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Teacher’s Guide

English US Level 1
Teacher’s Guide
English US Level 1
MAN-TG-ENG-L1-V2.2
ISBN 978-1-58022-533-5

All information in this document is subject to change without notice. This document is provided for
informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties,
either express or implied, about the information contained within the document or about the document
itself. Rosetta Stone®, Language Learning Success™, and Dynamic Immersion™, are trademarks of
Rosetta Stone Ltd. Copyright © 2007 Rosetta Stone Ltd. All rights reserved.

Printed in the United States of America

T2 Teacher’s Guide
The The
Original
Original
Rosetta
Rosetta
StoneStone

In 1799 French soldiers uncovered a large piece of carved basalt. The discovery was extraordinary, for the writing
on the stone appeared in two languages and three scripts. The stone was nearly 2000 years old. It was named Rosetta,
the English translation for the town where it was discovered, Rashid, Egypt.
A group of priests created the stone in 196 BC to honor Ptolemy V Epiphanes and to recognize his accomplishments
as pharaoh of Egypt.
The Rosetta Stone solved the mystery of ancient Egyptian hieroglyphics. The writing, in Egyptian and Greek, was
divided into three sections. Each contained the same message.
At the time of the inscription, Egyptians wrote in three scripts: hieroglyphic Egyptian, demotic Egyptian, and Greek.
Each script had a specific use. Religious and other important documents were composed in hieroglyphs, everyday
writings used the demotic script, and the rulers spoke and wrote Greek. The writers of the Rosetta Stone ensured that
all priests, government officials, and rulers could read the message and appreciate its significance.
Jean-Francois Champollion, a French linguist, first deciphered both the ideograms (pictures that represent things or
ideas) and phonograms (pictures that represent sounds) engraved on the Rosetta Stone. He took the first steps toward
understanding ancient Egyptian culture and language.
This priceless artifact, housed in the British Museum in London, represents the key to solving any great mystery.
Just as the stone unlocked the mysteries of ancient Egypt, our software will unlock new languages and cultures.

Teacher Information
Before beginning the program it is recommended that you review:
Student Management System (SMS) Manual
After reading this book, install the system and set up your class so they are ready to use the computer software
program.
SMS Instructional Video
This multimedia presentation provides information for both administrators and teachers and instructions on
using the SMS.
Handbook for Teachers
This will explain the methodology of this handbook and of Rosetta Stone.

Teacher’s Guide T3
TEACHER’S
Teacher’s
GUIDE
Guide TO
to Rosetta
ROSETTA Stone
STONE

Welcome and Introduction


Welcome to the Rosetta Stone Teacher’s Guide. We’re pleased to have this opportunity to work with you in achieving
your goals for the language classroom.
Over the past two decades, we’ve all seen a dramatic increase in the number of US students learning new languages.
In higher education, for example, the number of students studying foreign languages increased 17% from 1998 to
2002 and increased over 40% between 1986 and 2002.
As student enrollment increases and standards rise, your work in the classroom becomes all the more valuable—and
all the more demanding. From thousands of teachers like you, we’ve learned about the successes and challenges you
experience, and since 1994 we’ve been working to provide language-learning software that overcomes those classroom
challenges and multiplies your successes.

Our Goal
That’s our goal with this guide: to enhance your effectiveness in the classroom with the best technology tools
available for teaching new languages. By linking our expertise with yours, we together can help students develop
and master language skills for listening comprehension, reading, speaking, and writing.

How We Teach: Dynamic Immersion™


Rosetta Stone’s Dynamic Immersion method makes it possible for your students to work and think exclusively in
the new language from the very beginning. By attaching new language meaning to real-life images directly—that
means without native-language translations, explicit grammar instruction, or memorization drills—Rosetta Stone
recreates the environment and the processes we all used to learn our first language. As a result, all your students,
regardless of their age, abilities, or language backgrounds, can acquire new language skills quickly and easily using
their innate language-learning abilities.
Rosetta Stone achieves this result by merging genuine immersion instruction with fully interactive, multimedia
technology in a step-by-step sequence of lessons. We combine the voices of native speakers, written text, and vivid
real-life images to teach new words and grammar inductively, through a process of creative discovery. Students
indicate comprehension at every step, and the computer provides instant feedback—features that enable your
students to monitor their own progress and take ownership of their lessons.
This individualized, building-block approach gives your students a continuous experience of success from the start.
Day after day, they come to class with the confidence and the language skills to participate in classroom activities.
This allows you to focus on what you do best: using the social, conversational environment of the classroom to
prepare them for communicating in everyday life.

T4 Teacher’s Guide
Scope Stone
Blended Learning: Rosetta and Sequence
and the Language Classroom

Complementary Strengths
Rosetta Stone is designed to enhance language instruction by combining the strengths of computer-based learning
and classroom-based learning. In this blended model, the computer and the language classroom play distinct yet
complementary roles. Consider the following diagram.
The rectangle below represents the time devoted to new language acquisition, from novice to native proficiency. In
a blended solution, Rosetta Stone and the language classroom each provide part of the instruction, represented by
segments to the left and right of the diagonal line, respectively.

Learning in Context: The Language Classroom


• expanded vocabulary
• usage and descriptions
• conversation and culture

Learning on Computer: Rosetta Stone


• new vocabulary
• language structures
• comprehension and production skills
0 3 Language Learning Stages 8 10
Novice Intermediate Advanced Native

Unique Strengths: Novice and Native Stages


Rosetta Stone
Rosetta Stone is uniquely designed to handle instruction in the earlier stages of the language-learning process. This
stage of new language learning includes rapid acquisition of vocabulary and basic language structures. Rosetta Stone
delivers this instruction tirelessly while individualizing instruction according to each learner’s pace, learning style,
and schedule.
The Language Classroom
Your classroom is the ideal context for the later stages of the language-learning process, focusing on conversations,
community, and culture. The classroom provides this instruction naturally in a social, conversational environment
that prepares learners for real-life communication.
Combined Strengths: Intermediate and Advanced Stages
Between the early and later stages of new language learning, Rosetta Stone and your classroom combine their
strengths with Rosetta Stone’s role in developing basic and intermediate language, language structures, and
language-learning skills, gradually giving way to your emphasis on conversation and communication in the
classroom.

Conclusion
Rosetta Stone and the language classroom combine their respective strengths, experience, and expertise to provide
an unparalleled blended solution for language learning needs. Used from the very beginning of the language-learning
process, Rosetta Stone’s computer-based instruction quickly prepares students for the classroom, allowing you to
focus your time and expertise on classroom activities that prepare students for using the language in real life. Together,
Rosetta Stone and your classroom provide the flexibility, efficiency, and effectiveness to ensure language-learning
success.

Teacher’s Guide T5
Rosetta Stone Teacher’s Guide Instructional Strategy

The Rosetta Stone Teacher’s Guide was written for experienced as well as novice language educators. The text,
written primarily in English, is appropriate for substitute teachers also.
Each section contains headings that are taken directly from nationally recognized foreign language curriculum
requirements. The headings are:
Enrichment/Unit Projects:
These activities help you increase the level of difficulty of the language lesson. This section is designed to meet
the needs of students that are working at or above grade level.
Themes:
The main theme(s) of each lesson.
Materials:
A list of materials you may need for the lesson.
Pre-Lesson Activity:
Systematically introduces or reinforces vocabulary words.
Content Integration:
Relates the language content to core subjects such as language arts, math, science, and social studies.
Using Multiple Intelligence Strategies:
The activities written in this section accommodate students with various learning styles. The types of activities are
from Howard Gardner’s Multiple Intelligence Theories.
Post-Lesson Activities:
These activities are meant to be completed after the student has completed the lesson in the Rosetta Stone software.
Conversation:
These activities are designed for speaking practice.
Modifications:
Suggestions for adapting language lessons.
We wrote the activities in this handbook to appeal to the largest number of students possible. You should take from
this handbook what works for your students and leave what doesn’t work. The Rosetta Stone language learning
program naturally customizes to the abilities of your students, and we ask you to do the same with the Rosetta Stone
Teacher’s Guide.
Supplementary Material Descriptions
Rosetta Stone provides a range of printed supplemental materials that extend the learning content of the Rosetta
Stone lessons to the classroom. These supplemental materials are developed in response to customer demand and
are available for the most requested languages and program levels. Please refer to Table 1 for a complete list of
available supplemental materials.
Curriculum Text: The Curriculum Text lists the content of each lesson, in sequence, and includes an index to all
words in the program. This reference allows teachers to see at a glance what their students are learning in each
lesson, and enables them to incorporate Rosetta Stone content into the classroom curriculum. The index to all words
in the program identifies the units and lessons where words are first introduced and then reinforced.
Workbook: The Workbook includes a worksheet for each lesson in the Rosetta Stone program and includes
an answer key. A variety of exercises reinforces the students’ learning while helping them to expand their
comprehension and writing skills. The Workbook can be used as added practice in class or at home, as daily
quizzes, or as a quick check for comprehension in each lesson.

T6 Teacher’s Guide
Student Study Guide: The Student Study Guide provides detail on new vocabulary, grammar, and usage in each
Rosetta Stone lesson. The Student Study Guide also allows teachers to highlight points of grammar and usage as
they occur in the program, and incorporate these highlights into classroom study.
Quizzes & Tests: The Quizzes & Tests represent a collection of quizzes and tests covering material from each
lesson of the Rosetta Stone program. The Quizzes & Tests can be utilized for placement and assessment of learning.
An answer key is provided.

Administrator and Instructor Resources


Several resources are available to assist administrators and instructors installing, running, and implementing Rosetta
Stone and the Student Management System. The following provides a brief description of these resources.
User’s Guide: The User’s Guide provides information on how to install and run Rosetta Stone. An introduction to
Rosetta Stone explains the different learning exercises available and other special features of the program. In addition,
details are provided regarding program operation and settings.
Student Management System (SMS) Instructional Video: The Student Management System (SMS) Instructional
Video provides information for both administrators and instructors on using the SMS. This multimedia presentation
guides users through the features of the SMS from establishing users in the system to setting up classes, tracks, and
lesson plans for student study. Instructors can click on a specific topic or view the entire presentation.
Student Management System (SMS) Manual: The Student Management System (SMS) Manual offers a printed
resource focused on the installation, usage, and functionality of the SMS. Like the SMS Instructional Video, the
manual provides a step-by-step approach to the installation of the SMS. In addition, administrators and instructors
are provided with a detailed overview of the features of the SMS. A Quick Start example that walks through setting
up a class, track, and lesson plan is provided. A detailed description of the pre-loaded activity sets used to work
through lesson plans is provided.

Table 1: Available Supplementary Materials


Workbook Quizzes & Test
Language/Level Curriculum Text + Answer Key Study Guide + Answer Key
English US 1 X X X X
English US 2 X X X X
English US 3 X X X
German 1 X X X
German 2 X X
Spanish 1 (Latin America) X X X X
Spanish 2 (Latin America) X X Under Development
Spanish 3 (Latin America) X X X
French 1 X X X
French 2 X X
All other languages/levels X

Teacher’s Guide T7
Student Management System

The Student Management System (SMS) allows teachers to control and monitor student study in Rosetta Stone.
Instructors design the course of study for students, and students are guided through that work automatically. Through
the SMS, the instructor can create lessons that focus on individual language skills or combinations of different skills
as needed. The SMS records the progress of students and allows instructors the ability to generate reports based on
student information.

Student Features:
• Students log into the SMS with unique, instructor-assigned user IDs and passwords.
• At the end of every session, the SMS bookmarks the students’ place in the material. When the students log in again,
they are taken to this bookmark and start where they left off in the previous session.
• Student preferences for settings, like volume and sound effects, are restored at each login.

Instructor Features:
• Instructors can create lesson plans for entire classes or for individualized study. Instructors are able to create
special study tracks for students within classes. These tracks can be used to quickly transition a set of students
from one assignment to another.
• Instructors assign exercises and tests for student study along with a proficiency level that students must meet
before completing a lesson. Instructors set proficiency levels that must be achieved before new material can be
studied.
• The SMS provides pre-programmed sequences of study aids, or activity sets, that aid in presenting the Rosetta
Stone material. This allows instructors to control the activities that present and test the material. Instructors
can also choose to design their own activities used in lesson plans.
• Instructors are able to produce reports of student progress and test results. The SMS allows teachers to analyze
student achievement by recording each student’s number of attempts at an assigned lesson plan, time on task, and
scores. Reports can be printed or exported for use in another program.
• Instructors can view and control student activity by class, by tracks within a class, or by individual students.
• Instructors and students can work on the SMS at the same time. The SMS protects records that are currently in
use from being modified.
• Instructors can enroll students in multiple classes.
• The SMS automatically guides student study according to the instructor’s design and tracks students’ work.
The Student Management System (SMS) Instructional Video and Student Management System (SMS) Manual
provide instructors information regarding the step-by-step setup and utilization of the program.

T8 Teacher’s Guide
Scope
Rosetta andOnline
Stone Sequence
Delivery

The Rosetta Stone Online Language Learning Center (OLLC) provides an online solution to delivery of Rosetta
Stone. The OLLC allows schools to connect multiple users via the Internet to a personalized networked program
from any location. All that is required of users is a computer with Shockwave installed and an Internet connection.
Instructors register students and monitor the progress of student learning through several reporting options. One or
more languages can be provided through the OLLC.

Student Features:
• Students can access the easy-to-use interface with an Internet connection via login with an assigned username
and password.
• Color coding for each assignment is provided to indicate whether or not an assignment has been started, is in
progress, or has been completed.
• Units are broken down into a series of assignments for each lesson that cover a variety of language skills. A
recommended goal is provided as a requirement for student performance. Students are given feedback as to
whether their performance has met the requirement.

Administrator Features:
• A school receives its own OLLC, or web portal, that is unique to that school.
Example: http://abcschool.onlinelanguagelearning.com
• The language content on the OLLC is the same as the CD-ROM program, and all content is delivered online.
• Instructors have access to an Admin portal that will allow for the registration of users, deactivation of inactive
users, and progress tracking and reporting of existing users.
• The OLLC includes guided paths, allowing teachers to assign students to pre-programmed lesson plans based
on desired objectives (listening and speaking focus, reading and writing focus, or general path focusing on all
skills equally). Instructors assign a path of study for each user in the program. This feature eliminates the need
for instructors to design lesson plans.
• Instructors can access this easy-to-use interface with an Internet connection.
• Supplemental materials are provided in an electronic form for use in the classroom. These materials can be easily
downloaded and duplicated.
• Instructors can monitor and redirect student study by using the reporting features available. Reporting is provided
from the “all users” to the “individual” student level. Reports can be either printed directly from the site or
downloaded for use in another program.
• All language skills (Listening, Speaking, Reading, and Writing) are represented in the assignments.
The OLLC Guide for Teachers and Administrators provides detailed information regarding use and implementation
of the OLLC.

Teacher’s Guide T9
Table of Contents

Unit One Overview .................................................................................................................................... 2


Lesson 1-01 Nouns and Prepositions................................................................................................................................ 4
Lesson 1-02 Verbs: Present Progressive .......................................................................................................................... 6
Lesson 1-03 Descriptive Adjectives ................................................................................................................................ 8
Lesson 1-04 The Numbers 1–10 .................................................................................................................................... 10
Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs ...................................................................... 12
Lesson 1-06 Numbers and Clock Time .......................................................................................................................... 14
Lesson 1-07 Questions and Answers; verb “to be” ........................................................................................................ 16
Lesson 1-08 Food, Eating, and Drinking; Direct Objects .............................................................................................. 18
Lesson 1-09 Clothing and Dress; Direct Objects .......................................................................................................... 20
Lesson 1-10 Who, What, Where, Which; Interrogatives .............................................................................................. 22
Lesson 1-11 Review of Unit One .................................................................................................................................. 24
Unit Two Overview .................................................................................................................................. 28
Lesson 2-01 More Verbs: Present Progressive .............................................................................................................. 30
Lesson 2-02 People and Animals; Relative Pronouns: Who, That ................................................................................ 32
Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives.......................................................................................... 34
Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ...................................................................... 36
Lesson 2-05 Left and Right; Possessive Adjectives ...................................................................................................... 38
Lesson 2-06 Verbs: Negation of Verbs .......................................................................................................................... 40
Lesson 2-07 Compound Subjects .................................................................................................................................. 42
Lesson 2-08 Prepositions ................................................................................................................................................ 44
Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................................................................................. 46
Lesson 2-10 Verbs: Present Perfect and Future with “going to”.................................................................................... 48
Lesson 2-11 Review of Unit Two .................................................................................................................................. 50
Unit Three Overview................................................................................................................................ 54
Lesson 3-01 Descriptions of People: Descriptive Adjectives ........................................................................................ 56
Lesson 3-02 Quantities and Comparison of Quantity .................................................................................................. 58
Lesson 3-03 More Clothing ............................................................................................................................................ 60
Lesson 3-04 Inside and Outside; Prepositions................................................................................................................ 62
Lesson 3-05 More Colors and Numbers ........................................................................................................................ 64
Lesson 3-06 Animals; Real and Not Real ...................................................................................................................... 66
Lesson 3-07 Being Human: Descriptive Adjectives ...................................................................................................... 68
Lesson 3-08 Professions and Human Conditions: Descriptive Adjective ...................................................................... 70
Lesson 3-09 Body Parts and Pictures ............................................................................................................................ 72
Lesson 3-10 Clock Time, Time of Day .......................................................................................................................... 74
Lesson 3-11 Review of Unit Three ................................................................................................................................ 76
Unit Four Overview ................................................................................................................................ 80
Lesson 4-01 Questions and Answers: Questions with “to be” and “what”.................................................................... 82
Lesson 4-02 Open–Closed, Together–Apart, Straight–Bent .......................................................................................... 84
Lesson 4-03 Numbers 1–100 .......................................................................................................................................... 86
Lesson 4-04 People and Talking .................................................................................................................................... 88
Lesson 4-05 Coming and Going, Asleep and Awake .................................................................................................... 90
Lesson 4-06 Multiple Verbs; While ................................................................................................................................ 92
Lesson 4-07 Family Relationships.................................................................................................................................. 94
Lesson 4-08 Everybody, Somebody, Nobody ................................................................................................................ 96
Lesson 4-09 Vehicles; Related Verbs and Prepositions .................................................................................................. 98
Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.................................................................. 100
Lesson 4-11 Review of Unit Four ................................................................................................................................ 102
Unit Five Overview ................................................................................................................................ 106
Lesson 5-01 Addition, Subtraction, Multiplication and Division ................................................................................ 108
Lesson 5-02 Possessive Nouns and Pronouns .............................................................................................................. 110

TII Teacher’s Guide


Table of Contents

Lesson 5-03 Present Progressive, Present Perfect and Future with “going to”............................................................ 112
Lesson 5-04 More Numbers.......................................................................................................................................... 114
Lesson 5-05 Direct and Indirect Objects ...................................................................................................................... 116
Lesson 5-06 Hot and Cold ............................................................................................................................................ 118
Lesson 5-07 Kinds of Things........................................................................................................................................ 120
Lesson 5-08 Furniture, Clothing, and Instruments ...................................................................................................... 122
Lesson 5-09 Few, Many, More, Less ............................................................................................................................ 124
Lesson 5-10 More Verbs; Human Gestures .................................................................................................................. 126
Lesson 5-11 Human Conditions.................................................................................................................................... 128
Lesson 5-12 Review of Unit Five ................................................................................................................................ 130
Unit Six Overview .................................................................................................................................. 134
Lesson 6-01 To Be and To Have: Present and Past Tenses .......................................................................................... 138
Lesson 6-02 Present Progressive, Present Perfect, and Future with “going to” .......................................................... 140
Lesson 6-03 More Descriptions of People; Demonstrative Adjectives........................................................................ 142
Lesson 6-04 Units of Things ........................................................................................................................................ 144
Lesson 6-05 Neither–Nor, Both, None, No One, Neither .......................................................................................... 146
Lesson 6-06 Verbs: Present Progressive and Imperfect................................................................................................ 148
Lesson 6-07 Names ...................................................................................................................................................... 150
Lesson 6-08 Present Progressive, Present Perfect, and Future with “going to”............................................................152
Lesson 6-09 More Units of Things .............................................................................................................................. 154
Lesson 6-10 Alone, Crowd, Friend, Surrounded .......................................................................................................... 156
Lesson 6-11 Professions and Human Conditions, Activities........................................................................................ 158
Lesson 6-12 Review of Unit Six .................................................................................................................................. 160
Unit Seven Overview.............................................................................................................................. 162
Lesson 7-01 More Verbs .............................................................................................................................................. 164
Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns; Usually ................................................................ 168
Lesson 7-03 Fast and Slow .......................................................................................................................................... 170
Lesson 7-04 Seasons .................................................................................................................................................... 172
Lesson 7-05 All, Some, Most, Both, Neither, and None .............................................................................................. 174
Lesson 7-06 None, Both and All: Demonstrative Adjectives ...................................................................................... 176
Lesson 7-07 Shapes and Locations; Prepositions; All and Most.................................................................................. 178
Lesson 7-08 Left and Right, Full and Empty .............................................................................................................. 180
Lesson 7-09 Prepositions: Above and Below, Coming Down, and Going up ..............................................................182
Lesson 7-10 More Verbs .............................................................................................................................................. 184
Lesson 7-11 Verb Conjugation...................................................................................................................................... 186
Lesson 7-12 Review of Unit Seven .............................................................................................................................. 188
Unit 8 Overview...................................................................................................................................... 190
Lesson 8-01 Ordinal and Cardinal Numbers ................................................................................................................ 192
Lesson 8-02 Am and Am Not: More Present Conditions ............................................................................................ 194
Lesson 8-03 Looks Like; Almost All, One, Several, Most, All.................................................................................... 196
Lesson 8-04 Space and Geography, Countries ............................................................................................................ 198
Lesson 8-05 Streets and Sidewalks .............................................................................................................................. 200
Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns ...................................................... 202
Lesson 8-07 Comparative and Superlative Adjectives; Interrogative Words ..............................................................204
Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................................................................................... 206
Lesson 8-09 Locations; Prepositions ............................................................................................................................ 208
Lesson 8-10 Directions: How do I get to...................................................................................................................... 210
Lesson 8-11 Activities; More Verbs.............................................................................................................................. 212
LessPon 8-12 Review of Unit Eight ............................................................................................................................ 214
Handouts ................................................................................................................................................ 219

Teacher’s Guide TIII


Unit 1 Overview

Lesson 1-01 Nouns and Prepositions............................................................................ 4


19 new words.
Introduction of words: boy, girl, cat, and dog.
Single words build to short phrases.
Persons as defined by the elemental categories of age and gender; pets and familiar animals; cars, airplanes, and boats.
The conjunction and; both singular forms of the indefinite article; prepositions: in, on, and under.
Lesson 1-02 Verbs: Present Progressive ...................................................................... 6
16 new words.
Introduction of short full sentences. Persons, animals, and vehicles as subjects.
Introduction of additional common animals.
Common large-scale physical activities: running, jumping, walking, dancing, reading, falling, flying, and swimming.
Introduction of plural nouns and verb forms.
Introduction of the definite article.
Lesson 1-03 Descriptive Adjectives .............................................................................. 8
15 new words.
Adjectives introduced as predicate adjectives and then preceding nouns.
Introducing concept of adjectival agreement with number.
Varied adjectives in one sentence.
Colors: red, white, yellow, blue, and black.
Long and short.
Old and new inanimate contrasted with old and young animate.
Introduction of first adverb.
Lesson 1-04 The Numbers 1–10.................................................................................. 10
11 new words.
Numbers in counting and non-counting contexts.
Counts in short and long sequences.
Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs .............. 12
21 new words.
20 pairs of nouns in both singular and plural forms.
Nine pairs of verbs in both singular and plural forms. Introduction of new nouns.
Plural form of the indefinite article: some
Lesson 1-06 Numbers and Clock Time ...................................................................... 14
13 new words.
From plurals to numbering of persons and objects.
Introduction of the term number and the term o’clock.
Clock times – whole hours.
New nouns.
There is, there are introduced.
Lesson 1-07 Questions and Answers; verb “to be” ........................................ 16
12 new words.
Elaboration on questions answered in the negative. Third person pronoun: male, female, singular, and plural.
There are, there are not introduced.
Lesson 1-08 Food, Eating, and Drinking; Direct Objects........................................ 18
21 new words. Presence and absence of objects.
Fruit, meat, bread, cheese, milk, water, orange juice, bananas, apples, tomatoes, strawberries, grapes, and pears as examples.
New verbs.
Objects belonging in categories and not belonging in categories.
The concept of food presented by example and counter example and then tested.

2
Scope and Sequence

Lesson 1-09 Clothing and Dress; Direct Objects ............................................ 20


24 new words.
Shirts, skirts, dresses, hats, pants, coats, jeans, socks, shoes, bathing suits, raincoats, and glasses.
Additional colors.
The verb to wear.
Lesson 1-10 Who, What, Where, Which; Interrogatives ..........................................22
Eight new words.
Introduction of two-voice, two-sentence dialogues in a question-and-answer format. New nouns.
Lesson 1-11 Review of Unit One ................................................................................ 24
Tests and Worksheets from Unit One lessons.

Enrichment/Unit Projects: originally priced in their culture’s currency, they must


1. Write the word “culture” on the board and ask students to find out the exchange rate and change the prices
name some things that are popular in their culture (e.g., accordingly. Have each student display their posters along
movies, sports, food, and clothing). Divide the class into with a list of prices of the items and the amount of money
small groups and ask groups to pretend that they are they spent. Display student posters in the classroom.
going to open fast-food restaurants in three different 3. Divide the class into four groups. Four groups of four
countries. Have students use the Internet or the library to work well for this activity. Ask students what they know
research these countries’ cultures to find out what food about talk shows and tell them that they will be putting
their restaurants should serve, what customs their on a talk show in front of the class. Assign each group a
employees would be expected to observe, and how they topic. Topics could include: health, diets, exercise, sports,
might want to decorate the restaurants. Ask them to holidays, customs, culture, travel, and entertainment.
consider the things they would need to do to make sure Each student will need a role to play. One student from
the restaurants were acceptable to the local culture. As each group will be the talk show host. The other students
they conduct their research, have students take notes on can choose roles according to their topic. Some
their ideas. Discuss as a class what people in the other possibilities:
countries might think of their restaurants. Ask students to
Sports: a soccer player, a baseball player, a sports agent,
think of any reasons why people in those countries might
a basketball player, a coach, a scout, a general manager, a
not be happy with an American fast-food restaurant, even
team owner, a referee, an Olympian, etc.
if it were created to blend in with their culture. Ask
groups to compile their ideas into written plans for each Food: a doctor, a personal trainer, a person who has tried
of the three restaurants. Each plan should include sections and failed many diets, etc.
on food, decor, and customs. Have students choose one of Travel: a traveler, a travel agent, a flight attendant, a tour
the cultures they have studied and draw a picture of what guide, etc.
their restaurant would look like. Entertainment: a singer, an actor/actress (TV/movies),
2. Tell each student they have an allotted amount of money an agent, etc.
in a another country’s currency. Tell students they must Holiday/culture: a sociologist, a wedding planner, a
find at least five articles of clothing from a clothing historian, etc.
catalog website, magazine, or catalog that will fit within Give the students about an hour to plan a 10-minute show.
their budget. Have students print out pictures of the Ask students to write a few questions for their talk show
clothes they have chosen or cut them out of the magazine using the new grammar and vocabulary. Have students
or catalog and glue them on a piece of paper or poster perform their shows in front of the class. After each show,
board. Have students label each item of clothing and the allow students to ask questions from the audience.
price of the item in the country’s currency. If the item is

3
Unit 1, Lesson 1
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive

01 a girl 01 The boy is jumping.


a boy The horse is jumping.
New Vocabulary a dog
a cat
The girl is jumping.
The dog is jumping.

a boat elephant on 02 a man


a woman
02 The boy is running.
The woman is running.
a car The girl is running.
an boy girl table an airplane The horse is running.

03 a ball 03 The woman is running.


and car horse under a horse
an airplane
The woman is jumping.
The girls are running.
an elephant The girls are jumping.
airplane cat in woman 04 a cat and a car 04 The girls are walking.
ball dog man a girl and a woman
a man and a woman
The girls are running.
The boy is jumping.
a man and a boy The boy is walking.

05 a boy and a dog 05 The man and the woman are walking.
a boy and an airplane The man and the woman are dancing.
a girl and a horse The woman is walking.
a girl and a dog The woman is dancing.
Themes: 06 a girl on a horse 06 The man is reading.
a man on a horse The woman is reading.
People, Animals, Transportation a ball on a boy
a boy on a horse
The man is dancing.
The woman is jumping.

07 a boy under an airplane 07 The man is running after the boy.


a boy under a ball The man is falling.
a boy under a table The boy is falling.
Materials: a boy and a dog The girls are running after the boy.

08 a boy on an airplane 08 The airplane is flying.


Index cards with vocabulary words from a boy under an airplane
a boy on a table
The man is running.
The man is jumping.
a boy under a table The man is falling.
Lesson 1-01 09 a girl in a car 09 The woman is swimming.
Y-chart graphic organizer a woman in a car
a boy in a car
The man is falling.
The boy is falling.
a boy and a girl in a boat The boy is swimming.
T-chart graphic organizer 10 a boy and a dog 10 The fish is swimming.
a boy on an airplane The bird is flying.
Magazines a boy under an airplane
a boy in an airplane
The bull is running.
The bird is swimming.
Scissors
Glue
3

Pre-Lesson Activity:
• After students complete Lesson 1-01 at the
computer, reinforce vocabulary by directing
Worksheet 1-01
them to answer Section I of Worksheet 1-01
in the Student Workbook. Encourage students I. Match the words with the pictures. A B

____ 1. a girl
to read phrases aloud as they offer answers. ____ 2. a man

____ 3. a ball
C D E
____ 4. a dog
Content Integration: ____ 5. a car

Science/Language Arts: Discuss the modes of ____ 6. a cat

____ 7. an airplane F G
travel found in Lesson 1-01. Using a Y-chart ____ 8. a boy

with the headings Land/Sea/Air, categorize ____ 9. a horse

appropriate items. Brainstorm additional modes ____10. a woman


H I J

of travel to categorize. Instruct students to


choose one mode of transportation from the
Y-chart and research the origins of this particular II. Match the words.

mode of transportation. Reports should include ____11. man a. airplane

____12. car b. girl


information about the inventor of this mode of ____13. cat c. woman

transportation, the year it was created, and back- ____14. boy d. dog

ground information as to why and how this


III. Fill in the blank.
mode of transportation was invented. 15. ____________________________ in a car man

Language Arts: Draw a T-chart with the 16. a boy and a girl ____________________________ a boat a woman

17. a boy in an ____________________________ in


headings Transportation and Animals. Instruct 18. a girl ____________________________ under

students to make lists of at least 10 types of 19. a ____________________________ on a horse on a horse

transportation and 10 animals not listed in the 20. a boy ____________________ a ball airplane

vocabulary. Using the lists the students just ENGLISH Introductory Nouns and Prepositions

brainstormed, ask them to create a comic strip


that tells a story or have students write a story
using personification.

4
Nouns and Prepositions
Introductory Nouns and Prepositions 1-01

New Vocabulary
Using Multiple Intelligence Strategies:
a
boat
an
boy
and
car
airplane
cat
ball
dog
Bodily-Kinesthetic: Direct students to sit under
elephant girl horse in man the desk, stand in the classroom, sit on the table,
on table under woman
Grammar: Nouns, Articles, and Prepositions
put your book in your backpack.
Nouns are words that name people, places, things and ideas. Unlike many
languages, English has no gender, except in pronouns, which you will learn later. Musical-Rhythmic: Encourage students to create
Most of the words above are nouns. Can you tell which words are not nouns? a song using the 19 vocabulary words from
The word “a” is called an article. So is “an”. They are indefinite articles; they don’t
refer to a specific thing, but an unspecific one. Lesson 1-01, and a melody of their choice. Use
The n on “an” is merely a link connecting “a” to a noun that begins with a vowel,
like an airplane, an elephant.
visual and auditory prompts as necessary.
On, under, and in are called prepositions. They are positioned in front of a noun,
and they tell something about location.
What do these phrases mean? Post-Lesson Activities:
on a horse
under an airplane, under a table • Using vocabulary index cards and magazine
in a car, in a boat, in an airplane
The word “and” joins two or more elements in a sentence that are equal. For
pictures, have students match words and
example, in “a boy and a dog,” and simply signals that two things of equal
significance are talked about: a boy plus a dog.
pictures.
• Ask students to categorize pictures and/or
words according to People/Animals/
Transportation.
• Use poster board to make a large Y-chart with
the categories Land/Sea/Air.
1 • Have students cut out magazine pictures and
glue them on the appropriate places for this
class-wide project. Display the finished
product in the classroom.
The Rosetta Stone English I
Quiz Unit 1 Lessons 1 and 2 • Challenge students to draw pictures comic-
I. Fill in the blank with the word or words that best describe the photograph. strip style and tell a story, using words and
actions.

1. 2. 3. 4. 5. Conversation:
• In pairs, have students discuss and describe
people, animals, and transportation.
6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat

2. a. a boy b. a ball c. a girl d. a boat Modifications:


3. a

4.
and a

under
a. boy, horse

a. a boy, a car
b. girl, horse

b. a boy, an
c. boy, dog

c. a dog, a car
d. girl, dog

d. a dog, an
• Provide highlighters for students to mark
airplane airplane
passages and key words.
5. a boy a table a. under b. in c. on d. is

6. a boy and a girl a boat a. under b. in c. on d. is • Provide extended time for assignments.
7. The woman is . a. falling b. running c. walking d. jumping

8. The girls are . a. falling b. running c. walking d. jumping


• Enlarge graphic organizers as needed.
9. The man and the woman are . a. falling b. running c. walking d. jumping

II. Yes or No?

1. 2. 3.

1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.

©2002 Fairfield Language Technologies

5
Unit 1, Lesson 2
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive

01 a girl 01 The boy is jumping.


a boy The horse is jumping.
New Vocabulary a dog
a cat
The girl is jumping.
The dog is jumping.

after fish running 02 a man


a woman
02 The boy is running.
The woman is running.
a car The girl is running.
are flying swimming an airplane The horse is running.

03 a ball 03 The woman is running.


bird girls the a horse
an airplane
The woman is jumping.
The girls are running.
an elephant The girls are jumping.
bull is walking 04 a cat and a car 04 The girls are walking.
dancing jumping a girl and a woman
a man and a woman
The girls are running.
The boy is jumping.
a man and a boy The boy is walking.
falling reading 05 a boy and a dog 05 The man and the woman are walking.
a boy and an airplane The man and the woman are dancing.
a girl and a horse The woman is walking.
a girl and a dog The woman is dancing.

06 a girl on a horse 06 The man is reading.


Themes: a man on a horse
a ball on a boy
The woman is reading.
The man is dancing.
a boy on a horse The woman is jumping.
Animals, Verbs 07 a boy under an airplane 07 The man is running after the boy.
a boy under a ball The man is falling.
a boy under a table The boy is falling.
a boy and a dog The girls are running after the boy.

Materials: 08 a boy on an airplane


a boy under an airplane
08 The airplane is flying.
The man is running.
a boy on a table The man is jumping.
Medium-sized box or container a boy under a table The man is falling.
09 a girl in a car 09 The woman is swimming.
a woman in a car The man is falling.
a boy in a car The boy is falling.
a boy and a girl in a boat The boy is swimming.
Pre-Lesson Activity: 10 a boy and a dog 10 The fish is swimming.
a boy on an airplane The bird is flying.
a boy under an airplane The bull is running.
• Write the following sentences on the board: a boy in an airplane The bird is swimming.

The boy is jumping. The boy is __________.


The girl is running. The girl is __________. 3

Use the first sentence in each set as an example,


as you ask students to use vocabulary from
Lessons 1-01 and 1-02 to describe additional
Worksheet 1-02
actions of people. Check for proper use of
articles and verb forms. I. Match the words with the pictures. A B

____ 1. The woman is swimming.

____ 2. The horse is jumping.

Content Integration: ____ 3. The woman is running.


C D E
____ 4. The girl is running.
Language Arts: Have students make a list of at ____ 5. The girl is jumping.

least 10 action verbs. Instruct students to create ____ 6. The man and the woman
are walking.
F G
their own superhero using original names, super ____ 7. The woman is reading.

powers, abilities, and appearances. Tell students ____ 8. The man is running after the boy.

____ 9. The airplane is flying.


they must create this character and then use him ____10. The fish is swimming. H I J

or her in a story. In the story, the superhero will


demonstrate his or her characteristics. Have
students underline all the action verbs used in II. Possible (P) or Impossible (I)?

their story. Allow students to create a drawing ____11. The man and the woman are dancing.

of their superhero for display in the classroom. ____12. The fish is walking.

____13. The dog is flying.


Choose students to present their stories to ____14. The bird is swimming.

the class. ____15. The ball is jumping.

Science and Mathematics: Take a survey of III. Fill in the blank.

16. The airplane is ____________________________. man


the students’ favorite activities or sports. Ask 17. The ____________________________ is swimming. flying

students to describe these actions for the class or 18. The ____________________________ are reading. jumping

to demonstrate the actions for the class. List the 19. The girls are running ____________________________. girls

20. The horse is ____________________________. after the boy


student responses on the board. Try and limit
the activities listed on the board to about six. Verbs: Present Progressive ENGLISH

Instruct students to find the percentage of


people who prefer a particular activity. Display
the data on the board and have each student
create a bar graph representing the data,
including the percentage.

6
Verbs: Present Progressive
Verbs: Present Progressive 1-02

New Vocabulary
Using Multiple Intelligence Strategies:
after
falling
are
fish
bird
flying
bull
girls
dancing
is
Bodily-Kinesthetic: Write vocabulary words on
jumping reading running swimming the separate pieces of paper and place in a
walking
Grammar: The Definite Article
container. Have each student select a piece of
English has only one definite article: the. In Lesson 1-01 you learned about paper from the container. Instruct students to
indefinite articles. A definite article, in contrast, refers to a specific noun or thing,
not just any noun or thing. take turns acting out vocabulary words for
the boy
the horse others to identify.
“The man is running after the boy” says something quite different from “A man is
running after a boy.” Can you explain the difference? Verbal-Linguistic: Have students use target
Grammar: Present Progressive words to create clues for a crossword puzzle.
People normally speak in what is called the present progressive tense of a verb.
The verb is the word that expresses the action in a sentence. For example, a
present tense sentence would be, “The girl walks.” There are few situations in which Visual-Spatial: Instruct students to create a
one would say that sentence. Instead, we say, “The girl is walking.” She is doing it
now (present), and it is in progress now (progressive), which is why it is called layout for the crossword puzzle.
“present progressive tense.” This is the usual verb form we use.
The present progressive tense is formed by is or are plus a verb ending in -ing:
is jumping
are running
Post-Lesson Activity:
What other examples can you find in this lesson? Practice them. If just one person • Write the vocabulary words fish, bird, and
or thing is doing the action, use “is”; if two or more persons or things are doing it,
use “are.” In this way, you match the subject in number with its verb. bull in separate columns on the board. In each
column, list the verb(s) that describe the
actions of each animal. Instruct students to
create sentences using words from the chart.

2
Conversation:
• Have students work with a partner and
describe the actions of different animals.
The Rosetta Stone English I
Quiz Unit 1 Lessons 1 and 2
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Provide students with graph paper for
crossword puzzles.
1. 2. 3. 4. 5.

6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat

2. a. a boy b. a ball c. a girl d. a boat

3. a and a a. boy, horse b. girl, horse c. boy, dog d. girl, dog

4. under a. a boy, a car b. a boy, an c. a dog, a car d. a dog, an


airplane airplane

5. a boy a table a. under b. in c. on d. is

6. a boy and a girl a boat a. under b. in c. on d. is

7. The woman is . a. falling b. running c. walking d. jumping

8. The girls are . a. falling b. running c. walking d. jumping

9. The man and the woman are . a. falling b. running c. walking d. jumping

II. Yes or No?

1. 2. 3.

1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.

©2002 Fairfield Language Technologies

7
Unit 1, Lesson 3
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five

black house pink white 02 The airplane is white.


The airplane is yellow.
02 four
five and six
The car is white. three
blue long red yellow The car is yellow. two

03 The car is red. 03 five and six


hair new short young The car is yellow.
The car is white.
three and four
four and five
The car is blue. five and five
has old very 04 The car is blue. 04 four and four
The car is yellow. three, three, three
The cat is black. five and five
The car is black. four, five, six

05 The yellow car is old. 05 four, five, six


Themes: The pink car is old.
The blue car is new.
five, six, seven
six, seven, eight
The red car is new. one, two, three
Colors, Descriptions 06 an old car 06 one, two, three
a new car one, two, three, four
an old house one, two, three, four, five
a new house one, two, three, four, five, six

Materials: 07 an old woman


a young woman
07 one, two, three
one, two, three, four, five
an old house one, two, three, four, five, six, seven
Crayons a new house one, two, three, four, five, six, seven, eight

08 an old woman 08 two


Pictures of various country flags a young woman
an old man
one, two, three, four, five, six, seven, eight,
nine, zero
a young man three
five
09 The old woman has white hair.
Pre-Lesson Activity: The girl has black hair.
The man has blue hair.
The man has red hair.
09 nine
five
ten
three
• Direct students to complete Section II of the 10 The woman has long hair.
The man has long hair. 10 ten
Quiz page for Lessons 1-01 and 1-02 (Quizzes The woman has short hair.
The man has very short hair.
six
seven
one
& Tests packet), to review previous vocabulary.
(Quiz pages are reproducible.) Write the color
vocabulary words for Lesson 1-03 on easel 4

paper, using corresponding colored markers.


Ask students to take turns selecting classroom
items that represent these colors.
Worksheet 1-03

Content Integration: I. Match the words with the pictures.

____ 1. The old woman has white hair.


A B

Science and Social Studies: Instruct students to ____ 2. The fish is white.

research health organizations in different countries ____ 3. an old car


C D E
____ 4. The girl has black hair.
and ask them to describe the major heath issues ____ 5. The man has long hair.

other countries are facing. Have students research ____ 6. The cat is black.

____ 7. The woman has short hair. F G


how these organizations are funded and ask ____ 8. The man has very short hair.

them to compare and contrast a health organiza- ____ 9. a new car

tion in one country to that of another country. ____10. The woman has long hair.
H I J

Social Studies: Display pictures of flags from


different countries and ask students to describe
them. List the properties on the board from II. Possible (P) or Impossible (I)?

student responses. Instruct students to research ____11. The cat is pink.

____12. The dog is black.


two flags from two countries of their choice. ____13. The airplane is yellow.

Instruct students to draw pictures of the flags ____14. The house is red.

and write a brief description that explains the ____15. The horse is blue.

significance of the colors, designs, and basic III. Fill in the blank.

history of the flag. This information can be shared 16. The girl has ____________________________ hair.

17. The old man has ____________________________ hair.


car

black

with the class or displayed in the classroom. 18. The ____________________________ is red. white

19. The yellow airplane is ____________________________. man

20. The ____________________________ has short hair. new

ENGLISH Descriptive Adjectives

8
Descriptive Adjectives
Descriptive Adjectives 1-03

New Vocabulary
Using Multiple Intelligence Strategies:
black
long
blue
new
hair
old
has
pink
house
red
Visual-Spatial: Using lesson vocabulary, give
short very white yellow young directions for students to draw a picture of:
Grammar: Adjectives
“a woman with long hair, a man with short hair,”
Adjectives are words that describe people and things. They give more information
about the noun that follows. In this way, they modify the noun. For example, “an old
house” is different from “a new house.” Old and new modify “house.” Unlike many
etc. After students complete this, instruct them
other languages, English adjectives do not change form to match the number or
gender of the noun. There is only one form.
to add to their picture using color words from
Adjectives come before the noun they modify. this lesson, for example: “Color the woman’s
an old car
hair red. Color the man’s hair black.” Use visual
But there is another kind of sentence commonly used in English that uses is or are
followed by an adjective. and verbal prompts as necessary, to reinforce
The car is old.
Old is an adjective that tells you something about the car; it modifies car. “The car
concepts.
is old” means the same as “the old car.” It is just another way of saying the same
thing but in a complete sentence. Bodily-Kinesthetic: Instruct students to pick up
In this lesson, you will also practice sentences using has. In these sentences the
person or subject possesses (has) something.
or point to classroom objects that are: white,
red, yellow, old, new, etc., using various lesson
vocabulary words.

Post-Lesson Activities:
• Have students take turns describing the colors
that another person is wearing.
• Write lesson vocabulary color words on the
3
board. Ask students to list items that contain
these colors. Then, have students write at
least one sentence using this information.
The Rosetta Stone English I
Quiz Unit 1 Lessons 3 and 4
Conversation:
I. Match each word with its opposite.
1. old a. short
• Ask students to discuss and describe the
2. black b. new different colors in the room.
3. long c. white

II. Yes or No?


Modifications:
• Make a color wheel for students to use, to
reinforce vocabulary words.
1. 2. 3.
1. The car is old. 2. The woman is young. 3. The woman has long hair. • Display photographs or pictures of people
III. Write the number that comes immediately after the given number. and objects, for students to use as guides
Example: seven eight
1. eight
when creating drawings that use lesson
2. one vocabulary words, specifically young, old,
3. three
man, woman, long hair, short hair, car,
4. four

5. nine
airplane, house, red, blue, etc.
6. zero

©2002 Fairfield Language Technologies

9
Unit 1, Lesson 4
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five

zero three six nine 02 The airplane is white.


The airplane is yellow.
02 four
five and six
The car is white. three
one four seven ten The car is yellow. two

03 The car is red. 03 five and six


two five eight The car is yellow.
The car is white.
three and four
four and five
The car is blue. five and five

04 The car is blue. 04 four and four


The car is yellow. three, three, three
The cat is black. five and five
Themes: The car is black. four, five, six

05 The yellow car is old. 05 four, five, six


Numbers The pink car is old.
The blue car is new.
five, six, seven
six, seven, eight
The red car is new. one, two, three

06 an old car 06 one, two, three


a new car one, two, three, four
Materials: an old house
a new house
one, two, three, four, five
one, two, three, four, five, six

Dice 07 an old woman


a young woman
07 one, two, three
one, two, three, four, five
an old house one, two, three, four, five, six, seven
Coordinate graph a new house one, two, three, four, five, six, seven, eight

08 an old woman 08 two


a young woman one, two, three, four, five, six, seven, eight,
an old man nine, zero
a young man three
Pre-Lesson Activity: 09 The old woman has white hair.
five

The girl has black hair. 09 nine


• Write the numerals one through 10 on the The man has blue hair.
The man has red hair.
five
ten
three
board. Count aloud while pointing to numbers, 10 The woman has long hair.
The man has long hair. 10 ten
The woman has short hair. six
inviting students to recite along with you. Re- The man has very short hair. seven
one
inforce earlier vocabulary by asking students
to count, for example, the number of girls in
the classroom. 4

Content Integration:
Language Arts: Before class, cut out several Worksheet 1-04
slips of paper and write simple subject + verb I. Match the words with the pictures. A B
sentences; for example, “The boy jumped. The ____ 1. four and four

cat ran.” This game is played similar to the ____ 2. five

____ 3. ten
popular game of Taboo. Divide the class into ____ 4. one, two, three
C D E

at least four equal teams. One member from a ____ 5. nine

group will choose a slip of paper with the ____ 6. four, five, six

____ 7. two F G
sentence written on it. He/she then gives up to ____ 8. three, three, three

five adjectives to describe the subject written ____ 9. six, seven, eight

on the slip of paper. The team then tries to guess ____10. three
H I J

the subject. If they are correct, the team scores


one point. The clue-giver then gives up to five
adverbs to describe the verb. If the team guesses II. Write the numbers in English.

correctly, they earn three points. If the team 11. 10 __________________________

12. 2 __________________________
misses either the subject or verb, the next team
13. 4 __________________________
has an opportunity to “steal” the points by having 14. 9 __________________________

one of their members give one clue. The player 15. 6 __________________________

is disqualified if he/she gives a noun instead of 16. 8 __________________________

an adjective or a verb instead of an adverb or 17. 5 __________________________

gives more than a one-word description. 18. 0 __________________________

19. 1 __________________________

Mathematics: Have students work in pairs 20. 7 __________________________

and roll a die twice. The first number is the


x-coordinate and the second number is the Cardinal Numbers and Counting 1–10 ENGLISH

y-coordinate. Write down at least seven sets


of coordinates and have the students display
the coordinates on a graph.

10
The Numbers 1–10
Cardinal Numbers and Counting 1–10 1-04

New Vocabulary
Using Multiple Intelligence Strategies:
zero
one
Bodily-Kinesthetic: After writing the names
two and symbols for the numbers 1–10 on the
three
four board, ask students to arrange themselves
five
six according to the numerals you select. Direct
seven
eight students to announce the number of people in
nine
ten their groups.
Listen carefully and learn to say each number correctly. Knowing how to say and
hear the numbers is very important, because we use them every day when we buy
things or when we tell someone our telephone number.
Post-Lesson Activities:
The th on “three” may require special attention, and eight has an unusual spelling.
• Direct students to count (in unison as a class)
from one to 10, and also by odd numbers and
even numbers.
• Have students practice writing numerals and
their corresponding names.
• Direct students to review basic math facts,
such as addition and subtraction of one-digit
numbers.

Conversation:
4
• Encourage students to discuss the different
ways that numbers are used in daily life.

The Rosetta Stone English I Modifications:


Quiz Unit 1 Lessons 3 and 4
• Display a number line; provide individual
I. Match each word with its opposite.
1. old a. short number lines for students.
2. black b. new

3. long c. white
• Post lesson vocabulary words for easy access
II. Yes or No?
and reference.
• Encourage peer review and peer tutoring.

1. 2. 3.
1. The car is old. 2. The woman is young. 3. The woman has long hair.

III. Write the number that comes immediately after the given number.
Example: seven eight
1. eight

2. one

3. three

4. four

5. nine

6. zero

©2002 Fairfield Language Technologies

11
Unit 1, Lesson 5
1-05 Singular and Plural: Nouns and 1-06 Numbers and Clock Time
Present Indicative Verbs
01 a girl 01 One girl is riding a horse.
girls Two men are riding horses.
New Vocabulary a boy
boys
One man is riding a motorcycle.
Two boys are jumping.

babies cars eye singing 02 a flower


flowers
02 One girl is jumping.
Two girls are jumping.
an eye four children
baby child eyes sitting eyes four balls

03 a woman 03 The number is three.


bicycle children flower women women
a man
The number is four.
The number is one.
men The number is two.
bicycles dogs flowers 04 a child 04 The number is two.
birds egg horses children
a dog
The number is four.
The number is five.
dogs The number is six.
boys eggs men 05 a baby 05 The time is two o’clock.
babies The time is four o’clock.
an egg The time is six o’clock.
eggs The time is three o’clock.

06 A boy is jumping. 06 one window


Themes: Boys are jumping.
A girl is running.
three windows
four windows
Girls are running. five windows
Singular and Plural 07 A man is dancing. 07 one blue plate
Men are dancing. one yellow plate
A woman is singing. There are two plates. One plate is yellow and
Women are singing. one plate is blue.
There are three plates. One plate is orange, one
Materials: 08 a boy on a bicycle
men on bicycles
plate is blue and one plate is yellow.

A bird is flying. 08 one plate


Magazines Birds are flying. two plates
three plates
09 The child is sitting. ten plates
Scissors The children are sitting.
a bicycle 09 ten fingers
bicycles fifteen fingers
twenty fingers
10 The horse is walking. thirty fingers
The horses are walking.
Pre-Lesson Activity: The car is white.
The cars are white.
10 The time is four o’clock.
The time is five o’clock.
The time is six o’clock.
• Have students complete Section I of The time is seven o’clock.

Worksheet 1-05 in the Student Workbook.


Ask for volunteers to read answers aloud. 5

Review current and previous vocabulary


by naming singular nouns; invite students
to supply plural forms.
Worksheet 1-05

Content Integration: I. Match the words with the pictures.

____ 1. A girl is running.


A B

Language Arts: Bring in newspapers that the ____ 2. an eye

students can use to find articles. Have students ____ 3. The horses are walking.
C D E
____ 4. a baby
find an article of interest, and instruct them to ____ 5. A bird is flying.

cut it out of the newspaper. Have the student ____ 6. The car is white.

G
paste the article on a separate piece of paper ____ 7. girls

____ 8. Women are singing.


F

and instruct the students to underline each noun, ____ 9. eggs

singular and plural, from the article. Have students ____10. bicycles
H I J

list the nouns from the article and write 10 of


their own sentences using the nouns.
Science: Explain to the class that classification II. Circle the correct word.

is a systematic method used to diversify, cate- 11. The horse is / are walking.

12. Birds is / are flying.


gorize, and organize animate and/or inanimate 13. The car is / are white.

objects. Ask students to brainstorm items that 14. Women is / are singing.

are found in a grocery store. List 10–15 of the 15. The children is / are sitting.

student responses on the board. Ask students III. Fill in the blank.

to provide different criteria to organize items. 16. The child _________________________________.

17. Women _________________________________.


are blue

is flying
Divide students into small groups, two to three 18. The cars _________________________________. is blue

students per group. Give students the pictures 19. The flower _________________________________. is sitting

20. A bird _________________________________. are singing


of the different animals. Each group should be
provided identical sets of six to 15 pictures for ENGLISH Singular and Plural: Nouns and Present Indicative Verbs

each group of two to three students. Have


students list four observable characteristics
for each animal and record this information
on a sheet of paper. Students should choose
characteristics and separate their animals into
two groups. Students should make certain that as
they separate the animals into Group A and
(continued)

12
Singular and Plural: Nouns and
Singular and Plural: Nouns and Present Indicative Verbs 1-05 Present Progressive Verbs
New Vocabulary
Content Integration (continued)
babies baby bicycle bicycles birds
boys cars child children dogs Group B, each animal reflects the characteristic
egg eggs eye eyes flower
flowers horses men singing sitting
of the group in which it is placed. Have
women students explain their classification system to
Grammar: Forming Plurals
Singular means one. Plural means more than one. Whether a word is singular or
the rest of the class.
plural is called number. Most nouns can be named in their singular or plural form.
In fact, it is important to say the right one in English.
When using a singular noun, like girl, always use an article with it. Use either a or Using Multiple Intelligence Strategies:
the, as in a girl or the girl. Do you remember what these articles mean?
If you mean to say more than one, as in more than one girl, convert girl to its plural Bodily-Kinesthetic: Divide vocabulary index
form by adding -s to make girls.
a bicycle bicycles
cards into “singular” and “plural” stacks,
an egg eggs
a car cars ensuring that each word corresponds to another.
Most plurals of nouns are formed this way in English, by adding -s. However, some
words change a vowel in their stem instead of adding -s.
Shuffle cards and place them face down on a
man (singular) men (plural) flat surface. Have students play the Memory
Can you find another noun that changes a vowel instead of adding -s? game and find matches of “singular” and
The word child has a special plural form; it adds -ren to form its plural.
child (singular) children (plural)
“plural” words.
If a noun ends in y, as in baby, change the y to i and add -es to form its plural.
This will always be true with nouns that end in y. Visual-Spatial: Have students divide a piece
baby (singular) babies (plural) of paper into two equal sections, with the
Finally, remember to match the noun in number with the verb.
The boy is jumping. The boys are jumping.
labels Singular and Plural at the top of the page.
Challenge them to illustrate lesson vocabulary
words, using the appropriate number of items
5 in each column. Instruct students to label
drawings using the correct spelling and form
of singular and plural words.

The Rosetta Stone English I


Quiz Unit 1 Lessons 5 and 6
Post-Lesson Activity:
I. Fill in the blank with the word or words that best describe the photograph. • Direct students to write sentences using
lesson vocabulary words.

1. 2. 3.
Conversation:
• Have students work with a partner to take
turns sharing the sentences they wrote in the
4. 5. 6.
1. a. an egg b. eggs c. flowers d. a flower
Post-Lesson Activity. If a student uses a
2. a. children b. a child c. a woman d. women sentence with a singular noun, the partner
3. The children . a. are sitting b. is sitting c. are running d. is running

4. The number is . a. three b. four c. five d. six


must use a sentence with a plural noun.
5. The time is . a. two o’clock b. three o’clock c. five o’clock d. seven o’clock

6. fingers a. ten b. fifteen c. twenty d. thirty


Modifications:
II. Yes or No?
• Provide manipulatives to emphasize the idea
of plurals. Have students practice counting
1. 2. 3.
items and using the correct singular or plural
word to describe them.

4. 5. 6.
1. The women are singing. 4. There are two plates.

2. The horses are walking. 5. The number is four.

3. Boys are jumping. 6. The time is seven o’clock.

©2002 Fairfield Language Technologies

Mini-Assessment Unit 1, Lessons 1–5 Answer the following questions.


1. Name two forms of transportation.
2. What animal(s) from Lessons 1-01 and 1-02 would not make a good pet?
3. Name the three primary colors.
4. Name a singular noun and its plural form.
13
Unit 1, Lesson 6
1-05 Singular and Plural: Nouns and 1-06 Numbers and Clock Time
Present Indicative Verbs
01 a girl 01 One girl is riding a horse.
girls Two men are riding horses.
New Vocabulary a boy
boys
One man is riding a motorcycle.
Two boys are jumping.

balls orange time 02 a flower


flowers
02 One girl is jumping.
Two girls are jumping.
an eye four children
fifteen plate twenty eyes four balls

03 a woman 03 The number is three.


fingers plates window women
a man
The number is four.
The number is one.
men The number is two.
motorcycle riding windows 04 a child 04 The number is two.
number there children
a dog
The number is four.
The number is five.
dogs The number is six.
o’clock thirty 05 a baby 05 The time is two o’clock.
babies The time is four o’clock.
an egg The time is six o’clock.
eggs The time is three o’clock.

06 A boy is jumping. 06 one window


Themes: Boys are jumping.
A girl is running.
three windows
four windows
Girls are running. five windows
Numbers and Time 07 A man is dancing. 07 one blue plate
Men are dancing. one yellow plate
A woman is singing. There are two plates. One plate is yellow and
Women are singing. one plate is blue.
There are three plates. One plate is orange, one
Materials: 08 a boy on a bicycle
men on bicycles
plate is blue and one plate is yellow.

A bird is flying. 08 one plate


Paper plates (plain white) Birds are flying. two plates
three plates
09 The child is sitting. ten plates
Crayons The children are sitting.
a bicycle 09 ten fingers
bicycles fifteen fingers
Analog clock (one in which hands are easily moved) 10 The horse is walking.
twenty fingers
thirty fingers
The horses are walking.
The car is white. 10 The time is four o’clock.
The cars are white. The time is five o’clock.
The time is six o’clock.
Pre-Lesson Activities: The time is seven o’clock.

• Write the following colors on the board:


yellow, orange, blue, black, pink, and red. 5

Pass out several paper plates to each student.


Have students color each plate a different
color. Collect plates for later use.
Worksheet 1-06

• Move the hands of an analog clock and name I. Match the words with the pictures. A B
the corresponding time on the hour for ____ 1. Two men are riding horses.

students. Reinforce current and previous ____ 2. One man is riding a motorcycle.

____ 3. Two girls are jumping.


vocabulary in the following way: ____ 4. The number is two.
C D E

– Distribute lists with words from Lessons ____ 5. The time is four o’clock.

____ 6. five windows


1-01 to 1-06. ____ 7. There are two plates. F G

– Instruct each student to select two words. ____ 8. ten fingers

____ 9. thirty fingers

– Have students write their words on the ____10. The time is seven o’clock.
H I J
board and pronounce them for the class.
– Recite the completed list in unison.
II. Circle the bigger number.

Content Integration: 11. eight / ten

12. nine / seven


Social Studies: Instruct students to research 13. fifteen / thirty

time zones around the world and list ten cities 14. twenty / two

from all over the world that fall into different 15. three / thirty

time zones. Using the research from the time III. Fill in the blank.

zone activity, instruct students to record the 16. There are two ____________________________.

17. The time is ____________________________.


four o’clock

blue

current time for each city. 18. One girl is ____________________________. plates

19. Two men ____________________________ riding horses. jumping


Mathematics: Have students plan a vacation. 20. One plate is ____________________________. are

The trip should have at least five destinations


Numbers and Clock Time ENGLISH
and should cross at least two time zones with
each destination. The students will begin with
“Time of departure” and end with a “Time of
arrival.” The students will also have to figure
flight time between each destination. To extend
the assignment, let the students figure costs of
airplane tickets, hotels, taxis to and from the air-
port, eating out, sightseeing, and any incidentals
they might purchase on the trip.

14
Numbers and Clock Time
Numbers and Clock Time 1-06

New Vocabulary
Using Multiple Intelligence Strategies:
balls
o’clock
fifteen
orange
fingers
plate
motorcycle
plates
number
riding
Bodily-Kinesthetic: Set the time to different
there thirty time twenty window hours (1:00 through 7:00), using an analog
windows
Grammar: “There is” and “There are”
clock. Have students practice saying the correct
There usually gives an answer to the question, where? “There are two plates” is a time. If there are not enough clocks for every-
little like pointing to where the plates are sitting. As in the previous lesson, if only
one plate is sitting there, say, “There is one plate,” or, “There is a plate.” one to practice in pairs, let students take turns
Usage: Telling Time
This lesson introduces how to say the time of day. You will often hear, “It is two
setting the clock.
o’clock.” It stands for the time, as in “The time is two o’clock.”
O’clock is an old form for saying “of the clock.”
Verbal-Linguistic: Instruct students to write
sentences about what they think people might
be doing around the world in their specific
time zones.

Post-Lesson Activities:
• Have students practice counting using
previously learned and current vocabulary.
• Using the paper plates colored by students,
display several of the same color. Ask
students to complete the following sentence:
“There are _________ _________ plates.”
6
number color
Ask students to share their answers. Repeat
several times.
The Rosetta Stone English I
Quiz Unit 1 Lessons 5 and 6
• Divide students into groups of three or four.
I. Fill in the blank with the word or words that best describe the photograph.
Pass out several colored plates to each group.
Encourage students to practice sentences that
describe various combinations of the color
1. 2. 3.
and number of plates, using lesson vocabulary
as a guide.

4. 5. 6. Conversation:
1. a. an egg b. eggs c. flowers d. a flower

2. a. children b. a child c. a woman d. women


Encourage students to:
3. The children

4. The number is
.

.
a. are sitting

a. three
b. is sitting

b. four
c. are running

c. five
d. is running

d. six
• Describe the colors of classroom items.
5. The time is . a. two o’clock b. three o’clock c. five o’clock d. seven o’clock
• Count the number of people around them.
6. fingers a. ten b. fifteen c. twenty d. thirty

II. Yes or No?


• Count various classroom objects.
• Practice time on the hour from 1:00
through 7:00.
1. 2. 3.

Modifications:
• Select two time zones in the United States for
1.
4.
The women are singing.
5.
4. There are two plates.
6.
students to compare and contrast.
2. The horses are walking. 5. The number is four.
• Direct students to use flashcards with:
3. Boys are jumping. 6. The time is seven o’clock.

©2002 Fairfield Language Technologies


– Numerals and number words.
– Clock faces and time labels.
– Color swatches and corresponding words.

15
Unit 1, Lesson 7
1-07 Questions and Answers; Personal
Pronouns; Present Indicative of “To Be”
01 Is the fish white? 06 Is the car old?
Yes, it is white. Yes, it is old.
New Vocabulary Is the car white?
Yes, it is white.
Is the car old?
No, the car isn’t old.

eating isn’t no they Is the car red?


Yes, it is red.
Is there a man on this house?
Yes, there is.
Is the bird red? Is there a man on this house?
green it not this Yes, it is red. No, there is not.

he it’s she yes 02 Is the airplane white?


Yes, it is white.
07 Is the woman running?
Yes, she is running.
Is the airplane white? Is the woman running?
No, it is yellow. No, she is not.
Is the car yellow? Are the women running?
No, it is white. Yes, they are.
Themes: Is the car yellow?
Yes, it is yellow.
Are the women running?
No, they are not.

Questions and Answers 03 Is the car red?


Yes, it’s red.
08 Is the boy jumping?
Yes, he is.
Is the car red? Are the boys jumping?
No, the car is not red. The car is yellow. Yes, they are.

Materials: Is the car white?


Yes, it is.
Is the boy jumping?
No, he isn’t.
Is the car white? Are the boys jumping?
Paper plates used in Lesson 1-06 No, the car is not white. The car is blue. No, they are not.

04 Is the car blue? 09 Is the woman sitting?


Poster board Yes, it is blue. Yes, she is.
Is the car blue? Are the women sitting?
Markers No, it isn’t blue. It is yellow.
Is the cat white?
No, they are not.
Are the women sitting?
No, it isn’t white. It is black. Yes, they are.
White paper Is the car black? Is the woman sitting?
No, the car is not black. The car is pink. No, she is not.
Colored paper 05 Is the green car old? 10 Is he eating?
Yes, the green car is old. Yes, he is.
Tape/tacks Is the pink car new? Is she eating?
No, it is not new. Yes, she is.
Is the black car old? Is he eating?
No, it isn’t old. It is new. No, he isn’t.
Pre-Lesson Activity: Is the red car old?
No, it is not.
Is she eating?
No, she isn’t.

• Direct students to complete Section I of the 6


Quiz page for Lessons 1-05 and 1-06 to
review previous vocabulary words. Reinforce
Lesson 1-07 vocabulary by conducting a
question-and-answer session with students. Worksheet 1-07

Include words from earlier lessons for addi- I. Match the words with the pictures. A B

tional practice. ____ 1. Are the women sitting?

____ 2. Is the woman running?

____ 3. Is the airplane white?


C D E
Content Integration: ____ 4. Is the woman sitting?

____ 5. Are the women running?


Language Arts: Ask students to write a ____ 6. Is there a man on this house?

paragraph persuading people to buy something. ____ 7. Is the fish white? F G

Before they write the paragraph, have students ____ 8. Is the car white?

____ 9. Is he eating?
pick out a product such as a car, a house, or a ____10. Is the car old?
H I J
boat. As a class, brainstorm potential products
and make a list of student responses on the
board. Then, have students write a paragraph
II. Match the words.
persuading someone to buy the product of his
11. Is the boy jumping? Yes, _________________________________. it is not
or her choice. Have students exchange papers 12. Is the car white? Yes, _________________________________. she is not

with a partner and interview each other about 13. Is the woman sitting? No, _________________________________. it is

their different products. 14. Is the woman running? Yes, _________________________________.

15. Is the red car old? No, _________________________________.


he is

she is

Science: Have students work with a partner III. Fill in the blank with the correct question.

and play a game of Twenty Questions. One 16. _________________________________? Yes, it’s red.

student will choose an object in the classroom. 17. _________________________________? No, the car is not black. The car is pink.

18. _________________________________? Yes, she is.


The other student will ask questions about the 19. _________________________________? No, there is not.

characteristics of the item. The questions can 20. _________________________________? No, the car isn’t old.

only be answered with yes or no responses. ENGLISH Questions and Answers; Personal Pronouns; Present Indicative of “To Be”

The winner guesses the object before asking


all twenty questions.

16
Questions and Answers;
Questions and Answers; Personal Pronouns;
Present Indicative of “To Be” 1-07 verb “to be”
New Vocabulary
Using Multiple Intelligence Strategies:
eating
it’s
green
no
he
not
isn’t
she
it
they
Verbal-Linguistic: Develop a Twenty Questions-
this yes type game with students, to encourage mastery
Usage: Forming a Question
of question and answer formats.
A common way to form a question is to begin a sentence with the verb. In this
lesson we practice questions in which the verb is is or are. To form a question,
simply exchange the order of the subject and verb. Musical-Rhythmic: Have students create and
In the sentence, “The car is red,” the car is the subject and it comes first; is is the
verb, and it comes second. Word order of sentences is very important in English.
perform a rap-style song using a question-and-
The order in this example is normal word order: subject first, verb second. If the
order is changed, the meaning changes to make a question.
answer format.
The car is red. Is the car red?
The question mark at the end is an obvious sign that the sentence is a question,
but the verb in first position also tells you that the sentence is a question. Practice Post-Lesson Activities:
forming questions in this way.
An answer to the question, “Is the car red?” must be “yes” or “no,” but single word • Divide students into small groups. Pass out
answers are sometimes too blunt. We may want to add something to it in order
to be more polite or clear in communicating. For example, say, “Yes, it is red,” paper plates to each group. Have students
or “Yes, it is.”
Is the car red? Yes, it is.
take turns asking questions about the quantity
On the other hand, if the car is white, not red, extend your “no” answer by adding and color of the paper plates.
“it is not”: “No, it is not red.” To complete the correction, say, “It is white.”
Is the car red? No, it is not red. It is white. • Direct students to create posters that illustrate
The word it stands for the car. It is a pronoun, a short word that replaces a noun
and avoids annoying repetition. Use it only when replacing things, like cars, not the correct format for asking questions.
people. English has a set of personal pronouns that are used to refer to people.
She refers to a female, he refers to a male, and they refers to more than one of Display posters for student use as references
any gender. In English, the personal pronouns are the only words that use gender.
Remember to match the plural they with the plural verb are: “Yes, they are.” and resources.

Conversation:
7
• Ask students to prepare interview questions
for use with classmates.

The Rosetta Stone English I


Modifications:
Quiz Unit 1 Lessons 7 and 8
• Use three-dimensional objects for students to
I. Fill in the blank with the word that best describes the photograph.
identify, using a question-and-answer format.
• Allow students to tape-record conversation
1. 2. 3.
sessions; replay for additional reinforcement
1. a. fruit b. milk c. meat d. bread and practice.
2. a. strawberries b. apples c. bananas d. pears

3. The woman is . a. walking b. jumping c. drinking d. eating

II. Yes or No?

1. 2. 3.

1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating.

III. Answer the questions below with one of the given responses.
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.

1. 2. 3.

4. 5. 6.

1. Is the woman running? 4. Is the car new?

2. Are the boys jumping? 5. Is the woman sitting?

3. Is the car old? 6. Is he eating?


©2002 Fairfield Language Technologies

17
Unit 1, Lesson 8
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
apples cheese meat 02 The man is eating.
The man is drinking.
some gray hats
a purple hat
The woman is eating.
a white hat
bags drinking milk The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
bananas food pears The man is drinking water.
The girl is drinking milk.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
basket fruit strawberries 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
boxes grapes tomatoes The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
The man is drinking.
bread hat water 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
carrot juice with The man is drinking water.
The boy is eating bread and the girl is drinking
One woman is wearing a yellow raincoat and
one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 yellow bananas 06 One boy is wearing a blue shirt and one boy is
wearing a red shirt.
green apples and red apples
Both women are wearing blue shirts.
red tomatoes
Themes: yellow cheese
The woman is wearing a white shirt and a black
skirt.
The woman is wearing a white shirt and blue
07 red strawberries
Food and Drink red grapes
green pears 07
jeans.
The man and the woman are wearing bathing
yellow apples suits.
The man and the woman are not wearing bathing
08 Strawberries are food. suits.
Bread is food. The woman is wearing glasses.
Materials: Balls are not food.
A hat is not food.
08
The woman is not wearing glasses.
The girl is wearing one shoe.
The girl is wearing two shoes.
Index cards with vocabulary words from 09 bananas in a basket
bread in bags
The boy is wearing one hat.
The boy is wearing two hats.
apples in boxes
Lesson 1-08 tomatoes in a basket 09 The girls are wearing white shirts and black
skirts.
10 a table with food One girl is wearing a white dress and one is
Research materials a table with no food
a plate with food
wearing a red and white dress.
The girls are wearing dresses and hats.
Paper for painting a plate with no food
10
The girls are wearing black pants.
The girl is not wearing socks.
Paints The girl is wearing white socks.
The boy is not wearing shoes.
The boy is wearing shoes.
Graph paper 7
Paper plates
Magazines
Scissors
Worksheet 1-08

Pre-Lesson Activity: I. Match the words with the pictures. A B

____ 1. bananas in a basket

• List food and beverage vocabulary on an ____ 2. meat

overhead projector. Ask students to tell you ____ 3. The man is eating.
C D E
____ 4. The man is drinking milk.
which of these items they enjoy by naming ____ 5. apples in boxes

words on the list. Encourage review of ____ 6. a plate with food

previous vocabulary by inviting students to ____ 7. a table with no food F G


____ 8. The girl is drinking milk.
talk about enjoyable activities or their ____ 9. bread

favorite pets. ____10. cheese


H I J

Content Integration:
Social Studies: Students will research the II. Match the words.

prices of food and beverages in the United ____11. pears a. red

____12. strawberries b. yellow


States as well as two other countries. Have ____13. cheese c. green

students research the most popular food and ____14. bananas

beverage choices in the United States and ____15. tomatoes

another country. Have students compare the III. Fill in the blank.

prices of these particular products. 16. The girl is drinking _________________________________. are not food

17. The boy is eating _________________________________. milk

Language Arts: Collect different restaurant 18. Balls _________________________________. is food

menus for students to choose from. Students 19. Strawberries _________________________________.

20. Bread _________________________________.


bread

are food
may work in groups or individually. Have
students re-design a restaurant menu. Give Food, Eating and Drinking; Direct Objects ENGLISH

students a restaurant menu from an actual


restaurant or a teacher-created menu. Ask
students to brainstorm adjectives that they
would use to describe the food items listed on
their menu. Encourage students to come up
with adjectives to describe food and make it
(continued)

18
Food, Eating, and Drinking;
Food, Eating and Drinking; Direct Objects 1-08 Direct Objects
New Vocabulary
Content Integration (continued)
apples
bread
bags
carrot
bananas
cheese
basket
drinking
boxes
food
sound more appetizing such as “heavenly,
fruit grapes hat juice meat delightful, juicy, etc.” Have students choose
milk pears strawberries tomatoes water
with five items from the menu and have them
Vocabulary: With
change the original title of the item to one
A new preposition is introduced in this lesson: with. It doesn’t tell where the action
occurs, as in and on do, but serves a more descriptive function. “A table with food” they choose. Have the students underline the
is a table that has food on it.
Grammar: Direct Objects
adjectives they use.
In Lesson 1-02 you learned to form present progressive verbs with -ing. Now you
may add objects to most sentences in present progressive tense. But be careful,
because not all verbs can take objects. You have learned, “The boy is jumping.” In
this sentence the boy is not jumping something. But if you say, “The boy is jumping
Using Multiple Intelligence Strategies:
rope,” you have added a direct object, rope. If another verb, like eating, is used,
as in “The boy is eating,” you may again add an object: “The boy is eating bread.” Verbal-Linguistic: Have students create a game
What is the boy eating? Bread. Bread is the object of his eating.
What other objects can you find in this lesson?
that uses the vocabulary words and their meanings.
Visual-Spatial: Instruct students to paint or
draw a still-life picture using various food items
and containers from this lesson.
Visual-Spatial: Direct students to cut out food
pictures from magazines. Hand students paper
plates, and ask them to fill these plates with the
“food” they have selected. Have students
describe their “meals” to each other.
9

Post-Lesson Activities:
• Have students write three sentences using
The Rosetta Stone English I
vocabulary words. Ask for volunteers to read
Quiz Unit 1 Lessons 7 and 8
aloud or write a sentence on the board. Help
I. Fill in the blank with the word that best describes the photograph. students determine whether or not there is a
direct object in each sentence.
• Ask students to describe various food items
1. 2. 3.
1. a. fruit b. milk c. meat d. bread
on food photos.
2.

3. The woman is .
a. strawberries

a. walking
b. apples

b. jumping
c. bananas

c. drinking
d. pears

d. eating
• Have students write down the food and
II. Yes or No?
beverage items presented in this lesson. Ask
them to take their lists home and mark the
items they have in their houses.
1. 2. 3.

1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating. Conversation:
III. Answer the questions below with one of the given responses. • Encourage students to discuss their favorite
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.
foods and beverages with their peers.

Modifications:
1. 2. 3.
• Use graphing software or websites to help
students create bar graphs.
4. 5. 6.

1. Is the woman running? 4. Is the car new?

2. Are the boys jumping? 5. Is the woman sitting?

3. Is the car old? 6. Is he eating?


©2002 Fairfield Language Technologies

19
Unit 1, Lesson 9
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
bathing dresses purple skirt 02 The man is eating.
The man is drinking.
some gray hats
a purple hat
The woman is eating.
a white hat
both glasses raincoat skirts The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
brown gray shirt socks The man is drinking water.
The girl is drinking milk.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
coat hats shirts some 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
dark jeans shoe suits The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
The man is drinking.
dress pants shoes wearing 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
The man is drinking water. One woman is wearing a yellow raincoat and
The boy is eating bread and the girl is drinking one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 One boy is wearing a blue shirt and one boy is
Themes: 06 yellow bananas
green apples and red apples
red tomatoes
wearing a red shirt.
Both women are wearing blue shirts.
The woman is wearing a white shirt and a black
yellow cheese
Clothing 07 red strawberries
skirt.
The woman is wearing a white shirt and blue
jeans.
red grapes
green pears 07 The man and the woman are wearing bathing
yellow apples suits.
Materials: 08 Strawberries are food.
Bread is food.
The man and the woman are not wearing bathing
suits.
The woman is wearing glasses.
Balls are not food. The woman is not wearing glasses.
Clothing catalogs A hat is not food.
08 The girl is wearing one shoe.
The girl is wearing two shoes.
09 bananas in a basket
Scissors bread in bags
apples in boxes
The boy is wearing one hat.
The boy is wearing two hats.
tomatoes in a basket 09 The girls are wearing white shirts and black
Card stock 10 a table with food
skirts.
One girl is wearing a white dress and one is
a table with no food wearing a red and white dress.
Paper a plate with food
a plate with no food
The girls are wearing dresses and hats.
The girls are wearing black pants.
10 The girl is not wearing socks.
The girl is wearing white socks.

Pre-Lesson Activity: The boy is not wearing shoes.


The boy is wearing shoes.

• Direct students to complete Section I of 7

Worksheet 1-09 in the Student Workbook.


Review as a class and have students read
answers aloud. Reinforce current and
Worksheet 1-09
previous vocabulary by asking students to
I. Match the words with the pictures. A B
describe their clothing. ____ 1. a black hat

____ 2. The man and the woman are


wearing bathing suits.

Content Integration: ____ 3. The men are wearing


blue jeans.
C D E

Mathematics: Give each student $250 and a ____ 4. The girl is not wearing socks.

catalog. Each student has to buy a complete ____ 5. The woman is wearing a white
shirt and blue jeans.
G
F
outfit with their money. Students need to list ____ 6. The woman is wearing glasses.

____ 7. The boy is wearing white pants.


each item, its cost, sales tax for that area, and a ____ 8. The girls are wearing dresses
and hats.
grand total. Have students find pictures or draw ____ 9. The boy is not wearing shoes.
H I J

their outfits. Have each student label the ____10. some white hats

different articles of clothing.


II. Possible (P) or Impossible (I)?
Social Studies: Have students research a specific
____11. The girl is wearing pants.
culture and their style of dress. Have students ____12. The horse is wearing a white skirt.

provide information about the traditional ____13. The girls are wearing raincoats.

clothing worn in that culture, its history, and ____14. The boy is wearing three shoes.

____15. The woman is not wearing jeans.


pictures of this particular type of clothing.
III. Fill in the blank.

16. The girl _________________________________. are wearing blue jeans

17. Both women are _________________________________. wearing a coat

18. The woman is _________________________________. wearing blue shirts

19. The men _________________________________. one hat

20. The boy is wearing _________________________________. is wearing one shoe

ENGLISH Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects

20
Clothing and Dress; Direct Objects
Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects 1-09

New Vocabulary
Using Multiple Intelligence Strategies:
bathing
dress
both
dresses
brown
glasses
coat
gray
dark
hats
Bodily-Kinesthetic: Instruct students to
jeans pants purple raincoat shirt organize and conduct a fashion show with
shirts shoe shoes skirt skirts
socks some suits wearing peers volunteering as models and narrators.
Usage: Numbers of Things
English uses a variety of words to indicate numbers of things. Some indicate a Musical-Rhythmic: Have students write song
definite number and others an indefinite number. Look for the following words in
this lesson. lyrics using vocabulary from this lesson and
some
a
more than two; several (indefinite)
one, just any one (indefinite)
previous lessons.
the one, a certain one (definite)
one just one, but not which one
both two, a certain two
two a certain number of items or people, but not which two Post-Lesson Activities:
-s more than one
Usage: Affirmatives and Negatives
• Display pictures of clothing items and have
Expressing contrasts is a useful method of making meaning clear. To do so, we students identify them.
often state the negative of what is real, what something is not or when something
is not occurring. Simply insert not before the -ing verb in present progressive
sentences. • Describe the clothing of someone in the
The girl is not wearing socks.
The woman is not wearing glasses.
room and have students guess the person
who is being described.
• Direct students to cut out pictures of
clothing from magazines or catalogs.
Encourage students to write descriptions
about each item.
10
Conversation:
• Ask students to pair up and describe their
own clothing, as well as their partner’s clothes.
The Rosetta Stone English I
Quiz Unit 1 Lessons 9 and 10

I. Fill in the blank with the word or words that best describe the photograph.
Modifications:
a. a white shirt b. dresses c. a white skirt d. white socks e. glasses • Reinforce vocabulary words in this lesson
using real clothing items whenever possible.

1. 2. 3. 4.
1. The girl is wearing . 3. The woman is wearing .

2. The woman is wearing . 4. The girls are wearing .

II. Match each sentence with the appropriate photograph.

A. B. C.

D. E. F.

1. Where is the man? The man is on the old house.

2. What are the women wearing? They are wearing white shirts.

3. Where are the children? They are on a boat.

4. Who is reading? The woman is reading.

5. What color is this car? This car is white.

6. Who has long hair? The man has long hair.

©2002 Fairfield Language Technologies

21
Unit 1, Lesson 10
1-10 Who, What, Where, Which;
Interrogative Pronouns and Adjectives
01 Who is reading? 06 What color is this car?
The woman is reading. This car is red.
New Vocabulary Who is dancing?
The man is dancing.
What color is this car?
This car is yellow.

color here what which Who is swimming?


The boy is swimming.
Where is the blue car?
Here is the blue car.
Who is running? Where is the white car?
doing these where who The horse is running. Here is the white car.

02 Who is sitting? 07 Where are the bananas?


The child is sitting.
Where is the cheese?
Who is eating?
Which horse is running?
The man is eating.
Themes: Who is drinking milk?
The girl is drinking milk.
This horse is running.
Which horse is jumping?
This horse is jumping.
Questions Who is under the table?
The boy is under the table.
08 Which car is blue?
Which car is red?
03 Who is eating a carrot?
The horse is eating a carrot. Which woman is wearing a blue shirt?
Both women are wearing blue shirts.
Materials: Who is eating bread?
The boy is eating bread. Which child is drinking milk?
The girl is drinking milk.
What is flying?
Graph paper The airplane is flying.
What is flying?
09 Who has long hair?
The man has long hair.
White paper A bird is flying.
What is the boy doing?
He is swimming.
04 What are the women wearing?
Colored paper They are wearing blue shirts. Where is the boy?
The boy is on a horse.
What are the women wearing?
They are wearing white shirts. Which child is eating bread?
The boy is eating bread.
What food is this?
These are strawberries.
Pre-Lesson Activity: What food is this?
This is bread.
10 What are the woman and the girl doing?
They are drinking milk.
Where are the children?
• Write the following questions on the board: 05 Where is the boy?
They are in a boat.
The boy is under the table. Which man has blue hair?
1. Who is reading? Where is the boy?
The boy is on the table.
Who has red hair?

Where is the man?


2. Who is sitting? The man is on the old house.
Where is the man?
The man is on the bicycle.
3. Where is the boy?
8
4. Who has long hair?
Have students select a question to answer, using
classmates as the basis for their response. For
example, if a peer named Nicole has long hair, Worksheet 1-10

a student may answer #4 as Nicole has long I. Match the words with the pictures. A B

hair. Direct students to write down their question ____ 1. Who is reading?

____ 2. Which horse is running?

and answer, in preparation for presentation to ____ 3. Who is under the table?
C D E
the class. ____ 4. Who is drinking milk?

____ 5. What is flying?

____ 6. Which horse is jumping?

Content Integration: ____ 7. Who is eating? F G


____ 8. What are the women wearing?
Language Arts: Instruct students to think about They are wearing white shirts.

a famous person they would like to interview. ____ 9. Where are the bananas?

____10. What food is this? H I J


Have students write 20 questions they would This is bread.

like to ask this person. Have the students write


the questions using only the question words
II. Fill in the blank.
from the lesson. Students should try and find 11. Who has long hair? ____________________________ long hair. these

any answers for their famous person’s questions 12. What food is this? ____________________________ are strawberries. the boy

through Internet research. 13. Where is the man? The man is ____________________________. the man has

14. Which child is eating bread? ____________________________ is eating bread. the airplane

Mathematics: Have students list the words: 15. What is flying? ____________________________ is flying. on the old house

Who? What? Where? Which? in columns. III. Fill in the blank.

Instruct them to keep track of the number of 16. ____________________________ horse is running? This horse is running. a. where

17. ____________________________ is the boy doing? He is swimming. b. they


each type of question they hear being asked for 18. ____________________________ is reading? The girl is reading. c. which

one day. Instruct students to place tally marks 19. ____________________________ is the white car? Here is the white car. d. who

in the appropriate column each time they hear 20. What are the women wearing? ____________________________ are wearing shirts. e. what

that question asked. Use this information to Who, What, Where, Which; Interrogative Pronouns and Adjectives ENGLISH

share and compare results in class. Have students


create a circle graph measuring the amount of
times each question word was asked that day.

22
Who, What, Where, Which;
Who, What, Where, Which; Interrogative Pronouns and Adjectives 1-10 Interrogatives
New Vocabulary
Using Multiple Intelligence Strategies:
color
where
doing
which
here
who
these what Verbal-Linguistic: Instruct students to write
Usage: Forming Questions clues in a question format for a crossword puzzle.
In Lesson 1-07, you learned how to form questions by inverting the order of the
subject and verb in a sentence. That kind of question calls for a “yes” or “no” Visual-Spatial: Distribute graph paper for
answer. Another kind of question asks for information as an answer. The so-called
W-words or interrogative words ask for information. These words are: students to use when they create their crossword
who?
what?
asks
asks
for
for
the identity of a person or persons
the identity of an object puzzle answer sheet.
where? asks for location
which? asks for a distinction between choices
Sometimes these words function as pronouns and sometimes as adjectives. Post-Lesson Activities:
Who? can only be a pronoun. It substitutes for the name of a person.
Who is reading? Tom is reading. • Instruct students to list the words: Who?
What? may be a pronoun or an adjective. What? Where? Which? in columns at the top
What is flying? The bird is flying.
In the sentence, “What is flying?” what is a pronoun; it stands for “the bird.” of a sheet of paper. Have students write at
What food is this? This is bread. least two of each type of question.
But in the sentence, “What food is this?” what seeks to specify or name the food.
It modifies “food,” which makes it an adjective. • Direct students to cut out newspaper articles
Where? is not a pronoun or an adjective. It simply refers to the location of
something. A common answer uses “Here…” and answer the Who? What? Where? Which?
Where is the boy? The boy is under the table.
or, Here he is. questions that appear in these stories.
Which? is normally an adjective. A noun follows it.
Which car is blue? The old car is blue.
“Which car is blue?” asks for a name or description of the car.
Conversation:
• Instruct students to share their news articles
with each other. Encourage them to ask at
11
least two questions about the stories their
peers have chosen.

The Rosetta Stone English I


Modifications:
Quiz Unit 1 Lessons 9 and 10
• Provide graphic organizers to help students
I. Fill in the blank with the word or words that best describe the photograph.
a. a white shirt b. dresses c. a white skirt d. white socks e. glasses
answer Who? What? Where? Which?
questions about articles.
• Ask students to highlight answers in
1. 2. 3. 4. news articles.
1. The girl is wearing . 3. The woman is wearing .

2. The woman is wearing . 4. The girls are wearing .

II. Match each sentence with the appropriate photograph.

A. B. C.

D. E. F.

1. Where is the man? The man is on the old house.

2. What are the women wearing? They are wearing white shirts.

3. Where are the children? They are on a boat.

4. Who is reading? The woman is reading.

5. What color is this car? This car is white.

6. Who has long hair? The man has long hair.

©2002 Fairfield Language Technologies

Mini-Assessment Unit 1, Lessons 6–10 Answer the following questions.


1. Look at the clock. If you rounded to the nearest hour, what time would it be?
2. Write a question using the vocabulary you have learned up to this lesson.
3. Name a food and a beverage from Lesson 1-08.
4. What item of clothing would you wear to cover your head?
5. What type of clothing should you wear if it is raining?
23
The Rosetta Stone English I
Test Unit 1 Lessons 1–5

I. Match each word with its opposite.

Unit 1 Review 1. old a. man

2. black b. girl

3. long c. young

4. woman d. white

Review Activities: 5. boy e. short

• Use index cards to review vocabulary. II. Fill in the blank with the word that best describes the photograph.

• Review workbook pages.


• Choose activities that target skills in need of 1. 2. 3. 4. 5.

practice.
• Encourage role-play of scenes that require
students to use language skills. 6. 7. 8. 9. 10.
1. The boy is an airplane. a. seven

• Provide time for conversation practice with 2. The car is . b. white

3. six, , eight c. old


peers; monitor conversational skills. 4. and six d. under

• Challenge students to create questions from 5. The man is . e. on

6. The old woman has hair. f. new


various lessons and seek answers as a class. 7. The woman is . g. walking

• Play question-and-answer games using 8. The ball is

9. The woman is
the boy.

the car.
h. five

i. in
vocabulary words from past lessons. 10. The girls are . j. falling

Possible Assessments:
©2002 Fairfield Language Technologies

• Conduct Mini-Assessments in Lessons 1-05


and 1-10.
• For Lesson 1-01, check Y-charts and T-charts Test Unit 1 Lessons 1–5

for accuracy. III. Change the words below from singular to plural.
Example: flower flowers
• Observe students as they participate in 1. egg

activities. Note areas of difficulty and provide 2. baby

additional practice time in appropriate modes 3. man

4. is
of the software lessons. 5. woman

• Use rubrics to assess bar graphs, charts, IV. Add or subtract.

fashion shows, reports, and other projects. Example: three + one four

1. two + six

• Note the amount and quality of class 2. five + four

participation. 3. nine – seven

4. ten – four

• Check accuracy of completed Workbook 5. three – zero

pages, Quizzes, and Tests.


• Keep portfolios of student work.

©2002 Fairfield Language Technologies

24
The Rosetta Stone English I
Test Unit 1 Lessons 6–10

I. Match the words.


1. ten

2. apples
a. time

b. old woman
Tests
3. red c. number

4. white hair d. food

5. six o’clock e. color

II. Match the nouns and verbs.


1. milk a. flying

2. book b. reading

3. horses c. riding

4. airplane d. drinking

5. pants e. wearing

III. Answer the question according to the models below.


Is the car red? Yes, it is red.
Is the car yellow? No, the car is not yellow. It is white.

1. 2. 3. 4. 5.
1. Is the cat white?

2. Are the women sitting?

3. Is the woman running?

4. Is the car new?

5. Is he eating?

©2002 Fairfield Language Technologies

Test Unit 1 Lessons 6–10

IV. Answer the question according to the models below.


Who is reading? The woman is reading.
What are the women wearing? They are wearing blue shirts.
Where is the man? He is on the old house.

1. 2. 3. 4. 5.
1. Who is drinking?

2. Where are the children?

3. What is the boy doing?

4. Who has long hair?

5. What color is this car?

V. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3. 4. 5.

1. The boy is eating a. fruit, water b. bread, milk


and the girl is drinking . c. fruit, milk d. bread, water

2. a. bananas in a basket b. apples in bags


c. bananas in bags d. apples in boxes

3. The girl is wearing . a. a white hat b. a black hat


c. a white shirt d. a black shirt

4. The woman is wearing . a. glasses b. jeans


c. pants d. shoes

5. The girl is wearing . a. one sock b. jeans


c. one shoe d. two shoes

©2002 Fairfield Language Technologies

25
Crossword 1: 1-5

Unit 1 Review

ENGLISH

Word Search 1: 1-5 Crossword 1: 6-10

J D R B L A C K F E Y E M
AIRPLANE HAIR I C U E B I C Y C L E Z H
BABY HOUSE
BICYCLE READING
A U N D E R S O R Y R E H
BIRD RUNNING W N N Q L P F L O W E R A
BLACK SITTING
EGG UNDER A V I Y E L L O W B A O I
EIGHT WALKING
ELEPHANT WHITE
L S N O V A Y E O A D V R
EYE WOMAN K I G U B N I V W H I T E
FISH YELLOW
FLOWER YOUNG I T Y N A E N F S A N R W
FLYING ZERO
GIRL
N T T G E I G H T W G B O
G I E L E P H A N T N E M
O N G I R L G H O U S E A
P G G W F B I R D T Q J N
B A B Y D B X F I S H Q I

Word Search 1: 6-10

C D A R K K H E R E B R F
BOTH PANTS T C I W I W H O A D R U H
BREAD SHIRT
COAT SHOES S T R A W B E R R I E S F
COLOR STRAWBERRIES G T M T H E R E M N A W O
DARK THERE
DRINKING THESE L H O E E G M B T U D H O
EATING THEY
FOOD WATER A E T R R O P I H M T A D
GLASSES WHAT S Y O E E A A P E B O T H
HERE WHERE
MEAT WHICH S Z R Y W X N Q S E E M Q
MOTORCYCLE WHO
NUMBER E S C O A T T W E R A W N
S H Y A X M S H I R T P P
G O C O L O R N W H I C H
D E L N M E A T Y K N E I
D S E D R I N K I N G S A

ENGLISH ENGLISH

26
Across

1 3
4 6 7
Word Searches and Crosswords

1 8 10 13
9 15

16
8
19
5 21

Down

1
2 2 3
10 4 5

6 7 9 11

12
7 14 17
6 3
18 20

ENGLISH

Across

1 3 5 6 7

9 10 12 17

20
021 22 23

Down

1 2 4 8 10

11
30 13 14

15 15 16
20 18 19

ENGLISH

27
Unit 2 Overview

Lesson 2-01 More Verbs: Present Progressive .................................................. 30


13 new words.
Introduction of new transitive and intransitive verbs. People and animals as actors.

Lesson 2-02 People and Animals; Relative Pronouns: Who, That .................. 32
Seven new words.
Establishing larger categories and membership in these categories: animals, people, adult, and child.
Definitions, Negation.

Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives ............................ 34


10 new words.
Big and small introduced and then used to teach new nouns.

Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ........ 36


11 new words.
Elementary geometric shapes and dimensions, additional colors, varied sizes.
Introduction of comparative and superlative adjectives.

Lesson 2-05 Left and Right; Possessive Adjectives .......................................... 38


28 new words.
The left hand, the right hand; left turn, right turn.
Where is?, shapes, traffic signs, traffic directions, and traffic warnings.

Lesson 2-06 Verbs: Negation of Verbs ................................................................ 40


Six new words.
Negations in the presence of affirmations.
Repetition through identical pictures with negations in the absence of affirmations. Direct objects.

Lesson 2-07 Compound Subjects ........................................................................42


12 new words.
Two subjects and a single verb. Two subjects and two verbs.

Lesson 2-08 Prepositions...................................................................................... 44


17 new words.
Prepositions of place.

Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................... 46


20 new words.
Parts of human anatomy. Caring for hair.
Parts of animal anatomy.
Possession.
Direct objects.
Reflexive pronouns.

Lesson 2-10 Verbs: Present Perfect and Future with “going to” .................... 48
14 new words.
Introduction of the present perfect tense.
Introduction of the going to future tense.

Lesson 2-11 Review of Unit Two ........................................................................ 50


Tests and Woksheets from Unit Two lessons.

28
Scope and Sequence

Enrichment/Unit Projects: “exploration,” particularly the childhood/adolescent


experience of the artists, their homelands and
1. Lead students in a discussion of the human need for
hometowns, schooling, family life, and social
exploration. In what ways has the human race been
interests. Students may also research the ideas or
affected by all forms of exploration and discovery?
discoveries the artist developed, and the way those
Explorations can lead to more discoveries and to
ideas influenced other artists or changed the genre
more questions. What types of explorations are the
in which they worked. Allow students to design
students most familiar with? Prompt the students by
their journey maps in any creative manner they
asking questions such as:
choose. They can make traditional maps that show
What do you think of when you hear the word geographic locations, a timeline-style map that
“explorer”? shows a chronological order of events, or a creative
What makes an explorer different from other people? method of their own design (subject to your approval).
What motivates him/her to explore? Display the various journey maps around the room
and bind them all into a classroom “atlas.” Ask the
What keeps people from being explorers? (i.e., fear, students what surprised them most about their
doubt, money) research and creation. Relate the work of this activity
Ask students to brainstorm famous explorers from to students’ studies of other cultures by comparing
the past and the present day. Make a list on the and contrasting two artists of the same genre from
blackboard. different countries and by looking for similarities and
Examine the explorers named by students. Ask the differences in the journey maps of these two artists.
students to think of people who are explorers in 2. As a class, discuss at what age the students believe
fields other than geography, such as science, politics, a child becomes a part of the adult world. What
and the arts. Remind students that an intellectual knowledge, skills, and cultural information do
exploration can be like a journey even if it does not children need before they become adults? How are
include travel. Focus the classroom discussion on children taught their cultural heritage? Have students
explorers in the arts. Name artistic “explorers” in brainstorm the differences between their culture and
each of the following genres of art: theatre, literature, another culture. Ask students to share their own
musical theatre, visual arts, music, and dance. experiences with the class. Record student answers
Introduce students to the concept of “journey on the board.
mapping.” Traditionally, journey maps show the 3. Instruct students to research a contemporary song.
mapping of geographical explorations. Extending Students will analyze the song to determine the
this idea, explain to students that journey maps can artist’s point-of-view regarding the subject matter.
also be made to trace various forms of progress, Students will then design and create an original visual
including in some cases the physical movement of aid that illustrates the central theme of the song and
ideas, inventions, systems of government, art styles identifies the issue, event, or person that is addressed.
or motifs, and social and religious movements. Tell Students will need to interpret song lyrics based on
the students they will be making journey maps contextual clues and research. They will present their
focusing on the work of specific artistic “explorers.” opinions and research orally and synthesize their
Students should research the influences that learning through a presentation that incorporates
prompted the artists to embark on their music, visual arts, and oral speech.

29
Unit 2, Lesson 1
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
catching lying telephone The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
down pointing throwing The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
kicking rake writing The boy is catching the ball.
The boy in white is kicking the ball.
one adult and one child
two children
The boy in red is kicking the ball. three children
laughing smiling 04 The girl is riding. 04 one adult and two children
little talking The boy is riding.
The girl is jumping.
two adults
three adults
The boy is running. two children
05 The boy is smiling. 05 A dog is an animal.
The boy is drinking. A fish is an animal.
The woman is sitting. A girl is a person.
Themes: 06
The woman is running.
The woman is smiling. 06
A woman is a person.
A dog is not a person. A dog is an animal.
The woman is pointing. A fish is not a person. A fish is an animal.
People, Animals, Transportation The woman is reading.
The woman is talking on the telephone.
A girl is not an adult. A girl is a child.
A woman is not a child. A woman is an adult.

07 The little girl is laughing. 07 one child and one animal


The man is laughing. two adults and one child
Materials: The girl is writing.
The man is riding.
two adults and two animals
one animal

Index cards with vocabulary words from 08 The boy is kicking.


The bull is kicking.
08 one person and one animal
three people
The boy is smiling. two people and two animals
Lesson 2-01 The bull is running. one animal
09 The girl is lying down. 09 a person who is not a man
Small container The girl is running.
The girl is laughing.
a person who is not a woman
an animal that is not a horse
Small pieces of paper The girl is smiling. an animal that is not an elephant
10 The birds are flying. 10 a person who is not a child
Magazines The birds are swimming.
The birds are walking.
a person who is not an adult
an animal that is not a cat
The bird is flying. an animal that is not a dog
Diamond poem handout

Pre-Lesson Activity: 10

• Instruct students to complete Section I of


Worksheet 2-01 in the Student Workbook, to
reinforce lesson vocabulary. As a review of
current and previously learned verbs, write Worksheet 2-01

the following on the board: I. Match the words with the pictures. A B

____ 1. The woman is sitting.


The bull is kicking. The bull is ________. ____ 2. The boy is drinking.

The bird is flying. The bird is ________. ____ 3. The man is riding.
C D E
____ 4. The girl is writing.

Ask students: “What other actions can these ____ 5. The birds are swimming.

animals perform?” List terms on the board; II. Match the words.
have volunteers read sentences aloud, filling in ____ 6. throwing a. laughing

the blanks with appropriate verbs. ____ 7. reading


____ 8. eating
b. catching
c. writing
____ 9. smiling d. running
____10. walking e. drinking
Content Integration: III. Fill in the blank.
Science: Instruct students to make and record 11. The woman is ____________________________ on the telephone. are swimming
12. The boy is _________________________________ the ball. is flying
predictions of which of the following activities 13. The birds _________________________________. is smiling

burn the most calories: catching the ball, lying 14. The woman _________________________________.
15. The bird _________________________________.
talking
catching

down, throwing the ball, kicking the ball, IV. Describe each picture with a complete English sentence.
writing, smiling, talking, running, flying,
walking, reading, swimming, dancing, and
sitting. In small groups, have students research 16. 17. 18. 19. 20.

the amount of calories that are burned when 16. __________________________________________________________________________________________

each activity is done for one hour. 17. __________________________________________________________________________________________

18. __________________________________________________________________________________________

Mathematics: Direct students to create a chart 19. __________________________________________________________________________________________

listing all the activities and the amount of 20. __________________________________________________________________________________________

ENGLISH More Verbs: Present Progressive


calories burned when doing that activity for an
hour. Instruct students to graph the information
using a bar graph or circle graph.

30
More Verbs: Present Progressive
More Verbs: Present Progressive 2-01

New Vocabulary Using Multiple Intelligence Strategies:


catching down kicking laughing little
lying pointing rake smiling talking Intrapersonal: Have the students choose two
telephone throwing writing
activities from the following list: catching the
Grammar: Present Progressive
The present progressive verb tense is formed in English by adding -ing to the verb.
ball, lying down, throwing the ball, kicking the
(See Lesson 1-02.)
ball, writing, smiling, talking, running, flying,
The woman is smiling.
The
The
bull is kicking.
boy is throwing the ball.
walking, reading, swimming, dancing, and
The woman is catching the ball. sitting. Instruct students to write a paragraph
Grammar: Verb-Noun Agreement
When a noun changes to the plural, its verb must also change to the plural form.
explaining why they enjoy each activity.
The bird is flying.
The birds are flying.
Verbal-Linguistic: Instruct students to write a
The girl is running. diamond poem using present and past the
The girls are running.
vocabulary words.

Post-Lesson Activities:
• Write lesson vocabulary words on slips of
paper. Place in a small container and have
students select one piece of paper from the
container. Ask students to take turns acting
out their vocabulary word for the other
students to identify.
13
• Tell students to look at pictures in magazines
and explain them to each other.

The Rosetta Stone English I


Conversation:
Quiz Unit 2 Lessons 1 and 2
• Have students describe the actions of people
I. Fill in the blank with the word that best describes the photograph.
and animals from the vocabulary list.

1. 2. 3.
Modifications:
1. The man is the ball. a. riding b. catching c. throwing d. kicking

2. The boy in white is the rake. a. catching b. riding c. kicking d. jumping


• Ask students to write a three-sentence
3. The boy is the ball. a. throwing b. riding c. kicking d. catching paragraph using lesson vocabulary words.
II. Yes or No?

1. 2. 3.

4. 5. 6.
1. The girl is riding. 4. A dog is a person.

2. The birds are flying. 5. A man is an adult.

3. The girl is laughing. 6. A fish is not a person. A fish is an animal.

III. Fill in the blank with the word that best describes the photograph.
a. who b. that

1.
2. 3.
1. an animal is not a horse.

2. a person is not a child.

3. an animal is not a cat.


©2002 Fairfield Language Technologies

31
Unit 2, Lesson 2
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
adult animal people that The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
adults animals person The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
The boy is catching the ball. one adult and one child
The boy in white is kicking the ball. two children
The boy in red is kicking the ball. three children

Themes: 04 The girl is riding.


The boy is riding.
04 one adult and two children
two adults
The girl is jumping. three adults
People and Animals The boy is running. two children
05 The boy is smiling. 05 A dog is an animal.
The boy is drinking. A fish is an animal.
The woman is sitting. A girl is a person.
The woman is running. A woman is a person.
Materials: 06 The woman is smiling. 06 A dog is not a person. A dog is an animal.
The woman is pointing. A fish is not a person. A fish is an animal.
Magazine The woman is reading.
The woman is talking on the telephone.
A girl is not an adult. A girl is a child.
A woman is not a child. A woman is an adult.

Scissors 07 The little girl is laughing.


The man is laughing.
07 one child and one animal
two adults and one child
Glue The girl is writing.
The man is riding.
two adults and two animals
one animal
08 The boy is kicking. 08 one person and one animal
The bull is kicking. three people
The boy is smiling. two people and two animals
Pre-Lesson Activity: The bull is running. one animal
09 The girl is lying down. 09 a person who is not a man
• In order to reinforce current and previous The girl is running.
The girl is laughing.
a person who is not a woman
an animal that is not a horse
The girl is smiling. an animal that is not an elephant
vocabulary, display the following on an 10 The birds are flying. 10 a person who is not a child
The birds are swimming. a person who is not an adult
overhead projector: The birds are walking.
The bird is flying.
an animal that is not a cat
an animal that is not a dog

________ is a person.
________ is an animal.
10
Have students work individually to write ten
singular nouns (five for each category) that
correctly complete these sentences. Direct
students to take turns reading answers aloud. Worksheet 2-02

I. Match the words with the pictures. A B


Content Integration: ____ 1. one adult and one child

Science: Discuss the types of people and ____ 2. one person and one animal

____ 3. two children

animals found in Lesson 2-02. Draw a Y-chart ____ 4. three people


C D E

with the headings Adult/Child/Animal. Ask ____ 5. The man is an adult.

students to list at least ten examples of each II. Match the words.

group. Then, tell students to use a magazine ____ 6. animal a. child


____ 7. adults b. person
to find and cutout pictures that match each ____ 8. adult c. people

category. Students will then glue the pictures ____ 9. animals d. children

in the appropriate place. III. Fill in the blank.

10. An elephant _________________________________ an animal. a man

Language Arts: Explain to students they will 11. A woman _________________________________.


12. A fish _________________________________ a person.
is
a girl
be creating characteristics for a person they 13. _________________________________ is an adult. is not a child
14. She is _________________________________. is not an adult
find in a magazine and will then write a short 15. A boy _________________________________. is not

story placing the character in a situation. Have IV. Describe each picture with a complete English sentence.

students choose a full body or close-up picture


of a person from a magazine. Students will
write a character sketch which describes the 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
person they have chosen. Have students write 17. __________________________________________________________________________________________
a short story placing the character in a situation 18. __________________________________________________________________________________________

of their choice. Each student should turn in a 19. __________________________________________________________________________________________

picture of the character, the character sketch, a 20. __________________________________________________________________________________________

People and Animals; Relative Pronouns: Who, That ENGLISH


rough draft of the story, and a final copy.

32
People and Animals; Relative
People and Animals; Relative Pronouns: Who, That 2-02 Pronouns: Who, That
New Vocabulary Using Multiple Intelligence Strategies:
adult adults animal animals people
person that Visual-Spatial: Ask students to create an art
Grammar: Relative Pronouns project that features an adult, a child, and an
A relative pronoun connects a noun with a phrase that gives more information
about the noun. It functions as the subject of the phrase, and it matches the noun animal.
that it describes.
a person who is not a child Naturalist: Using the Y-chart from the previous
an animal that is not a cat
If the noun being described is a human being, use who. If the noun is not a human
activity, instruct students to label the different
being, but is an animal or thing, use that. species of the animals in the pictures they cut
from the magazines.

Post-Lesson Activities:
• List names of people and animals on the
board. Instruct students to use the words who
or that to write at least three sentences to
share with the class.
• Ask students “How many?” of a certain item
to review numbers.

Conversation:
14
• Have students discuss a trip to the zoo.

Modifications:
• Enlarge graphic organizers as needed.
The Rosetta Stone English I
Quiz Unit 2 Lessons 1 and 2 • Use poster board for a large Y-chart that
I. Fill in the blank with the word that best describes the photograph. categorizes objects for adult, child, and
animal. Cut out and glue pictures in the
appropriate places. Post the complete list for
1. 2. 3. student reference.
1. The man is the ball. a. riding b. catching c. throwing d. kicking

2. The boy in white is the rake. a. catching b. riding c. kicking d. jumping

3. The boy is the ball. a. throwing b. riding c. kicking d. catching

II. Yes or No?

1. 2. 3.

4. 5. 6.
1. The girl is riding. 4. A dog is a person.

2. The birds are flying. 5. A man is an adult.

3. The girl is laughing. 6. A fish is not a person. A fish is an animal.

III. Fill in the blank with the word that best describes the photograph.
a. who b. that

1.
2. 3.
1. an animal is not a horse.

2. a person is not a child.

3. an animal is not a cat.


©2002 Fairfield Language Technologies

33
Unit 2, Lesson 3
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
big sofa tool wheel a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
box television truck a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
small tent umbrella a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: 05
a small umbrella
a small animal 05
The biggest circle is black.
The smallest square is red.
a big animal The smallest square is blue.
Sizes (Big and Small) and Colors a small person
a big person
The smallest square is yellow.
The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
a small box a yellow rectangle
a small boat a white rectangle
Materials: 07 a big television 07 a big rectangle
a big truck a small rectangle
Index cards with vocabulary words from a small hat
a big hat
a red circle
a green circle

Lesson 2-03 08 a big sofa


a small sofa
08 a long rectangle
a short rectangle
a small car a woman with long hair
Items to categorize as big or small a big car a woman with short hair
09 a big ball 09 The green rectangle is longer than the yellow
a big wheel and a small wheel rectangle.
a big wheel The yellow rectangle is longer than the green
Pre-Lesson Activity: a small ball rectangle.
The red circle is bigger than the red square.
10 a big white wheel The red square is bigger than the red circle.
• Have students complete Section II of the a big black wheel
a big blue wheel 10 The yellow rectangle is shorter than the green
a big wheel and a small wheel rectangle.
Quiz page for Lessons 2-01 and 2-02, to The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
review previous vocabulary. Reinforce the triangle.
The green triangle is smaller than the yellow
triangle.
concept of descriptive adjectives by writing 11
the words small and big on the board. If
possible, project Lesson 2-03 for class
viewing or use photos from various sources
to help students describe images such as: Worksheet 2-03

a small car I. Match the words with the pictures. A B

____ 1. a big animal


a big airplane ____ 2. a small car

a small flower ____ 3. a small person


C D E
____ 4. a big wheel and a small wheel

a big horse. ____ 5. a man with a big hat

II. Match the words.


Content Integration: ____ 6. big a. black
____ 7. old b. two
Science: As a class, list animals from the zoo ____ 8. white c. long
____ 9. short d. small
and have students classify them as big or small. ____10. one e. young

Write the list of animals on the board or chart III. Fill in the blank.

paper for student use. Ask students to write a 11. a big wheel and a _________________________________ a big fish
12. a small number ________________________________ two
paragraph about an animal from the zoo 13. a big ________________________________ wheel umbrella

incorporating the lesson vocabulary words. 14. a man with ________________________________


15. a small ________________________________
small wheel
blue

Language Arts: Have students write a IV. Describe each picture with a complete English sentence.

paragraph about a television show they would


like to star in. Have students write a second
paragraph describing the part they would play. 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
Have students exchange papers with a partner 17. __________________________________________________________________________________________

for proofreading and editing. 18. __________________________________________________________________________________________

19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

ENGLISH Big and Small; Nouns, Descriptive Adjectives

34
Big and Small; Nouns,
Big and Small; Nouns, Descriptive Adjectives 2-03 Descriptive Adjectives
New Vocabulary Using Multiple Intelligence Strategies:
big box small sofa television
tent tool truck umbrella wheel Verbal-Linguistic: Instruct students to choose
Grammar: Adjectives three items from the list and write them at the
Adjectives describe a noun; they modify or change a noun so that we have a better
picture of it in our minds. You may use more than one. top of their paper, creating three columns.
a big white wheel
a small animal
Instruct students to write adjectives in the
In English, adjectives come before the noun they modify. columns that describe each noun.
a small horse
a big blue wheel Visual-Spatial: Ask students to draw items they
consider big and small.

Post-Lesson Activity:
• Have students use imagery to write a
paragraph about an object listed on the board.

Conversation:
• Lead a discussion about students’ favorite
television shows.

Modifications:
15
• Provide students with a list of figurative
language to use while writing their
paragraphs.

The Rosetta Stone English I


Quiz Unit 2 Lessons 3 and 4

I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3. 4.

5. 6. 7. 8.
1. a horse a. big b. small

2. a person a. big b. small

3. a hat a. big b. small

4. a ball a. big b. small

5. a. a big circle b. a small circle


c. a big square d. a small square

6. The is smaller a. square, circle b. circle, square


than the . c. circle, rectangle d. square, rectangle

7. The is white. a. biggest square b. smallest square


c. biggest circle d. smallest circle

8. The is a. white square, bigger b. white rectangle, shorter


than the black rectangle. c. white square, smaller d. white rectangle, longer

II. Yes or No?

1. 2. 3. 4.

1. The square is bigger than the circle.

2. The black triangle is smaller than the white triangle.

3. The square is smaller than the circle.

4. The black rectangle is shorter than the white rectangle.

©2002 Fairfield Language Technologies

35
Unit 2, Lesson 4
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
bigger longer smaller than a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
biggest rectangle smallest triangle a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
circle shorter square a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: a small umbrella The biggest circle is black.
05 a small animal 05 The smallest square is red.
Shapes and Colors a big animal
a small person
The smallest square is blue.
The smallest square is yellow.
a big person The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
Materials: a small box
a small boat
a yellow rectangle
a white rectangle

Compass 07 a big television


a big truck
07 a big rectangle
a small rectangle
a small hat a red circle
Protractor a big hat a green circle
08 a big sofa 08 a long rectangle
Shapes (rectangles, circles, triangles, squares) a small sofa
a small car
a short rectangle
a woman with long hair
in various colors a big car a woman with short hair
09 a big ball 09 The green rectangle is longer than the yellow
Construction paper a big wheel and a small wheel
a big wheel
rectangle.
The yellow rectangle is longer than the green
a small ball rectangle.
Glue 10 a big white wheel
The red circle is bigger than the red square.
The red square is bigger than the red circle.
a big black wheel
a big blue wheel 10 The yellow rectangle is shorter than the green
a big wheel and a small wheel rectangle.
Pre-Lesson Activity: The green rectangle is shorter than the yellow
rectangle.
The yellow triangle is smaller than the green
triangle.
• While students are seated, ask them to write The green triangle is smaller than the yellow
triangle.
down the number of circles, squares, 11

rectangles, and triangles they see in the


classroom. Have them talk about their
answers using number vocabulary from
previous lessons and shape names from Worksheet 2-04

Lesson 2-04. I. Match the words with the pictures. A B

____ 1. a woman with short hair

____ 2. a woman with long hair

Content Integration: ____ 3. a small circle


C D E
____ 4. The circle is bigger than
Math: Instruct students to use appropriate tools the square.

____ 5. a small square


to draw a circle, rectangle, square, and triangle.
II. Match the words.
Science: Divide the chalkboard into four ____ 6. longer a. smallest

columns, heading each column with a drawing ____ 7. bigger


____ 8. biggest
b. small
c. smaller

of a circle, rectangle, square, and triangle. ____ 9. longest d. shortest


____10. big e. shorter
Include the words for these items under each
III. Fill in the blank.
shape. Ask students to brainstorm everyday 11. The red circle _________________________________ the red square. is yellow

items that match the shapes listed on the board. 12. The biggest _________________________________ is blue.
13. The smallest square _________________________________.
biggest
is bigger than
Record student answers underneath the 14. The _________________________________ circle is red. long
15. a woman with _________________________________ hair circle
corresponding shape.
IV. Describe each picture with a complete English sentence.

yellow
yellow
blue red
yellow

yellow green green

16. 17. 18. 19. 20.


16. __________________________________________________________________________________________

17. __________________________________________________________________________________________

18. __________________________________________________________________________________________

19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns ENGLISH

36
Shapes and Colors; Descriptive
Shapes and Colors; Descriptive Adjectives:
Comparative Nouns, Pronouns 2-04 Adjectives; Comparisons
New Vocabulary Using Multiple Intelligence Strategies:
bigger biggest circle longer rectangle
shorter smaller smallest square than Bodily-Kinesthetic: Prepare a scavenger hunt.
triangle
After students have completed this activity,
Usage: Comparison
Many adjectives can describe nouns in three gradations:
divide them into small groups. Each group will
big bigger biggest share objects they found by saying:
short shorter shortest
Big box simply describes the size of one box. We call it indicative. “This is a __________ _____________.”
Bigger box compares two boxes in size. We call this comparative.
color name of object
Biggest box compares several boxes, of which none is larger than this one. We call
this form superlative.
In making comparisons between two items, use the comparative -er and add than.
Visual-Spatial: Have students use shapes to
The blue circle is bigger than the red circle. create abstract art.
The square is smaller than the circle.

Post-Lesson Activities:
• Use an art print from Picasso or Mondrian to
have students identify colors and shapes.
• Direct students to identify the various shapes
that can be found in the classroom or
outdoors. Then, have students compare the
sizes of the various shapes and colors.

16
Conversation:
• Have students play the following guessing
game: One student describes an object in the
room using shape words and descriptive
The Rosetta Stone English I adjectives, while the others guess based on
Quiz Unit 2 Lessons 3 and 4
the given descriptions.
I. Fill in the blank with the word or words that best describe the photograph.

Modifications:
1. 2. 3. 4.
• Provide students with a list of items to
describe for the conversation activity.

5. 6. 7. 8.
1. a horse a. big b. small

2. a person a. big b. small

3. a hat a. big b. small

4. a ball a. big b. small

5. a. a big circle b. a small circle


c. a big square d. a small square

6. The is smaller a. square, circle b. circle, square


than the . c. circle, rectangle d. square, rectangle

7. The is white. a. biggest square b. smallest square


c. biggest circle d. smallest circle

8. The is a. white square, bigger b. white rectangle, shorter


than the black rectangle. c. white square, smaller d. white rectangle, longer

II. Yes or No?

1. 2. 3. 4.

1. The square is bigger than the circle.

2. The black triangle is smaller than the white triangle.

3. The square is smaller than the circle.

4. The black rectangle is shorter than the white rectangle.

©2002 Fairfield Language Technologies

37
Unit 2, Lesson 5
2-05 Left and Right; His and Her; 2-06 Verbs: Negative Forms
Possessive Adjectives
01 Two yellow balls are in her right hand. 01 The woman is running.
A yellow ball is in her left hand. The woman is not running.
New Vocabulary One yellow ball is in her right hand.
Two yellow balls are in her left hand.
This man has hair.
This man does not have hair.
02 The cup is in the woman’s right hand. 02 The girl is drinking.
clock microphone round The pen is in the woman’s right hand. The paper
is in her left hand.
The girl is not drinking.
This man is wearing a hard hat.
The woman has two balls in her left hand and This man is not wearing a hard hat.
cows neither sign two balls in her right hand.
The ball is in the woman’s right hand.
03 This woman is wearing a white hat.
This woman is wearing a black hat.
cup or singer’s 03 Where is the ball? The ball is in her left hand.
Where is the ball? The ball is in her right hand.
The boy is wearing a white hat.
The boy is wearing a black hat.
Where is the hat? The girl is holding the hat in 04 This woman is not wearing a black hat. She is
deer other something her right hand.
Where is the hat? The girl is holding a hat in her wearing a white hat.
This woman is not wearing a white hat. She is
left hand.
guitar paper turn 04 The woman is holding the telephone in her left
wearing a black hat.
The boy is not wearing a black hat. He is
hand. wearing a white hat.
hand parking U-turn The woman is holding the telephone in her right
hand.
The boy is not wearing a white hat. He is
wearing a black hat.
The girl has something in her right hand.
her pen warning The girl has something in her left hand.
05 This woman is not wearing a black hat.
This woman is not wearing a white hat.
05 One woman is pointing. She is pointing with her The boy is not wearing a black hat.
holding playing woman’s right hand.
One woman is pointing. She is pointing with her
The boy is not wearing a white hat.
06 This airplane is flying.
left hand.
kangaroos rectangular Both women are pointing. One is pointing with
her right hand and the other one with her left
This airplane is not flying.
The boys are jumping.
The boys are not jumping.
left right hand.
Neither woman is pointing. 07 This boy is not swimming. He is sitting in the
06 The microphone is in the singer’s right hand. airplane.
The microphone is in the singer’s left hand. This boy is not sitting in the airplane. He is
The man has one guitar in the right hand and one swimming.
This girl is not walking. She is riding the horse.
in the left hand. This girl is not riding the horse. She is walking.
Themes: 07
The man is playing the guitar.
No left turn
08 This boy is not swimming.
This boy is not sitting in the airplane.
No right turn
This girl is not walking.
Left and Right No parking
No U-turn
This girl is not riding the horse.
09 The woman is using the phone.
08 This clock is round. The girl is using the phone.
This clock is square.
This window is square. The woman is pointing.
The woman is not using the phone and she is not
Materials: 09
This window is round.
This sign is rectangular. 10
pointing.
The woman is not using the phone.
This sign is round.
The woman is not pointing.
Index cards with vocabulary words from This sign is square.
This sign is not rectangular, round or square.
The man is riding the bike.
The man is not riding the bike.
10 Warning, kangaroos
Lesson 2-05 Warning, cows
Warning, children
Traffic Signal Handout Warning, deer
12

Pre-Lesson Activities:
• Have students predict how many students in
Worksheet 2-05
the class are left-handed and how many are
right-handed. Take a quick survey and ask I. Match the words with the pictures.
____ 1. She is pointing with her
A B

them to compare their predictions. right hand.


____ 2. The window is round.
____ 3. The girl is holding a hat in
• Instruct students to complete Section II of her left hand. C D E
____ 4. The cup is in the woman’s
Worksheet 2-05 in the Student Workbook to right hand.
____ 5. This clock is square.

reinforce lesson vocabulary. To review


II. Match the words.
current and previous material, the following ____ 6. left a. her

is suggested: ____ 7. round


____ 8. his
b. right
c. short

– Direct pairs of students to sit side-by-side, ____ 9. both


____10. long
d. square
e. neither

facing the same direction. III. Fill in the blank.

– Distribute classroom items that represent 11. She is _________________________________ with her right hand. holding
12. The girl is _________________________________ a hat in her left hand. pointing
lesson words a pen, paper, a hat, a coat, etc. 13. Two yellow balls are in her _________________________________ hand. rectangular
14. No U-_________________________________. right
– Have one partner place an item to his/her 15. This sign is _________________________________. turn

left or right; instruct the other partner to IV. Describe each picture with a complete English sentence.

describe this event; for example, The pen is


on the left.
– Suggest that students also describe the 16. 17. 18. 19.
16. __________________________________________________________________________________________
20.

location of people, The girl is on the right, 17. __________________________________________________________________________________________

or the shapes of classroom fixtures, 18. __________________________________________________________________________________________

The clock is round. 19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

ENGLISH Left and Right; His and Her; Possessive Adjectives

38
Left and Right; Possessive
Left and Right; His and Her; Possessive Adjectives 2-05 Adjectives
New Vocabulary Content Integration:
clock cows cup deer guitar
hand her holding kangaroos left Language Arts: Ask students to research the
microphone neither or other paper
parking pen playing rectangular right
number of people throughout the world who are
round
U-turn
sign
warning
singer’s
woman’s
something turn left-handed, right-handed, or ambidextrous.
Grammar: Possessive Forms Instruct students to write a paragraph containing
The primary method of signaling that someone or something possesses something
is to add ’s.
interesting information about each category.
The ball is in the woman’s right hand.
The microphone is in the singer’s left hand.
Mathematics: Using data from the above
Another way is to use a possessive pronoun. Remember, pronouns in English must research, have students convert the numbers to
match the gender of the nouns they replace.
The ball is in her right hand. Whose right hand? The woman’s. percentages and create a circle graph to display
The microphone is in his left hand. Whose left hand? The male singer’s.
Here is a list of possessive pronouns. We will introduce them to you now, but you
the data.
will practice them in later lessons.
Personal Pronoun Possessive Pronoun
I my Using Multiple Intelligence Strategies:
you your
she her Bodily-Kinesthetic: With a partner, have
he his
it its students take turns holding objects in their
we
they
our
their
hands and asking: “How many _____________
The woman is pointing. She is pointing with her right hand. do I have in my right/left hand?” “In which
Where is the ball? It is in his right hand.
Both of the pronouns in the first example refer to “woman.” They match each other
hand am I holding the __________?”
in gender and number.
Designating right or left is very important in English, especially when giving
directions. Practice using them now. Which is your left hand? Which is your right?
Point to your neighbor’s right arm. Point to your neighbor’s left ear.
Post-Lesson Activities:
17
• Instruct students to write directions using the
words left and right. Ask students to create a
map that illustrates these directions.
The Rosetta Stone English I
• Hold up traffic signs and ask the meaning and
Quiz Unit 2 Lessons 5 and 6
shape of each one.
I. Fill in the blank with the words that best describe the photograph.

Conversation:
• Have students use possessive adjectives to
1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in . describe items they own.
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand

Modifications:
• Display vocabulary words that are color-
3.
3. The man is holding the microphone in . coded by parts of speech, to be used for
a. his right hand b. her right hand
c. his left hand d. her left hand student reference.
II. Yes or No?

1. 2. 3. 4. 5.

6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.

5. The girl is drinking. 9. The woman is not using the phone.

©2002 Fairfield Language Technologies

Mini-Assessment Unit 2, Lessons 1–5 Answer the following questions.


1. Write a sentence using one of the verbs from Lesson 2-01.
2. What do you call a person who is not a child?
3. What adjective has the same meaning as little?
4. What is the name of the shape that has four equal sides and four 90° angles?
39
Unit 2, Lesson 6
2-05 Left and Right; His and Her; 2-06 Verbs: Negative Forms
Possessive Adjectives
01 Two yellow balls are in her right hand. 01 The woman is running.
A yellow ball is in her left hand. The woman is not running.
New Vocabulary One yellow ball is in her right hand.
Two yellow balls are in her left hand.
This man has hair.
This man does not have hair.
02 The cup is in the woman’s right hand. 02 The girl is drinking.
bike hard phone The pen is in the woman’s right hand. The paper
is in her left hand.
The girl is not drinking.
This man is wearing a hard hat.
The woman has two balls in her left hand and This man is not wearing a hard hat.
does have using two balls in her right hand.
The ball is in the woman’s right hand.
03 This woman is wearing a white hat.
This woman is wearing a black hat.
03 Where is the ball? The ball is in her left hand. The boy is wearing a white hat.
Where is the ball? The ball is in her right hand. The boy is wearing a black hat.
Where is the hat? The girl is holding the hat in 04 This woman is not wearing a black hat. She is
Themes: her right hand.
Where is the hat? The girl is holding a hat in her wearing a white hat.
This woman is not wearing a white hat. She is
left hand.
wearing a black hat.
Using “Not” 04 The woman is holding the telephone in her left
hand.
The boy is not wearing a black hat. He is
wearing a white hat.
The woman is holding the telephone in her right The boy is not wearing a white hat. He is
hand. wearing a black hat.
The girl has something in her right hand. 05 This woman is not wearing a black hat.
The girl has something in her left hand.
Materials: 05 One woman is pointing. She is pointing with her
This woman is not wearing a white hat.
The boy is not wearing a black hat.
right hand. The boy is not wearing a white hat.
Magazines One woman is pointing. She is pointing with her
left hand.
06 This airplane is flying.
This airplane is not flying.
Both women are pointing. One is pointing with
The boys are jumping.
Construction paper her right hand and the other one with her left
hand.
The boys are not jumping.
Neither woman is pointing. 07 This boy is not swimming. He is sitting in the
Glue 06 The microphone is in the singer’s right hand. airplane.
This boy is not sitting in the airplane. He is
The microphone is in the singer’s left hand.
The man has one guitar in the right hand and one swimming.
This girl is not walking. She is riding the horse.
in the left hand. This girl is not riding the horse. She is walking.
The man is playing the guitar.
Pre-Lesson Activity: 07 No left turn
No right turn
08 This boy is not swimming.
This boy is not sitting in the airplane.
No parking This girl is not walking.
• Using materials that allow students to review No U-turn
09
This girl is not riding the horse.
The woman is using the phone.
08 This clock is round.
current and past vocabulary (word lists, This clock is square.
This window is square.
The girl is using the phone.
The woman is pointing.
The woman is not using the phone and she is not
This window is round.
Workbook pages, Quizzes, etc.), ask students 09 This sign is rectangular. 10
pointing.
The woman is not using the phone.
This sign is round.
to write two sentences; the first will express This sign is square.
This sign is not rectangular, round or square.
The woman is not pointing.
The man is riding the bike.
The man is not riding the bike.
an action or property a person/animal/object 10 Warning, kangaroos
Warning, cows
Warning, children
is capable of (The plane is flying.). The Warning, deer
12
second sentence will be something the above
are not capable of (The horse is not singing.).
Students may be as creative as possible but
must develop grammatically correct Worksheet 2-06

responses. I. Match the words with the pictures. A B

____ 1. This airplane is flying.

Content Integration: ____ 2. This man does not have hair.

____ 3. The girl is drinking.


C D E
Science: Challenge students to create collages ____ 4. The boys are not jumping.

using magazine pictures that illustrate types of ____ 5. This man is wearing a hard hat.

activities. Ask students to describe their choices II. Fill in the blank.

using sentences like, “He is eating/not eating,” 6. The woman is wearing _________________________________.
7. The man is riding _________________________________.
not flying
are not jumping
“She is wearing/not wearing a hat,” etc. 8. The airplane is _________________________________. a black hat
9. The woman is using the _________________________________. has hair

Social Studies: Have students research the 10. The boys _________________________________. the bike
11. This man _________________________________. phone
evolution of telephones and bicycles over the
III. Fill in the blank.
last 50 years. 12. The boy is not wearing a black hat. _________________________________. He is swimming.
13. The boy is not sitting in the airplane. ________________________________. She is wearing a black hat.
14. The woman is not wearing a white hat. ______________________________. He is wearing a white hat.
15. This girl is not walking. _________________________________. She is riding the horse.

IV. Describe each picture with a complete English sentence.

16. 17. 18. 19. 20.


16. __________________________________________________________________________________________

17. __________________________________________________________________________________________

18. __________________________________________________________________________________________

19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

Verbs: Negative Forms ENGLISH

40
Negation of Verbs
Verbs: Negative Forms 2-06

New Vocabulary Using Multiple Intelligence Strategies:


bike does hard have phone
using Verbal-Linguistic: Instruct students to use their
Grammar: Use of “Not” charts to write sentences using “is” and “is
Lesson 1-09 introduced how to express a contrast or the opposite of an expected
state. This lesson practices that form, using not with the present participle form of not.”
a verb (the verb stem plus -ing).
To make a contrast absolutely clear, follow it with a positive statement telling what Logical-Mathematical: Challenge students to
is indeed true.
The woman is not wearing a white hat. She is wearing a black hat.
draw and describe their idea of the perfect
The boy is not swimming. He is sitting in an airplane. bicycle or telephone.

Post-Lesson Activity:
• Have students create a story using the
following sentence starter:
I am not wearing a___________ but I am
wearing a ___________________.

Conversation:
• Encourage students to practice proper
telephone etiquette.

18
Modifications:
• Have students work with a peer to match
sentences and magazine pictures.

The Rosetta Stone English I


Quiz Unit 2 Lessons 5 and 6

I. Fill in the blank with the words that best describe the photograph.

1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in .
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand

3.
3. The man is holding the microphone in .
a. his right hand b. her right hand
c. his left hand d. her left hand

II. Yes or No?

1. 2. 3. 4. 5.

6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.

5. The girl is drinking. 9. The woman is not using the phone.

©2002 Fairfield Language Technologies

41
Unit 2, Lesson 7
2-07 Compound Subjects 2-08 More Prepositions

01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
but front of their sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
chairs ground off tractor The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.

fence heads standing wall 03 The boy is sitting on the ground.


The boy and the girl are sitting on the ground.
03 The boy is on the bicycle.
The boy is beside the bicycle.
The boy is lying on the ground. This man is on a horse.
The woman is lying on the ground. This man is beside a horse.
04 The girls and the boy are running. 04 The donkey is under the man.
The girls are standing on the table and the boys The donkey is not under the man.
are standing on the ground.
Themes: The boys and the girls are standing on the table.
A boy and a girl are on the ground and a girl is
The candy is under the shelf.
The candy is in the man’s hand.
standing on the table.
Compound Subjects 05 The woman and the dog are walking.
05 This boy is behind the tree.
This boy is in front of the tree.
The man and the woman are sitting. This man is behind a car.
Activities The man and the woman are walking.
The man and the children are walking.
This man is in front of a car.

06 The man and the boy are in the airplane. 06 The two bowls are beside each other.
The woman is walking and the man is riding a This cup is on the plate.
The number five is between the one and the
bike. zero.
The boys and girls are jumping off the table.
The medium-sized bowl is between the big bowl
Materials: 07
The boys and girls are standing on the table.
The woman and the boy have balls on their
and the small bowl.

heads. 07 The man is beside two women.


Index cards The man and the boy have balls on their heads.
The woman and the boy are sitting on chairs.
The man is between two women.
The dog is between two people.
The man and the boy are sitting. The dog is beside two people.
08 The men and the woman are sitting in the car.
The man and the woman are sitting in the car. 08 two people with glasses
two people without glasses
The man, the girl and the baby are sitting on the
Pre-Lesson Activities: tractor.
The man and the boy are sitting on the tractor.
a boy with a stick
a boy without a stick

• As a class, read the vocabulary words aloud. 09 The men and the women are standing.
The women are standing and the men are sitting.
09 The airplane is on the ground.
The airplane is above the ground.
The women and one man are standing and one The fish are around the diver.
man is sitting. The chairs are around the table.
• Have students complete Section I of the Quiz The men and one woman are sitting and one
woman is standing. 10 The man is behind the bicycle.
The man is beside the bicycle.
page for Lessons 2-05 to 2-06 to reinforce 10 The man and the woman are standing on the
wall. The bicycle is beside the car.
The bicycle is behind the car.
The man and the women are standing in front of
previously learned vocabulary. Offer practice the wall.
The women are standing on the wall.
The women are standing in front of the wall.
of compound subjects by displaying a list of 13

nouns on an overhead projector (men,


woman, dogs, cat, etc.). Instruct students to
choose from this list to develop a sentence
that has two subjects. Provide guidance for Worksheet 2-07

those who need help selecting verbs. Divide I. Match the words with the pictures. A B
____ 1. The boy and the girl are sitting
students into small groups; have them read on the ground.

sentences to each other. Monitor for correct ____ 2. The man and the boy have balls
on their heads.
C D E
structure and pronunciation. ____ 3. The boy is lying on the ground.

____ 4. The women are standing


on the wall.

____ 5. The man and the children


Content Integration: are walking.

II. Match the words.


Language Arts: Explain compound subjects ____ 6. the man and the woman a. the bread and the cheese
____ 7. the dog and the cat b. the boy and the girl
and compound sentences to the students. Write ____ 8. the tomatoes and the bananas c. the shoes and the socks

on the board sentences you selected from ____ 9. red and blue
____10. the shirt and the pants
d. the fish and the bird
e. green and white

various reading material and ask students to III. Fill in the blank.
copy them on their own paper. Have students 11. The woman and the dog are_________________________________. airplane
12. The women are standing in front of _________________________________. are red
copy five simple sentences and five compound 13. The man and the woman _________________________________. the wall

sentences. Ask students to identify both the 14. The car and the airplane _________________________________.
15. The man and the boy are in the _________________________________.
are dancing
walking

subject and verb in the simple sentences. Then, IV. Describe each picture with a complete English sentence.
ask students to identify the subjects, verbs, and
coordinating conjunctions in the compound
sentences. Instruct students to write a paragraph 16. 17. 18. 19. 20.

about some of their favorite things. These 16. __________________________________________________________________________________________

17. __________________________________________________________________________________________
topics could include movies, music, sports, 18. __________________________________________________________________________________________

food, etc. After the students have written their 19. __________________________________________________________________________________________

paragraph, have them identify their sentences as 20. __________________________________________________________________________________________

ENGLISH Compound Subjects


simple or compound. Have students also
identify the subjects, verbs, and coordinating
conjunctions in the sentences they wrote.
Social Studies: Instruct students to identify the
nouns in the new vocabulary. Ask students to
explain how each noun is used in everyday life
or where it is found. Record student answers on
the board or a large sheet of paper.

42
Compound Subjects
Compound Subjects 2-07

New Vocabulary Using Multiple Intelligence Strategies:


but chairs fence front ground
heads of off standing their Bodily-Kinesthetic: Prepare index cards with
tractor wall
subjects and verbs (one word per card). Arrange
Grammar: More Than One Subject
A complete sentence must have at least one subject and one verb.
cards in three columns according to Subject 1,
The dog is walking. Subject 2, and Verb. Place cards face down and
The boy is lying on the ground.
A subject and a verb are the minimum requirements to make a sentence. But ask students to select one card from each
sentences may be more complicated than that. In fact, you want to be able to use
a lot of variety in forming sentences in order to say more clearly what you mean. column. Challenge students to create sentences
One variation is to use more than one subject.
The woman and the dog are walking.
using their selected words.
The men and the women are standing.
If more than one subject is used (called a compound subject), then the verb must
Verbal-Linguistic: Instruct students to create
be plural to match the subject in number.
rebus sentence puzzles using the subjects in the
A subject of a sentence may have even more elements.
The woman, her children and the dog are walking. new vocabulary. Students can trade with one
The man, the girl and the baby are sitting on the tractor.
Yet another possibility is to use two subjects, with each doing something different. In
another to solve each other’s sentence puzzles.
this case, you must state them separately while joining them with a conjunction, and.
The man is sitting on the bicycle and the boy is sitting on the fence.
The woman is walking and the man is riding a bike. Post-Lesson Activity:
Can you find further variations of these forms in this lesson?
• Ask students to write compound sentences
that reflect real-life situations.

Conversation:
• Discuss weekend activities, using as many
19
compound subjects as possible.

Modifications:
The Rosetta Stone English I • Encourage students to write and role-play
Quiz Unit 2 Lessons 7 and 8
three compund sentences.
I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3. 4.

5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing

2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running

3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl

4. have balls on a. The woman and the man b. The boy


their heads. c. The woman and the boy d. The woman

5. The boys and the girls are a. beside b. on c. in d. under


the table.

6. This man is a horse. a. beside b. behind c. on d. between

7. This boy is a tree. a. in front of b. in c. beside d. behind

8. The dog is two people. a. under b. on c. in d. between

II. Yes or No?

1. 2. 3. 4.
1. The man is between two women.

2. The donkey is not under the man.

3. The man and the women are standing in front of the wall.

4. The man and the boy are sitting.


©2000-2001 Fairfield Language Technologies

43
Unit 2, Lesson 8
2-07 Compound Subjects 2-08 More Prepositions

01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
above bowls medium-sized sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
around candy shelf The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.

behind diver stick 03 The boy is sitting on the ground.


The boy and the girl are sitting on the ground.
03 The boy is on the bicycle.
The boy is beside the bicycle.
The boy is lying on the ground. This man is on a horse.
beside donkey tree The woman is lying on the ground. This man is beside a horse.
04 The girls and the boy are running.
between each without The girls are standing on the table and the boys
are standing on the ground.
04 The donkey is under the man.
The donkey is not under the man.
The boys and the girls are standing on the table. The candy is under the shelf.
bowl man’s A boy and a girl are on the ground and a girl is
standing on the table.
The candy is in the man’s hand.

05 This boy is behind the tree.


05 The woman and the dog are walking. This boy is in front of the tree.
The man and the woman are sitting. This man is behind a car.
The man and the woman are walking. This man is in front of a car.
The man and the children are walking.
Themes: 06 The man and the boy are in the airplane.
The woman is walking and the man is riding a
06 The two bowls are beside each other.
This cup is on the plate.
The number five is between the one and the
bike.
Prepositions The boys and girls are jumping off the table.
The boys and girls are standing on the table.
zero.
The medium-sized bowl is between the big bowl
and the small bowl.
07 The woman and the boy have balls on their
heads. 07 The man is beside two women.
The man and the boy have balls on their heads. The man is between two women.
Materials: The woman and the boy are sitting on chairs.
The man and the boy are sitting.
The dog is between two people.
The dog is beside two people.
08 The men and the woman are sitting in the car.
08 two people with glasses
Index cards with vocabulary words from The man and the woman are sitting in the car.
The man, the girl and the baby are sitting on the
two people without glasses
a boy with a stick
tractor.
Lesson 2-08 The man and the boy are sitting on the tractor. a boy without a stick
09 The men and the women are standing. 09 The airplane is on the ground.
The women are standing and the men are sitting. The airplane is above the ground.
The women and one man are standing and one The fish are around the diver.
man is sitting. The chairs are around the table.
Pre-Lesson Activities: The men and one woman are sitting and one
woman is standing. 10 The man is behind the bicycle.
The man is beside the bicycle.
10 The man and the woman are standing on the
• Ask students to list the vocabulary words in wall.
The man and the women are standing in front of
The bicycle is beside the car.
The bicycle is behind the car.

alphabetical order. the wall.


The women are standing on the wall.
The women are standing in front of the wall.
13
• Display the following sentences to review
previous vocabulary and reinforce Lesson 2-08
prepositions:
The boy is next to the girl. Worksheet 2-08

The pen is under the table. I. Match the words with the pictures. A B

____ 1. This man is in front of a car.


The paper is in front of the girl. ____ 2. The bananas are in the basket.

Ask volunteers to act out these sentences, using ____ 3. two people without glasses
C D E
____ 4. The hat is on the boy.
the people and classroom items mentioned. ____ 5. a boy with a stick

Check for understanding by asking students if


II. Possible (P) or Impossible (I)?
the volunteer followed directions accurately. ____ 6. The airplane is above the ground.
____ 7. The truck is in the man.
____ 8. The bicycle is behind the car.
Content Integration: ____ 9. The fish are around the diver.
____10. The car is on the plate.
Science: Using prepositions, ask students to
III. Fill in the blank.
describe the position of an object before and 11. The _________________________________ are in the basket. beside the car

after a force has been applied to the object. 12. The people _________________________________ the boat. bananas
13. This boy _________________________________ the tree. the bicycle

Language Arts: Instruct students to use 14. The bicycle is _________________________________.


15. The boy is on _________________________________.
are in
is behind

prepositions when creating a short story about IV. Describe each picture with a complete English sentence.

an animal and its adventures. Ask students to


underline prepositions, and encourage them to
illustrate their stories before sharing them with 16. 17. 18. 19. 20.

the class. 16. __________________________________________________________________________________________

17. __________________________________________________________________________________________

18. __________________________________________________________________________________________

19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

More Prepositions ENGLISH

44
Prepositions
More Prepositions 2-08

New Vocabulary Using Multiple Intelligence Strategies:


above around behind beside between
bowl bowls candy diver donkey Naturalist: Take students on a nature walk and
each man’s medium-sized shelf stick
tree without
have them record their observations. Instruct
Grammar: More Prepositions students to describe, using prepositions, what
A preposition expresses time, manner or place. It comes before the noun it modifies,
which is why it is called a pre-position. And it always appears in a phrase, called a
they observed.
prepositional phrase.
in the basket Examples: The leaves are on the trees.
on the table
beside the bicycle The clouds are over the trees.
under the shelf
Practice the phrases in this lesson so that you become familiar with them. Here are
The dog is sitting under the tree.
the prepositions used in this lesson. Later you will learn more.
in inside an enclosure
on
beside
resting on top of something, usually horizontal
next to, to one side
Post-Lesson Activity:
under below another object or place
behind in back of an object or place • Instruct students to draw a comic strip that has
in front placed before an object or place; note that it is a two-word term
between placed with an object on either side a person or an animal in different places. For
with having, possessing, plus, together
without the opposite of “with”; not having, not possessing example, the first scene may include a bear
above placed in relation to something below
around on all sides, surrounding, encircling behind a tree, and in the second scene the
Knowing which are opposites of each other may help to remember them. Here are
some opposites.
bear may be under a table.
on under
above below
in front
with
behind
without
Conversation:
• Have students describe the location of
classroom objects using newly learned
20
prepositions.

Modifications:
The Rosetta Stone English I
• Using photos of various activities, ask
Quiz Unit 2 Lessons 7 and 8
students to tell you, for example, whether
I. Fill in the blank with the word or words that best describe the photograph.
or not the boy is on the bicycle or under
the bicycle.
1. 2. 3. 4.

5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing

2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running

3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl

4. have balls on a. The woman and the man b. The boy


their heads. c. The woman and the boy d. The woman

5. The boys and the girls are a. beside b. on c. in d. under


the table.

6. This man is a horse. a. beside b. behind c. on d. between

7. This boy is a tree. a. in front of b. in c. beside d. behind

8. The dog is two people. a. under b. on c. in d. between

II. Yes or No?

1. 2. 3. 4.
1. The man is between two women.

2. The donkey is not under the man.

3. The man and the women are standing in front of the wall.

4. The man and the boy are sitting.


©2000-2001 Fairfield Language Technologies

45
Unit 2, Lesson 9
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
The horse is jumping.
The horse has jumped.
02 human feet 02 The boy is falling.
arms elbow hands knees an ear
The man is touching the horse’s ear.
The boy has fallen.
The cowboy is falling.
brushing elbows head mouth elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
chin face his nose a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
combing feet horse’s to 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
ear girl’s human touching four arms
three arms
The horse is jumping.
The horse has jumped.
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Body Parts The man’s hand is on his head.
The young man’s elbows are on the table.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
an ear
The rider has fallen.
The boy is falling.
08 The girls are not going to jump. The boy is going
Large sheets of paper 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
The girls are not jumping. The boy is jumping.
This young man has food in his mouth. The girls have not jumped. The boy has jumped.
This young man does not have food in his The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
Pre-Lesson Activity: 09 He is touching his nose.
He is touching his mouth.
The man is drinking the milk.
The man has drunk the milk.
She is touching her eye. The boy is going to eat the bread.
• Direct students to complete Section I of She is touching her chin.
10 The boy is going to eat the bread.
10 The woman is brushing her hair. The boy is eating the bread.
Worksheet 2-09 in the Student Workbook, to The woman is brushing the girl’s hair.
The woman is combing her hair.
The boy has eaten some bread.
The boy is wearing a hat.
reinforce lesson vocabulary. Provide practice The woman is combing the girl’s hair.

of current and previously learned words in


the following way: Distribute index cards to 14

students with directions to draw a creature


that has features such as:
four arms and three eyes Worksheet 2-09

five hands and six mouths I. Match the words with the pictures. A B

Ask students to share drawings and describe ____ 1. The man’s hands are on his knees.

____ 2. He is touching his nose.


features using accurate words and phrases. ____ 3. a face
C D E
____ 4. four hands

Content Integration: ____ 5. He is touching his mouth.

Science: Have students research the skeletal II. Match the words.

____ 6. one hand’s fingers a. 2


system. Provide students with a worksheet of ____ 7. two hands’ fingers b. 4

the skeletal system and ask them to label ____ 8. two people’s fingers
____ 9. eyes
c. 5
d. 10

prominent bones in the body. ____10. two people’s arms e. 20

Language Arts: Provide students with a list III. Fill in the blank.

11. This young man has food in _________________________________. a. nose


of scientific words and terms related to the 12. He is touching his __________________________________. b. his mouth

human body and ask them to look up the 13. The man’s hands _________________________________.
14. The woman is combing _________________________________.
c. on her knees
d. are on his knees

definition for each word. Then have students 15. The woman’s arms are _________________________________. e. the girl’s hair

use their definitions to create a personal IV. Describe each picture with a complete English sentence.

glossary. Encourage them to illustrate as


many of the words and terms as possible.
16. 17. 18. 19. 20.
16. __________________________________________________________________________________________

17. __________________________________________________________________________________________

18. __________________________________________________________________________________________

19. __________________________________________________________________________________________

20. __________________________________________________________________________________________

ENGLISH Head, Face, Hands and Feet; Possessive Nouns and Pronouns

46
Head, Face, Hands, and Feet;
Head, Face, Hands and Feet; Possessive Nouns and Pronouns 2-09 Possession
New Vocabulary Using Multiple Intelligence Strategies:
arms brushing chin combing ear
elbow elbows face feet girl’s Musical-Rhythmic: Ask students to create a
hands head his horse’s human
knees mouth nose to touching
song using a familiar melody, and lyrics from
Grammar: Possessive Forms (Review) past and present vocabulary.
Lesson 2-05 introduced possessive forms. Please review them now.
Remember that you show possession by adding ’s to the possessor.
The woman’s arms are on her knees. Post-Lesson Activity:
The young man’s elbows are on the table.
You can also use a possessive pronoun. • Divide the class into groups. Have each
He is touching his nose.
She is touching her eye.
group chose a leader and play Simon Says.

Conversation:
• Invite students to describe various action
photos using current and previously learned
vocabulary.

Modifications:
• Reinforce lesson vocabulary by asking
students to write a three-sentence story
about the creature they drew in the
Pre-Lesson Activity.
21

The Rosetta Stone English I


Quiz Unit 2 Lessons 9 and 10

I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3.

4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth

2. She is touching . a. his eye b. her eye c. his mouth d. her mouth

3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .

4. The rider . a. is going to jump b. is going to fall


c. is falling d. has fallen

5. The man . a. is going to drink the milk b. is drinking the milk


c. has drunk the milk d. has cut the paper

6. The girl . a. is going to drink b. has cut the paper


c. is going to cut the paper d. is drinking

II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet

1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .

III. Change the words in italics from present progressive to present perfect.
1. The boy is jumping. a. was jumping b. has jumped c. is going to jump

2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten

3. The cowboy is falling. a. has fallen b. was falling c. is going to fall

©2002 Fairfield Language Technologies

47
Unit 2, Lesson 10
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
The horse is jumping.
The horse has jumped.
02 human feet 02 The boy is falling.
cowboy eat into an ear
The man is touching the horse’s ear.
The boy has fallen.
The cowboy is falling.
cut eaten jump elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
cutting fall jumped a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
drink fallen rider 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
drunk going four arms
three arms
The horse is jumping.
The horse has jumped.
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Verb Tenses The man’s hand is on his head.
The young man’s elbows are on the table.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
The rider has fallen.
The boy is falling.
an ear
08 The girls are not going to jump. The boy is going
Research materials 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
The girls are not jumping. The boy is jumping.
Paper This young man has food in his mouth.
This young man does not have food in his
The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
09 He is touching his nose. The man is drinking the milk.
He is touching his mouth. The man has drunk the milk.
Pre-Lesson Activity: She is touching her eye.
She is touching her chin.
The boy is going to eat the bread.
10 The boy is going to eat the bread.
• Review current and previous vocabulary by 10 The woman is brushing her hair.
The woman is brushing the girl’s hair.
The boy is eating the bread.
The boy has eaten some bread.
The woman is combing her hair. The boy is wearing a hat.
challenging students to write Subject-Verb The woman is combing the girl’s hair.

(S-V) and Subject-Verb-Object (S-V-O)


sentences. Use the following procedure: 14

– Have students suggest nouns for you to


write on one side of the board.
– Write students’ suggestions for verbs on Worksheet 2-10
the other side of the board. I. Match the words with the pictures. A B

– Divide students into groups of four; advise ____ 1. The boy and the girls are jumping.

them to work together as they develop four ____ 2. The girl has cut the paper.

____ 3. The man is drinking the milk.


sentences (two S-V and two S-V-O) from ____ 4. The horse has jumped.
C D E

the class list. Remind groups to check for ____ 5. The man is going to drink
the milk.

article, and number agreement. II. Match the words.


____ 6. is eating a. have eaten
– Ask each student to read one sentence aloud. ____ 7. is falling b. has fallen

____ 8. are eating c. has drunk

Content Integration: ____ 9. are drinking

____10. is drinking
d. has eaten

e. have drunk

Language Arts: Explain to the students the III. Fill in the blank.

difference between past, present, and future verb 11. The boy is going to jump ____________________________.
12. The horse is ____________________________.
into the water
are not jumping

tenses. Write the following sentences on the 13. The girls ____________________________. has jumped
14. The woman ____________________________. jumping
board for the students to use as a reference: 15. The girl is going to ____________________________. cut the paper

IV. Describe each picture with a complete English sentence.


When you want to talk about yesterday, use the
Past Tense.
When you want to talk about today, use the 16. 17. 18. 19. 20.

Present Tense. 16. __________________________________________________________________________________________

17. __________________________________________________________________________________________

When you want to talk about tomorrow, use the 18. __________________________________________________________________________________________

Future Tense. 19. __________________________________________________________________________________________

20. __________________________________________________________________________________________
Write a list of sentences on the board. Have the Present Progressive, Present Perfect and Future with “Going To” ENGLISH

students rewrite each sentence changing the verb


tense each time.
For example:
Past Tense: The cat ran across the yard.
Present Tense: The cat runs across the yard.
Future Tense: The cat will run across the yard.
(continued)

48
Verbs: Present Perfect and
Present Progressive, Present Perfect and Future with “Going To” 2-10 Future with “going to”
New Vocabulary Content Integration (continued)
cowboy cut cutting drink drunk
eat eaten fall fallen going Social Studies: Have students research how
into jump jumped rider
various cultures have used natural resources
Grammar: Verb Tenses
English uses different verb tenses to express different times when something
in the past, how they are currently being used,
occurs: past, present and future.
and how they might be used in the future.
As we learned in Lesson 1-05, the present progressive tense is used to indicate
something that is happening right now and is continuing to happen. It is in
progress. Use is or are with a present participle (verb stem plus -ing) to form the
present progressive.
Using Multiple Intelligence Strategies:
The woman is jumping.
The boy is eating the bread. Visual-Spatial: Instruct students to create a
The present perfect tense expresses something that already happened and whose
state is true up to the present. It is “perfected” now, “present perfect.” To form the comic strip that illustrates the before, during,
present perfect, use the helping verb has (singular) or have (plural) with the past
participle of the main verb. and after of an activity.
The woman has jumped.
The boy has eaten the bread.
The girls have jumped into the water.
Note that the past participle is often formed by adding -ed to the verb, but not Post-Lesson Activity:
always. There are two classes of verbs, “weak” and “strong”. The -ed verbs are
weak. They are always formed in this way. • Ask students to share the comic strip they
The woman has jumped.
The girls have jumped into the water. created earlier with a peer.
Strong verbs, on the other hand, are irregular, and they must simply be memorized.
Often the vowel or the ending changes.
The boy has eaten.
The man has drunk the milk.
Conversation:
• Discuss past, present, and future tenses with
students by conversing about a variety of
events.
22

Modifications:
• Encourage students to role-play sentences
The Rosetta Stone English I from this lesson, to highlight the distinction
Quiz Unit 2 Lessons 9 and 10
among past, present, and future tenses.
I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3.

4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth

2. She is touching . a. his eye b. her eye c. his mouth d. her mouth

3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .

4. The rider . a. is going to jump b. is going to fall


c. is falling d. has fallen

5. The man . a. is going to drink the milk b. is drinking the milk


c. has drunk the milk d. has cut the paper

6. The girl . a. is going to drink b. has cut the paper


c. is going to cut the paper d. is drinking

II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet

1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .

III. Change the words in italics from present progressive to present perfect.
1. The boy is jumping. a. was jumping b. has jumped c. is going to jump

2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten

3. The cowboy is falling. a. has fallen b. was falling c. is going to fall

©2002 Fairfield Language Technologies

Mini-Assessment Unit 2, Lessons 6–10 Answer the following questions.


1. What is the name of a type of transportation that has two wheels and must be pedaled to ride?
2. Name the piece of furniture you sit on when you are eating at a table.
3. Name three prepositions you have learned up to Lesson 2-08.
4. Name a body part that is located on your head.
49
The Rosetta Stone English I
Test Unit 2 Lessons 1–5

I. Match the opposites.

Unit 2 Review 1. small

2. person
a. big

b. short

3. child c. animal

4. long d. left

5. right e. adult
Review Activities:
II. Fill in the blank with the word that best describes the photograph.
• Use index cards to review vocabulary.
• Review workbook pages.
• Choose activities that target skills in need of 1. 2. 3. 4. 5.

practice.
• Encourage role-play of scenes that require
6. 7. 8. 9. 10.
students to use language skills. 1. The boy is . a. circle

2. The woman is . b. adult


• Provide time for conversation practice with 3. A woman is not a . c. square

peers; monitor conversational skills. 4. A man is an . d. catching

5. The biggest is white. e. riding


• Challenge students to create questions from 6. The man is the boy. f. smaller

various lessons and seek answers as a class. 7. The circle is than the square. g. bigger

8. The smallest is white. h. child

• Play question-and-answer games using 9. The boy in white is the rake. i. throwing

vocabulary words from past lessons. 10. The circle is than the square. j. smiling

Possible Assessments: ©2002 Fairfield Language Technologies

• Conduct Mini-Assessments in Lessons 2-05


and 2-10.
• Observe students as they participate in
Test Unit 2 Lessons 1–5
activities. Note areas of difficulty and provide
additional practice time in appropriate modes III. Circle the correct answer.

of the software lessons.


• Use rubrics to assess graphs, charts, reports,
and projects. 1.
1. The girl has something in his / her hand.
2. 3. 4. 5.

• Note the amount and quality of class 2. Two balls are in her left / right hand.

3. This window is round / square.


participation. 4. The boy is kicking / catching the ball.

• Check accuracy of completed Workbook 5. This is an animal who / that is not a dog.

pages, Quizzes, and Tests. IV. Yes or no?

• Keep portfolios of student work.


1. 2. 3. 4. 5.
1. The car is big.

2. The animal is small.

3. She is a woman.

4. She is pointing with her left hand.

5. This is an animal that is not an elephant.

©2002 Fairfield Language Technologies

50
The Rosetta Stone English I
Test Unit 2 Lessons 6–10

I. Fill in the blank with the word that best describes the photograph.

Tests
1. 2. 3. 4.

5. 6. 7. 8.

9. 10. 11. 12.


1. The man’s head is in his . a. beside

2. The donkey is the man. b. hair

3. The young man is touching his . c. eye

4. The boy is the tree. d. between

5. The man is two women. e. on

6. The women are standing a wall. f. hands

7. She is touching her . g. in front of

8. The man is two women. h. under

9. He is touching his . i. ear

10. This man is a horse. j. behind

11. The woman is combing her . k. nose

12. The man is touching the horse’s . l. mouth

©2002 Fairfield Language Technologies

Test Unit 2 Lessons 6–10

II. Write the negative form of each sentence.


Example: The woman is running. The woman is not running.

1. The boys are jumping.

2. The girl is using the phone.

3. The boy is wearing a black hat.

4. The girl is riding the horse.

5. This man has hair.

III. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3. 4.
1. The woman . a. is jumping b. is going to jump c. has jumped

2. The girl the paper. a. is cutting b. is going to cut c. has cut

3. The boy the bread. a. is eating b. is going to eat c. has eaten

4. The man the milk. a. is drinking b. is going to drink c. has drunk

IV. Yes or no?

1. 2. 3. 4.
1. The man and the woman are dancing.

2. The boy has jumped.

3. The boy has fallen.

4. The boy is not swimming.

©2002 Fairfield Language Technologies

51
Word Search 2: 1-5

Unit 2 Review ADULT ROUND


T
Q
H
D
A
L
N
T
E
T
I
U
T
R
H
N
E
R
R
S
B
I
D
G
C
N
ANIMAL SIGN
BIGGEST SMALL
S O M E T H I N G X G E L
CIRCLE SMALLEST M W J L P E R S O N G T A
DOWN SOMETHING
LAUGHING SQUARE A N R E C T A N G L E T U
LEFT TALKING
LITTLE TELEPHONE
L T I P Z K D W A I S R G
NEITHER THAN L H G H R O U N D T T U H
OTHER THAT
PERSON TRUCK E A H O P X L H W T V C I
RECTANGLE TURN
RIGHT
S T T N K O T D U L I K N
T X P E C I R C L E B V G
I S Q U A R E F S M A L L
A N I M A L W O T H E R A
L E F T A L K I N G B O Y

Word Search 2: 6-10

W F V G H F E N C E B T E
ABOVE FRONT I N T O A R O K O A E A T
AROUND GOING
BEHIND HAVE
T H E I R O X H A C S E G
BESIDE HEAD H A R O U N D B E H I N D
BETWEEN HIS
BIKE HUMAN O V K M V T R U X C D Q O
CANDY INTO
COMBING KNEES
U E C O M B I N G I E P E
DOES MOUTH T J A A G E N M O U T H S
DRINK THEIR
EACH USING K U N D A T K O I D S A U
EAT WITHOUT
FENCE
C M D V A W H R N H A U S
N O Y K N E E S G N A R I
I A B O V E A Y U S I K N
N H U M A N D A H P W Q G
B U T H I S U H B I K E A

ENGLISH

52
Crossword 2: 1-5

Word Searches and Crosswords

Across Down

1. not this 1. bigger than a car


5. No U-____ 2. writing with a ___
6. laughing and _______ 3. not smallest
7. She is _______ the ball. 4. He is playing the ______.
9. not long 8. plate and ___
12. longer than a square 9. a No Parking ____
13. a green fruit 10. adults and children
16. not a square 11. four o’_____
17. It is round; there are four on a car. 13. cup and ______
19. not big 14. not left
20. eight, nine, ___ 15. not right
21. a color 16. bulls and ____
18. not short

ENGLISH

Crossword 2: 6-10

Across Down

2. The microphone is in the singer’s left ____. 1. People ____ food.


5. The girl has ___ the paper. 3. not under
6. not a brush 4. not behind, but in _____
7. not a comb 5. under the mouth, on a face
8. The dog is ______ two people. 8. Two bowls are ____ each other.
11. A ____ is on a leg above the foot. 9. The boy is behind the ____.
13. eyes, nose and mouth are on a ____ 10. The man is touching the horse’s ___.
15. ____, one, two, three 12. His ___ is on the table.
16. not in front 13. kicking balls with their ____
20. The airplane is above the ______. 14. Some chairs are ______ a table.
21. She is wearing _____ on her feet. 16. The cat drinks milk from a ____ .
17. The man’s hands are on ___ knees.
18. The ___ is running after the car.
19. between mouth and eyes on a face

ENGLISH

53
Unit 3 Overview

Lesson 3-01 Descriptions of People: Descriptive Adjectives ............................ 56


13 new words.
Descriptions of people by age, height, weight, clothing, activity, hair (long-short), and hair (kind and color).

Lesson 3-02 Quantities and Comparison of Quantity .................................... 58


18 new words.
Concepts of many, few, more, less, same number, as many as, and various.
Counting and contrast of quantities.

Lesson 3-03 More Clothing.................................................................................. 60


Six new words.
10 articles of clothing: male and female. Wearing (versus not wearing) clothing. Wearing clothing versus
putting on clothing.
Practice with reflexive verbs.

Lesson 3-04 Inside and Outside; Prepositions .................................................. 62


Seven new words.
Inside and outside houses, churches, and buildings. Children’s play activities.
Counting review.

Lesson 3-05 More Colors and Numbers ............................................................ 64


Two new words.
Questions and answers.
Covers 12 colors and the numbers one to 10.

Lesson 3-06 Animals; Real and Not Real .......................................................... 66


17 new words.
Domesticated and wild animals.
Real animals contrasted with toy animals and with art work. 17 animals presented.

Lesson 3-07 Being Human: Descriptive Adjectives .......................................... 68


16 new words.
10 human conditions, both positive and negative.
Other human conditions.

Lesson 3-08 Professions and Human Conditions: Descriptive Adjectives...... 70


34 new words.
13 professions.
Eight characteristic activities of different professions. Four different negative feelings.

Lesson 3-09 Body Parts and Pictures ................................................................ 72


11 new words.
Counting; human limbs and digits. Pictures, statues, and art versus the real.

Lesson 3-10 Clock Time, Time of Day................................................................ 74


Nine new words.
Times on the hour, at half past, at a quarter till, and at a quarter after. Almost, a little past.
Introduces different time-telling conventions. Morning, afternoon, and night.

Lesson 3-11 Review of Unit Three ...................................................................... 76


Tests and Worksheets from Unit Three lessons.

54
Scope and Sequence

Enrichment/Unit Projects: 6. Describe three gestures you use frequently and


explain what they mean.
1. Explain to the students that communication between
people is not limited to words. Ask students what 7. How would you expect the following people to
actions they would classify as non-verbal communication. dress, or what types of uniforms might they wear?
Write student responses on the board. Guide students (Ask students to refer to the list of professions
to answers such as facial expressions, gestures, the from vocabulary Lesson 3-08.)
way a person sits or stands, the way people touch, After students have completed their research and
use of personal space, or dress and appearance. Explain answered the questions, generate a class discussion
that all these forms of non-verbal communication say about their answers.
something to other people. 2. Have students research popular bilingual professions
Ask students to name professions they feel are in the United States. Ask students to provide a brief
important to the community. Make a list of student description of each profession. Then, ask students to
responses on the board. Ask students to describe the suggest reasons why bilingualism in this specific
types of clothing worn by the people in these particular profession is important. Instruct students to make a
professions. Explain to the students that style of dress list of 10 professions and the average salary for each
can make important statements about people. Ask profession in the United States. Then, challenge
students to describe the type of clothing they wear students to convert the salary into the currency that
and what it might say about them. Make a list of is used in another country. Have students write a
student responses on the board. report that addresses the similarities and differences
Write the following questions on the board and ask that exist between three of these professions in the
students to answer them in an attempt to identify separate cultures. Ask students to pick a profession
cultural body language. Instruct students to copy they would like to pursue in the future and provide
the questions and provide answers in complete reasons why they chose this profession. They do not
sentences. Then, ask students to place themselves in have to choose a bilingual profession or one from
another culture, and try to answer the same questions their list.
from their cultural perspective. Allow students time 3. Invite a guest presenter who works in a bilingual
to research cultural aspects of different countries. profession to discuss his or her particular profession
1. When you meet someone for the first time, how do and the importance of being bilingual in this line of
you greet him or her? work. Before the speaker arrives in the classroom,
have each student prepare at least three questions to
2. Do you use the same greeting for men as for
ask. Make sure that each student has an opportunity
women?
to ask one question to the speaker in another language.
3. How do you greet your friends? Generate a class discussion about the presentation
4. How do you greet a friend of the opposite sex? and have students write a brief paragraph describing
5. How do you greet the members of your family: what they learned.
children, adults, and the elderly?

55
Unit 3, Lesson 1
2-11 Unit Two Review 3-01 Descriptions of People: Descriptive
Adjectives
01 The woman is smiling. 01 an older woman
The woman is pointing. a younger woman
New Vocabulary The woman is reading.
The woman is talking on the telephone.
a younger man
an older man
02 a person who is not a child
bald dancers runners younger a person who is not an adult
an animal that is not a cat
02 a group of dancers
two dancers
an animal that is not a dog a group of runners
blond fat straight 03 a big box
two runners
a big boat 03 This young man has short hair.
clown group tall a small box
a small boat
This young man has long hair.
The two young women have long hair.
One young woman has long hair and one young
curly older thin 04 The blue circle is smaller than the red circle.
The red circle is smaller than the blue circle. woman has short hair.
The circle is smaller than the square. 04 Who has short, black hair?
The square is smaller than the circle. Who has long, blond hair?
05 One woman is pointing. She is pointing with her Who has long, brown hair?
right hand. Who is bald?

Themes: One woman is pointing. She is pointing with her


left hand.
Both women are pointing. One is pointing with
05 This young woman has curly hair.
This young man has curly hair.
her right hand and the other one with her left This young woman has straight hair.
People hand.
Neither woman is pointing.
This young man has straight hair.

06 The woman is using the phone. 06 Who has short, straight, black hair?
The girl is using the phone. Who has long, curly, black hair?
Who has short, curly, black hair?
The woman is pointing.
Materials: The woman is not using the phone and she is not
pointing. 07
Who has long, straight, black hair?
The man on the right is fat. The man on the left
07 The men and the women are standing. is thin.
Container The women are standing and the men are sitting.
The women and one man are standing and one
The women are thin.
The women are very fat.
Index cards man is sitting.
The men and one woman are sitting and one
The man on the left is fat. The man on the right
is thin.
woman is standing.
08 The man is beside two women. 08 The clown on the left is short. The clown on the
right is tall.
The man is between two women. The clown on the left is tall. The clown on the
The dog is between two people.
right is short.
Pre-Lesson Activity: 09
The dog is beside two people.
He is touching his nose.
The woman in red is short.
The woman in red is tall.
He is touching his mouth.
• Review vocabulary by directing students She is touching her eye.
She is touching her chin.
09 Which tall man is wearing glasses?
Which tall man is not wearing glasses?
Which short person is not wearing glasses?
to write three sentences about a fictional 10 The girls are not going to jump. The boy is going
to jump.
Which short person is wearing glasses?
The girls are not jumping. The boy is jumping.
character of their choice (person or animal), The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
10 The woman has black hair.
The woman has straight, blond hair.
The woman has curly, blond hair.
using descriptive terms from the current and The woman has gray hair.

previous lessons. Refer students to computer 15

lessons, study guides, word lists, worksheets,


etc. for guidance.
Worksheet 3-01
Content Integration: I. Match the words.
____ 1. tall a. fat
Language Arts: Ask students to describe a ____ 2. straight b. younger

family member by writing descriptive adjectives ____ 3. thin c. right

on their paper. Then, have students describe their ____ 4. left d. short

____ 5. older e. curly


best friend or what they look for in a best friend.
II. Describe each picture with a complete English sentence.
Encourage students to use personal description
vocabulary. Have students work with a partner
to describe their best friends and family members 6. 7. 8. 9. 10.
to each other. 6. __________________________________________________________________________________________

7. __________________________________________________________________________________________

Language Arts: Discuss adjectives and their 8. __________________________________________________________________________________________

purpose. Encourage students to respond with 9. __________________________________________________________________________________________

answers like… 10. __________________________________________________________________________________________

III. Fill in the blank.

They tell what kind. 11. Who has short, ____________________________, black hair? bald

12. Who has ____________________________, straight, black hair? curly


They tell how many. 13. This young man has ____________________________. tall man

They tell which one. 14. Who is ____________________________?

15. Which ____________________________ is wearing glasses?


long

short hair

Have students read a teacher-selected passage IV. Yes or No?

that shows an effective use of adjectives. (This ____16. Fat people are thin.

____17. Bald people have curly hair.


material might be a passage from a story the ____18. Babies are taller than men.

class is reading, a newspaper article, a speech ____19. Boys are shorter than men.

____20. Women are taller than girls.


from a social studies book, or several paragraphs
describing a work of art or musical composition.) ENGLISH Descriptions of People: Descriptive Adjectives

When the students are finished reading the


material, instruct them to circle all the adjectives.
Ask students to identify how the adjectives work
in the text by answering the following questions:
Does the adjective say what kind? Tell how many?
Identify which one?
(continued)

56
Descriptions of People:
Descriptions of People: Descriptive Adjectives 3-01 Descriptive Adjectives
New Vocabulary
Content Integration (continued)
bald
fat
blond
group
clown
older
curly
runners
dancers
straight
Have students write two paragraphs demonstrating
tall thin younger their ability to use adjectives effectively. Instruct
Usage: Descriptive Adjectives
students to trade these student-generated writings
As we learned in Lesson 1-03, adjectives modify nouns. They describe people,
places and things in a way that sharpens their images in our minds and helps us with another classmate who will review it. Have
to communicate more precisely. Let’s focus now on how to describe people.
The simplest construction places an adjective before the noun it describes. the student reviewer circle all adjectives contained
the old woman
a young man
in the writing.
As Lesson 2-04 showed, you can also express comparisons.
the older woman
a younger man Using Multiple Intelligence Strategies:
Further clarity can be expressed by indicating position, “right” or “left”.
Logical-Mathematical: Have students to create
the older woman on the right
the clown on the left data tables with the following headings: short
Note the differences between uses of has and is in these sentences:
This young man has curly hair.
hair, long hair, straight hair, curly hair, and
The man on the left is fat. bald. Ask students to count the classmates who
In the first example, the young man possesses hair that is curly. “Curly” modifies
“hair” as an adjective. In the second example, “fat” modifies “man,” as in “the fat fit into each category.
man,” but “fat” follows “is.” “Fat” is still an adjective. An adjective that follows is
or are is called a predicate adjective. Predicate is another word for verb. “Is” is a
predicate; therefore, the adjective that follows it is a predicate adjective. Visual-Spatial: Challenge students to make a
chart displaying the results of their data.

Post-Lesson Activity:
• Distribute to each student index cards with
24 another classmate’s name. Have students
write physical descriptions of their classmate
on the card. After students place the folded
cards in a container, ask them to select a
The Rosetta Stone English I
Quiz Unit 3 Lessons 1 and 2 different card and read descriptions aloud,
I. Fill in the blank with the word or words that best describe the photograph. while peers guess whom they are describing.

Conversation:
1. 2. 3.
• Have students describe their classmates using
vocabulary words.
4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair Modifications:
2. The man on the left is
The man on the right is
.
.
a. thin, fat b. thin, thin c. fat, fat d. fat, thin
• Display a list of descriptive words for student
3. The clown on the left is
The clown on the right is
.
.
a. short, tall b. tall, short c. short, short d. tall, tall
reinforcement and reference.
4. There are marbles. a. two b. few c. many d. no

5. There are chairs than tables. a. more b. fewer

6. There are people than horses. a. more b. fewer

II. Yes or No?

1. 2. 3.

4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.

2. This woman has straight blond hair. 5. There are more people than horses.

3. This short person is not wearing glasses. 6. There are the same number of girls as boys.

©2002 Fairfield Language Technologies

57
Unit 3, Lesson 2
3-02 Quantities: Quantity Relationships 3-03 More Clothing

01 many boys 01 The man is wearing a blue sweater.


one boy The girls are wearing dresses.
New Vocabulary many balloons
a few balloons
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02 many hats 02 The woman is wearing a black shirt.
as few many several one hat
many umbrellas
The woman is wearing black pants.
The boy is wearing a blue shirt.
one umbrella The boy is wearing blue pants.
balloons fewer marble tables 03 one loaf of bread 03 two shoes
buses how marbles umbrellas many loaves of bread
two loaves of bread
one shoe
two socks
no bread one sock
coins loaf more 04 a cowboy with a horse 04 She is wearing a red and white sweater.
a cowboy with no horse She is wearing a purple top.
cowboys loaves same two cowboys with several horses
many cowboy hats and no cowboys
He is wearing a sweater.
He is not wearing a sweater.
05 How many coins are there? There are many 05 She is wearing a red and white sweater and
coins. jeans.
How many marbles are there? There is one The woman is wearing a red dress.
Themes: marble.
How many marbles are there? There are a few
The woman is wearing a red coat.
She is wearing a red skirt.
marbles.
Quantities How many marbles are there? There are many
marbles.
06 He is wearing black shorts and a white shirt.
One person is wearing a yellow top and the
other person is wearing a red top.
06 many tomatoes and a few bananas One woman is wearing a yellow dress and
many apples and no bananas another woman is wearing a red dress.
Materials: many tomatoes and no bananas
many bananas and no apples
07
She is not wearing anything.

She is wearing a dress.


07 There are more chairs than tables. She is wearing pants.
Apples There are more buses than cars.
There are more tomatoes than bananas.
She is wearing shorts.
She is wearing a skirt.
Bananas There are the same number of men as women.
08 He is wearing a blue shirt.
08 There are more people than horses. He is wearing blue pants.
Tomatoes There are more horses than people.
There are as many umbrellas as people.
He is wearing a blue sweater.
He is wearing a blue coat.
There are more people than umbrellas.
Balloons 09 There are fewer horses than people.
09 He is putting on a sock.
He is putting on a shoe.
There are fewer people than horses. He is putting on a shirt.
Marbles There are fewer umbrellas than people.
There are as many horses as people.
He is putting on pants.

10 The clown is wearing pants.


10 There are the same number of girls as boys. The clown is putting on pants.
There are fewer girls than boys. The man with glasses is wearing a sweater.
Pre-Lesson Activity: There are more girls than boys.
There are no girls and no boys.
The man with glasses is putting on a sweater.

• Have students complete Section IV of 16


Worksheet 3-02 in the Student Workbook, to
reinforce vocabulary. As a review of current
and previously learned terms, write the following
on the board: Worksheet 3-02

I. Match the words.


How many ___ are there? There is one ____. ____ 1. many a. fat

____ 2. thin b. smallest


How many ___ are there? There are a few__. ____ 3. in front of c. few

____ 4. round d. behind


How many ___ are there? There are many __. ____ 5. biggest e. rectangular

Instruct students to write down sentences and II.Describe each picture with a complete English sentence.

fill in the blanks with terms for people and items


in the classroom. Collect papers and select samples
to read aloud asking students to listen for meaning 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.

and number agreement. 7. __________________________________________________________________________________________

8. __________________________________________________________________________________________

Content Integration: 9. __________________________________________________________________________________________

10. __________________________________________________________________________________________

Social Studies: Explain to the students that they III. Fill in the blank.

will be researching money and its historical origin. 11. There are the same number of girls ____________________________. than people

12. How many coins ____________________________? more


In addition to computing quantities of money, 13. There are fewer horses ____________________________. as boys

students will explore the cultural and historical 14. There are ____________________________ people than umbrellas. tables

15. There are more chairs than ____________________________. are there


origin of money as well as its future implications.
IV. Possible (P) or Impossible (I)?
Have students research the history of currency ____16. There are many balls on the ground.

in civilizations such as Egypt, China, Greece, ____17. There are fewer apples than bananas in a basket.

____18. The cowboy is riding many horses.


Rome, and Ethiopia. Students will create a ____19. There are more adults than children in a car.

timeline, present their reports to the class, and ____20. The man has more hands than fingers.

display the evolving stages of money. Quantities: Quantity Relationships ENGLISH

(continued)

58
Quantities and Comparison
Quantities: Quantity Relationships 3-02 of Quantity
New Vocabulary
Content Integration (continued)
as
few
balloons
fewer
buses
how
coins
loaf
cowboys
loaves
Science: Instruct students to choose three items
many
several
marble
tables
marbles
umbrellas
more same from the new vocabulary. For each item students
Usage: Quantity Comparisons will list five properties.
We classify nouns as “countable” and “non-count” nouns. Water, for example, can-
not be counted; it is a non-count noun. In this lesson, we use only countable nouns.
The quantity of a countable noun can be designated by a counting number. Using Multiple Intelligence Strategies:
one boy
two loaves of bread Visual-Spatial and Logical-Mathematical:
ten bananas
Many and a few may also be used if the exact number is not known. Perhaps
Invite students to write fractions that describe
there are too many to count.
individual groups of apples, tomatoes, bananas,
many boys
a few loaves of bread
many bananas
balloons, and marbles as compared to the total
We can also express that there are none, using no. number of these items. Ask students to convert
no boys
no loaves of bread
this data into chart and graph forms.
no bananas
In Lesson 1-10 we learned the interrogative words who, what, when, where,
and which. We may add to that group the interrogative for asking about quantity:
how many…?
How many coins are there? Post-Lesson Activity:
How many marbles are there?
Note the use of there are. In the questions above, the two words are inverted in • Group bananas, apples, and tomatoes
order: …are there? The answers to the questions begin with There are or There is.
There are many coins.
together, and challenge students to write a
There is one marble. descriptive paragraph about these items.

25 Conversation:
• Have students discuss the quantities of
objects in the room.
The Rosetta Stone English I
Quiz Unit 3 Lessons 1 and 2
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Encourage students to write three sentences
using current and previous vocabulary words.
Ask students to read their entries aloud to you.
1. 2. 3.

4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair

2. The man on the left is . a. thin, fat b. thin, thin c. fat, fat d. fat, thin
The man on the right is .

3. The clown on the left is . a. short, tall b. tall, short c. short, short d. tall, tall
The clown on the right is .

4. There are marbles. a. two b. few c. many d. no

5. There are chairs than tables. a. more b. fewer

6. There are people than horses. a. more b. fewer

II. Yes or No?

1. 2. 3.

4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.

2. This woman has straight blond hair. 5. There are more people than horses.

3. This short person is not wearing glasses. 6. There are the same number of girls as boys.

©2002 Fairfield Language Technologies

59
Unit 3, Lesson 3
3-02 Quantities: Quantity Relationships 3-03 More Clothing

01 many boys 01 The man is wearing a blue sweater.


one boy The girls are wearing dresses.
New Vocabulary many balloons
a few balloons
The boy is wearing a red sweater.
The woman is wearing a purple sweater.
02 many hats 02 The woman is wearing a black shirt.
another putting sock one hat
many umbrellas
The woman is wearing black pants.
The boy is wearing a blue shirt.
one umbrella The boy is wearing blue pants.
anything shorts sweater 03 one loaf of bread 03 two shoes
many loaves of bread one shoe
two loaves of bread two socks
no bread one sock
04 a cowboy with a horse 04 She is wearing a red and white sweater.
Themes: a cowboy with no horse
two cowboys with several horses
She is wearing a purple top.
He is wearing a sweater.
many cowboy hats and no cowboys He is not wearing a sweater.
Clothing 05 How many coins are there? There are many 05 She is wearing a red and white sweater and
coins. jeans.
How many marbles are there? There is one The woman is wearing a red dress.
marble. The woman is wearing a red coat.
How many marbles are there? There are a few She is wearing a red skirt.
Materials: marbles.
How many marbles are there? There are many 06 He is wearing black shorts and a white shirt.
marbles. One person is wearing a yellow top and the
other person is wearing a red top.
Various articles of clothing made from different 06 many tomatoes and a few bananas
many apples and no bananas
One woman is wearing a yellow dress and
another woman is wearing a red dress.
types of materials many tomatoes and no bananas
many bananas and no apples
She is not wearing anything.

07 She is wearing a dress.


07 There are more chairs than tables. She is wearing pants.
There are more buses than cars. She is wearing shorts.
There are more tomatoes than bananas. She is wearing a skirt.
Pre-Lesson Activity: There are the same number of men as women.
08 He is wearing a blue shirt.
08 There are more people than horses. He is wearing blue pants.
• Reinforce current and previous vocabulary There are more horses than people.
There are as many umbrellas as people.
He is wearing a blue sweater.
He is wearing a blue coat.
There are more people than umbrellas.
by displaying the following sentences on an 09 There are fewer horses than people.
09 He is putting on a sock.
He is putting on a shoe.
There are fewer people than horses. He is putting on a shirt.
overhead projector: There are fewer umbrellas than people.
There are as many horses as people.
He is putting on pants.

10 The clown is wearing pants.


He is wearing ________. 10 There are the same number of girls as boys.
There are fewer girls than boys.
The clown is putting on pants.
The man with glasses is wearing a sweater.
There are more girls than boys. The man with glasses is putting on a sweater.
There are no girls and no boys.
He is not wearing ________.
She is wearing ________. 16

She is not wearing ________.


Break students in groups of two. Have each
student describe something the partner is and Worksheet 3-03

is not wearing, using color nouns and clothing I. Match the words.
____ 1. socks a. eyes
vocabulary. Create two appropriate sentences ____ 2. shirt b. feet

for the partner’s gender. ____ 3. glasses c. legs

____ 4. pants d. head

____ 5. hat e. arms

Content Integration: II. Describe each picture with a complete English sentence.

Social Studies: Have students research how


industrialization has changed the way clothing
is made. Ask students to research how clothing 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.

is produced in other countries and which countries 7. __________________________________________________________________________________________

are the largest purchasers of different types of 8. __________________________________________________________________________________________

clothing. 9. __________________________________________________________________________________________

10. __________________________________________________________________________________________

Language Arts: As a class, describe the process III. Fill in the blank.

of doing laundry. Ask students to name the steps 11. The man ____________________________ is wearing a sweater. dress

12. She is wearing a red ____________________________ sweater. blue pants


taken to do laundry and list them on the board. 13. The woman is wearing a red ____________________________. and white

Encourage student responses such as (1) Sort, 14. He is ____________________________ pants. with glasses

(2) Repair, (3) Pre-treat, (4) Wash, (5) Care, 15. The boy is wearing ____________________________. putting on

IV. Possible (P) or Impossible (I)?


(6) Dry, and (7) Iron. ____16. The man’s shorts are longer than his pants.

____17. The woman is putting on a dress.


Have students write step-by-step directions ____18. The dog is wearing pants.

describing how to do laundry. Encourage students ____19. The woman is wearing a yellow top.

to be as specific as possible. Have students trade ____20. The baby is not wearing anything.

their directions with a partner to verify all the ENGLISH More Clothing

steps are covered in their directions.

60
More Clothing
More Clothing 3-03

New Vocabulary
Using Multiple Intelligence Strategies:
another
sweater
anything putting shorts sock
Visual-Spatial: Challenge students to design
Vocabulary: Clothing and Colors an outfit and create an advertisement for it.
Practice using names of clothing and colors. What are you wearing today? Describe
each piece of clothing you are wearing by naming its color. What are the people
around you wearing?
Post-Lesson Activities:
• Have students create a display for their
clothing designs.
• Divide students into pairs. Ask each group to
describe their partner’s clothing to the class.

Conversation:
• Invite students to practice using the names of
clothing and colors by describing the features
of different articles of clothing.

Modifications:
• When designing outfits, divide students into
groups of four. Each group must design an
27
outfit for each one of the seasons.

The Rosetta Stone English I


Quiz Unit 3 Lessons 3 and 4

I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3.

4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat

2. She is wearing . a. shorts b. pants c. a skirt d. a dress

3. He is putting on . a. a shirt b. a shoe c. pants d. a sock

4. The boy is the table. a. behind b. on c. under d. beside

5. is running? a. how many b. which c. what d. who


The men are running.

6. children are jumping? a. how many b. which c. what d. who


Three children are jumping.

II. Yes or No?

1. 2. 3.

4. 5. 6.

1. He is wearing a coat. 4. This is the inside of a house.

2. The clown is putting on pants. 5. This is the outside of a church.

3. The woman is wearing pants. 6. These children are outside.

©2002 Fairfield Language Technologies

61
Unit 3, Lesson 4
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers

01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
at church outside turning Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
building inside rope 03 How many children are jumping? Three children
are jumping.
Which is the black horse?

How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
How many children are jumping? Four children a brown dog
are jumping. a brown and white cat
How many children are standing on the table?
Themes: One girl is. 04 green grass and a green cap
yellow flowers
04 How many girls are wearing white shirts?
a red shirt
Inside, Outside, Under, On One is.
How many girls are wearing white shirts?
a white building
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
The horse is on purple.
How many boys are sitting down? Two are. The horse is on blue.
05 The girl is on the table. She is jumping rope. The horse is on red.
Materials: Three children are playing. They are playing
jump rope. 06 blue water
The children are on the table. They are not orange and yellow
Cardboard box playing jump rope.
The boy is running. He is not jumping rope.
yellow and black
green grass
06 The girl on the table is jumping rope.
Step stool The boy is turning the rope and the girl is
jumping.
07 two red flowers
two white and yellow flowers
The boy who is not jumping rope is running. a yellow, a red and a pink flower
The boy who is not running is jumping rope. pink flowers
07 This cat is outside. 08 three
Pre-Lesson Activity: This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
• Reinforce Lesson 3-04 vocabulary by 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
This is the outside of the church.
discussing the separate words for “inside,” This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
“interior,” “outside” and “exterior.” Have The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
students supply examples of the appropriate 10
This is the inside of the building.
Which boy is inside?
eight fingers
five
Which boy is outside?
use of inside, the inside, outside, and the Which children are outside?
Which children are inside?
outside. Suggest computer lessons, study
17
guides, worksheets, and word lists for
guidance.

Content Integration: Worksheet 3-04

Language Arts/Social Studies: Explain to the I. Match the words.


____ 1. jumping a. on the telephone

students that they will be creating their own ____ 2. throwing b. a ball

maps. Discuss different types of maps and their ____ 3. talking c. a skirt

____ 4. wearing d. an apple


importance. Ask students to think about how ____ 5. eating e. rope

prepositions are used when giving directions. II. Describe each picture with a complete English sentence.
Have students create a treasure map that provides
directions to an imaginary location and an
imaginary treasure. Students should write the 6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
directions to the treasure on the back of their 7. __________________________________________________________________________________________
map; for example, “Start next to the tree,” or 8. __________________________________________________________________________________________

“Walk over the stone bridge.” The student’s 9. __________________________________________________________________________________________

directions must have at least five steps and use 10. __________________________________________________________________________________________

III. Fill in the blank.


five different prepositions. 11. This is the ____________________________ of a house. the table

Social Studies: Instruct students to research five 12. The children are ____________________________ the table.

13. The boy is sitting at ____________________________.


are outside

outside
buildings in the community, writing sentences 14. Which children ____________________________? are

describing their purpose and location. 15. The children ____________________________ playing jump rope. standing on

IV. Possible (P) or Impossible (I)?


____16. The fish is running.

____17. The bird is flying.

____18. The cow is jumping rope.

____19. The building is sitting.

____20. The boy is sitting at the table.

Inside, Outside; Prepositions ENGLISH

62
Inside and Outside; Prepositions
Inside, Outside; Prepositions 3-04

New Vocabulary
Using Multiple Intelligence Strategies:
at
rope
building
turning
church inside outside
Visual-Spatial: Challenge students to create a
Grammar: Inside and Outside comic strip that features at least one preposition
Inside and outside are adverbs that tell where the action occurs. They tell where
something happens in relation to a building or other enclosure.“The cat is outside”
in each frame.
tells you that it is not in the house.
But be careful: inside and outside can also be nouns if preceded by the. In this
case, they express the interior or exterior of an enclosure. Complete the expression
with a prepositional phrase using of....
Post-Lesson Activities:
This is the inside of a house.
This is the outside of the church.
• Ask students to create a chart with the following
headings: inside, outside, under, on, and in.
Under each heading have students list objects
that are found in these places. Encourage
students to share and compare their charts, and
ask them to use complete sentences when
describing their choices.
• Give the students oral instructions of where
to place a pencil. This can also be done using
other classroom objects; for example, “Place
your pencil in your desk.”

Conversation:
28
• Have students discuss activities that occur
inside and outside.

The Rosetta Stone English I Modifications:


Quiz Unit 3 Lessons 3 and 4

I. Fill in the blank with the word or words that best describe the photograph.
• Provide local maps to help students locate
buildings in the community.

1. 2. 3.

4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat

2. She is wearing . a. shorts b. pants c. a skirt d. a dress

3. He is putting on . a. a shirt b. a shoe c. pants d. a sock

4. The boy is the table. a. behind b. on c. under d. beside

5. is running? a. how many b. which c. what d. who


The men are running.

6. children are jumping? a. how many b. which c. what d. who


Three children are jumping.

II. Yes or No?

1. 2. 3.

4. 5. 6.

1. He is wearing a coat. 4. This is the inside of a house.

2. The clown is putting on pants. 5. This is the outside of a church.

3. The woman is wearing pants. 6. These children are outside.

©2002 Fairfield Language Technologies

63
Unit 3, Lesson 5
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers

01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
cap grass Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
03 How many children are jumping? Three children Which is the black horse?
are jumping.
How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
Themes: How many children are jumping? Four children
are jumping.
How many children are standing on the table?
a brown dog
a brown and white cat
One girl is. 04 green grass and a green cap
Colors and Numbers 04 How many girls are wearing white shirts? yellow flowers
a red shirt
One is. a white building
How many girls are wearing white shirts?
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
Materials: 05
How many boys are sitting down? Two are.
The girl is on the table. She is jumping rope.
The horse is on purple.
The horse is on blue.
The horse is on red.
Three children are playing. They are playing
Number line jump rope.
The children are on the table. They are not
06 blue water
orange and yellow
playing jump rope. yellow and black
The boy is running. He is not jumping rope. green grass
06 The girl on the table is jumping rope.
Pre-Lesson Activity: The boy is turning the rope and the girl is
jumping.
07 two red flowers
two white and yellow flowers
a yellow, a red and a pink flower
The boy who is not jumping rope is running.
pink flowers
• Direct students to complete Section I of the 07
The boy who is not running is jumping rope.
This cat is outside. 08 three
Quiz page for Lessons 3-03 to 3-04 for This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
vocabulary practice. Reinforce color words, 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
clothing terms, and the placement of This is the outside of the church.
This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
compound adjectives by having students The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
describe clothing that is dual-colored; for 10
This is the inside of the building.
Which boy is inside?
eight fingers
five

example, She is wearing a red and white Which boy is outside?


Which children are outside?
Which children are inside?
sweater.
17

Content Integration:
Science: Instruct students to write a brief report
explaining light refraction and how it occurs. Worksheet 3-05

I. Match the words.


Language Arts: Instruct students to write a story ____ 1. grass a. white

that describes what their lives would be like if ____ 2. banana b. red

____ 3. strawberries c. yellow


they could see in shades of only one color. ____ 4. milk d. orange

____ 5. carrot e. green

II. Describe each picture with a complete English sentence.

6. 7. 8. 9. 10.
6. __________________________________________________________________________________________

7. __________________________________________________________________________________________

8. __________________________________________________________________________________________

9. __________________________________________________________________________________________

10. __________________________________________________________________________________________

III. Fill in the blank.


11. a ____________________________ and white cat red

12. ____________________________ grass horse

13. pink ____________________________ brown

14. a yellow, a ____________________________ and a pink flower flowers

15. Which is the black ____________________________? green

IV. Yes or No?


____16. People have two arms.

____17. Ten is more than five.

____18. Zero is more than six.

____19. People have ten fingers.

____20. Cats have two legs.

ENGLISH More Colors and Numbers

64
More Colors and Numbers
More Colors and Numbers 3-05

New Vocabulary
Using Multiple Intelligence Strategies:
cap grass
Visual-Spatial: Help students devise color wheels
Vocabulary: Colors and Numbers
Practice asking questions and giving answers using colors and numbers.
with primary, secondary, and tertiary colors.
Here is a list of colors you have learned so far.
red
pink Post-Lesson Activities:
orange
yellow
green
• Challenge students to list all the color words
blue
purple
they have learned so far. Ask them to name
brown
gray
classroom objects that match these colors.
black
white • Use a number line to review the numerals one
Find each of these colors in the room you are in.
to 10.

Conversation:
• Encourage students to practice asking
questions using colors and numbers.

Modifications:
• Display a number line for reference and
reinforcement of numeral terms.
29

The Rosetta Stone English I


Quiz Unit 3 Lessons 5 and 6

I. Fill in the blank with the word that best describes the photograph.

1. 2. 3.

4. 5. 6.
1. The number is . a. seven b. three c. four d. nine

2. There are balls. a. ten b. six c. five d. nine

3. There are fingers. a. five b. eight c. nine d. ten

4. This is a herd of . a. cows b. goats c. sheep d. fish

5. There are two . a. tigers b. cows c. pigs d. bears

6. Two are swimming. a. dogs b. sheep c. kangaroos d. fish

II. Yes or No?

1. 2. 3.

4. 5. 6.

1. The horse is eating. 4. This horse is not real.

2. The cat is black and white. 5. These two cows are real.

3. This bird is real. 6. This sheep is not real.

©2002 Fairfield Language Technologies

Mini-Assessment Unit 3, Lessons 1–5 Answer the following questions.


1. Write a description of a person using adjectives you have learned up to Lesson 3-01.
2. What word would you use to ask how many if you do not know the exact number of
items and there are too many to count?
3. What type of clothing do you wear on your feet before putting on shoes?
4. Name at least five colors you learned in Lesson 3-05.
65
Unit 3, Lesson 6
3-06 Animals; Real, Not Real 3-07 Being Human: Descriptive Adjectives

01 Two gray fish are swimming. 01 The woman is hungry.


One gray fish is swimming. The man is hungry.
New Vocabulary A white dog is walking.
A cat is walking.
The woman is full.
The man is full.

bear herd rocking 02 a kangaroo


a herd of goats
02 They are cold.
They are hot.
a herd of cows He is cold.
camel kangaroo sheep Two cows are running. He is hot.
03 Many sheep are standing. 03 She is tired.
climbing legs swan one turtle
a lion
She is not tired.
They are tired.
a black swan They are not tired.
dragon lion tiger 04 a white swan 04 He is strong.
giraffe pigs turtle The bird is sitting.
a giraffe
He is weak.
They are not tired.
A bird is flying. They are hot and tired.
goats real 05 two pigs 05 The man is sick.
one bear The man is healthy.
two cows The bird is beautiful.
one tiger The bird is ugly.
06 a sheep 06 The man is not full.
Themes: an elephant
The camel is standing on three legs.
The man is not hungry.
The woman is not full.
The camel is standing on four legs. The woman is not hungry.
Animals 07 This horse is not real. 07 The boy and the dog are happy.
This horse is real. The boy and the dog are sad.
This bird is not real. The man is happy.
This bird is real. The woman is sad.

Materials: 08 These two cows are not real.


These two cows are real.
08 They are tired.
She is tired. He is not tired.
This horse is real. He is tired. They are not tired.
Magazine with animal pictures A rocking horse is not a real horse. He is tired. She is not tired.
09 Which cat is real? 09 He is sick.
Construction paper Which cat is not real?
Which sheep is not real?
He is thirsty.
He is cold.
Which sheep is real? He is rich.
Glue 10 The white tiger is walking. 10 Someone is thirsty.
Internet access, if possible The white tiger is lying down.
The white tiger is climbing.
Someone is hungry.
The people are not hot.
a dragon The people are hot and tired.

Pre-Lesson Activity:
• Review terms for numbers, colors, animals, 18

and actions by instructing students to create a


three-sentence animal adventure. Encourage
students to use computer lessons and reference
materials as necessary. Ask for volunteers to Worksheet 3-06

I. Match the words.


read finished products to the class. ____ 1. two legs a. two dogs

____ 2. no legs b. a person

____ 3. four legs c. a herd of goats


Content Integration: ____ 4. many legs d. a lion

Science: Discuss the life cycles of the various ____ 5. eight legs e. a fish

animals. Ask students to classify animals according II. Describe each picture with a complete English sentence.

to the following groups: herbivores, carnivores,


and omnivores.
6. 7. 8. 9. 10.
Mathematics: Use data from the above classi- 6. __________________________________________________________________________________________

7. __________________________________________________________________________________________
fication exercise to create a graph. Display the 8. __________________________________________________________________________________________
graph in the classroom for student reference. 9. __________________________________________________________________________________________

10. __________________________________________________________________________________________

III. Fill in the blank.


11. The camel is standing on ____________________________ legs. climbing

12. The white tiger is ____________________________. is not

13. A bird is ____________________________. four

14. This horse ____________________________ real. are running

15. Two cows ____________________________. flying

IV. Yes or No?


____16. The kangaroo is an animal.

____17. The lion is a person.

____18. The giraffe is a small animal.

____19. The dragon is not a real animal.

____20. The rocking horse is not a real horse.

Animals; Real, Not Real ENGLISH

66
Animals; Real and Not Real
Animals; Real, Not Real 3-06

New Vocabulary
Using Multiple Intelligence Strategies:
bear
goats
camel
herd
climbing
kangaroo
dragon
legs
giraffe
lion
Visual-Spatial: Instruct students to identify and
pigs
tiger
real
turtle
rocking sheep swan illustrate a food web or chain.
Vocabulary: Animals
If you can, go to a zoo today and name the animals in English. Or look at a nature
program on TV or read a nature magazine. How many of each kind of animal did Post-Lesson Activity:
you see? Did you see any animals that are not real? What were the animals doing?
In English we have names for groups of certain animals.
• Ask students to create an animal collage using
a herd of goats pictures from several magazines. Have them
a herd of cows
a
a
herd of elephants
herd of horses
take turns describing their choices to the class.
a flock of birds
a flock of sheep
a
a
pride of lions
school of fish
Conversation:
a pack of dogs
• Discuss students’ experiences with trips to
zoos or animal parks.

Modifications:
• Provide students with word lists and pictures
to foster retention of newly learned terms.

30

The Rosetta Stone English I


Quiz Unit 3 Lessons 5 and 6

I. Fill in the blank with the word that best describes the photograph.

1. 2. 3.

4. 5. 6.
1. The number is . a. seven b. three c. four d. nine

2. There are balls. a. ten b. six c. five d. nine

3. There are fingers. a. five b. eight c. nine d. ten

4. This is a herd of . a. cows b. goats c. sheep d. fish

5. There are two . a. tigers b. cows c. pigs d. bears

6. Two are swimming. a. dogs b. sheep c. kangaroos d. fish

II. Yes or No?

1. 2. 3.

4. 5. 6.

1. The horse is eating. 4. This horse is not real.

2. The cat is black and white. 5. These two cows are real.

3. This bird is real. 6. This sheep is not real.

©2002 Fairfield Language Technologies

67
Unit 3, Lesson 7
3-06 Animals; Real, Not Real 3-07 Being Human: Descriptive Adjectives

01 Two gray fish are swimming. 01 The woman is hungry.


One gray fish is swimming. The man is hungry.
New Vocabulary A white dog is walking.
A cat is walking.
The woman is full.
The man is full.

beautiful healthy sad thirsty 02 a kangaroo


a herd of goats
02 They are cold.
They are hot.
a herd of cows He is cold.
cold hot sick tired Two cows are running. He is hot.
03 Many sheep are standing. 03 She is tired.
full hungry someone ugly one turtle
a lion
She is not tired.
They are tired.
happy rich strong weak 04
a black swan
a white swan 04
They are not tired.
He is strong.
The bird is sitting. He is weak.
a giraffe They are not tired.
A bird is flying. They are hot and tired.

Themes: 05 two pigs


one bear
two cows
05 The man is sick.
The man is healthy.
The bird is beautiful.
one tiger The bird is ugly.
People 06 a sheep 06 The man is not full.
an elephant The man is not hungry.
The camel is standing on three legs. The woman is not full.
The camel is standing on four legs. The woman is not hungry.
Materials: 07 This horse is not real. 07 The boy and the dog are happy.
This horse is real. The boy and the dog are sad.
This bird is not real. The man is happy.
Magazines or picture books This bird is real. The woman is sad.
08 These two cows are not real. 08 They are tired.
These two cows are real. She is tired. He is not tired.
This horse is real. He is tired. They are not tired.
Pre-Lesson Activity: A rocking horse is not a real horse. He is tired. She is not tired.
09 Which cat is real? 09 He is sick.
• Have students complete Section II of Which cat is not real?
Which sheep is not real?
He is thirsty.
He is cold.
Which sheep is real? He is rich.
Worksheet 3-07 in the Student Workbook 10 The white tiger is walking. 10 Someone is thirsty.
The white tiger is lying down. Someone is hungry.
to reinforce vocabulary. Provide additional The white tiger is climbing.
a dragon
The people are not hot.
The people are hot and tired.
practice by challenging students to see how
many descriptive terms for people they can
write in the span of five minutes. When time 18

is up, have students take turns calling out words


as you list them on the board. Read the list
in unison.
Worksheet 3-07

I. Match the words.


Content Integration: ____ 1. cold a. weak

____ 2. strong b. sad


Language Arts: Have students write name ____ 3. hungry c. hot

poems by writing an adjective for each letter ____ 4. happy d. healthy

of a person’s name. ____ 5. sick e. full

II. Describe each picture with a complete English sentence.


Language Arts: Display five pictures of people
on the board for the class to view. Ask the class
to write down five adjectives describing each 6. 7. 8. 9. 10.
person on the board. Encourage students to 6. __________________________________________________________________________________________

7. __________________________________________________________________________________________
use adjectives that describe emotion. Have 8. __________________________________________________________________________________________
students write two paragraphs about the person, 9. __________________________________________________________________________________________

their traits, and why they are experiencing 10. __________________________________________________________________________________________

those emotions in the pictures. Allow students III. Fill in the blank.
11. She is tired. ____________________________ is not tired. a. they
to present their paragraphs to the class. 12. Someone is ____________________________. b. and the dog

13. The boy ____________________________ are happy. c. he

14. ____________________________ are hot and tired. d. is hungry

15. The woman ____________________________. e. hungry

IV. Possible (P) or Impossible (I)?


____16. The rocking horse is thirsty.

____17. The sick man is healthy.

____18. The bird is ugly.

____19. The hungry girl is full.

____20. The babies are not strong.

ENGLISH Being Human: Descriptive Adjectives

68
Being Human: Descriptive
Being Human: Descriptive Adjectives 3-07 Adjectives
New Vocabulary
Using Multiple Intelligence Strategies:
beautiful
hot
cold
hungry
full
rich
happy
sad
healthy
sick
Interpersonal: Ask students to design a “people
someone
weak
strong thirsty tired ugly collage” using pictures from various magazines.
Grammar: Predicate Adjectives Invite students to describe the people they
A predicate adjective is created by connecting a noun and an adjective with a to be
verb, like is or are.
chose to feature.
The woman is hungry.
The boy and the dog are happy.
Verbal-Linguistic: Challenge students to write
Usage: Opposites about their favorite fictional character.
Knowing the opposites of adjectives may help you to remember them.
hungry full
cold
strong
hot
weak
Post-Lesson Activity:
sick healthy
beautiful ugly • Invite students to describe a superhero using
happy sad
rich poor as many adjectives as they can think of.
Thirsty has no opposite other than not thirsty. Of course, using the negative form
“not” is always an option: not hungry, not strong, not happy, etc.
Conversation:
• Lead a discussion about opposites. Encourage
students to use many vocabulary words.

Modifications:
• Provide sentence starters for students to use
31
as they fill in the blanks with appropriate
adjectives.

The Rosetta Stone English I


Quiz Unit 3 Lessons 7 and 8

I. Fill in the blank with the word that best describes the photograph.

1. 2. 3. 4.

5. 6. 7.
1. The man is . a. sick b. weak c. rich d. tired

2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy

3. These people are . a. hot b. happy c. hungry d. cold

4. This man is a . a. mechanic b. secretary c. doctor d. cook

5. The is a. baker, baking b. cook, cooking c. teacher, d. mechanic,


the students. teaching fixing

6. The man is . a. afraid b. embarrassed c. proud d. sick

7. This woman is a . a. nurse b. mechanic c. teacher d. student

II. Match each word with its opposite.


1. sick a. sad

2. beautiful b. healthy

3. happy c. strong

4. hungry d. full

5. weak e. ugly

©2002 Fairfield Language Technologies

69
Unit 3, Lesson 8
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
Descriptive Adjectives
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms

afraid fixing son 02 a police officer


a dentist
02 Are there six fingers? No, there are four fingers.
Are there three arms? No, there are four arms.
a carpenter Are there four legs? Yes, there are.
baker getting station a scientist Are there six fingers? No, there are five.
03 a secretary 03 a horse’s legs
baking mechanic student a cook
a teacher
a person’s arms
an elephant’s legs
a waiter a person’s legs
bank money students 04 He is embarrassed. 04 His head is on his arms.
care nurse taking He is in pain.
He is afraid.
Her hands are on her knees.
His hand is on his arm.
He is sick. Her hands are covering her eyes.
carpenter officer teacher 05 The man is not hot. 05 The hat is on his head.
The man is not cold. The hat is on his foot.
cook pain teaching The man is afraid.
The man is a doctor.
The hat is in his hand.
The hat is in his mouth.
cooking police teeth 06 The man is proud of his son. 06 These are real flowers.
The man is proud of his car. This is a picture of flowers.
dentist proud typing The man is thin.
The man is fat.
This is a real woman.
This is a picture of a woman.

doctor scientist waiter 07 a bank


a police station
07 a real man
a picture of a man
embarrassed secretary working This man is rich.
This man is getting money in a bank.
a statue of a man
a real rabbit
08 He is in pain. 08 The pictures are on the wall.
He is cooking. The pictures are on the floor.
She is cooking. The picture is on the wall.
He is embarrassed. One picture is on the floor.
Themes: 09 The nurse is taking care of the man.
The doctor is taking care of the man.
09 There is a picture of cats on this shirt.
There is a picture of a bear on this shirt.
The mechanic is fixing the car. There is a picture of a smiling face on this shirt.
Professions The dentist is working on the man’s teeth. There is no picture on this shirt.
10 The baker is baking bread. 10 Which man on a horse is real?
The secretary is typing. Which man on a horse is a statue?
The teacher is teaching the students. Which head is not real?
Materials: The students are reading. Which head is real?

Research materials
19

Pre-Lesson Activity:
• Reinforce vocabulary with the following
assignment:
Worksheet 3-08
– Distribute index cards (one per student) I. Match the words.

with the name of a professional, the doctor, ____ 1. dentist a. car

____ 2. teacher b. bread


the teacher, etc. to half the class. ____ 3. mechanic c. sick person

– The remaining students will each receive ____ 4. baker d. teeth

____ 5. doctor e. student


an index card with an action such as is
II. Describe each picture with a complete English sentence.
taking care of the man, is teaching the
children, etc.**
– Direct students to create a complete 6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
sentence that correctly describes the role 7. __________________________________________________________________________________________
of a professional by finding the peer with 8. __________________________________________________________________________________________

the matching index card. 9. __________________________________________________________________________________________

10. __________________________________________________________________________________________
– Have students stand together when a match
III. Fill in the blank.
is made; call on pairs to read their combined 11. The mechanic is fixing the ____________________________. of his son

sentence. 12. The dentist is working on ____________________________. in a bank

13. The man is proud ____________________________. the man’s teeth

– Check for correct responses. 14. This man is getting money ____________________________. taking care

15. The doctor is ____________________________ of the man. car


** If there are more students than professions,
IV. Possible (P) or Impossible (I)?
repeat sentences on index cards until you have ____16. The baby is fixing a car.

enough for the class. ____17. The nurse is taking care of a woman.

____18. The mechanic is fixing a truck.

____19. The secretary is typing.

____20. Someone is baking an umbrella.

Professions and Conditions: Descriptive Adjectives ENGLISH

70
Professions and Human Conditions:
Professions and Conditions: Descriptive Adjectives 3-08 Descriptive Adjectives
New Vocabulary
Content Integration:
afraid
carpenter
baker
cook
baking
cooking
bank
dentist
care
doctor
Social Studies: Ask students to name some
embarrassed
nurse
fixing
officer
getting
pain
mechanic
police
money
proud
popular jobs. Encourage students to include
scientist
students
secretary
taking
son
teacher
station
teaching
student
teeth
some of the occupations from their vocabulary.
typing waiter working List the responses on the board. Have students
Usage: Professions
describe the jobs they recognize from the list.
Which words above name a person’s profession? Can you say what each one does?
Note that many names of professions have certain suffixes. Help them by describing the occupations no
-ist dentist
scientist
one understands. You can use famous people
-er baker (from to bake) or companies to help introduce some of the
teacher (from to teach)
waiter (from to wait on tables or customers in a restaurant) occupations. For instance, for “writer” you can
But be careful. Someone who cooks is not a “cooker.”
say “Shakespeare.” For “flight attendant” you
Usage: Idioms
Like other languages, English has many idioms. Idioms are phrases which mean
may say, “could work for American Airlines or
something different from their literal meaning or which have special meanings.
Here are some from this lesson.
British Airways.” Have students copy the list of
to be in pain He is in pain. (something hurts) occupations and descriptions from the board.
to be proud of The man is proud of his car. (to admire, to think a lot
of something or someone)
to take care of The nurse is taking care of the man. (to treat, make Language Arts: Ask students to name some
well; also to care for)
to work on The dentist is working on the man’s teeth. (to fix, repair occupations they would like to have in the future.
or manipulate)
Each of these idioms uses a particular preposition. The prepositions cannot be
Using present simple tense, have students write
replaced with another or switched around.
at least two paragraphs describing their dream
job and what a typical day would include. Allow
32
time for students to research their dream jobs.

Using Multiple Intelligence Strategies:


Verbal-Linguistic: Have students read about
The Rosetta Stone English I
Quiz Unit 3 Lessons 7 and 8 the various professions presented in this lesson.
I. Fill in the blank with the word that best describes the photograph.
Intrapersonal: Help students identify which
professions might be a match for their personal-
ities and goals.
1. 2. 3. 4.

Post-Lesson Activities:
5. 6. 7. • Give students a Venn diagram to compare
1. The man is . a. sick b. weak c. rich d. tired
professions from the student information.
2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy

3. These people are . a. hot b. happy c. hungry d. cold


• Have students write one sentence describing
4. This man is a . a. mechanic b. secretary c. doctor d. cook each job from this lesson.
5. The is a. baker, baking b. cook, cooking c. teacher, d. mechanic,
the students. teaching fixing
• After students have identified a job they would
6. The man is . a. afraid b. embarrassed c. proud d. sick

7. This woman is a . a. nurse b. mechanic c. teacher d. student


like to have in the future, challenge them to
II. Match each word with its opposite.
write a resume promoting themselves for that
1. sick a. sad
profession.
2. beautiful b. healthy

3. happy c. strong

4. hungry d. full Conversation:


5. weak e. ugly
• Using lesson vocabulary words, ask students
to discuss a profession they would like to
have in the future.

Modifications:
©2002 Fairfield Language Technologies

• Post Venn diagrams for student reference.

71
Unit 3, Lesson 9
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
Descriptive Adjectives
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms

arm elephant’s person’s rabbit 02 a police officer


a dentist
02 Are there six fingers? No, there are four fingers.
Are there three arms? No, there are four arms.
a carpenter Are there four legs? Yes, there are.
cats floor picture statue a scientist Are there six fingers? No, there are five.
03 a secretary 03 a horse’s legs
covering foot pictures a cook
a teacher
a person’s arms
an elephant’s legs
a waiter a person’s legs
04 He is embarrassed. 04 His head is on his arms.
He is in pain. Her hands are on her knees.
He is afraid. His hand is on his arm.
Themes: He is sick. Her hands are covering her eyes.
05 The man is not hot. 05 The hat is on his head.
Body Parts and Numbers The man is not cold.
The man is afraid.
The hat is on his foot.
The hat is in his hand.
The man is a doctor. The hat is in his mouth.
06 The man is proud of his son. 06 These are real flowers.
The man is proud of his car. This is a picture of flowers.
Materials: The man is thin.
The man is fat.
This is a real woman.
This is a picture of a woman.

Books about body parts 07 a bank


a police station
07 a real man
a picture of a man
This man is rich. a statue of a man
Paper This man is getting money in a bank. a real rabbit
08 He is in pain. 08 The pictures are on the wall.
Clay He is cooking.
She is cooking.
The pictures are on the floor.
The picture is on the wall.
He is embarrassed. One picture is on the floor.
09 The nurse is taking care of the man. 09 There is a picture of cats on this shirt.
Pre-Lesson Activity: The doctor is taking care of the man.
The mechanic is fixing the car.
There is a picture of a bear on this shirt.
There is a picture of a smiling face on this shirt.
The dentist is working on the man’s teeth. There is no picture on this shirt.
• Review vocabulary in the following way: 10 The baker is baking bread. 10 Which man on a horse is real?
The secretary is typing. Which man on a horse is a statue?
The teacher is teaching the students. Which head is not real?
– Instruct students to list two nouns and two The students are reading. Which head is real?

verbs from current/previous lessons on a


sheet of notebook paper.
19
– Have students trade papers with a partner
and develop a sentence, using at least one
word from the list.
– Ask students to take turns reading the listed Worksheet 3-09

words and resulting sentence. I. Match the words.


____ 1. a real man a. a statue of a rabbit

– Give extra credit to those who used all four ____ 2. real flowers b. a statue of a horse

words in a sensible, grammatically correct way. ____ 3. a group of people

____ 4. a real horse


c. a picture of people

d. a picture of a man

____ 5. a real rabbit e. a picture of flowers

Content Integration: II. Describe each picture with a complete English sentence.

Mathematics: Instruct students to use logical


reasoning to identify the number of specific body
parts. For example, “If there are five cows, two 6. 7. 8. 9.
6. __________________________________________________________________________________________
10.

humans, and four birds, how many legs are 7. __________________________________________________________________________________________

there?” Ask students to write the numbers in 8. __________________________________________________________________________________________

standard and word forms. 9. __________________________________________________________________________________________

10. __________________________________________________________________________________________

Science: Instruct students to list animal III. Fill in the blank.


11. The hat is on his ____________________________. a. hands
vocabulary words. Have the student write three 12. These are ____________________________ flowers. b. head

sentences about one animal. These sentences 13. Her ____________________________ are covering her eyes. c. the wall

could include where the animal lives, what it 14. The pictures are on ____________________________. d. is a statue

15. Which man on a horse ____________________________? e. real


eats, and a physical description of the animal.
IV. Yes or No?
____16. Some pictures are on walls.

____17. The picture is jumping rope.

____18. People have three arms.

____19. Elephants have four legs.

____20. The hand has five fingers.

ENGLISH Body Parts and Pictures

72
Body Parts and Pictures
Body Parts and Pictures 3-09

New Vocabulary
Using Multiple Intelligence Strategies:
arm
foot
cats
person’s
covering
picture
elephant’s
pictures
floor
rabbit
Bodily-Kinesthetic and Musical-Rhythmic:
statue Play the “Hokey Pokey” with the class.
Grammar: “There is” and “There are”
Practice the special English construction there is…, there are… These phrases Linguistic: Read information to the class about
simply declare that something exists. The question form is Is there…? or
Are there…? the various body parts.
Are there six fingers? Yes, there are (six fingers).
Is there a picture of cats on this shirt? Yes, there is (a picture of…).
Grammar: Demonstrative Pronouns Post-Lesson Activities:
Note the use of this and these. They are demonstrative pronouns. They point to
something or demonstrate which particular item or person is being discussed. • Divide the class into pairs or groups of four
This is singular and these is plural; they must match what they refer to in number.
This is a picture of flowers. and have them play the game Operation and
These are real flowers.
identify the body parts as they remove them.

Conversation:
• Invite students to work with a partner asking
each other questions using an “Are there?” or
“Is there?” format: “Are there three dogs in
the picture? Yes, there are three dogs in the
picture. Is there a book on the table? No,
there is not a book on the table.”
33

The Rosetta Stone English I


Quiz Unit 3 Lessons 9 and 10

I. Fill in the blank with the word or words that best describe the photograph.

1. 2. 3.
1. . a. a horse’s b. a person’s c. a person’s d. an elephant’s
legs arms legs legs

2. The hat is on his . a. head b. foot c. hand d. mouth

3. are on . a. her hands, b. her hands, c. her head, d. her hands,


her knees her eyes her arms her head

II. Yes or No?

1. 2. 3.

4. 5. 6.
1. These are real flowers. 4. It is six thirty.

2. There is a picture of cats on this shirt. 5. It is two fifteen.

3. This man on a horse is real. 6. It is a quarter to eight.

III. Match the time with the photograph.

A. B. C.

1. It is almost five o’clock. 2. It is a little past two o’clock. 3. It is seven forty-five.

©2002 Fairfield Language Technologies

73
Unit 3, Lesson 10
3-10 Clock Time, Time of Day 3-11 Unit Three Review

01 five 01 Which tall man is wearing glasses?


ten Which tall man is not wearing glasses?
New Vocabulary fifteen
twenty
Which short person is not wearing glasses?
Which short person is wearing glasses?

afternoon forty-five night 02 It is two o’clock.


It is four o’clock.
02 There are more people than horses.
There are more horses than people.
It is six o’clock. There are as many umbrellas as people.
almost just past It is eight o’clock. There are more people than umbrellas.
03 It is three thirty. 03 The clown is wearing pants.
eleven morning quarter It is five thirty.
It is seven thirty.
The clown is putting on pants.
The man with glasses is wearing a sweater.
It is nine thirty. The man with glasses is putting on a sweater.
04 It is six o’clock. 04 The boy is lying down outside.
It is six thirty. The boy is lying down inside.
It is seven o’clock. This is the outside of the building.
Themes: It is seven thirty. This is the inside of the building.
05 It is two o’clock. 05 two red flowers
Numbers and Time It is two fifteen.
It is two thirty.
two white and yellow flowers
a yellow, a red and a pink flower
It is a quarter to three. pink flowers
06 It is eight o’clock. 06 Which cat is real?
It is a quarter after eight. Which cat is not real?
Materials: It is eight thirty.
It is a quarter to eight.
Which sheep is not real?
Which sheep is real?

Analog clock 07 It is five o’clock.


It is almost five o’clock.
07 He is strong.
He is weak.
It is just past five o’clock. They are not tired.
(one in which hands are easily moved) It is five thirty. They are hot and tired.
08 It is two o’clock. 08 The baker is baking bread.
It’s almost two o’clock. The secretary is typing.
It is two thirty. The teacher is teaching the students.
It is a little past two o’clock. The students are reading.
Pre-Lesson Activity: 09 It is seven o’clock. 09 These are real flowers.
It is a quarter past seven. This is a picture of flowers.
• Direct students to complete Section I of the It is seven thirty.
It is seven forty-five.
This is a real woman.
This is a picture of a woman.

Quiz page for Lessons 3-09 and 3-10 to 10 It is almost ten thirty. It is morning.
It is almost eleven thirty in the morning.
10 It is seven o’clock.
It is a quarter past seven.
reinforce the concept of clock time. Reinforce It is a little past five o’clock. It is afternoon.
It is a quarter to nine. It is night.
It is seven thirty.
It is seven forty-five.

vocabulary by having students discuss


activities they might perform at the eight times
listed on this Quiz page using verbs learned 20

in current and previous lessons.

Content Integration: Worksheet 3-10

Mathematics: Explain to students the concept I. Match the words.


____ 1. four fifteen a. 3:30
of how military time uses a 24-hour clock ____ 2. two o’clock b. 7:45

instead of a 12-hour clock. Explain that military ____ 3. a quarter past seven c. 4:15

time numbers the 24 hours of the day from 1 to ____ 4. three thirty d. 2:00

____ 5. a quarter to eight e. 7:15


24 rather than repeating the cycle of 12 hours.
II. Describe each picture with a complete English sentence.
Have students research and find at least five
countries that use the 24-hour clock cycle. Write
different times on the board and have students 6. 7. 8. 9. 10.
convert these times to military time. 6. __________________________________________________________________________________________

7. __________________________________________________________________________________________

Language Arts: Using the new vocabulary, 8. __________________________________________________________________________________________

instruct students to write a short paragraph 9. __________________________________________________________________________________________

describing their daily routine. 10. __________________________________________________________________________________________

III. Fill in the blank.


11. It is six ____________________________. quarter

12. It is a ____________________________ to eight. past

13. It is just past ____________________________. almost

14. It is a quarter ____________________________ seven. o’clock

15. It is ____________________________ five o’clock. five o’clock

IV. Yes or No?


____16. Eleven o’clock is after ten o’clock.

____17. A quarter past seven is after eight o’clock.

____18. Six thirty is after six o’clock.

____19. Eight o’clock is after nine thirty.

____20. A quarter to seven is after seven o’clock.

Clock Time, Time of Day ENGLISH

74
Clock Time, Time of Day
Clock Time, Time of Day 3-10

New Vocabulary
Using Multiple Intelligence Strategies:
afternoon
morning
almost
night
eleven
past
forty-five
quarter
just
Logical-Mathematical and Visual-Spatial:
Usage: Telling Time Using the hands of an analog clock as an angle,
Remember, “o’clock” is an old form for “of the clock.” It refers to time on the hour,
when the minute hand is on 12, not some time before or after the hour.
ask students to identify the angle as acute, obtuse,
There are a variety of ways to express time in English, which must be confusing to or right. Then ask them to estimate and measure
the learner. Here are some tips.
To express the half hour, simply say “thirty” after the number of the hour. Always the angles.
think thirty minutes after the hour, not before.
It is three thirty. 3:30 Intrapersonal: Ask students to identify their
It is five thirty. 5:30
You may also say, “It is half past three,” or “It is half past five.”
favorite time of day. Challenge students to draw
Minutes past an hour can be stated very precisely by giving the hour followed by an illustration depicting their favorite part of the
the minutes.
It is two fifteen. 2:15
day and then to write a paragraph describing it.
It is seven forty-three. 7:43
“To,” “past” and “after” tell time on either side of the hour.
It is a quarter to nine. 8:45 Post-Lesson Activities:
It is ten past five. 5:10
It is twenty after nine. 9:20 • Instruct students to use the analog clock to
Times of fifteen minutes before or after the hour are usually expressed using
“quarter”. identify the correct time while you adjust the
It is a quarter to eight. 7:45
It is a quarter past seven. 7:15 clock to different time settings.
But also:
It is seven forty-five.
It is seven fifteen.
7:45
7:15
• Ask students questions about the time. Example:
“What time do you go to bed? If it is 2:00 p.m.
in the Central Time Zone, what time is it in
the Pacific Time Zone?” List the responses on
34
the board.

Conversation:
The Rosetta Stone English I • Invite students to discuss their daily routines.
Quiz Unit 3 Lessons 9 and 10
Example: “I wake up at 7 o’clock. I eat
I. Fill in the blank with the word or words that best describe the photograph.
breakfast at 8 o’clock.”

1. 2. 3.
Modifications:
1. . a. a horse’s
legs
b. a person’s
arms
c. a person’s
legs
d. an elephant’s
legs
• Use a map that illustrates time zones.
2. The hat is on his . a. head b. foot c. hand d. mouth

3. are on . a. her hands, b. her hands, c. her head, d. her hands,


• Display clocks and their times throughout
her knees her eyes her arms her head
the classroom.
II. Yes or No?

1. 2. 3.

4. 5. 6.
1. These are real flowers. 4. It is six thirty.

2. There is a picture of cats on this shirt. 5. It is two fifteen.

3. This man on a horse is real. 6. It is a quarter to eight.

III. Match the time with the photograph.

A. B. C.

1. It is almost five o’clock. 2. It is a little past two o’clock. 3. It is seven forty-five.

©2002 Fairfield Language Technologies

Mini-Assessment Unit 3, Lessons 6–10 Answer the following questions.


1. Name an animal from Lesson 3-06 that would live on a farm.
2. What adjectives would you use to describe a person who needs food and water?
3. If you fixed cars, what would be your profession?
4. At what time of day do you eat breakfast?
75
The Rosetta Stone English I
Test Unit 3 Lessons 1–5

I. Match the opposites.

Unit 3 Review 1. curly

2. fat
a. few

b. more

3. tall c. short

4. older d. straight

Review Activities: 5. many e. inside

• Use index cards to review vocabulary. 6. fewer f. younger

7. outside g. on

• Review workbook pages. 8. under h. thin

II. Answer each question based on the following sentences.


• Choose activities that target skills in need of There are three blue umbrellas.
practice. There are five eggs.
The woman has four white horses.
There are nine red flowers.
• Encourage role-play of scenes that require There are ten runners.

students to use language skills. 1. There are more runners than eggs. Yes or no?

2. What color are the flowers?

• Provide time for conversation practice with 3. There are as many horses as runners. Yes or no?

peers; monitor conversational skills. 4. Who has white horses?

5. There are fewer umbrellas than flowers. Yes or no?

• Challenge students to create questions from 6. What color are the umbrellas?

various lessons and seek answers as a class. 7. How many horses does the woman have?

• Play question-and-answer games using


vocabulary words from past lessons.

Possible Assessments:
• Conduct Mini-Assessments in Lessons 3-05 ©2002 Fa