TeachersGuide Level4

Teacher’s Guide
English (American) – Level 4

ISBN 978-1-60829-309-4
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ii Rosetta Stone Teacher’s Guide–English (American) Level 4

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Unit 14: Business and Leisure. . . . . . . . . . . . . . . . . . . . 49
Leveraging Technology for Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . v Grammar & Usage: Conditional Sentences, Ideas. . . . . . . . . . . . . . . . . . . . 53
About Rosetta Stone Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson 1a: Sports Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Welcome, Teachers!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson 1b: Work and Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Rosetta Stone Foundations Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Lesson 1c: Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Inside the Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Lesson 1d: Journal Activity–Favorite Hobbies . . . . . . . . . . . . . . . . . . . . . 60
Supplementary Materials Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Lesson 1e: American Cultural Activity–Let’s Play Baseball!. . . . . . . . . 62
Lesson Adaptability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Grammar & Usage: Pronoun Homophones, Formality in
Unit 13: Tourism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Business Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Grammar & Usage: Subject-Verb Agreement in Questions, Lesson 2a: Office Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Prepositions for Traveling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 2b: Setting Appointments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 1a: Where Should We Go?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 2c: Messages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 1b: Travel Brochures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 1c: Going Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 2e: Journal Activity–Every Day Matters . . . . . . . . . . . . . . . . . . . . 75
Lesson 1d: Journal Activity–Plan a Tour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 2f: International Cultural Activity–Amazing Architects. . . . . 76
Lesson 1e: What Happened Next?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Grammar & Usage: Verb Tenses in Contractions, Independent
Grammar & Usage: Contractions, Activities on the Go . . . . . . . . . . . . . . . . . . . 15 Possessive Pronouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 2a: What Should We Do Today?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson 3a: Exploring Natural Wonders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 2b: Loud and Quiet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Lesson 3b: Darkness and Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 2c: How Do I Get There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Lesson 3c: Charging the Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 3d: Journal Activity–Sightseeing. . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 2e: Journal Activity–Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 3e: Enrichment Activity–Travel Guidebooks. . . . . . . . . . . . . . . . 88
Grammar & Usage: Using Instead to Communicate Options, Grammar & Usage: Future Events in Conversations,
Hyphens and Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Connotations of Trying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 3a: Describing Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lesson 4a: Mail Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lesson 3b: Displaying Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Lesson 4b: Care Packages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 3c: Favorites and Exploring Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Lesson 4c: What’s in a Name?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 3d: Journal Activity–Appreciating Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 3e: International Cultural Activity–The World of Art . . . . . . . . . . . . . 33 Lesson 4e: Journal Activity–The Perfect Package. . . . . . . . . . . . . . . . . 100
Grammar & Usage: Count and Non-Count Nouns, Expressing Lesson 5a: Focused Activity–Listen and Remember. . . . . . . . . . . . . . 102
Desires Politely. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Lesson 5b: Focused Activity–Scrambled Grammar. . . . . . . . . . . . . . . 103
Lesson 4a: Restaurant Etiquette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Lesson 5c: Focused Activity–Speaking of Sports. . . . . . . . . . . . . . . . . 104
Lesson 4b: Restaurant Offerings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 4c: Restaurant Role-Playing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 4e: Journal Activity–Dining Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 4f: American Cultural Activity–Tours of American Cities. . . . . . . . 45
Lesson 5a: Focused Activity–Tourism Vocabulary. . . . . . . . . . . . . . . . . . . . . . . 46 (continues on next page)
Lesson 5b: Focused Activity–Let’s Listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 5c: Focused Activity–Speaking of Dialogues. . . . . . . . . . . . . . . . . . . . 48
Table of Contents iii
Table of Contents (continued)
Unit 15: Welcome Home! . . . . . . . . . . . . . . . . . . . . . . . . . 107 Unit 16: Recipes, Remedies, and Routines . . . . . . . . . 165
Grammar & Usage: Commas, Commas in Complex Sentences. . . . . . . . 111 Grammar & Usage: Either and Neither, Describing Events
Lesson 1a: Moving Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 That Coincide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lesson 1b: Staying Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Lesson 1a: Company’s Coming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 1c: The Neighborly Way. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Lesson 1b: While You Were Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 1d: Journal Activity–A Balcony with a View. . . . . . . . . . . . . . . . . . . 118 Lesson 1c: Either, Or, Neither, Nor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 1e: American Cultural Activity–Pioneers on the Move. . . . . . . . 119 Lesson 1d: Journal Activity–Laundry List . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Lesson 1f: International Cultural Activity–Neighboring Nations. . . . . . 121 Grammar & Usage: Causing and Assisting Other Actions,
Grammar & Usage: Complex Sentences with Although and Made Of and Made In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Anyway, Expressing Ongoing Action in the Past. . . . . . . . . . 123 Lesson 2a: Gifts of Jewelry and Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 2a: Building Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Lesson 2b: Looking Good. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Lesson 2b: Home Improvements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Lesson 2c: Made in the USA.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 2c: Untangling Until. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Lesson 2e: Journal Activity–What Makes You Happy?. . . . . . . . . . . . . . . . 196
Lesson 2e: Journal Activity–Repairs and Replacements. . . . . . . . . . . . . . 134 Lesson 2f: International Cultural Activity–Imports and Exports. . . . . . 197
Grammar & Usage: About and Just as Time Sequencers, Grammar & Usage: Describing Duration, Persistent and
Using Prefer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Non-Persistent Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Lesson 3a: Toy Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Lesson 3a: Get Well Soon!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lesson 3b: The Order of Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lesson 3b: Still and Anymore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lesson 3c: Preferences and Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Lesson 3c: The Healing Touch. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson 3d: Journal Activity–Expect the Unexpected. . . . . . . . . . . . . . . . . 146 Lesson 3d: Journal Activity–The Way to Wellness. . . . . . . . . . . . . . . . . . . . 211
Grammar & Usage: Imperative Form in Complex Sentences, Lesson 3e: Enrichment Activity–When You’re Sick. . . . . . . . . . . . . . . . . . . 210
Tone of Voice in Imperatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Grammar & Usage: Review of Verb Tenses, Describing Food
Lesson 4a: Words Around Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Using Past Participles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson 4b: Look and Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Lesson 4a: Finding Foods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Lesson 4c: Travel Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Lesson 4b: Recipes for Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Lesson 4c: Meal Preferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Lesson 4e: Journal Activity–Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . 158 Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Lesson 5a: Focused Activity–Past and Present Grammar. . . . . . . . . . . . 160 Lesson 4e: Journal Activity–Chef for a Day . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 5b: Focused Activity–Reading a Script. . . . . . . . . . . . . . . . . . . . . . . 162 Lesson 4f: American Cultural Activity–Food Traditions. . . . . . . . . . . . . . 226
Lesson 5c: Focused Activity–Listen to the Details. . . . . . . . . . . . . . . . . . . 164 Lesson 5a: Focused Activity–The Right Vocabulary Word. . . . . . . . . . . . 228
Lesson 5b: Focused Activity–What is the Common Cold? . . . . . . . . . . . 230
Lesson 5c: Focused Activity–Listening for Answers . . . . . . . . . . . . . . . . . 231
Lesson 5d: Level 4 Review: Jobs and Hobbies–Part 1. . . . . . . . . . . . . . . . 232
Lesson 5e: Level 4 Review: Jobs and Hobbies–Part 2. . . . . . . . . . . . . . . . 233
Index of Lesson Activities. . . . . . . . . . . . . . . . . . . . . . . . 235

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Samples and Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . .245
iv Rosetta Stone Teacher’s Guide–English (American) Level 4

Leveraging Technology for Welcome,
Language Learning Teachers!
Our solutions unlock understanding of new languages and
cultures. At the core of the Rosetta Stone Foundations
philosophy of language learning are two principles: (1) an
immersive approach as a highly effective and engaging way
for beginners to learn language, and (2) interactive
technology as a powerful tool for activating that process.
By leveraging technology in the classroom, teachers can
provide access to tools that help students build their
foundational language skills. This expands teachers’
instructional reach and allows for increased focus on higher
order learning in the classroom.
Welcome to the Rosetta Stone Foundations Teacher’s Guide.
About Rosetta Stone, Inc. We are pleased to work with you to achieve your English-
language classroom goals.
English is the most sought-after language in schools across the
Today, Rosetta Stone produces the world’s leading language-
nation. In 2013, more than four million students were enrolled as
learning solutions. Rosetta Stone has a long history in language
English-language learners in U.S. public schools—representing
learning and has had strong relationships with thousands of
more than 9 percent of all students enrolled. These children are
schools and districts across the globe for two decades. For
among the 62 million people five years of age and older living in
more than 20 years, Rosetta Stone has helped educators in K-12
the United States who speak a language other than English at
schools deliver innovative solutions to expand ESL and World
home—62 percent of whom speak Spanish, with the rest
language programs essential for students to succeed in a global
speaking one of 450 other languages.
economy. Since the early days of the first language computer
labs, Rosetta Stone has helped forge and leverage the role of Given diverse student needs, and as student enrollment
technology in the field of language acquisition and learning, a increases and education standards rise, your work as a teacher
field that continues to expand dramatically. in the English-language classroom becomes all the more
valuable—and all the more demanding. To support that work,
Our goal is to provide the best research-based language-
Rosetta Stone provides flexible and scalable solutions for
learning technology and ensure the success of students,
teaching English learners. Our personalized, intuitive, and
teachers, and administrators. More than 20,000 educational
structured language-learning programs—together with your
institutions have used our interactive solutions that provide a
guidance—can help ensure student success.
path that schools and districts can follow with confidence.
For more information, visit RosettaStone.com.
Introduction v
Rosetta Stone Foundations
Pedagogy
There is no universally agreed-upon “right” way to teach or
learn a new language. We understand that learners have
different preferences and needs based upon their goals, their
learning environments, their timelines, their ages, and other
personal characteristics.
With this in mind, language learning in our immersion
environment makes it possible for your students to build
confidence and develop a solid foundation in everyday
conversational skills with a guided, self-paced approach.
Rosetta Stone Foundations enables your students,
regardless of their ages, abilities, or language backgrounds, to
acquire new language skills easily in a rich and dynamic
environment.
Rosetta Stone achieves this result by merging immersion
instruction with interactive multimedia technology in a
step-by-step sequence of Lessons. We combine the voices
of native speakers, written text, and vivid real-life images to
teach new words and grammar inductively through a process
of creative discovery. Students indicate comprehension at
every step and the program provides instant feedback—
features that enable your students to monitor their own
progress and take ownership of their Lessons and their
learning.
This individualized, building-block approach gives learners a
continuous experience of success from the start. Day after
day, they will come to class with the confidence and the
language skills to participate in classroom activities. This
allows you to focus on using the social, conversational
environment of the classroom to prepare learners for
communicating in English in everyday life.
vi Rosetta Stone Teacher’s Guide–English (American) Level 4

Inside the
Teacher’s Guide
The Lesson Plans in this Teacher’s Guide offer imaginative computer and what they practice during hands-on classroom
strategies to help you integrate the Rosetta Stone ®
activities. Each Lesson is presented in an easy-to-follow
Foundations program into your classroom. Addressing format showing that day’s learning objectives, featured
multiple learning styles, the engaging activities in each Lesson vocabulary, recommended materials, difficulty level,
challenge students to communicate in their new language approximate time span, and more. We tell you how to prepare
during real-world situations they may encounter at home, in ahead, and then guide you through every step of each activity.
their communities, across the country, and around the globe. You’ll even see suggestions along the way as to instructional
Lessons in the Teacher’s Guide go hand in hand with those in options you may wish to consider.
the Rosetta Stone software, allowing you to guide your
students as they make those all-important seamless
connections between what they learn while interacting with the
 Lesson Identification
Lesson Title
Lesson Objectives
Recommended Materials
Lesson Words Taught

or Reviewed Activity Category
Activity Title
Activity Instructions
Featured Vocabulary Sample Response
Minutes to Complete  Learning Domains

this Activity
 Level of Difficulty 
Introduction vii
Unit Guidance Word of the Day
At the beginning of each Unit, Software Lesson Descriptions One featured word appears in the lower right-hand corner of
summarize the vocabulary, grammar features, and each A, B, and C Lesson in the Teacher’s Guide and is used to
conversational language taught in each of the corresponding highlight themes from corresponding Core Lessons of the
Rosetta Stone® Foundations software Lessons. The Featured Rosetta Stone Foundations software. The Word of the Day
Dialogue offers a quick overview of thematic conversations can be a springboard for a variety of classroom activities.
within the Unit that present new vocabulary and grammatical For example:
structures in real-life contexts.
• Discuss the meaning of each term and encourage
Following the Software Lesson Descriptions is an Introduction students to use the target word in written sentences.
to the Unit’s Lessons, featuring tips for teaching the Unit and
summaries of all the Lessons. • Use target terms in questions that inspire students to
share their personal experiences (What type of vaca-
tion do you prefer: camping by a lake or staying in an
expensive hotel?).
Vocabulary Taught or Reviewed
These word lists appear in each A, B, and C Lesson of
the Teacher’s Guide and showcase terms that are taught or
reviewed in the corresponding Core Lessons of the Rosetta
Stone Foundations software. Consider using these lists to
enhance students’ recognition and understanding of English
words in the following ways:
• Enhance pronunciation and reading skills by writing vo-
cabulary on the board and engaging students in choral
recitations.
• Invite students to create their own flashcards for
personal practice and easy reference during Lesson
activities.
• Encourage students to explore the meaning of English
words and their use in context by writing sentences or
short stories with the target vocabulary.
viii Rosetta Stone Teacher’s Guide–English (American) Level 4

Bloom’s Taxonomy • Bodily-Kinesthetic
In his 1956 Taxonomy of Educational Objectives: The • Interpersonal

Classification of Educational Goals, University of • Intrapersonal
Chicago educational psychologist Benjamin Bloom
described three learning domains: • Logical-Mathematical
• Cognitive • Musical-Rhythmic
• Affective • Naturalist
• Psychomotor • Verbal-Linguistic
Most Lessons in the Teacher’s Guide are classified • Visual-Spatial
according to the skills that characterize the cognitive
domain, according to Bloom’s Taxonomy. These skills
span the continuum from concrete to abstract
Level of Difficulty
thinking: Most Lesson activities in the Teacher’s Guide are rated on a
continuum from simple to difficult, with ratings represented by
• Knowledge
red check marks:
• Comprehension
• Application 44444
• Analysis Simple
• Synthesis
44444
• Evaluation Easy
Multiple Intelligences 44444

Medium
The definition of learning intelligences, commonly
known as Multiple Intelligences, was developed by Dr.
Howard Gardner, Harvard University professor of 44444
education. In his 1983 book, Frames of Mind: The Moderate
Theory of Multiple Intelligences, Dr. Gardner identified
various ways in which people best understand and
interact with their world. He encouraged educators to
44444
Difficult
identify and reinforce students’ diverse learning talents
by providing classroom activities that tap into these
strengths and stimulate retention.
Many Lesson activities in the Teacher’s Guide are
labeled with one of Dr. Gardner’s intelligences:
Introduction ix
Supplementary
Materials Description
Rosetta Stone® provides a range of supplementary
materials that extend the learning content of the
Rosetta Stone Foundations software Lessons to the
classroom. These additional materials have been
developed in response to customer demand and are
available for the most requested languages and
program levels.
Course Content
The Course Content details the content of each
Lesson, as presented in the software, and includes an
index to all words in the program. This valuable
reference allows you to see at a glance what your
students are learning as they work on Lessons at the
computer, and it enables you to incorporate Rosetta
Stone Foundations content into your classroom
curriculum. The index to all words in the program
identifies the Units and Lessons where words are first
introduced and then reinforced.
Student Workbook
The Student Workbook includes a quiz and a variety of
worksheets for each Lesson in the Rosetta Stone
Foundations program. These materials help reinforce
students’ learning and boost their comprehension
and writing skills. You may choose the appropriate
worksheets to provide your students with additional
practice in class or at home.
Student Tests
The Tests include Listening and Reading focused
tests for each Lesson in the Rosetta Stone
Foundations program, as well as a comprehensive
Test for each Unit. You may use these materials to
support your ongoing assessment of your students’
language-learning process.
x Rosetta Stone Teacher’s Guide–English (American) Level 4

Lesson
Adaptability
Learning Styles and Skills Enrichment Activities
The language-learning process is unique for each student, so The Enrichment Activities in this Teacher’s Guide were created
Lessons in the Rosetta Stone Foundations software and for students with exceptional language-learning abilities.
Teacher’s Guide offer a broad range of flexibility. You will find it These unique independent-study projects challenge gifted
easy to adapt activities in the Teacher’s Guide according to language learners with eye-opening, real-world issues, and
your students’ learning styles and strengths. Activities are require in-depth research, creative problem solving,
classified according to their placement along the Bloom’s establishment of timelines, and adhering to deadlines. Taking
Taxonomy learning continuum (application, analysis, synthesis, ownership of such broad-scale projects allows students to
and others). They also address the various learning styles explore different perspectives of the language they are
(bodily-kinesthetic, logical-mathematical, naturalist, and learning. You will find Enrichment Activities ideally suited for
others) that align with Gardner’s Multiple Intelligences theory. modification based on each student’s strengths.
Consider these classifications when adapting Lessons to
Gifted language learners may be more productively engaged
target the diverse learning styles and abilities found among
when involved in activities that target the higher-order thinking
your students.
skills of analysis, synthesis, and evaluation. Additionally, Journal
Activities allow these students to express unique opinions,
Focused Activities elaborate on ideas, examine possibilities, and explore the
nuances of their newly learned language.
Learners who may need extra help in their language studies
should be evaluated to assess their individual learning
strengths and challenges. After the assessment, set aside Raise the Bar
time periodically for these students to work through the
Found in the sidebar, Raise the Bar offers ideas to expand
recommended Focused Activities in the Rosetta Stone
activities in challenging ways for stronger learners. Tasks may
Foundations software. These special Lessons in the Teacher’s
extend Unit vocabulary, use technology to execute and
Guide provide additional reinforcement of concepts introduced
present a project, propose a fresh angle in order to research
in the software and practiced in classroom activities. Focused
and discuss a topic, or connect the lesson with a cultural
Activity Lessons are designed to ensure success and build
context. These additional options can stimulate stronger
confidence through small-group activities centering on
learners with activities that develop their comprehension,
reading, writing, listening, speaking, and vocabulary. These
analysis, synthesis, and evaluation skills.
activities target knowledge, comprehension, and application
skills (as identified in the Bloom’s Taxonomy listings) to help
students form a solid foundation of basic concepts. Often, an
approach that taps into students’ strengths can be the key to
learning a language.
Introduction xi
Teaching to Standards Build knowledge through texts. Whenever possible, use
content-rich texts that support both language learning and
Today’s academic learning standards aim to prepare students knowledge building in specific content domains. Engaging with
for college and career readiness in the 21st century. However, written or spoken texts that use appropriately leveled language
learners need not first achieve English-language proficiency to explore topics and ideas in social studies, the sciences, and
before beginning to develop standards-based academic the arts can build language and broader academic skills
competencies. Learners can be supported in building college simultaneously. This also creates opportunities to teach and
and career readiness skills within the context of language discuss domain-specific vocabulary and concepts that occur in
learning. By enriching time-tested language pedagogy with a the texts.
few additional strategies, you can provide a bridge between
language learning and academic content standards.
Elementary Students
Teach general academic vocabulary. Rosetta Stone
Foundations’ language-learning curriculum focuses primarily The goal of Rosetta Stone Foundations language-learning
on social and functional vocabulary. However, language software is to enable learners to acquire a language the same
learners can benefit from additional classroom vocabulary way they learned their first language—through complete
instruction that targets the academic language they are likely immersion. Our immersion environment allows students to
to encounter in a broader educational context. You can experience language learning much the same way as they learn
support learners’ academic achievement by looking for naturally: through constant exposure to the language,
opportunities to address these concepts in the context of their consistent correction in pronunciation and vocabulary
language-learning activities. Particular standards may have definition, and manipulations (associating words and objects
specific, targeted vocabulary, but most concepts are with meanings). According to the American Council on the
universally applicable, including sentence, essay, compare, Teaching of Foreign Languages, people who are exposed to
purpose, and effect. another language at a young age have the advantage of being
more proficient than those who study another language later in
Ask text-dependent questions . Language learners are life. The early years of life are an excellent period in which to
commonly asked to relate spoken or written texts to their own build a language-learning foundation.
knowledge or experiences. It is important to supplement this
approach with a range of text-dependent questions that With modifications to the Lessons in this Teacher’s Guide,
require students to pay close attention to the particulars of a younger learners can be guided to make the most of their
written or spoken text. Today’s academic standards emphasize natural ability to grasp languages. As you shape Lessons to
comprehension that is grounded in text evidence rather than address young students’ unique learning style, you prepare a
prior knowledge or personal experience. You can support solid foundation for new language acquisition. Younger
learners’ academic progress by ensuring that that reading, students gain priceless exposure to the language and explore it
writing, listening, and speaking activities provide opportunities in a communicative environment when their unique learning
for them to draw text-based conclusions. styles are addressed.
xii Rosetta Stone Teacher’s Guide–English (American) Level 4

You should take into account the skill and language levels of Encourage your students to use the Rosetta Stone software on
your students when planning Lesson adaptations. For their own time and to incorporate language-learning
preliterate students, use Lessons in which pictures and sound experiences into their fields of study, interests, or hobbies.
accompany text. For emergent readers, focus on highly College is an ideal time to gain exposure to different cultures, so
meaningful and communicative words. Brief activities are more urge learners to participate in language clubs, film festivals, and
likely to keep students productively engaged. By emphasizing cultural and international events. You may wish to assign them
the basic themes of the Lessons and focusing on pictures and to document their experiences in these extracurricular
tangible items, you will help your students grasp the connection activities through writing or other media. College students can
between vocabulary words and their meanings. Imitative also transport the classroom into the community by
activities and choral recitations are excellent ways to encourage volunteering to use their first- and second-language skills at
students to practice pronunciation individually and in group community service functions, such as voter registration drives.
settings. You will want to lead older students through basic
With the Rosetta Stone Foundations program as the heart of
sentence and phrase constructions, accompanied by modified
their language-learning experiences inside and outside the
Journal Activities for learners who seem ready for them.
classroom, college students will be able to communicate more
To make language learning more personal, encourage students effectively, more comfortably, and with more understanding of
to use their language skills in their communities, with English- the linguistic foundations of their new language.
speaking neighbors and friends, for example. Language use in
real-life settings will reinforce Lesson concepts. As students
successfully use their language skills outside the classroom, they
may decide to continue practicing and learning on their own.
College Students
With class participation an overarching element of most
Lessons in the Teacher’s Guide, college students are already
one step ahead. They are likely already accustomed to class
discussions, giving presentations, and speaking aloud
extemporaneously. Consider modifying Lesson activities to be
more relevant to actual situations that college students
encounter and to incorporate more advanced topics, such as
local and global current events. Group work should include
longer-term, more complex assignments that can be
accomplished outside the classroom. And, for learners who are
excelling in English, Enrichment Activities should inspire ideas
for projects similar to independent studies.
Introduction xiii
xiv Rosetta Stone Teacher’s Guide–English (American) Level 4
Unit 13
Tourism
Grammar & Usage: Subject-Verb Agreement in Questions,
Prepositions for Traveling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 1a: Where Should We Go?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 1b: Travel Brochures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1c: Going Places. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 1d: Journal Activity–Plan a Tour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 1e: What Happened Next?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Grammar & Usage: Contractions, Activities on the Go . . . . . . . . . . . . . . . . . . . 15
Lesson 2a: What Should We Do Today?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 2b: Loud and Quiet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 2c: How Do I Get There? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 2e: Journal Activity–Directions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Grammar & Usage: Using Instead to Communicate Options,
Hyphens and Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Lesson 3a: Describing Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 3b: Displaying Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 3c: Favorites and Exploring Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 3d: Journal Activity–Appreciating Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 3e: International Cultural Activity–The World of Art . . . . . . . . . . . . . 33
Grammar & Usage: Count and Non-Count Nouns, Expressing
Desires Politely. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 4a: Restaurant Etiquette. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Lesson 4b: Restaurant Offerings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 4c: Restaurant Role-Playing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 4e: Journal Activity–Dining Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson 4f: American Cultural Activity–Tours of American Cities. . . . . . . . 45
Lesson 5a: Focused Activity–Tourism Vocabulary. . . . . . . . . . . . . . . . . . . . . . . 46
Lesson 5b: Focused Activity–Let’s Listen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Lesson 5c: Focused Activity–Speaking of Dialogues. . . . . . . . . . . . . . . . . . . . 48
1
Unit 13:
Tourism
Introduction to Unit 13 Lesson 1d: Journal Activity–Plan a Tour
Journal activities at the end of each Lesson in the Teacher’s Guide give
This first Unit in Level 4 of the Rosetta Stone Teacher’s Guide features
®
learners writing practice and call on their imaginations. Today, students

Lessons that challenge students to expand upon their command of will reflect in their journals about the particulars of an imaginary trip they are
vocabulary, sentence construction, usage, and written and verbal planning.
communication skills. Students are now ready for more complex activities than
previously encountered—assignments that require critical thinking about Lesson 1e: What Happened Next?
how to bring together the elements of the English language they have A trip to the museum gives students an opportunity to hone their listening
learned and apply them to real-life situations. This Unit’s tourism theme is comprehensions skills as they hear versions of a story with a missing
the backdrop against which learners will practice these skills, paragraph. Which version tells what really happened next?
with intertwined sub-themes including travel planning, visits to art Lesson 2a: What Should We Do Today?
museums and gift shops, and dining in restaurants. Everyone has preferences among indoor and outdoor activities, and this
Lesson will challenge learners to express their likes and dislikes using
Teaching Unit 13 newly learned words such as fun and bored. Students will also create and
Your students have advanced to Level 4 because they have a firm grasp perform scripted dialogues about what they want to do on a given day.
of many of the basic patterns of the English language. Now, they are likely Lesson 2b: Loud and Quiet
to be increasingly curious about why the language works the way it does and Filling in charts and other graphic organizers is an excellent way to tap into
will call on you to answer their queries. You can best help by modeling ways of students’ naturalist intelligence—one of the Multiple Intelligences identified by
speaking or writing that convey, for example, fine shades of meaning or Howard Gardner (see the Introduction). Today, your students will assign
alternate ways of expressing a single idea in a variety of social situations. This nouns to appropriate spaces on a chart, based on whether the terms
is a good stage in your students’ language learning to elevate class represent a vehicle or place that is typically loud or quiet.
discussions to a higher level, one that encourages students
to express themselves in more eloquent ways than in the past, and that Lesson 2c: How Do I Get There?
welcomes their opinions about a wide range of topics. With city maps in hand, pairs of learners will take turns asking for and giving
directions to and from local landmarks, such as restaurants, museums, and
Lesson 1a: Where Should We Go? parks. After you pose questions about their chosen destinations, students
Maps always intrigue students, so today’s Lesson will be especially fun for will respond in writing.
those who have lived in or dreamed of traveling to other countries. Using
a world map to guide them, learners will practice talking and writing about their Lesson 2d: Review
favorite destinations, modes of travel, guidebook information, and what they Travel and nature magazines that you bring to class provide photos that
want and need when traveling. students will use to create colorful, captioned booklets about their dream
vacation. The assignment carries over to students’ homes, where they will
Lesson 1b: Travel Brochures share their booklets with a family member or friend and interview them
Today’s activities give the future travel agents or tour guides in your classroom a about their own dream vacation.
chance to practice skills they might use someday in their careers. Your
students will review travel brochures and guidebooks in order to answer Lesson 2e: Journal Activity–Directions
questions about destination facts, and then will work in groups to create Accurately explaining how to get from one place to another is a useful skill for
their own brochures about historic landmarks that are open to tourists. everyone. Today learners will write directions from their home to school,
using navigational and location vocabulary.
Lesson 1c: Going Places
It’s field-trip time! After your students decide where they are going, they will
use tourism vocabulary to create a detailed itinerary based on information
they discover through research. As a take-home assignment, learners will
write an essay about their experiences on the imaginary field trip.
2 Rosetta Stone Teacher’s Guide–English (American) Level 4

Lesson 3a: Describing Art emphasis on practicing vocabulary pertaining to seating and meal choices,
Famous sculptures, paintings, books, and music—and the artists that wait staff, and bill payments and tips.
created them—are the focal points today as student groups conduct
Lesson 4c: Restaurant Role-Playing
research and prepare presentations about types of artistic
This Lesson promises to be chock full of surprises and classroom audience
accomplishments associated with various centuries.
applause. Today, your students will be on the move as they take on the
Lesson 3b: Displaying Art roles of restaurant guests and wait staff interacting during an impromptu
With an art museum as the imaginary venue for this Lesson, your class will use dining scenario. The only props learners will need are menus, notepads, and
tourism and shopping vocabulary to prepare and perform a scripted scenario their imaginations.
about a visit to the museum and its gift shop. Next, after creating postcards
Lesson 4d: Review
featuring artwork from the museum, students will address the cards and
Be ready to enjoy some entertaining first-person stories as students draw
write a brief note to a friend or family member.
upon the tourism and restaurant vocabulary they have learned in this Unit
Lesson 3c: Favorites and Exploring Options to write about a day trip to a museum and restaurant. Later, outside of
For starters today, students will choose appropriate vocabulary words to fill class, learners will create a personal menu detailing all the foods they eat
in incomplete sentences that describe problems and offer solutions using during their next breakfast, lunch, and dinner.
the vocabulary words instead and so. You will then challenge your learners
Lesson 4e: Journal Activity–Dining Options
to write about and discuss their personal favorites in the categories of
For this journal-writing assignment, learners will describe the reasons for
books, colors, food, games, and types of animals.
their preferred dining choice—going to a restaurant, buying carry-out food, or
Lesson 3d: Journal Activity–Appreciating Art eating a home-cooked meal.
Students become art critics today as they peruse magazines, textbooks, or
Lesson 4f: American Cultural Activity–Tours of American Cities
websites to find an image of a favorite piece of art and then write in their
Nothing compares to the exhilaration of exploring a big city for the first time.
journals about why it appeals to them.
Students will have a classroom mini-version of that opportunity as they
Lesson 3e: International Cultural Activity–The World of Art research and then present armchair-traveler information about American
Your classroom will be transformed into an art gallery as students immerse cities—specifically highlighting landmarks, special events, and restaurants.
themselves in this hands-on activity that allows them to explore the world
Lesson 5a: Focused Activity–Tourism Vocabulary
of artists and their creations. Provide plenty of art materials and art
Bring a selection of travel brochures to this class so students can participate in
magazines, museum brochures, and catalogs that learners can use to
a timed, round-robin search in the publications for vocabulary they
assemble displays of artwork that will be the focal points of fact-filled
recognize from this and previous Lessons. When all brochures have been
presentations they make to their peers. Extend this widely encompassing
passed to and examined by everyone, you will guide learners as they create a
activity by exhibiting the displays and students’ notes elsewhere in your
class list of terms they recognized.
school for others to enjoy.
Lesson 5b: Focused Activity–Let’s Listen
Lesson 4a: Restaurant Etiquette
Bingo is always a big hit with learners, and this listening-for-words version will
Taste-tempting menus—complete with prices and descriptions of appetizers,
be no exception in your class today. As you read sentences aloud, students
entrées, desserts, and beverages—serve as tools for students to practice
must listen attentively until they hear words on their cards and cover them
using restaurant and food vocabulary, calculate meal costs and tips, and
with Bingo chips.
discuss etiquette and appropriate dress for dining out.
Lesson 5c: Focused Activity–Speaking of Dialogues
Lesson 4b: Restaurant Offerings
Two scripts with dialogue about travel and restaurant scenarios provide the
Encourage groups of learners to let their culinary imaginations run free as
structure for students to practice reading and speaking their new language
they create restaurant menus describing a wide variety of food selections
with a partner and for the class as a whole.
and their prices. Follow up with a class discussion about the differences
between eating a meal at home and dining out at a restaurant—with an
Unit 13 3
Grammar & Usage
Unit 13, Lesson 1
Subject-Verb Agreement in Questions
Remind students that subjects and verbs must agree in number. Explain that this is
true even when the verb precedes the subject, as it does in questions.
What are the museum’s hours?
The museum’s hours are from 10:00 a.m. to 6:00 p.m. today.
What is my temperature?
Your temperature is 102 degrees.
Prepositions for Traveling

Discuss with learners some of the prepositions associated with traveling. Using the
appropriate preposition eliminates confusion about important facts, such as whether
a location being discussed is a starting point or a destination.
To indicates movement toward a destination.
She is traveling to Italy.
Let’s go to the ruins.
From indicates a starting point.
We traveled from Spain to South America.
Julie is fifteen kilometers from Barcelona.
The palace’s hours are from 9:00 a.m. to 5:00 p.m.
In indicates a position within a boundary, such as a geographic area or building.
She is traveling in India.
The ruins are in the rain forest.
At indicates a precise location.
This morning, we’re eating breakfast at a cafe.
The tour guide works at the art museum.
By indicates the mode of transportation.
Can we go to the museum by bus?
We arrived in Italy by boat.
Near indicates close proximity.
This castle is near the ocean.
Is the museum near the zoo?
Unit 13, Lesson 1 5

Unit 13, Lesson 1, Part A
Where Should We Go?
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®
Taught or • Use the terms want and need to talk about places, modes of travel, and travel necessities.
Reviewed: • Select travel destinations based on information about weather, prices, and hours of operation.
castle
cathedral Materials:
World map
palace
Copies of script template, one per group (see Appendix A)
ruins
tour guide
tourists Jump Start
traveled
Travel Tips
traveling
travels Prepare Ahead:
• Use the world map for this activity.
1. Draw three columns on the board with the following headings:

I want to go to...
When I travel, I will take...
I need to bring...
2. Display a map of the world. Remind students of vocabulary learned in this and previous
Lessons by discussing details related to the column headings. For example:
I want to go to...
Talk about the names of continents, countries, cities, and landmarks of likely
tourist destinations.
When I travel, I will take...
Talk about the modes of transportation students would use to travel to these
destinations from their homes.
I need to bring...
Talk about travel items such as a passport, suitcase, backpack, map, toothbrush,
toothpaste, and seasonal clothing.
Bloom’s Taxonomy: Knowledge

44444 Multiple Intelligences: Verbal-Linguistic

Curriculum Connection
Travel Chat
Prepare Ahead:
• Copies of script template, one for each group.
1. Divide the class into groups of four students.
2. Distribute script templates and instruct students to fill in the blanks to create their own
conversations about landmarks they can visit on a vacation.
3. After students have developed their scripts and rehearsed their conversations, have them
present their dialogues to the class.
Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal
Assessment
Travel Advice
1. Ask each student to write a paragraph conveying information that might appear in a guidebook about
some place a tourist might visit in her hometown. For example:
The city’s Museum of History is inside an ancient castle. It was once the palace of a Roman king
who was killed in a war. In the museum you can see the ancient ruins. There are tours from 10:00
a.m. to 3:00. p.m. Tuesdays to Fridays and until 5:00 p.m. on Saturdays and Sundays. The museum
is free. If you want a tour guide to show you the museum, it costs $12.00 for adults.
2. Have a volunteer read his paragraph to the class. Then ask other students to tell the class what they
heard was in the guidebook. For example:
John’s guidebook says that the museum is free.
Repeat this with several more volunteers.
3. Collect papers and evaluate for content, correct word use, grammar, spelling, and sentence structure.
Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic Word of
the Day:
traveling
Unit 13, Lesson 1 7

Unit 13, Lesson 1, Part B
Travel Brochures
®
Taught or • Share details about countries and cities, using travel terms.
Reviewed: • Talk with peers about a travel brochure they created.
ancient
brochure Materials:
Country-specific travel brochures, guidebooks, and magazines; one per student
cost
Legal-size (or larger) paper, one sheet per group
costs
Art materials
guidebook
says
website Skill Sharpener
What Does It Say?
Prepare Ahead:
• Have brochures, guidebooks, and magazines about countries available for each student.
1. Distribute travel resources and ask students to review the material about their respective countries
while you write questions such as the following on the board:
How big is the country?
How many people live in the country?
What are some cities that are in the country?
What is the name of the king, queen, prime minister, or president of the country?
2. After several minutes, call on volunteers to share what they have learned with the class.
Encourage them to use statements such as: “The guidebook says that ____.”


RAISE THE BAR
Inform the groups
that there will be
Stretching the Imagination time to visit only one
historic landmark.
Creating a Travel Brochure They must develop
an argument and
Prepare Ahead: present claims with
• Have sheets of paper and art materials available for each group. reasons why the
class should go to
1. Divide the class into groups of three or four students. their chosen
landmark. Advise
2. A
ssign to each group a historic landmark that is open to the public. Learners should use the Internet them to use
and library resources to determine details of interest to tourists who visit their landmark. For example, descriptions and
learners could find its historical significance, physical and mailing addresses, hours and days of facts, using
operation, and price of admission. evidence to make
their points in an
3. Have students use context and other strategies to determine pronunciation and meaning of organized, logical
unknown words and phrases they come across, and confirm using print and online resources. sequence. Students
should draw a grid,
4. Distribute paper and art materials, and instruct each group to create a brochure that presents writing the group
information in clear, interesting, and eye-catching ways. Encourage students to use visuals from name in the first
the Internet, print resources, and their original artwork to illustrate the publication. column and the
landmark in the
44444 Multiple Intelligences: Visual-Spatial
second column.
Then, while listening
to each group’s
arguments,
Assessment
students write the
Share with the Class claims and
supporting reasons
1. Have learners present their brochures and answer questions from their peers. they heard, noting
which claims are
2. Collect brochures, evaluate, and then display them in the classroom. supported by
evidence. After each
group has presented
Bloom’s Taxonomy: Application its arguments, vote
44444 Multiple Intelligences: Interpersonal on which landmark
the class will visit.
Word of
the Day:
website
Unit 13, Lesson 1 9

Unit 13, Lesson 1, Part C
Going Places
®
Taught or • Use travel terms to discuss an itinerary for a class field trip.
Reviewed: • Write a sequential essay recounting a virtual field trip, using tourism vocabulary.
bank’s
Materials:
hours
Large sheets of paper, one per team
library’s Markers
museum’s
palace’s
Brainstorm
tour
tours Field-Trip Ideas
1. Introduce the term field trip, then brainstorm with students about where to go on a hypothetical,
one-day class field trip. Encourage local destinations, as this will elicit discussion about students’
communities, and remind students to narrow their focus. For example, visiting all of Washington,
D.C., would not be feasible for a one-day trip, but a visit to the White House would be possible.
2. Write a list of suggested field trips on the board. Call for a vote on the most popular destination,
which will play a role in the next Stretching the Imagination activity.
Bloom’s Taxonomy: Comprehension

Stretching the Imagination

Planning a Field Trip
Prepare Ahead:
• Have large sheets of paper and markers available for each team.
1. Focusing on the field-trip destination chosen in the previous Brainstorm activity, call on students
to name the types of information necessary to make the trip a success. Group the ideas into main
headings on the board. For example:
depart from school and arrive at (name of place)
hours
money for tickets
tour begins and ends
depart from (name of place) and arrive at (name of restaurant)
money for lunch
depart from restaurant and arrive at school
2. Divide the class into as many teams as there are headings. Each team should research one of the
topics and take notes to share with the class.

3. Ask students to write their findings on the board beneath their respective headings.
4. Explain the concept of an itinerary and display examples on the board or with an overhead
projector. Distribute a large sheet of paper and marker to each team. Instruct learners to write a
master itinerary for the class field trip, based upon the information listed on the board. Encourage
teams to be imaginative as they add details to the plans of the day. Elements and formats of
itineraries will undoubtedly vary, but an example is:
Student Field Trip to ____________
__ : ____ Students depart school
__ : ____ Students arrive at __________ Hours __: ___ to __: ___
__ : ____ Students buy tickets Cost of tickets $ ________
__ : ____ Tour begins
__ : ____ Tour ends
__ : ____ Students leave __________
__ : ____ Students eat lunch at __________ Cost of lunch $________
__ : ____ Students depart __________
__ : ____ Students arrive at school

Assessment
Out-of-Class Essay
1. Ask students to begin writing a short essay (to be finished at home) recounting their imaginary
field trip. Encourage them to consider these questions:
When did you leave the school? When did you leave ____?
What time did you arrive at ____? Which restaurant did you go to for lunch?
What are the ____’s hours? When did you leave the restaurant?
How much did the tickets cost? What time did you arrive at school?
What did you see?

2. Collect essays during the next class period and evaluate, paying particular attention to the
accuracy of sequential content.

Word of
the Day:
tour
Unit 13, Lesson 1 11

Unit 13, Lesson 1, Part D
Journal Activity–Plan a Tour
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®
• Use travel vocabulary to write sentences that outline a trip to a well-known site.
Being Creative
Plan a Tour
1. Ask students to plan, in their journals, a trip to one or more of the sites from this Lesson.
2. Suggest that students include details such as:

location of the site (Where do you want to go?)
travel dates (When will you travel?)
itinerary (What will you do there?)
mode of transportation (What will you take: an airplane, a bus, a car, or a train?)
reasons they chose to travel to that destination (Why are you traveling there?)
3. Remind students to check their work for word use, correct grammar, spelling, and sentence
structure. Also, they should use transition words and phrases for correctly sequencing time,
places, and events.

Unit 13, Lesson 1, Part E
What Happened Next?
®
• Listen to a story and, by noting verb tenses and transition words and phrases, identify the accurate
version.
Materials:
Copies of story without second paragraph, one per student (see Appendix B)
Copies of three versions of second paragraph, one per student (see Appendix C)
Download three story versions Track 17
Focus
What Happened Next?
1. Distribute the stories and explain to your students that the second paragraph is missing. Ask them to
read the story to themselves. Then ask general comprehension questions to be sure students
understand the context.
2. Tell students they will hear three versions of the story. The first and third paragraphs are the same,
but the missing second paragraph will be different in each. They should listen carefully to each version,
and try to determine which is correct. On their paper between the first and second paragraphs,
suggest they draw two lines to divide the space into three parts. Here they can take notes.
3. Play each version of the story twice, while students take notes. Then have them work with a partner
to discuss which version is the correct one. (Version 1 has the correct paragraph.) Discuss it together
as a class, eliciting how they came to their decision.
4. Distribute the handout with the three paragraph versions. Have pairs circle words and phrases and
draw lines to make connections between the paragraphs. Follow up with a class discussion about the
connections.

(Lesson continues on next page)

Unit 13, Lesson 1, Part E (Continued)
What Happened Next?
Version 1:
My younger brother James doesn’t like art museums, but he agrees to go to one with me after I
promise to go boating with him later in the day. We get to the museum at 9:00 in the morning, which is
when it opens, and we are the first ones inside. A tour guide offers to walk us through the museum,
but I don’t like museum tours. I prefer to spend more time sketching what I see. So I head to the
sculpture room and begin drawing my favorite sculpture of a warrior with his sword.
At the same time that I’m sketching, James explores the museum. He spends the first hour walking
around the sculptures and paintings, spending no more than a few seconds looking at each work of
art. Then, after he has finished visiting all the rooms, he quickly grows bored. He comes back and
begins walking circles around me. His shoes are loud in the quiet room. “You’re driving me crazy,
James!” I say. “I’m trying to draw.” To give him something to do, I hand him some money and send him
to the gift shop. After he finishes at the gift shop, he goes to the museum cafe to get a soda and wait
for me to finish. It’s almost noon when I find him in the cafe.
It’s raining by the time we leave the museum. James is angry at me for taking so long. “Now we
can’t go boating or hiking or anything! The day is ruined!” he whines. He doesn’t talk to me at all during
the bus ride home. Later, after James has had some time to cool down, I show him one of the
drawings I made. It isn’t a drawing of sculptures or paintings. It’s a drawing of James sitting in the cafe
and looking out the window. He likes the drawing so much that he decides to hang it on his bedroom
wall. The sunlight shining through the window makes the sketch look even better. “Look, James!” I
say. “The sun is out! It’s not raining anymore!” We both run outside to get the boat ready for the lake.
Second Paragraph Version 2:

James was bored by all the sculptures and paintings when we went to the museum yesterday. He
walked around the sculptures but didn’t look at them. His shoes were so loud that I couldn’t focus on
drawing. “Go find something else to do,” I told him. So he did. Later, he told me that he had gone to the
gift shop and looked at the posters. Then he drank a soda at the cafe. It was noon when we finally left.
Second Paragraph Version 3:

I get my pencil from my backpack, but then I remember that I forgot my drawing paper at home. I’m
angry at myself for not bringing it with me. I spend the next two hours looking at the seventeenth
century sculptures and fourteenth century paintings. I have fun exploring the museum, although I’m
still sad that I can’t also do my own drawings. Then I remember that I haven’t seen James in a while, so
I decide to look for him. I find him sitting in the cafe and drinking hot chocolate. We look at the menu
together and order two sandwiches.

Grammar & Usage
Unit 13, Lesson 2
Contractions
Review with students the contractions they have been using in informal writing and
conversation. Most of them are pronouns contracted with the verb be:
I am I’m your tour guide today.
you are You’re welcome.
we are We’re going to New York City together.
they are They’re standing on the escalators.
he is He’s hiking with his dog.
she is She’s hiking in the mountains.
it is I don’t want to go hiking because it’s snowing.
that is That’s very interesting.
there is There’s an election today.
what is What’s on television?
Point out that the apostrophe replaces the letter a in am and are, and the letter i in is.
Another type of contraction used in informal writing and speaking is a combination of
certain verbs with the adverb not.
are not Why aren’t you at school?
cannot We can’t go ice-skating.
did not I didn’t eat enough.
do not I don’t want to go hiking.
does not Our computer doesn’t work.
is not The lake isn’t frozen.
should not You shouldn’t repair a bicycle like that.
Point out that the apostrophe replaces the letter o in not.
Activities on the Go
Explain to your students that a person’s participation in some activities can be expressed
with a form of the verb go + -ing verb.
I want to go sledding.
The children are going snorkeling.
We can’t go ice-skating because the lake isn’t frozen.
I went fishing.
These expressions are usually used for recreational or sporting activities, not restful
activities like reading. They usually refer to some type of outing.

What Should We Do Today?
®
Taught or • Use the words fun and bored to talk about their likes and dislikes among indoor and outdoor activities.
Reviewed: • Coauthor a paragraph about a virtual adventure.
bored
cross-country skiing Materials:
Course Content
fun
Index cards; one per student
hiking
Container (bowl or box)
ice-skating Copies of script template, one per group (see Appendix D)
sledding
snorkeling
Focus and Motivate
Fun Activities
Prepare Ahead:
• Use the Course Content to select activity words from this Lesson (see Step 1) and previous Lessons.
• Write each term on an index card for each student; fold cards and place them in the container.
1. Review the following activities that were introduced in the software Lesson:
cross-country skiing
hiking
ice-skating
sledding
snorkeling
2. Ask each student to select an index card from the container.
3. Have students take turns saying whether or not they like the activity they selected and why.
Remind learners to use the words fun and bored in their responses.
4. Return the cards to the container and repeat the exercise as time permits.

Engage
Planning an Outing
Prepare Ahead:
• Have a copy of the script template (see Step 2) available for each group.

2. Distribute script templates, and instruct students to fill in the blanks to create their own
conversations about what they want to do that day.
Script template
Student 1: What should we do today?
Student 2: I want to go ____.
Student 2: I don’t want to go ____ because ____.
Student 3: I don’t want to go ____.
Student 4: We can’t go ____ because ____.
Student 1: I don’t want to go ____.
Student 2 (to Student 3): Let’s go ____!
Student 1 (to Student 4): Let’s go ____!
3. Once students have developed their scripts and rehearsed their conversations, have groups take
turns presenting their dialogues to the class. Encourage students to act out the dialogue rather
than simply read it aloud.
4. Ask students to keep their scripts for use during the following Assessment activity.

Assessment
What Happened Next?
1. Pair Students 1 and 4 together and Students 2 and 3 together, according to the roles they played
in the previous Engage activity.
2. Instruct each pair to write a three- to five-sentence paragraph about what their imagined day was
like as they engaged in their chosen activity. Students may use their scripts as a starting point for
their paragraphs. For example:
We went cross-country skiing on a long trail near the woods. I saw snow on the mountains,
and Jennifer saw snow on the trees. We had fun cross-country skiing!
As an option, consider assigning this as a homework activity for students to do individually.

Word of
44444 Multiple Intelligences: Verbal-Linguistic the Day:
fun

Loud and Quiet
®
Taught or • Build a chart with nouns from this and previous Lessons that show the difference between
Reviewed: loud and quiet.
fishing • Identify correct vocabulary through visual cues.
loud
Materials:
motorboat
Magazine images of people engaged in hiking, snorkeling, sledding, and other activities
motorboats
Sets of 15-20 index cards; one set per group
motorcycle Container (bowl or box)
motorcycles Slips of paper with activities, approximately 20 (see Appendix E)
quiet
rowboat
rowboats Jump Start
Who Is Having Fun?
Prepare Ahead:
• Use magazine images for this activity.
1. Hold up magazine images and ask: “Who is having fun?” and “Who is bored?”
2. After students respond, ask questions such as: “Why are they having fun?” and “Why is she bored?”
Model appropriate responses using complete sentences.

Extending the Text

Quiet versus Loud
Prepare Ahead:
• Create identical sets of index cards for each group of four, with one noun per card for a vehicle
or place that is typically either quiet or loud.
1. Write on the board these terms as the column headings of a chart:

Never Sometimes Always
To the left of the columns, list the words Quiet and Loud as row headings.
2. Model how to fill in the chart: First, call on volunteers to name something that is never quiet,
and then write that noun in the appropriate place—in the Quiet row beneath the Never heading.

3. Divide the class into groups of four students. Give each group a set of index cards.
4. Ask groups to arrange their nouns according to the Never, Sometimes, and Always categories.
5. When students are finished, lead a class discussion about their choices. Remind them that when
something is always loud, it is never quiet—and vice versa. Encourage students to contribute to
the discussion in complete sentences.
Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Naturalist
Assessment
Act the Vocabulary
Prepare Ahead:
• Have activity words copied, cut into slips of paper, and placed in the container.
1. Tell students to watch as you silently act out an activity such as ice-skating or cross-country skiing.
Ask them to guess aloud when they think they know the activity you are imitating.
2. Divide the class into four groups of students. Teams 1 and 2 should act and guess with each other,
as should Teams 3 and 4.
3. T
eams 1 and 3 should select a slip of paper from the container and act out the word for their
respective partner teams. Partner teams should try to guess the target words. When they have
guessed the right word, Teams 2 and 4 will select a new word and repeat the activity. Continue the
activity as time permits. Circulate around the room to listen for correct word use.

44444 Multiple Intelligences: Bodily-Kinesthetic
Word of
the Day:
loud

How Do I Get There?
®
Taught or • Give and receive instructions with peers using direction and location vocabulary.
Reviewed: • Describe, in writing, the details of various destinations.
festival
mile Materials:
City maps; one per group
miles
take
trail Focus
The Four Seasons
1. Write the four terms for the seasons as column headings on the board. Ask students to think of
Lesson vocabulary for activities.
2. Ask a volunteer to name an activity and write it on the board beneath the name of the season it
is most closely connected with.
3. As she sits down, she should call on a second student to write another activity word beneath its
corresponding season. Students should continue this pattern as time permits.

Engage
Giving and Receiving Directions
Prepare Ahead:
• For each pair of students, have city maps available that feature local landmarks such as
restaurants, museums, parks, and so on. Maps should also have the same clearly marked
starting point.
1. Divide the class into pairs and distribute maps.

2. Students should take turns asking for, and providing, directions to various venues that appear on RAISE THE BAR
the map, using vocabulary from this and previous Lessons. All students should begin at the same Ask students what
starting point, which should be marked ahead of time. is too loud? What
happens if we hear
3. Encourage students to begin their conversations with “Excuse me, how do I get to ____?” something that is
Partners should answer with sentences beginning with “Take...,” followed by the street directions. too loud for too
For example, a reply might be: “Take Smith Street and go straight for half a mile.” long? How do we
measure loudness?
4. Instruct partners to continue asking each other for directions from their first destination to a second, Introduce decibels,
and then from the second to a third, and so on. Circulate around the room and listen for correct word and ask how many
use, sentence structure, and navigation directions. decibels before we
experience hearing
Bloom’s Taxonomy: Application loss. Explain to
44444 Multiple Intelligences: Interpersonal students that they
will investigate
these questions,
Assessment and then have them
Details work in pairs to
research the decibel
1. Ask students to each select one destination they discussed in the previous Engage activity. scale, which levels
Learners should describe it by writing answers to questions you pose that are targeted to the are dangerous, and
particular destinations featured on their maps. Questions may include: the cause and
Which place did you choose? effect of loud
If you chose a restaurant, what type of food would you eat? sounds on hearing,
If you chose a park, what would you do there? for example with
Is your place quiet or loud? head phones,
motorcycles, or air
2. After several volunteers share their descriptions with the class, collect papers and evaluate for traffic. They should
content, correct word use, grammar, spelling, and sentence structure. write 3-4
paragraphs stating
Bloom’s Taxonomy: Synthesis facts supported by
44444 Multiple Intelligences: Verbal-Linguistic examples, graphs,
or illustrations.
Remind them to cite
sources.
Word of
the Day:
festival

Review
®
• Use tourism, direction, and location vocabulary to write a travel booklet with illustrations.
• Interview a family member or friend about his dream vacation and record his answers.
Materials:
Travel and nature magazines (to be cut apart for pictures)
Three-holed paper, several sheets per student
Folders with clips to secure three-holed paper, one per student
Art materials
Classroom Community
In-Class Activity–Dream Vacation
Prepare Ahead:
• Use magazines, paper, folders, and art materials for this activity.
1. Have students create a booklet that portrays their dream vacation, using magazine clippings and
original drawings for illustration.
2. Suggest that students write captions and short paragraphs to describe such details as:
destination (place)
informational resources (guidebooks, brochures)
sites and landmarks to visit (castles, ruins)
available activities (hiking, ice-skating)
3. When learners are finished, have them insert the pages into the folders. Display the booklets in
your classroom until students are ready to take them home for the following Community
Connection activity.

Community Connection
Out-of-Class Activity–Another’s Dream Vacation
1. Ask students to take home their booklets from the previous Classroom Community activity and
share them with a family member or friend.
2. Students should then interview that individual about her dream vacation. Questions could include:
Where would you like to go?
What would you like to see?
What would you like to do?
Students should ask their questions in the language that is most easily understood by the family
member or friend.
3. Instruct learners to write down the person’s answers (in English) and bring them to the next class.
4. Collect interviews for review.

Journal Activity–Directions
®
• Use navigational and location vocabulary to write directions from their home to school.
Being Creative
Directions
1. Instruct your students to write, in their journals, detailed directions from their home to school.
2. Encourage use of phrases learned in this and previous Lessons. For example:
Take Jefferson Street to Oak Avenue.
Turn left on Main Street.
Go to the post office and turn right.
3. Remind students that they are using the imperative form, and to use the correct
sentence structure, word use, grammar, and spelling.
4. Suggest that students draw a map in their journal to illustrate their directions.

Grammar & Usage
Unit 13, Lesson 3
Using Instead to Communicate Options
Show students the word instead and explain that it is an adverb that communicates a solution
to a problem. It means as an option.
Discuss some examples of using instead to indicate another choice.
I was going to ride my motorcycle, but I’m going to drive my car instead.
I was going to draw the cathedral, but I took a photo instead.
I can’t go ice-skating, so let’s watch a movie instead.
The poster was too expensive, so I bought postcards instead.
Hyphens and Numbers

Explain to students that a hyphen is used to combine an ordinal number with a noun to form
an adjective.
fourteenth-century music
first-century ruins
an eighteenth-century sculpture
a seventeenth-century map
a fifteenth-century castle
Emphasize that a hyphen is used only when the number and another word combine to function as
an adjective—not when the two terms stand alone, as in the fifteenth century.

Describing Art
®
Taught or • Use fine-arts terms to describe creative accomplishments in a given century.

Reviewed: • Work collaboratively to research, write, and report information about artistic achievements.
century
draw Materials:
Reference materials detailing the history of fine art
drawing
Computers with Internet access
drawn
paint
painted Focus and Motivate
painting
Remember, Write, and Share
postcard
poster 1. Ask students to take turns calling out words they remember from this Lesson. List these words
sculpture on the board and instruct learners to each write a sentence with as many words as possible from
the list. For example:
When I was downtown, I saw a twentieth-century sculpture, a woman painting flowers,
and a man drawing tourists.
2. Have volunteers share their sentences with the class.


Extending the Text RAISE THE BAR
Centuries of Artistic Expression Introduce additional
Tier 2 and 3 terms
Prepare Ahead: related to art that
• Use reference materials and computers for this activity. they may find useful.
For example:
1. After reviewing the meaning of the word century, explain to students that they will prepare a exhibition, analogy,
five-minute presentation about one type of fine art that is associated with an assigned century. controversy,
revolutionary,
2. Divide the class into groups of four students and assign each group a particular century. symbolic, style,
Explain that each century is famous for a particular style of Western art. Introduce the following illustrate,
vocabulary associated with each style, and present a visual example of the style. perspective,
• sixteenth century – Renaissance: painting and sculpture medium, proportion,
• seventeenth century – Baroque: painting and music design, subject
• eighteenth century – French style: painting and decoration matter, symmetrical.
• nineteenth century – Impressionism/Post-impressionism: painting and music Suggest they use
• twentieth century – Abstract/Minimalist: painting and sculpture technology to
create their
Students should add information, if available, about the artists, authors, or musicians who presentation,
contributed the types of works listed above. Suggest that groups also find an illustration or audio embedding audio
sample, if possible. If necessary, they may summarize, quote, or paraphrase information from cited and visual
sources, avoiding plagiarism. representations of
the art they are
3. When students are finished, have them rehearse their presentations for the following Assessment describing. For the
activity. Advise learners that each group member is responsible for a portion of the presentation Assessment, ask
to the class. students to take
notes, then
compare and
contrast the art of
two centuries as per
Assessment
the information
Presenting Centuries of Art given by their peers.
1. Using the information gathered from the previous Extending the Text activity, groups should
take turns presenting their findings to the class.
2. Conduct a brief question-and-answer session after each presentation, if time permits.
3. Collect projects and evaluate for presentation skills, content, correct sentence structure,
word use, grammar, and spelling. Word of
the Day:
Bloom’s Taxonomy: Application century

Displaying Art
®
Taught or • Use tourism and shopping vocabulary to write and perform a script about a visit to an art museum.
Reviewed: • Summarize, in writing, the highlights of a trip.
favorite
gift shop Materials:
Large index cards (5"×7"); one per student
locker
Print and Internet resources of museum artwork
lockers
Drawing materials
paintings
postcards
show Jump Start
showing Shopping Sprees
1. Lead a brief class discussion about places with gift shops.
2. Ask students to describe objects found in gift shops and their favorite items to look at or purchase.

Scenes from a Museum
1. After explaining to students that they will prepare and perform a script about a visit to an art
museum, divide the class into groups of three.
2. A
dvise students to include conversations about the following in their scripts: the types of artwork
they observed, descriptions of a favorite piece of artwork, or a visit to the gift shop.
3. After students have finished their scripts and rehearsed their lines, have each group perform its
scenario for the class.


Assessment
Artistic Postcards
Prepare Ahead:
• Have students retain their scripts from the previous activity.
• Provide large index cards (5"×7"); one per student.
• Supply drawing materials.
• Arrange for both print and Internet resources for postcard artwork.
1. After distributing index cards to students, explain that they will use details from their scripts
(see the previous Curriculum Connection activity) to create postcards about their visit to the
art museum.
2. On one side of the index card, students should draw or affix a photo of artwork that they will
describe for the recipient of the postcard.
3. On the opposite side of the card, have learners draw a line down the center and write the
address of the recipient on the right side. On the left, learners should write several sentences
about the trip, including a description of the image on the reverse side.
4. Ask several volunteers to share their postcards with the class.
5. Collect scripts and postcards, and then evaluate.

44444 Multiple Intelligences: Intrapersonal
Word of
the Day:
postcards

Favorites and Exploring Options
®
Taught or • Use the words instead and so to form sentences that describe a dilemma and provide a
Reviewed: logical solution.
but • Select, classify, and explain the reasons for their choices of a favorite person, animal, or item.
expensive
Materials:
favorite
Copies of handout of incomplete sentences, one per student (see Appendix F)
instead
Copies of handout of a list of favorites, one per student (see Appendix G)
museum
so
Engage and Explore
Finding Solutions
Prepare Ahead:
• Have incomplete sentences available on a handout for each student (see Step 2).
1. Read this sentence aloud and ask students to identify what the person cannot and can do:
I can’t take photos in the museum, so I’ll buy postcards instead.
Introduce problem and solution by having students make parallels between
what they can and cannot do.
2. Distribute the handout with the incomplete sentences, and instruct learners to fill in the
blanks with words that describe the problems and ways to solve them. For example:
The ____ was too expensive, so I bought ____ instead.
It’s raining and we can’t ____, so we’re ____ instead.
It was too cold to ____, so we ____ instead.
3. Have students take turns reading their sentences aloud. If time permits, ask learners why
they chose to fill in the blanks as they did.

44444 Multiple Intelligences: Logical-Mathematical

Skill Sharpener
Favorites on the Chart
1. Write the word Favorite at the top of the board and list the following categories beneath it:
Book
Color
Food
Game
Type of Animal
2. After sharing a personal favorite from one or two categories, distribute handouts and allow five
minutes for students to write their own personal favorites alongside each category.
3. Divide the class into groups of four students and have them discuss their choices. A member of
each group should keep a tally of her group’s choices on a separate sheet of paper. For example:
Favorite Books: The Adventures of Tom Sawyer—1
Johnny Tremain—2
Anne of Green Gables—1
Groups should then take turns reporting their results to the class.
Ask students to save their completed handouts for the following Assessment activity.

Assessment
Elaborating on Favorites
1. Using their list of favorites from the previous Skill Sharpener activity, students will write a sentence
that explains why each listed item is their favorite (one sentence per category).
2. Ask students to read at least one of their sentences to the class.
3. Collect sentences and evaluate for correct word use, grammar, spelling, and sentence structure.
Bloom’s Taxonomy: Evaluation

44444 Multiple Intelligences: Intrapersonal Word of
the Day:
favorite

Journal Activity–Appreciating Art
RAISE THE BAR After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®
Revisit some of the • Choose a favorite piece of art and write the reasons for their selection.
art vocabulary
introduced in the Materials:
Unit 13, Lesson 3, Magazines, brochures, textbooks, or websites with artwork from various periods
Part A Raise the
Bar. Have students
chose two works of Real-Life Learning
art, then compare Appreciating Art
and contrast the
style, design, color, 1. Allow time for your students to browse through art magazines, brochures, textbooks,
and subject matter. or websites.
They should explain
which one they like 2. Ask learners to choose their favorite piece of art from the above sources and write,
best and support in their journals, the reasons for their selection. They should use descriptive and sensory
their choice based vocabulary to express what the art looks like, and how it makes them feel. Remind them to
on artistic reasons. check their work for word use, correct grammar, spelling, and sentence structure.

International Cultural Activity–The World of Art
• Write about a particular piece of artwork using background, descriptive, and fine-arts terms.
• Present an artwork description to an audience of their peers.
Materials:
Image of an art gallery
Art magazines, museum brochures, and catalogs (to be cut apart for pictures)
Card stock or poster paper, one sheet per student
Print and Internet sources for art research
Large index cards (5"×7"); several per student
Scissors and glue or other adhesive
Connecting to Culture
The World of Art
1. Display the image of an art gallery and introduce the following terms:
• art
• artwork
• exhibit
• gallery
• medium
• style
• subject matter
Explain to students that they will be creating a class art gallery and giving presentations about pieces
of artwork in the gallery.
2. Learners should begin their individual projects by choosing one image of a painting, sculpture, or
statue from the available art magazines, museum brochures, and catalogs. Each student should
cut out his chosen image and mount it on card stock or poster paper.

(continued)
3. H
ave learners use print media and the Internet to research facts about their selections. Learners
should write notes on index cards and include the title of the artwork, the artist’s name and country of
origin, the year the artwork was created, the name of the museum where the artwork is housed (if
available), and comments about the colors, shapes, or theme of the artwork.
4. Instruct students to review their notes and prepare for a brief presentation to the class.
5. Ask learners to display their artwork around the classroom gallery. Then, one by one, learners should
take turns standing by their images while describing them to their peers, who should gather to listen
at each displayed piece of art, if feasible.
6. When students are finished, summarize the activity by calling on volunteers to answer such
questions as:
Who are the artists you learned about today? (names)
Where are the artists from? (countries)
What did you see? (types of art)
What is the oldest painting, sculpture, or statue you saw? (century)
7. If possible, exhibit the artwork and students’ notes in the classroom or elsewhere in the school
for other students to enjoy and discuss.


Grammar & Usage
Unit 13, Lesson 4
Count and Non-Count Nouns
Explain to students that some nouns represent countable objects and some do not. For example, the
terms apple, dollar, and cup are count nouns. Individual apples, dollars, and cups can be counted. On the
other hand, food, money, and tea are non-count nouns. They are expressed with abstract terms, such as
some, because they are regarded collectively rather than individually.
Tell students that an indefinite article (a, an) should only be used before a count noun—never before a
non-count noun.
Count Nouns Non-Count Nouns
She found a dollar. She found some money.
I have a cup. Would you like some tea?
I ate an apple. I ate some food.
Point out that English speakers ask about quantities of count nouns using How many? and about
non-count nouns using How much?
Count Nouns Non-Count Nouns
How many dollars did you spend? How much money do you have?
How many cups are on the table? How much tea would you like?
How many apples are there? How much food did we buy?
Expressing Desires Politely

Explain to students that they should use would like as a polite way to express a desire. Discuss these
examples and the appropriate contexts for them.
Express a desire: I want to go to a restaurant.
Express a desire more politely: I would like to go to a restaurant.
Make a suggestion informally: Let’s go to a restaurant.
This is an opportune time to explain that may is another term used to politely express a desire.
Remind students to use please and thank you to make their speech more polite.

Restaurant Etiquette
®
Taught or • Use restaurant terms to select food choices from menus, calculate the total cost of their meal,
Reviewed: and determine the appropriate tip to give.
bill • Discuss food choices according to personal preferences and prices.
follow
Materials:
following
Restaurant menus that list appetizers, entrées, desserts, and beverages; one per student
menu
Calculators; one per student
order
paying
seated Jump Start
table Menu Review
tip
Prepare Ahead:
• Have restaurant menus available for each student.
1. Distribute menus and ask students to quickly scan them for known terms and prices.
2. Lead a brief discussion about the information on the menus. Topics could include familiar
words and phrases, descriptions of favorite food and drink, and the use of dollar signs and
decimals when writing prices. Ask students to identify and define common menu headings
(appetizers, entrées (or main dish), desserts, beverages, etc.)
3. Ask students to keep their menus for use in the next Real-Life Learning activity.

Real-Life Learning
Totals and Tips
Prepare Ahead:
• Have a calculator available for each student.
1. Ask students to use their menus from the previous Jump Start activity to create a bill for food they
might order from a restaurant. Four choices should be listed: an appetizer, an entrée, a dessert,
and a beverage. After learners write down each item and its price, ask them to calculate the total
cost of the meal.

2. Instruct students to take turns reading aloud their food choices, corresponding prices, and the total
meal price.
3. Remind students about the new Lesson word tip. Explain the protocol of this custom. Be sure to
include information about the typical percentages that are added to totals in the United States:
10 percent, 15 percent, or 20 percent.
4. Ask each student to use the total on his bill to calculate the tip at 10 percent, 15 percent, and
20 percent. Explain that 10 percent of the total meal cost is the minimum amount to give as a
tip—assuming the service is satisfactory—with 15 or 20 percent given according to the quality
of service. You may want to introduce and discuss sales tax at this time.
5. Instruct students to trade papers with a partner and use their calculators to check each other’s
work. Circulate around the room to answer any questions that may arise.
6. Have volunteers tell the whole class about their meals. Using a show of hands, determine who had
the least and most expensive meals.

Assessment
Restaurant Wrap-Up
1. With students using their restaurant bills from the previous Real-Life Learning activity, lead a class
discussion about the cost of their meals. Students who felt their meals were too expensive should
brainstorm about ways to reduce the cost. Also discuss appropriate occasions to leave varying tip
amounts according to fair, above-average, or exceptional service. Take this opportunity to mention
proper modes of dress and behavior according to types of restaurants.
2. Collect restaurant bills and evaluate for content.
Bloom’s Taxonomy: Evaluation

Word of
the Day:
bill

Restaurant Offerings
®
Taught or • Collaborate with peers to write a complete menu (food and beverage listings, descriptions,
Reviewed: and prices).
bottle • Use restaurant terms to compare and contrast the experiences of eating at home and dining
bottles out at a restaurant.
can
Materials:
garlic
Restaurant menus from Unit 13, Lesson 4, Part A; one per student
menus Blank sheets of legal-size paper, one per group
mushrooms
onion
soda
without Skill Builder
Food Review
Prepare Ahead:
• Have restaurant menus available for each student.
1. Distribute menus. Draw students’ attention to the organization of the menu as they note the
layout of categories, descriptions, and prices.
2. On the board, generate a class list of words for foods and beverages by asking learners to call
out terms they have learned from this or previous Lessons. Lead a choral reading of the word
list for review and pronunciation practice.
3. Collect menus and save the word list for use in the following Skill Sharpener activity.


Skill Sharpener RAISE THE BAR
Marvelous Menus Build vocabulary by
having groups
Prepare Ahead: brainstorm job
• Have sheets of paper available for each group. positions in a
restaurant and what
1. Divide the class into groups of four students. Explain that each group will create a rough draft responsibilities each
and final copy of a menu with selections for appetizers, entrées, beverages, and desserts, along might have. They
with a price for each menu item. Encourage students to include descriptive phrases such as: will notice that the
pork with mushrooms root for most job
seafood without sauce titles and the
lamb with onions primary task is the
same: cooks cook,
2. While students work on the drafts of their menus, remind them to use the class word list from dishwashers wash
the previous Skill Builder activity as a reference, if necessary. dishes. Have them
research restaurant
3. After each group completes its draft, distribute sheets of paper and instruct students to transfer operations for more
their information to the final copies of their menus. details, and diagram
a typical restaurant
4. To conclude the activity, have each student read one entry from her group’s menu. hierarchy, defining
each job title.
5. Collect menus to use for the next Lesson (Unit 13, Lesson 4, Part C).

Assessment
Home Cooking versus Restaurant Fare
1. Lead a class discussion about the differences between eating a meal at home and dining out
at a restaurant.
2. Consider including the topics of seating, menus, meals, wait staff, bill paying, and tips.
3. Encourage participation by all, and listen for meaningful interactions.

44444 Multiple Intelligences: Verbal-Linguistic Word of
the Day:
menus

Restaurant Role-Playing
®
Taught or • Use scripted and spontaneous phrases that are appropriate for restaurant interactions.
Reviewed: • Write a description of their restaurant role-playing experience.
dessert
dinner Materials:
Student-generated menus from Unit 13, Lesson 4, Part B; four per group
lamb
Small notepads; one per group
order
pork
sauce
seafood Quick-Start Review
taste Dialogue Practice
tastes
1. Write Lesson sentences such as the following on the board:
How many people to be seated? Do you have any questions?
A table for two, please. What is the soup of the day?
Please follow me. Are you ready for the bill?
What would you like to order? How much tip should I give?
I would like to order ____.
2. H
ave students prepare for the upcoming restaurant role-playing by practicing questions and answers
they might say during the activity. Ask students how a waiter would greet customers, and what types
of questions the customers might ask a waitress. Students may refer to the questions on the board
for assistance.
3. Save the list of questions and answers on the board for reference during the next
Real-Life Learning activity.

Real-Life Learning
Scenes from a Restaurant
Prepare Ahead:
• Use menus and notepads for this activity.
1. Ask students to return to their menu-making groups from the Unit 13, Lesson 4, Part B activity.

2. Explain that each group will act out a restaurant scenario, with students in the following roles:
one waiter or waitress
three restaurant guests
3. Once students have decided which roles they will play, explain that the scene includes entering
the restaurant, being seated, browsing and ordering from the menu, asking questions, writing down
orders and prices, calculating the bill, receiving the bill, and giving a tip. Remind students that their
objective is to ask and answer questions appropriately, according to the situation. Learners may refer
to the sentences on the board from the previous Quick-Start Review activity
for guidance.
4. Ask the students who are playing the role of waiter or waitress to raise their hands, and distribute
menus to them. Be sure that groups receive a different menu than the one they worked on earlier.
5. Have the first group of guests stand near the doorway of the classroom. Instruct the waiter to begin
the scene by asking, “How many people to be seated?”
6. Once the first group is seated, ask the second group to begin its scene as in Step 5. The remaining
groups should follow suit until all groups are seated, as in a typical restaurant setting.
7. Circulate around the room and listen for appropriate dialogues about the topics in Step 3.
If time and classroom space permit, you may wish to arrange desks and chairs to resemble the configuration
of tables and chairs in a restaurant.

Assessment
Restaurant Review
1. Encourage students to reflect on the previous Real-Life Learning activity by writing answers to
questions you pose about the role they played (waiter, waitress, guest), their words and actions during
their roles, and the role they would like to play next time (including a reason for their choice).
2. If time permits, schedule time with each student to discuss her answers.

Word of
the Day:
order

Review
®
• Write about the details of a day trip using tourism and restaurant vocabulary.
• Describe, in writing, the meals they have eaten at home, at school, or in a restaurant.
Materials:
List of vocabulary from Lessons 3 and 4, one per student (See Unit 13 word lists)
Classroom Community
In-Class Activity–Day-Trip Stories
Prepare Ahead:
• Have vocabulary lists available for each student.
1. Explain to your students that they will be writing a two-paragraph story about a trip to a museum
and a restaurant, using a minimum of five vocabulary words from Lessons 3 and 4.
2. Distribute vocabulary lists and spend a few minutes reviewing words by asking several volunteers
to use two or three of them in complete sentences.
3. T
ell your students that they should include two or more characters in their stories. They should use
dialogue to show how characters agree and disagree about what they want to do during their visit, and
then come to a decision. Discuss ideas that students might want to include in their stories, such as
what they bought in a museum gift shop, what kind of meal they ordered in a restaurant, or a unique
piece of art they saw in a museum. Learners should use descriptive and sensory language to develop
their stories, and transition terms for cohesion and to convey the sequence of events.
4. Circulate around the room while students are writing, and be available to answer questions
or address concerns.
5. When students are finished, ask several volunteers to share their stories with the class.
6. Collect stories and evaluate for correct word use, transitions, grammar, spelling,
and sentence structure.

Out-of-Class Activity–Personal Menus
1. Instruct learners that, between now and the next class session, they should create their own
personal menus by listing the foods they ate for breakfast, lunch, and dinner at home, at school,
or in a restaurant (three meals total). Each entry should include a minimum of a main dish and
a beverage.
2. Schedule time to meet with each student to review her menu and answer any questions she
may have about unfamiliar terms.

Journal Activity–Dining Options
®
• Use dining terms to explain, in writing, their reasons for preferring home-cooked meals,
take-out fare, or restaurant cuisine.
Learning for Life

Dining Options
1. Ask students to describe, in their journals, the dining choices available in your community
(eating home-cooked meals, ordering take-out food, or dining at a restaurant).
2. Learners should also write about their favorite way to dine and explain their reasons.
Remind them to check their work for word use, correct grammar, spelling, and sentence structure.

Unit 13, Lesson 4, Part F
American Cultural Activity–Tours of American Cities
• Work collaboratively to collect facts about specific American cities and their respective
landmarks, restaurants, and special events.
• Present information about American cities to an audience of their peers, using tourism
and restaurant terms.
Materials:
Wall map of the United States
Commercial brochures and guidebooks about American cities
Tours of American Cities
Prepare Ahead:
• Be ready to assign to each group one major American city that is featured in the brochures
and guidebooks.
2. Explain to learners that they will be presenting a brief report (minimum five minutes) about sites
to see during a one-day visit to a large city in the United States. Introduce the terms landmarks and
special events. Their projects should include descriptions, background information, and visual aids
about the following:
three landmarks (cathedrals, sculptures, statues, museums, bridges, parks)
one well-known restaurant (with its menu)
special events, if applicable (Taste of Chicago, Feast of San Gennaro, World Series)
3. Assign cities to each group and identify the location of each on the U.S. map.
4. Instruct students to work collaboratively within their groups to gather information and prepare
their report, and stress that each member is responsible for presenting one of the above topics
to the class. Encourage students to use available print resources, the Internet, and the library
for their research.
5. A
fter all groups have presented their projects to the class, summarize the activity by asking
volunteers to answer questions about famous landmarks, restaurants, and special events in
cities such as San Francisco, Chicago, and New York.


Focused Activity–Tourism Vocabulary
®
• Identify tourism and travel vocabulary in print resources.

• Write a summary of the information provided in a travel brochure.
Materials:
A variety of travel brochures; one per student
Highlighting markers; one per student
Timer
Extra Help
Tourism Vocabulary
Prepare Ahead:
• Collect travel brochures about local or national tourist sites—ideally, for as many different
destinations as there are students.
1. Distribute brochures and, if possible, make sure that each student receives one about a
different location.
2. Hand out highlighting markers of varying colors, one per student. As you prepare to set the
timer for two minutes, explain that when you say “Go!” students should read through their
brochure and highlight vocabulary words from this and previous Lessons.
3. When the time is up, instruct learners to pass their brochure to the person on their left. Set
the timer again and have students highlight known words in the new brochure. If learners
recognize words that have already been highlighted, they should skip to the next word. If
students cannot find any more words to highlight, they should wait for the next brochure.
Continue the exercise until everyone has seen each brochure.
4. Ask students to call out the highlighted words from their original brochure as you write them
in a list on the board. Instruct students to use this as a reference as they write a paragraph summary
of the material provided in their travel brochure. In order to give students structure, provide
questions such as:
Where is the place?
What are the hours?
How much does it cost?
44444

Focused Activity–Let’s Listen
• Use aural cues to identify tourism, fine-art, and restaurant vocabulary in the context of sentences.
Materials:
Course Content
List of words from Unit vocabulary list and sentences containing those words (see Appendix H)
Copies of Bingo grid, one per student (see Appendix I)
Bingo chips; 16 per student
Extra Help
Let’s Listen
Prepare Ahead:
• Have copies of Bingo grids ready. Randomly place Unit vocabulary words in the grid’s squares.
Mix up words on several grids so not all grids contain the same selection of words. Alternatively,
write the words on the board and let the students select words and write them in blank grids.
1. Distribute a Bingo grid and 16 Bingo chips to each student.
2. Explain that you will read a list of sentences aloud. When learners hear a word that appears on their
paper, they should place a chip on top of that word.
3. Advise students that they may hear more than one vocabulary word per sentence.
4. Continue the activity until learners have marked all the words on their papers.
44444

Focused Activity–Speaking of Dialogues
®
Use authentic • Speak about travel and restaurant topics by performing scripted dialogues.
materials, real
menus and maps, Materials:
then write scripts Scripts; two per group (see Appendix J)
for the role-plays.
Have students
create a situation Extra Help
where they have to Speaking of Dialogues
solve a problem; for
example, the wrong Prepare Ahead:
meal is delivered, or • Have two scripts available for each pair of students.
the wrong directions
to the restaurant 1. Divide the class into pairs of learners and explain that they will be practicing conversations
are given. Advise about travel and restaurants.
the students that, in
their roles, they 2. Distribute the following two scripts to each pair and allow time for partners to rehearse their lines.
have to work Script 1
together to resolve Student 1: Where should we go today?
the problem. Student 2: Let’s go to the palace.
Student 1: What are the palace's hours today?
Student 2: The guidebook says that the palace is open from 10:00 a.m. to
6:00 p.m. today.
Student 1: How do we get to the palace?
Student 2: Take Main Street for one mile and turn left on Elm Street.
Script 2
Student 1: How many people to be seated?
Student 2: A table for one, please.
Student 1: What would you like to order?
Student 2: I would like to order lamb and mushrooms with sauce, please.
Student 1: Would you like to order dessert?
Student 2: No, thank you.
Student 1: Are you ready for the bill?
Student 2: Yes, please.
3. Have students take turns performing their scripts for the class.
4. If time permits, ask students to switch characters and practice reading new lines.
44444
Unit 14
Business and Leisure

Grammar & Usage: Conditional Sentences, Ideas. . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 1a: Sports Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Lesson 1b: Work and Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 1c: Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson 1d: Journal Activity–Favorite Hobbies. . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 1e: American Cultural Activity–Let’s Play Baseball!. . . . . . . . . . . . . 62
Grammar & Usage: Pronoun Homophones, Formality in
Business Situations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Lesson 2a: Office Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Lesson 2b: Setting Appointments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 2c: Messages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 2e: Journal Activity–Every Day Matters . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 2f: International Cultural Activity–Amazing Architects. . . . . . . . . 76
Grammar & Usage: Verb Tenses in Contractions, Independent
Possessive Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Lesson 3a: Exploring Natural Wonders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 3b: Darkness and Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 3c: Charging the Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Lesson 3d: Journal Activity–Sightseeing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 3e: Enrichment Activity–Travel Guidebooks. . . . . . . . . . . . . . . . . . . . 88
Grammar & Usage: Future Events in Conversations,
Connotations of Trying. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson 4a: Mail Delivery. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Lesson 4b: Care Packages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 4c: What’s in a Name?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 4e: Journal Activity–The Perfect Package. . . . . . . . . . . . . . . . . . . . . 100
Lesson 5a: Focused Activity–Listen and Remember. . . . . . . . . . . . . . . . . . 102
Lesson 5b: Focused Activity–Scrambled Grammar . . . . . . . . . . . . . . . . . . . 103
Lesson 5c: Focused Activity–Speaking of Sports . . . . . . . . . . . . . . . . . . . . . 104
49
Unit 14:
Business and Leisure
Introduction to Unit 14 innovative thinkers’ contributions, prepare a poster, and then present their
findings to the class.
Highlighting this Unit is a vocabulary list richer than ever before—one
that expands your students’ abilities to precisely communicate with new Lesson 1d: Journal Activity–Favorite Hobbies
linguistic flair and accuracy. This greater variety of vocabulary terms has a Learners will enjoy this opportunity to write in their journals about their
two-tiered effect. Not only are students now able to apply subtle shades of hobbies—why they like them, how they became interested in them, and
meaning when writing or speaking about a wide range of topics, you can also how they learned them.
call upon your learners to reflect and come to conclusions about their own Lesson 1e: American Cultural Activity–Let’s Play Baseball!
opinions and sentiments, since they have the grammatical tools and words Student groups will step up to the plate today to present reports about
to communicate them to others. professional baseball teams. To prepare, your learners will conduct
research using online and print materials to determine a team’s history,
Teaching Unit 14 name origin, home stadium information, championships won, and famous
Your classroom now begins to expand as you invite teachers, students, and team players.
administrators from elsewhere in your school—and family members and Lesson 2a: Office Terms
others from your community—to attend presentations by your students. In this hands-on Lesson, groups of students will design the interior of a
Given their rapidly growing competency in speaking, writing, and reading three-story office building, and then label features and offices such as the
English, you should encourage them to step past familiar bounds and elevator, hallway, and architect’s office. That activity will set the stage for
communicate in greater detail, and for longer stretches of time, with students to present their work to their peers and engage in a round-robin
other English-language speakers they encounter in their daily lives. You will question-and-answer session regarding directions to and from locations
find that the challenging Activities in Unit 14 frequently mirror real within the building.
situations in learners’ daily lives, and that topics such as sports, hobbies, and
e-mail greatly pique students’ interest because of their real-life relevance. Lesson 2b: Setting Appointments
In the fast-paced world we live in, it is important to be able to keep track
Lesson 1a: Sports Talk of appointments and discuss schedules. Today, your students will practice
Teamwork is the name of the game today as your students team up to doing both as they fill in hourly time slots on a weekly calendar and converse
read, discuss, and present reports about sports. Using newspaper about upcoming plans with fellow classmates.
clippings or print-outs of information, learners will research famous
American sports teams—scores, schedules, mascots, and more—and Lesson 2c: Messages
specific sports and sporting events, such as baseball, basketball, the A variation of the message-passing game Telephone will undoubtedly elicit
Kentucky Derby, and the Boston Marathon. some laughs in your classroom today during this Lesson that focuses on
accurately conveying verbal and written information. Students will also
Lesson 1b: Work and Play role-play a scenario in which they must collaborate to relay an important
Comparing objects or abstract ideas, and then communicating the message to someone.
conclusions, takes practice in any language. In today’s Lesson, students
will use a Venn diagram to highlight the differences and similarities Lesson 2d: Review
between a variety of jobs and hobbies. They will also use their categorizing In this fun-filled Review Lesson, your learners will take on the roles of actors
skills to classify people according to their jobs, and to determine whether and artists as they develop skits and create artwork for a classroom festival
specific activities, jobs, and hobbies can be done alone or together. of fine arts. Their efforts will culminate in onstage performances and
artwork presentations to family members, teachers, and students from
Lesson 1c: Ideas other classrooms.
Light bulbs will light up over the heads of your students today as they
explore the concept of ideas in the context of the innovations of four
notable individuals, including Albert Einstein and Marie Curie. Groups
of learners will research biographical details and information about the

Lesson 2e: Journal Activity–Every Day Matters Lesson 4a: Mail Delivery
Today’s journal-writing assignment challenges students to write about their Chances are, your students receive few letters in the mail and have even
tasks, appointments, celebrations, and other activities that occur like fewer occasions to write them. Today, using this Lesson’s newly introduced
clockwork on a daily, weekly, monthly, and yearly basis. postal vocabulary, pairs of learners will become pen pals—writing, delivering,
and conversing about letters they write to each other.
Lesson 2f: International Cultural Activity–Amazing Architects
The contributions of famous architects around the globe are the focal points Lesson 4b: Care Packages
of today’s expansive Cultural Activity. Students will work in groups to research, Reaching out to help people in need forms the basis of this Lesson. Students
write, and deliver presentations about renowned architects, such as Zaha will read about and discuss local organizations that accept donations, and
Hadid and Frank Lloyd Wright, and about such world-famous buildings as the then write letters to your school’s principal proposing a school-wide collection
Taj Mahal, Colosseum of Rome, and Empire State Building. drive to benefit one or more of the outreach groups.
Lesson 3a: Exploring Natural Wonders Lesson 4c: What’s in a Name?
Using images of people exploring or photographing the out-of-doors, your During class roll call, you undoubtedly call out names that reflect great
learners will use environmental vocabulary to describe the scenes. Then cultural diversity among your students. Today’s Lesson, in which learners
they will research and prepare brief presentations about well-known caves, research the background of their first and last names and graphically
rivers, canyons, and so on. create family crests, should open doors to cross-cultural understanding
among peers.
Lesson 3b: Darkness and Light
Bring in photos of scenes and activities in light and dark surroundings to Lesson 4d: Review
inspire a class discussion using new vocabulary, such as light, dark, lamp, Today, classmates will reach into a bag and pull out items that represent
and battery. Then, watch your students light up as they explore the world of environmental and postal vocabulary words. In round-robin style, learners
daytime and nighttime behaviors of mammals, birds, and marine animals. will then create sentences containing the chosen terms, and you will keep
everyone on their toes by asking questions of students at random.
Lesson 3c: Charging the Language
Everyone will get a charge out of this Lesson that focuses on new vocabulary Lesson 4e: Journal Activity–The Perfect Package
terms such as turn off and turn on. Student groups will write and perform Drawing upon the postal and delivery vocabulary they have learned,
scripts featuring dialogue and scenarios that incorporate these and other students will write details in their journals about a package they might
power-filled words. send to someone they consider special.
Lesson 3d: Journal Activity–Sightseeing Lesson 5a: Focused Activity–Listen and Remember
Today’s Journal Activity will show students that it is possible to escape to the After listening to a passage about an artist, students working with their
out-of-doors during class time. They will write about a real or imaginary visit to partners will write the answers to comprehension questions about what
one of the natural wonders they learned about during this Lesson. they heard. Then they will read the text to check their answers.
Lesson 3e: Enrichment Activity–Travel Guidebooks Lesson 5b: Focused Activity–Scrambled Grammar
Designed to provide an enhanced learning opportunity, this long-range activity Mixing up words in sentences, and then putting them back together so they
allows your more advanced students valuable planning, communication, are grammatically correct, is always popular with language learners. In this
research, and public-speaking experience. Over the course of several weeks, Focused Activity, your students will unscramble words on index cards to
students will create an illustrated travel guidebook about a country of their form sentences with passive and active verbs.
choice and its natural wonders, landmarks, cultural offerings, and more. You
Lesson 5c: Focused Activity–Speaking of Sports
may wish to invite a travel agent to attend the class session when these
Practicing speaking is fun in exercises like this, in which learners assume the
learners present their finished products.
role of a reporter or sports fan and read aloud a scripted dialogue with a
partner, with the goal of speaking expressively.
Unit 14 51
Grammar & Usage
Unit 14, Lesson 1
Conditional Sentences
Explain to students that some sentences express what may happen under certain conditions.
These are called conditional sentences. Conditional sentences often use if and then.
If we win this game, then we’ll play in the championship.
If I have enough money, then I will buy this.
If you study English, then you will be able to speak it.
The clause that begins with if is called the condition. If the condition is met, then the rest of the
sentence will be true. This type of conditional is called a real conditional because the condition
might be met. Sometimes then is omitted, but the meaning is the same.
If you take this medicine, you will not be sick tomorrow.
Some conditional sentences express a condition that has not been met.
If she had a sandwich, she would not be hungry.
This example indicates that she does not have a sandwich. Therefore, she is hungry. Point out
to learners that in this kind of conditional sentence the if clause is not true. The condition was
not met. These conditionals are called unreal conditionals. Point out to learners that unreal conditionals
use a past tense verb.
If it rained more, my garden would grow better.
If they had umbrellas, they would not be wet.
Help learners practice both real and unreal conditionals in appropriate contexts.
Ideas
Explain to students that an idea is a concept or thought. Point out different ways of using the term.
When someone says, “I have an idea,” he means that he has thought of a plan that may solve a problem
or dilemma. In this context, an idea is a solution or an innovation.
It’s raining, but I forgot my umbrella. I have an idea. Let’s use a newspaper.
Idea can be used to express a new concept or an invention.
First, he had an idea for a baseball stadium. Then, he drew a baseball stadium.
Then, people built the baseball stadium.
An artist, for example, may refer to new designs as ideas.
Where do you get the ideas for your paintings? Sometimes I get ideas when I’m traveling.
Let students know that circumstances or opinions can dictate whether an idea is described as good or bad.
Wearing a coat in the winter is a good idea.
Wearing a suit in the water is a bad idea.

Sports Talk
®
Taught or • Use sports vocabulary to talk about athletics with their peers.
Reviewed: • Work cooperatively to prepare and present information about a sport or sporting event.
baseball
basketball Materials:
Newspaper clippings or website print-outs of scores from baseball, basketball, or hockey games;
championship
one copy per group
hockey
Print and Internet resources for information about baseball, basketball, hockey, the Indianapolis
player 500, the Kentucky Derby, and the Boston Marathon
player’s
race
Focus and Motivate
Know the Score
Prepare Ahead:
• Use newspaper clippings or print-outs of sports information for this activity.
• Make a list of sports teams to assign to groups.
1. Divide the class into groups of three students, and assign each group a local or national team.
Mention the city in which the team plays for easier identification (Philadelphia Phillies, Los Angeles
Lakers, St. Louis Blues).
2. D
istribute clippings and print-outs. Have each group member scan the information for a fact to
report to the class. Such details may include the location of a game, names of the competing teams,
final score, names of the winning and losing teams, schedule for the next game, or name
of the team mascot.
3. Continue the activity until all students have reported.


Being Creative RAISE THE BAR
Sports Reports Students should
refer to two or more
Prepare Ahead: sources (print or
• Have print and Internet resources available for this activity. online) regarding
their topic, noting
1. Explain to students that they will be working in groups to prepare and present a brief report about differences in
a sport or sporting event, with each group member sharing an aspect of his research. authors’
perspectives or
2. Divide the class into six groups of learners and assign one of the following topics to each group: presentation of the
baseball Boston Marathon material by
basketball Indianapolis 500 comparing and
hockey Kentucky Derby contrasting the
information, and
3. Reports should include information about the history and rules of the sport or sporting event, along supporting
with a photograph or illustration. Encourage students to enhance their reports with an interesting comments with
fact, a bit of trivia, or an amusing anecdote. reasons. They
should cite sources.
4. Allow time for learners to review their notes before the presentations in the next Assessment activity.

Assessment
Sports Wrap-Up
1. Have groups present the reports they prepared in the previous Being Creative activity.
2. Conclude the session by leading a brief discussion to address any comments or questions.
3. Collect papers and evaluate for correct word use, transitions, grammar, spelling,

Word of
the Day:
championship

Work and Play
®
Taught or • Talk about activities they have defined as jobs, hobbies, or jobs and hobbies.
Reviewed: • Describe sports and fine-arts activities that can be done together or alone.
actor
actress
Materials:
alone
Magazine, newspaper, or Internet images of actors, sports players, and artists; one per student
artist
One large sheet of poster board
hobbies Tape
hobby
job
player Jump Start
together Actor, Player, or Artist?
Prepare Ahead:
• Use magazine, newspaper, or Internet images and tape for this activity.
• Draw three columns on the poster board with these category headings: Actor, Player, and Artist.
1. Display the poster board and review the headings, focusing on pronunciation and meaning.
2. Distribute images and ask students to take turns showing their pictures to the class and identifying
the person as an actor, player, or artist. Learners should then tape their images under the
appropriate poster heading.
3. After all students have had a turn, randomly point to the images and call on volunteers to name
the corresponding category.


Job or Hobby?
1. In preparation for a class discussion, ask learners to spend a few minutes on their own listing their
jobs and hobbies (around the home, at school, or in the workplace) after you review the meanings
of these terms.
2. Draw a Venn diagram on the board and label the regions as follows, from left to right: Jobs,
Jobs and Hobbies, H obbies. Explain to students that they should take turns reading two items from
their lists, choosing from among these sentence formats:
____ is my job.
____ is my hobby.
____ is my job and my hobby.
3. Write students’ answers in the appropriate regions on the Venn diagram.
4. Lead a discussion about the information on the completed Venn diagram, with students comparing
and contrasting the characteristics of activities listed as jobs, hobbies, or both jobs and hobbies.

Assessment
Alone or Together?
1. Spend a few minutes discussing, as a class, the words alone and together as they relate to
activities, jobs, and hobbies. For example, a game of golf can be played by one person (alone),
while a game of baseball can only be played with a group of people (together).
2. Students should then spend the remainder of the session writing two paragraphs that describe
three activities they prefer doing alone, and three activities they enjoy doing with others. Encourage
learners to use precise language to describe the activities and why they prefer doing them alone or
with others.
3. Collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

44444 Multiple Intelligences: Intrapersonal Word of
the Day:
job

Ideas
®
Taught or • Use information about inventors’ ideas to describe inventions to their peers.
Reviewed: • Write about their own ideas for new inventions.
bad
good Materials:
Internet and print resources about innovative thinkers such as Albert Einstein, Thomas Edison,
hear
Marie Curie, and Patricia Bath; one per group
idea
Incandescent light bulb
ideas Poster paper, one sheet per group
something Art materials
Skill Builder
Talking Sense
1. On one side of the board, write the following verbs and their various forms, and review their
meanings:
see hear smell taste touch
2. Ask students to take turns saying vocabulary words (from this and previous Lessons) that
can be used with the above sensory terms. Write these words on the other side of the board.
3. Have several volunteers create sentences using at least one word from each side of the board.
For example:
The cat sees the fish. We think this candy tastes good.
I can hear the ocean. He is touching the window.
She is smelling something.

Engage and Explore

Invention Convention
Prepare Ahead:
• Have Internet and print resources available about the following innovative thinkers:
Albert Einstein (physicist who developed the theory of relativity)
Thomas Edison (businessman who invented the incandescent lamp)
Marie Curie (scientist who discovered radium and polonium)
Patricia Bath (physician who developed the cataract laserphaco probe)
• Use the incandescent light bulb and poster paper for this activity.

1. Display an incandescent light bulb and ask, “Is this a good idea or a bad idea? Why?” Explain RAISE THE BAR
to learners that they will prepare and present a poster with information about the inventor of Have students use
the light bulb and others whose ideas have changed our lives. Take a few moments to discuss the technology to write
terms inventor and invention. and present
research about the
2. Divide the class into four groups and assign an inventor to each one. Distribute sheets of invention of their
poster paper. choice. They should
have the audience
3. Instruct students to use print media and the Internet to research the following topics: logically follow the
the year the inventor was born the name of the invention steps of the
where the inventor lived why the invention is important inventor as he/she
the year the inventor died went through the
Students should also select, and then print or photocopy, at least one photo or illustration process of
of the inventor or the invention. Remind students to use various strategies to identify the meaning, discovery. Peers
pronunciation and parts of speech of unfamiliar words and phrases from the context, and confirm by should take notes
using print and online reference materials. and comment
whether relevant
4. Have learners arrange their information on the poster paper and rehearse their presentations. facts are presented
Point out that each group member should be prepared to present a portion of the information. logically and
sequentially.
5. Call on groups to present their posters to the class.

Assessment
Interesting Ideas
1. After reviewing the importance of the inventions described in the previous Engage and Explore
activity, ask each student to write about his own idea for a new invention.
2. Learners should describe their invention idea in a three- to five-sentence paragraph, and they
may include an illustration (optional).
3. Be available to help students with new words that they may want to use in their descriptions.
4. Collect papers and evaluate.

Word of
idea

Journal Activity–Favorite Hobbies
®
• Write about a hobby they enjoy in their free time.
Being Creative
Favorite Hobbies
Have students write in their journals about their favorite activity by answering questions such as:
Why do you like this hobby?
When did you begin this hobby?
How did you learn this hobby?
Remind students to check their work for word use, correct grammar, spelling, and sentence structure.

American Cultural Activity–Let’s Play Baseball!
®
• Work collaboratively to research, write (using the past tense), and present reports about
professional baseball teams.
Materials:
Slips of paper with names of different baseball teams; one per group (see Appendix A)
Container
Internet sources and print media about baseball and baseball teams
Let’s Play Baseball!
Prepare Ahead:
• Cut slips with names of baseball teams, fold them, and place in a container.
Teams will have a long history, such as the New York Yankees, Boston Red Sox,
Los Angeles Dodgers, and Chicago Cubs.
• Collect print materials about the teams you choose to assign to your students.
1. Begin the activity by presenting a brief history of baseball in American culture. Include
details about the first games played, the evolution of rules, and how baseball came to be
known as “America’s National Pastime.” Point out that the term pastime is similar in meaning
to the word hobby.

2. Explain to students that they will work in groups to research, write, and present the history of
a specific baseball team. Possible topics to cover include:
history of the team
history of the team name
famous team players
history of the team’s stadium
championships the team has won
Ask students to incorporate illustrations and photos to make their presentations visually interesting.
Emphasize that each group member must participate in the presentation.
3. Divide the class into groups of three; pass around the container and have someone from each
group choose a slip of paper to select a baseball team. Distribute print resources, and be available
to answer questions and define unfamiliar words as students conduct their research.
4. After students have finished documenting and illustrating their reports, allow time for groups to
rehearse their presentations.
5. As each group presents its baseball team to the class, encourage peers to ask follow-up questions
based on the information provided.
6. Collect written content for evaluation.


Grammar & Usage
Unit 14, Lesson 2
Pronoun Homophones
Explain to your students that homophones are words that sound alike. In writing, it is important to avoid
confusion by choosing the correct homophone and spelling it correctly.
Some pronoun homophones are frequently used improperly. Remind learners that a pronoun has
an apostrophe only when it is part of a contraction.
Their apartment is on the second floor.
There is a restaurant on the fourth floor.
They’re standing on the escalators. (They are)
You’re welcome. (You are)
One of your clients left a message for you.
It’s on the third floor. (It is)
My favorite was the palace and its gardens.
Formality in Business Situations

Explain to students that, in business settings, conversation can be friendly, but it should be formal
enough to show respect for workers and clients.
For example, English speakers sometimes make their meaning clear by using short, imperative
sentences. Imperatives are commands, however, and may not be appropriate for talking to a manager or
client. Advise learners to use terms such as let’s (let us) and please to make imperatives sound
like polite suggestions.
There’s a restaurant on the fourth floor. Let’s eat there.
Please say that she has an appointment at 7:30.
Another way to give instructions politely is to ask a question instead of using an imperative.
Can I leave a message for Doctor Tan?
This is an opportune time to point out that may is an excellent term to convey polite formality.
Speakers in business situations use polite phrases often.
I’m sorry, Henry. I’m not able to meet you for lunch.
That’s okay. We can meet tomorrow instead.
I’m sorry. Mrs. Fields isn’t here. Would you like to leave a message?
Yes, please. I would like to meet her at 9:00 tomorrow.

Office Terms
®
Taught or • Identify business-related vocabulary and use these terms in sentences.

Reviewed: • Use directional and office vocabulary to discuss locations inside a building.
architect
design
Materials:
designed
A blueprint of a building on an 11"×14" sheet of paper
designing
Drawing materials
designs Rulers
elevator
engineers
escalator Focus and Motivate
escalators Office Chat
floor
hallway 1. Write two new vocabulary words on the board. Ask students to create a vocabulary list by
lobby adding words from this Lesson. Make sure the list contains at least the following terms:
architect floor
elevator hallway
engineer lobby
escalator receptionist
2. After leading the students through a choral reading of the list, briefly discuss the meanings
of the words and ask a few volunteers to use them in sentences.
3. Keep the word list on the board for use during the next Engage and Explore activity.

Engage and Explore

Location, Location, Location!
Prepare Ahead:
• Design a blueprint of a building on an 11"×14" sheet of paper. Include three floors and
an escalator and elevator that are clearly labeled. Make enough copies for each student
to have one.

1. Explain to students that they are architects who have been commissioned to design the
interior of a three-story building. Their job is to lay out and label the locations of offices
that will be occupied by an architect, an engineer, and others who require offices. Students
should also include space for a lobby on the first floor and at least four stores on any floor.
2. Distribute blueprints, drawing materials, and rulers to each student. Note the escalator and
elevator on the blueprint, and remind learners to label their offices, stores, and hallways.
Students may refer to the word list on the board for ideas and spelling.
3. Circulate around the room and engage students in brief conversations about their work while
they are creating their projects.
4. Make space available in the classroom for students to place their completed blueprints in
preparation for the following Assessment activity.

Assessment
Directions by Design
1. Have each student present her blueprint from the previous Engage and Explore activity
to the class. She should identify three places within the building.
2. After all students have presented their three places, model the upcoming round-robin
question-and-answer session by asking one student a question that requires directions
for an answer. That student will answer and then ask another such question to a peer.
For example:
Teacher (to Student 1): How do I get to the architect’s office from the lobby?
Student 1: Take the elevator to the third floor, and then turn left.
The architect’s office is beside the jewelry store.
Student 1 (to Student 2): How do I get to the elevator from the lobby?
Student 2: Go to the end of this hallway, and then turn right.

Word of
the Day:
hallway

Setting Appointments
®
Taught or • Keep track of a personal schedule by writing appointments in the appropriate spaces on
Reviewed: a weekly planner.
appointment • Use conversational phrases and time-of-day expressions to discuss their availability and
by schedule appointments.
date
for
Materials:
present Copies of Christopher’s Week handout; one per student (see Appendix B)
presenting Copies of blank personal planner; one per student (see Appendix C)
receptionist
receptionists
Jump Start
Christopher’s Week
Prepare Ahead:
• Have copies of the Christopher’s Week handout ready for the students
1. Distribute handouts and call on your students to answer questions about Christopher’s
appointments, such as:
Where will Christopher be on Tuesday at 7:00? (Christopher will be at the library.)
Where is Christopher going on Saturday at 3:00? (Christopher is going to a birthday party.)
When does Christopher play soccer? (Christopher plays soccer on Mondays, Wednesdays, and
Fridays at 3:00.)
Encourage students to answer in complete sentences.
2. Ask each student to add a new appointment for Christopher and tell a classmate about it.
3. Have students save their copy of Christopher’s Week for use during the Assessment activity
later in this Lesson.


Learning for Life
Scheduling Success
Prepare Ahead:
• Have copies of the blank planner ready for the students.
• Write the conversation script in Step 4 on the board.
1. Explain to students that they will first practice scheduling personal appointments, and then will
speak with others about making plans.
2. Briefly discuss appointments that students have during the course of a week by asking several
volunteers to talk about their plans on a particular day.
3. Distribute blank planners and ask learners to fill in the blank time slots with their appointments
for the week, using their copy of Christopher’s Week as an example.
4. Divide the class into groups of four students. Instruct learners to have conversations with each
other, with the goal of scheduling at least one appointment with each member in their group. Ask
two volunteers to read the following script that models a conversation with questions and answers
in complete sentences:
Student 1: Can you go ice-skating at 5:00 on Wednesday?
Student 2: I’m sorry. I can’t go ice-skating at 5:00 because I’m playing soccer.
Let’s go at 6:00 instead.
Student 1: Can you go to the basketball game at 4:00 on Sunday?
Student 2: Sure, I’m free at 4:00 on Sunday. Let’s go!
Circulate around the room to monitor participation and conversations. Instruct learners to write
each peer’s name and the corresponding activity in the correct time slot.
5. Have several volunteers tell the class about a new appointment they made with a fellow group
member. Ask students to keep their calendars handy for the next Assessment activity.

Word of
(Lesson continues on next page) the Day:
appointment

(continued)
Assessment
A Day in the Life…
Prepare Ahead:
• Be sure students have their planners from the previous Jump Start and Learning for Life activities.
1. Explain to your students that each should write a short story describing someone’s day, based on
their use of either planner from the previous activities. They should have at least two characters, for
example Christopher and a friend, who through dialogue in the story, discuss what they did.
2. Encourage learners to be creative as they describe details. For example, they might include the
location of Christopher’s soccer games (at a park, in a stadium) and the name of his team.
Students who write about their own appointments could elaborate on the book they are discussing
in their book club or the movie they plan to see. Explain to students that they should use sensory
language to describe how things felt, tasted, smelled, etc. Remind them about transition words and
phrases for cohesion, to connect sequences, and signal time changes.
3. After several volunteers read their paragraphs, collect papers and calendars and evaluate for word
use, correct grammar, spelling, transitions, and sentence structure.


Messages
®
Taught or • Demonstrate that they have understood information by accurately relaying verbal and
Reviewed: written messages.
client • Describe their personal views in written messages.
client’s
clients
Materials:
every
E-mail message; one hard copy per group
meeting Information about time capsules
message
office
vacation Skill Sharpener
Pass It On
1. Divide the class into two groups of students and play a variation of the game Telephone.
Whisper a message to the first student in each group. These students should then whisper
what they heard to the peer beside them.
2. After the messages have been relayed to the last student in each group, ask these final
recipients to tell the class what message they heard.
3. If the message changed along the way from the first person to the last, discuss how the
information changed, and ask for ideas about why this happened.
4. Discuss with your class ways to keep messages accurate (attentive listening, writing notes,
repeating information).

Extending the Text

Mixed Messages
Prepare Ahead:
• Provide a copy of an e-mail message (see Step 4) for each group.
1. Discuss with your class about the ways people convey messages (e-mail, text message, note,
letter, voice mail, telephone conversation, person-to-person).
2. Explain to students that they will work in small groups to role-play a scene in which they must
collaborate to give a message to someone.

3. Divide the class into groups of three learners, and have group members decide among themselves
who will be A, B, and C. Explain each learner’s role:
Student A receives an e-mail message from you.
Student A then role-plays a telephone conversation with Student B to relay the information in
the e-mail.
Student B has a face-to-face conversation with Student C about the message she just received.
Student C ends the activity by writing a note with the information from Student B, and placing
the note on the classroom door.
4. Distribute copies of the following e-mail message to Student A in each group:

From: teacher@rosettastone.com
To: student@rosettastone.com
Subject: Where is Ms. Lee?
I can’t find Ms. Lee! If you see her, then ask her to meet me at Julie’s Bakery at 2:00.
She should bring $20 to buy the cake for the school party.
Circulate around the room to monitor learners as they engage in their role-playing.
5. After each Student C places her note on the door, have her group compare its e-mail message
with the note to check for accuracy.
6. Have a class discussion about the most reliable methods for conveying information.

Assessment
A Timely Message
Prepare Ahead:
• Information about time capsules.
1. Introduce students to the term time capsule. Describe the purpose of a time capsule, talk about
occasions for which they have been created, and give examples of their contents.
2. Lead a brief discussion about the items that students would place in a time capsule to represent
the current year. Have students write personal notes about their views, beliefs, activities, or
experiences to place in the current-year time capsule.
3. Collect papers and evaluate. Word of

the Day:
44444 Multiple Intelligences: Intrapersonal every

Review
®
• Step into the roles of actors or artists by collaborating with peers to write and rehearse scripts or
create drawings, paintings, or sculptures.
• Perform a skit or describe a piece of artwork.
Materials:
Copies of sample script, one for half the students (see Appendix D)
Examples of artwork
Sheets of poster paper, enough for each group of artists
Art materials
Classroom Community
In-Class Activity–Actors and Artists
Prepare Ahead:
• Have script and art resources available for all groups.
• Provide poster paper and art materials to artists.
1. Explain to your students that they will role-play actors and artists by developing material for a festival
of fine arts. Possible themes for scripts or artwork may include sports, jobs, hobbies, inventions,
architecture, or engineering.
2. Divide the class into pairs of students, and then have them count off until every pair has a number.
3. Even-numbered groups will develop a script for a three-minute skit to be performed for peers,
teachers, and family members. Distribute copies of the script to these students to use as an example.
4. Odd-numbered groups will create a piece of artwork to display to peers, teachers, and family
members. Learners should also be prepared to talk about the details of their creation.
5. After allowing time for students to research and develop their projects, have them rehearse their
presentations in preparation for the following Community Connection activity.
Out-of-Class Activity–Festival of Fine Arts
1. Schedule a festival of fine arts that showcases the skits and artwork prepared by students during
the previous Classroom Community activity.
2. Invite family members, teachers, and students to attend this event that allows your learners to use
their English-language skills with a new audience.

Journal Activity–Every Day Matters
®
• Write about their appointments and other activities that occur on a daily, weekly, monthly,
and yearly basis.
Learning for Life

Every Day Matters
1. Have students write about their tasks, appointments, celebrations, and events that happen every:
day
week
month
year
2. Students should describe at least two occurrences for each of the above time periods.
Remind them to check their work for word use, correct grammar, spelling, sentence structure,
and use transitions for cohesion, and to correctly sequence time, places, and events.

International Cultural Activity–Amazing Architects
®
• Work collaboratively to research, write, and present reports about architects from various
countries and eras.
Materials:
Internet and printed resources about architects and their architecture
Slips of paper, one per group
Container
Amazing Architects
Prepare Ahead:
• Review research materials and choose several architects—enough for one per group—making
sure they are from different countries and time periods (see Step 3). Write the name of each
architect on a slip of paper and place it in the container.
1. Discuss architects and what their job entails, and then describe the process of creating a
building—from concept to finished structure. Elicit or offer the names of famous buildings,
such as the:
Colosseum
Empire State Building
Pyramids of Egypt
Taj Mahal

2. Explain to your students that they will work in small groups to research, write, and present
information about specific architects from around the world and buildings they have designed.
Examples of internationally renowned architects are:
Marion Mahony Griffin
Zaha Hadid
Kenzo Tange
Frank Lloyd Wright

3. Pass around the container and have each group choose one slip of paper, which will have the RAISE THE BAR
name of the group’s assigned architect. Advise students that their reports about the architects and Have students use
their buildings should include these topics: technology to
the architect’s history research, write, and
types of buildings designed present reports
where the buildings are built about architects.
why the architect is famous They should draw
why the architect’s buildings are famous information from
Encourage groups to include images of the buildings designed by their selected architect in their several sources,
reports if you have Internet and photocopier access. Remind them that each group member must presenting relevant
participate in all facets of the project. Allow time for rehearsals of the presentations. information in a
logical, coherent
4. After students have researched and documented their projects, have the groups take turns manner. Main ideas
presenting their architect to the class. should be
supported by
5. When presentations are complete, lead a discussion about the similarities and differences among relevant evidence
architects and their building styles in relation to era, culture, and location. and reasoning. They
can use multimedia
6. Collect reports and evaluate for content, correct word use, transitions, grammar, spelling, and to help clarify
sentence structure. information and
make presentations
Bloom’s Taxonomy: Synthesis more interesting.

Grammar & Usage
Unit 14, Lesson 3
Verb Tenses in Contractions
Explain to students that contractions may contain verbs that support other verbs in various tenses.
Present progressive (is + -ing verb) She’s hiking in a canyon.
Future (will + infinitive) They’ll explore caves.
Present perfect (have + be verb) I’ve been a photographer for many years.
Sometimes the same contraction can represent both the present and present perfect tenses:
Present progressive (is + -ing verb) He’s fishing in the lake.
Present perfect progressive (has + be verb + -ing verb) He’s been playing golf for ten years.
Independent Possessive Pronouns

Advise students that possessive pronouns come in two forms. The first form is used as an adjective
to modify a noun.
My cell phone battery is charged.
Please turn on your flashlight.
We’ve brought our flashlights.
The engineers are presenting their idea.
The second form is called an independent possessive pronoun because it does not need to be
paired with a noun.
The square one is mine.
These chickens are ours.
Those cows are theirs.
Independent possessive pronouns can be used as the subject of a sentence.
Do you have any batteries? Mine are almost dead.
Hers taste better.
Yours are bigger.
Note that his uses the same form whether it is acting as an adjective or an independent pronoun.
adjective: The boy and his dog are playing.
independent pronoun: That dog is his.

Exploring Natural Wonders
®
Taught or • Use environmental vocabulary to describe the features of photographs that depict various
Reviewed: landmarks and activities.
canyon • Present information about specific aspects of locations to an audience of their peers.
cave
caves
Materials:
coral reef
Images of people exploring, studying, or photographing canyons, caves, coral reefs, rivers,
explore volcanoes, and waterfalls; one per student
exploring Print and Internet resources about canyons, caves, coral reefs, rivers, volcanoes, and waterfalls
photographer
river
scientist Focus and Motivate
scientists Visual Explorers
waterfall
volcano Prepare Ahead:
• Use images of people exploring, studying, or photographing for this activity.
1. After handing out one photo to each student, divide the class into pairs of students and
instruct partners to describe their photos to each other.
2. Call on volunteers to share their descriptions with the class.

Engage and Explore

Sites of Adventure
Prepare Ahead:
• Use the print and Internet resources for this activity.
1. Explain to your students that they should work in groups to prepare and present a brief
report about a well-known:
canyon river
cave volcano
coral reef waterfall

2. After dividing the class into six groups, assign to each team one of the sites listed in Step 1.
3. As students prepare to research their location, direct them to include information about the
following in their reports:
history (when it was found)
location (city, country, continent)
statistics (how long, how wide, how tall)
explorers (scientists, photographers)
Groups should also include at least one illustration and note the name of the photographer
(if available). Remind learners that each group member is responsible for presenting a portion
of the report.
4. Allow time for students to rehearse their presentations in preparation for the next
Assessment activity.

Assessment
Tales of Adventure
1. Have students return to their groups from the previous Engage and Explore activity. Then,
each group should present its report to the class.
2. After information about each location has been presented, conclude the activity by asking
learners to discuss which landmarks they want to visit and why.
3. Collect reports and evaluate.

Word of
the Day:
explore

Darkness and Light
®
Taught or • Discuss activities that are easy and difficult for people to perform in light and dark environments.
Reviewed: • Gather and present information about the diurnal and nocturnal activities of different animal species.
batteries
battery
Materials:
charge
Photos of scenes and activities in light and dark surroundings
charged
Reference resources about mammals, birds, and marine animals that exhibit diurnal
charging and nocturnal habits
dark Index cards
flashlight Container
lamp
light
rope Jump Start
ropes Lighting the Darkness
Prepare Ahead:
• Use the photos showing scenes and activities in light and darkness for this activity.
1. Show photos of different situations that occur in light and dark settings. Ask students to
identify whether each image depicts a dark or light scene, and how the light is generated
(sunlight, flashlight, lamp). Be sure to include photos that show natural darkness illuminated
by artificial light.
2. Lead a discussion about activities that are easy and difficult for humans to do in darkness
and in light.

Night and Day
Prepare Ahead:
• Have reference resources available for all groups.
• Write the names of mammals, birds, and marine animals on index cards; one name per card.
Be sure there is at least one card for each group of three students. Fold cards and place them
in the container.

1. Lead a brief discussion about the ways in which animals function in light and dark environments, RAISE THE BAR
and compare this to human behavior. Use this as an
opportunity to
2. Explain to students that they will work in small groups to prepare and present a brief report about develop vocabulary
the daytime and nighttime behaviors of a particular mammal, bird, or marine animal. acquisition by
having students
3. Divide the class into groups of three students, and ask a representative from each group to select look up the
a card from the container. etymology and Latin
prefixes of the
4. Direct students to use reference materials to gather information about their creature’s natural terms diurnal,
habitat, its daytime and nighttime habits, and physical features that help it survive in light or nocturnal, marine,
dark environments. Remind students that each group member will be responsible for presenting and mammal. Ask
a portion of the report to the class. them to consult
dictionaries to
5. Have each group finalize its report and prepare to present it during the following confirm
Assessment activity. pronunciation,
meaning, and part
Bloom’s Taxonomy: Synthesis of speech.
Assessment
Creatures of Habit
1. Call on groups to present the reports they prepared during the previous Curriculum Connection
activity. Note students’ use of complete sentences, clear ideas, and coverage of the required topics.
2. If time permits, lead a brief discussion comparing the habits of mammals, birds, and marine
animals in light and dark environments.
3. Collect reports and evaluate.

Word of
the Day:
light

Charging the Language
®
Taught or • Work collaboratively to write scripts about scenarios such as turning off lamps for a surprise
Reviewed: party or turning on lights for exploring.
battery • Perform the scripts they have written about darkness and light for an audience of their peers.
camera
climb
Materials:
ruler
List of Lesson vocabulary words; one per student
outside Sample script; four copies
temperature
thermometer
turn off Quick-Start Review
turn on Waterfall of Words
Prepare Ahead:
• Write Lesson vocabulary on the board (see Step 1).
1. Direct students’ attention to the vocabulary list on the board:

battery dark light turn off
canyon dead battery photographer turn on
cave explore river volcano
charge flashlight rope waterfall
coral reef lamp scientist
Review pronunciation and meanings of the words.
2. Ask for volunteers to use some of the terms in complete sentences.

Extending the Text

Turn on the Surprise
Prepare Ahead:
• Have a list of Lesson vocabulary available for each student.
• Have a copy of the sample script (see Step 2) available for four students.
1. Distribute vocabulary and explain that students will be writing a script with some of the listed words.
2. Briefly discuss scenes that students might write about, such as a group of people who are in
darkness and light as they explore landmarks. Another scene might be about a group of people
who are planning a party for someone and must turn off the lights to surprise the guest of honor.

Take this time to introduce the terms surprise and surprise party.
Ask four volunteers to read the following example:

Sample script
Scene: Cafe
Luke: I have an idea! Let’s have a surprise party!
Kim: Who should we have the party for?
Tom: Let’s have the party for Dan.
Grace: Is he the scientist who explored the cave near the river?
Luke: Yes, he is. We can have the party at my house.
Scene: Luke’s living room with many guests

Kim: Turn on the lamp. It’s dark in here.
Tom: Remember to turn off the lamp before Dan arrives.
Grace: Please be quiet! Dan will be here soon.
Luke: Kim, remember you’re our photographer.
Kim: My camera is almost ready. The battery is charging.
Tom: Josh called me. He said that Dan will be here in five minutes!
Grace: Turn off the lamp!
Dan: Hello?
All: Surprise!
3. Divide the class into groups of four students, and direct them to use at least eight words
from the list in their scripts. To ensure participation by all, instruct students to have four
speaking characters in their scene.
4. Learners should prepare to present their scripts during the next Assessment activity.

Assessment
Turn on the Performances
1. Using the scripts they created in the previous Extending the Text activity, groups will take
turns performing their scenarios.
2. Collect scripts and evaluate for content. Word of

Bloom’s Taxonomy: Application the Day:
44444 Multiple Intelligences: Bodily-Kinesthetic battery

Journal Activity–Sightseeing
®
• Use travel, tourism, and environmental vocabulary to write about locations they have visited
or would like to explore someday.
Reflection
Sightseeing
Ask students to select one of the natural wonders they learned about in this Lesson (canyon,
cave, coral reef, river, volcano, waterfall) and write in their journal about what they would expect
to see and do if visiting one of them. Or, if students have actually explored one of these, instruct
them to recount their experiences in their journal.

Enrichment Activity–Travel Guidebooks
®
• Use tourism and environmental vocabulary to create a travel guidebook by selecting

a topic, conducting research, writing content, and presenting information.
Materials:
Travelogues or guidebooks to be used as models and research materials
Blank booklets or sheets of paper that can be bound in booklet form

Travel Guidebooks
Enrichment Activities engage advanced students in challenging language-learning projects that extend
beyond the traditional class period. Timetables should be adapted to fit the schedules of the student or
students involved, with weekly or periodic meetings keeping them on pace. Consider having students
review, edit, and critique each other’s work at different points during the projects.
Do your best to keep this activity as student-driven as possible.
Prepare Ahead:
• Have travelogues and guidebooks available. Be sure to have guidebooks from a variety of
countries so they can double as possible sources for research.
• Provide blank booklets or sheets of paper (see Step 5).
• Schedule an appointment for a local travel agent to visit your class when students are ready
to present their guidebooks.
1. Explain to your students that each will create and present an illustrated travel guidebook about
a country of their choice, with information about landmarks, festivals, outdoor activities, fine-art
genres, restaurants, sporting events, and natural wonders. Suggest that your learners use terms
such as the following in their guidebooks:
baseball cave hiking photograph sculpture
basketball coral reef hockey racing sledding
canyon cross-country skiing ice-skating restaurant snorkeling
castle festival painting river volcano
cathedral fishing palace ruins waterfall
Mention that a travel agent will be visiting the class to hear presentations when guidebooks
are complete.


2. Brainstorm with learners about the countries they might choose to write about, in terms of the RAISE THE BAR
information shown in Step 1. After students have selected their target countries, have them begin Students can use
their research. technology to plan,
collaborate, write,
3. Instruct learners to prepare an outline of their information and share it with you during a scheduled edit, and publish
meeting. Discuss the material and suggest revisions, if necessary. their travel
guidebooks. Have
4. Students should then write a draft of the text they wish to include in their guidebooks and select them create a
accompanying images and graphics. Review this material during appointments with each learner, master online
and suggest edits as needed. calendar to plan
meetings and track
5. When students are ready to work on the final version of their guidebooks, distribute blank booklets progress. Set up a
or sheets of paper and have students complete their projects. blog or sharing site
to centralize their
6. After each learner presents his travel guidebook, lead a discussion that includes comments, work. Here peers
questions, and personal experiences. Invite the travel agent to join the conversation and offer can guide, critique,
additional information about the target countries. edit, and revise, as
the teacher
7. Collect guidebooks and evaluate for content. monitors progress.
After scheduled
If time permits, ask the travel agent to share insights about the elements of a good guidebook stages are
and what she observed in the students’ guidebooks. completed, books
can be printed and
presented. They
could also be
posted online,
where other
students, friends,
and family can post
feedback.

Grammar & Usage
Unit 14, Lesson 4
Future Events in Conversations
Remind students that they have learned two ways to indicate future events. The more formal
of the two ways is to use the verb will plus the simple form of the main verb.
The doctor will see you in ten minutes.
I will return in an hour.
Point out that will is sometimes part of a contraction.
She’ll return to school tomorrow at 7:45.
I’ll travel with the scientists.
The second way is less formal and used more often in conversation. It involves the present progressive
form of go plus an infinitive verb form.
He’s going to send a package.
Are you going to return it?
Demonstrate to students that other verbs in the present progressive tense also can indicate
future events.
When are you leaving?
I’m leaving at 11:00 a.m.
They’re sleeping outside next week.
In these examples, the time terms when, 11:00 a.m., and next week make it clear that the
events will happen in the future.
Connotations of Trying
Explain to students that the verb try plus an infinitive is used when the result may not be successful.
The girl is trying to climb the tree.
Trying indicates that the girl may not be able to climb the tree. Discuss how this differs from the
following sentence:
The girl is climbing the tree.
The past tense tried often suggests failure.
I tried to deliver your mail.
He tried to jump over the water.
These examples imply that the mail was not delivered and the person who tried to jump probably landed
in the water.

Mail Delivery
®
Taught or • Write a letter that shares their personal history and deliver it to a peer.
Reviewed: • Form and ask questions based on the information in a peer’s letter.
deliver
delivery van Materials:
Slips of paper with questions, two per student (see Appendix E)
leave
Container
leaves
leaving
left Jump Start
mail
Many Happy Returns
mailbox
postal worker Prepare Ahead:
return • Make copies of questions and then cut into slips so you have enough slips for each student to have two.
returned Fold them and place in the container.
returning
returns 1. Explain to your students that they will practice newly learned vocabulary with a partner by
asking and answering questions of each other. For example:
What time does your bus depart for school?
When do you return home from school?
What time does your dad leave for work?
What time does your mom leave for work?
What time does your dad return home from work?
What time does your mom return home from work?
When do you receive your mail?
When do you pick up your mail?
Where is your mailbox?
How do you send your mail?
2. After each student chooses two slips of paper from the container, ask everyone to find a partner
and take turns asking each other the questions on their slips of paper.
3. Circulate around the room and listen for appropriate word use and sentence structure.


Engage and Explore
Special Delivery
1. Lead a brief discussion about the types of mail that are delivered. Focus on letters that students
may have received from family members and friends.
2. Explain that each learner will write a letter to a classmate—her pen pal. The body of the letter
should be at least five sentences and include a description of her personal background
(birthplace, family, favorite activities, and so on), a salutation with the recipient’s name, a
closing, and the author’s signature.
This would be an ideal opportunity to introduce the term pen pal.
3. Assign pairs of students to be pen pals, and then allow time for the pen pals to write to each other.
4. After everyone has finished, ask the pen pals to deliver their mail.
5. After students read the letters they receive, ask them to keep them for the following

Assessment
Pen Pal Patter
1. Allow time for students to think of two questions to ask their pen pals, using the letters they
received in the previous Engage and Explore activity.
2. Pen pals should then get together to ask the questions of each other and converse about the
details of their letters.
3. Circulate around the room to listen for questions, answers, and dialogues.
4. Collect letters and evaluate for content, word use, correct grammar, spelling, and sentence structure.

Word of
the Day:
deliver

Care Packages
®
Taught or • Work collaboratively to write letters that propose delivering donations to organizations.
Reviewed: • Discuss their ideas about community service with classmates and adults.
delivered
delivering
Materials:
package
Brochures and Internet printouts of information about local organizations that accept
picking up
packages of donated items
received
send
sending Focus and Motivate
sign Delivering Hope
signing
1. Lead a discussion about local community outreach campaigns that benefit organizations such
as literacy programs, animal shelters, food pantries, and clothing donation centers.
2. Ask questions about the types of items that are collected and delivered in packages to these
organizations (books, bedding, food, and clothing). Write students’ input on the board
and mention that they will be using this information in the following Learning for Life activity.

Learning for Life

Writing for a Cause
Prepare Ahead:
• Have brochures and printouts available for each group.
• Secure a time for your school principal to visit your class, preferably during the Assessment activity
of this Lesson.
1. Continue the earlier Focus and Motivate discussion by letting students know that they will work in
small groups to write letters. In their correspondence, they should propose that their class sponsor
school-wide collection drives to benefit local organizations. The letters should state that students
would gather donations into packages and deliver them to the organizations.

2. Divide the class into groups of three students. Assign an organization and distribute its respective
material to each group.
3. Advise learners to address their group letters to the principal and include the location of the
organization, when it was founded, and how it helps the community. Students should also list
items to be collected for the packages.
4. Mention that the principal will soon visit the classroom to listen to the groups’ proposals, so
students should have their letters ready for the following Assessment activity.

Assessment
Proposing Help
1. Before the principal arrives to hear students read their letters from the previous Learning for Life
activity, inform them that they should each be prepared to read a portion of their group’s letter.
Advise students that they may be called upon to answer questions the principal might have.
2. During the principal’s visit, each group should read its letter and answer questions. Encourage
learners to participate in discussions that may occur after all proposals have been presented.
3. After letters are collected and evaluated, deliver them to the principal for further discussion about
acting on students’ ideas.

Word of
the Day:
package

What’s in a Name?
®
Taught or • Perform research and present information about the significance of their first and last names.
Reviewed: • Participate in discussions about the similarities and differences in the meanings of names.
first
last
Materials:
name
Books of names that represent your students’ cultural heritages
order
Internet sources for the etymology and history of first and last names
receive Images of family crests
sent Poster paper, one sheet per student
sign Drawing materials
signed
tried
try Jump Start
trying Naming Names
Prepare Ahead:
• Research the meaning of your first and last names and have this information ready to share
for this activity.
• Draw family crests that illustrate your first and last names.
1. Begin the activity by writing information about your first and last names on the board. Explain
their meaning and history, and ask volunteers to share the backgrounds of their names.
2. Display the drawings you created and explain how they represent the definitions of your names.
3. Keep the information in Steps 1 and 2 on display for use as a model during the next Extending
the Text activity.


Extending the Text RAISE THE BAR
Name Crests Have students
research and report
Prepare Ahead: on the family crest
• Have name resources, images of family crests, poster paper, and drawing materials available or symbols of a
for students. contemporary
monarch. Using
1. To follow up on the example presented in the previous Jump Start activity, explain that students print and online
will research and illustrate their own first and last names. Display example images of crests along resources, students
with your own, and discuss the term family crest. should trace the
royal family’s history
2. Tell students that they should first use books and the Internet to perform research on the background and note changes of
of their names. Next, they should sketch, on a sheet of paper, the illustrations they will use to symbolic
represent their names. representations. If
the history is
3. Distribute poster paper and drawing materials so learners can create crests with first names extensive, they
illustrated on the left-hand side, and last names depicted on the right. should choose the
most significant
4. Students should be prepared to describe their illustrations to the class during the following points up to present
Assessment activity. times. They may
use technology to
Bloom’s Taxonomy: Synthesis present their
44444 Multiple Intelligences: Intrapersonal findings, supporting
their main ideas with
relevant details, and
Assessment using images to help
Behind the Names explain their points.
1. Have students present their name crests to the class by describing the background and
meaning of their first and last names, as well as the reasons for their choice of illustrations.
2. Lead a brief discussion about cross-cultural similarities and differences in names and
their meanings.
3. If possible, display name crests for the enjoyment of all.

Word of
the Day:
try

Review
®
• Describe photos or objects that represent environmental and postal vocabulary.

• Ask family members or friends about their daily commute and record the answers in English.
Materials:
List of vocabulary words from Lessons 3 and 4 (See Unit 14 word lists)
Photos or small objects representing Lesson terms
Large bag
Copies of interview questions, one per student (see Appendix F)
Classroom Community
In-Class Activity–Vocab Grab Bag
Prepare Ahead:
• Place photos and objects in the bag.
• Write Lessons 3 and 4 vocabulary on the board.
1. Ask your students to sit in a circle. Walk around the circle and let each student select an item
from the bag.
2. Explain that, one by one, learners will create sentences containing the vocabulary word
represented by the photo or object they are holding. Direct students’ attention to the vocabulary
list on the board, and encourage them to use more than one Lesson term in their sentences.
3. At different times during the activity ask a follow-up question to promote active listening by the
audience. For example:
Carol: I use this flashlight to explore caves.
Teacher: Jessica, how does Carol use the flashlight?
Jessica: She uses the flashlight to explore caves.
4. After everyone has had a turn speaking, ask learners to return the items to the bag. If time permits,
students may then select a new item and repeat Steps 2 and 3.

Out-of-Class Activity–Family Interviews
Prepare Ahead:
• Copies of interview questions, one per student
1. Distribute lists of interview questions and review them with students:

What is your first name?
What is your last name?
When do you go to work?
Is it dark or light when you go to work?
When do you return home?
Is it dark or light when you return home?
2. Explain that student should take their questions home and choose two adult family members or
friends to interview (in their home language, if necessary). Advise students to write the answers to
the question in full sentences in English and return them by the next class period.
3. In class, have students talk about their interviews with a partner, comparing the two responses.
For example: “It is dark when my father goes to work, but my mother leaves later, so it is light.”
After allowing time for everyone to share their answers, collect papers and evaluate for word use,
correct grammar, spelling, and sentence structure.

Journal Activity–The Perfect Package
®
• Write about the details of a package they would like to send to a person they care about or admire.
Reflection
The Perfect Package
Challenge students to write, in their journals, about a package they might send to someone they care for
or admire. Encourage learners to name the person they would send the package to (using a first and last
name), identify the place where they would send it, and note items they would place in the package.
Students should also include a reason why they would send something to this person.

Focused Activity–Listen and Remember
®
• Use travel, sports, and fine arts vocabulary to answer questions after listening to a passage,
and then read the passages aloud.
Materials:
Copies of Unit vocabulary worksheet, one per student (see Appendix G)
Copies of passage, one per student (see Appendix H)
Download the passage Track 18
Extra Help
Listen and Remember
Prepare Ahead:
• Have copies of vocabulary worksheet and passage available for each student.
1. Play the audio text of the following passage.

Benjamin Kingston is a famous artist living in Australia. His paintings and sculptures have been in art
museums in Paris, Rome, and London. Mr. Kingston has been painting since he was a young boy. In
the town where he grew up, there was an old cathedral with beautiful art from the eighteenth and
nineteenth centuries, and he wanted to draw like those artists. Now, he gets ideas for his paintings
when he is traveling or when he hears music. Mr. Kingston’s hobby is playing basketball.
Then distribute vocabulary worksheet and play the passage again. Ask students to circle the
vocabulary words they hear. Have students check their work with a partner. Play it again to confirm
their answers.
2. Write questions such as the following on the board:

Who is Benjamin Kingston?
Where did Mr. Kingston show his paintings?
How long has Mr. Kingston been painting?
Where did Mr. Kingston get the idea to start painting?
How does Mr. Kingston get his ideas for his paintings?
What is Mr. Kingston’s hobby?
Have students work with their partner and write their answers to the questions on the vocabulary
worksheet.
3. Distribute copies of the passage. Have students read it and check their answers.
Then, ask volunteers to share their corrected answers with the class.
4. Ask partners to read the passage to each other. Circulate around the room and listen for
correct pronunciation.
44444
Focused Activity–Scrambled Grammar
®
• Form grammatically correct sentences with passive and active verb forms.
Materials:
Index cards
Extra Help
Scrambled Grammar
Prepare Ahead:
• Use index cards to create fragmented sentences that students will put back together. Write
one word on each card, except in the case of the verb construction. For example:
My mother is making a cake.
See sample sentences in Step 6 for additional ideas.
• Fasten each set of cards together and separate sets according to active or passive verb forms.
Be sure there are enough sentences for each student to receive two sets of cards—one for active
voice and one for passive voice.
1. Explain to your students that they are to help you unscramble two lines of words to form two
complete sentences. Scramble sentences such as the following on the board:
My brother is making a pie. This pie was made by my brother.
2. Assemble the sentences as a group. Then, discuss the differences in meaning based on
the verb constructions.
3. Explain that students should practice assembling their own sentences by arranging word cards.
Distribute sets of index cards and have students form them into complete sentences.
4. Circulate around the room and, as each student completes her sentences, have her read the
ordered cards to you. Then, ask the student to write her sentences on the board (taking her
cards, if necessary).
5. After all learners have read their sentences to you and written them on the board, lead a
discussion about sentence meaning as it relates to the active or passive verb form used.
6. Conclude the activity with a choral reading of the sentences. Examples of sentences are:
My mother is making a cake. This cake was made by my mother.
He is painting in the park. This painting was painted by Julia Baker.
She is writing a book. This book was written by Naomi Clark.
The tour guide is taking a photo of the tourists. This photo was taken by Jeff James.
44444
Focused Activity–Speaking of Sports
®
• Read the scripted lines for the role of a reporter or sports enthusiast with a focus on speaking
expressively to a fellow actor.
Materials:
Copies of interview scripts, one per student (see Appendix I)
Extra Help
Speaking of Sports
Prepare Ahead:
• Have a script available for each student (see Step 2).
1. Explain to students that they will be working in pairs to perform a script about a reporter interviewing
someone who enjoys sports.
2. Distribute a script to each student and divide the class into pairs. After partners decide which role
each will play, they should read through their lines for comprehension.

Interview script RAISE THE BAR
Student 1: Hello. Thank you for speaking with me. What is your name? Once students are
Student 2: My name is ____. comfortable with
Student 1: What do you like to play? the script provided,
Student 2: I like to play baseball, basketball, and hockey. I also like to race. have them perform
Student 1: Why do you play baseball? the sports interview,
Student 2: Because I like to run outside and throw and catch the ball. improvising the
Student 1: Why do you play basketball? questions and
Student 2: Because I like to run inside. responses.
Student 1: Did your team win the championship? Encourage them to
Student 2: Yes, we won! respond logically to
Student 1: Congratulations! their partner’s
Student 2: Thank you. comments, using
Student 1: Why do you play hockey? creativity and
Student 2: Because I like ice-skating. humor. Remind
Student 1: Did your team win yesterday? interviewers to ask
Student 2: No, we lost because the best player on our team hurt his knee. follow-up questions
Student 1: What type of racing do you like? for a better
Student 2: I like car races because I can drive fast. Also, I like to watch horse races. understanding of
Student 1: Thank you for talking to me. the interviewee’s
Student 2: You’re welcome. responses. End with
the pair
3. Allow time for learners to rehearse. Advise the actors to focus on speaking their lines summarizing the
with expression. conversation.
4. Partners will then, in turn, perform their dialogues for the class, using their scripts as
needed. Note the use of expressive speaking in each performance.
44444

Unit 15
Welcome Home!
Grammar & Usage: Commas, Commas in Complex Sentences. . . . . . . . 111
Lesson 1a: Moving Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 1b: Staying Connected. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Lesson 1c: The Neighborly Way. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lesson 1d: Journal Activity–A Balcony with a View . . . . . . . . . . . . . . . . . . . . 118
Lesson 1e: American Cultural Activity–Pioneers on the Move. . . . . . . . 119
Lesson 1f: International Cultural Activity–Neighboring Nations. . . . . . . 121
Grammar & Usage: Complex Sentences with Although and
Anyway, Expressing Ongoing Action in the Past. . . . . . . . . . . 123
Lesson 2a: Building Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lesson 2b: Home Improvements. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 2c: Untangling Until . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson 2e: Journal Activity–Repairs and Replacements. . . . . . . . . . . . . . . 134
Grammar & Usage: About and Just as Time Sequencers,
Using Prefer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson 3a: Toy Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 3b: The Order of Things. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson 3c: Preferences and Feelings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson 3d: Journal Activity–Expect the Unexpected. . . . . . . . . . . . . . . . . . 146
Grammar & Usage: Imperative Form in Complex Sentences,
Tone of Voice in Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 4a: Words Around Town. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson 4b: Look and Learn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 4c: Travel Talk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson 4e: Journal Activity–Problem Solving. . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 5a: Focused Activity–Past and Present Grammar. . . . . . . . . . . . . 160
Lesson 5b: Focused Activity–Reading a Script . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 5c: Focused Activity–Listen to the Details. . . . . . . . . . . . . . . . . . . . 164
107
Unit 15:
Welcome Home!
Introduction to Unit 15 Lesson 1c: The Neighborly Way
As partners interview each other about their respective neighbors at home,
Many Lesson activities in this Unit concentrate on home-environment they will gain valuable experience formulating and asking questions with a
language skills and vocabulary. Your students will write, discuss, role-play, and specific informational goal in mind. Next, students will use the detailed
read about household items, indoor and outdoor repairs, building notes they took during the interviews as they write about their partners’
and repair professionals such as electricians and plumbers, neighbors, and neighbors.
even moving from one home to another. Complex assignments—such as
writing and illustrating a children’s book and researching facts about Lesson 1d: Journal Activity–A Balcony with a View
American pioneers—are now realistic for learners’ skill levels, and such Imagine flinging open the doors to a balcony to reveal a breathtaking scene
project-based activities comprise much of each class session. Class below. Today, you will ask your students to write about what they see the
discussions are frequent and challenge learners to contribute their own moment they throw open imaginary balcony doors at a vacation destination
conclusions and knowledge—and, often, to expand upon these in writing. they have longed to visit.
Lesson 1e: American Cultural Activity–Pioneers on the Move
Teaching Unit 15 Wagons ho! Eighteenth-century pioneers who explored the American West
Now that your students are decidedly on their way to well-rounded proficiency and the settlers who followed in their footsteps are in the spotlight today.
in reading and communicating in English, you have much greater flexibility in Your students will expand their understanding of the words moved and
terms of the vocabulary and sentence construction you can use in the moving as they prepare presentations about the adventures of people who
classroom. Activities in the Teacher’s Guide are now geared toward motivating moved westward from the eastern United States.
learners to feel confident using their new language in situations that only a Lesson 1f: International Cultural Activity–Neighboring Nations
short while ago might have seemed daunting. In Unit 15, for example, you Pairs of students go hand in hand with pairs of countries in this Lesson that
will guide your students through group and independent projects focusing spans the globe. Today, partners research and present facts about
on nations that share geographic borders, driver’s education and highway two neighboring countries that share geographic borders. Of particular
safety, children’s hospital toy donations, and service organizations whose note in their findings are facts that can be compared, such as population,
volunteers build houses for families in need. terrain, products, and so on.
Lesson 1a: Moving Day Lesson 2a: Building Language
Using a diagram of the layout of a house, your students will illustrate how This multipurpose Lesson offers valuable practice in speaking and writing
they would furnish rooms in their two-dimensional homes, and then will using household and home-building vocabulary, and it introduces your
describe and compare their arrangements using spatial prepositions and students to the work of service organizations that organize volunteers to
household terms. Learners will also discuss the concepts of visiting versus build houses. You may wish to invite a representative from such an organ-
moving and write their recollections of moving from one home to another. ization to visit your class today, as learners write and perform a script in
Lesson 1b: Staying Connected which a reporter interviews volunteers who are helping to build a house.
With so many families moving from one part of the country to another, it’s no Lesson 2b: Home Improvements
wonder many students know firsthand the feeling of missing a friend who In a spin-off of the game Bingo, your students will write sentences containing
has moved. Today, pairs of learners will write and perform dialogues about home-repair vocabulary terms, and then must listen attentively to identify
this very scenario, and your class will discuss ways to keep in touch with the same terms when you read all of your students’ sentences aloud, one
people dear to them who are far away. by one. When a learner hears a word that appears on her Bingo-like grid,
she places a chip on it—with the goal being the first to cover an entire grid.

Lesson 2c: Untangling Until Lesson 4b: Look and Learn
The term until is underscored in this Lesson, as students use until when In this Lesson, learners use the classroom environment and their original
answering queries about their after-school routines and as a key word in the scripts about tourists and tour guides to practice writing and saying look
children’s books they write, illustrate, and perhaps read aloud to younger at—a useful phrase for drawing others’ attention to visible objects, people,
learners. or places.
Lesson 2d: Review Lesson 4c: Travel Talk
An in-class writing assignment provides an opportunity for learners to What do a flat tire, a mechanic, a stoplight, and a tunnel have in common?
review the simple past and present progressive tenses. Outside of class, After they listen to a story, your students will have a chance to find out
students will keep track of their activities for one day and record them in when they use traffic, travel, and automotive terms in a story they write
a timetable, and then they will interview two friends or family members and during today’s class period. You will guide your class in a discussion of all
record their timetables for the day. the stories after learners read them aloud.
Lesson 2e: Journal Activity–Repairs and Replacements Lesson 4d: Review
Today, students will describe, in their journals, the sequence of events that The practical concerns of driver’s education, highway safety, and getting a
ensued when someone repaired something that was damaged at their house. driver’s license are highlighted in this Review Lesson. After a discussion
about safe driving, pairs of students will collaborate to write and illustrate five
Lesson 3a: Toy Talk
rules of the road, like those found in a state driver’s manual. To cap off the
As students assume the imaginary roles of volunteers at a children’s hospital,
class session, invite a representative from your state motor vehicles
they will practice writing and speaking during activities focusing on toy
agency to speak to learners and answer questions they have prepared
donations. This Lesson also challenges learners in the important real-world
in advance.
skills of planning, budgeting, and calculating prices.
Lesson 4e: Journal Activity–Problem Solving
Lesson 3b: The Order of Things
Ask your students today to write in their journals about a problem they
Humor is in order today! Learners will create original comic strips—with
once faced and how they chose to resolve it.
captions and illustrations—to demonstrate that they can successfully place
the steps of an event in sequential order. Lesson 5a: Focused Activity–Past and Present Grammar
In this extra-help exercise, learners will use sentences with present
Lesson 3c: Preferences and Feelings
progressive verb forms to assist them in completing sentences that require
Encourage your students to use their ever-expanding English vocabulary
simple past verb forms. This provides a good opportunity to contrast the
to express their feelings and preferences in writing and when talking with
two sentence types in terms of time frames and time-related clues.
others. Today, learners will use terms such as surprised, embarrassed, and
worried to discuss their experiences with surprise parties. Then, learners will Lesson 5b: Focused Activity–Reading a Script
write and perform a dialogue about planning a surprise party for you. A script about a store employee helping customers solve problems offers
the framework for this activity, in which students practice reading aloud
Lesson 3d: Journal Activity–Expect the Unexpected
and answering questions about the characters and content of the dialogue.
Everyone has felt embarrassed, surprised, or worried at some time in her life.
Learners will have a chance to write about their own such experiences during Lesson 5c: Focused Activity–Listen to the Details
today’s journal-writing activity. In this new twist on an old classroom favorite, you will read a story aloud
as students follow along with their own copy of the story. Next, with an
Lesson 4a: Words Around Town
incomplete version of the story in hand, learners must listen carefully
Roadway, traffic, and navigational terms are highlighted today as pairs of
and fill in the missing words as you read the story again.
students design the layout of a small town and label its landmarks, streets, and
other features. The designs will serve as focal points when classmates later
query and respond to each other about directions and locations.
Unit 15 109
Grammar & Usage
Unit 15, Lesson 1
Commas
Remind students that a comma is used to divide parts of a sentence or phrase.
A comma divides the clauses of compound sentences:
He’s working, but his neighbor is trying to sleep.
A comma divides items in a series.
His paintings have been in art museums in Paris, Rome, and London.
Tell students that they are learning the serial comma style, in which a comma + and /or precede
the final word or phrase in the list.
A comma divides essential parts of a sentence from nonessential parts, such as introductory
phrases and polite tags.
On our tour today, I’m going to teach you about Spain’s history.
Yes, I put the boxes in the closet.
Mom, can I play with our new neighbor?
I’m sorry, he’s not here right now.
Excuse me, where’s the restroom?
Hang your shirt in the closet, please.
Here you go, Mr. Reynolds.
The pizza tastes very good, thank you.
Commas in Complex Sentences

Explain to students that complex sentences include both an independent clause and a dependent
clause. An independent clause can stand alone as a sentence, but a dependent clause cannot.
I miss my dog [independent clause] because he is lost [dependent clause].
Note that if the dependent clause comes first, a comma separates the two clauses.
When we were waiting to move into our new house, we packed for a week.
When she travels, she brings many suitcases.
After I left Japan, I went to India.
No comma is needed if the dependent clause comes second.
He remembered to close the door behind him when he took out the trash.
Did you hurt your elbow when you were playing baseball?

Moving Day
®
Taught or • Describe in detail the arrangement of furnishings in rooms they have designed, using spatial
Reviewed: prepositions and household vocabulary.
balcony • Write about the experience of moving from one location to another.
bookshelves • Use commas to separate clauses in complex sentences.
cabinet
Materials:
cabinets
Copies of handout with sentences about moving and visiting, one per student (see Appendix A)
close Copies of house diagram, two per student (see Appendix B)
closed Drawing materials
closet
drawer
drawers Skill Sharpener
fireplace Visiting versus Moving
move
moved Prepare Ahead:
moving • Have available copies of handout with sentences that imply the actions of visiting or moving
opened (see Step 2), one for each student.
1. After writing the words moving and visiting on the board, start a brief discussion about the
differences between visiting places, relatives, or friends, and moving to a new location.
2. Distribute the handouts. Then instruct learners to read each sentence and write either moving or
visiting beside each one.
3. Ask volunteers to choose one sentence to read and state whether the subjects are moving
or visiting. Bring the rest of the class into conversations about the sentences by asking for
reasons why the subjects are either visiting or moving.
4. Then write the first sentence from the handout on the board:
When Amy travels she always takes her camera.
Explain to students that this is a complex sentence. Then discuss the main and dependent clauses in
this sentence and notice the comma is missing. Instruct students to work with a partner to identify
the complex sentences on their worksheet and correctly place a comma if needed.
5. Have volunteers read the complex sentences and state where the commas should be placed to
separate the clauses.


Extending the Text
Drawing and Describing Layouts
Prepare Ahead:
• Have drawing materials and two copies of the house diagram for each student.
1. Give each student one copy of the house diagram.
2. Instruct students to draw the furnishings listed beside the house diagram. Learners should include
additional furnishings such as a couch, refrigerator, beds, tables, and so on.
3. When students have furnished their houses, divide the class into pairs and distribute to each
learner the second copy of the house diagram.
4. Direct each partner to describe her house without revealing her diagram (“The couch is beside the
fireplace in the living room.” “The cabinet is above the sink in the bathroom.”). The listening partner
should draw the furnishings on her blank diagram according to the instructions of her peer.
5. Then, ask partners to compare each other’s houses. Circulate around the room and engage each
pair in conversations about the similarities and differences in their drawings. Have students tell you
why they think their drawings are the same or different.

Assessment
A Moving Experience
1. Ask students to write at least two paragraphs about their own experiences with moving from one
location to another. Students should include details such as the names of the old and new
locations, the ways in which their families prepared for the move, and their specific responsibilities
(packing clothes from their closet, unpacking books for their bookshelf, and so on). Remind students
to use complex sentences where appropriate, and punctuate correctly, paying specific attention to
commas as taught in Grammar & Usage.
2. After several volunteers read their entries to the class, collect paragraphs and evaluate for content,
word use, grammar, spelling, punctuation, and sentence structure..
For students who have not experienced moving from one place to another, have them write two
paragraphs about an imaginary moving experience, incorporating the details listed in Step 1. Word of
the Day:
move

Staying Connected
®
Taught or • Work collaboratively to write a dialogue about someone who misses his friend because she moved.
Reviewed: • Perform the dialogues they have written and discuss ways of staying connected with family and
above friends who live far away.
hang
Materials:
hanging
Magazine photos depicting above and under; one per student
hung
Lesson photos
miss Script; three copies
misses
under
Focus and Motivate
Above and Under
Prepare Ahead:
• Clip photos from magazines that depict items that are above and under other objects,
or use Lesson photos.
1. Divide the class into pairs. Distribute a photo to each student and explain that she should describe
the photo to her partner using two sentences; one with the term above and one with the term
under. For example, a student might describe a photo with a clock and a painting as follows:
The clock is hanging above the painting.
The painting is hanging under the clock.
2. Circulate around the room and listen for correct pronunciation and usage.

Engage and Explore

Missing You
Prepare Ahead:
• Have three copies of the script available for you and two volunteers (see Step 2).
1. Explain to students that they will be working in pairs to create a script based on the following sentence:
I miss my friend because he (or she) moved.

2. Ask two volunteers to read the following script as an example of the type of dialogue students
might develop:

Student 1: What’s the matter?
Student 2: I miss my friend Anya.
Student 1: Where is Anya?
Student 2: She moved to Brazil.
Student 1: Why did she move to Brazil?
Student 2: Because her parents have new jobs there.
Student 1: What did you and Anya do together?
Student 2: We used to play soccer and read books.
Student 1: Will Anya return to the United States?
Student 2: Yes, she will visit in June.
Student 1: Do you want to play soccer?
Student 2: Yes. Let’s go!
3. Write the words who, what, when, where, why, and how on the board. If necessary, review the terms
for pronunciation and meaning.
4. Divide the class into pairs. Instruct learners to write a ten-line script based on the sentence prompt
in Step 1. Students should include at least one sentence about how to keep in touch with the
friend they miss. Point out that the terms on the board may assist learners in choosing the kinds of
questions to use in their conversations.
5. When students have finished their scripts, allow time for partners to rehearse their dialogues in
preparation for performance in the following Assessment activity.
Assessment
Staying in Touch
1. Using their scripts from the previous Engage and Explore activity, students should take turns
performing their dialogues for the class.
2. After everyone is finished, lead a discussion about ways to keep in touch with friends and family
members who live far away.
3. Collect scripts for evaluation.

Word of
the Day:
miss

The Neighborly Way
®
Taught or • Ask and answer questions about their neighbors.

Reviewed: • Write about neighbors, using information from their peers.
careful
manager Materials:
Index cards; three per student
mean
Copies of interview questions, one set per pair (see Appendix C)
neighbor
neighbors
nice Quick-Start Review
someone
Five-Minute Writing
Prepare Ahead:
• Compose vocabulary cards by writing one word on each index card. Use the list of Lesson terms
provided in Step 1 as a resource.
1. Explain to students that they will create sentences using Lesson vocabulary:
above drawer miss
balcony drawers misses
bookshelf fireplace move
bookshelves hanging moved
cabinet hangs moving
cabinets hung neighbor
closet mean nice
2. Distribute three index cards, face down, to each student. Advise learners to wait for your signal to
turn their cards over.
3. When everyone has received their cards, cue students to turn their cards over, read each word, and
compose a sentence using that term. Learners may write their sentence on the vocabulary card.
4. After allowing five minutes for students to complete their task, ask them to select one sentence to
read to the class.
5. Conclude the activity after everyone has taken a turn reading aloud.


Learning for Life
Speaking of Neighbors
Prepare Ahead:
• Have sets of interview questions available for each pair of students.
1. Briefly discuss, as a class, the definition of a neighbor. Then divide the class into pairs of students.
Distribute two sets of three questions that students can ask each other about their neighbors.
Include questions about where their neighbors live (beside, above, behind), what their neighbors
do, and the qualities that make these people nice neighbors. Also include questions for your
students about neighbors who have the same interests as they do, neighbors who have different
ways of doing things, and the tasks that students perform to help their neighbors.
2. Explain that partners should interview each other as such: Partner A asks Partner B her three
questions and records his answers. Partner B then asks Partner A his three questions and notes
her responses. Circulate around the room to monitor question-and-answer sessions and to ensure
that everyone is taking notes.
3. Advise students to keep their interview notes to use in the following Assessment activity.

Assessment
Writing About Neighbors
1. Have students use their interview notes from the previous Learning for Life activity to write a
three- to five-sentence paragraph, based on the information their partners shared.
2. When everyone is finished writing, ask partners to regroup and read their paragraphs to each
other. If time permits, ask several volunteers to read their entries to the class.
3. Collect paragraphs and evaluate for content, word use, grammar spelling, punctuation,

Word of
the Day:
neighbor

Journal Activity–A Balcony with a View
®
• Describe, in writing, a view they can imagine seeing from a balcony in a place they wish to visit.
Being Creative
A Balcony with a View
Ask your students to imagine they are on vacation. They are standing in a room with a balcony, in a place
they have always wanted to visit. The doors to the balcony are closed, and they cannot see outside.
After learners picture this scene, have them envision opening the doors to the balcony and then write
about what they see (the beach, the ocean, mountains, snow, gardens, palaces, castles). Have them use
precise language and descriptive details to describe the scenes and sensory language to describe their
how they experience the location. For example, the pine smell of the trees, the cawing sound of the
birds, etc.
Entries should be at least two paragraphs in length and include the name of their desired location.

American Cultural Activity–Pioneers on the Move
• Use their understanding of the word moved to read information, write a group report, and speak
to peers about the exploration and settlement of the American West.
Materials:
Resources with information about the nineteenth-century exploration and settlement of the
American West (books, magazines, maps, timelines, Internet printouts)
Poster board; one sheet per group
Art materials
Pioneers on the Move
1. Present an overview of historical events in the western United States during the 1800s. Use maps,
timelines, and other visual images to enhance your presentation. Introduce the following terms,
along with others you consider necessary:
emigrate settle
frontier stagecoach
pioneer territory
prairie wagon
2. Divide your class into groups of three learners. Instruct them to prepare a brief report and
presentation about the experiences of people who moved from one part of the United States
to another during the nineteenth century. Assign topics such as the following (one per group):
Lewis & Clark Expedition
Oregon Trail
California Gold Rush
Pony Express
3. Allow time for students to research their topics and prepare a one- to two-page paper including
information about the name of the event (What?), the dates of its occurrence (When?), the
locations (Where?), the people involved (Who?), the reasons for moving (Why?), and the ways
in which people moved from place to place (How?).
This is a good opportunity to explain that these basic facts answer the fundamental questions of reporting. You
may wish to introduce the 5-Ws mnemonic: Who? What? Where? When? Why?
Ask students to keep notes from printed matter on a separate sheet of paper from notes from the
Internet. Tell them you will be examining them later.

(continued)
4. Distribute sheets of poster board and art materials, and direct students to enhance their written
information with visual images (maps, timelines, photographs). Circulate around the room while
students work, to answer questions about pronunciation and word meanings.
5. As students finish their reports, advise them to prepare for the upcoming round of presentations
by rehearsing the lines they will read aloud. Remind learners that each group member is expected
to present a portion of the report to the class.
6. Call on groups to present their projects to the class.
7. Discuss the resources they used to access information for their projects. Ask the groups to compare
their notes from printed and online resources, and analyze the main ideas and supporting details in
both. Are there differences in the way the information is presented?
8. Conclude the activity by answering questions and asking students to talk about books, films, or
television shows that portray events during this era in American history. For example, students may
have read the biographies of Davy Crockett or Laura Ingalls Wilder, or might be familiar with
Wilder’s Little House book series or the offshoot television show, Little House on the Prairie.
9. Collect reports for evaluation, and display projects around the classroom for all to admire.


International Cultural Activity–Neighboring Nations
®
• Use their understanding of the word neighbor to read information, complete a worksheet, and
speak to peers about countries that share a border.
Materials:
World map
Copies of worksheet, one per pair of students (see Appendix D)
Resources with information about target countries (textbooks, magazines, Internet printouts)
Neighboring Nations
Prepare Ahead:
• Use the world map to choose pairs of countries that share a border (one pair per pair of students), and
create a worksheet for each pair of students (see Step 3).
1. Begin the activity by displaying the world map. Point to a country and identify its neighbors—the
countries that share its borders. Point out and explain the meaning of the term capital (city).
2. Open a brief discussion about the necessary information for reports on these countries. Include
details about population, terrain, landmarks, businesses, products, and cities. On the board, list the
types of questions that students might have. For example:
How many people live in the country?
Are there mountains, deserts, waterfalls, rivers, or caves?
Are there cathedrals, castles, ruins, or palaces?
Are there stores, offices, or factories?
Do they sell fruits or vegetables?
What are some big cities in the country?
What is the capital of the country?

(continued)
RAISE THE BAR 3. Divide the class into pairs of students. Explain that each pair will prepare and present reports
Encourage students about two neighboring countries, using a worksheet such as the following for information:
to use technology
to write, organize, Neighbors
and present their
findings, using Mexico United States
multimedia
1) ______________ 1) ______________
components to help 2) ______________ 2) ______________
explain, support, 3) ______________ 3) ______________
and add interest to 4) ______________ 4) ______________
5) ______________ 5) ______________
their presentations. 6) ______________ 6) ______________
Prior to
presentations, have
students set 4. Distribute a worksheet to each pair, and direct partners to select six points from the class list on
grading criteria to the board to be the topics for both of their reports. Learners should then conduct their research,
use for peer review. using print and Internet resources.
Criteria should
include supported 5. After students have completed their worksheets, allow time for partners to rehearse their lines to
information, style, prepare for the upcoming presentations. Learners should also review their reports for neighboring-
eye contact, clear country topics that can be compared (population, terrain).
pronunciation, and
adequate speaking 6. Partners should then, in turn, present their countries to the class, using the world map as a visual
volume. aid. After each student reads the facts about his country, ask one or two questions that compare
the neighboring countries. For example:
Which country has more people?
Are there mountains in these countries?
7. After all learners have presented their information, conclude the activity by answering questions
and reviewing the similarities shared by the neighboring countries.
8. Collect worksheets for evaluation, and then display them in the classroom for all to read.


Grammar & Usage
Unit 15, Lesson 2
Complex Sentences with Although and Anyway
Demonstrate to your students that although and anyway can resolve inconsistent ideas within
a sentence.
Although I’m sick, I have to go to school anyway.
The example implies that a sick person usually does not go to school, but this is a special circumstance.
Explain that the example above is a complex sentence with two clauses. The dependent clause comes
first and indicates the circumstance. It begins with although. The independent clause describes the
unexpected result. This clause ends with anyway.
Although I don’t like purple, I’m going to wear it anyway.
Although I haven’t finished reading this book, I’m going to return it to the library anyway.
Expressing Ongoing Action in the Past

Point out to learners that the following sentence implies action that was ongoing in the past.
I rode the bus to school when I was young.
Although the sentence above could suggest that the speaker either rode the bus one time or many
times, this usage typically indicates a continuous past action. The speaker probably rode the bus
regularly.
Remind learners to make their meaning clear by using used to + simple present verb. In each of the
following pairs of sentences, the second sentence indicates more clearly that the action was continual.
We rode bicycles when we lived in Paris.
We used to ride bicycles when we lived in Paris.
I played soccer there.
I used to play soccer there.
We worked in the same office.
We used to work in the same office.

Building Language
®
Taught or • Read household vocabulary words and match them to sentences that describe them.
Reviewed: • Write scripts about the tasks associated with building houses.
boards
broom Materials:
List of vocabulary sentences; one per group
bricks
Sample script; three copies
bucket
carpet
faucet Jump Start
lock
Household Hints
locked
mop Prepare Ahead:
outlet • Have copies of vocabulary sentences available for each group (see Step 2).
pipes
roofs 1. Write the following vocabulary words on the board:
unlocked bricks carpet mop
wire broom faucet wire
2. Divide the class into small groups and distribute a copy of these sentences to each group:
I’m using something to clean the floor when it is wet. (mop)
I’m using something to clean the floor when it is dry. (broom)
I’m using something to turn on or turn off water. (faucet)
I’m using something to build walls. (bricks)
3. Explain to your students that they will be matching a word on the board with the sentence
that describes it. Draw their attention to the fact that only four of the six words will be used.
4. When all groups have finished, review the answers as a class.

Extending the Text

Building Dreams
Prepare Ahead:
• Have three copies of the sample script available for this activity (see Step 3).
1. Begin the activity with a brief explanation of service organizations that have volunteers
build houses. Discuss what it means to be a volunteer.

2. Explain to your students that they will be working in small groups to develop brief scripts (ten lines
minimum) about helping to build a house. Offer the following sample scenario: A news reporter
interviews two volunteers who are building a house; the volunteers describe their tasks to the reporter.
3. Ask two volunteers to help you read the following sample script, with you in the role of the reporter:
Sample script:
Reporter: Hello, my name is ____. Today I am talking to these volunteers. Excuse me,
what are you doing?
Student 1: We are building a house for our neighbors.
Reporter: What is your name, and what is your job?
Student 1: My name is ____. I am using bricks to build a fireplace in the living room.
Reporter: Thank you!
(Reporter turns to Student 2.)
Reporter: What is your name, and what are you doing?
Student 2: My name is ____. I am using a hammer, nails, and boards to build a wall
in the bedroom.
Reporter: Why are you building this house?
Student 2: Because our neighbors need a home.
(Reporter speaks to both students.)
Reporter: What will you do after you finish these jobs?
Student 1: I’ll work in the dining room with wires and outlets.
Student 2: I’ll work in the kitchen with pipes and faucets.
4. Divide the class into groups of three and have students begin writing their dialogues. Advise
learners that every character in the script must speak at least two lines.
5. When all are finished, allow time for students to rehearse their scripts in preparation for
performances during the following Assessment activity. Circulate around the room to help
students with pronunciation.
(Lesson continues on next page) Word of

the Day:
lock

(continued)
Assessment
Helping Hands
Prepare Ahead:
• If possible, invite a representative from a home-construction volunteer organization to observe
your students’ performances.
1. Have students use the scripts they wrote in the previous Extending the Text activity to perform
the dialogues they created.
2. If a home-construction organization representative is visiting during this class session, facilitate

a question-and-answer session so students can inquire and learn about her organization’s
mission. Otherwise, lead a brief discussion about the jobs and activities highlighted in the
scripted performances.


Home Improvements
®
Taught or • Identify home-repair vocabulary in the context of spoken sentences.

Reviewed: • Ask and answer questions of each other, using home-repair terms.
damaged
electrician Materials:
Copies of Bingo grids, one per student (see Appendix E)
electricity
Bingo chips
leaking
Copies of printed Examples 1 and 2, with slips of paper, two per student (see Appendix F)
plumber Container
replaced
replacing
Skill Sharpener
Building Sentences
1. Write the following Lesson vocabulary words on the board:
damaged faucet pipe replaced
electrician leaking pipes wire
electricity outlet plumber wires
Review the list as a class, focusing on pronunciation.
2. Direct your students to choose eight words and write sentences containing these terms. Advise
learners to be creative because you will be using their sentences in the following Curriculum
3. Collect sentences and keep the vocabulary list on the board.

Finding Fix-it Words
Prepare Ahead:
• Have a blank grid (see Step 2) and Bingo chips available for each student.
• Select sentences at random from each student’s list.
1. Inform students that they will be identifying vocabulary words in the sentences they wrote earlier.
2. Display a blank Bingo grid and explain to students that they will be writing the words from the board
onto their own copies of the grid. Learners should write one word in each space and place the
terms randomly on the grid.
3. Hand out a grid to every student, and allow time for all to fill each space with a vocabulary word.

4. When everyone is finished, distribute Bingo chips and advise students to listen carefully to the
sentences you will read aloud. When they hear a word that appears on their grid, they should place
a chip on top of it.
5. Continue until someone has filled his entire grid with chips. Repeat the activity, if time permits,
with a new set of sentences.

Assessment
Do-It-Yourself Q&A
Prepare Ahead:
• Have ready two copies of Examples 1 and 2
• Copy and cut the vocabulary terms so you have two per student, then fold and put them into the
container.
1. Explain to students that they will be working in pairs to ask and answer questions of each other,
using vocabulary words from this Lesson.
2. After dividing the class into pairs of students, pass around the container and have each learner
select two slips of paper. Check to make sure that each pair has four different words.
3. One student in each pair should then ask a question that contains one of his words. His partner
answers the question using the same word. Model the activity by asking two volunteers to read
Example 1:
Student 1: Can you repair the pipes? Student 2: Yes, I can repair the pipes.
4. The second student asks a question of her partner, using one of her chosen words. The partner
responds using the same term. Have the volunteers from Step 3 read Example 2:
Student 2: Is this radio damaged? Student 1: Yes, it is damaged.
5. Have students repeat Steps 3 and 4, using their second word. If time permits, pass around the
container again and have students return their slips of paper and select two more.

44444 Multiple Intelligences: Interpersonal Word of
the Day:
electricity

Untangling Until
®
Taught or • Use the word until when responding to questions about their after-school routines.
Reviewed: • Write a brief story, using until and the simple past tense.
although
anyway Materials:
Sample storybook, one copy (see Appendix G)
call
Copies of blank storybook pages, two per student (see Appendix H)
going
Scissors
like Stapler
return Drawing materials
returned
since
until Skill Sharpener
use Leisure-Time Talk
uses
when 1. Lead a class discussion about your students’ after-school routines. Elicit practice of the word
until by encouraging students to answer questions in ways such as:
Do you play soccer until seven o’clock?
No, I play soccer until six o’clock.
Does your family eat dinner together?
Yes, my family likes to wait until my dad returns home from work.
Do you watch television?
Yes, but I don’t watch television until I have finished studying.
2. Of the activities that are discussed, challenge students to classify them as either loud or quiet
in preparation for the following Extending the Text activity.


Extending the Text
Creating Stories
Prepare Ahead:
• Assemble the sample storybook.
• Have copies of the blank storybook pages for each student.
1. Explain to students that they will work in pairs to write and illustrate a children’s book that begins with
the following sentence:
It was quiet until the children came home.
2. Display the sample storybook and read it to your students.
3. Have students organize themselves into pairs and allow time for them to write a draft of their story.
Encourage learners to use the word until in at least one of their sentences.
4. As each group finishes its draft, distribute blank storybook pages and drawing materials so partners
can work on their final copy and illustrations. When students are ready to assemble their books, use
the assembly instructions in Appendix G as a guide.
5. Advise students to retain their books for presentation during the following Assessment activity.

Assessment
Sharing Stories
1. Ask each pair of students, in turn, to present to the class the illustrated story they developed during
the previous Extending the Text activity.
2. If the schedule allows, consider having your students read their books to younger learners.
3. After collecting books for evaluation, keep them available in your classroom for students’ enjoyment.

Word of
the Day:
until

Review
®
• Write and identify sentences in the present progressive tense and the simple past tense.
• Write answers to questions about the daily schedule of a family member or friend.
Materials:
Copies of vocabulary lists from Lessons 1 and 2, one per pair of students (See Unit 15 word lists)
Copies of interview questions, one per student (see Appendix I)
Classroom Community
In-Class Activity–Past and Present
Prepare Ahead:
• Make a list of vocabulary words from Lessons 1 and 2 (see Course Content), and have a copy
for each pair of students.
1. Explain to students that they will be identifying sentences that state action that either happened
in the past or is happening now. On the board, write sentences in the simple past or present
progressive tenses, such as:
I’m going to the store. I went to the store.
I’m eating a sandwich. I ate a sandwich.
2. Divide the class into pairs and hand out sheets containing vocabulary from Lessons 1 and 2.
Have your students each write a minimum of three sentences in the present progressive tense
and three in the simple past tense.
3. Tell students that, when they finish writing, they should choose two of their best sentences. Then,
allowing others undisturbed time to complete their sentences, they should walk up quietly and write
their sentences on the board. When everyone has completed the assignment, review by asking
which sentences on the board refer to activities that happened in the past (before) and which are
happening in the present (now). For example:
The woman is hanging something beautiful on the wall.
(Is she hanging something now or before now?)
I closed my closet door.
(Did I close it now or before now?)
4. If time permits, have pairs choose two more sentences and repeat Step 3.

Out-of-Class Activity–What Did You Do Today?
Prepare Ahead:
• Write on the board the timetables mentioned in Step 1 and Step 3.
• Have photocopied interview questions available for each student (see Step 2).
1. Tell students that they are going to keep a timetable of their activities for one day, and then write
sentences in the simple past tense describing what they did that day. Display the first example:
I took a bath at 6:30 a.m.
I ate breakfast at 7:00 a.m.
I went to school at 7:30 a.m.
I ate lunch at noon.
I left school at 3:00 p.m.
I returned from school at 3:30 p.m.
I ate dinner at 6:00 p.m.
I studied until 8:00 p.m.
I watched television until 10:00 p.m.
I went to bed at 10:30 p.m.
2. Distribute lists of interview questions and review them with students:
3. Explain that students should take their questions home and choose two adult family members or
friends to interview. (Students may ask questions in their home language, if necessary.) Instruct
learners to write their answers in the simple past tense (in English) and return them during the
next class period. Display the second example:
Mom ate breakfast at 6:00 a.m.
Mom took a shower at 7:00 a.m.
Mom went to work at 8:00 a.m.
Mom ate lunch at 11:30 a.m.
Mom came home at 5:30 p.m.
Mom ate dinner at 6:00 p.m.
Mom went to bed at 11:00 p.m.
4. During the next class session, have students present their personal timetables as well as the two
adults’ timetables. Discuss how the three are the same and different. Encourage students to use
comparative and superlative language. Collect the papers and evaluate.

Journal Activity–Repairs and Replacements
®
• Use household terms to write about repairing something at their home that was damaged.
Learning for Life

Repairs and Replacements
1. Ask students to write about a time when they, a family member, or a friend repaired
something that was damaged inside or outside their house.
2. Encourage students to include newly learned household terms, and to describe the
repair according to what happened first, next, then, and finally. Remind students to
check their work for word use, correct grammar, spelling, and sentence structure.

Grammar & Usage
Unit 15, Lesson 3
About and Just as Time Sequencers
Explain to students that about is used as an adverb to indicate an action in the immediate
future (be verb + about + infinitive).
He’s about to give her flowers.
I’m about to clean the floor.
They’re about to climb up the mountain.
Another adverb that indicates time sequence is just. It specifies an action in the past that
happened very recently.
I just built this toy.
I just cleaned that floor five minutes ago!
I just bought this car yesterday!
He just bought a book this morning.
Using Prefer
Prefer means to like better, and can be used with a direct object or an infinitive verb:
direct object: I prefer the green shirt.
infinitive verb: I prefer to play the guitar.
When stating which of multiple items you prefer, use the preposition to before the object
that is not preferred.
I prefer apples to bananas.
I prefer the old car to the new one.

Toy Talk
®
Taught or • Use toy terms and basic math concepts to determine and discuss the quantity of toys that
Reviewed: may be purchased, given a specific dollar amount.
balloons • Converse with peers about the ways in which toys help children with medical concerns.
blocks
Materials:
broke
Unit 15 word lists
dolls
Course Content
found Index cards; one per student
headphones Calculators; one per group
helmet Catalogs, store flyers, and Internet printouts with pricing information about toys; several per group
kite
lost
puzzles Jump Start
skateboard Words from a Friend
stuffed animals
video games Prepare Ahead:
• Use the Course Content to select words from this Lesson, and then write them on index cards
(one word per card). On the other side of each card, write a student’s name. Make sure that
each student’s name appears on a card.
1. Explain to students that they will be practicing Lesson vocabulary by creating a sentence using
a word a peer gives them.
2. Distribute an index card to each student, making sure that everyone receives a card with
someone else’s name on it.
3. Choose a student to announce the name on his card and deliver it to that peer. The recipient
should say a sentence containing the word on the card, and then deliver her card to the peer
whose name is on her card.
4. Have students continue the activity as in Step 3, until all students have stated their sentences
to the class.


Learning for Life
Toys for Joy
Prepare Ahead:
• Have a calculator and several toy catalogs, store flyers, and Internet printouts available for
each group.
1. Divide the class into pairs. Ask your students to imagine that one of their hobbies is volunteering at a
children’s hospital. One day, the manager says he needs help developing a list of the number of toys
the hospital can buy with a $300 donation. Explain and confirm with students the meaning and
pronunciation of donation. Have learners work with their partners to collect information about the
following toys:
balloons dolls stuffed animals
blocks puzzles video games

List the toys on one side of the board under the heading $300.
2. Then, on the board, draw the chart below, and ask each pair to reproduce the chart on a sheet of paper.
Introduce the meanings of price, quantity, and total price.
Toy Price Quantity Total Price
3. Explain to students that they will use calculators, catalogs, and other materials to find information and
write about the price of each toy and the quantity to be purchased, to determine the best way for the
hospital to spend the donation.
4. Distribute the following to each group:

a calculator
several toy catalogs, flyers, or printouts

Advise learners that each toy listed on the board must appear at least once on their
information sheet. Word of
(Lesson continues on next page) the Day:
headphones

(continued)
5. As you circulate around the room to answer questions about pronunciation, meanings, or
calculations, tell students that they will use the information from their worksheets in the
following Assessment activity.

Assessment
Donation Station
1. Have partners from the previous Learning for Life activity use their information sheets for
reference, as they share the results of their efforts to put a toy donation to its best use. Discuss
the relationship between the prices of toys and the quantity that could be bought. Ask students to
talk about how easy or difficult it was to stay within their budget.
2. Lead a conversation about the ways in which toys help children who need medical care.
3. Collect information sheets and evaluate.


The Order of Things
®
Taught or • Discuss the sequential order of actions in an event using the terms just and about to.
Reviewed: • Write and illustrate the steps involved in an action, from start to finish.
already
about to Materials:
Copies of out-of-sequence sentences, one per pair of students (see Appendix J)
bought
Index cards with topics, one per pair of students
climb
Sample comic strip (see Appendix K)
fighting over Copies of blank comic strips, one per student (see Appendix L)
just Drawing materials
mountain
share
sharing Focus and Motivate
What Happened First?
Prepare Ahead:
• Have a set of out-of-sequence sentences available for each group (see Step 1).
• Write, on the board, the sentences as they are printed on the handout.
1. Divide the class into pairs and give each a copy of the out-of-sequence sentences:
He’s going to buy a car this afternoon.
He’s about to buy a car.
He’s buying a car.
He just bought a car.
He bought a car last week.
2. Tell your students they will work with their partners to place the five sentences in
chronological order.
3. When students are ready, have volunteers verbally help you arrange the sentences
in the correct order.
4. Discuss as a class the clues that led to students’ decisions about the order of the sentences.
Reinforce the idea that words like about to and just help people know the series of events in
a group of sentences. This will prepare your students for the following Extending the Text activity.

Extending the Text

Comic Relief RAISE THE BAR
Have students use
Prepare Ahead: technology to
• On separate sets of index cards, write just and about to activities (see Step 1). create comic strips.
• Have the sample comic strip available, You may wish to illustrate it if time permits. Work with them to
• Have a blank comic strip for each student. plan stages of peer
editing and review.
1. Explain to learners that they will write their own sentences that, like the sentences in the previous When complete, the
Focus and Motivate activity, describe an action progressing from beginning to end. Students will use class can compile,
the sentences they write as captions for a comic strip. Topics could include: print, and distribute
buying a book eating a sandwich their work.
cleaning a floor swimming in the ocean
climbing a mountain traveling in an airplane
Remind your students how correct tenses and the key words about to and just made the order
of events clear to the reader in the previous Focus and Motivate activity.
2. Divide the class into pairs of learners and hand out one index card to each pair. Allow time for stu-
dents to write a five-sentence scenario in chronological order. After students are finished,
check the sentences for content, grammar, and correct order of events.
3. Display the sample comic strip and read it to your students, noting the progression of actions as
Clara eats her sandwich.
4. Provide students with blank comic strips and drawing materials, and direct them to copy their sen-
tences onto the panels in chronological order (one sentence per speech bubble). Encourage stu-
dents to illustrate their sentences with humorous undertones. For example, learners could depict a
fish climbing a mountain. Remind students to draw their pictures so that it is obvious what happened
first, second, third, and so on.
5. Tell the students to remain in pairs and keep their comic strips to share with the class during the fol-
lowing Assessment activity.

Word of
the Day:
(Lesson continues on next page) just

(continued)
Assessment
Last Laugh
1. Ask each pair of partners to present to the class the comic strip they developed during the previous
Extending the Text activity.
2. After collecting comic strips for evaluation, bind them into a book and keep it available for further
reading by classmates.


Preferences and Feelings
®
Taught or • Use terms such as surprised, embarrassed, or worried to answer questions about surprise
Reviewed: parties and describe the feelings associated with these events.
birthday • Work collaboratively to write and present scripts about planning a surprise party.
embarrassed
Materials:
prefer
surprise
surprised
worried Engage and Explore
worry
Party Chat
1. Write the following Lesson vocabulary on the board: embarrassed, surprise, surprised, worried,
and worry. Read them aloud with your students.
2. Write surprise party on the board, and review the meaning of this term that was introduced in
Unit 14, Lesson 3, Part C. Lead a brief discussion about students’ experiences with surprise parties.
Talk about parties students have attended, those they have planned, and parties where they were
the ones who were surprised. Include surprise parties that students may have read about or
watched on television.
3. During your discussion, direct students’ attention to the Lesson words on the board. Encourage
them to use these words to describe the feelings of the party planners, attendees, and guests
of honor.
4. Leave the term surprise party and the Lesson vocabulary on the board for the following
Curriculum Connection activity.

Planning Surprises
Prepare Ahead:
• Have three copies of the sample script available (see Step 2).
1. Explain to students that they will be working in small groups to write a script (minimum 12 lines)
about planning a surprise party for you.
2. Provide an example by asking three volunteers to read the following:

Sample script RAISE THE BAR
Student 1: I have an idea. Let’s have a party! Ask students to
Student 2: That’s a good idea. We should have a party for Ms. O’Brien. write into their script
Student 3: Yes, her birthday is next week. a particular problem
Student 1: Which day do you prefer for the party? that has to be
Students 2 and 3: We prefer Friday. resolved. The
Student 3: Let’s have a surprise party for Ms. O’Brien! characters should
Student 1: I hope that she won’t be embarrassed. have different
Student 2: Don’t worry. She’ll be happy. perspectives or
Student 3: What should we eat at the party? viewpoints about
Student 1: Let’s have pizza and cake. how to solve it.
Student 2: What type of pizza do you prefer? Students should
Students 1 and 3: We prefer pizza with mushrooms. develop their plots
Student 2: Which color balloons do you prefer? through dialogue as
Students 1 and 3: We prefer yellow, green, and orange balloons. the characters
(Student 3 looks at Student 2) agree and disagree
Student 3: What’s the matter? with each other’s
Student 2: I’m worried. opinions and come
Student 1: Why are you worried? to a solution. After
Student 2: I’m worried that no one will come to the party. the presentations of
Student 3 Don’t worry. Everyone likes surprise parties! each script, peers
should be able to
3. Divide the class into groups of three students and allow time for partners to compose their scripts. identify the
Encourage learners to include the words on the board in their lines of dialogue. problem,
summarize the
4. Circulate around the room to answer questions about pronunciation, meaning, and sentence points of view of the
structure. As each group finishes its script, advise partners to rehearse their roles in preparation characters, and how
for performances during the following Assessment activity. they resolved the
situation.
Assessment
Speaking of Surprises
1. Call on each student group, in turn, to perform its dialogue from the previous Curriculum
Connection activity. Allow students to have their scripts in hand and to read their lines, if necessary.
Word of
2. Address questions that may have arisen during presentations, and then collect scripts and evaluate.
the Day:
Bloom’s Taxonomy: Knowledge prefer

Journal Activity–Expect the Unexpected
®
• Write about an embarrassing, surprising, or worrisome event.
Being Creative
Expect the Unexpected
Ask students to write a paragraph in their journals about a time when they were embarrassed
(perhaps because they broke something), surprised (perhaps because someone may have
shared something with them), or worried (perhaps because they lost something).

Grammar & Usage
Unit 15, Lesson 4
Imperative Form in Complex Sentences
Remind students that the imperative form is used for giving instructions and advice, and for making
suggestions. It is usually formed by using a verb in simple form at the beginning of the sentence.
The subject is you, but it is understood, not stated.
Finish eating all of your vegetables.
Look at the stoplight.
An exclamation point at the end of an imperative sentence emphasizes excitement or urgency.
Look at that bird!
Explain to your students that sometimes a complex sentence contains an imperative. In that case,
the sentence may begin with a dependent clause.
Before you exit the parking lot, stop.
If there are no cars, turn right.
An imperative may also begin with a polite tag or an adverb.
Please close the door.
Now turn right at this intersection.
Remind students that the negative imperative is formed by placing do not or don’t in front of the verb.
Do not eat those.
Don’t carry the eggs like that.
Tone of Voice in Imperatives

Explain to your students that in conversational English, the speaker’s tone helps to indicate the meaning
of an imperative. For example, imperatives that are urgent commands are said with a
loud voice and a sharp tone.
Stop the car!
Please be careful!
Go to your bedroom!
Imperatives that indicate excitement also are said with a loud voice, but with a softer, friendlier tone.
Throw me the ball!
Look at the moon!
Suggestions and commands that are not urgent should be given with a cheerful tone.
Go straight, and it’s the second door on the right.
Meet me in my office at 3:00.
Follow me.
Discuss with your students the connotations of various voice tones in commands, and help them
practice tones appropriate for various contexts.

Words Around Town
®
Taught or • Work collaboratively to discuss and draw the layout of a small town, using roadway and traffic
Reviewed: vocabulary to label landmarks.
crosswalk • Ask questions about peers’ layouts and respond to questions about their own designs using
engine roadway, traffic, and navigational vocabulary.
hood
Materials:
intersection
Copies of lesson vocabulary list, one per student (see Appendix M)
mechanic Container
oil Stopwatch
parking lot Notebook paper
sidewalk Large sheets of paper (poster board, butcher paper); one per group
stoplight Drawing materials
tire
trunk Focus and Motivate
tunnel Painting the Town
Prepare Ahead:
• Have a list of vocabulary words for each student.
• Make an extra copy and cut into slips of paper, one term per slip. Fold slips and place in container.
• Use the stopwatch for this activity.
1. Distribute a list to each student and lead a choral reading of these words:
crosswalk sidewalk
engine stoplight
hood tire
intersection trunk
parking lot tunnel
Tell students that they will be using this list for the activity.
2. Divide the class into two teams and explain the activity:
One student from Team A chooses a slip of paper from the container and silently reads the word.
She goes to the board and draws a picture that represents the word.
Using their vocabulary lists, Team A members call out the word they think is being drawn.
Set the stopwatch for 30 seconds. If Team A has not guessed the correct word during this
time, Team B may guess as well.
The team that guesses the correct word receives a point.
Teams then reverse roles and continue as time permits.
3. Direct students to keep their word list for use during the following Extending the Text activity.


Extending the Text
Our Town
Prepare Ahead:
• Draw and label a sample layout of a small town using terms from this and previous Lessons.
• Have notebook paper, drawing materials, and large sheets of paper available for students.
1. Explain to students that they will be designing the layout of a small town and labeling its landmarks,
streets, and other features, using vocabulary from this and previous Lessons. Display your sample
layout and ask volunteers to name the items and describe them in relation to other landmarks.
For example:
The sidewalk is beside the street.
The stoplight is hanging above the intersection.
2. After dividing the class into pairs of students, distribute notebook paper and drawing materials. Tell
your learners to discuss and draw a first draft on their paper, using the list from the previous Focus
and Motivate activity as a guide for at least five of the items to be placed in the town. Mention that
students may also include words from earlier Lessons (grocery store, church, bank, post office).
3. Circulate around the room to answer questions while students are working. Distribute large sheets
of paper as partners finish their drafts, and instruct them to draw the final version of their sketch.
4. When students are finished, have them stay with their partners and prepare to use their layouts
for the following Assessment activity.

Assessment
Talk of the Town
1. Make sure partners have their layout designs in hand from the previous Extending the Text activity.
Ask pairs to count off by two; each duo will thus be either a Team 1 or a Team 2. Instruct each Team 1
to find a Team 2, so that all pairs are in groups of four.

the Day:
intersection

(continued)
2. Choose a volunteer group to model a question-and-answer interaction in which Teams 1 and 2

ask and answer questions of each other about locations and directions in their respective towns.
For example:
Team 1: How do you get to the parking lot?
Team 2: Go to the intersection and turn right. Then, go to the stoplight and turn left.
The parking lot will be straight ahead.
Team 2: Where is the tunnel?
Team 1: The tunnel is beside the post office.
Instruct all groups of four to participate in such dialogue, among themselves. Advise students that
everyone in each group should take turns asking and answering questions. Circulate around the
room to assess conversations for appropriate word use and sentence structure.
3. If possible, display layouts around the classroom for all to admire.


Look and Learn
®
Taught or • Describe classroom items by colors, materials, and other observable traits using the phrase look at.
Reviewed: • Use tourism vocabulary and terms of motion to write and perform a script about sightseeing.
crossing
enter Materials:
entering
exit
exiting Jump Start
look at
Take a Look
passing through
problem 1. Begin the activity by saying the following:
stop Look at this flag. It’s red, white, and blue.
turn Look at that desk. It’s made of wood.
toward
2. On the board, write:
Look at ____. It’s ____.
Divide the class into pairs and explain to students that they should move around the room with
their partners and talk about items in the classroom, using the sentence starters on the board.
Give learners three minutes to complete this activity.
3. When your students are finished and have returned to their seats, call on volunteers to talk about
something they described to their partner, using the format in Step 2. Mention that these same
types of sentences will be used in the following Engage and Explore activity.
As an option, students could remain in their seats and describe classroom items one at a time.

Engage and Explore

Writing About Sights
Prepare Ahead:
• Have three copies of the sample script available for you and two students (see Step 2).
1. Divide the class into groups of three. Explain to students that they will write a brief script
(minimum 10 lines) featuring a tour guide and two tourists. They should use the sentence structures
they practiced in the previous Jump Start activity.

2. Ask two volunteers to read the following sample dialogue with you: RAISE THE BAR
Sample script Guide students in
Tour Guide: Today we are going to visit two buildings: a museum and a stadium. designing a grading
Tourist 1: Look at this museum. What is it made of? rubric for the
Tour Guide: It is made of wood and bricks. assignment, and
Tourist 2: Look at this painting. When was it painted? then have them
Tour Guide: It was painted in the nineteenth century. evaluate their peers’
Tour Guide: Look at this stadium. It was just built last year. presentations. Have
Tourist 1: Who designed this stadium? students compare
Tour Guide: It was designed by American architects. and contrast the
Tourist 2: Look at the baseball players. Where are they going? presentations and
Tourist 1: They are exiting the stadium and entering the hotel. determine which
Tourist 2: Maybe these famous baseball players will sign my guidebook! presentations best
meet the objective
3. Allow time for each group to compose its script, which can be about tourists visiting any place criteria they set.
of the students’ choosing. Circulate around the room to monitor students’ work and answer
questions. When learners are finished, have them rehearse their roles in preparation for the
following Assessment activity.

Assessment
Speaking of Sights
1. Have each group use the scripts they created during the previous Engage and Explore activity
to perform, in turn, their dialogues for the class.
2. When all students have performed, lead a discussion about the sites they described in their
scripts and whether any students have actually visited those places.
3. Collect scripts and evaluate for content, correct word use, grammar, spelling, and sentence structure.

Word of
the Day:
look at

Travel Talk
®
Taught or • Write a story about a chosen scene using traffic, travel, and automotive terms.
Reviewed: • Read their own story to peers and discuss the scenarios of others’ stories.
flat tire
go Materials:
Copies of Lesson vocabulary, one per student (see Appendix N)
left
Download sample story Track 19
no problem
now Skill Sharpener
please Scenes from a Lesson
replace
restroom Prepare Ahead:
right • Have a list of Lesson vocabulary available for each student.
stop
1. Begin the activity by distributing vocabulary lists:
crossing entering hood mechanic passed through stop toward
crosswalk exiting intersection oil problem stoplight trunk
engine flat tire look at parking lot sidewalk tire tunnel
Allow time for students to read the words silently, and then read the words aloud as group.
2. With students using their vocabulary lists as a reference, discuss the scenarios they encountered in
the Rosetta Stone software Lesson (entering and exiting buildings, traveling in a city). List these
scenarios on the board.
3. Answer any questions students may have about the pronunciation or meaning of the terms on the list.
Direct learners to keep their vocabulary list for use in the following Curriculum Connection activity.
Keep the scenario list on the board for the following activity.

Writing Creatively
Prepare Ahead:
• Have a copy of the sample story available to read to students (see Step 2).
• Be prepared to play audio track.
1. Tell students they are going to listen to a story. While they are listening, instruct them to look at their
vocabulary lists and circle any vocabulary words they hear. Note: the Lesson terms used are in bold.


Play the sample story. This will as serve as a model for the writing assignment that follows.
Scenario: Traveling in a City
Last week I visited a museum with my brother and sister. We were entering the museum when I
said that there was a problem with my camera. Then, my brother repaired it. After he repaired my
camera, we went into the museum. I was walking toward my favorite painting when my sister said I
should look at a bird that was flying over a sculpture. I took a photo when the bird passed through
the window. We left the museum and walked across the parking lot. We were entering the park
and walking toward some flowers when my sister said that I should look at the bird that was sitting
on a statue near the front of the park. I think it was the same bird that we saw in the museum!
2. Have students check their answers with a partner. Play the story again as necessary.
3. Explain to your learners that they will be working individually to write a brief story (minimum eight
sentences) like the one they just heard. They should base their story on one of the scenarios listed
on the board. Direct students to use at least five Lesson terms in their stories, using their vocabulary
list from the previous Skill Sharpener activity as a resource.
4. Allow time for students to write their stories, and be available to answer questions about
pronunciation, word use, and sentence structure.
5. When learners finish the writing assignment, advise them to silently read their stories in
preparation for the following Assessment activity.

Assessment
Sharing Our Stories
1. Explain to students that they will be reading their stories from the previous Curriculum Connection
activity to their peers.
2. Ask students to organize themselves into groups of four and take turns reading. Circulate around
the room and listen for correct pronunciation and word use.
3. After everyone has had a turn to read, discuss the scenarios of students’ stories.
4. Conclude the activity by collecting stories and evaluating for content, correct word use, grammar,
spelling, and sentence structure. Word of
44444 Multiple Intelligences: Interpersonal no problem

Review
®
• Use automotive and traffic vocabulary to share safety tips in a driver’s manual.
• Write questions about driver’s education and safety to ask a representative of the state motor
vehicles agency.
Materials:
State driver’s manual; one copy
Driver’s license
Blank paper, several sheets for each pair of students
Drawing materials
Stapler
Classroom Community
In-Class Activity–Driving Safely
Prepare Ahead:
• Have a copy of your state’s driver’s manual and your driver’s license (or an image of a generic one)
for display.
1. Write driver’s manual and driver’s license on the board. Model the first term by displaying a driver’s
manual from your state’s motor vehicles agency. Explain that publications such as this are
important everywhere in the United States because people must prove that they know the rules
and information in the manual in order to get a state driver’s license. Show your driver’s license
or an image of one as an example of this term.
2. As a class, discuss the rules that might be found in a driver’s manual. Address the following
car-safety topics: stop signs, stoplights, intersections, signs, speed limits, seat belts, turn signals,
and headlights.
3. Write key words and phrases that come up during the conversation on the board. Encourage
learners to take notes as well. Keep in mind vocabulary from Lesson 4:
cross intersection
crosswalk look at
stoplight sidewalk
enter stop
exit toward

This may be an opportunity to introduce the terms rules, safe, safety, miles per hour, highway,
turn signal, and headlights.

4. Tell students that they will be working in pairs to write and illustrate a driver’s manual using
the information gathered by the class.
5. Divide the class into pairs and have each compose at least five driver’s safety rules, using
complete sentences. When they have finished writing, distribute blank paper and drawing
materials. Instruct students to illustrate their five rules and then staple their pages together
in booklet form. Circulate around the room to answer questions about road rules, grammar,
and spelling.
6. If time permits, ask volunteers to share their driver’s manuals with the class. Collect and evaluate.
Out-of-Class Activity–A Motor Vehicles Agency Visitor
1. Schedule a time for a representative from your state’s motor vehicles agency to visit your class
and talk about driver’s education and safety. If possible, share the students’ manuals with him
beforehand to show their level of fluency and understanding of rules of the road. Ask him to
leave time for questions at the end of his presentation.
2. Before the representative’s visit, ask learners to make a list of at least five questions about driving
regulations. Possible questions include:
When will I be able to drive?
Where can I learn to drive?
How many people should ride in a car?
Can I use a cell phone while driving?
Can I eat while driving?
Have students submit their questions to you before the visit to ensure sentence structure and
appropriate topics.
3. On the day of the visit, encourage students to ask the representative their best question during
the question-and-answer time.

Journal Activity–Problem Solving
®
• Describe, in writing, a problem they encountered and the way they chose to solve it.
Learning for Life

Problem Solving
1. Ask students to write in their journals about a problem they solved.
2. Advise learners that their two-paragraph entry should include a description

of the problem and the way in which they handled it.
3. Remind students to check their work for word use, correct grammar, spelling,

Focused Activity–Past and Present Grammar
®
• Use present progressive verb forms as resources to complete sentences with simple past verb forms.
Materials:
Worksheet; one per student (see Appendix O)
Extra Help
Past and Present Grammar
Prepare Ahead:
• Have a worksheet available for each student (see Step 3).
1. Write the following sentences on the board:

She is watching her mother put the dishes in the cabinet.
The employees are moving into a different office.
The plumber is repairing the sink.
He is replacing an old outlet.
They are playing a video game.
The family is running on the beach with their kites.
They are walking toward an intersection.
The car is stopping for the children in the crosswalk.
2. Have your students read each sentence aloud with you. Underline the present progressive
verbs as you explain that the actions in these sentences are taking place now.

3. Distribute to each learner a worksheet with the following incomplete sentences and word list:
Last night, she ____ her mother put the dishes in the cabinet.
The employees ____ into a different office last month.
Last Friday, the plumber ____ the sink.
He ____ an old outlet last week.
They ____ a video game last night.
Last Wednesday, the family ____ on the beach with their kites.
They ____ toward an intersection yesterday.
Yesterday, the car ____ for the children in the crosswalk.
replaced walked moved played

stopped watched repaired ran
4. Explain to your students that these sentences show actions that already happened, and direct
their attention to the time-related terms (last night, yesterday). Complete the first sentence
together as a class, and note the similarities and differences between this example and the
first sentence on the board.
5. Instruct learners to complete the remaining sentences with a word from one of the columns.
Remind students to use the sentences on the board as a resource for comparing present and
past verb forms.
6. When everyone is finished, ask a different volunteer to read each completed sentence. Discuss
answers in relation to the corresponding sentences on the board, noting regular and irregular
simple past verb forms.
7. Collect sentences for evaluation.
44444

Focused Activity–Reading a Script
®
Ask students to • Answer questions about a problem-solving script after reading it silently alone and aloud in pairs.
write a 3-4
paragraph story Materials:
elaborating on the Copies of script, one per student (see Appendix P)
situations framed in
the scripts from
Margaret’s point of Extra Help
view. Encourage Reading a Script
them to add
appropriate Prepare Ahead:
descriptive and • Have copies of the script available for each student.
sensory language to
describe Margaret, 1. Distribute the following script:
the store, and the Margaret works in a store. People go to her store every day to buy candy, newspapers, and
customers and their flowers, and ask questions.
problems, to enrich
the reader’s (A man is shopping in the store. He is worried.)
experience. Alert
them to using Margaret: What’s the matter?
transition words and Man: I’m worried because I just remembered that I’m meeting my girlfriend for dinner
phrases to connect soon and today is her birthday. I didn’t buy a gift for her! What should I do?
time, experiences, Margaret: Don’t worry. If you buy her some flowers she won’t know that you forgot her birthday.
sequences, and
events. Remind (The man leaves the store. A woman walks into the store. She is worried.)
them to check for
correct grammar, Margaret: What’s the matter?
spelling, Woman: I’m worried because I have to pick up my friend at the airport and I’m lost. I can’t
punctuation, and find the airport!
sentence structure. Margaret: Don’t worry. If you turn left at the next street and drive for two miles you’ll see signs
for the airport.
Woman: Okay. Thank you!
Allow time for students to read the script silently and circle Lesson vocabulary.

2. Divide the class into pairs of students and ask partners to read the script—one learner playing
Margaret and the other playing the man and the woman. Circulate around the room and listen
for correct pronunciation.
3. Write questions such as the following on the board:

Where does Margaret work?
Why is the man worried?
How does Margaret help the man?
Why is the woman worried?
How does Margaret help the woman?

4. Have partners write their answers to the questions on a sheet of paper. Then, ask volunteers
to share their answers with the group.
44444

Focused Activity–Listen to the Details
®
• Use aural cues to complete a story with home-improvement vocabulary.
Materials:
Copies of story Version 1, one per student (see Appendix Q)
Copies of story Version 2, one per student (see Appendix R)
Download Version 1 story Track 20
Extra Help
Listen to the Details
1. Distribute Version 1 stories:
Molly’s family just moved into a beautiful new house near a lake. There is a fireplace in the living
room and a balcony on the third floor. Molly and her sister share a bedroom on the second floor.
Their new neighbors are nice. One of the neighbors has two dogs! But there are problems with
the house. There’s water on the kitchen floor because the pipes under the cabinet are leaking.
The stove doesn’t work because there is no electricity. Molly’s mom called the plumber to repair
the pipes and her dad called the electrician to repair the wires. The plumber is coming tomorrow
morning at 10 o’clock. The electrician is coming tomorrow afternoon at 2 o’clock. Molly’s family is
camping near the lake tonight because the pipes are leaking and there is no electricity.
2. Play the story aloud as students follow along by reading silently.
3. Collect Version 1 stories and distribute Version 2 stories:

Molly’s family just __________ into a beautiful new house near a lake. There is a _________ in the
living room and a __________ on the third floor. Molly and her sister __________ a bedroom on the
second floor. Their new neighbors are nice. One of the ___________ has two dogs! But there are
___________ with the house. There’s water on the kitchen floor because the ___________ under
the cabinet are leaking. The stove doesn’t work because there is no ____________. Molly’s mom
called the __________ to repair the pipes and her dad called the electrician to repair the
__________. The plumber is coming tomorrow morning at 10 o’clock. The __________ is coming
tomorrow afternoon at 2 o’clock. Molly’s family is camping near the lake tonight because the pipes
are ___________ and there is no electricity.
4. Play the story again as the student fill in the blanks. If necessary, play it more than once.
5. Redistribute Version 1 stories for learners to check their work.
6. Read the story aloud as a group.
44444
Unit 16
Recipes, Remedies, and Routines

Grammar & Usage: Either and Neither, Describing Events
That Coincide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lesson 1a: Company’s Coming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 1b: While You Were Speaking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 1c: Either, Or, Neither, Nor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 1d: Journal Activity–Laundry List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Grammar & Usage: Causing and Assisting Other Actions,
Made Of and Made In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Lesson 2a: Gifts of Jewelry and Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 2b: Looking Good. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Lesson 2c: Made in the USA.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lesson 2e: Journal Activity–What Makes You Happy?. . . . . . . . . . . . . . . . . 196
Lesson 2f: International Cultural Activity–Imports and Exports. . . . . . . 197
Grammar & Usage: Describing Duration, Persistent and
Non-Persistent Conditions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Lesson 3a: Get Well Soon!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Lesson 3b: Still and Anymore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lesson 3c: The Healing Touch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson 3d: Journal Activity–The Way to Wellness. . . . . . . . . . . . . . . . . . . . . 211
Lesson 3e: Enrichment Activity–When You’re Sick. . . . . . . . . . . . . . . . . . . . 210
Grammar & Usage: Review of Verb Tenses, Describing Food
Using Past Participles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson 4a: Finding Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Lesson 4b: Recipes for Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Lesson 4c: Meal Preferences. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Lesson 4e: Journal Activity–Chef for a Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 4f: American Cultural Activity–Food Traditions. . . . . . . . . . . . . . . 226
Lesson 5a: Focused Activity–The Right Vocabulary Word. . . . . . . . . . . . . 228
Lesson 5b: Focused Activity–What is the Common Cold? . . . . . . . . . . . . 230
Lesson 5c: Focused Activity–Listening for Answers. . . . . . . . . . . . . . . . . . . 231
Lesson 5d: Level 4 Review: Jobs and Hobbies–Part 1. . . . . . . . . . . . . . . . . 232
Lesson 5e: Level 4 Review: Jobs and Hobbies–Part 2. . . . . . . . . . . . . . . . . 233
165
Unit 16:
Recipes, Remedies, and Routines
Introduction to Unit 16 Lesson 2a: Gifts of Jewelry and Time
Challenge your class to be creative when filling in the blanks of an incomplete
The concluding Lessons in Level 4 present multifaceted opportunities for poem about selecting a Mother’s Day gift for a loved one. Jewelry, flowers,
students to practice complex concepts such as distinguishing between either and perfume are among items that could be purchased, but some students
and neither, describing duration by starting points or lengths of time, discerning may opt to give a gift of time—making a meal, cleaning the house, or another
when to use still versus anymore, and using while with two forms of past no-cost way of expressing their affection.
tenses. As this Unit’s title indicates, activities incorporate new vocabulary
focusing on food preparation, health and medical concerns, and routines. Lesson 2b: Looking Good
Included, too, are terms relating to jewelry, places of manufacture, grocery Today, each student will wear a mystery personal-grooming term on his
stores, shopping, manufacturing locations, and menu-item preferences. back and, in the style of the game Twenty Questions, will ask “yes” or “no”
questions of peers to determine his word’s identity. More grooming terms,
Teaching Unit 16 plus past, present, and future verb tenses, are then spotlighted as pairs of
During this Unit, you will be guiding your students through activities that learners write a story about a fictional character getting ready for a party.
challenge them to apply their newfound language skills in simulations of Lesson 2c: Made in the USA
real-life situations that call for more complex problem solving than in previous Clothing labels provide valuable information today as students examine
Lessons. Now, for example, your students will be making distinctions among them to identify and write the places of manufacture and fabric content.
multiple sets of facts or circumstances. They must deduce to find workable Then, after making and labeling paper dolls, complete with wardrobes and
solutions to dilemmas, and then demonstrate these skills through writing, accessories, students will display and discuss their creations.
reading, and conversation. In the process, learners will enjoy a broad range
of activities that incorporate writing and performing scripted dialogues, playing Lesson 2d: Review
a guessing game à la Twenty Questions, and researching and presenting a It’s time for a fun-filled, scrambled-sentences activity that will undoubtedly
report about products made in countries around the world. elicit laughter around the room. Your learners will prepare quizzes by writing
sentences using new vocabulary, scrambling the words, and challenging
Lesson 1a: Company’s Coming peers to put the sentences back together in proper order. As a take-home
When houseguests are due to arrive, a household bustles with activity. activity, they will use a worksheet to keep track of what they wear and the
Today will be no different in your classroom as students collaborate to various household activities they participate in over the next week.
create checklists of the many tasks that must be done when company is on
the way: cleaning the house, shopping for groceries, and more. Lesson 2e: Journal Activity–What Makes You Happy?
Countless experiences make people happy, and today your students will
Lesson 1b: While You Were Speaking write in their journals about what makes them happy and why.
In this ever-popular, round-robin activity, a progressive story will evolve as
learners take turns writing sentences that build upon the action in their class- Lesson 2f: International Cultural Activity–Imports and Exports
mates’ sentences. Students will then read aloud the resulting short stories In this era of globalization, today’s activity will broaden students’ appreciation
that incorporate while and the past continuous and simple past tenses. for the interconnectedness of countries far and wide, and give them a means
for practicing new vocabulary and grammar principles. Groups of learners will
Lesson 1c: Either, Or, Neither, Nor collaborate to research, write, and present reports about products made in
During a mock shopping and restaurant excursion, “You should buy either various countries and about items that are imported and exported.
the purple skateboard or the orange skateboard”—and other sentences
about choices—give your students practice with the often-confusing terms Lesson 3a: Get Well Soon!
either, or, neither, and nor. How often do you hear coughing or sneezing in your classroom? Now that
students have been introduced to the English terms for these all-too-familiar
Lesson 1d: Journal Activity–Laundry List
symptoms and other health and medical terms, they are ready for today’s
Students will air some lighthearted dirty laundry as they write about their
Lesson. They will pantomime and guess others’ maladies, write and read
families’ clothing-care routines. Learners’ journal entries will focus on such
get-well messages, and discuss ways to help someone who is ill or injured.
topics as washing, ironing, and folding their clothes, and whether they use a
washing machine at home or take their clothes to a laundromat or dry clearner.

Lesson 3b: Still and Anymore Lesson 4d: Review
Life experiences are in the spotlight today as learners share with their peers After listening to a store announcement, learners will write their own
and write about details of their lives that still apply to them and others that announcement that could air on a grocery store’s intercom, then read their
do not apply to them anymore. Be ready to model appropriate sentences by sales pitches aloud using expressive voices, clear diction, and pleasing
sharing traits about yourself, such as that fact that you still ride a bike, but volume. At home, learners should read their announcements to their
you do not play with stuffed animals anymore. families and then discuss ways in which their elders shopped for groceries in
their home countries. Ask students to write down the information they
Lesson 3c: The Healing Touch learned and bring it to the next class session.
Is there a doctor in the house? In this Lesson, you will give each student an
index card showing either a symptom or diagnosis. Learners will then mingle Lesson 4e: Journal Activity–Chef for a Day
and converse, using health and medical vocabulary, to determine which Encourage students to let their culinary imaginations run wild as they write in
peer has their matching symptom or diagnosis. Next, students will pretend their journals about a meal they would like to prepare and the procedure and
they are doctors filling out forms about two imaginary patients’ ailments. kitchenware they would use to make their tasty creations.
Lesson 3d: Journal Activity–The Way to Wellness Lesson 4f: American Cultural Activity–Food Traditions
In this journal-writing assignment, students will reflect upon a time when Food and holidays go hand in hand, and today your class will get a taste of the
they were ill, dealt with allergies, or had a broken bone. Encourage learners to variety of gastronomic traditions associated with holidays and special
describe how they restored themselves to good health and how family occasions celebrated or commemorated in the United States. Groups of
members and friends were instrumental in their recovery. students will research their assigned occasion, then plan and give present-
ations focusing on types of food served and how they are prepared,
Lesson 3e: Enrichment Activity–When You’re Sick ceremonies involved, and the history of the traditions.
This long-range publishing project for your advanced students requires
them to use their new language skills to plan, research, and produce an Lesson 5a: Focused Activity–The Right Vocabulary Word
informational booklet, video, or slide presentation about the medical services Clues within incomplete sentences point learners in the right direction as
available in your school or community. Students will work independently, they fill in missing words selected from a lengthy list. Then they must sort
have periodic meetings with you to discuss progress, and, upon completion of the terms into the appropriate categories: sick and well, food, or clothes.
their projects, give presentations to the class. Lesson 5b: Focused Activity–What is the Common Cold?
Lesson 4a: Finding Foods This will be a familiar topic as it contains much of the Unit’s vocabulary. Still,
Grocery-store advertisements abound, so grab a handful at home and bring learners will apply multiple strategies to determine the meaning of unknown
them to this class session. These colorful marketing materials will provide words and phrases as they read this informative text.
inspiration for your students as they write and illustrate, on poster board, Lesson 5c: Focused Activity–Listening for Answers
their own versions of ads to promote the produce, meat, and dairy products of Encourage learners to listen attentively as you read a short story aloud, as they
an imaginary grocery store. will later be writing answers to questions you pose about the fictional characters.
Lesson 4b: Recipes for Success Lesson 5d: Level 4 Review: Jobs and Hobbies–Part 1
If you’re game, don an apron today and have some kitchenware on hand for Today, in this first part of the final activity of Level 4, students will draw upon
props. Pairs of learners will use recipe and food-preparation terms to write the broad spectrum of English vocabulary and language skills they have
and perform a script for a TV show featuring chefs who are teaching the learned as they research and prepare a report about a job and a hobby they
audience how to prepare a dish. would like to have in the future. Encourage students to think broadly as they
Lesson 4c: Meal Preferences plan the scope of their report and the presentation they will give during the
next class session. Suggest that they focus on aspects such as the history
Your students are well on their way to ordering food like the pros. In this
of the job or hobby, training required, typical workplace or hobby settings,
Lesson, learners will hone their skills by writing and reading scripts about a
and why the pursuits they aspire to seem so intriguing.
restaurant scenario that incorporates terms for combinations of pizza
toppings and proper dining-out etiquette. Lesson 5e: Level 4 Review: Jobs and Hobbies–Part 2
Wrapping up Level 4, learners will present the job and hobby reports they
prepared during the previous class session.
Unit 16 167
Grammar & Usage
Unit 16, Lesson 1
Either and Neither
Explain to your students that either means “one or the other.” It is used with the conjunction or.
You can have either eggs or fruit.
You can turn either left or right.
The negative form of either is neither. Neither means “not this one and not that one.” It is paired
with the conjunction nor.
She’s wearing neither socks nor shoes.
They can turn neither left nor right.
Describing Events That Coincide

Point out to your students that during and while are used when referring to events that happen
at the same time.
During is a preposition that suggests a specific time period or an event. It is followed by a noun.
The noun may be preceded by an article or adjective.
During the four days I was there, I met many businessmen and businesswomen.
We ate during the game.
He read a magazine during the flight.
While is a conjunction that begins a dependent clause. It is usually followed by a subject and verb.
The package came while they were sewing the blanket.
The woman is reading while her husband watches television.
When the sentence begins with while, a comma separates the two clauses.
While we were at the laundromat, we folded the sheets.
While she was walking to work, her shoe broke.

Company’s Coming
®
Taught or • Use words such as fold and iron when describing the tasks involved in preparing for houseguests.
Reviewed: • Use household preparation terms to discuss their family routines when getting ready for visitors.
dry cleaner
dryer Materials:
Copies of vocabulary words cut into slips, two per student (see Appendix A)
fold
Long strips of paper, one per student
folding
Markers and poster board; one sheet per group
iron Two containers
ironed
ironing Skill Builder
label Drawing Conclusions
laundromat
pocket Prepare Ahead:
sew • Have vocabulary words cut into slips so there is a verb and a noun for each student. Fold the slips and put
sewing the verbs in one container and the nouns in the other.
sews • Have a long slip of paper, one per student, ready.
tearing
tore 1. Explain to students that they will write sentences with words they select from the containers.
torn
washing machine 2. After each learner draws a noun and a verb from the containers, distribute the long paper strips.
Instruct students to write a sentence with the words they selected. For example:
She’s trying to fold the map. She tore the envelope when she opened it.
He is ironing his shirt. Our mother sews most of our clothes.
RAISE THE BAR 3. Divide the class into Team A and Team B. Empty the containers and mark one as A, the other as B.
Make the Skill Ask students to fold their long strips of paper and place them in the container for their team.
Builder more
challenging by 4. Explain that, simultaneously, a member of each team should select a sentence from his team’s
asking students to container, read it, and then illustrate it on the board. Students will then guess their teammate’s
create sentences in sentence based on the sketch. Because the two teams will be guessing concurrently, remind
a specific form, for learners to call out ideas only for their team. The student from each group who first guesses
example the correctly is next to draw a sentence.
imperative or
conditional. 5. Select a student from each team to begin the round of play. Continue as time permits, or until one
of the teams finishes first.


Extending the Text
Getting Ready for Guests
Prepare Ahead:
• Use the sheets of poster board and markers for this activity.
1. Open the activity with a general discussion of the tasks involved in preparing for guests who are
arriving soon. Be sure to include the topics of laundry, housecleaning, grocery shopping, meal
preparation, personal grooming, and table setting.
Take this time to introduce the following terms: doing the laundry, cleaning the house, shopping for
groceries, making dinner, getting ready (washing, dressing, and so on), and setting the table.
2. Write the following tasks on the board:

Doing the laundry
Cleaning the house
Shopping for groceries
Making dinner
Getting ready
Setting the table
3. Divide the class into six groups and assign a task to each. Have groups discuss, and then create
a checklist (minimum three steps) that outlines the order in which they should complete their job.
For example, learners with the topic getting ready might include the following in their list:
take a shower put on my socks and shoes
wash my hair put on my shirt and pants
brush my teeth iron my clothes
brush my hair
4. After students complete a draft of their checklists, distribute a sheet of poster board and markers
to each group. Students should then copy their draft onto the poster board and save it for use
during the following Assessment activity.


the Day:
fold

(continued)
Assessment
Checking the Checklists
1. Have each group from the previous Extending the Text activity partner with another group and
read their checklists to each other. Direct students to discuss their tasks and add new steps if
necessary.
2. After the larger groups have finished their discussions, ask learners to return to their core groups
and retain their checklists.
3. Students will then, in turn, read their checklists to the class. Listen for correct pronunciation and
word use.
4. After all groups have presented their tasks, lead a class discussion about the details of students’
own routines when guests visit their homes (types of foods prepared, housecleaning routines,
modes of dress).
5. After evaluating checklists, display them around the classroom.


While You Were Speaking
®
Taught or • Write sentences to be used in progressive stories, using outerwear terms along with the past
Reviewed: continuous and simple past tenses.
boots • Read their own stories aloud and offer positive feedback about peers’ stories.
glove
Materials:
gloves
Copies of Lesson vocabulary list, one per student (See Unit 16, Lesson 1 word list)
jacket Progressive story handout, one per student (see Appendix B)
purse
purses
put on Quick-Start Review
putting on Spectacular Sentences
scarf
take off Prepare Ahead:
taking off • Use the Course Content to develop a list of words from this Lesson. Have a copy available for
took off each student.
wallet
1. Review with students the various types of sentences they have learned in the Unit 16, Lesson 1
while software Lesson. Write sentences such as these on the board:
He forgot his wallet on his desk. He hurt his knee while he was playing basketball.
She’s taking off her boots. The children are putting on their socks.
2. Note new terms such as wallet, taking off, boots, while, and putting on. Distribute vocabulary
words and ask students to think of a new sentence, using their list for guidance. Call on several
volunteers to tell their sentence to the class, as you add their entry to the list on the board.
3. Ask learners to retain their vocabulary lists for use in the next Curriculum Connection activity.

Making Progress
Prepare Ahead:
• Have a copy of the progressive-story handout available for each student
1. Explain to students that they will be using their word lists from the previous Quick-Start Review
activity to write sentences for stories. These will be progressive stories that small groups create by
adding their own sentences in turn. Each progressive story will begin with the following sentence:
While I was walking to the party, I lost my ____.

2. Instruct each student to write the sentence from Step 1 on a sheet of paper and fill in the blank
with a word of his choice. Allow 10 minutes for learners to write four related sentences that contain
the following terms:
Sentence 1 boots, gloves, jacket, purse, scarf, or wallet
Sentence 2 took off
Sentence 3 putting on
Sentence 4 while
This exercise offers students a chance to practice writing sentences with various verb tenses; in particular,
the past continuous and simple past tenses they practiced in the software Lesson.
3. Divide the class into groups of four, have students arrange their desks in a circle, and distribute
the progressive-story handout to each learner. Students should then use the sentences they
wrote in Step 2 to create their progressive story in the following way:
a. Each student fills in the blank of the opening sentence and writes her first sentence on
the line below the opening sentence.
b. All students then pass their paper to the right.
c. Students then write their second sentence on the second line and again pass their papers
to the right.
d. Students continue in the above manner with the third and fourth sentences until they
receive their own handout with all lines filled in.
4. Conclude the activity by asking learners to read their stories to their group mates. Circulate around the
room to listen for correct pronunciation and word use.
5. Ask learners to retain their stories for the following Assessment activity.

Assessment
Positive Peers
1. Ask several volunteers to read their stories from the previous Curriculum Connection activity. After
each volunteer finishes her story, ask students to talk about what they liked about it, and why.
2. Collect stories and evaluate for content, word use, correct grammar, spelling, and
sentence structure.
Word of
while

Either, Or, Neither, Nor
®
Taught or • Work collaboratively to write a script about choices using either, or, neither, and nor in the context
Reviewed: of shopping, dining, and travel.
breakfast • Perform their own scripts and answer questions about the choices of characters in peers’ dialogues.
either
Materials:
jacket
Sample script, one copy (see Appendix C)
left
Copies of Lesson vocabulary lists; one per student (See Unit 16 word lists)
neither
nor
or
pocket Skill Sharpener
right A Day of Choices
Prepare Ahead:
• Copy the sample script and then separate the scenes by cutting apart the sheet of
paper. Each scene will be used by one pair of students.
1. In preparation for the following Engage and Explore activity, explain to your students that they will
be practicing sample conversations about making choices during a shopping and restaurant trip.
2. Divide the class into pairs of learners and distribute one of the following scenes to each pair. Have
pairs arrange themselves in chronological order (based on the time noted in their scene) at the
front of the classroom. After groups decide who will take which speaking role, ask the 9:30 a.m.
pair to perform its dialogue, with others following suit, in order.
Sample script
9:30 a.m.—Going to the Store
Student 1: How can we get to the store?
Student 2: We can take either the bus or the subway.
Student 1: Let’s take the subway.
10:00 a.m.—Sweater Shopping

Student 1: What should I buy?
Student 2: You should buy either the gray sweater or the green sweater.
Student 1: I’ll buy the green sweater.
10:30 a.m.—Jacket Shopping

Student 1: Is this jacket brown or black?
Student 2: It’s neither brown nor black. It’s blue.

11:00 a.m.—Skateboard Shopping
Student 1: What should I buy?
Student 2: You should buy either the purple skateboard or the orange skateboard.
Student 1: I’ll buy the purple skateboard.
11:30 a.m.—Birthday Shopping

Student 1: What should I buy for my brother? His birthday is tomorrow.
Student 2: You should buy either the blocks or the puzzle.
Student 1: I’ll buy neither the blocks nor the puzzle. I’ll buy the stuffed animal instead.
12:00 p.m.—Going to the Restaurant

Student 1: How can we get to the restaurant?
Student 2: We can take either a taxi or the bus.
Student 1: Let’s take neither a taxi nor the bus. Let’s walk instead.
12:30 p.m.—At the Restaurant

Student 1: We would like to order lunch. What do you have?
Student 2: We have pizza, sandwiches, and chicken.
Student 1: What type of pizza do you have?
Student 2: You can have either pizza with mushrooms or pizza with onions.
Student 1: We’ll have neither the pizza with mushrooms nor pizza with onions.
We’ll have the sandwiches instead.
1:30 p.m.—Going Home

Student 1: How can we get home?
Student 2: We can take either the bus or a taxi.
Student 1: A taxi is too expensive. Let’s take the bus!
3. After all have had a chance to speak, collect scenes and ask students to remain in pairs.


Word of
the Day:
either

(continued)
Engage and Explore

Writing About Choices
1. With students in pairs as in the previous Skill Sharpener activity, distribute vocabulary lists and
explain that they will be writing a script about a shopping and restaurant trip, similar to the one
practiced earlier.
2. Advise learners to use their imaginations and describe the choices available to their characters
throughout a typical day. They should focus on using the terms either, or, neither, and nor. Suggest
that students include brief conversations about going to the store, shopping for themselves, buying
a gift for a family member, going to the restaurant, eating lunch, and going home.
3. While learners write their scripts, circulate around the room and answer questions about word use
and grammatical structures.
4. As students finish their scripts, advise them to rehearse their lines in preparation for the following

Assessment
Speaking of Choices
1. Have pairs of students use their scripts from the previous Engage and Explore activity to perform
their scenes for the class.
2. Remind learners to listen carefully during each performance because afterwards you will ask the
audience about the options that were available to the characters during select scenes, and about
what they chose.
3. Collect scripts and evaluate for content, word use, correct grammar, spelling,


Journal Activity–Laundry List
®
• Write about the care of clothing in their households, using terms such as washing machine,
dryer, folding, and ironing.
Learning for Life

Sentences In Motion
Ask your students to write in their journals about their household routines for clothing care.
Learners should include information about whether they have a washing machine and dryer
at home, or if they take clothing to a laundromat or dry cleaner. Other details to include are
laundry routines (sorting, folding, mending, ironing) and names of the family members who are responsible
for the different tasks involved in clothing care.

Grammar & Usage
Unit 16, Lesson 2
Causing and Assisting Other Actions
Explain to students that make can be paired with another verb to signify the cause of the
second verb’s action.
This movie is making them laugh.
This book is making her cry.
Looking at old photos always makes me smile.
When help is used in the same way, it indicates what or who assists the action of the
second verb.
Would you please help me fold the clothes?
Your mother helped me study.
Point out that make and help are the conjugated verbs, while the second verb is used
in its simple form.
Finally, demonstrate how make sometimes is used with a predicate adjective instead of
a second verb.
Dancing makes me happy.
Reading makes me tired.
Running makes me thirsty.
The rain is making her sad.
Made Of and Made In

Explain to students that the past tense verb made is paired with the prepositions of and
in to form phrases with two distinct meanings.
Made of indicates the material used to create an item.
These forks, knives and spoons are made of silver.
My sweater and my hat are made of wool.
His wallet is made of leather.
Made in refers to the location where an item is produced.
These dolls were made in Russia.
This jewelry was made in Mexico.
Remind learners that these sentences are in the passive voice. The subject receives rather
than performs the action.

Gifts of Jewelry and Time
®
Taught or • Complete a poem about Mother’s Day gift giving by selecting jewelry terms and task phrases.
Reviewed: • Read their poem to peers and discuss gifts that can be given to others for various occasions.
beard
beards Materials:
One rhyme poem and one free-verse poem to read to the class
bracelet
Copies of a rhyme and free-verse poem, one per student (see Appendix D)
bracelets
Highlight markers; one per student
contact lens Calendar
contact lenses Poetry worksheet, one per student (see Appendix E)
deodorant
dyed
dying Focus and Motivate
earrings Poetry Highlights
makeup
mustache Prepare Ahead:
necklace • Use the poems and markers for this activity.
perfume
ring 1. Write the word poem on the board and explain its meaning. Read an example of a rhyme and
rings free-verse poem, and ask learners if they have a favorite poem (in their home language or English)
shave that they would like to recite for the class.
shaved
2. Distribute the sets of poems and markers to the class. Allow several minutes for students to silently
read the poems and highlight known words. Have pairs take turns reading the poems to each other
repeatedly until they can read them with accuracy and expression. Then, call on two volunteers, one
for the rhyme poem and one for the free-verse poem. They should first read their highlighted words
and then the entire poem to the class. If time permits, ask others to read to the class as well.


RAISE THE BAR
Stretching the Imagination Have students work
Poetic Shopping with a partner and
choose comparable
Prepare Ahead: nouns from the
• Use the calendar and poetry worksheet for this activity. vocabulary list, such
as beard and
1. Begin the lesson with a brief discussion about Mother’s Day in the United States. Show the date on mustache, or
the calendar, and share that mothers may be honored with gifts of jewelry, perfume, or flowers. Men- bracelet and earring.
tion that children sometimes opt to give a gift of their time—for example, doing helpful tasks such as Ask them to
making a meal or cleaning the house. Encourage students to talk about Mother’s Day traditions they generate a list of
are familiar with. adjectives
describing types
2. Read the following example that highlights a purchased gift in the first part of the sentence and and qualities of the
a gift of a helpful task in the second part of the sentence: nouns. They should
I would like to buy perfume for you, but I’ll wash the clothes instead. try to differentiate
nuances between
3. Explain that learners will be finishing a free-verse Mother’s Day poem to give to their mothers, grand- descriptive words
mothers, or other women who are dear to them. This poem is similar in style to the poems that stu- such as curly, kinky,
dents read during the previous Focus and Motivate activity. and frizzy. Have
students use online
4. Distribute the poetry worksheet to each student, and direct the class to fill in the blanks with and print resources
the terms provided. to help identify and
define synonyms.
5. Allow time for students to complete their poems. Circulate around the room to answer questions Then students
as necessary. should join another
pair and share their
6. As students finish their poems, ask them to quietly rehearse their lines in preparation for the follow- lists. They can use
ing Assessment activity. images to help
explain the new
Bloom’s Taxonomy: Analysis words they’ve
44444 Multiple Intelligences: Intrapersonal learned.
Word of
the Day:
necklace
(continued)
Assessment
Poetry Reading
1. Direct students to read, in turn, their completed poems from the previous Stretching the Imagination
activity. Listen for correct word use and pronunciation.
2. After everyone has had the chance to read, conclude the activity with a brief discussion about
purchased gifts and gifts of time that can be given to other family members or friends for different
occasions.
3. Collect poems and evaluate.
4. Return poems to students so they can give them to their mothers, grandmothers, or others for
Mother’s Day or another occasion.


Looking Good
®
Taught or • Identify specific vocabulary words by asking and answering questions of their peers.
Reviewed: • Work collaboratively to write a story about routines using personal-grooming terms and
button various verb tenses.
buttoned
Materials:
buttoning
Copies of Vocabulary List A, cut so each student has one word square,
curly
plus one full list (see Appendix F)
dye Hole punch
dying Length of yarn (approximately 24 inches); one per student
long Copies of Vocabulary List B, one per student, plus three additional copies (see Appendix G)
shaving Container
straight
short Skill Sharpener
unbutton Back and Forth
unzip
zip Prepare Ahead:
zipping • Copies of Vocabulary List A, one for each student
• Make additional copies of Vocabulary List A and cut squares so there is a word for each student.
• Create a “term tag” for each student by using the hole punch to make two holes in each word square,
on the upper corners lengthwise. Thread the yarn through the holes and knot the ends.
1. Explain to your students that they will be working together to determine Lesson terms by asking
and answering questions. Distribute term tags and have students wear them so that the word square
hang down their backs with the words showing. Advise students not to look at the word on their
word square, since it is the term they will identify. Everyone else will be able to see the word, so
students must rely on peers’ answers to their questions in order to correctly guess the target term.
2. Distribute a copy of Vocabulary List A to each student, and tell learners that they are wearing one
of these words on their backs:
beard deodorant mustache
bracelet earrings perfume
contact lenses makeup ring
3. Instruct learners to ask questions that can be answered with “yes” or “no,” and that will help them
determine their target term and eliminate other words on the list. These questions should describe

an object without naming a specific vocabulary word. After peers reply to these questions, students
can then cross off words from their lists that do not apply. For example, if Cara’s word is makeup
and Casey’s word is beard, the following question-and-answer exchange might occur:
Cara: Can I wear it on my arm?
Casey: No.
(Cara crosses off bracelet from her list)
Casey: Can I wear them on my ears?
Cara: No.
(Casey crosses off earrings from his list)
Cara: Can I wear it on my face?
Casey: Yes.
(Cara crosses off everything from her list except beard, mustache, and makeup)
Casey: Can I wear it on my face?
Cara: Yes.
(Casey crosses off everything from his list except beard, mustache, and makeup)
4. After peers ask two questions of each other, they should find another classmate and ask questions
to further narrow their choices. When a student thinks he knows his word, he should circle the
word on his list and sit down.
5. Call time after 10 minutes and have everyone look at their word. Survey the class to find out who
guessed correctly.

Being Creative
Routine Writing
Word of
the Day:
curly
(continued)
Prepare Ahead:
• Have a copy of Vocabulary List B available for each student (see Step 4).
• Using the three additional copies of Vocabulary List B, cut the sheets of paper into strips,
with one word or phrase on each line. Be sure there are enough strips for pairs of students
to select four different words or phrases.
• Fold paper strips and place them in the container.
1. Explain to your students that they will be working in pairs and using Lesson words to write a story
about a fictional character that is getting ready for a party.
2. Provide an example by writing these words on the board: deodorant, dye, ring, straight. Then, read
the opening sentence:
My name is Charles Smith, and I am getting ready for a party.
Ask students how they might use the words on the board to tell a story about the way Charles Smith
gets ready for the party.
3. After volunteers share their ideas, read the following story:

My name is Charles Smith, and I am getting ready for a party. First, I’ll take a shower and
wash my straight hair. Then, I’ll brush my teeth and put on deodorant. I’ll also dye my
mustache black! Finally, I’ll put on blue jeans, a red sweater, gray socks, and brown boots.
Yesterday, I found my girlfriend’s ring in the car. She’s going to the party, so I’ll give her the
ring there.
This is an opportune time to point out the past, present, and future verb tenses that are used in the story.
4. Divide the class into pairs of students and pass around the container. After each pair selects four
different words from the container, distribute a copy of Vocabulary List B to everyone:
beard dye put on makeup
bracelet earrings ring
buttoned long shave
contact lenses mustache short
curly necklace straight
deodorant perfume
Learners must use their four selected words in their story, and may also use words from the
vocabulary list.
5. Have students select a main character and include her first and last names in the story, which
should be at least eight sentences in length.
6. Allow time for students to write their stories. While learners are working, circulate around the room
to monitor progress and answer questions about word use and sentence structure.

RAISE THE BAR
7. When pairs finish their stories, have them quietly rehearse reading them in preparation for the Instruct students to
following Assessment activity. Learners should make sure that they each read an equal amount write a 3-4
of the story. paragraph story that
includes 2 or more
Bloom’s Taxonomy: Synthesis characters. In the
44444 Multiple Intelligences: Interpersonal course of preparing
for a party, the
characters have a
Assessment problem they must
Read and Compare resolve. Using
dialogue, learners
1. Have pairs of learners read their stories aloud, in turn, with each partner participating. should present the
characters’
2. After everyone is finished, ask students to take a few minutes to look at their stories and compare contrasting
their own personal-grooming routines to those of their main characters. Lead a brief discussion viewpoints, how
about the similarities and differences between the two. they agree and
disagree, and finally
3. Collect stories and evaluate for word use, correct grammar, spelling, and sentence structure. come to a solution.
In the assessment,
Bloom’s Taxonomy: Analysis peers should be
44444 Multiple Intelligences: Verbal-Linguistic able to identify the
problem and the
various characters’
opinions, and offer
the authors
constructive
criticism on how to
strengthen their
work through
editing and revision.

Made in the USA
®
Ask students to pick • Identify and write the names of places that articles of clothing were made in and the types of fabric
three of the they are made of.
following lesson • Create, label, and talk about a life-size paper doll wearing their favorite fashions and accessories,
vocabulary words: focusing on the clothing fabric content.
cotton, gold,
leather, silk, silver, Materials:
wood. Using Copies of worksheet, one per student (see Appendix H)
specialized Sticky notes; several per student
resources online Length of butcher paper (approximately five feet); one per student
and printed, they Drawing and art materials
should find as many
adjectives as
possible to describe Jump Start
each of the three Where Is It Made?
words. Have
students define Special Note: Before you teach this Lesson, distribute the worksheet in Step 1 to the class
each adjective, and (one per student). Instruct learners to complete it prior to class.
understand the
nuanced differences Prepare Ahead:
between their • Note the places of manufacture and types of fabric of the garments that make up your wardrobe
meanings. For for the day of this Lesson.
example, how would
they distinguish 1. Before this class session, distribute the following worksheet to each student for her to complete at
between itchy and home on the morning of this Lesson. Students should examine their clothing labels, and then write
scratchy to describe the names of the countries the garments were made in and what they are made of.
wool? Once they’ve Made in Made of
finished their lists,
Shirt
instruct students to
write sentences Sweater
about each Pants
vocabulary word Dress
explaining the Skirt
various adjectives
they found. 2. Make two columns on the board with these headings: Made in and Made of. Ask learners what
countries are commonly associated with the clothing industry and write those country names on
the board. Then, ask what types of fabric clothing is most often made of and write the names of
those materials. Encourage students to use words learned in this Lesson: silk, cotton, wool, and
leather. Leave the Made of column on the board for the following Being Creative activity.

This might be a good time to introduce the terms polyester, acrylic, and spandex, since many articles of
clothing contain these materials.
3. Explain to learners that they will spend the next few minutes discovering what countries their
clothing was made in and what the garments are made of. Model the activity by taking a sticky
note and writing the name of the country in which your shirt was made and kind(s) of materials
it is made of. Place the sticky note on your shirt and say: “The label says that this shirt was made
in ____ and is made of ____.” Continue until every article of your clothing is accounted for.
4. Distribute several sticky notes to each student and have her copy the information from her
worksheet onto the notes (one sticky note per item of clothing). Learners should then place
the notes on their respective pieces of clothing. Circulate around the room to answer questions.
5. When everyone is finished, ask volunteers to share with the class as you modeled in Step 3:
“The label says that this ____ was made in ____ and is made of ____.” Continue this activity
as time allows.

Being Creative
Dressed Like a Doll
Prepare Ahead:
• Draw the outline of a human form on a length of butcher paper and decorate it with your favorite
style of clothes. Next to each item of clothing, label the material it is made of.
1. Ask students about their favorite types of clothing and jewelry, what they are made of, and why
they prefer certain styles. Refer to the list under the Made of heading you wrote in the previous
Jump Start activity to remind students of the material terms. If necessary, add to the list.
2. Tell your students that they will be creating life-size “paper dolls” that wear clothing and accessories
made of the materials they have studied in this Lesson. Display your paper doll to the class and
point out how you labeled its wardrobe according to the kinds of material each piece was made of.

the Day:
cotton

(continued)
3. Distribute the butcher paper along with drawing and art materials. Have each learner draw an
outline of a human form to create a paper doll. Students should then dress their dolls by drawing
items of clothing. Encourage students to draw their favorite—and appropriate—styles and colors,
taking care to label what the clothing is made of. Learners should use Lesson words at least once,
but they are free to use other terms as well. Circulate around the room to observe the types of
clothing being drawn as well as to answer questions.
4. After students are finished, tell them to keep their paper dolls available for the following
If workspace is limited in your classroom, you may wish to have students create smaller paper dolls, using
legal-size paper.

Assessment
What Is It Made Of?
1. Ask students to display and talk about the types of clothing they chose for their dolls and what
kinds of fabric they decided would be suitable. Quiz the audience for comprehension with
questions such as: “What is Karen’s dress made of?”
2. If feasible, display the paper dolls in the classroom for further inspection by the class.


Review
®
• Use household, jewelry, and daily-routine vocabulary to write sentences, create a quiz of
scrambled sentences for peers, and form sentences from others’ quizzes.
• Write sentences about their weekly activities and read them to family members.
Materials:
Copies of Vocabulary list for Lessons 1 and 2, one per student (See Unit 16 word lists)
Copies of worksheet, one per student (see Appendix I)
Classroom Community
In-Class Activity–Sentence Shuffle
Prepare Ahead:
• Have vocabulary list available for each student.
• Prepare three sample sentences to use as examples: one declarative, one interrogative, and
one exclamatory.
1. Explain to your students that they will be creating a quiz for their peers in the form of scrambled
sentences.
2. Write the following scrambled sentence on the board:

having I sheets my bed! on cotton love clean
Work with the class to unscramble the sentence, which is:
I love having clean cotton sheets on my bed!
3. Offer these sentences as additional examples:

Will you please help me fold the clothes?
I hope you like this necklace.
Provide cues such as first-word capitalization and end punctuation, if necessary.
4. Distribute vocabulary lists and instruct students to write four complete sentences on a sheet of
paper. Learners should then, on a second sheet of paper, write the scrambled versions of their
sentences, leaving several lines of space between each one.
5. When everyone is finished, have students place their answer keys face down on their desks, find
a partner, and trade their scrambled sentences. Allow time for learners to unscramble their
partner’s sentences and write the intact versions underneath the jumbled forms.

6. Students should then return their completed sentences to their partners. After learners check the
sentences against their answer keys, they should make corrections as needed. Conclude the
activity by asking students to read their sentences to the class.
Have students retain their vocabulary lists for use in the following Community Connection activity.
Out-of-Class Activity–Weekly Activities
1. Explain to students that they will spend one week keeping track of various household activities and
items they learned about in Lessons 1 and 2. For example:
On Saturday, I put towels in the dryer. The towels are made of cotton.
On Sunday, I helped my sister fold napkins for dinner. The napkins were made in India.
On Monday, I wore earrings, a necklace, and a bracelet to school. This jewelry is made of silver.
2. Distribute the following worksheet to each student:
On Saturday,
On Sunday,
On Monday,
On Tuesday,
On Wednesday,
On Thursday,
On Friday,
Have students take their worksheets home for the week, and remind them to refer to their
vocabulary list from the previous Classroom Community activity for assistance.
3. When the week is over, tell students to share their sentences, in English, with their family. Then,
have students bring their papers back to class to share with peers. Conclude the activity with a
classroom discussion about students’ activities and observations.
4. Collect the worksheets for evaluation.

Journal Activity–What Makes You Happy?
®
• Work collaboratively to research, write, and present reports about products made in various
countries.
Reflection
What Makes You Happy?
1. Remind students about the following sentences they learned in the Unit 16, Lesson 2 software:
Dancing makes me happy.
Playing with children makes me happy.
The rain is making them happy.
This movie makes me happy.
2. Ask students to take a few minutes and think about their answers to the following questions:
What makes you happy?
Why does it make you happy?
Learners should then record their answers in their journals, making sure to include three reasons
why an activity makes them happy. Have students finish their entries by reminiscing, in writing,
about the last time they were involved in that activity.
3. Remind students to check their work for word use, correct grammar, spelling, and sentence
structure.

International Cultural Activity–Imports and Exports
®
RAISE THE BAR
• Work collaboratively to research, write, and present reports about products made in various countries. Have students use
technology and the
Materials: Internet to work
World map collaboratively to
Internet sources and print media about target countries research, write, and
Art materials present reports
Sheets of poster board; one per group about products
made in other
Connecting to Culture countries. They
should draw
Imports and Exports
information from
1. Lead a class discussion about products made in various countries, such as German chocolate several sources,
and Japanese cars. Introduce and discuss the meanings of the terms export and import. Mention presenting
the types of products imported to and exported from various countries (clothing, jewelry, food, pertinent
accessories), and ask students to suggest other such products. Ask a volunteer to write the names information in a
of the products on the board during the discussion. logical, coherent
manner. Main ideas
2. Explain to students that they will work in groups to research, write, and present reports about the should be
products associated with various countries. Each group will research a single country and prepare supported by
and present a report on products made there, items imported, and items exported. relevant evidence
and reasoning. They
3. Divide the class into groups of four. Assign each group one of these countries: can use multimedia
Australia China France India Japan Russia United Kingdom to help clarify
Brazil Egypt Germany Italy Mexico Spain United States information and
Suggest that learners refer to the list of products on the board for ideas, but tell them not to limit make presentations
their reports to the products in the list, as each country has its own unique set of products. more interesting.
Encourage groups to enhance their reports with maps and illustrations.
4. Be available to answer questions as students conduct their research. Have poster board and art
materials available for learners who wish to use illustrations during their presentations. Remind
students that each group member must participate in every facet of the presentation.
5. Allow time for learners to research, document, and illustrate their reports, as well as to rehearse
their presentations.
6. Groups should then, in turn, present their projects to the class, with each group member relating
a portion of the report.
7. Display posters for all to admire, and collect reports for evaluation.


Grammar & Usage
Unit 16, Lesson 3
Describing Duration
Discuss with your students two ways of stating the duration of an action that began in the past and
continues to the present.
One way is to use a verb in the present perfect tense followed by since plus a starting point
(present perfect verb + since + starting point).
She’s been coughing since she arrived this morning.
I have been playing hockey since I was seven years old.
They have been baking since 5:00 this morning.
They have lived in this house since 1975.
Another way is to use a present perfect verb followed by for plus a length of time
(present perfect verb + for + length of time).
You have been watching television for seven hours.
She has been studying French for four years.
I’ve had a fever for two days.
Persistent and Non-Persistent Conditions

Explain to learners that the adverb still can be used to signal a condition that began in the past and
persists to the present.
Although I’m an adult now, I still like playing video games.
Are you still sleeping?
Your cast is off, but your leg is still healing.
If you still have a fever tomorrow, call me.
Point out that in a negative sentence, the adverb anymore indicates that the condition was true in the
past, but it is not true now.
I used to have a beard, but I don’t have one anymore.
She isn’t sick anymore.

Get Well Soon!
®
Taught or • Write get-well messages to those who are ill or injured, using terms for symptoms and
Reviewed: expressions of empathy and good cheer.
bless you • Read their get-well messages to peers and discuss ways to help others recover from
coughing injuries or illnesses.
get well soon
Materials:
rash List of Lesson terms; four copies
sick Four containers
sneeze Course Content
sneezing Sheets of plain white paper (11"×14"); one per pair of students
well Drawing materials
Quick-Start Review
What’s My Malady?
Prepare Ahead:
• Cut the four copies of Lesson terms (see Step 1) into slips of paper (one term each), fold them, and
place a set into each of the four containers. Add a folded blank slip of paper to each container.
• Write the above Lesson terms on the board.
1. Begin the activity with a choral reading of the terms that are listed on the board:
broken arm coughing itchy sneezing
broken leg fever nauseated swollen face
2. Explain to your learners that they will be taking turns pantomiming the above terms while others
guess their actions.
3. Model the activity, and after students have guessed correctly, tell the class that there is a blank
slip of paper in each container. If someone draws this paper, she may act out any word she has
learned in a previous Lesson (folding, ironing, running, swimming).
4. Divide the class into four groups. Distribute one container to each group; the four students who
are holding them begin the round of play.
5. Circulate around the room to provide encouragement and ensure that each student is participating
in the activity.
6. Continue as time permits or until the containers are empty.


Extending the Text
Empathy Cards
Prepare Ahead:
• Copy the dialogues from the following pages in the Course Content:
Page 31, section 08, 16
Page 32, sections 17, 23, 27, 29, 31
Each pair should receive two copies of the same dialogue.
• Use the sheets of paper and drawing materials for this activity.
1. Divide the class into pairs of students. Provide each pair with the same dialogue.
2. Instruct partners to read their dialogues to each other, with one student in the role of the doctor
and the other in the role of the patient.
3. Add the following terms to the vocabulary list on the board:

cast healed rash
crutches healing sad
get well soon heals sick
happy I’m sorry well
heal problem
4. Explain to your learners that they will be working together to design get-well cards for the patient in
their dialogues. In addition to decorating their cards, students will use the terms on the board and
information from their dialogues to include a letter (minimum five sentences) to the patient, similar
to the following:
I’m sorry that your arm is broken! I hope it is not swollen. Is it a problem for you to ride your
bicycle? I hope your arm heals soon. What color is your cast?
Last year I fell off my skateboard and broke my leg. I had to use crutches for six weeks, but
now I’m able to ride my skateboard again. Get well soon!
5. Allow time for partners to write a draft of their letter before providing them with the materials to
create their card.
6. Circulate around the room to provide assistance as needed.
7. Have learners retain their cards for use during the following Assessment activity.

44444 Multiple Intelligences: Interpersonal Word of
the Day:
(Lesson continues on next page) well

(continued)
Assessment
A Helping Hand
1. Group pairs of students with three other pairs to share the cards they created during the
previous Extending the Text activity. Instruct partners to each read a section of their card.
Then, have several volunteers read their cards to the entire class.
2. If time allows, lead a discussion about other ways to help someone who is ill, such as
bringing her food, taking her to the doctor, babysitting her children, or just being with her
to cheer her up.
3. Collect cards for evaluation.


Still and Anymore
®
Taught or • Write about facts in their lives that still apply to them, and others that do not apply
Reviewed: to them anymore.
anymore • Discuss similar and different life experiences with their peers.
coughing
Materials:
fever
Copies of list of sentences, one per group (see Appendix J)
sick
Containers, one per group
since Slips of paper
still
studying
Jump Start
Still Speaking
Prepare Ahead:
• Have lists of sentences available for each group.
• Cut apart, in strips, sheets of paper with the words still and anymore; enough for every group
to have four of each word. Fold papers and place in containers.
1. Explain to your students that they will be constructing sentences with the words still or anymore.
2. Model the activity by writing the following sentence on the board:

Yesterday I had a fever.
Read the sentence aloud, and then select a slip of paper from one of the containers. Read this
word to the class and then say the sentence again, this time with still or anymore:
Today I still have a fever.
I don’t have a fever anymore.

3. Divide the class into groups of four students. Distribute a container and sentence list to each
group. The list could include sentences such as the following:
I am studying French. I have been watching television for two hours.
I like to play hockey. I like playing video games.
Instruct learners to take turns reading a sentence from the list, drawing from the container, reading
the word on the slip of paper, and saying the sentence again with still or anymore.
4. Circulate around the room to monitor pronunciation and correct word use.


What Do You Do Now?
Prepare Ahead:
• Write sentences to share with the class, about events or characteristics that still apply to you and
do not apply anymore (See Step 1).
1. Begin the activity by reading sentences that describe details in your life that still apply to you and
others that do not apply anymore. For example:
When I was young, I went swimming every summer. I still go swimming every summer.
My hair used to be long, blond, and curly. It isn’t long, blond, and curly anymore. Now it is
short, black, and straight.
2. On the board, write the sentences that you just read aloud. Note features such as verb tenses,
sentence structures, use of negation, and the words still and anymore.
3. Explain that learners will be creating their own sentences describing three details in their lives that
still apply to them, and three that do not apply to them anymore.
4. Lead your students in a brief brainstorming session about their life experiences, in which you list actions
and traits on the board that are either in the Still column or the Anymore column. For example:
Still Anymore
learn English walk to school
ride bicycles have short hair
walk to school have long hair
eat breakfast every day play with stuffed animals
5. Instruct students to begin working on their sentences, and be available to offer guidance.
6. Have students retain their sentences for use during the following Assessment activity.


Word of
the Day:
still

(continued)
Assessment
Shared Histories
1. Divide the class into groups of four, and have students take turns reading their sentences from
the previous Curriculum Connection activity to their partners.
2. As learners read their sentences, encourage group mates to ask questions about their entries
and discuss the similarities and differences in their life experiences (same types of toys, different
sports, same length of hair).
3. When all have finished reading and discussing their sentences, conclude the activity by talking
about the similarities and differences students discovered.
4. Collect and evaluate for word use, correct grammar, spelling, and sentence structure.


The Healing Touch
®
Taught or • Write their diagnosis of a medical condition using terms for symptoms and solutions.
Reviewed: • Describe symptoms to peers and ask questions to determine a patient’s ailment.
allergic
Materials:
broke Index cards, one per student
broken Copies of worksheet, one per student (see Appendix K)
cast
crutches Skill Sharpener
heal Name That Symptom
healed
Prepare Ahead:
healing
• On one side of the index cards, write the sentences that are listed in Step 2 (one sentence per card).
heals Label the other side of the cards according to the heading above each list. Be sure each student
itchy has either a symptom or a diagnosis card that is a direct match with another student’s card.
nauseated
rash 1. Write the following sentence on the board, and ask students to help you determine the cause of
swollen your symptoms:
When I visit friends who have dogs, I always sneeze.
Encourage students to call out their diagnoses until someone says that you are allergic to dogs.
Ask students which is the symptom and which the diagnosis, then clarify the terms.
2. Explain to your students that they will be seeking matches among their peers for their own symptoms
or diagnoses, using the following sentences:
Symptom Diagnosis
I can’t write because I’m wearing a cast. Your arm is broken.
My head is very hot. You have a fever.
If I eat seafood, I’ll be nauseated. You are allergic.
I have to walk with crutches. Your leg is broken.
Plants give me an itchy rash. You are allergic.
My temperature is 101 degrees. You have a fever.
I sneeze when I’m near cats. You are allergic.
I don’t have a fever anymore. You are well.
3. Distribute a card to each student and have him read his sentence and note whether he has a
symptom or a diagnosis. Then instruct learners to find the peer who has their matching symptom
or diagnosis, by talking to each other and comparing cards. When pairs of students have made a
match, have them sit down.
4. Continue the activity until all have found their matching sentences.


Engage and Explore RAISE THE BAR
Doctor for a Day For the Doctor for a
Day activity, first tell
Prepare Ahead: students they are
• Have diagnosis worksheet available for each student. It will have spaces to assess and diagnose two patients. patients and should
write down the
1. Remind your students about the Skill Sharpener activity they just completed, in which they details of their
matched symptoms and diagnoses. Introduce the word patient and ask what happens when a symptoms. Then
patient is ill or hurt and goes to the doctor. Encourage students to say that the doctor talks about the set up a role-play
patient’s symptoms and then makes a diagnosis. where half the
students are
2. Now, ask students to imagine that they are doctors who are writing notes about their patients’ doctors who use the
conditions. Display the following as an example of the type of form that students will be worksheets to ask
completing about their patients: questions and
examine two
Name of Patient: Maria Seaver Date of Office Visit: May 15, 2016 patients. Then
Symptoms Where on the body? reverse roles, with
Fever: No Face: Stomach: the patients now
acting as doctors.
Coughing: No Head: Back: Follow up with the
Sneezing: No
Left Arm: Right Arm: assessment activity.
Nauseated: No Left Leg: Right Leg: Yes
Rash: No Left Elbow: Right Elbow:
Itchy: No Left Knee: Right Knee:
Swollen: Yes Left Eye: Right Eye:
Symptoms and Diagnosis: Maria said that she fell off her bicycle this morning. Her right leg is swollen,
and she said that it hurts. Maria’s leg is broken, so I put a cast on it. Maria has to walk with crutches
until her leg heals in six weeks.
3. Tell your students that they are now ready to write their own notes about two patients. Students
should decide what their patients’ ailments are before they fill out their worksheets. For example,
if a student decides that his patient is sick and needs medicine, then he would write “yes” by the
words fever, coughing, and sneezing.
4. Distribute to each student a blank medical form similar to the one in Step 2, with space
available for two patients. Allow time for learners to complete their forms.
5. Have students retain their worksheets for use during the following Assessment activity. Word of
Bloom’s Taxonomy: Analysis the Day:
44444 Multiple Intelligences: Naturalist healing

(continued)
Assessment
Clue Me In
1. Divide the class into pairs of students. Using her worksheet from the previous Engage and Explore
activity, each student should reveal a patient’s symptom to her partner one at a time, until the
partner guesses the diagnosis. For example:
Student 1: Maria’s leg is swollen.
Student 2: Is she allergic to animals?
Student 1: No. Maria fell off her bicycle.
Student 2: Is her leg broken?
Student 1: Yes, her leg is broken.
2. Circulate around the room to monitor students’ comprehension of the questions and answers.
Continue the activity until everyone has guessed his partner’s diagnoses.
3. Collect worksheets for content evaluation.


Journal Activity–The Way to Wellness
®
• Write about a time when they returned to wellness by describing the steps they took to
alleviate their symptoms of poor health.
Reflection
The Way to Wellness
1. Ask your students to recall a time when they were sick, dealt with allergies, or had a broken
arm or leg.
2. In their journals, learners should then write about their symptoms and describe the ways
in which they restored their good health (going to the doctor, eating soup, taking medicine,
wearing a cast, using crutches). Encourage students to also describe the actions of family
members or friends who helped them during this time.
3. Remind students to use transitions to correctly sequence time and events. They should
check their work for correct word use, grammar, spelling, and sentence structure.

Enrichment Activity–When You’re Sick
®
• Use health and medical vocabulary to create an informational booklet, video, or slide
presentation about school- or community-based medical services.
Materials:
Optional: Brochures and guides to community services to serve as models for student projects

When You’re Sick
Enrichment Activities engage advanced students in challenging language-learning projects that extend
beyond the traditional class period. Timetables should be adapted to fit the schedules of the student or
students involved, with weekly or periodic meetings keeping them on pace. Consider having students
review, edit, and critique each other’s work at different points during the projects.
Do your best to keep this activity as student-driven as possible.
1. Instruct students to create an illustrated booklet, video, or slide presentation on one of

these topics:
When You’re Sick at School

Students should interview the school nurse, and consult sources of pertinent information
such as school-policy handbooks. Then, in the booklet, video, or slide presentation they
create, students should use what they learned in their research to describe health and
medical care at your school. Suggest that learners may wish to include information such
as: location and hours of the nurse’s office, reasons to visit the school nurse, when to stay
home from school, medication policy (whether, for example, students are allowed to carry
medicines or if the nurse must keep and administer them), average number of patients
per day, reasons for most visits, and suggestions for staying healthy.
When You’re Sick at Home

Learners should obtain information from the local health department and refer to other
relevant sources. Then, in the booklet, video, or slide presentation they create, students
should use what they learned in their research to describe the various medical services
in your community (health clinics, doctors’ offices, local health department, hospital
emergency room), and include details about each, such as hours, location, fees, types
of services provided, and who can use the services. Suggest that learners also answer
frequently asked questions; for example: When is it appropriate to dial 911? When should
someone go to an emergency room instead of a doctor’s office?

Visiting a Doctor
Students should use library and Internet resources, and interview a medical professional,
to determine how to benefit most from an appointment with a doctor. Then, in the booklet,
video, or slide presentation they create, students should use what they learned in their
research to explain pointers such as: how to prepare for a visit to a doctor; what to bring;
what questions to ask; how to discuss diagnoses, medications, and treatments; what to
do if you don’t understand something a doctor or nurse says; and what to do after the
appointment.
Encourage learners to enhance their projects with illustrations, maps, and charts. Be available to
help learners with unfamiliar words they encounter in their research.
2. Direct students to conduct their research independently, and to take careful notes as they collect
facts and plan their project. Meet with each student on a regular basis to review his notes and
discuss the progress of his booklet, video, or slide presentation.
3. When students have completed their projects, have them present their creations to the class.
Encourage the classroom audience to ask questions.
Consider inviting the school nurse, other medical practitioners, or representatives from your community’s
health department or other medical service facilities to attend the student presentations.
You may wish to recommend that students’ projects be displayed in the school nurse’s office.

Grammar & Usage
Unit 16, Lesson 4
Review of Verb Tenses
Review with students the meanings and formations of the verb tenses they have learned.
Simple Tenses
simple present The oven is hot.
simple present progressive Someone is boiling water.
simple past I ate seafood.
simple past progressive They were eating outside.
simple future The cake will burn.
Perfect Tenses
present perfect He has traveled to many countries.
present perfect progressive They have been traveling in Germany for six weeks.
past perfect I had never broken a bone before today.
Remind learners of alternative ways to indicate future actions using present tenses.
He’s going to send a package.
They’re sleeping outside next week.
They’re about to climb up the mountain.
Describing Food Using Past Participles

Explain to your students that many foods are described by the way they are prepared. Use
a past tense verb as an adjective before the name of the food.
Grilled pork is my favorite food.
Fried chicken is my favorite food.
Let’s make boiled eggs.
We did not eat the burned meat.
They ordered baked potatoes.
We only have frozen fish.

Finding Foods
®
Taught or • Work collaboratively to write sentences for print advertisements that entice shoppers to buy foods
Reviewed: sold in the dairy, meat, and produce sections of grocery stores.
dairy section • Present their advertisements to the class and offer positive feedback about those of their peers.
frying pan
Materials:
knife
Grocery-store advertisement flyers; one per student
meat section Sheets of poster board; one per group
pot Art materials
pour
pouring
produce section Jump Start
spoon Food for Thought
stir
stirring Prepare Ahead:
• Have a grocery store advertisement flyer available for each student.
stirs
1. Write the term Grocery Store at the top of the board and, underneath it, the following three headings:
Dairy Section Meat Section Produce Section
2. Distribute flyers and have students search for, and identify, items that are found in each section
listed on the board. Then, starting with the Dairy Section, ask students to tell you the names of the
foods that belong under this heading. Add words to the remaining two headings, and conclude the
activity with a choral reading of the terms on the board. Finally, briefly discuss the word
advertisement and its abbreviated form, ad.
Have students retain their flyers for the following Learning for Life activity. Keep the lists on the
board as well.

Learning for Life

Food for Sale
Prepare Ahead:
• Have poster boards and art materials available for each pair of students.
1. Begin the activity with a brief discussion about the ways in which advertisers convince customers to
buy products (brightly colored images, words that describe items in their best light, sale prices). Then,
explain to your learners that they will be working in pairs to create advertisements for grocery stores.

2. On sheets of poster board, students will write sentences that entice shoppers to buy products from
the dairy, meat, and produce sections. Learners should also decorate their posters in ways that
might attract customers, with colorful drawings and cuttings from the flyers they used in the
previous Jump Start activity.
3. Divide the class into pairs of students, and have partners bring their flyers to their work areas. Read
the following examples of the types of sentences students might write for their advertisement:
Everything in the produce section at the Fresh Food Grocery Store is on sale!
The bananas are ripe, the tomatoes are fresh, and the salads are ready to eat.
4. Allow several minutes for pairs to think of a name for their grocery store, and then direct them
to read their flyers and the lists on the board for ideas about the sentences they will be creating.
Advise students to write a minimum of two sentences for each of the three grocery sections.
5. After learners write a draft of their sentences, distribute a sheet of poster board to each pair. Have
partners divide these sheets into thirds, one for each of the three sections listed on the board.
6. Students should then write the final copies of their sentences on the posters and decorate them
with drawings and clippings from the flyers. Circulate around the room to answer questions and
monitor progress.
7. Direct learners to retain their advertisements for presentation during the following Assessment
activity.

Assessment
Food for All
1. Have pairs of students use the posters they created during the previous Learning for Life activity
to present their grocery-store advertisements to the class. Partners should take turns reading their
sentences that promote products in the dairy, meat, and produce sections.
2. After each presentation, ask the audience to name two or three features they enjoyed about the
advertisement.
3. Display posters for all to admire, and then collect them for sentence evaluation. Word of
44444 Multiple Intelligences: Verbal-Linguistic pour

Recipes for Success
®
Taught or • Work collaboratively to write scripts about food preparation, using recipe terms such as pour,
Reviewed: stir, and boiling.
boiled • Perform a script for their peers and discuss favorite foods that they have prepared and enjoyed.
boiling
Materials:
burn
Copies of worksheet, one per student (see Appendix L)
burned
burning Skill Sharpener
cereal
Cooking Match-Up
fried
frying Prepare Ahead:
grilled • Have worksheet with Lesson vocabulary and space to write sentences available for each student.
grilling
ice cream 1. Explain to your students that they will be using vocabulary from this and previous Lessons
nut to create sentences. Distribute the following list to each learner:
nuts add bowl
nuts
spices bake apple eggs salt cup
onions
vegetarian boiling bananas fish sauce fork
oranges in
burn beans flour seafood frying pan
pizza into
cut beef fruit spices knife
pork on
frying cake juice sugar oven
pota- with
grilling cereal lamb tomatoes pot
toes
pour chicken milk vegetables spoon
rice
stir stove
2. Instruct students to write a minimum of eight sentences with a form of one word from each
column. Challenge learners to use the same verb in more than one tense. For example:
The girl is pouring juice into cups.
Please pour the milk into the bowl.
The girl is stirring something in a bowl.
I’ll add some salt while you stir the sauce.
3. After students are finished, divide them into groups of three and have them read the sentences
aloud to their peers. When all are finished, ask several volunteers to share their best sentences
with the class. Continue the activity as long as time allows.
Have students keep their vocabulary lists for the following Curriculum Connection activity.

Cooking with Class
1. Begin a discussion with your students about books and television shows that offer guidelines for
cooking, building, decorating, and self-improvement. Ask learners what their favorite books and
shows are and why they prefer those to others.
2. Tell students that they are going to write a script, in pairs, for a cooking show in which they
role-play chefs who are teaching the audience how to prepare a dish. Ask two volunteers to
read the following script:
Avery: We are going to make apple cake.
Michelle: First, we’ll cut the apples.
Avery: Next, we’ll add the sugar.
Michelle: Now, we put in the nuts, eggs, spices, and flour.
Avery: Next, I’ll pour it in the bowl.
Michelle: I’ll use this spoon to stir.
Avery: Now, we’ll bake it.
Michelle: Be careful, the oven is hot.
Avery: If it’s in the oven more than fifty minutes, the cake will burn.
Michelle: We’ll have apple cake with ice cream for dessert!
3. Divide the class into pairs. Have partners use their vocabulary lists from the previous Skill Sharpener
activity to develop their scripts, which should be at least 10 sentences in length.
4. Circulate around the room while students work, to answer questions and offer ideas. Allow time for
partners to rehearse their scripts in preparation for the following Assessment activity. Encourage
learners to practice pantomiming the actions implied by words such as pour and stir for use during
their performances.
Assessment
Now You’re Cooking!
1. Have each pair of students perform the scripts they created during the previous Curriculum
2. After each pair’s presentation, ask the partners if they have ever cooked or eaten the dish they
demonstrated, or if a family member or friend has made the recipe. When all are finished,
conclude the activity with a brief discussion about students’ favorite meals to prepare or enjoy.
Word of
the Day:
ice cream

Meal Preferences
®
Taught or • Work collaboratively to write scripts using terms for restaurant etiquette and combinations
Reviewed: of pizza toppings.
boiled • Perform their restaurant scenarios for peers and discuss different types of pizzas they might
both order in the future.
burned
Materials:
cereal
frying pan
grill
grilled Quick-Start Review
ice cream Pizza Preferences
meat
neither 1. Write the word pizza at the top of the board, and list underneath your favorite combination of
nor toppings (chicken and grilled vegetables). Then, lead a brief discussion about the types of pizza
nuts that students enjoy. As your learners name toppings they prefer (with mushrooms, without onions,
seafood with both mushrooms and onions), write their suggestions on the board.
spices
vegetarian 2. After the class has created a long list of preferences, have students talk about whether they like
to make pizza at home, eat it in a restaurant, or order pizza to go.
3. Keep the list on the board for the following Learning for Life activity.
You may find it helpful to introduce the terms topping and to go (as it pertains to carry-out food).

Learning for Life

Culinary Conversations
Prepare Ahead:
• Have three copies of the sample script in Step 1 available.
1. Explain to your students that they will be working in small groups to write a script about ordering
and eating pizza in a restaurant. Select three volunteers to read the following sample script:

Waitress: How many people to be seated? RAISE THE BAR
Susan: A table for two, please. Use authentic
Waitress: Follow me, please. menus from
(Susan and Aaron sit at a table.) different kinds of
Waitress: What would you like to order? restaurants to have
Susan: I would like a vegetarian pizza and a can of soda. students identify
Aaron: I would like both meat and vegetables on my pizza, please. and learn unknown
(The pizza and soda arrive.) ingredients and
Waitress: How does your pizza taste? food terms. Ask
Susan and Aaron: It tastes very good, thank you. groups to discuss
Waitress: Would you like to order dessert? meanings and
Aaron: Yes, please. Both of us would like to have ice cream. pronunciation using
(The dessert arrives.) strategies, then
Waitress: Would you like the bill? confirm what
Aaron: Yes, I would like the bill. they’ve determined
by referencing print
2. Divide the class into groups of three students. Tell the class that their scripts should be at least 10 and online
lines in length. Remind students about the list on the board and encourage them to use these resources. Suggest
phrases in their scenarios. that the next time
students eat out,
3. Allow time for groups to develop their scripts. Circulate around the room to answer questions and they try the new
offer suggestions. Students who finish early should rehearse their lines in preparation for their ingredients or
presentations during the following Assessment activity. dishes they’ve read
on the menus.
Assessment
Pizza Presentations
1. Using the scripts they created in the previous Learning for Life activity, groups should take turns
performing their scenarios for the class. After the presentations, lead a brief discussion about the
types of pizzas that were new to students, and whether or not they would consider ordering those
toppings in the future.
2. Collect scripts for evaluation.

Word of
the Day:
vegetarian

Review
®
• Write about products that are available or on sale in various sections of a grocery store.
• Discuss with their families the ways in which they shopped for groceries and cured ailments
in their home countries.
Materials:
Download grocery story announcement Track 21
Classroom Community
In-Class Activity–Amazing Announcements
1. Write the following as headings on the board:
Dairy Section Meat Section Produce Section Pharmacy Cafe
Lead a brainstorming session by asking students to take turns calling out words for you to add
underneath each heading.
2. Explain to your learners that they will use the lists on the board to write two paragraphs that they might
read as announcers on a grocery store’s intercom system. This information should highlight the
products that are found in each of the five sections, so shoppers will know what is available and on sale.
3. After students think of a name for their grocery store, invite them to be as creative as possible in
their descriptions by using a variety of words from current and previous Lessons. Play the following:
Welcome to Mary Dawn’s Grocery Store! All of our fruits and vegetables in the produce
section are on sale. The oranges are fresh and the tomatoes are very ripe! Our meat
section has lamb, pork, chicken, and beef that you can grill or bake. Please remember
that milk, cheese, and eggs are on sale in the dairy section.
If you are looking for different types of medicine for coughing and sneezing, you will find
them in the pharmacy. Thermometers and crutches are also on sale in the pharmacy.
Please visit our cafe for coffee, tea, milk, juice, and soda. The cafe also sells fresh apple
cake. It is on sale this week!
Ask students what kind of information they heard. What departments does the speaker mention?
What kinds of products are on sale? Play the announcement again to confirm their answers.
4. Allow time for students to write their announcements. When all are finished, have everyone take
turns reading their paragraphs in a radio announcer’s style, with clear diction, a natural pace,
an expressive voice, and a pleasing volume.
5. Have students keep their announcements for use during the following Community Connection activity.

Out-of-Class Activity–Eating Healthy, Staying Healthy
1. Direct students to take home the paragraphs they wrote during the previous Classroom
Community activity and read them to their families, in the announcer’s voice they used earlier.
2. Learners should then ask family members (using their home language or English) to share memories
about the ways in which they shopped for groceries in their home country. Encourage students to
invite their families to talk about any home remedies they might have used to treat ailments such
as coughing, sneezing, or nausea.
3. Students should write down, in English, the information they learned from their families and bring
it to the next class session for evaluation.

Journal Activity–Chef for a Day
®
• Write about making a meal, using food-preparation and cooking terms.
Learning for Life

Chef for a Day
1. Have your students take a few minutes to think about a meal they would like to prepare.
Learners should then describe, in their journals, the way in which they would go about
cooking this meal.
2. Encourage students to use as many food terms as possible in their entries. Learners should
also use words such as pour and stir as they explain the procedure for preparing ingredients
to be boiled, baked, fried, or grilled. Students should also include the names of the utensils
they would use, along with containers such as bowls, pots, or frying pans.
3. Remind students to use the imperative where appropriate, and transition words to correctly indicate
sequences. They should check their work for correct word use, grammar, spelling, and sentence
structure.

American Cultural Activity–Food Traditions
®
• Collaborate to research, write about, and give presentations about food traditions associated
with holidays and special occasions celebrated or commemorated in the United States.
Materials:
Slips of papers with names of holidays and special occasions (see Appendix M)
Container
Internet sources and print media about the food traditions of holidays and special
occasions celebrated or commemorated in the United States.
Art materials
Food Traditions
Prepare Ahead:
• Cut slips of paper with holiday names, fold them and put into the container.
1. Begin the activity by discussing the food traditions associated with holidays and special occasions
celebrated or commemorated in the United States.
2. Explain to students that they will work in groups to research and prepare a presentation about an
American food tradition. Suggest that learners consider questions such as the following in their
research about their assigned holiday or special occasion: What foods are served? How are they
prepared, and by whom? Where and how is the food served? What rituals, ceremonies, or other
customs take place? What are the traditional roles for men, women, and children? What is the
history of the traditions?

3. Divide the class into groups of two or three students; pass around the container and have one
student from each group choose a slip of paper, which will determine his group’s research topic.
These may include:
Chinese New Year Independence Day Thanksgiving
Christmas New Year’s Day Valentine’s Day
Cinco de Mayo Passover bar or bat mitzvah
Easter Ramadan birthdays
Hanukkah St. Lucia Day funerals
Halloween St. Patrick’s Day weddings
Distribute print resources, and be available to answer questions and define unfamiliar words
as students conduct their research. Encourage students to incorporate illustrations or photos,
if possible, using Internet sources or art materials.
4. Allow time for groups to research, take notes, and prepare their presentations. Emphasize that
each group member must participate in each phase of the project.
5. Call on groups, in turn, to present their reports and visual materials to the class, and encourage
peers to ask follow-up questions.


Focused Activity–The Right Vocabulary Word
®
• Interpret written clues to determine how to accurately fill in words missing from sentences.
• Sort vocabulary words into categories.
Materials:
Copies of worksheet with incomplete sentences, one per student (see Appendix N)
Slips with Lesson vocabulary words cut with only one term per slip (see Appendix O)
Extra Help
The Right Vocabulary Word
1. Distribute a copy of the following incomplete sentences to each student:
He’s ____ milk into a cup.
I’m ____ a new dress for my daughter.
While we were at the laundromat, we ____ the sheets.
Now my leg is ____ and I can play soccer.
The rash on his arm is ____.
She doesn’t want to eat because she is ____.
I broke my arm, and now it is in a ____.
I ____ when I’m near flowers.
She’s showing me how to walk with ____.
She found the milk in the ____ section of the grocery store.
My son would like the ____ vegetables.
We don’t eat meat because we’re ____.
Now, we put in the nuts, eggs, ____ and flour.
My eye is ____ and it hurts.
My suit jacket is ____. Can you repair it?
He ____ his shirt because it’s hot.
They ____ the sauce with spoons.
She ____ her dress after she washes it.

2. Distribute to each learner an equal number of slips of paper, each containing one of the following
vocabulary words:
cast irons spices
crutches itchy stir
dairy nauseated swollen
folded pouring torn
grilled sewing unbuttoned
healed sneeze vegetarians
3. Ask students to silently read the list of incomplete sentences and to decide where their words fit
best. Remind students to look for clues within the sentences to help with their decision making.
4. When students have finished, explain that you will read the sentences aloud. When a student
hears a sentence that is missing one of her words, she should call out the word and then read
the complete sentence.
5. After learners have correctly completed all sentences, write these category headings on the board:
Sick and Well Food Clothes
Call on students to say one of their words and to choose which category it belongs in.
44444

Focused Activity–What is the Common Cold?
®
• Read an informational text and determine the meaning of words, sentences, and paragraphs from
the surrounding context.
• Use strategies such as context, Greek or Latin roots or affixes, or like words as clues to determine
meaning of unknown words and phrases.
• Use print and online references to confirm word meaning, pronunciation, and function.
Materials:
Copies of informational text, one per student (see Appendix P)
Highlight markers
Extra Help
What is the Common Cold?
1. Distribute copies of the informational text below and highlight markers. Ask students to read the text
quietly to themselves and highlight the lesson vocabulary words they recognize.
2. Divide the class into pairs and have them compare their texts, discussing the vocabulary words they
highlighted. Have students come to the board and make a list of the words they discussed on one
side of the board.
3. Then read the text together aloud as a class. With their partners, have students underline new
vocabulary. Elicit what they’ve underlined and write it on the board. For example: microscopic,
appetite, liquids.
4. Ask them to see how many words they can figure out from the context. Instruct students to write
the word, what they think it means, and why. Is its function in the sentence important to its meaning?
How is it pronounced? Does the meaning change in one sentence or another? When they’ve
finished, have them look up the meaning and compare their answers.
5. Point out the words microbe and microscope. Ask students to find the root of these words,
encouraging them to identify their Greek meanings. Have them identify 3-5 more words using micro-.
6. Read the text together as a class, and then ask students general comprehension, explicit, and implicit
questions to confirm understanding. Clarify any questions that may arise.
7. Finally, have partners take turns reading the text aloud to each other. Circulate around the classroom,
checking pronunciation and answering any questions.
44444

Focused Activity–Listening for Answers
®
• Write answers to questions about a story read aloud to them.
Materials:
Download story Track 22
Extra Help
Listening for Answers
Prepare Ahead:
• Write the list of terms in Step 1 on the board.
1. Lead students in a choral reading of the following terms that are listed on the board. Advise
students that some of these terms will serve as clues later in this activity.
home shirts vegetables and apples hungry
laundromat towels beef and chicken vegetarians
2. Explain to learners that you will play a short story. They should listen carefully because you
will be asking questions about the story later.
Andy went to the laundromat. He put his dirty clothes in the washing machine. He read a
book while he was waiting. Then he put the clothes in the dryer. When the clothes were dry,
he ironed his shirts. Then he folded the towels and sheets.
Next, Andy went to the grocery store. In the produce section, he found fresh vegetables and
apples. In the dairy section, he chose eggs and milk. In the meat section, he bought some beef.
He went home and baked an apple cake. Then he grilled the beef and cut vegetables for a
salad. He also boiled some rice on the stove.
His friends came to his house for dinner. Neither Cindy nor Beth ate grilled beef. Both of
them are vegetarians. They ate the salad and rice instead. Everyone ate apple cake and
ice cream for dessert.
3. Remind students to refer to the clue words on the board to help them as they write their answers
to the following questions in complete sentences:
Where did Andy wash his clothes? What did Andy find in the produce section?
What did Andy iron? Why didn’t Cindy and Beth eat the grilled beef?
4. Play the story a second time, and ask the questions again, allowing time for students to finish
writing their answers.
5. Ask the questions again and call on students to read their answers aloud. Discuss and clarify as
needed. Point to the clue on the board that is associated with each answer, and make sure that
all students write the answers correctly.
44444
Level 4 Review: Jobs and Hobbies–Part 1
®
• Use their English-language skills to research job and hobby information, and then write
and present a report about their findings.
Materials:
Library and Internet resources about jobs and hobbies.
Course Content
Art materials
Classroom Community
Jobs and Hobbies–Part 1
1. Lead a discussion about jobs and hobbies. Ask your students which jobs and hobbies they would
like to have in the future. Review Level 4 vocabulary relating to jobs and hobbies.
2. Inform learners that they will use their Level 4 English-language skills to research, write, and make
presentations about a job and a hobby they would like to have in the future. Learners will work
individually to write several paragraphs about the job and several more about the hobby. Their written
reports, which will comprise both topics, should be long enough for an oral presentation of
approximately two minutes.
Explain that, when researching and writing about their desired job, students should focus on topics
such as: the duties required, necessary training and education, usual workplace setting, typical
workday, possible dangers, and why they like that particular job. For their hobby, students should
consult resource materials, and then write details such as: a description of the activity, where and
when it takes place, required materials or equipment, how they became interested in it, and why
they like it. Suggest that students illustrate their projects with original drawings, or with photos and
sample objects from home.
3. Allow ample time for learners to conduct research on their two topics, and then to write their
paragraphs. Remind learners that note taking during research will help them recall facts when
they write; suggest that they consult the Course Content for vocabulary terms. Have art materials
on hand for learners wishing to illustrate their projects.
4. Advise your students that they should be prepared to present their projects during the next class
session (Level 4 Review, Lesson 5, Part E).

Level 4 Review: Jobs and Hobbies–Part 2
®
• Use their English-language skills to deliver an oral presentation about jobs and hobbies.
Classroom Community
Jobs and Hobbies–Part 2
1. Give your students a few minutes to review the reports they wrote during the previous
class session (Level 4 Review, Lesson 5, Part D) and prepare for their presentations.
2. Call on students to present their projects to the class. Advise the audience to ask at
least two questions after each presentation; one about the presenter’s job aspirations
and one about her desired hobby. Encourage each student to ask at least one question
during the course of the class session.
3. After all students have presented, collect their written reports and evaluate for content, word use,
correct grammar, spelling, and sentence structure.

Index of
Lesson Activities
Lesson Min. Level of Bloom’s Multiple
Pg# Lesson Title Activity Title
ID Time Difficulty Taxonomy Intelligences
13.1a 6 Where Should We Go? Travel Tips 10 Easy Knowledge Verbal-Linguistic
13.1a 7 Where Should We Go? Travel Chat 25 Medium Application Interpersonal
13.1a 7 Where Should We Go? Travel Advice 10 Medium Synthesis Verbal-Linguistic
13.1b 8 Travel Brochures What Does It Say? 10 Easy Knowledge Verbal-Linguistic
13.1b 9 Travel Brochures Creating a Travel Brochure 30 Medium Synthesis Visual-Spatial
13.1b 9 Travel Brochures Share with the Class 10 Easy Application Interpersonal
13.1c 10 Going Places Field-Trip Ideas 10 Easy Comprehension Verbal-Linguistic
13.1c 10 Going Places Planning a Field Trip 35 Medium Application Interpersonal
13.1c 11 Going Places Out-of-Class Essay 15 Moderate Synthesis Verbal-Linguistic
13.1d 12 Journal Activity–Plan a Tour Plan a Tour
13.1e 13 What Happened Next? What Happened Next? 30 Moderate Application Verbal-Linguistic
13.2a 14 What Should We Do Today? Fun Activities 10 Medium Application Verbal-Linguistic
13.2a 14 What Should We Do Today? Planning an Outing 30 Medium Application Interpersonal
13.2a 15 What Should We Do Today? What Happened Next? 15 Moderate Knowledge Verbal-Linguistic
13.2b 16 Loud and Quiet Who Is Having Fun? 10 Medium Application Visual-Spatial
13.2b 16 Loud and Quiet Quiet versus Loud 30 Medium Analysis Naturalist
13.2b 17 Loud and Quiet Act the Vocabulary 20 Medium Application Bodily-Kinesthetic
13.2c 18 How Do I Get There? The Four Seasons 10 Medium Application Naturalist
13.2c 18 How Do I Get There? Giving and Receiving Directions 30 Medium Application Interpersonal
13.2c 19 How Do I Get There? Details 20 Medium Synthesis Verbal-Linguistic
13.2d 20 Review In-Class Activity–Dream Vacation 45
13.2d 21 Review Out-of-Class Activity–Another’s Dream Vacation
13.2e 22 Journal Activity–Directions Directions
13.3a 24 Describing Art Remember, Write, and Share 10 Medium Application Verbal-Linguistic
13.3a 25 Describing Art Centuries of Artistic Expression 30 Moderate Synthesis Interpersonal
13.3a 25 Describing Art Presenting Centuries of Art 20 Medium Application Verbal-Linguistic
13.3b 26 Displaying Art Shopping Sprees 5 Easy Application Verbal-Linguistic
13.3b 26 Displaying Art Scenes from a Museum 30 Moderate Synthesis Verbal-Linguistic
13.3b 27 Displaying Art Artistic Postcards 25 Medium Synthesis Intrapersonal
13.3c 28 Favorites and Exploring Options Finding Solutions 10 Medium Analysis Logical-Mathematical
13.3c 29 Favorites and Exploring Options Favorites on the Chart 30 Medium Analysis Naturalist
13.3c 29 Favorites and Exploring Options Elaborating on Favorites 20 Moderate Evaluation Intrapersonal
13.3d 30 Journal Activity–Appreciating Art Appreciating Art
13.3e 31 International Cultural Activity–The World of Art The World of Art 60 Moderate Analysis Visual-Spatial
13.4a 34 Restaurant Etiquette Menu Review 10 Easy Comprehension Verbal-Linguistic
13.4a 34 Restaurant Etiquette Totals and Tips 35 Moderate Application Logical-Mathematical
13.4a 35 Restaurant Etiquette Restaurant Wrap-Up 15 Medium Evaluation Interpersonal
13.4b 36 Restaurant Offerings Food Review 10 Easy Comprehension Verbal-Linguistic
13.4b 37 Restaurant Offerings Marvelous Menus 35 Moderate Synthesis Interpersonal
13.4b 37 Restaurant Offerings Home Cooking versus Restaurant Fare 15 Medium Application Verbal-Linguistic
13.4c 38 Restaurant Role-Playing Dialogue Practice 10 Medium Application Verbal-Linguistic
13.4c 38 Restaurant Role-Playing Scenes from a Restaurant 20 Moderate Synthesis Interpersonal
13.4c 39 Restaurant Role-Playing Restaurant Review 15 Medium Analysis Intrapersonal
13.4d 40 Review In-Class Activity–Day-Trip Stories 30
13.4d 41 Review Out-of-Class Activity–Personal Menus
13.4e 42 Journal Activity–Dining Options Dining Options
13.4f 43 American Cultural Activity–Tours of American Cities Tours of American Cities 120 Moderate Synthesis Verbal-Linguistic
13.5a 44 Focused Activity–Tourism Vocabulary Tourism Vocabulary 30 Medium
13.5b 45 Focused Activity–Let’s Listen Let’s Listen 30 Medium
13.5c 46 Focused Activity–Speaking of Dialogues Speaking of Dialogues 30 Easy
Index of Lesson Activities 235
14.1a 52 Sports Talk Know the Score 10 Medium Application Verbal-Linguistic
14.1a 53 Sports Talk Sports Reports 30 Moderate Synthesis Interpersonal
14.1a 53 Sports Talk Sports Wrap-Up 20 Medium Application Verbal-Linguistic
14.1b 54 Work and Play Actor, Player, or Artist? 10 Medium Application Visual-Spatial
14.1b 55 Work and Play Job or Hobby? 30 Moderate Analysis Naturalist
14.1b 55 Work and Play Alone or Together? 20 Moderate Synthesis Intrapersonal
14.1c 56 Ideas Talking Sense 10 Medium Application Verbal-Linguistic
14.1c 56 Ideas Invention Convention 30 Moderate Analysis Interpersonal
14.1c 57 Ideas Interesting Ideas 20 Moderate Synthesis Verbal-Linguistic
14.1d 58 Journal Activity–Favorite Hobbies Favorite Hobbies
14.1e 60 American Cultural Activity–Let’s Play Baseball! Let’s Play Baseball! 90 Moderate Synthesis Verbal-Linguistic
14.2a 64 Office Terms Office Chat 10 Easy Comprehension Verbal-Linguistic
14.2a 64 Office Terms Location, Location, Location! 25 Medium Application Visual-Spatial
14.2a 65 Office Terms Directions by Design 25 Medium Application Verbal-Linguistic
14.2b 66 Setting Appointments Christopher’s Week 10 Medium Application Visual-Spatial
14.2b 67 Setting Appointments Scheduling Success 30 Moderate Analysis Verbal-Linguistic
14.2b 68 Setting Appointments A Day in the Life ... 20 Medium Synthesis Intrapersonal
14.2c 70 Messages Pass It On 10 Medium Application Interpersonal
14.2c 70 Messages Mixed Messages 30 Moderate Application Verbal-Linguistic
14.2c 71 Messages A Timely Message 20 Moderate Synthesis Intrapersonal
14.2d 72 Review In-Class Activity–Actors and Artists 60
14.2d 72 Review Out-of-Class Activity–Festival of Fine Arts
14.2e 73 Journal Activity–Every Day Matters Every Day Matters
14.2f 74 International Cultural Activity–Amazing Architects Amazing Architects 90 Moderate Synthesis Verbal-Linguistic
14.3a 78 Exploring Natural Wonders Visual Explorers 10 Medium Application Visual-Spatial
14.3a 78 Exploring Natural Wonders Sites of Adventure 25 Moderate Synthesis Interpersonal
14.3a 79 Exploring Natural Wonders Tales of Adventure 25 Medium Application Verbal-Linguistic
14.3b 80 Darkness and Light Lighting the Darkness 10 Medium Application Visual-Spatial
14.3b 80 Darkness and Light Night and Day 25 Moderate Synthesis Interpersonal
14.3b 81 Darkness and Light Creatures of Habit 25 Medium Application Verbal-Linguistic
14.3c 82 Charging the Language Waterfall of Words 10 Easy Comprehension Verbal-Linguistic
14.3c 82 Charging the Language Turn on the Surprise 30 Moderate Synthesis Interpersonal
14.3c 83 Charging the Language Turn on the Performances 20 Medium Application Bodily-Kinesthetic
14.3d 84 Journal Activity–Sightseeing Sightseeing
14.3e 86 Enrichment Activity–Travel Guidebooks Travel Guidebooks
14.4a 90 Mail Delivery Many Happy Returns 10 Easy Application Verbal-Linguistic
14.4a 91 Mail Delivery Special Delivery 30 Moderate Synthesis Intrapersonal
14.4a 91 Mail Delivery Pen Pal Patter 20 Medium Analysis Interpersonal
14.4b 92 Care Packages Delivering Hope 10 Medium Application Naturalist
14.4b 92 Care Packages Writing for a Cause 30 Moderate Synthesis Verbal-Linguistic
14.4b 93 Care Packages Proposing Help 20 Moderate Application Interpersonal
14.4c 94 What’s in a Name? Naming Names 10 Easy Application Visual-Spatial
14.4c 95 What’s in a Name? Name Crests 30 Moderate Synthesis Intrapersonal
14.4c 95 What’s in a Name? Behind the Names 20 Medium Application Verbal-Linguistic
14.4d 96 Review In-Class Activity–Vocab Grab Bag 30
14.4d 97 Review Out-of-Class Activity–Family Interviews
14.4e 98 Journal Activity–The Perfect Package The Perfect Package
14.5a 100 Focused Activity–Listen and Remember Listen and Remember 30 Medium
14.5b 101 Focused Activity–Scrambled Grammar Scrambled Grammar 30 Medium
14.5c 102 Focused Activity–Speaking of Sports Speaking of Sports 30 Easy

15.1a 110 Moving Day Visiting versus Moving 10 Medium Analysis Verbal-Linguistic
15.1a 111 Moving Day Drawing and Describing Layouts 30 Moderate Synthesis Visual-Spatial
15.1a 111 Moving Day A Moving Experience 20 Medium Synthesis Intrapersonal
15.1b 112 Staying Connected Above and Under 10 Medium Application Visual-Spatial
15.1b 112 Staying Connected Missing You 30 Moderate Synthesis Interpersonal
15.1b 113 Staying Connected Staying in Touch 20 Medium Application Verbal-Linguistic
15.1c 114 The Neighborly Way Five-Minute Writing 10 Medium Application Verbal-Linguistic
15.1c 115 The Neighborly Way Speaking of Neighbors 25 Moderate Synthesis Interpersonal
15.1c 115 The Neighborly Way Writing About Neighbors 25 Medium Synthesis Verbal-Linguistic
15.1d 116 Journal Activity–A Balcony with a View A Balcony with a View
15.1e 117 American Cultural Activity–Pioneers on the Move Pioneers on the Move 90 Moderate Synthesis Verbal-Linguistic
15.1f 119 International Cultural Activity–Neighboring Nations Neighboring Nations 90 Moderate Synthesis Verbal-Linguistic
15.2a 122 Building Language Household Hints 10 Easy Application Verbal-Linguistic
15.2a 122 Building Language Building Dreams 30 Moderate Synthesis Interpersonal
15.2a 124 Building Language Helping Hands 20 Medium Application Verbal-Linguistic
15.2b 126 Home Improvements Building Sentences 10 Medium Application Verbal-Linguistic
15.2b 126 Home Improvements Finding Fix-It Words 30 Medium Application Verbal-Linguistic
15.2b 127 Home Improvements Do-It-Yourself Q&A 20 Medium Synthesis Interpersonal
15.2c 128 Untangling Until Leisure-Time Talk 10 Moderate Analysis Naturalist
15.2c 129 Untangling Until Creating Stories 30 Moderate Synthesis Interpersonal
15.2c 129 Untangling Until Sharing Stories 20 Medium Application Verbal-Linguistic
15.2d 130 Review In-Class Activity–Past and Present 30
15.2d 131 Review Out-of-Class Activity–What Did You Do Today?
15.2e 132 Journal Activity–Repairs and Replacements Repairs and Replacements
15.3a 134 Toy Talk Words from a Friend 10 Medium Application Verbal-Linguistic
15.3a 135 Toy Talk Toys for Joy 30 Moderate Analysis Logical-Mathematical
15.3a 136 Toy Talk Donation Station 20 Medium Analysis Interpersonal
15.3b 138 The Order of Things What Happened First? 10 Easy Application Verbal-Linguistic
15.3b 139 The Order of Things Comic Relief 30 Medium Synthesis Visual-Spatial
15.3b 140 The Order of Things Tidy Up 20 Medium Application Verbal-Linguistic
15.3c 142 Preferences and Feelings Party Chat 10 Easy Application Verbal-Linguistic
15.3c 142 Preferences and Feelings Planning Surprises 30 Moderate Synthesis Interpersonal
15.3c 143 Preferences and Feelings Speaking of Surprises 15 Medium Knowledge Verbal-Linguistic
15.3d 144 Journal Activity–Expect the Unexpected Expect the Unexpected
15.4a 146 Words Around Town Painting the Town 10 Medium Application Visual-Spatial
15.4a 147 Words Around Town Our Town 30 Moderate Synthesis Visual-Spatial
15.4a 147 Words Around Town Talk of the Town 20 Moderate Analysis Verbal-Linguistic
15.4b 150 Look and Learn Take a Look 10 Medium Application Bodily-Kinesthetic
15.4b 150 Look and Learn Writing About Sights 30 Moderate Synthesis Interpersonal
15.4b 151 Look and Learn Speaking of Sights 20 Medium Application Verbal-Linguistic
15.4c 152 Travel Talk Scenes from a Lesson 10 Medium Application Verbal-Linguistic
15.4c 152 Travel Talk Writing Creatively 30 Moderate Synthesis Intrapersonal
15.4c 153 Travel Talk Sharing Our Stories 20 Medium Application Interpersonal
15.4d 154 Review In-Class Activity–Driving Safely 60
15.4d 155 Review Out-of-Class Activity–A Motor Vehicles Agency ...
15.4e 156 Journal Activity–Problem Solving Problem Solving
15.5a 158 Focused Activity–Past and Present Grammar Past and Present Grammar 30 Medium
15.5b 160 Focused Activity–Reading a Script Reading a Script 30 Medium
15.5c 162 Focused Activity–Listen to the Details Listen to the Details 30 Medium
Index of Lesson Activities 237

16.1a 168 Company’s Coming Drawing Conclusions 10 Medium Application Visual-Spatial
16.1a 169 Company’s Coming Getting Ready for Guests 25 Medium Application Verbal-Linguistic
16.1a 170 Company’s Coming Checking the Checklists 25 Medium Application Verbal-Linguistic
16.1b 172 While You Were Speaking Spectacular Sentences 10 Medium Application Verbal-Linguistic
16.1b 172 While You Were Speaking Making Progress 30 Moderate Synthesis Interpersonal
16.1b 173 While You Were Speaking Positive Peers 15 Medium Knowledge Verbal-Linguistic
16.1c 174 Either, Or, Neither, Nor A Day of Choices 15 Medium Application Verbal-Linguistic
16.1c 176 Either, Or, Neither, Nor Writing About Choices 40 Moderate Synthesis Interpersonal
16.1c 176 Either, Or, Neither, Nor Speaking of Choices 20 Moderate Application Verbal-Linguistic
16.1d 178 Journal Activity–Laundry List Laundry List
16.2a 180 Gifts of Jewelry and Time Poetry Highlights 10 Medium Application Verbal-Linguistic
16.2a 181 Gifts of Jewelry and Time Poetic Shopping 30 Medium Analysis Intrapersonal
16.2a 182 Gifts of Jewelry and Time Poetry Reading 20 Medium Application Verbal-Linguistic
16.2b 184 Looking Good Back and Forth 15 Moderate Analysis Verbal-Linguistic
16.2b 186 Looking Good Routine Writing 40 Moderate Synthesis Interpersonal
16.2b 187 Looking Good Read and Compare 20 Medium Analysis Verbal-Linguistic
16.2c 188 Made in the USA Where Is It Made? 10 Medium Application Verbal-Linguistic
16.2c 189 Made in the USA Dressed Like a Doll 30 Medium Application Visual-Spatial
16.2c 190 Made in the USA What Is It Made Of? 20 Medium Analysis Verbal-Linguistic
16.2d 192 Review In-Class Activity–Sentence Shuffle 60
16.2d 193 Review Out-of-Class Activity–Weekly Activities
16.2e 194 Journal Activity–What Makes You Happy? What Makes You Happy?
16.2f 195 International Cultural Activity–Imports and Exports Imports and Exports 90 Moderate Synthesis Verbal-Linguistic
16.3a 198 Get Well Soon! What’s My Malady? 10 Medium Application Bodily-Kinesthetic
16.3a 199 Get Well Soon! Empathy Cards 30 Moderate Synthesis Interpersonal
16.3a 200 Get Well Soon! A Helping Hand 20 Medium Application Verbal-Linguistic
16.3b 202 Still and Anymore Still Speaking 10 Medium Application Verbal-Linguistic
16.3b 203 Still and Anymore What Do You Do Now? 30 Moderate Synthesis Intrapersonal
16.3b 204 Still and Anymore Shared Histories 20 Moderate Analysis Interpersonal
16.3c 206 The Healing Touch Name That Symptom 10 Moderate Analysis Naturalist
16.3c 207 The Healing Touch Doctor for a Day 30 Difficult Analysis Naturalist
16.3c 208 The Healing Touch Clue Me In 20 Moderate Analysis Verbal-Linguistic
16.3d 209 Journal Activity–The Way to Wellness The Way to Wellness
16.3e 210 Enrichment Activity–When You’re Sick When You’re Sick
16.4a 214 Finding Foods Food for Thought 10 Medium Analysis Naturalist
16.4a 214 Finding Foods Food for Sale 45 Moderate Synthesis Visual-Spatial
16.4a 215 Finding Foods Food for All 20 Medium Application Verbal-Linguistic
16.4b 216 Recipes for Success Cooking Match-Up 10 Medium Synthesis Verbal-Linguistic
16.4b 217 Recipes for Success Cooking with Class 30 Moderate Synthesis Interpersonal
16.4b 217 Recipes for Success Now You’re Cooking! 20 Moderate Application Verbal-Linguistic
16.4c 218 Meal Preferences Pizza Preferences 10 Medium Application Verbal-Linguistic
16.4c 218 Meal Preferences Culinary Conversations 30 Moderate Synthesis Interpersonal
16.4c 219 Meal Preferences Pizza Presentations 20 Medium Application Verbal-Linguistic
16.4d 220 Review In-Class Activity–Amazing Announcements 60
16.4d 221 Review Out-of-Class Activity–Eating Healthy, Staying ...
16.4e 222 Journal Activity–Chef for a Day Chef for a Day
16.4f 224 American Cultural Activity–Food Traditions Food Traditions 90 Moderate Synthesis Verbal-Linguistic
16.5a 226 Focused Activity–The Right Vocabulary Word The Right Vocabulary Word 30 Medium
16.5b 228 Focused Activity–What is the Common Cold? What is the Common Cold? 40 Medium
16.5c 229 Focused Activity–Listening for Answers Listening for Answers 30 Medium
16.5d 230 Level 4 Review: Jobs and Hobbies–Part 1 Jobs and Hobbies–Part 1 60
16.5e 231 Level 4 Review: Jobs and Hobbies–Part 2 Jobs and Hobbies–Part 2 60

Word Lists

Unit 13 Word Lists
Unit 13 Lesson 1 Unit 13 Lesson 2 Unit 13 Lesson 3 Unit 13 Lesson 4
brochure bored century bill
castle cross-country draw bottle
skiing
cathedral drawn follow
festival
guide every garlic
fish
guidebook favorite lamb
fun
kilometer gift shop menu
hike
palace instead mushroom
ice-skate
ruins locker onion
library
tour paint order
loud
tourist postcard pork
motorboat
travel poster sauce
motorcycle
website sculpture seafood
quiet
show How many people
rowboat to be seated?
so
sled soda

slept tip
snorkel without
trail


Unit 14 Word Lists
Unit 14 Lesson 1 Unit 14 Lesson 2 Unit 14 Lesson 3 Unit 14 Lesson 4
actor appointment battery deliver
actress architect canyon delivery van
alone aren’t cave leave
artist client charge mail
baseball design coral mailbox
basketball elevator dark package
championship engineer explore pick up
drew escalator flashlight postal worker
hear hallway lamp receive
hobby lobby photographer return
hockey message reef send
idea present river sent
job receptionist rope sign
London scientist stamp
player seen try
race smile
won’t volcano
waterfall
Word Lists 241

Unit 15 Word Lists
Unit 15 Lesson 1 brick Unit 15 Lesson 3 woke stoplight
above broom balloon wore stop
balcony bucket block worried through
bookshelves carpet broke tire
box damaged clothing Unit 15 Lesson 4 toward
cabinet electrician doll cross trunk
close electricity Don’t worry. crosswalk tunnel
closet faucet embarrassed engine
drawer leak headphones enter
fireplace lock helmet exit
hang locked just flat
laugh mop kite hood
miss outlet prefer incorrectly
neighbor pipe puzzle intersection
open plumber share mechanic
replace skateboard oil
Unit 15 Lesson 2 roof stuffed animal parking lot
anyway unlocked surprise pass
board until surprised problem
boat wire video game sidewalk

Unit 16 Word Lists
Unit 16 Lesson 1 Unit 16 Lesson 2 shave rash Unit 16 Lesson 4
boot beard silk sneeze boil
either…or bracelet silver still both
fold button unbutton swollen burn
glove contact lens unzip cereal
iron cotton wool ice cream
jacket cry zip dairy section
neither…nor curly fry
purse deodorant Unit 16 Lesson 3 grill
put on dye allergic meat section
sat earring Bless you! nut
scarf gold cast pan
sew knives cough pot
take off leather crutches pour
tear makeup fever produce section
tore mustache heal spices
torn necklace itchy stir
try perfume nauseated vegetarian
wallet ring not…anymore
Word Lists 243

Samples &
Handouts
Unit 13, Lesson 1, Appendix A
Student 1: Where should we go today?
Student 2: Let’s go to the _________________________________.
Student 1: We can’t go to the ____________________. The brochure says that ____________________.
Student 2: Let’s not go to the ___________________. The guidebook says that ___________________.
Student 3: This website says that __________________. Let’s not go to the _____________________.
Student 4. This website says that the ___________________ is open today.
Student 1: The guidebook says that the ____________________ is not very expensive.
Student 2: Let’s go to the _________________!

Unit 13, Lesson 1, Appendix B
My younger brother James doesn’t like art museums, but he agrees to go to one with me
after I promise to go boating with him later in the day. We get to the museum at 9:00 in the
morning, which is when it opens, and we are the first ones inside. A tour guide offers to walk
us through the museum, but I don’t like museum tours. I prefer to spend more time
sketching what I see. So I head to the sculpture room and begin drawing my favorite
sculpture of a warrior with his sword.
It’s raining by the time we leave the museum. James is angry at me for taking so long. “Now
we can’t go boating or hiking or anything! The day is ruined!” he whines. He doesn’t talk to
me at all during the bus ride home. Later, after James has had some time to cool down, I
show him one of the drawings I made. It isn’t a drawing of sculptures or paintings. It’s a
drawing of James sitting in the cafe and looking out the window. He likes the drawing so
much that he decides to hang it on his bedroom wall. The sunlight shining through the
window makes the sketch look even better. “Look, James!” I say. “The sun is out! It’s not
raining anymore!” We both run outside to get the boat ready for the lake.
Appendix 247
Unit 13, Lesson 1, Appendix C
Version 1:
At the same time that I’m sketching, James explores the museum. He spends the first hour
walking around the sculptures and paintings, spending no more than a few seconds looking
at each work of art. Then, after he has finished visiting all the rooms, he quickly grows
bored. He comes back and begins walking circles around me. His shoes are loud in the quiet
room. “You’re driving me crazy, James!” I say. “I’m trying to draw.” To give him something to
do, I hand him some money and send him to the gift shop. After he finishes at the gift shop,
he goes to the museum café to get a soda and wait for me to finish. It’s almost noon when I
find him in the cafe.
Version 2:
James was bored by all the sculptures and paintings when we went to the museum
yesterday. He walked around the sculptures but didn’t look at them. His shoes were so loud
that I couldn’t focus on drawing. “Go find something else to do,” I told him. So he did. Later,
he told me that he had gone to the gift shop and looked at the posters. Then he drank a
soda at the cafe. It was noon when we finally left.
Version 3:
I get my pencil from my backpack, but then I remember that I forgot my drawing paper at
home. I’m angry at myself for not bringing it with me. I spend the next two hours looking at
the seventeenth century sculptures and fourteenth century paintings. I have fun exploring
the museum, although I’m still sad that I can’t also do my own drawings. Then I remember
that I haven’t seen James in a while, so I decide to look for him. I find him sitting in the cafe
and drinking hot chocolate. We look at the menu together and order two sandwiches.

Unit 13, Lesson 2, Appendix D
Student 1: What should we do today?
Student 2: I want to go ____________________.
Student 2: I don’t want to go ______________ because _______________.
Student 3: I don’t want to go ______________.
Student 4: We can’t go ______________ because _______________.
Student 1: I don’t want to go ______________.
Student 2: (to Student 3): Let’s go ___________!
Student 1 (to Student 4): Let’s go___________!
Appendix 249
Unit 13, Lesson 2, Appendix E
Copy and cut along lines.
fishing in a cross-country ordering in a

ice-skating
rowboat skiing restaurant
riding a celebrating
snorkeling swimming
motorcycle a holiday
visiting hiking in the practicing

sledding
a museum mountains piano
riding in a listening watching eating lunch

motorboat to music a parade by a lake
sailing sleeping playing a game

camping
a sailboat in a tent of golf
playing drawing cooking

baking a cake
guitar a picture breakfast

Unit 13, Lesson 3, Appendix F
1. I can’t take photos in the museum, so I’ll buy postcards instead.
2. The __________ was too expensive, so I bought __________ instead.
3. It’s raining and we can’t __________, so we’re __________instead.
4. It was too cold to ___________, so we ______________instead.
5. The restaurant didn’t have __________, so I ordered ____________ instead.
6. I forgot my ___________, so I’ll wear my ___________to the beach instead.
7. We were too late for the _____________, so we __________________ instead.
8. The ______________ was too loud, so we ____________________ instead.
9. It’s a holiday and we can’t _____________, so we ______________instead.
10. We forgot her ________________, so we __________________instead.
Appendix 251
Unit 13, Lesson 3, Appendix G
BOOK
COLOR
FOOD
GAME
TYPE OF ANIMAL

Unit 13, Lesson 5, Appendix H
Unit Vocabulary for Bingo

bored lamb sculpture
bottle menus seafood
drawing motorcycles seated
favorite nineteenth-century snorkeling
first century order soda
follow ordered tip
following paints trail
garlic postcard vegetable
gift quiet without
hiking rowboat
instead sauce
Appendix 253
Unit 13, Lesson 5, Appendix H (continued)
Bingo Sentences
1. That is a picture of a living room without 16. Do you want to order a sandwich or soup?
a couch.
17. The ruins are from the first century.
2. He doesn’t like garlic in his food.
18. W
e always eat lamb to celebrate the holiday.
3. Here are your menus.
19. We can ride our bicycles on this trail.
4. Would you like a bottle of water?
20. Do you want to take the rowboat on
5. How many people to be seated? the lake?
6. Excuse me, where are the nineteenth- 21. I saw a man drawing in the park.
century paintings?
22. It was raining and the children were bored in
7. The students are following their teacher. the house.
8. I was going to drive, but I’m taking a taxi 23. She wants to buy a gift for her mother.
instead.
24. The seafood in this restaurant is very good.
9. Amy paints at school every day.
25. The sculpture is made of metal.
10. We have to leave the waiter a tip.
26. I didn’t like the dish because it had a cheese
11. Do you want to go snorkeling this sauce on it.
weekend?
27. Have you seen all the motorcycles parked in
12. It is quiet in the museum. front of the store?
13. Your table is ready. Please follow me. 28. May I have a soda with my dinner, please?
14. We went hiking over the weekend. 29. We ordered chicken with a green vegetable.
15. My friend sent me a beautiful postcard 30. You are my favorite class.
from China.

Unit 13, Lesson 5, Appendix I
Appendix 255
Unit 13, Lesson 5, Appendix J
Script 1 Script 2
Student 1: Where should we go today? Student 1: H
ow many people to be
Student 2: Let’s go to the palace. seated?
Student 1: What are the palace’s hours Student 2: A table for one, please.
today? Student 1: What would you like to order?
Student 2: The guidebook says that the Student 2: I would like to order lamb and
palace is open from 10:00 mushrooms with sauce,
a.m. to 6:00 p.m. today. please.
Student 1: How do we get to the palace? Student 1: W
ould you like to order
Student 2: Take Main Street for one mile desert?
and turn left on Elm Street. Student 2: No, thank you.
Student 1: Are you ready to pay the bill?
Student 2: Yes, please.

New York Boston Chicago

Yankees Red Sox Cubs
Cincinnati St. Louis Atlanta

Reds Cardinals Braves
San Francisco Pittsburgh Philadelphia

Giants Pirates Phillies
Los Angeles Detroit Baltimore

Dodgers Tigers Orioles
Appendix 257
Christopher’s Week
Wednes-
Monday Tuesday Thursday Friday Saturday Sunday
day
8:00 a.m. School School School School School
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
1:00 p.m. Dinner
2:00 p.m.
Birthday
3:00 p.m. Soccer Soccer Soccer
Party
4:00 p.m.
5:00 p.m.
6:00 p.m.
7:00 p.m. Library Movie
8:00 p.m.

_______________’s Week
Wednes-
Monday Tuesday Thursday Friday Saturday Sunday
day
8:00 a.m.
9:00 a.m.
10:00 a.m.
11:00 a.m.
12:00 p.m.
1:00 p.m.
2:00 p.m.
3:00 p.m.
4:00 p.m.
5:00 p.m.
6:00 p.m.
7:00 p.m.
8:00 p.m.
Appendix 259
Sample Script
Student 1: Ugh! I’m not doing well in my math class! Why do I have to study math,
anyway?
Student 2: That’s a silly question. Didn’t you tell me you loved the Golden Gate
Bridge in San Francisco?
Student 1: Oh, yeah! It is so cool! I walked across it last year when I visited my
cousin. It made me want to be an engineer! How much weight can those
cables hold to keep the bridge from falling?
Student 2: Uh, I think that is a math question. Remember when we studied the
Great Wall of China? It was designed by Chinese engineers, and it is
almost 22,000 kilometers long!
Student 1: That’s right! How many miles is that?
Student 2: That’s also math question. If you think about it, almost everything is a
math question. How much money do you have in your pocket?
Student 1: A math question?
Student 2: Yes! How long does it take to get to school if you drive 30 miles per hour?
Student 1: I know – a math question.
Student 2: How much chocolate can you buy if you have $5 and chocolate is $3.95
per pound?
Student 1: Ok! Ok! I get it! Back to the books! If I’m going to be an engineer, I’ll need
to know math!

What time does your bus When do your return home

Who picks up your mail?
depart for school? from school?
What time does your dad What time does your mom
Who delivers your mail?
leave for work? leave for work?
What time does your dad What time does your mom
Where is your mailbox?
return from work? return home from work?
When do you receive When do you pick up How do you send

your mail? your mail? your mail?
What time is your mail What do you receive Who sent you the last letter
delivered? in the mail? you received?
How often do you When was the last time you What time do you leave for
write letters? received a letter? school in the morning?
When did you last receive a Where was the last postcard How do you get
postcard? you received sent from? to school?
Appendix 261
Interview Questions
Question Interview 1 Interview 2
What is your first name?
What is your last name?
When do you go to work?
Is it dark or light when you

go to work?
When do you return

home?
Is it light or dark when

you return home?

actress architect art artist

Australia Austria baseball basketball
bored cathedral centuries Chicago
draw eighteenth fifteenth gardens
hears hobby hockey ideas
museums music nineteenth paintings
playing Rome Saturdays skiing
soccer Tokyo traveling volcano
1.
2.
3.
4.
5.
6.
Appendix 263
Benjamin Kingston is a famous artist living in Australia. His paintings and

sculptures have been in art museums in Paris, Rome, and London. Mr.
Kingston has been painting since he was a young boy. In the town where he
grew up, there was an old cathedral with beautiful art from the eighteenth and
nineteenth centuries, and he wanted to draw like those artists. Now, he gets
ideas for his paintings when he is traveling or when he hears music. Mr.
Kingston’s hobby is playing basketball.

Student 1: Hello. Thank you for speaking with me. What is your name?
Student 2: My name is _________.
Student 1: What do you like to play?
Student 2: I like to play baseball, basketball, and hockey. I also like to race.
Student 1: Why do you play baseball?
Student 2: Because I like to run outside and throw and catch the ball.
Student 1: Why do you play basketball?
Student 2: Because I like to run inside.
Student 1: Did your team win the championship?
Student 2: Yes, we won!
Student 1: Congratulations!
Student 2: Thank you.
Student 1: Why do you play hockey?
Student 2: Because I like ice-skating.
Student 1: Did your team win yesterday?
Student 2: No, we lost because the best player on our team hurt his knee.
Student 1: What type of racing do you like?
Student 2: I like car races because I can drive fast. Also, I like to watch horse races.
Student 1: Thank you for talking to me.
Student 2: You’re welcome.
Appendix 265
A. Read each sentence and write either moving or visiting beside each one.
1. When Amy travels she always takes her camera. _________

2. Ava is putting a camera and a guidebook into her backpack. __________
3. Nicolas is packing a box of dishes. __________
4. Thomas hurt his back when he put the chair on the truck. __________
5. When she arrived Jennifer unpacked her suitcase at the hotel. __________
6. Lisa and Jake are hanging a painting in their new living room. __________
7. After Emi and Mary returned to the hotel they went to the swimming pool. _________
8. When they finished eating lunch they bought some postcards. __________
9. Sarah and Bill are meeting their new neighbors. __________
10. It has been two years since James saw his friend so he was happy to be here. _______
B. Identify the complex sentences, and place a comma where needed.

Bookshelf
Cabinet
Closet
Fireplace
Bedroom Bathroom
Kitchen Living Room
Appendix 267
Student A:
How close do your neighbors live to you? Where do they live? (next door, behind, above)
Where are your neighbors from? Do they have different ways of doing things from you?
What kinds of tasks do you help your neighbors with? Do they help you? If yes, how? If no, why not?
Student B:
What are your neighbors like? What do they do?
What qualities make them good or not so good neighbors?
Are your neighbors interested in the same things as you are? If so, what are those things? If not, what
are their interests?

1) ______________________________ 1) ______________________________
2) ______________________________ 2) ______________________________
3) ______________________________ 3) ______________________________
4) ______________________________ 4) ______________________________
5) ______________________________ 5) ______________________________
6) ______________________________ 6) ______________________________
Appendix 269

Cut along the line to separate the EXAMPLES and use them to model the activity. Then cut along the lines
to separate the vocabulary words.
Example 1:
Student 1: Can you repair the pipes? Student 2: Yes, I can repair the pipes.
Example 2:
Student 1: Is this radio damaged? Student 2: Yes, it is damaged.
roof bucket mop outlet
bricks faucet lock repair
replace damaged hanging broken
leaking unlocked mops replaced
board door locked keys
carpet closing pipe electricity
Appendix 271
Storybook Assembly Instructions
Sample Storybook
1. Cut Sheet 1 and Sheet 2 along the dashed lines. (Do not cut along solid lines.)
2. Fold Sheet 1 along the horizontal line. (Keep the text facing outward.)
3. Fold Sheet 1 along the vertical line. (Keep pages 1 and 8 facing outward.)
4. Fold Sheet 2 along the horizontal line. (Keep the text facing outward.)
5. Fold Sheet 2 along the vertical line. (Keep pages 3 and 6 facing outward.)
6. Place Sheet 2 inside Sheet 1 so that pages 1–8 are consecutive.
7. Staple the spine of the booklet.
8. If time permits, you may wish to illustrate each page.
Blank Storybook Pages
1. Cut along the dashed line. (Do not cut along solid lines.)
2. Fold along the horizontal line. (Keep the blank lines facing outward.)
3. Fold along the vertical line.
4. Place one or more folded sheets inside the first.
5. Staple the spine of the booklet.
6. Have students write page numbers in the blank boxes on each page.

Unit 15, Lesson 2, Appendix G (continued)
Sample Storybook Sheet 1
By Carol and Jessica 1 8 Then it was quiet again.
Quiet Again
Quiet, Loud, and
It was loud in the house

until Mom said that
It was quiet until the everyone should find a
2 children came home. book and read. 7
Appendix 273
Unit 15, Lesson 2, Appendix G (continued)
Sample Storybook Sheet 2
the piano. 3 in the hallway. 6
and Hannah played played with their toys
Joel played the drums Then, Joel and Casey
Everyone played their

Casey played the guitar instruments until Hannah
4 in the living room. began to sing and dance. 5

Blank Storybook Pages
_____________________ _____________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
_____________________ _____________________
Appendix 275
Interview Questions
Question Interview 1 Interview 2
When did you take a

shower?
When did you eat

breakfast?
When did you go to work?
When did you eat lunch?
When did you return

home?
When did you go to bed?

_____ He bought a car last week.
_____ He’s going to buy a car this afternoon.
_____ He just bought a car.
_____ He’s about to buy a car.
_____ He’s buying a car.
Appendix 277
Unit 15, Lesson 3, Appendix K
Sample Comic Strip
I’m going to eat a I’m about to eat a

Clara Eats sandwich for lunch. sandwich for lunch.
a Sandwich
By Marie
and Anton
I’m eating a I just ate a I ate a

sandwich for lunch. sandwich for lunch. sandwich for lunch.

Unit 15, Lesson 3, Appendix L
Blank Comic Strip
By
and
Appendix 279
Unit 15, Lesson 4, Appendix M
crosswalk sidewalk
tire hood
intersection trunk
parking lot engine
tunnel stoplight

Unit 15, Lesson 4, Appendix N
crossing intersection sidewalk
crosswalk look at stop
engine mechanic stoplight
entering oil tire
exiting parking lot toward
flat tire passed through trunk
hood problem tunnel
Appendix 281
Unit 15, Lesson 5, Appendix O
replaced walked moved played
stopped watched repaired ran
1) Last night, she ___________ her mother put the dishes in the cabinet.
2) The employees ___________ into a different office last month.
3) Last Friday, the plumber __________ the sink.
4) He __________ an old outlet last week.
5) They ___________ a video game last night.
6) Last Wednesday, the family __________ on the beach with their kites.
7) They __________ toward an intersection yesterday.
8) Yesterday, the car __________ for the children in the crosswalk.

Unit 15, Lesson 5, Appendix P
Margaret works in a store. People go to her store every day to buy candy, newspapers, and
flowers, and ask questions.
(A man is shopping in the store. He is worried.)
Margaret: What’s the matter?
Man: I’m worried because I just remembered that I’m meeting my girlfriend for dinner soon
and today is her birthday. I didn’t buy a gift for her! What should I do?
Margaret: Don’t worry. If you buy her some flowers, she won’t know that you forgot her
birthday.
(The man leaves the store. A woman walks into the store. She is worried.)
Margaret: What’s the matter?
Woman: I’m worried because I have to pick up my friend at the airport and I’m lost. I can’t
find the airport!
Margaret: Don’t worry. If you turn left at the next street and drive for two miles you’ll see signs
for the airport.
Woman: Okay. Thank you!
Appendix 283
Unit 15, Lesson 5, Appendix Q
Version 1 story:
Molly’s family just moved into a beautiful new house near a lake. There is a fireplace in the living
room and a balcony on the third floor. Molly and her sister share a bedroom on the second
floor. Their new neighbors are nice. One of the neighbors has two dogs! But there are
problems with the house. There’s water on the kitchen floor because the pipes under the
cabinet are leaking. The stove doesn’t work because there is no electricity. Molly’s mom called
the plumber to repair the pipes and her dad called the electrician to repair the wires. The
plumber is coming tomorrow morning at 10 o’clock. The electrician is coming tomorrow
afternoon at 2 o’clock. Molly’s family is camping near the lake tonight because the pipes are
leaking and there is no electricity.

Unit 15, Lesson 5, Appendix R
Version 2 story:
Molly’s family just __________ into a beautiful new house near a lake. There is a _________ in
the living room and a __________ on the third floor. Molly and her sister __________ a
bedroom on the second floor. Their new neighbors are nice. One of the ___________ has two
dogs! But there are ___________ with the house. There’s water on the kitchen floor because
the ___________ under the cabinet are leaking. The stove doesn’t work because there is no
____________. Molly’s mom called the __________ to repair the pipes and her dad called the
electrician to repair the __________. The plumber is coming tomorrow morning at 10 o’clock.
The __________ is coming tomorrow afternoon at 2 o’clock. Molly’s family is camping near
the lake tonight because the pipes are ___________ and there is no electricity.
Appendix 285
Copy and cut along lines. | Nouns.
folded puts sat
tried tearing sews
runs ironed passing
entered carries replacing
begun stopped worried
surprises wear wash
broke woke stuffed

Unit 16, Lesson 1, Appendix A (continued)
Copy and cut along lines. | Verbs
paper doll pocket
napkins boot jackets
scarf purse glove
dryer wallet laundromat
clothes cleaners problems
clothing shirts machine
label signs engine
Appendix 287
Progressive Story
While I was walking to the party, I lost my ______________.

9:30 a.m.—Going to the Store

11:30 a.m.—Birthday Shopping
Student 1: How can we get to the store?
Student 1: What should I buy for my brother?
Student 2: We can take either the bus or the
Student 2: You should buy either the blocks or the
subway.
puzzle.
Student 1: Let’s take the subway.
Student 1: I’ll buy neither the blocks nor the
10:00 a.m.—Sweater Shopping 12:00 p.m.—Going to the Restaurant

Student 1: What should I buy? Student 1: How can we get to the restaurant?
Student 2: You should buy either the gray sweater Student 2: We can take either a taxi or the bus.
Student 1: I’ll buy the green sweater. Student 1: Let’s take neither a taxi nor the bus.
1:30 p.m.—Going Home

10:30 a.m.—Jacket Shopping Student 1: How can we get home?
Student 1: Is this jacket brown or black? Student 2: We can take either a bus or a taxi.
Student 2: It’s neither brown nor black. It’s blue. Student 1: A taxi is too expensive. Let’s take the
bus!
12:30 p.m.—At the Restaurant

11:00 a.m.—Skateboard Shopping Student 1: We would like to order lunch. What do
Student 1: What should I buy? you have?
Student 2: You should buy either the purple Student 2: We have pizza, sandwiches, and chicken.
Student 1: I’ll buy the purple skateboard. Student 1: What type of pizza do you have?
Student 2: We have either pizza with mushrooms
Student 1: We’ll have neither the pizza with
mushrooms
Appendix 289
My Love and My Heart I Know You!
By Henry S. Leigh By Anonymous

Oh, the days were ever shiny I don’t know you, do I?
When I ran to meet my love; Or do I?
When I pressed her hand so tiny Something about you…
Through her tiny tiny glove. I think I know you!
Was I very deeply smitten? Is it your curly blond hair?
Oh, I loved like anything! No, I’d remember that.
But my love she is a kitten, Have you dyed your hair?
And my heart’s a ball of string. No, wait! You have new earrings!
Oh, you’ve had them for years…
Did you use to have a bracelet that looked
like a smiling snake?
You didn’t?
Then you must not be you.
Funny, I thought you were.

I would like to buy _________________ for you, bracelet

but I’ll _________________ instead.
cook dinner
earrings
I would like to buy _________________ for you,
but I’ll _________________ instead. flowers
fold the towels

I would like to buy you a lot of _______________,
necklace
and I would like to buy you _______________.
perfume
But, my wallet is empty. I need money to buy
ring
them, so I’m going to _________________
sweep the floor
instead.
wash the
Thank you for all that you do. I love you! clothes
Appendix 291
beard deodorant mustache
bracelet earrings perfume
contact lens makeup ring

beard dye put on makeup
bracelet earrings ring
buttoned long shave
contact lenses mustache short
curly necklace straight
deodorant perfume zipped
Appendix 293
MADE IN MADE OF
Shirt
Sweater
Pants
Dress
Skirt

On Saturday, ________________________________________________________
On Sunday, _________________________________________________________
On Monday, ________________________________________________________
On Tuesday, ________________________________________________________
On Wednesday, _____________________________________________________
On Thursday, _______________________________________________________
On Friday, __________________________________________________________
Appendix 295
1. I am studying French.
2. I have been watching television for two hours.
3. I like to play hockey.
4. I have been sneezing all day.
5. I am going to the movies tonight.
6. I like to play video games.
7. I have been studying this evening.
8. I ironed my clothes today.
9. I have a rash on my arm.
10. I have a dog and a cat.

Unit 16, Lesson 3, Appendix K
Name of Patient: ____________________________ Date of Office Visit: ____________________________

Symptoms Where on the body?
Fever: Face: Stomach:
Coughing: Head: Back:
Sneezing: Left Arm: Right Arm:
Nauseated: Left Leg: Right Leg:
Rash: Left Elbow: Right Elbow:
Itchy: Left Knee: Right Knee:
Swollen: Left Eye: Right Eye:
Symptoms and Diagnosis:
Name of Patient: ____________________________ Date of Office Visit: ____________________________

Symptoms Where on the body?
Fever: Face: Stomach:
Coughing: Head: Back:
Sneezing: Left Arm: Right Arm:
Nauseated: Left Leg: Right Leg:
Rash: Left Elbow: Right Elbow:
Itchy: Left Knee: Right Knee:
Swollen: Left Eye: Right Eye:
Symptoms and Diagnosis:
Appendix 297
Unit 16, Lesson 4, Appendix L
add apple eggs nuts salt in bowl

bake bananas fish onions sauce into cup
boiling beans flour oranges seafood on fork
burn beef fruit pizza spices with frying pan
cut cake juice pork sugar knife
frying cereal lamb potatoes tomatoes oven
grilling chicken milk rice vegetables pot
pour spoon
stir stove
1. ____________________________________________________________________________________.
2. ____________________________________________________________________________________.
3. ____________________________________________________________________________________.
4. ____________________________________________________________________________________.
5. ____________________________________________________________________________________.
6. ____________________________________________________________________________________.
7. ____________________________________________________________________________________.
8. ____________________________________________________________________________________.

Unit 16, Lesson 4, Appendix M
Chinese New Year Independence Thanksgiving Day
Christmas New Year’s Day Valentine’s Day
Cinco de Mayo Passover bar or bat mitzvah
Easter Ramadan birthday
Hanukkah St. Lucia’s Day funerals
Halloween St. Patrick’s Day weddings
Appendix 299
Unit 16, Lesson 5, Appendix N
1. He’s _______ milk into a cup. 10. She found the milk in the _______ section of the
grocery store.
2. I’m _______ a new dress for my daughter.
11. My son would like the _______ vegetables.
3. While we were at the laundromat, we _______
the sheets. 12. We don’t eat meat because we’re _______.
4. Now my leg is _______ and I can play soccer. 13. Now, we put in the nuts, eggs, _______ and flour.
5. The rash on his arm is _______. 14. My eye is _______ and it hurts.
6. She doesn’t want to eat because she is _______. 15. My suit jacket is _______. Can you repair it?
7. I broke my arm, and now it is in a _______. 16. He _______ his shirt because it’s hot.
8. I _______ when I’m near flowers. 17. They _______ the sauce with spoons.
9. She’s showing me how to walk with _______. 18. She _______ her dress after she washes it.

Unit 16, Lesson 5, Appendix O
cast irons spices
crutches itchy stir
dairy nauseated swollen
folded pouring torn
grilled sewing unbuttoned
healed sneeze vegetarians
Appendix 301
Unit 16, Lesson 5, Appendix P
What is the common cold? Colds are caused by viruses, which are tiny microbes that you
can only see through a microscope. When viruses attack the body, they cause an
infection. When someone with a cold coughs or sneezes, the viruses spread into the air,
and infect other people. That is why a cold is called an infectious disease. Colds are the
most common human disease and people in every country get them.
How do you know if you have a cold? Common symptoms include a cough, runny nose,
and a sore throat. Sometimes you might have a headache and loss of appetite, so you
won’t feel like eating. Babies and children will often have a fever, but adults usually won’t.
What do you do if you have a cold? A cold usually lasts about a week. You will start to feel
bad for a few days, and by the fourth day, you will feel terrible, and then you will begin to
feel better again. There really is no cure for the common cold, but you can do things to
feel better while it runs its course. The best advice is to get plenty of rest, drink lots of
liquids, like water, tea, and soup. While you have a cold, you are infectious, so try not to
spread the virus to someone else. Cover your face when you cough or sneeze, and wash
your hands often.

Appendix 303
About Rosetta Stone
Rosetta Stone is a global leader in technology-
driven language and learning solutions for
individuals, classrooms, and entire organizations.
Our scalable, interactive solutions have been

used by over 12,000 businesses, 9,000 public
sector organizations, and 22,000 education
institutions worldwide, and by millions of
learners in over 150 countries.
RosettaStone.com
©2015 Rosetta Stone Ltd. All rights reserved.

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Teacher’s Guide

English (American) – Level 4

Printed in the United States of America.

ii Rosetta Stone Teacher’s Guide–English (American) Level 4

Index of Lesson Activities. . . . . . . . . . . . . . . . . . . . . . . . 235

iv Rosetta Stone Teacher’s Guide–English (American) Level 4

vi Rosetta Stone Teacher’s Guide–English (American) Level 4

Lesson Words Taught

Featured Vocabulary Sample Response

Minutes to Complete Learning Domains

viii Rosetta Stone Teacher’s Guide–English (American) Level 4

In his 1956 Taxonomy of Educational Objectives: The • Interpersonal

Multiple Intelligences 44444

x Rosetta Stone Teacher’s Guide–English (American) Level 4

xii Rosetta Stone Teacher’s Guide–English (American) Level 4

learners writing practice and call on their imaginations. Today, students

2 Rosetta Stone Teacher’s Guide–English (American) Level 4

Prepositions for Traveling

Unit 13, Lesson 1 5

1. Draw three columns on the board with the following headings:

Bloom’s Taxonomy: Knowledge

6 Rosetta Stone Teacher’s Guide–English (American) Level 4

1. Divide the class into groups of four students.

Bloom’s Taxonomy: Application

Repeat this with several more volunteers.

Bloom’s Taxonomy: Synthesis

Unit 13, Lesson 1 7

Bloom’s Taxonomy: Knowledge

8 Rosetta Stone Teacher’s Guide–English (American) Level 4

Unit 13, Lesson 1 9

Bloom’s Taxonomy: Comprehension

Stretching the Imagination

10 Rosetta Stone Teacher’s Guide–English (American) Level 4

Bloom’s Taxonomy: Application

Bloom’s Taxonomy: Synthesis

Unit 13, Lesson 1 11

2. Suggest that students include details such as:

12 Rosetta Stone Teacher’s Guide–English (American) Level 4

Bloom’s Taxonomy: Comprehension

(Lesson continues on next page)

Unit 13, Lesson 1 13

Second Paragraph Version 2:

Second Paragraph Version 3:

14 Rosetta Stone Teacher’s Guide–English (American) Level 4

Unit 13, Lesson 2 15

2. Ask each student to select an index card from the container.

Bloom’s Taxonomy: Application

1. Divide the class into groups of four students.

16 Rosetta Stone Teacher’s Guide–English (American) Level 4

Bloom’s Taxonomy: Application

As an option, consider assigning this as a homework activity for students to do individually.

Unit 13, Lesson 2 17

Bloom’s Taxonomy: Application

Extending the Text

1. Write on the board these terms as the column headings of a chart:

18 Rosetta Stone Teacher’s Guide–English (American) Level 4

Bloom’s Taxonomy: Analysis

Bloom’s Taxonomy: Application

Unit 13, Lesson 2 19

Bloom’s Taxonomy: Application

1. Divide the class into pairs and distribute maps.

20 Rosetta Stone Teacher’s Guide–English (American) Level 4

Unit 13, Lesson 2 21

Minutes to Complete  Learning Domains