5a TB CVC

5A
Intercambio Uniting Communities

Copyright ©2015
This publication is in copyright. Subject to statutory exception and to the provisions of relevant
collective licensing agreements, no reproduction of any part may take place without the written
permission of Intercambio Uniting Communities.
Written by KL Stolle with Shawn Camden and Rachel Fuchs

Project Managers: Shawn Camden and Rachel Fuchs
Illustrations by Meggan Foster and Lisa Rivard
Graphics and Template Designed by Mayrelis Cordero, James Dare, Terrence Fradet and
Phoenix Priester
Cover art and design by Mario Abela, Mayrelis Cordero, Terrence Fradet, Andy Moore
Editors Shawn Camden, Rachel Fuchs, Debbie Goldman, Laura Houston, Lee Shainis and
Barbara Werner
This series was funded, in part, by the following organizations and foundations:
Elevations Credit Union
Western Digital Foundation
Red Empress Foundation
Denver Foundation
Ray Solem Foundation
THANK YOU!
RESOURCES TO UNITE COMMUNITIES

4735 Walnut Street, Suite B
Boulder, CO 80301
www.unitingresources.org
info@unitingresources.org
KL Stolle
KL Stolle
ShawnCamden
Shawn Camdenand
andRachel
RachelFuchs
Fuchs
To the Teacher
The Interactive English series is a fun, interactive, and practical curriculum that is easy
to use and highly effective. Our curriculum was designed using the most up-to-date
methodologies for teaching English to adults.
We have developed easy-to-use teacher books for teachers and teacher trainers to help
them create dynamic classes that result in student participation and positive results. The
books focus on real-life situations that apply to immigrants’ everyday lives. Interactive
activities ensure that all students receive an equal amount of participation and speaking
time.
The curriculum’s focus is on the four language skills: reading, writing, listening and
speaking. The activities allow instructors to incorporate these in teaching grammar,
vocabulary and life skills.
AN OVERVIEW
The series is divided into 6 levels and 12 books. Each book is divided into 16 lessons, which
are designed for a 90-minute class session.
The lessons include listening activities where students hear a variety of people speaking
English in tones and speeds similar to what they will hear in the “real world”. The students
should receive a listening CD because the homework assignments require its use.
Each lesson opens with a VOCABULARY section and a GRAMMAR TOPIC (Language
Tools).
Then, two REAL LIFE pages combine the grammar and vocabulary into practical activities
with a real-world focus.
The Real Life section includes a culture tip and ends with “before you go” reminders for
student and teacher.
I
To the Teacher
Finally, the lesson includes an EXTRA PAGE (Extra! Extra!) that can supplement or replace
activities on the Real Life pages or be given as homework. Extra! Extra! activities do not
introduce new material.
The lesson ends with HOMEWORK that often includes listening tracks and introduce ways
that the student can journal and practice outside of class. Encourage your student to try
these ideas.
The student book also contains an appendix where you’ll find the verbs and vocabulary
(dictionary) presented throughout the pages of the text book. In the dictionary, there
are sections where students can add their own words. Encourage students to use these
pages.
REVIEW PAGES
The book includes 2 review and test sections (days 8 and 16). The test is meant to be a
pausing point for both teacher and student. Be sure to review the material in full before
administering the test or assigning it as homework. After the test, discuss any missed
points. Remember that the review is just as important as the test.
FIELD TRIP
Field trip lessons are on day 9 of each book. These give students an opportunity to
practice what they have learned in class and allow for realistic interactions in English as
one of students’ greatest blocks to learning is shyness. Individual students can be sent
out to ask a question of someone after they’ve practiced with the group or teacher. They
can report back with the response they got.
The trip will be most effective if you do preparatory and follow-up classroom work, having
students report on what they did with you or their classmates.
Before the field trip:

•Some locations may require an appointment and most will benefit from knowing you
plan to bring students to their site. Call ahead and prep the staff as necessary.
5A Teacher Book II
To the Teacher
•Tell the student(s) where you will be going.
•Distribute a map, if appropriate, and discuss it. Go over the logistics of where to meet.
• Review vocabulary related to the experience that students have learned in lessons 1-7.
• Create and practice a short dialog appropriate to the location.
• The book’s field trip location is a suggestion based on the book’s content. If it doesn’t
make sense to go to the suggested location, go somewhere else!
After the field trip:

•De-brief by having students talk about what they did.
•Review the dialog or any actual interaction that took place.
•Review the new vocabulary and any homework that was assigned from the experience.
TEACHER BOOK FORMAT

The series was designed for both group and individual class sessions. The teacher book is
formatted to make teaching in either setting easy.
In the Materials section, you will find a list of the items needed for each lesson. The
reproducible pages (mentioned in the materials section and highlighted through the text)
are found at the back of the teacher book. Get into the habit of saving all reproducibles
to use as review activities in later lessons.
Often, you will find additional (optional) activity ideas in the teacher book.
SUGGESTED TEACHING STRATEGIES

It is a good idea to develop a consistent classroom structure (use of gestures, calling on
students randomly, repeating corrections, etc). You may find it useful to review and try
some of the following suggestions.
1. The art in the book was designed specifically for adult learners. Activate students’
prior knowledge by asking questions about the art—especially the opener on the
vocabulary pages. Or, ask for students to make a list of the words that they know
related to the art. Write the words on the board and use them for pronunciation
practice.
2. The teacher or a student should always read the instructions out loud. First, though,
III
To the Teacher
give students a chance to read silently. This will help them focus on the meaning,
rather than just pronunciation. Then, have students rephrase what they need to do.
3. Expect listening exercises to be challenging. Making use of the following three-step
process will help students feel less overwhelmed. Stage 1: Just listen. Ask questions.
How many people do you hear? Where are they? What are they doing? Stage 2:
Listen again and do something. Perhaps students put their fingers on the words that
they hear. Stage 3: Read directions and do the activity as written. Remember, also,
that students may need an altered activity. If writing while listening is too challenging,
it may help to stay at stage two for several rounds of practice.
4. Supplement the book’s vocabulary with extra words if your student already knows
what is being presented. Alternatively, limit the vocabulary presented if your student
can’t take in everything at once.
5. Review the homework at the beginning of each class. Students will be more likely
to practice at home if they know that their teacher will hold them accountable.
Encourage your student to try the Hello World ideas by asking which items they intend
to try that week, and to keep a journal in a separate notebook. Your student may only
journal one sentence to start. Tell him or her that this is okay.
6. End each class with “can do” statements. Students should end on a positive note,
verbalizing what they have learned.
7. Try to incorporate the 4 language skills (listening, speaking, reading, writing) into each
activity even if it is not explicit within the directions.
8. Always go through the grammar charts (in the language tools section). Have students
repeat words and phrases many times.
9. Always review at the end of class. Utilize what you have written on the board during
class. A fun, easy way to review is to point quickly at different words on the board (or
on your paper) and have students repeat the words as pronunciation practice.
Above all, be patient and encouraging and have fun! English class is about
building bridges of understanding, as much as it is about learning the skills necessary to
succeed in our culture. Remember, each lesson opens the door of opportunity for your
student just a little bit more.
5A Teacher Book IV
To the Teacher - The Color VowelTM Chart
The Color VowelTM Chart is a pronunciation tool that focuses on stress, a crucial aspect of
clear communication. It provides you and your students with a powerful shorthand to talk
about how words sound. The Color VowelTM Chart helps learners recognize and produce
the key sounds of spoken English. The Chart is an integral resource at each level of
Interactive English. Each student book features a copy of The Color VowelTM Chart on the
inside back cover. The appendix lists the vocabulary for each lesson or day and identifies
the vowel in the stressed syllable along with the sound or “color” of that vowel. (More on
this later.)
Two facts about English Vowels:

American English has fifteen vowel sounds but only five vowel LETTERS - a, e, i, o, u, and
the letters y and w, which sometimes represent vowel sounds. Fact #1: Each letter or
group of letters can represent more than one vowel sound.
• Example: Notice how the letter “o” sounds different in each of these words. Say each
word aloud: to so on of woman women work
Fact #2: A vowel sound may be represented in writing in more than one way.
• Example: The following words use five different spelling patterns for the same vowel
sound: dress friend bread any said
Understanding The Color VowelTM Chart

Get to know each Color VowelTM
Each Color in The Color VowelTM Chart represents a single vowel sound. Each sound has
a color name and a key word. For example, GREEN is the color name, and TEA is the key
word. GREEN represents the vowel sound you hear in both of those words: /iY/. Similarly,
BLUE MOON represents the vowel sound /uW/, as in true, balloon and approve. You can
hear these sounds at www.colorvowelchart.org.
Identify the “COLOR” of new words and phrases

• A one-syllable word contains one vowel sound (even if it contains more than one
vowel letter). For example, soup is BLUE, bread is RED, and knife is WHITE.
• In multi-syllable words, only one of the syllables has primary stress. The stressed syllable
V
is higher, louder, and, especially, longer than the other syllables. Giving extra time to
the stressed vowel sound at the heart of the syllable will establish the correct rhythm.
For example: education, classroom, biological
• In common phrases, one word will receive the focus stress. For example, “See you
later.” is GRAY, “Let’s have lunch.” is MUSTARD, “Nice to meet you.” is GREEN. When
you hear or say a word or phrase, try to identify the Color (vowel sound) of the
stressed syllable. For example, “teacher” receives stress on the first syllable (teacher),
so this word is GREEN. Similarly, “English” receives stress on the first syllable, the sound
of which is SILVER. “Education,” with stress on the third syllable, is GRAY. “She’s a
student.” is BLUE. “She’s studying biology.” is OLIVE. “Please sit down.” is BROWN.
Try it! What COLOR is each word or phrase? What COLOR is your name (write it!)?
pencil paper computer type delete Good luck. _______________
Answers: pencil = RED; paper = GRAY; computer = BLUE; type = WHITE; delete = GREEN Good luck.
= MUSTARD
*Notice that many of the unstressed syllables within words reduce to the MUSTARD sound.
balloon, Nebraska, approve
How to Use The Color VowelTM Chart in the Classroom

Strategy #1: Get to know the Color Vowels. Show The Color VowelTM Chart to the class.
Point to each COLOR, and say the color name and the key word. Make sure you are
producing the same vowel sound for both words, such as BLUE MOON. With beginning
students, introduce and practice just a few colors at a time.
Strategy #2: Study by color. Categorize and review words from the book according to
their stressed vowel sound (use the chart at the back of the student book). Identify the
COLOR of a word or short phrase, and review it with other words of the same COLOR.
Together, read the words in each box, noticing their shared stressed vowel sound.
5A Teacher Book VI
Introducing The Color VowelTM Chart to high intermediate and advanced learners
Most languages do not use stress the same way English does, so helping learners focus on
stress is essential to speaking and understanding English.
Sample Lesson
Lesson Steps:
1. Show students The Color VowelTM Chart. Say each color and key word, and have
students repeat.
2. Invite students to identify the featured vowel sound in each color key word phrase.
Make sure students are able to identify the featured vowel sounds before you move
on in the lesson.
3. Facilitate discovery by having students identify the “COLOR” of the stressed syllable
in the days of the week. Don’t write the words on the board—the focus here is on
listening to the vowel sound in the stressed syllable. Monday and Sunday, for example,
are both MUSTARD. Tuesday is BLUE.
4. Referring to the list below, write and say each of the words one by one. Have students
repeat and then write each word in their Color VowelTM Word List. Students should
work in pairs to decide where to place the word.
1-syllable words: good, best, poised, nice, sure, new
2-syllable words: super, superb, awesome, skillful, friendly
3-syllable words: amazing, fantastic, wonderful
4- and 5-syllable words: approachable, miraculous, unbelievable.
5. To conclude this lesson, give each student a small scrap of paper and have them write
down one new word or phrase that they personally find difficult to pronounce. Collect
the slips of paper. Pick one word and write it on the board. Model the pronunciation
of the word, and have students repeat. Have the class identify the stressed syllable,
and underline the stressed vowel sound in the word on the board. Then have students
identify the COLOR of the stressed vowel sound. Do this at the end of each class,
each time reminding students to write these “difficult words” in their Color VowelTM
Word List.
VII
Key Points:
• Explain that you will use the Chart on a regular basis as an easy way to talk about
the pronunciation of a word. For example, when a student comes upon the word
“receive” in a text and asks how to pronounce it, you can say, “that word is GREEN;
listen to how I say it,” then model the word and have the student repeat it: “receive,
GREEN TEA, receive”.
• Make a word wall and add new words and phrases to it as you study new vocabulary.
• Have students keep their own word lists in their notebooks.
• Post the Chart in your classroom and refer to it as needed. It will become a shorthand
for helping students pronounce words and phrases correctly that you can use during
any kind of lesson.
5A Teacher Book VIII

Title DaY PAGE Topic
1
The school
gave me a 2 Finances
scholarship!
2
Laptops are
better than Shopping
8
desktops.
3
There’s a lot
Health
of fat in a 14
slice of pizza.
4
Have you Health
ever broken 20
a bone?
Have you
ever worked
as a cook? 5 26
Employment
6
Timesheets
are due by Employment
3 p.m. on 32
Friday.
7
I brought my
I.D., pay stub,
Housing
and credit 38
report.
8 44 Review & Test

LANGUAGE LIFE SKILLS:
REAL LIFE CULTURE TIPS
TOOL HOW TO...
Object and subject Read a loan Scholarship Qualifying for a

pronouns agreement, ID announcement, federal student
qualifications, use loan statement, loan
a phone tree brochure
Comparisions: less, Compare prices, Check, check Sales tax

the least apply a discount, ledger, credit card
read a warranty statement
Countable and Read bar charts, Online ad, food To-go boxes at
uncountable understand the pyramid, meal restaurants
nouns food pyramid, plan planner, food label
healthy meals
Present perfect + Describe injuries, Accident report Restraining orders

ever to ask about identify body parts
life experiences
Present perfect + Assess work history, Job application, Importance of

never to respond fill out a job goal checklist, job editing documents
to questions application, set job ads, resume
search goals
Time expressions: Express time, Employee West Nile Virus

by, around, almost understand the evaluation, clocks,
never, not usually, importance of email, in/out board
etc. punctuality,
express opinions
Punctuation Prepare for Emails, letter, credit About credit

and compound apartment hunting, report, pay stub reports
sentences with obtain and read a
and, but, or credit report
Title DAY PAGE Topic
9
Visit an
apartment for 53 Field Trip
rent.
10
You should
program your 54 Housing and
thermostat. Environment
11
This is mine.
Money and
That’s yours. 60 Housing
12
Why can’t I
park here? Laws and
66 Transportation
13
How far is
your house 72 Transportation
from here?
14
We studied
the map Money and
before we left 78 Environment
home.
15
What would you
do if a stranger
asked for your 84 Laws
PIN?
16 90 Review & Test

LANGUAGE LIFE SKILLS:
REAL LIFE CULTURE TIPS
TOOL HOW TO...
REVIEW
Helping words Green living, save Rebate coupon, Energy efficient

(modals) to give money, complete survey appliances and
advice a rebate coupon rebates
Possessive Compare prices, Receipts, Rental tools

adjectives and read and disputing pricetags,
pronouns a receipt dictionary entry
Why?/Because... Read and follow Parking signs, Leaving children

parking signs parking rate list, and pets in cars
parking ticket
How far?: distance Give and follow Map, highway sign, Construction
How long?: time directions, read a compass zones: fines and
How do I get to...?: map signage
directions
Using time words to Read a recipe, Recipe, Littering is illegal in

explain the order balance a budget, campground signs, the U.S.
of events identify U.S. calendar, budget
holidays sheet
If-statements Recognize, FBI tips, job ads, Better Business

(conditionals) respond to, and radio news story Bureau
avoid scams
Finances Day 1
One on One Activity Group Activity

MATERIALS MATERIALS
• Board or paper + marker • Board or paper + marker
• 5A Listening Tracks • 5A Listening Tracks
• Name tags, markers (1 per student) • Name tags, markers (1 per student)
Warm Up WARM UP
• Before class, write basic class information on • Before class, write basic class information on board:
board: the student level (5A), your name, phone the class level (5A), your name, phone number,
number, class start/finish times, etc. Have the class start/finish times, etc. Have students copy the
student copy the information into the space information.
provided in the student book. • Welcome students. Introduce yourself: Example:
• Welcome the student. Introduce yourself: Welcome! This is English class 5A. My name is
Example: Welcome! This is English class 5A. My (Michelle). Point to your name tag. Have students
name is (Michelle). Point to your name tag. Have repeat your name. NOTE: Establish a gesture that
the student repeat your name. NOTE: Establish a you’d like to use every time you want students to
gesture that you’d like to use every time you want repeat, such as a waving motion toward yourself.
the student to repeat, such as a waving motion • Distribute name tag and markers. Say, Write your
toward yourself. name. Write your country. Walk around to help.
• Give the student a name tag and marker. Say, Then have each student say his/her name aloud. You
Write your name. Then have the student say his/ and the class repeat it.
her name aloud. You repeat it. • Write on the board and say, Hi. My name is
• PAIR UP with your student. Tell him/her that (Michelle). Then ask, What’s your name? and gesture
for the next five minutes, you will interview each to a student to introduce himself/herself. Continue
other. Encourage him/her to share interesting around the room.
information; consider writing possible interview
on the board such as:
• What’s your favorite food? What do you do in your
free time? Where and how have you learned English?
• Do you have a nickname (special name used by
family and friends)? What’s your dream job?
5A Teacher Book Day 1 Intro (Teacher Book Only)

Finances

A. Vocabulary: Predictions, plans, and decisions A. Vocabulary: Predictions, plans, and decisions
• Read the directions aloud. Give the student a few • Read the directions aloud. Give students a few
moments to absorb the pictures and words. Explain moments to absorb the picture and words. Explain
that the student should say the words to himself/ that they should say the words to themselves.
herself. • As pronunciation practice, say the words and have
• As pronunciation practice, say the words and students repeat. NOTE: Develop a set of standard
have the student repeat. NOTE: Develop a set of classroom gestures so that you can do less talking,
standard gestures so that you can do less talking, and so that your students can become accustomed
and so that the student can become accustomed to to your cues. For example, an extended, upward
your cues. For example, an extended, upward facing facing palm can be used to indicate Your turn.
palm can be used to indicate Your turn. • Have the student look at the pictures. Ask, What’s
• Have the student look at the pictures. Ask, What’s this? What’s that?
this? What’s that? • Ask, What’s today’s class about? Point to the heading
• Ask, What’s today’s class about? Point to the heading at the top of the page.
at the top of the page.
B. Listening (track 2): Welcome to the Financial
B. Listening (track 2): Welcome to the Financial Aid Office.
Aid Office. • Read the directions aloud. Play and/or read
• Read the directions aloud. Play and/or read the the audio. Repeat the audio as necessary. Check
audio. Repeat the audio as necessary. Check answers answers together.
together.
B. Listening (track 2): Welcome to the Financial Nora: Hi. My name is Nora, and I’m a student. I have
Aid Office. some general financial aid questions.
F.A. Officer: Okay. I can help you.
Recording: Welcome to the Financial Aid Office. Student: What kinds of financial aid are available?
Please listen to the menu options. Press 1 for Grants. F.A. Officer: We have five basic kinds of financial aid.
Press 2 for Scholarships. Press 3 for Students Loans. First, the school gives students grants. Grants are free
Press 4 for Internships. Press 5 for Campus Jobs. Press money. Students don’t have to repay them. Second
6 for general financial aid questions. Press the pound are loans. Of course, students must repay them,
key to hear the options again. Press the star key for a with interest. Third, the school gives scholarships to
campus operator. students. Students must compete for them. Fourth,
the school hires students for campus jobs. And finally,
the school helps students find internships in the
F.A. Officer: Financial Aid Office. How may I help community. Some are paid. Some are for credit.
you?
5A Teacher Book Day 1 Page 2

Language Tools
C. Grammar: Object pronouns C. Grammar: Object pronouns

• This chart focuses on the difference between object • This chart focuses on the difference between object
pronouns (me, you, her, him, it, us, them) and pronouns (me, you, her, him, it, us, them) and
subject pronouns (I, you, he, she, it, we, they). subject pronouns (I, you, he, she, it, we, they).
• Subject pronouns replace nouns that act as subjects: • Subject pronouns replace nouns that act as subjects:
Mary won a scholarship. She won a scholarship. Mary won a scholarship. She won a scholarship.
Object pronouns replace nouns that are objects, or Object pronouns replace nouns that are objects, or
are recipients of action or follow prepositions: I gave are recipients of action or follow prepositions: I gave
the teacher my homework. = I gave it to her. the teacher my homework. = I gave it to her.
• Read the items in the grammar chart and have the • Read the items in the grammar chart and have
student repeat. students repeat.
• EXPANSION: Remind the student that the simple • EXPANSION: Remind students that the simple
past has regular (-ed endings) and irregular (various past has regular (-ed endings) and irregular (various
endings) verbs. Use the action words from the lesson endings) verbs. Use the action words from the
opener (apply, choose, etc.) to demonstrate the two lesson opener (apply, choose, etc.) to demonstrate
categories: What’s the past form of “apply”? (applied) Is the two categories: What’s the past form of “apply”?
that regular or irregular? (regular) How do you know? (applied) Is that regular or irregular? (regular) How do
(It ends in -ed). etc. OPTION: Write the verbs you know? (It ends in -ed). etc. OPTION: Write the
on the board in a chart, so the student can see the verbs on the board in a chart, so students can see the
differences. differences.
D. Activity D. Activity
• Read the directions aloud. Go over the example • Read the directions aloud. Go over the example
together. As the student works, answer questions together. As students work, circulate and offer
and offer encouragement. Check answers together. encouragement. Check answers together.

Real Life
E. Activity E. Activity
• Read the first part of Step 1: Read about the Student • Read the first part of Step 1: Read about the Student
Scholarship. Then read Nora’s letter. Point out Scholarship. Then read Nora’s letter. Point out the
the scholarship notice and Nora’s letter. As the scholarship notice and Nora’s letter. As students
student reads, check that he/she is only reading, read, circulate to check that they are only reading,
not checking the requirements. Ask comprehension not checking the requirements. Ask comprehension
questions about the scholarship notice and Nora’s questions about the scholarship notice and Nora’s
letter: How much is the scholarship for? What careers letter: How much is the scholarship for? What careers
qualify? Is Nora a student? What is she studying? etc. qualify? Is Nora a student? What is she studying? etc.
• Read the rest of the Step 1 directions. Do an • Read the rest of the Step 1 directions. Do an
example together. As the student works, answer example together. As students work, circulate and
questions and offer encouragement. Check answers offer encouragement. Check answers together.
together. • Read Steps 2 and 3. Model an exchange with a
• PAIR UP with your student. Read Steps 2 and student: T: Do you think Nora will get the scholarship?
3. Model an exchange with the student: T: Do S: Yes, she qualifies, and her letter explains her needs.
you think Nora will get the scholarship? S: Yes, she • PAIR students. As students talk, circulate and offer
qualifies, and her letter explains her needs. Then encouragement.
have a conversation about the scholarship, Nora’s
application, and education expenses. F. Culture Tip!
• Have students read the culture tip to themselves.
F. Culture Tip! Then you or a student read the tip aloud. Talk to
• Have the student read the culture tip to himself/ students about financial aid and where they can go
herself. Then you or the student read the tip aloud. to get more detailed information about scholarships
Talk about financial aid and where the student and loans.
can go to get more detailed information about
scholarships and loans.

Real Life
G. Activity G. Activity
• Before starting the activity, ask comprehension • Before starting the activity, ask comprehension
questions about loan agreements: Who gives student questions about loan agreements: Who gives student
loans? (banks, credit unions, the federal government) loans? (banks, credit unions, the federal government)
What kinds of information would you expect to find on What kinds of information would you expect to find on
a loan agreement? What seems like a fair interest rate a loan agreement? What seems like a fair interest rate
on a student loan? on a student loan?
• Read the directions. As the student works, answer • Read the directions. As students work, circulate
questions and offer encouragement. Check answers and offer encouragement. Check answers together.
together. OPTION: Consider doing the activity as a class.
H. Activity H. Activity
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. Model
aloud. Model the example dialogue with the the example dialogue with a student. As students
student. Then have a conversation about the talk, circulate and offer encouragement.
financial aid options in Activity A. • BONUS BOX: Have students complete the
• BONUS BOX: Have student complete the information and to contact you if needed.
information and to contact you if needed.
Before You Go ...
Before You Go ... • Make it a practice to leave time at the end of class
• Make it a practice to leave time at the end of class for any questions or special directions for the next
for any questions or special directions for the next class.
class. • Write on the board or indicate on a calendar when
• Write on the board or indicate on a calendar when the next class is.
the next class is. • Ask students to wear their name tags to the next
• Ask the student to wear his/her name tags to the class.
next class. • For next class, ask students to bring a checkbook
• For next class, ask the student to bring a checkbook or cancelled checks from home. NOTE: These
or cancelled checks from home. NOTE: These suggestions are just that, suggestions. Bringing real
suggestions are just that, suggestions. Bringing real items into the classroom often helps makes the
items into the classroom often helps makes the relevance of an activity clearer.
relevance of an activity clearer.

Extra! Extra!
I. Activity I. Activity
J. Activity J. Activity
• Have the student read the Language Note. Answer • Have students read the Language Note. Answer any
any questions. Ask comprehension questions to questions. Ask comprehension questions to check
check the student's understanding: When do we use students' understanding: When do we use in? etc.
in? etc. • Consider writing a few of the examples illustrating
• Consider writing a few of the examples illustrating the Language Note on the board. While students
the Language Note on the board. While the student may know other uses of prepositions, keep the focus
may know other uses of prepositions, keep the focus on prepositions with time.
on prepositions with time. • Then read the rest of the directions aloud. As
• Then read the rest of the directions aloud. As students work, circulate and offer encouragement.
the student works, answer questions and offer Check answers together.
encouragement. Check answers together.
K. Activity
K. Activity • PAIR students. Read the directions aloud. Model
• PAIR UP with your student. Read the directions the example dialogue. As students talk, circulate and
aloud. Read the example dialogue. Then have a offer encouragement.
conversation about the questions.
EXTRA ACTIVITY (if time permits):
EXTRA ACTIVITY (if time permits): • Story Time PAIR students. On the board draw a
• Story Time PAIR UP with your student. On the chart with the columns headings Who? / Did What?
board draw a chart with the columns headings Who? / To, For, From) Who? plus examples.. To complete
/ Did What? / To, For, From) Who? plus examples. the chart, elicit phrases from the students in the
To complete the chart, elicit phrases from the following categories. Then instruct students to write
student in the following categories. Then instruct sentences by 1) mixing and matching the phrases
the student to write sentences by 1) mixing and 2) adding to, for, and from, if possible and 3) using
matching the phrases 2) adding to, for, and from, if object pronouns: The teacher bought a card for
possible and 3) using object pronouns: The teacher Angelina.
bought a card for Angelina.
WHO DID WHAT TO/FOR/FROM
WHO DID WHAT TO/FOR/FROM The school gave a David
The school gave a David scholarship
The bought a card Angelina
scholarship
The bought a card Angelina students
The called the students
students
The called the students teacher
teacher
• Discuss the English proficiency testing to qualify

• Discuss the English proficiency testing to qualify for local community college, college or university
for local community college, college or university admission.
admission.

Homework
• Give students an overview of the page. Emphasize the importance of studying English outside of class,
including doing homework.
• A: Listening: Explain that they need the 5A audio CD for this activity. Explain that practice is the best
way to improve listening!
• B: Writing: Remind them that writing is a good way to grow vocabulary. Encourage them to try to
correctly use the vocabulary and grammar structure from the lesson, and not to worry about other
mistakes.
• C: Hello, world!: Encourage students to try at least one of the suggestions. Say, Try!
• D: Journal: Explain that writing is a difficult skill that takes practice. Explain that they can share their
journals with you for feedback, or keep them private. You may consider doing a journal sample on the
board eliciting words and phrases from the group. Tell the students that it’s okay to write words that
don’t form a complete sentence when they write their own journals.
• Thank your students for their hard work in class today! Thank you! Good job!
A. Listening (track 3): Welcome to the Financial

Aid Office.
Recording: Welcome to the Financial Aid Office.

Please listen to the menu options. Press 1 for
Grants. Press 2 for Scholarships. Press 3 for
Students Loans. Press 4 for Internships. Press 5
for Campus Jobs. Press 6 for general financial aid
questions. Press the pound key to hear the options
again. Press the star key for a campus operator.

Shopping Day 2

MATERIALS MATERIALS
• Reproducible: Practice checks (1 sheet per • Name tags, markers (1 per student)
student) • Reproducible: Practice checks (1 sheet per
student)
• Reproducible: School Supplies Handout (1 per
student)
REVIEW REVIEW
• Review the vocabulary from Day 1. What’s a • Pass out name tags.
scholarship? What’s the difference between a scholarship • Review the vocabulary from Day 1. What’s a
and a loan? Between a grant and a loan? etc. scholarship? What’s the difference between a scholarship
Review pronouns by writing example sentences and a loan? Between a grant and a loan? etc.
on the board and asking the student to replace the Review pronouns by writing example sentences
underlined words with pronouns: The school gave on the board and asking volunteers to replace the
Lisa and Pendar scholarships. (them) etc. underlined words with pronouns: The school gave
• Review the homework. Lisa and Pendar scholarships. (them) etc.
• Review the homework.
WARM UP • Give new name tags to students who forgot theirs.
• Ask the student about belongings he/she has in
class: laptops, backpacks, etc. Ask the student's WARM UP
opinion of various belongings, using the "Feature" • Ask students about belongings they have in class:
words on the lesson opener: Is this backpack in laptops, backpacks, etc. Ask the class's opinion
good condition? What about this one—is it in good of various belongings, using the "Feature" words
condition? Which one is in better condition? etc. on the lesson opener: Class, is this backpack in
good condition? What about this one—is it in good
condition? Which one is in better condition? etc.

Day # Title ### Shopping

A. Vocabulary: School supplies A. Vocabulary: School supplies
moments to absorb the pictures and words. Remind moments to absorb the pictures and words. Remind
the student to say the words quietly or to himself/ them to say the words quietly or to themselves.
• As pronunciation practice, say the words and have students repeat.
the student repeat. • Have the student look at the pictures. Ask, What’s
this? What’s that? • Ask, What’s today’s class about?
• Ask, What’s today’s class about?
B. Listening (track 4): Which is … ?
B. Listening (track 4): Which is … ? • Read the first part of the directions aloud: Look at
• Read the first part of the directions aloud: Look at the pictures and words. Listen. Circle the products you
the pictures and words. Listen. Circle the products you hear about. Play and/or read the audio. (Stop the
hear about. Play and/or read the audio. (Stop the audio after the first item and point out the circled
audio after the first item and point out the circled laptop.) Repeat the audio as necessary. Check
laptop.) Repeat the audio as necessary. Check answers together
answers together • Read the second part of the directions aloud: Write
• Read the second part of the directions aloud: Write the prices you hear. Play and/or read the audio.
the prices you hear. Play and/or read the audio. (Stop the audio after the first item and point out
(Stop the audio after the first item and point out the laptop price: $800.50.) Repeat the audio as
the laptop price: $800.50.) Repeat the audio as necessary. Check answers together.
necessary. Check answers together. • Read the third part of the directions aloud: Check
• Read the third part of the directions aloud: Check the descriptions you hear. Play and/or read the audio.
the descriptions you hear. Play and/or read the audio. (Stop the audio after the first item and point out the
(Stop the audio after the first item and point out the laptop description: “affordable [cheap].”) Repeat the
laptop description: “affordable [cheap].”) Repeat the audio as necessary. Check answers together.
audio as necessary. Check answers together. • NOTE: Consider mentioning other descriptions of
• NOTE: Consider mentioning other descriptions of condition, such as fair or acceptable (which mean
condition, such as fair or acceptable (which mean better than bad, but less than good).
better than bad, but less than good).
B. Listening (track 4): Which is … ? textbooks?

1. Student A: Hello. We’re looking for a laptop. Salesperson: The new ones?
Salesperson: Here, this is our most affordable laptop. Student D: Yes.
It’s only $859. Salesperson: They’re $40.
Student A: Wow. Student D: Wow! How much are the used ones?
Student B: $859. Wow. That’s cheap. Salesperson: They’re cheaper. They’re only $14, but
2. Student C: How much is this backpack? they’re in bad condition.
Salesperson: It’s $19.99. 4. Student E: Excuse me. Is this SongSong a good
Student C: Oh. It looks comfortable. But it’s kind of quality mp3 player?
ugly. Salesperson: Yes, it is. It’s $199.25.
Salesperson: Our messenger bags are more expensive, Student E: Wow. $199.25. That’s not cheap.
but they’re prettier and more comfortable. Salesperson: The Zap player is the least expensive, but
3. Student D: I’m sorry. How much are your English it’s also cheap. We get a lot of returns.

Language Tools
C. Comparisons C. Comparisons
• This chart focuses on the comparative and • This chart focuses on the comparative and
superlative forms of adjectives. superlative forms of adjectives.
• When comparing two things, we typically add -er • When comparing two things, we typically add
to the end of the adjective or add more before the -er to the end of the adjective or add more before
adjective. We follow the adjective in both cases with the adjective. We follow the adjective in both
than: That chair is larger than this chair. There are cases with than: That chair is larger than this chair.
also a few exceptions, including good – better and There are also a few exceptions, including good –
bad – worse. better and bad – worse.
• The general rule is that for words with two or more • The general rule is that for words with two or more
syllables that don’t end in “y”, we use more (more syllables that don’t end in “y”, we use more (more
beautiful). beautiful).
• To declare which of three or more items is • To declare which of three or more items is
superlative, we typically add -est to the end of the superlative, we typically add -est to the end of the
adjective or add the most before the adjective. We adjective or add the most before the adjective. We
may or may not repeat the category: That chair is the may or may not repeat the category: That chair is
largest (chair in the room). Here there are also a few the largest (chair in the room). Here there are also
exceptions, including good – the best and bad – the a few exceptions, including good – the best and
worst. bad – the worst.
student repeat. Then refer the student back to the students repeat. Then refer students back to the
products and descriptions on the previous page and products and descriptions on the previous page
ask questions: Which item is more expensive? etc. and ask questions: Which item is more expensive?
• Explain that when asking a question about a choice etc.
between two or more items, we use the word Which. • Explain that when asking a question about a
Point out the Language Note and explain that these choice between two or more items, we use the
are short answers to Which questions, but they must word Which. Point out the Language Note and
be accompanied by physical gestures: Q: Which bag explain that these are short answers to Which
do you like? A: (pointing) I like that one. questions, but they must be accompanied by
physical gestures: Q: Which bag do you like? A:
D. Activity (pointing) I like that one.
• Read the directions aloud. Go over the example
together. As the student works, answer questions D. Activity
and offer encouragement. Check answers together. • Read the directions aloud. Go over the example
• EXPANSION: After checking the activity, practice together. As students work, circulate and offer
the Q&As in PAIRS. encouragement. Check answers together.
• EXPANSION: After students have checked the
activity, have them practice the Q&As in PAIRS.

Real Life
• Read the first part of the directions aloud. Point to • Read the first part of the directions aloud.
the sign. As the student reads, check that he/she is Point to the sign. As students read, circulate to
only reading, not answering the questions. Follow check that they are only reading, not answering
up with comprehension questions: What’s on sale the questions. Follow up with comprehension
today? What does “off” mean? questions: What’s on sale today? What does “off”
• Read the rest of the directions aloud. Go over the mean?
example together. As the student works, answer • Read the rest of the directions aloud. Go over the
questions and offer encouragement. Check answers example together. As students work, circulate and
together. offer encouragement. Check answers together.
OPTION: Consider doing the entire activity as a
F. Culture Tip! class as working with percentages can be difficult
• Have the student read the culture tip to himself/ for some students.
herself. Then you or the student read the tip aloud.
Ask the student if he/she knows how much the local F. Culture Tip!
sales tax is. How much is the state sales tax? Explain • Have students read the culture tip to themselves.
how local and state sales taxes ar4e used in your Then you or a student read the tip aloud. Ask
area. Ask, How are taxes applied and used in your students if they know how much the local sales tax
country? is. How much is the state sales tax? Explain how local
and state sales taxes are used in your area. Ask, How
EXTRA ACTIVITY (if time permits): are taxes applied and used in your countries?
• Picture Perfect PAIR UP with your student. Give
yourself and the student a School Supplies Handout EXTRA ACTIVITY (if time permits):
and sit back-to-back. Explain that you are going to • Picture Perfect PAIR students. Give each student
practice school supply words, then comparisons. a School Supplies Handout and have them sit
Each partner describes to the other a classroom item back-to-back. Explain that they are going to
using the features from the lesson opener (a laptop practice school supply words, then comparisons.
in good condition, a desktop, etc.) For the bottom Each student describes to the other a classroom
boxes, each partner comes up with his/her own ideas item using the features from the lesson opener (a
and descriptions. After you have finished describing laptop in good condition, a desktop, etc.) For the
and drawing your school supplies, then share your bottom boxes, students come up with their own
drawings with each other and compare pictures ideas and descriptions. After students have finished
using comparative forms of good and bad: A: Your describing and drawing their school supplies,
messenger bag is better than my messenger bag. B: True, have them share their drawings with each other
but your picture of the desktop is the best picture of all. and compare pictures using comparative forms of
good and bad: A: Your messenger bag is better than
my messenger bag. B: True, but your picture of the
desktop is the best picture of all.

Real Life
• PAIR UP with your student. Read the first part of • PAIR students. Read the first part of the
the directions aloud: Look at the products in Activity directions aloud: Look at the products in Activity
E. Write questions with “Which.” OPTION: For a E. Write questions with “Which.” OPTION: For
more advanced student, suggest that he/she work more advanced students, suggest that they work
without using the word box. without using the word box.
• Go over the example together before the student • Go over the example together before the students
starts working. start working.
• When the student is finished writing, read the • When students are finished writing, model the
example. Then have a conversation about the example. As students talk, circulate and offer
products' features. encouragement.
• Before starting the activity, ask comprehension • Before starting the activity, ask students
questions about warranties: What is a product comprehension questions about warranties: What
warranty? What kinds of information does it contain? is a product warranty? What kinds of information
Do all products have warranties? What kinds do? does it contain? Do all products have warranties?
• Read the directions aloud. As the student works, What kinds do?
answer questions and offer encouragement. Check • Read the directions aloud. As students work,
answers together. circulate and offer encouragement. Check
• OPTIONAL INTERNET EXPANSION: answers together.
Demonstrate how to register a product on-line. • OPTIONAL INTERNET EXPANSION:
Demonstrate how to register a product on-line.
Before You Go ...
• Encourage the student to ask questions about any Before You Go ...
part of the lesson he/she didn’t understand. • Encourage students to ask questions about any part
of the lesson they didn’t understand.

Extra! Extra!
• Read the first part of the directions aloud. Point to • Read the first part of the directions aloud. Point
the example check. Ask comprehension questions: to the example check. Ask comprehension
What do we write checks for? Who is this check to? questions: What do we write checks for? Who is this
What is it for? How do you know? etc. check to? What is it for? How do you know? etc.
• Pass out Practice Checks, or encourage the student • Pass out Practice Checks, or encourage
to use his/her own. Read the rest of the directions students to use their own. Read the rest of
aloud. Do an example together on the board. As the directions aloud. Do an example together
the student works, answer questions and offer on the board. As students work, circulate and
encouragement. Review the student’s checks. offer encouragement. Review students’ checks
individually.
J. Activity
• PAIR UP with your student. Read the first part of J. Activity
the directions aloud. Explain what a check ledger is. • PAIR students. Read the first part of the
Review the parts of the ledger. Ask comprehension directions aloud. Explain what a check
questions: Why do we keep ledgers? etc. ledger is. Review the parts of the ledger. Ask
• Read the rest of the directions aloud. Do an comprehension questions: Why do we keep
example together on the board. As the student ledgers? etc.
works, answer questions and offer encouragement. • Read the rest of the directions aloud. Do an
Review the student's ledger. example together on the board. As students
work, circulate and offer encouragement. Review
K. Listening (track 5): Prices students' ledgers individually.
• Read the directions aloud. Play and/or read the
audio. (Stop the audio after the first item and K. Listening (track 5): Prices
point out the example answer.) Repeat the audio as • Read the directions aloud. Play and/or read the
necessary. Check answers together. audio. (Stop the audio after the first item and
point out the example answer.) Repeat the audio
L. Activity as necessary. Check answers together.
• PAIR UP with your student. Read the directions.
Read the example dialogue. Then have a L. Activity
conversation about the questions. • PAIR students. Read the directions. Model the
• OPTION: Introduce the phrase it depends, which example dialogue. As students talk, circulate
can be very useful when expressing opinions. and offer encouragement. OPTION: Have
volunteers perform their conversation for the
class.
• OPTION: Introduce the phrase it depends, which
can be very useful when expressing opinions.
K. Listening (track 5): Prices 5. Our special today is $1500.50 for a computer and
an MP3 player
1. This MP3 player is $180. 6. The newest model costs $3,030.
2. The nicer laptop is $1,200.15 7. A set of new text books is $83.50.
3. This book is $16.70. 8. The laptop that costs $1,100.12 doesn’t come with
4. That laptop with extra memory costs $2,400.60. programs.

Homework
• Encourage students to do the homework.

• A: Listening: Remind students that this activity requires the 5A audio CD, and that practice is the best
• B: Hello, world!: Encourage them to try at least one of the suggestions. Say, Give it a go!
• C: Journaling: Remind them that they can share their journals with you for feedback, or keep them
private. If you think it would be helpful to do a sample journal with the group now, do one. Remind
students that it’s okay to write words without complete sentences.
• Thank your students for their hard work in class today! Bravo! Point to something specific that the students
learned or did well.
• As a way to incorporate a quick review at the end of each class, consider implementing an “exit ticket”
strategy - require that students write down three things that they learned on a slip of paper to turn in before
they leave. Alternatively, you can write a couple of questions on the board related to the day’s lesson and have
students answer the questions in order to leave. This strategy will also allow you to see where students are still
struggling.
A. Listening (track 6): Which is … ? textbooks?

1. Student A: Hello. We’re looking for a laptop. Salesperson: The new ones?
Salesperson: Here, this is our most affordable laptop. Student D: Yes.
It’s only $859. Salesperson: They’re $40.
Student A: Wow. Student D: Wow! How much are the used ones?
Student B: $859. Wow. That’s cheap. Salesperson: They’re cheaper. They’re only $14, but
2. Student C: How much is this backpack? they’re in bad condition.
Salesperson: It’s $19.99. 4. Student E: Excuse me. Is this SongSong a good
Student C: Oh. It looks comfortable. But it’s kind of quality mp3 player?
ugly. Salesperson: Yes, it is. It’s $199.25.
Salesperson: Our messenger bags are more expensive, Student E: Wow. $199.25. That’s not cheap.
but they’re prettier and more comfortable. Salesperson: The Zap player is the least expensive.
3. Student D: I’m sorry. How much are your English

Health Day 3

MATERIALS MATERIALS
• Food items or images • Food items or images
REVIEW REVIEW
• Review comparisons from Day 2. Use food items or • Review comparisons from Day 2. Use food
images and the adjective “healthy” and “unhealthy.” items or images and the adjective “healthy” and
• Review the homework. “unhealthy.”
WARM UP
• Ask the student about his/her likes and dislikes, WARM UP
using the food items or images as prompts. • Ask students about their likes and dislikes, using
the food items or images as prompts.

Health

A. Vocabulary: Foods A. Vocabulary: Foods
the student repeat. • Have the student look at the picture. Ask, What’s
• Have the student look at the picture. Ask, What’s this? What’s that?
B. Listening (track 7): That’s really fattening!
B. Listening (track 7): That’s really fattening! • Read the directions aloud. Point out the bar
• Read the directions aloud. Point out the bar graph. graph. Ask comprehension questions to confirm
Ask comprehension questions to confirm that that students understand the graph: How many
students understand the graph: How many grams of grams of fat are in 1 cup of vegetable soup? etc.
fat are in 1 cup of vegetable soup? etc. • Read the first part of the directions aloud: Look at
• Read the first part of the directions aloud: Look at the picture and graph. Listen. Circle the foods you hear.
the picture and graph. Listen. Circle the foods you hear. Play and/or read the audio. (Stop the audio after the
Play and/or read the audio. (Stop the audio after the first item and point out the circled pizza.) Repeat
first item and point out the circled pizza.) Repeat the audio as necessary. Check answers together
the audio as necessary. Check answers together • Read the second part of the directions aloud: Write
• Read the second part of the directions aloud: Write the amounts you hear. Point out the blank lines in
the amounts you hear. Point out the blank lines in the graph where students write the amounts.
the graph where the student will write the amounts. • Play and/or read the audio. (Stop the audio after the
• Play and/or read the audio. (Stop the audio after the first item and point out the “13” written on the bar
first item and point out the “13” written on the bar graph after “1 slice pepperoni pizza.”) Repeat the
graph after “1 slice pepperoni pizza.”) Repeat the audio as necessary. Check answers together.
audio as necessary. Check answers together.
B. Listening (track 7): That’s really fattening! Student B: Well, then, how many calories are in a
Student A: What did you get? slice?
Student B: A slice of pepperoni pizza and salad with Student A: Quite a few. 303.
dressing. Student B: Well, the salad is good for me, right?
Student A: Wow. That’s really fattening! Student A: Yeah. There aren’t many calories or much
Student B: What? How much fat is in a slice of pizza? fat in a salad. But the Italian salad dressing ...
Student A: A lot. One slice of pepperoni pizza has 13 Student B: Oh no. How much fat is in salad dressing?
grams of fat. Student A: Thirty grams.
Student B: Really? Student B: And how many calories are there?
Student A: Really. Student A: A lot: 290.

Language Tools
C. Countables and noncountables C. Countables and noncountables

• This chart focuses nouns that represent individual • This chart focuses nouns that represent
things (countables: tacos, French fries, bottles individual things (countables: tacos, French fries,
of water) and nouns that represent mass bottles of water) and nouns that represent mass
(noncountables: water, salad dressing, soup). (noncountables: water, salad dressing, soup).
• When we ask about countables we ask How many • When we ask about countables we ask How many
… When we ask about noncountables, we ask, How … When we ask about noncountables, we ask,
much … ? How much … ?
student repeat. Then direct the student's attention students repeat. Then direct students' attention
to picture and bar graph on page 14 and ask to picture and bar graph on page 14 and ask
questions with How many and How much: Pilar, questions with How many and How much:
how many calories are in a tuna sandwich? OPTION: Pilar, how many calories are in a tuna sandwich?
If your student is advanced, encourage him/her to OPTION: Encourage advanced students to
answer with the expressions in the grammar box: A answer with the expressions in the grammar box:
lot, Quite a few, Not much etc. A lot, Quite a few, Not much etc.
OPTION: Before the student does the task, have OPTION: Before students do the task, have
him/her underline the How much or How many in them underline the How much or How many in
each question. Explain that these words will help each question. Explain that these words will help
the student circle the correct answer. them circle the correct answer.
• EXPANSION: After checking the activity, practice • EXPANSION: After students have checked the
the Q&As in PAIRS. activity, have them practice the Q&As in PAIRS.

Real Life
F. Activity F. Activity
• Read the first part of the directions: Look at • Read the first part of the directions: Look at the
the chart. Explain the categories. Then ask chart. Explain the categories. Then ask students
comprehension questions about the chart: How comprehension questions about the chart: How
many grams of protein does a taco have? Does it meet many grams of protein does a taco have? Does it meet
the daily recommendations? etc. OPTION: Ask the the daily recommendations? etc. OPTION: Ask the
BONUS BOX questions: Which food has the most BONUS BOX questions: Which food has the most
protein? protein?
• Read the next part of the directions aloud: Complete • Read the next part of the directions aloud: Complete
the sentences. Point out the sentences below the the sentences. Point out the sentences below the
chart. As the student works, answer questions and chart. As students work, circulate and offer
offer encouragement. Check answers together. encouragement. Check answers together.
OPTION: PAIR UP and practice the conversations. • After students have completed the sentences, PAIR
students and have them practice the conversations.
G. Culture Tip! As students talk, circulate and offer encouragement.
• Have the student read the culture tip to himself/ OPTION: Have volunteers perform their
herself. Then you or the student read the tip aloud. conversation for the class.
Ask the student about the practice of taking home
extra food in his/her country—is it acceptable? G. Culture Tip!
Explain how it's normal in the U.S., except at • Have students read the culture tip to themselves.
buffets, where it's not allowed. Then you or a student read the tip aloud. Ask
students about the practice of taking home extra
food in their countries—is it acceptable? Explain
how it's normal in the U.S., except at buffets, where
it's not allowed.

Real Life
• Have the student look at the Food Dish. Explain the • Have students look at the Food Dish. Explain the
concept. Ask comprehension questions: Which foods concept. Ask comprehension questions: Which foods
should we eat the most servings of each day? Which should we eat the most servings of each day? Which
foods should we eat “sparingly” – or very little of? foods should we eat “sparingly” – or very little of?
• PAIR UP with your student. Read the first step • PAIR students. Read the first step of the directions
of the directions aloud. Point out the chart where aloud. Point out the chart where students will
the student will write his/her lunch items. As write their lunch items. As students write, circulate
the student writes, answer questions and offer and offer encouragement. Check lunch charts
encouragement. Check lunch charts. individually.
• After the student has finished writing, read Step 2 • After students have finished writing, read Step 2 of
of the directions aloud. Model the example dialogue the directions aloud. Model the example dialogue
with the student. Then have a conversation about with a student. As students talk, circulate and offer
your lunch menus. encouragement.
EXTRA ACTIVITY (if time permits): EXTRA ACTIVITY (if time permits):
• Recall PAIR UP with your student. After the • Recall PAIR students. After students have
student has completed Activity H, have him/her completed Activity H, tell them to close their
close the book. Then ask questions about servings: books. Then ask questions about servings: How
How many servings of grains should you have each day? many servings of grains should you have each day? etc.
etc. • NOTE: The purpose of the food plate diagram is to
• NOTE: The purpose of the food plate diagram is to illustrate how much of one’s meal should consist of
illustrate how much of one’s meal should consist of the given items. For example, a healthy meal is 50%
the given items. For example, a healthy meal is 50% carbohydrates, 25% fruits and vegetables and 25%
carbohydrates, 25% fruits and vegetables and 25% protein.
protein.
Before You Go ...
Before You Go ... • Encourage students to bring their WHO card
• Encourage the student to bring his/her WHO card or other kinds of health history to the next class.
or other kinds of health history to the next class. NOTE: These suggestions are just that, suggestions.
NOTE: These suggestions are just that, suggestions. Bringing real items into the classroom often helps
Bringing real items into the classroom often helps makes the relevance of an activity clearer.
makes the relevance of an activity clearer. • Encourage students to ask questions about any part
• Encourage the student to ask questions about any of the lesson they didn’t understand.
part of the lesson he/she didn’t understand.

Extra! Extra!
• EXPANSION: After students have checked the
K. Activity activity, have volunteers share their sentences with
• PAIR UP with your student. Read the directions the class.
aloud. Read the example dialogue. Ask the student
if he/she thinks the image is funny and why? Talk K. Activity
about humor and how it differs from culture to • PAIR students. Read the directions aloud. Model
culture. What kinds of jokes are not okay to tell in the example dialogue. As students talk, circulate and
the US? (Usually, jokes about race, religion and offer encouragement.
gender are inappropriate to tell.) Ask the student to • EXPANSION: Ask students if they think the image
volunteer jokes from his/her culture. is funny and why? Talk about humor and how it
differs from culture to culture. What kinds of jokes
are not okay to tell in the US? (Usually, jokes about
race, religion and gender are inappropriate to tell.)
Ask students to volunteer jokes from their cultures.
Who thinks the jokes are funny? Why?

Homework

• A: Listening: Remind students that this activity requires the 5A audio CD, and that practice is the best way
to improve listening!
• B: Reading: Remind them that reading is a good way to grow vocabulary.
• C: Hello, world!: Encourage them to try at least one of the suggestions. Say, Get out there!
• D: Journaling: Remind them that they can share their journals with you for feedback, or keep them private.
If you think it would be helpful to do a sample journal with the group now, do one. Remind students that
it’s okay to write words without complete sentences.
• Thank your students for their hard work in class today! Fantastic! Point to something specific that the
students did well.
• Ask students to fill out an “exit ticket” before leaving (see Day 2 homework for suggestions on how to do
this).
A. Listening (track 8): That’s really fattening! slice?

Student A: Quite a few. 303.
Student A: What did you get? Student B: Well, the salad is good for me, right?
Student B: A slice of pepperoni pizza and salad with Student A: Yeah. There aren’t many calories or much
dressing. fat in a salad. But the Italian salad dressing ...
Student A: Wow. That’s really fattening! Student B: Oh no. How much fat is in salad dressing?
Student B: What? How much fat is in a slice of pizza? Student A: Thirty grams.
Student A: A lot. One slice of pepperoni pizza has 13 Student B: And how many calories are there?
grams of fat. Student A: A lot: 290.
Student B: Really?
Student A: Really.
Student B: Well, then, how many calories are in a

Health Day 4

MATERIALS MATERIALS
• Reproducible: Verb Chart Handout I (1 page per • Reproducible: Verb Chart Handout I (1 page per
pair) pair)
• Blank paper (1 sheet per student) • Blank sheet of paper (1 sheet per student)
• Pronunciation booklet • Pronunciation booklet (1 per student)
REVIEW REVIEW
• Review countables and noncountables from Day 3. • Review countables and noncountables from Day 3.
Write partial sentences on the board and prompt Write partial sentences on the board and prompt
students to ask each other about calorie and fat students to ask each other about calorie and fat
content of foods featured on Day 3: How many / content of foods featured on Day 3: How many /
much ____ (a salad, salad dressing, hot dog, etc.): A: much ____ (a salad, salad dressing, hot dog, etc.): A:
How many calories does a salad have? B: Not many. How many calories does a salad have? B: Not many.
• Review the homework. • Review the homework.
WARM UP WARM UP
• Instruct the student to close his/her eyes and think • Instruct students to close their eyes and think back
back from today, through the years, back to his/ from today, through the years, back to their earliest
her earliest memories. Tell the student to listen memories. Tell them to listen to your questions
to your questions and either nod or shake his/her and either nod or shake their heads. Ask questions
head. Ask questions that the student should nod yes that everyone should nod yes to, to confirm
to, to confirm comprehension: Have you ever had a comprehension: Have you ever had a glass of water?
glass of water? Have you ever been to an English class? Have you ever been to an English class? Then ask,
Then ask, Have you ever—since you were a baby until Have you ever—since you were a baby until now—
now—broken a bone? Your arm, your leg, for example? broken a bone? Your arm, your leg, for example? etc.
etc.

Day # Title ### Health

A. Vocabulary: Injuries A. Vocabulary: Injuries
B. Listening (track 9): Have you ever … ?
B. Listening (track 9): Have you ever … ? • Read Step 1 aloud. Explain that this first step asks
• Read Step 1 aloud. Explain that this first step asks about the students' own personal experience. Show
about the student's own personal experience. Show them where to make their checkmarks.
where to make checkmarks. • Read Step 2 aloud: Play and/or read the audio.
• Read Step 2 aloud: Play and/or read the audio. (Stop the audio after the first item and point out
(Stop the audio after the first item and point out the example answer.) Repeat the audio as necessary.
the example answer.) Repeat the audio as necessary. Check answers together.
Check answers together.
B. Listening (track 9): Have you ever … ? 6. Q: Have you ever hurt your back?
1. Q: Have you ever been in the hospital? A: No, I haven’t.
A: Yes, I have. 7. Q: Have you ever hurt yourself and called 911?
2. Q: Have you ever broken a bone? A: Yes, I have. I called last month. I fell off a ladder
A: Yes, I have. I broke my arm when I was six. and no one was home.
3. Q: Have you ever cut your lip? 8. Q: Have you ever needed stitches?
A: Yes, I have. I cut my lip last summer. A: No, I haven’t.
4. Q: Have you ever fallen down the stairs? 9. Q: Have you ever bruised your shin?
A: Yes, I have. Ouch! A: Yes, I have. I was playing soccer, and someone
5 . Q: Have you ever had a black eye? kicked me.
A: No, I haven’t.

Language Tools
C. Present perfect tense C. Present perfect tense

• This chart focuses on the present perfect tense. We • This chart focuses on the present perfect tense. We
use this tense to talk about an event that happened use this tense to talk about an event that happened
at an undetermined point in the past. We also use at an undetermined point in the past. We also use
the present perfect to talk more generally about the present perfect to talk more generally about
experience, gained at an unspecified time in the experience, gained at an unspecified time in the
past. We use "ever" when asking about experience, past. We use "ever" when asking about experience,
to mean "at any time in the past." to mean "at any time in the past."
• We form questions in the present perfect with • We form questions in the present perfect with
have / has + the past participle of the verb. The past have / has + the past participle of the verb. The past
participle of regular verbs is the same form as the participle of regular verbs is the same form as the
simple past form: + -ed: I called 911. / I have called simple past form: + -ed: I called 911. / I have called
911 many times in the past. The past participle of 911 many times in the past. The past participle of
irregular verbs, however, is not always the same form irregular verbs, however, is not always the same form
as the simple past form: I broke my finger. / I have as the simple past form: I broke my finger. / I have
broken three fingers over the years. Students must broken three fingers over the years. Students must
simply memorize the irregular forms. A chart of simply memorize the irregular forms. A chart of
irregular verbs and their forms can be found in the irregular verbs and their forms can be found in the
Appendix. Appendix.
• Short answers in the present perfect are formed with • Short answers in the present perfect are formed with
just have / had: Yes, I have. just have / had: Yes, I have.
• On the board, draw a timeline to illustrate the • On the board, draw a timeline to illustrate the
present perfect like this: present perfect like this:
(present perfect) (present perfect)

xxxxxxxx xxxxxxxx
| | | | | |
(simple past) (now) (future) (simple past) (now) (future)

Real Life
• Read the directions aloud. Ask comprehension • Read the directions aloud. Ask comprehension
questions about the Incident Report: What’s the questions about the Incident Report: What’s the
patient’s name? What does the “Details” column tell us? patient’s name? What does the “Details” column tell us?
• Do an example together. As the student works, • Do an example together. As students work, circulate
answer questions and offer encouragement. Check and offer encouragement. Check answers together.
answers together.
G. Culture Tip!
G. Culture Tip! • Have students read the culture tip to themselves.
• Have the student read the culture tip to himself/ Then you or a student read the tip aloud. Give
herself. Then you or the student read the tip aloud. local contact information for related resources
Give local contact information for related resources (safe houses, hospitals, police, etc.). Be sensitive to
(safe houses, hospitals, police, etc.). Be sensitive to students' privacy.
student's privacy.
EXTRA ACTIVITY (if time permits): • Verb chart PAIR students. Give each pair a Verb
• Verb chart PAIR UP with your student. Get a Verb chart. Instruct students to study the chart of verbs
chart Instruct the student to study the chart of then cut it up and try to put the words in the
verbs then cut it up and try to put the words in the correct categories again.
correct categories again.

Real Life
• Read the directions aloud. Read the example • Read the directions aloud. Read the example
and offer encouragement. Check answers. encouragement. Check answers individually.
• Read the directions aloud. Do an example together • Read the directions aloud. Do an example together
on the board. Emphasize that The student can make on the board. Emphasize that students can make up
up information—the list does not have to be true. information—the list does not have to be true. As
As the student works, answer questions and offer students work, circulate and offer encouragement.
encouragement. Check answers. Check answers individually. OPTION: Have
volunteers share their lists.
J. Activity
• PAIR UP with your student. Read the directions J. Activity
aloud. Model the example dialogue with the • PAIR students. Read the directions aloud. Model
student. Then have a conversation about injuries. the example dialogue with a student. As students
talk, circulate and offer encouragement.
Before You Go ...
• Encourage the student to bring a job application Before You Go ...
to the next class. NOTE: These suggestions are • Encourage students to bring a job application to the
just that, suggestions. Bringing real items into the next class. NOTE: These suggestions are just that,
classroom often helps makes the relevance of an suggestions. Bringing real items into the classroom
activity clearer. often helps makes the relevance of an activity
• Encourage the student to ask questions about any clearer.
Extra Pronunciation Activity
• Write the list of words below on the board. Extra Pronunciation Activity
• Using the Pronuciation booklet, or an exercise to • Write the list of words below on the board.
work on minimal pairs, work on the following • Using the Pronuciation booklet, or an exercise to
words: work on minimal pairs, work on the following
shin chin words:
thigh tie shin chin
ankle uncle thigh tie
mouth mouse ankle uncle
• Be sure to give student ample opportunity to hear mouth mouse
you say the words and repeat. • Be sure to give students ample opportunity to hear
you say the words and repeat.
Internet Expansion
• Look up sample symptoms on webmd.com. Internet Expansion
• Look up sample symptoms on webmd.com.

Extra! Extra!
K. Activity K. Activity
student. Then play the game. talk, circulate and offer encouragement. (Have
students cover the other partner’s chart.)
L. Activity
• Have the student read the Language Note. Answer L. Activity
any questions. Ask comprehension questions to • Have students read the Language Note. Answer any
check the student's understanding: When do we use questions. Ask comprehension questions to check
in? etc. students' understanding: When do we use in? etc.
• Consider writing a few of the examples from the • Consider writing a few of the examples from the
Language Note on the board. While the student Language Note on the board. While students may
may know other uses of prepositions, keep the focus know other uses of prepositions, keep the focus on
on prepositions of time. prepositions of time.
• Then read the rest of the directions aloud. Go over • Then read the rest of the directions aloud. Go over
the example together. As the student works, answer the example together. As students work, circulate
together.
EXTRA ACTIVITY (if time permits): • Find Someone Who ... On the board, draw the
• Find Someone Who ... On the board, draw the following chart and have students copy it onto a
following chart and have the student copy it onto a sheet of paper. Have them write their own category
sheet of paper. Have the student come up with an in the last box. Then have them circulate, asking,
action for the last box. Then as homework, have the Have you ever ___? and write names when they
student ask people, Have you ever ___? and write find someone who answers yes. Set a time limit. At
names when they find someone who answers yes. the end of the activity, see who has found the most
people.
been in the hospital broken a bone cut your lip
__________ __________ __________ been in the hospital broken a bone cut your lip
__________ __________ __________
fallen down the stairs had a black eye hurt your back
__________ __________ __________ fallen down the stairs had a black eye hurt your back
__________ __________ __________
called 911 needed stitches bruised your shin

__________ __________ __________ called 911 needed stitches bruised your shin
__________ __________ __________
other: ____ ______________

other: ____ ______________

Homework

• B: Reading and Writing: Remind them that reading is a good way to grow vocabulary. Encourage them to
try to correctly use the vocabulary and grammar structure from the lesson (present perfect), and not to worry
about other mistakes.
• C: Hello, world!: Encourage them to try at least one of the suggestions. Say, Try!
• Thank your students for their hard work in class today! Nice work! Point to something specific that the
students did well.
this).
A. Listening (track 10): Have you ever … ? 6. Q: Have you ever hurt your back?
1. Q: Have you ever been in the hospital? A: No, I haven’t.
A: Yes, I have. 7. Q: Have you ever hurt yourself and called 911?
2. Q: Have you ever broken a bone? A: Yes, I have. I called last month. I fell off a ladder
A: Yes, I have. I broke my arm when I was six. and no one was home.
3. Q: Have you ever cut your lip? 8. Q: Have you ever needed stitches?
A: Yes, I have. I cut my lip last summer. A: No, I haven’t.
4. Q: Have you ever fallen down the stairs? 9. Q: Have you ever bruised your shin?
A: Yes, I have. Ouch! A: Yes, I have. I was playing soccer, and someone
5 . Q: Have you ever had a black eye? kicked me.
A: No, I haven’t.

Employment Day 5

MATERIALS MATERIALS
• Reproducible: Verb Chart Handout II (1 page per • Reproducible: Verb Chart Handout II (1 page per
pair) pair)
• Reproducible: Practice Application (1 per student) • Reproducible: Practice Application (1 per student)
REVIEW REVIEW
• Review injuries from Day 4 with this • Review injuries from Day 4 with this
ICEBREAKER: Charades Indicate that you can’t ICEBREAKER: Charades Indicate that you can’t
talk (finger to your lips, point to self ). Point to talk (finger to your lips, point to self ). Point to
students and indicate, Watch. Point to the board students and indicate, Watch. Point to the board
where you have written some of the injuries from where you have written some of the injuries from
Day 4: broken arm, sprained ankle, etc. Act out one Day 4: broken arm, sprained ankle, etc. Act out one
of the items and gesture for students to guess. Once of the items and gesture for students to guess. Once
you hear the correct answer called out, point to the you hear the correct answer called out, point to the
words on the board and confirm before continuing words on the board and confirm before continuing
with the next item. with the next item.
• Review the homework. • Take turns having students act out injuries.
WARM UP
• Ask the student to call out job skills. Write a list on WARM UP
the board, in the base form: use a drill, drive a truck, • Ask students to call out job skills. Write a list on the
etc. Then ask your student about work experience, board, in the base form: use a drill, drive a truck, etc.
referring to the list on the board: Kristina, have you Then ask individual students about work experience,
ever used a drill? Have you ever driven a truck? referring to the list on the board: Kristina, have you
ever used a drill? Angel, have you ever driven a truck?

Employment

A. Vocabulary: Experience A. Vocabulary: Experience
moments to absorb the form and words. Remind moments to absorb the form and words. Remind
the student repeat. • Ask, What’s today’s class about?
B. Listening (track 11): The job application
B. Listening (track 11): The job application • Read the directions aloud. Explain that students
• Read the directions aloud. Explain that the student are going to hear Victor Jin talking to himself as he
are going to hear Victor Jin talking to himself as he completes a job application.
completes a job application. • Play and/or read the audio. (Stop the audio after the
• Play and/or read the audio. (Stop the audio after the first item and point out the example answer.) Repeat
first item and point out the example answer.) Repeat the audio as necessary. Check answers together.
the audio as necessary. Check answers. • Point out the speech bubble: Let’s see. Explain that
• Point out the speech bubble: Let’s see. Explain that it’s something we say as we think and doesn’t have
it’s something we say as we think and doesn’t have literal meaning.
literal meaning.
B. Listening (track 11): The job application

[2] Have you ever done these things? Hmm, let’s see.
[1] Let’s see. Today is June 27th, 2013. First name: I’ve done most of these things.
Victor: V-i-c-t-o-r. Last name: Jin: J-i-n. DOB: Date I’ve used a drill. I’ve run a cash register. I’ve baked
of birth: 8/18/1991. Phone number: 783.555.6402. and used power tools. I’ve worked as a cook in many
Address or email: I’ll give my address: 1078 Owl St., restaurants! I’ve used a computer. ... I’ve operated a
Apt. 3E, Seattle (S-e-a-t-t-l-e), Washington (W-a-s-h- meat cutter, I’ve driven a taxi ... I’m going to cross
i-n-g-t-o-n) 98111. out “truck” and write taxi. Okay. And, what else? I’ve
served food at a restaurant.
Schedule: Are you flexible? Yes, I am. I can work
Monday through Sunday. I can work anytime. I Last question: Have you ever been convicted of a
would like to work full-time. crime? No, I’ve never been convicted of a crime.

Language Tools
C. The present perfect C. The present perfect

• This chart focuses on long and negative answers in • This chart focuses on long and negative answers in
the present perfect. the present perfect.
• We form long answers with have / has + past • We form long answers with have / has + past
participle and other information: I have driven a participle and other information: I have driven a
truck. truck.
• We form long negative answers with have / has + • We form long negative answers with have / has +
never + past participle and other information: I have never + past participle and other information: I have
never driven a truck. (We can also say: I haven’t ever never driven a truck. (We can also say: I haven’t ever
driven a truck. However, for this lesson, the focus is driven a truck. However, for this lesson, the focus is
on the use of never.) on the use of never.)
student repeat. Then refer the student to Victor's students repeat. Then refer students to Victor's
job application and ask questions about his skills, job application and ask questions about his skills,
focusing on the things he has never done: Has Victor focusing on the things he has never done: Has Victor
ever driven a truck? ever driven a truck?
• Point out the Language Note. Make sure the • Point out the Language Note. Make sure students
student understands the apostrophe s ('s) represents understand the apostrophe s ('s) represents has,
has, not is. Explain that they sound and look not is. Explain that they sound and look the same,
the same, so the student must rely on context— so students must rely on context—surrounding
surrounding information—to be sure which form is information—to be sure which form is meant: He’s
meant: He’s never used a drill. = He has never used a never used a drill. = He has never used a drill. He’s
drill. He’s using a drill. = He is using a drill. using a drill. = He is using a drill.
• Read the directions aloud. Make sure the student • Read the directions aloud. Make sure students
understands that the questions are about his/her, understand that the questions are about them,
but can write true answers or not. Do an example but they can write true answers or not. Do an
together. As the student works, answer questions example together. As students work, circulate and
and offer encouragement. Check answers together. offer encouragement. Check answers together.
EXPANSION: After checking the activity, practice EXPANSION: After students have checked the
the Q&As with your student. activity, have them practice the Q&As in PAIRS.

Real Life
• PAIR UP with your student. Ask comprehension • PAIR students. Ask comprehension questions about
questions about the list: What does “hands on” mean? the list: What does “hands on” mean? What kinds of
What kinds of jobs are considered “food service” jobs? jobs are considered “food service” jobs?
• Read the first step of the directions aloud. Explain • Read the first step of the directions aloud. Explain
that the student should write his/her ideas on that students should write their ideas on the lines
the lines under the correct headings. OPTION: under the correct headings.
Brainstorm together. • Emphasize the importance of neat, clear
• Emphasize the importance of neat, clear handwriting when filling out an application.
handwriting when filling out an application. • As students talk, circulate and offer encouragement.
• Read the second step aloud. As the student works, OPTION: Brainstorm together as a class.
answer questions and ask about the skills she / he • Read the second step aloud. As students work,
has checked: Have you really upholstered furniture? circulate and ask individual students about the skills
Interesting. Where? What kinds of furniture? they've checked: Jorge, have you really upholstered
furniture? Interesting. Where? What kinds of furniture?
G. Activity
• Read the directions aloud. Get a Practice G. Activity
Application if the student didn’t bring an • Read the directions aloud. Hand out Practice
application to class. As the student works, answer Applications to students who didn’t bring an
questions and offer encouragement. Check over the application to class. As students work, circulate
student’s application. and offer encouragement. Check applications
individually.
H. Culture Tip!
• Have the student read the culture tip to himself/ H. Culture Tip!
herself. Then you or the student read the tip aloud. • Have students read the culture tip to themselves.
Explain that spelling errors on a job application or Then you or a student read the tip aloud. Explain
resume can alienate a prospective employer, even if that spelling errors on a job application or resume
the job doesn't require strong writing skills. can alienate a prospective employer, even if the job
doesn't require strong writing skills.
• Verb chart PAIR UP with your student. Get a Verb EXTRA ACTIVITY (if time permits):
chart II Handout. Instruct the student to complete • Verb chart PAIR students. Give each pair a Verb
the chart with past participles, then study the chart, chart II Handout. Instruct students to complete the
then cut it up and try to put the words in the chart with past participles. Then study the chart.
correct categories again. Then cut it up and try to put the words in the
correct categories again.

Real Life
• PAIR UP with your student. Read the first step • PAIR students. Read the first step aloud. As
aloud. Check his/her applications. Consider writing students check each other’s applications, circulate
errors on the board and discussing. and answer questions. Consider writing recurring
• Read the second step aloud. Model the example errors on the board and discussing as a class.
dialogue with the student. Then role play and • Read the second step aloud. Model the example
interview, with you as the hiring manager. dialogue with a student. As students talk, circulate
and offer encouragement. OPTION: Have
J. Activity volunteers perform their conversation for the class.
• Read the first part of the directions aloud: Read
Victor’s goals. Which goals has he accomplished? J. Activity
Point to the list of Victor’s Job Search Goals. Ask • Read the first part of the directions aloud: Read
comprehension questions about the goals: What do Victor’s goals. Which goals has he accomplished?
the checkmarks mean? What do the boxes mean? What’s Point to the list of Victor’s Job Search Goals. Ask
a “temp agency”? comprehension questions about the goals: What do
• As the student reads, check that he/she is only the checkmarks mean? What do the boxes mean? What’s
reading, not answering the questions. a “temp agency”?
• Read the rest of the directions aloud. Do an • As students read, circulate to check that they are
example together on the board. Point out the only reading, not answering the questions.
Language Note about expressions indicating time. • Read the rest of the directions aloud. Do an
Explain that giving yourself deadlines can help you example together on the board. Point out the
be more serious about your goals. Language Note about expressions indicating time.
• NOTE: You may need to explain the word deadline Explain that giving yourself deadlines can help you
(a date when you have to do something). be more serious about your goals.
• As the student works, answer questions and offer • NOTE: You may need to explain the word deadline
encouragement. Check answers. OPTION: Have (a date when you have to do something).
the student read his/her goals aloud. • As students work, circulate and offer
encouragement. Check answers individually.
Before You Go ... OPTION: Have volunteers share their goals with
• Encourage the student to ask questions about any the class.
Before You Go ...
• Encourage students to ask questions about any part

Extra! Extra!
• Read the first part of the directions aloud: Read the • Read the first part of the directions aloud: Read the
job ads. Point to the four classified ads. Point out the job ads. Point to the four classified ads. Point out the
Language Note. Language Note.
• As the student reads, check that he/she is only • As students read, circulate to check that they are
reading, not answering the questions. Ask only reading, not answering the questions. Ask
comprehension questions about the ads: How much comprehension questions about the ads.
does the cook position pay? When does the receptionist • Read the second part of the directions aloud:
job start? Underline the work experience that the jobs ask for.
• Read the second part of the directions aloud: Do the Constructions Jobs ad together. As students
Underline the work experience that the jobs ask for. Do work, circulate and offer encouragement. Check
the Constructions Jobs ad together. As the student answers together.
works, answer questions and offer encouragement. • Read the rest of the directions aloud. As students
Check answers together. work, circulate and offer encouragement. OPTION:
• Read the rest of the directions aloud. As the student Ask volunteers to tell which job they circled and
works, answer questions and offer encouragement. why.
OPTION: Ask the student to tell which job he/she
circled and why. L. Activity
• Read the directions aloud. Do an example on the
L. Activity board together. As students work, circulate and
• Read the directions aloud. Do an example on offer encouragement. Check answers individually.
the board together. As the student works, answer OPTION: Have volunteers share their sentences
questions and offer encouragement. Check answers. with the class.
OPTION: Ask the student to read his/her sentences
aloud. M. Activity
• PAIR students. Read the directions aloud. Model
M. Activity the example dialogue with a student. As students
• PAIR UP with your student. Read the directions talk, circulate and offer encouragement.
aloud. Model the example dialogue with the • Have volunteers perform the dialog for the class.
student. Then have a conversation about the jobs in
Activity K. EXTRA ACTIVITY (if time permits):
• Telephone Have students stand in a line. Whisper
EXTRA ACTIVITY (if time permits): a sentence related to the lesson to the first student.
• Telephone Whisper a sentence related to the (Example: Monique has never driven a taxi.) The
lesson to the student. (Example: Monique has never student can say, Excuse me? and you repeat one
driven a taxi..) The student can say, Excuse me? and time, but then must pass whatever message he/she
you repeat one time, but then he/she must write understood on to the next student in line. The last
whatever message he/she understood on the board. student in line says the message aloud.
Check it for accuracy with the original message.
OPTIONS: For increased difficulty, say more than
one sentence: Monique has never driven a taxi, but
she has driven a truck.

Homework

• A: Listening: Remind students that this activity requires the 5A audio CD, and that practice is the best way to
improve listening!
If you think it would be helpful to do a sample journal with the group now, do one. Remind students that it’s
okay to write words without complete sentences.
• Thank your students for their hard work in class today! Thank you! Good job! Point to something specific that
the students did well.
• Ask students to fill out an “exit ticket” before leaving (see Day 2 homework for suggestions on how to do this).
A. Listening (track 12): The job application

I’m flexible. I can work Monday through Sunday.
[1] Let’s see. I need to include my resume with this
job application. I’ve used a saw and power tools, ran a cash register
and worked in restaurants: mostly cooking, serving
I’ll add my phone number: 783-555-6402. and operating a meat cutter. I have also driven a taxi.
I need to update my address. I don’t think I’ll give my I’ll put the taxi job under history. Uptown Taxi in
email. 1078 Owl Street, Apartment 3E. Seattle. I was a driver there from March 2009 to
November 2010.
Okay, here I’ll write that I speak English. E-N-G-L-I-
S-H. Okay! That should be it!

Employment Day 6

MATERIALS MATERIALS
• Blank paper (1 sheet per student) • Blank paper (1 sheet per student)
REVIEW REVIEW
• Use the homework (Activity B) to review the • Use the homework (Activity B) to review the
present perfect and job vocabulary from Day 5. present perfect and job vocabulary from Day 5.
PAIR UP with your student. Demonstrate how you PAIR students. With a volunteer, demonstrate how
would like to discuss the homework: A: Who did you you would like them to discuss the homework: A:
interview? B: Ronaldo and Luisa. A: Has Ronaldo ever Who did you interview? B: Ronaldo and Luisa. A: Has
driven a truck? etc. OPTION: Write the dialogue on Ronaldo ever driven a truck? etc. OPTION: Write
the board. the dialogue on the board.
WARM UP WARM UP
• If the student doesn't have a job, ask questions • Ask students without jobs questions related to class:
related to class: When do you leave for class? When When do you leave for class? When do you study? What
do you study? What time? If the student has a job, time? Ask student with jobs what kinds of things
ask what kinds of things his/her boss looks for in their bosses look for in their performance. Ask lower
employee performance. Ask a lower level student level students simple yes/no questions: Is it important
simple yes/no questions: Is it important to dress well— to dress well—wear nice clothes--at your job?
wear nice clothes--at your job?

Day # Title ### Employment

A. Vocabulary: Performance A. Vocabulary: Performance
moments to absorb the chart and words. Remind moments to absorb the chart and words. Remind
the student repeat. • Pay particulat attention to words that will pose a
• Pay particulat attention to words that will pose a challenge to the students, such as appropriately, and
challenge to the student, such as appropriately, and break-down the word into syllables as necessary.
break-down the word into syllables as necessary. • Have the students look at the pictures. Ask, What’s
this? What’s that? • Point out the shaded regions of each clock to
• Point out the shaded regions of each clock to explain the time words. The first two clocks are
explain the time words. The first two clocks are not shaded, which may be confusing. Explain the
not shaded, which may be confusing. Explain the distinction between the two.
distinction between the two. • Ask, What’s today’s class about?
B. Listening (track 13): The evaluation
B. Listening (track 13): The evaluation • Read the directions aloud. After students have read
• Read the directions aloud. After the student has the evaluation form, ask comprehension questions:
read the evaluation form, ask comprehension Where does Victor work? What does “S” mean? etc.
questions: Where does Victor work? What does “S” Explain that they will hear Victor’s boss completing
mean? etc. Explain that he/she will hear Victor’s boss a performance evaluation. Play and/or read the
completing a performance evaluation. Play and/ audio. (Stop the audio after the first item and
or read the audio. (Stop the audio after the first point out the example answer.) Repeat the audio as
item and point out the example answer.) Repeat the necessary. Check answers together.
audio as necessary. Check answers together.
B. Listening (track 13): The evaluation on Friday. He needs to turn it in before 3 p.m. Poor.
Is a problem-solver. Sometimes. Satisfactory.
Employee: Victor Jin Dresses appropriately: Yes. Almost always. Satisfactory.
3-month evaluation. Is a team player. Definitely. Excellent.
Signs in and out on time: Usually. I’ll say satisfactory.
Calls in when sick or running late: Hardly ever. I’ll
say, poor.
Follows instructions: Most of the time. Satisfactory.
Has a good attitude about job: Definitely. Excellent.
Turns in paperwork when it’s due: Almost never. For
example, he always turns in his timesheet after 3 p.m.

Language Tools
C. Time expressions C. Time expressions

• This chart focuses on time expressions—some • This chart focuses on time expressions—some
referring to specific clock and calendar time and referring to specific clock and calendar time and
others referring to frequency. others referring to frequency.
• To talk about time, we use prepositions with times, • To talk about time, we use prepositions with times,
days, dates, months, and years: before (before 3:00, days, dates, months, and years: before (before 3:00,
before Friday), after (after 3:00, after Friday), at (at before Friday), after (after 3:00, after Friday), at (at
3:00), by (by 3:00, by May), around (around 3:00, 3:00), by (by 3:00, by May), around (around 3:00,
around Dec. 15th), between (between 2:00 and 3:00, around Dec. 15th), between (between 2:00 and 3:00,
between 2001 and 2002), on (on Friday). This lesson between 2001 and 2002), on (on Friday). This lesson
is primarily focused on time and days. is primarily focused on time and days.
• Frequency expressions answer the question, How • Frequency expressions answer the question, How
often? often?
student repeat. Point out the Language Note. Refer students repeat. Point out the Language Note. Refer
the student to Victor's performance evaluation on students to Victor's performance evaluation on the
the opening page and ask frequency questions: Does opening page and ask frequency questions: Does
Victor sign in and out on time? Ask time questions Victor sign in and out on time? Ask time questions
about your class: What time does this class start? about your class: What time does this class start?
When do we meet? When do we meet?
• Read the directions aloud. Do the first item • Read the directions aloud. Do the first item
together. Explain that the student is answering together. Explain that students are answering about
about himself/herself, but can make up answers. themselves, but they can make up answers.
• As the student works, answer questions and offer • As students work, circulate and offer
encouragement. Check answers together. encouragement. Check answers together.

Real Life
• Read the first part of the directions aloud. Read the • Read the first part of the directions aloud. Read the
email Victor wrote to his boss. After students finish email Victor wrote to his boss. After students finish
reading, ask comprehension questions: What’s reading, ask comprehension questions: What’s
Victor’s boss’s name? Why is Victor writing her an Victor’s boss’s name? Why is Victor writing her an
email? etc. email? etc.
• Then read the rest of the directions aloud. Go over • Then read the rest of the directions aloud. Go over
the example together. As the student works, answer the example together. As students work, circulate
together.
G. Activity
G. Activity • Read the directions aloud. As students work,
• Read the directions aloud. As the student works, circulate and offer encouragement. Check answers
answer questions and offer encouragement. Check individually. OPTION: Have volunteers read their
answers. OPTION: Have the student read his/her emails to the class.
email aloud.
H. Culture Tip!
H. Culture Tip! • Have students read the culture tip to themselves.
• Have the student read the culture tip to himself/ Then you or a student read the tip aloud.
herself. Then you or the student read the tip aloud. Ask students if they agree that the topics are
Ask the student if he/she agrees that the topics are inappropriate at work. Why? Ask about "taboo"
inappropriate at work. Why? Ask about "taboo" work topics in their countries.
work topics in his/her country.
EXTRA ACTIVITY (If time permits)
EXTRA ACTIVITY (If time permits) • Introduce the word so and its many meanings:
• Introduce the word so and its many meanings: VERY
VERY • I’m so excited.
• I’m so excited. • I’m so hungry.
• I’m so hungry. As a FILLER
As a FILLER • So, where are you going?
• So, where are you going? And, the result is...
And, the result is... • The power went out, so our house has no electricity.
• The power went out, so our house has no electricity. • I didn’t eat this morning, so I’ll have a big lunch.
• I didn’t eat this morning, so I’ll have a big lunch. As part of a phrase
As part of a phrase • I think so.
• I think so.

Real Life
• Read the directions aloud. Point out the Language • Read the directions aloud. Point out the Language
Note. As the student works, answer questions and Note. As students work, circulate and offer
offer encouragement. Check answers with your encouragement. Check answers together. OPTION:
student. OPTION: Follow up with inference Follow up with inference questions: How was Sherry
questions: How was Sherry feeling when she wrote feeling when she wrote this journal entry? What kind of
this journal entry? What kind of person do you think person do you think Sherry is?
Sherry is?
J. Activity
J. Activity • PAIR students. Read the directions aloud. Point out
• PAIR UP with your student. Read the directions the Language Note. Model the example dialogue
aloud. Point out the Language Note. Model the with a student. As students talk, circulate and
example dialogue with the student. Then have a offer encouragement. OPTION: Have volunteers
conversation about Sherry's situation. perform their conversation for the class.
Before You Go ... Before You Go ...

• Encourage the student to ask questions about any • Encourage students to ask questions about any part
part of the lesson he/she didn’t understand. of the lesson they didn’t understand.
• Dictation. Tell the student that you are going to • Dictation. Tell the students that you are going to
tell a story about an employee. The student should tell a story about an employee. They should listen
listen closely because you will have questions about closely because you will have questions about the
the story. Use target words from the lesson. Repeat story. Use target words from the lesson. Repeat
the story as necessary. Story example: James is a the story as necessary. Story example: James is a
good employee. He always signs in and out on good employee. He always signs in and out on
time. He usually calls in when he’s sick or running time. He usually calls in when he’s sick or running
late. He follows instructions most of the time. But he late. He follows instructions most of the time. But he
hardly ever turns in paperwork when it’s due. And he hardly ever turns in paperwork when it’s due. And he
doesn’t always have a good attitude about the job. He doesn’t always have a good attitude about the job. He
dresses appropriately. And he is a good problem-solver. dresses appropriately. And he is a good problem-solver.
Question examples: Is James a poor, satisfactory, or Question examples: Is James a poor, satisfactory, or
excellent employee? What things does his boss say he excellent employee? What things does his boss say he
does well? What doesn’t he do well? does well? What doesn’t he do well?
• Then explain that you want the student to write the • Then explain that you want the students to write
story as you tell it. Give the student a sheet of paper. the story as you tell it. Each student needs a sheet
• Follow this procedure for dictation exercises: of paper. Teacher reads the story once while the
• Teacher reads the story once while the student just students just listen.
listens. • Teacher reads the story again (repeating each
• Teacher reads the story again (repeating each sentence twice), as the students write.
sentence twice), as the student writes. • Finally, the teacher reads the whole story slowly so
• Finally, the teacher reads the whole story slowly so that the students can make corrections, additions,
that the student can make corrections, additions, etc.
etc. • Have the students take turns writing the story on
• Have the student write the story on the board to the board to check their work.
check his/her work.

Extra! Extra!
K. Activity
K. Activity • Ask students what an in/out board is. Where are
• Ask the student what an in/out board is. Where are they found? What is their purpose?
they found? What is their purpose? • Read the directions aloud. As students work,
• Read the directions aloud. As the student works, circulate and offer encouragement. Check answers
answer questions and offer encouragement. Check together.
answers together.
L. Activity
L. Activity • Read the first part of the directions aloud: Read
• Read the first part of the directions aloud: Read Victor’s goals. Point to the list of Victors goal. As
Victor’s goals. Point to the list of Victors goal. As the students read, circulate to check that they are only
student reads, check that he/she is only reading. Ask reading. Ask comprehension questions: What does he
comprehension questions: What does he mean be “be mean be “be a better listener”?
a better listener”? • Read the rest of the directions aloud. Do an
• Read the rest of the directions aloud. Do an example together on the board. As students work,
example together on the board. As the student circulate and offer encouragement. Check answers
works, answer questions and offer encouragement. individually. OPTION: Have volunteers share their
Check answers. OPTION: Have the student read goals with the class.
his/her goals aloud. • Refer students back to Day 1’s lesson - sometimes
• Refer the student back to Day 1’s lesson - sometimes advanced school is relevant to achieving one’s goals!
advanced school is relevant to achieving one’s goals!
M. Activity
M. Activity • PAIR students. Read the directions aloud. Model
• PAIR UP with your student. Read the directions the example. As students talk, circulate and offer
aloud. Read the example. Then have a conversation encouragement.
about the student's job goals.

Homework

improve listening!
• B: Hello, world!: Encourage them to try at least one of the suggestions. Say, Try!
• C: Journal: Remind them that they can share their journals with you for feedback, or keep them private. If you
think it would be helpful to do a sample journal entry with your students, do one now. Remind students that
• Thank your students for their hard work in class today! Bravo! Point to something specific that the students did
well.
A. Listening (track 14): The evaluation on Friday. He needs to turn it in before 3 p.m. Poor.
Is a problem-solver. Sometimes. Satisfactory.
Employee: Victor Jin Dresses appropriately: Yes. Almost always. Satisfactory.
3-month evaluation. Is a team player. Definitely. Excellent.
Signs in and out on time: Usually. I’ll say satisfactory.
Calls in when sick or running late: Hardly ever. I’ll
say, poor.
Follows instructions: Most of the time. Satisfactory.
Has a good attitude about job: Definitely. Excellent.
Turns in paperwork when it’s due: Almost never. For
example, he always turns in his timesheet after 3 p.m.

Housing Day 7

MATERIALS MATERIALS
• Images of houses (exterior or interior, fancy or • Images of houses (exterior or interior, fancy or
plain) (3 – 4 images) plain) (3 – 4 images per pair)
• The Immigrant Guide • The Immigrant Guide (1 copy per student)
• OPTIONAL: Credit report • OPTIONAL: Credit report (1 copy per student)
• OPTIONAL: Timer • OPTIONAL: Timer
REVIEW REVIEW
• Review time expressions from Day 6. Ask the • Review time expressions from Day 6. Ask students
student about his/her habits: When do you usually get about their habits: When do you usually get up? What
up? What time do you usually go to bed? etc. time do you usually go to bed? etc.
WARM UP WARM UP
• PAIR UP with your student. Look at images of • PAIR students. Give each pair images of houses Tell
houses. Talk about what you like and don't like. them to talk about what they like and don't like.

Housing

A. Vocabulary: Real estate A. Vocabulary: Real estate
the student repeat. • Ask, What’s today’s class about?
B. Listening (track 15): The real estate agent
B. Listening (track 15): The real estate agent • Read the first step aloud. Direct students' attention
• Read the first step aloud. Direct the student's to application checklist. After students have finished
attention to application checklist. After the student reading, ask comprehension questions: What does
has finished reading, ask comprehension questions: “mo. to mo.” mean? What’s a background check? etc.
What does “mo. to mo.” mean? What’s a background • Read the second step aloud. Explain that they
check? etc. will hear a conversation between Victor and a real
• Read the second step aloud. Explain that the estate agent. Play and/or read the audio. (Stop the
student will hear a conversation between Victor audio after the first item and point out the example
and a real estate agent. Play and/or read the audio. answer.) Repeat the audio as necessary. Check
(Stop the audio after the first item and point out answers together.
the example answer.) Repeat the audio as necessary. • Go over the vocabulary from the real estate
Check answers together. checklist. Be sure to discuss confusing words, such
• Go over the vocabulary from the real estate as the kind of property and location descriptions.
checklist. Be sure to discuss confusing words, such
as the kind of property and location descriptions.
B. Listening (track 15): The real estate agent Jane: No problem. What are your other preferences?
Victor: Well, I’d like a washer and dryer. A balcony
Victor: Hi. I’m here to see Jane. would be nice. I’d like a quiet neighborhood, and I
Jane: Hi, I’m Jane. You must be Victor. have a cat.
Victor: That’s right. It’s nice to meet you. Jane: Okay, great. Now I’ll need a copy of the
Jane: Nice to meet you, too. Have a seat. documents listed here. Do you have them with you
Victor: Here’s the online application. I completed the today?
first part. Victor: I brought my i.d., a bank statement, a pay
Jane: Oh, great. I see that you’re looking for a studio stub, and three references, but I need to request a
apartment with a three-quarter bath, and you prefer credit report.
a 6-month lease. ... You’d like to live downtown, Jane: Oh, that’s easy. Please also get your credit
and you can pay between $800 and $1,300 dollars a score—we want to look at that, and you’ll bring a
month. cashier’s check after you decide on an apartment.
Victor: That’s right. However, I can only afford a Well, can I show you our listing of apartments now ...
security deposit of one month’s rent. Victor: Sure!

Language Tools
C. Punctuation: periods, question marks, and C. Punctuation: periods, question marks, and
commas commas
• This chart focuses on using correct punctuation in a • This chart focuses on using correct punctuation in a
variety of situations. variety of situations.
• On the board, write examples from the chart and • On the board, write examples from the chart and
ask the student to help you fill in the punctuation. ask students to help you fill in the punctuation.
Explain the function of each of the three kinds of Explain the function of each of the three kinds of
punctuation in the chart. punctuation in the chart.
• Read the directions aloud. As the student works, • Read the directions aloud. As students work,
answer questions and offer encouragement. Check circulate and offer encouragement. Check answers
answers together. together.
• EXPANSION: Have student read the email • EXPANSION: Have student read the emails
aloud and practice full stops with periods, correct aloud and practice full stops with periods, correct
intonation with questions, and pauses with commas. intonation with questions, and pauses with commas.

Real Life
• Read the first part of the directions aloud: Read • Read the first part of the directions aloud: Read
the letter. After the student has finished reading the the letter. After students have finished reading the
letter, ask comprehension questions: What is Equifax letter, ask comprehension questions: What is Equifax
Information Services? What does “To whom it may Information Services? What does “To whom it may
concern” mean? etc. concern” mean? etc.
• Read the rest of the directions aloud. As the student • Read the rest of the directions aloud. As students
works, answer questions and offer encouragement. work, circulate and offer encouragement. Check
Check answers together. answers together.
• EXPANSION: Throughout the chapter, have the • EXPANSION: Throughout the rest of the chapter,
student read the letter (or other material) aloud have students read the letter (or other material)
and practice full stops with periods and pauses with aloud and practice full stops with periods and
commas. pauses with commas.
aloud. Model an example dialogue with the student: an example dialogue with a student: A: What does
A: What does “SSN” mean? B: It means “Social “SSN” mean? B: It means “Social Security Number.”
Security Number.” Then have a conversation about As students talk, circulate and offer encouragement.
the questions in the list. Remind the student to Remind students to practice correct question
practice correct question intonation. intonation.
G. Culture Tip! G. Culture Tip!

• Have the student read the culture tip to himself/ • Have students read the culture tip to themselves.
herself. Then you or the student read the tip aloud. Then you or a student read the tip aloud. Ask
Ask the student about his/her experiences with volunteers about their experiences with credit scores.
credit scores. How can a bad score affect you? Point How can a bad score affect you? Point out the
out the Language Note on the next page. Language Note on the next page.
• Read The Immigrant Guide topics about credit • Read The Immigrant Guide topics about credit
reports for more information and practice. reports for more information and practice.
• EXPANSION: Bring in copies of a real credit • EXPANSION: Bring in copies of a real credit
report. (You may want to black out private report. (You may want to black out private
information.) Have the student review and ask information.) Have students review and ask
questions. questions.

Real Life
• PAIR UP with your student. Read the first part of • PAIR students. Read the first part of the directions
the directions aloud: Look at Victor’s credit score in aloud: Look at Victor’s credit score in Activity F.
Activity F. Now look at the scale below. Point out the Now look at the scale below. Point out the scale.
scale. Ask comprehension questions to be sure the Ask comprehension questions to be sure students
student understands it: Is 850 a very good score or a understand it: Is 850 a very good score or a very poor
very poor score? Read the rest of the directions aloud. score? Read the rest of the directions aloud. As
Ask, How would you describe Victor’s credit? students talk, circulate and offer encouragement.
• Read the directions aloud. Remind the student • Read the directions aloud. Remind students to look
to look at the letter in Activity E for support. As at the letter in Activity E for support.
the student works, answer questions and offer • As students work, circulate and offer
encouragement. Check the student's letter. encouragement. Check letters individually.
OPTION: Have students check letters in PAIRS.
J. Activity
aloud. Model an example dialogue with the student: • PAIR students. Read the directions aloud. Model
A: This is a good sentence, but you forgot two commas. an example dialogue with a student: A: This is a good
B: Thanks. Show me. Emphasize the need to give sentence, but you forgot two commas. B: Thanks. Show
positive as well as critical feedback. Then have a me. Emphasize the need to give positive as well as
conversation about the positives and mistakes in the critical feedback. As students talk, circulate and
letter. offer encouragement.
Before You Go ... Before You Go ...

• Remind the student that the next class is a review of • Remind students that the next class is a review of
Days 1–7 and a review test. Days 1–7 and a review test.
• Introduce the field trip lesson (Day 9). Talk about • Introduce the field trip lesson (Day 9). Talk about
the purpose (practicing English in a real life the purpose (practicing English in a real life
situation, practicing the vocabulary and grammar situation, practicing the vocabulary and grammar
that he/she has learned, etc). Make sure the student that they have learned, etc). Make sure everyone
understands the date and that you are mentioning it understands the date and that you are mentioning
now so that the student can make arrangements for it now so that they can make arrangements for
transportation. Emphasize that the next class is in transportation. Emphasize that the next class is in
the classroom, and that the field trip is the following the classroom, and that the field trip is the following
class. Consider writing days or dates so that there is class. Consider writing days or dates so that there is
no confusion. no confusion.

Extra! Extra!
• Read the directions aloud. After the student has • Read the directions aloud. After students have
read the pay stub and abbreviation definitions, ask read the pay stub and abbreviation definitions, ask
comprehension questions: What pay period is this comprehension questions: What pay period is this
pay stub for? What are “deductions”? What does “YTD” pay stub for? What are “deductions”? What does “YTD”
mean? What is the difference between gross and net mean? What is the difference between gross and net
pay? etc. pay? etc.
L. Activity L. Activity
aloud. Read the example dialogue. Then have a the example dialogue. As students talk, circulate and
conversation about where the student wants to live. offer encouragement.
• Alphabet Story – Sit across from your student. The • Alphabet Story – Sit in a circle. The first
first person says a housing-related word beginning person says a housing-related word beginning with
with the letter a (apartment, available, etc.). The the letter a (apartment, available). The next person
next person says a word beginning with b (basement, says a word beginning with b (basement, bedroom),
bedroom), and so on. OPTIONS: 1) The next and so on. OPTIONS: 1) The next person repeats
person repeats the previous words before adding a the previous words before adding a word. 2) Add a
word. 2) Add a timer for a sense of excitement. 3) timer for a sense of excitement. 3) Begin at the end
Begin at the end of the alphabet. 4) For lower level of the alphabet. 4) For lower level students, require
the student, require that the word only contain that the word only contain the letter, not begin
the letter, not begin with it. 5) For a higher level with it. 5) For a group of higher level students,
student, try to make a story: Example: Anya’s / have them try to make sentences. Example: Anya’s /
bathtub / can’t / drain. bathtub / can’t / drain.

Homework

• C: Hello, world!: Encourage them to try at least one of the suggestions. Say, Go for it!
• Thank your students for their hard work in class today! Good work! Point to something specific that the
students did well.
this).
A. Listening (track 16): The real estate agent Jane: No problem. What are your other preferences?
Victor: Well, I’d like a washer and dryer. A balcony
Victor: Hi. I’m here to see Jane. would be nice. I’d like a quiet neighborhood, and I
Jane: Hi, I’m Jane. You must be Victor. have a cat.
Victor: That’s right. It’s nice to meet you. Jane: Okay, great. Now I’ll need a copy of the
Jane: Nice to meet you, too. Have a seat. documents listed here. Do you have them with you
Victor: Here’s the online application. I completed the today?
first part. Victor: I brought my i.d., a bank statement, a pay
Jane: Oh, great. I see that you’re looking for a studio stub, and three references, but I need to request a
apartment with a three-quarter bath, and you prefer credit report.
a 6-month lease. ... You’d like to live downtown, Jane: Oh, that’s easy. Please also get your credit
and you can pay between $800 and $1,300 dollars a score—we want to look at that, and you’ll bring a
month. cashier’s check after you decide on an apartment.
Victor: That’s right. However, I can only afford a Well, can I show you our listing of apartments now ...
security deposit of one month’s rent. Victor: Sure!

Review Day 8

MATERIALS MATERIALS
• Reproducible: Injury Cards • Reproducible: Injury Cards (1 set per pair)
REVIEW REVIEW
• Review the homework and day 7 lesson. • Review punctuation from Day 7 with this
• To review puncuation, write five sentences with ICEBREAKER: Board race: Divide the class into
punctuation errors on the board. As the student to two TEAMS. With a player from each team with
make corrections. backs to the board, you write a sentence with one
punctuation mistake. When you say, “Go!” both
WARM UP players turn around. Student A has 20 seconds to
• Write on the board, Review. correct the error. If Student A doesn’t know or
• Plan to spend approximately 10 minutes on each guesses incorrectly, Student B has 10 seconds to
Day Review in order to have enough time (20 make the correction. If neither side is correct, give
minutes) for the Review Test. OPTION: Spend the the entire group an opportunity to give the correct
entire 90-minute period reviewing, and send the answer.. Continue, with Player B having the first
Review Test home as homework. shot this round.
WARM UP
• Write on the board, Review.
• Plan to spend approximately 10 minutes on each
Day Review in order to have enough time (20
minutes) for the Review Test. OPTION: Spend the
entire 90-minute period reviewing, and send the
Review Test home as homework.

Review

Day 1 Day 1
• Have the student turn to Day 1 on student book • Have students turn to Day 1 on student book page
page 2 and ask questions about the pictures: What 2 and ask questions about the pictures: What kinds
kinds of services do you find in a Financial Aid Office? of services do you find in a Financial Aid Office? Then
Then ask, What did we study on Day 1? ask, What did we study on Day 1?
A. A.
B. B.
• Read the directions aloud. Point out the x’s in the • Read the directions aloud. Point out the x’s in the
Social Security Number section. Explain that that Social Security Number section. Explain that that is
is to protect privacy and social security numbers to protect the students’ privacy and that they should
should be written only on official documents. As only share their social security numbers on official
the student works, answer questions and offer documents. As students work, circulate and offer
encouragement. Check answers with student. encouragement. Check answers together.

Review

Day 2 Day 2
page 8 and ask questions about the pictures: Which 8 and ask questions about the pictures: Which mp3
mp3 player is more expensive? etc. Then ask, What did player is more expensive? etc. Then ask, What did we
we study on Day 2? study on Day 2?
C. C.
• Read the first part of the directions aloud: Look • Read the first part of the directions aloud: Look
at your credit card statement. Ask comprehension at your credit card statement. Ask comprehension
questions: What things did you buy last month, questions: What things did you buy last month,
according to the statement? Then read the rest of according to the statement? Then read the rest of
the directions aloud. Do an example together. the directions aloud. Do an example together. As
As the student works, answer questions and offer students work, circulate and offer encouragement.
encouragement. Check answers together. Check answers together.
D. D.
• Read the directions aloud. Do the matching • Read the directions aloud. Do the matching
example together. Then look at the sentence example together. Then look at the sentence
example together. As the student works, answer example together. As students work, circulate and
questions and offer support. Check answers offer encouragement. Check answers together.
together.
5A5Teacher Book Day 8 Page 45

Review

Day 3 Day 3
page 14 and ask questions about the pictures: How 14 and ask questions about the pictures: How many
many calories are in a baked potato? etc. Then ask, calories are in a baked potato? etc. Then ask, What
What did we study on Day 3? did we study on Day 3?
E. E.
and offer encouragement. Check answers with encouragement. Check answers together.
student.
F.
F. • PAIR students. Read the directions aloud. Model
• PAIR UP with your student. Read the directions the example dialogue with a student. As students
aloud. Model the example dialogue with the talk, circulate and offer encouragement.
student. Then have a conversation about the items
in Activity E.

Review

Day 4 Day 4
page 20 and ask questions about the pictures: Have 20 and ask questions about the pictures: Have you
you ever broken a bone? etc. Then ask, What did we ever broken a bone? etc. Then ask, What did we study
study on Day 4? on Day 4?
G. G.
H. H.
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. Hand
aloud. Use Injury Cards. Model the example out Injury Cards. Model the example structure:
structure: What’s happened? Then follow the steps. What’s happened? As students talk, circulate and offer
• NOTE: While using the present perfect may seem encouragement.
awkward in this situation, the purpose of this • NOTE: While using the present perfect may seem
exercise is to work on the form of the grammar awkward in this situation, the purpose of this
topic, not so much the function. exercise is to work on the form of the grammar
topic, not so much the function.

Review

Day 5 Day 5
page 26 and ask questions about the pictures: Have 26 and ask questions about the pictures: Have you
you ever worked in an office? etc. Then ask, What did ever worked in an office? etc. Then ask, What did we
we study on Day 5? study on Day 5?
I. I.
J. J.
student. Then have a conversation about work talk, circulate and offer encouragement.
experience

Review

Day 6 Day 6
page 32 and ask questions about the pictures: What 32 and ask questions about the pictures: What is the
is the purpose of a performance evaluation? etc. Then purpose of a performance evaluation? etc. Then ask,
ask, What did we study on Day 6? What did we study on Day 6?
K. K.
• Read the directions aloud. Do an example together. • Read the directions aloud. Do an example
As the student works, answer questions and offer together. As students work, circulate and offer

Review Review

Day 7 Day 7
page 38 and ask questions about the pictures: What 38 and ask questions about the pictures: What kinds
kinds of documents do some real estate agents ask for? of documents do some real estate agents ask for? etc.
etc. Then ask, What did we study on Day 7? Then ask, What did we study on Day 7?
L. L.
• PAIR UP with your student. Read the first part • PAIR students. Read the first part of the directions
of the directions aloud. Point out the housing aloud. Point out the housing questionnaire. Ask
questionnaire. Ask comprehension questions: comprehension questions: What’s a townhome? What
What’s a townhome? What are “lease terms”? The read are “lease terms”? The read the rest of the directions
the rest of the directions aloud. After the student aloud. As students write and talk, circulate and offer
has a chance to write, talk about the preferences. encouragement.
Answer questions and offer encouragement.
M.
M. • Read the directions aloud. As students work,
• Read the directions aloud. As the student works, circulate and offer encouragement. OPTION: Have
answer questions and offer encouragement. volunteers share their ads with the class.

Review Test
Review Test (Days 1–7)

• Encourage students to read the directions and do the activities on their own. If students are anxious about the
notion of taking a test, you may want to ease their stress by doing the first item together as an example. As
students work, circulate and offer encouragement.
• Go through the directions for each of the three sections before the student starts.
• Sections A and B should take about 10 minutes total, and Section C should take about 10 minutes. If students
are unable to finish the test during the class period, you can assign it as homework.
• After students have finished, review the answers together. OPTION: Quickly check two or three advanced
students’ test, then assign those students to groups, and have students check their tests in groups. Or, review
the answers at the next class. Be sure that students make corrections and that material that was missed is
reviewed.
• Students who score 80-90% should be ready to move on. We suggest that any missed questions be reviewed.
Students who score lower than 80% should spend time reviewing the material that was missed and try the test
again, either in class or as homework.
A. Complete the sentences. Use the word box for help.

• Section A features one vocabulary item from each of the seven days (Days 1–7), in chronological order.
• You may want to have students put down their pencils at the end of Section A so that you can introduce
Section B.
B. Circle the answers.

• Sections B features grammar or pronunciation items from each of the seven days (Days 1–7), in chronological
order.
• You may want to have students put down their pencils after Section B so that you can introduce Section C. If
you are not stopping students after Section B, point out that the test continues on page 52.
C. Answer the questions.

• Section C features “real life” types of questions and activities from each of the seven days (Days 1–7), in
chronological order.
• Because the items in this section are varied, students may have more questions as they work their way through.
If a particular question is recurring, consider stopping the class, directing all students to the item, and
explaining it.
• When grading these questions, the focus should be on the target concept. Ask yourself, what is this question
testing?
Before You Go ...

• Remind students that the next class is a field trip to see a rental. Remind them to be on time and to bring
their student books and a pen. Make sure everyone has your phone number and transportation to the rental.
OPTIONS: 1) If students are traveling independently to the rental, have them turn to Day 9 and write the
rental address and directions on the page. 2) Assign Part A of p 53 as homework.
5A Teacher Book Day 8 Review Test Intro (Teacher Book Only)

Review Test
review TeST
A. Complete the sentences.

USE THESE WoRDS:
black eye calories running late worked as

credit score laptop scholarship
1. I won a $2,000 __________________. I used it for books and tuition.

2. A __________________ is usually more expensive than a desktop.
3. How many __________________ are in a can of soda?
4. He got a __________________ while playing basketball.
5. I've had a lot of jobs. I've ____________ a cook. I've painted houses. And I've driven a taxi.
6. You almost never call in when you're __________________. Please call in next time.
7. My __________________ is 800. I always pay my bills on time.
1. The bank gave ____________ a student loan. I'll pay it off after I finish school.
a. my b. I c. me
2. Which is ____________ comfortable: a backpack or a messenger bag?
a. more b. the most c. morer
3. A slice of pizza has ____________ fat. It's the cheese.
a. a lot of b. a few of c. few
4. Q: Have you ____________ broken your nose? A: No, I haven't.
a. ever b. never c. always
5. Q: Have you ever built something? A: Yes. I ____________ a table.
a. have built b. has built c. have builded
6. Q: Do you follow instructions at work? A: Yes. Almost ____________.
a. never b. always c. sometimes
7. I brought my bank statement ____________ I forgot my pay stub.
a. , or b. . and c. , but
Review Test: Days 1–7 51

Review Test
review TeST
c. Answer the questions. Write complete sentences.

1. What are some of your expenses for English class? __________________________________
_____________________________________________________________________________________
2. Which do you prefer: a desktop or a

laptop? ______________________________ calories
290
309
310
330
275
303
170
170
50
3. Look at the chart. How many calories
are in a salad with salad dressing?
1 Slice Pepperoni Pizza
1 Taco
1 Cheeseburger
1 Small French Fries
4 Chicken Nuggets
1 Salad
1 Pkg. Salad Dressing
1 Tuna Sandwhich
1 Baked Potato
_______________________________________
_______________________________________
4. Answer one of these questions:
• Have you ever broken a bone?
• Have you ever called 911? What
happened?
_____________________________________________________________________________________
_____________________________________________________________________________________
5. What's the best job you've ever had? Why did you like it?
_____________________________________________________________________________________
What's the worst job you've ever had? Why didn't you like it?
_____________________________________________________________________________________
6. Are you (or someone you know) a good employee? Complete the evaluation form
below. Circle P (poor), S (satisfactory), or
signs in / out on time P S E
E (excellent).
calls in when sick or running late P S E
follows instructions P S E
7. What are some of your housing has a good attitude about job P S E
preferences? turns in paperwork when due P S E
I'd like __________________________________ is a problem-solver P S E
dresses appropriately P S E
_______________________________________. P S E
is a team player
52 Review Test: Days 1–7

Day 9 Field Trip: To an Apartment for Rent!
MATERIALS
• Board or paper + marker
NOTE
• As you plan your field trip, keep in mind that the book’s suggestion is just that. Take your student to a location
that will be helpful for him or her in the long-run. The goal is to provide your student with the opportunity to
engage in the community in English and, in some instances, connect to resources of which he or she may not
be aware.
REVIEW
• Check to see that students have their books and pens.
• Once everyone has arrived, give an overview of the visit. It’s up to you how you want to structure it and what
other activities—games, conversation, etc.—you want to include.
• Before you have students work from the book, briefly review the activities. As students work, make yourself
available for questions. OPTION: You may want to PAIR / GROUP students.
• Although the purpose of the field trip is largely to allow students to experience English in a real-world setting
and recording “correct” answers isn’t the focus, you may want to complete the activities yourself so that you
can check student answers later.
A. Make a list of questions you’d like to ask about the apartment. Write the answers the landlord gives.
• Have students write their questions before entering the apartment. Check their questions.
• Encourage students to ask additional questions, if time permits. Be sure to clear this activity with the landlord
beforehand.
B. Ask about paperwork. Which documents are required?

• Encourage students to ask follow-up questions and to clarify answers they don't understand.
C. Complete the chart with information about the apartment.

• Encourage students to explore the apartment, if appropriate.
CONCLUSION
• At the end of the visit, you may want to discuss the students’ experience for 15 minutes or so. Review the
activities on the page generally. Ask experiential questions such as How was it? Did you understand the answers
the landlord gave you? OPTION: Review the field trip at the start of Day 10.
• After the discussion, make sure all students are accounted for and have a means for getting home. Remind
students of the date and time of the next class (Day 10).

Housing and Environment Day 10

MATERIALS MATERIALS
• Die • Dice (1 die per pair)
• Blank strips of paper (3-5) • Blanks strips of paper (1 per student)
• A hat (or similar, for drawing strips from) • A hat (or similar, for drawing strips from)
REVIEW REVIEW
• OPTION: Review the field trip experience (Day 9). • OPTION: Review the field trip experience (Day 9).
WARM UP WARM UP
• Survey the student informally about his/her "green" • Survey the students informally about their "green"
habits: Do you let the water run while you’re brushing habits: Who lets the water run while they’re brushing
your teeth? Do you water your garden in the middle of their teeth? Raise your hand. Who waters their garden
the day? Do you use flourescent bulbs? Do you recycle? in the middle of the day? Do you use flourescent bulbs?
Do you ride a bike for transportation? etc. Do you recycle? Do you ride a bike for transportation?
Raise your hand. etc.

Day # Title ### Housing and Environment

A. Vocabulary: Green habits A. Vocabulary: Green habits
B. Listening (track 17): Energy efficient
B. Listening (track 17): Energy efficient • Read the directions aloud. Play and/or read the
• Read the directions aloud. Play and/or read the audio. (Stop the audio after the first item and
audio. (Stop the audio after the first item and point out the example answer.) Repeat the audio as
point out the example answer.) Repeat the audio as necessary. Check answers together.
necessary. Check answers together. • EXTRA: Brainstorm other ways to be green at
• EXTRA: Brainstorm other ways to be green at home, such as lowering the water temperature on
home, such as lowering the water temperature on the furnace/boiler when going on a trip, or recycling
the furnace/boiler when going on a trip, or recycling and reusing products.
and reusing products.
B. Listening (track 17): Energy efficient pliances.

Sara: They’re expensive.
Sara: Dad. What do you think of my new house? Dad: They pay for themselves in a couple of years.
Dad: I think it’s great. But it could be more energy Sara: Okay. What else?
efficient. Dad: You shouldn’t let the water run while brushing
Sara: How? your teeth.
Dad: Well, you could cover your windows with Sara: I know that, Dad.
curtains or shades. That would keep it warmer in the Dad: Finally, you must program your thermostat to
winter and cooler in the summer. go on and off at a set temperature.
Sara: Wow. Really? Sara: Thanks. Anything else?
Dad: Uh-huh. Also, you should seal the gaps around Dad: You shouldn’t leave lights and electronics on
the windows and doors. while you’re out or asleep.
Sara: Right. Sara: I know that, too, Dad.
Dad: Even better, you could buy energy-efficient ap-

Language Tools
C. Advice words C. Advice words

• This chart focuses on language used to give advice. • This chart focuses on language used to give advice.
• The structure for giving advice is subject + advice • The structure for giving advice is subject + advice
word + base form of verb (+ other information): You word + base form of verb (+ other information): You
should turn down the heater at night. should turn down the heater at night.
• Read the items in the grammar chart and have • Read the items in the grammar chart and have
the student repeat. Then refer the student to the students repeat. Then refer students to the pictures
pictures on the opening page and ask about various on the opening page and ask about various
scenarios: Imagine that your electric bill is really high. scenarios: Imagine that your electric bill is really high.
What should you do? etc. What should you do? etc.
• NOTE: These advice words are known as modal • NOTE: These advice words are known as modal
verbs. verbs.
the conversation together. activity, have them practice the conversation in
• Talk about the information in the blue box. What PAIRS.
are ways to make a home more energy efficient? • Talk about the information in the blue box. What
(See the questions from the review section, at the are ways to make a home more energy efficient?
beginning of this unit in the teacher book.) (See the questions from the review section, at the
beginning of this unit in the teacher book.)

Real Life
• Read the first part of the directions aloud: Sara took • Read the first part of the directions aloud: Sara took
her dad’s advice. Look at the changes in her utility her dad’s advice. Look at the changes in her utility
bills. Point out the Language Note. Point to the bar bills. Point out the Language Note. Point to the bar
graph. Ask the student comprehension questions graph. Ask students comprehension questions about
about the information in the graph: How much was the information in the graph: How much was her gas
her gas bill before? etc. bill before? etc.
• Read the rest of the directions aloud. Go over the • Read the rest of the directions aloud. Go over the
example together. Point out the Language Note. example together. Point out the Language Note.
F. Culture Tip! F. Culture Tip!

herself. Then you or the student read the tip Then you or a student read the tip aloud. Ask
aloud. Ask the student about any rebates he or students about any rebates they've gotten. Ask
she has gotten. Ask about the efficiency of his/her about the efficiency of their appliances. Talk about
appliances. Talk about the pros and cons of trying to the pros and cons of trying to live "green" (more
live "green" (more expensive initially, pays off in the expensive initially, pays off in the long run, etc.).
long run, etc.).

Real Life
• PAIR UP with your student. Together read the • PAIR students. Instruct them to read the game
game board and check that all of the statements are board and check that all of the statements are clear.
clear. Point out the speech bubble and Language Point out the speech bubble and Language Note.
Note. • Give out dice. Read the directions aloud. Model the
• Give out a die. Read the directions aloud. Model example dialogue with a student. As students play,
the example dialogue with the student. As you play, circulate and offer encouragement.
answer questions and offer encouragement.
Before You Go ...
Before You Go ... • Encourage students to ask questions about any part

Extra! Extra!
I. Listening (track 18): Energy efficient I. Listening (track 18): Energy efficient
• Read the directions aloud. Play and/or read the • Read the directions aloud. Play and/or read the
audio. (Stop the audio after the first item and audio. (Stop the audio after the first item and
point out the example answer.) Repeat the audio as point out the example answer.) Repeat the audio as
necessary. Check answers together. necessary. Check answers together.
aloud. Read the example dialogue. Then have a the example dialogue. As students talk, circulate and
conversation about being green. offer encouragement.
• Memory 2 Hand out blank strips of paper. Tell the • Memory 2 Hand out blank strips of paper. Have
student to write problems—real or imagined— students write a problem—real or imagined—on
on the strips. At the same time, you write real the strip. The problem can be anything, from
or imagine problems on a couple of strips. The relationships, to finances, to work-related. Then
problem can be anything, from relationships, to collect the problems in a hat. PAIR students. You
finances, to work-related. The student draws a draw a problem from the hat and read it to the class.
problem from a hat and reads it aloud. The student Pairs have three minutes to come up with a solution
has three minutes to come up with a solution (using (using the targets should, shouldn’t, etc.). Students
the targets should, shouldn’t, etc.). The student present their advice. The author of the problem
presents his/her advice. Then repeat with the next chooses the best advice. Then repeat with the next
problem. problem.
I. Listening (track 18): Energy efficient Sara: They’re expensive.

Dad: They pay for themselves in a couple of years.
Sara: Dad. What do you think of my new house? Sara: Okay. What else?
Dad: I think it’s great. But it could be more energy Dad: You shouldn’t let the water run while brushing
efficient. your teeth.
Sara: How? Sara: I know that, Dad.
Dad: Well, you could cover your windows with Dad: Finally, you must program your thermostat to
curtains or shades. That would keep it warmer in the go on and off at a set temperature.
winter and cooler in the summer. Sara: Thanks. Anything else?
Sara: Wow. Really? Dad: You shouldn’t leave lights and electronics on
Dad: Uh-huh. Also, you should seal the gaps around while you’re out or asleep.
the windows and doors. Sara: I know that, too, Dad.
Sara: Right.
Dad: Even better, you could buy energy-efficient
appliances.

Homework

improve listening!
• B: Hello, world!: Encourage them to try at least one of the suggestions. Say, Be brave!
• C: Journaling: Remind them that they can share their journals with you for feedback, or keep them private.
• Thank your students for their hard work in class today! Keep up the good work! Point to something specific that
A. Listening (track 19): Energy efficient Do you dry your clothes in the sun when it’s warm
outside?
Green Living Quiz. Do you pick up litter?
Are you “green”? What’s your score?
Do you turn off the water while you’re brushing your

teeth?
Do you buy energy-efficient light bulbs?
Do you close the curtains on very cold or very hot
days?
Do you turn off lights when you leave the house?
Do you have your thermostat on a timer?
Do you walk or ride your bike to work and class?
Do you recycle?

Money and Housing Day 11

MATERIALS MATERIALS
• Tools and materials items mentioned in the lesson • Tools and materials items mentioned in the lesson
• Fly swatter (1) • Fly swatters (2)
• OPTIONAL: Timer • Reproducible: Practice checks
• Reproducible: Practice checks
REVIEW REVIEW
• Review green vocabulary and advice words from • Review green vocabulary and advice words from
Day 10. Tell the student about a house-related Day 10. Tell students about a house-related problem
problem you have. Ask for advice. you have. Ask for their advice.
WARM UP WARM UP
• Present various tools and materials related to the • Present various tools and materials related to the
lesson vocabulary. Say, This is mine. What’s this lesson vocabulary. Say, This is mine. What’s this
called, anyone know? Is this hammer mine? Or is it called, anyone know? Is this hammer mine? Or is it
yours? Right, it’s mine, thanks. etc. yours? Right, it’s mine, thanks. etc.

Money and Housing

A. Vocabulary: Tools and materials A. Vocabulary: Tools and materials
B. Listening (track 20): Whose hammer is that?
B. Listening (track 20): Whose hammer is that? • Read the directions aloud. Play and/or read the
• Read the directions aloud. Play and/or read the audio. (Stop the audio after the first item and
audio. (Stop the audio after the first item and point out the example answer.) Repeat the audio as
point out the example answer.) Repeat the audio as necessary. Check answers together.
necessary.
B. Listening (track 20): Whose hammer is that? Peg: They’re ours.

6. Sara: Is this our ladder?
1. Sara: Whose hammer is that? Peg: No. Ours is old. That’s David and Marta’s.
Peg: That’s mine. Theirs is new.
2. Sara: Whose screwdriver is this? David’s?
Peg: Yes, that’s his. I have yours.
3. Sara: Whose safety goggles are these?
David: They’re Peg’s.
4. Sara: Are you sure they’re not yours?
David: Yes, I’m sure. They’re hers.
5. Sara: Whose screws are those?
5A Teacher Book Day 11Page 60

Language Tools
C. Possessive adjectives and possessive pronouns C. Possessive adjectives and possessive pronouns
• This chart focuses on possessive adjectives (my, • This chart focuses on possessive adjectives (my,
your, her, his, our, their) and possessive pronouns your, her, his, our, their) and possessive pronouns
(mine, yours, hers, his, ours, theirs). The difference is (mine, yours, hers, his, ours, theirs). The difference is
that possessive adjectives are followed by a thing, that possessive adjectives are followed by a thing,
possessive pronouns are not—they stand alone: possessive pronouns are not—they stand alone:
That’s my hammer. / That’s mine. That’s my hammer. / That’s mine.
student repeat. Point out the Language Notes. Then students repeat. Point out the Language Notes.
ask questions about the objects around the room: Then ask questions about the objects around the
Whose notebook is this? etc. room: Whose notebook is this? etc.
• EXPANSION: Demonstrate the different sounds • EXPANSION: Demonstrate the different sounds
of there, they’re, versus their, and there’s versus theirs. of there, they’re, versus their, and there’s versus theirs.
Most speakers make no distinction, therefore Most speakers make no distinction, therefore
students must rely on content (surrounding students must rely on content (surrounding
information) to understand which form is being information) to understand which form is being
used. used.
D. Listening (track 21): Whose hammer is that? D. Listening (track 21): Whose hammer is that?
• Read the directions aloud. Read the directions • Read the directions aloud. Have students complete
aloud with the student. Have student complete the conversations, then play and/or read the audio
the conversations, then play the audio so that he/ so that students can check their answers. Finally,
she can check the answers. Finally, check answers check answers together.
together. • EXPANSION: After students have checked the
• EXPANSION: After checking the activity, practice activity, have them practice the Q&As in PAIRS.
the Q&As in together.
E. Activity
E. Activity • Read the directions aloud. Go over the example
• Read the directions aloud. Go over the example together. As students work, circulate and offer
together. As the student works, answer questions encouragement. Check answers together.
and offer encouragement. Check answers together.
D. Listening (track 21): Whose hammer is that? Peg: They’re ours.

6. Sara: Is this our ladder?
1. Sara: Whose hammer is that? Peg: No. Ours is old. That’s David and Marta’s.
Peg: That’s mine. Theirs is new.
2. Sara: Whose screwdriver is this? David’s?
Peg: Yes, that’s his. I have yours.
3. Sara: Whose safety goggles are these?
David: They’re Peg’s.
4. Sara: Are you sure they’re not yours?
David: Yes, I’m sure. They’re hers.
5. Sara: Whose screws are those?
5A Teacher Book Day 11Page 61

Real Life
answers together. OPTION: Have the student read together. OPTION: Have volunteers read their
his/her description aloud. descriptions aloud.
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. Do
aloud. Do an example together. Then help the one example together as a class. As students talk,
student identify materials needed to fix the problem. circulate and offer encouragement.
• PAIR UP with your student. Read the first step • PAIR students. Read the first step aloud. Direct
aloud. Direct the student's attention to the images. students' attention to the images.
• Read the second step aloud. Point out the prices. • Read the second step aloud. Point out the prices.
Instruct the student to total the prices and write the Instruct students to total the prices and write the
total on the line. total on the line.
• Get Practice Checks. Have student write a check for • Pass out Practice Checks. Have students write a
the project. check for the project.
encouragement. Check answers. encouragement. Check answers individually.
I. Culture Tip! I. Culture Tip!

herself. Then you or the student read the tip aloud. Then you or a student read the tip aloud. Start a
Start a discussion about borrowing tools versus discussion about borrowing tools versus buying: Do
buying: Do you prefer to borrow tools or buy them? Do you prefer to borrow tools or buy them? Do you ever
you ever loan your tools to neighbors? friends? family? loan your tools to neighbors? friends? family?

Real Life
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. Ask
aloud. Ask comprehension questions about the comprehension questions about the receipt: What
receipt: What does “Qty” mean? What’s the most does “Qty” mean? What’s the most expensive item on
expensive item on the receipt? What does $7.97 the receipt? What does $7.97 represent? etc.
represent? etc. • Explain that there are mistakes in the receipt, and
• Explain that there are mistakes in the receipt, and that every pair will find different mistakes, based on
that every pair will find different mistakes, based on the items they circled in Activity H.
the items circled in Activity H. • As students talk, circulate and offer encouragement.
• NOTE: Remind the student to keep receipts for Review answers individually.
purchases in case items need to be returned or • NOTE: Remind the students to keep receipts for
exchanged. Now may be a good time to talk about purchases in case items need to be returned or
general return/exchange policies. Many students exchanged. Now may be a good time to talk about
may come from countries where it is not possible to general return/exchange policies. Many students
return a purchase. may come from countries where it is not possible to
return a purchase.
K. Activity
• PAIR UP with your student. Read the directions K. Activity
aloud. As the student writes, answer questions and • PAIR students. Read the directions aloud.
offer encouragement. Practice the conversation As students write and talk, circulate and offer
together. encouragement. OPTION: Have volunteers
• EXPANSION: Invite the student to share stories perform their conversation for the class.
about returning items. • EXPANSION: Invite students to share stories about
returning items.
Before You Go ...
• Encourage the student to ask questions about any Before You Go ...

Extra! Extra!
• Read the directions aloud. Ask the student to give • Read the directions aloud. Ask students to give
definitions in his/her own words. definitions in their own words.
• NOTE: Point out that loan also means an amount • NOTE: Point out that loan also means an amount
of money that you borrow from an institution. of money that you borrow from an institution.
• NOTE: Point out that loan = lend and loaned = lent. • NOTE: Point out that loan = lend and loaned = lent.
In more formal language circles, loan may be strictly In more formal language circles, loan may be strictly
considered a noun, and lend a verb. But, students considered a noun, and lend a verb. But, students
should understand both words. should understand both words.
• A good mnemonic is: • A good mnemonic is:

borrow goes to you borrow goes to you

lend goes to someone else lend goes to someone else
M. Activity M. Activity
aloud. Read the example dialogue. As the student the example dialogue. As students talk, circulate and
writes, answer questions and offer encouragement. offer encouragement. OPTION: Have volunteers
• Then practice the conversation together. perform their conversation for the class.
N. Activity N. Activity
• Read the directions aloud. Point out the Language • Read the directions aloud. Point out the Language
Note. Note.
O. Activity O. Activity
aloud. Read the example. Then have a conversation the example. As students talk, circulate and offer
about cashier mistakes. encouragement.
• Fly swatter Write the vocabulary on the board: • Fly swatter Write the vocabulary on the board:
hammer, replace the glass, etc. With the student hammer, replace the glass, etc. Divide the class into
at the board, fly swatter in hand, you call out a two TEAMS. Have the first competing pair of
definition (You use this to hit a nail). The student students stand at the board, fly swatters in hand.
tries to swat the correct word quickly. OPTION: You call out a definition (You use this to hit a nail),
Use a timer for a sense of excitement. and students try to be the first to swat the correct
word.

Homework

improve listening!
A. Listening (track 22): Prices 5. Give me $3,300 and I’ll do it for you!
1. Wow! This is a great drill for only $189.19 6. So, this set of blades is $1,040.44 and they come
with lifetime replacement?
2. It’s going to cost us $4,400 to replace all of our
broken windows. 7. It’s not just a leaky faucet! Our pipes are broken!
The repair is going to be $3,160.15.
3. The power saw for one week is only $60.17.
8. He said he could patch the drywall in 3 hours
4. Hmm… If we just replace the glass, it will only for only $111.
cost $60.66.

Laws and Transportation Day 12

MATERIALS MATERIALS
• 2 blank strips of paper • Blank strips of paper (1 per student)
REVIEW REVIEW
• Review possessive pronouns from Day 11 by asking • Review possessive pronouns from Day 11 by asking
students about ownership of objects around the students about ownership of objects around the
room: Whose pen is this? Whose jacket is that? etc. room: Whose pen is this? Whose jacket is that? etc.
WARM UP WARM UP
• Ask, Who drove to class today? Where did you park? • Ask, Who drove to class today? Where did you park?
Ask if student has ever gotten a parking ticket. Ask if anyone has ever gotten a parking ticket. What
What happened? happened?

Day # Title ### Laws and Transportation

A. Vocabulary: Parking A. Vocabulary: Parking
moments to absorb the signs and words. Remind moments to absorb the signs and words. Remind
the student repeat. • Have the student look at the signs. Ask, What’s this?
• Have the student look at the signs. Ask, What’s this? What’s that?
What’s that? • Ask, What’s today’s class about?
B. Listening (track 23): Why?
B. Listening (track 23): Why? • Read the first part of the directions aloud: Read
• Read the first part of the directions aloud: Read the signs. Ask comprehension questions: What does
the signs. Ask comprehension questions: What does “unauthorized” mean? Who can park in front of this
“unauthorized” mean? Who can park in front of this sign?
sign? • Then read the rest of the directions aloud. Play
• Then read the rest of the directions aloud. Play and/ and/or read the audio. (Stop the audio after the
or read the audio. (Stop the audio after the first item first item and point out the answer with the help of
and do an example with the student.) Repeat the the students.) Repeat the audio as necessary. Check
audio as necessary. Check answers together. answers together.
B. Listening (track 23): Why? 5. A: Why can’t I park here?

B: Because you don’t work here.
1. A: Why can’t we park here?
B: Because it’s a no-parking zone. 6. A: Why can’t we park here?
B: Because the movie will last at least two hours.
2. A: Oh no. A ticket.
B: Why did we get a ticket? 7. A: Why is it illegal to park here?
A: Because this is a fire lane. B: Because people walk here.
3. A: Can we park here? 8. A: Why is parking here illegal?

B: No. B: Because the trash truck parks here.
A: Why?
B: Because that space is for handicapped people. 9. A: Why did you get a ticket?
B: Because I was parked here for 35 minutes.
A: Hm. Good thing they didn’t tow your car!
4. A: Why can’t I park here?
B: Because it’s my driveway!

Language Tools
C. Why? Because … C. Why? Because …

• This chart focuses on questions with Can and Why • This chart focuses on questions with Can and Why
and explanations with Because. and explanations with Because.
• We use can is used to ask permission: Can I park • We use can is used to ask permission: Can I park
here? While may is more formal and more polite, can here? While may is more formal and more polite, can
is more common. The structure is Can + subject + is more common. The structure is Can + subject +
verb ( + other information): Can you move your car, verb ( + other information): Can you move your car,
please? please?
• We use why to ask about the cause or reason behind • We use why to ask about the cause or reason behind
something. The structure is the same as a yes/no something. The structure is the same as a yes/no
question, but beginning with Why + did you get a question, but beginning with Why + did you get a
ticket? ticket?
• We use because to explain the cause or reason behind • We use because to explain the cause or reason behind
something. The examples in the chart are short something. The examples in the chart are short
answers—incomplete sentences. The structure of answers—incomplete sentences. The structure of
a short answer is Because + subject + verb (+ other a short answer is Because + subject + verb (+ other
information): Because I blocked the dumpster. information): Because I blocked the dumpster.
student repeat. Direct the student's attention back students repeat. Direct students' attention back to
to the signs on the lesson opener and, pointing to a the signs on the lesson opener and, pointing to a
sign, remind the students of the situation from the sign, remind the students of the situation from the
audio conversations (or make up a new situation) audio conversations (or make up a new situation)
and say, It’s 9 a.m. on a Thursday. Why can’t they park and say, It’s 9 a.m. on a Thursday. Why can’t they park
there? etc. there? etc.
the Q&As together. activity, have them practice the Q&As in PAIRS.

Real Life
• PAIR UP with your student. Read the first • PAIR students. Read the first part of the directions
part of the directions aloud: Read the signs. Ask aloud: Read the signs. Ask comprehension questions
comprehension questions about the signs: What’s about the signs: What’s a loading zone? What does
a loading zone? What does “24-hour access required” “24-hour access required” mean? etc.
mean? etc. • Read the rest of the directions aloud. Model the
• Read the rest of the directions aloud. Model the example dialogue with a student. As students talk,
example dialogue with the student. Then have a circulate and offer encouragement.
conversation about the other signs.
G. Culture Tip!
G. Culture Tip! • Have students read the culture tip to themselves.
• Have the student read the culture tip to himself/ Then you or a student read the tip aloud. Ask Why
herself. Then you or the student read the tip aloud. do you think it’s illegal to leave children alone in a car?
Ask Why do you think it’s illegal to leave children Ask students what they would do if they saw a child
alone in a car? Ask what the student would do if he/ left in a car alone, or an animal in a car on a hot
she saw a child left in a car alone, or an animal in a day. Talk about the laws in your state.
car on a hot day. Talk about the laws in your state.

Real Life
of the directions aloud. Write a partial example on aloud. Write a partial example on the board: Last
the board: Last summer I got a parking ticket, and summer I got a parking ticket, and I learned an
I learned an important lesson. That morning I was important lesson. That morning I was late for a doctor’s
late for a doctor’s appointment, so I parked without appointment, so I parked without looking at the sign.
looking at the sign. I came out two hours later and I came out two hours later and saw the ticket. It was
saw the ticket. It was for $120! I was parked in an for $120! I was parked in an ambulance parking zone!
ambulance parking zone! … Be sure to use structures … Be sure to use structures the students are already
the students are already familiar with. familiar with.
• Then read the rest of the directions aloud. Model • Then read the rest of the directions aloud. Model
the example dialogue with the student. Then have a the example dialogue with a student. As students
conversation about getting a parking ticket. talk, circulate and offer encouragement.
• EXTENSION: Ask the student if he/she has ever • EXTENSION: Ask students if they’ve ever had their
had their car towed. If so, let him/her elaborate. car towed. If so, let them elaborate.
• Read the first part of the directions aloud. Ask • Read the first part of the directions aloud. Ask
comprehension questions: Where do you find this comprehension questions: Where do you find this
kind of sign? What does “rate” mean? etc. kind of sign? What does “rate” mean? etc.
• Read the rest of the directions aloud. Do the first • Read the rest of the directions aloud. Do the first
question together. As the student works, answer question together. As students work, circulate and
questions and offer encouragement. Check answers offer encouragement. Check answers together.
together. • NOTE: Talk about how we say 2 1/2 hours (two and
• NOTE: Talk about how we say 2 1/2 hours (two and a half hours, not two hours and a half). How do you
a half hours, not two hours and a half). How do you say 4 1/2 hours? 8 1/2? 10 1/2?
say 4 1/2 hours? 8 1/2? 10 1/2?
Before You Go ...

Extra! Extra!
• Read the directions aloud. Point out the • Read the directions aloud. Point out the
Language Note. Language Note.
• Do an example together. As the student works, • Do an example together. As students work,
answer questions and offer encouragement. circulate and offer encouragement. Check
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. As
aloud. Ask questions and have the student answer students talk, circulate and offer encouragement.
the list of questions. Take turns asking and answering questions as a
way to check answers together.
L. Activity
• PAIR UP with your student. Read the L. Activity
directions aloud. Read the example. Then have a • PAIR students. Read the directions aloud.
conversation about traffic tickets. Model the example. As students talk, circulate
and offer encouragement.
• Why? Because. Give yourself and the student a strip EXTRA ACTIVITY (if time permits):
of paper. Each partner writes a “Why” question • Why? Because. Give each student a strip of paper.
about parking (Why can’t I park in a loading zone?). Have the students write “Why” questions about
Then exchange strips. Turn over the slip and write a parking (Why can’t I park in a loading zone?). Then
Because answer. Pass back each checks the question have the students pass their slips to the right.
and answer for correctness. Students turn over the slip and write a Because
answer. Then students pass their slips to the right
again and the third student checks the question and
answer for correctness.

Homework

• A: Listening: Remind students that this activity requires the 5A audio CD, and that practice is the best
• D: Journaling: Remind them that they can share their journals with you for feedback, or keep them
private. If you think it would be helpful to do a sample journal with the group now, do one. Remind
students that it’s okay to write words without complete sentences.
this).
A. Listening (track 24): Why? B: Because that space is for handicapped people.
1. A: Why can’t we park here? 4. A: Why can’t I park here?

B: Because there’s no parking on Fridays. That’s when B: Because it’s my driveway!
they clean the streets.
2. A: Oh no. A ticket.
B: Why did we get a ticket?
A: Because this is a fire lane.
3. A: Can we park here?

B: No.
A: Why?

Transportation Day 13

MATERIALS MATERIALS
• OPTIONAL: Timer
REVIEW REVIEW
• Use the homework from Day 12 (Activity B) to • Use the homework from Day 12 (Activity B) to
review Can, Why, and Because. review Can, Why, and Because.
WARM UP WARM UP
• Draw a simple map on the board with a compass • Draw a simple map on the board with a compass
(north, south, east west). Put the school and a four (north, south, east west). Put the school and a four
other landmarks on the map, one in each direction other landmarks on the map, one in each direction
from the school, within one block. Then ask from the school, within one block. Then ask
student, How do I get to the __ from here? How do students, How do I get to the __ from here? How do
I get to the school from the ___? etc. Elicit responses I get to the school from the ___? etc. Elicit responses
such as Walk one block south. / Go one block east. etc. such as Walk one block south. / Go one block east. etc.
OPTION: Provide the prompt on the board: Walk OPTION: Provide the prompt on the board: Walk
___ block ___. ___ block ___.

Transportation

A. Vocabulary: Directions A. Vocabulary: Directions
moments to absorb the map and words. Remind moments to absorb the map and words. Remind
the student repeat. • Have the student look at the map. Ask, What’s this?
• Have the student look at the map. Ask, What’s this? What’s that?
What’s that? • Ask, What’s today’s class about?
B. Listening (track 25): Driving
B. Listening (track 25): Driving • Read the first part of the directions aloud: Look at
• Read the first part of the directions aloud: Look at the map and words in the box. Point out the map.
the map and words in the box. Point out the map. Ask comprehension questions: Is ___ north or south
Ask comprehension questions: Is ___ north or south of ___? Which highway goes through ___? etc.
of ___? Which highway goes through ___? etc. • Explain that students are going to hear a phone
• Explain that the student are going to hear a phone conversation between Sara and her grandmother.
conversation between Sara and her grandmother. Read the next part of the directions aloud: Listen
Read the next part of the directions aloud: Listen How long will it take Sara to get to her grandmother’s
How long will it take Sara to get to her grandmother’s house from the airport? Play and/or read the audio.
house from the airport? Play and/or read the audio. Repeat the audio as necessary. Check the answers
Repeat the audio as necessary. Check the answers together.
together. • Read the rest of the directions aloud: Listen again.
• Read the rest of the directions aloud: Listen again. Circle the instructions Sara’s grandmother gives. Point
Circle the instructions Sara’s grandmother gives. Point out the box with items 1 – 4. Play and/or read the
out the box with items 1 – 4. Play and/or read the audio. Repeat the audio as necessary. Check answers
audio. Repeat the audio as necessary. Check answers together.
together.
B. Listening (track 25): Driving Grandma Jean: You’ll be on I-435 for a long time.
Sara: How long?
Sara: Hi Grandma Jean. I’m at the airport. Grandma Jean: About 30 minutes.
Grandma Jean: Hi Sara! How was your flight? Sara: Okay.
Sara: It was long! I’m excited to see you. I rented a car Grandma Jean: When you get to I-70, go west.
and am ready to go. How far is your house from here? Sara: West on I-70. Okay.
Grandma Jean: It’s about 120 miles from the airport. Grandma Jean: Then take Exit 202.
Sara: How long will it take to get there? Sara: Okay.
Grandma Jean: It’ll take about two hours. Grandma Jean: Oh, when you get on I-70, you’ll have
Sara: Could you give me directions? to stop at the toll plaza and get a ticket. Then when
Grandma Jean: Sure. Take Interstate 29 north. It’s also you get off the interstate in Lawrence, you’ll have to
called Highway 71. pay the toll. I think it’s about $3.
Sara: Okay. Sara: Oh, thanks. See you in two hours!
Grandma Jean. At I-435, go south.
Sara: South on I-435. Okay.

Language Tools
C. How far, How long C. How far, How long

• This chart focuses on questions related to travel. • This chart focuses on questions related to travel.
While there are many different ways to ask about While there are many different ways to ask about
distance, travel time, and directions, these are three distance, travel time, and directions, these are three
of the most common forms. How far … and How of the most common forms. How far … and How
long can be answered with a single word or short long can be answered with a single word or short
answer, while How do I get to … requires a long answer, while How do I get to … requires a long
answer, usually in imperative (Go … Take … Turn answer, usually in imperative (Go … Take … Turn
…) form. …) form.
student repeat. Then direct the student's attention students repeat. Then direct students' attention to
to the map on the lesson opener and ask various the map on the lesson opener and ask various forms
forms of the questions about places on the map: of the questions about places on the map: How do I
How do I get from ___ to ___? How far is ___ from get from ___ to ___? How far is ___ from ___? etc.
___? etc.
D. Activity
D. Activity • Read the directions aloud. Emphasize that students
• Read the directions aloud. Emphasize that the are answering the questions about themselves, but
student is answering the questions about himself/ don't have to use true information. Do an example
herself, but doesn't have to use true information. together on the board. As students work, circulate
Do an example together on the board. As the and offer encouragement. Check answers together.
student works, answer questions and offer
encouragement. Check answers with student. E. Activity
• Point out the Language Note. Remind students that
E. Activity they studied comparisons on Day 2.
• Point out the Language Note. Remind the student • Read the directions aloud. Go over the example
that he/she studied comparisons on Day 2. together. As students work, circulate and offer
• Read the directions aloud. Go over the example encouragement. Check answers together.
together. As the student works, answer questions • EXPANSION: After students have checked the
and offer encouragement. Check answers together. activity, have them practice the Q&As in PAIRS.
• EXPANSION: After checking the activity, pair up
to practice the Q&As.

Real Life
of the directions aloud: Look at the map. Ask aloud: Look at the map. Ask comprehension
comprehension questions about the map. questions about the map.
• Read the rest of the directions aloud. Point out the • Read the rest of the directions aloud. Point out the
list below the map. Model the example dialogue list below the map. Model the example dialogue
with the student. Then ask and answer questions with a student. As students talk, circulate and offer
about the map. encouragement.
• INTERNET EXPANSION: If your student has a • INTERNET EXPANSION: If your students have
smartphone with GPS access, do a quick lesson on smartphones with GPS access, do a quick lesson on
how to read the map using his/her phone. how to read the map using their phones.
G. Culture Tip! G. Culture Tip!

herself. Then you or the student read the tip aloud. Then you or a student read the tip aloud. Ask if
Ask if anyone has received a ticket while driving in anyone has received a ticket while driving in a
a construction zone. Explain that some cities use construction zone. Explain that some cities use
automatic cameras to snap pictures of drivers, and automatic cameras to snap pictures of drivers, and
the ticket then arrives in the mail. OPTION: Talk the ticket then arrives in the mail. OPTION: Talk
about the processes for paying for and contesting a about the processes for paying for and contesting a
ticket. ticket.
• Ask Do you know if your town issues photo tickets for • Ask Do you know if your town issues photo tickets for
running red lights or speeding? Where are they? running red lights or speeding? Where are they?
• Talk about points on your license and how it works • Talk about points on your license and how it works
in your state. in your state.

Real Life
• Read the first part of the directions aloud. Ask • Read the first part of the directions aloud. Ask
comprehension questions about the sign. comprehension questions about the sign.
• What are toll roads in your area? How much do they • What are toll roads in your area? How much do they
cost? Are there ways to avoid the toll route? cost? Are there ways to avoid the toll route?
• Read the directions aloud. Do an example together • Read the directions aloud. Do an example together
on the board. As the student works, answer on the board. As students work, circulate and offer
questions and offer encouragement. Check answers encouragement. Check answers together. OPTION:
together. Have volunteers share their maps with the class.
• PAIR UP with your student. Read the directions • PAIR students. Read the directions aloud. Point
aloud. Point out the Language Note. out the Language Note.
• Model the example dialogue with the student. Then • Model the example dialogue with a student. As
talk about directions, travel distance, and time to students talk, circulate and offer encouragement.
your house.
Before You Go ...

Extra! Extra!
signs. Ask comprehension questions about the signs. signs. Ask comprehension questions about the signs.
the items as Q&As in PAIRS. activity, have them practice the items as Q&As in
PAIRS.
L. Listening (track 26): Numbers
• Read the directions aloud. Play and/or read the L. Listening (track 26): Numbers
audio. Repeat the audio as necessary. Check • Read the directions aloud. Play and/or read the
answers together. audio. Repeat the audio as necessary. Check
• EXPANSION: Write all the numbers from exercise answers together.
L on the board. Quickly say random numbers and • EXPANSION: Write all the numbers from exercise
have the student point to what he/she hears. Take L on the board. Quickly say random numbers and
turns being the caller. have students compete to point to what he/she hears
first. Take turns being the caller.
M. Activity
• PAIR UP with your student. Read the directions M. Activity
aloud. Read the example dialogue. Then talk about • PAIR students. Read the directions aloud. Model
interesting places you have visited. the example dialogue. As students talk, circulate and
offer encouragement.
• Numbers Bee With the student at the board, you EXTRA ACTIVITY (if time permits):
say an exit, interstate, or highway number. The • Numbers Bee Divide the class into two TEAMS.
student tries to write the number (in numbers: Each team sends a player to the board. You say an
Highway 285) quickly and correctly. If the student is exit, interstate, or highway number. The players try
incorrect, write the correct answer and call another to write the number (in numbers: Highway 285)
number. OPTION: Use a timer for a sense of first and correctly. If neither player is correct, write
excitement. the correct answer and call a new pair to the board.
L. Listening (track 26): Numbers
1. Highway 13
2. Interstate 80
3. Route 17
4. Exit 60
5. Highway 15
6. Interstate 40

Homework

• B: Hello, world!: Encourage them to try at least one of the suggestions. Say, Try just one!
• C: Journal: Remind them that they can share their journals with you for feedback, or keep them private. If
you think it would be helpful to do a sample journal entry with your students, do one now. Remind students
that it’s okay to write words without complete sentences.
• Thank your students for their hard work in class today! We’re almost finished with Book 5A! Point to
something specific that the students did well.
this).
A. Listening (track 27): Driving Grandma Jean: You’ll be on I-435 for a long time.
Sara: How long?
Sara: Hi Grandma Jean. I’m at the airport. Grandma Jean: About 30 minutes.
Grandma Jean: Hi Sara! How was your flight? Sara: Okay.
Sara: It was long! I’m excited to see you. I rented a car Grandma Jean: When you get to I-70, go west.
and am ready to go. How far is your house from here? Sara: West on I-70. Okay.
Grandma Jean: It’s about 120 miles from the airport. Grandma Jean: Then take Exit 202.
Sara: How long will it take to get there? Sara: Okay.
Grandma Jean: It’ll take about two hours. Grandma Jean: Oh, when you get on I-70, you’ll have
Sara: Could you give me directions? to stop at the toll plaza and get a ticket. Then when
Grandma Jean: Sure. Take Interstate 29 north. It’s also you get off the interstate in Lawrence, you’ll have to
called Highway 71. pay the toll. I think it’s about $3.
Sara: Okay. Sara: Oh, thanks. See you in two hours!
Grandma Jean. At I-435, go south.
Sara: South on I-435. Okay.

Money and Environment Day 14

MATERIALS MATERIALS
REVIEW REVIEW
• Review asking for directions from Day 13. PAIR • Review asking for directions from Day 13. PAIR
UP with your student. Have partners ask each other students. Have partners ask each other about their
about his/her routes to and from school and other routes to and from school and other places around
places around town. Write the places on the board. town. Write the places on the board. OPTION:
OPTION: Write a model conversation on the Write a model conversation on the board: How far
board: How far is … / How long does it take to get to is … / How long does it take to get to … / How do you
… / How do you get … get …
WARM UP WARM UP
• Have the student cover the text and look only at • Have students cover the text and look only at the
the pictures on the lesson opener and predict what pictures on the lesson opener and predict what
today's class will be about. today's class will be about.

Day # Title ### Money and Environment

A. Vocabulary: Fun A. Vocabulary: Fun
B. Listening (track 28): Camping
B. Listening (track 28): Camping • Read the first part of the directions aloud. Instruct
• Read the first part of the directions aloud. Instruct students to put their pens and pencils down and to
the student to put his/her pen down and to only only touch the images they are hearing about. Play
touch the images being talked about. Play and/or and/or read the audio.
read the audio. • Read the rest of the directions: Listen again and
• Read the rest of the directions: Listen again and order the activities … Play and/or read the audio.
order the activities … Play and/or read the audio. (Stop the audio after the first item and point out
(Stop the audio after the first item and point out the example answer.) Repeat the audio as necessary.
the example answer.) Repeat the audio as necessary. Check answers together.
Check answers together.
B. Listening (track 28): Camping
A. We studied the map before we left home.

B. We bought a permit when we got to the park.
C. We set up the tent while they unpacked the car.
D. While we hiked, we saw wildlife. We saw a squirrel
in a tree, a bear in the forest, and a snake on the trail.
E. After David built a fire, the kids roasted
marshmallows and I told ghost stories.
F. We went to bed when it started to rain.

Language Tools
C. Time words C. Time words

• To explain the order of events, we use time clause • To explain the order of events, we use time clause
beginning with words such as before, when, while, beginning with words such as before, when, while,
and after: We ran to the tent after the rain started. and after: We ran to the tent when the rain started.
• Longer time clauses that come at the beginning of • Longer time clauses that come at the beginning of
a sentence are followed by a comma: After we set a sentence are followed by a comma: After we set
up the tent, we went for a hike. Shorter time clauses up the tent, we went for a hike. Shorter time clauses
don’t need a comma: After lunch we went for a hike. don’t need a comma: After lunch we went for a hike.
• Read the items in the grammar chart and have • Read the items in the grammar chart and have
the student repeat. Point out the Language Note. students repeat. Point out the Language Note.
Give examples of while and when to help distill the Give examples of while and when to help distill the
difference: We unpacked the car when we arrived. / difference: We unpacked the car when we arrived. /
We unpacked the car while they hiked. We unpacked the car while they hiked.
• Direct the student's attention to the pictures on the • Direct students' attention to the pictures on the
lesson opener and ask questions about the order of lesson opener and ask questions about the order of
activities, eliciting time clauses with before, when, activities, eliciting time clauses with before, when,
and while: Look at Picture B: What happened first: did and while: Look at Picture B: What happened first: did
they get to the park, or did they buy the permit? (They they get to the park, or did they buy the permit? (They
got to the park.) So, when did they buy the permit? got to the park.) So, when did they buy the permit?
(They bought it after / when they got to the park.) (They bought it after / when they got to the park.)
• NOTE: The distinction between when and while • NOTE: The distinction between when and while
is extremely subtle and the true meaning will be is extremely subtle and the true meaning will be
distilled from context. In general, use when for distilled from context. In general, use when for
situations that can be defined by one moment - situations that can be defined by one moment -
when we got to the part, when it started raining, when when we got to the part, when it started raining, when
they arrived. Use while for ongoing actions - while they arrived. Use while for ongoing actions - while
they unpacked the car (over time). they unpacked the car (over time).

Real Life
• PAIR UP with your student. Have the student • PAIR students. Have students read the bulleted
read the bulleted recipe steps. Ask comprehension recipe steps. Ask comprehension questions: What’s
questions: What’s a marshmallow? What’s a graham a marshmallow? What’s a graham cracker? Use the
cracker? Use the images on the page to explain. images on the page to explain. Ask if your students
• Read Steps 1 and 2 aloud. Model the example have something similar (or the same!) in the
dialogue with the student. Ask if your student has countries where they’re from.
something similar (or the same!) in his/her native • Read Steps 1 and 2 aloud. Model the example
country. dialogue with a student. As students talk, circulate
• As the student writes, answer questions and offer and offer encouragement. Check answers together.
encouragement. Check answers together. • EXPANSION: If you can, work with your students
• EXPANSION: If you can, work with your student to actually make s’mores (without the fire)! Practice
to actually make a s’more (without the fire)! Practice the commands. Bring in the ingredients and
the commands. Then, bring in the ingredients and pair students. Have the first student follow he
have your student following the instructions you instructions their partner gives them. Then, they
give. Then, switch roles so that you both get to try switch roles so that both students get to try one!
one!
F. Culture Tip!
F. Culture Tip! • Have students read the culture tip to themselves.
• Have the student read the culture tip to himself/ Then you or a student read the tip aloud. Ask
herself. Then you or the student read the tip aloud. students about their opinions about the sign/law.
Ask the student about his/her opinions about the What are littering laws in their countries like? Why
sign/law. What are littering laws in his/her country do you think littering is illegal.
like? Why do you think littering is illegal. • Work on the pronuciation of the following words
• Work on the pronuciation of the following words by describing what your mouth does to produce the
by describing what your mouth does to produce the sounds. Have students repeat many times.
sounds. Have student repeat many times. litter
litter lighter
lighter liter/leader
liter/leader letter
letter ladder
ladder

Real Life
• Read the first part of the directions aloud: Read • Read the first part of the directions aloud: Read
David and Marta’s family budget. After the student David and Marta’s family budget. After students have
has finished reading the budget, ask comprehension finished reading the budget, ask comprehension
questions: What does “net” mean? What’s their biggest questions: What does “net” mean? What’s their biggest
expense? Who earns more? etc. expense? Who earns more? etc.
encouragement. Check the student's budget. encouragement. Check answers individually.
• NOTE: If your student uses a credit card, you may OPTION: Have volunteers share their budgets with
mention the danger of having a balance with a high the class.
interest rate. • NOTE: If your students use a credit card, you may
mention the danger of having a balance with a high
Before You Go ... interest rate.
• Encourage the student to ask questions about any
part of the lesson he/she didn’t understand. Before You Go ...
• Encourage students to ask questions about any part

Extra! Extra!
• Read the directions aloud. Do the first holiday • Read the directions aloud. Do the first holiday
• EXPANSION: Talk about common ways to • EXPANSION: Talk about common ways to
celebrate the holidays in the US. Who celebrates celebrate the holidays in the US. Who celebrates
them? Ask about the holidays that your student them? Ask about the holidays that your students
celebrates in his/her native country. What do they celebrate in their native countries. What do they do
do to celebrate? to celebrate?
aloud. Read the example. Then talk about family the example. As students talk, circulate and offer
fun when you were a child. encouragement.
• Camping Bingo Elicit camping words from the • Camping Bingo Elicit camping words from the
lesson from the student and write them down. lesson from students. Write them on the board
Then, have the student pick five of the words from (or have a student write on the board). Then have
the lesson on a piece of paper. As you randomly call students write any five of the words on a piece of
out camping words, the student crosses out those paper. As you randomly call out camping words,
words. When all five words are crossed out, the students cross out those on their list. When all five
student shouts, Bingo! words are crossed out, students shout, Bingo! Have
a student be the caller for the second round.

Homework
• C: Hello, world!: Encourage them to try at least one of the suggestions. Say, Give it a go!
• Thank your students for their hard work in class today! Excellent work today! Point to something specific that
this).
A. Listening (track 29): Camping
We studied the map before we left home. We bought a permit when we got to the park. We set up the tent while
they unpacked the car. While we hiked, we saw wildlife. We saw a squirrel in a tree, a bear in the forest, and a
snake on the trail. After David built a fire, the kids roasted marshmallows and I told ghost stories. We went to
bed when it started to rain.

Laws Day 15

MATERIALS MATERIALS
REVIEW REVIEW
• Review time words from Day14. Together build a • Review time words from Day14. As a class build a
story about your student’s day. Write while, when, story about one of the student’s days. Write while,
before, and after. Start the story: After ____ woke up, when, before, and after. Start the story: After _____
he/she got dressed and went to school. When … Invite woke up, he got dressed and went to school. When …
the student to add to the story, and so on. Invite students to take turns adding to the story, and
• Review the homework. so on.
WARM UP
• Tell the student to put his/her head on the desk, WARM UP
eyes closed, and listen. Then tell a story similar • Tell students to put their heads on their desks, close
to one featured on the lesson opener, but more their eyes, and listen. Then tell a story similar to one
detailed. Finish with, What would you do? Example: featured on the lesson opener, but more detailed.
What if you get a call saying that you have won a new Finish with, What would you do? Example: What
TV. All the caller needs is your personal information. if you get a call saying that you have won a new TV.
As the student thinks, write options on the board. All the caller needs is your personal information. As
Then instruct the student to sit up and read the students think, write options on the board. Then
board and vote for his/her choice. instruct students to lift their heads and read the
board and vote for their choice.

Laws

A. Vocabulary: Scams A. Vocabulary: Scams
the student repeat. • Ask, What’s happening here?
• Ask, What’s happening here? • Ask, What’s today’s class about?
B. Listening (track 30): Con artist
B. Listening (track 30): Con artist • Read the directions aloud. Play and/or read the
• Read the directions aloud. Play and/or read the audio. Repeat the audio as necessary. Check answers
audio. Repeat the audio as necessary. Check answers together.
together.
B. Listening (track 30): Con artist address. But when she asked for my user name and
pin, I became suspicious! The bank should have that
Reporter: Police believe that a con artist is trying to information! I hung up and reported it to the police.
trick people. She’s asking for their bank information
over the phone. Yesterday, for example, Bob Dickens Reporter: Police believe the con artist is calling older
received a call at home at 10:30 a.m. people. In other news ...
Bob: The woman said, “Hello, this is Jennifer at your

bank. We’re having computer problems, and I need
you to verify your identity and account information.
At first, I believed her. I gave her my name and

Language Tools
C. Unreal (or hypothetical) situations C. Unreal (or hypothetical) situations

• This chart focuses on the use of if and would to talk • This chart focuses on the use of if and would to talk
about situations that are imagined. about situations that are imagined.
• We use If + the simple past to give the imagined • We use If + the simple past to give the imagined
situation: If I had $1 million … We use would to situation: If I had $1 million … We use would to
talk about the imagined response to the situation: talk about the imagined response to the situation:
I’d buy my mother a house. I’d buy my mother a house.
• To form the question, we can use What + would + • To form the question, we can use What + would +
subject + base form of verb + if clause: What would subject + base form of verb + if clause: What would
you say if I told you I lied? you say if I told you I lied?
student repeat. Point out the Language Note. students repeat. Point out the Language Note.
encouragement. Check answers together. OPTION: encouragement. Check answers together. OPTION:
Before the student does the task, have him/her Before students do the task, have them circle if in
circle if in each question and would in each answer. each question and would in each answer. Explain
Explain that these words will help the student that these words will help them identify the correct
identify the correct answer. answer.
• Point out the Language Note. • Point out the Language Note.
• Remind the student to complete the Bonus Box. • Remind students to complete the Bonus Box.

Real Life
tips. Ask comprehension questions about the tips. tips. Ask comprehension questions about the tips.
aloud. Model the example dialogue with the the example dialogue with a student. Point out the
student. Point out the Language Note. Language Note.
• Then take turns talking about what you would do. • As students talk, circulate and offer encouragement.
H. Culture Tip! H. Culture Tip!

herself. Then you or the student read the tip aloud. Then you or a student read the tip aloud. Ask
Ask the student to share stories of scams he/she has students to share stories of scams they've
encountered or heard about. What happened? encountered or heard about. What did they do?

Real Life
of the directions aloud: Read the job ads. Ask aloud: Read the job ads. Ask comprehension
comprehension questions. questions.
• Read the rest of the directions. Ask, Which two jobs • Read the rest of the directions. As students talk,
pay the most? Check answers together. circulate and offer encouragement. Check answers
together.
J. Activity
student. Then talk about the jobs and which seem the example dialogue with a student. As students
like scams and why. talk, circulate and offer encouragement. OPTION:
Talk about the ads as a class. Which jobs seem like
Before You Go ... scams? Why?
• Remind the student that the next class is a review of
Days 10–15 and a review test. Before You Go ...
• Remind students that the next class is a review of
Days 10–15 and a review test.

Extra! Extra!
• Read the first part of the directions aloud: Look at • Read the first part of the directions aloud: Look at
the scam statistics. Ask comprehension questions the scam statistics. Ask comprehension questions
about the vocabulary: What’s a con artist? Point out about the vocabulary: What’s a con artist? Point out
the Language Note. the Language Note.
• Read the rest of the directions aloud. Do the first • Read the rest of the directions aloud. Do the first
one as an example with your student. As the student one as an example with the students. As students
• PAIR UP with your student. Read the first part of • PAIR students. Read the first part of the directions
the directions aloud: Read the advice from the Fraud aloud: Read the advice from the Fraud Center. Ask
Center. Ask comprehension questions about the comprehension questions about the reading: What
reading: What does “suspicious” mean here? does “suspicious” mean here?
• Read the rest of the directions aloud. Have the • Read the rest of the directions aloud. Model an
student retell the advice to you - in their own words. example dialogue with a student. As students talk,
circulate and offer encouragement. OPTION:
M. Activity Discuss the activity as a class.
• PAIR UP with your student. Read the directions
aloud. Model the example dialogue with the M. Activity
student. Then talk about the question. • PAIR students. Read the directions aloud. Model
the example dialogue with a student. As students
EXTRA ACTIVITY (if time permits): talk, circulate and offer encouragement.
• What would you do? You present an ethical
problem (light, funny situations – see examples EXTRA ACTIVITY (if time permits):
below). The student has five minutes to suggest • What would you do? Choose three students to
what he/she would do. Example problems: be “judges.” Divide the rest of the class into two
• What if on your first day of work you noticed TEAMS. You present an ethical problem (light,
that your boss's shirt was on inside-out. What funny situations – see examples below). Each team
would you do? has five minutes to suggest what they would do.
• What if you borrowed your friend's car, then They judges hear both suggestions and choose a
had an accident, but you couldn't see any winner. Continue with the next problem. Example
damage? problems:
• What if your boyfriend's mother sent you an • What if on your first day of work you noticed that
email, inviting the two of you to dinner, but your boss's shirt was on inside-out. What would
you didn't want to go because your favorite you do?
show was on TV? • What if you borrowed your friend's car, then had
• Have the student make up his/her own an accident, but you couldn't see any damage?
hypothetical situation to discuss. • What if your boyfriend's mother sent you an
email, inviting the two of you to dinner, but you
didn't want to go because your favorite show was
on TV?
• Have students make up their own hypothetical
situations and ask the class what they would do.

Homework
Homework
improve listening!
• C: Hello, world!: Encourage them to try at least one of the suggestions. Say, Go for it!
• D: Journal: Remind them that they can share their journals with you for feedback, or keep them private. If
you think it would be helpful to do a sample journal entry with your students, do one now. Remind students
that it’s okay to write words without complete sentences.
• Thank your students for their hard work in class today! Congratulations!
A. Listening (track 31): Con artist At first, I believed her. I gave her my name and
address. But when she asked for my account number,
Reporter: Police believe that a con artist is trying to I became suspicious! The bank should have that
trick people She’s asking for their bank information information! I hung up and reported it to the police.
over the phone. Yesterday, for example, Bob Dickens
received a call at home at 10:30 a.m. Reporter: Police believe the con artist is calling older
people. In other news ...
Bob: The woman said, “Hello, this is Jennifer at your
bank. We’re having computer problems, and I need
you to verify you identity and account information.”

Review Day 16

MATERIALS MATERIALS
• Treats (optional) • Treats (optional)
REVIEW REVIEW
• Review imagined situations from Day 15. On the • Review imagined situations from Day 15. On the
board write $100 million. Say, What would you do board write $100 million. Say, What would you do
if I gave you $100 million today? Give the student if I gave you $100 million today? Give students time
time to think and take notes, then talk about the to think and take notes, then call on volunteers to
student’s answer. share their answers.
WARM UP WARM UP
• Write on the board, Review. • Write on the board, Review.
• Plan to spend approximately 10 minutes on each • Plan to spend approximately 10 minutes on each
day in order to have enough time (20 minutes) for day in order to have enough time (20 minutes) for
the test. OPTION: Spend the entire 90-minute the test. OPTION: Spend the entire 90-minute
period reviewing, and send the test home as period reviewing, and send the test home as
homework. homework.

Review

Day 10 Day 10
page 54 and ask questions about the pictures: What 54 and ask questions about the pictures: What do
do you need to do to be greener? etc. Then ask, What you need to do to be greener? etc. Then ask, What did
did we study on Day 10? we study on Day 10?
A. A.
letter to Ms. Green. Explain that Ms. Green is an letter to Ms. Green. Explain that Ms. Green is an
advice columnist. Ask comprehension questions advice columnist. Ask comprehension questions
about the letter. After the student has read the about the letter. After students have read the letter,
letter, ask, Why is the woman writing to Ms. Green? ask, Why is the woman writing to Ms. Green? Read
Read the rest of the directions aloud. As the student the rest of the directions aloud. As students work,
works, answer questions and offer encouragement. circulate and offer encouragement. Check answers
Check answers. individually. OPTION: Have volunteers share their
advice with the class.
B.
• PAIR UP with your student. Read the directions B.
student. Then talk about the Singer family's the example dialogue with a student. As students
problems and give advice. talk, circulate and offer encouragement.

Review

Day 11 Day 11
page 60 and ask questions about the pictures: Whose 60 and ask questions about the pictures: Whose tools
tools are these? etc. Then ask, What did we study on are these? etc. Then ask, What did we study on Day
Day 11? 11?
C. C.
and offer encouragement. Check answers together. encouragement. Check answers together. OPTION:
OPTION: For a more advanced student, suggest For more advanced students, suggest that they work
that he/she work without using the word box. without using the word box.

Review

Day 12 Day 12
page 66 and ask questions about the signs: Why can’t 66 and ask questions about the signs: Why can’t I
I park here? etc. Then ask, What did we study on Day park here? etc. Then ask, What did we study on Day
12? 12?
D. D.
E. E.
student. Then talk about the signs on page 66. talk, circulate and offer encouragement.

Review

Day 13 Day 13
page 72 and ask questions about the pictures: How 72 and ask questions about the pictures: How far is
far is ___ from ___? etc. Then ask, What did we ___ from ___? etc. Then ask, What did we study on
study on Day 13? Day 13?
F. F.
G. G.

Review

Day 14 Day 14
page 78 and ask questions about the pictures: What 78 and ask questions about the pictures: What did
did they do before they went to bed? etc. Then ask, they do before they went to bed? etc. Then ask, What
What did we study on Day 14? did we study on Day 14?
H. H.
• Read the directions aloud. Do an example with the • Read the directions aloud. Do an example with
student. As the student works, answer questions and the students. As students work, circulate and offer
offer encouragement. Check answers together. encouragement. Check answers together.
I. I.
and offer encouragement. Check answers together. encouragement. Check answers together. OPTION:
OPTION: Have the student read his/her story Have volunteers share their stories with the class.
aloud.

Review

Day 15 Day 15
• Have the student turn to Day 15 on student book • Have students turn to Day 15 on student book
page 84 and ask questions about the pictures: What page 84 and ask questions about the pictures: What
would you do if you were this man? etc. Then ask, would you do if you were this man? etc. Then ask,
What did we study on Day 15? What did we study on Day 15?
J. J.
• Read the first part of the directions aloud: Look at • Read the first part of the directions aloud: Look at
the pictures. Read the news story. After the student has the pictures. Read the news story. After students have
finished reading the news story, ask comprehension finished reading the news story, ask comprehension
questions about the news story. Then ask, Which questions about the news story. Then ask, Which
picture does the news story describe? picture does the news story describe?
• Read the rest of the directions. As the student • Read the rest of the directions. As students work,
works, answer questions and offer encouragement. circulate and offer encouragement. Check answers
Check answers. OPTION: Have the student read individually. OPTION: Have volunteers share their
his/her story aloud. stories with the class.
K. K.
• PAIR UP with your student. Read the directions PAIR students. Read the directions aloud. As
aloud. Then read each other's stories and guess the students talk, circulate and offer encouragement.
corresponding picture.

Review Test
Review Test (Days 10–15)

• Encourage students to read the directions and do the activities on their own. If students are anxious about the
notion of taking a test, you may want to ease their stress by doing the first item together as an example. As
students work, circulate and offer encouragement.
• If students are unable to finish the test during the class period, you can assign it as homework or give them
an extra class to day to finish what they missed. Sections A and B should take about 10 minutes total, and
Section C should take about 10 minutes.
• After students have finished, review the answers together. OPTION: Quickly check two or three advanced
students’ test, then assign those students to groups, and have students check their tests in groups.
• Students who score 80-90% should be ready to move on. We suggest that any missed questions be reviewed.
Students who score lower than 80% should spend time reviewing the material that was missed and try the test
again, either in class or as homework.
A. Complete the sentences. Use the word box for help.

• Section A features one vocabulary item from each of the six days (Days 10–15), in chronological order.
• You may want to have students put down their pencils at the end of Section A so that you can introduce
Section B.

• Sections B features grammar or pronunciation items from each of the six days (Days 10–15), in chronological
order.
• You may want to have students put down their pencils after Section B so that you can introduce Section C. If
you are not stopping students after Section B, point out that the test continues on page 52.
C. Answer the questions.

• Section C features “real life” types of questions and activities from each of the six days (Days 10–15), in
chronological order.
• Because the items in this section are varied, students may have more questions as they work their way through.
If a particular question is recurring, consider stopping the class, directing all students to the item, and
explaining it.
• When grading these questions, the focus should be on the target concept. Ask yourself, what is this question
testing?
CONCLUSION:
• Congratulate everyone on completing the term and learning so much! OPTION: Enjoy treats.
• Have students exchange books and write nice messages to each other.
• Remind everyone when the next term begins and encourage them to continue studying and practicing English!
5A Teacher Book Day 16 Review Test Intro (Teacher Book Only)

Review Test
review TeST
A. Complete the sentences.
USE THESE WoRDS:
energy efficient leaky faucet tent

How long suspicious towed
1. Our house isn't very __________________. We should seal the gaps around the doors.
2. They have a __________________ . Their water bill is going to be high.
3. They __________________ her car because it was blocking someone's driveway.
4. __________________ does it take to get to Ponca City from here?
5. After we set up the __________________, we unpacked our sleeping bags.
6. The man didn't seem normal. He seemed __________________.
B. Circle the correct answers.
1. My gas bill is high. I ____________ get a programmable thermostat.

a. should b. shouldn't c. couldn't
2. Q: Whose ladder is that? A: I borrowed it from Charlie. It's ____________.
a. he b. his c. he's
3. Q: ____________ can't I park here? A: You can't park here ____________ it's illegal.
a. Why / because b. Because / why c. Why / why
4. How ____________ is your house from here?
a. far b. farther c. near
5. ____________ we built a fire, we roasted marshmallows.
a. While b. When c. After
6. If a man needed help with his bag, I'd ____________ him, "What's in the bag?"
a. asked b. asks c. ask
96 Review Test: Days 10–15

Review Test
review TeST
c. Answer the questions.
1. Look at the picture of the faucet. What do you think it means?

________________________________________________________________
What "green" habits do you have?
________________________________________________________________
2. Whose book are you writing in? __________________________________
3. Read the sign. Answer these questions:
• What's this space for? ________________________________________

30 MiNUTE
PARKiNG
• Can you park here? _________________________________________ loADiNG

• What will happen after 30 minutes? ___________________________
ZoNE
ViolAToRS Will
BE ToWED
4. Look at the sign.
• How far is Sandy Creek from here? ____________________________

• How far is Watertown from here? ______________________________ Sandy creek 5
• Which town is farther? ________________________________________ Watertown 29
• How far is Watertown from Sandy Creek? ______________________
5. How much do you budget for fun? __________________________
What's a low-cost fun activity you enjoy? ______________________

construction
workers wanted
Location: Las Vegas
6. Read the job ad. Is this job ad a scam? Why? Pay: $38/hr
Hours per week: 10-50
______________________________________________________________
You pay for flight, food,
Would you want this job? Why? and housing.
Call Mack:
______________________________________________________________ 518.555.9091
Review Test: Days 10–15 97

Reproducible Section
Day 2 Practice Checks
a laptop a desktop
used textbooks new textbooks
a backpack a messenger bag
________________ ________________
Day 2 School Supplies Handout

SIMPLE PRESENT SIMPLE PAST PAST PARTICIPLE
(base form)
be was/were been
break broke broken
cut cut cut
fall feel fallen
have had had
hurt hurt hurt
call called called
need needed needed
bruise bruised bruised

(base form)
be was/were been
break broke broken
cut cut cut
fall feel fallen
have had had
hurt hurt hurt
call called called
need needed needed
Day 4 Verb Chart Handout I

(base form)
be was/were been
break broke broken
cut cut cut
fall feel fallen
have had had
hurt hurt hurt
call called called
need needed needed
build built built
do did done
make made made
run ran run
take took taken
teach taught taught
Day 5 Verb Chart Handout II

Blue Moon Temp Agency - Job Application
Date: June 27th, 2012
Personal Information:
First Name: Last Name:
DOB:
Phone Number:
Address:
Email:
Schedule: Are you flexible?

What days can you work?
What time can you work?
Part-time or Full-time?
Have you ever done these things? Have you ever ... Check [] the skills.
used a drill? worked as a cook? upholstered furniture?
run a cash register? built a house? operated a meat cutter?
made alterations? used a computer? driven a truck?
baked? organized an office? taught a language?
used power tools? taken inventory? served food at a restaurant?
Background: Have you ever been convicted of a crime? If yes, please explain.
Day 5 Practice Application

Day 8 Injury Cards
Day 11 Practice Checks
The Interactive English series was designed by Resources to Unite Communities, an initiative
of Intercambio Uniting Communities, a Colorado-based non-profit whose mission is to build
understanding, respect and friendship across cultures through educational and intercultural
opportunities.
Our series:
• Is fun, engaging and easy to use
• Is structured into 16 lessons with regular review activities
• Uses up-to-date methodologies for teaching English to adults
• Emphasizes the four language skills of reading, writing, listening and speaking
• Focuses on real-life everyday situations
• Contains cultural tips to help students avoid conﬂicts
• Has listening tracks to provide the opportunity to hear a variety of English speakers
Visit www.unitingresources.org, for additional teaching resources including audio tracks and
downloadable teacher books.

ProNUNCIATIoN FUN WITH THE IMMIGrANT GUIDE INTErACTIVE ENGlISH SErIES

PICTUrES
Our publications also include:

• The Immigrant Guide - A guidebook with essential information about U.S. laws,
insurance, health, housing, finances, parenting, and culture
• Pronunciation Fun with Pictures - Essential pronunciation practice to build confidence
For free samples, ordering information, and accompanying teaching materials, visit
www.unitingresources.org.

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5A

Intercambio Uniting Communities

Written by KL Stolle with Shawn Camden and Rachel Fuchs

RESOURCES TO UNITE COMMUNITIES

Before the field trip:

After the field trip:

TEACHER BOOK FORMAT

SUGGESTED TEACHING STRATEGIES

Two facts about English Vowels:

Understanding The Color VowelTM Chart

Identify the “COLOR” of new words and phrases

balloon, Nebraska, approve

How to Use The Color VowelTM Chart in the Classroom

5A Teacher Book VIII

8 44 Review & Test

Object and subject Read a loan Scholarship Qualifying for a

Comparisions: less, Compare prices, Check, check Sales tax

Present perfect + Describe injuries, Accident report Restraining orders

Present perfect + Assess work history, Job application, Importance of

Time expressions: Express time, Employee West Nile Virus

Punctuation Prepare for Emails, letter, credit About credit

16 90 Review & Test

Helping words Green living, save Rebate coupon, Energy efficient

Possessive Compare prices, Receipts, Rental tools

Why?/Because... Read and follow Parking signs, Leaving children

Using time words to Read a recipe, Recipe, Littering is illegal in

If-statements Recognize, FBI tips, job ads, Better Business

One on One Activity Group Activity

5A Teacher Book Day 1 Intro (Teacher Book Only)

One on One Activity Group Activity

5A Teacher Book Day 1 Page 2

One on One Activity Group Activity

C. Grammar: Object pronouns C. Grammar: Object pronouns

5A Teacher Book Day 1 Page 3

One on One Activity Group Activity

5A Teacher Book Day 1 Page 4

One on One Activity Group Activity

5A Teacher Book Day 1 Page 5

One on One Activity Group Activity

• Discuss the English proficiency testing to qualify

5A Teacher Book Day 1 Page 6

A. Listening (track 3): Welcome to the Financial

Recording: Welcome to the Financial Aid Office.

5A Teacher Book Day 1 Page 7

One on One Activity Group Activity

5A Teacher Book Day 2 Intro (Teacher Book Only)

One on One Activity Group Activity

B. Listening (track 4): Which is … ? textbooks?

5A Teacher Book Day 2 Page 8

One on One Activity Group Activity

5A Teacher Book Day 2 Page 9

One on One Activity Group Activity

5A Teacher Book Day 2 Page 10

One on One Activity Group Activity

5A Teacher Book Day 2 Page 11

One on One Activity Group Activity

5A Teacher Book Day 2 Page 12

• Encourage students to do the homework.

A. Listening (track 6): Which is … ? textbooks?

5A Teacher Book Day 2 Page 13

One on One Activity Group Activity

5A Teacher Book Day 3 Intro (Teacher Book Only)

One on One Activity Group Activity

other: __________