked at the dollar again and again, turned around and could see nobody,, then proceeded to put on the other shoe, when to his great surprise, he found, another dollar., His feelings overcame him., He knelt down and offered aloud a prayer of thanksgiving, in which he spoke of, his wife being sick and helpless and his children without bread. He fervently, thanked the Lord for this bounty from unknown hands, and he invoked the blessings of heaven upon those who had given him this needed help., The boys remained hidden until he had gone., They’d been touched by his prayer and felt something warm within their hearts., As they left to walk down the road, one said to the other, “Now, really, don’t you, have a good feeling?, , 234, https://sscstudy.com/, , Module 13
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V, , Vocabulary Study, Vocabulary Study, , Fill in the blanks with the missing words from the story script., Fill in the blanks with the missing words from the story script., , We -------------------- together. We -------------------- together. We -------------------- quietly while -------------------- read Bible and Book of Mormon --------------------. Father, -------------------- us stories out of his --------------------., I still ------------------- one of those stories. I -------------------- it recently while, -------------------- through a -------------------- he had published some -------------------- ago., Listen to --------------------., An older -------------------- and his young companion -------------------- walking along a, -------------------- which lead through a field. They -------------------- an old coat and a, badly worn -------------------- of men’s shoes by the --------------------. And in the, -------------------- they saw the -------------------- working in the field. The younger, -------------------- suggested that they ------------------------------ the shoes, conceal themselves, and -------------------- the perplexity on the owner’s -------------------- when he, returned., The older boy ------------------- that would not be so good. He --------------------, “This, owner must -------------------- a very poor -------------------- from the looks of his, --------------------.”, So after ------------------- the matter over, at his suggestion, they -------------------- to, try another --------------------. Instead of hiding the shoes, -------------------- would put a, , https://sscstudy.com/, , Module 13, , 235
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silver -------------------- in each one and -------------------- what the owner -------------------when he discovered the------------------------------., So -------------------- what they --------------------., Pretty -------------------- the man returned -------------------- the field, put on his, --------------------, slipped one -------------------- into his shoe, felt something, --------------------, took it out, and -------------------- a silver dollar. Wondrous, -------------------- shone upon -------------------- face., He -------------------- at the dollar again and --------------------, turned around and, could -------------------- nobody, then proceeded to put on the -------------------- shoe,, when to his great --------------------, he found -------------------- dollar., His feelings -------------------- him., He knelt -------------------- and offered aloud a -------------------- of thanksgiving, in, which he -------------------- of his -------------------- being sick -------------------- helpless and, his children -------------------- bread. He fervently -------------------- the Lord for this, bounty from unknown --------------------, and he invoked -------------------- blessings of, heaven upon those who had -------------------- him this needed --------------------., The boys -------------------- hidden until he had --------------------., They’d -------------------- touched by his prayer and felt -------------------- warm within, their --------------------. As -------------------- left to walk -------------------- the road, one said, to the --------------------, “Now, --------------------, don’t you -------------------- a good, feeling?, , 236, https://sscstudy.com/, , Module 13
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P, , Part A, Part A, , Write your responses to the following questions., Write your responses to the following questions., Film:, , Date:, , 1. Character Description, List your favorite character in this film and describe him or her—good, bad, funny,, serious, and so on. Also, list any other characters you would like to include., , 2. Interactions, Describe interactions and relationships between characters in this film., , 3. Conflicts, Conditions, Obstacles, Describe any brave or noble acts, difficulties, or settings of the characters in the film., , 4. Most Interesting Part, Describe the most interesting part of this film for you and state why you liked it., , 5. Expressions and Idioms and Their Meanings, List any expressions or idioms you found in this film. Write their meanings. (For help,, you can search for idioms at http://oels.byu.edu/learner/idioms/idiomsmain.html., If available, you can also ask a native speaker of English.), , https://sscstudy.com/, , Module 13, , 237
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6. Your Personal Observations (Answer the following questions.), a. Did you like this film? Why or why not?, , b. What did you like most about this film?, , c. How did this film make you feel?, , d. What have you learned from this film?, , e. Do you have any other comments on this film?, , P, , Part B (to improve listening, speaking, reading, writing, and comprehension), Part B (to improve listening, speaking, reading, writing, and comprehension), , Write your answers to these questions. Say the words aloud as you write them., Write your answers to these questions. Say the words aloud as you write them., , 1. When President Hinckley was a boy, what did he and his family do together?, 2. What did their mother read to them?, 3. Where did President Hinckley find the story he tells in this film?, 4. Where were the two boys walking?, 5. What did they find on the side of the road?, 6. What was the person they saw in the distance doing?, , 238, https://sscstudy.com/, , Module 13
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7. What did the younger boy suggest they do?, 8. What did the older boy think about this suggestion or plan?, 9. What did the older boy say about the owner of the clothes and shoes?, 10. After talking it over, what did the two boys conclude?, 11. What did the man do when he returned from the field?, 12. What did he feel when he slipped one foot into his shoe?, 13. What did he find when he took his foot out of the shoe?, 14. What was his reaction, and what did he do?, 15. What happened when he put on his other shoe?, 16. What overcame him?, 17. What did he do next?, 18. What did he speak of in his prayer?, 19. For what did he thank the Lord?, 20. On whom did he invoke a blessing?, 21. How did this experience affect the two boys?, 22. As they walked away, what was the final comment the older boy made to the, younger boy?, , https://sscstudy.com/, , Module 13, , 239
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Module 14, GETTING A RIDE, , https://sscstudy.com/, , Module 14, , 241
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14, , Getting a Ride, (3 classes with subsequent review), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. ask for help., ◯ 2. recognize the modal verbs: could,, would, should, and might., ◯ 3. say phrases using could, would,, should, and might., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, Tom:, , Hi, this is Tom. Would you do me a, favor?, Richard: Sure. How can I help you?, , Hi, this is Tom. Would you do me a, favor?, Sure. How can I help you?, , Tom:, , My car is in the repair shop and I, would like to go to the meeting on, Thursday night., No problem. The meeting starts at 7:00., What time do you think we should, leave your house in order to be on time?, , My car is in the repair shop and I, would like to go to the meeting on, Thursday night., Richard: No problem. The meeting starts at, 7:00. What time do you think we, should leave your house in order to, be on time?, Tom:, I think 6:40 would be okay. Does, that work for you?, Richard: Sure. See you then., , https://sscstudy.com/, , Module 14, , I think 6:40 would be okay. Does that, work for you?, Sure. See you then., 243
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , f-, , favor, free, face, , ------- avor, , ------- ree, , ------- ace, , h-, , help, home, heat, , ------- elp, , ------- ome, , ------- eat, , -ur-, , sure, fur, purr, , s ------- e, , f -------, , p ------- r, , c-, , car, court, care, , ------- ar, , ------- ourt, , ------- are, , -air, , repair, pair, stair, , rep -------, , p -------, , st -------, , m-, , meeting, mart, male, , ------- eeting, , ------- art, , ------- ale, , st-, , start, stare, stop, , ------- art, , ------- are, , ------- op, , -ve, , leave, save, brave, , lea -------, , sa -------, , bra -------, , V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , favor •, , • vehicle, , help •, , • assistance, help, , sure •, , • so that, , car •, , • depart, , repair shop •, , • serve, assist, , meeting •, , • okay, , start •, , • mechanic, , leave •, , • fit in your schedule, , in order to •, , • appointment, , work for you •, , • begin, , 244, https://sscstudy.com/, , favor, , Module 14, , assistance, help
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), , support, , assistance, , favor, , start, service, , aid, , initiate, , begin, , commence, , a good turn, , first part, , garage, , mechanic, , repair shop, repairman, , technician, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , favor, , flavor, , savor, , braver, , sure, , pure, , cure, , assure, , shop, , hop, , drop, , pop, , cop, , start, , heart, , part, , chart, , cart, , house, , mouse, , spouse, , louse, , time, , crime, , lime, , dime, , https://sscstudy.com/, , Module 14, , 245
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V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , favor, , assistance, help, , help, , serve, assist, , sure, , okay, , car, , vehicle, , repair shop, , mechanic, , meeting, , appointment, , start, , begin, , leave, , depart, , in order to, , so that, , work for you, , fit in your schedule, , C, , Writing Practice, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Tom:, Richard:, Tom:, , Richard:, Tom:, , 246, https://sscstudy.com/, , Would --------------------- ------------------------------------------ a, ---------------------?, Sure. How can I --------------------- ---------------------?, My --------------------- is in the --------------------- shopI ----------------------------------------- to go to the ---------------------on Thursday, ---------------------., What --------------------- do you --------------------- we --------------------leave your house in --------------------- to be on ---------------------?, Does that --------------------- for ---------------------?, , Module 14
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. Can I ask a favor?, , Sure. What do you need?, , 2. Where is your car?, 3. What time should we leave your, house?, 4. When is the meeting?, 5. If we leave at 6 p.m., does that, work for you?, , C, , Write the complete sentence in pencil., Write the complete sentence in pencil., , From the dialog, circle the correct word., From the dialog, circle the correct word., , 1. ( Should / Would ) you do me a ( favor /, flaver )?, 2. Sure. How can I ( help / heap ) you?, 3. My ( car / care ) is in the repair ( shop /, chop )., 4. I would ( lake / like ) to go to the meeting on Thursday ( light / night )., 5. The meeting ( stirs / starts ) at 7:00., 6. Does that ( ware / work ) for you?, Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , https://sscstudy.com/, , Module 14, , 247
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Lf, , Language Focus: Conditional Tense—, Modals could, would, should, and might, , could + verb, could, , would + verb, would, , should + verb, should, , might + verb, would, , V, , I, You, We, They, He / She / It, I, You, We, They, He / She / It, I, You, We, They, He / She / It, I, You, We, They, He / She / It, , I could help if you need it., You could try a different book., We could watch a movie., They could go for a walk., He could help another learner., I would like a different one., You would enjoy the movie., We would have a good time., They would like to go to a movie., She would learn a lot in the class., I should call them again., You should go to school today., We should talk to our neighbors., They should be quiet., He should practice in the book., I might visit you today., You might try to be nice., We might go to a movie later., It will rain. They might get wet., He might go to Italy this, summer., , Purpose:, express capacity, , Purpose:, express desire, and intention, , Purpose:, express, obligation, , Purpose:, express, possibility, , Vocabulary Practice (modals could and would), Vocabulary Practice (modals could and would), , Circle could or would for each sentence., Circle could or would for each sentence., , 1., , I ( could / would) give you a ride., , 2., , You ( could / would ) like the movie. It is really funny., , 3., , She ( could / would ) have a fun time at the party., , 4., , I ( could / would ) not go to school today because I was sick., , 5., , They ( could / would ) not like the book because it is not interesting., , Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , 248, https://sscstudy.com/, , Module 14
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V, , Vocabulary Practice (modals should and might), Vocabulary Practice (modals should and might), , Write should or might for each sentence., Write should or might for each sentence., , 1., , I --------------------- go home now. It is 9:00 p.m., , 2., , I don’t know . . . He --------------------- like that shirt. I think he likes that kind., , 3., , We --------------------- go to a movie later, but we are not sure if we can., , 4., , She --------------------- do her homework every day., , 5., , They --------------------- go to Japan this fall if they can., , Lf, , Language Focus: Role Play, , With a partner, create your own conversation for the situations below. Use the correct modal in the conversation., Perform your conversation in front of the class., With a partner, create your own conversation for the situations below. Use the correct modal in the conversation. Perform your, conversation in front of the class., , 1., , Your friend needs a ride to a meeting tomorrow. You have a car. Tell your friend, that you could give him or her a ride., , 2., , Your friend needs to talk to the doctor. He or she called yesterday, but the office, was closed. Tell your friend that he or she should call again., , 3., , You saw a movie last night and you liked it. Your friend wants to know if it was, a good movie. Tell your friend that he or she would like it., , 4., , Your friend went to a meeting yesterday at work, but he or she was confused, about the information. Tell your friend that he or she could talk to the boss or, friend at work., , 5., , You are at a restaurant. You asked for a drink and you finished it. Your server, asks if you would like another drink. Tell the server that you would like a different one., , https://sscstudy.com/, , Module 14, , 249
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C, , Mini-Conversations Related to the Dialog, , 1. Would you do me a favor?, , 2. I need a ride tomorrow morning, toschool. Does that work for you?, , Sure. What did you need?, , Of course! What time should we, leave?, , 3. Could we leave around 8:30?, , 4. Do you need some help?, , No problem. I will be at your house, by 8:30 at the latest., , V, 1., , 2., , Yes, could you please help me carry, this big bag?, , Expressions Related to the Dialog, Expressions Related to the Dialog, Expression, , Do me a favor., , Meaning, , I need your help., , Example, , Would you do me a favor., , Meaning, , She needs your help., , Expression, , no problem, , Meaning, , yes, sure, I can do that., , Example, , Could you help me?, No problem! What do you need?, , 3., , Meaning, , Yes, I can help you., , Expression, , Work for you, , Meaning, , can you, are you able to, are you available to, , Example, , If we leave at 5, does that work for you?, , Meaning, , Are you available to leave at 5?, , 250, https://sscstudy.com/, , Module 14
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V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , favor, , favor, , community, , community, , repair, , repair, , technician, , technician, , important, , important, , Lf, , Language Focus: 60 Common Verbs, Use the 60 common verbs from Module 3 to role-play and practice verbs and conjugations. Show the action of, the verb and gesture through the conjugations for the conditional tense and then for the future tense., , https://sscstudy.com/, , Module 14, , 251
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 14A, Module 14, , Dialog, , Dialog, , Tom:, , Hi, this is Tom. Would you do me a favor?, , Hi, this is Tom. Would you do me a favor?, , Richard:, , Sure. How can I help you?, , Sure. How can I help you?, , Tom:, , My car is in the repair shop and I would like to, go to the meeting on Thursday night., , My car is in the repair shop and I would like to go, to the meeting on Thursday night., , Richard:, , No problem. The meeting starts at 7:00. What, time do you think we should leave your house in, order to be on time?, , No problem. The meeting starts at 7:00. What time, do you think we should leave your house in order to, be on time?, , Tom:, , I think 6:40 would be okay. Does that work for, you?, , I think 6:40 would be okay. Does that work for you?, , Richard:, , Sure. See you then., , Sure. See you then., , Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 14B, All persons: I/You/He/She/It/We/They, Verb, , All persons: I/You/He/She/It/We/They, , Conditional, , Future, , to answer, , would/could/should/might answer, , will answer, , to begin, , would/could/should/might begin, , will begin, , to make, , would/could/should/might make, , will make, , to read, , would/could/should/might read, , will read, , to speak, , would/could/should/might speak, , will speak, , to take, , would/could/should/might take, , will take, , to talk, , would/could/should/might talk, , will talk, , to do, , would/could/should/might do, , will do, , to teach, , would/could/should/might teach, , will teach, , to try, , would/could/should/might try, , will try, , https://sscstudy.com/, , Module 14, , 253
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Module 15, MAKING A NEW FRIEND, , https://sscstudy.com/, , Module 15, , 255
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Making a New Friend, (3 classes with subsequent review), , O, , 15, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. express likes and dislikes., ◯ 2. talk about activities I used to do., , https://sscstudy.com/, , Module 15, , 257
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, Linda:, , Jody, tell me about yourself. Where Jody, tell me about yourself. Where, were you born and where have you were you born and where have you, lived?, lived?, , Jody:, , I was born in Philadelphia,, Pennsylvania, but then we moved, to Tennessee, where I lived until I, was 15. Then we moved to Dallas,, Texas, where I lived until I went off, to college in New York., , I was born in Philadelphia,, Pennsylvania, but then we moved to, Tennessee, where I lived until I was 15., Then we moved to Dallas, Texas, where, I lived until I went off to college in New, York., , Linda:, , What kind of sports do you like?, , What kind of sports do you like?, , Jody:, , I used to play tennis until I had a, knee injury that put a stop to that., How about you?, , I used to play tennis until I had a knee, injury that put a stop to that. How, about you?, , Linda:, , I used to play golf, but now I don’t, have time. When I can I like to, watch it. Do you like to hike?, , I used to play golf, but now I don’t have, time. When I can I like to watch it. Do, you like to hike?, , Jody:, , Yes, and there is a great nature walk Yes, and there is a great nature walk in, in the county park nearby. Would, the county park nearby. Would you like, you like to go sometime?, to go sometime?, , Linda:, , Sure, how about a Saturday? Maybe Sure, how about a Saturday? Maybe, this Saturday morning?, this Saturday morning?, , Jody:, , Great. I’ll plan to pick you up at, 9:00 a.m, if you like., , 258, https://sscstudy.com/, , Module 15, , Great. I’ll plan to pick you up at 9:00, a.m, if you like.
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , -a-, , plan, bad, band, , pl ------- n, , b ------- d, , b ------- nd, , sp-, , sports, spin, spend, , ------- orts, , ------- in, , ------- end, , -ck, , pick, pack, dock, , pi -------, , pa -------, , do -------, , -teen, , fifteen, sixteen, canteen, , fif -------, , six -------, , can -------, , kn-, , knee, knife, know, , ------- ee, , ------- ife, , ------- ow, , -ime, , time, lime, chime, , t -------, , l -------, , ch -------, , -ide, , side, hide, guide, , s -------, , h -------, , gu -------, , -ive, , drive, five, alive, , dr -------, , f -------, , al -------, , -tch, , patch, catch, match, , pa -------, , ca -------, , ma -------, , -ure, , sure, pure, cure, , s -------, , p -------, , c -------, , -ure, , injure, mature, nature, , in -------, , ma -------, , na -------, , -v, , have, moved, leave, , ha ------- e, , mo ------- ed, , lea ------- e, , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , pick, , chick, , kick, , born, , corn, , park, , nick, , quick, , forlorn horn, , torn, , worn, , bark, , Clark, , dark, , lark, , mark, , hike, , bike, , like, , Mike, , pike, , sport, , abort, , fort, , port, , short, , https://sscstudy.com/, , lick, , sick, , slick, , tick, , thick, , shark, , sort, , Module 15, , 259
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Word Webs (using words from the dialog and related words), , V, , Word Webs (using words from the dialog and related words), wildlife, , physical activity, games, , athletics, , sports, , nature, , outdoors, , scenery, , pastime, , recreation, , environment, , admire, enjoy, , landscape, , adore, , like, , love, be fond of, , prefer, appreciate, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , sports, , athletics, , sometime, , anytime, , pick you up, , give you a ride, , sure, , yes, , play, , do, , watch, , view, , injury, , hurt, , nature, , outside, , until, , before, , like, , enjoy, , went off, , left for, , 260, https://sscstudy.com/, , Module 15, , Writing Practice
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V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , Write the words you matched in pencil., Write the words you matched in pencil., , sports •, , • give you a ride, , sometime •, , • athletics, , pick you up •, , • hurt, , sure •, , • do, , play •, , • before, , watch •, , • anytime, , injury •, , • enjoy, , nature •, , • view, , until •, , • yes, , like •, , • left for, , went off •, , • outside, , C, , sports, , athletics, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Linda:, Jody:, Linda:, Jody:, Linda:, Jody:, Linda:, Jody:, , Jody, tell me --------------------- yourself. Where were you born and, --------------------- have you lived?, I was born in Philadelphia, Pennsylvania, but then we --------------------to Tennessee, where I lived until I was 15., What kind of --------------------- do you like?, I --------------------- play tennis until I had a knee injury. How about, you?, I used to --------------------- golf, but now I don’t have time. When I, can I like to --------------------- it. Do you like to hike?, Yes, and there is a great --------------------- walk in the county park, nearby. --------------------- --------------------- like to go sometime?, --------------------- , how about a Saturday? Maybe --------------------Saturday morning?, Great. I’ll plan to --------------------- you up at 9:00 a.m, if you like., , Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , https://sscstudy.com/, , Module 15, , 261
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1. Where are you from?, , I’m from, , 2. We should go hiking sometime., 3. How about Saturday morning?, 4. What kind of sports do you like?, , C, , From the dialog, circle the correct word., From the dialog, circle the correct word., , Linda:, , Jody, tell me about ( you / yourself ). Where were you born and, where have you ( lived / left )?, , Jody:, , I was ( barn / born ) in Philadelphia, Pennsylvania, but ( then / than ), we moved to Tennessee, where I lived until I was 15. Then we moved, to Dallas, Texas, where I lived until I went off to college in New York., , Linda:, , What kind of sports ( do / does ) you like?, , Jody:, , I ( used / used to ) play tennis until I had a ( key / knee ) injury that, put a stop to that. How about you?, , Linda:, , I used to play golf, but ( now / know ) I don’t have time. When I can I, like to watch it. Do you like to ( hick / hike )?, , Jody:, , Yes, and ( there / these ) is a great nature walk in the county park, nearby. Would you ( lick / like ) to go sometime?, , Linda:, , Sure, ( how / who ) about a Saturday? ( Many / Maybe ) ( the / this ), Saturday morning?, , Jody:, , Great. I’ll plan to ( pick / pike ) you up at 9:00 a.m, if you like., , 262, https://sscstudy.com/, , Module 15
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Lf, , Language Focus: Imperfect Verb Tense: used to + Verb, (The imperfect tense is formed by placing the words used to in front of the infinitive of a verb.), , Past Repeated Actions, The imperfect verb tense is used for actions that were done repeatedly in the past, but are done no longer., , Past, , Now, , Future, , Example:, I used to ride my bicycle every day when I was a child. (I am not a child now.), I used to exercise at the gym every Tuesday., I used to visit my friends in Georgia every summer., , Past Facts, The imperfect verb tense is also used for facts and generalizations that were true in, the past but are not true in the present., , Past, , Now, , Future, , Example:, I used to live in California, but now I live in Utah., Alicia used to be a learner, but now she has a full-time job., My sister used to live in Miami, but last year she moved to Boston., , https://sscstudy.com/, , Module 15, , 263
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Lf, , Language Focus: used to, , I used to, , I used to go to school at the junior college., I -------------------------- (eat) too much., , YOU used to, , You used to have blonde hair., You -------------------------- (have) fun playing soccer., , WE used to, , We used to see each other often., We -------------------------- (help) each other., , THEY used to, , They used to come to watch movies., They -------------------------- (study) together., , HE/SHE/IT used to, , He used to help the other learners., She -------------------------- (learn) with fold cards., , Lf, , Language Focus: used to, , 1., , We --------used--------- to go to the movies (every Tuesday / one time ) ., , 2., , I -------------------------- visit my grandmother (every summer / last night)., , 3., , He -------------------------- in Arizona (next year / as a child)., , 4., , Maria -------------------------- want to be a nurse (when she was younger / on Sunday)., , 5., , David -------------------------- exercise (yesterday / every day)., , 6., , Olivia and Jordan -------------------------- date (a long time ago / last week)., , Instructors project the exercise. Have the learners fill in the blanks in their notebooks and then repeat the, sentences after the instructor., , C, , Create and share some of your own sentences with the imperfect tense using the words used to and, the infinitive of some of the 60 common verbs., , 264, https://sscstudy.com/, , Module 15
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Lf, , Language Focus: used to, , Write sentences using the form used to and the words below., Write sentences using the form used to and the words below., , 1., , Kaylee / work at the museum., , 2., , Tamara / work / every weekend., , 3., , We / live near the ocean., , 4., , They / study math / every day., , 5., , Ryan and Holly / watch TV / every day., , 6., , Jeffrey / go to college., , 7., , David / visit his cousins / once a month., , 8., , My brother / want to be a pilot / when, he was younger., , Lf, , Kaylee used to work at the museum., , Review Simple Present and Imperfect Tenses, , The simple present tells us facts or generalizations about the present time., Examples:, , Today is Thursday., We live in Utah., , They live in California., , He lives in New York., , I work at a store., , You work at the bank., , She works full-time., , Everyone studies English., , My brother studies mathematics., , You study art., , The imperfect tense tells us that the action was repeated in the past., Part 1: Imperfect, , Part 2: Simple Present, , My sister used to live in Florida,, , but now she lives in Louisiana., , Lf, , Language Focus: 60 Common Verbs, Use action verbs from the 60 common verbs in Module 3 to role-play and practice verbs and their conjugations., The instructor demonstrates and then learners also role-play. Show the action of the verb and gesture through, the conjugations to describe what you, he, she or we used to do., , https://sscstudy.com/, , Module 15, , 265
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Lf, 1., , Review Simple Present and Imperfect Tenses, , My mother / live / Dallas // she / Denver, My mother used to live in Dallas, but now she lives in Denver., , 2., , The Vasquez family / own a restaurant // they / run a bakery, , but now, , 3., , Alicia / study English // she / French, , but now, , 4., , gas / cost one dollar per gallon // it / more than $3 per gallon, , but now, , 5., , I / work part-time // I / work full-time, , but now, , C, , Mini-Conversations Related to the Dialog, , 1. I visited Colorado last summer., , 4. There are some great hiking trails, nearby., , That’s neat! I used to live there., , We should go together sometime., 2. Where are you from?, I have lived all over the place—, Pennsylvania, Tennessee, Texas, and, New York., 3. We should go sometime. Are you, free on Saturday?, , 5. Before moving here, what did you, used to do?, , I have some time in the morning,, say 9 o’clock?, , 266, https://sscstudy.com/, , Module 15, , I used to work for a bank, and I used, to go to the beach.
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Expressions Related to the Dialog, , V, 1., , 2., , 3., , 4., , Expressions Related to the Dialog, Expression, , pick (someone) up, , Meaning, , stop by and give you a ride, , Example, , I’ll pick you up around 11:30., , Meaning, , I’ll stop by around 11:30 and give you a ride., , Expression, , say (time), , Meaning, , Does this (time) work for you?, , Example, , Can I stop by on Saturday? Say 1 o’clock?, , Meaning, , Can I stop by on Saturday? Does 1 o’clock work for you?, , Expression, , be a good sport, , Meaning, , be someone who does not get angry if they lose a game or, competition, , Example, , He was a good sport after the game, even though he lost., , Meaning, , He was not angry after the game, even though he lost., , Expression, , went off (to a place), , Meaning, , left to go (to a place), , Example, , He went off to the army when he was 18., , Meaning, , He left to go to the army when he was 18., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , athletic, , athletic, , golf, , golf, , park, , park, , tennis, , tennis, , nature, , nature, , activity, , activity, , mountain, , mountain, , https://sscstudy.com/, , Module 15, , 267
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 15A, Module 15, , Dialog, , Linda:, , Jody, tell me about yourself. Where Jody, tell me about yourself. Where, were you born and where have, were you born and where have you, you lived?, lived?, , Jody:, , I was born in Philadelphia,, Pennsylvania, but then we moved, to Tennessee, where I lived until I, was 15. Then we moved to Dallas,, Texas, where I lived until I went, off to college in New York., , I was born in Philadelphia,, Pennsylvania, but then we moved to, Tennessee, where I lived until I was, 15. Then we moved to Dallas, Texas,, where I lived until I went off to, college in New York., , Linda:, , What kind of sports do you like?, , What kind of sports do you like?, , Jody:, , I used to play tennis until I had a, knee injury that put a stop to that., How about you?, , I used to play tennis until I had a, knee injury that put a stop to that., How about you?, , Linda:, , I used to play golf, but now I don’t I used to play golf, but now I don’t, have time. When I can I like to, have time. When I can I like to watch, watch it. Do you like to hike?, it. Do you like to hike?, , Jody:, , Yes, and there is a great nature, walk in the county park nearby., Would you like to go sometime?, , Yes, and there is a great nature walk, in the county park nearby. Would, you like to go sometime?, , Linda:, , Sure, how about a Saturday?, Maybe this Saturday morning?, , Sure, how about a Saturday? Maybe, this Saturday morning?, , Jody:, , Great. I’ll plan to pick you up at, 9:00 a.m, if you like., , Great. I’ll plan to pick you up at 9:00, a.m, if you like., , https://sscstudy.com/, , Dialog, , Module 15, , 269
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Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 15B, I / You / He / She / It / We / They used, , to study ., to live ., to run ., to go ., to sing ., to work ., , Card 15C, sports, , athletics, , sometime, , anytime, , pick you up, , give you a ride, , sure, , yes, , play, , do, , watch, , view, , injury, , hurt, , nature, , outside, , until, , before, , like, , enjoy, , went off, , left for, , https://sscstudy.com/, , Module 15, , 271
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Module 16, DISCUSSING THE DAY, , https://sscstudy.com/, , Module 6, , 273
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Discussing the Day, (4 classes with subsequent review), , O, , 16, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. conjugate common English verbs in, past tense., ◯ 2. state common actions using the past, tense., , https://sscstudy.com/, , Module 6, , 275
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The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the, whole dialog. Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce, them well., The instructor and assistant instructors, and English speakers at home, help the learners with this English dialog. First, they read the whole dialog., Then they read two or three words and leave time for the learners to repeat the words until the learners can pronounce them well., , C, , Memorize the dialog in English., Memorize the dialog in English., , Dialog, , Dialog, , Mother:, , Hi, how was your day? What did, you do?, , Hi, how was your day? What did you, do?, , Father:, , I prepared a presentation for work, and spoke for about 30 minutes at, a meeting., , I prepared a presentation for work and, spoke for about 30 minutes at a, meeting., , Mother:, , How did it go?, , How did it go?, , Father:, , My boss said it went very well., , My boss said it went very well., , Mother:, , Great., , Great., , Father:, , How was your day?, , How was your day?, , Mother:, , I took the kids to school, and then I, had to go shopping. I bought groceries for the whole week. I also, read and practiced our English fold, cards. They really helped me., , I took the kids to school, and then I had, to go shopping. I bought groceries for, the whole week. I also read and practiced our English fold cards. They, really helped me., , Father:, , I will need to do that, too. Kids,, what did you do?, , I will need to do that, too. Kids, what, did you do?, , Son:, , I played soccer with my friends in, the street. Then I studied my, lessons., , I played soccer with my friends in the, street. Then I studied my lessons., , Mother:, , Good. Maybe we could watch a, special movie tonight, since you, already did your homework., , Good. Maybe we could watch a special, movie tonight, since you already did, your homework., , 276, https://sscstudy.com/, , Module 6
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P, , Pronunciation Practice, Pronunciation Practice, , Listen and repeat slowly., Listen and repeat slowly., , Fill in the missing letters and say the sounds., Fill in the missing letters and say the sounds., , sp-, , spoke, speed, special, , ----- oke, , ----- eed, , ----- ecial, , k-, , kids, kind, keep, , ----- ids, , ----- ind, , ----- eep, , gr-, , grow, green, great, , ----- ow, , ----- een, , ----- eat, , r-, , really, read, reply, , ----- eally, , ----- ead, , ----- eply, , -o-, , soccer, shopping, rock, , s ----- ccer, , sh ----- pping, , r ----- ck, , -ee-, , bee, deep, feed, , b -----, , d ----- p, , f ----- d, , -ll, , will, skill, bill, , wi -----, , ski -----, , b -----, , V, , Vocabulary Practice, Vocabulary Practice, , Listen, repeat, and write., Listen, repeat, and write., , Dialog Words, , Writing Practice, , Related Words, , boss, , supervisor, , practice, , study, , kids, , children, , great, , very good, , in the street, , outside, , 30 minutes, , half hour, , together, , with each other, , maybe, , possibly, , too, , also, , whole, , entire, , https://sscstudy.com/, , Module 6, , Writing Practice, , 277
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V, , Word Webs (using words from the dialog and related words), Word Webs (using words from the dialog and related words), around, , almost, , about, , close to, , approximately, , review, , read, , practically, , study, practice, , learn about, , roughly, , possibly, , maybe, potentially, , perhaps, , Assistant instructors help learners write and say sentences using a few of these words. When a learner can, say the words correctly, he or she can teach them to the other learners in the group., , P, , Rhyming Words (usually starting from a word in the dialog), Rhyming Words (usually starting from a word in the dialog), , Listen and repeat slowly., Listen and repeat slowly., , Word, , Rhyming Words, , boss, , loss, , moss, , toss, , floss, , cross, , whole, , pole, , role, , sole, , mole, , dole, , stole, , took, , look, , book, , cook, , hook, , school, , stool, , tool, , fool, , cool, , spool, , pool, , fold, , old, , cold, , scold, , gold, , bold, , told, , spoke, , smoke, , broke, , joke, , poke, , stroke, , 278, https://sscstudy.com/, , Module 6, , hold, , sold
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V, , Vocabulary Practice (using words from the dialog to match to related words), Vocabulary Practice (using words from the dialog to match to related words), , Match the words in pencil., Match the words in pencil., , boss •, practice •, kids •, great •, in the street •, 30 minutes •, together •, maybe •, too •, whole •, , C, , Write the words you matched in pencil., Write the words you matched in pencil., , •, •, •, •, •, •, •, •, •, •, , children, supervisor, possibly, outside, study, entire, half hour, very good, also, with each other, , boss, , supervisor, , Fill in the missing words in pencil from the dialog., Fill in the missing words in pencil from the dialog., , Mother: Hi, ---------------- ---------------- your day? What did you do?, I prepared a ---------------- for work and I ---------------- for about 30 minutes, at a meeting., Mother: How ---------------- it go?, , Father:, , Father:, , My ---------------- said it ---------------- very well., , Mother: Great!, Father:, , How was your day?, , Mother: I ---------------- the kids to school, and then I had to go shopping. I bought, groceries for the ---------------- week. I also read and practiced our English, fold cards. They really ---------------- me., Father: I will ---------------- to do that, too. ---------------- , what did you do?, Son:, , I played soccer in the street with my ---------------- . Then I studied my, lessons., Mother: Good. ----------------we could watch a special movie ----------------, since you, already ---------------- your homework., , https://sscstudy.com/, , Module 6, , 279
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C, , Respond to the statements or questions in pencil from the dialog., Respond to the statements or questions in pencil from the dialog., , 1., , How was your day?, , 2., , It went well., , 3., , What did you do?, , 4., , I studied my lessons., , C, , From the dialog, circle the correct word., From the dialog, circle the correct word., , Mother:, , Hi, ( how / who ) was your day? What did you do?, , Father:, , I prepared a presentation for work and I ( speak / spoke ) for about 30, minutes at a meeting., , Mother:, , How ( do / did ) it go?, , Father:, , My boss said it ( want / went ) very well., , Mother:, , Great!, , Father:, , How was your day?, , Mother:, , I ( took / talk ) the kids to school and then I had to go shopping. I, bought groceries for the ( hole / whole ) week. I also read and practiced, our English fold cards. They really helped me., , Father:, , I will ( need / deed ) to do that, too. Kids, what did you do?, , Son:, , I ( play / played ) soccer in the street with my friends. Then I studied my, lessons., , Mother:, , Good. ( May / Maybe ) we could watch a special movie together, tonight, since you already ( do / did ) your homework., , 280, https://sscstudy.com/, , Module 6
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Lf, , Language Focus: 60 Common Verbs—, Verbs in the Past (Preterite) Tense, , Fill in the blank practice sentences after I, You, We, They, He, She, or It. Note that the past tense verb is the same for all, persons. Use a pencil., Fill in the blank practice sentences after I, You, We, They, He, She, or It. Note that the past tense verb is the same for all persons., Use a pencil., , -d, 1., , to arrive:, , It arrived late., , He, , with me., , 2., , to believe:, , They believed you., , She, , it., , 3., , to hear:, , She heard a noise., , You, , the song., , 4., , to invite:, , You invited him., , We, , them., , 5., , to like:, , I liked the dinner., , He, , the class., , 6., , to love:, , We loved the music., , They, , learning English., , 7., , to answer:, , He answered right away., , She, , correctly., , 8., , to ask:, , I asked a question., , We, , him again., , 9., , to call:, , They called every night., , We, , him on the phone., , 10., , to cash:, , You cashed the check., , He, , the check., , 11., , to finish:, , It finished early., , You, , on time., , 12., , to help:, , She helped his friend., , We, , everyone., , 13., , to laugh:, , They laughed at the joke., , I, , all night., , 14., , to learn:, , I learned a lot., , We, , the verbs., , 15., , to listen:, , He listened carefully., , They, , to the instructions., , 16., , to look:, , You looked right at him., , He, , sad., , 17., , to need:, , I needed to eat., , She, , to go to school., , 18., , to remember:, , I remembered her well., , They, , the story., , 19., , to repeat:, , We repeated the dialog., , She, , the vocabulary., , 20., , to spell:, , She spelled the word right., , He, , the word wrong., , 21., , to stay:, , We stayed the night., , They, , too long., , 22., , to talk:, , You talked for an hour., , He, , during class., , 23., , to visit:, , I visited grandmother., , She, , her friends., , 24., , to walk:, , They walked for exercise., , We, , all day., , 25., , to want:, , It wanted to rest., , They, , to learn English., , 26., , to watch:, , He watched TV., , We, , the demonstration., , 27., , to work:, , You worked too hard., , We, , on Saturday., , -ed, , Use action verbs from the list to role-play and practice verbs and their conjugations. The instructor demonstrates and then learners also role-play. Show the action of the verb and gesture through the conjugations to, describe what you, he, she or we did., , https://sscstudy.com/, , Module 6, , 281
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-ied, 28., , to cry:, , He cried a lot., , She, , that night., , 29., , to study:, , They studied for a test., , We, , all weekend., , 30., , to try:, , We tried hard., , He, , to learn Spanish., , irregular, 31., , to begin:, , It began late., , He, , class this week., , 32., , to bring:, , He brought our books., , She, , a friend., , 33., , to come:, , It came tonight., , We, , home., , 34., , to do:, , I did my assignment, , They, , well., , 35., , to drink:, , They drank the water., , We, , the soda., , 36., , to eat:, , We ate well., , He, , everything., , 37., , to feel:, , They felt bad., , She, , something soft., , 38., , to find:, , I found the wallet., , He, , the address., , 39., , to fly:, , They flew out yesterday., , We, , to New York., , 40., , to get:, , He got ill., , She, , better., , 41., , to give:, , She gave him a dollar., , I, , it away., , 42., , to go:, , You went home., , They, , away., , 43., , to have:, , We had too much work., , She, , too much money., , 44., , to know:, , They knew the way., , We, , the problem., , 45., , to leave:, , I left early., , They, , at noon., , 46., , to make:, , He made it home., , She, , a cake., , 47., , to meet:, , She met the instructor., , They, , each other., , 48., , to read:, , We read all night., , He, , the book., , 49., , to say:, , They said it in English., , We, , they could go., , 50., , to see:, , I saw her go., , She, , the accident., , 51., , to sing:, , She sang the song., , They, , well., , 52., , to speak:, , We spoke Spanish., , He, , at Church., , 53., , to take:, , You took a long time., , She, , her book along., , 54., , to teach:, , I taught English classes., , They, , well., , 55., , to tell:, , He told her about his work., , I, , told him a story., , 56., , to think:, , She thought a lot about it., , He, , about his mother., , 57., , to write:, , He wrote a letter., , She, , well., , 58., , to understand:, , I understood the class., , We, , her English., , 59., , to be:, , I / He / She / It was ill., You / We / They were good., , He, , good in English., , 60., , to be able to:, , I / He / She / It was able to eat., You / We / They were able to read., , She, , able to speak well., , (alternate) can, , I/You/We/They/He/She/It could, run fast, , They, , work hard., , 282, https://sscstudy.com/, , Module 6
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Lf, , Language Focus Practice: Past Tense Guidelines, , Guidelines for This Verb List:, Verbs adding d:, , drop the to and add d for all persons, , Verbs adding ed:, , drop the to and add ed for all persons, , Verbs adding ied:, , drop the to and change the y to i and add ed for all persons, , Irregular Verbs:, , drop the to and memorize the irregular verb forms (same for all persons), , Infinitive, , Verb + d, , Infinitive, , Verb + ed, , Infinitive, , Verb + ied, , Infinitive, , Irregular, , to arrive, , arrived, , to ask, , asked, , to cry, , cried, , to begin, , began, , to believe, , believed, , to answer, , answered, , to study, , studied, , to bring, , brought, , to hear, , heard*, , to call, , called, , to try, , tried, , to come, , came, , to invite, , invited, , to cash, , cashed, , to do, , did, , to like, , liked, , to finish, , finished, , to drink, , drank, , to love, , loved, , to help, , helped, , to eat, , ate, , to laugh, , laughed, , to feel, , felt, , to learn, , learned, , to find, , found, , to listen, , listened, , to fly, , flew, , to look, , looked, , to get, , got, , to need, , needed, , to give, , gave, , to remember remembered, , to go, , went, , to repeat, , repeated, , to have, , had, , to spell, , spelled, , to know, , knew, , to stay, , stayed, , to leave, , left, , to talk, , talked, , to make, , made, , to visit, , visited, , to meet, , met, , to walk, , walked, , to read, , read**, , to want, , wanted, , to say, , said, , to watch, , watched, , to see, , saw, , to work, , worked, , to sing, , sang, , to speak, , spoke, , * Pronunciation of heard: /herd/, , to take, , took, , ** Pronunciation of read: /red/, , to teach, , taught, , to tell, , told, , to think, , thought, , to write, , wrote, , to understand, , understood, , More Irregular Verbs, to be, , I / He / She / It was, , You / We / They were, , to be able to, , I / He / She / It was able to, , You / We / They were able to, , (alternate) can I / you / We / They / He / She / It could, , https://sscstudy.com/, , Module 6, , 283
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Mini-Conversations Related to the Dialog, , C, , 1. How was your day?, , 2. What did you do?, , It was long. (great, boring, good), 3. How did class go?, , I went to English class., 4. I studied the English fold cards a lot., , It went well. I learned new vocabulary and grammar., , That’s wonderful. I should study, them, too., , 5. I finished my homework., Good for you!, , Expressions Related to the Dialog, , V, 1., , 2., , Expressions Related to the Dialog, Expression:, , How did ---------------- go?, , Meaning:, , How was ---------------- ?, , Examples:, , How did your presentation go?, , Meaning:, , How was your presentation?, , Expression:, , ---------------- went well / okay / poorly., , Meaning:, , ---------------- was good / okay / bad, , Examples:, , My presentation went okay., , Meaning:, , My presentation was okay., , V, , Cognates (similar-sounding words to recognize and translate), Cognates (similar-sounding words to recognize and translate), , Listen and repeat., Listen and repeat., , study, , study, , practice, , practice, , prepare, , prepare, , presentation, , presentation, , minutes, , minutes, , lessons, , lessons, , special, , special, , 284, https://sscstudy.com/, , Module 6
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Dialog Flash Fold Card, Dialog Flash Fold Card, , Card 16A, Module 6, , Dialog, , Dialog, , Mother:, , Hi, how was your day? What did, you do?, , Hi, how was your day? What did you, do?, , Father:, , I prepared a presentation for work I prepared a presentation for work, and spoke for about 30 minutes at and spoke for about 30 minutes at a, a meeting., meeting., , Mother:, , How did it go?, , How did it go?, , Father:, , My boss said it went very well., , My boss said it went very well., , Mother:, , Great., , Great., , Father:, , How was your day?, , How was your day?, , Mother:, , I took the kids to school, and then, I had to go shopping. I bought, groceries for the whole week. I, also read and practiced our, English fold cards. They really, helped me., , I took the kids to school, and then I, had to go shopping. I bought groceries, for the whole week. I also read and, practiced our English fold cards. They, really helped me., , Father:, , I will need to do that, too. Kids,, what did you do?, , I will need to do that, too. Kids, what, did you do?, , Son:, , I played soccer with my friends in, the street. Then I studied my, lessons., , I played soccer with my friends in the, street. Then I studied my lessons., , Mother:, , Good. Maybe we could watch a, special movie tonight, since you, already did your homework., , Good. Maybe we could watch a special movie tonight, since you already, did your homework., , https://sscstudy.com/, , Module 6, , 285
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Vocabulary Flash Fold Card, Vocabulary Flash Fold Card, , Card 16B, Verb, , Translation, , Past for ALL persons, , Sample sentence, , Add –d, 1., , to arrive, , to arrive, , arrived, , I arrived., , 2., , to believe, , to believe, , believed, , We believed., , 3., , to hear, , to hear, , heard, , You heard., , 4., , to invite, , to invite, , invited, , They invited., , 5., , to like, , to like, , liked, , He liked., , 6., , to love, , to love, , loved, , She loved., , Add –ed, 7., , to ask, , to ask, , asked, , It asked., , 8., , to answer, , to answer, , answered, , I answered., , 9., , to call, , to call, , called, , You called., , 10., , to cash, , to cash, , cashed, , We cashed., , 11., , to finish, , to finish, , finished, , They finished., , 12., , to help, , to help, , helped, , He helped., , 13., , to laugh, , to laugh, , laughed, , She laughed., , 14., , to learn, , to learn, , learned, , It learned., , 15., , to listen, , to listen, , listened, , I listened., , 16., , to look, , to look, , looked, , You looked., , 17., , to need, , to need, , needed, , I needed some., , 18., , to remember, , to remember, , remembered, , She remembered., , 19., , to repeat, , to repeat, , repeated, , We repeated., , 20., , to spell, , to spell, , spelled, , They spelled., , 21., , to stay, , to stay, , stayed, , He stayed., , 22., , to talk, , to talk, , talked, , She talked., , 23., , to visit, , to visit, , visited, , We visited., , 24., , to walk, , to walk, , walked, , I walked., , 25., , to want, , to want, , wanted, , You wanted, , 26., , to watch, , to watch, , watched, , It watched., , 27., , to work, , to work, , worked, , They worked., , Change –y to i and add -ed, , 28., , to cry, , to cry, , cried, , He cried., , 29., , to study, , to study, , studied, , She studied., , 30., , to try, , to try, , tried, , I tried., , https://sscstudy.com/, , Module 6, , 287
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Card 16C, Verb, , Translation, , Past for ALL persons, , Sample sentence, , was, , I was happy., , Irregular (does not follow a pattern), 31., , to be (I, he, she, it), , to be (I, he, she, it), , He was happy., She was happy., It was cold., to be (you, they, we), , to be (you, they, we), , were, , You were happy., They were happy., We were happy., , 32., , to be able to, (I, he, she, it), , to be able to, (I, he, she, it), , was able to, , I was able to do it., He was able to do it., She was able to., It was able to., , to be able to, (you, they, we), , to be able to, (you, they, we), , were able to, , You were able to., They were able to., We were able to., , alternate: can, , alternate: can, , could, , I could., , 33., , to begin, , to begin, , began, , It began., , 34., , to bring, , to bring, , brought, , You brought it., , 35., , to come, , to come, , came, , We came., , 36., , to do, , to do, , did, , They did it., , 37., , to drink, , to drink, , drank, , She drank., , 38., , to eat, , to eat, , ate, , He ate., , 39., , to feel, , to feel, , felt, , I felt it., , 40., , to find, , to find, , found, , You found it., , https://sscstudy.com/, , Module 6, , 289
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Card 16D, Verb, , Translation, , Past for ALL persons, , Sample sentence, , 41., , to fly, , to fly, , flew, , We flew., , 42., , to get, , to get, , got, , It got cold., , 43., , to give, , to give, , gave, , They gave it to me., , 44., , to go, , to go, , went, , She went home., , 45., , to have, , to have, , had, , He had it., , 46., , to know, , to know, , knew, , I knew it., , 47., , to leave, , to leave, , left, , You left., , 48., , to make, , to make, , made, , We made it., , 49., , to meet, , to meet, , met, , They met., , 50., , to read, , to read, , read, , She read., , 51., , to say, , to say, , said, , He said it., , 52., , to see, , to see, , saw, , I saw it., , 53., , to sing, , to sing, , sang, , You sang., , 54., , to speak, , to speak, , spoke, , We spoke., , 55., , to take, , to take, , took, , They took it., , 56., , to teach, , to teach, , taught, , She taught., , 57., , to tell, , to tell, , told, , He told me., , 58., , to think, , to think, , thought, , I thought., , 59., , to understand, , to understand, , understood, , You understood., , 60., , to write, , to write, , wrote, , We wrote., , https://sscstudy.com/, , Module 6, , 291
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Preparation for the OPIc, Certification Exam, , 17, , from the American Council on the Teaching of Foreign, Languages (ACTFL), (10 or more classes, as needed, with 1 assistant instructor for every 2 learners), , O, , Objectives, Objectives, , At the end of this module, I will be able to affirm:, Now I can . . ., , Now I know . . ., , ◯ 1. use the quick reference list to practice asking and answering simple, questions., ◯ 2. answer questions about family,, home, likes, dislikes, and daily actions, and events in the present tense., ◯ 3. answer questions about family,, home, likes, dislikes, and daily actions, and events in the past tense., ◯ 4. answer questions about family,, home, likes, dislikes, and daily actions, and events in the future and conditional tenses., , T, , Notes to the instructor (to be shared and explained to the learners in detail), , The OPIc is a listening and speaking test offered by the American Council on the, Teaching of Foreign Languages (ACTFL). It’s the gold standard of tests. To help, learners prepare to score well, instructors need to review the information on this, page with them approximately one month prior to their taking the OPIc exam. With, an intermediate or better score, learners will be able to show their certificate to help, them get a better job in many fields., , https://sscstudy.com/, , Module 17, , 295
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OPIc Preparation, The Oral Proficiency Interview by computer (OPIc) begins with a survey to identify subjects about which the learner has some experience. The actual interview, then focuses on these subjects. For example:, •, •, •, •, •, •, •, •, •, •, •, , their family, their home, the classes they have taken and liked, the schools they have attended, the cities where they have lived––make comparisons, the hobbies or activities they enjoy, the kind of music they like, their friends and things they do together, the foods they like or dislike, a career they might like to have, their job, , Learners might be asked to describe what these things are like in their home city or, country. They might also be asked to compare them with other cities where they, have lived or visited. If they do not know much about a particular subject, they, should be prepared to respond in an appropriate fashion such as, “I don’t know, that much about (living) in (Los Angeles), but I can say that (Dallas is a friendly, city).”, Learners should spend approximately one month preparing for the OPIc by, describing things and activities (like those mentioned above) in detail, comparing, their understanding and experiences from one city or location or friend to another,, or from one time in their life to another. They must understand that they will likely, be asked to describe an interesting experience on a walk with a friend, a class that, they particularly enjoyed and why, their favorite activity or hobby and the favorite, activity of their friends, and so forth. The ability to narrate, or recount events using, the correct past tense verb conjugations, is important., , 296, https://sscstudy.com/, , Module 17
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OPIc Prerequisites, The learner must qualify to take the OPIc by doing the following:, • Attend at least 80 percent of the EFY Now classes (after including make, up classes if needed). Complete the study and practice of the first 16, modules in English For You Now., • Complete all of the exercises in Modules 1–16.., • Be able to pronounce well all the words in the initial sections of Module 1., • Be able to read fluently, with good pronunciation, all of the dialogs in, Modules 1–16., • Have mastered the usage in sentences, along with good pronunciation, of, the 60 Common Verbs and the various tenses found in Module 17., • Be able to fluently describe and compare the subjects described above,, because some of them are very likely to come up on the OPIc exam., Everything else in these modules will help you prepare for this. This is, the most critical part of the OPIc preparation., The learners should prepare draft responses, which should be reviewed and, edited by the teache or assistant instructor. Then the learners should practice, hearing questions on the subjects and giving appropriate responses with good, pronunciation. This is critical to their success., , https://sscstudy.com/, , Module 17, , 297
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T, , Instructions for introducing the verb chart, , Give to each of the learners:, • This sheet with the Quick Reference List., • The full Common Verb chart, with holes punched for immediate placement in, the learners’ notebooks., Practice using the verb chart with the learners:, • Give the learners a verb in English, and then ask them to find the verb on the, chart., • Then give them one of the sample sentences below the verb on the chart. Use, one of the easier tenses (such as simple present, simple past, or simple future)., • Read the sentence for the learners, and then have the learners say the sentence, with you., • Next, ask them to find the conjugation that was used in the sentence immediately above on the verb chart., • Repeat this several times with other sample sentences for the same verb, using, increasingly challenging tenses, until the learners know how to use the chart., • Be creative—the goal is to help learners know how to use the chart., , 298, https://sscstudy.com/, , Module 17
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Quick Reference List, 1., , to answer, , 16., , to feel, , 31., , to like, , 46., , to stay, , 2., , to arrive, , 17., , to find, , 32., , to listen, , 47., , to study, , 3., , to ask, , 18., , to finish, , 33., , to look, , 48., , to talk, , 4., , to be, , 19., , to fly, , 34., , to love, , 49., , to take, , 5., , to be able (can), , 20., , to get, , 35., , to make, , 50., , to teach, , 6., , to begin, , 21., , to give, , 36., , to meet, , 51., , to tell, , 7., , to believe, , 22., , to go, , 37., , to need, , 52., , to think, , 8., , to bring, , 23., , to have, , 38., , to read, , 53., , to try, , 9., , to cash, , 24., , to hear, , 39., , to remember, , 54., , to understand, , 10., , to call, , 25., , to help, , 40., , to repeat, , 55., , to visit, , 11., , to come, , 26., , to invite, , 41., , to say, , 56., , to walk, , 12., , to cry, , 27., , to know, , 42., , to see, , 57., , to want, , 13., , to do, , 28., , to laugh, , 43., , to sing, , 58., , to watch, , 14., , to drink, , 29., , to learn, , 44., , to speak, , 59., , to work, , 15., , to eat, , 30., , to leave, , 45., , to spell, , 60., , to write, , https://sscstudy.com/, , Module 17, , 299
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Infinitive, , Present, , Present Progressive, , I/You/We/They, , answer, , am/are answering, , He/She/It, , answers, , is answering, , contestar, , I answer., , She is answering., , I/You/We/They, , arrive, , am/are arriving, , He/She/It, , arrives, , is arriving, , You arrive., , I am arriving., , I/You/We/They, , ask, , am/are asking, , He/She/It, , asks, , is asking, , We ask often., , He is asking for me., , am/are, , am/are being, , is, , is being, , He is happy., , We are being fast., , am/are able, can, , —, , is able, can, , —, , I am able to study., I can study., , —, , I/You/We/They, , begin, , am/are beginning, , He/She/It, , begins, , is beginning, , We begin today., , It is beginning to rain., , I/You/We/They, , believe, , —, , He/She/It, , begins, , —, , I believe you., , —, , 1., , 2., , TO ANSWER, , TO ARRIVE, , llegar, 3., , TO ASK (FOR), , pedir, 4., , TO BE, I/You/We/They, He/She/It, ser, estar, , 5., , TO BE ABLE (CAN), I/You/We/They, He/She/It, poder, , 6., , TO BEGIN, , empezar, comenzar, , 7., , TO BELIEVE, , creer, , 300, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would answer, , will answer, , answered, , ″, , ″, , ″, , They would answer., , He will answer., , You answered., , would arrive, , will arrive, , arrived, , ″, , ″, , ″, , He would arrive next., , She will arrive tomorrow., , We arrived., , would ask, , will ask, , asked, , ″, , ″, , ″, , She would ask for it., , I will ask for help., , We asked., , would be, , will be, , was/were, , ″, , ″, , was, , I would be sad., , You will be fluent., , We were bored., She was late., , would be able, , will be able, , was/were able, could, , ″, , ″, , was able, could, , He would be able to come., , I will be able to go., , You were not able to be there., He could study., , would begin, , will begin, , began, , ″, , ″, , was, , They would begin., , She will begin tomorrow., , He began yesterday., , would believe, , will believe, , believed, , ″, , ″, , ″, , He would believe it., , You will believe me., , He believed in Santa Clause., , https://sscstudy.com/, , Module 17, , 301
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Infinitive, , 8., , Present, , Present Progressive, , I/You/We/They, , bring, , am/are bringing, , He/She/It, , brings, , is bringing, , I bring good news., , They are bringing their car., , cash, , am/are cashing, , cashes, , is cashing, , They cash checks here., , She is cashing the check now., , I/You/We/They, , call, , am/are calling, , He/She/It, , calls, , is calling, , He calls every day., , She is calling now., , TO BRING, , traer, 9;, , TO CASH, I/You/We/They, He/She/It, cobrar, , 10., , TO CALL, , llmar, 11., , TO COME, I/You/We/They, , come, , am/are coming, , He/She/It, , came, , is coming, , I always come home., , We are coming today., , venir, 12., , (llorar) (chorar), , TO CRY, I/You/We/They, , cry, , am/are crying, , crying, , is crying, , I cry sometimes., , They are crying., , do, , am/are doing, , does, , is doing, , I do my homework., He does his job., , I am doing the work., They are doing well., , I/You/We/They, , drink, , am/are drinking, , He/She/It, , drinks, , is drinking, , tomar, beber, , She drinks water., , They are drinking water., , He/She/It, llorar, 13., , TO DO, I/You/We/They, He/She/It, hacer, , 14., , (venir) (vir), , TO DRINK, , 302, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would bring, , will bring, , brought, , ″, , ″, , ″, , You could bring drinks., , He will bring dessert., , She brought the paper., , would cash, , will cash, , cashed, , ″, , ″, , ″, , They should cash it., , We will cash it tomorrow., , You cashed it today., , would call, , will call, , called, , ″, , ″, , ″, , He could call now., , We will call soon., , You called me?, , would come, , will come, , came, , ″, , ″, , ″, , She could come sooner., , He will come later., , It came early., , would cry, , will cry, , cried, , ″, , ″, , ″, , They would cry about it., , I am crying right now., , You cried a lot., , would do, , will do, , did, , ″, , ″, , ″, , You would do it., , They will do it., , He did it yesterday., , would drink, , will drink, , drank, , ″, , ″, , ″, , I would drink juice., , She will drink it., , We drank juice., , https://sscstudy.com/, , Module 17, , 303
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Infinitive, , 15., , Present, , Present Progressive, , I/You/We/They, , eat, , am/are eating, , He/She/It, , eats, , is eating, , I eat early., , I am eating now., , I/You/We/They, , feel, , am/are feeling, , He/She/It, , feels, , is feeling, , I feel good., , I am feeling okay., , I/You/We/They, , find, , am/are finding, , He/She/It, , finds, , is finding, , I find it easy., , He is finding it difficult., , finish, , am/are finishing, , finishes, , is finishing, , I finish at noon., , She is finishing., , TO EAT, , comer, 16., , TO FEEL, , sentir, 17., , TO FIND, , encontrar, 18., , TO FINISH, I/You/We/They, He/She/It, acabar, , 19., , (volar) (voar), , TO FLY, I/You/We/They, , fly, , am/are flying, , flies, , is flying, , You fly to Montreal., , They are flying tonight.., , I/You/We/They, , get, , am/are getting, , He/She/It, , gets, , is getting, , I get lonely., , She is getting married., , I/You/We/They, , give, , am/are giving, , He/She/It, , gives, , is giving, , I give up., , We are giving gifts., , He/She/It, volar, 20., , TO GET, , conseguir, obtener, (“to get” se usa en muchas expresiones, y tiene muchos signifacados diferentes, en inglés.), , 21., , TO GIVE, , dar, , 304, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would eat, , will eat, , ate, , ″, , ″, , ″, , She should eat it., , We will eat now., , You ate my food!, , would feel, , will feel, , felt, , ″, , ″, , ″, , It would feel good., , She will feel it., , They felt sad., , would find, , will find, , found, , ″, , ″, , ″, , I would find it., , They will find it soon., , We found the key., , would finish, , will finish, , finished, , ″, , ″, , ″, , It would finish last., , He will finish soon., , We just finished., , would fly, , will fly, , flew, , ″, , ″, , ″, , He would fly there., , She will fly soon., , We flew yesterday., , would get, , will get, , got, , ″, , ″, , ″, , You could get tired., , They will get up early., , He got a job., , would give, , will give, , gave, , ″, , ″, , ″, , The would give more., , I will give a dollar., , You gave money., , https://sscstudy.com/, , Module 17, , 305
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Infinitive, , 22., , Present, , Present Progressive, , go, , am/are going, , goes, , is going, , I go to school., , I am going now., , have, , am/are having, , He/She/It, , has, , is having, , tener, haber, , I have a dream., , We are having company., , I/You/We/They, , hear, , am/are hearing, , He/She/It, , hears, , is hearing, , I hear you., , She is hearing things., , I/You/We/They, , help, , am/are helping, , He/She/It, , helps, , is helping, , I always help., , They are helping us., , I/You/We/They, , invite, , am/are invited, , He/She/It, , invites, , is inviting, , He invites everyone., , She is inviting us., , I/You/We/They, , know, , —, , He/She/It, , knows, , —, , She knows you., , —, , I/You/We/They, , laugh, , am/are laughing, , He/She/It, , laughs, , is laughing, , You laugh a lot., , He is laughing now., , TO GO, I/You/We/They, He/She/It, ir, , 23., , TO HAVE, I/You/We/They, , 24., , TO HEAR, , oír, 25., , TO HELP, , ayudar, 26., , TO INVITE, , invitar, 27., , TO KNOW, , saber, conocer, , 28., , TO LAUGH, , reír, , 306, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would go, , will go, , went, , ″, , ″, , ″, , They should go later., , We will go now., , She went home., , would have, , will have, , am having, , ″, , ″, , ″, , They could have one., , He will have it., , She has had a cold., , would hear, , will hear, , heard, , ″, , ″, , ″, , We could not hear you., , They will hear the music., , You heard me., , would help, , will help, , helped, , ″, , ″, , ″, , He should help., , She will help us., , We helped them., , would invite, , will invite, , invited, , ″, , ″, , ″, , I would invite you., , They will invite everyone., , I invited them to stay., , would know, , will know, , knew, , ″, , ″, , ″, , He would know me., , You will know soon., , They knew it., , would laugh, , will laugh, , laughed, , ″, , ″, , ″, , She should not laugh., , We will laugh with you., , I laughed at him., , https://sscstudy.com/, , Module 17, , 307
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Infinitive, , 29., , Present, , Present Progressive, , I/You/We/They, , learn, , am/are learning, , He/She/It, , learns, , is laughing, , We learn English., , We are learning together., , I/You/We/They, , leave, , am/are leaving, , He/She/It, , leaves, , is leaving, , You leave early., , I am leaving now., , I/You/We/They, , like, , —, , He/She/It, , likes, , —, , She likes you., , —, , I/You/We/They, , listen, , am/are listening, , He/She/It, , listens, , is listening, , I always listen., , She is listening now., , I/You/We/They, , look, , am/are looking, , He/She/It, , looks, , is looking, , You look fine., , They are looking around., , I/You/We/They, , love, , —, , He/She/It, , loves, , —, , I love you., , —, , I/You/We/They, , make, , am/are making, , He/She/It, , makes, , is making, , I make money., , He is making a cake., , TO LEARN, , aprender, 30., , TO LEAVE, , salir, 31., , TO LIKE, , gustar, 32., , TO LISTEN, , escuchar, 33., , TO LOOK, , mirar, parecer, 34., , TO LOVE, , amar, , 35., , TO MAKE, , hacer, , 308, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would learn, , will learn, , learned, , ″, , ″, , ″, , He could learn Chinese., , I will learn how to do it., , They learned a lesson., , would leave, , will leave, , left, , ″, , ″, , ″, , We should leave sooner., , I will leave tomorrow., , I left my bag., , would like, , will like, , liked, , ″, , ″, , ″, , He would like it., , She will like it., , I liked the movie., , would listen, , will listen, , listened, , ″, , ″, , ″, , We could listen., , I will listen., , We listened carefully., , would look, , will look, , looked, , ″, , ″, , ″, , I would look there., , She will look older., , It looked good., , would love, , will love, , loved, , ″, , ″, , ″, , We could love it., , She will always love chocolate., , They loved each other., , would make, , will make, , made, , ″, , ″, , ″, , They would make it., , We will make a lot of money., , You made it work., , https://sscstudy.com/, , Module 17, , 309
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Infinitive, , 36., , Present, , Present Progressive, , I/You/We/They, , meet, , am/are meeting, , He/She/It, , meets, , is meeting, , I meet her every day., , He is meeting with them., , I/You/We/They, , need, , —, , He/She/It, , needs, , —, , She needs to rest, , —, , I/You/We/They, , read, , am/are reading, , He/She/It, , reads, , is reading, , He reads the book., , You are reading now., , I/You/We/They, , remember, , —, , He/She/It, , remembers, , —, , I remember math., , —, , I/You/We/They, , repeat, , am/are repeating, , He/She/It, , repeats, , is repeating, , I repeat the words., , They are repeating it., , I/You/We/They, , say, , am/are saying, , He/She/It, , says, , is saying, , We say the words., , She is saying so., , I/You/We/They, , see, , am/are seeing, , He/She/It, , sees, , is seeing, , It sees everything., , They are seeing it., , TO MEET, , conocer, 37., , TO NEED, , necesitar, 38., , TO READ, , leer, 39., , TO REMEMBER, , recordar, 40., , TO REPEAT, , repetir, 41., , TO SAY, , decir, , 42., , TO SEE, , ver, , 310, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would meet, , will meet, , met, , ″, , ″, , ″, , I would meet early., , They will meet sometime., , We met yesterday., , would need, , will need, , needed, , ″, , ″, , ″, , I would need to study., , He will need money., , They needed time., , would read, , will read, , read, , ″, , ″, , ″, , I could read., , She will read it., , We read a story., , would remember, , will remember, , remembered, , ″, , ″, , ″, , He could not remember., , He will remember us., , She remembered her childhood., , would repeat, , will repeat, , repeated, , ″, , ″, , ″, , They would repeat it., , He will repeat the course., , She repeated the mistake., , would say, , will say, , said, , ″, , ″, , ″, , They would say it., , He will say this., , I said yes., , would see, , will see, , saw, , ″, , ″, , ″, , She could see it., , I will see it., , You saw the movie., , https://sscstudy.com/, , Module 17, , 311
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Infinitive, , 43., , Present, , Present Progressive, , I/You/We/They, , sing, , am/are singing, , He/She/It, , sings, , is singing, , I sing a song., , They are singing now., , I/You/We/They, , speak, , am/are speaking, , He/She/It, , speaks, , is speaking, , We speak English., , He is speaking Spanish., , I/You/We/They, , spell, , am/are spelling, , He/She/It, , spells, , is spelling, , I spell many words., , They are spelling it correctly., , I/You/We/They, , stay, , am/are staying, , He/She/It, , stays, , is staying, , They stay late., , We are staying here., , study, , am/are studying, , studies, , is studying, , I study a lot., , They are studying here., , I/You/We/They, , take, , am/are taking, , He/She/It, , takes, , is taking, , I take the bus., , We are taking it easy., , I/You/We/They, , talk, , am/are talking, , He/She/It, , talks, , is talking, , I talk every day., , She is talking now., , TO SING, , cantar, 44., , TO SPEAK, , hablar, 45., , TO SPELL, , deletrear, 46., , TO STAY, , quedarse, 47., , TO STUDY, I/You/We/They, He/She/It, estudiar, , 48., , TO TAKE, , tomar, , 49., , vTO TALK, , hablar, , 312, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would sing, , will sing, , Sang, , ″, , ″, , ″, , You could sing it., , We will sing it., , He sang a tune., , would speak, , will speak, , spoke, , ″, , ″, , ″, , We should speak more., , He will speak now., , She spoke quickly., , would spell, , will spell, , spelled, , ″, , ″, , ″, , He could spell it right., , I will spell it for you., , We spelled it right., , would stay, , will stay, , stayed, , ″, , ″, , ″, , We could stay there., , She will stay., , We stayed away., , would study, , will study, , studied, , ″, , ″, , ″, , You could study., , He will study., , We studied a lot., , would take, , will take, , took, , ″, , ″, , ″, , We would take the bus., , He will take some., , You took the train., , would talk, , will talk, , talked, , ″, , ″, , ″, , We could talk more., , She will talk later., , You talked a lot., , https://sscstudy.com/, , Module 17, , 313
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Infinitive, , 50., , Present, , Present Progressive, , teach, , am/are teaching, , teaches, , is teaching, , I teach every day., , She is teaching now., , I/You/We/They, , tell, , am/are telling, , He/She/It, , tells, , is telling, , I tell you this., , We are telling the truth., , I/You/We/They, , think, , am/are thinking, , He/She/It, , thinks, , is thinking, , We think so., , He is thinking about it., , try, , am/are trying, , tries, , is trying, , You try hard., , He is trying hard., , I/You/We/They, , understand, , —, , He/She/It, , understands, , —, , We understand English., , —, , I/You/We/They, , visit, , am/are visiting, , He/She/It, , visits, , is visiting, , We visit often., , I am visiting my parents., , I/You/We/They, , walk, , am/are walking, , He/She/It, , walks, , is walking, , I walk alone., , I am walking now., , TO TEACH, I/You/We/They, He/She/It, enseñar, , 51., , TO TELL, , decir, 52., , TO THINK, , pensar, 53., , TO TRY, I/You/We/They, He/She/It, intentar, tratar, , 54., , TO UNDERSTAND, , entender, comprender, 55., , TO VISIT, , visitar, , 56., , TO WALK, , andar, caminar, , 314, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would teach, , will teach, , taught, , ″, , ″, , ″, , They would teach kids., , I will teach today., , We taught yesterday., , woud tell, , will tell, , told, , ″, , ″, , ″, , She should tell us., , I will tell you now., , He told you that., , would think, , will think, , thought, , ″, , ″, , ″, , She would think so., , I will think more., , You thought about it., , would try, , will try, , tried, , ″, , ″, , ″, , I would try it., , They will try it again., , We tried to stop., , would understand, , will understand, , understood, , ″, , ″, , ″, , She could not understand., , They will understand soon., , I understood., , would visit, , will visit, , visited, , ″, , ″, , ″, , I would visit often., , They will visit today., , I visited her yesterday., , would walk, , will walk, , walked, , ″, , ″, , ″, , We should walk, carefully., , I will walk with you., , We walked here., , https://sscstudy.com/, , Module 17, , 315
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Infinitive, , 57., , Present, , Present Progressive, , I/You/We/They, , want, , —, , He/She/It, , wants, , —, , I want to study., , —, , I/You/We/They, , watch, , am/are watching, , He/She/It, , watch, , is watching, , I watch tv., , She is watching tv., , I/You/We/They, , work, , am/are working, , He/She/It, , works, , is working, , You work hard., , I am working., , I/You/We/They, , write, , am/are writing, , He/She/It, , writes, , is writing, , He writes letters., , I am writing a book., , TO WANT, , querer, 58., , TO WATCH, , ver, mirar, 59., , TO WORK, , trabajar, 60., , TO WRITE, , escribir, , 316, https://sscstudy.com/, , Module 17
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Conditional, (would/could/should), , Future, , Past (Preterite), , would want, , will want, , wanted, , ″, , ″, , ″, , I would want to., , We will want to go., , He wanted a car., , would watch, , will watch, , watched, , ″, , ″, , ″, , I should watch it., , We will watch a movie., , You watched tv., , would work, , will work, , worked, , ″, , ″, , ″, , She could work here., , I will work on it soon., , They worked on it yesterday., , would write, , will write, , wrote, , ″, , ″, , ″, , They would write a lot., , They will write soon., , You wrote a letter to me., , https://sscstudy.com/, , Module 17, , 317
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32 Sample Questions for ACTFL Preparation, Instructors and assistant instructors read the questions with the learners and help them learn, how to determine what tense they should use to answer each question. Then, instructors help the, learners practice creating answers, based on hearing only, until they are proficient. Instructors, remind learners to talk, talk, talk in order to get a good certificate rating., How is the weather where you are? Tell me about the climate where you live. (present tense), Tell me about your life. (past, present, and future tenses), Who is your favorite actor or actress? And tell me about him or her. (present and past tenses), If you had an accident, who would you call in the event of an emergency? (conditional tense:, “would”), What is your favorite book? Tell me about it. (present tense), What kind of music do you like and why? (present tense), What subjects (classes) did you like best in school? (past tense), How would you leave a message for your boss if he or she were not there? (conditional tense:, “would”), If you need to call a company to replace (change) a window and they do not answer, what message, would you leave and what questions would you ask in your message? (conditional tense: “would”), If you like to travel internationally, tell me about a trip you took and what you liked about it. Tell me, about the places you visited and the people in detail. (past tense), Tell me about the first trip you took outside of the country. What was your experience. Tell me in, detail. (past tense), During a vacation, did you ever have a problem? Tell me about it in detail. (past tense), If in the world there were no laws, what would the world be like? (conditional tense: “would”), Do you use equipment in your work? How did you learn, and how important is it to your work?, (present and past tenses), What would you do if some of the equipment at your work were broken, and to whom would you, report it? And how would this affect your work? (conditional tense: “would”), Tell me something about yourself. (past, present, and future tenses), What was the weather like today? (past tense), What plants do you like and why? And when is the best time to plant in your area? (present tense), What are your favorite fruits? vegetables? (present tense), What would you most like to change on the principal street in your town? (conditional tense:, “would”), , 318, https://sscstudy.com/, , Module 17
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If you could change something to help other people, what would you change? (conditional tense: “If I, could” and “I would”), If you arrive home and something is broken, how do you react and what do you do? (present tense), Whom do you consider responsible for the education of your children? (present tense), Who would teach your children better, you or the school and why? (conditional tense: “would”), What would you change in the school system so it would be more accessible to everyone? (conditional tense: “would”), Where would you like to travel and why? (conditional tense: “would”), What kind of travel do you like best (by plane, by boat, by bus, or by car)? And what do you like, about traveling? (present tense), What country would you most like to visit and why? (conditional tense: “would”), What do you like most about your work? (present tense), What do you like least (dislike) about your work? (present tense), What would you do to make the airports more secure? (conditional tense: “would”), If you could change your city, what would you change? (conditional tense: “If I could” and “I, would”), , https://sscstudy.com/, , Module 17, , 319
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Supplemental, Resource Materials, ACTIVITY IDEAS, , https://sscstudy.com/, , Activity Ideas, , 321
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© 2016 by Intellectual Reserve, Inc. All right reserved. English approval: 8/16., Translation approval: 8/16. PD60002326for002, , 322, https://sscstudy.com/
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Activity Ideas, Activities, especially games, help learners have fun, be more engaged in class, and remember practiced concepts better. This appendix, has been created to give you ideas for activities to help learners achieve the above., Additionally, the activities in this appendix might help you bring more variety to class and increase class energy, as most activities will, require learners to move, do something different, and compete with other learners., Occasionally, you may use some of these activities as a modification (or replacement) of one of the module’s activities. You may also use, this appendix’ activities as the final class activity on the days in which learners are not working on My Foundation., The activities in this appendix are organized alphabetically, according to the amount of preparation required from the instructor. The, activities that require little to no preparation for the instructor are placed first, and the ones requiring more preparation are placed last., When using these activities, make sure you provide a good environment for learners to enjoy themselves. As usual, pay attention to, your learners’ needs and interests. Be sensitive and try to get everyone involved. Feel free to adapt activities to your class needs and, interests, even create your own. Have fun!, , A, , I like people who…, , Activity instructions, Rearrange the classroom, having all participants sit in a circle. Have one less chair removed from the circle so that, everyone except for one player is seated. The one player without a chair will go to the middle of the circle and will, finish the sentence:, , I like people who…, As soon as the player finishes the sentence, all those who have the item described will stand up and switch chairs. For, example, if the player says: I like people who have black eyes, everybody who has black eyes has to stand up and grab a, different chair., The player left without a chair gets to be in the middle and start another round., , Instructors’ preparation, No preparation is required other than understanding the game and knowing how to explain it. Make sure you use, vocabulary learners should know and understand., , Learners’ preparation, Little preparation is required. Learners should be studying their lessons and be familiar with vocabulary, expressions,, etc. This will be their basis for this activity., , Notes, Instructors and assistant instructors may participate. They should use words that learners would recognize., Be aware of people who may be older or have disabilities. Find a way to make them legitimately participate in this, activity, if you decide to play it. Make sure you do not make them feel uncomfortable., , https://sscstudy.com/, , Activity Ideas, , 323
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A, , Charades, , Activity instructions, Designate a moderator and divide learners into two teams., Have the moderator and a learner from one of the teams come upfront. The moderate holds a stack of cards upside, down, hiding the word or expression written on them., The learner randomly selects a card from the stack held by the moderator., The learner takes a few seconds to think about how to best represent the word (or expression) on the card he or she, chose, using gestures. The learner is not allowed to speak or write., Once the learner starts representing the word, both teams start guessing aloud what the learner is representing. The first, team to guess the word (or expression) earns a point., The moderator should keep track of time, the score, and makes sure the learner does not speak or write. If the learner, speaks or writes, his or her team will be deducted one point. After a point is scored, a learner from the other team, should stand up and repeat this process., The team with the highest score wins the game., , Instructors’ preparation, Little preparation is required. The instructor may prepare all of the words or expressions, or may ask learners to write, them down on pieces of paper, fold them, and return them to the moderator. Vocabulary may come from only one, module or from the current and previous modules covered in class., If you are preparing the cards, make sure you bring them to class ready to be played, so that you avoid wasting class, time., If you prefer learners to write in their words, bring enough paper and pens so that each learner writes at least one word,, phrase or expression., , Learners’ preparation, Little preparation is required. Learners should be studying their lessons and be familiar with vocabulary, expressions,, etc., If desired, you may give learners about a minute to review vocabulary., If learners are writing the secret word or expression, that may count towards their review time., , Notes, Feel free to adapt the game to your situation and to use low-cost or non-expensive resources. If you do not have cards to, write the words on, feel free to use pieces of paper and fold them enough so that learners cannot see what is written on, them. You may use your hands to hold the pieces of paper and have learners randomly draw one to start a round of the, game., When playing the game for the first time, make sure you give clear instructions. Also, model the game so that learners, understand it. Feel free to play one round to model the game. This will help those unfamiliar with the game know how, to play it., Assistant instructors may help keep track of time, scores, and which team first guesses the word(s) being represented., You may play the role of the moderator, or have an assistant instructor be the moderator. If a learner is really not, comfortable playing the game (or has little to low participation), you may ask the learner to help out by becoming the, moderator, keep track of time, scores, or which team first guesses the word(s) being represented., , 324, https://sscstudy.com/, , Activity Ideas
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A, , Pictionary, , Activity instructions, Divide the class into two teams. Have one of the learners draw a card containing a secret vocabulary word, phrase or, expression (found in the module being studied). This secret word can come from any part of the module that has been, covered in class., Give the learner a few seconds to think about how to draw what they read in the card., On your mark, have the learner draw on the board representing what is on the card. At the same time, start a timer and, give one minute to let the learner’s team guess (in English) what was written on the card. If the team guesses within the, designated time, they earn a point. If the team is not successful, no point is given or deducted., Repeat the activity with the other team., The team with the highest score wins., , Instructors’ preparation, Little preparation is required. Make sure you have a board in your classroom, something to write on it, and to erase, what is drawn. Bring a timer., The instructor may prepare all of the words or expressions, or may ask learners to write them down on pieces of paper,, fold them, and turn them to the moderator. Vocabulary may come from only one module or from the current and, previous modules covered in class., , Learners’ preparation, Little preparation is required. Learners should be studying their modules and be familiar with the modules’ vocabulary,, expressions, etc., If learners are writing the secret word or expression, that may count towards their review time. You may give learners, an additional time (about one minute) to review vocabulary., , Notes, To make the activity more interesting, you may do the following: if a group does not guess what the secret word is once, time is up, the other group will have a chance to talk among themselves and state what they think the word is. If the, team is correct, it earns a point., Assistant instructors may participate in drawing the secret word, but not in guessing the secret word., Assistant instructors may help keep track of time and scores., You may play the role of the moderator, or have an assistant instructor be the moderator. If a learner is really not, comfortable playing the game (or has little to low participation), you may ask the learner to help out by becoming the, moderator., , https://sscstudy.com/, , Activity Ideas, , 325
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A, , Role-play, , Activity instructions, Divide learners into pairs, then give them a situation, such as:, You are meeting a friend. Decide the day, time, and place to meet., Have learners take 2-3 minutes to prepare the situation and be ready to role-play it for the class —using English words, only., Assign a pair to perform their role-play for the rest of the class. After the role-play, have the class clap at their peers to, congratulate them for their role-play. Highlight the good things of the role-play, then, assign another pair to come up, and do their role-play. Repeat the process and make sure you have time to see at least three role-plays., , Instructors’ preparation, Little preparation is required. Make sure that you give clear instructions and that your scenarios challenge learners, but, do not overwhelm them. Feel free to give learners tools to complete the scenarios, such as: Check Language Focus, expressions on pages 34-36 to complete the role-play., , Learners’ preparation, Some preparation is required. Learners should be studying their lessons and be familiar with vocabulary, expressions,, etc. Learners should take 3-5 minutes to prepare their role-plays in class., , Notes, Each role-play should be fairly short, but contain enough to make it meaningful. If a role-play is dragging, feel free to, let learners know they have ‘30’ seconds to finish it. If a role-play is too short, ask learners to use more vocabulary or, expressions, until you feel they have done something meaningful., If the class is big, you may divide the class into groups of three or four people. Tell learners that they all should speak, about the same amount of time during the role-play. This will help avoid one or two learners overpowering the other, group members, and will give all learners equal participation., Assistant instructors may help learners prepare their role-play, as long as every pair (or team) has equal chance of, getting help. Further, assistant instructors may participate in the role-play, as long as they have a minor role in it, and let, learners do most (90%) of the talking., Learners may volunteer to come up front and do their role-play. You may select the volunteers. However, be careful to, avoid choosing the same people over and over so that you give equal opportunities for others to participate and practice their English skills in front of the class., A good addition to the role-play activity is to determine and state a specific number of vocabulary words or expressions, to be used in the role-play. These words or phrases should come from the Learn English Now book, and should be from, the module currently being studied, thought they could also come from previously studied modules., Assigning a specific number of words, phrases or expressions to be used in the role-play, will force learners to use the, module’s content. To make all learners participate, you may also distribute pieces of paper to the class and have class, members write the module’s words, phrases or expressions used in each role-play., After each role-play, have the class clap to the presenters. Congratulate learners for doing the role-play. Feel free to, review the words and expressions used from the modules, especially if you have asked class members to take notes., , 326, https://sscstudy.com/, , Activity Ideas
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A, , Show and tell, , Activity instructions, A learner brings an object to class and talks about it to the class. The learner can describe the object and tell how he or, she uses it, and why it is important to him or her., , Instructors’ preparation, No preparation required other than assigning a few learners to present., , Learners’ preparation, Learners should prepare at home by looking for an object they could describe. The object could be common, or it could, be something meaningful and personal to them. Learners should prepare their presentation., , Notes, Learners could bring personal objects that are meaningful to them. Encourage learners listening to the presenting to ask, questions after the presentation is over. This is a fun activity in which class members can learn more about each other,, expand their vocabulary, and increase their English skills., Instructors and assistant instructors may also present, bearing in mind that they should not take too much time, and, they should use words that most of their learners will know., You may have one learner presenting in one class, or several learners presenting in the same class., If you do this activity, make sure that throughout the Learn English Now course, you have asked every learner to, present, so that all feel treated equally., An alternative to this activity is for you to bring objects and give them to learners in class. Give learners a few minutes, to prepare to talk about the object (what it is, what it is used for, etc.), and have them talk about it to the whole class. If, you decide to do this, take the time to think about and bring objects learners can talk about. You may have learners, divided into groups to work on describing each object, and present as a group as well., Another alternative is to have learners bring pictures of them and their families and talk about them., The presentation could be done in front of the whole class, or in smaller groups, depending on the size of the class, the, time you have, your learners’ interests and needs, and whether you would like all learners to get to know each other, or, prefer to have them work in smaller groups., If you are doing the presentations for the whole class, try not to have more than five done on the same day, so that all, presentations get attention and you have a variety of activities in class., , https://sscstudy.com/, , Activity Ideas, , 327
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Stop, , A, , Activity instructions, Make sure every learner has a full sheet of paper and a pen or pencil. Have learners use their papers horizontally and, divide their paper into several columns. The number and name of the columns will depend on the English level the, learners are at and what you have covered in class. However learners should always have two columns: Letter (first, column) and Score (last column)., The following is an example of column names:, , Letter, , Name, , Place, , Verb, , Adjective, , Thing, , Expression, , Score, , To start playing, have a person (learner or assistant instructor) start saying the English alphabet aloud. Designate, another person to say “Stop”. Once this person says “Stop”, the one saying the English alphabet stops, and repeats the, last letter said., At this point, have all learners fill out each of the columns with a word that starts with the last letter said (except for the, Score column), as shown in the next table., , Letter, , Name, , Place, , Verb, , Adjective, , Thing, , Expression, , N, , Nathan, , New York, , need, , nice, , night, , nice to meet, you, , Score, , The first one to finish all columns says “Stop”, and everyone else stops writing., The class reviews their lists. For every non-repeated item, a person receives 10 points. If an item is repeated, each person, using it receives 5 points., Have learners sum their points for that particular letter, and have them write it in the Score column. Then, start another, round., After a few rounds, have learners sum up their total number of points. The person with the highest score wins., , Instructors’ preparation, Little preparation is required. The only preparation required is to identify the names of each column and make sure that, it is something learners can fill in. Also, make sure you bring enough paper and pens (or pencils) for learners to, participate., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis for filling out each column., , Notes, Assistant instructors may play, though they will not be able to say “Stop” once they have filled out all columns., Assistant instructors should also not help learners so that no learner has an advantage over the others. Assistant instructors may observe and monitor learners during the activity., , 328, https://sscstudy.com/, , Activity Ideas
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A, , Impromptu Speaking, , Activity instructions, Divide the class into two groups. A team representative comes forward and decides whether to choose a number or let, the other team chose a number. One of them chooses a number between 1-20. You read a prepared statement that, matches the chosen number. The team representatives have to quickly respond to the statement in a logical and correct, way. For example, if you read the statement:, , What are your responsibilities?, A team representative could say:, , I have to attend class., If the answer is appropriate, the team representative has given his or her team 45 seconds to say related but different, statements., The team earns a point per correct statement, until time is up., Send the team representatives back to their team. Have other representatives come up and restart the activity., The team with most points wins., , Instructors’ preparation, Little preparation is required. Make sure you prepare statements that relate to your module’s objectives (current and, current or past, depending on what you would like to review) and number them., Also make sure you have enough statements for all learners to participate., Bring the statements and a timer to class., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis to properly respond to your statements., , Notes, Assistant instructors may help keep track of time, scores, and the numbers chosen to get the initial statement., If the class is small and assistant instructors wish to participate, they should participate against someone with the same, level of English skills. Further, assistant instructors should only participate during the first part of the game (when, players respond to the instructor’s statement)., Assistant instructors should not participate when the team has to give related statements in 45 seconds., To add more competitiveness to the game and as English skills allow, you could do the following:, • Ask learners to create a dialog, rather than just give related statements. This would really increase the challenge of the, activity., • After the team has finished making statements for 45 seconds, give the other team a chance to correct mistakes made, by the first team., • Give the other team, the challenger team, the option to steal the points. If the team accepts, the team will have 30, seconds to add related statements to the ones given by the first team. If the challenger team adds the same amount of, statements or more than the first team, the challenger team gets a point per statement made, and all of the points from, the statements made by the first group., , https://sscstudy.com/, , Activity Ideas, , 329
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A, , What do you see?, , Activity instructions, Divide learners into pairs or small groups (no bigger than five). Give each group a picture. Ask learners to describe, what they see in the picture, using as many vocabulary words as possible. Words or phrases used should be related to, the module being studied as well as past modules. Ask learners to be creative and use as many words as possible to, describe the picture., , Instructors’ preparation, Preparation is required. You will need to look through pictures or images and select those that best apply to what, learners are capable of describing. These images should contain vocabulary or expressions seen in the current and past, modules., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis to work on this activity., , Notes, This activity might be a good opportunity for learners to review current and previous vocabulary. It can also be a great, opportunity for learners to learn new related vocabulary to what they are studying., As learners describe the picture, you (or the assistant instructors) may ask learners what they can tell about the weather,, what objects they see, what colors they see, and the number of a particular item (people, car, tress, etc.) they see. This, will help learners practice as much vocabulary as possible., You may have each assistant instructor bring up to three pictures and work with a small group of learners to have them, describe their pictures., When doing this activity for the first time, do the first picture as a class (it would be best to project this image so that, everyone can see it, and have different class members raise their hands to describe what they see., , 330, https://sscstudy.com/, , Activity Ideas
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A, , Wheel of fortune, , Activity instructions, Divide the class as evenly as possible into 2, 3, 4, or 5 teams., On the board draw horizontal lines, each representing a letter of the word the class needs to guess. This word has to, come from the Learn English book, specifically, the module the class is currently working on (or a previous one)., Each team will take turns to guess the mysterious word, a letter at a time. Thus, when the team has its turn, it can, choose to guess a consonant. If the consonant is in the word, write it in the proper place(s), and give the team a point for, every time the consonant shows in the word. Once a team has stated their consonant, it is up to another team to take its, turn., Whenever a team reaches five points, it can choose to either say a consonant or state a vowel. The team will not get any, additional points for correctly guessing any of the vowels., If a team feels confident about knowing what the mysterious word is, it can chose to get its turn at any point of the, game and say their guess. If their guess is correct, the team earns 20 points. If the guess is wrong, the team gets a, maximum deduction of 10 points (no negative points are given)., Once a team figures out what the mysterious word is, the teams start a new round with a different word., The team with the highest score wins., , Instructors’ preparation, Some preparation is required. The only preparation required is to identify words (phrases, or expressions) that learners, would have seen in class. You may decide to only use words (phrases, or expressions) from the module being studied,, or, to use words (phrases or expressions) from current and past modules., Make sure you have a list big enough to give learners a chance to get a good review., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis for asking for consonants, vowels, and ultimately guessing the mysterious, word., , Notes, You may use expressions or phrases from the module, to give variety and more chances for teams to succeed., The amount of teams and team members on each team will vary according to your class size. If possible, try to keep, teams small (groups no bigger than five), to increase all learners’ participation., Assistant instructors may help keeping track of time and scores. Assistant instructors may help you prepare expressions, phrases or words for the game. They may actually carry out this activity., Assistant instructors should not give hints or participate in guessing the mysterious word unless their participation is, kept to a minimum (like requesting a specific vowel) and does not give any team an advantage over the other teams., Assistant instructors should not be the ones guessing the word or telling their team what they think the mysterious, word is., , https://sscstudy.com/, , Activity Ideas, , 331
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A, , Reading, , Activity instructions, Divide learners into small groups (or in pairs). Give learners reading materials options for them to read aloud. Have, assistant instructors be available to answer learners’ questions or support them in their reading as needed. Reading, aloud appropriate materials will help learners practice their pronunciation, identify vocabulary they already know,, learn new words, and develop some reading skills., , Instructors’ preparation, Prepare for this activity by looking for material that is both appropriate for the learners’ level and to Church standards., Reading materials include:, • Scriptures: such as the Book of Mormon, Articles of Faith, and Joseph Smith—History (found at the end of the Pearl of, Great Price)., • Words of modern prophets: General Conference talks, messages and articles published in Church magazines., • Other Church publications: such as articles in the Liahona, Ensign, New Era, and Friends magazines., • Children stories:, o If you have access to the internet, find children stories online. There are many sites offering them., o Libraries, friends, and acquaintance might help you get a hold of children books., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis for being able to read aloud new materials, asking questions, and understanding their readings., , Notes, Assistant instructors may work with learners to help them read and understand their reading. However, assistant, instructors need to be careful to let the learner do most of the reading and talking. Assistant instructors may help, learners with pronunciation issues, and answer some of their questions., Children stories, as well as Friends and New Era articles, are a great source of reading. They are typically short, have, commonly used words, and are written in a way that is simple to understand them. Also, many of these books have, images that can help learners better understand what they are reading. Not every learner might like reading children, stories, so it is good to bring a variety of readings so that everyone can find something they like., The Book of Mormon might be a good choice, especially if class members are familiar with it, and wish to improve their, Church vocabulary., General Conference talks often have stories, and commonly used words., Articles published in Church magazines are typically shorter than General Conference talks., , 332, https://sscstudy.com/, , Activity Ideas
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A, , Tongue Twisters, , Activity instructions, Write a tongue twister on the board. Then, model how to say it. Have learners repeat it after you. If the whole tongue, twister is too much for learners, have them repeat a set of words after you, until you finish the tongue twister and, learners can say it completely., After two or three times, start increasing the speed at which the tongue twister is said. See how fast learners can say it, correctly., , Instructors’ preparation, Find some good tongue twisters to help learners better pronounce their English words. If you are concerned about a, particular sound learners need help with, find a tongue twister that will help them better say that sound., , Learners’ preparation, No preparation is required for learners., , Notes, Common English tongue twisters are:, • How much would a woodchuck chuck if a woodchuck could chuck wood?, • Peter Piper picked a peck of pickled peppers. How many pickled peppers did Peter Piper pick?, • Can you can a can as a canner can can a can?, • I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won’t wish the wish you wish, to wish., • She sells seashells by the seashore., • I saw Susie sitting in a shoeshine shop., , https://sscstudy.com/, , Activity Ideas, , 333
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A, , What are they doing?, , Activity instructions, Divide learners into pairs or small groups (no bigger than five). Show learners pictures of different people doing, different things. Learners should describe what they think the people in the pictures are doing., , Instructors’ preparation, Preparation is required. You will need to look through pictures or images and select those that best apply to what, learners are capable of describing., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis to work on this activity., , Notes, This activity is helpful to review the 60 common English verbs. Depending on the level learners are at, you may have, learners just state a verb, conjugate the verb, or create a full sentence in the present, future, or past tense., You may also turn this activity into a game by turning the pictures into cards, and giving learners a specific time to go, through them. An assistant instructor can help monitor each group’s progress. Every time a learner makes a correct, sentence of what the people in the cards may be doing, the team earns a point, and another card is drawn to play. When, time is up, each team should count the number of points earned. The team with the most points wins., You may have each assistant instructor bring up to three pictures and work with a small group of learners to have them, describe their pictures., When doing this activity for the first time, model the activity or do the first picture as a class (it would be best to project, this image so that everyone can see it)., , 334, https://sscstudy.com/, , Activity Ideas
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A, , Taboo, , Activity instructions, Divide learners into small pairs. Give learners a stack of cards facing down, each with a secret word on it, and other, related words. The person picking up the card needs to give clues about the secret word to his or her partner, without, using any of the related words. Once the peer has guessed the secret word, learners switch roles and start playing with, a different card., Set a timer to an appropriate time for learners to go through the stack. The timing will depending on learners’ English, skills, and the amount of cards you have provided for them. Tell learners when to start and when to stop., Once they have stopped, have learners count the number of cards for which they got the correct word. The team that, correctly guesses the most amount of words wins., , Instructors’ preparation, Some preparation is required. Go through the module’s activities and choose words, phrases or expressions that will, have been covered by the time the game will be played. Write the secret word(s) on a piece of paper and underneath, one to three words that should not be used as clues. The number of words forbidden to be used will depend on learners’ English skills and vocabulary covered in class., The paper could look something like this:, , purple, do not use:, color, red, blue, , Since learners will want to go through the stack quickly, it is best to use cardboard for the words. However, regular, paper should work as well. Feel free to use a quarter (or less) of a piece of paper for each card., , Learners’ preparation, Little preparation is required. Learners should be familiar with the vocabulary and items covered in the current and, past modules studied. This will be their basis to guess the secret word, phrase or expression., , Notes, Make sure you bring an equal number of stacks of paper for each pair (small group)., When explaining the game, make sure learners understand they cannot repeat cards. Learners will need to put the cards, they have gone through in a different place than the stack that they still need to draw to play., , https://sscstudy.com/, , Activity Ideas, , 335
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A, , Watch a video clip, , Activity instructions, Learners watch a video clip (about three times) that is appropriate according to LDS standards and learners’ English, skills. As they watch the clip, learners will be looking for specific things as told by the instructor. After learners have, watched the video clip, they share their answers with the class and discuss the video clip., , Instructors’ preparation, Videos can be a great way to engage learners. It will also help them with their English skills. To select appropriate video, clips for your class do the following:, • Make sure the video clips you show are appropriate. Video clips should follow LDS Church standards. Please watch, the whole video clip before showing it to the class. This will help you avoid unpleasant surprises., • Select small video clips. Video clips around three minutes are ideal. Avoid showing clips that run longer than five, minutes. You will likely loose learners’ attention, and you might even overwhelm them., • Choose video clips that match your learners’ English skills. Video clips should challenge your learners, but should not, be too far from their comprehension. Challenge your learners, but do not overwhelm them., • Look for video clips that match your learners’ interests. There are plenty of appropriate videos to choose from., Choose one(s) that match you learners’ interests., • Choose video clips with a purpose. Though a video is often a more relaxing activity, it should still have a purpose., You may choose to show videos that demonstrate cultural aspects of the English culture closest to your native country; videos to review the future tense, to add vocabulary, reinforce a module’s objective, etc. Avoid showing a video, just because it is a different type of activity. Learners will be able to tell when you are prepared, and will likely be, much more engaged if you have chosen a video with a purpose in mind., The following points outline an effective way to use a video clip., • Give a preview of the video content. Tell learners what the video is about. You do not have to summarize the video,, just tell enough so that learners can get an idea of the video’s content., Example:, The video we will watch is about a New York music executive. He talks about his work, his family, and things he likes, to do., • Ask learners questions related to the video. This will help learners anticipate what they could listen in the video. This, will also be an opportunity to help learners review or learn specific vocabulary., Example:, What words do you use to talk about your family?, • Ask learners to look for specific things in the video. This will help learners focus when watching the video., Example:, Look for the following in the video:, o How many children does Ryan have?, o What is “squash”?, o How does Ryan describe himself?, o What did you like about the video?, • Show the video two or three times. Ask learners to focus for general meaning the first time. Then for the second and, third times, ask them to focus on answering your questions., • Discuss questions with the learners. Review learners’ answers. Further, you may choose to have learners share, something they learned or liked about the video. The latter can turn into a fun and interesting activity as learners, might share insights or commonalities shared with the people shown in the video., , Learners’ preparation, No preparation is required for learners. Learners should be studying and learning English in between classes. Learners, should be familiar with the module’s vocabulary as well as modules already covered in class., , 336, https://sscstudy.com/, , Activity Ideas
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Notes, Make sure you have the equipment necessary to show and project the video in class., The internet is a great resource for finding video clips. Again, be cautious of what you select. Make sure you have, watched all of the video before showing it to the class to avoid unpleasant surprises., I’m a Mormon videos are a great resources for short and appropriate videos., Consider creating handouts with key vocabulary, or with specific questions for learners to pay attention to while, watching the video. This will help learners better prepare to understand the video clip., If you do not bring handouts, write the questions on the board, so that learners can see and review them as they watch, the video. Bring paper for learners to write down their answers., If the audio clip is too hard to understand, and if close captions are available, consider turning them on when showing, the video to the class., , https://sscstudy.com/, , Activity Ideas, , 337
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Supplemental, Career English, INTRODUCTION TO CAREER ENGLISH—, FOR FUTURE PRACTICE AND REFERENCE, , https://sscstudy.com/, , Introduction to Career English, , 339
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© 2016 by Intellectual Reserve, Inc. All right reserved. English approval: 8/16., Translation approval: 8/16. PD60002326for002, , 340, https://sscstudy.com/, , Introduction to Career English
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Introduction to Career English, Congratulations on completing the first 17 modules of English For You Now! You, are now ready for Career English. You are encouraged to select, study, and practice, the modules for the careers of most interest to you, along with the corresponding, vocabularies in the back of Career English., Career English is designed to help you develop the English capacity that will assist, you to obtain employment or advance in careers that require English. The careers, currently covered are as follows:, • Airlines, • Hotels, , • Tourism, • Banking, , • Business, • Import and Export, , The dialogs for each of these career modules identify a set of business vocabulary, in the back of the book that corresponds to that career. In addition, basic vocabulary and basic verb study sections are also included., Other skills that would be useful for your employment:, , Over the last several years, the LDS Church has done studies and concluded that,, in addition to English skills, basic working computer skills could help large numbers of our people obtain and improve their employment. In turn, this would, allow them to support their families and better serve in the Church in their own, countries. Many careers require good working computer skills with Windows and, Microsoft Word, and sometimes Excel and PowerPoint are also required. Training, courses in such skills are offered by various technical schools and sometimes, financed by your government. We encourage you to go to the Self-Reliance, Services center for your stake, your country’s government sources, and local educational institutions to identify such possible courses in computer skills., , https://sscstudy.com/, , Introduction to Career English, , 341
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Instructions for Career Module and Vocabulary Practice, Career English modules and materials can be found online at http://learningenglish.mtc.byu.edu, From the CLS home page, click on CLS Materials. On the Materials Center page, click on CLS Documents. On the, Documents page, scroll to the bottom to see “Book 3 - Career English.” This book is available as a pdf to, download., , Table of Contents, Learners should study and practice the modules and vocabulary for the careers that most interest them. Using the, table below, the instructor and assistant instructors ask what careers the learners are interested in studying. Then,, they create breakout mini-classes for the learners interested in each career. In these mini-classes, the instructors, project or distribute the corresponding modules and practice those modules with the group of interested learners., , Airlines . . . 2, 1. Job Interview with the Airlines . . . 3, 2. Airline Ticket Agent Dialog . . . 7, 3. In-Flight Conversation . . . 11, Hotels . . . 26, 7., Hotel Job Interview . . . 27, 8. Restaurant Hostess Dialog . . . 31, 9. Restaurant Waitress Dialog . . . 34, 10. Bellhop Dialog . . . 37, Tourism . . . 41, 11. Tourist Guide Job Interview . . . 42, 12. Tourist Guide Dialog . . . 46, Banking . . . 50, 13. Bank Teller Job Interview . . . 51, 14. Bank Teller Dialog . . . 55, Business . . . 58, 15. Business Job Interview . . . 59, 16. Company Receptionist Job Interview . . . 62, 17. Receptionist Dialog . . . 66, 18. Administrative Assistant Dialog . . . 69, 19. Executive Secretary Job Interview . . . 72, 20. Executive Secretary Dialog . . . 76, , 342, https://sscstudy.com/, , Introduction to Career English
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Import and Export . . . 80, 21. Import and Export Job Interview . . . 81, 22. Import and Export Dialog . . . 85, Business Vocabulary . . . 89, 21. Advertising . . . 90, 22. Air Travel . . . 97, 23. Banking . . . 104, 24. Budget and Accounting . . . 110, 25. Business . . . 118, 26. Resumé . . . 133, 27. Correspondence . . . 141, 28. Employment . . . 144, 29. Insurance . . . 148, 30. Money Matters . . . 151, 31. Presentations . . . 154, 32. Sales and Selling . . . 158, Basic Vocabulary Study . . . 163, 1. Feelings and Descriptions . . . 164, 2. How’s the Weather? . . . 166, 3. Buying Groceries . . . 168, 4. Applying for a Job . . . 171, 5. Giving Directions . . . 173, 6. The Body . . . 176, 7., Map of USA . . . 178, 8. Word Constructs . . . 179, 9. Word Categories . . . 180, 10. Word Webs . . . 181, , In addition, on the http://learningenglish.mtc.byu.edu website, you will find a basic English grammar workbook. On the Documents page, click on the Basic English Grammar Workbook or the download arrow next to, it. This workbook will provide you very valuable practice and continued important learning. You should use a, pencil as you work with it so you can make corrections with the help of your instructor or a native English, speaker., , https://sscstudy.com/, , Introduction to Career English, , 343
