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Instructors Guide
Table of Contents
Introduction ......................................................................................................................... 3
Verb Markers....................................................................................................................... 24
Index .................................................................................................................................... 28
2
Course Content
Introduction
New Dynamic English is a four-part series for beginning through advanced-level students of spoken
English. Created by experienced teachers and based on classroom-proven instructional strategies, New
Dynamic English maximizes the effectiveness of multimedia by focusing on the key skill necessary to
acquire language: listening. Each level of the course is built around listening comprehension activities
based on short presentations in context, followed up by a variety of exercises that focus on grammar, oral
fluency development, reading and writing. The language presented and focused on in the course provides
the basis for extended classroom work, where the emphasis is on personalization, extension, and
localization of the content. In this way, the language comes alive and gains relevancy to students of
different ages and backgrounds.
The language at each level has been carefully chosen to extend and reinforce previous lessons. The aim
throughout is to facilitate long term acquisition. All language is presented in contexts which can be
linked and extended into the lives and experience of the learners. The language models are spoken
naturally, but are contextualized and sequenced to ensure optimum comprehensibility at each level.
DynEd's unique interactive program enables students to work at their own pace, with instant access to
repetition and comprehension aids such as translation, on-screen text, glossary support, and Mastery Tests.
Students record their own voices and compare their recordings with the native speaker models provided in
the course. This helps input the language, and prepares students for the Speech Recognition tasks that
have been integrated into many of the follow-up exercises. There are also Mastery Tests, Help Screens,
and an on-line Study Guide to help students focus on key points. A Records Manager is available to
teachers for managing class records and is necessary for unlocking the Mastery Tests.
Finally, the Interactive Video lessons at the end of each level provide a personal touch to the course that
gives students a sense of real communication. An interesting and varied cast of characters appears
throughout the course and illustrates the use of the target language in several situations, including use of
the telephone and simple social situations. The Video lessons also serve as a model for classroom role-
plays, class video projects, pair work, and other extension activities that can make the learning of English
both effective and fun.
The interactive multimedia material in this course represents a significant advance over traditional
language laboratory materials. As with any new set of tools, however, teachers and students alike need to
develop techniques and strategies for using it effectively. This Instructor's Guide contains suggestions
for using New Dynamic English in the classroom and guidelines for directing self-study.
Course Content
New Dynamic English comes in eight modules that can be installed on a network (with a network license)
or used locally. Each module, in turn, is divided into five units. Individual units are referred to
throughout this guide by course Module and Unit number. Thus "2(4)," refers to Module 2, Unit 4.
New Dynamic English contains a variety of lesson types. The main body of the course is in the
Presentation Units. Some of these units, such as Names and Places, Jobs and Family, Planning Ahead,
and Life Choices, introduce characters and present different kinds of information about their lives and
experience. The language models in these units prepare students to communicate about their own lives
and experiences in increasing detail as the course progresses.
Other Presentation Units, such as Our World, Energy Sources, and Epidemic, present information and
language about subjects of general interest, such as basic needs, the seasons, the environment, pollution,
and global health issues. These units develop a more generalized vocabulary and develop the ability to
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Instructors Guide: New Dynamic English
understand and express a range of important language concepts. This provides the necessary foundation
for students who will need to communicate about a wide range of subjects and who wish to use English
for further content-based studies. By the end of Module 8, students should be prepared to listen to and
read about the news, summarize a presentation, give instructions, participate in decision making, talk on
the telephone, take notes, and express their feelings and thoughts about most daily activities with a
reasonable degree of oral fluency.
The Presentation Units include follow-up lessons that focus on information questions, grammar, and oral
fluency development. These follow-up lessons should be done on a regular basis and will prepare
students for the Mastery Tests. In the Review Exercises unit of each module, students complete dictations,
fill-ins, and speech-practice tasks that help to reinforce and in-put the language from the previous
Presentation Units. These review exercises provide an overview of the entire module. They should be
done on a regular basis once the three Presentation Units have been completed.
As students study each lesson, their progress is monitored and assessed by the program. Each time a
student answers a question by clicking on a word or picture, records a sentence, completes a fill-in,
speech recognition or other activity, the program updates the students Study Records and assesses the
quality and level of study. The complete Study Records for all students are stored in the Records
Manager (see Records Manager Guide) for easy access and analysis by the teacher.
In all levels of New Dynamic English, care has been taken to design exercises that require comprehension
and critical thinking. Fill-in exercises, for example, require the student to choose an answer according to
context and meaning, as well as correct grammatical form. This differentiates our approach from drill
and practice programs, where students are tested on the rote learning of rules or routines, and where
language comprehension may not be required. Our focus on meaning is consistent with our assumption
that language learning is best facilitated when the language is both comprehensible and is in-put through
tasks that require the learner to process the language in sequenced stages, from recognition and
comprehension to production, review, and acquisition.
New Dynamic English consists of four levels. Level 1 is for beginner or "false-beginner" learners with a
0-400 word spoken vocabulary and with little or no knowledge of basic grammar. Level 2 is for pre-
intermediate learners with a useable 400-900 word spoken vocabulary and who can use well-formed short,
simple sentences to communicate basic ideas. Level 3 is for intermediate learners with a 900-1,500 word
spoken vocabulary and a fair mastery of English grammar in limited contexts. In Level 4, the course
emphasizes the communication of abstract relationships, critical thinking, and the development of main
and supporting ideas. This level is appropriate for advanced English language learners with a 1,500-
2,500 word spoken vocabulary and a need to express more complex ideas. Level 4 prepares students for
further studies in specific content areas, such as business, a school curriculum, and courses in basic
technology. Level 4 is also well designed to help prepare students for standard language examinations. It
4
Course Content
is recommended, however, that specific test preparation courses for tests such as the TOEFL, TOEIC, and
Cambridge examinations should also be used once Level 4 has been completed.
When evaluating level and pacing, it is important to realize that a students level varies according to skill
area. In general, the receptive skills, listening and reading, are at a higher level than the productive skills,
speaking and writing. If a students receptive skills are well ahead of their productive skills, then it is
important to spend more time with activities that develop the productive skills. For example, a student
with good listening comprehension should spend more time on focus exercises and activities that use
Speech Recognition. Role plays and other classroom activities would also be appropriate. On the other
hand, for students who have a low level of listening or reading comprehension, it is important to focus
more on developing their comprehension first, which means more repetitions, more time for review, and
more comprehension exercises before working on the productive skills. Where lack of comprehension
leads to frustration and embarrassment, the use of supplementary materials such as elementary readers,
picture dictionaries, or supplementary texts is advised before moving ahead in the course or asking the
student to produce language in public situations that cause discomfort.
Completion Percentage
Many students feel ready to stop an activity when they understand it. However, the learning of a second
language should be approached as a skill to be acquired, and not merely an understanding of grammar
rules and vocabulary. This is especially true for listening and speaking skills where there isnt time to
search ones memory in the midst of a conversation. The development of communicative competence
requires considerable focused practice through a cycle of preview, comprehension, practice, and review
and this over an extended period of time.
The Completion Percentage is shown in the Study Records and in some courses by icons that
appear in the Module menus. It indicates how thoroughly a student has studied and practiced each lesson.
An 80~100% Completion Percentage means that the student has completed the recommended amount of
study for a lesson or group of lessons. See the chart below for an explanation of the symbols shown in
the column next to the Completion Percentage. These symbols indicate the Completion Percentage levels
and Mastery Test scores in a graphical way.
To assist students in reaching the goal of communicative competence, the Completion Percentage sets
completion goals based on the following study activities: sentence repetitions, sentence recording
attempts, speech recognition attempts, use of the glossary, and the number of questions which are
answered correctly.
The program counts each time a student completes one of the above activities or tasks. The accumulated
data is analyzed and scored according to the length of the lesson, the number of sentences and questions
in a lesson, and the kinds of activities that are appropriate in that lesson.
To reach the desired level of mastery of the materials provided within DynEds courses, and to attain an
80% or more Completion Percentage, students should go through each section of a lesson, first by
previewing it, then by focusing on the details and structure of the language, then by practicing and
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Instructors Guide: New Dynamic English
recording the language, and then by reviewing it several times over an extended period of time. If this
process is completed, the vocabulary and language structures will be successfully acquired (not just
memorized short term), and the Completion Percentage will indicate that the student is prepared to take
the Mastery Test for that unit or lesson. To adjust the Completion Percentage targets for a class, please
see the Records Manager Guide.
In Module 1, Unit 1, for example, the student will hear the sentence "Max is from San Francisco." In the
second or third time through the lesson, however, the student may also hear the alternate form, "Max
comes from San Francisco." At the higher levels students will find out more about Max, Kathy and Pierre
and the languages they speak. This dynamic nature of the program also helps maintain student interest
even as they go through a lesson several times.
Syllabus
The language in New Dynamic English is introduced and developed according to a spiral, concept-based
syllabus where meaning, grammar, and communicative need are woven together. Care has been taken to
focus on the concepts communicated most frequently in English (such as point of time, duration,
frequency, causality, and negation) and on the grammatical structures with the most generative power to
communicate these concepts. This careful sequencing of communicative content and language structures
makes New Dynamic English effective as the core material for a classroom-based English course over
several semesters, or for the directed self-study of motivated individuals. The modular design of the
course also allows it to be used with other teaching materials or linked to a standard curriculum already in
place. The elements of New Dynamic English have been selected and arranged to fit well with the content
and organization of many widely-used textbooks. The Index at the back of this Guide is useful for
locating specific units where structures and concepts are introduced and reinforced throughout the course.
Throughout the program, all language is presented in contexts that can and should be linked and extended
into the lives and experience of the learners. This is done most effectively in the classroom, where
students can make oral presentations, ask and answer questions, summarize material, work in pairs, and
engage in conversation about a range of topics. (See Combining Classroom and Directed Study)
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Course Content
Concept-based approach
The language sequence of the course moves from basic, concrete information, which includes concepts
such as frequency and duration, to complex information including concepts such as causality, the passive,
and degrees of certainty. At the highest level, students learn the syntax necessary to express abstract
information and logical relationships, such as conditionality and the logical relationships between ideas
and events. This sequence is designed to be in resonance with how the brain organizes and structures
language.
Concepts that are introduced early are recycled throughout the course using increasingly complex and
varied grammatical structures and vocabulary, always in context. Thus in an early unit that focuses on
ones daily schedule, students will encounter the concept of point of time expressed in simple structures
like today... or in an hour... In later units this same concept is expressed with structures such as an
hour after he arrived...or after visiting with her friend... In a unit on energy sources , the passive
voice is introduced in sentences such as electricity is produced by hydroelectric power plants.
This concept-based approach ensures that students learn the key structures necessary to communicate
different types of information, from simple to complex. The traditional overemphasis on memorizing
lists of vocabulary items and situational phrases is inefficient and ineffective for most learners. Without
the ability to understand and use syntax to hold the language together, students will be severely limited in
what they can communicate effectively.
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Instructors Guide: New Dynamic English
Presents the jobs, families and living Students learn to ask and
2. Jobs and Family arrangements of three characters. answer basic questions about
Richard Chin Extends personal information: age, spelling each other in an interview
Sara Scott of name, job, salary, marital status. format.
Henry Thornton Present Simple verbs: have, live, work, etc.
Word Practice Subj/Verb/Object (He teaches science.) Introduces useful verbs and
Questions Object Pronouns (him, her) daily vocabulary.
Adjectives and Prepositions of Location
4. Review Exercises Gap-filling and Speech Recognition These lessons review Units 1-
Dictations exercises review key grammar and 3 and focus on key points such
Fill-Ins w/SR vocabulary. as Subject-Verb agreement.
Speech Practice w/SR Develops fluency and reading skills.
5. Video Interactions w/SR Shows basic introductions, greetings, and use Language review.
Introductions of the telephone.
At a Party Students may interact with the actors through Provides a model for role-
At an Office Speech Recognition (SR) activities. plays.
Telephone
Interview
Hot Seats
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Scope and Sequence
Family relationships (father, mother, etc) Students learn how to ask and
1. Family Schedule Days of the week and weekly schedule answer questions about their
The Harris Family Time and Duration (when and how long) daily routines.
Bob and Sandras Frequency (every day, on Mondays)
Schedules Means (by bus, drives his car to work) Focuses on specific times,
Collette and Johns
Time expressions (after dinner, at night) frequency, and duration of
Schedules habitual activities that make
Prepositions of Place and Time
Questions up daily life.
Focus Exercises Sequence (before, after)
Subj/Verb/Object: (She practices the violin.)
Adverbs of Frequency (usually, never)
5. Video Interactions w/SR Presents language useful for making an Short videos illustrate the use
Telephone: Lets Meet appointment, suggestions, and using the of the language with a variety
on Thursday telephone for business. of characters.
Business Telephone Students may interact with the actors through Provides models for classroom
An Interview Speech Recognition (SR) activities. role-play and interviews.
Hot Seats
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Instructors Guide: New Dynamic English
10
Scope and Sequence
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Instructors Guide: New Dynamic English
4. Review Exercises
Gap-filling and Speech Recognition These lessons review Units 1-
Dictations
Fill-Ins w/SR exercises review key grammar and 3 and focus on key points such
Speech Practice w/SR vocabulary. as the Present Perfect tense.
Develops fluency and reading skills.
5. Video Interactions w/SR
Polite language for solving a problem over Language review.
How Much Are the
Tickets? the telephone and for buying something. Provides a model for role-
Business Telephone Students may interact with the actors through plays.
At a Restaurant (1) Speech Recognition (SR) activities.
Hot Seats
12
Scope and Sequence
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Instructors Guide: New Dynamic English
4. Review Exercises Gap-filling and Speech Recognition Reviews the language of Units
Dictations exercises review grammar and vocabulary 1-3, focusing on key points
Fill-Ins w/SR with a special emphasis on Conditionals. such as conditionals, verb
Speech Practice w/SR Develops oral fluency and reading skills. tenses, and modals.
5. Video Interactions w/SR Making Requests, Giving Advice, Students learn how to make
Telephone for Business Speculating, and Use of the Telephone for polite requests, suggestions,
Telephone Invitation business. and refusals over the
Interview with an Actor Negative Questions (cant you come) and telephone and in a friendly
Dinner Conversation Tag Questions (you can, cant you?) conversation.
Hot Seats Students develop oral fluency through
Speech Recognition activities.
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Scope and Sequence
Adverb and Noun clauses (that someone had Students examine evidence
gotten in, when the files were opened) and draw conclusions as they
1. The Secret Code Past Possibilities (may have opened the try to solve a mystery.
Setting a Trap drawer) This unit follows up 7(1)
The Suspects Past Conditionals (if she went to the office, which also focuses on
The Investigation
she couldnt have) Conditionals.
Guilty or Not Guilty?
Modals and Degrees of Certainty and Logical Important language for
Focus Exercises
Necessity (must have, could have, may have) problem-solving, and for
Making Conditionals and Past Inferences giving reasons.
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Instructors Guide: New Dynamic English
Instructor's Guide
This guide provides content information about New Dynamic English and is intended to assist teachers in
integrating the lessons into an overall teaching plan. Detailed lesson descriptions and an index show the
key topics, structures, vocabulary and verbs used throughout the course. This information shows how the
units within the series have been sequenced and organized so that language acquisition is optimized. It
also allows for coordination of each unit with other courses and lesson plans.
Organization
The Instructors Guide is organized by Level, Module, and Unit. For each of the presentation units, it
contains:
- Language Content: Lists topics, goals, and key Learning Points for the unit with examples.
- Classroom and Language Extension Activities: Provides classroom teaching suggestions and activities.
- Key Sentences: Provides a partial transcript of the language of each lesson in the unit.
- Focused Listening: Provides Listening and Follow-up Tasks which may be assigned as homework.
- Practice Exercises: Handouts which may be done as homework or in class.
In addition, Module Summaries provide a cumulative vocabulary count and a list of verbs, both regular
and irregular, used in that module. The Index is intended to assist teachers in coordinating New Dynamic
English with other teaching materials and is useful for determining which units within the series contain
specific structures or topics.
Another important point is that language study must be frequent and intensive to show results. The
combination of classroom study with directed self-study organized around a well-designed syllabus
provides, therefore, a most powerful and effective approach.
In an intensive program, students meet in a classroom situation several times a week and use the
courseware for four or more hours per week, usually in sessions of 25~50 minutes at a time. In less
intensive programs, a student might attend a class just once a week, or every other week, and use the
courseware for an additional 3 or 4 hours per week. In both cases, classroom work and courseware
should be coordinated so that a students practice relates directly to classroom activities. Suggestions
about how to do this for each unit are included in this Instructors Guide.
For very low-level students, shorter, more frequent sessions are particularly effective since they are so
dependent on the language models provided for them and they can easily become exhausted. For these
students, meeting in a class two or three times a week for 20~30 minutes, followed up by daily sessions
on the computer of 25~40 minutes can be very effective. Frequent meetings with a teacher at this stage is
important because so much material is new, including the sounds and basic patterns.
For higher-level students, classroom sessions and computer sessions can be longer. Students can handle
much more language at a time because they have a foundation, and their language tasks can take much
more time and allow for more creativity. Reading and writing assignments also become increasingly
16
Classroom Guidelines
important. As a result, the frequency of classroom sessions can be less, but the length of a single class
should be longer. Meeting once a week for an hour or an hour and a half, for example, can be effective if
followed up by daily courseware sessions of 30~45 minutes and short reading/writing assignments based
on the courseware. Examples of these kinds of assignments are included in each of the Instructors
Guides for each course.
For students who are expected to work on their own, with little teacher or class contact, progress will be
much slower. However, for motivated students, this program will provide them with the best chance to
learn English in a reasonable amount of time, provided they study on a regular basis.
If the program is being used to supplement another curriculum, teachers may use the Index in this guide
to locate the appropriate units in New Dynamic English which focus on or illustrate the required language.
One very effective way of using the courseware in a classroom situation is to divide the class into groups.
While one group is working on computers, another group is working with the teacher, and a third group is
working on follow-up written assignments. After 15~20 minutes, the groups rotate.
In self-access learning centers, or when students need to use the course in a self-study mode, it is
important to provide both initial and periodic orientation to the students about how best to study a
language, in particular stressing the importance of repetition and review. In addition, regular assignments
and mastery-tests should be given to keep students focused and motivated. Whenever possible, students
should meet with a teacher or in small groups so that they can make oral presentations or participate in
role-plays. Written assignments are also useful in extending the language and building vocabulary.
The New Dynamic English record-keeping program tracks student progress and details which lessons
have been studied, for how long, and in what detail. If possible, teachers should review these records to
determine how thoroughly the student is going through each lesson, and in which sequence.
Students should also try not to rely on text support when starting a new lesson. Once the text is
displayed, the listening process is completely changed. It is therefore essential that students not use the
text support button until they have tried several times to listen to each sentence, since this is what they
will encounter in real communication. This is especially difficult for students used to studying languages
the traditional way, so it may be necessary to place them at a lower level at first if they find it too difficult.
If they rely on text support, their listening comprehension will not develop as quickly.
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Instructors Guide: New Dynamic English
The amount of time and effort required in a lesson varies, depending on level, language background, and
whether the course is used as the main course or as a course supplement. However, the most effective
way to go through a unit is to go through sections of the presentation lesson several times and in different
ways. (See Student Learning Path). Generally, students should go through each section in the following
ways:
(1) Preview, where they gain an overview of the content, without looking at the text;
(2) Comprehension, where they try to understand in increasing detail, first without looking at the text,
and then using the text only verify their listening;
(3) Study and Analysis, where they look at the text, check the glossary and generally try to understand
the grammar and all vocabulary items;
(4) Shadow & Record, where they say or paraphrase each sentence without using the text, record it and
compare it with the model;
(5) Review, where they go over the sentences that they have studied; and
(6) Intermittent Review, where they periodically return to the lesson to check their mastery of the
material.
It is generally better to work on the course material in small chunks spread out over several days, rather
than spending a large amount of time on one day. For a class meeting once or twice a week, the time
spent in class should be followed up by the students working on their own, three, four, or five times a
week in 25-50 minute study sessions. In this way, the combination of classroom and self-study work will
result in rapid progress.
One advantage of using two or more courses in parallel, such as New Dynamic English and The Lost
Secret is that a 45-minute study session can be divided into 2 sessions of 20~25 minutes each. This keeps
students effectively engaged for a longer period of time because the variety and change in focus help keep
interest and motivation high. In each 45-minute session, students move in phases from preview to
comprehension to study/practice/record to review to intermittent review, and then shift to the other course
and repeat the same sequence. By alternating between these practice phases, the students avoid
exhaustion and fatigue, and are refreshed by the change in activity type and degree of concentration.
Another important advantage of using courses in parallel is that each course provides additional review
and extension of the target language in the other course. This synergy between courses reduces the total
study time which would be required if each course were used separately.
Note: To develop listening comprehension, it is very important that students not rely on text support.
If the text is visible, the listening process is completely altered. Therefore, students should not use
the text support button until after they have listened to each sentence several times. If the material is
too difficult to be used in this way, students should work with less advanced material or review
previous material. This point is reinforced by the Intelligent Tutor.
18
Classroom Guidelines
After finishing a lesson, it is important to review. Students should be able to ask and answer general
comprehension questions about the lesson, and should be able to give a short oral or written summary of
the lesson.
Once the lesson has been reviewed, the next step is to personalize and extend the language. In the
Einstein unit, for example, students should be asked to prepare an oral or written report about their own
life history, or the life of another famous person. In this way, the language from the lesson becomes the
basis for real communication about information that really matters to the student.
Listening Focus Assignments
Language is a skill that is acquired over time, through comprehension, practice and repetition. For this
reason, students should be encouraged to listen to the presentations in New Dynamic English several
times, moving from general comprehension in the first stage to detailed analysis of the text and consulting
the Glossary in the next stage. Each time they go through the lesson, students should use the Listening
Focus assignments (see below) to direct their attention to different aspects of the language. Finally,
students should shadow each sentence in the presentation, by pausing after each sentence and saying it
silently before going on to the next sentence. This very powerful technique is used by many excellent
language learners. Students may also choose to speak each sentence aloud, record it, and then play it
back so that they can compare it with the program. Taken together, this step-by-step process in-puts the
language and prepares students for the Questions, Focus Exercises and Review Exercises that follow-up
many of the Presentation lessons in each unit.
Listening Focus
The Listening Focus assignments for each unit are listed in this Guide. (For students working on their
own, the Students Study Guide has an abbreviated version.) These assignments help focus the students
attention each time they go through a lesson on their own. Students can be assigned one or two Listening
Focus assignments at a time, with the understanding that the language they are focusing on will be used
and followed-up in classroom activities. This helps keep the students on task.
Note: Since the language and questions in each lesson adjust automatically in response to student
performance, the language content which is required by the more advanced focus tasks may not appear
until their Shuffler Level is at least 1.5 or 2.0. Therefore, it is important to complete the Listening Focus
tasks in order, and to reach a high Shuffler level before beginning the more advanced Listening Focus
tasks.
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Instructors Guide: New Dynamic English
The use of follow-up tasks varies. For a low-level class, for example, the teacher may do some of the
tasks in class, such as having the class repeat basic sentences from a lesson, first as a class, and then in
pairs. At a slightly higher level, the class might instead draw on the collective memory of the class to
reconstruct the information in the lesson and answer comprehension questions about the material and the
characters involved. The Key Sentences summaries are useful for developing additional questions and
example sentences for in-class focus and also for testing purposes. Key facts, names, dates, or even
simple pictures can then be put on the board to serve as a basis for classroom discussion. (If the school
has an over-size monitor or projector connected to a computer, individual screens from the program itself
can be used for this purpose.) Students can then work in pairs to practice presenting the information, with
students taking turns asking and then answering questions.
Small group and paired practice generally works best when the time allowed is five minutes or less. If
more time is needed, have students switch groups or partners to keep things moving. When they feel
secure, they can present to a larger group or to the entire class.
Once students are familiar with the language of the lesson, the content should be extended and
personalized. See the Classroom and Language Extension Activities for each unit for suggestions. When
presenting a family schedule, (Module 2, Unit 1), for example, students can compare typical schedules for
families in different countries or from different cultural backgrounds. In the unit about Albert Einstein,
(Module 4, Unit 3), for example, an excellent follow-up task is to have students present four or five
important dates from their own life or from the life of another famous person. This kind of activity shows
students how useful the language of a lesson can be when applied to their own lives and needs.
At higher levels, tasks and assignments can be longer and more complex. Supplementary materials and
reading materials are highly recommended as a way to develop additional vocabulary. In class, have
students paraphrase and explain the content of a lesson or parts of a lesson. For example, the teacher may
say or play a complex sentence from a lesson, and ask: Whats another way of saying this? or What
does this mean? or Is that an argument for or against? Not only is this difficult, but it ensures that
students fully understand the meaning and syntax of the language in the lessons. If these kinds of
activities are done in class, it encourages students to focus on the meaning and syntax at a deeper level
when they are using the courseware on their own. Processing the language in this way helps to input the
language so that it is acquired.
Practice Exercises
The written Practice Exercises are designed to coordinate with the Listening Focus activities and serve as
written reinforcement of the language presented in the unit. These exercises help students focus on and
remember the key language forms and vocabulary that have been introduced. They are short and simple
to do, and should be done quickly. They are not intended to be tests, though they can easily serve as
sample test questions for 5 minute mini-quizzes that can be used as another means to follow-up each
lesson. The Practice Exercises can be assigned as follow-up activities for in-class work or as homework.
Students should also be encouraged to write their own exercises, based on the language extension work
done in class. Instead of asking Wh- questions about Max or Kathy (Module 1, Unit 1), students may ask
about each other or about imaginary characters that they make up.
20
Classroom Guidelines
The video scenes have been designed so that they can serve as an example of a role-play between two or
more students. Teachers may choose to go over several of the videos in class and follow them up with
role-plays or student-made productions. This is an excellent way to review and extend the language of
each module, and provides an interesting and useful change from the normal lesson pattern.
Mastery Tests
The Mastery Tests for each unit should be taken after students have studied and reviewed all the lessons
in the unit and until they are confident that they can understand and use the language with ease. In order
to enable students to take a Mastery Test, the teacher must use the Records Manager to unlock the test.
Once a test is taken, it will automatically lock again to prevent students from taking the test several times
in succession. In general, students should score at least 85% on the Mastery Test and get an 80% or more
Completion Percentage for each lesson to successfully complete the unit. If this is done, students will
take great strides in acquiring the target language (both syntax and vocabulary) as opposed to short-term
memorization, which will quickly fade.
Generally the class average for a test should be 90 or greater. For grading purposes the scores might
translate as follows:
96~100 = A or Excellent 90~95 = B or Good
85~89 = C or Satisfactory 80~84 = D or Unsatisfactory Pass
0~79 = F or Not Pass
Students who score less than 80 are advised to practice and review the relevant lessons for several study
sessions before taking the test again. If the class average is less than 90, the teacher should require a
higher Completion Percentage before allowing students to take the tests. Please see the Testing and
Evaluation Guide for more detailed information about the Mastery Tests.
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Instructors Guide: New Dynamic English
Click on the Exit button to exit a lesson or to return to a menu at any time.
Click on the Pause button to pause the program at any time. When the program is paused, this
button becomes the Play button. To take the program off pause, click on the Play button.
Click on the Repeat button to hear a sentence repeated. Students should be encouraged to listen
several times to each sentence and to speak along with the program. Since clicking on the Repeat
button automatically pauses the program, students can give themselves more time to answer a
question by using the Repeat button. To take the program off pause, click on the flashing Play button.
Click on the ABC button to see the written text of each sentence and to access the Glossary.
Generally, students should bring up the text only when they are having difficulty understanding
what is said or when they are ready to study the vocabulary or grammar of the sentence. Please
note that in some lessons, such as the Dictations, the ABC button is disabled.
Glossary: Once the text is displayed, students can click on highlighted words to get help or additional
information and examples from glossary screens. In bilingual versions of New Dynamic English, these screens
often provide translations as well as grammatical information and example sentences. The Glossary can also
be accessed from the Options pull-down menu.
Bilingual versions of New Dynamic English include a Translation button. This helps reduce
frustration and ensures comprehension, especially at the beginning level. As students study, they will
find it less and less necessary to use the translation function.
Click on the Speech Record button to record your voice and again to stop the recording.
Then click on the Playback button to listen to the recording. Students can compare their
voices with the native speakers by using the Repeat button. This feature gives students the
opportunity to improve their pronunciation, intonation, and fluency, while developing their listening skills and
language awareness.
Click on the Rewind button to go back in the program one frame at a time, for example to hear a
previous sentence.
The Fast-Forward button allows students to move ahead in the program one frame at a time. When it
is used, the text is displayed for each sentence. Please note that students may not fast-forward
through an exercise or comprehension question. The program will pause until the question is answered.
22
Using the Software
Pull-down Menus
The DynEd pull-down menus are at the top of your screen: Options, Speech, and Help. The Options pull-
down menu allows you to see Study Records, to access the Glossary and change Level settings (volume, pause
length, and shuffler level). The Speech pull-down menu gives instructions for using Speech Recognition. The
Help pull-down menus provide access to Documentation (Study Guides and Users Guide) and Help Screens,
which provide instructions for how to do each lesson, as well as Study Tips.
Study Records
The Student Records indicate the total amount of time a student has spent in each lesson, their scores and their
shuffler levels achieved. The score represents the percentage of correct responses given in the lesson, or the
final total achieved in a game. Student Records are stored either on the hard disk or on the network. When
students use the program, they should remember to log in so that their records are kept.
Glossary
The Glossary provides an alphabetical list of the glossary screens available for each level of New Dynamic
English. The Glossary can be accessed through the Pull-Down menu or through the highlighted text whenever
it occurs in a lesson.
Levels
This allows the user to set the levels of the following controls:
Volume: The Volume settings enable the user to control the volume of the course audio, as well as for sound
recorded using the Voice Record feature.
Pause Length: The language of New Dynamic English is natural language spoken at a normal pace. Students
can, however, adjust the amount of time between each sentence. A longer pause gives students more time to
process the sounds they have just heard and to access comprehension aids (repeat, translation, text on) if
necessary. A shorter pause more closely approximates natural speech and provides more of a listening
challenge.
Help Screens
The Help screens and on-line Documentation can be accessed through the Help pull-down menu at the top of
the screen. For bilingual versions, the Help screens are available with native language support.
Speech Recognition
Help screens for Speech Recognition are available through the Speech pull-down menu at the top of the screen.
Detailed instructions are also available in the Study Guide.
Records Manager
DynEds Records Manager is an award-winning tool for teachers and administrators that keeps and manages
student and class records. It is required for Mastery Tests, for locking and unlocking lessons, and for assessing
detailed study activities. For detailed information on installing and using the Records Manager, please refer to
the Records Manager Guide, which can be accessed by clicking on the DynEd Documentation icon or in the
Help pull-down menu at the top of the screen in any course.
Documentation
The Users Guide, Records Manager Guide, Placement Test Guide, and other documentation are available as
on-line PDF documents. Click on the DynEd Documentation icon or go to the pull-down Help menu in any
course and click on Documentation to access these documents. Updated versions are available at DynEds
website, www.dyned.com.
23
Instructors Guide: New Dynamic English
Verb Markers
The verb markers referred to in this course are the following:
2. modal will, shall, may, can, must, had better, should, ought
Each marker has a specific meaning or a range of meanings that are determined by the other words around
it and by the context. For example, V(d) indicates past or unreal (It rained yesterday; He wishes he had a
new car.); be+V(ing) indicates an ongoing process in time (She is living in London this year.); and be+V(n)
indicates the passive voice (It is converted into electricity.). The following chart gives examples of the
notations which are used throughout the course and in the Glossary:
Verb markers can be used individually, or they can be used together to make new verb forms. For example,
if we apply marker 1, V(d), to the verb eat, we get: He ate dinner. If we apply marker 4, be+V(ing), we get:
He is eating dinner. If we use markers 1 and 4, V(d) + be+V(ing), we get: He was eating dinner. If no
marker at all is used, we have the simple present tense: He eats dinner at 6:00.
When markers are used together, the marker with the lower number comes before the marker with the
higher number. For example, if marker 3: have+V(n) and marker 5: be+V(n) are used together with the
verb sell, marker 3: have+V(n) comes before marker 5: be+V(n).
It is also incorrect to use a marker more than once in the same predicate. For example:
Many of the most important verb structures in English can be understood with these markers. Some
examples using combinations of verb markers are:
24
Verb Markers
2+3+5 modal-->have+V(n)-->be+V(n) must have been given, may have been sold
25
Instructors Guide: New Dynamic English
To help students practice effectively, teachers should instruct and coach the students about how to go
through the lessons in New Dynamic English, not once or twice, but multiple times. The following
learning sequence is recommended:
Preview
Comprehension
Focused
Practice
Review
Intermittent
Review
1. Preview, where they gain an overview of the lesson and general meaning without using the text;
2. Comprehension, where they understand the content in increasing detail and repeat each sentence as
many times as is necessary;
3. Language Focus, where they check the text and glossary entries as needed. At this stage, students
focus on the grammar and structure of the sentences., as well as new vocabulary;
4. Language Practice, where they say or paraphrase each sentence, record it and compare it with the
model;
5. Review, where they regularly go over the sentences that they have previously practiced;
6. Intermittent Review, where they periodically return to the lesson to confirm their mastery of the
material.
In addition to effective practice, students need to use their study time so that they are fully engaged. This
means breaking up the time into shorter time segments, generally 4-6 minutes long, and varying the kind of
activities they are working on in a study session. Students should not, for example, spend 30 minutes
previewing one day and then 30 minutes reviewing another day. The activities need to alternate in each
session. In addition, students neednt spend the entire study period on one lesson, but should do several
lessons in parallel.
See the Sample Study Plan below for an example of how a student might study in a sequence of five 20-30
minute periods. Note that Units 1, 3, and portions of Unit 5 are studied concurrently. These units will be
reviewed as the students move on to Unit 2, the Review Exercises, and the rest of Unit 5. When the
Completion Percentages reach 80% or more, the students will take the Mastery Tests. Frequent review is
highly recommended and has proven to be very effective in building both comprehension and fluency.
26
Index
27
Instructors Guide: New Dynamic English
Index
Notation:
Each Level of New Dynamic English is denoted by a roman numeral: I, II, III, and IV.
Within each column, the following notation is used to differentiate which Level, Module,
and Unit is being referred to.
Sequencing: Generally sentences become longer and more complex throughout the series. The index
indicates which units contain a good sample of the listed concepts, topics, and structures.
To find a detailed description of the contents of each unit, please check the Table of
Contents and then go to the appropriate unit specified.
-A-
a/an/the see Articles
Ability ................................................................................... 2(3)
Accomplishments .................................................................. 8(2)
Adjectives good, high, low, busy .......................................... 1(2), 2(2)
Adjective clauses/phrases which was made in 1920 ........... 2(2); 6(3); 7(2), 8(2)
Adverb clauses/phrases when flowers bloom ..................... 2(1,2); 3(2), 4(1); 5(2),6(2); 8(1,2)
Adverbs of frequency always, sometimes ............................ 2(1); 3(1); 6(2)
Adverbs of manner well, badly, a little ............................... 2(1,3)
Advice, giving ........................................................................ 7(1,5 Video)
after + V(ing) after arriving/leaving ..................................... 2(1); 5(1), 6(1)
ago: ten years ago .................................................................. 3(1); 5(1,2), 6(2)
Age ......................................................................................... 1(2), 2(1); 6(3)
Agent (by) killed by acid rain ............................................... 3(2); 6(1)
already .................................................................................... 5(1)
Amount some, many, few, none, a lot, not any ................... 1(2), 2(2,3); 3(2), 4(2); 5(2), 6(2)
any ......................................................................................... 1(1); 5(1), 6(1)
Appointment, making an ..................................................... 2(5 Video); 4(5 Video)
Appositives see Adjective phrases
Approximation about/approximately/just over .................... 6(3)
Area ....................................................................................... 6(3)
Argumentation ...................................................................... 8(3)
Articles a, an, the ................................................................. 1(2), 2(1,2)
28
Index
-B-
be/am/is/are ............................................................................ 1
been has been ....................................................................... 5(1), 6(1)
before/after see Sequence
before has been there before ................................................. 3(1)
by:
(means): by bus, by train ................................................. 2(1); 3(1)
(agent/passive) ................................................................. 5(2), 6(1)
-C-
can/can't ................................................................................. 2(3); 3(2)
Cause/Effect .......................................................................... 3(2); 5(2); 7(1) see Logical Relations
Certainty, degrees of............................................................. see Degrees of Certainty, Modals
Change become, get + adjective .......................................... 2(3); 3(2), 4(1,3); 6(1)
Choice .................................................................................... 4(1); 7(2)
Chronology life history........................................................ 4(3); 6(1); 8(2)
Cities ..................................................................................... 1(2); 6(3)
Classification what kind of, things like, such as .................. 2(2,3); 3(2) 4(2); 5(2); 7(2)
Clock times ............................................................................ 1(3), 2(1)
Clothing things to wear ........................................................ 6(2)
Colors ..................................................................................... 4(2,3)
Cohesion ................................................................................ see Sentence Connecting, Sentence Ordering
Comparison ........................................................................... 2(2); 3(2), 4(1,2); 6(3)
Comparing amounts earn more than, costs more ............... 6(2,3)
Comparing things ................................................................. 2(2); 3(2); 6(2,3)
Comparatives longer, heavier, much larger than ................ 3(2); 6(3)
Compulsion have to .............................................................. 6(2); 7(1)
Conditional action................................................................. 7(3)
Conditional relationships ..................................................... 3(2), 2(1); 5(2); 7(1,2,3), 8(1)
Conditionals .......................................................................... 2(1); 3(2), 4(1,2); 5(1,2), 6(1,2);
29
Instructors Guide: New Dynamic English
-D-
Daily events ........................................................................... 2(1); 3(1);
Dates 1879, 1900, etc. .......................................................... 4(3); 6(3); 8(2)
Days of the week ................................................................... 2(1); 4(1)
Debate see Argumentation
Decisions decided to, because .............................................. 4(1); 6(1); 7(1)
Defining what you mean ...................................................... 2(3); 4(1)
Degree second most expensive, least expensive .................. 6(3)
Degrees of certainty will, may, can, probably .................... 4(1); 5(2); 7(1), 8 (1) see Conditionals,
......................................................................................... Logical Relations, Modals
Demonstratives that, this, these........................................... 1(1,2), 2(2)
Describing conditions it's + adjective/it + verb................... 2(2); 4(1); 5(2)
Descriptive phrases see Adjective phrases
Description, physical ............................................................ 6(3)
Designation this, that, he, to me, John, John's ..................... 1(1-3), 2(1,2)
Directions north, south, across the street ............................. 3(3); 5(3)
Distance miles, inches, feet, half a block ............................. 3(1,2); 5(3), 6(3)
do/does:
(as a verb): What does he do?......................................... 2(1)
in negation ....................................................................... 1(1,2,5 Video)
in questions...................................................................... 1(1,2)
Drink, Things to ..................................................................... 4(2)
Duration for an hour, from 2:00 until 3:00, since................. 2(1); 3(1), 4(1,3); 5(1), 6(1)
during during that trip.......................................................... 4(3); 6(1)
-E-
either/neither.......................................................................... 6(3); 7(3)
-er than ................................................................................... 2(1); 3(3); 6(3)
even though ........................................................................... 7(1) see Logical Relations
ever ......................................................................................... 5(1) 6(1)
30
Index
Energy sources We get the energy that we need ................. 3(2); 5(2)
Environmental issues ............................................................ 5(2); 8(2)
Exemplification ..................................................................... 7(2)
Experience has been to Paris twice, has written .................. 5(1), 6(1); 7(1)
Expressions (See contents for each lesson) ......................... 1(1,2,5 Video), 2(2); 3(1,2) 4(1,2,3); 5(1,3)
-F-
Family relationships son, wife, sister, daughter .................. 1(2), 2(1)
Famous people ...................................................................... 8(2)
Feelings/emotions sad, happy, angry, afraid........................ 6(2)
Following directions ............................................................. 5(3); 7(3)
Food ....................................................................................... 2(3); 4(2)
for:
(beneficiary): work for the post office ............................ 2(1,2); 3(1,2)
(duration) ......................................................................... 2(1); 3(1); 5(1), 6(1)
(goal/destination): leave for school ................................ 2(1); 3(1)
(reason) ............................................................................ 6(1); 7(1)
for/since ........................................................................... 5(1), 2(1); 7(1)
Frequency always, sometimes, once a week, etc. ................ 2(1,2); 3(1), 4(1)
Fractions (half, quarter) half past one.................................. 1(3)
from...until ............................................................................. 2(1); 4(3)
Future going to, will, present simple ................................... 3(1), 2(1); 5(1); 7(1)
Future Plans .......................................................................... 3(1), 2(1); 5(1), 6(1), 7(1)
-G-
Geographical terms .............................................................. 8(2)
Gender ................................................................................... 1(1,2), 2(2)
Gerunds:
V(ing) .............................................................................. 2(1,3); 5(1,2), 6(1,2); 8(2)
infinitive .......................................................................... 6(1,2); 8(2)
get to + place: get to school .................................................. 2(1)
get + adjective........................................................................ 3(1), 2(3); 6(1)
Global warming .................................................................... 5(2)
going to: they are going to meet her ..................................... 3(1,2), 4(1); 5(1,2)
Greetings hello, hi .............................................................. 1(1,2,5 Video)
31
Instructors Guide: New Dynamic English
-H-
have: has a high salary, has a son .......................................... 1(2)
have+V(n) (present perfect) ................................................ 5(1,2), 6(1)
have to: has to leave .............................................................. 3(1), 4(1); 6(1,2); 7(1)
Height (feet/inches).............................................................. 6(3)
Historical Figures ................................................................. 8(2)
Hobbies .................................................................................. 2(3)
how about ............................................................................... 1(1)
how (clauses) ........................................................................ 4(3)
how far: How far is it from X to Y?...................................... 6(3)
how long (duration) ............................................................. 2(1); 3(1), 4(1) see Duration
how long/how many times ..................................................... 5(1,2), 6(1) see Frequency
how (means): How does she get to school? ......................... 2(1); 3(1) see Means
how well (manner)................................................................ 2(3); See Manner
-IJK-
Imperatives/Requests ........................................................... 4(2,3); 5(3)
Indefinite/Definite reference ................................................ 2(2)
Indirect speech he said the flight was full ........................... 4(1,3)
Inferences .............................................................................. 8(1)
Infinitive (to V) ..................................................................... 2(2); 4(1); 5(1), 6(1,2); 8(2)
Infinitive + V(ing) to go shopping/to go dancing ............... 6(2)
in order to .............................................................................. 6(2); 8(2)
Intensification very, too ...................................................... 1(2), 2(3)
interested/interesting ............................................................. 2(1)
Introducing self (personal information) ................................ 1(1,2, Video)
Itinerary ................................................................................ 5(1)
it is (to express condition): it's cold today ........................... 2(2); 4(1)
it is + adjective....................................................................... 4(1)
it is + adjective + to: it is important to get ............................ 4(1); 6(1)
it takes + duration: it takes an hour...................................... 2(1); 3(1) 4(1)
-L-
Languages.............................................................................. 1(1)
Likes and dislikes.................................................................. 2(3) 4(2)
like: like so many cities in Europe ........................................ 5(1,2)
listen (to), Things to .............................................................. 4(2)
32
Index
Location left, right, on the corner, middle of the block ....... 1(1); 3(3); 5(3); 7(3)
Locatives here, there, on the right, between, at .................... 1(1), 2(1,2); 3(2,3); 5(3); 7(3)
Logical Relations so, therefore, since, instead of ................ 2(2); 3(2), 4(1); 7(1,2), 8(1,3)
Logical necessity must, could ............................................... 8(1,3)
look forward to ...................................................................... 4(1); 5(1)
-M-
Manner well, badly, fairly well ........................................... 2(3)
Means by car, by bus, How does she ................................... 2(1); 3(1)
Modals can, will, may ........................................................... 2(3); 3(2), 4(1); 5(1,2),
......................................................................................... 7(1), 2(1)
Modals could, would, w/conditionals ................................... 5(1,2), 7(1), 8(1) see Conditionals
must ....................................................................................... 3(2); 5(2)
-N-
Names What is your name? .................................................. 1(1,2)
Nationality ............................................................................. 1(1,2)
Nature and the world around us ............................................. 2(2); 3(2); 5(2); 7(2)
Necessity ............................................................................... 7(1) see Modals, Logical Relations
Needs water, air, energy. ...................................................... 3(2); 5(2)
Negation isn't, aren't, don't .................................................. 1(1,2,5,6)
Negative Questions cant you come? .................................. 4(5 Video); 7(5 Video)
never: has never been to ........................................................ 5(1)
News events ........................................................................... 8(2)
Noun clauses/phrases the one on the left ............................ 2(3); 4(1); 5(2), 6(3); 8(1)
Noun plurals man/men, country/countries .......................... 1(1)
Numbers 1-100 .................................................................... 1(3)
-O-
Object pronouns me, him, her, them .................................. 1(2), 2(3)
Object, Direct/Indirect It gives us heat .............................. 3(2), 4(2)
Occupations teacher, doctor ................................................ 1(2), 2(1); 3(1); 6(2)
Ordering, at a restaurant ..................................................... 3(5 Video)
Ordinal numbers second, third ........................................... 3(2); 6(3)
-P-
Passive.................................................................................... 3(1), 4(3); 5(2), 6(1); 7(1,2)
33
Instructors Guide: New Dynamic English
34
Index
-Q-
Quality ................................................................................... 6(3)
Qualification however, only, except, unless ........................ 5(2); 7(3), 8(1,3)
Quantification see Amount
Questions:
are/is, what, who, how old, whose ................................... 1(2), 2(1)
with do/does .................................................................... 1(1,2)
about duration: How long does it take? .......................... 2(1); 3(1), 4(1,3)
about location: where is .................................................. 3(3); 5(3)
about manner: how well can you .................................... 2(3)
about means: how? how does he get.............................. 2(1); 3(1)
about number: how many ............................................... 3(2)
about past, present and future .......................................... 3(1), 4(1); 5(1); 7(1), 8(1), 8(2)
about time: how long, when, what time .......................... 2(1); 3(1), 4(1,3)
-R-
Read, Things to ...................................................................... 4(2)
Reason because, so............................................................... 3(2), 4(1); 5(1,2), 6(1)
......................................................................................... 7(1), 8(1,3) see Logical Relations
Reference a, an, the, other, the other, another ...................... 2(2); 3(2), 4(1); 6(2,3), 7(3)
Reflexive herself/himself...................................................... 5(1)
Relative pronouns who, what, that, which ........................... 3(2), 4(1,3); 5(2); 7(3) 8(2)
Request/Imperatives ............................................................. 3(5 Video), 4(2,5 Video); 6(2)
Result so ............................................................................... 4(1); 5(2); 7(1)
-S-
Schedule ................................................................................. 2(1); 3(1), 4(1); 5(1)
Science terms heat, light, energy, immune, etc. .................. 3(2), 4(3); 5(2); 7(2), 8(2,3)
Seasons of the year ................................................................. 2(2)
Sentence Connecting/Ordering ........................................... 7(2), 8(3)
Sequence first, last, before, after ........................................... 1(2,3), 2(1); 3(1), 4(3); 6(1); 7(3)
Shapes triangle, circle, square .............................................. 3(3)
35
Instructors Guide: New Dynamic English
-T-
take a + noun: take a bus; take a bath .................................. 2(1); 3(1)
Tag questions you can, cant you? ...................................... 7(5 Video)
Temperature 21 degrees Celsius......................................... 6(3)
Telephone numbers .............................................................. 1(3,5 Video)
Telephone Expressions ......................................................... Video Lessons, all levels
there (existential)................................................................... 3(2,3), 4(1); 5(2), 6(2)
this/that/these as pronouns and adjectives .......................... 1(1,2), 2(2)
Time phrases at night; in the morning; after+V(ing) ........ 2(1,2); 3:(1), 4(1,3); 5(1), 6(1)
Time questions about time/duration ..................................... 2(1,2); 3(1), 4(1,3); 5(1) see Sequences
Timeline (of the world) .......................................................... 8(2)
Times ..................................................................................... 1(3), 2(1); 3(1)
Times of day .......................................................................... 2(1,2); 3(1)
Times of life ........................................................................... 2(2); 4(3)
Time Sequence ..................................................................... 4(3); 6(1); 7(3)
Timetable ............................................................................... 4(1)
to (purpose): in Paris to attend ............................................. 2(1); 5(1,2), 6(1)
36
Index
-U-
unless...................................................................................... 7 (1,3), 8(1)
until ........................................................................................ 3(1), 4(3); 5(1); 7(3)
used to: it used to belong to ................................................... 5(1), 6(1); 7(1)
-V-
Verb tenses contrasted ......................................................... 3(1,2), 4(1); 5(1,2), 6(1)
......................................................................................... 7(1), 8(1)
V(d) ........................................................................................ 3(1)2; 5(1)
V(d) be+V(n).......................................................................... 6(1); 7(1)
V(ing) prefer flying, don't like going to ............................... 2(1,3); 3(1); 5(2), 6(2)
-W-
want + infinitive..................................................................... 1(2); 2(1,3); 5(1)
was/were ................................................................................. 3(1,2); 7(1)
Weather conditions ............................................................... 2(2)
wh- questions
with present simple verbs be and do ................................ 1(1,2), 2(1,2)
with past tense ................................................................. 3(1), 4(3)
with future/past ................................................................ 4(1)
with present perfect ......................................................... 5(1), 6(1)
with passive ..................................................................... 6(1,3)
with conditionals ............................................................. 7(1), 8(1)
why (clauses) .......................................................................... 4(3)
wish + conditional wishes he could ..................................... 6(1); 7(1)
Word relations hot/cold, tall/short, etc................................ 2(2); 4(2); 6(2)
would [V(d) will]: was afraid he would lose ......................... 3(2); 6(1); 7(1)
would like + infinitive would like to have ........................... 6(1); 7(1)
would rather ........................................................................... 4(2); 6(2)
-XYZ-
yes/no questions
with present simple .......................................................... 1(1,2), 2(1,2)
37
Instructors Guide: New Dynamic English
38
New Dynamic English
Level 1: Modules 1&2
Instructors Guide
Table of Contents
2
Scope and Sequence, Level 1
Presents the jobs, families and living Students learn to ask and
2. Jobs and Family arrangements of three characters. answer basic questions about
Richard Chin Extends personal information: age, spelling each other in an interview
Sara Scott of name, job, salary, marital status. format.
Henry Thornton Present Simple verbs: have, live, work, etc.
Word Practice Subj/Verb/Object (He teaches science.) Introduces useful verbs and
Questions Object Pronouns (him, her) daily vocabulary.
Adjectives and Prepositions of Location
4. Review Exercises Gap-filling and Speech Recognition These lessons review Units 1-
Dictations exercises review key grammar and 3 and focus on key points such
Fill-Ins w/SR vocabulary. as Subject-Verb agreement.
Speech Practice w/SR Develops fluency and reading skills.
5. Video Interactions w/SR Shows basic introductions, greetings, and use Language review.
Introductions of the telephone.
At a Party Students may interact with the actors through Provides a model for role-
At an Office Speech Recognition (SR) activities. plays.
Telephone
Interview
Hot Seats
3
New Dynamic English: Instructors Guide
Family relationships (father, mother, etc.) Students learn how to ask and
1. Family Schedule Days of the week and weekly schedule answer questions about their
The Harris Family Time and Duration (when and how long) daily routines.
Bob and Sandras Frequency (every day, on Mondays)
Schedules Means (by bus, drives his car to work) Focuses on specific times,
Collette and Johns
Time expressions (after dinner, at night) frequency, and duration of
Schedules habitual activities that make
Prepositions of Place and Time
Questions up daily life.
Focus Exercises Sequence (before, after)
Subj/Verb/Object (She practices the violin.)
Adverbs of Frequency (usually, never)
5. Video Interactions w/SR Presents language useful for making an Short videos illustrate the use
Telephone: Lets Meet appointment, suggestions, and using the of the language with a variety
on Thursday telephone for business. of characters.
Business Telephone Students may interact with the actors through Provides models for classroom
An Interview Speech Recognition (SR) activities. role-play and interviews.
Hot Seats
4
Introduction to Level 1
Introduction to Level 1
New Dynamic English, Level 1 (Modules 1 & 2), introduces students to English. The main focus is on
understanding and expressing basic information about oneself and the natural framework within which we
live and describe our lives, such as times of day, the seasons, and weather conditions.
In the first lessons, students develop basic listening comprehension. The emphasis is on presenting
language in short phrases rather than isolated words, since isolated words seldom occur in real
communication. Text and Glossary support provide additional examples and explanation.
The use of icons throughout is especially important for students who are unable to read. These icons
serve to support the students memory and also provide a framework for showing concepts and phrases.
Once the language is introduced and basic comprehension is achieved, a limited number of exercises
require students to read simple words and short phrases. These exercises help reinforce oral
comprehension and provide another form of language input. The record feature, along with the Speech
Recognition (SR) exercises, allow students to practice speaking. In this way, we proceed from listening to
speaking and reading -- and the three skills reinforce each other. The Classroom Activities and Practice
Exercises provide additional written activities as well, but these should not overwhelm the student. They
should be fun and easy to do. Their purpose is to reinforce and follow up, not frustrate.
Content for Level 1
The material presented in Level 1 provides the basis for 40-60 hours of study, depending on the language
background of the students, which may vary considerably.
This estimate assumes that the language presented in each level is used as a model that is systematically
extended and personalized in classroom activities and follow-up assignments as suggested in this manual.
The usual order is as follows:
1. Preview each lesson with a focus on general comprehension.
2. Analyze and practice the language in each lesson with a focus on the key language structures.
3. Extend and personalize the content of each lesson via student generated language, including role-
plays, pair practice, written exercises, and group activities.
4. Review on a regular basis, (at least until the Completion Percentage is 80%) and then test.
General Language Specifications for Level 1
New Dynamic English Level 1 develops a useful spoken vocabulary of over 500 high-frequency words
that provide students with the ability to understand and communicate basic information about themselves.
Level 1 covers basic language structures required to understand and express basic personal information
and provides a foundation for preintermediate work. In addition, the video lessons provide useful
language models for the telephone and for other social situations.
Detailed Language Specifications for Level 1
The language focus for Level 1 is on the basic verb and phrase structures of English, as well as the
construction of Wh- and Yes/No questions.
Key language structures include personal, possessive, and object pronouns, verb-subject agreement, the
verb be, negation, the use of do, the present tense, prepositional phrases for expressing time and place,
and adjective and adverb phrases . Please see the Scope and Sequence for Level 1 and the Learning
Points at the beginning of each unit for additional information and examples. The Index is also helpful in
locating where specific topics or structures are presented or developed in the course.
5
New Dynamic English
Introductions
At a Party
At an Office
Telephone w/SR
Interview w/SR
Hot Seats w/SR
6
Module 1: Unit 1, Names & Places
Lesson 1 introduces the most basic structures in English. It is intended for beginners, with or
without basic reading skills, and also for students who have some knowledge of English but whose
listening ability is underdeveloped. Topics include giving and asking for personal information
(name, place of origin, gender, and languages spoken) and talking about different countries and
nationalities.
The Question Practice lesson reinforces the language of the unit. It focuses
on Wh- questions and the use of do in questions with who and where.
Though most of the questions do not require the ability to read, a number of
comprehension activities help students see the relationship between spoken
and written words. Students who need to develop their reading skills should
use the record feature together with the ABC button to practice reading
aloud the text throughout the lessons.
In the Focus Exercise lesson students practice constructing sentences by arranging words in the
correct sequence. As in all lessons, the Help screens provide instructions if needed.
Goals:
To be able to understand short phrases spoken at near normal speed.
To be able to read and understand short words, such as yes, no, name, and does.
To be able to identify themselves in English.
To be able to ask and answer simple Who, Where, and Yes/No questions regarding basic identity.
7
New Dynamic English
Learning Points
be
I am from New York. He is from Paris. They aren't from France. France is in Europe. Who is from
France?
subject-verb agreement
I am/come from France. She is/comes from New York. They are/come from the US. This man speaks
English. I speak two languages.
8
Module 1: Unit 1, Names & Places
In pairs, or small groups, have students practice introducing Max, Kathy, and each other.
In pairs, or small groups, have students practice asking and answering questions about Max, Kathy, Pierre,
and each other.
Follow-up
Once the presentation lessons of the unit have been presented, introduce the Question Practice and Focus
Exercises lessons. Students should do these on their own, in the lab or at home, regularly. As homework,
assign the Practice Exercises. Then, once students attain an 80-100% Completion Percentage, have them
take the Mastery Test.
9
New Dynamic English
Language Extension
Once the lessons have been introduced, have the students personalize and extend the language with two or
more of the following classroom activities. If further preparation is necessary, have the students work in
pairs or groups first.
10
Module 1: Unit 1, Names & Places
Key Sentences (Partial Transcript) is a woman. Her name is Kathy. The person on the
right is a man.
Hello, Max and Kathy
Where is France?
This is Max. Hello, my name is Max. Max comes
from/is from the United States. Yes, thats right. I Hello. My name is Pierre. I come from Paris,
come from/Im from the United States. France.
This is Kathy. Hello, my name is Kathy. Here is a map of France. France is in Europe. Paris
Kathy comes from/is from New York. I come is in France.
from/Im from New York.
This man is from France, which is in Europe.
This is Pierre. Pierre comes from France. Hes
Max comes from San Francisco, California. San
French. He doesnt come from/isnt from the United
Francisco isnt in Europe. San Francisco is in
States. My name is Pierre. I come from/Im from
California.
France. I dont come from/Im not from the United
States. Here are two men. The one on the left comes from
the United States.
What is your name?
Hello, my name is Max, and I come from the United
My name is Kathy. What is your name?
States.
My name is Max.
The one on the right comes from Europe. His name
Max?
is Pierre. I come from Paris, France.
Yes, thats right. My name is Max.
Where do you come from, Max? This is our world. Where is France, Kathy?
I come from/am from San Francisco. Look. This is a map of the world, and here is
San Francisco? Europe. The US is here. The Atlantic Ocean is
Yes. San Francisco, in California. How about here, between the US and Europe.
you?
I come from/Im from New York. Oh, I see. Where is New York?
Its here. New York is in the US.
Who is that?
His name is Pierre. Who Speaks English?
Does he come from the United States?
No, he doesnt. He comes from/is from France. Hello. My name is Kathy. I come from New York.
Hello, my name is Pierre. I come from/Im from I speak two languages: English and Spanish.
Paris, France. I dont come from/Im not from the Here are four countries: the US, France, Japan, and
United States. Im French, not American. Australia. In these two countries, people speak
English. In Japan, Japanese people speak Japanese.
Max and Kathy come from/are from the US. They
dont come from/arent from France. Max comes In France, French people speak French.
from San Francisco, and Kathy is from New York. I speak French and English. I dont speak
Thats right. Kathy and I dont come from France. Japanese.
Were not from France. This man speaks French, but he doesnt speak
Yes, thats right. I come from/Im from New York. Japanese. This woman speaks Japanese, but she
doesnt speak French.
Pierre comes from/is from France. He doesnt come
from/isnt from the US. What languages do you speak?
I come from/Im from France. I dont come from I speak two languages: English and Spanish. I don't
the US. Im French, not American. speak Japanese.
Here are three people, two men and a woman. The Look. Whats that?
person on the left is a man. The person in the middle
11
New Dynamic English
Question Practice
Who is this?
Where do Kathy and Pierre come from?
Who are these three people?
Who comes from/is from the US?
Where do Max and Kathy come from?
Where are Max and Kathy from?
Who doesnt come from France?
Who isnt from the US?
Where does Pierre/Max come from?
Where do you come from?
Where are you from?
Does Pierre come from the United States?
Which person is a woman?
Which man comes from the US?
Does Kathy come from New York?
Is Kathy from New York?
In which country do people speak Japanese?
Does Kathy speak French?
Which part of the world do you come from?
Which man comes from the United States?
Who comes from the United States?
12
Module 1: Unit 1, Names & Places
Focused Listening
Focus 3
Focus 1
Review Hello, Max and Kathy and focus on Where is
Focus on Hello, Max and Kathy. Listen to each sentence France? Listen to each sentence several times. If
several times. If necessary, use the ABC button to look at necessary, use the ABC button to look at the text. Click on
the text. the highlighted words to study the Glossary examples.
Focus 2 Goals
Review Hello, Max and Kathy. Listen to each sentence Students will be able to use do and not to express
several times. Use the ABC button to look at the text. negation.
Click on the highlighted words to study the Glossary Students will be able to use in and between to express
examples. relative location.
13
New Dynamic English
Student Follow-up
Student Follow-up
Make a short oral summary of this unit.
1. Ask and answer questions about all three characters:
Which person isn't American? Who isnt from the US? Give a 30-second oral introduction of yourself.
Which person is a woman? Which person isnt a Write a two-paragraph description of yourself or a
woman? Does Max come from New York? Does classmate. Include nationality and languages
Pierre speak Japanese? Is Zork from our world? spoken.
2. Make a list of five countries, the languages spoken in
each, the nationalities, and the location.
3. Write three negative sentences: Pierre doesnt come
from the US. Kathy isnt from France. Japan isnt in
Europe.
4. Introduce yourself: My name is... I am from... I
speak... I dont speak...
5. Do Practice Exercises E and F.
Focus 5
Review all three lessons. Try saying each sentence and
recording yourself. Compare your recording with the
native speaker.
Language Focus
Oral fluency development and language input.
Listening Task
Focus on the questions. Notice the difference between
Yes/No questions and Wh- questions.
Goals
Students will be able to ask and answer simple Yes/No
and Wh- questions about themselves and their
classmates.
Student Follow-up
1. Write five Yes/No questions, and their answers.
2. Write five Wh- questions, and their answers.
3. Do Practice Exercises G and H.
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently.
14
Module 1: Unit 1, Names and Places
Practice Exercises
15
New Dynamic English
Practice Exercises
Example: "I come from New York." She comes from New York.
16
Module 1: Unit 1, Names and Places
Practice Exercises
Make these sentences into negative sentences using dont, isnt, or doesnt.
Example: Max is from New York. __Max isnt from New York.__
17
New Dynamic English
Practice Exercises
Match each part of a sentence on the left with the rest of the sentence on the right.
Example: h. What ____h____ is your name?
18
Module 1: Unit 1, Names and Places
Practice Exercises
A. That is Kathy.
19
New Dynamic English
Lesson 3 extends the treatment of personal information from Unit 1 to include occupation, age, the
spelling of ones name, marital status, family relationships, and where one resides. Three characters
are introduced: Richard Chin, Sara Scott and Henry Thornton. A particular emphasis is on
introducing useful verbs, the simple present tense, adjectives and daily vocabulary. Toward the end
of each lesson there are also short interviews. These are also followed up in the Video Interaction
Unit, which provides a model for a role-play.
Goals:
To be able to understand short sentences spoken at near normal speed.
To be able to read and understand short sentences using contextual clues.
To be able to give basic information about themselves in English.
To be able to ask and answer simple Who, What, Where, and Yes/No questions about their living
situations.
Objective 1: To be able to understand and use sentences where there is subject verb agreement.
Objective 2: To be able to understand how an adjective describes something.
Objective 3: To be able to differentiate between the subject and the direct object of a sentence.
Objective 4: To be able to understand sentences which use adverbs to express amounts.
20
Module 1: Unit 2, Jobs & Family
Learning Points
adjectives
his first name, his family name, a good teacher; a high salary; a low salary; his salary isnt very good, a
small apartment; they live on the fourth floor, an expensive house; a large hospital, the apartment is large
and comfortable; an expensive house, his rich parents; her older sister; her younger sister; He isnt very
popular with women. Hes married. Hes single. She wants to be a great dancer.
family relationships
wife, husband, son, daughter, older sister, younger sister, parents. He and his wife have a son. His
parents are rich.
have
She has a high salary. He doesnt have much money. He has a son.
present simple
teach; like; have; live; write; work. She lives in an expensive apartment. I teach science and math.
She works in a large hospital.
spelling
first and last names
subject/verb/object pattern
He likes his job. He teaches science. I write stories. What do you teach?
pronunciation
third person (s): /z/ He has a son. /s/ He likes her.
21
New Dynamic English
Follow-up
Once the presentation lessons of the unit have been completed, do several of the Classroom Activities listed
below and have the students complete the Word Study and Questions lessons. As homework, assign the
Practice Exercises. When they get an 80-100% Completion Percentage, give them the Mastery Test.
22
Module 1: Unit 2, Jobs & Family
Language Extension
Classroom Activity 1: Information Charts
Across the top of the board or a large piece of butcher paper, write the following categories: First name,
Family name, Age, Occupation, Marital status, Housing. Review with the class the meaning of each
category word filling in the appropriate information about yourself.
Example
First name Family name Age Occupation Marital status Housing
_____________________________________________________________________________________
Elicit from students information about the characters, Richard Chin, Sara Scott, Chris Scott, and Henry
Thornton and invite students to come up and fill in the information under each category. Using the chart,
have students ask questions about each character and answer in complete sentences.
Divide the class into four teams and let each team call out two numbers at their turn. Uncover the words
under the numbers. If the two squares are matching antonyms, the team gets a point and another turn. If the
words do not match, recover them and let the next team take a turn. When all the matches have been
uncovered, the team with the highest number of points is declared the winner.
23
New Dynamic English
24
Module 1: Unit 2, Jobs & Family
25
New Dynamic English
Goals
Students will be able to interview each other about Focus 6
their occupations.
Students will know the names of common occupations. Focus on the Questions lesson. Practice saying each
question. Record yourself.
Student Follow-up
1. Make a list of five occupations and indicate what they Language Focus
do or where they do their job. Questions with adjectives or amounts.
Bankers work in a bank. Salespeople sell things. Who lives in an expensive house? Are his parents rich?
Nurses work in a hospital. Writers write books. Pilots
fly airplanes, etc. Goals
2. Do Practice Exercises E and F. Students will be able to make Wh- and Yes/No
questions with adjectives.
Focus 5 Students will be able to ask and respond to questions
about their occupation and family relationships.
Review all three lessons. Then do the Word Study lesson.
Focus on the spellings and sounds of each words. Record Student Follow-up
the word and its spelling. Write down five questions and then interview two
classmates about occupations and family relationships.
Language Focus
antonyms, nouns and adjectives, spelling
Focus 7
Goals Language Focus
Students will be able to make sentences with adjectives
and their antonyms: high/low, rich/poor, Language Mastery
expensive/inexpensive, large/small.
Students will be able to correlate negative Listening Task
constructions with antonyms: Henry isnt married. Review all of the lessons in this unit several times.
Hes single. Richard doesnt have a lot of money. His Practice recording 10~15 sentences each time, so that you
salary is low. His apartment isnt large. Its small. can say these sentences fluently. When your Completion
Students will be able to read and spell aloud simple Percentatge is 80-100%, take the Mastery Test.
words.
Student Follow-up
Student Follow-up Make a short oral summary of this unit.
Make a list of five objects and two adjectives to
Give a 30-second oral introduction of yourself,
describe each object. For example: book (expensive,
including information about your job and family.
good), tree (tall, green), building (large, small), car
(expensive, compact), house (large, small). Write a two-paragraph description of yourself or a
classmate. Include job and family information.
26
Module 1: Unit 2, Jobs & Family
Practice Exercises
Read the sentences about Richard. Fill in the correct words from
the list.
Chin married
teacher thirty years
low Richard
son apartment
five years fourth
first science
3. He is a __________________.
5. He is __________________.
27
New Dynamic English
Practice Exercises
work works
have has
live lives
are is
Sara Scott is a doctor. She _____________ in a large hospital. Shes a good doctor, and
large apartment. She and her sister, Chris, _____________ together. Sara isnt married,
want wants
practice practices
live lives
love loves
are is
Chris _____________ a ballet dancer. She _____________ with her older sister, Sara.
She _____________ hard every day. She _____________ to be a great dancer someday.
28
Module 1: Unit 2, Jobs & Family
Practice Exercises
Fill-in the blanks with the correct form of the verbs in parentheses.
Chris. She (be) ___________ a ballet dancer. Unfortunately, she (like, not)
________________ him. Henry (be, not) ____________ very popular with women.
Make the sentences below into negative sentences. Use dont, isnt, or doesnt.
29
New Dynamic English
Practice Exercises
f. comfortable 6. _______small
low
Example: Richard has a high salary.
1. Richard is a doctor.
7. Henry is married.
30
Module 1: Unit 2, Jobs & Family
Practice Exercises
Look at the sentences. If the two sentences have a similar meaning, write "S".
If they have a different meaning, write "D".
Example:
Richard doesn't live in a large apartment. S He lives in a small apartment.
4. Chris lives with her older sister, Sara. ______ Sara lives with her younger sister, Chris.
5. Richard isnt a popular teacher. ______ Richards students like him a lot.
1. Q. Where _________________________________________________________________
2. Q. What __________________________________________________________________
3. Q. What __________________________________________________________________
4. Q. Are ____________________________________________________________________
5. Q. Is _____________________________________________________________________
31
New Dynamic English
This unit is important for later lessons which use time and numbers, so it should be mastered.
Mastery of this unit will also help students improve their listening comprehension and their ability to
hold English sounds in their short-term memory. Students should use the record feature to practice
saying the numbers and times clearly. This can also be done over the telephone, or in class role-plays
and simulations where it is important to dictate numerical information, prices, and telephone numbers
accurately.
For students who need to use English for their job or for classroom work in school, this unit should be
expanded to include money, prices, and numerical operations such as addition, subtraction,
multiplication, and division.
Goals:
To be able to understand and express numerical information spoken at near normal speed.
To be able to understand and give the time, including fractional times.
To be able to use the telephone to exchange numerical information with accuracy.
Learning Points
numbers
1-10; 11-20; 21-100
times
Clock times
telephone numbers
858-0891
32
Module 1: Unit 3, Numbers and Times
Step 7: Presentation and Oral Practice: Fractions and Numerical Operations (Optional)
Introduce fractions and the numerical operations, addition, subtraction, multiplication, and division. Then
dictate some simple fractions and problems to the class, such as: one fourth, 2 plus 2, 2 minus 2, 3 times 2,
and 96 divided by 48. Have the students practice dictating problems to each other.
Language Extension
Classroom Activity 1: Time Bingo
Prepare and distribute to each student a blank bingo card (five squares across and down). Have students
prepare the card by entering a number from 1 to 12 (to represent the hours) in four squares across the top,
starting with the second square (the first square should be blackened or left blank). Have them enter a
number in increments of 5 (05, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55), to represent the minutes, in the four
squares down the left side of the card. Make four sets of small slips of paper numbered from 1 to 12 and
place them in a bag or box. Make four sets of small slips of paper numbered in increments of five and place
them in a different bag or box. Now the class is ready to play Time Bingo.
Choose a slip of paper from each of the bags and call out the numbers so they form a time, e.g., 4:45, 6:20.
Students who have those numbers on their cards should cover the square (with a coin, or other small token)
where the numbers intersect on their cards. The first student to cover four squares in a row shouts "Bingo"
and is the winner.
33
New Dynamic English
Students can also be given a handout of nine to twelve clocks with no hands. The teacher (or another
student) dictates a variety of times and students enter the hands on the clock.
Pair students and have them practice the dialog using their own names and telephone numbers. This activity
can be expanded to practice time, spelling and addresses. Have students request a return call for a specific
time, spell their names or request information be sent to an address.
The teacher or moderator shuffles the problems and reads the first problem two or three times. Then Team
One is asked to write the problem on the board, or to hold up their answer. If correct, they get a point. If
not, they lose a point, and Team Two has a chance to get the point, etc. The next problem is given to Team
Two. If correct, they get a point. If not, they lose a point and the next team has a chance to get the point.
This process continues until one team gets ten points.
34
Module 1: Unit 3, Numbers and Times
Here are the numbers 1 to 10. 7:20 Twenty minutes past seven. Seven twenty.
One, two, three, four, five, six, seven, eight, nine, ten
6:40 Twenty minutes to seven. Six forty. It's
Numbers 11-20 twenty to seven.
Here are the numbers 11 to 20. A little before 4:00. A little past 4:00.
Eleven, twelve, thirteen, fourteen, fifteen, sixteen,
seventeen, eighteen, nineteen, twenty Telephone Numbers
Times
35
New Dynamic English
Focused Listening
Focus 4
Focus 1
Listening Task
Focus on the numbers 1-10 and 11-20. Listen and repeat Review all the lessons, both numbers and times, until you
each number. understand and say each number, telephone number, and
time with confidence. Practice the Quizzes until you can
Listening Task get them all right.
Focus on numbers. Practice saying the numbers in each
category. Goals
Students will be able to understand and accurately
Goal report numbers between 1-100.
Students will be able to understand and say the Students will be able to tell time both in terms of
numbers 1-20. segments of an hour (quarter past, half past) and in
numerical terms (nine forty-five).
Goal
Students will be able to understand and say the time,
including fractional times such as half past and a
quarter past.
36
Module 1: Unit 3, Numbers and Times
Practice Exercises
3. 2:15 ___________________________________________________________
4. 12:45 ___________________________________________________________
5. 4:20 ___________________________________________________________
6. 6:40 ___________________________________________________________
7. 7:05 ___________________________________________________________
8. ____________________________________________________
9. ____________________________________________________
10. ____________________________________________________
37
New Dynamic English
Practice Exercises
1(2) Numbers and Times: Exercise B
Write the number.
Example: one thousand two hundred and fifty 1,250
38
Module 1: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help screens (This Lesson) when you enter
the lesson. The Dictations for Module 1 are as follows:
Dictation 1 Dictation 4
1. Hello, my name is Kathy. 1. Richard is a teacher.
2. I come from New York. 2. He teaches science and math.
3. Kathy comes from New York. 3. He and his wife have a child, a son.
4. She doesnt come from France. Shes American, not 4. Their child, a boy, is five years old.
French.
Dictation 5
Dictation 2 1. Sara is a doctor. Shes twenty-eight years old.
1. Max comes from San Francisco, and Kathy is from New 2. Shes a good doctor, and she works hard.
York. 3. She lives in an expensive apartment.
2. They dont come from France. 4. Her apartment is large and comfortable.
3. Thats right. Kathy and I are not from France.
4. Pierre is the one who comes from France. Dictation 6
1. Henry is a businessman. Hes thirty-five years old.
Dictation 3 2. His parents have a lot of money.
1. In these two countries, people speak English. 3. He doesnt work hard, but he has lots of money.
2. In France, French people speak French. 4. He has a large house. Its a very expensive house.
3. Kathy speaks English and Spanish, but she doesnt speak
French.
4. I speak two languages: English and Spanish.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted words
in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) Where do you come from, Max? (2) Where are you from, Max? (3) He comes from Paris, France. (5) He
doesnt come from the United States. (6) He isnt from the United States. (7) I come from Paris, France. (9)
They dont come from France. (11) I dont come from Paris. (13) Where are Max and Kathy from? (15) In
these two countries people speak English. (17) This man speaks French, but he doesnt speak Japanese. (19) He
and his wife have a child, a son. (21) She works in a large hospital. (23) She lives with her younger sister, Chris.
(25) Her younger sister, Chris, lives with her. (26) Unfortunately, she doesnt like him. (27) He likes a woman
named Chris. (28) His parents have a lot of money.
39
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as pronouns, subject-verb agreement, and present tense verbs.
Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be found in the
Study Guides and also in the pull-down Help screens.
The Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Sentence Repetition and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
personal scores each time they do the quiz, rather than as a test. A record of each score can be found in the
Student Records.
Detailed instructions for this lesson, and also for Speech Recognition, can be found in the Study Guides and also
in the pull-down Help screens after you enter the lesson.
Each video scene illustrates language points that have been developed in this module. The scenes have been
designed so that they can be role-played by students. This is an excellent way to review, have fun, and
personalize the language.
40
Module 1: Unit 5, Video Interactions
41
New Dynamic English
42
Module 2, Lesson Map
The Seasons
The Times of Day
Weather
The Times of Life
Types of People
Dictations
Fill-In Exercises w/SR
Speech Practice Exercises w/SR
Sentence Reading
Answering Questions
Speech Quiz
43
New Dynamic English
1. Family Schedule
The Harris Family; Bob and Sandras Schedules; Collette and Johns Schedules;
Questions; and Focus Exercises
This unit introduces the basic concepts and language structures that are the foundation for Levels 2
and 3. The focus is on specific times, days of the week, habitual, daily activities, means (how things
are done), frequency (how often), and duration (how long something takes). The structures and
vocabulary necessary to express these concepts are fundamental and will be further reinforced and
developed throughout the course.
Goals
To be able to understand and express a point in time, means, frequency, and duration of events.
To be able to understand, express, and ask about a typical daily and weekly schedule.
Objective 1: To be able to understand and use adverb and prepositional phrases to express points in
time, frequency and duration.
Objective 2: To be able to understand and differentiate between a period of time (how long does it
take) and a point of time (when does it happen).
Objective 3: To be able to understand and use common verbs to talk about routine activities.
Objective 4: To be able to understand and express before/after sequences, including the use of
gerunds, such as After eating dinner...
44
Module 2: Unit 1, Family Schedule
Learning Points
adverbs of frequency, adverb phrases
(usually, never, every, sometimes, after )
He never watches TV. He usually reads the newspaper after dinner. She usually goes to bed at around 11:00.
Sometimes he dreams about the Olympics. After dinner, Bob reads the newspaper. On other days, she comes
home after school.
family relationships
husband, wife, sister, brother, father, mother, son, daughter
frequency
five days a week; once a week; usually; each day; on Mondays; every day; in the evenings
means
by car; by motorcycle; by bus, how does he get to work? He usually drives his car to work. She goes to school
by bus
prepositions
of place: at the post office; at her home; in her home, at school
of time: at 6:45; at around 7:00; in the morning/evening; for two hours; from 2:30 to 4:30
of direction: to work; to school; (listen) to music
questions:
about time: How long...? When...? What time does he...?
about means: How? How does he get to work?
about duration: How long does it take for her to get to school?
sequence
after; before; until; first; then; after dinner; after that; until 4:30
subject/verb/object pattern
He drives his car to work. Bob reads the newspaper. They eat dinner at around 7:00. She practices the violin.
45
New Dynamic English
Follow-up
Once the presentation lessons of the unit have been completed, have the students complete the Questions and
Focus Exercise lessons. As homework, assign the Practice Exercises. Have students take the Mastery
Test when they have a Completion Percentage of more than 80%.
Language Extension
Classroom Activity 1: Family Trees
Ask students about the relationships of the Harris family, or any well-known family, and create a family tree
on the board. Add extended family members such as grandparents, aunts, uncles, cousins, in-laws. Have
students give the extended family members names and practice pronunciation with the possessive form, e.g.,
John's cousin's name is Sam. Then ask students to make a family tree for their own family which includes as
many extended family members as possible. Have them talk about their family to a partner or to the whole
class.
46
Module 2: Unit 1, Family Schedule
47
New Dynamic English
Key Sentences (Partial Transcript) an hour. On other days, she comes home after
school. She practices the violin for about an hour.
The Harris Family She usually does homework for about two and a half
hours, from 7:45 to around 10:15.
This is the Harris family. The Harris family is a
family of four. Bob and Sandra Harris are married. After finishing her homework she takes a bath. She
They have two children. Their daughter's name is usually goes to bed around 11:00.
Collette. Their son's name is John.
John is a high school student. He is two years
Bob: My wife's name is Sandra. Our daughter's younger than his sister, Collette. She is eighteen. He
name is Collette. is sixteen.
Sandra: My husband's name is Bob. Our son's
name is John. His sister's name is Collette. John is interested in gymnastics. He practices every
day. He gets up at 6:15 every morning. Then he
Collette is John's sister. Her brother's name is John. takes a shower. He eats breakfast with his family at
John's father is Bob. His mother is Sandra. 7:15. He leaves for school at 7:30. He drives to
school on his motorbike. It takes about fifteen
Bob and Sandras Schedules minutes to get to school. From 8:00 until 8:30 he
Bob works at the post office. He works five days a practices gymnastics at school. His classes start at
week: Monday through Friday. He gets up at 6:45. 8:45.
He eats breakfast at 7:15. He leaves for work at 7:45.
He usually drives to work. It takes an hour to get to After school John practices gymnastics until 5:00.
work. He gets home about 6:00. After dinner he studies
hard. He goes to bed between 10:30 and 11:00.
He comes home around 6:30 in the evening. They Sometimes he dreams about the Olympics. He wants
eat dinner at around 7:00. He usually reads the to win a gold medal. Someday he wants to be a
newspaper after dinner. After reading the newspaper gymnastics coach.
he watches TV. If the TV is boring, he reads a book
or listens to music. He goes to bed at 11:00. Questions
Who is John's father? Who is Bob's wife? Who is
Sandra is a music teacher. She's a piano teacher. Her John and Collette's mother?
schedule changes each day. She teaches piano three How many children do the Harrises have?
days a week: Mondays, Wednesdays, and Thursdays. When does (Bob) get up? When does he eat
breakfast? When does he leave for work?
On Mondays, she teaches from 2:30 until 4:30. On
How does he get to work? How long does it take to
Wednesdays, she teaches from 3:00 until 6:00. She
get to work?
teaches for two and a half hours on Thursday
What time does he usually get home? When does he
evenings. On Thursdays, she doesn't finish teaching
go to bed?
until 10:00. She teaches at her home. Some of her
Is (Sandra's) schedule the same every day? Does she
students are very good. Some of her students are not
give lessons in her home?
very good.
What day of the week does she teach? Does she give
Collette and Johns Schedules lessons in the morning?
What time does she start to teach? What time does
Collette is a student. She goes to high school. She she stop teaching?
gets up every morning at 6:30. She eats breakfast Does (Collette) walk to school? When does she
with her family at 7:15. She leaves for school at usually take a bus?
8:00. She goes to school by bus. It takes about What does she usually do after she comes home from
twenty minutes to get to school. Her school starts at school?
8:45. Is her violin lesson on Tuesdays or Thursdays? How
long does her lesson usually last?
After school she usually comes home and practices What time does her lesson finish? What does she do
the violin. Once a week she has a violin lesson. Her after she studies?
lesson is at 4:30 on Tuesday afternoons. It lasts for
48
Module 2: Unit 1, Family Schedule
Focus Exercises
They [have] two [children].
Their [mother] [is] Sandra.
He [gets up] [at] 6:45.
He [eats] [breakfast] [at] 7:15.
She [leaves] [for] school [at] 8:00.
She [goes] [to] school [by] [bus].
It [takes] an [hour] for [him] to [get] [to] the post
office.
It [takes] about twenty minutes to [get] [to] school.
She [teaches] [in] the evening [on] Thursdays.
On Wednesdays, [she] [teaches] [from] 3:00 [until]
6:00.
On Thursdays she [teaches] [in] the [evening] [from]
7:30 [until] 10:00.
Her lesson is [at] 4:30 [on] Tuesday afternoons.
It [lasts] [for] an [hour.]
Her lesson [starts] [at] 4:30 and [finishes] around
5:30.
After [finishing] her [homework] she [takes] a [bath.]
After [school] John [practices] gymnastics [until]
5:00.
He [goes] to [bed] [between] 10:30 and 11:00.
She [does] homework [from] 7:45 [to] around 10:15.
If the TV [isnt] interesting, he [reads] a book or
[listens] to [music.]
After [that] he [usually] [watches] television.
49
New Dynamic English
Focused Listening
Student Follow-up
Focus 1 1. Write a 3rd person narrative (Bob gets up at, he eats
breakfast) that summarizes Bobs schedule. Then
Focus on The Harris Family lesson first. Then click on write the narrative in the 1st person (I get up at)
Bob. 2. Do Exercises B and C.
Language Focus
family relationships, Bobs daily schedule Focus 3
Listening Task Review Bob and Sandras Schedules. Then focus on
Find out how many people are in the Harris family. What Collette and Johns Schedules.
are their names? How many children do the Harrises
have? What are their relationships? What does Bob do? Language Focus
days of the week, frequency, and time expressions
Goals
Students will be able to repeat basic sentences about Listening Task
the Harris family and their relationships. Focus on Sandra and Collette. Practice saying sentences
Students will be able to use possessives to talk about that describe their weekly schedules.
family relationships.
Students will be able to answer questions about Bobs Goals
daily schedule: Where does Bob work? What time Students will be able to present Sandra and Collettes
does he get up in the morning? weekly schedules. Sandra is a piano teacher. Her
schedule changes every day.
Student Follow-up Students will be able to answer questions such as
1. In a paragraph, introduce the Harris family. Then, in a "When does Sandra teach?" in terms of frequency and
second paragraph, introduce your own family. point of time: She teaches three days a week. She
My family is a family of five. My fathers name is , teaches on Mondays, Wednesdays and Thursdays.
and my mothers name . I have a sister, and a
brother. My sisters name is, and my brothers name Student Follow-up
is 1. In an oral or written narrative present Sandras weekly
2. Do Practice Exercise A. schedule in both 3rd person and 1st person.
2. Compare Sandra and Bobs schedule: Sandra teaches
three days a week. Bob works five days a week.
Focus 2 Sandra teaches at home. Bob works at the post office.
50
Module 2: Unit 1, Family Schedule
Goals
Students will be able to talk about schedules in terms Focus 6
of frequency, means, and duration.
Students will be able to answer questions about means Do the Focus Exercises lesson.
and duration: How long does it take Bob to get to
work? How long does Sandra teach on Mondays? Goal
How does John get to school? Students will be able to understand and construct
sentences which include time phrases.
Student Follow-up
1. Present your weekly schedule. Student Follow-up
2. Interview a classmate about their weekly schedule. Make a list of all the time expressions you have learned
in this unit. Write a sentence for each.
Focus 5 Focus 7
Review Bob and Sandras Schedules and Collette and Language Focus
Johns Schedules. Then focus on the Questions lesson.
Language Mastery
Language Focus
adverbs of frequency, sequence, Wh-, How, and How long Listening Task
questions. Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
Listening Task can say these sentences fluently.
Listen for words like after and before and practice saying
the sentences that express sequence: Do Focus Exercise lessons everyday until your Completion
After school he practices gymnastics. After dinner he Percentage is 80-100%. Then take the Mastery Test.
usually reads the newspaper.
Student Follow-up
Goals
Make a short oral summary of this unit.
Students will be able to use words like after and before
to express a sequence of events. After studying, she Give a one-minute oral presentation of your daily and
takes a bath. weekly routines.
Write a two-paragraph description of your daily and
Students will be able to talk about their own daily
weekly routines.
schedules.
Student Follow-up
1. Present your daily schedule for a typical day.
2. Interview two classmates or friends about their daily
schedules.
3. Write two sentences with after and before to present a
sequence of events in your daily schedule.
4. Do Practice Exercises D and E.
51
New Dynamic English
Practice Exercises
Match the names on the left with the descriptions on the right.
b Bob's wife
1. _____ Sandra's husband
2. _____ Collette's brother
3. _____ John's father
a. Bob Harris 4. _____ Bob and Sandra's daughter
b. Sandra Harris 5. _____ Bob's wife
c. John Harris 6. _____ John's sister
7. _____ Sandra's kids
d. Collette Harris
8. _____ John and Collette's parents
e. Bob and Sandra
9. _____ Sandra's daughter
f. John and Collette 10. _____ a post office worker
11. _____ a music teacher
12. _____ a female high school student
13. _____ a male high school student
14. _____ the post office workers son
15. _____ the music teachers daughter
52
Module 2: Unit 1, Family Schedule
Practice Exercises
at 7:45. He usually _____________ his car to work. He _____________ at the post office. He
_____________ until 5:30. Then he _____________ home and _____________ dinner with his
family.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
53
New Dynamic English
Practice Exercises
6. On Thursdays, she teaches in the evening at, from 7:30 until 10:00.
Put the sentences below in the right order. Number them 1, 2, 3, etc.
i. ______ After getting up, he takes a shower and eats breakfast with his family.
54
Module 2: Unit 2, Matrix Vocabulary
2. Matrix Vocabulary
Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People
This unit introduces key vocabulary in five subject areas that affect our lives and the world we live in.
It is important to extend the vocabulary in this unit and to point out differences related to different
cultures and regions of the world. For example, in Tropical countries, the lack of a winter and the
importance of rainy seasons and dry seasons should be added. This adds interest and relevance to
the lessons. The Classroom Activities for this unit will provide a systematic way to further develop
the vocabulary and basic fluency.
Once the language of each category has been studied, students will enjoy the Matrix Game, which
gives them an enjoyable way to test themselves and see how high they can score. This activity helps
to review and reinforce the language. This kind of repetitive exposure to the language is vital to
increasing language proficiency. See the Classroom Activities for more ideas.
Goals:
To be able to talk about and describe the seasons of the year.
To be able to talk about and describe the times of day.
To be able to talk about and describe typical weather conditions.
To be able to talk about and describe people and their basic life cycle.
Objective 1: To build sentence complexity through the use of adjective, adverb, and noun phrases.
Objective 2: To improve the learning of vocabulary by helping students organize words into natural
sets of words that provide a framework for memory.
55
New Dynamic English
Learning Points
adjectives
sunny; warm; cold; cool; cloudy; long; tall; short; thin; the best; beautiful; good; bad; young; old
adverb phrases
when flowers bloom; when it's raining; in autumn; at birth; after summer; before winter; in the first
years after birth
classification
here are the times of; here are four types of; here are some types of; These are the seasons. This is the
coldest time of the year.
indefinite/definite reference
the time; a time; an umbrella; other interests; another place; the hottest time of year; the last years; a
good time; a boy and a girl; the man on the left; a cloudy sky; this kind of weather
logical relations
Hot is to summer as cold is to winter. What season comes after summer and before winter? In winter the
sun sets early, so the daytime is short.
word relations
hot/cold; tall/short; cool/warm/hot; Hot is to summer as cold is to what? Boy is to girl as man is to
woman.
56
Module 2: Unit 2, Matrix Vocabulary
Follow-up
Once the lessons of the unit have been completed, assign the Practice Exercises and prepare for a version of
the Matrix Game to be played in class. See the Classroom Activities below.
57
New Dynamic English
Language Extension
Once the unit is mastered, have the students complete two or more of the following assignments, which are
important for vocabulary development and language mastery.
58
Module 2: Unit 2, Matrix Vocabulary
Key Sentences (Partial Transcript) Night: It's time to sleep. Don't work too late. The
sun is gone, and people are sleeping. We can see
Seasons many stars in the sky at night.
These are the seasons of the year.
Weather Conditions
Spring: This is the time when flowers bloom. This Here are four types of weather: sunny, cloudy, rainy,
is the season of birth and growing. This is the time and snowy.
when flowers bloom. Spring is the season when trees
turn green. Spring comes after winter and before Sunny: Sunny days are warm. The sun is shining.
summer. My favorite season is spring. This kind of weather is good for a picnic.
Summer: Summer is the hottest time of the year. In Cloudy: Cloudy days are usually cool. The sun is
summer the days are long and the nights are short. behind the clouds. A cloudy sky is sometimes
Summer is the best time to go swimming. In summer beautiful.
the sun sets late, so the daytime is long. Rainy: It's raining. Rainy weather is bad for picnics.
Autumn: In autumn the leaves begin to fall. Another When it's raining you need an umbrella. It's raining. I
name for autumn is fall. This is the season when love the sound of falling rain. Rainy days are usually
leaves turn many colors. This is the season between cold, but sometimes they are not.
summer and winter. Autumn comes after summer and Snowy: Snowy weather is cold. The air is cold and
before winter. My favorite time of the year is quiet. Everything is turning white. When it's
autumn. snowing, you need a warm coat. It snows in my
Winter: This is the coldest season of the year. country too, especially in the mountains. Snowy
Winter is the coldest time of year. Be careful. Don't days are always cold, because snow is never warm.
catch cold. Hot is to summer as cold is to winter. In
winter the sun sets early, so the daytime is short. The Times of Life
best time to go skiing is in winter when there's lots of These are the times of life: birth, childhood,
snow. adulthood, and old age.
Times of Day Birth: Our lives begin at birth. Babies are small and
Here are the times of day: morning, afternoon, cute. In the first years after birth, we learn to walk
evening, and night. and talk.
Childhood: Children go to school. When we are
Morning: The day begins. This is when the sun rises children we go to school. Childhood is when we
and birds begin to sing. People get up and go to work learn to read and write.
in the morning. Morning is the first part of the day.
It's 6 a.m. and people are eating breakfast. Most Adulthood: Most adults get married and have
people wake up in the morning. The sun rises in the children. Many men and women work hard and have
morning and sets in the evening. a career. Boy is to girl as man is to woman.
Afternoon: The sun is high in the sky in the Old age: This is a good time for hobbies and other
afternoon. Many people are at work in the afternoon. interests. These are the last years of our lives. Old
Afternoon is between midday and sunset. people have lots of experience. When we are old, we
It's 3 p.m. and the sun is up. can enjoy the last years of a long life.
Evening: The sun goes down in the evening. This is People
when the sun sets and the sky is beautiful. People
leave work and return home in the evening. Offices Here are some types of people: two children, two
are closing and many people are going home from men, an old man, and a woman.
work. It's 6 p.m. and people are going home. Children: Here are two children, a boy and a girl.
This child is a boy, and this child is a girl. The boy
has a balloon, but the little girl doesn't.
59
New Dynamic English
Two men: This man is tall, and this man is short. Which child doesnt have a balloon?
The man on the left is thin, and the man on the right Is the child with the balloon a girl?
is fat. Who is playing the violin?
Which old man doesnt have a beard?
Old man: This old man has gray hair. This old man
has a long gray beard. This man is very old. He is
eighty-six years old.
Young woman: She is playing a violin. This young
woman is a violinist.
Questions
Which season is the hottest/coldest?
When is the best time to go swimming/skiing?
Which season is spring?
What season comes after summer and before winter?
When do trees turn green?
When do leaves begin to fall?
When are the days long and the nights short?
Hot is to summer as cold is to what?
60
Module 2: Unit 2, Matrix Vocabulary
Listening Task
Focus on how the sequence of seasons is used to indicate a Focus 3
season. Focus on the Weather. Listen carefully to the basic
Spring comes before summer and after winter. sentences about each type of weather. Then use the Quiz
Goals button and answer the questions.
Students will be able to identify the four seasons. Language Focus
Students will be able to describe the sequence of the Note how it's is used to describe a condition, such as its
seasons: Summer comes after spring and before cold. In this case, it has no meaning, except to provide a
autumn. subject for the sentence.
They will be able to talk about and answer questions
about each season: Spring is when flowers bloom.
Listening Task
Listen for and record sentences with its (It's raining) and
Autumn is when leaves fall.
sentences with adjectives, such as cold or rainy.
Student Follow-up
1. Present a season: Autumn. This is the season between
Goals
summer and winter. The leaves turn colors. Students will be familiar with weather vocabulary (hot,
2. Ask three classmates about their favorite season: What cold, rain, snow, cloudy, sunny).
is your favorite season? Why? Students will be able to use it is to describe weather
3. Does every country have four seasons? Why? conditions.
Student Follow-up
Focus 2 1. Describe todays weather. It's cloudy and hot today.
2. Write three sentences about temperature or weather
Focus on the Times of Day. Listen carefully to the basic using it's.
sentences about each one. Then use the Quiz button and 3. Listen to todays weather report on TV. Make a list of
answer the questions. Listen carefully, and check the new vocabulary words and look them up in a
Glossary for more information. dictionary.
Language Focus
Note the difference between most people, many people, Focus 4
and people. How does the meaning change if we say all
people, or everyone/everybody? See the Glossary. Focus on the Times of Life and Types of People. Listen
carefully to the basic sentences. Then use the Quiz button
Listening Task and answer all the questions.
Listen for how each time of day is described. Listen for
the time expressions in each sentence. Language Focus
Note how to use words like some, many and most to
Goals qualify (or soften) a statement, such as Most adults get
Students will learn the vocabulary associated with married.
times of day: (p.m., sky, sun, moon, stars, midday,
sunset, rise, come up, set, go down, begin, end, get up, Listening Task
go to work, come home, sleep). Practice saying and recording all the sentences that have
quantifiers or adjectives.
Students will be able to qualify statements with
quantifiers such as most, many, and some.
61
New Dynamic English
Goals
Students will be able to talk about and answer Focus 6
questions about times of life: When do we learn to
walk? When do we learn to read? Language Focus
Students will be able to talk about amount using some,
many, most, and lots: Most adults get married and Language Mastery
have children. Many men and women have a career.
Listening Task
Students will be able to give simple descriptions of
people. Review all of the lessons in this unit several times, on a
daily basis. Practice recording 10~15 sentences each time,
Student Follow-up so that you can say these sentences fluently. When your
1. Think of other times of life, e.g., adolescence, high Completion Percentage is 80-100%, take the Mastery Test.
school, middle age. What do people do in each?
2. Make a list of activities for each time of life:
Student Follow-up
Childhood is when we play/grow, etc.
3. Answer questions about rites of passage/times of life: 1. Make a short oral summary of each category.
When do people first...? At what age are people 2. Write a one or two-paragraph summary of each
considered to be adults in your culture? category.
4. Describe a classmate or a person in a picture from a
magazine or newspaper.
5. Make a list of other ways to describe people, such as
eye color, hair color, length of hair, hair style, etc.
Focus 5
Review all five lessons. Practice saying each sentence
until you can say each sentence with confidence. Then do
the Matrix Game.
Goal
Students will be able to use complete sentences to ask
and answer questions about all five categories.
Student Follow-up
1. Make a list of additional questions and answers for all
the categories.
2. Make a list of 10 adjectives used in this unit and write
their opposites. Then write a sentence with each.
3. Write a poem about a season, a time of life or a time of
day.
4. Do the Crossword Puzzle.
62
Module 2: Unit 2, Matrix Vocabulary
Practice Exercises
Complete each sentence with the correct words or phrases from below.
63
New Dynamic English
Practice Exercises
Complete each sentence with the correct words or phrases from below.
e) get up j) finish
64
Module 2: Unit 2, Matrix Vocabulary
Practice Exercises
Complete each sentence with the correct words or phrases from below.
a) it often f) it never
65
New Dynamic English
Practice Exercises
Complete each sentence with the correct words or phrases from below.
66
Module 2: Unit 2, Matrix Vocabulary
2 3 4 5
6
7
8
9
10 11
12 13
14 15 16
17
18 19
ACROSS DOWN
67
New Dynamic English
This unit completes the main focus of New Dynamic English, Level 1, which is to prepare
students to comprehend and express general information about themselves and their daily
lives.
Goals:
To be able to ask and answer questions about preferences and abilities.
To be able to ask and answer questions about proficiency or manner (how well), using adverbs of
manner.
To be able to conduct a simple survey to find out preferences and abilities.
Objective 1: To understand and express how things are classified and organized into general
categories, through the use of expressions such as What kind of and such as.
Objective 3: To understand how to use adverbs of manner to express degrees of proficiency, such as
fairly well, a little, and not very well.
68
Module 2: Unit 3, Likes and Dislikes
Learning Points
adverbs of manner
well; a little; fairly well; not at all; He can beat me easily.
ability, can/can't
Can you play tennis? Yes, I can. I cant play golf at all.
classification
such as; what kinds of? what other kinds? You mean food and hobbies, and things like that?
gerunds
playing tennis; losing, watching TV
questions
Can you...? Do you like...? How well can you...? Does he know how to ...?
useful phrases
You mean...? How about...? Well, let's see... For example... I mean... Yes, that's right. Not so much.
No, not really. I want to ask you a question.
69
New Dynamic English
Language Extension
Classroom Activity 1: Classification Race
Pick three or four subjects, such as types of music, types of cars, types of clothes, fruits and vegetables, and
sports played with a ball, etc. Divide the class into three or four groups and have each group brainstorm as
many entries as possible for one category. Students may use a dictionary to add examples and adjectives to
their list. Within a limited time (3-5 minutes) see which group can come up with the largest number of items
and associated adjectives.
70
Module 2: Unit 3, Likes and Dislikes
Distribute one handout per student. Ask students to circulate in the room and ask their classmates questions
(Do you know how to ride a bike? Do you like fish? etc.). When they find someone who fits the description,
have them write that person's name in the blank next to the item. There should be a different name for each
phrase on the handout. When all students have filled in all the blanks with names, discuss their responses in
the large group.
71
New Dynamic English
K: Okay. How about fish? Do you like fish? K: Can you sing?
M: Not so much. I prefer chicken. M: No, I can't. I'm a terrible singer. Nobody likes to
listen to me sing.
K: How about beef? Do you like beef?
M: Yes, I do. I like beef, especially steak. K: Can you play chess?
M: Yes, I can. But I'm not very good. Pierre is a
K: What other kinds of meat do you like? very good chess player. He can beat me easily.
M: Let's see. I like pork too, especially ham. But I can beat him when we play tennis. He isn't
K: Are there any kinds of meat that you don't very good at playing tennis.
like?
M: No, not really. Sample Questions
Do you like sports?
K: Do you like Italian food? Which of these sports do you like the best? Which of
M: Sure. For example, I like spaghetti. these sports do you like the least?
Which of these activities can you do? Can you do it
K: How about hot food? Do you like hot food?
well? Are you good at it?
M: Do you mean spicy hot, or hot hot?
Do you prefer mental games, such as chess or cards,
K: I mean spicy hot, such as Thai or Mexican
or physical games, such as football or tennis?
food.
Can you ski? How well do you ski?
M: Thai food is too hot for me. Mexican food is
Do you like to watch television?
okay.
Do you get upset when you lose?
K: So you like hot food if it isn't too hot.
M: That's right. Which kind of food does he think is too hot?
Does he know how to play golf?
K: Okay, now I want to ask you about sports.
Which activity can't he do at all? Which activity can
M: Sure. I like sports.
he do fairly well?
How well does Pierre play chess? Is Pierre a good
K: What is your favorite sport?
M: My favorite sport is American football. tennis player?
K: Do you play it?
M: No, I don't. I just watch it.
72
Module 2: Unit 3, Likes and Dislikes
Goals
Students will be able to ask and answer questions about
food preferences.
Students will be able to quantify likes and dislikes: I
like it a lot. I don't like it very much. I like most kinds
of...
Students will be able to use too to give reasons for
liking or disliking something: It's too hot.
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New Dynamic English
Focus 4
Review A Survey: Food and Sports and What Can You
Do? and focus on the Video Hot Seats.
Language Focus
Useful expressions, such as Lets see, No, not really,
Sure, Do you mean?
Listening Task
Take notes using only key words. Then, using your notes,
summarize all of Maxs answers in complete sentences.
Goal
Students will be able to use notes to summarize and
answer questions about a survey.
Student Follow-up
1. Prepare a written summary of Kathys interview of
Max. Use complete sentences.
His favorite sport is football. He likes most kinds of
food.
2. Interview two or more classmates about sports and
hobbies, and write a summary.
What is your favorite sport? Do you play it or watch
it? How about hobbies? Do you/Can you...?
3. Do Practice Exercises F and G.
Focus 5
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently. When you have a
Completion Percentage of 80-100%, take the Mastery Test.
Student Follow-up
1. Make a short oral summary of this unit.
2. Give a one minute oral presentation about your likes
and dislikes.
3. Write two-paragraphs about your likes and dislikes.
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Module 2: Unit 3, Likes and Dislikes
Practice Exercises
Write these words under the categories they belong to. (Note: some words may belong to two or
more categories.)
Example: Meat
ham ham Mexican food
tennis violin
pork
hot food skiing
steak pork spaghetti
chicken piano golf
Thai food steak
fish football
chess chicken
swimming volleyball
french fries Chinese food
movies singing
75
New Dynamic English
Practice Exercises
3. Max cant play the violin at all, but he ____________ play the piano a little.
2. Max can play the piano a little, but he ________________ sing. He's a terrible singer.
4. Pierre speaks English well, but Max __________________ speak French at all.
76
Module 2: Unit 3, Likes and Dislikes
Practice Exercises
Here are some questions about you. Practice using short answers.
77
New Dynamic English
Practice Exercises
very good
fairly good
good
terrible
Example: Pierre plays chess very well. He's a very good chess player.
5. Bob is learning how to cook Italian food, so its not very _______________.
78
Module 2: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help screens (This Lesson) when you enter
the lesson. The Dictations for Module 2 are as follows:
Dictation 1 Dictation 4
1. Sunny days are usually hot, but sometimes they are not. 1. Her schedule changes each day.
2. For example, a sunny day in winter is sometimes very 2. She gives piano lessons three days a week.
cold. 3. She teaches for two hours on Monday, from 2:30 to
3. Rainy days are usually cold, but sometimes they are not. 4:30.
4. Snowy days are always cold, because snow is never 4. On Thursdays, she teaches in the evening from 7:30
warm. until 10:00.
Dictation 2 Dictation 5
1. Bob works at the post office. 1. She has a violin lesson once a week.
2. He works five days a week: Monday through Friday. 2. Her lesson is at 4:30 on Tuesday afternoons. It lasts for
3. He usually drives his car to work. an hour.
4. It takes an hour for him to get to the post office. 3. On other days, she comes home after school.
4. She practices the violin for about an hour.
Dictation 3
1. He eats dinner with his family between 6:45 and 7:15. Dictation 6
2. He usually reads the newspaper after dinner. 1. Morning is the first part of the day.
3. After that he usually watches television. 2. People leave home and go to work or school in the
4. If the TV isnt interesting, he reads a book or listens to morning.
music. 3. Evening is the early part of night, between sunset and
bedtime.
4. Night is when the sun is down and people go to bed.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted words
in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) He leaves for work at 7:45. (3) It takes an hour to get to work. (5) He eats dinner with his family between
6:45 and 7:15. (8) She does homework from 7:45 to around 10:15. (10) John is interested in gymnastics.
(12) How long does it take her to get to school? (13) The sun rises in the morning and sets in the evening.
(14) Boy is to girl as man is to woman. (16) Rainy days are usually cold, but sometimes they are not. (17)
Snowy days are always cold because snow is never warm. (18) In winter the sun sets early, so the daytime is
short. (21) Childhood is when we learn to read and write. (23) Im doing a survey about what people like.
(24) Are there any kinds of meat that you dont like? (26) I cant play tennis at all. (28) He doesnt know how
to play golf.
79
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as time phrases, present tense verbs, and adverbs of manner.
Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be found in the
Study Guides and also in the pull-down Help screens.
The Speech Practice lesson has three sections: Sentence Reading, Answering Questions, and Speech Quiz.
Please note that the Score for the Speech Quiz is designed so that students can try to increase their personal scores
each time they do the quiz, rather than as a test. A record of each score can be found in the Student Records.
Detailed instructions for this lesson, and also for Speech Recognition, can be found in the Study Guides and also
in the pull-down Help screens after you enter the lesson.
Each video scene illustrates language points that have been developed in this module. The scenes have been
designed so that they can be role-played by students. This is an excellent way to review, have fun, and
personalize the language.
80
Module 2 Summary
Module 2 Summary
81
New Dynamic English
Chris is a ballet dancer. She lives with her older sister, Sara. They live in a large, comfortable apartment. Chris loves
to dance. She practices hard every day. She wants to be a great dancer someday.
82
Answer Key
1. h 2. d 3. e 4. b 5. c 6. i 7. k 8. g 9. j 10. l
83
New Dynamic English
84
New Dynamic English
Level 2: Modules 3 & 4
Instructors Guide
Table of Contents
Scope and Sequence, Level 2............................ 3
Module 4 Lesson Map....................................... 53
Introduction to Level 2...................................... 5
1. Planning Ahead .......................................... 54
Module 3 Lesson Map ...................................... 7 Learning Points .......................................... 55
Classroom Activities and Extension ........... 56
1. Daily Activities .......................................... 8 Key Sentences ............................................ 58
Learning Points .......................................... 9 Focused Listening Tasks ............................ 60
Classroom Activities and Extension ........... 10 Practice Exercises....................................... 62
Key Sentences ............................................ 12
Focused Listening ...................................... 14 2. Matrix Vocabulary ..................................... 68
Practice Exercises ...................................... 16 Learning Points .......................................... 69
Classroom Activities and Extension ........... 70
2. Our World .................................................. 22 Key Sentences ............................................ 72
Learning Points .......................................... 23 Focused Listening Tasks ............................ 74
Classroom Activities and Extension ........... 24 Practice Exercises....................................... 76
Key Sentences ............................................ 26
Focused Listening ...................................... 27 3. Biography: Einstein................................. 82
Practice Exercises ...................................... 29 Learning Points .......................................... 83
Classroom Activities and Extension ........... 84
3. Locations .................................................... 34 Key Sentences ............................................ 86
Learning Points .......................................... 35 Focused Listening Tasks ............................ 87
Classroom Activities and Extension ........... 36 Practice Exercises....................................... 89
Key Sentences ............................................ 40
Focused Listening ...................................... 42 4. Review Exercises ....................................... 92
Practice Exercises ...................................... 44 Dictations
Fill-Ins
4. Review Exercises ....................................... 49 Speech Practice Exercises
Dictations
Fill-Ins 5. Video Interactions w/SR ............................ 93
Speech Practice Exercises Business Telephone
Friendly Advice
5. Video Interactions w/SR ............................ 50 At a Restaurant
Telephone: Arranging to Meet An Interview
Are You Going to Class?
Asking for Information Module 4 Summary ........................................... 94
At a Restaurant
Hot Seats
Answer Key....................................................... 95
Module 3 Summary ........................................... 52
2
Scope and Sequence: Module 3
Verb tenses: past, present, and future (ate, Students learn to give and
got up, started, cooked, is eating, is going to elicit basic information about
interview, is going to work late) their daily routines, in the
1. Daily Activities Time phrases (this morning, an hour ago, in past, present, and future.
Kathys Schedule an hour, later this afternoon)
Presents the lives of two
Dianes Schedule Time Sequence (then she worked on , after
women, one working as a
Question Practice w/SR the interview shes going to)
journalist, and the other as a
Focus Exercises Yes/No and Wh- question formation with past
mother in the home.
tense and future (be going to).
Short answers (Yes, she did. No, she didnt.) Extends basic vocabulary, for
Pronunciation: /d/ called, /t/ cooked both work and at home.
3
New Dynamic English
4
Module 3: Lesson Map
Introduction to Level 2
New Dynamic English, Level 2, prepares students to handle most basic situations in English and to
communicate about the details of their daily lives. It also lays the groundwork for intermediate and
advanced studies, where the focus is more on abstract ideas and logical relationships.
Though listening and oral fluency continue to be the main focus in Level 2, reading and writing skills
play an increasingly important role at this stage. Follow-up assignments, including task based reading,
worksheets, and short, structured writing assignments help to reinforce and extend the language
presented in the lessons. A list of these is included in the Classroom Activities section of each unit.
Content for Level 2
The material presented in Level 2 provides the basis for 40-60 hours of study, depending on the
language background of the students, which may vary considerably.
This estimate assumes that the language presented in each level is used as a model that is systematically
extended and personalized in classroom activities and follow-up assignments as suggested in this
manual. The usual order is as follows:
1. Preview each lesson with a focus on general comprehension.
2. Analyze and practice the language in each lesson with a focus on the key language structures.
3. Extend and personalize the content of each lesson via student generated language, including role-
plays, pair practice, written exercises, and group activities.
4. Review and test.
5
Module 3: Lesson Map
Unit 3: Locations
City Locations
City Quiz
Spatial Relations
6
New Dynamic English
1. Daily Activities
Kathys Schedule; Dianes Schedule; Question Practice; and Focus Exercises
In this unit, students learn how to talk about events in the immediate past, the ongoing present, and
the assumed future. In contrast to Level 1, where students learned how to talk about general, generic
schedules, the focus here is on the specific activities of today, which has a past, present and future.
In addition to the verb tenses and time relations, this unit introduces reviews basic concepts and
language structures that were introduced in Level 1. These include, means (how things are done),
duration (how long it takes), and frequency (how often). By the end of this unit, students should be
able to give a complete account of and answer questions about todays activities, from what they did
this morning through what they are going to this evening.
The Question Practice lesson reinforces the language of the unit, giving
students the chance to practice asking questions about both the immediate
past and the assumed future.
In the Focus Exercises lesson, students practice arranging words to answer questions about the
characters in this unit.
Goals
To be able to understand and talk about daily activities in the immediate past and future.
To be able to understand, express, and ask about the events of today, from this morning through
tonight.
Objective 1: To be able to understand and use the past tense form of regular and irregular verbs to
talk about events that happened earlier today.
Objective 2: To be able to understand and use be going to to talk about events that are assumed to
happen later today.
Objective 3: To be able to understand and use common verbs to talk about todays activities, both
for ones job and for activities at home.
Objective 4: To be able to understand and express time relations, such as earlier, later, an hour
ago, and in an hour.
7
Module 3: Unit 1, Daily Activities
Learning Points
future time, be going to
This evening she's going to interview an important person. In about an hour she's going to pick up her
kids. Later this afternoon, shes going to have a meeting with her boss. Her best friend, who lives in
Paris, is going to get married. What is she going to do this evening?
past time
This morning she got up... Today, for example, she didnt get up until 9:15. She ate lunch an hour
ago. At 11:45 she left home. After taking her kids to school, she and a friend went shopping.
present progressive
Its now 2:00 and she is eating a late lunch. Her friend is trying to lose weight. Shes cleaning the
house. According to her teacher shes getting to be pretty good.
present simple
works for a newspaper, she writes books, her schedule changes, her schedule varies, she gets up late,
we all need energy, their two children both go to school. Twice a week she studies painting. She
enjoys her class. He drives a taxi.
sequence
Then she worked on her computer. Later this afternoon she's going to... After the interview she's
going to... Before she goes to bed, she...
time expressions
Its now 2:00, this morning, later this afternoon, this evening, an hour ago, in an hour, after dinner, after
that, at 11:45, after taking her kids to school. She has an hour before shes going to leave.
short answers
Yes, she did. No, she didn't. Yes, she is (going to). No, she isnt (going to). Yes, she does. No, she
doesnt.
pronunciation
/d/ called, married; /t/ cooked, worked
8
Module 3: Unit 1, Daily Activities
9
New Dynamic English
10
Module 3: Unit 1, Daily Activities
11
New Dynamic English
Question Practice w/SR They [were] [at] the health club [for] [about] an
Whats the interview going to be about? hour.
What is Diane going to do this evening? She [has] about an hour [before] she is [going] to
Do many people drive cars? [leave].
What time did she get up? Diane [enjoys] her class very [much].
Who usually takes a bus? This evening Diane [is] [going] to [attend] her art
Who didnt take a bus this morning? class.
When is the interview going to start? Kathy is [going] to [interview] [someone] this
How long is the interview scheduled to last? evening.
Who doesnt usually eat breakfast? This [evening] Diane is going to [attend] a
Who ate breakfast this morning? [painting] class.
Who didnt eat breakfast this morning? As a result, she [doesnt] [like] to [get up] [early].
Does Kathy ever take a bus? Shes very hungry, [so] shes [having] a [large]
Did Kathy take a bus this morning? lunch.
What does her husband do?
Do Kathy and Diane both paint?
Who doesnt have a painting class?
Who interviews famous people?
Who doesnt interview famous people?
What did they buy?
Who is going to interview someone this evening?
Who isnt going to interview someone this evening?
Do many people study painting?
What did she do at 11:45?
What is Diane doing right now?
When did she leave for work?
Does Diane ever interview people?
Focus Exercises
After [that] [she] and [her] friend [went] to a health
club.
This morning she [didnt] [get up] [until] 9:15.
At 11:45 she [left] home and [took] a [bus]
downtown.
She [takes] a [bus] to [work].
Its now 2:00 and [she] is [eating] a [late] lunch.
This evening shes [going to] [interview] an
[important] person.
The interview is [scheduled] to [last] [for] an hour,
[from] 6:30 [until] 7:30.
Shes [going] to [interview] the person [about] the
[problem] of nuclear waste.
Later this afternoon shes [going] to [have] a
[meeting] with her boss.
They [go] [by] [car].
[Their] school is [about] 20 minutes [away] by car.
This morning Diane [got up] [at] 6:30.
After [taking] her kids to school, she and a friend
[went] [shopping] together.
They [bought] [some] clothes for [their] children.
She [went] [shopping] [with] a friend.
12
Module 3: Unit 1, Daily Activities
Focused Listening
Goals
Focus 1 Students will be able to talk about Kathy's entire day,
from this morning through this evening, from the
Focus on Kathys Schedule. Listen to each sentence reference point of now being 2:00.
several times. If necessary, use the ABC button to look Students will be able to talk about their own today,
at the text. using now as the reference point. For example, if it
is 10:00 a.m. then In about two and a half hours Im
Language Focus going to eat lunch would express the fact that they
Talking about the recent past, earlier today are going to eat lunch at around 12:30.
Listening Task
Focus 2 Listen for and practice saying sentences about what Diane
did this morning: She got up at 6:30. She cooked
Review the first part of Kathys Schedule, through 2:00, breakfast for her family. She drove her kids to school.
and then focus on from 2:00 through tonight. Listen to Note which verbs are regular and irregular.
each sentence several times. Use the ABC button to
look at the text. Click on the highlighted words to study Goals
the glossary examples.
Students will be able to present Diane's morning,
afternoon and evening in complete sentences.
Language Focus Students will be able to talk about their own activities
simple past, time expressions, present continuous with
using simple past.
V(ing), and future with be going to.
Students will be able to use after and then to indicate
Listening Task sequence.
Listen for and practice saying sentences about what she
did this morning, what shes doing now, and what shes Student Follow-up
going to do later today: Today she got up at 9:15. She 1. Interview a classmate about their activities for today:
didn't eat any breakfast. She worked on her computer earlier, now, and later.
until 11:30. Its now 2:00 and shes eating a large 2. Do Practice Exercises E, F, G and H.
lunch. This evening shes going to interview an
important person.
13
New Dynamic English
Focus 4 Goals
Review Kathys Schedule and Dianes Schedule. Then Students will be able to understand and express the
focus on the Question Practice lesson. difference between general and specific times.
Students will be able to ask and answer questions
Language Focus about the general present, the past, the specific
Wh- and Yes/No questions about past, present and future. present, and the future.
Language Focus
habitual activities versus specific activities:
She often takes a bus / She took a bus this morning.
Listening Task
Focus on questions and answers. Focus on the difference
between habitual activities and specific events. If a
question or sentence is habitual (She takes a bus to work
in the morning), make it specific (She took a bus to work
this morning.) If a sentence is specific (She didnt eat
breakfast this morning), make it habitual (Sometimes she
doesnt eat breakfast).
14
Module 3: Unit 1, Daily Activities
Practice Exercises
Fill in the blanks with the past tense form of the verb in parentheses.
She (get up) ______________ at 9:15. She (have, not) ____________________ time for
breakfast. She just (have) ____________ a cup of coffee. Then she (work) ______________ on
her computer until 11:30. At 11:45 she (leave) ______________ home and (take)
_______________ a bus downtown. She (go) ______________ to her office at the newspaper.
2. She works for _______. b. going to meet her boss g. shes hungry
15
New Dynamic English
Practice Exercises
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. After taking her kids to school, she and a friend went shopping together.
a. After school, she went shopping with a friend.
b. She went shopping, and then she took her kids to school.
c. She took her kids to school, and then she went shopping.
16
Module 3: Unit 1, Daily Activities
Practice Exercises
Fill in the blanks using the present continuous be+V(ing) or the present tense (V).
Right now Kathy (eat) _______________ lunch. She's hungry, so she (have) _________________ a
large lunch. She often (eat) _______________ a large lunch because she (get up)
________________ late and she (have, not) ___________________ time for breakfast.
Right now Diane (clean) __________________ the house. She usually (clean)
__________________ the house after lunch, before her children (come) ____________________
____________________ French. She (want) __________________ Kathy to come visit her in Paris.
17
New Dynamic English
Practice Exercises
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
18
Module 3: Unit 1, Daily Activities
Practice Exercises
Match the part of the sentence on the left with the part on the right.
Example:
It's now 4:30 p.m. This evening I am going to get together with some friends.
3. Then I __________________________________________________________________
4. Now I __________________________________________________________________
6. Tonight I ________________________________________________________________
8. Tomorrow I ______________________________________________________________
19
New Dynamic English
Practice Exercises
1. Q: Who __________________________________________________________________
Answer: Kathy didnt. Kathy didn't drive a car this morning.
2. Q: Does ___________________________________________________________________
Answer: Yes, she does. Diane eats breakfast every morning with her family.
3. Q: Do ____________________________________________________________________
Answer: No, they dont. Diane paints, but Kathy doesn't.
4. Q: Who ___________________________________________________________________
Answer: Diane is. This evening Diane is going to go to her art class.
5. Q: Is _____________________________________________________________________
Answer: No, she isnt. Kathy isn't going to attend a painting class this evening.
1. Did Kathy and Diane both eat breakfast this morning? _____________________________
20
New Dynamic English
2. Our World
Our Planet, Earth; Air, Water, and Pollution; Questions; and Focus Exercises
This unit introduces language concepts and vocabulary for talking about our basic needs, such as
food, water, energy, and air. Our planet, Earth, is the focus, and the conditions necessary for life
to exist. Simple causal relations and conditionals are introduced as well, in preparation for further
development in Levels 3 and 4.
Goals:
To be able to understand and talk about basic needs.
To be able to understand and express simple causal relationships and reasons.
Objective 1: To be able to understand and use there is to express that something exists, and it is to
express a condition.
Objective 2: To be able to understand and use simple comparisons and superlatives in questions
and answers.
Objective 3: To be able to understand and use the modals must, can, and would to express
necessity, potentiality, and certainty in causal relationships.
Objective 4: To introduce simple conditionals in preparation for later units.
21
Module 3: Unit 1, Our World
Learning Points
amount/quantification (enough, plenty, not enough, the third, one of)
The Earth is one of eight planets. It is the third planet from the sun. The second closest planet to the
sun is Venus. Altogether, there are eight planets. Without enough water, there arent enough plants
and trees.
cause/effect
They died out because conditions changed. Polluted air makes us sick. Automobiles are a major cause
of pollution. Conditions must be right for life to exist. Plants and trees produce the air that we
breathe. Without enough water, food cant grow.
conditional relations
Without water there would be no life. Conditions must be right for life to exist. If we were closer to
the sun, it would be too hot for us. When conditions are not right, life cannot exist.
reason
They died out because conditions changed. Conditions must be right for life to exist. Without the sun,
would there be life on Earth? Without enough water, food cant grow and people dont have enough to
eat. To take care of the world is to take care of ourselves.
reference
The Earth is one of eight planets that travel around the sun. It is the only planet where life exists.
Millions of years ago there were forms of life that no longer exist. These forms of life are now extinct.
They died out because conditions changed. Human beings are one form of life that still lives on this
planet. Factories, such as this one, cause lots of pollution.
there (existential)
There are eight planets. In some parts of our world, there isn't enough water. Without the sun, there
would be no life on earth. Millions of years ago there were forms of life that no longer exist.
22
Module 3: Unit 2, Our World
23
New Dynamic English
Example: Feeling tired today? Are your hands and toes like icicles? You're not seeing well? Then
you need the Sun! Without the Sun, you don't feel your best. It fills all your needs: energy, warmth,
light. Call 1-800 SUNSHINE to place your order.
Cause/Action Effect/Result
plays a lot of tennis is a good tennis player
played with matches the house burned down
studies hard is a good student
not enough rain not enough to eat
got up late missed class
Write the individual Effect/Results on pieces of paper and pass them to members of the other teams.
Then each team takes turns asking questions to find the missing cause. Examples: What caused the
house to burn down? How did someone become a good student? Why did someone miss class? Why
is someone a good tennis player? Why isnt there enough to eat? Each correct question gets a point.
Each correct answer gets a point. The team with the highest score at the end of five rounds wins.
24
Module 3: Unit 2, Our World
Key Sentences (partial transcript) forests, and all of nature are a part of us. This
beautiful planet of ours is our home. To take care
Our Planet, Earth of the world is to take care of ourselves. Let's
This is our planet, Earth. It is one of eight planets work together to keep our world alive and well.
that travel around our sun. Earth is the only planet
Questions
where life exists. It is the third planet from the
sun. Mercury is the closest planet to the sun. The How many planets are there? How many planets
second closest planet to the sun is Venus. are closer to the sun than Earth? Where do we get
the energy that we need? Without the sun, would
Altogether, there are eight planets. Two of the
there be life on earth? If we were closer to the sun,
planets are closer to the sun than the Earth. Five
would it be hotter or colder? What would Earth be
planets are farther away from the sun than the Earth.
like if we were farther from the sun? What would
Our planet is 93 million miles from the sun. The our planet be like if we were closer to the sun?
sun gives us the energy that we need.
What do we need to grow our food? What
The sun is very important to us all. It gives us heat produces the air that we breathe? What gives us
and light. Without it, there would be no life on clean air? What can't grow without water? What
Earth. cant grow if there isnt enough water? What died
out because conditions changed? Which form of
If we were closer to the sun, it would be too hot for
life still lives on this planet? What does polluted
us. Our planet would burn. If we were farther from
air cause? What is one cause of air pollution?
the sun, it would be too cold for us. Our planet
would freeze. As you can see, the balance in nature Do you think it's important to keep our air and water
is very important. In nature, small changes can make clean? Is there pollution in your country?
big differences.
Focus Exercises
Air, Water, and Pollution Without [water] and air [there] [would] [be] no [life].
Besides energy from the sun, we also need water It is one of eight planets [that] [travel] around our sun.
and air. Without water and air, there would be no The [second] [closest] planet to the [sun] is Venus.
life. Without enough water, there aren't enough The sun [gives] [us] the energy [that] we [need].
plants and trees. Plants and trees produce the air Without [it], [there] [would] be no [life] on Earth.
that we breathe. We also need water to grow our Without [enough] water, food [cant] [grow] and
food. In some parts of our world, there isn't people [dont] have enough to eat.
enough water. Without enough water, food can't When conditions [are] not [right], [life] [cannot]
grow and people don't have enough to eat. [exist].
Two of the [planets] are [closer] to the [sun] [than] the
Conditions must be right for life to exist. When Earth.
conditions are not right, life cannot exist. For Five [planets] are [farther] [away] from the sun [than]
example, millions of years ago there were forms of the Earth.
life that no longer exist. These forms of life are We [get] the [energy] [that] we [need] from the sun.
now extinct. They died out because conditions If we [were] [closer] to the sun it [would] be [too] hot
changed. for us.
We [need] both [water] and energy to [grow] [our]
Now all of us face the problem of pollution. food.
Pollution changes the conditions that we depend on. Plants and trees [produce] the [air] [that] we [breathe].
Polluted air makes us sick. It's bad for our health. Automobiles [are] a major [cause] of [air] pollution.
Polluted air also kills the plants which give us clean Without enough water, [food] cant grow and [people]
air. Polluted water kills animals and fish. It also [dont] [have] [enough] to eat.
poisons our food supply. Automobiles are a major It [would] [be] [hotter].
cause of air pollution. Factories such as this one Factories [such] as [this] one [cause] [lots] of pollution.
cause lots of pollution. Human beings are [one] form of [life] [that] still [lives]
Clear air and clean water. We need them both to on [this] planet.
live our lives. The mountains, the rivers, the For example, millions of years [ago] [there] [were]
forms of life [that] no longer [exist].
25
New Dynamic English
Focused Listening
Goals
Focus 1 Students will be able to answer questions about the
conditions necessary for life: What do we need?
Preview and study Our Planet, Earth. Why do we need plants? What do plants need?
Listen to each sentence several times. If necessary, use Students will be able to talk about necessity and
the ABC button to look at the text. purpose: We need water to grow our food.
26
Module 3: Unit 2, Our World
Listening Task
Focus on sentences with if. Listen especially for
Focus 6
sentences about what would happen to us if we were Language Focus
closer to the sun. Practice saying these sentences.
Language Mastery
Practice saying all the questions and answers, and then
record yourself. Speak clearly, and in phrases, not Listening Task
individual words.
Review all of the lessons in this unit several times.
Goal Practice recording 10~15 sentences each time, so that you
Students will be able to understand simple what if can say these sentences fluently and with confidence.
questions. When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
Student Follow-up
1. Explain what would happen if we were closer or
farther from the sun, if it rained more or less, if you
had a better or worse job, if you were a better or worse
student, etc.
2. Do Practice Exercises E and F.
Focus 5
Review Our Planet, Earth, and Air, Water, and Pollution,
the Questions, and then do the Focus Exercises.
Language Focus
cause and effect, make + adj., and relative clauses
Listening Tasks
1. Focus on pollution. What sorts of problems does
pollution cause? Listen for sentences that answer this
question and practice saying them: Polluted air
makes us sick. Polluted air also kills the plants
which give us clean air.
2. Focus on relative clauses. Listen for sentences or
parts of sentences that give us additional information
about something: the plants which give us clean air,
eight planets that travel around the sun. Click on the
highlighted words that and which.
Goals
Students will be able to understand the distinction
between cause and effect (factories cause pollution
and not vice versa).
They will be able to use make + adj.
Students will understand simple relative clauses.
27
New Dynamic English
Practice Exercises
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Besides ______________ from the sun, we also need water and air.
28
Module 3: Unit 2, Our World
Practice Exercises
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
b. If we were farther from the sun, 2. _____ it would be too hot for us.
f. If you ate more for breakfast, 6. _____ I would do a better job at work.
29
New Dynamic English
Practice Exercises
c. The sun gives us the energy 3. ____ that still exists on this planet.
g. Polluted air kills the plants 7. ____ that isnt too hot or cold.
h. There are many forms of life 8. ____ that are too hot.
30
Module 3: Unit 2, Our World
Practice Exercises
__________________________________________________________________
2. Millions of years ago there were forms of life. They no longer exist.
__________________________________________________________________
__________________________________________________________________
3. There are lots of old cars. Old cars are a major cause of pollution.
__________________________________________________________________
Actions/Causes Results/Effects
31
Module 3: Unit 3, Locations
3. Locations
City Locations; City Quiz; and Spatial Relations
This unit focuses on spatial relations, street locations and the names of common places of business,
such as a bank, restaurant, and post office. This unit is extended and followed up in Level 3, where
the focus is on giving directions.
In the City Locations lesson, students click on various locations in DynEd City and learn the names
of places of business and how to describe the location of each in terms of street names, intersections,
and relative location.
In the City Quiz, the students hear a location described and they are then supposed to click on the
correct spot to show their comprehension. A score is given for each correct choice. Each quiz
provides 15 locations to find.
In the Spatial Relations lesson, students study the spatial relations between geometrical shapes,
letters, and stamps. The focus is on words such as under, near, on, on the right, inside, outside and
around. These can and should be extended in Classroom Activities.
Goals:
To be able to understand and explain the location of an object or building.
To be able to ask for information about location.
To be able to understand and name common places of business.
To be able to understand and name geometric shapes.
32
Module 3: Unit 3, Locations
Learning Points
directions
(north, south, east, west) These are the four directions. The park is on the northwest corner of High
Street and First Avenue. First Avenue runs north-south. High Street runs east-west. There is a
police station on High Street, west of First Avenue.
shapes
triangle, a triangle has three sides; circle; square, a square has four sides.
spatial relations
(inside, around, outside, to the left, side by side, near, under, on, on top of) The triangle is inside the
circle. The circle is around the triangle. Its to the left of the triangle. The stamp is near the
envelope. Its on the envelope. The letter is inside the envelope. Its on top of the envelope.
there (existential)
There is a traffic light at this intersection. Is there a...? There are many stores along Second Avenue.
33
New Dynamic English
34
Module 3: Unit 3, Locations
35
New Dynamic English
A
You are A. Your partner is B.
Hospital
Travel Agency
Restaurant
Subway
Public Restrooms
Ask your partner where they are. Write the name of each place on the correct location.
Then answer B's questions.
36
Module 3: Unit 3, Locations
B
B
You are B. Your partner is A.
Police Station
Gas Station (Petrol Station)
Cafe
Drugstore (Chemist's)
University
Ask your partner where they are. Write the name of each place on the correct location.
Then answer A's questions.
37
New Dynamic English
38
Module 3: Unit 3, Locations
City Quiz
Where is the park?
What is on the northwest corner of High Street and
First Avenue?
What is located behind the art museum?
Which of these buildings is next to the art museum?
What is on the corner of High and First, next to the
art museum?
What building is directly across from the hotel?
What building is between a cafe and a cinema?
Which of these buildings is on the corner of High
Street and Second Avenue?
Which street runs in front of the post office?
The travel agency is on which street?
Where is the intersection of High Street and First
Avenue?
Which of these buildings is located in the middle of
the block?
Is there a post office near the hotel?
Are there public rest rooms on Second Avenue?
Is the bank far from the hotel?
Is there a department store on High Street?
Is the bookstore on the same side of the street as the
drugstore?
Could you show me where the cinema is?
Excuse me. Where is the post office?
Where can I buy some stamps?
Could you help me find a chemist?
39
New Dynamic English
Focused Listening
Student Follow-up
Focus 1 1. Give the locations of five places relative to other
places in the city.
Focus on City Locations. Find out the name of each place The bank is next door to the hotel. The gas station is
on the map. next to a subway station. There is a parking lot
across the street from the travel agency.
Language Focus 2. Write 4 pairs of sentences that show the difference
vocabulary: community services; there is/there are between the articles a/an and the.
Listening Task There is a hotel on High Street. The hotel on High
Listen for and practice saying phrases that indicate Street is across the street from a museum.
location. 3. Do Practice Exercise B.
on First Avenue, on the corner of High Street and First
Ave., across the street from, etc. Focus 3
Goals
Review City Locations. Then focus on the City Quiz
Students will know vocabulary relating to services,
and see how high you can score.
stores and streets: department store, bank, post
office, intersection, corner, etc. Language Focus
Students will be able to talk about location in terms of can, asking for location
street name and prepositions of location. There is a
travel agency on First Avenue. Note the difference
Listening Tasks
In City Locations, listen for and record sentences that tell
between American usage (on High Street) and British
you what you can do at any of these places: You can buy
(in High Street).
airplane and train tickets here. You can park here while
They will be able to use there is or there are: There you visit the hospital. Prepare to talk about one of these
are restrooms in the park. places.
Student Follow-up In City Quiz, listen for and practice asking questions about
1. Write two sentences using there is and there are. location, such as Excuse me, could you tell me where the
2. Make a list of five prepositions of location and write bank is?
two sentences for each.
3. Do Practice Exercise A. Goals
Students will be able to describe places and services:
You can buy stamps at a post office.
Focus 2
Students will be able to ask questions with Where can
Review City Locations. Then try the City Quiz. If I...?
you have difficulty, study City Locations again and use the Students will be use polite language to ask for city
Glossary for additional help. locations.
40
Module 3: Unit 3, Locations
Focus 4
Focus 6
Review City Locations. Then focus on Spatial
Relations. Language Focus
Language Mastery
Language Focus
directions (north, south, east, west), shapes and relative
locations (under, on top of, etc.)
Listening Task
Review the lessons in this unit several times. Practice
Listening Task recording 10~15 sentences each time, so that you can say
In City Locations, listen for sentences that give location in
these sentences fluently and with confidence. When
terms of directions (north, south, east, west) and practice
your Completion Percentage is 80-100%, take the Mastery
saying them.
Test. Try to get a score higher than 90%.
Goal
Students will be able to talk about location in terms of
directions: High Street runs east-west. The park is
on the northwest corner of High Street and First
Avenue.
Students will learn the basic shapes: circle, triangle,
and square.
Student Follow-up
1. Ask and answer 5 questions about directions: Which
street runs east-west? Which run north-south?
What is on the southwest corner of High Street and
First Avenue? Is the Hotel on the south side of High
Street?
2. Do Practice Exercise D.
Focus 5
Review and focus on the Spatial Relations lesson.
Language Focus
spatial relations, prepositions, shapes
Listening Task
Focus on shapes and locations. Click on each picture
and practice saying the sentences. Then do the review
quiz and see if you can get them all right.
Goal
Students will be able to use prepositions to talk about
spatial relationships: The stamp is near the envelope.
The envelope is on top of the stamp, etc.
Student Follow-up
1. Describe the position of 10 objects in the classroom:
The desk is near the window. The book is on top of
the desk, etc.
2. Do Practice Exercise E.
41
New Dynamic English
Practice Exercises
DynEd City
Example: The department store is around the corner from the hotel.
9. The hospital is _________ the corner ________ 1st and High Street.
42
Module 3: Unit 3, Locations
Practice Exercises
DynEd City
6. The gas station which is open all night is _____ 1st Street.
There is _____ fairly good hotel on High Street. Next to _____ hotel is _____ restaurant.
_____ restaurant is expensive, but _____ food there is very good. There is also a bank
next to _____ hotel. However, _____ bank is closed on Sundays. If you have _____ car
and need some gas, there is _____ gas station on 1st street which is open twenty four hours
a day. Its _____ only place to go if you need gas late at night.
43
New Dynamic English
Practice Exercises
A: You can park your car at the parking lot on 1st Avenue.
A: Sure. Theres a gas station at the intersection of High Street and 2nd Avenue.
A: You can get something to drink at the coffee shop next to the museum.
44
Module 3: Unit 3, Locations
Practice Exercises
45
New Dynamic English
Location Crossword
1. 2. 3. 4.
5. 6. 7. 8. 9.
10. 11.
12.
13.
14.
15. 16.
17.
18.
22.
24.
23. 25.
26.
ACROSS DOWN
1. to pay for something 2. The opposite of no is ____.
4. the opposite of left 3. Its _______ the street from the museum.
5. you need this before you go to a hotel 4. Another word for street is _____.
10. coffee or _____ 5. a place where you pay to eat
11. what you do to a car 6. what you do with food
12. The sun rises in the _____. 7. a shape with three sides
13. The sun sets in the _____. 8. The opposite of under is _____.
14. you buy these at the post office 9. Its not far. Its _____.
15. the opposite of over 12. The opposite of difficult is _______.
16. cars need this to run 20. very close, beside
17. they stop fast drivers 21. Its on the same _____ of the street.
18. on the outside 22. Please open it so we can go inside.
19. where two streets cross
23. the opposite of entrance
24. How much money does it _____?
25. the opposite of to
26. you need this to go on the subway
46
Module 3: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) when you enter
the lesson. The Dictations for Module 3 are as follows:
Dictation 1 Dictation 4
1. This morning, Diane got up early, at 6:30. 1. Later this afternoon she's going to have a meeting with
2. She cooked breakfast for her family at 7:00. her boss.
3. At 7:15 they sat down together and ate breakfast. 2. She's going to make a request.
4. After taking her kids to school, she and a friend went 3. She wants to take a week off so that she can go to Paris.
shopping together. 4. Her best friend, who lives in Paris, is going to get
married.
Dictation 2
1. Sometimes she gets up so late that she doesn't have time Dictation 5
for breakfast. 1. Conditions must be right for life to exist.
2. Today, for example, she got up at 9:15. 2. When conditions are not right, life cannot exist.
3. At 11:45 she left home and took a bus downtown. 3. For example, millions of years ago there were forms of
4. It's now 2:00 and she is eating a late lunch. life that no longer exist.
4. They died out because conditions changed.
Dictation 3
1. This morning she didn't get up until 9:15. Dictation 6
2. She didn't eat any breakfast. 1. The sun gives us the energy that we need.
3. She just had a cup of coffee. 2. Without it, there would be no life on Earth.
4. Then she worked on her computer at home until 11:30. 3. Besides energy from the sun, we also need water and air.
4. Without water and air, there would be no life.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help Screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted
words in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) This morning she didn't get up until 9:15. (2) After the interview she's going to work late. (4) She ate
lunch an hour ago. (6) It's now 2:00 and she is eating a late lunch. (7) Later this afternoon she's going to
have a meeting with her boss. (8) Her best friend, who lives in Paris, is going to get married. (9) The
interview is scheduled to last for an hour, from 6:30 until 7:30. (12) She's very hungry, so she's having a large
lunch.
(15) We all need energy, but we have to think carefully about safety. (16) After taking her kids to school, she
and a friend went shopping together. (21) She doesn't have much time. (23) She has about an hour before
she's going to leave. (24) If we were closer to the sun, it would be too hot for us. (25) Besides energy from
the sun, we also need water and air. (26) Without water and air, there would be no life. (27) Polluted air
also kills the plants which give us clean air.
47
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as the past tense, present continuous, be going to, and relative
pronouns. Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be
found in the Study Guides and also in the pull-down Help Screens.
The Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Sentence Repetition and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
personal scores each time they do the quiz, rather than as a test. The scores can be found in the Study Records.
Telephone: Arranging to Meet No, Im not. So could you call me after class and give me
(variation 1) the assignment for next week?
Lets meet at the restaurant, okay? (suggestion) Sure, no problem.
Okay, wheres the restaurant?
Asking for Information
Do you know where the Empire Theater is? Sure.
(variation 1)
The restaurant is across the street from the theater.
Excuse me, but Im looking for a good restaurant. Is there
(variation 2)
anything good around here?
Lets meet at the restaurant, okay?
There's an excellent Chinese restaurant about a block away.
How about meeting at your office instead? We can walk
Do you mean the one across from the park?
from there.
No, not that one. There's a better one on 2nd Avenue, near
Do you know where my office is?
the corner. Its next to a bookstore.
Sure, its in front of the bus station, right?
(variation 2)
Are You Going to Class? Excuse me, can you tell me where I can buy tickets for a
Hello John. Its me, Emily? Yeah, what is it Emily? basketball game?
(variation 1) Sure. You can buy tickets at the tourist information office
Are you going to class this evening? No, Im not. down the street. It's right across the street from the post
Oh, why not? I dont like the teacher. office.
So what are you going to do? I think Im going to quit. Across the street from the post office? (confirmation)
Oh come on. Dont be a quitter. Yes, that's right. Do you want me to write it down?
(variation 2) No, that's okay. I'll remember.
Are you going to class this evening? Sure. Ill be there.
Could you do me a favor? (request)
What is it? Arent you coming to class?
48
Module 3: Unit 5, Video Interactions
At a Restaurant
Are you ready to order sir?
No, not yet. But I'd like something to drink. Do you have
lemonade?
(variation 1)
Sure. I'll get your lemonade and be right back.
Thanks.
(variation 2)
I'm sorry. We're out of lemonade. Would you like anything
else? Coffee, tea?
Okay, I'll have some coffee please.
All right, I'll bring it right away.
Hot Seats
What did you do last weekend?
What are you going to do next weekend?
What do you usually do on the weekend?
49
New Dynamic English
50
Module 4 Lesson Map
Unit 3: Biography
The Early Years
The Later Years
Questions
Focus Exercises
51
New Dynamic English
1. Planning Ahead
Departure; Choices; Meeting a Friend; Questions; and Focus Exercises
This unit extends and follows up Module 3, Unit 1, Daily Activities. In that unit the focus was on
time relations, past, present and future. The emphasis here is on the future, with degrees of
certainty and how modals are used to express the uncertain future.
In Questions and Focus Exercises, students test both their comprehension and their ability to use
the target vocabulary and structures to reconstruct sentences from the lessons.
Goals
To be able to understand and talk about plans and future alternatives.
To be able to understand and express different degrees of certainty about the future.
To be able to shift back and forth, from past to present to future, in a simple narrative.
To begin to understand longer sentences where several ideas are linked together in one sentence.
Objective 1: To be able to understand, use, and ask questions in the simple past, present, and
future tenses.
Objective 2: To be able to understand and use time phrases and adverb clauses to indicate the
time of an event.
Objective 3: To be able to understand sentences which use infinitives to name an action.
Objective 4: To be able to understand the difference between the use of modals, such as will, may
and can, and the use of be going to.
52
Module 4: Unit 1, Planning Ahead
Learning Points
adverb phrases and clauses (time phrases)
Next week Max is going on a business trip. Max is going to arrive in London on a Sunday. The next
day... On Monday, hes going to attend a meeting. When its late at night in London, its afternoon in
San Francisco. Hell probably watch TV before he goes to bed. Whenever hes away from home, he
looks forward to coming back. When he lands in London, hell claim his baggage. Once he arrives at
his hotel, hell check in. After he checks in to his room . . .
conditionals and suppositions with if
Max isnt sure what he will do. If hes tired, he may decide to take a taxi. If he leaves on Saturday
afternoon, he'll arrive on Sunday. If he decides to take a bus or a taxi, he can see the countryside. If
it's now 11:45, when did the last bus leave? If he still cant sleep, he may telephone his wife.
Sometimes its possible to get a cheaper rate if you stay for several days. If he telephones at night, what
time will it be?
degrees of certainty with modals, be going to
(will, may, can, will probably, is going to, its possible) If hes tired, he may decide to take a taxi.
Hell probably be very tired. Max will probably watch a late movie on TV. The next day, on Monday
hes going to attend a meeting. If he decides to take a bus, he can see the countryside.
future with modals, be going (to), and Wh-questions
(going to; will; may; can) Next week Max is going on a business trip. Once he arrives at his
hotel, hell check in. Hell probably be very tired. Hes going to get a discount. If he still cant
sleep, he may telephone his wife. Hes working on a new story that will appear on television next year.
When will he arrive?
infinitive (to name an action)
He tried to buy airplane tickets. It takes ten hours to fly from S.F. to London. Its hard to sleep in the
hotel. Its nice to travel, but Max misses his family. He'll have to decide how to get to his hotel.
One choice is to go by taxi. Its cheaper to go by bus. He may decide to take a bus. Sometimes its
possible to get a cheaper rate. Its always interesting to talk to John. They have to be careful not to
drink too much.
it is + adj. (to describe state or factual condition)
It's cheaper to go by bus. It's possible to get a cheaper rate. It's interesting to talk to him. If its now
11:30, the next bus is going to leave in ten minutes.
noun phrases
One way to get from the airport to his hotel is to take a taxi. One of his best friends, John, lives in
Brighton. The time difference between London and San Francisco is eight hours.
relative pronouns (how, that, what, who)
His travel agent called and told him (that) there was space on the flight. Max isnt sure what he will do.
Hell have to decide how to get to his hotel. He wrote a story that appeared on television. It was a
story about a man who lost his memory. Hes working on a new story that will appear on television
next year.
reason, result
He tried to buy tickets, but the flight was full. He has a good travel agent, so he's going to get a
discount. He's going to take British Airways because it has a non-stop flight. As a result, it's often
hard to sleep.
53
New Dynamic English
Step 1: Presentation
Present the first part of Departures in class. Focus on the times phrases and tenses used in each sentence.
54
Module 4: Unit 1, Planning Ahead
55
New Dynamic English
If its Y oclock and you need to get there by Z oclock, whats the best way to get there? Do you have
enough time? If you take the 10:00 train, when will you arrive? If you took the 9:00 bus, when will it
arrive? When did it arrive? How long ago did it arrive?
56
New Dynamic English
Key Sentences
Meeting a Friend
Departure
After he checks in to his room, Max is going to
Next week Max is going on a business trip. He's telephone a friend. One of his best friends, John,
going to fly to London from San Francisco. He lives in Brighton. Brighton is about an hour south
tried to buy airplane tickets last week, but the flight of London by train.
was full. Yesterday his travel agent called and told
him there was space on the flight. Max's friend, John, is a famous writer. Max is
looking forward to seeing him. Whenever they get
Max is going to get the ticket in the mail tomorrow. together, they go out to dinner and talk about many
He's going to take British Airways because it has a things. It's always interesting to talk to John.
non-stop flight. It takes about ten hours to fly from John has an interesting mind. He is always
San Francisco to London. If he leaves on Saturday thinking about new stories and new projects.
afternoon, he'll arrive in London on Sunday
(only appears if shuffler more than 1.2)
morning.
Last year, for example, he wrote a story that
(continues only for shuffler more than 1)
appeared on television. It was a story about a man
Max is going to arrive in London on a Sunday. who lost his memory. Now he's working on a new
The next day, on Monday, he's going to attend a story that will appear on television next year.
meeting. However, he'll probably be very tired.
(all levels)
The time difference between London and San
Francisco is eight hours. That means when it's late John also knows a lot about wine. Whenever they
at night in London, it's afternoon in San Francisco. have dinner together, John chooses a great bottle of
As a result, it's often hard to sleep in the hotel at wine. They have to be careful not to drink too
night. Max will probably watch a late movie on much.
TV before he goes to bed. If he still can't sleep, he When they finish eating, they both try to pay the
may telephone his wife and children in San bill. Sometimes Max pays. Sometimes John pays.
Francisco.
Bus Schedules
Its always nice to travel and see the world, but Max
misses his family. Whenever he is away from (appears in Choices and Questions)
home, he looks forward to coming back. As the Here is the schedule of buses going into London.
saying goes: Theres no place like home. Buses leave about every twenty minutes, at 11:00,
11:20, 11:40, 12:00.
Choices
If it's now 11:30, the next bus is going to leave in
When he lands in London, he'll claim his baggage about ten minutes, at 11:40. If it's now 11:45, the
and go through customs. Then he'll have to decide last bus left about five minutes ago, at 11:40.
how to get to his hotel. One choice is to go by taxi.
But the taxi fare is expensive. Another choice is to Questions
go by bus or subway. It's cheaper to go by bus or When is he (Max) going on a business trip? Where
subway. In London, the subway system is called is he going to fly to/from? When did he try to buy
the Underground. airline tickets? When did his travel agent call him?
Max isnt sure what he will do. If he's tired, he Is there space on the flight? When is he going to
may decide to take a taxi. On the other hand, he get the tickets? How long does the flight usually
may decide to take a bus. If he decides to take a take? If he leaves on Saturday afternoon, when
bus or a taxi, he can see the countryside. will he arrive?
Once he arrives at his hotel, he'll check in. Hotels When is he going to arrive in London? When is he
are expensive in London, but weekend rates are a bit going to attend a business meeting? What is the
less. Sometimes it's possible to get a cheaper rate time difference between London and San Francisco?
if you stay for several days. Max has a good travel If he telephones his family at night, what time of the
agent, so hes going to get a 20% discount. day will it be in San Francisco?
57
New Dynamic English
Focus Exercises
Next [week] Max [is] [going] on a business [trip].
Hes [going to] [fly] [to] London [from] San Francisco.
He [tried] [to buy] tickets [last] week but the [flight]
was full.
[Yesterday] his travel agent [called] and [told] him
[there] was space on the flight.
Max is [going to] [get] the ticket [in] the mail
[tomorrow].
It [takes] [about] ten hours to [fly] [from] San
Francisco to London.
If he [leaves] on Saturday afternoon, [hell] [arrive] in
London [on] Sunday morning.
Another [choice] is [to go] [by] bus [or] subway.
On the [other] hand, he [may] [decide] to [take] a bus.
Weekdays [are] [more] expensive [than] weekends.
Max [has] a good travel [agent], so hes [going to]
[get] a 20% [discount].
John [has] an [interesting] [mind].
Last year, for [example], he [wrote] a [story] [that]
[appeared] on television.
They [have to] be [careful] not to [drink] [too] [much].
Max is [going to] [arrive] [in] London [on] a Sunday.
Then hell [have to] [decide] [how] to [get] to his hotel.
If hes [tired], he [may] [decide] to [take] a taxi.
If he leaves [on] Saturday afternoon, hell arrive [in]
London on Sunday morning.
Brighton is about [an] hour south [of] London [by]
train.
The day [after] he [arrives] in London, hes [going to]
[attend] a meeting.
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Module 4: Unit 1, Planning Ahead
Focused Listening
Focus 1 Student Follow-up
1. Explain how Max is going to get from San Francisco to
Preview and study the Departure lesson. his hotel in London? How long does it take to get to
London?
Language Focus 2. Find out and explain how long it takes to travel from
future vs. past, time expressions your city to two other destinations.
3. What is the time difference between your city and
Listening Task London? Tokyo? Mexico City? Bangkok?
Listen to all the time expressions and note the tense of the 4. Do Practice Exercises B and C.
verbs used in each of the sentence.
Goal Focus 3
Preview and orientation. Students will be able to talk
about what Max did last week, what happened Review the Departure lesson, study the Choices lesson,
yesterday, and what will happen tomorrow (he's going sentence by sentence, and preview the Meeting a Friend
to get the ticket in the mail). lesson.
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New Dynamic English
Focus 4 Focus 6
Review the Departure and Choices lessons, and study the Language Focus
Meeting a Friend lesson.
Language Mastery
Language Focus
adverb phrases, clauses, its + adjective, and infinitives to Listening Task
name an action. Review all of the lessons in this unit several times.
Listening Tasks Practice recording 10~15 sentences each time, so that you
1. Practice saying the sentences which describe John and can say these sentences fluently and with confidence.
what he and Max do whenever they get together. When your Completion Percentage is 80-100%, take the
2. Listen for and repeat sentences which use infinitives to Mastery Test. Try to get a score higher than 90%.
name an action: It is difficult to sleep.
Goals
Students will be able to describe someone by
describing what they do, their interests, and where they
live.
Students will be able to use when and whenever to talk
about habitual activities: Whenever they get together,
they talk about interesting things.
Student Follow-up
1. Write 4 sentences which describe John.
2. Write 4 sentences which describe a friend or famous
person you admire. Explain what they do and what is
interesting about them.
3. Do Practice Exercises G and H.
Focus 5
Review all three lessons, then focus on the Questions and
Focus Exercises lessons.
Language Focus
modals, degrees of certainty, Wh- questions
Listening Tasks
1. Listen for and practice saying every sentence that has a
modal such as will, may, or can.
2. Listen to and practice saying each question that uses a
modal.
Goal
Students will be able to talk about and express different
degrees of certainty when talking about their future
plans.
Student Follow-up
1. Make a list of things that you will, will probably, or
may do next week or next year.
2. Do Practice Exercise I.
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Module 4: Unit 1, Planning Ahead
Practice Exercises
1. His travel agent called him ______________________ and said there was space on the flight.
2. He tried to buy airplane tickets _________________________ but the flight was full.
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New Dynamic English
Practice Exercises
A: _______________________________________________________________
A: _______________________________________________________________
A: _______________________________________________________________
1. Q: _______________________________________________________________
2. Q: _______________________________________________________________
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Module 4: Unit 1, Planning Ahead
Practice Exercises
Match the questions on the left with the answers on the right.
1. How long does it take to get there? _____ a. every twenty minutes
4. When did the last bus leave? _____ d. about twenty minutes
_________________________________________________________________________.
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New Dynamic English
Practice Exercises
Example:
Next week I (fly) am going to fly to London.
Whenever I go to London, I (get together) get together with one of my friends, John.
Last year, for example, he wrote a very ___________________ story that appeared on television.
In addition to writing, John is ___________________ in music, travel, and sports. Its always
many of the same things. How about you? What are you _________________________ in?
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New Dynamic English
Practice Exercises
Exercise H
Find the sentence with the closest meaning. Circle a, b, or c.
3. Whenever they get together, they go out to dinner and talk about many things.
a. When they get together they never have dinner.
b. They often get together and have dinner.
c. Every time they get together, they go out to dinner.
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New Dynamic English
2. Matrix Vocabulary
Things to Eat; Things to Drink; Things to Read; Things to Listen to; Colors; and
Matrix Game
This unit introduces vocabulary related to five subject areas of importance in daily conversations.
It is important to extend the vocabulary in this unit, for example, in Things to Eat, by listing
additional types of foods and doing role plays where students practice ordering in a restaurant or
buying food at a store. The Video lessons in Unit 5 give examples of how the role plays can be set
up in the classroom. In addition, the Classroom Activities for this unit will provide opportunities
for follow-up and extension.
Once the language of each category has been studied, students will enjoy the Matrix Game, where
they can test themselves and see how high they can score. This activity helps to review and
reinforce the language, and can be extended to an activity in the class. See the Classroom
Activities for more ideas.
Goals:
To be able to talk about and order foods and drink in various situations.
To be able to talk about sources of information and news, both written and oral.
To be able to talk about and use colors to describe everyday objects.
Objective 1: To introduce students to socially acceptable ways to talk about food, drink, and make
requests for information, including personal preferences.
Objective 2: To improve the learning of vocabulary by helping students organize words into
natural sets of words that provide a framework for memory.
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Module 4: Unit 2, Matrix Vocabulary
Learning Points
amount/quantification
(some, most, a few, many, much, lots) This is a glass of water. A lot of apples are red, but some are
green or yellow. Many people like to listen to the radio. Some people listen to baseball on the radio.
If you want to study history, youll probably read many books. Most children like to drink milk.
comparison
The red book is bigger than the blue book. Which usually takes longer to read...? It usually takes
less time to read a magazine than a book. A magazine usually costs more than a newspaper.
conditionals
If you want to read about today's news, you'll probably read a newspaper. If you mix yellow and red,
you get orange. If you want to gain weight, what is a good dessert?
countable/uncountable amounts
a steak, some vegetables, a piece of chocolate cake; two books, a newspaper, some magazines;
too much; many people; lots of news; its a kind of dessert; a glass of milk.
useful expressions and requests
Could I have...? Could you please...? Is there anything else? So do I. Me neither. Excuse me,
but where is the restroom? I dont drink wine. How about some water instead? Please bring me
something else to drink. Lets listen to the radio.
object (direct and indirect), make (causative)
bring me something; give it to Kathy; Could you find me some music to listen to? Find the big
book and give it to Max. Find an apple and make it green.
asking about and expressing preferences
Which do you like better, meat or vegetables? I prefer vegetables. I'd like something hot to drink. I
like music, especially jazz. What color do you prefer, red or blue? My favorite color is blue.
Would you rather read a book or watch television?
reference
on one side, on the other side; One book is red. The other is blue. These are things to listen to.
What else? What can I listen to besides the radio? Steak is one kind of meat. There are many
different kinds of magazines.
request/imperatives
Could I have...? Please bring her something to drink. May I have some coffee please? Could you
please get me a cup of tea? Id like something to eat. I dont want any dessert, thanks. Just tea will
be fine. Find the big book and give it to Max.
word relations
Grass is to green as lemon is to yellow. Steak is to meat as corn is to vegetables. Animal is to bird
as musical instrument is to ______. What is yellow on the outside and white on the inside? The sky
is blue on a sunny day, but it is gray on a rainy day.
would rather
Would you rather read a book or watch television?
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Module 4: Unit 2, Matrix Vocabulary
Follow-up
Once the lessons of the unit have been completed, assign the Practice Exercises and prepare for a version of
the Matrix Game to be played in class. See the Classroom Activities below.
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New Dynamic English
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Module 4: Unit 2, Matrix Vocabulary
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New Dynamic English
May I have some coffee please? I'd like something vegetables or chocolate cake? Which do you like
hot to drink. I'd love a glass of cold water. I don't better, meat or vegetables? What is sweet and
want any dessert, thanks. Just tea will be fine. fattening? If you want to gain weight, what is a
Kathy is thirsty. I dont drink wine. How about good dessert? Some people dont eat meat. Is
some water instead? Please give her a glass of there anything else to eat?
water. I'm thirsty, but I don't want coffee or tea.
What do small children usually drink? What's
Please bring me something else to drink. Im not
white and comes from cows? Whats cold and
thirsty, but I would like something to eat.
comes from rain and snow? Cup is to coffee as
It's too noisy. Please turn off the radio. Could glass is to _______? Excuse me, but where is the
you find me some music to listen to? Id like to rest room?
hear some music. Lets listen to the radio.
What do you send to your friends when you are on
Please bring me a magazine. Could you bring me a
vacation? I can't read without glasses. Where are
magazine?
my reading glasses? Which usually takes longer to
Find the big book and give it to Max. Find an read, a book or a magazine? Which takes less time
apple and make it green. to read, a newspaper or a book? Which costs more,
a magazine or a newspaper? Which is usually
Personal Questions and Information more expensive, a magazine or a newspaper?
Are you a good cook? Which do you like better,
meat or vegetables? What is a popular musical instrument? Where is a
Which do you prefer, coffee or tea? Do you like piano? Who is giving a speech? I live in a tree
coffee with cream and sugar? and I love to sing. What am I? The radio is
broken. What else can I listen to? What can I
Do you like to read? Would you rather read a book listen to besides the radio?
or watch television?
Do you like music? Do you like to listen to music? My favorite color is blue. Where is the color blue?
I like music, especially jazz. I like to read when I What is yellow on the outside and white on the
listen to music. Can you play the piano? I enjoy inside? What color is a lemon? Grass is to green
playing the piano. Would you like to hear some as lemon is to ______? When spring begins, what
music? Here is some music. color is all around? What color do you get when
you mix yellow and blue? What color do you get
What color do you prefer, red or blue? In your when you mix yellow and red? If you mix yellow
country, do the leaves change color in autumn? and red you get orange. What color does the sky
turn when the sun sets? What a beautiful sunset!
Information Questions Is the blue book bigger than the red book?
I'm in a hurry. Where can I get some fast food?
Which food is always on the menu at an Italian
restaurant? Which is better for your health,
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Module 4: Unit 2, Matrix Vocabulary
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New Dynamic English
Practice Exercises
10. Im not hungry, so Im just going to have _______________ and salad, please.
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Module 4: Unit 2, Matrix Vocabulary
Practice Exercises
2. Its hot, and Im not hungry, so Ill just have _________________ to drink.
6. If you dont want anything hot, how about a cold fruit juice ____________________?
b) else g) a cup
d) besides i) thirsty
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New Dynamic English
Practice Exercises
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Module 4: Unit 2, Matrix Vocabulary
Practice Exercises
7. Many people listen _________________ when they drive to and from work.
8. Some people are not __________________. They dont listen to what other people say.
9. Please turn down the volume on the radio. That music is much ___________________.
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New Dynamic English
Practice Exercises
Complete each sentence with the letter of the correct words or phrases from below.
a) green g) light
b) outside h) inside
f) to stop l) yellow
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Module 4: Unit 2, Matrix Vocabulary
1 2
3 4 5 6
7
8
9 10
11 12
13 14
15 16
17 18
19
20
21 22
23
24 25
26
ACROSS DOWN
3. you send this to a friend when you're on vacation 1. something to read on a long trip
4. it's sometimes long and boring 2. day is to newspaper as week is to _____
8. a kind of fruit that is often red 4. a kind of meat
9. a kind of music that people listen to 5. the opposite of future, its in the _____
10. the past tense of the verb, sit 6. something to eat that comes from chickens
11. a form of life that lives in water _____ 7. it lives in a tree and loves to sing
12. the color of many apples 12. you can listen to baseball on it
13. it comes from rain and snow 14. a popular hot drink
17. a kind of Italian food, a pasta 15. corn and carrots are types of _____
18. an animal that gives us milk 16. its white and comes from cows
19. many people drink it in the morning 18. a yellow vegetable
21. you can read about the news here 20. its the color of lemons
23. the opposite of large 21. its nice to read a great _____
24. its sweet and fattening 22. on sunny days the sky is _____
25. yellow and red make _______
26. the opposite of correct
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New Dynamic English
3. Biography of Einstein
The Early Years; The Later Years; Focus Exercises; and Questions.
This unit develops the past tense, time sequence and time expressions in the context of the life
history of Albert Einstein. Dates, periods of time, and changes, both active and passive, are also a
major focus. In addition, students are introduced to one of the most important figures in the 20th
century.
Goals:
To be able to present and find out about a persons life history.
To be able to sequence and organize a group of sentences by events, dates, and periods in time.
To be able to use prepositions to express both time and spatial relationships.
To be able to use past time expressions and the past tense, with both regular and irregular verbs.
Objective 1: Students will be able to express and ask questions about common events in a typical
persons life history.
Objective 2: Students will be able to use time phrases to sequence a presentation.
Objective 3: Students will be able to understand and express historical dates.
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Module 4: Unit 3, Biography of Einstein
Learning Points
change
He became interested in science. He became a professor at the University of Berlin. He graduated in
1900. In 1902, he also got married. In 1919 he married for the second time. His wife died in 1936.
dates
He was born in Germany more than a hundred years ago, in 1879. In 1900 he graduated from a
university in Zurich. From 1902 to 1909 he worked in the patent office in Bern. In 1921 he won the
Nobel Prize for physics.
duration
From 1902 to 1909 he worked in the patent office in Bern. During that period he made several great
discoveries. Throughout his life, he loved to listen to classical music. Until his death, Einstein
continued to study physics. How many years after graduation did he get married? He lived in the US
for more than twenty years. From 1933 until his death, Einstein lived in the US. During the last years
of his life, Einstein continued to study physics.
indirect speech
People who knew him said he was a great man.
passive
He was born in 1879. He showed that mass and energy are related. He died in 1955. As a result, he
lost his German citizenship.
sequence
When he was five years old; Two years later; After graduation; Shortly after that; By this time; During
that period he made several great discoveries. During the last period of his life, Einstein continued to
study physics.
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New Dynamic English
In pairs, or small groups, have students make a list of active and passive changes in their lives. If active,
explain why they did it. If passive, explain what caused it to happen.
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Module 4: Unit 3, Biography of Einstein
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New Dynamic English
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Module 4: Unit 3, Biography of Einstein
Focused Listening
Focus 1 Focus 3
Preview and study the The Early Years. Listen to each Review The Early Years, and focus on The Later Years.
sentence several times. Listen to each sentence several times.
Goals Goals
Preview and orientation. Students will become Students will be able to talk about events that occurred
familiar with the basic events of Einstein's early life over a period of time in Einstein's life.
and the places (countries, cities) where he lived and Students will be able to use for, during and from...to to
worked. talk about duration.
Students will be able to use prepositions of place and
Student Follow-up
time (in Germany, in 1900, at the patent office) and
1. Present three periods of time in Einstein's life.
prepositions of direction (from Switzerland to )
From 1902 to 1909 he worked in the patent office in Bern.
Student Follow-up During that period he made several great discoveries.
1. Present 5 important places in your life. Where were 2. Present three periods of time in your life.
you born? Where did you first go to school? 3. Do Practice Exercises E and F.
2. Do Practice Exercises A and B.
Focus 4
Focus 2
Review The Early Years, and focus on The Later Years.
Focus on The Early Years, and preview The Later Years. Listen to each sentence several times.
Listen to each sentence several times.
Language Focus
Language Focus change, result
dates, simple past, time expressions, sequence
Listening Task
Listening Task Find four important dates in Einstein's life: two dates
Focus on dates and periods in Einstein's life. Make a that marked a positive experience and two that marked a
chronological list of dates mentioned in the lesson. negative experience. How do you think they changed his
Practice saying the sentences: He was born in 1879. In life? What were the results?
1900 he graduated from In 1902 he got a job. In 1921 he won the Nobel Prize for Physics. In 1936,
his wife died.
Goals
Students will know how to name the year. Goal
Students will be able use dates with prepositions of Students will be able to talk about dates in Einstein's
time (in 1879, in 1905). life and explain their significance.
Students will be able to use the past tense of 1921 was important because he received a prize and
vocabulary relating to life experience: be born, live, became more famous. In 1933, Hitler came to power
move, graduate, work, get married. in Germany, and Einstein lost his German citizenship.
Student Follow-up
1. Ask and answer 5 questions about places and times in Student Follow-up:
Einstein's life: Was he born in 1979? When was he 1. Make your own timeline, including at least 10
born? Was he born in the United States? Where important dates or periods in your life.
was he born? When did he get a job? etc. 2. What are two important events in your life that
2. Present 5 important dates in your life. Explain what changed your life in a positive way?
happened.
3. Do Practice Exercises C and D.
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New Dynamic English
Focus 5
Review The Early Years and The Later Years. Then do
the Questions and Focus Exercises lessons.
Language Focus
Questions about time and place
Listening Task
Listen for and practice saying questions that ask about
time or place. Think of one additional question you
would like to ask about Einsteins life.
How many years after graduation did he get a job?
Why did he have to move to the US in 1933?
Goal
Students will be able to ask questions about times and
places in the past.
How long did he work in the patent office? Where did
he live in 1905?
Student Follow-up
1. Give a brief presentation of a historical character.
Where and when were they born? What did they do?
Why were they important? What were they
interested in?
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times on
different days. Practice recording 10~15 sentences each
time, so that you can say these sentences fluently.
Student Follow-up:
1. Write a two page summary of your life history.
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Module 4: Unit 3, Biography of Einstein
Practice Exercises
2. He got a job _________ (or _________) the patent office __________ Bern, Switzerland.
3. In 1914 he moved _______ Germany and became a professor ______ the University of Berlin.
5. He lived ________ the United States from 1933 until his death.
Albert Einstein (be born) _______________ in Germany in 1879. When he (be) ___________ five
years old, his father (show) _____________ him a compass. Young Einstein (be) ____________
own. In 1900 he (graduate) _________________ from a University in Zurich. Two years later, in
1902, he (get a job) ________________. In 1902 he also (get married) _________________ for the
first time. From 1902 to 1909 he (work) _______________ in the patent office in the city of
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New Dynamic English
Practice Exercises
6. _____________ the last years of his life, Einstein continued to study physics.
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Module 4: Unit 3, Biography of Einstein
Practice Exercises
As a child, Einstein became interested in _______ a compass works. He wondered ________ the
compass needle always pointed in the same direction. After _________, he became interested in
science. In 1905, ________ he was twenty six, he published several important papers. In one
paper, he showed ________ mass and energy are related. He also showed ________ no particle
can travel faster than the speed of light. During the last years of his life, Einstein continued to
study physics. People _______ knew him, said he was a great man. He always wanted to
1. Q: When ______________________________________________________________
5. Q: Where _______________________________________________________________
A: I was born in Toronto, Canada.
6. Q: What ________________________________________________________________
A: My father was a pilot.
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New Dynamic English
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) when you enter
the lesson. The Dictations for Module 4 are as follows:
Dictation 1 Dictation 4
1. Next week Max is going on a business trip. 1. Einstein was one of the greatest scientists of all time.
2. He tried to buy airplane tickets last week, but the flight 2. He was born in Germany more than a hundred years
was full. ago, in 1879.
3. Yesterday his travel agent called and told him there was 3. When he was five years old, his father showed him a
space on the flight. compass.
4. Max is going to get the ticket in the mail tomorrow. 4. Young Einstein was interested in how it worked.
Dictation 2 Dictation 5
1. It takes about ten hours to fly from San Francisco to 1. Max is going to arrive in London on a Sunday.
London. 2. Max will probably watch a late movie on TV before he
2. He's going to take British Airways because it has a non- goes to bed.
stop flight. 3. If he still can't sleep, he may telephone his wife and
3. If he leaves on Saturday afternoon, he'll arrive in children in San Francisco.
London on Sunday morning. 4. Whenever he is away from home, he looks forward to
4. The day after he arrives in London, he's going to attend coming back.
a meeting.
Dictation 6
Dictation 3 1. People read newspapers to find out about daily news.
1. It's always interesting to talk to John. 2. It usually takes less time to read a newspaper than a
2. He is always thinking about new stories and new book.
projects. 3. If you want to read about today's news, you'll probably
3. Last year, for example, he wrote a story that appeared read a newspaper.
on television. 4. If you want to study history, you'll probably read many
4. Now he's working on a new story that will appear on books.
television next year.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help Screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted
words in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) Last week the flight was full. (3) Max has a good travel agent, so hes going to get a 20% discount. (4) Hes going to
take British Airways because it has a non-stop flight. (5) When he lands in London, hell claim his luggage and go through
customs. (6) Then hell have to decide how to get to his hotel. (7) One choice is to go by taxi. (9) Max isnt sure
what he will do. (11) Hotels are expensive in London, but weekend rates are a bit less. (13) Its always interesting to
talk to John. (15) If he still cant sleep, he may telephone his wife and children in San Francisco. (17) Buses leave about
every twenty minutes. (20) A book usually takes longer to read than a magazine. (23) Young Einstein was interested in
how it worked. (24) He wondered why the compass needle always pointed in the same direction. (26) During the last
years of his life, Einstein continued to study physics. (27) People who knew him said he was a great man.
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Module 4: Unit 4, Review Exercises
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as the past tense, present continuous, be going to, and relative
pronouns. Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be
found in the Study Guides and also in the pull-down Help Screens.
The Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Sentence Repetition and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
scores each time they do the quiz, rather than as a test. A record of each score can be found in the Study Records.
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92
Answer Key
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New Dynamic English
94
Answer Key
b u y a r i g h t
e c o
r e s e r v a t i o n
t e a o d r i v e
e a s t s i e a
a t w e s t a r r
Locations: Location Crossword s t a m p s n
y u n d e r g a s
r p o l i c e
a r o u n d e
n d
i n t e r s e c t i o n
e i c o s t
e x i t d f r o m
t i c k e t
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New Dynamic English
Level 3: Modules 5 & 6
Instructors Guide
1
New Dynamic English
Table of Contents
Scope and Sequence, Level 3............................ 3
Module 6 Lesson Map....................................... 46
Introduction to Level 3...................................... 5
1. Life Experience .......................................... 47
Learning Points .......................................... 48
Module 5 Lesson Map ...................................... 6 Classroom Activities and Extension ........... 49
Key Sentences ............................................ 51
1. On a Trip .................................................... 7 Focused Listening Tasks ............................ 53
Learning Points .......................................... 8 Practice Exercises....................................... 54
Classroom Activities and Extension ........... 9
Key Sentences ............................................ 11 2. Matrix Vocabulary ..................................... 57
Focused Listening ...................................... 14 Learning Points .......................................... 58
Practice Exercises ...................................... 16 Classroom Activities and Extension ........... 59
Key Sentences ............................................ 61
2. Energy Sources .......................................... 20 Focused Listening Tasks ............................ 63
Learning Points .......................................... 21 Practice Exercises....................................... 65
Classroom Activities and Extension ........... 22
Key Sentences ............................................ 24 3. Comparisons ............................................... 71
Focused Listening ...................................... 26 Learning Points .......................................... 72
Practice Exercises ...................................... 28 Classroom Activities and Extension ........... 73
Key Sentences ............................................ 75
3. Directions ................................................... 32 Focused Listening Tasks ............................ 77
Learning Points .......................................... 33 Practice Exercises....................................... 79
Classroom Activities and Extension ........... 34
Key Sentences ............................................ 36 4. Review Exercises ....................................... 83
Focused Listening ...................................... 38 Dictations
Practice Exercises ...................................... 40 Fill-Ins
Speech Practice Exercises
4. Review Exercises ....................................... 43
Dictations 5. Video Interactions w/SR ............................ 84
Fill-Ins Telephone Conversation
Speech Practice Exercises Flight Information
At a Restaurant
5. Video Interactions w/SR ............................ 44 An Interview: Job Experience
How Much Are the Tickets?
Business Telephone Module 6 Summary ......................................... 86
At a Restaurant
Hot Seats Answer Key....................................................... 88
Module 5 Summary ........................................... 45
2
Scope and Sequence: Modules 5 & 6
3
New Dynamic English
4
Introduction to Level 3
Introduction to Level 3
New Dynamic English, Level 3, prepares students to handle most day to day situations in English and to
communicate about their lives and the framework we live in. It also lays the groundwork for advanced
studies, where the focus moves toward abstract ideas and logical relationships.
Though listening and oral fluency continue to be the main focus in Level 3, reading and writing skills
play an increasingly important role. Follow-up assignments, including task-based reading, readers,
worksheets, and short, structured writing assignments are highly recommended to help reinforce and
extend the language presented in the lessons. Some of these are included in the Classroom Activities
section of each unit.
Content for Level 3
The material presented in Level 3 provides the basis for 40-60 hours of study, depending on the
language background of the students, which may vary considerably. The estimated TOEFL level of
students at this level is in the range of 400 +/- 50, and the TOEIC range is estimated to be 450-600.
The estimated time for completing this level assumes that the language presented in each level is used
as a model that is then systematically extended and personalized in classroom activities and that follow-
up assignments are used as suggested in this manual. The usual order is as follows:
1. Preview each lesson with a focus on general comprehension.
2. Analyze and practice the language in each lesson with a focus on the key language structures.
3. Extend and personalize the content of each lesson via student generated language, including role-
plays, pair practice, written exercises, and group activities.
4. Review and test.
5
New Dynamice English
Unit 1: On a Trip
A Paris Vacation
Todays Activities
Florence and Beyond
Question Practice w/SR
Focus Exercises
Unit 3: Directions
City Directions
City Quiz
Spatial Relations
6
Module 5: Unit 1, On a Trip
1. On a Trip
A Paris Vacation; Todays Activities; Florence and Beyond; Question Practice; and
Focus Exercises
This important Unit introduces the present perfect and contrasts it with the simple past. In the
context of Kathys trip to Europe, students learn to talk about plans, schedules, and how to report
and find out about a series of events unfolding in time.
In A Paris Vacation the focus is on the contrast between past events (she came to Paris two days
ago) and the resulting experience (she has come to Paris). In Todays Activities, we follow
Kathys progress throughout the day, contrasting when events happened with how long it has been
since they happened.
In Florence and Beyond, we look at future plans and how they relate
to present and past experiences (she has never been to Salzburg).
Goals:
To be able to understand and use the present perfect to express a resulting state.
To be able to understand and be able to express events and states in the past, present, and future.
To be able to ask and answer information questions regarding events and states in the past, present
and future.
Objective 1: To understand the difference between the past tense and the present perfect.
Objective 2: To be able to use the time expressions already, still, since, yet, and ago.
7
New Dynamic English
Learning Points
been
has been; has never been; how long has she been in Paris? This is the third time she has been in Paris.
Have you ever been to Paris?
information questions (how long, how long ago, how many times, how much longer)
How long has she been at the museum? How many times has she been in Paris? How much longer is
she going to stay at the museum? How long ago did she arrive in Paris? How long has she been in
Paris?
present perfect
It is the first vacation she has had in a long time. She hasnt had a vacation in a long time. She has come
to Paris to attend her best friends wedding. Kathy has been in Paris before. She has been there for two
hours. Since then they have kept in touch. They have written to each other several times. She has never
been to Salzburg. Have you ever been to Paris?
8
Module 5: Unit 1, On a Trip
9
New Dynamic English
10
Module 5: Unit 1, On a Trip
Key Sentences
Todays Activities
A Paris Vacation Today, in Paris, Kathy is enjoying herself. This
Kathy is on a one-week vacation from her job as a morning she took a walk through the streets of Paris.
journalist. It is the first vacation she has had in a After her walk, at around 9:00, she enjoyed a
long time. She hasnt had a vacation in a long time. delicious cup of coffee in a small cafe. At 10:00 she
She is in Paris to attend her best friend's wedding. went to the Notre Dame Cathedral where she
She has come to Paris to attend her best friends listened to some beautiful organ music.
wedding. Now she's at the Louvre, the famous art museum.
This is the third time she has been in Paris. (This It's 1:30. She has been there for two hours, since
isn't the first time she has been in Paris. Kathy has 11:30. She's looking at the Mona Lisa, one of the
been in Paris before.) She first came to Paris as a world's most famous paintings. In another hour she's
student, ten years ago. (The first time she came to going to leave the museum and do some shopping.
Paris was as a student ten years ago.) The last time She wants to buy a nice dress for herself and some
was two years ago, when she came on business. perfume for her mother.
During that trip, she was so busy that she didn't have This evening, she has a date to meet someone for
time to see any of the sights. This time she plans to dinner. Can you guess who he is?
relax and enjoy herself.
She's going to have dinner with Pierre, a famous
Kathy arrived in Paris two days ago/ the day before photographer. She interviewed him two years ago.
yesterday, which was Saturday. Her plane landed at Since then they have kept in touch. They have
3:00, two hours behind schedule. Her plane was written to each other several times.
supposed to arrive at 1:00.
(higher shuffler level)
After arriving, Kathy visited with her friend and met Kathy is interested in doing a project with him.
her friend's fianc for the first time. He is a very She would do the writing, and he would take the
successful Italian businessman. pictures. Shes looking forward to talk to him about
The wedding was yesterday. It was a small wedding, the project.
but very nice. She doesn't know it, but Pierre has romantic
(higher shuffler level) intentions. He thinks she's very attractive.
After the wedding, the newlyweds left for a skiing
trip in the Swiss Alps. They went by rental car. Florence and Beyond
Unfortunately, they got tied up in traffic. They didn't Tomorrow Kathy is going to leave Paris and fly to
arrive at their hotel until late last night. Florence, Italy.
Fortunately, they had confirmed reservations, so
they had no trouble checking in. (higher shuffler level)
She's planning to stay in Florence for one day, until
They plan to stay there until Thursday. Then they Wednesday evening. Pierre would like to go to
will travel on to Salzburg, in Austria. They are Florence with her. If they go together, it could be the
going to meet up with Kathy there before she returns beginning of something beautiful. On the other
to the U.S. The three of them are going to stay in a hand, Kathy may not want that kind of relationship
castle hotel ten miles outside Salzburg. with Pierre. In any case, Kathy is planning to enjoy
The hotel is on a lake, and the view from the hotel is Florence.
wonderful. The hotel is in a five hundred-year-old This will be her first visit there. The last time she
castle. It used to belong to an Austrian prince. was in Italy she visited Rome, but she didn't have
Everyone is looking forward to staying here. time to go to Florence. She's looking forward to
seeing some of the beautiful old buildings and great
works of art.
11
New Dynamic English
From Florence, she's going to take a train to When did she get to the Louvre? How long has she
Salzburg, where she will join her friends. They are been at the Louvre? What is she looking at right
going to meet her at the station. now? How much longer is she going to stay at the
museum? Has she gone shopping yet?
She has never been to Salzburg. It will be her first
time. Like so many other cities in Europe, Salzburg Who is she going to meet for dinner? Has she met
has an interesting history. She wants to visit the him before? What does Pierre do for a living?
place where Mozart was born. He was born there How have they kept in touch?
more than 200 years ago.
How is Kathy going to get to Salzburg? Has Kathy
Kathy only has time to stay in Salzburg for a couple ever been to Salzburg? Who wrote this piece of
of days. On Friday she and her friends are going to music? Who was born in Salzburg? Do you like
attend a concert. Mozart's music?
She has to leave Saturday evening. She will fly to According to her schedule, which day is Kathy
Paris, where she will catch her flight back to the going to leave for home?
States.
Have you ever been to Paris?
Though a week isn't very long, Kathy's memories of
this trip will last a lifetime. She is glad she came. Question Practice w/SR
Has Kathy ever been to Salzburg?
Comprehension Questions How is Kathy going to get to Salzburg?
How long is her vacation (going to last)? Has Kathy Is Kathy going to visit Salzburg?
been in Paris before? What is the main reason she How long ago did she arrive in Paris?
has come to Paris? How many times has she been in How long has she been in Paris?
Paris? How many years ago did she first come to Has Kathy been in Paris before?
Paris? When was the last time she came to Paris?
How long has she been in Paris? When did she Did she meet Pierre two years ago?
arrive in Paris? Did her flight arrive on time?
When did she arrive in Paris?
Did her flight arrive on time? When was her flight Has her friend gotten married yet?
supposed to arrive? How late was her flight? How Has the wedding taken place yet?
many hours late was her flight? When did her flight What does Kathy want to see in Italy?
actually arrive?
When did her friend get married? Has her friend When was her flight supposed to arrive?
gotten married yet? Who did Kathys friend marry? When did her flight actually arrive?
Have the newlyweds left Paris yet? When did the Are the newlyweds still in Paris?
newlyweds leave Paris? Are the newlyweds still in Have the newlyweds left Paris yet?
Paris? How did they travel from Paris to their hotel When did the newlyweds leave Paris?
in the Alps? Have they arrived at their hotel yet? Has she met him before?
Why did they arrive late? They arrived late because
of heavy traffic. When did they arrive at their hotel?
Have they arrived at their hotel yet?
Where are they going to be until Thursday? When Have they already left for Salzburg?
are they going to leave for Austria? Have they Has she had any coffee yet today?
already left for Salzburg? Is there a good view from Has she been to dinner yet?
the hotel? How far out of town is the hotel? Who did When is she going to meet him?
the hotel used to belong to?
What did she do first thing this morning? Has she How much longer is she going to stay at the
had any coffee yet today? Where did she go after museum?
she had some coffee? How many times has she been in Paris?
When did her friend get married?
12
Module 5: Unit 1, On a Trip
Focus Exercises
This is the [third] [time [she [has] [been] in Paris.
She first [came] to Paris [as [a student ten years
[ago.]
The [last] time [was] two years [ago] when she
[came] on business.
Kathy [arrived] in Paris the day [before] [yesterday],
[which] was Saturday.
She [has] [been] in Paris [for] two days.
Her plane [was] [supposed] to [arrive] at 1:00.
It [didnt] [arrive] [until] 3:00.
It [took] [place] yesterday, [which] was Sunday.
Fortunately, they [had] confirmed reservations, [so]
they had no [trouble] [checking] in.
On the [other] hand, Kathy [may] not want [that]
[kind] of relationship with Pierre.
They [arrived] [late] [because] of [heavy] traffic.
They [wont] [leave] [for] Salzburg [until]
Thursday.
They are [going] to [meet] [her] in Salzburg,
[which] is in Austria.
It [used] to [belong] to an Austrian [prince].
She [has] [been] there [for] two hours, [since] 11:30.
Shes [looking] at the Mona Lisa, [one] of the
worlds [most] [famous] paintings.
They [have] [written] to [each] [other] several times.
She [has to] [leave] Saturday [evening].
On Friday [she] and [her] friends are [going] to
[attend] a concert.
The [first] time [was] two years [ago], [when] she
[came] on business.
13
New Dynamic English
Focused Listening
Focus 3
Focus 1
Review A Paris Vacation and Todays Activities. Then
Preview A Paris Vacation for general comprehension. focus on Florence and Beyond. Listen to each sentences
Then focus on each sentence several times. several times.
Language Focus Language Focus
present perfect, been, past tense, ago time relations, past, present, and future
Listening Task Listening Task
Listen for sentences which use the past tense or present Practice saying and recording the sentences which have
perfect. Practice saying and recording these sentences. time phrases.
Goals Goal
Students will know the setting and time frame of the Students will be able to talk about and answer
story. questions about Kathy's activities in Paris, Florence
Students will begin to understand some of the and beyond.
differences between the past tense V(d) and the Students will be able to use present perfect to express
present perfect, have +V(n). duration: She has been there for two hours.
Student Follow-up Students will be able to use going to, will and may
1. Assuming that it is now Monday, summarize the with time expressions. From Florence shes going to
events of Kathys trip from Saturday through Sunday. take a train to Salzburg, where she will join her
Why has she come? What has she been doing since friends.
she arrived? What happened on Saturday and Sunday? Student Follow-up
Fill in the details as you imagine them. 1. Present Kathys travel plans from Monday through
2. Do Practice Exercises A and B. Saturday. Assume that today is Monday.
2. Present your own schedule for today, and how it is
Focus 2 unfolding. What have you done? What havent you
done yet?
Review A Paris Vacation and preview Todays Activities 3. Do Practice Exercises E and F.
for general comprehension. Then focus on each sentence
in Todays Activities several times. Focus 4
Language Focus
present perfect, since, yet, duration, for, since, past tense Review A Paris Vacation, Todays Activities, and
ago Florence and Beyond. Then focus on the Question
Practice lesson.
Listening Task
Listen for sentences and questions which use the past Language Focus
tense or present perfect. What has Kathy already done, information questions with the present perfect and past
what is she doing, and what is she going to do? Practice tense.
saying and recording these sentences.
Listening Task
Goals Practice saying and recording the questions.
Students will be able to use since, for, and already to Goal
express duration or completion with the present
Students will be able to ask information questions
perfect.
about both events and the resulting states of those
Students will be able to ask and answer questions with events.
the present perfect and past tense.
Students will understand the difference between
Student Follow-up already, ever, still, yet and ago.
1. Summarize Todays Activities.
Student Follow-up
2. Do Practice Exercises C and D.
1. Write five questions that use the present perfect, and
answer them.
14
Module 5: Unit 1, On a Trip
Focus 5
Review Todays Activities, Florence and Beyond, and the
Question Practice lesson. Then do the Focus Exercises
lesson.
Language Focus
present perfect and sentence construction review
Listening Task
Listen to all the sentences in the Focus Exercises lesson
and practice saying them.
Goal
Students will be able to use the present perfect to ask
and answer questions.
Student Follow-up
1. From Kathys point of view, write a complete account
of her trip to Europe. Assume that it is now Monday
evening, after her dinner with Pierre. What has
happened, and what is going to happen?
2. Write about yourself and your plans for today. What
has happened, and what is going to happen?
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
15
New Dynamic English
Practice Exercises
3. This isn't the first time she has (be) ________________ in Paris.
5. The first time she (come) _______________ to Paris was ten years ago.
7. After arriving, Kathy (meet) _______________ her friends fianc for the first time.
9. They have already (arrive) ________________ at their hotel in the Swiss Alps.
10. They had no trouble checking in because they (have) ______________ confirmed reservations.
16
Module 5: Unit 1, On a Trip
Practice Exercises
1. Q: Has Kathy been in Paris before? A: Yes, she has. This is the third time she (be)
has been in Paris. She first (come) _______________ to Paris as a student, ten years ago.
2. Q: Have Kathy and Pierre met before? A: Yes, they have. Kathy (interview) _______________
him two years ago. Since then they (keep in touch) ____________________________. They
3. Q: Has Kathy gotten to the museum yet? A: Yes, she has. She (get) _______________
to the museum at 11:30. She (be) ___________________ there for two hours. This is the
second time she (visit) ____________________ the Louvre. She (visit) ___________________
it for the first time when she (come) ___________________ to Paris ten years ago.
17
New Dynamic English
Practice Exercises
Complete the sentences with the letter of the correct expression from the box below.
Example: Kathy arrived in Paris two days ago h
10. The newlyweds are going to meet up with Kathy in Salzburg before _____.
18
Module 5: Unit 1, On a Trip
Practice Exercises
Fill-in the blanks with ago, already, yet, still, ever, or never
Example: Has Kathy left the museum yet? No, she hasnt. Shes still there.
1. The newlyweds have ________ left Paris. They left right after the
wedding.
2. Have the newlyweds ________ left Switzerland? No, they still havent
left.
4. Has Kathy _______ been to Florence? No, she hasnt. This will be her
first time.
5. Kathy is _______ in Paris. She wont leave for Florence until tomorrow.
7. She arrived in Paris two days ________. She came to attend her
friends wedding.
8. Kathy has ________ been to Florence. This will be her first time.
10. They _______ havent met _______ today. Theyre going to meet for dinner later this evening.
12. Have they made reservations for the concert _________? Yes, theyve ___________ made
reservations.
19
Module 5: Unit 2, Energy Sources
2. Energy Sources
Our Energy Needs; What about the Future? Questions; and Focus Exercises
As a follow-up to the Our World lesson, 3(2), this unit introduces the passive voice and important
vocabulary for talking about our world, its natural resources, and global issues of importance.
Cause and effect relations, expressing purpose, and the use of noun phrases are also developed
further, preparing students to begin to communicate about more abstract ideas and relationships,
which will be developed extensively in Level 4.
Goals
To be able to understand and talk about energy sources and natural resources.
To be able to understand the difference between active and passive verbs.
To be able to express the purpose, results, and reasons for an act or event.
20
Module 5: Unit 2, Energy Sources
Learning Points
cause/effect
As the supply decreases, the price will increase. Oil spills cause the death of many kinds of wildlife.
These accidents have caused the deaths of wildlife. Burning fossil fuels causes air pollution. Air
pollution causes acid rain. When a large amount of carbon gases are in the atmosphere, our world
begins to heat up. If the temperature rises, the polar ice caps will begin to melt.
conditionals
If the temperature rises, the polar ice caps will melt. If there are more plants, then the rate of global
warming is reduced. If it gets into the environment, it can cause serious health problems. If we use
less energy, it will help with the problem. If air pollution increases, what will happen to our forests?
degrees of certainty
The price will increase. Solar cells can convert sunlight. There may even be war. There is always
some risk of an accident.
noun phrases
many kinds of wildlife; the energy of falling water; another major source of energy; another way to
get energy; One of the main problems we now face is how to reduce the use of fossil fuels.
passive, be+V(n)
The energy of falling water is converted into electricity. Waste gases, such as carbon dioxide, are
produced. If there are more plants, then the rate of global warming is reduced. Many of our great
forests are being cut down or burned. The number of dams must be limited. Some of our forests are
being killed by acid rain.
present perfect
there have been several accidents; accidents have caused the deaths; radiation has escaped
purpose/reason/result
We need energy for heat. For people to live on our planet... We also need energy to run our factories.
Many people hope that the use of solar energy will increase because its safe for the environment.
There are many reasons why this is important. Plants help reduce global warming because they convert
carbon dioxide into oxygen. Fossil fuels are not renewable, so the supply is running out.
qualification
in some cases; However, it is only useful in areas where...
to (purpose): to store water; to prevent flooding; to run our cars; to generate electricity
21
New Dynamic English
22
Module 5: Unit 2, Energy Sources
Write headlines from the articles on the board, and assign students or groups of students to summarize one
or two of the main points in each article.
Have students make sentences with forms such as is caused by, is a result of, causes, because of, is the
reason for.
23
New Dynamic English
What about the Future? How about hydroelectric power? Can it help us
move away from fossil fuels? Hydroelectric power
One of the main problems we now face is how to is a clean source of energy. In addition, dams help
reduce the use of fossil fuels. There are several us manage our water supplies. However, building
reasons why this is important. One reason is that dams does change the environment. Dams can
the supply of fossil fuels is running out. Fossil cause problems for wildlife such as fish.
fuels are not renewable. As the supply decreases, Therefore, the number of dams must be limited.
the price will increase. There may even be war.
This leaves us with the problem of how to balance
There is also the problem of transport. Large oil our growing needs for energy with our need to
tankers transport oil across the oceans. Sometimes protect our environment.
there are accidents, and large amounts of oil spill
into the ocean. In the past few years, there have If we use less energy, it will help with the problem.
been several accidents. These accidents have As a result, conservation is very important. All of
caused the deaths of many fish, birds, and other us want progress and a comfortable life. However,
wildlife. we must also look ahead to the future and take care
of our beautiful world.
Another problem is air pollution. Burning fossil
fuels causes air pollution. When we burn fossil
fuels, waste gases, such as carbon dioxide, are
produced. The waste gases enter our atmosphere
24
Module 5: Unit 2, Energy Sources
Focus Exercises
When [its] [cold] we [need] energy [for] heat.
In a [windy] area wind [power] [would] be a [good]
way to [get] energy.
As the [supply] [decreases], the price [will]
[increase].
Oil spills [cause] the [death] of [many] [kinds] of
wildlife.
When we [burn] fossil fuels, waste [gases] [such as]
carbon dioxide, [are] [produced].
These accidents [have] [caused] the deaths of
[many] fish, birds, and [other] wildlife.
For example, [air] pollution [causes] acid rain, and
acid [rain] is [killing] many of [our] forests.
In some [cases], radiation [has] [escaped] into the
atmosphere and [into] water supplies.
If it [gets] into the environment, it [can] [cause]
serious health problems and [even] death.
However, [solar] [energy] is [still] expensive and
underdeveloped.
Therefore, the number of dams [must] [be] [limited].
25
New Dynamic English
Focused Listening
Focus 3
Focus 1
Review Our Energy Needs, and focus on What about the
Focus on Our Energy Needs. First listen to the lesson Future?
for general comprehension. Then go through the lesson
again and listen to each sentence several times. If Language Focus
necessary, use the ABC button to look at the text and passive voice, and causal relations
consult the Glossary.
Listening Task
Language Focus Focus on sentences which use the passive voice, such as
classification, purpose, vocabulary the rate of global warming is reduced; and Our forests
are being killed by acid rain. Say these sentences, and
Listening Task then write them down.
Listen for general comprehension. Repeat and record
sentences which have new vocabulary words. Goal
Goals
To introduce students to the passive voice.
General comprehension and vocabulary building. Student Follow-up
Students will be able to use expressions of purpose: 1. Summarize and explain the problems related to fossil
We need energy for heat. We need energy to run our fuels: non-renewable, carbon gases, acid rain, etc.
factories. 2. Do Practice Exercises D and E.
Student Follow-up
1. Make a list of reasons why we need energy, and give Focus 4
an example for each:
We need energy for light. For example, if its dark Review Our Energy Needs, What about the Future? and
and we want to read, we can turn on an electric light. focus on the Questions.
Also: for heat, for transportation, for factories, for Language Focus
appliances, for computers, etc. information questions
2. Do Practice Exercise A.
Listening Task
Focus on the questions, and practice saying them. Use
Focus 2 the record feature to listen to yourself.
Focus on Our Energy Needs, and preview What about the Goal
Future? First listen to each lesson for the general Students will understand the distinction between cause
meaning. Then go through the lessons again and listen to and effect. Air pollution causes acid rain. Acid
each sentence several times. If necessary, use the ABC rain kills trees. One result of acid rain is the death
button to look at the text and consult the Glossary. of trees.
Listening Task Students will be able to ask and answer questions
Focus on the descriptions of each type of energy source. about the energy sources and environmental issues
What are the advantages and disadvantages of each? presented in this lesson.
26
Module 5: Unit 2, Energy Sources
Focus 5
Review Our Energy Needs, What about the Future? and
then focus on the Focus Exercises.
Language Focus
review passive, purpose, and causal relations
Listening Task
Listen to each of the completed sentences, and practice
saying it.
Goal
Students will have mastered the vocabulary in this
Unit and will be able to summarize the main points
with well-formed sentences.
Students will understand the distinction between
passive and active voice.
Student Follow-up:
1. What are two other environmental or social problems
we face? What are their main causes? What do you
think we should about these problems?
Crime, poverty, racism, health, corruption, education,
etc.
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
27
New Dynamic English
Practice Exercises
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
28
Module 5: Unit 2, Energy Sources
Practice Exercises
29
New Dynamic English
Practice Exercises
Example: One result of an oil spill is the death of fish and other wildlife.
6. A decrease in the supply of fossil fuels would _________ the price of oil to increase.
7. A rise in the temperature of our atmosphere would _________ the oceans to rise.
8. If radiation gets into the environment it can _________ serious health problems.
10. The destruction of our forests will _________ an increase in global warming.
30
Module 5: Unit 2, Energy Sources
Practice Exercises
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
10. We use large oil tankers to transport oil across the oceans.
___________________________________________________________________________
31
New Dynamic English
3. Directions
City Directions; City Quiz; and Spatial Relations
This Unit focuses on giving directions, street locations, the names of common places of business,
and spatial relations. This Unit extends and follows up Module 3, Unit 3.
In the City Directions lesson, students click on various locations in DynEd City and hear the
directions of how to get there from the Hotel, which is on High Street.
In the City Quiz lesson, the students are given directions and asked to indicate the location where
the directions lead. A score is given for each correct choice.
In the Spatial Relations lesson, students study how to specify locations on a grid of blank squares:
upper left hand corner, middle of the top row, etc. After clicking on the middle square, the Grid
then opens up and shows a group of clocks, animals, flowers, and people arranged throughout the
Grid. Students are then given comprehension questions to show that they understand the spatial
directions.
Goals:
To be able to understand and give street directions.
To be able to understand and specify spatial directions, such as lower left-hand corner, etc.
To be able to understand and name common places of business.
To be able to specify objects by giving their spatial location, such as the clock in the upper right-
hand corner.
32
Module 5: Unit 3, Directions
Learning Points
giving directions
Turn right at the intersection. Cross the street. Go straight through the intersection. Go south
along Second Avenue. Go about half a block. Go West on High Street. Go to the corner. Go to
the end of the block. Turn right and cross the street. Make a right. When you get to the corner,
take a left.
distance
too far; not far enough; one block east; two doors down
location
on the same block as; on the opposite side of the street; on the other side of the street from; east of
the hotel; across the street from; between a gas station and a drug store; just past the gas station; its
on the corner, after you cross the street; its on the right, in the middle of the block. Its directly
across from the hotel. Its one block west of the hotel, on the same side of the street. Its east of the
hotel, on the other side of Second Avenue. Its around the corner from the hotel. Its the second
building on the left.
prepositions of location
at the intersection; on the same block; in the middle; across the street; around the corner; at the
intersection. Its on the right.
prepositions of direction
from the left; to the right; along Second Avenue, out the door; through the intersection
should
You should have turned right...
spatial relations
upper left-hand corner; second from the left in the top row; middle of the top row; one block east
of the hotel. This is the top right corner. This square is on far left of the middle row.
33
New Dynamic English
34
Module 5: Unit 3, Directions
a. Give students a starting point and ask them to direct you to a location in the city.
b. Dictate directions to students and ask them what location they should be in.
c. Show students where you are which is different from where you want to be and have them
give you feedback on how you went wrong. (Assume that you begin at the hotel.)
35
New Dynamic English
Key Sentences
The city's best hotel is on High Street in the middle
City Directions (and City Quiz) of the block.
You are at the hotel. Where would you like to go? You are already there!
Follow these directions. (Quiz)
This restaurant is on the corner next to the hotel.
The park is on the corner of First Avenue and High Go out the front door of the hotel. Turn right.
Street, west of the hotel. Its next door, on the right.
Go out the front door of the hotel. Go West on
High Street. Go to the corner. Turn right and This gas station is east of the hotel, on the other
cross the street. Cross First Avenue. Its on side of Second Avenue.
the corner, after you cross the street. Go out the front door of the hotel. Turn right.
Go straight through the intersection. Its on the
The university is north of the hotel, behind the art corner after you cross the street.
museum.
Go out the front door of the hotel. Turn left. The subway entrance is one block east of the hotel.
Turn right at the intersection. Cross High Go out the front door of the hotel. Go East on
Street. Go North on First Avenue. Go about High Street. Go across the street. Its on the
half a block. Its on the right. right, just past the gas station.
The cafe is on the same block as the hotel, but on There is a parking lot on First Avenue, south of the
the opposite side of the street. hospital.
Go out the front door of the hotel. Go West on Go out the front door of the hotel. Turn left.
High Street. Turn right and cross the street. Go straight through the intersection. Turn left.
Its on the corner after you cross the street. Its on the right, in the middle of the block.
The art museum is directly across from the hotel. This gas station is across the street from a travel
Go out the front door of the hotel. Make a agency.
right. When you get to the corner, take a left. Go out the front door of the hotel. Turn left.
Cross High Street. Go left. Its on the right, Go straight through the intersection. Turn left.
in the middle of the block. Go South. Its directly across from a travel
agency.
The movie theater is on the other side of the street
from the hotel. The post office is around the corner from the hotel.
Go out the front door of the hotel. Turn right. Go out the front door of the hotel. Turn left.
Go to the corner. Turn left and cross the street. Turn left at the corner. Itll be on your left, in
Its on the corner after you cross the street. the middle of the block.
There are public rest rooms in the park. There is a travel agency on First Avenue.
Go out the front door of the hotel. Go West on Go out the front door of the hotel. Turn left.
High Street. Go to the end of the block. Turn Turn left at the corner. Go south. Go past the
right and cross the street. Turn left. Cross post office. Itll be on your left.
First Avenue. Turn right. Go about half a The department store is on Second Avenue, around
block. Theyll be on your left. the corner from the hotel.
The hospital is one block west of the hotel, on the Go out the front door of the hotel. Turn right.
same side of the street. Turn right at the intersection. Go about half a
Go out the front door of the hotel. Go West on block. Its on the right.
High Street. Go straight through the The bookstore on Second Avenue is between a gas
intersection. Its on the corner after you cross station and a drugstore.
the street. Go out the front door of the hotel. Go East on
The bank is right next door to the hotel. High Street. Cross Second Avenue. Turn
Go out the front door of the hotel. Turn left. right. Go South. Itll be on your left, in the
Its next door, on the left. middle of the block.
36
Module 5: Unit 3, Directions
The drugstore is across the street from a What time is shown in the upper left-hand corner?
department store. It says 10:15.
Go out the front door of the hotel. Go East on Which animal is in the top row, second from the
High Street. Cross Second Avenue. Turn left? This is a monkey.
right. Go South. Its two doors down from What color is the flower in the middle of the top
the gas station. row? Its yellow.
Which person is second from the left in the middle
There is a police station on High Street, one block
row?
west of the hotel.
What does the clock in the lower left-hand corner
Go out the front door of the hotel. Go West on
say?
High Street. Go straight through the
What animal is in the bottom row, second from the
intersection. Its the second building on the
right?
left.
What is in the center of the middle row?
These are the four directions: North, East, South,
and West.
Spatial Relations
(Grid)
This is the upper left-hand corner.
This is the second square from the left in the top
row.
This is the middle of the top row.
This is the top row, second square from the right.
This is the upper right-hand corner. This is the top
right corner.
This is the first square in the middle row.
This square is on the far left of the middle row.
This is the second square from the left in the middle
row.
This square is second from the right in the middle
row.
This square is in the center of the middle row.
(opens grid).
Grid Quiz (samples)
37
New Dynamic English
Listening Focus
Listening Task
Focus 1 Focus on the descriptions of the locations of each place in
the city. Listen to and record these sentences.
Focus on City Directions. Find out the name of each The drugstore is two doors down from the gas station.
place on the map, and listen to the directions for how to The hospital is one block west of the hotel.
get there.
Language Focus Goal
Following directions, distance Students will be able to describe locations and give
directions.
Listening Task
Listen to and practice saying the directions to each of the
Student Follow-up
locations. Go out the front door of the hotel. Turn
1. Describe the locations of five places in DynEd City.
right. Cross the street at the intersection.
2. Describe the locations of five objects in the classroom,
Goal office, or places in the city or school.
Students will be able to follow directions: turn right,
turn left, cross the street, go two blocks, etc.
Student Follow-up Focus 4
1. Write the directions to your school or place of work.
2. Do Practice Exercise A. Focus on Spatial Relations
Language Focus
spatial relations and giving directions which involve
Focus 2 spatial relations
Review City Directions. Then try the City Quiz. If Listening Task
you have difficulty study City Directions again and use Click on each square in the grid and make it blue.
the Glossary for additional help. Practice saying the sentences. This is the upper left-hand
Language Focus corner. This is the top row, second square from the
directions, distance right, etc. Then click on the center grid until it opens
into a new grid. Complete the listening tasks: What
Listening Task color is the flower in the first square of the middle row?
Follow the directions and see how high you can score.
Goal
Goal Students will be able to understand and use vocabulary
Students will be able to follow and give clear of location for spatial orientation: top, bottom,
directions to anywhere in DynEd City. middle, right, left, upper right-hand corner, second
from the right, etc.
Student Follow-up
1. Using a map or drawing of your city, write out the
directions to two places of interest. Student Follow-up
2. Do Practice Exercise B. 1. Describe the location of five squares in the grid.
This is the upper left-hand corner. This is the
second square in the top row.
Focus 3 2. Specify five objects in the classroom by indicating
their spatial orientation and location. My desk is the
Review City Directions and City Quiz. second desk from the left in the first row, etc.
3. Do Practice Exercise C.
Language Focus
Location
38
Module 5: Unit 3, Directions
Focus 5
If necessary, review all the lessons in this Unit and
practice recording some of the longer sentences.
Goal
The ability to give clear directions and instructions.
Student Follow-up
Think of a place of interest in your city or country, and
write out detailed instructions for how to get there by
car from a central location.
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
39
New Dynamic English
Practice Exercises
DynEd City
Example: To get to the bank from the hotel, first go out the front door of the hotel.
1. To get to the hospital, ______________ on High Street until you get _______________________ of
High Street and 1st Avenue. The hospital is on the southwest corner _______________________.
2. To get to the police station, _________________ the hospital on the corner of High Street and 1st
Avenue. Itll be ___________________.
3. To get to the department store, _________________ the corner of High Street and 2nd Avenue, turn
right and go ________________. Itll be __________________.
4. To get to the post office, turn left __________________ of High Street and 1st Avenue. Itll be on
your left, in the middle ___________________.
5. To get to the hotel from the subway, exit on High Street. Its one block west,
___________________ of the block and ___________________ from a museum.
40
Module 5: Unit 3, Directions
Practice Exercises
DynEd City
Park:
______________________________________________________________________________
______________________________________________________________________________
Post Office:
______________________________________________________________________________
______________________________________________________________________________
Drugstore:
______________________________________________________________________________
______________________________________________________________________________
41
New Dynamic English
Practice Exercises
A B C D E
F G H I J
K L M N O
42
Module 5: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) when you enter
the lesson. The Dictations for Module 5 are as follows:
Dictation 1 Dictation 4
1. Kathy arrived in Paris the day before yesterday, which 1. She has never been to Salzburg. It will be her first
was Saturday. time.
2. Her plane landed at 3:00, two hours behind schedule. 2. Like so many cities in Europe, Salzburg has an
3. It was supposed to arrive at 1:00. interesting history.
4. After arriving, Kathy visited with her friend and met her 3. She wants to visit the place where Mozart was born.
friend's fianc for the first time. 4. He was born there more than 200 years ago.
Dictation 2 Dictation 5
1. This isn't the first time she has been in Paris. 1. When we burn fossil fuels, waste gases, such as carbon
2. The first time she came to Paris was as a student, ten dioxide, are produced.
years ago. 2. The waste gases enter our atmosphere and cause
3. The last time was two years ago, when she came on pollution, which damages our environment.
business. 3. For example, air pollution causes acid rain, and acid rain
4. During that trip, she was so busy that she didn't have is killing many of our forests.
time to see any of the sights. 4. If air pollution continues to increase, many of our forests
will die.
Dictation 3
1. This evening she has a date to meet someone for dinner. Dictation 6
2. She's going to have dinner with Pierre, a famous 1. Plants and trees help reduce global warming because
photographer. they convert carbon dioxide into oxygen.
3. She interviewed him two years ago. 2. If there are more plants, then the rate of global warming
4. Since then they have kept in touch. They have written to is reduced.
each other several times. 3. However, many of our great forests are being cut down
or burned.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help Screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted words
in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) It is the first vacation she has had in a long time. (3) She has come to Paris to attend her best friend's wedding. (4)
She first came to Paris as a student, ten years ago. (6) Her plane was supposed to arrive at 1:00. (8) She has been there
for two hours, since 11:30. (9) She has never been to Salzburg. (11) They won't leave for Salzburg until Thursday.
(14) We burn fossil fuels, such as coal, to generate electricity. (15) The energy of falling water is converted into
electricity. (16) The sun is another source of energy. (18) There are several reasons why this is important. (22) Our
forests are also being killed by acid rain. (25) In a windy area, wind power would be a good way to get energy. (27) On
land, trucks are often used to transport oil and gas. (28) Some of our forests are being killed by acid rain.
43
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as the present perfect, , the past tense, and the passive.
Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be found in the
Study Guides and also in the pull-down Help Screens.
The Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Sentence Repetition and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
personal scores each time they do the quiz, rather than as a test. Their scores can be found in the Study Records.
How Much are the Tickets? Im afraid that flight is full, so its going to be difficult.
Do you have any more tickets for the concert? But I made the reservations more than a month ago. The
Sorry, therere no more seats left for this afternoons seats were supposed to be together.
performance. Okay sir. Im sorry about the mistake. Let me see what I
Are there any seats for this evening? can do. Give me your number and Ill call you back.
Yes, we do, but theyre expensive seats. Thanks. I appreciate your help. My number is ..
How much are they?
At a Restaurant
Lets see. Those seats are $100.
Have you decided what you want to order yet?
You dont have anything else?
No, I havent. What are you going to get?
No, Im sorry.
I havent decided yet either.
If I take three, will you give me a discount?
Why is it always so difficult to decide?
Sorry, I wish I could help you. I just work here.
I dont know. Why dont you try the roast chicken? Its
Business Telephone really good.
Ace Travel. May I help you? I cant. I dont eat meat.
Hello? Im calling about some airline seats Ive reserved. You dont eat meat? How about some pasta?
Theres a problem. Okay, that sounds like a good idea.
Okay sir, what kind of problem?
Hot Seats
I just got the tickets in the mail and now I see that the seats
Have you ever been abroad?
are not together.
Ive been to London, and also to Paris.
Oh, I see. When is the flight?
Whats the most interesting trip you have ever taken?
The flight is scheduled for tomorrow. Is there anything
It was the time I went to Amsterdam.
you can do?
Whats the flight number?
Its Flight 002 to Madrid.
44
Module 5 Summary
45
Module 6 Lesson Map
Unit 3: Comparisons
Price and Quality
Three Sisters
Country Data
Four Cities
Focus Exercises
46
New Dynamic English
1. Life Experience
Making a New Life; A Path to Success; A Troubled Past; Questions; and Focus
Exercises
This Unit completes the presentation of intermediate verb structures introduced in New Dynamic
English, Levels 2 and 3, and prepares students for Level 4, where students will focus on more
abstract relationships, especially the modals and conditionals.
In this Unit, students learn how to talk about the totality of their lives: their past and
accumulated experience, their current situations, and their plans and hopes for the future. In
particular, we review and develop the present perfect and passive constructions of the verb.
Goals
To be able to understand and talk about ones life experience and qualifications.
To be able to organize a brief presentation about ones education and travel experience.
Objective 1: To be able to understand and use the present perfect and past tense forms in a
simple narrative about experience.
Objective 2: To be able to understand and use the passive form together with the past tense and
perfect forms of the verb.
Objective 3: To be able to use appropriate time phrases to organize a brief written or oral
presentation about ones experience.
47
Module 6: Unit 1, Life Experience
Learning Points
change, get + adjective
She became a successful model. Now that he's getting older... Their relationship got better. After
about two years, they got married.
gerund, infinitive
Richard likes living in England; he decided to study; enjoys teaching; hopes to return; decided
to quit; his dream to be a writer; he kept on trying; Richard was given a grant to study in the UK.
Jack was arrested for stealing a car
passive
He was given a grant to study in the UK. He was also offered a grant to study in the US. His first
book was rejected. He got kicked out of several schools. He was arrested by the police. He has
been arrested twice.
time sequence
At the same time; A year later; Before that; During that time; After about two years; Since
then; Now he is a well-known writer. During his school day When he was sixteen, he got into a
fight. When he was twenty he got married. Six months later, his wife left him.
still, yet
Richard's family still lives in Hong Kong. He still hasn't met the right woman. He hasnt met the
right woman yet.
used to
John used to work for a large company, but he doesnt work there anymore. He used to be a
businessman.
48
Module 6: 2, Unit 1, Life Experience
49
New Dynamic English
50
New Dynamic English
51
New Dynamic English
to study in the UK? Besides Britain, where else did When he [was] [sixteen], he [got] into a [fight] and
Richard have a chance to study? Why did he [lost] two [teeth].
decide not to study in the US? Where did Richard Two years [later], he [was] [arrested] for [stealing] a
live before coming to the UK? car.
That was the [first] [time] he [was] [arrested].
Who became a model? How long did it take
Since then he [has] [been] [arrested] twice.
Richard's girlfriend to become a successful model?
Unfortunately, he [doesnt] [have] [any] job skills.
Who did he marry? How many sisters does he
Altogether, he [has] [been] [arrested] three times.
have? He has two sisters and a brother. Is
Unfortunately, he [still] [hasnt] [met] the [right]
Richard's mother still alive? How many languages
woman for him.
does he speak?
A year [later], when he [was] nineteen, he [went] to
Does he (John) work for a large company? Has he Japan and Korea.
ever worked for a large company? Why did he He [used to] [work [for a large company, [but] he
decide to quit? [doesnt] work there [anymore].
Who has written several books? How many of his Jack [was] [arrested] by the [police].
books have been best sellers? Who is he writing After [about] two years, they [got] [married].
about now? How old was he when he went abroad
for the first time? How old was he when he went
to Japan and Korea? Have you ever been abroad?
Do you enjoy traveling? True or False: He's
going to get married very soon.
Who can't get a job? What happened to Jack when
he was sixteen? What did Jack steal? Who stole
a car? Who arrested Jack?
Who was arrested for stealing a car? How many
times has he been arrested? Has he ever been
married? Is he married? Who lost two teeth
when he was sixteen? How old was he when he
lost two teeth?
Focus Exercises
He [has] [taught] science there [for] the [past] five
years.
It [was] a difficult [choice], but he [decided [to
[study] in the UK for a personal reason.
He [came] to England eight years [ago], [after]
[finishing] his university [studies] in Hong Kong.
He [was] also [offered] a grant to [study] in the US.
His girlfriend [was] [going] to London to [get] a
[job] as a model.
His mother [died] [last] year, [but] his father is in
good health.
John [has] [written] [several] successful books.
In fact, [four] of his [books] [have] [been] best
sellers.
John [has] [travelled] to [many] [parts] of the world.
John [travelled] to Japan and Korea [when] he
[was] nineteen.
52
Module 6: 2, Unit 1, Life Experience
Student Follow-up
Students will be able to use well-formed sentences to
summarize the experiences of all three characters.
1. Write a summary of Richards life up until he got
married. Fill in the details as you imagine them, Student Follow-up
especially his decision to study in the UK instead of 1. Summarize Jacks life, and fill in the details as you
the US. imagine them.
2. Do Practice Exercises A and B. 2. Summarize your own travel and/or job experience:
What countries have you been to? What kinds of jobs
have you had?
Focus 2 3. Do Practice Exercises E and F.
Review Making a New Life, and then focus on A Path to
Success. Listen to each sentence several times. If Focus 4
necessary, use the ABC button to look at the text and the
Glossary. Review Making a New Life, A Path to Success and A
Troubled Past. Then do the Questions and Focus
Language Focus
Exercises lessons.
present perfect to express experience, simple past, and
used to Language Focus
still, yet, passives, present perfect
Listening Task
Listen for sentences that summarize experience. Say and Goal
record these sentences. Students will be able to use still, yet, and used to.
Goal Students will be able to use well-formed sentences to
Students will be able to use the present perfect to ask ask and answer questions about their own lives and
and answer questions about experience. experiences.
53
New Dynamic English
Practice Exercises
there for the past five years. Before that, for two years, he (be) _______________ a graduate
research assistant.
Richard (come) __________________ to England eight years ago . After finishing his studies in
Hong Kong, he (give) ___________________ a grant to study in the UK. Another reason he
be with his girlfriend who (go) ____________________ to London to get a job as a model.
After about two years, Richard and his girlfriend (get married) ____________________ Now they
1. Richard /in Hong Kong/ /but now/ /live/ /used to/ /he lives/ in England.
2. His girlfriend /to get/ /to London/ /came/ /as/ /a job/ a model.
54
Module 6: 2, Unit 1, Life Experience
Practice Exercises
the world. When he was eighteen years old, he (go) __________________ to the US and Canada.
A year later he (go) _________________ to Japan and Korea. Since then, he (go)
Now that he (get) __________________ older, John thinks he should (get) ________________
married. Unfortunately, he still (meet, not) ______________________ the right woman for him.
1. When John was nineteen he went to Japan and Korea. _______ then, he has been to a different
country every year.
3. Richard and his girlfriend came to England eight years ________. ________ about two years
they got married.
5. Richard came to England eight years _______, ________ finishing his university studies in Hong
Kong.
55
New Dynamic English
Practice Exercises
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Richard's mother died last year but his father is ____________ alive.
8. John has _________ been to Korea and Japan, but hes never been to Malaysia.
56
New Dynamic English
2. Matrix Vocabulary
Occupations; Places to Go; Ways to Travel; Things to Wear; Feelings; and Matrix
Game
This Unit introduces vocabulary related to five subject areas of importance in daily conversations.
It is important to extend the vocabulary in each category. For example, in Occupations the class
should list additional jobs and professions and discuss the advantages, disadvantages,
qualifications, and give a detailed description of each. In The Interview lesson (Unit 5, Video)
there is also an example of how a role play can be set up in the classroom. In addition, the
Classroom Activities for this Unit will provide opportunities for follow-up and extension.
In the second category, Places to Go, students learn how to describe a variety of places by
indicating what happens there. An expanded list of places will add useful vocabulary to the lesson
and allows students to bring in their own interests. In the third category, Ways to Travel, students
can add travel-related vocabulary, such as commute, rush hour, in cities, in the country, passengers,
mass transit, etc. There is also a video lesson, Flight Information, in Unit 5, that extends this
category.
Goals:
To be able to talk about common jobs and professions.
To be able to describe places of business and of general interest by talking about what happens
there.
To be able to talk about means of transportation, and general travel patterns.
To be able to talk about and describe clothes.
To be able to talk about and describe feelings.
Objective 1: To prepare students to talk about their job ambitions and/or present jobs and places of
business.
Objective 2: To prepare students to make their own travel arrangements.
Objective 3: To prepare students to describe and buy clothes.
Objective 4: To prepare students to understand references made to feelings, and to talk about
feelings in an appropriate and understandable way.
57
Module 6: Unit 2, Matrix Vocabulary
Learning Points
adverb phrases and adverbs of frequency
when they are happy; when a friend is sick; when someone is rude to them. Construction workers
work outside and sometimes operate heavy machinery. A dentist often charges a lot of money.
countable/uncountable amounts
many people; many other materials; some people; most people; a lot of education; not much education;
a pair of gloves; a lot of money; many different kinds of animals; other sports
comparing amounts
Dentists almost always earn more than sales clerks. Which usually costs more? Flying is usually
more expensive than going by train. A train holds more passengers than a bus.
conditionals
Who would you go to if you had a toothache? How would you feel if you were all alone and lost in a
dark forest? How do you feel if someone is rude to you?
compulsion, have to
You have to put on your socks before you put on your shoes. I only go when I have to. You have to
go to an airport...
word relations
Driver is to bus as pilot is to airplane. Black is to white as hate is to love.
58
Module 6: Unit 2, Matrix Vocabulary
Step 1: Presentation
Introduce the Occupations lesson in class. Make a list of occupations and jobs on the board, and talk
about the advantages, disadvantages, and qualifications for each. Sample occupations include: a
doctor, a cook, a restaurant owner, a lawyer, a nurse, a pharmacist, a salesperson, a plumber, an
architect, a software programmer, a graphic artist, a journalist, etc.
Step 2: Oral Practice
In pairs, or small groups, have students interview each other about what kinds of jobs they have or
would like to have? What are their responsibilities? What do they do every day? What are the
advantages, disadvantages, and qualifications for the job.
Step 3: Listening Focus
Assign students to do Listening Focus 1 in the lab or at home.
Step 4: Presentation and Oral Practice
Briefly introduce the Places to Go lesson. Make a list of places on the board ask the class to help you
describe what goes on at each place. For example, at a bank people are depositing or withdrawing
money, getting a loan, or arranging to transfer money from one account to another. Write down the
new vocabulary, and have students work in pairs to come up with more examples and present them to
the class.
Step 5: Listening Focus
Assign students to do Listening Focus 2 in the lab or at home.
Step 6: Presentation, Oral Practice, and Listening Focus
In successive lessons, introduce each of the next three categories and follow the above pattern for each.
59
New Dynamic English
60
New Dynamic English
61
New Dynamic English
62
Module 6: Unit 2, Matrix Vocabulary
Focused Listening
Focus 3
Focus 1
Review Places to Go, and then focus on Ways to Travel.
Focus on Occupations. Click on each item several times Click on each item several times and listen to the basic
and listen to the basic sentences about each. Then use sentences about each. Then use the Quiz button and
the Quiz button and answer the questions. answer the questions.
63
New Dynamic English
Focus 5
Review Things to Wear, and then focus on Feelings.
Click on each item several times and listen to the basic
sentences about each. Then use the Quiz button and
answer the questions.
Language Focus
Vocabulary: emotions and facial expressions or actions
associated with emotions.
Listening Task
Listen to the descriptions of emotion. Then answer the
questions and say each sentence. Write down any
unfamiliar vocabulary.
Goals
Students will be able to talk about emotions and facial
expressions.
Students will be able to use make and get to talk about
emotions: It makes me angry when... I get angry
when...
Student Follow-up
1. Interview a classmate about what makes them smile,
laugh, cry, get angry, or scream from fright.
2. Make a list of two or three additional emotions, and
give situations associated with each emotion:
Example: I get excited when I watch a good football
game and the score is close.
3. Do Practice Exercise E.
Focus 6
Review each of the lessons in the Matrix Vocabulary.
Then play the Matrix Game. See how high you can
score.
Language Focus
Questions and answers.
Student Follow-up
1. Make a list of additional questions and answers for all
the categories.
2. Do the Matrix Vocabulary Crossword.
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New Dynamic English
Practice Exercises
4. Most department stores have sales clerks ______________ customers buy things.
8. Someone who comes to work late and doesnt work hard might _______________.
10. If you speak a foreign language it may help you to find _______________.
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Module 6: Unit 2, Matrix Vocabulary
Practice Exercises
5. One way to see a city is ____________________ a tour bus around the city.
6. If you dont like cities, you can always ____________________ and see the countryside.
8. Its not fun when you ________________ a toilet when you really need one.
10. A good map will help you ___________________ around a city or country.
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New Dynamic English
Practice Exercises
6. Buses are an important form of _____________, especially where there are no planes or
trains.
b) another g) transportation
c) convenient h) by airplane
d) to travel i) by train
e) commute j) passengers
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Module 6: Unit 2, Matrix Vocabulary
Practice Exercises
4. When you buy a shirt or trousers you need to know your _______________.
5. When a man travels, he needs to take several pairs of ________ and underwear.
10. At a hotel there is usually a ____________________ service for cleaning your clothes.
a) fit f) be measured
b) dressing g) tie
c) socks h) a skirt
d) size i) laundry
e) a suit j) a uniform
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New Dynamic English
Practice Exercises
4. Im sorry, but _______________ there are no seats left for tonights concert.
7. At the end of the game the score was close, so it was really _______________.
8. The little child was all ___________ and ____________ when we found her.
10. The roller coaster was so scary that everyone was __________________.
a) crying g) funny
d) exciting j) alone
e) smile k) screaming
f) Im afraid l) nervous
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Module 6: Unit 2, Matrix Vocabulary
1 2 3 4
5
6 7 8
10
11 12 13
14 15
16 17 18 19
20
21
22 23
24 25 26
27
28 29
ACROSS DOWN
1. the person you go to when you are sick 1. you go to a ____ when you have a toothache
3. its in the restroom; we use it several times a day 2. the opposite of in is _____
6. black is to white as love is to _____ 4. extreme fear; to scream in ____
10. a place where you can borrow books 5. we use a ____ to find our way around
11. the past tense of the verb, wear 7. older people have lots of _____; if you work,
12. to find your size; to _____ the length you gain _____
14. you go to school to get a good _____ 8. a person on a train or airplane is a ____
16. what you feel when you are angry 9. a person who practices law
17. what you buy to give your friends and family 13. the name of our planet
20. what you feel when you are afraid 15. where airplanes take off and land
22. cars travel on a ____ 16. if someone is rude to you, you get ____
23. something you wear on your hands 18. if your shoes dont ___, your feet will hurt
25. put your ____ on before you put on your shoes 19. what you wear on your feet
27. where people go if they are very sick 21. if someone you love goes away you feel ___
28. a person who flies an airplane 24. something you wear when you are cold
29. a person who sells things is a _______ 25. it wont fit if it isnt the right ____
26. the opposite of under is _____
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New Dynamic English
3. Comparisons
Price and Quality; Three Sisters; Country Data; Four Cities; and Focus Exercises
This unit reviews and extends the language necessary to make comparisons and introduces the
vocabulary to discuss and compare product quality, date of manufacture, price, physical
descriptions of people, distance, temperature, area, and population.
In the first lesson, Price and Quality, we focus on and compare three violins: their dates of
manufacture, their prices, and their sound quality.
In the second lesson, Three Sisters, we compare the physical characteristics of three sisters: their
eye color, hair length and color, their heights and weights.
In the Focus Exercises lesson, students practice constructing sentences which include comparisons
and superlatives.
Goals
To be able to express and understand comparative data about people, products, countries, and
places.
To be able to ask questions to find the degree of difference, such as in How much warmer is it in
Sydney than in London?
Objective 1: To be able to understand and use the comparative and superlative forms of
adjectives and quantifiers.
Objective 2: To be able to use relative clauses to specify a person or object, such as The violin
which was made in 1920 ...
Objective 3: To be able to understand and talk about common units of measurement, such as
degrees Celsius, pounds, and square miles.
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Module 6: Unit 3, Comparisons
Learning Points
adjective phrases/clauses
The violin which was made in 1920 is the second most expensive. The one on the right is the oldest.
approximation
approximately 5,400 miles; about 7,400 miles; England has an area of just over 50,000 square miles.
In January, London is generally a little warmer than New York.
asking about price, cost, and product information
How much is the newest one? How much is the most expensive one? Which violin costs the most?
When was it made? Which one has the best...? It costs $2,000. This violin costs $3,000 more than
the one made in 1990. Which one has the best sound quality?
comparison, comparatives and superlatives
ten pounds heavier than; longer hair; much larger; Australia has the smallest population. Australia
is larger than England, but smaller than the U.S. It doesn't sound as good as the other two. Barbara is
the tallest. The violin which was made in 1920 is the second most expensive. The US is about
500,000 square miles larger than Australia. England is much smaller than Australia, but is population is
much bigger. New York is the closest to San Francisco. Mary has longer hair.
countable/uncountable amounts
how many more people; how much more expensive; how much taller; how much warmer
degree
second most expensive; least expensive; a little older; how much taller; just over; much smaller,
doesnt sound as good as the other two
distance, how far
about 2,600 miles; about 2,000 miles farther away; New York is the closest to San Francisco. How
far is it from San Francisco to London?
-er than
$3,000 more than; ten pounds heavier than; much smaller than Australia. Mary has longer hair.
noun phrases/clauses
the one on the left; the one which was made in 1920; the other two; the one in the middle
physical description (height, weight, hair color)
They are both four feet, four inches; She weighs 95 pounds. How much taller is...? They both have
blue eyes and brown hair, but Mary has longer hair.
reference
the other two; of the three; the only one over five feet tall
size and area
It has an area of about 3 million square miles. Who is the tallest?
superlatives
newest; oldest; the least; the most; the most expensive
temperature
The average temperature is 21 degrees Celsius. New York is generally the coldest. Sydney is warmer.
72
New Dynamic English
Step 1: Presentation
Introduce Price and Quality in class. Use the examples to review comparisons, comparatives and
superlatives.
Step 2: Oral Practice
In pairs, or small groups, have students practice asking and answering questions about the violins or
other products.
Step 3: Listening Focus
Assign students to do Listening Focus 1 in the lab or at home.
Step 4: Presentation and Oral Practice
Introduce Three Sisters. Put a list of physical characteristics on the board which are useful for
describing people: height, weight, hair color, skin color, age, athletic, good-looking, etc. Note that the
comparative ending -er and the superlative ending -est are only used for adjectives that are stressed on
the first syllable, such as heaviest, and that adjectives such as intelligent use the modifiers more or less,
the most or the least, etc. Have students work in pairs to practice describing and comparing people.
Step 5: Listening Focus
Assign students to do Listening Focus 2 in the lab or at home.
73
New Dynamic English
74
New Dynamic English
Key Sentences
Country Data
In this lesson well practice comparing things.
Let's compare the size and population of these three
Price and Quality (Violins) countries.
Here are three violins. The one on the left is the Australia has a population of about 25 million
newest. It was made in 1990. It has a nice sound, people. Australia has the smallest population. It
but it doesn't sound as good as the other two. It has an area of about 3 million square miles.
costs $2,000. Australia is larger than England, but smaller than the
The one in the middle was made in 1920. It has a U.S. The difference in population between
very nice sound. It costs $5,000. This violin Australia and England is about 25 million people.
costs $3,000 more than the one made in 1990. England is much smaller than Australia, but its
The one on the right is the oldest. It was made in population is much bigger. England has an area of
1880, more than 100 years ago. This violin is the just over 50,000 square miles. Approximately 50
most expensive. It costs $50,000. million people live in England, which is more than
in Australia and less than in the U.S.
0f the three, the one made in 1880 has the best
sound quality. The violin which was made in 1920 The U.S. has a population of about 300 million
is the second most expensive. people, five times the population of England. The
U.S. is larger than either Australia or England. It
Three Sisters has an area of 3.5 million square miles. The U.S.
is about 500,000 square miles larger than Australia.
Here is information about three sisters: Barbara,
Susan, and Mary. Four Cities
Max lives in San Francisco. Next January, he
would like to visit New York, London, or Sydney.
Here are the distances from San Francisco to each
city, and also the average temperature during the
month of January.
The distance between San Francisco and New York
is about 2,600 miles. In January, the average
temperature in New York is 0 degrees Celsius.
New York is generally the coldest. New York is
Barbara is the oldest of the three. She is twelve the closest to San Francisco.
years old. Barbara is five years older than her
sisters. She is five feet, two inches tall, and she London is approximately 5,400 miles from San
weighs 95 pounds. Francisco. The average temperature in London is 4
degrees Celsius in January. In January, London is
Susan and Mary are twins. They were both born on generally a little warmer than New York.
the same day. They are both seven years old.
However, Susan was born ten minutes earlier, so Sydney is about 7,400 miles from San Francisco.
Susan is a little older than Mary. The average temperature in Sydney is 21 degrees
Celsius in January. In January, Sydney is the
Barbara is the tallest. She's ten inches taller. Susan warmest of these cities. Sydney is the farthest
and Mary are both ten inches shorter than Barbara. from San Francisco.
They are both four feet, four inches. They are the
same height, but they don't weigh the same. Mary Sample Questions
is ten pounds heavier than Susan. Mary weighs ten Which violin is the most/least expensive? Which
pounds more than Susan. They both have blue eyes violin is the newest/oldest?
and brown hair, but Mary has longer hair. How much is the most expensive one? When was
the newest one made?
75
New Dynamic English
Focus Exercises
76
Module 6: Unit 3, Comparisons
Focused Listening
Focus 3
Focus 1
Review Price and Quality and Three Sisters. Then focus
Preview Price and Quality and Three Sisters. Then on Country Data.
focus on Price and Quality. Listen to each sentence
several times. If necessary, use the ABC button to look Language Focus
at the text. Vocabulary, country data
Goal Goals
Students learn to ask about and compare products. Students will be able to use well-formed sentences to
describe and compare the sizes and populations of
Listening Task countries.
Listen to how the violins are specified, described and
compared. Practice saying the sentences. Student Follow-up
1. Ask and answer two questions about each of the three
Student Follow-up countries.
1. Ask and answer five questions about the three violins 2. Compare two or more aspects of your own country
or about some other products which you describe. with another country.
2. Do Practice Exercise A. 3. Do Practice Exercise D and E.
Focus 2 Focus 4
Review Price and Quality and focus on Three Sisters. Review Three Sisters and Country Data. Then focus on
Listen to each sentence several times. If necessary, use Four Cities.
the ABC button to look at the text and use the Glossary.
Language Focus
Language Focus comparison, quantification of differences, and units of
Vocabulary of physical descriptions, comparisons, units of measurement
measurement
Listening Task
Listening Task Focus on the units of measurement and how to express the
Listen for and practice saying sentences that compare the degree of difference: How much warmer is it?
three sisters. Susan is a little older than Mary. Mary is
ten pounds heavier than Susan. Goal
Students will be able to quantify comparisons:
Goal Sydney is 5,800 miles farther from S.F. than New
Students will be able to describe and compare people. York.
Students will learn the units of physical measurement.
Student Follow-up
1. Present each city: Sydney: Sydney is the warmest
Student Follow-up
in January. Sydney is the farthest from San
1. Write a physical description of yourself. Use units of
Francisco.
measurement.
2. Compare the three cities with your own.
2. Describe and compare two classmates or famous
3. Do Practice Exercise F.
people.
3. Do Practice Exercises B and C.
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New Dynamic English
Focus 5
Review the first four lessons, and then do the Focus
Exercises.
Language Focus
Question and sentence construction
Listening Task
Practice saying and recording the most difficult sentences
in the Unit.
Goal
Students will be able to use well-formed sentences to
ask and answer questions about products, countries,
and people.
Student Follow-up
1. Choose a product, company, country or city, and list
its most important characteristics. How does it
compare to others?
2. Find an advertisement which describes and describes a
product. Do you think it is a good advertisement?
Why?
Focus 6
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
78
New Dynamic English
Practice Exercises
1. _____ the one which was made more than 100 years ago
3. _____ the violin that costs $3,000 more than the one made in 1990
5. _____ the one made forty years after the oldest one was made
13. _____ the violin which costs more than the one made in 1920
14. _____ the one that costs less than the violin made in 1920
15. _____ the one that costs less than $10,000 but more than $2,000
79
Module 6: Unit 3, Comparisons
Practice Exercises
1. Susan and Mary are both four feet, four inches tall.
80
New Dynamic English
Practice Exercises
4. Barbara also weighs more than / the most the other two.
81
Module 6: Unit 3, Comparisons
Practice Exercises
Distances
San Francisco to New York: 2,600 miles
San Francisco to London: 5,400 miles
San Francisco to Sydney: 7,400 miles
3. Barbara is five feet, two inches tall. Susan is four foot four.
Barbara is _______________________________________ Susan.
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Level III, Disc 2, Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) when you enter
the lesson. The Dictations for Module 6 are as follows:
Dictation 1 Dictation 4
1. Altogether, he has been arrested three times. 1. John has written several successful books.
2. Each time he was arrested he had to go to jail. 2. The first book he wrote was rejected.
3. He has been in jail three times, each time for about eight 3. He almost gave up, but he didn't. He kept on trying.
months. 4. His next book was much better.
4. Altogether, he has been in jail for about two years.
Dictation 5
Dictation 2 1. The one on the left is the newest. It was made in 1990.
1. John has done a lot of travelling. 2. It has a nice sound, but it doesn't sound as good as the
2. When he was eighteen years old, he went abroad for the other two.
first time. 3. The one on the right is the oldest. It was made in 1880,
3. A year later, when he was nineteen, he went to Japan and more than 100 years ago.
Korea. 4. Of the three, the one made in 1880 has the best sound
4. Since then, he has gone to a different country every year. quality.
Dictation 3 Dictation 6
1. Jack can't find a job. Nobody will hire him. 1. The fastest way to travel a long distance is to go by
2. Unfortunately, he doesn't have any job skills. airplane.
3. That's not surprising, however, because he hasn't done 2. Flying is usually more expensive than going by train.
very much. 3. A train holds more passengers than a bus.
4. He wishes he could start his life over. 4. A bus is an inexpensive way to travel from one place to
another.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3, such as the passive
and present perfect forms of the verb. Detailed instructions for doing the Fill-Ins (with Speech Recognition) can
be found in the Study Guides and also in the pull-down Help Screens (This Lesson) once you are in the Fill-Ins
lesson. Please note that the highlighted words in the answer sentences are linked to the Glossary. Sample
sentences from the Fill-Ins lesson are:
(2) He has written several books. (4) He was a top student in Hong Kong, and he was given a grant to study in the
UK. (7) The first book he wrote was rejected. (9) Unfortunately, he still hasn't met the right woman for him. (12)
Altogether, he has been arrested three times. (13) Each time he was arrested he had to go to jail. (15) He is tired of
getting into trouble, but he doesn't know what to do. (17) He wishes he could start his life over. (18) Where did
Richard live before coming to the UK? (20) Has he ever travelled abroad? (21) He used to work for a large company,
but he doesn't work there anymore. (22) Jack was arrested by the police. (24) Buses are sometimes crowded and
uncomfortable, especially during rush hour. (26) Sometimes you need a seat reservation in order to get on a train.
(27) Have you ever flown first class?
83
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, such as the passive, present perfect, and time phrases. Detailed
instructions for using Speech Recognition and for doing the Speech Practice lesson can be found in the Study
Guides and also in the pull-down Help Screens.
The Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Sentence Repetition and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
personal scores each time they do the quiz, rather than as a test. Their scores can be found in the Study Records.
Each video scene illustrates language points that have been developed in this module. The scenes have been
designed so that they can be role-played by students. This is an excellent way to review, have fun, and
personalize the language.
84
Level II, Disc 2 Summary
85
Module 6 Summary
Regular verbs
(1) Life Experience (2) Matrix Vocabulary (3) Comparisons
arrest start* arrive* love* compare
contribute study* borrow need* like
decide travel carry operate live
die try charge pay practice
earn want commute play sound
enjoy wish control prefer visit*
finish* wonder* cry protect weigh
follow work* dance require*
have* earn* return*
have to enter* shop*
help* explore smile
hire fail stay*
hope* fix solve
kick out have* study*
like* have to* travel*
live* help* try*
look for laugh want*
offer like* watch*
reject listen* work*
return* look at
86
Level II, Disc 2 Summary
Continued...
Irregular Verbs, their Past Tense and Past Participle forms (cont.)
go* (1,2) went gone
hold* (2) held held
keep* (2) kept kept
keep on* (1) kept on kept on
know* (1) knew known
lose* (1,2) lost lost
make* (2) made made
meet* (1) met met
put on (2) put on put on
quit (1) quit quit
read* (2) read read
see* (2) saw seen
speak* (1) spoke spoken
stand (1) stood stood
steal (1) stole stolen
take* (1,2) took taken
take off (2) took off taken off
teach* (1) taught taught
tell* (2) told told
think* (1) thought thought
wear (2) wore worn
write* (1) wrote written
87
New Dynamic English
88
Answer Key
Series of
Directions: Practice Exercise B
See the Key Sentences
89
New Dynamic English
d o c t o r t o i l e t
e u m e
n t h a t e p r
t l p x a r
l i b r a r y p s o
s w o r e m e a s u r e
Matrix Vocabulary Crossword t y r e a
e d u c a t i o n r
a n g e r i e g i f t s
n f e a r n e i h h
g s p c r t o
r o a d g l o v e s e
y d c r s o c k s
h o s p i t a l i v
a z e
p i l o t s a l e s p e r s o n
90
New Dynamic English
Level 4: Modules 7 & 8
Instructors Guide
Table of Contents
Scope and Sequence, Level 4............................ 3
Module 8 Lesson Map....................................... 47
Introduction to Level 4...................................... 5
1. A Secret Code ............................................. 48
Module 7 Lesson Map ...................................... 6 Learning Points .......................................... 49
Classroom Activities and Extension ........... 50
1. Life Choices ............................................... 8 Key Sentences ............................................ 51
Learning Points .......................................... 9 Focused Listening....................................... 54
Classroom Activities and Extension ........... 10 Practice Exercises....................................... 56
Key Sentences ............................................ 12
Focused Listening ...................................... 15 2. Matrix Vocabulary ..................................... 60
Practice Exercises ...................................... 17 Learning Points .......................................... 61
Classroom Activities and Extension ........... 62
2. Epidemic .................................................... 22 Key Sentences ............................................ 64
Learning Points .......................................... 23 Focused Listening....................................... 67
Classroom Activities and Extension ........... 24 Practice Exercises....................................... 69
Key Sentences ............................................ 26
Focused Listening ...................................... 29 3. UFOs: For and Against ........................... 76
Practice Exercises ...................................... 31 Learning Points .......................................... 77
Classroom Activities and Extension ........... 78
3. Space and Time Sequences ........................ 34 Key Sentences ............................................ 80
Learning Points .......................................... 35 Focused Listening....................................... 83
Classroom Activities and Extension ........... 36 Practice Exercises....................................... 85
Key Sentences ............................................ 38
Focused Listening ...................................... 40 4. Review Exercises ....................................... 89
Practice Exercises ...................................... 42 Dictations
Fill-Ins
4. Review Exercises ....................................... 43 Speech Practice Exercises
Dictations
Fill-Ins 5. Video Interactions w/SR ............................ 90
Speech Practice Exercises .......................... 44 Telephone for Business
Friends on the Telephone
5. Video Interactions w/SR ............................ 44 UFO Interview
Telephone for Business Press Conference
Telephone Invitation
Interview with an Actor Module 8 Summary ........................................... 91
Dinner Conversation
Hot Seats Answer Key....................................................... 93
Module 7 Summary ........................................... 45
2
Scope and Sequence: Module 7 & 8
4. Review Exercises Gap-filling and Speech Recognition Reviews the language of Units
Dictations exercises review grammar and vocabulary 1-3, focusing on key points
Fill-Ins w/SR with a special emphasis on Conditionals. such as conditionals, verb
Speech Practice w/SR Develops oral fluency and reading skills. tenses, and modals.
3
New Dynamic English
4
Introduction to Level 4
Introduction to Level 4
New Dynamic English Modules 7 & 8 (Level 4) prepare students to use English to express abstract ideas
and logical relationships. This abstract focus is necessary for problem solving, making hypotheses and
logical inferences, and participating in discussions about the news and general issues of importance.
The language studied at this level provides a broad foundation for specialized content studies and for
using English for business and social situations.
The focus throughout is on the language of critical thinking, the logical sequencing of ideas, and the
building of a strong vocabulary. At the completion of Level 4, students will have a strong enough base
in English to allow for successful studies in a wide range of subject areas, including social studies,
business, and technology. Students will also be ready to prepare for language tests such as the TOEFL,
TOEIC, and Cambridge examinations.
Content for Level 4
The material presented in Level 4 provides the basis for 40-60 hours of study, depending on the language
background of the students.
This estimate assumes that the language presented in each level is used as a model that is systematically
extended and personalized in classroom activities and follow-up assignments as suggested in this manual.
The usual order is as follows:
1. Preview each lesson with a focus on general comprehension.
2. Analyze and practice the language in each lesson with a focus on the key language structures.
3. Extend and personalize the content of each lesson via student generated language, including role-
plays, oral reports, written reports, and group activities.
4. Review and test.
General Language Specifications for Level 4
New Dynamic English Levels 1-4 develop a strategic spoken vocabulary of over 2,500 high-frequency
words that provide a strong foundation for academic study, business, and daily conversation.
Level 4 covers intermediate and advanced language structures required to understand and express the
conceptual content in a wide range of subjects and develops all four skills areas: listening, speaking,
reading, and writing. In addition, the video lessons provide useful language models for the telephone
and for other social situations.
Detailed Language Specifications for Level 4
The language focus for Level 4 is on critical thinking, inference, conditionals, degrees of certainty, cause
and effect (past, present, future, real/unreal), speculation, logical relations, sentence linking devices, and
other language used in support of decision-making, problem-solving, theorizing, and arguing a point.
There are also lessons which focus on active listening, summarizing, and sentence ordering, to help
students understand the logical structure of paragraphs and simple arguments.
Key language structures include the modals and conditionals (real/unreal), qualifiers (unless, except,
neither, etc.), relative clauses, complex passives, degree (too, enough, as far as possible), time sequences
(e.g., not until, while, when, by the time...), and the past perfect. Please see the Scope and Sequence
chart for a summary of the main language points for each unit.
The vocabulary focus throughout is on preparing students to discuss global issues, trends and news
events, from the election of presidents to the burning of the Amazon rain forests and the dangers of a
global epidemic. In the Matrix Vocabulary, Unit 8(2), students study a timeline of Earths history, from
the birth of the universe to the present day.
5
New Dynamic English
Unit 2: Epidemic
Our Changing Lives
Fighting Infections
The Adaptability of Life
Preparing for the Future
Sentence Reordering Exercise
6
Module 7: Unit 1, Life Choices
1. Life Choices
Harrys Accident; Joans Challenge; Joes Cafe; Sandras Dilemma; Question
Practice; and Focus on Conditionals
This unit focuses on decisions and their consequences, both real and imaginary. In Harrys
Accident, Joans Challenge, Joes Caf, and Sandras Dilemma, the language models are
presented, with comprehension checks. When these four lessons have been studied, students
should do the Question Practice lesson, which uses Speech Recognition and the Focus on
Conditionals lesson which gives students practice constructing conditionals which follow from a
set of facts. The two support-lessons should be done frequently -- until the Completion
Percentage is 80% or more -- while students continue to practice and review the language in the
four main lessons.
Goals:
To be able to speculate about or predict the consequences of a series of events.
To be able to explain why and how an event in the past, present, or future leads to another.
To contrast factual, imaginary, and predicted outcomes of an event.
To be able to make predictions with different degrees of certainty.
Objective 1: To understand and express different degrees of logical connection between events
in the past, present, and future, using the modals (would, could, might, will, may, etc.), and logical
connectives such as as a result, even though, and unless.
Objective 2: To understand and express contrary-to-fact conditionals, using the following two
structures:
If + subj. + had+V(n) --> subj. + (d)modal + have+V(n)
Had + subj. + V(n) --> subj. + (d)modal + have+V(n).
Objective 3: To understand and express conditional predictions with different degrees of certainty
and reality, such as:
If + subj. +V --> subj. + modal + V (more likely)
If + subj. + V(d) --> subj. + (d)modal + V (less likely).
7
New Dynamic English
Learning Points
conditional, likely/unlikely
If + subj. + V real prediction, If + subj. + V(d) unlikely speculation
If she sells/sold the company, the new owners will/would control it. If he is/were lucky, he might
make enough to retire. If Sandra refuses/refused their offer, the other company will/would compete
against her. If they compete/competed against her, she will/would have to work harder. If they
decide/decided to, they could even let her go.
conditional, unreal/imaginary
If + subj. + V(d) speculation; If + subj. + had+V(n) speculation;
Had + subj. V(n) speculation
If you were Sandra, what would you do? If they didnt like the way she runs the company, they
wouldnt want her to stay. If the car hadnt been going too fast, it wouldnt have gone out of control.
If Joes prices had been lower, he might not have lost so much business. Joes business might have
survived had the factory not had to lay off workers.
logical relations (as a result, because of, even though, in spite of, instead of, since, unless)
Since Joan was looking for a challenge, she decided to apply. In spite of his injury, Harry has gone
ahead with his life. As a result of the accident, Harry almost died. Unless she agrees to stay on, they
wont buy her business.
passives with modals (will be forced to close, wouldnt have been injured)
If he hadnt been running near a road, he wouldnt have been hit by a car.
passives (was hit by a car, was bought, had been offered, were paid)
He has to use a wheelchair because he was injured in an accident. What happened to the travel agency?
It was bought by another company.
8
Module 7: Unit 1, Life Choices
Step 1: Presentation
Begin with Harrys Accident. Present the first part of the lesson in class, or
have the students go through the lesson on their own. Focus on Logical
Relations and contrary-to-fact Conditionals.
Repeat the above series of steps for Joes Caf and Sandras Dilemma.
Follow-up
Once the presentation lessons of the unit have been presented, introduce the Question Practice and Focus
on Conditionals lessons. Students should do these on their own, once or twice each study session. As
homework, assign the Practice Exercises. When students have a Completion Percentage of at least 80%
for the entire unit, they should take the Mastery Test.
Language Extension
Once the unit is mastered, have the students personalize the language with two or more of the following
classroom activities. If further preparation is necessary, have the students work in pairs or groups first.
At this level it is especially important to follow up the lessons with written exercises as a way to reinforce
and extend the language.
Classroom Activity 1: Present (orally or written) a series of past events in your (or someone else's) life,
where one event led to another.
Example 1: Parents got a new job --> We moved to another city --> I changed schools and met new friends
Example 2: Watched the Olympics --> became interested in skiing --> started skiing --> won the national
championship
In the above series of events, explain how the events were connected and how strongly they were connected.
Example 3: Even if my parents hadn't gotten a new job, we might still have moved to another city.
Example 4: She might have become interested in skiing even without watching the Olympics. She couldn't
have won the national championship without knowing how to ski.
Classroom Activity 2: Answer the question: If you had three wishes, what would they be, and why?
9
New Dynamic English
Classroom Activity 3: Think of a decision you have to make about the future. Give reasons for and
against deciding one way or the other.
Classroom Activity 5: Complete each of the following sentences, and then explain.
10
Module 7: Unit 1, Life Choices
Key Sentences (Partial Transcript) Since Joan was looking for a challenge, she decided
to apply.
Harrys Accident Within a week she had been offered the job. She
Harry used to be a runner. Then, one day while wasnt sure whether she should take it or not
running alongside a road, he was hit by a car. The because of the low salary. A friend advised her to
car was going too fast and had gone out of control. take a higher paying job with a larger company.
As a result of the accident, Harry almost died from a But Joan liked the idea of working her way up in a
serious injury. Since then, he hasnt been able to small company. She was confident that she would
walk, and he has had to use a wheelchair. do well and that she could help it grow. Its
products were good, and there was increasing
In spite of his injury, Harry hasnt let it stop him interest in health foods.
from going ahead with his life. After his injury,
instead of thinking about all the things he couldnt Now, after much hard work, shes a vice-president
do, he focused on what he could do. He realized at Ace Health. Since she joined the company, it
that there are many interesting possibilities for has more than doubled in size. Joan looks forward
someone who cant walk. to each day and feels proud of her accomplishments.
Shes glad she made the decision she did. If she
One of the things he became interested in was hadnt taken a chance, she thinks things wouldnt
foreign languages. Every day he listened to tapes have turned out the way they have.
and read books, and he found he was very good at
learning languages. After several years he became Joes Caf
fluent in five languages. Then he started working
as a translator. Joe used to run a little coffee shop. Business was
good and his shop was busy because it was near a
Now he works full time for a translation company. factory. The factory workers often came there for
He and a group of friends are even thinking of coffee and something to eat.
starting their own company.
Then two things happened. First, another coffee
Though Harry wishes he could walk, he is looking shop opened across the street. This hurt Joes
forward to the future. Sometimes, when looking business because some of his customers went to the
back on his life, he wonders what might have other shop. The other coffee shops prices were
happened had he not been injured. He misses lower because its workers were paid less.
being able to walk or run. But at least he is able to
live on his own and do things that he enjoys. He Second, and more serious, the factory began to lay
thinks there is much to be thankful for. off workers. It was forced to reduce its operations
because of its high levels of pollution.
Joans Challenge It wasnt long before the number of customers had
Joan used to work at a travel agency. She helped dropped by more than half. At that point, Joe was
people plan trips and arranged for their hotels and forced to close the business he had run for twenty
transportation. She worked there for several years years. Now hes trying to decide what to do next.
and was promoted several times for her hard work. One possibility he is considering is to open up
Unfortunately, the agency she was working for was another shop in another place. Another choice is to
bought by another company. As a result, her job take a friends advice and invest all of his money in
was eliminated. the stock market. If hes lucky, he might make
enough to retire. On the other hand, if his
At first she was depressed. She had to pay for food investments were to fail, he could lose everything.
and rent, but she had no money coming in. She Hes not sure if he should take the risk.
needed a job, but not just any job. She wanted a
job that would be challenging. Sandras Dilemma
After applying for several jobs, she saw an ad in the Sandra has her own business, a small printing
newspaper. The ad was for a job at a small health company. She started it more than ten years ago.
food company. The pay wasnt very good, but it Its a growing business, and her clients are happy
looked like a company with a promising future. with her work. She prints posters, brochures and
11
New Dynamic English
books. She enjoys her work, and she takes pride in What happened while he was running near a road?
what she has accomplished. Why did the car go out of control? Why cant
Harry walk? Why does Harry have to use a
Now another company has offered her a lot of
wheelchair? How long has Harry been unable to
money to buy her business. They even want her to
walk? What did Harry focus on after his injury?
stay on and work for them. In fact, if she wont
Because of his injury, what could Harry have done?
stay on for at least a year, they wont buy her
What did he realize? What is something he found
business. They like the way she runs her business.
he could do? What is one reason he could become
On the other hand, they would like to cut costs and a translator? What couldnt he have done if he
make the business even more profitable. Shes hadnt studied foreign languages? What does
sure they would force her to make changes. Harry miss being able to do? What is something
Harry can be thankful for?
Sandra has a choice. She can sell the company and
let them control it. Or she can keep the business Where did Joan use to work? Why did Joan lose
and run it herself. her job? Why was Joans job eliminated? What
happened to the travel agency where she used to
If she sells the company, she worries what might
work? Why was she depressed? What kind of
happen to her employees. She doesnt want to sell
job did she want? How did she find out about the
unless she knows her employees can keep their jobs.
job at the health food company? What job was
If she refuses their offer, the other company will being advertised? Why did she apply for the job?
compete against her. They will open a new Why wasnt she sure if she should take the job?
printing company nearby. If they compete against
Who used to come to Joes for coffee and something
her, shell have to work harder. Theres even a
to eat? Would business have been as good if there
chance her company will fail and be forced to close.
hadnt been a factory nearby? How did the other
On the other hand, she will be her own boss. She
coffee shop hurt Joes business? How did the
also has many loyal customers who are pleased with
other coffee shops prices compare to Joes? Why
the quality of her work.
did the factory have to begin laying off workers?
If Sandra accepts their offer, the other company will What advice would you give to Joe? Why
pay her a high salary. She will also have a ten shouldnt he invest all his money in the stock
percent share of the larger company. On the other market? What is he trying to decide? Besides
hand, if they own the company, they will make the investing in the stock market, what is he consid-
big decisions. If they decide to, they could even let ering? Why cant he retire right now? What
her go. They could also decide to lay off some of would happen if he invested in the stock market and
her employees. stock prices went down?
Who owns a small printing company? Why does
If you were Sandra, what would you do?
the other company want her to stay? If she sells
She is probably going to refuse their offer. She the company, who will control it? Who will run
enjoys running the business, and she wants to see the company if she refuses to sell it? What might
how well she can do. Unless she keeps the happen if she refuses to sell? If Sandra sells her
business, shell never know what she could have company, who will make the big decisions?
done on her own. If she sold the business, she
would never know what she could have done on her Fact/Conditional Summary
own. She would also feel bad if her employees lost
He was hit by a car while running alongside a road.
their jobs.
If he hadnt been running near a road he wouldnt
have been hit by a car.
If you were one of Sandras employees, what would
It went out of control because it was going too fast.
you advise her to do?
If the car hadnt been going too fast, it wouldnt
have gone out of control.
Question Summary
He cant walk because he was injured in an
What did Harry used to be? What wouldnt have accident.
happened had he not been running near a road? If he hadnt been injured, he could walk.
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Module 7: Unit 1, Life Choices
He has to use a wheelchair because he was injured Her business wouldnt be growing if her clients
in an accident. werent happy.
He wouldnt have to use a wheelchair if he hadnt Her business is growing because her clients are
been injured. happy.
He learned a foreign language. As a result, he If her clients werent happy her business wouldnt
became a translator. grow.
He couldnt have become a translator if he hadnt They like the way Sandra runs the company, so they
learned a foreign language. want her to stay.
If they didnt like the way she runs the company,
She lost her job because the agency she worked for they wouldnt want her to stay.
was bought by another company. They wont buy her company unless she agrees to
She wouldnt have lost her job if the agency stay.
hadnt been bought by another company. If she doesnt agree to stay, they wont buy her
Her job was eliminated because another company company.
bought the agency. The other company wont compete against her
Her job wouldnt have been eliminated had unless she refuses to sell.
another company not bought the agency. If she refuses to sell, the other company will
She was depressed because she had lost her job. compete against her.
She wouldnt have been depressed had she not lost
her job.
Since Joan was looking for a challenge, she decided
to apply.
If she hadnt been looking for a challenge, she
wouldnt have decided to apply.
She applied for the job because she wanted a
challenge.
If she hadnt wanted a challenge, she wouldnt
have applied for the job.
Since she joined the company, it has more than
doubled in size.
If she hadnt joined the company, it might not
have doubled in size.
13
New Dynamic English
14
Module 7: Unit 1, Life Choices
Focus 5
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
15
New Dynamic English
Practice Exercises
a) She used to work at a travel agency. If she had taken the higher paying job, she wouldn't be as
happy now.
b) She owns a small printing company. If she sells her company, she will be forced to make
changes. She might have to lay off some employees.
c) He and a group of friends are thinking of starting their own translation company. Though he
wishes he could walk, he is looking forward to the future.
d) He had to close his cafe. If he invests in the stock market, he might make enough money to
retire.
1. Sandra would never know what she could have done on her own (if, unless)___________ she sold
her business to the larger company.
2. Joan accepted the job at Ace Health (because, even though) ________________ the pay was low.
3. Another coffee shop opened up across the street. (As a result, Because)_____________, Joe lost
some of his customers.
4. (While, Even though)_________________ Joan was working at the travel agency, her agency was
bought by another company.
5. Sandra won't receive 10% of the larger company (if, unless) ___________ she agrees to sell her
business.
6. Harry was able to get a job as a translator (because, unless) __________________ he was fluent
in five languages.
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Module 7: Unit 1, Life Choices
Practice Exercises
(Sentence Endings)
17
New Dynamic English
Practice Exercises
7 (1) Life Choices: Exercise D
Rewrite the conditional without using if.
Example:
Original: If the car hadn't been going so fast, it wouldn't have gone out of control.
Rewrite: Had the car not been going so fast, it wouldn't have gone out of control.
______________________________________________________
______________________________________________________
2. If the other coffee shop hadn't opened up across the street, Joe might not have had to close his
business.
______________________________________________________
______________________________________________________
3. If Harry had not studied foreign languages, he would not have been able to become a translator.
______________________________________________________
______________________________________________________
4. Joan's job would not have been eliminated if another company hadn't bought her agency.
______________________________________________________
______________________________________________________
5. Joan thinks things would not have turned out so well if she hadn't taken a chance.
______________________________________________________
______________________________________________________
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Module 7: Unit 1, Life Choices
Practice Exercises
1. Had Joan not liked the idea of working for a small company, she would not have taken the job at
Ace Health.
______________________________________________________
______________________________________________________
2. Had the factory not had high levels of pollution, it would not have had to reduce its operations.
______________________________________________________
______________________________________________________
3. Had Joe's prices been lower, he might not have lost so much business.
______________________________________________________
______________________________________________________
4. Had Harry not been injured, he wouldn't have to use a wheelchair.
______________________________________________________
______________________________________________________
5. Had Joan not worked so hard, she might not have become a vice-president of the company.
______________________________________________________
______________________________________________________
19
New Dynamic English
2. Epidemic
Our Changing Lives; Fighting Infections; The Adaptability of Life; Preparing for
Our Future; and Sentence Reordering
This unit focuses on listening for specific points of information in a presentation. Students are
asked to listen for the main idea or a supporting idea as indicated by a prompt at the top of the
screen. This is followed by a comprehension task before continuing the presentation. As the
shuffler level increases, the listening prompts will change. It is necessary to go through each
lesson at least three times to cover the different listening prompts.
In each of the four presentation sections, the target language models
and vocabulary are presented. When these lessons are completed,
students should do the Sentence Reordering lesson. This lesson
helps students better understand how sentences are linked and
organized in a presentation. Highlighted words in the text show how
sentence order is indicated.
Goals:
To be able to listen for specific points in a presentation.
To be able to summarize the main points in a presentation.
To be able to recognize the difference between the main idea and supporting ideas.
To be able to make a short, well-organized presentation.
Objective 2: To understand and express how things are classified and organized into general and
specific cases, with more detailed descriptions becoming less general. (Some diseases An
example of such a disease is polio, a disease which has killed millions.)
Objective 3: To understand how ideas can be linked by using reference language such as pronouns
(they, these, those) and logical connectors (however, for example, as a result).
20
Module 7: Unit 2, Epidemic
Learning Points
classification and exemplification
(such as, both, for example, are used to, that which some kinds, one type)
Many diseases, such as smallpox and pneumonia, are now under control. Smallpox and pneumonia
are both diseases. Polio, for example, is a viral disease that attacks the nervous system. Antibiotics
are used to treat bacterial infections, such as pneumonia. Polio is a viral disease that has been brought
under control. Some kinds of infections come from viruses. HIV, for example, is a virus.
Tuberculosis is a bacterial infection that has killed millions. An antibiotic is a type of drug. Drugs
which used to be effective no longer work.
present perfect tenses to express a result have+V(n), have+been+V(n)
Better communications and transportation have given us a global economy. Medical science has made
great progress. Modern drugs have made it easier to treat a cold. The development of vaccines and
antibiotics have helped to control the spread of infectious Because of the success of the polio
vaccine, polio has been brought under control. Powerful antibiotics have also been developed.
Polio is a disease that has killed millions. The E.coli bacteria has become a threat. Genetic
differences have helped us to adapt. Adaptability has resulted in more resistant bacteria. Some
bacteria have become stronger. Throughout history, epidemics have caused many deaths.
Modernization has increased the threat of a global epidemic.
can and could to show potentiality and past ability
If your heart wears out, you can get a new one. If your kidney fails, you can still live and maybe even
receive a transplant. If an infection cannot be controlled, it can/could cause an epidemic. Compared
to how it used to be, an epidemic could spread more quickly now. When travel was slow and difficult,
a deadly epidemic couldnt quickly spread. Now, however, a serious disease could spread around the
world with a few days. Epidemics could be confined more easily in the past. There is a real concern
that a worldwide epidemic could break out. This epidemic could threaten our survival.
adjective clauses
Diseases which wiped out populations just a hundred years ago are now under control. The products
we use come from around the world. Polio, for example, is a viral disease that attacks the nervous
system. Polio is a viral disease that has been brought under control. Tuberculosis is a bacterial
infection that has killed millions. To kill or control a disease, it is necessary to kill or control the
infection which causes it. A drug which kills 90% of a particular type of bacteria may leave stronger
bacteria that are resistant. Drugs which used to be effective no longer work.
logical relations and sentence connecting
(for example, as a result, also, one, other, these, this, another, it, too, they, however)
Better communications and transportation, for example, have given us As a result, in every house
there are products Along with changes in technology, the worlds population continues
Powerful antibiotics have also been developed. One great success has been Other kinds of
infection come from These antibodies will Another approach is to interfere This can be
done by It makes it far more difficult to survive. Like human beings, they can adapt too. Now,
however, a serious disease could spread around the world within a few days.
passives with perfect tenses, be used + infinitive, and can/could
Polio has been brought under control. Powerful antibiotics have also been developed. Antibiotics are
used to treat bacterial infections. Sometimes a drug can be used to fight an infection. Epidemics could
be controlled more easily in the past. If an infection cannot be controlled, it can cause an epidemic.
21
New Dynamic English
Step 8: Presentation
Review Listening Focus 3. Introduce the Sentence Reordering lesson and assign Listening Focus 4.
Language Extension
Once the unit is mastered, have the students extend the language with two or more of the following
classroom activities. If further preparation is necessary, have the students work in pairs or groups first.
Classroom Activity 1: Present (orally or written) a global, national, or local issue of importance. The
presentation should include the following:
a. Statement of the problem or issue: e.g., Pollution, Population, Bullying, Crime and safety,
Global warming, An asteroid hitting the Earth, Sources of energy, Racism, International
relations, Cloning, Genetic engineering, etc.
Example: Sooner or later, as our Earth travels around the sun, we are certain to be hit
by an asteroid or comet.
22
Module 7: Unit 2, Epidemic
c. Consequence of not dealing with the problem and recommendations for what to do.
Example: Though the probability of this happening soon is very small, there is a chance that
it could happen within our lifetime. Now that we have the technical capability, we should
begin to prepare for such an event, etc.
For the above presentation, students should use sources such as the Internet, newspapers, or other
reference materials to find the facts necessary to support their presentation.
Classroom Activity 2: Think about how technology has changed our lives in the past 150 years. Give
reasons and examples why you think our lives have gotten better or worse.
Classroom Activity 3: Think about how technology may change our lives in the next 100 years. What
kinds of changes would be good? What kinds of changes would be bad?
23
New Dynamic English
24
Module 7: Unit 2, Epidemic
have in the past. As with many important issues, An epidemic could threaten our survival.
the best approach is to use good judgment. If we We need to develop policies to be prepared for an
work together, we can build a better future. epidemic.
Scientists are studying the issue of how to prepare
Question Summary (Answer Key) for an epidemic.
The struggle against disease is a global issue.
This is about technology and change.
National boundaries cannot stop an epidemic.
New technology is changing our lives.
Modernization has increased the threat of a global
The products we use come from around the world.
epidemic.
The worlds population continues to grow.
To build a better future we need to work together.
Some diseases are now under control.
We need global policies to prevent the spread of
People are living longer because of changes in
disease.
technology.
This is about how science has changed our lives.
Sentence Reordering (Answer Key)
If your kidney fails, you can still live.
Pneumonia and small pox are both diseases. New technologies are developing every day,
Many diseases are under control because of medical changing the ways we live and think. Better
science. communications and transportation, for example,
Vaccines and antibiotics are used to control the have given us a global economy. As a result, in
spread of diseases. every house there are products from around the
Polio is a viral disease that has been brought under world.
control.
One great success has been the development of Some kinds of infection come from viruses. HIV,
vaccines. for example, is a virus. Other kinds of infection
Viruses and bacteria can both cause infections. come from bacteria. Tuberculosis is a bacterial
Our body's immune system fights infections. infection that has killed millions.
HIV is a virus.
We must kill or control an infection to cure or To cure or control a disease, it is necessary to kill or
control a disease. control the infection which causes it. Sometimes a
Antibodies fight infection. drug can be used to fight an infection. For
A virus can reproduce and spread. example, antibiotics are often used to fight common
One way to control a virus is to stop it from infections such as pneumonia.
reproducing.
Drugs can be used to fight an infection. In preparing for our future we need to consider
An antibiotic is a type of drug. epidemics and how they spread. It used to be that
Adaptability has helped us to survive. diseases were confined to a small area. A deadly
Genetic differences have helped us to adapt. epidemic in Europe couldnt quickly spread to South
In any group of people there are differences. America. Now, however, a serious disease could
Adaptability has resulted in more resistant bacteria. spread around the world within a few days.
Adaptability is both good and bad.
Drugs which used to be effective no longer work. In the struggle against disease, national boundaries
Some bacteria have become stronger. mean nothing. Diseases dont stop at the borders
Throughout history epidemics have caused many between nations. Therefore, we need to think and
deaths. act on a global scale.
Epidemics occur when a disease spreads to many
people. In the field of medical science, there have been
An epidemic can be prevented if an infection can be many important discoveries. The development of
controlled. vaccines and antibiotics has helped to control the
Compared to how it used to be an epidemic could spread of infectious diseases. Polio, for example,
spread more quickly now. is a viral disease that attacks the nervous system.
When travel was slow and difficult epidemics could Because of the success of the polio vaccine, polio
be confined. has been brought under control in most parts of the
Epidemics could be confined more easily in the past. world.
25
New Dynamic English
26
Module 7: Unit 2, Epidemic
Focused Listening
Focus 1 Focus 3
Listen to Our Changing Lives and Fighting Infections. Language Focus
Listen for the main ideas in each section. How do you Show how sentences are linked by causal relationships,
know these are the main ideas? pronouns, and other logical connectors.
The first section is about how technology is changing our Listening Task
lives.
The next section says that along with changes in Focus on how adaptability has both positive and negative
technology, the worlds population is growing. effects on human survival in The Adaptability of Life and
Preparing for Our Future. Logical connectors
Goal (therefore, as a result) and pronouns (it, they, these)
To identify the main ideas in a presentation. indicate that one statement follows from another, and the
order cannot be reversed. Note the use of make and
Student Follow-up cause to express causation.
1. List the main ideas in each section.
2. Are the main ideas in each section connected? Does The adaptability of life has a bad side.
one have to come before another? Give examples. It makes it more difficult to control diseases.
We could talk about the changing population before we
Diseases dont stop at the borders between nations.
talk about changes in technology: Along with the
Therefore, we need to think and act on a global scale.
worlds increasing population, technology is changing
our lives. Goal
Students will understand different ways of connecting
Focus 2 sentences to show a logical flow of ideas. Linking
words should reinforce the flow of ideas to make
Language Focus comprehension easier and for emphasis.
Expressing supporting ideas (evidence) and examples. Student Follow-up
Note the use of the present perfect tense, conditionals, and 1. List the negative and positive effects of the
phrases such as: such as, other kinds, for example, to give adaptability of life on human survival.
evidence and examples that support the main ideas. 2. What are negative and positive effects of better
technology on public health and human survival?
Modern drugs have made it easier to treat a cold. Support your statements with examples that contrast
The development of vaccines and antibiotics has helped to the present with the past.
control the spread of infectious diseases. 3. Do the written follow-up Exercises for this unit.
If your kidney fails, you can still live. 4. Do the Sentence Reordering lesson.
Many diseases, such as small pox, are now under control.
27
New Dynamic English
Student Follow-up
1. Use descriptive clauses to complete the following
sentences:
Im the kind of person who ... (enjoys being with
friends.)
I like people who ...
I dont like to do things that ...
I enjoy discussing issues which ...
Focus 5
Language Focus
Language Mastery
Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently and with confidence.
When your Completion Percentage is 80-100%, take the
Mastery Test. Try to get a score higher than 90%.
28
Module 7: Unit 2, Epidemic
Practice Exercises
2. (Because of, Therefore) _________________ the concern that a worldwide epidemic could
break out, medical scientists and public health officials are developing plans to be prepared for
such an event.
3. Like human beings, bacteria and viruses also have the ability to adapt.
Medical science (make) ___________________ great progress. If your heart (wear out)
_____________, you can get a new one. Modern drugs (make) ________________ it easier
to treat a cold or get over the flu. Many diseases (be) ______________ now under control or
29
New Dynamic English
Practice Exercises
(Adjective clauses)
30
Module 7: Unit 2, Epidemic
Practice Exercises
1. For some diseases ________ is made by using a weakened form of a virus. When injected into
the body, __________ causes the immune system to create antibodies. _________ antibodies
(a) One kind (b) Some kinds (c) for example (d) Other kinds
3. _______ that diseases were confined to a small area. A deadly epidemic in Europe _______
quickly spread to South America. Now, __________, a serious disease could spread around
4. In the struggle against disease, national boundaries mean nothing. Diseases dont stop at the
borders between nations. _________, we need to think and act on a global scale.
31
New Dynamic English
This unit focuses on spatial arrangements, specifying time and action sequences, and giving
instructions that require certain conditions to be met. Once the language is comprehended,
students must make inferences, solve a problem, and then arrange a sequence of objects on
screen.
In the Presentation lesson, the target language models and vocabulary are presented, with
comprehension checks and Glossary support. When this is completed, students may try the
Speaking Practice lesson, where they will be presented with a sequence which they should
describe by either using the mouse to click on the correct choice or by clearly speaking their
answer using the Speech Recognition feature of the program. When these two lessons are
completed, students should try the Space and Time Games to test their understanding. If they
have difficulty, they should review the Presentation lesson again.
Goals:
To be able to use a description instead of a name to specify an object.
To be able to express logical alternatives (one of, either) and exclusions (neither).
To be able to understand and give instructions which involve a condition or exception.
To be able to understand and indicate the correct sequence of actions and events.
Objective 2: To understand and give instructions which involve logical alternatives and
qualified choices (not unless, unless, except for, if A then B, if either of them, etc.)
Objective 3: To understand how verb tenses and time phrases are used to indicate relationships in
time (was still V(ing) when ..., had just V(n) when...).
32
Module 7: Unit 3, Space and Time Sequences
Learning Points
logical specification and reference
(nobody, neither of them, on either side, one of them, the person on the left, the bald man, as far away
as possible, anywhere, the child who isnt in the middle, a woman, the red-haired woman)
Move the bald man next to the woman with glasses. Put one of the children in the middle unless
somebody is already there. Put the child who isnt in the middle on the far right. Put the other child
as far right as possible. Dont put Nicole anywhere except next to the red-haired woman. The
bearded man has a woman on either side of him.
conditional action
(not unless, if, so that, only if, even if, etc.)
Move the red-haired woman so that the bearded man has a woman next to him on either side. If
either of the men is in the center, move him to the far left. As long as it isn't Kathy, put one of the
children between the center and the far left. Put Jimmy on the far right unless he is in the middle.
Move the bald man next to the woman with glasses, but only if the person in the middle is a man. Put
Sharon on the far left even if someone is in the center.
33
New Dynamic English
Language Extension
Once the lessons have been presented and practiced, the class should try the following class activities:
34
Module 7: Unit 3, Space and Time Sequences
1. Each team writes out five 3-part narratives using the other teams characters. For example:
Bob didnt arrive at the party until after Jean and Mary, but before John and Paul.
1. ______ 2. _______ 3. Bob 4. _______ 5. _______
Jean was already there when Mary arrived.
1. Jean 2. Mary 3. Bob 4. _______ 5. _______
Paul still hadnt arrived when John finally got there.
1. Jean 2. Mary 3. Bob 4. John 5. Paul.
2. Someone from Team A reads each sentence twice, and the characters from Team B must arrange
themselves into the correct sequence. When the first sequence is completed, it is Team Bs turn, and
the characters from Team A arrange themselves in the required order.
3. If a set of 3 sentences is followed correctly, each team gets 3 points. If a sentence is incorrect, the team
giving the sequence loses one point, loses its turn, and the other team is given a point. If a sequence is
given correctly but followed incorrectly, the team giving the sequence gets a point; the other team loses
a point and is given a second try. If the second attempt is also incorrect, the team giving the sequence
is given another point, the team making the mistake loses another point, and the turn is over.
35
New Dynamic English
Key Sentences (Partial Transcript) The two children are next to each other.
It started to rain just after her car broke down.
Presentation It was raining until the tow truck arrived.
She had just gotten gas when it started to rain.
Neither one of them is in the middle. Neither of
them is an adult. A child is on either side of the Space Game (sample moves)
red-haired woman. Neither of the children is in the Put Nicole on the left unless somebody is already
center. One of them is on the far right and one of there.
them is on the far left. The person in the middle is If nobody is in the middle, put David there.
neither a child nor a woman. One of the children is a Move the bald man next to the woman with glasses,
girl, and the other is a boy. but only if the person in the middle is a man.
They are children, except for the adult in the middle. If neither of the children is in the middle, put David
Except for the woman in the middle, they don't have next to Jimmy.
red hair. They are as close together as possible. If either of the children is in the middle, put Jeff
They are as far away from each other as possible. next to Jimmy.
There isnt anybody in the middle. There are Put Jimmy on the far right unless he is in the middle.
people on the left and right, but nobody in the Put the child who isn't in the middle on the far right.
center. With only one move, arrange it so that both of the
children are next to a man.
There is a child on either side of Sharon. The little
girl is neither in the middle nor next to David. One Don't put Sharon anywhere except on the far left.
of the children is next to Jeff. One of the two Put Sharon on the far left even if someone is in the
people on the left is a woman. The red-headed center.
woman is on the right, but not all the way. Move the red-haired woman so that the bearded man
has a woman next to him on either side.
Nicole was still working when Sharon left. Sharon If either of the two men is on the left, put the other
had just arrived when Jeff came in the door. By man in the center.
the time Nicole arrived, Jeff was already working. Move the woman with glasses as far away from the
There wasn't anyone there when Sharon arrived at bearded man as possible.
the office. As long as it isn't Kathy, put one of the children
It was raining until the tow truck arrived. While between the center and the far left.
she was talking on the car phone, it started to rain. Put Jeff anywhere you can except next to Jimmy.
The tow truck still hadn't come when it started to
rain. By the time her car broke down it had already Time Game (sample sequences)
started to rain. It had been raining for about ten Jeff left the office before Sharon did, but not until
minutes when her car broke down. after Nicole.
As she was talking on the phone she realized that it Nicole and Sharon couldn't leave until after Jeff left.
was beginning to rain. Nicole was still working when Sharon left.
Nicole and Sharon couldn't leave until after Jeff left. By the time Dave arrived everybody else was there.
Except for Jeff, nobody was at the office when Sharon still hadn't come and Nicole was already
Sharon arrived. By the time Dave arrived working when Jeff got there.
everybody else was there. The office was empty when Sharon got to work.
Jeff was surprised when he found Sharon already at
Speech Practice work.
Neither one of them is in the middle. By the time Nicole arrived, Jeff was already
Neither of them is an adult. working.
A child is on either side of the red-haired woman. Except for Jeff, nobody was at the office when
They are as far away from each other as possible. Sharon arrived.
They are as close together as possible. By the time her car broke down it had already
One of the two people on the left is a woman. started to rain.
Neither of the adults is next to the girl.
There isnt anybody in the middle.
36
Module 7: Unit 3, Space and Time Sequences
37
New Dynamic English
38
Module 7: Unit 3, Space and Time Sequences
Focus 4
In the Space Game, follow the instructions and see if you Student Follow-up
can score over 500. Using the language of this lesson, write out a series of
step-by-step instructions for how to do something,
Please remember to click on the PASS button if there is such as: how to serve a tennis ball, how to swing a
no correct move to make. golf club, how to make a turn while skiing, how to
Language Focus make a cake, how to print something from the Internet,
Note how if and unless determine whether or not to how to send an e-mail, how to change lanes while
make a move. driving, how to build a fire without a match, how to
swim, how to ride a bicycle, how to walk, or how to
If nobody is in the center, put David there. change a tire on a car.
Put Nicole on the left unless somebody is already there. Take the tennis ball and throw it about two feet above
your head. While the ball is going up, take your racket
Goal back and bend your elbow so the racket is pointing down.
Students will understand how to follow and give When the ball reaches the highest point, etc.
instructions which involve a pre-condition or
qualification.
Student Follow-up
Using the language of this lesson, write out a series of
step-by-step instructions for negotiating the sale or
purchase of something.
If they order twenty units, offer them a ten percent
discount. Dont give them more than a twenty percent
discount unless they buy at least fifty units. If they
refuse, ask them for a counter proposal. For example,
we can give them a larger discount if they pay in advance
or if they agree to buy at least 100 in the next six months.
Focus 5
In the Time Game, follow the instructions and see if you
can score over 350. Arrange the objects in the correct
time sequence showing, for example, which character left
or arrived at the office first, second, or last.
If you need to hear a sentence more than once, please
remember to click on the Repeat button.
Language Focus
Note how words such as still and already help reinforce
the time sequence.
39
New Dynamic English
Practice Exercises
Use the following sentences to determine the spatial arrangement of the characters. Only one
arrangement fits all of the sentences. One of the blanks will remain empty.
3. Jeff and Jimmy are as far away from each other as possible.
40
Module 7: Unit 3, Space and Time Sequences
Practice Exercises
a) Sharon had just arrived when Jeff came in the door. By the time Nicole got to work,
Jeff had already been working for two hours.
b) Sharon couldnt leave until after Nicole left. When Sharon left, Jeff was still working.
c) Her car had broken down, so she telephoned for a tow truck. Fortunately, it didnt start to rain
until after the tow truck arrived.
d) As she was talking on the telephone she realized it was beginning to rain. By the time she
got gas, the rain had already stopped.
41
New Dynamic English
Practice Exercises
1. _________ she was driving home, it started to rain. _________ she was low on gas, she
decided to stop for gas. _________ stopping for gas, she noticed that the rain had stopped
and it was beginning to snow. It was ________ snowing when she finally got home.
Fortunately, she had gotten home safely, so she was finally able to relax.
(a) while (b) during (c) since (d) after (e) still (f) already
2. ________ landing at the airport, we took a taxi into the city. _______ we were traveling
along the expressway, I suddenly felt ill. That was ________ I realized that I had been infected
by the virus. From what I had read about the epidemic, this virus could spread very quickly.
If so, I had probably _______ infected my friend, and the taxi driver as well. I wasnt sure
what to do next. Perhaps it was best not to wait ______ we got to the hotel to tell them.
(a) while (b) after (c) since (d) when (e) until (f) already
3. _______ my trip I saw many interesting things and ate lots of good food. Unfortunately,
just _______ I got to Athens, my passport was stolen. _______ I couldnt leave without it,
I had to change my schedule and go to the embassy. Two days later, I had a new passport,
(a) while (b) during (c) since (d) after (e) until (f) already
42
Module 7: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help screens (This Lesson), once you are
in the Dictations lesson. The Dictations for Module 7 are as follows:
Dictation 1 Dictation 4
1. He was hit by a car while running alongside a road. 1. They like the way Sandra runs the company, so they
2. If he hadn't been running near a road, he wouldn't have want her to stay.
been hit by a car. 2. If they didn't like the way she runs the company, they
3. It went out of control because it was going too fast. wouldn't want her to stay.
4. If the car hadn't been going too fast, it wouldn't have 3. They won't buy her company unless she agrees to stay.
gone out of control. 4. If she doesn't agree to stay, they won't buy her company.
Dictation 2 Dictation 5
1. He can't walk because he was injured in an accident. 1. Modern drugs have made it easier to treat a cold or get
2. If he hadn't been injured, he could walk. over the flu.
3. He has to use a wheelchair because he was injured in an 2. Sometimes a drug can be used to fight an infection.
accident. 3. For example, antibiotics are often used to fight common
4. If he hadn't been injured, he wouldn't have to use a wheel infections such as pneumonia.
chair. 4. Many diseases, such as pneumonia and small pox, are
now under control or wiped out entirely.
Dictation 3
1. She lost her job because the agency she worked for was Dictation 6
bought by another company. 1. In preparing for our future we need to consider
2. She wouldn't have lost her job if the agency hadn't been epidemics and how they spread.
bought by another company. 2. It used to be that diseases were confined to a small area.
3. Her job was eliminated because another company bought 3. A deadly epidemic in Europe couldn't quickly spread to
the agency. South America.
4. Her job wouldn't have been eliminated had another 4. Now, however, a serious disease could spread around the
company not bought the agency. world within a few days.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted words
in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) If they compete against her, she'll have to work harder. (3) He was hit by a car that had gone out of control.
(5) He could be a translator even if he couldn't walk. (7) If he hadn't been injured he could walk. (9) She
wouldn't have been depressed had she not lost her job. (11) He won't lose money unless stock prices go down.
(13) Joe's coffee shop was doing well until the other coffee shop opened. (15) There have been many great
successes in history. (17) Tuberculosis is a bacterial infection that has killed millions. (18) Sometimes a drug
can be used to fight an infection. (20) Drugs which used to be effective no longer work. (23) Epidemics could be
confined more easily in the past. (24) An epidemic could threaten our survival. (25) They are children, except
for the adult in the middle. (28) Nicole was still working when Sharon left.
43
New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, especially Conditionals. Detailed instructions for using Speech
Recognition and for doing the Speech Practice lesson can be found in the Study Guides and also in the pull-down
Help screens.
This Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Conditionals, and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase their
personal scores each time they do the quiz, rather than as a test. A record of each score can be found in the
Student Records.
44
Module 8 Lesson Map
45
New Dynamic English
46
Module 8 Lesson Map
47
New Dynamic English
Goals:
To be able to make inferences about a past sequence of events.
To be able to explain why and how a set of facts leads to a range of possible conclusions.
To be able to use language as a problem solving tool.
To be able to make inferences with different degrees of certainty.
Objective 1: To understand and express different degrees of logical connection between a series
of events in the past, using the modals (must, could, might, may, etc.) and logical connectives such
as as a result, even though, and unless.
Objective 2: To understand and express the difference between past conditionals and contrary-
to-fact conditionals when making inferences, such as:
If + subj. + V(d) --> subj. + V(d) modal + have+V(n) (past conditional and inference)
If + subj. + V(d)+ have+V(n) --> subj. + V(d) modal + have+V(n) (contrary to fact).
48
Module 8: Unit 1, The Secret Code
Learning Points
adverb and noun clauses
Bob became suspicious that someone had gotten in to his drawer. It looked as if things had been
moved around. He wasnt sure if anyone had looked in the book. Only a few people could have
known that the book even existed. It kept a record of when the files were opened. Bob found out that
someone was getting into his files. He was sure that whoever it was had a copy of his key. He
couldnt figure out how they could have gotten it. It could detect when the drawer was opened. He
discovered that someone had accessed his files twice during the weekend
past possibilities
Someone may have opened the drawer. He may have been able to access the files because he knows a
lot about computers. She might have been at the office before 11:00 on Saturday. One possibility is
that a competitor sent someone to break in. The only way to have gotten in was if the drawer wasnt
locked. If it was before 11:00, it could have been Shirley.
modals, degrees of certainty and logical necessity in making inferences and predictions
(would, could, must have, could have, may have)
Suddenly he realized what must have happened. There are several companies that would be interested
in the project. Bob thinks they would pay a lot. Theres no way they could have known about Bobs
book. Shirley couldnt have been at the office at either time. Whoever wrote the program must have
known about computers. Since nobody opened Bobs drawer, there must have been another way to get
the codes.
49
New Dynamic English
Step 1: Presentation
Introduce the Setting a Trap lesson in class, focusing on adverb and noun
clauses in sentences such as Bob became suspicious that someone had gotten in
to his drawer. Use Questions and Answers to get the students to think about
the problems in the story.
Language Extension
Extend the language of this unit with two or more of the following classroom activities. If further
preparation is necessary, have the students work in pairs or groups first.
Classroom Activity 1: Answer the question: If you could do one thing in your life over again, what
would it be? and explain why.
Classroom Activity 2: Think of a decision you had to make in the past. Explain why you made the
decision that you did.
Classroom Activity 3: Video Project
Have the class write and produce a short mystery involving a crime, with witnesses and a suspect. Put
the suspect on trial. Two students should act as prosecuting attorneys and two students should act as
defense attorneys. Other students can be the witnesses and members of the jury. Then film the
meeting of the jury to decide the guilt or innocence of the defendant.
Classroom Activity 4: Movie Viewing
View a movie about a trial, such as Twelve Angry Men, or The Verdict. Present the key evidence
in the trial and explain why the evidence was important.
Classroom Activity 5: Book Report
Read a mystery book, such as an Agatha Christie mystery, or Sherlock Holmes. Summarize the story
and present the key evidence that leads to a solution.
50
Module 8: Unit 1, The Secret Code
Key Sentences (Partial Transcript) the passwords and wrote them into his book. Then
he locked the drawer.
Setting a Trap Early Monday morning, Bob arrived at the office
Bob is an engineer at Ace Electronics. He is the and checked his computer. He discovered that
lead researcher on an important project for the someone had accessed files twice during the
company. The purpose of the project is to develop weekend. He looked at the times and made a note
a more efficient way to store energy, such as in very of them. Then he checked to see when his desk
small batteries. The project is nearing completion. drawer had been opened. To his surprise however,
If it's successful it could bring a lot of business to nobody had opened it. There was no record on the
his company. Because of its importance, only a few computer of entry into the drawer.
people are familiar with its details. Suddenly he realized what must have happened.
Bob keeps his work on the company's computer He still isn't sure who did it however. See if you can
network. The only person who has complete access find out who it is and how they did it.
to it is him. In order to access his personal files, it's
necessary to use a password. The Suspects
About six weeks ago Bob became suspicious that There are several suspects: Dan Carter, Leslie Ho,
someone had gotten into his desk drawer. He Shirley Long, and Phil Rose. Each of these people
wasn't sure, but it looked as if things had been has known about the project for at least six weeks.
moved around. In his drawer, Bob kept a small code That was when Bob first noticed that something was
book. In the book he kept the passwords necessary wrong. Another possibility is that a competitor sent
to access his project files. He generally changed someone to break in.
the passwords every week or two, and the book was
where he wrote them down. He wasn't sure if Shirley
anyone had looked in the book. But, if someone Shirley is a computer programmer. She is very
did, he wanted to find out who it was. smart, and she knows a lot about computer security.
She has been with the company for six months.
Only a few people could have known that the book She used to work for a competitor, before Phil hired
even existed. The first thing he did was write a her.
program that monitored access to his files. It kept
a record of when the files were opened. It also made Shirley left for a vacation in Europe early Saturday
a record of any passwords which were used. afternoon. Her flight left at 1:00 p.m. and she
checked in around noon. It takes at least an hour to
Within a few days Bob found out that someone was, drive from the office to the airport.
in fact, into his files. This confirmed his
suspicions, so he continued to monitor the situation. Phil
He thought about changing the lock on his desk Phil Rose is Bob's boss. He is quite wealthy and
drawer, but decided against it. He didn't want the unmarried. Phil has recently been critical of the
guilty person to know that he was suspicious. company. He has met with several competitors to
The files were usually accessed at night or on the discuss a possible sale of the company.
weekend. Since several of the people in his group He doesn't know much about computers or
worked late at night and on weekends, he couldn't be programming. He played golf on Saturday and
sure who it was. He was sure that whoever it was went to a concert Saturday night. He worked at the
had a copy of his key. He couldn't figure out how office on Sunday afternoon for a couple of hours.
they could have gotten it. He met Shirley more than a year ago when she
Last Thursday night he installed a silent alarm in his worked for a competitor.
desk drawer. It could detect when the drawer was
opened and would transmit the information into Dan
another computer. Then, on Friday he told several Dan Carter is a brilliant engineer, but a little strange,
people that he had solved an important problem and he likes to gamble. Dan and Leslie don't
related to the project. Before leaving, he changed appear to get along, but they often work together.
51
New Dynamic English
52
Module 8: Unit 1, The Secret Code
53
New Dynamic English
Focus on Setting a Trap. Listen carefully to the story, I heard something move in the other room. I got up and
and make notes of the important points. These will help went to the door. Suddenly the door opened and I saw
you in your investigation. a ghost!
Listen for language where Bob wasnt sure about 2. In your series of three or more events, try using the
something, or where a possibility is being presented. past perfect tense in one or more places. How does it
change the feeling of the narrative?
He became suspicious that someone had gotten into his
drawer. I had heard something move in the other room when I
It looked as if things had been moved around. got up and went to the door. Suddenly the door opened
He wasnt sure if anyone had looked in the book. and I saw a ghost.
Student Follow-up 3. In the same series of three or more events, try using
1. List four possibilities that are presented in the story other ways to present the events. Which one do you
and indicate what you think actually happened in each like best?
case.
After hearing something move in the other room I got up
2. Write a summary of the key events in the story,
and went to the door. Suddenly the door opened and I
including a timeline.
saw a ghost!
Focus 2 Focus 3
Focus on The Investigation, and then the Focus Exercises.
Focus on The Suspects. Click on each suspect and listen
Make a note of any new information, for example that the
carefully to the information provided. You will also see
files were accessed on both Saturday and Sunday. You
information about each suspect in notes on the screen. In
should use all of your notes when making inferences in
order to prepare for the next section, The Investigation,
this lesson.
you should make a summary chart of who could have been
at the office at different times over the weekend.
Language Focus
Using cause/effect statements with modals and
Language Focus
conditionals to express logical inferences about the past.
Note how experience and action are expressed differently:
The modals indicate the logical force of the inference.
Experience: He has met with several competitors. must = necessity
She used to work for a competitor. might = possibility
Action/Event: She left for a vacation early Saturday could = potentiality/ability
afternoon. He played golf on Saturday.
Please note the following:
It could have been Shirley (who did it) = Shirley could
In a narrative, the past tense V(d) is used to describe a
have done it.
series of past events. The present perfect have+V(n)
If it was Shirley (who did it) = If Shirley did it
and past perfect V(d) have+V(n) forms are used to
express experience or results, and do not carry a narrative Goal
forward in time. To understand the difference between a past
conditional and a contrary-to-fact conditional.
Goal
Students will learn how to carry a narrative forward in
To understand how modals express the logical force
time by using actions or events to establish specific
of an inference.
points in time. Use of the present perfect or past
perfect indicates a state of completion, but does not
directly express an action. The actions are implied
by the fact that they have happened.
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Module 8: Unit 1, The Secret Code
Student Follow-up
Present a plan for last week that depended on the
condition of something, such as the weather.
1. Assume that you dont know what the weather (or
condition) was, since you werent there. Use
conditionals to infer what may or may not have
happened.
2. Then assume that you know what the weather (or
condition) was, and express how things might have
been different than they were.
Focus 4
Focus on Guilty or Not Guilty. Listen carefully to the
additional piece of evidence. This provides the key to
making a final choice about who did the crime.
Student Follow-up
1. Explain how you reached your verdict. Give a step-
by-step analysis of the evidence that led you to your
conclusions and explain the inferences you made.
2. Write a one-page paper about what you would do if
you were in Bobs position. Explain all the
consequences of your actions.
55
New Dynamic English
Practice Exercises
Match the person with the correct statement about that person.
a. He couldnt have done it alone because he doesnt know anything about computers.
d. She might have done it because her husband is sick and they need money.
e. She couldnt have done it alone since she was in Europe on Sunday.
56
Module 8: Unit 1, The Secret Code
Practice Exercises
Fill in the blanks with the verb form which best fits the context, either past or past perfect, active
or passive voice.
1. About six weeks ago Bob got suspicious that someone (get) ____________________ into his
every week or two, and the book was where he wrote them down. He wasnt sure if anyone
(look) ____________________ in the book. The first thing he did was write a program that
monitored access to his files. It kept a record of when the files (open) ___________________.
twice during the weekend. He looked at the times and (make) _______________________
(open) ____________________________.
3. He was sure that whoever (break in) ________________________ had a copy of his key.
He couldn't figure out how they (can) _________________ have gotten it. He (think)
(decide) _____________________ against it. He didn't want the guilty person to know
57
New Dynamic English
Practice Exercises
Read the facts, and then choose the strongest inference (negative or positive) that can be made from
the facts provided. Use only the facts provided below.
1. Facts: No one opened the desk drawer containing the new codes. The files had been accessed,
and the codes were the only way to access the files.
2. Facts: Whoever wrote the program knows about computers. Dan knows a lot about computers.
Phil doesnt know anything about computers.
3. Facts: Shirleys flight left at 1:00 p.m., and she checked in around noon. It takes at least an hour
to drive from the office to the airport.
4. Facts: Dan was in the office after 2:00 p.m. on Saturday afternoon but not on Sunday. Leslie was
also in the office on Saturday afternoon. Phil went into the office for a couple of hours on Sunday
afternoon, but he wasnt in the office on Saturday. The files were accessed on both days.
a. If the files were accessed on Saturday morning, it might have been Dan.
b. Since the files were accessed on both days, neither Dan nor Phil could have done it alone.
c. Dan must have done it if the files were accessed on Saturday afternoon.
5. Facts: Leslie was with her husband at the hospital until 11:00 a.m. She came into the office on
Saturday after leaving the hospital. Leslies husband is very sick, and they need money.
a. Leslie must have done it because she and her husband need money.
b. Since Leslie needs money, she might have done it.
c. Leslie couldnt have done it if the files were accessed Saturday afternoon.
58
Module 8: Unit 1, The Secret Code
Practice Exercises
4. He became suspicious . . .
6. He wasnt sure if . . .
(Sentence Endings)
59
New Dynamic English
Practice Exercises
9. The only way to have gotten into the drawer without a key was . . .
(Sentence Endings)
____ . . . there must have been another way to find the codes.
60
Module 8: Unit 2, Matrix Vocabulary
2. Matrix Vocabulary
Historical Figures; A World Timeline; News Events; Great Accomplishments; and
Regions of the World
This unit prepares students to discuss global issues, trends, and news events. It develops
vocabulary in subject areas necessary for academic and general studies.
In the first category, Historical Figures, we have chosen eight famous people from world history.
The descriptions and events associated with each person use vocabulary that is current and essential
for understanding news events, politics, and descriptions of contemporary newsmakers. In the
classroom, students will nominate their own cast of important figures.
In the second category, A World Timeline, we present nine periods in history, beginning with the
Big Bang. Again, the focus is on presenting a range of important vocabulary, from trade routes to
the expansion of civilizations throughout the world.
In the third category, News Events, the focus is on six kinds of events that, unfortunately, are in the
news every day: accidents, military conflicts, natural catastrophes, health problems, terrorist acts,
and environmental problems, such as global warming.
In the fourth category, Great Accomplishments, we look at six of humankinds greatest
accomplishments, including the building of the Great Wall, the Panama Canal, and the Pyramids.
In the final category, Regions of the World, we develop a range of vocabulary related to geography,
natural resources, and the changing world.
Goals:
To be able to talk about and describe historical and contemporary newsmakers.
To be able to talk about and describe historical events and periods in the past and present.
To be able to talk about and describe a range of both negative and positive daily news events.
To be able to talk about regions of the world and a range of issues related to geography.
Objective 1: To build sentence complexity through the use of adjective, adverb, and noun clauses.
Objective 2: To focus on different ways to use gerunds and infinitives; in particular that gerunds
express a process or state of being, and infinitives express an act or purpose.
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New Dynamic English
Learning Points
adjective, adverb and noun clauses
Confucius taught that we should not do to others what we would not do to ourselves. Cleopatra
succeeded to the throne when she was 17 years old. Napoleon was a nineteenth century leader who
conquered much of Europe. Much of the material that formed our solar system came from older stars.
Scientists believe that a catastrophic event caused many species of life to become extinct. When one
country invades another, it is an act of war. Mexico City is located where the Aztecs had their capital
several hundred years ago. Many scientists think that the destruction of the Amazon rain forest could
cause a global disaster.
adjective phrases
Famous for her great beauty, Cleopatra was involved in several power struggles with leaders of the
Roman Empire. Winner of the Nobel Peace Prize, Nelson Mandela negotiated an agreement to create
a democracy based on the nonracial policy of Capable of going more than 135 miles per hour, the
Shinkansen is powered by electricity. One of the greatest engineering works of all time, the Panama
Canal is at the boundary of North and South America. Located in northern South America, the
Amazon is one of the worlds most important regions.
passives
The Himalayas were formed by the pressing together of the Indian subcontinent against Asia. The
moon landing was viewed by millions of people. The Shinkansen is powered by electricity.
Engineers still arent sure how the pyramids were constructed. The Great Wall was built to help
defend China from invasion. Diseases are often spread by unsanitary conditions. Mahatma Gandhi
was assassinated in 1948 by a Hindu fanatic.
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Module 8: Unit 2, Matrix Vocabulary
Step 1: Presentation
Introduce the Historical Figures lesson in class, focusing on the vocabulary. Note how adjective
clauses and phrases are used to describe Confucius and Cleopatra.
Follow-up
Once the lessons of the unit have been completed, assign the Practice Exercises.
Language Extension
Once the unit is mastered, have the students complete four or more of the following classroom activities,
which are important for vocabulary development. It is also possible to complete one lesson, and then do
one of the extension assignments before going on to the next lesson. For example, after completing the
Historical Figures lesson, students can be given Assignment 1 or 2 below.
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New Dynamic English
Classroom Activity 2: Have the class make their own list of important people. Students should
nominate people from the past or present and give reasons why each person should be included. Then
have the class vote on which people should remain on the final list.
Classroom Activity 4: In a one-page paper, answer the following question: If I could live in any
period of human history besides the present it would be..., and explain why.
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Module 8: Unit 2, Matrix Vocabulary
Mother Teresa believed in the power of love to heal Between ten and a hundred million years ago, the
suffering. Winner of the Nobel Peace Prize, dinosaurs were wiped out when a large asteroid hit
Mother Teresa worked with many poor people the Earth. Scientists believe that a catastrophic
throughout the world. Mother Teresa took her event caused many species of life to become extinct.
vows as a Roman Catholic nun in 1937. There were many species of plants and animals at
this time, but no humans.
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New Dynamic English
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Module 8: Unit 2, Matrix Vocabulary
Wall was built to help defend China from invasion. poor rural areas. The rapid growth of Mexico City
The high cost of building the Great Wall led to has created serious problems such as air pollution.
political problems in China.
Located in northern South America, the Amazon is
The Taj Mahal was constructed by more than one of the world's most important regions. The
20,000 workers in Agra, a city in northern India. Amazon river discharges 20% of the Earth's total
One of the most beautiful monuments in the world, water flow into the oceans. The Amazon rain
the Taj Mahal was designed as a tomb for the wife forest is home to many species of life found
of an emperor. This magnificent monument was nowhere else. Many scientists think that the
completed in 1648 in honor of the wife of the 17th destruction of the Amazon rain forest could cause a
century emperor Shah Jahan. global disaster.
The pyramids were built as tombs for the leaders of The Sahara is the largest desert in the world,
ancient Egypt. The Egyptian pyramids were stretching across Northern Africa from the Atlantic
constructed about 5,000 years ago. It took Ocean to the Red Sea. The Sahara was once a
thousands of workers many years to build the fertile area where farmers grew crops, but as the
pyramids. Engineers still aren't sure how the climate changed, it became a desert. The climate
pyramids were constructed. The largest pyramid of the Sahara is dry, with some parts getting no
measured nearly 150 meters high with a square base rainfall for years at a time. The name Sahara is
measuring 230 meters on each side. from the Arabic word for "desert."
The Shinkansen, or "bullet train," was built in 1960 Located on the northern edge of the Indian
and was the world's fastest train. When put into subcontinent, the Himalayas are the world's highest
service, the Shinkansen cut in half the time required mountain system. The Himalayas are a series of
to travel from Tokyo to Osaka. The Shinkansen mountain ranges which stretch in an arc about 1500
was a symbol of Japan's growing economic power in miles long. The Himalayas were formed by the
the 1960's. Capable of going more than 135 miles pressing together of the Indian subcontinent against
per hour, the Shinkansen is powered by electricity. Asia. The Himalayas include the world's highest
mountain, Mount Everest, which was climbed for
The Panama Canal is about 40 miles long and the first time in 1953.
connects the Atlantic and Pacific oceans. One of
the greatest engineering works of all time, the The Middle East is where ancient civilizations and
Panama Canal is at the boundary of North and South the first cities developed more than 10,000 years
America. Construction of the Panama Canal took ago. As a region, the Middle East is important to
less than ten years and cost $336 million. the world's economy because of its vast reserves of
oil. Located where the continents of Africa, Asia
The lunar landing was a historic event that gave us and Europe come together, the Middle East is home
a cosmic view of our place in the universe. The to a diverse group of cultures. Religious and
lunar landing was an important step in space cultural differences have led to war and constant
exploration. This was the first time that a human tensions among the nations in the Middle East.
being walked on the moon. The moon landing was
viewed by millions of people on their televisions. Mecca is the most sacred of Muslim holy cities.
Every day, Muslims from around the world face
Regions of the World Mecca during their daily prayers. According to
Here are some distinctive places from around the Islamic tradition, Muslims should travel to Mecca at
world. least once during their lifetime.
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Focused Listening
Focus 3
Focus 1 Focus on News Events. Listen carefully to the basic
sentences about each kind of event. Then use the Quiz
Focus on Historical Figures. Listen carefully to the button and answer the questions.
basic sentences about each person. Then use the Quiz
button and answer the questions.
Language Focus
Make a note of important vocabulary. Note how cause,
Language Focus effects, and reasons for each kind of disaster are expressed
Listen for how each person is described, and make a note or implied.
of important vocabulary. Notice how both active and
passive verbs are used. Diseases cause people to get sick and sometimes die.
Unsanitary conditions can lead to an epidemic.
Goal Natural disasters are caused by forces beyond our
To learn how to describe people in terms of their control.
accomplishments or significant events in their lives.
Goal
Student Follow-up To learn how to describe and discuss events in the
1. Choose two of the figures and compare or contrast the news, including their causes, effects, and reasons for
similarities and differences in their lives. happening.
2. Choose a person who you think is one of the ten
greatest people in history. Make a short summary of Student Follow-up
his or her accomplishments. 1. Which kinds of events are you most afraid of, and
3. Make a list of characteristics which you value in a why?
person. What kinds of things do you most admire? 2. What kinds of things can we do to protect ourselves or
reduce our risks?
3. Look at a recent newspaper and list the kinds of
Focus 2 accidents or events which are reported.
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Module 8: Unit 2, Matrix Vocabulary
Focus 5
Focus on Regions of the World. Listen carefully to the
basic sentences about each accomplishment. Then use
the Quiz button and answer the questions.
Language Focus
Make a note of important vocabulary. Note how
adjective clauses or phrases are used to describe each
place.
Goal
To learn how to describe a location or region in terms
of events or characteristics.
Student Follow-up
1. Find additional information about one of these places
or regions, and present it.
2. Describe the region or city where you live, in terms of
its location, climate, characteristics, and history.
Focus 6
Focus on the Matrix Game. Listen to the questions and
see how many you can answer.
Student Follow-up
Make a list of additional questions and answers for all the
categories.
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New Dynamic English
Practice Exercises
3. Three years __________, Cleopatra was driven into exile by her younger brother.
4. Mahatma Gandhi was a non-violent man __________ to overthrow British rule in India.
6. Galileo was brought to trial and condemned __________ that were against the teachings
of the Catholic Church.
8. He was a key figure in the fight against the policy of racial discrimination __________ in
1948.
(d) . . who taught the importance of moral principles for both rulers and individuals
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Module 8: Unit 2, Matrix Vocabulary
Practice Exercises
2. Much of the material that formed our solar system came from older stars __________.
3. Evidence suggests that the dinosaurs may have been wiped out __________.
4. During this period, humans used simple tools and drew pictures __________.
8. By about 5,000 years ago, ancient civilizations were organized enough __________.
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New Dynamic English
Practice Exercises
1. One of the most famous accidents was the sinking of the Titanic __________.
4. When groups of people __________ fight each other, it is called a civil war.
10. Throughout history, natural disasters have caused the deaths __________.
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Module 8: Unit 2, Matrix Vocabulary
Practice Exercises
3. The Taj Mahal was designed __________ for the wife of an emperor.
8. Capable __________ more than 135 miles per hour, the Shinkansen is powered by electricity.
10. The lunar landing was a historic event that gave us _________ our place in the universe.
(a) . . of building it
(b) . . as a tomb
(h) . . of going
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New Dynamic English
Practice Exercises
2. Its one of the worlds fastest growing areas, with many of its new inhabitants __________.
4. Its the largest desert in the world, __________ from the Atlantic Ocean to the Red Sea.
7. The Himalayas are a series of mountain ranges __________ about 1500 miles long.
10. Every day, Muslims __________ face Mecca during their daily prayers.
(f) . . where the continents of Africa, Asia and Europe come together
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Module 8: Unit 3, UFOs: For and Against
This unit focuses on the building of arguments and counter arguments, point by point. Arguments
for and against the existence of UFOs are presented, with comprehension questions, and supported
by notes, which are displayed on screen. These notes help students visualize how arguments and
counter arguments line up against each other and can build an argument.
In the second lesson, For or Against? students listen to a statement and decide whether it supports
the For or Against position.
The lessons, Drakes Equation and Rulers and Clocks, are bonus lessons
which provide supplementary information for students interested in
science.
Goals:
To be able to understand and analyze the points and evidence in an argument.
To be able to understand and express logical relationships between ideas.
To be able to cite and/or challenge evidence, assumptions, and inferences in an argument.
Objective 1: To understand how modals and logical connectors are used to express different
degrees of logical force or certainty (unlikely, reasonable, must, could, would, etc.).
Objective 2: To understand and be able to use pronouns (this, it, such a) and sentence ordering
cues (as a result, however) to make reference to previously specified information or events without
having to restate them.
Objective 3: To be able to use implied conditionals and other means to hypothesize and draw
conclusions from previously stated or understood assumptions.
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New Dynamic English
Learning Points
logical necessity, degrees of certainty, and modals
In order to accept the existence of UFOs, we must accept the fact that alien life exists. Even if we
accept that there might be 10,000 advanced civilizations in our galaxy, it is unlikely that any could be
closer than 50 light years away. This means that an exchange of information would take 100 years.
A journey of this distance would be impractical for even an advanced civilization. Nothing can travel
faster than the speed of light. This light barrier is impossible to overcome, even for a civilization far
more advanced than ours. An advanced alien civilization could be thousands of years older than we
are. It isn't unreasonable to think that such a civilization might have discovered a way The
existence of UFOs would be evidence that an advanced civilization has somehow solved the problem.
qualifiers and logical connectors
(however, in fact, even if, this means, as a result, to seem, just, in this case, on the contrary, otherwise)
However, we must be able to find a balance. Otherwise, our beliefs can be used against us. While it
is true that many UFO incidents can be explained, it is also true that a number of incidents remain
unsolved. The light barrier argument seems persuasive. However, it's just a theory. We cannot
allow ourselves to believe anything just because we want to believe it. On the contrary, all the
evidence is against it. This means that an infinite amount of energy would be required to accelerate it
to a higher speed. As a result, no matter can be accelerated to the speed of light.
citing evidence, appeal to reason, arguing and countering a point
(according to, given the fact that, to be well established, all the evidence, no reason, based on)
There is no reason to think that we are unique. In fact, some scientists estimate that as many as
10,000 advanced civilizations exist in our galaxy. This estimate is based on our understanding of how
life began on Earth. According to science, nothing can travel faster than the speed of light. The
light barrier has been well established. Thats a good point. However, its just a theory. The fact
that scientific theories have been wrong before doesnt mean we can say that anything is possible. In
this case, for example, there is no evidence to indicate that anything can travel faster than light. On
the contrary, all the evidence is against it. Without a single exception, none of the reports has been
verified. The scientific evidence seems convincing. However, we can be sure that there will be
surprises in the future. Therefore, we should not rule out the fantastic. However, we must find a
balance between wishful thinking and fact. Otherwise, our beliefs can be used against us.
speculations, implied conditionals (would, could, might)
It would mean that the aliens had the technology to travel an enormous distance through space. Even
if we accept that there might be advanced civilizations, it is unlikely that any could be closer than 50
light years away. This means that an exchange of information would take 100 years. A journey of
this distance would be impractical for even an advanced civilization. An infinite amount of energy
would be required. The existence of UFOs would require the existence of advanced alien life. It
isnt unreasonable to think that an advanced civilization might have discovered a way to travel near or
beyond the speed of light.
sentence ordering cues, pronoun reference
(it, this, as a result, such a , in fact, more, however)
It would mean that the aliens had the technology... This estimate is based on our understanding of
how life began. The existence of an alien spacecraft requires much more. This means that an
exchange of information would take 100 years. A journey of this distance would be impractical.
However, its just a theory. Such a civilization might have discovered a way to travel near or beyond
the speed of light.
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Module 8: Unit 3, UFOs: For and Against
Step 6: Presentation
Focus on the language of Drakes Equation to show how words like these and that are used to connect
one phrase to another.
Language Extension
This unit should be followed up by class debates or written papers that analyze how arguments are used
as a means for persuasion.
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New Dynamic English
(10) Professional athletes should not be allowed to participate in the Olympic Games.
(11) Dress codes in school are good.
(12) Capital punishment: For some crimes its necessary.
(13) English is the language of the future.
(14) Environmental issues, such as carbon dioxide emissions, should be regulated by the United
Nations.
(15) Women should not be allowed to join the military in a combat role.
(16) Women are better suited to be political leaders than men.
(17) More women in government would mean less war.
(18) Society should provide high-quality day care for all working mothers.
(19) Violence should not be allowed on television.
(20) Governments should have the right to restrict the flow of information.
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Module 8: Unit 3, UFOs: For and Against
Key Sentences (Partial Transcript) that such a civilization might have discovered a way
to travel near or beyond the speed of light.
Presentation (Against)
A newspaper headline reports the landing of an alien The fact that scientific theories have been wrong
spacecraft. Fact or fantasy? Let's examine before doesn't mean we can say that anything is
arguments on both sides and decide which side has possible. We need evidence. We cannot allow
the stronger case. ourselves to believe anything just because we want
(For) to believe it. In this case, for example, there is no
First, in order to accept the existence of UFOs, we evidence to indicate that anything can travel faster
must accept the fact that alien life exists. Given than light. On the contrary, all the evidence is
the fact that there are billions of stars like ours, it's against faster-than-light travel. This is one of the
hard to believe that intelligent life exists only on most fundamental laws of nature.
Earth. There is no reason to think that we are (For)
unique in all the universe. In fact, some scientists The existence of UFOs would be evidence that an
estimate that as many as 10,000 advanced advanced civilization has somehow solved the
civilizations exist in our galaxy, the Milky Way. problem of interstellar travel. There are many
This estimate is based on our understanding of how people who claim to have seen UFOs. In one case,
life began on Earth and how Earth itself came into an alien spacecraft is supposed to have crashed near
being. If we calculate the probabilities, a Roswell, New Mexico in 1947. A video even shows
reasonable estimate is that intelligent life exists near one of the dead aliens being examined at an
one in a million stars. American military base. Of course skeptics say the
(Against) video is fake. They refuse to accept any evidence
The real issue is not the existence of life on other that goes against their beliefs.
worlds. The existence of an alien spacecraft (Against)
requires much more. It would mean that the aliens Without a single exception none of the reports of
had the technology to travel an enormous distance UFOs has ever been verified The Roswell video is,
through space. Even if we accept that there might in fact, a clever fake. If such a thing had really
be 10,000 advanced civilizations in our galaxy, it is happened, there would have been no way to cover it
unlikely that any could be closer than 50 light years up. There is no reason to believe that the American
away. This means that an exchange of information government would or even could have hidden the
would take 100 years. A journey of this distance truth for so long. On the other hand, there are many
would be impractical for even an advanced examples of deliberate hoaxes. For example, for
civilization. several years people believed that mysterious crop
circles were made by aliens. These crop circles were
It's important to understand the light barrier that elaborate geometrical figures made in fields of
makes space travel impractical. First, it has been wheat or other grain. Many people believed these
well established that nothing can travel faster than patterns could only be explained by alien spacecraft.
the speed of light. Second, as an object's speed Even some scientists began to believe that these
approaches the speed of light, its mass becomes crop circles were evidence for alien intelligence. But
infinite. This means that an infinite amount of eventually these too turned out to be a hoax. Two
energy would be required to accelerate it to a higher men dreamed up the idea one evening in an English
speed. As a result, no matter can be accelerated to pub. They fooled people for more than ten years,
the speed of light. This light barrier is impossible to and others began to copy them.
overcome, even for a civilization far more advanced (For)
than ours. The scientific evidence against UFOs seems
(For) convincing. However, if we compare what we know
That's a good point. The light barrier argument now with what we knew two hundred years ago, we
seems persuasive. However, it's just a theory. can be sure that there will be surprises in the future.
Scientific theories have been wrong before. An How many of us would have believed that the entire
advanced alien civilization could be thousands of universe was at one time smaller than a single atom?
years older than we are. It isn't unreasonable to think Yet that is what science is telling us today.
Therefore, we should not rule out the fantastic.
While it is true that many UFO incidents can be
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New Dynamic English
explained, it is also true that a number of incidents Scientists refuse to accept evidence that doesn't
remain unsolved. We should keep our minds open to agree with them.
the possibilities beyond our understanding, There are many people who claim to have seen
including the existence of UFOs. UFOs.
(Against) Even if there have been hoaxes, some incidents are
Imagination is a great thing. However, we must be unexplained.
able to find a balance between wishful thinking and A number of UFO incidents remain unsolved.
fact. Otherwise, our beliefs can be used against us. We shouldn't rule out the fantastic, since it could be
For example, the Aztecs believed that human true.
sacrifice was necessary to insure that the sun would
rise each day. As a result, hundreds of thousands of Drakes Equation
people were killed.
To estimate the number of stars with intelligent life,
Modern science can be a powerful tool to help us we assume that 10% of the stars in our galaxy are
decide between truth and fantasy. It isn't perfect, and yellow stars like our sun. Of these, we estimate
we shouldn't become its slave. There are many that 10% have planets, and that 10% of these have
questions it can never decide, such as why the planets like Earth. This works out to about 200
universe was created, or what is right and wrong. On million planets like Earth. Of these we estimate that
the other hand, we should use it to solve real 10% have atmospheres that can support life, that
problems that threaten our existence on this planet. 10% of these have life, and that 10% of these have
Then, if an alien spacecraft ever does visit our intelligent life. That leaves 200,000 with some sort
planet, they can find a civilization worth visiting. of intelligent life. Of course the number of these
which support advanced civilizations is far less.
Now that you've heard arguments on both sides,
which side do you think was more persuasive?
Relativity: Rulers and Clocks
For or Against? Einstein realized that you can never overtake a beam
of light. However fast you go, the light beam will
Indicate whether each statement is used to argue for
always move at the same speed. To explain this,
or against the existence of UFOs.
Einstein hypothesized that length and time contract
as speed increases. The faster we travel, the shorter
(Arguments or Evidence Against)
our rulers become and the slower our clocks tick.
No encounter with aliens has ever been verified.
This change is just enough to keep the measured
Despite many who wish to believe otherwise,
speed of light a constant, c.
interstellar space travel is impractical.
Even if alien life exists, it's unlikely that they could To see this, let's suppose that we move away from
travel to Earth. Earth at 90% the speed of light. You might think
The distance between stars is enormous, so it is that, relative to us, a beam of light coming from
unlikely that aliens could come here. Earth, would be moving at 10% of the speed of
Even an exchange of messages would take many light. However, that's not correct. In fact, it would
years. be moving at c, the speed of light! This is true
According to science, nothing can travel faster than even though we are moving at 90% the speed of
light. light as viewed from Earth. This is because our time
Even an advanced civilization can't travel faster than and space would have contracted compared to time
light. and space on Earth.
Here is an example. Let's assume that we are in a
(Arguments or Evidence For)
spaceship that is accelerated with a force equal to
With more advanced technology, it may be possible
gravity. If we travel for 60 years, we can make a
to travel faster than light.
round trip to a point 2.5 million light years away!
Advanced aliens might be able to travel faster than
However, to observers on Earth, our trip would have
light.
taken 5 million years! Amazing, but true!
There is no proof that faster-than-light travel is
impossible.
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Module 8: Unit 3, UFOs: For and Against
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New Dynamic English
Goal Goal
Students will be able to understand and analyze an Students will understand how to explain a supposition
argument so that they can counter it. or hypothesis by use of an example.
Student Follow-up Student Follow-up
1. Summarize the points for and against requiring factual Organize your notes from each section, and practice
or scientific evidence to believe in something. using them to make an oral summary. Put one or two
main ideas onto index cards, or draw a diagram, such
2. Explain how the Roswell and Crop Circle incidents as in the Rulers and Clocks lesson.
were used in the arguments. Which side, for or
against, benefited the most from each?
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Module 8: Unit 3, UFOs: For and Against
Focus 5
Do the Sentence Reordering lesson. Arrange the
sentences in the correct order. Use key words and
phrases such as these, that, this, it, in fact, and as a result
to help you find the correct order.
Student Follow-up
Choose five of the sequences. Write them down, and
circle the words or phrases which you used to help you
sequence the sentences. What other words, if any,
could have been used?
This means that an exchange of information would take
100 years. A distance of 50 light years means that an
exchange of information...
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New Dynamic English
Practice Exercises
Match the FOR statements at the top of the page with the AGAINST statements at the bottom
of the page.
FOR
2. ______ It isnt unreasonable to think that such a civilization might have discovered
a way to travel near or beyond the speed of light.
3. ______ There are many people who claim to have seen UFOs.
4. ______ We should keep our minds open to possibilities beyond our understanding.
AGAINST
(a) There is no evidence to indicate that anything can travel faster than the speed of light.
(b) We must be able to find a balance between wishful thinking and fact. Otherwise
our beliefs can be used against us.
(c) The real issue is not the existence of life on other worlds.
(d) Without a single exception, none of the reports of UFOs has ever been verified.
(e) The fact that scientific theories have been wrong before doesn't mean we can say that
anything is possible. We need evidence.
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Module 8: Unit 3, UFOs: For and Against
Practice Exercises
For each pair of sentences below, circle the letter next to the sentence which is made
most strongly.
2. a) It isnt unreasonable to think that such a civilization might have discovered a way
to travel near or beyond the speed of light.
b) It is likely that such a civilization will have discovered a way to travel near or
beyond the speed of light.
4. a) If such a thing had happened, there would have been no way to cover it up.
b) If such a thing had happened, it would have been difficult to cover it up.
5. a) If we compare what we know now with what we knew two hundred years ago, we
can be sure that there will be surprises in the future.
b) If we compare what we know now with what we knew two hundred years ago, we
might expect that there will be surprises in the future.
6. a) There is no reason to believe that the American government could have hidden the
truth for so long.
b) It is unlikely that the American government would have hidden the truth for so long.
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New Dynamic English
Practice Exercises
Choose the logical connector that best fits the context provided.
(On the other hand, On the contrary) _____________________, beliefs can sometimes be
very dangerous.
5. There is no reason to believe that anything can travel faster than the speed of light.
(On the other hand, On the contrary) __________________, all the evidence indicates that
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New Dynamic English
Practice Exercises
1. _____________ scientific theories have been wrong before doesn't mean we can say that
can travel faster than light. _______________, all the evidence is against faster-than-light
(a) On the contrary (b) The fact that (c) For example (d) Otherwise (e) This is one of
2. The light barrier argument seems persuasive. However, ____________ just a theory.
could be thousands of years older than we are. It isn't unreasonable to think that
____________ a civilization might have discovered a way to travel near or beyond the
speed of light.
(a) theories (b) its (c) such (d) civilization (e) even if
wishful thinking and fact. ____________, our beliefs can be used against us. ____________,
the Aztecs believed that human sacrifice was necessary to insure that the sun would rise each
(a) Otherwise (b) For example (c) However (d) Therefore (e) As a result
4. ____________ the light barrier, interstellar space travel seems impractical. _____________,
there may be conditions where the light barrier doesnt apply, for example by traveling
(a) However (b) On the contrary (c) Because of (d) If that were possible
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Module 8: Unit 4, Review Exercises
Dictations
Dictations focus on important language at the word and phrase level. Detailed instructions for doing the
dictations can be found in the Study Guides and also in the pull-down Help screens. The Dictations for Module
8 are as follows:
Dictation 1 Dictation 4
1. About six weeks ago Bob became suspicious that 1. Throughout history, natural disasters have caused the
someone had gotten into his desk drawer. deaths of millions of people.
2. He wasn't sure, but it looked as if things had been moved 2. Natural disasters are caused by forces beyond our
around. control.
3. The only way to have gotten into the drawer without a 3. Diseases cause people to get sick and sometimes die.
key was if the drawer wasn't locked. 4. Diseases are often spread by unsanitary conditions such
4. If the drawer was unlocked, then the thief must have as bad drinking water.
done it during the day.
Dictation 5
Dictation 2 1. An environmental disaster might result from climatic
1. He found that the files were accessed twice over the changes due to global warming.
weekend. 2. Environmental problems, such as deforestation, will
2. Nobody opened Bob's desk drawer where the new codes require all nations of the world to work together.
were written down. 3. When groups of people within the same country fight
3. Since nobody opened Bob's drawer, there must have each other it is called a civil war.
been another way to find the codes. 4. Most countries have a military in order to defend
4. Whoever got the codes might have written a program to themselves in case of war.
get them.
Dictation 6
Dictation 3 1. The fact that scientific theories have been wrong before
1. Phil couldn't have done it unless someone else was also doesn't mean we can say that anything is possible.
involved. 2. We cannot allow ourselves to believe anything just
2. Leslie couldn't have done it by herself because she wasn't because we want to believe it.
at the office on Sunday. 3. In this case, for example, there is no evidence to indicate
3. Dan might have done it because he needed money to pay that anything can travel faster than light.
gambling debts. 4. On the contrary, all the evidence is against faster-than-
4. If Shirley didn't go to the office on Saturday, it could light travel.
have been Leslie or Dan.
Fill-Ins
This lesson reviews some of the main grammar points that have been introduced in Units 1-3. Detailed
instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the
pull-down Help screens (This Lesson) once you are in the Fill-Ins lesson. Please note that the highlighted words
in the answer sentences are linked to the Glossary. Sample sentences from the Fill-Ins lesson are:
(1) In order to access his personal files, it's necessary to use a password. (3) Only a few people could have known
that the book even existed. (4) A competitor couldn't have done it without inside help. (7) He couldn't figure out
how they could have gotten it. (9) Suddenly he realized what must have happened. (11) He met Shirley more than
a year ago when she worked for a competitor. (14) Shirley couldn't have been at the office at either time. (17) It
couldn't have been Phil unless someone helped him. (18) Mandela spent 25 years in prison before becoming
president. (23) They refuse to accept any evidence that goes against their beliefs. (24) Interstellar travel would be
difficult even with advanced technology. (25) A light year is the distance traveled by light in a year. (28) What we
know now would have surprised people 200 years ago.
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New Dynamic English
Speech Practice
In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the
key language points developed in Units 1-3, especially Inferences. Detailed instructions for using Speech
Recognition and for doing the Speech Practice lesson can be found in the Study Guide and also in the pull-down
Help screens.
This Speech Practice lesson has four sections: Sentence Reading, Answering Questions, Inferences, and
Speech Quiz. Please note that the Score for the Speech Quiz is designed so that students can try to increase
their personal scores each time they do the quiz, rather than as a test. A record of each score can be found in the
Student Records.
Each scene illustrates important language, such as phrases for using the telephone, and conditionals, one of the
main focus points for this module. Each scene can easily be role-played or can serve as a model for students to
write their own situation.
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Module 8 Summary
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New Dynamic English
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Answer Key
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New Dynamic English
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