780 Overview of ALC 2013

i

PREFACE

The Overview of the American Language Course: A Reference Guide for Instructors is designed to acquaint English as a Second or Foreign Language (ESL / EFL) instructors and program managers with the organization, content, and components of the DLIELC General English American Language Course (ALC) materials, with an emphasis on the second-edition texts which comprise Levels I – III. A second edition of the Overview has been prepared in order to address the recent completion of Level IV.

Inquiries and OrdersPlease address inquiries and requests for more information about DLIELC publications to

DLIELC / LESL2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail: [email protected]

© 2011 by Defense Language Institute English Language Center and its licensors. Notice of Rights: All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written per-mission of the publisher.

Supersedes 780, Overview of the American Language Course: A Reference Guide for Instructors, First Edition, October 2009

Second Edition, August 2011 First printing

iiiOVERVIEW OF THE AMERICAN LANGUAGE COURSE

TABLE OF CONTENTS

Introduction ............................................................................... 1

1 The ALC at a Glance | 3Materials .................................................................................... 4

Focus & design .......................................................................... 7

Levels & student placement ..................................................... 10

2 ALC Student Text Organization | 11Book table of contents ............................................................. 12

Lessons 1 – 4 ............................................................................. 13

Lesson 5 ................................................................................... 14

Appendices .............................................................................. 15

Homework ............................................................................... 18

Evaluation exercises ................................................................ 19

3 Using the ALC Instructor Text | 21Scope & sequence chart ........................................................... 22

The introduction ...................................................................... 23

ST vs. IT ................................................................................... 24

IT notes .................................................................................... 26

4 ALC Objectives | 31The selection process ............................................................... 32

Enabling & terminal objectives ............................................... 34

Systematic recycling ................................................................ 39

Continual reinforcing ............................................................... 41

5 ALC Vocabulary | 45Overview & objectives ............................................................ 46

Word list .................................................................................. 47

Lesson themes .......................................................................... 48

Lesson activators ...................................................................... 49

Objective terms ........................................................................ 50

Recognition & other types of terms ......................................... 51

The diamond symbol ............................................................... 52

Flash cards ............................................................................... 53

Exercise types .......................................................................... 54

iv OVERVIEW OF THE AMERICAN LANGUAGE COURSE

TABLE OF CONTENTS

6 ALC Grammar | 59Overview & objectives ............................................................ 60

Structure list ............................................................................. 61

Activators ................................................................................. 62

Progression of exercises .......................................................... 63

Progression of objectives ......................................................... 66

7 ALC Skills | 69Overview & objectives ............................................................ 70

Subsumed skills objectives ...................................................... 72

Integrated skills activities ........................................................ 73

Speaking skills progression ..................................................... 74

Listening skills progression ..................................................... 77

Reading skills progression ....................................................... 80

Writing skills progression ........................................................ 84

8 ALC Functions | 89Overview & objectives ............................................................ 90

Progression by level ................................................................. 91

Appendices | 95Appendix A: Contents of the Indexes for the ALC (789) ......... 97

Appendix B: ALC materials chart ........................................... 99

Appendix C: Scope & sequence charts .................................. 101

Appendix D: ALC terminal objectives .................................. 127

Glossary ................................................................................. 129

Index ....................................................................................... 135

1OVERVIEW OF THE AMERICAN LANGUAGE COURSE

INTRODUCTION

A Note about the Levels of the American Language CourseThe 30 books in the General English American Language Course (ALC) collection are often categorized and referred to by their level in this book. There are five levels in the ALC . Each of the five levels contain six books each. The books in each level share particular features and objectives; therefore, referring to them collectively allows for concise descriptions of the books in each level as well as comparisons and contrasts of the books across levels.

About this BookThe Overview of the ALC is intended as a guide and reference to the ALC, 2nd Edition, textbooks in the first four levels. Future editions of this book will include features of the books in Level V as development of the second-edition textbooks continues. While the focus of the Overview is on the second edition, the practices, guidance, and ideas which are outlined here can be applied to the use of the remaining first-edition textbooks as well. Moreover, the information pertaining to the design, focus, and general organization of the ALC applies to both editions. The specific reference book to the first edition is titled Familiarization with the ALC (780).

Using the Overview of the ALCThis book is primarily intended as an orientation guide to the ALC for Defense Language Institute English Language Center (DLIELC) instructors in pre-service training, international students in Instructor Development courses at DLIELC, and non-native instructors of English who use the ALC General English curriculum in their own countries. Additionally, program managers, supervisors, and experienced ALC instructors who use this book as a reference guide can find the answers to questions about the course and use the information to help mentor instructors new to the ALC.

The section subheadings printed at the top of each page help the reader to locate specific information about the ALC quickly. The information in the main gray box at the top of each page summarizes important points about the topic and gives necessary definitions. Sample pages from the ALC illustrate the information presented in the main box. The smaller gray boxes and arrows provide further details and guide the reader to notice certain aspects of the ALC texts. Most of the ALC sample pages demonstrate the general layout and features found in the books and are not intended to be read closely. Similarly, the Overview itself is designed primarily as a reference resource to accompany the textbooks, not necessarily as a text to be read from cover to cover. However, for those new to the ALC,

Level I: Books 1 – 6

Level II: Books 7 – 12

Level III: Books 13 – 18

Level IV: Books 19 – 24

Level V: Books 25 – 30

2 OVERVIEW OF THE AMERICAN LANGUAGE COURSE

a thorough reading of this book will provide valuable insight and background information as well as helpful tips on using the course to its full potential.

The first section contains a general introduction to the ALC course materials, a summary of the design and focus, brief ALC level descriptions, and information about DLIELC’s proficiency tests. The second section describes and shows the organization of the student text. The third section highlights the many helpful planning tools which are incorporated into the instructor text. The fourth section provides background information on how the objectives for the course were determined and examples of how the careful planning and sequencing of the objectives provide a cohesive, predictable framework for the course. Sections 5 – 8 provide an overview of lesson objectives in vocabulary, grammar, skills, and functions. These sections also contain a sampling of presentations and activities from corresponding sections of the ALC. The end of the book contains five appendices; a glossary of terms commonly associated with the ALC, ESL, and DLIELC; and an index.

Availability of the ALC, 2nd Edition, TextbooksAs of this printing, ALC Books 1 – 24 (Levels I – IV) are available in the second edition. Development of the new books in Level V is underway. Each first-edition text is replaced by the corresponding second-edition text upon its publication.

Further information on current availability of ALC textbooks as well as other DLIELC courses and publications is available athttp://www.dlielc.edu/.

Questions, Comments & Suggestions WelcomeThe General English curriculum developers appreciate feedback and will gladly answer any questions about the course. Contact the department by sending an email to [email protected]. If overseas, send correspondence through the website address above or to the mailing address on the first page of this book.

INTRODUCTION

3

The ALC at a Glance

Materials

Focus & design

Levels & student placement

1


1 THE ALC AT A GLANCE: Materials

ALC, 2nd Edition, Textbooks• A comprehensive, sequential presentation of

general and military English

• Four lessons introducing new material, plus one review lesson

• Homework, evaluation exercises, appendices

• Instructor text (IT) and student text (ST)

• Instructional guidance, objectives, and answers to exercises in IT

• Books 1 – 24 in print

ALC, 1st Edition, Textbooks• Books 25 – 30 available

Each book will be replaced as the corresponding second-edition text is published.

Book 17

INSTRUCTOR TEXT

Defense Language InstituteEnglish Language Center

Second Edition

Book 17

STUDENT TEXT


Second Edition

Book 17

LANGUAGE LABORATORY ACTIVITIES


Language Laboratory Activities• Support for the ALC textbooks

• Available for Books 1-30 (Levels I-V)

• Audio CDs revised August 2009

• Approximately 5 hours of audio per book on 8 CDs

• Texts provide

– Activities to reinforce lesson objectives – Answers to all exercises – Audio scripts for all activities

• Recordings provide

– Approximately 5 hours of listening practice per book; more than 1 hour per lesson

– Authentic listening practice in Levels IV & V – Complete tracking of exercises for easy access


Book Quiz• Achievement test for assessing ALC objectives

at the end of each book (Levels I – V)

• 50 multiple-choice listening and reading items

• Completely updated book quiz forms for thesecond-edition texts

Skills Assessment Kit (SAK)• For assessment of skills mastery at the end of

each level

• Focuses primarily on productive skills not testable on book quizzes

• Available January 2012 for Levels II, III, and IV of the second edition

Interactive Multimedia Instruction (IMI)• Reinforces lesson objectives and provides additional

practice of language skills through audio, video, graphics, and animation

• Corresponding IMI program available for Books 1 – 29 (as of October 2011; Book 30 forthcoming)

Flash Cards• Illustrate concrete vocabulary and situations

from the lessons

• Available for Books 1 – 12 (Levels I – II)


B2 2:24

Book Quiz Kit:Student bookletsAnswer sheetsAudio recordingAnswer keys

SAK:Instructor bookletStudent answer bookletsDiagnostic assessment formsAudio recording


Indexes for the ALC, 1st and 2nd Editions (789)• A helpful reference for planning lessons and locating

specific material in the ALC

• Includes indexes to all ALC objectives in Books 1 – 30

• Provides additional information, such as level descriptions, a summary of book objectives, and a military themes index

• CD format for both ALC editions

• More information about the Indexes in Appendix A of this book

Grammar for the ALC (782) • Contains explanation and examples of grammar

in the ALC

Video Activities• Reinforce lesson objectives, model American speech

patterns, present language and culture in context through dramatized situations performed by actors

• Activities for accompanying student and instructor guides provided in PDF format on CD

• Available for Books 13-24 (Levels III-IV)

• Six DVDs per level

Homework & Evaluation Exercises Booklets• All homework and evaluation exercises from

corresponding textbook included

• Student texts can remain blank for reuse by new students

• Available for nonresident programs

Further Materials Information – See Appendix B of this book for a chart summarizing all ALC materials available for Books 1 – 30. The DLIELC catalog provides more detailed information.

Book 17

HOMEWORK AND EVALUATION EXERCISES


Second Edition



The General English materials in the American Language Course are developed by English as a Second Language (ESL) professionals at the Defense Language Institute English Language Center (DLIELC). The ALC series consists of extensively researched and carefully controlled presentations of American English. Objectives are derived from analysis and skills requirements of military follow-on training (FOT) and based on Interagency Language Roundtable (ILR) Language Skill Level Descriptions.

The ALC’s focus and design have several special features which make the course both thorough and challenging for students. Additional features for the instructor save valuable planning and preparation time, making the course enjoyable to teach and adaptable to many programs of study.

Audience: The Military StudentThe ALC materials contain a comprehensive presentation of the English language. They are designed for international military students from a variety of vocational and professional backgrounds. Throughout the course, beginning with Level I, military themes and terminology are presented and practiced. All efforts are made to provide military students with realistic, relevant language for success in English-speaking environments. Students are given step-by-step instruction from basic survival English to English at the level of fluency and communicative proficiency necessary to succeed in technical or professional follow-on training at schools administered by the US Department of Defense.

Objectives: A Sequential & Self-Contained DesignObjectives are statements of what the learner is expected to know and be able to do upon completion of a book. In the ALC, all language components are controlled by limiting lesson objectives in number, frequency, and degree of difficulty. Once presented, the objectives are then continually reinforced and systematically recycled throughout the materials, providing students with repeated exposure to each of the course’s objectives. Across the levels, books, and lessons, one block of instruction supports and builds on the previous block. This sequential design of the materials is one of the distinguishing features of the ALC series.

Furthermore, the ALC materials are self-contained. Lesson objectives are reinforced by homework, review, and evaluation exercises in the textbook. Additional materials, including interactive multimedia instruction, language laboratory activities, and video activities, support the lesson objectives but can also be used to present the

1 THE ALC AT A GLANCE: Focus & design


objectives independently of the main text. Mastery of each book’s objectives is assessed through specially designed book quizzes and skills assessments. Moreover, ALC reference materials offer valuable instructional information. These combined resources provide instructors with ready access to all they need to plan and conduct their lessons.

Focus: The Major Language ComponentsEach lesson contains objectives in the primary language components of vocabulary, grammar, functions, and the skills of listening, speaking, reading, and writing. Vocabulary and grammar objectives in the lessons and accompanying support materials are controlled at the beginning levels. Skills objectives progressively increase in difficulty across the levels with the aim of preparing students for success at follow-on training. Function objectives, which are tied to the vocabulary, grammar, and / or skills of the lesson, allow students to practice the language in real-life situations.

The presentation of each language component is based on a specific objective, which is followed by activities designed to fulfill the objective. The activities progress from simple to complex, beginning with mechanical, or controlled, exercises and progressing to fully communicative, open-ended activities. The latter are designed to expose students to naturally spoken and written language in everyday contexts and give students many opportunities to practice and become more proficient in English.

Content: Support for Busy InstructorsThe features of the helpful notes in the instructor text (IT) and the design of the second-edition textbooks in general provide a program of support, ease, and minimum preparation for the instructor.

• Objectives are clearly written in professional terms at the beginning of each lesson and repeated at the beginning of the section in which they occur.

• Presentation suggestions and step-by-step procedural guidance save instructors time in both preparation and explanation.

• A reduced version of the student text page, with answers when applicable, is provided on the corresponding page in the IT.

• Vocabulary presentations are thematically organized to present new terms in a variety of cultural, military, semi-technical, and general-interest contexts.

• Visual aids—including photographs, illustrations, charts, and graphic organizers—enhance and expand most activities.



• Exercises require active, individual responses as well as student interaction. Numerous student-centered activities allow for personalized responses through pair and group work.

• Appendices in the ST and IT provide useful reference information about the lesson and English language as well as resources to enhance lesson activities.

• Support materials for every lesson ensure students have sufficient practice to master the objectives and eliminate, or greatly reduce, the need for the instructor to develop supplementary materials.

Language Training: Intensive vs. NonintensiveThe ALC is designed to be taught primarily in an intensive language training program, but the course is adaptable for nonintensive programs as well. The materials have a high degree of flexibility, which makes them suitable for large or small classes and for programs of varying lengths.

English language training at DLIELC is intensive. General English instructors usually cover and test material from one ALC book each week. However, each book contains more material than can be covered in that span of time. For that reason, program managers are encouraged to adapt the length of time spent on each ALC book to best suit the needs and goals of their particular students.

The ALC’s counterpart, the Nonintensive American Language Course (NALC), Volumes 1 – 4, shares the same objectives, and its focus and design run parallel to the ALC. It is intended, however, to fit into a broad academic program of study in which students meet infrequently to learn English. For that reason, two shorter lessons in the NALC are equivalent to one complete ALC lesson. The NALC’s current range of instruction, which spans Books 1 – 16 of the ALC, will take students to an ECL level of 57 and up. (Refer to the chart on the next page for ECL ranges.)


At DLIELC, one week typically consists of 30 hours of instruc-tional time, including two hours of IMI activities and a 45-minute book quiz. Additionally, students spend about two hours per day completing homework and studying outside of class. In certain books and situations, instructors can opt to use two full weeks to cover one book.


ALC Levels I – V (Six books per level)ALC Books 1 – 30 introduce students to general English and military terms and expose them to American language and culture while providing ample opportunities to put English into practice in a classroom setting. Books, and the lessons and activities within them, progress from simple to complex language usage and topics. Themes range from common survival topics to high-interest general and military topics. Semi-technical vocabulary, such as words needed to change a tire or describe an electrical circuit, appears with increasing frequency as students progress through the levels. Book quizzes and skills assessments are the means of determining student mastery of objectives.

Student Placement Using the ECL or ALCPTThe English Comprehension Level (ECL) and the American Language Course Placement Test (ALCPT) are DLIELC-produced assessment tools which test English language proficiency. The tests each have a listening section and a reading section with items in a multiple-choice format. Either the ECL or the ALCPT can be used to determine ALC book placement.

ALC Book Range

ALC Level & ProficiencyECL / ALCPT

Range

1 – 6 I Elementary 0 – 29*

7 – 12 II High Elementary 25 – 51

13 – 18 III Intermediate 49 – 63

19 – 24 IV High Intermediate 61 – 74

25 – 30 V Advanced 73 – 81

31 – 34 VI Advanced Professional 79 +

• Scores of 29 or below require instructor evaluation for placement.

1 THE ALC AT A GLANCE: Levels & student placement

11

ALC Student Text Organization

Book table of contents

Lessons 1 – 4

Lesson 5

Appendices

Homework

Evaluation exercises

2


A Reference to the Major Sections of the BookThe book’s table of contents is located at the end of the preface, just before Lesson 1. It provides a comprehensive overview of each major section of the book, including the appendices.

2 ALC STUDENT TExT ORGANIzATION: Book table of contents

xxi

BOOK 18 PREFACE

Book 18

Contents

LESSON 1:US Presidents ............

..........................

..........................

... 1

LESSON 2:Weather ...........

..........................

..........................

........... 31

LESSON 3:Employment ..........

..........................

..........................

..... 61

LESSON 4:Memories and story telling ............

..........................

...... 89

LESSON 5:Review ...........

..........................

..........................

........... 117

APPENDICES:A: Word List ..........

..........................

..........................

....... A–1

B: Structure List .......................

..........................

............. B–1

C: The English Alphabet .......................

..........................

C–1

D: American English Sounds ........................

.................. D–1

E: List of Contractions .........................

..........................

.. E–1

F: Spelling Rules for Regular Past Tense Verbs ............. F–1

G: Principal Parts of Some Irregular Verbs .................... G–1

H: Patterns of Irregular Verbs .........................

................ H–1

I: Punctuation and Capitalization .........................

......... I–1

J: Lesson Resources ........................

..........................

....... J–1

18L1 #1 Writing skill (Message role-plays) ................. J-3

18L1 #2 Reading skill (Timed reading) ........................

J-5

18L2 #1 Weather report cards (Exercise F) ................. J-7

18L4 #1 Reading skill (Timed reading) ........................

J-9

18L4 #2 Writing skill (Message role-plays) ............... J-11

18L5 #1 Reading skill (Timed reading) ...................... J-13

K: US Military Ranks, Grades, and Insignia .................. K–1

HOMEWORK:.............

..........................

..........................

.................. HW–1

EVALUATION EXERCISES: ..........................

..........................

..........................

....... EE–1

The Lesson Resources appendix pages are listed in their entirety for quick reference.

Using the above table of contents as a guide, the following sample pages from Book 18 highlight each major section of an ALC student textbook.


2 ALC STUDENT TExT ORGANIzATION: Lessons 1 – 4

1BOOK 18 LESSON 1

1

US Presidents

1

VOCABULARY: Can you name these world leaders? . . . . . . . . . . . 3Who can be president in the US?. . . . . . . . . . . . . 4

GRAMMAR: It’s unlikely that the boss will agree with us. . . . . . . 6

VOCABULARY: The road to the White House . . . . . . . . . . . . . . . 8

WRITING: Sending messages by e-mail . . . . . . . . . . . . . . 13

GRAMMAR: Choices with correlative conjunctions . . . . . . . . . 14

READING: Reading graphs . . . . . . . . . . . . . . . . . . . . . 17

VOCABULARY: The accidental US president . . . . . . . . . . . . . . 18

GRAMMAR: I asked him if we had any homework. . . . . . . . . . 20

DIALOG: Reporting information . . . . . . . . . . . . . . . . . 23

VOCABULARY: Science: Examining the world around us . . . . . . . 24

WRITING: Organizing a text using a visual map . . . . . . . . . 27

READING: Reading faster for better comprehension . . . . . . . 30

31

BOOK 18 LESSON 2

2

Weather

VOCABULARY: Extreme weather . . . . . . . . . . . . . . . . . . . . 33

GRAMMAR: If I had longer arms, I could be the champion. . . . . 38


LISTENING: Listening to warnings . . . . . . . . . . . . . . . . . 44

VOCABULARY: Today will be partly sunny. . . . . . . . . . . . . . . . 45

GRAMMAR: I wish I were a sports champion. . . . . . . . . . . . . 47

VOCABULARY: The rain will change to snow in the afternoon. . . . . 50

SPEAKING: It’s dangerous to walk alone at night. . . . . . . . . . 55

GRAMMAR: Are you used to getting up at 0600? . . . . . . . . . . 56

LISTENING: Listening to warning briefings . . . . . . . . . . . . . 58

DIALOGS: Giving warnings . . . . . . . . . . . . . . . . . . . . 59

READING: Reading a chart . . . . . . . . . . . . . . . . . . . . 60

The Four Main ALC LessonsAll objectives for the book are pre-sented and practiced in Lessons 1 – 4.

Each lesson begins with a table of contents, which lists each section’s language area, title, and page number.

61BOOK 18 LESSON 3

3

Employment

61

VOCABULARY: Conducting a successful job search . . . . . . . . . . 63New employee training . . . . . . . . . . . . . . . . . 64

GRAMMAR: Aren’t we studying negative questions today? . . . . 66

VOCABULARY: Company benefits and policies . . . . . . . . . . . . . 70

GRAMMAR: That can’t be Chris. He broke his leg. . . . . . . . . . 72

READING: Reading a diagram . . . . . . . . . . . . . . . . . . . 74

VOCABULARY: Keep it professional. . . . . . . . . . . . . . . . . . . 75What’s your point of view? . . . . . . . . . . . . . . . 77

DIALOGS: I’m sorry, but I completely disagree with you. . . . . 82

SPEAKING: It was a big storm, wasn’t it? . . . . . . . . . . . . . . 83

GRAMMAR: Changing adjectives to nouns with suffix -ness . . . . 84Changing verbs to nouns with suffix -ment . . . . . . 85


89BOOK 18 LESSON 4

4

VOCABULARY: Childhood memories . . . . . . . . . . . . . . . . . . 91A crazy and tiring day . . . . . . . . . . . . . . . . . 92

GRAMMAR: What should Chris have done differently? . . . . . . . 95


VOCABULARY: Helen Keller . . . . . . . . . . . . . . . . . . . . . . . 99Americans with Disabilities Act . . . . . . . . . . . .101

READING: Scanning a chart for information. . . . . . . . . . . .105

GRAMMAR: A man whom many people still honor today . . . . . .106

DIALOG: Telling stories about the past. . . . . . . . . . . . . .109

GRAMMAR: I expect you to explain this low score to me. . . . . . .110

VOCABULARY: Working with definitions . . . . . . . . . . . . . . . .112

READING: Reading faster for better comprehension . . . . . . .115

WRITING: Sending messages by e-mail . . . . . . . . . . . . . .116

Memories and story telling

There is more than enough material in each lesson for a typical six-hour class day. Program managers can adapt their course schedule to meet the needs of their students and instructional situation.

A gray bar on the edge of the page indicates the beginning of each major section of a book.


2 ALC STUDENT TExT ORGANIzATION: Lesson 5

123

BOOK 18 LESSON 5

1. That university (to study / you / requires) a foreign language.

That university requires you to study a foreign language.

2. What kind of pizza (us / to order / do you want)?

3. Our teacher (us / expects / to do) two hours of homework every night.

4. The major (to do / will select / Capt. Garcia) a special job.

5. What did the drill sergeant (the recruits / to do / instruct)?

EXERCISE H Unscramble the words in parentheses to write sentences.

1. chicken / both / are going to / We / have / steak / for dinner / and / .

2. after this class / very tired / either / I am / or / very awake / .

3. all of these clothes / dry / not only / You must / wash / but also / .

4. was told / Neither / about the party / nor / Kim / Sally / .

5. too salty / dry / not only / is / but also / This meat / .

EXERCISE I Put the words in the correct order to write a sentence.

Number 1 is an example.

Answers will vary.

In these examples, students review three different grammar objectives from the book in a variety of exercise formats.

Review of the Four Main LessonsLesson 5 contains approximately 20 – 25 exercises which are designed to be completed in class. They offer an additional opportunity to practice the objectives from Lessons 1 – 4.

133

BOOK 18 LESSON 5

reading from right

to left?

YES NO

watching movies in

English?

YES NO

walking to get

everywhere?

YES NO

working out several

times a week?

YES NO

sleeping late on the

weekends?

YES NO

swimming in the

ocean?

YES NO

writing e-mails every

day?

YES NO

drinking tea rather

than coffee?

YES NO

spending all your free

time with family?

YES NO

eggs and meat for

breakfast?

YES NO

pizza for dinner?

YES NO

Write your own

question:

EXERCISE W Talk to several classmates. Ask & answer the questions below.

In each box, circle Yes or No and write the name of the classmate who answered. Then report

a few answers to the class.

Are you used to …

Lt Werner is

used to watching movies in

English. In fact, his favorite

movie is ….

Lt Kali’s not used to

eating pizza for dinner.

He prefers lamb.

117BOOK 18 LESSON 5

5Review


2 ALC STUDENT TExT ORGANIzATION: Appendices

A-1BOOK 18 APPENDIX A

APPENDIX A Word List

Aacademic . . . . . . . . . . . . . . . . . . . . . . . 1academy. . . . . . . . . . . . . . . . . . . . . . . . 1acquire . . . . . . . . . . . . . . . . . . . . . . . . 1advise . . . . . . . . . . . . . . . . . . . . . . . . . 3agree . . . . . . . . . . . . . . . . . . . . . . . . . . 3agreement . . . . . . . . . . . . . . . . . . . 3all of a sudden . . . . . . . . . . . . . . . . . . 4along (adv) . . . . . . . . . . . . . . . . . . 4along (prep) . . . . . . . . . . . . . . . . . . . . . 4anthropology . . . . . . . . . . . . . . . . . . . . 1appoint . . . . . . . . . . . . . . . . . . . . . . . . 1appointee . . . . . . . . . . . . . . . . . . . . . . 1appointment . . . . . . . . . . . . . . . . . . . . 1as . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Bbarricade (n) (v) . . . . . . . . . . . . . . . . . 2be accustomed to . . . . . . . . . . . . . . . . 2be used to . . . . . . . . . . . . . . . . . . . . . . 2benefit (n) . . . . . . . . . . . . . . . . . . . 3benefit (v) . . . . . . . . . . . . . . . . . . . . . . 3biology . . . . . . . . . . . . . . . . . . . . . . . . 1blame . . . . . . . . . . . . . . . . . . . . . . . . . 4blind (adj) (v). . . . . . . . . . . . . . . . . . . . 4both ... and . . . . . . . . . . . . . . . . . . . . . 1bring/brought/brought back . . . . . 4

Ccampaign . . . . . . . . . . . . . . . . . . . . . . 1candidate. . . . . . . . . . . . . . . . . . . . . . . 1can’t be . . . . . . . . . . . . . . . . . . . . . . . . 3carry . . . . . . . . . . . . . . . . . . . . . . . . . . 4chemistry. . . . . . . . . . . . . . . . . . . . . . . 1chief (adj) (n) . . . . . . . . . . . . . . . . . . . . 3chiefly . . . . . . . . . . . . . . . . . . . . . . . . . 3childhood . . . . . . . . . . . . . . . . . . . . . . . 4coast. . . . . . . . . . . . . . . . . . . . . . . . . . . 2communicate . . . . . . . . . . . . . . . . . . . . 4concern . . . . . . . . . . . . . . . . . . . . . . . . 3concerned . . . . . . . . . . . . . . . . . . . . . . 3condition . . . . . . . . . . . . . . . . . . . . . . . 2consideration. . . . . . . . . . . . . . . . . . . . 4control (n) (v). . . . . . . . . . . . . . . . . . . . 4convince. . . . . . . . . . . . . . . . . . . . . . . . 3could have . . . . . . . . . . . . . . . . . . . . . . 4couldn’t be . . . . . . . . . . . . . . . . . . . . . 3current . . . . . . . . . . . . . . . . . . . . . . . . 1

Ddamage . . . . . . . . . . . . . . . . . . . . . . . . 2danger . . . . . . . . . . . . . . . . . . . . . . . . . 2deaf . . . . . . . . . . . . . . . . . . . . . . . . . . . 4definite . . . . . . . . . . . . . . . . . . . . . . . . 3design (n) (v) . . . . . . . . . . . . . . . . . . . . 1detail . . . . . . . . . . . . . . . . . . . . . . . . . . 4disability . . . . . . . . . . . . . . . . . . . . . . . 4disabled . . . . . . . . . . . . . . . . . . . . . . . . 4disagree . . . . . . . . . . . . . . . . . . . . . . . . 3disagreement. . . . . . . . . . . . . . . . . . . . 3drizzle (n) (v) . . . . . . . . . . . . . . . . . . . 2

Eeconomics . . . . . . . . . . . . . . . . . . . . . . 1either ... or . . . . . . . . . . . . . . . . . . . . . . 1elect . . . . . . . . . . . . . . . . . . . . . . . . . . . 1eligible . . . . . . . . . . . . . . . . . . . . . . . . . 1employ . . . . . . . . . . . . . . . . . . . . . . . . . 3employee . . . . . . . . . . . . . . . . . . . . . . . 3employer . . . . . . . . . . . . . . . . . . . . . . . 3employment. . . . . . . . . . . . . . . . . . . . . 3engineer. . . . . . . . . . . . . . . . . . . . . . . . 1engineering . . . . . . . . . . . . . . . . . . . . . 1establish . . . . . . . . . . . . . . . . . . . . . . . 1evacuate . . . . . . . . . . . . . . . . . . . . . . . 2evacuation . . . . . . . . . . . . . . . . . . . . . 2excellent . . . . . . . . . . . . . . . . . . . . . . . 3

Ffact . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2favorable . . . . . . . . . . . . . . . . . . . . . . . 2fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3flash (n) (v) . . . . . . . . . . . . . . . . . . . . . 2flood (n) (v) . . . . . . . . . . . . . . . . . . . . . 2fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2foggy . . . . . . . . . . . . . . . . . . . . . . . . . . 2force (n) . . . . . . . . . . . . . . . . . . . .2,4force (v) . . . . . . . . . . . . . . . . . . . . . . . . 4forecast . . . . . . . . . . . . . . . . . . . . . . . . 2forecast/forecast/forecast . . . . . . . . . . 2

Gget/got/gotten off . . . . . . . . . . . . . . . . . 3get/got/gotten rid of . . . . . . . . . . . 3get the point . . . . . . . . . . . . . . . . . . . . 3graduate . . . . . . . . . . . . . . . . . . . . . . . 1

B-1BOOK 18 APPENDIX B

APPENDIX B Structure List

PART OF SPEECH

STRUCTURE WORD ORSENTENCE PATTERN

LESSON

Affi x Suffi x:Adjective to noun with -ness

After the game, I had a weakness in my legs.

3

Affi x Suffi x:Verb to noun with -ment

I had a disagreement with my wife.

3

Clause Restrictive adjective clauses with who(m), that, or which

That’s the woman (whom) I was speaking to yesterday.

4

Clause If-clauses to express present unreal conditions

If I had more time, I’d study more.

2

Clause That-noun clause followingthe anticipatory it =It + BE + adjective + (that) noun clause

It’s important that we work together.

1

Conjunction Correlative conjunctions:both … andnot only … but alsoeither … orneither … nor

Jim is both tall and strong.Neither the teacher nor the students were on time.

1

Negative Question

Negative information questions to seek information

Why aren’t you coming to the party tonight?

3

Negative Question

Negative yes/no questions in expectation of agreement

Didn’t your father retire last year?

3

Reported Speech

Reported information questions

Jim asked me if we had any homework.

1

C-1BOOK 18 APPENDIX C

TYPESCRIPT HAND PRINTED CURSIVE

CAPITAL SMALL CAPITAL SMALL CAPITAL SMALL

A a A a A a

B b B b B b

C c C c C c

D d D d D d

E e E e E e

F f F f F f

G g G g G g

H h H h H h

I i I i I i

J j J j J j

K k K k K k

L l L l L l

M m M m M m

N n N n N n

O o O o O o

P p P p P p

Q q Q q Q q

R r R r R r

S s S s S s

T t T t T t

U u U u U u

V v V v V v

W w W w W w

X x X x X x

Y y Y y Y y

Z z Z z Z z

APPENDIX C The English Alphabet

D-1BOOK 18 APPENDIX D

APPENDIX D American English Sounds

English is not spelled phonetically. The same sound is spelled several different ways. For this reason it is helpful to assign separate symbols to each sound. The following is the International Phonetic Alphabet (IPA) system. Twen ty-four (24) consonant symbols, eleven (11) vowel symbols, and fi ve (5) symbols representing diph thongs are used to represent the signifi cant sounds of American English.

These charts are only aids and not to be memorized. However, the students must be aware of the different sounds represented in these charts. They must be able to rec og nize and repeat them accurately.

VOWELS CONSONANTS

Symbol Examples Symbol Examples/i/ he, meet, teach, chief /p/ past, stop, put, paper/i/ in, is, sit, big /b/ bed, baby, barber, lab/ei/ day, make, train, vein, steak /t/ take, sent, ten, gentle/ε/ met, let, said, bread /d/ date, stu dent, do, hard/�/ cash, half, laugh, hand /k/ car, chemical, re cord er, book/ɑ/ father, far, heart, pot, not /�/ gas, eggs, dog, cigar/ɔ/ all, saw, bought, caught /m/ arm, my, number, from/oυ/ go, know, coat, tow, pole /n/ no, line, fi nd, noon/υ/ book, took, good, should /ŋ/ sing, long, wrong, rank/u/ food, blue, blew, do, soup /l/ well, lab o ra to ry, al ways, let/�/ cup, son, sun, enough /r/ read, course, for, write/ɑi/ I, nice, tie, buy, by, write /f/ farmer, affi rm, phone, laugh/ɔi/ noise, boy, point, oil /v/ very, give, live, seven/ɑυ/ out, now, town, mouth /θ/ thank, Thursday, bath, north/ə/ ago, alphabet, listen, student /ð/ the, this, these, weather/�/ her, bird, doctor, earn /s/ see, this, lesson, tapes

/z/ zero, rose, blows, dozen/ʃ/ ship, nation, should, push/�/ pleasure, measure, usual/h/ have, he, how, hot/tʃ/ chair, teacher, picture, march/d�/ judge, bridge, page, July/w/ we, walk, wish, away/j/ yes, you, yesterday, young

The Language Reference & Resource SectionThe appendices, which follow Lesson 5, are an invaluable re-source for students and instruc-tors alike. The example appen-dix section on this and the next two pages is from Level III.

Appendices A – eA: Lists vocabulary in the book

with the corresponding lesson

B: Lists grammar in the book, includ-ing examples, part of speech, and the corresponding lesson

C: Shows three variations of the writ-ten English alphabet

D: Provides the International Phonetic Alphabet (IPA) with examples

E: Lists English contractions and their full versions

E-1BOOK 18 APPENDIX E

aren’t – (are not)

can’t – (cannot)

couldn’t – (could not)

didn’t – (did not)

doesn’t – (does not)

don’t – (do not)

hasn’t – (has not)

haven’t – (have not)

he’d – (he would / he had)

he’ll – (he will)

he’s – (he is / he has)

how’s – (how is)

I’d – (I would / I had)

I’ll – (I will / I shall)

I’m – (I am)

I’ve – (I have)

isn’t – (is not)

it’s – (it is / it has)

let’s – (let us)

mustn’t – (must not)

she’d – (she would / she had)

she’ll – (she will / she shall)

she’s – (she is / she has)

shouldn’t – (should not)

that’s – (that is)

they’d – (they would / they had)

they’ll – (they will / they shall)

they’re – (they are)

they’ve – (they have)

we’d – (we would / we had)

APPENDIX E List of Contractions

we’ll – (we will / we shall )

we’re – (we are)

we’ve – (we have)

what’s – (what is)

where’s – (where is)

who’s – (who is / who has)

won’t – (will not)

wouldn’t – (would not)

you’d – (you would / you had)

you’ll – (you will)

you’re – (you are)

you’ve – (you have)


F-1BOOK 18 APPENDIX F

VERB ENDING -ED ENDING BASE FORM PAST TENSE

2 consonants CC

add-ed

talk talked

want wanted

2 vowels + 1 consonant VVCrepeat repeated

clean cleaned

vowel + y VY play played

vowel + consonant in a 2-syllable word with stress on fi rst syllable

VC

open opened

answer answered

consonant + e CE

Drop the -eand add

-ed

circle circled

shave shaved

vowel + consonant in a 1-syllable word VC

Double theconsonantand add

-ed

stop stopped

vowel + consonant in a 2-syllable word with stress on second syllable

VC

occur occurred

prefer preferred

consonant + y CY

Change y to iand add

-ed

study studied

dry dried

try tried

APPENDIX F Spelling Rules for Regular Past Tense Verbs

G-1BOOK 18 APPENDIX G

APPENDIX G Principal Parts of Some Irregular Verbs

Present Past Past Participle

arise arose arisen

be was beenbear bore bornebeat beat beatenbecome became becomebegin began begunbend bent bentbet bet betbid bid bidbind bound boundbite bit bittenbleed bled bledblow blew blownbreak broke brokenbring brought broughtbuild built builtburst burst burstbuy bought bought

cast cast castcatch caught caughtchoose chose chosencome came comecost cost costcreep crept creptcut cut cut

deal dealt dealtdig dug dugdo did donedraw drew drawndrink drank drunkdrive drove driven

eat ate eaten

Present Past Past Participle

fall fell fallenfeed fed fedfeel felt feltfight fought foughtfind found foundflee fled fledfly flew flownforget forgot forgottenforgive forgave forgivenfreeze froze frozen

get got gotten (got)give gave givengrind ground groundgrow grew grown

hang hung hunghave had hadhear heard heardhide hid hiddenhit hit hithold held heldhurt hurt hurt

keep kept keptknow knew known

lay laid laidlead led ledleave left leftlend lent lentlet let letlie lay lainlight lit lit (lighted)lose lost lost

H-1BOOK 18 APPENDIX H

APPENDIX H Patterns of Irregular Verbs

INFINITIVE PAST PASTPARTICIPLE

1. Three principal parts the same hitquitsplit

hitquitsplit

hitquitsplit

betletset

betletset

betletset

putcutshut

putcutshut

putcutshut

bid bid bid

hurtburst

hurtburst

hurtburst

cost cost cost

shedspread

shedspread

shedspread

cast cast cast

2. Last two principal parts the same

a. Final consonant change only havemake

hadmade

hadmade

build built built

bendspendsend

bentspentsent

bentspentsent

b. Vowel change only meetreadbleedfeedlead

metreadbledfedled

metreadbledfedled

lightslidesitshootholdwinshine

litslidsatshotheldwonshone

litslidsatshotheldwonshone


I-1

BOOK 18 APPENDIX I

PunctuationA. PERIOD (.)

1. Use a period at the end of a statement or command.

The pen and paper are on the table.

Go to the chalkboard and write your name.

2. Use a period after an abbreviation or an initial.

NOTE: Abbreviated military ranks do not require a period.

Feb. (February)

Mr. Brown a.m.

Dr. Smith (Doctor Smith) Ms. Little

p.m.

J. Jones (John Jones) Mrs. White

Maj Johnson

B. QUESTION MARK (?) Use a question mark after a question. Sometimes the question may be written like a

statement.How many children are in your family?

He’s here today?C. EXCLAMATION MARK (!) Use an exclamation mark after words, sentences, or expressions that show excite-

ment, surprise, or emotion. Any exclamation, even if not a sentence, will end with an

exclamation mark.What a game!Look out!Do it!Wow! Oh!

D. QUOTATION MARKS (“ ”)1. Use quotation marks to show the words of a speaker. They’re always placed above

the line and are used in pairs.John said, “The commissary closes at 2100 hours today.”

“Where are the children?” she asked.2. If the words of the speaker are divided into two parts, use quotation marks around

both parts.“Do you,” she asked, “go to the library after class?”

3. Use quotation marks around the titles of chapters, articles, parts of books and maga-

zines, short poems, short stories, and songs.

Last night, I read the chapter “Grammar Is Easy” in our book. Then, I read the article

“Learning English” in the newspaper.

APPENDIX I Punctuation and Capitalization

K-1BOOK 18 APPENDIX K

US MILITARY OFFICER RANK INSIGNIAAIR FORCE ARMY MARINES NAVY

O-10GENERAL GENERAL GENERAL

ADMIRAL

O-9LIEUTENANT

GENERALLIEUTENANT

GENERALLIEUTENANT

GENERAL VICE ADMIRAL

O-8MAJOR GENERAL MAJOR GENERAL MAJOR GENERAL REAR ADMIRAL

(UPPER HALF)

O-7BRIGADIER GENERAL

BRIGADIER GENERAL

BRIGADIER GENERAL REAR ADMIRAL

(LOWER HALF)

O-6COLONEL COLONEL COLONEL CAPTAIN

O-5LIEUTENANT

COLONEL(SILVER OAK LEAF)

LIEUTENANT COLONEL

(SILVER OAK LEAF)

LIEUTENANT COLONEL

(SILVER OAK LEAF)COMMANDER (SILVER OAK LEAF)

O-4MAJOR

(GOLD OAK LEAF)MAJOR

(GOLD OAK LEAF)MAJOR

(GOLD OAK LEAF)LIEUTENANT COMMANDER

(GOLD OAK LEAF)

O-3CAPTAIN

(SILVER BARS)CAPTAIN

(SILVER BARS)CAPTAIN

(SILVER BARS)LIEUTENANT

(SILVER BARS)

O-21ST LIEUTENANT

(SILVER BAR)1ST LIEUTENANT

(SILVER BAR)1ST LIEUTENANT

(SILVER BAR)LIEUTENANT JUNIOR GRADE

(SILVER BAR)

O-12ND LIEUTENANT

(GOLD BAR)2ND LIEUTENANT

(GOLD BAR)2ND LIEUTENANT

(GOLD BAR)ENSIGN (GOLD BAR)

APPENDIX K US Military Ranks, Grades, and Insignia

* Appendix contents vary by level and slightly by book. Level I books contain an additional appendix, which lists the flash cards available for the lessons.

Appendices F – i And KF: Provides spelling rules for

regular past tense verbs

G: Lists irregular verb patterns sorted alphabetically

H: Shows irregular verb pat-terns sorted by pattern type

I: Highlights rules of English punctuation and capitaliza-tion with examples

K: Illustrates US militaryranks for each service(Levels III–IV only *)



Appendix J (Lesson ResouRces)This section contains the book’s supplementary materials, which instructors are encouraged to pre-pare before class. Many of these resources are designed to be made into transparencies or copied and then cut out. Preparation tips are offered in the IT notes.

J-1BOOK 18 APPENDIX J

APPENDIX J Lesson Resources

18L1 #1 Writing skill (Message role-plays) . . . . . . . . . . . . . . . . . . . . . . . . . .J-3

18L1 #2 Reading skill (Timed reading) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .J-5

18L2 #1 Weather report cards (Exercise F) . . . . . . . . . . . . . . . . . . . . . . . . . .J-7

18L4 #1 Reading skill (Timed reading) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .J-9

18L4 #2 Writing skill (Message role-plays) . . . . . . . . . . . . . . . . . . . . . . . . .J-11

18L5 #1 Reading skill (Timed reading) . . . . . . . . . . . . . . . . . . . . . . . . . . . .J-13

J-5

BOOK 18 APPENDIX J

US Military Academies The United States government established special

military academies for the armed forces to train its future

leaders in the sciences and in leadership. It offers young

people the opportunity to receive a high quality education

and guarantees them a commission when they go on

active duty. There are fi ve service academies in the United

States. The oldest one is the US Military Academy, which

is also called West Point. The US Naval Academy was

established in 1845 and is located in Annapolis, Maryland.

The Coast Guard Academy, located in New London,

Connecticut, was established in 1876, and the Air Force

Academy was established in 1954 near Colorado Springs,

Colorado. The Merchant Marine Academy is located in

King’s Point, New York. Its graduates receive commissions

in the Naval Reserve. Getting an appointment to one of these academies

is not an easy thing. Government offi cials select only a

small number of candidates each year. All candidates

must be highly motivated students and have a record of

loyalty and honor as well as leadership. In addition to

this, the candidates must have a good academic record.

Every year many students apply but only a few have the

necessary qualifi cations to become candidates, and even

fewer get appointments.

Word Count: 204

Reading skill — B18L1 #2Lesson 1Page 30Timed Reading

The Lesson Resources appen-dix includes a variety of mate-rials, such as the following:

• role-play cards• listening scripts• timed reading texts• transparency masters• activity cards

A partial gray bar on the edge of the first page of Appendix J makes it easy to locate.

J-11

BOOK 18 APPENDIX J

2A

MechanicTell the service manager to e-mail Mr.

Parker to let him know that his car will

be ready by tomorrow afternoon. The

repair will cost $99 and Mr. Parker can

pick up his vehicle at the service desk

anytime after 3 o’clock.

Service Manager The mechanic will tell you to send an

e-mail to a customer. Ask questions to

fi nd out what information is needed in

the e-mail.2B

4A

Maj NielsonThe base will give flu shots tomorrow

from 0800-1500 to anyone who wants

them. It is required that all military personnel receive the shot, and it’s highly recommended for their families

because the flu season is expected to be

bad this year.

SSgtMaj Nielson will tell you to send an e-mail. Ask questions to find out what

information you need to include in the

e-mail.

4B

1A

Mr. WolfsonTell your secretary to send an e-mail to

the travel office to notify them that you

will be traveling to Germany for business next week. You’ll need a plane

ticket and hotel reservations as soon as

possible.

SecretaryMr. Wolfson will tell you to send an e-mail. Ask questions to find out what

information to put in the e-mail.1B

3A

Paint store ownerTell one your workers to send an e-mail to a customer named Mr. Reid

to tell him that his special order is ready. He can pick it up at the store today or tomorrow, and the total cost

will be $789.

Paint store workerYour boss will tell you to send an e-mail to a customer. Ask questions to

find out what information you need to

include in the e-mail. 3B

Writing skill — 18L4 #2Lesson 4Page 116Message role-plays

Materials are labeled with lesson information

and location for easy reference and filing.


2 ALC STUDENT TExT ORGANIzATION: Homework

HW-1BOOK 18 LESSON 1 HOMEWORK

EXERCISE A Complete the letter with the words in the box.

HOMEWORK FOR BOOK 18 LESSON 1

Dear Wesley,

I am happy to tell you that you have been selected as a

candidate for an 1 to the US Air Force

2 . We have looked not only at your

3 record but also at your fine record of

4 as president of your high school class.

We receive many applications, and you are one of the few

who 5 to be an Air Force cadet.

In this package you will find further information

about what you must do to complete the necessary steps to

become an 6 . We have 7

a student record for you. This is where your letters of

recommendation, medical reports, and all other papers will

be kept. Your advisor is 8 Capt Handy.

You can 9 him by calling (500) 555-1234

between 8:00 and 5:00.

I offer you my congratulations and ask that you

complete the necessary application steps required to enter

our 10 of study. Many of our

11 say it’s the greatest opportunity

they’ve ever had.

Sincerely,

Maj Gen Alan Able, Commandant

1 – 5

Academy

qualifi es

academic

leadership

appointment

6 – 11

reach

named

program

graduates

appointee

established


HOMEWORK FOR BOOK 18 LESSON 2EXERCISE A Fill in the blanks with words from the box.

We have a very important news 1 for our radio listeners

tonight. A strong 2 is moving across the Atlantic Ocean

towards our city.

Because of the storm, city officials are ordering an 3 of

people from their homes to safer areas. It’s 4 that heavy

rains from the storm will 5 our town, and the water could

cover cars and houses. High winds could also cause several 6 .

The National Weather Service recommends that everyone evacuate to a safe place

until the 7 has passed. Police will start 8

all city roads tomorrow morning, so if you plan to evacuate, now is the time. We

now return you to our regular programming.

evacuation hurricane tornados

flash danger

barricading probable flood

EXERCISE B Match the synonyms.

1. drizzle a. bad, severe

2. force b. partly frozen rain

3. sleet c. danger

4. take precautions d. light rain

5. unfavorable e. be careful

6. hazard f. power


EXERCISE A Use the words from the box to complete the dialogs.

concerns agreement get rid of

supervises benefits

head convince to tell you the truth

1. Jan: I’m worried about my company health .

Jack: You should talk to your supervisor about your .

2. Paul: Did you that garbage?

Pat: , I forgot.

3. Alana: Our companies finally signed the today.

Josh: Great! Then you were able to them that it was a

good idea.

4. Jeff: Who’s the of this company?

Roger: I’m not sure, but Greg Jenson this department.


EXERCISE B Select the best answer.

1. Do you understand this homework?

a. No, I still don’t get the point.b. Yes, I’m going to get rid of it.c. Yes, it’s unfavorable.

2. How many employees does your company have?

a. We make 2 different products.b. The workers start at 0900.c. We have 25 people who work for us.


HOMEWORK FOR BOOK 18 LESSON 4EXERCISE A Select the best answer.

1. I’m going to some money each month for my vacation.

a. blameb. set asidec. look after

2. Paul only cares for himself. He doesn’t have any for others.

a. memoryb. disabilityc. consideration

3. You have a very good argument; , I disagree with you.

a. howeverb. thereforec. rather than

4. Don’t forget to put the meat in the refrigerator. It’ll .

a. carryb. sharec. spoil

5. Would you like to come with us to the movies?

a. alongb. duringc. such as

6. The police officer used to stop the man from hurting anyone.

a. forceb. memoryc. childhood

7. I was driving down the street when, , a man ran in front of my car.

a. all of a suddenb. thereforec. frequently

Reinforcement of Lessons 1 – 4Each lesson has a corresponding homework section located after the appendices. Lesson objectives are reinforced in the homework exer-cises, which students can complete independently after class.

At DLIELC, students are encour-aged to spend at least two hours per day doing homework and studying outside of class.


EE-1BOOK 18 LESSON 1 EVALUATION EXERCISES

1. Calvin’s looking for a job as an airline pilot. He’s already the necessary experience and pilot’s license.

a. acquiredb. appointedc. designed

2. Ed has completed all of the required training in automobile repair. Now, he’s mechanic.

a. an ineligibleb. a politicalc. a qualified

3. Dave’s interested in designing and building machines. He’ll probably get a degree in .

a. biologyb. chemistryc. engineering

4. Delia occasionally writes magazine articles, but her occupation is managing a travel agency.

a. socialb. primaryc. academic

5. The Air Force Academy is the newest US Service Academy. It was in 1954.

a. votedb. motivatedc. established

6. The President of the United States has the authority to people to some government positions.

a. designb. namec. reach

EXERCISE A Select the best answer.

EVALUATION EXERCISES FOR BOOK 18 LESSON 1

2 ALC STUDENT TExT ORGANIzATION: Evaluation exercises




1. Let’s drive to the and go swimming in the ocean.

a. floodb. coastc. barricade

2. The accident caused a lot of to my car.

a. hazardb. dangerc. damage

3. The sun in the east and goes down in the west.

a. flashesb. strikesc. rises

4. My father us not to play near the road.

a. warnedb. wished c. barricaded

5. The police are barricades on the flooded streets.

a. warningb. flashingc. setting up

6. Robert is a weatherman. He .

a. reports the daily conditionsb. repairs damaged buildingsc. teaches biology

7. Two days of heavy rain caused in the downtown area.

a. sleetingb. floodingc. hailing




1. This computer training will really you in your job.

a. concernb. benefitc. agree

2. Do you know the company’s on taking long vacations?

a. behaviorb. policyc. employer

3. You can buy a new car you have a good job.

a. all of a suddenb. now thatc. on the other hand

4. One of a manager’s jobs is to employees about their careers.

a. fireb. observec. advise

5. Ken is opening his own business. He needs to several employees.

a. hireb. point outc. get rid of

6. Let’s go to Mason’s Restaurant. The food is great and the service is .

a. excellentb. definitec. sudden

7. Now we are sure. The wedding will take place in May.

a. mainlyb. definitelyc. personally


1. A good teacher must be able to the students in the class.

a. spoilb. controlc. remind

2. The door handle was stuck, but I was able to it open.

a. fireb. forcec. attach

3. After they sell the business, each of the three owners will get a of the money.

a. pointb. sharec. detail

4. Ralph uses a wheelchair because he’s .

a. disabledb. ineligiblec. personal

5. Kim: Jan and Ben only knew each other for a week before they got married. Sue: Wow. That was .

a. blindb. deafc. sudden

6. We walked along .a. exerciseb. the treec. the street

7. You’re not allowed to any weapons on an airplane.

a. persuadeb. carryc. remind



Book Quiz PreparationEvaluation exercises (EE) for each lesson are located at the back of the book. The EE pages offer various types of exercises that reinforce the objectives of the four main lessons. They also provide a means for instructors to check student mastery of each lesson’s objectives.

The initial exercises in each EE lesson approximate both the reading and listening por-tions of the book quiz.


– NOTES –

21

Using the ALC Instructor Text

Scope & sequence chart

The introduction

Student text vs. instructor text

IT notes

3


3 USING THE ALC INSTRUCTOR TExT: Scope & sequence chart

AMERICAN LANGUAGE COURSE

ii

ALC Book 16: Scope & Sequence, Lessons 1 – 5

LessonVocabulary

FunctionsGrammatical Structures

Skills

1Fit for life

➤ Exercise

➤ Diet

➤ Relaxation

➤ Ask for and

give advice

on health and

fi tness

It + BE + adj. / noun phrase

➤ It’s not a good idea to jog

at night.

Why don’t / Why not to give

advice/suggestions

Had better for strong advice

Past perfect

➤ Read and write topic &

main idea

➤ Listen & select inference

➤ Scan to identify synonyms

➤ Timed reading (1 minute)

& answer 6 questions

➤ Scan a text to complete a

chart

2US Military customs

and courtesies

➤ Military traditions

➤ Rights & privileges

➤ Senior offi cer ranks

and grades

➤ Ask for

and give

information

about military

customs and

courtesies

Present BE-passive to

express present habits

Have got to to express

obligation or necessity

Past perfect progressive


main idea

➤ Scan & identify synonyms

➤ Give & take messages

➤ Write a paraphrase

➤ Rewrite a text in briefer

form

3Let’s go to the

theater.

➤ Entertainment

➤ An actress and an

actor

➤ Interviewing a

young musician

➤ Ask about

and express

preferences

Prefer + noun/pron/gerund +

to/rather than + noun/pron/

gerund➤ I prefer tea to coffee.

➤ I prefer walking to

driving.

Prefer + to-infi nitive + rather

than + bare infi nitive

➤ I prefer to swim rather

than run.

Would rather (than)

➤ I’d rather ski than swim.

Adjective /adverb + enough

➤ He’s old enough to join.

➤ Read and fi ll in information

about a person

➤ Read & select inference


& antonyms

➤ Timed reading (1 minute)


➤ Give & take messages

➤ Rewrite a text in briefer

form

4Using computers

➤ Computer

hardware

➤ Software

➤ Smart computers?

➤ Smart houses

➤ Ask about

and express

capability and

incapability

Be unable to to express

incapability

Too much / too many +

(non)count noun

➤ There are too many cars.

Verb to noun with -tion and

-sion


main idea

➤ Read & select inference


and antonyms

➤ Pronounce base forms

and derivatives

➤ Write a paraphrase

➤ Scan a text to write

information in a chart

5 Review

Lesson 5 reviews all vocabulary and structures introduced in Lessons 1– 4.

Planning & Review Made EasyThe second page of the preface contains a helpful scope & sequence chart, which highlights each of the objectives for the book. This quick reference guide appears in both the IT and the ST. Instructors can use the information to plan lessons or quickly search for an objective’s appearance. Students can use the chart as a study guide.

A complete listing of scope & sequence charts for Books 1 – 24 is in Appendix C of this book.


iiiBOOK 12 PREFACE

The American Language Course (ALC) is an English-language program designed for students who need to understand and communicate in English in vocational and professional contexts. Its books are intended for intensive language instruction. In the ALC, grammar and vocabulary are taught and explained thoroughly, and all four language skills are developed systematically.

About the ALC programEach of the six ALC levels builds on the previous one to develop basic skills in the areas of listening, speaking, reading, and writing. The course employs traditional methods of language teaching as well as more recently developed communicative approaches. Dialogs, student-centered activities, audio and video recordings, computer-delivered interactive multimedia instruction (IMI), and other supplemental materials enhance the instruction. Each book is designed for approximately 30 hours of classroom teaching. The books are made to be used in sequence, and each book builds on the preceding one to promote cumulative language acquisition.

The ALC incorporates four components of language learning in its curriculum: vocabulary, grammatical structures, language functions, and skills.

• The lessons present vocabulary (individual words as well as phrases) that the learner needs to understand and use in order to communicate effectively in English. Vocabulary is presented in contexts appropriate for learners studying in professional and vocational environments. The ALC’s program also includes military topics and specific military vocabulary. This significant feature sets the ALC apart from other language curricula.

• Grammar is carefully and systematically sequenced so that the learner continually builds on previously acquired knowledge. The structures presented are forms a language learner needs to master in order to speak and write standard English. Grammar charts and tables help to direct the learner’s attention to significant information. Illustrations elucidate difficult grammar points.

• Speakers of a language community use language functions when they interact with one another. Activities in this book emphasize interactional strategies for communication that a foreigner or second-language learner must master in order to perform in the target language with competence and self-assurance. These include initiating, maintaining, and closing conversations; communicating and responding to intentions, wishes, and beliefs; and behaving appropriately in face-to-face interaction. In each lesson, exercises targeting the process of communication (rather than the linguistic product) teach learners how to successfully communicate in English. By focusing on the acquisition of language functions, students develop the ability to use the same interactional skills that native speakers use, and they learn to manage their own conversations in the target language.

• Exercises working with language and academic skills are also interspersed throughout the lessons. These aim to develop and increase proficiency in listening, speaking, reading, and writing. The material allows students to develop practical academic skills universal to any language situation and appropriate for future vocational or academic writing.

The convenient Instructor TextAn instructor text is available for each ALC book. It tells the instructor how to most efficiently teach the course. These texts contain complete answer keys for exercises and copy masters for transparencies. Since they contain answers, access to these books should be carefully controlled. The instructor texts have been written for the inexperienced, non-native English instructor as well as the more experienced teacher. Explanations of grammar points are intended to give novice instructors sufficient language to talk about teaching English with colleagues and supervisors. In addition to the activities provided in the student texts, the instructor texts contain suggestions for a variety of supplemental individual, partner, and teamwork activities that enhance learning, provide realistic language situations, and enliven the classroom.

Introduction

3 USING THE ALC INSTRUCTOR TExT: The introduction

Course Information & Teaching TipsNovice instructors or those new to the ALC, 2nd Edition, will find an informative, level-specific introduction to the course in the IT preface. The introduction is followed by suggestions for classroom management and practices. Additionally, descriptions of the most common types of ALC exercises, along with teaching strategies appropriate to the particular level, are located at the end of the preface and referred to often in the IT notes.

AMERICAN LANGUAGE COURSEviii

Classroom managementThere are many factors that can enhance language learning. A skilled instructor can play a significant role in the learning process. Instructors can manipulate the language learning environment to create optimal conditions for learning. Classroom management includes factors ranging from the physical layout of the classroom to the methods, practices, and procedures the instructor uses to successfully achieve lesson objectives.

The ALC presents an eclectic curriculum. It incorporates practical teaching techniques from a variety of methodologies. The suggestions provided on the following pages detail practices and procedures for effective language teaching.

The typical ALC studentALC students tend to be highly motivated, career-oriented, adult learners. Most have previously attended courses and undergone rigorous training in a wide variety of divergent fields. Their prior experience may include academic or practical, professional or vocational, physical or mental training. While no learner arrives at the classroom as a blank slate, this is especially noticeable with regard to ALC students. They tend to bring superior cognitive abilities and vast prior knowledge and experience to the language learning environment.

ALC students are very likely to be able to consciously draw on previous educational and training experiences when learning the new language. Thus, ALC instructors should be mindful of this potential background and make learning meaningful by

• interweaving course content with students' personal lives, interests, and career or academic goals

• making connections and associations between students' prior knowledge and new information.

Encouraging student interactionSpeaking is essential to language learning. Students need opportunities to engage in meaningful and authentic communication, i.e., the kind of language typically used in real-life situations to accomplish real-life tasks. Students will not always have access

to English outside the classroom; therefore, it is up to the teacher to create such opportunities in the classroom. To help facilitate authentic language use, employ strategies like the following on a daily basis.

• Begin each day mingling with students, practicing greetings, and engaging in small talk.

• Provide time for students to converse informally with each other in English.

• Ask about the students’ personal lives and opinions. To do this, focus on topics and current events in which they are interested.

• Encourage students to discuss their learning experiences. Talk about language difficulties they have experienced. Let them offer advice for solving language problems that classmates have encountered.

Giving classroom instructionsClassroom instructions should be simple, clear, and brief. Repeating, raising your voice, and over-explaining cause confusion and anxiety. As a rule,

• Demonstrate what you want students to do.

• Spell individual words out loud when students say they don’t understand them.

• Tell students to turn to pages and exercises by using numbers and letters whenever possible.

• Provide realistic time limits for completing activities. Tell students exactly how long they have to complete an activity, and adhere to that time limit. If most students are unable to finish, extend the limit for a specified amount of time.

Teaching classroom languageJust as vocabulary and grammar are taught, classroom language should be taught. In the ST, exercise headings provide lots of instructional vocabulary or teacher talk. Encourage students to read and understand the headings. In addition, provide students with language to ask for help, e.g.,

• Repeat, please.

• Please spell that word.

• Speak more slowly.

• Say again?

AMERICAN LANGUAGE COURSEx

Classroom practicesIntroducing a lesson’s themeEach ALC lesson introduces 30-40 new vocabulary words. Usually these focus on one particular theme. Before beginning a vocabulary section, lead a warm-up discussion of the topic. Focus students’ attention on any accompanying illustrations. The pictures and discussion will serve to stimulate interest and will give students an opportunity to use vocabulary they already know. It will also provide a little background information for students unfamiliar with the topic.

If students have difficulty grasping the meaning of a new term, keep in mind that meaning is often best conveyed by showing similarities and differences between vocabulary items. Here are some other effective ways of getting meaning across.

• Show an item.

• Draw the item in contrast to another item.

• Demonstrate.

• Illustrate size or angle with a scale or grade.

• Present groups of words in a category.

• Provide an antonym.

• Provide a synonym. (Be sure to emphasize that the word is similar to rather than the same as.)

In the ALC, we use the term vocabulary to mean not only single-word items, but also collocations (words that often go together), such as coffee cup or heavy rain, as well as lexical phrases and idiomatic usage, e.g., How do you do? Once vocabulary has been introduced, provide pronunciation practice with the new terms.

STEPS INTRODUCING NEW VOCABULARY

1. With student books closed, conduct repetition drills with the new words.

2. With books open, conduct another repetition drill with the new vocabulary items before beginning any other activity.

3. Have students find and underline the new words in the text as you read the dialog or paragraph aloud. (It may be necessary to write the specific words occurring in the text on the board to help students recognize them.)

NOTE: Often the most opportune time to teach a word’s pronunciation is before students see it. If you practice a vocabulary repetition drill with books closed, the only clue students have is an oral one. Thus, the confusion that often arises as a result of seeing the spelling of a word is eliminated. Any effect derived from prior familiarity with the word is also eliminated. Take, for example, a military rank. If students only hear kernel with no meaning attached, they will repeat a close approximation of it. However, if they hear kernel but see colonel, many students will say coh-loh-nel, even though it differs from the model, but very likely because of language transfer from their own language. For this reason, it is recommended that pronunciation of new vocabulary be practiced first with books closed, and then with them open. If students subsequently mispronounce a word while reading, the instructor can remind them that they said it correctly before.

Correcting errorsThe ALC’s goal is to help language learners become proficient in English. In other words, the aim is to develop the skills people need to communicate effectively and comfortably in English. In order to develop these abilities, there will be times when the focus needs to be on proficiency (the ability to communicate ideas fluently), and other times when the focus needs to be on accuracy (the ability to speak with as few errors as possible). As a result, error correction or constructive feedback will vary, depending on the goal of a particular activity.

METHODS OF ERROR CORRECTION

• Indicate where the error is, but let the student correct it.

• Give two or three correct answers, and let the student select the one he or she wants to use.

• If a student has not been able to answer a question, give your own answer as a model; then, ask the question again.

• Repeat the content of what the student said, but say it correctly.

• Reword a question to which a student has given an inappropriate response.

• Let other students provide correction.

AMERICAN LANGUAGE COURSExii

The ST uses various tried-and-true ESL exercises and activities repeatedly. These include matching, true-false, gap-fill, labeling, categorizing, alphabetizing, answering questions, completing charts and graphic organizers, etc. The IT also occasionally recommends other exercises and activities and describes how to do them. The following pages provide short, step-by-step instructions for many of the exercises and activities occurring frequently in the ST. (Instructions that are self-evident, such as those for matching and true-false statements, are not included here.)

Oral drillsDrills can be divided into two main types: repetition drills and transformation drills. In repetition drills, students simply repeat what they hear without changing the word or sentence. Transformation drills require students to change the sentence in a minor way. Students orally produce the transformed sentence; the teacher reinforces their production by repeating the correct form again. There are various types of transformation drills: person-number substitutions, singular-plural transformations, tense transformations, patterned response drill, chain drills, cued response, and directed dialog repetition.

For all drills, keep these general guidelines in mind.

• Maintain a stimulating pace so that students don’t get bored; however, don’t speak so rapidly that they can’t keep up.

• Demonstrate rather than explain. − Keep instructions as brief as possible.

• Always have students listen first before you require them to repeat.

• Don’t repeat the prompt in unison with your students. − Listen to what they are saying.

• Say Again and gesture with your hand when you want them to repeat.

• When the choral drill has been adequately mastered, move on to individual drilling.

• If students cannot master your choral drill, model problematic words or phrases again. Let them be successful before you move to individual drilling.

Teaching techniques and procedures for exercises

STEPS DRILLING WORDS OR SENTENCES

1. Tell students: Listen.

2. For individual words, say the word. Gesture for students to repeat. Listen to them saying the word. Reinforce correct pronunciation by saying the word again.

3. For statements, say each sentence with falling intonation. For questions, say each question with rising intonation. Gesture for students to repeat. Listen to their sentence. Reinforce correct pronunciation by saying the sentence again.

4. Have all students repeat in chorus until performance is satisfactory. Then, follow the same procedure and drill with individual students.

Choral drills are used because students feel more comfortable practicing in a group; however, on occasion a drill won’t work right the first time. If a word, sentence, or dialog line causes difficulty, and the group is unable to repeat in chorus even after you’ve modeled a second time, stop the choral production and conduct the drill with individuals. Once students are able to repeat individually, give them another opportunity to repeat it in chorus.

NOTE: With long sentences, backward build-up is effective. This technique entails having students repeat phrases from the end of the sentence to the beginning. Always maintain the pronunciation that each phrase has within that particular sentence. The following example demonstrates backward build-up.

EXAMPLE: I want to go home early in the morningthe day after tomorrow.

TEACHER: tomorrow

STUDENT: tomorrow

TEACHER: after tomorrow

STUDENT: after tomorrow

TEACHER: the day after tomorrow

STUDENT: the day after tomorrow

TEACHER: in the morning the day after tomorrow

STUDENT: in the morning the day after tomorrow


99BOOK 17 LESSON 4

1. Don’t unplug or carry an appliance by its cord because it can damage the cord.

2. Don’t use cords in which you can see the metal wires showing through the plastic. The insulation is there to protect you. If you touch an uninsulated wire, you could get hurt by an electric shock when the electricity flows through your body.

3. Don’t leave cords in high traffic areas. The cords can easily get damaged through people stepping on them.

4. Don’t plug too many appliances into outlets on the same circuit because it can cause the electricity to shut off. Also, a short circuit in your home’s electrical wiring or in an appliance’s wiring can cause the power to go out. A short often happens when the electrical current doesn’t flow where it’s supposed to.

5. Don’t touch an appliance if it falls into water or gets wet. Water is a very good conductor of electricity, and you may get an electric shock.

6. Don’t work on the wiring in your home if you are not an electrician. Always rely on a professional to do the job.

Vocabulary Is your home safe?

YES NO Mark your answer with a check in the box.

A. Do you ever use electric appliances near water?

B. Can you see the wires inside any of your power cords?

C. Does the electricity in your kitchen often go out?

D. Do you ever unplug appliances by pulling the cord?

E. Do you fix electrical problems in your home yourself ?

F. Have you put any power cords under carpets, through

doorways, or next to hot appliances?

EXERCISE A Match each question above with its explanation below.

D


3 USING THE ALC INSTRUCTOR TExT: ST vs. IT

The Student TextEach lesson contains several sections that introduce vocabulary, grammar, skills, and language functions. Each section contains the presentation of one or more objectives followed by exercises to practice the objective(s).

* LAnguAge AReA heAdings

• Vocabulary• Grammar• Listening• Speaking (also Pronunciation)

• Reading• Writing (also Punctuation)• Dialogs (functions or speaking skills)• Performance Check (for review)

Example answers help clarify instructions.

The language area heading * and a specific title mark the beginning of each section of a lesson.

Subheadings sepa-rate the exercises in each section and provide instructions aimed at the students’ language level.

New vocabulary is bolded.


3 USING THE ALC INSTRUCTOR TExT: ST vs. IT

BOOK 17 LESSON 4 99

Books openWritten cueWritten responseIndividual

Use the questionnaire at the top of the page to complete this exercise. Instruct students to read the warning and select the question that the warning addresses.

After checking the exercise, model the pronunciation of the vocabulary in the margin. Elicit and clarify the meaning of new words using context as much as possible. Encourage students to give their opinions about the information given in the exercise.

VOCABULARYNEW VOCABULARYcordto damagewireto protectuninsulatedshock (n)through (prep) (by means of)short circuitwiring short (short circuit)currentconductorelectrician

PresentationAllow students to answer the questions in the questionnaire individually. If necessary, explain the meaning of cord by showing the students one in the classroom. Point out that an electrical cord has a plug that fits into an electrical outlet. Discuss their answers to the questionnaire as a group. If students answer yes to any of the questions, discuss why this behavior might be dangerous.

EXERCISE A

99BOOK 17 LESSON 4

1. Don’t unplug or carry an appliance by its cord because it can damagethe cord.

2. Don’t use cords in which you can see the metal wires showing through the plastic. The insulation is there to protect you. If you touch an uninsulated wire, you could get hurt by an electric shock when the electricity flows through your body.

3. Don’t leave cords in high traffic areas. The cords can easily get damaged through people stepping on them.

4. Don’t plug too many appliances into outlets on the same circuit because it can cause the electricity to shut off. Also, a short circuit in your home’s electrical wiring or in an appliance’s wiring can cause the power to go out. A short often happens when the electrical currentdoesn’t flow where it’s supposed to.

5. Don’t touch an appliance if it falls into water or gets wet. Water is a very good conductor of electricity, and you may get an electric shock.

6. Don’t work on the wiring in your home if you are not an electrician.Always rely on a professional to do the job.

Vocabulary Is your home safe?

YES NO Mark your answer with a check in the box.

A. Do you ever use electric appliances near water?

B. Can you see the wires inside any of your power cords?

C. Does the electricity in your kitchen often go out?

D. Do you ever unplug appliances by pulling the cord?

E. Do you fix electrical problems in your home yourself ?

F. Have you put any power cords under carpets, through

doorways, or next to hot appliances?

EXERCISE A Match each question above with its explanation below.

D


B

F

C

A

E

The ST Reduction in the Instructor TextA reduced version of each ST page with the answers included is reproduced in the IT, so the instructor and students are always on the same page. The IT margins con-tain additional instructional information relating to the objective(s).

Answers are not provided in exercises which require person-alized answers, such as in this activator.

Answers appear in a different font from examples for easy identification.

AnsweR ALeRts in the instRuctions

• Number 1 is an example. Students see the answer in the ST.

• Answers may vary. Slight variations are possible; answers usually appear in the IT.

• Answers will vary.Several answers are possible; sample answers may appear in the IT.

The IT notes in the side and bottom margins contain important informa-tion for the instructor. The next five pages demonstrate how in-structors can use the IT notes to plan and prepare their lessons.


The Table of Contents PageThe IT notes in the margins enable instructors to maximize their planning time. Each lesson begins with a table of contents page, which contains im-portant information about the specific objectives and content of the lesson. It also provides tips and guidance for the overall preparation of the lesson.

3 USING THE ALC INSTRUCTOR TExT: IT notes

BOOK 16 LESSON 3 57

Objectives✪ Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the preview page.

✪ Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but which may appear on book quizzes.

✪ Inquire about and express preferences.

✪ Use would rather (+ optional than construction) in affirmative statements, affirmative yes/no and information questions, and affirmative and negative answers to express preference.

✪ Use prefer in the following patterns in affirmative statements, affirmative yes/no and information questions, and affirmative and negative answers to express preference:

• prefer + noun/pronoun + to/rather than + noun/pronoun

• prefer + gerund + to/rather than + gerund

• prefer + to-infinitive + rather than + bare infinitive

✪ Use an adjective or adverb + enough (+ optional to-infinitive phrase) in affirmative and negative statements, affirmative yes/no questions, and affirmative and negative answers to express sufficiency.

(continued on next page ➣➣➣)

LESSON 3 OVERVIEWRESOURCES: Entertainment section of newspapers, posters, movie magazines, pictures of operas or plays, or any other entertainment item that will help demonstrate the vocabulary.

Additional material required for teaching this lesson is located in the appendices. Identify the following material before beginning the lesson.

APPENDIX J LESSON RESOURCES16L3 #1 Messages p. J-2116L3 #2 Timed reading p. J-23

PREPARATION: Copy and cut the 4 messages of 16L3 #2 into separate strips before the lesson. The number of copies to make depends on the number of students.

For recommended teaching techniques, refer to the preface of this text.

✪ Listen to a word, determine which syllable receives primary stress, and circle the corresponding number. (Audio)

✪ Listen to a text 60-150 words in length (about 20-45 seconds), and select its topic from 2 or more choices. (Audio)

✪ Listen to a text 60-150 words in length (about 20-45 seconds), and write its topic. (Audio)

✪ Listen to a text 60-150 words in length (about 20-45 seconds), and select its main idea from 2 or more choices. (Audio)

57BOOK 16 LESSON 3

3

Let’s go to the theater.

57BOOK 16 LESSON 3

VOCABULARY: All kinds of entertainment . . . . . . . . . . . . . . . 59Local actress in town this weekend . . . . . . . . . . 60Acting couple will perform together on stage . . . . . 61

GRAMMAR: Which city would you rather visit? . . . . . . . . . . . 64

SPEAKING: Giving messages . . . . . . . . . . . . . . . . . . . . 66

VOCABULARY: All about music—A radio talk show . . . . . . . . . . 68

GRAMMAR: Which do you prefer? . . . . . . . . . . . . . . . . . . 74

DIALOGS: Asking and talking about preferences . . . . . . . . . 77

GRAMMAR: Are you tough enough to be a Marine? . . . . . . . . . 78

READING: Making inferences . . . . . . . . . . . . . . . . . . . 80Reading faster for better comprehension . . . . . . . 82

Lesson overview guides teacher planning with sug-gestions for lesson-related realia to bring to class. Also, all lesson resources, such as listening texts or transpar-ency masters, are listed. Preparation guidance is of-fered when applicable.

Lesson objectives appear at the bottom of the page in the order of vocabulary, function, grammar, then skills. Skills objectives continue at the bottom of the next page.


The Preview PageThe second page of each lesson is called the pre-view page. It serves as a handy planning reference for teachers and as a study guide for students.


AMERICAN LANGUAGE COURSE58

VOCABULARYOBJECTIVE: Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the preview page.OBJECTIVE: Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but which may appear on book quizzes.

FACILITATIVE VOCABULARYaudienceband (musical group)box officecombine eventkidsknowledgesonataswan

✪ Listen to a text no more than 150 words in length (no more than 45 seconds duration), and write its title. (Audio)

✪ Listen to a short dialog (2-3 exchanges) and select the correct inference. (Audio)

✪ Orally pass on spoken and written messages.

✪ Take the part of a participant in a dialog containing a maximum of 5 exchanges: first, listen to a recording of the dialog; then, respond to oral prompts in the recording. (Audio)

✪ Read a short text and select the correct inference.

✪ Read a key word and a row containing a maximum of 6 additional words, and circle each word identical to the key word (time restriction: 3 seconds per row). (Audio)

✪ Read pairs of phrases within a limited time, and identify the pairs as being the same or different (time restriction: 2 seconds per pair). (Audio)

✪ Read a key word and a row containing a maximum of 5 additional words, and circle the word with the same meaning as the key word (time restriction: 3 seconds per row). (Audio)

✪ Read pairs of words or phrases within a limited time, and identify the pairs as being synonyms or antonyms (time restriction: 2 seconds per pair).

✪ Read silently a text approximately 200 words in length within a time of no more than 1 minute, and select the answers to 6 comprehension questions with 70% accuracy (4 questions asking for factual information and 2 for inferential or general understanding).


Nounsactoractressadventureawardballetcomedyconcertdramadrumsguitarhumorinstrumentmusicalmusicianoperaorchestraperformancepianoplaypreference

rolerowstagesymphonytalenttheatertype (of)violin

Verbsactawardcan’t standdislikehateperformplay prefer (to)quit ➝ quit / quitwould rather

Other wordsantiqueclassicalclose (to)eitherenoughfurthermorehumorouskindlikewisemodernmusicalneitherrather thanscaryserious

NEW VOCABULARY

LANGUAGE FUNCTIONAsk and talk about preferences.

Would you rather take the train than the bus?Do you prefer the train to the bus? Which do you prefer, the train or the bus?

I’d rather take the bus than the train.I prefer the bus to the train.

NEW GRAMMAR STRUCTURES

I’d rather see a comedy than a drama.

I prefer swimming to jogging.

Paul didn’t study enough to pass the test.

Preview What’s new in Lesson 3?

New vocabulary items are listed alphabetically by

part of speech.

Additional words from the lesson appear in alphabetical order.

Examples highlight the grammar and func-tion of the lesson.

The two vocabulary objectives apply to each vocabulary presen-tation of the lesson.

Homework or Audio in parentheses indicates the recycled skills objectives which occur only in the homework or lab activities for the book.




GRAMMAROBJECTIVE: Use to be + an adjectival or noun phrase after the linking verbs seem and appear in affirmative and negative statements, affirmative yes/no and what-questions, and affirmative and negative answers to indicate a state or condition.

PresentationAnother way to talk about perceptions is to use appear or seem + to be + a noun phrase or adjectival phrase. A noun clause cannot follow to be in this grammatical structure.

➊ Open books and focus on the image of the man next to the paradigm. Ask the students, Who do you think he is? What do you think is happening? Accept any logical guesses and write them on the board. Do not expect correct use of the target structure yet.

➋ Review the paradigm and ensure that students understand what can follow to be in this grammatical structure: noun phrases and adjectival phrases.


After matching, tell students to underline the words that follow to be in the question column. Point out that none are clauses; i.e., none contain a subject and its verb.

EXERCISE APoint out that seems to be cannot be used in a sentence the same way as seems like, which was covered earlier in the lesson.

➌ Returning to the image, guide students to produce correct sentences using the target grammar based on the guesses written earlier. Write these on the board.

NOTE: Before simple adjectives, to be may be omitted. However, to focus on the target grammar and prepare for the book quiz, insist on its inclusion.


Heappears

seemsto be

worried.in a hurry.

a business man.running to his plane.

Grammar He appears to be a business man.

❖ We often use to be after seem and appear to make guesses about something.

EXERCISE A Match the question and answers.

1. What appears to be the problem a. Yes, she looked like shewith the tour bus? was running a temperature.

2. Did Roger seem to be too busy to b. Well, we’ll miss lunchhelp us ? every other day.

3. Did Jan seem to be sick yesterday? c. No, I didn’t see any others.

4. What seems to be the matter with d. Yes, his desk was coveredthe computer? with papers.

5. Does Alex appear to be angry? e. It has a fl at tire.

6. Did there appear to be any more f. I’m not sure. The screentrains arriving at that time? just went black.

7. What seems to be diffi cult g. Not to me. He looks likeabout the new schedule? he’s quite calm.

8. Did Mark appear to be tired h. I think so. He fell asleepyesterday? during the meeting.

e

d

a

f

g

c

b

h

Objectives, Presentations, & Exercise KeysThe target objective for each section of a lesson and suggestions for its presentation appear in the IT notes. Each exercise which follows has a corresponding abbreviated key located in the bottom section of the page.

Grammar, skills, and func-tion objectives appear near the section’s main heading.

Additional procedural in-

formation often follows the key.

* The information in the four lines of the exercise key always appears in the same order.

Conditions for the activity ➙ Books open, Books closedType of cue ➙ Visual, Oral, Written cueType of student response ➙ Oral, Written responseStudent participation ➙ Individual, Choral, Pairs, Group

A key * provides quick guidance for the presentation of

each exercise.

Presentation notes introduce the objective and its focus or theme. They also provide background in-formation and references to related objectives in the ALC. Suggested procedures, along with step-by-step instructions and examples, follow.




Refer to the preface for suggestions about checking answers.

COMPREHENSION QUESTIONS 1. Who is Barbara Blair? (A local

actress who has won many awards for her perfomances.)

2. Where can we watch her perform? (In movies, TV programs, and plays.)

3. What kind of movie was “The Return of the Red Death”? (A scary one.)

4. Why was Barbara named “Woman of the Year”? (Because she performs jobs in the city that help poor students go to college.)

5. Ms. Blair has performed in both movies and plays. Which would she rather do? (She would rather perform in plays than in movies.)

PresentationThis text describes a fictional actress and discusses her career.

After students have finished reading, use the comprehension questions above to ask about the text.

Review the vocabulary as described in the preface.

NOTE: Two definitions for to perform and to act are covered in this lesson.

One definition of to perform refers to what actors, actresses, musicians and singers do on the stage (and in movies). The other definition means to carry out a task, as in Lt Gold performed his job well. Both definitions are covered in the text on this page.

NEW VOCABULARYactressto perform (to act)stageplay (n)award (n)performance (a public presentation)to act (to perform)scaryfurthermoreto awardto perform (to carry out a task; to execute a duty)to preferwould ratherrowactortheater

To act has a meaning similar to to perform in the sense of actors and actresses in plays, but it has another meaning which is quite different: To act also means to behave in a certain way, as in After hearing the news, Mike acted strangely. This definition is covered in the fourth vocabulary presentation in this lesson, All about music.

CULTURAL NOTE: In the past decade, the gender-neutral word actor has been used more and more frequently to refer to both male and female theatrical performers.

EXERCISE


Vocabulary Local actress in town this weekend

Barbara Blair is a local actress who has performedin movies, on TV programs, and on the stage in plays. In her short career, she has already won many awards for her performances.

Blair acted in her first movie, Return of the Red Death,in 1999. She won the Best Movie Actress Award for playing a dead woman who came back to life in that very scarymovie. Two years later, she received television’s annual Best Actress Award. Furthermore, the New York Actors’ Club awarded her the 2007 Woman of the Year Award because she had been performing many different jobs

without pay in the city to help poor students go to college.

The actress prefers performing on stage to acting in movies. Movies may pay better, but she would rather perform in front of people. “When I’m on stage,” she says, “I can make a connection with the people in the audience, especially with those who are sitting in the first two rows.” Often her husband, actor Robert Blair, is in the first row with their two children.

The actors are both in town this weekend. They’ll be performing in the same play, Who’s at the Door? at the Carver Theater downtown beginning Saturday night.

EXERCISE Match each vocabulary word with its meaning.

1. actress a. to like one thing instead of or more than another

2. play b. a line of seats in a theater or stadium

3. theater c. the area in the theater where actors perform

4. scary d. plays are performed in this building

5. stage e. in addition; besides

6. to perform f. a woman actor

7. furthermore g. frightening

8. to prefer h. to act on stage, TV, or in movies; to do (a job or duty)

9. row i. something a person receives for doing a good job

10. award j. a story performed by actors on a stage

f

j

d

g

c

h

e

a

b

i


New vocabulary is listed in order of first appearance next to each vocabulary heading.

Oral questions and drills, answers to cer-tain exercises, or short listening texts appear in the IT margin near the corresponding presenta-tion or exercise.

Notes alert instructors to areas of potential dif-ficulty and provide addi-tional details for advanced classes. They also provide longer explanations and clari-fications especially helpful to novice or non-native instructors of English. Cultural

notes, which are sprinkled throughout the ALC, pro-

vide additional information of interest for instructors to

share with students.

Vocabulary, Extra Material, & NotesEach vocabulary presentation is accompanied by a listing of target words found in the text. Additional material and helpful notes support many of the presentations and exercises.



Appendix Guides, Exercise Headings, & More Teaching IdeasVisual cues for exercises and appendix references help instructors find information quickly. Suggestions for changing and extending the exercises allow instructors maximum flexibility with a minimum of planning time.


Books openWritten and oral cueWritten and oral responsePairs

Circulate and monitor students’ accurate use of the vocabulary as well as their grammar and pronunciation.

Books openWritten cueWritten and oral responseIndividual

If necessary, model a weather report for the place you are in. Be sure to answer the 4 questions in the box.

Give each student a weather card from Appendix J and allow them enough time to prepare a short, oral weather report. Permit students to make notes and use them while giving their reports.

ADAPTATION: For a more realistic activity, if internet access is available, print out weather reports from online weather web sites to use instead of the cards in the appendix.

Additional activityTell students to take notes on their peers’ reports. After each report, ask specific students comprehension questions. Use the weather cards from the appendix to formulate questions.

Text Location Item Number

Appendix J 18 L2 #1 p. J -7

PREPARATION: Copy and cut out the weather report cards before the lesson. The number of copies to make depends on the number of students.

EXERCISE F

EXERCISE FEXERCISE E


EXERCISE E Ask your partner questions and complete the chart.

Have you ever been in a … ? No Yes When Where

1. hailstorm

2. fl ood

3. hurricane

4. tornado

If your partner answers yes, continue with questions about when and where.

EXERCISE F Prepare an oral weather report that answers the questions.

Use the information card your teacher gives you.

1. What are the general weather conditions?

2. Are the conditions favorable or unfavorable?

3. Is there any severe weather?

4. If you had time, would you visit this place?


Base Esperanza, Antarctica

Mostly sunny,High temperature 4˚F Low temperature -15˚FChance of snowWarning: severe cold overnight, stay indoors

Kuwait City, Kuwait

Clear and sunnyHigh temperature 113˚F Low temperature 87˚FVisibility 6.2 milesWinds 20 MPH

Paris, France

Cloudy and rainyHigh temperature 67˚F Low temperature 47˚FStrong thunderstorms probableTake precautions when driving

Austin, TX

CloudyHigh temperature 75˚F Low temperature 59˚FSevere weather warning: expect storms with large hail and lighting

Damage to cars and homes likely

Rio De Janeiro, Brazil

Chance of rain 75%High temperature 73˚F Low temperature 69˚FRain most of the dayFlash flooding in some areas of cityHazardous conditions

Honolulu, Hawaii

Sunny and pleasant, rain unlikelyHigh temperature 88˚F Low temperature 76˚FWater visibility 75 feetCool breezes in the evening

Edinburgh, Scotland

FoggyHigh temperature 41˚F Low temperature 31˚FDriving hazard: heavy fog in the a.m., followed by drizzle turning to sleet in the afternoon

San Juan, Puerto Rico

Sunny and clearHigh temperature 92˚FLow temperature 75˚FWarning: hurricane watch for southeast coast of Puerto Rico until 3 a.m., high winds and flooding possible

Weather report cards — 18L2 #1

Lesson 2Page 54

Exercise F

Lesson resource pages in the ap-pendix are numbered and labeled to reference the lesson, page, and appendix guide in the IT.

Exercise headings provide a visual reference to an exercise and its corresponding procedural and / or supplementary material.

Adaptation sugges-tions contain ideas for modifying the

exercise.

The appendix guide indicates the location

of supplementary material.

Additional activity suggestions provide ideas for ex-

tending practice of the objective beyond the exercise in the book.

31

4ALC Objectives

The selection process

Enabling & terminal objectives

Systematic recycling

Continual reinforcing


4 ALC OBjECTIvES: The selection process

Language objectives are the foundation of the entire ALC program and central to the design of the course. They specifically state what the student is expected to know and be able to do with the language after a unit of instruction. The presentation of each language component corresponds to a specific objective that appears in the IT. The exercises which follow the presentation allow students to practice the objective and fulfill its requirements.

Various enabling objectives cover each of the four language components in every ALC lesson. Enabling objectives are the building blocks necessary to accomplish terminal objectives. Terminal objectives are based on the expectation of student performance at the end of a course of instruction. In the development of the first edition, a set of terminal objectives in the skills areas of listening, speaking, reading, and writing were established. Enabling objectives for each of the skills areas, as well as for vocabulary, grammar, and functions, were then defined to support the accomplishment of the terminal objectives.

Selection of Enabling and Terminal Objectives for Skillsin the ALCDLIELC curriculum developers, using input from the Interagency Language Roundtable, created a prototype of the DLIELC General- and Specialized-English graduate, who usually attends a US military follow-on training (FOT) course conducted in English. The needs of this composite graduate, which are listed below, were first used to generate the terminal skills objectives and then to develop the enabling skills objectives, which appear in the lessons.

Listening

• receive training in the form of a lecture, briefing, demonstration, class report, and instructions

• follow classroom dialogs and discussions, conversations, requests for information on standard forms, and military courtesies

• understand warnings, announcements, informal messages, and the listening part of FOT examinations

speaking

• give briefings, class reports, technical instructions, warnings,and informal messages

• participate in classroom dialogs and discussions aswell as conversations

• observe military courtesies respond orally to FOT examination questions

Although the ALC, 2nd Edition, is much different in appearance and content from the first edi-tion, the objectives in both are essentially the same, with few exceptions. (See Appendix D for further in-formation on the ALC revision.)

Each DLIELC graduate will have specific, varying needs based on the individual’s FOT requirements.


4 ALC OBjECTIvES: The selection process

Reading

• receive training through technical materials and instructions

• get information from charts, tables, graphs, diagrams, and maps

• comprehend notes, captions, labels, standard forms, militaryreports, informal messages, warnings, and the reading part ofFOT examinations

WRiting

• take notes

• prepare class and military-format reports

• complete charts, tables, and standard forms

• take messages

• respond in writing to FOT examination questions

Selection of Enabling Objectives for Vocabulary, Grammar & Functions in the ALCVocabuLaRy. ALC vocabulary objectives were selected from various word frequency lists that range from the general to the semi-technical.

• a core list from the original ALC texts

• the Thorndike-Lorge word frequency list

• “The Basic Words” and “General Science List” by C.K. Ogden

• “Word Frequencies in Technical Instruction” by American Institutes for Research (AIR)

• a semi-technical vocabulary list from DLIELC’s Specialized English curriculum

Vocabulary objectives were also chosen to correspond to the function, grammar, or skills of a lesson.

gRammaR. ALC grammar objectives were selected from a comprehensive inventory of grammar items, which was developed by DLIELC curriculum writers. This inventory represents the major and minor grammar points in the English language. The most useful items were selected from the inventory and presented in sequence, beginning with the simple and leading to the complex.

Functions. The primary source of ALC function objectives is a comprehensive inventory of language functions from ESL textbooks dealing with teaching communicative competence. Student level, vocabulary level for the lesson, and, above all, student needs based on FOT requirements were taken into consideration in the selection of the functions for each book.

Appendix E provides a more detailed list of the terminal objectives. See Indexes for the ALC (789) for a complete listing of all ALC objectives (terminal and enabling).


Enabling (Lesson) Objectives vs. Terminal (Course) ObjectivesTerminal objectives in the ALC describe what a typical DLIELC graduate should be able to do in each of the four skills areas upon completion of General and Specialized English. The terminal objectives include skills which are necessary to successfully participate in follow-on training. They are the final goal of the course whereas enabling objectives are the goal for a particular lesson and the stepping stones to the fulfillment of terminal objectives. Therefore, only enabling objectives are presented in the lessons. Hundreds of enabling skills objectives—along with all of the enabling grammar, vocabulary and function objectives—support the terminal objectives. Enabling objectives build upon each other in a step-by-step progression throughout the ALC. Additionally, as the levels progress, several previously mastered objectives often appear in combination to enable the completion of a higher-level objective. Along the way, certain enabling skills objectives begin to contain portions of the terminal objectives, as illustrated below.

Enabling Objectives in ActionThis diagram maps the progression of several enabling writing objectives which support one terminal writing objective across Levels I – IV. The four pages which follow show examples of these objectives and demonstrate how the ALC curriculum strategically builds up to the attainment of the course’s terminal objectives.

4 ALC OBjECTIvES: Enabling & terminal objectives

Terminal Objective:

Write class assignments in military format, as well as the following styles: descriptive, narrative,

and expository.

B21L4edit

a text

B16L4combine

sentences

B12L2combine

sentences

B8L2sequence

a text

B4L3punctuate

a text

B17L2write a text


63BOOK 8 LESSON 2

2. After their visit, Ned said, “I like your mother’s house.”

Mark and Ned visited Mark’s mother at his sister’s house.

“Well then,” Ned said, “your sister has a very nice house.”

Mark said, “Oh, that house isn’t hers. It belongs to my sisterand her husband.”

1. Karen said, “Okay, Jane. Your house or mine?”

Jane and Karen are in the same Spanish class.

Jane said, “Karen, let’s study for the test together.”

Jane said, “At your house, Karen. We studied for the last testat mine.”

Writing Sequencing and writing a paragraph

Look at the sentences. Put them in order and write the paragraph.

Mark and Ned visited Mark’s mother at his sister’s house. After their visit,

Ned said, “I like your mother’s house.” Mark said, “Oh, that house isn’t hers. It

belongs to my sister and her husband.” “Well then,” Ned said, “your sister has

a very nice house.”

Jane and Karen are in the same Spanish class. Jane said, “Karen, let’s

study for the test together.” Karen said, “Okay, Jane. Your house or mine?”

Jane said, “At your house, Karen. We studied for the last test at mine.”

3

1

2

4

2

1

4

3


PUNCTUATION MARK EXAMPLE

This is a period. . I’m very tired.

This is a question mark. ? Are you tired?

This is a comma. , John and I are tired, too.

This is an apostrophe(for contractions and to show ownership).

’ Let’s eat at Tony’s Snack Bar.

Karl is from Germany. He doesn’t speak

English. He’s a new student at the language school.

He began his English class last week. He goes to his

class on weekdays for 6 hours a day. Does he like it?

Yes, he does. He knows that English is a very good

language to know for the job he has now.

EXERCISE A Read the paragraph and label the punctuation marks.

Punctuation Identifying and using punctuation marks

indent paragraph

comma

question mark

period

apostrophe

Enabling Objectives ➙ Terminal ObjectiveThe examples here and on the next two pages show how en-abling objectives build upon each other to reach one aspect of a terminal writing objective: writing a narrative.

teRminaL objectiVe Write class assignments in military format, as well as the following styles: descriptive, narrative, and expository.


book 4 Lesson 3 Students learn how to use basic

punctuation.

enabLing objectiVe Listen to a 20 – 50 word paragraph;

then rewrite the unpunctuated written version, dividing it into sentences and supplying capital letters, apostrophes,

question marks, and periods as required.

book 8 Lesson 2 Students organize and rewrite sen-

tences in paragraph order.

enabLing objectiVe Write a paragraph with logically

sequenced sentences after reading its sentences in random

order.




Writing Connecting 2 sentences

Combine the sentences with and, or, but, or so.

EXAMPLE: Susan retired from her job when she was 62.Her husband kept working.

Susan retired from her job when she was 62, but her husband

kept working.

1. Tom refused to drive on the slippery road. His wife did, too.

2. Pat didn’t get the job. She’ll have to look for another one.

3. Andrew decided to enlist in the Air Force. Paul didn’t.

4. Are you going to college? Will you get a job?

5. Tina likes little children. She wants to teach at an elementary school.

6. Are you going to the party tonight? Have you decided to stay home?

7. It’s raining this morning. It should clear up this afternoon.

8. Did Al select a technical career? Did he choose a career in education?

Tom refused to drive on the slippery road, and his wife did, too.

Pat didn’t get the job, so she’ll have to look for another one.

Andrew decided to enlist in the Air Force, but Paul didn’t.

Are you going to college, or will you get a job?

Tina likes little children, so she wants to teach at an elementary school.

Are you going to the party tonight, or have you decided to stay home?

It’s raining this morning, but it should clear up this afternoon.

Did Al select a technical career, or did he choose a career in education?

93BOOK 16 LESSON 4

Writing Combining sentences to write paragraphs

Julie is a teacher. Julie works at DLI. Julie rides with me to work.

Lt Mann stays in good shape.He lifts weights. He runs.

1. John drinks coffee. John eats breakfast. John arrives at work. (and, before)

2. Col Jones was the officer. He was the commander of the base. He retired last year. (who, but)

3. We have to wait for the doctor. We can read a magazine. We can watch TV. (so, or)

4. Allen is the man. He lives in the mountains. He doesn’t like fishing. He doesn’t like hunting. (that, but, or)

5. Lt Star got a new assignment. Lt Star had finished his course.Lt Star had gone on leave. (after, and)

Julie is a teacher WHO works at DLI AND rides with me to work.

Lt Mann stays in good shape BECAUSE he lifts weights AND runs.

EXERCISE A Combine the sentences using the words in parentheses.

Do not change the verb tenses.

John drinks coffee AND eats breakfast BEFORE he arrives at work.

Col Jones was the officer WHO was the commander of the base, BUT he retired last year.

We have to wait for the doctor, SO we can read a magazine OR watch TV.

Allen is the man THAT lives in the mountains, BUT he doesn’t like fishingOR hunting.

Lt Star got a new assignment AFTER he’d finished his course AND gone on leave.


• People live around the world. People have been drinking coffee for 1200 years.

• People drink coffee in the morning. Then they go to work.

• People drink coffee. It tastes good. It helps them stay awake.

• There are many types of coffee. People enjoy many types of coffee.

• Some coffees are very dark. Some dark types of coffee are strong. Other types

of coffee are light. Some light types of coffee are weak.

• Coffee is a traditional refreshment. People still like it. People still drink it today.

EXERCISE B Combine each group of sentences with words in the gray boxes.

Some words may be used several times. Then combine the sentences to write a paragraph. A dot (•) marks each group of sentences that can easily be combined. The first one is written for you. Answers will vary.

People who live around the world have been drinking coffee for

1200 years.

that

whichandbut

before

because

People drink coffee in the morning BEFORE they go

to work. People drink coffee BECAUSE it tastes good AND it helps

them stay awake. There are many types of coffee THAT people enjoy.

Some types of coffee are very dark AND strong, BUT other types

of coffee are light AND weak. Coffee is a traditional refreshment

WHICH people still like AND drink today.

wRiting sKiLLs pRogRession

These examples show how two enabling skills objectives, combined with recy-cled grammar and vocabulary objectives, build upon and complement each other as the task of combining sentences becomes increasingly more challenging.

book 12 Lesson 2 Students use conjunctions to

combine sentences.

enabLing objectiVe Write a sentence with two inde-pendent clauses by combining

a pair of related sen-tences.

book 16 Lesson 4 Using higher-level vocabulary

and grammar, students combine sentences into a paragraph.

enabLing objectiVe Write a text in briefer form by

using embedding or syn-thesis.




48

Check for subject-verb agreement and correct tense.

Farmer Floyd has a

job.

fi rst

second

third

fourth

fi fth

sixth

seventh

IV. ORGANIZE YOUR IDEAS. Complete the main idea sentence. Then write sentences

in order, using your ideas from Step 2.

V. WRITE THE PARAGRAPH. Write the main idea on the first line. Use some of the words

below to connect the ideas in your sentences.

afterwhen

while afterwards whichso

beforefirst

finallywho

butand

sincenext

untilthat

orbecause

BRinging it ALL togetheR

The activity for this writing objective recycles skills, vocabulary, and grammar objectives* from previous lessons to support the process of writing an original paragraph. This higher-level enabling objective fulfills one aspect (writing a narrative) of the terminal objective.


47BOOK 17 LESSON 2

When you write a paragraph …

✔ choose a topic.

✔ write down ideas that you can use in your paragraph.

✔ write a main idea sentence.

✔ organize your ideas by putting them in order.

✔ begin to write.

Writing A narrative paragraph

I. CHOOSE A TOPIC: Farmer Floyd’s Job

II. WRITE DOWN IDEAS. Look at the pictures above, and consider Farmer Floyd’s daily work activities. Share your ideas with the class.

III. WRITE A MAIN IDEA SENTENCE. Use your classmates’ and your own ideas.

Main idea: Farmer Floyd has a(n) job.

* Recycled enabling objectives in this activity include

• topic & main idea• sequencing• embedding / synthesis• organizing ideas with a se-

mantic map (IT suggestion)• farm vocabulary• connectives


book 17 Lesson 2 Students bring together what they have learned to write an original paragraph.

enabLing objectiVe Write a paragraph on a topic after going through pre-writing steps.


Book 21 LEsson 4

111

EXERCISE A Write a letter to a friend.

EXERCISE B Use the chart below to edit your letter.

Check off each box as you look for each kind of mistake.

1 Punctuation (periods, commas, apostrophes, and question marks)

2 Subject / verb agreement

3 Verb tenses

4 Spelling and capital letters

5 Singular and plural nouns

110 AmERiCAn LAnguAgE CouRsE

Writing Editing your writing

Looking in depth

After you’ve written a text, you should edit it for mistakes in …

✔ punctuation (periods, commas, apostrophes, and question marks)

✔ subject / verb agreement

✔ verb tenses

✔ spelling and capital letters

✔ singular and plural nouns

Dear Fred,

How are you I hope that everything is going well for you and your family I’m writing

to thank you again for the wonderful time you showed my wife and me when we was

visiting Philadelphia We will never forget the historical sights and the great restaurants

Do you remember wehn we went to the art museum and I lose my wallet? Then we

couldn’t remember where we parked the car! It were a crazy time

Weve been working a lot here in Arizona At least the weather has been nice I’ve been

very busy at my job, but it look like I’ll get a promotion this year Anyway, I hope that

you guys can come here to visit us soon We’d love to have you, and I think that you’ll

really like Arizona there may not be as much history as in Philadelphia, but the weather

is great There are many thing that we can do Keep in touch I hope to hear from you

soon

Your friend,Barney

Read the letter below. Find and underline ten mistakes in the letter. Then correct the mistakes.

tAKing it A step FuRtheR

Guiding students to edit their own writing is the next step in helping them successfully write class assignments in military format. By providing a checklist of error types to be aware of, the sample pages below increase students’ ability to self-monitor their own writing.



book 21 Lesson 4 Students practice editing an example letter before writing and editing their own.

enabLing objectiVe Edit a text for mistakes.


4 ALC OBjECTIvES: Systematic recycling

Previously Presented Objectives Reappear in Later BooksThe objectives of the ALC are designed to introduce students to increasingly challenging mate-rials and tasks, with one lesson’s content building upon previously gained knowledge and abili-ties. This sequential design, which includes the systematic recycling and continual reinforcing of objectives, occurs throughout the course and is a key feature of the ALC.

The series of examples on this and the next page, which follows the recurring theme of medi-cine, shows the recycling of some of the previously presented words from several books.

LeVeL ibook 5 Lesson 1Vocabulary introduced in Level I reappears in later vocabulary presentations, as demonstrated on the next page. Once a term is intro-duced, it is deliberately re-cycled in a variety of other objectives and new con-texts. Language acquisition is enhanced when students receive this repeated ex-posure to the material they have already studied.

The new vocabulary in this section of Book 5 is also part of a skill objective.

3BOOK 5 LESSON 1

Dialogs Doctor, I’m sick.

Mark: What’s wrong, John? Are you sick?

John: I don’t know. My throat is sore.

Mark: Go to the doctor. He can give you some medicine.

John: Okay. Thanks, Mark.

Dr. Smith: Hi, John. What’s the matter?

John: Hi, Dr. Smith. My throat hurts.

Dr. Smith: Oh. I saw a lot of sore throats today. You’re not the only one.

John: I know. My friend Tom has a sore throat. He hurt his arm, too.

Dr. Smith: Your throat is very red. You’ll need some medicine to help you.

John: How many days must I take the medicine?

Dr. Smith: Take it for two weeks and you’ll be well again.

John: Thanks a lot, Doctor.

sick *doctor *

hurts

throat

medicine

* These terms are recycled from lower books: doctor (B1L2) and sick (B2L1).


4 ALC OBjECTIvES: Systematic recycling

LeVeL iibook 11 Lesson 1Words that students learned in Level I reappear here to support a more in-depth presentation on the theme of medicine. This recy-cling of previous vocabu-lary makes learning new terms more efficient and enjoyable.

LeVeL iiibook 15 Lesson 4As the theme of medicine expands, students are ex-posed to a wider variety of language usage. However, these new items appear alongside numerous re-cycled structures, functions, and vocabulary which the learner has encountered often enough to make them automatically recognizable and comprehensible.

The words highlighted here are a sample of the now many familiar terms, struc-tures, and functions previ-ously presented.


MEDICAL APPOINTMENTS

There are four different kinds of medical appointments that people usually need to make. A receptionist at a doctor’s office will answer the phone and talk to the patient to find the best time for the appointment.

REGULAR APPOINTMENTSWhen patients call to see the doctor because they are sick, they usually need an appointment that is about 20 minutes long. The doctor will ask them questions about how they feel or which parts of their body hurt. He’ll ask about their problems and symptoms; for example, he may ask about fever, or temperature, headache, and stomachache.

CHECKUPSAfter the first appointment, patients sometimes need to make a second appointment for a checkup. In this

appointment, the doctor just checks that the patient is well again after the first problems end.

ANNUAL PHYSICALSA patient may also call to make an appointment for an annual physical. Patients have an examination like this one time a year. The exam takes more time than a regular appointment. The receptionist schedules two hours for the physical because the doctor has to check all parts of the body and do many tests.

EMERGENCIESPatients sometimes need to see a doctor immediately because they are very sick, or they were in an accident. Often, emergency patients go immediately out of the doctor’s office to the hospital. For very bad emergencies, the patient should call 911, and not the doctor’s office.

EXERCISE B Read the text. Answer your instructor’s questions.

Does the doctor do any tests for an annual

physical?Yes, he does many tests.

sick

hurt

symptoms

feverproblems

doctor’s

87BOOK 15 LESSON 4

Vocabulary Going to military sick call

Staff Sergeant Stone is getting ready to go to the medical clinic because he doesn’t feel well. His throat hurts, his nose is runny, and his eyes are swollen. In fact, he almost can’t open his eyes anymore. He’s also very dizzy, so he’s been lying on the sofa most of the morning. He took two aspirin when he got up, but they didn’t help. Until he sees the doctor, he doesn’t want to take another drug. He’s sure that the doctor will prescribe the best medicine for his symptoms.

Military sick call is at 0700. Because SSgt Stone feels too ill to drive, he doesn’t want go to the clinic by himself. He decides to call his good friend, Staff Sergeant Cole, to help him get there.

Thirty minutes later, SSgt Cole arrives.

SSgt Cole: Hello, Donald. Are you ready to go?

SSgt Stone: Yes. I have my ID, and the clinic has my medical records. Do I need anything else?

SSgt Cole: Take some tissue to wipe your runny nose. You look pretty bad. You must feel terrible. Maybe you have the flu. Are you running a fever?

SSgt Stone: I don’t think so, but I might have allergies. This city has so many different trees and flowers which are blooming right now. I have another big problem, John. I have to attend the graduation party for the trainees tomorrow, and I feel terrible.

SSgt Cole: You’re getting too excited, Donald. Calm down. I’ve always received very good care at the clinic, and I know that you will, too. The doctors will prescribe the medication you need. I’m sure you’ll get some pills or tablets that will make you feel better.

SSgt Stone: I hope so.

medicine

sick

fever

doctor

throat hurts

symptoms

problem


4 ALC OBjECTIvES: Continual reinforcing

Providing Many Opportunities to Work with New ObjectivesMost ALC objectives are reinforced in exercises and supplementary materi-als throughout a block of instruction. Reinforcing, or the repeated appear-ance of an item in various parts of the lesson, allows students multiple op-portunities to practice and use a particular word, structure, function, or skill.

the intRoduction And initiAL ReinFoRcement oF An oBJective

The examples here and on the next two pages demonstrate how one objective vocabulary term is introduced and then reinforced throughout one lesson.

87BOOK 15 LESSON 4

Vocabulary Going to military sick call

Staff Sergeant Stone is getting ready to go to the medical clinic because he doesn’t feel well. His throat hurts, his nose is runny, and his eyes are swollen. In fact, he almost can’t open his eyes anymore. He’s also very dizzy, so he’s been lying on the sofa most of the morning. He took two aspirin when he got up, but they didn’t help. Until he sees the doctor, he doesn’t want to take another drug. He’s sure that the doctor will prescribe the best medicine for his symptoms.

Military sick call is at 0700. Because SSgt Stone feels too ill to drive, he doesn’t want go to the clinic by himself. He decides to call his good friend, Staff Sergeant Cole, to help him get there.

Thirty minutes later, SSgt Cole arrives.

SSgt Cole: Hello, Donald. Are you ready to go?

SSgt Stone: Yes. I have my ID, and the clinic has my medical records. Do I need anything else?

SSgt Cole: Take some tissue to wipe your runny nose. You look pretty bad. You must feel terrible. Maybe you have the flu. Are you running a fever?

SSgt Stone: I don’t think so, but I might have allergies. This city has so many different trees and flowers which are blooming right now. I have another big problem, John. I have to attend the graduation party for the trainees tomorrow, and I feel terrible.

SSgt Cole: You’re getting too excited, Donald. Calm down. I’ve always received very good care at the clinic, and I know that you will, too. The doctors will prescribe the medication you need. I’m sure you’ll get some pills or tablets that will make you feel better.

SSgt Stone: I hope so.

medication

book 15 Lesson 4 The word medica-tion is first intro-duced in context.


EXERCISE B Write T for true and F for false.

1. SSgt Stone is going to sick call because he’s ill.

2. If something is swollen, it’s larger than usual.

3. One symptom of the flu is a fever.

4. SSgt Stone felt very dizzy, so he stood up.

5. A doctor can’t prescribe drugs.

6. SSgt Stone needed to wipe his runny nose.

7. The medicine in some pills and tablets can make people feel better.

8. SSgt Stone doesn’t think he has allergies.

9. People usually get better with good care from their doctors.

EXERCISE A Match the beginning of the sentence with the best ending.

Use information from the text that you just read.

1. SSgt Stone’s medical records are a. two aspirin, but they didn’t help.

2. SSgt Stone doesn’t think b. the medication and care he needs.

3. SSgt Cole told SSgt Stone c. to the clinic by himself.

4. SSgt Stone doesn’t want to go d. he might have allergies.

5. SSgt Stone took e. tissue to wipe his nose.

6. Military sick call begins f. at the clinic.

7. SSgt Stone thinks g. to calm down because he was too excited.

8. The doctor will give SSgt Stone h. at 0700 at the clinic.

9. SSgt Stone needed a i. he has the fl u.

f

i

g

c

a

h

d

b

e

T

T

T

F

F

T

T

F

T

medication

New vocabulary, including the word medication, is im-

mediately practiced in a controlled

matching exercise.



ReinFoRcement in LAteR exeRcises

Once a new word is introduced, it is prac-ticed in a variety of activities and exercises. This process requires students to struggle with both meaning and form, and ultimately, to master and begin using the term actively.

Objectives from each lesson are reinforced at least once in Lesson 5, the homework, and / or the EE pages.


EXERCISE A Match each question to the correct response.

1. How did you injure your ankle? a. Yes, I can’t take that medication.

2. Are you allergic to penicillin? b. Yes, I cut my hand on some glass.

3. What injuries do you have? c. Some pills for my allergies.

4. How did you get a pulled muscle? d. In the book at the clerk’s desk.

5. Where do I sign in? e. A pulled shoulder muscle and a swollen thumb.

6. Is that blood on your shirt? f. It’s 000-44-3322.

7. What’s your social security number? g. I sprained it when I stepped on a rock and fell down.

8. What do you have in that bottle? h. I lifted a heavy box and hurt my back.

EXERCISE B Choose the best answer.

1. Another way to say alone is .

a. calm down

b. by himself

2. One symptom of allergies is .

a. sneezing

b. prescribing

3. Another word for drug is .

a. record

b. medication

4. A sprained ankle is usually .

a. dizzy

b. swollen

5. Medical personnel often work in a .

a. clinic

b. dorm

6. Another word for pill is .

a. blood

b. tablet

7. Military personnel must sign in for .

a. sick call

b. the flu

8. Tom got a pulled when he lifted his television.

a. bone

b. muscle

9. Use a cloth to your boots.

a. wipe

b. injure

10. Another word for sick is .

a. ill

b. drug

g

a

e

h

d

b

f

c

medication

medication.



1. Penicillin is a .

a. drugb. labc. muscle

2. The patient took his every four hours.

a. pharmacyb. medicationc. allergy

3. The returned the results to the doctor immediately.

a. labb. shotc. tablet

4. is at 0700.

a. The clinicb. Prescriptionc. Sick call

5. Because I’m to bananas, I don’t buy them.

a. illb. dizzyc. allergic

6. Hospitals give patients the they need to get well.

a. flub. carec. injury

7. SSgt Clark can’t put on his boots. His ankle is too .

a. swollenb. allergicc. dizzy

EXERCISE A Circle the best answer.

medication

Lesson 4 HomeWoRk

In the two exercises which follow, the word medication is reinforced while its relation-ship to other new vocabulary, penicillin and drug, is also

practiced.

AMERICAN LANGUAGE COURSEEE-24

EXERCISE F Fill in the blanks with words from the box.

sprained pulled flu

prescribed laboratory pharmacies

mirror social security number penicillin

1. The first medication didn’t help, so the doctor

another kind.

2. I had to stop exercising for a few days because I

a muscle.

3. The doctor called me after he got the tests back from the .

4. Some people believe that they’ll have seven years of bad luck if they break

a .

5. Doctors often prescribe for their patients.

6. All workers in the US must have a .

7. Many in the US have drive-thru service. This means

that people can get their medicine without leaving their cars.

8. Jacob fell down on the ice and his ankle.

9. The doctor prescribed a lot of bed rest because I have the .

prescribed

pulled

laboratory

mirror

penicillin

social security number

pharmacies

sprained

flu

medication

medication

Lesson 4 ee The word is visible as part of the prompt in the first item, and it is the correct an-

swer in a later gap-fill item. AMERICAN LANGUAGE COURSE114

1. A person should keep all important in a safe place.

a. museumsb. documentsc. continents

2. We need a good and to clean the barracks.

a. broom, mopb. iron, polishc. dorm, boot

3. Our 25th wedding is tomorrow.

a. receptionb. barbecuec. anniversary

4. There’s no school tomorrow. It’s a .

a. rideb. holidayc. visa

5. I want to the Marines after I finish high school.

a. joinb. marchc. scrub

6. Take this every four hours.

a. medicationb. pharmacyc. operation

7. You must show your ID to the at the gate.

a. guestb. clerkc. guard

EXERCISE A Circle the best answer.

Lesson 5

medication

97BOOK 15 LESSON 4

Vocabulary Receiving lab results and a prescription

As SSgt Stone waits for his lab results, he decides to go to the bathroom. He looks at himself in the mirror and notices that his eyes are still swollen. Afterward, he goes back to his seat in the waiting room.

A young airman in the next seat has a sprained ankle which is very swollen. SSgt Stone remembers the operation he had on his own ankle. The doctor had to operate to fix it and make it strong again. SSgt Stone hears a woman say, “Quiet down, dear.” Her child is crying loudly because she’s bleeding from a cut on her arm. The mother is trying to calm her upset daughter as they sign in. She continues to quiet her as they wait. “Sh, don’t cry, honey. You’ll be all right.”

The clerk calls SSgt Stone back to the examination room. The doctor comes in with the results from the laboratory.

Dr. Thomas: I have good news. We won’t have to operate.

SSgt Stone: What?

Dr. Thomas: Calm down, sergeant. It’s a joke. Nothing appears terribly wrong with you. You just have allergies.

SSgt Stone: What am I allergic to?

Dr. Thomas: I don’t know. We need to do some more tests to find out. For now, the nurse will give you a shot. It won’t hurt much, and it’ll make you feel better. I’ll also give you a prescription for some medication that should help. In fact, I take it myself. Take one pill every morning.

SSgt Stone: Okay. Do I need a few days of bed rest?

Dr. Thomas: No. Just go home and lie down for a while, and take the first pill. That’s all the treatment you need.

SSgt Stone meets SSgt Cole in the waiting room.

SSgt Cole: Well, what did the doctor say?

SSgt Stone: He said that I have allergies. Let’s go to the pharmacy. I need to get a prescription filled. Afterwards, I need to go home and lie down, but I’m going to that party tomorrow!

SSgt Cole: Good. I didn’t want to go and have fun all by myself. Now go sign out. I want to leave.

Later in the same les-son the word medi-cation is recycled in another vocabulary

presentation.

medication


ReinFoRcement in BRoAdeR contexts

The word medication is further reinforced in certain grammar, skills, and function activi-ties in the lesson. Students experience the word in new contexts as they practice other lesson objectives. Reinforcing new vocabulary in grammar objectives of the same lesson is limited, but sometimes certain terms naturally correspond to the target structure.

Finally, reinforcement of objectives also occurs in the ALC supplementary materials: lan-guage laboratory activities, interactive multimedia instruction, and video activities.



1. Jane and Tim live in San Antonio, Texas. They had company over on Friday night. Jane fixed a nice meal while Tim showed their guests the house and the yard. After dinner, the guests showed Jane and Tim pictures of their families and their small town. The guests talked about the ways their town was different from San Antonio. They also talked about the trouble they were having with the language and new traditions. Everyone enjoyed the evening.

The guests probably .

a. got tired of talking. b. come from another country. c. left Jane and Tim’s house late. d. want more dessert.

2. Just ten minutes ago, a car which was going too fast didn’t stop at the intersection and hit another car. Everyone heard the sounds of tires stopping quickly and glass breaking. Afterwards, the two drivers couldn’t get out of their cars. The people on the street ran to see if the drivers were okay. Both drivers were hurt, so one man made a call on his cell phone.

What will probably happen next?

a. Someone will have an operation. b. Someone will sweep up the glass. c. The drivers will get out of their cars. d. An emergency vehicle will arrive.

3. All the doctors and nurses arrived and washed their hands very carefully. Everyone checked the machines to be sure that they worked. The nurses laid clean tools on a small table near the doctor. Then they gave the patient some strong medication. The patient was asleep at 9:00, and they were ready to begin.

What does this paragraph describe?

a. a patient asking questions during an examination b. doctors and nurses getting ready for an operation c. nurses recording medical information for doctors d. medical personnel taking a patient’s blood pressure

EXERCISE I Use the information in the text to select the inference.

medication.

Reading skiLL, Lesson 4 HomeWoRk

Understanding of the term medication, and other rein-forced words, helps students figure out the inference.

111BOOK 15 LESSON 4

EXERCISE D Change the sentence you hear using an -ly adverb.

EXERCISE F Fill in the blanks with the correct form of the words.

EXERCISE C Write three sentences with information from Exercise B.

1. I’m reading a magazine. month / monthly

2. How much money does he earn ? year / yearly

3. The nurse was late with the medications. hour / hourly

4. The pharmacy fills her prescription every . month / monthly

5. She goes to Houston for a special treatment once a . year / yearly

6. He gets a shot for his allergies. week / weekly

7. Phillip works at the laboratory every . night / nightly

8. John has been sick, so he visits the clinic . day /daily

Use a time word from Exercise A.

1.

2.

3.

EXERCISE E Change the sentence you hear using an -ly adjective.

EXAMPLE: T: Mary takes her medicine every night.

S: Mary takes her medicine nightly.

EXAMPLE: T: Sam has guard duty every week. What kind of guard duty does he have?

S: He has weekly guard duty.

monthly

yearly

hourly

month

year

weekly

night

daily

medications.

gRammaR, Lesson 4 Students practice forming an adjective to modify medications.

109BOOK 15 LESSON 4

EXERCISE C Prepare a role-play about medical problems.

1A

• doctor in the examining room

Ask your patient questions. You want to find out about the patient’s symptoms.

Give the patient some advice.

• soldier in the examining room

You took two aspirin this morning for a headache. Now you can’t breathe very easily, and your eyes are swollen.

Answer the doctor’s questions. Listen to the advice he or she gives.

1B

2A

• clerk at the clinic

A soldier comes into the clinic, signs in for sick call, and tells you about his or her medical problem. Ask more questions.

Then tell the soldier that the doctor will be in the room in a few minutes.

• soldier at the clinic

You were cleaning the barracks when you fell down and hit your knee on the fl oor. Now you can’t put any weight on your knee.

Tell the clerk what happened, and answer the clerk’s questions.

2B

3A

• pharmacy clerk

A soldier comes in and requests a prescription. Ask about any allergies the soldier might have.

Fill the prescription, and instruct the soldier on how to take the medication.

• soldier at the pharmacy

A doctor just gave you a prescription for penicillin, and you want to get it fi lled.

Answer the clerk’s questions, and listen to the instructions.

3B

4A

• trainee in the hospital emergency room

This morning you started feeling dizzy, and your stomach started hurting.

Tell the emergency room doctor about your symptoms, and answer the doctor’s questions.

• doctor in the hospital emergency room

Ask the trainee some questions about his or her symptoms.

Three other people you saw this morning had the same symptoms.

Give a prescription and some advice on how to get better.

4B

medication.

Function, Lesson 4 In this role-play, students use the new word productively and freely.


– NOTES –

45

ALC Vocabulary

Overview & objectives

Word list

Lesson themes

Lesson activators

Objective terms

Recognition & other types of terms

The diamond symbol

Flash cards

Exercise types

5


5 ALC vOCABULARy: Overview & objectives

Vocabulary OverviewALC vocabulary consists of high-frequency terms, military and semi-technical terminology, and words that support the functions.

Each lesson contains approximately 35 – 45 vocabulary items. Vocabulary objec-tives are reinforced throughout the lesson, as well as in Lesson 5, homework, evaluation exercises, IMI, and lab and video activities. Moreover, vocabulary is purposefully recycled in higher books whenever possible.


VOCABULARYOBJECTIVE: Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the preview page.OBJECTIVE: Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but which may appear on book quizzes.

FACILITATIVE VOCABULARYactoractressArizonaColoradoColorado RivercomedyFloridaimportanceJapanleaderpaintingspresidentSan Franciscoyou bet

Read a text 150-500 words in length and write its topic.

Read a text 150-500 words in length and write its main idea.

Read silently a text on a general or semi-technical topic that is 50-250 words in length, and give an oral summary of its content.

Read silently a text 125-150 words in length within a time of no more than 1 minute, and select the answers to 6 comprehension questions with 70% accuracy (4 questions asking for factual information and 2 for inferential or general understanding).

Write information in a chart or table after extracting the necessary data from a written text. (Some data may already be entered in the form.) (Homework)

Complete a paraphrase based on a previously read or heard text less than 100 words in length using key words and phrases.


Nounsa whileAfricaAntarcticaapplicationAsiaAustraliacontinentdeathdocumentEuropehistoryholidaylife / livesmuseumNorth Americaorders

photograph (photo)reasonrideSouth Americavisa

Verbsapplydieearnleave ➝ left / leftnoticeorderpostponerequirewas / were going to

Otheralivearoundby airdeadin addition tooverseastake a photographunusualunusuallyusual


NEW VOCABULARY

LANGUAGE FUNCTIONAsk about and express plans to travel.

Where are you going for your vacation?I’m going to Australia.

Why did you postpone your trip?We were going to visit family, but we decided to go to San Francisco instead.

GRAMMAR STRUCTURES

Henry was going to play baseball,but he couldn’t find his glove.

Jane’s working until 7:30 p.m.Does anyone else want to work late?No, no one else wants to.

It’s noisy here. Let’s go somewhere elseto study.

The vocabulary objectives are found listed

on the preview page of the lesson. The two objec-tives remain the same for each vocabulary presenta-

tion in the ALC.

5 ALC vOCABULARy: Overview & objectives


Vocabulary Reference for the BookAppendix A contains an alphabetical listing of all objective and recognition vocabulary presented in the book. The part of speech is given for clarity or when more than one form of the word occurs in the book. Each word is fol-lowed by the lesson (1– 4) in which it first occurs for easy reference.

A-1

BOOK 18 APPENDIX A

APPENDIX A Word ListAacademic . . . . . . . . . . . . . . . . . . . . . . . 1

academy. . . . . . . . . . . . . . . . . . . . . . . . 1

acquire . . . . . . . . . . . . . . . . . . . . . . . . 1

advise . . . . . . . . . . . . . . . . . . . . . . . . . 3

agree . . . . . . . . . . . . . . . . . . . . . . . . . . 3

agreement . . . . . . . . . . . . . . . . . . . 3

all of a sudden . . . . . . . . . . . . . . . . . . 4

along (adv) . . . . . . . . . . . . . . . . . . 4

along (prep) . . . . . . . . . . . . . . . . . . . . . 4

anthropology . . . . . . . . . . . . . . . . . . . . 1

appoint . . . . . . . . . . . . . . . . . . . . . . . . 1

appointee . . . . . . . . . . . . . . . . . . . . . . 1

appointment . . . . . . . . . . . . . . . . . . . . 1

as . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Bbarricade (n) (v) . . . . . . . . . . . . . . . . . 2

be accustomed to . . . . . . . . . . . . . . . . 2

be used to . . . . . . . . . . . . . . . . . . . . . . 2

benefit (n) . . . . . . . . . . . . . . . . . . . 3

benefit (v) . . . . . . . . . . . . . . . . . . . . . . 3

biology . . . . . . . . . . . . . . . . . . . . . . . . 1

blame . . . . . . . . . . . . . . . . . . . . . . . . . 4

blind (adj) (v). . . . . . . . . . . . . . . . . . . . 4

both ... and . . . . . . . . . . . . . . . . . . . . . 1

bring/brought/brought back . . . . . 4

Ccampaign . . . . . . . . . . . . . . . . . . . . . . 1

candidate. . . . . . . . . . . . . . . . . . . . . . . 1

can’t be . . . . . . . . . . . . . . . . . . . . . . . . 3

carry . . . . . . . . . . . . . . . . . . . . . . . . . . 4

chemistry. . . . . . . . . . . . . . . . . . . . . . . 1

chief (adj) (n) . . . . . . . . . . . . . . . . . . . . 3

chiefly . . . . . . . . . . . . . . . . . . . . . . . . . 3

childhood . . . . . . . . . . . . . . . . . . . . . . . 4

coast. . . . . . . . . . . . . . . . . . . . . . . . . . . 2

communicate . . . . . . . . . . . . . . . . . . . . 4

concern . . . . . . . . . . . . . . . . . . . . . . . . 3

concerned . . . . . . . . . . . . . . . . . . . . . . 3

condition . . . . . . . . . . . . . . . . . . . . . . . 2

consideration. . . . . . . . . . . . . . . . . . . . 4

control (n) (v). . . . . . . . . . . . . . . . . . . . 4

convince. . . . . . . . . . . . . . . . . . . . . . . . 3

could have . . . . . . . . . . . . . . . . . . . . . . 4

couldn’t be . . . . . . . . . . . . . . . . . . . . . 3

current . . . . . . . . . . . . . . . . . . . . . . . . 1

Ddamage . . . . . . . . . . . . . . . . . . . . . . . . 2

danger . . . . . . . . . . . . . . . . . . . . . . . . . 2

deaf . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

definite . . . . . . . . . . . . . . . . . . . . . . . . 3

design (n) (v) . . . . . . . . . . . . . . . . . . . . 1

detail . . . . . . . . . . . . . . . . . . . . . . . . . . 4

disability . . . . . . . . . . . . . . . . . . . . . . . 4

disabled . . . . . . . . . . . . . . . . . . . . . . . . 4

disagree . . . . . . . . . . . . . . . . . . . . . . . . 3

disagreement. . . . . . . . . . . . . . . . . . . . 3

drizzle (n) (v) . . . . . . . . . . . . . . . . . . . 2

Eeconomics . . . . . . . . . . . . . . . . . . . . . . 1

either ... or . . . . . . . . . . . . . . . . . . . . . . 1

elect . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

eligible . . . . . . . . . . . . . . . . . . . . . . . . . 1

employ . . . . . . . . . . . . . . . . . . . . . . . . . 3

employee . . . . . . . . . . . . . . . . . . . . . . . 3

employer . . . . . . . . . . . . . . . . . . . . . . . 3

employment. . . . . . . . . . . . . . . . . . . . . 3

engineer. . . . . . . . . . . . . . . . . . . . . . . . 1

engineering . . . . . . . . . . . . . . . . . . . . . 1

establish . . . . . . . . . . . . . . . . . . . . . . . 1

evacuate . . . . . . . . . . . . . . . . . . . . . . . 2

evacuation . . . . . . . . . . . . . . . . . . . . . 2

excellent . . . . . . . . . . . . . . . . . . . . . . . 3

Ffact . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

favorable . . . . . . . . . . . . . . . . . . . . . . . 2

fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

flash (n) (v) . . . . . . . . . . . . . . . . . . . . . 2

flood (n) (v) . . . . . . . . . . . . . . . . . . . . . 2

fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

foggy . . . . . . . . . . . . . . . . . . . . . . . . . . 2

force (n) . . . . . . . . . . . . . . . . . . . .2,4

force (v) . . . . . . . . . . . . . . . . . . . . . . . . 4

forecast . . . . . . . . . . . . . . . . . . . . . . . . 2

forecast/forecast/forecast . . . . . . . . . . 2

Gget/got/gotten off . . . . . . . . . . . . . . . . . 3

get/got/gotten rid of . . . . . . . . . . . 3

get the point . . . . . . . . . . . . . . . . . . . . 3

graduate . . . . . . . . . . . . . . . . . . . . . . . 1

Words which occur in the lesson with multiple meanings or parts of speech are denoted in Level III and above with a number inserted in a diamond .

5 ALC vOCABULARy: Word list

Students can use this list, consolidated from the four preview pages of the book, to quickly test their knowledge of the new vocabulary.


63BOOK 17 LESSON 3

Vocabulary A NATO press briefing

* Freelandia is not a real country.

Press briefing by Deputy Spokesperson James Piras June 15

“Good afternoon, ladies and gentle-

men of the press. I’m pleased to see all

of you here today. Let’s get started with

today’s briefing.

Let me begin with the schedule of

the NATO Secretary General. As you

know, his position requires him to

travel frequently. Next week, he’ll meet

with officials from the European Union

in Brussels. After that, he’ll be traveling

to the new country of Freelandia.*

Even though Freelandia is not in

NATO at the moment, this visit will be

a very special occasion. It will be the

first formal meeting between NATO

and the government of Freelandia.

The Secretary General will brief the

Freelandian president and other gov-

ernment officials on future military

training. We hope that this new nation

can join NATO in the near future. I’m

sure you have questions about this trip,

but please save them for the end of the

briefing.

Before the Secretary General

leaves for Freelandia, officials from

NATO countries will gather for an

international luncheon on Wednesday.

This informal gathering will be at

the Brussels Continental Restaurant at

noon. It will be preceded by a meeting

of the Office of Security earlier in

the day. That meeting takes place at

NATO headquarters. Although the

Secretary General will participate in

the meeting, he will be unable to attend

the luncheon.

The commander of the Allied Joint

Force Command in Italy may also be

attending the NATO meeting, but there

has been no official statement yet. We

expect that an announcement tomor-

row will confirm this information.

Ladies and gentlemen, that’s all

I have for now. If you have questions,

I’m happy to answer them at this time.”

How much do you know?

1. What does NATO stand for?

2. Where is the main office

located?

3. Who is presently the

Secretary General of NATO?

4. What are some of the things

NATO does?

5. How many member nations

can you name?

33BOOK 13 LESSON 2

Vocabulary Materials Lackland Air Force Base recycles.

Lackland Air Force Base is a large military base in San Antonio, Texas. The Lackland Recycling Center does an important job for people living and working on base. The thousands of people who work and live there use many different materials every day. After people use these materials, they throw them away or recycle them.

The base collects hundreds of pounds of different materials that people throw out. The Recycling Center divides the recyclable materials by type, washes them, and then sells them to civilian companies. It collects materials like paper, glass, plastic, metal, rubber, rock, and stone.

The largest amount of material recycled by the Lackland Recycling Center is cardboard. Boxes are made of cardboard, which is a very heavy, strong paper, that is usually brown in color. Almost everything that Lackland AFB buys comes in a box. That is why more than half the material Lackland recycles is cardboard.

The Recycling Center sells most recycled materials to civilian companies outside the military. The materials these companies buy most often are recycled paper, glass and plastic bottles, empty metal cans, old rubber tires, and newspaper. These companies take the items and use them to make other things. For example, iron, which is a strong, hard metal, is used by factories to make machine parts.

The Lackland Recycling Center can’t sell some materials because civilian companies can’t use them. Ammunition, which is made of metal, is one of them. The Recycling Center cuts it into very small pieces. Then, this metal is used to make ammunition again.

Certainly, the Lackland Recycling Center does very important work for the people who live and work on the Air Force Base. It also makes sure the base doesn’t throw out material that someone may be able to use again.

PAPER

GLASS

METAL

PLASTIC


The airplane is on an Air Force base.

This is a gate at Lackland AFB.

These are barracks. These buildings are big. Men and women are in the barracks.

This is a room in the barracks. The room is small. The woman is on her bed in her room in the barracks.

Vocabulary A military base

31BOOK 15 LESSON 2

Vocabulary An invitation to a wedding

EXERCISE A With a partner, ask and answer questions about the invitation.

Who are Mr. and Mrs. Till?They must be Alice’s parents.

Who’s getting married?

Mr. and Mrs. Benjamin Tilland

Mr. and Mrs. Edward Daileyinvite you to the

wedding ceremony of their childrenAlice and Timothy

The celebration of love will beon Saturday, the tenth of June

two thousand and sixat three o’clock in the afternoon

Stetson Park8120 First Street

San Antonio, TexasReception afterwardsOfficers’ Club, Lackland Air Force BaseDinner 7:00

89BOOK 10 LESSON 4

Many families like to remember important times with pictures, or photographs. When a new baby comes into the family, when the baby grows into a child and then into a young adult, when the young adult graduates from school and then marries—these are the times parents want to remember with photographs. There’s usually at least one person in every family who takes and collects the family’s photos. A big collection of family photos is a wonderful thing to have!

Vocabulary Collecting family pictures

The word family means more than just the parents and children who live together under one roof. Family also means a group of people with the same relatives. These are grandparents, aunts, uncles, nieces, nephews, and cousins. Relatives are also people who belong to the family by marriage.

5 ALC vOCABULARy: Lesson themes

Vocabulary in ContextVocabulary is presented contextually, using one or more themes to create a cohesive, genuine, and logical means for students to examine and acquire new words. Inclusion of a wide array of military and high-interest general and cultural topics, along with some semi-technical themes, helps ALC instructors meet the needs of their international military students.

93BOOK 12 LESSON 4

Vocabulary Hunting and fishing in the great outdoors

1. rabbit 5. deer

2. fishing rod 6. shotgun

3. pistol 7. rifle

4. duck 8. fish

EXERCISE A Match the letter of the picture to its word. Write the letter.

g

a

b

c

d

e

h

f

95BOOK 14 LESSON 4

Vocabulary You promised to take me on vacation.

Pam: Jim, I hope you remember your promise. You said that we could take a vacation this summer. It’s time to make plans.

Jim: You’re right. I promised you that we’d take a trip this year. Would you like to go abroad this summer, or would you like to travel in the States?

Pam: I would like to go abroad, but I don’t think we’ve put aside enough money to do that. Airline fares will be too expensive. I might enjoy going to a city in the US where I’ve never been before, maybe San Francisco or Seattle. What do you think?

Jim: A trip to Seattle sounds like a great idea. We’ve never been there. We could take some tours and do some sightseeing on our own. And you know, baseball is a popular sport there. We might be lucky enough to see a Mariners game. You know how much I love baseball.

Pam: Let’s turn on the computer. We ought to look online for information. There must be plenty of websites that can help us plan a trip.

Jim: Okay. Let’s start looking.


5 ALC vOCABULARy: Lesson activators

BOOK 14 LESSON 1

3

NEW VOCABULARY

opportunity

chancebe stationed

trainingarmed forces

assignment

dutypromotion

personnel

retirement

For clarity, the target vocabulary on this

page is italicized instead of bolded.

Presentation

With books closed, conduct a

discussion about military service in your

students' countries. Ask questions like

the following:

• Why did you go into the military?

• Is military service a career for

you?

• How long will you stay in the

military?

• Does everyone in your country

have to serve in the military?

• How long does a person have to

serve in your armed forces?

• Can women be in your military?

Draw on students' prior knowledge about

military service. On the board, write any

of this lesson's objective vocabulary as

well as any other useful terms that come

up during the discussion.

Have students open their books

and look at the advertisement. Its text

is derived from a military recruitment

leaflet. The various branches of the US

military send glossy leaflets like this to

every high school student in the US in

order to recruit them for military service.

Explain the purpose of the leaflet to your

students. Then have them discuss the

photographs, which show US military

personnel doing a variety of different

jobs (such as air traffic controller,

mechanic, loadmaster, etc.). If your

students can describe some of these

career fields, give them the opportunity

to talk about them.

Have students read the bulleted

information in the ad silently to

themselves.

Model the pronunciation of the

new vocabulary listed above, and have

students repeat chorally and individually.

With the class, discuss the individual

bullets in the text and how this kind

of advertising can appeal to the young

men and women graduating from high

school. Provide further clarification of

vocabulary as needed.

3

BOOK 14 LESSON 1

Vocabulary Career opportunities in the armed forces

� The chance to be stationed in the

US or other countries around the

world

� Guaranteed training in a career

field of your choice in the armed

forces

� Interesting assignments,

excellent training, and

important duties

� Money to pay for your education

and time to study for a higher

degree

� Opportunities for promotion that

push you to do your best

� Medical insurance for all

personnel and their families

� A chance for retirement which

leaves you enough time for a

second career

What can the military offer you?

Great career opportunities and more!

Finding Out What Students Already KnowThe IT notes offer various ideas for vocabulary presentations that activate students’ prior knowledge and warm them up to the topic. Such activators, as the one shown here, build student confidence by providing opportunities for communication and personaliza-tion of the material. Students benefit from instruction which incorporates the use of warm-ups. Elicitation of what the students already know makes the task of vocabulary acquisition more fo-cused, efficient, and enjoyable.

This IT suggests two vocabulary activators and a follow-up:

• polling the class with some questions related to the theme• using the pictures in the advertisement• discussing the appeal of the ad after practicing vocabulary


5 ALC vOCABULARy: Objective terms

Types of Vocabulary in the ALCThe four categories of vocabulary in the ALC are objective, recognition,facilitative (also nonobjective), and instructional. The examples on these two pages show how students and instructors can identify different types of vocabulary.

oBJective vocABuLARy

• Required for student recognition, production, and response in class and lab• Reinforced throughout the lesson, review sections, and supplementary materials• Testable on the book quiz

The labels pointing to the word attractive show how objective terms are distinguished in the IT and ST.


VOCABULARYOBJECTIVE: Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the preview page.

OBJECTIVE: Recognize and respond suitably to vocabulary italicized on the preview page, which will not be tested, but which may appear on book quizzes.

FACILITATIVE VOCABULARYto agreebomb (n)to bring outbuddycommand (n) (an order)cruise (n)to disappearfurryto guidein commonpet (n)project (n)proverbtruthfulunlike

✪ Listen to a text 30-300 words in length (20-90 seconds) and select from 2-4 choices information not included in the text. (Audio)

✪ Listen for numbers in a dictated text and write the numbers heard. (Audio)

✪ Scan a text within a limited amount of time (60-90 seconds) and write answers to 2-5 previously read questions.

✪ Read silently a paragraph on a general or semi-technical topic that is 100-200 words in length, and give an oral summary of its content.

✪ Read pairs of phrases within a limited time and identify the pairs as being the same or different (time restriction: 2 seconds per pair). (Audio)

✪ Outline information in a graphic organizer after reading a text on the topic.

✪ Write a paraphrase of an original text about 100 words in length after first reading the original text and retelling it orally one or more times.

✪ Write a message after hearing a recorded or recited conversation in which information is conveyed that must be relayed to a third party. (Audio)



Nounsappearancebeardblondebrunettecharactercharacteristicdemandglassesjudgmentmustacheobservationpersonalityqualityredheadtraittrust

Verbsdemanddenydepend onrely onsharetrust

Adjectivesattractivebaldblond/blondeclevercurlydemandingdependabledishonestelderlyfriendlygenerousgray

handsomehardworkinghonestirresponsiblelazymeanmessymiddle (mid)neatreliableresponsibleselfi shstingyunfriendlyunselfi shwavy

Otherifwhether

NEW VOCABULARY

LANGUAGE FUNCTIONMake observations and judgments about people and objects.

Kara Quinn is 24 years old.

She’s in the air force.

She seems to enjoy her work.

In my opinion, she’s an excellent airman.


It smells like someone is cooking. It sounds like music.

She seems to be a very good teacher.The dog appears to be dangerous.

This book was written in 1905.

Joe has a three-car garage.

Listed in regular print on the IT pre-view page


NEW VOCABULARYattractivebrunettewavyblonde (n)redheadcharacterreliableto rely onstingygenerousto trusthonest

➎ Go over the vocabulary in the upper left margin, modeling pronunciation and clarifying meaning as needed.

NOTE: As a general rule:Blond as an adjective refers to males:He is blond. Blonde as an adjective refers to females: She is blonde.Blonde and brunette as nouns refer to females: Liz is a blonde. Molly is a brunette.

Brunette is not used to refer to woman with black hair.

PresentationThis text is Part 2 of the article about friends and friendship.

➊ Lead a discussion about the quotation.

➋ Direct students to look at the photo and describe how the 2 women look different. Elicit or supply vocabulary from the upper margin. Write these words on the board.

➌ Tell students to read the text silently and underline any unfamiliar vocabulary.

➍ Put the students in pairs and have them determine from the text and photo the meaning of the words they underlined.

EXERCISE A

1. Liz and Molly look alike. (Correction: They don’t look alike.)

2. Liz thinks that Molly is pretty. 3. Molly has straight brown hair.

(Correction: She has wavy hair.) 4. Liz has light colored hair. 5. Liz thinks that Molly is a great

person. 6. If Liz needs help, she knows Molly

will help her. 7. Molly tells other people her friends’

secrets. (Correction: She never does that.)

8. Molly was probably a very good student.

EXERCISE A

Books openOral cueWritten responseIndividual

Read each statement in the upper margin once. Pause briefly between each item. Repeat only if requested.

When going over the answers, read statements again. Require students to change false statements into true ones.


EXERCISE A Listen to your teacher. Circle T for true and F for false.

1. T F 5. T F

2. T F 6. T F

3. T F 7. T F

4. T F 8. T F

Vocabulary Best friends : Liz and Molly

H&F

Liz and Molly

“My best friend Molly and I are almost opposites in physical appearance, but we are very similar in our personalities. Molly is an attractive brunette with wavy brown hair and brown eyes. I’m a blonde with blue eyes and very light skin. I used to be a redhead, but I changed my hair color a few years ago.

I think that it’s Molly’s character that makes her special. Her thoughts, beliefs, and the way she acts towards others show her good character. Molly has some wonderful qualities. For example, she’s very reliable. If she says that she’ll do something, she does it. I can always rely on her.

She’s not stingy either. In fact, Molly’s quite generous. She shares everything with other people and doesn’t mind if they borrow her things. She’s intelligent, too. She thinks fast, learns quickly, and usually fi gures out solutions to problems by herself. I can trustMolly because she’s very honest, never tells others my secrets, and always tells the truth. I’m lucky to have her friendship.”

“My best friend is the one who brings out the best in me.” – Henry Ford

Listed in regular print in the IT margin when it appears for the first

time in the lesson

Bolded or otherwise high-lighted in the ST presentations


5 ALC vOCABULARy: Recognition & other types of terms

Recognition vocABuLARy

• Required for students to recognize, produce, and respond to in class and lab• Not testable on the book quiz, but may appear in test items

The labels pointing to want ad(s) show how recognition terms are distinguished in the IT and ST.


NEW VOCABULARY(reading across)want adto lease (v)classifiedsectionreal estatetransportationpetpublicto advertiseadvertisement

PresentationThis text is meant to resemble the table of contents for the classified ads section of a newspaper.

NOTE: Because there are multiple fonts and sizes in this presentation, the new vocabulary is both bolded and italicized.

Instruct the students to scan the text. Then ask them the following questions.

1. Who uses this part of the newspaper?

2. What kinds of things can you find in this section of the newspaper?

3. Have you ever used want ads yourself ? Why?

Books openWritten cueOral responseGroup

Check understanding of the vocabulary in this presentation as the class completes Exercise A.

NOTE: Public Notices, in the category called Other, give information about government and private business contracts, real estate issues, and general information that the public should know about because they may wish to act on it.

EXERCISE A

ANSWERS 1. Sections D, E, and F 2. advertisement 3. $2 per line 4. houses, land, and apartments 5. in the Other Section 6. page 20D 7. dogs, cats, birds, etc. 8. motorcycles, boats, planes, etc. 9. real estate; to find places to rent

EXERCISE A


Vocabulary Classified ads in the newspaper

Real EstateHouses for Sale................. 8 DReal Estate Services ........ 9 DLand ...................................10 DApartments for Rent ....11 DHouses for Rent .............13 D

Local Want AdsBUY, SELL, & LEASE IN OUR CLASSIFIED ADS

TransportationAutos ...................1D

Trucks .................................. 5 DOther ................................... 6 DVehicles for Lease ............ 7 D

JobsCareer Training ................15 EProfessional ......................16 ESales ....................................17 EHealth Care .......................18 EJobs Wanted.....................20 E

MiscellaneousAppliances ....................15 DComputers ....................17 DFurniture ........................19 DGuns ................................20 DJewelry ...........................20 DYard & Garden .............21D

OtherLost & Found ....................15 FPets .....................................16 FFarm Animals ...................16 FTickets & Shows ..............18 FPublic Notices .................20 F

To advertise,call 555-2121or go online

www.the.star

Advertisementsstart at $2 per line.

The Star

EXERCISE A Scan the newspaper section above to answer the questions.

1. In which newspaper sections (A, B, C, etc.) can you find want ads?

2. What’s another word for ad?

3. How much does it cost to advertise in the newspaper?

4. What are some examples of real estate?

5. In which ad section do you look to see what plays are showing downtown?

6. On which page can you find advertisements for diamond rings?

7. What kinds of animals would you find in the Pets Section?

8. What other types of vehicles might appear in the Transportation Section?

9. Which ad section do people who are moving look at most? Why?

The StarTuesdayApril 22

Section D


✪ Write a paragraph on a topic after going through pre-writing steps.

✪ Write a text in briefer form by using embedding or synthesis. (Homework)

✪ Write a message after hearing a recorded or recited conversation in which information is conveyed that must be relayed to a third party. (Audio)

✪ Write information in simple outline form after hearing a text on the topic. (The outline may be partially completed.) (Audio)

VOCABULARYOBJECTIVE: Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the preview page.


FACILITATIVE VOCABULARYcablecoat (a layer)convenienceLeave him alone. (Don’t bother him.)light (consisting of a small portion of healthy food: a light lunch)listmedium (steak)miscellaneouspondrentalsafetysatelliteseasonalspicyteenagerto find (to consider)to leave (to make: It leaves me tired.)to take (to like: I take my tea sweet.)well done (steak)


Nounsadvertisement (ad)air conditioningargumentcourtdistrictefficiencyelectricitygarbagegarbage disposalgasheatingleasepaintpetprivacyreal estatesection

securitytransportationutilitywant ad

Verbsadvertiseargueconsiderexcludefight ➝ fought / foughtfurnishincludeleasepaintwonder

Other wordsavailablecentralclassifieddueexcludingfairlyfurnishedincludingoffperfectprivatepublicunfurnished

NEW VOCABULARY

LANGUAGE FUNCTIONAsk for and give information relating to the renting of apartments and houses.

Would you be available to show me the house after 3:00 tomorrow?

Yes, I have an opening at 4:30.

Is there an extra charge for pets?

Besides the regular deposit, there’s also a pet deposit of $300.


Could you tell me if there’s a mall near here?I’m not sure if there’s a mall near here.

Do you know where the post office is?I have no idea where it is.

John drinks his coffee black.


Listed in italics on the preview page of the IT only

Bolded or otherwise highlighted in the ST

Listed in italics in the IT margin

FAciLitAtive vocABuLARy

A limited number of additional words found in vocabulary, grammar, and function sections are listed on the preview page (IT only) as a courtesy to instructors. These words are clarified in con-text, but are not intended to be taught. They are not found on book quizzes. Certain skills activi-ties also contain additional words in context, but they do not appear in this list.

instRuctionAL vocABuLARy

This category includes words used for instructions. Students must rec-ognize and respond to them in class and lab. These terms may appear in the instructions on book quizzes. Examples include select, rewrite, match, summarize, scan, etc. Terms used to describe grammar, such as passive voice or modals, do not ap-pear on book quizzes.




Nounsaluminumbatterychargecircuitconductorcoppercordcurrentelectricianenergyflowgeneratorinsulationinsulatorpowerproductproduction

protectionscrewscrewdrivershockshort circuit (short)switchwirewiringuse

Verbsattachchargeconductdamageflowgeneratego out ➝ went / gone out

insulatepowerproduceprotectrun (operate) ➝ ran / runswitch offswitch ontwist

Otherelectricelectricalinsulatedpowerfulthrough uninsulated

NEW VOCABULARY

GRAMMAR STRUCTURES

Wendy’s here, and so is Dirk.Wendy’s here, and Dirk is too.

Greg won’t go, and I won’t either.Greg won’t go, and neither will I.

The car’s oil should be changed every 3,000 miles.

We need to shorten our work day.

LANGUAGE FUNCTIONConfirm or verify information.

Is it true you can die from anelectric shock?

Does that mean we should turn off the power before we work with electricity?

through

BOOK 17 LESSON 4

95

Presentation

In this lesson, the theme of electricity is

presented through the following general

topics: electrical appliances, conserva-

tion, and electrical circuits.

Introduce the topic by eliciting a list of

common electrical household appliances

used in the kitchen, bathroom, laundry

room, etc. Write them on the board. Ask

students what they have in common.

Write the word electricity on the board.

Then ask the following questions:

1. What else do we use electricity for?

2. How would your life be different

without electricity?

NEW VOCABULARY

power (n)

through (adj) (finished)

to runuse (n)

electrical

energy

to insulate

flow (n)

to go out

electric

to switch off

insulation

to flow (v)

through (prep) (in 1 side, out the other)

insulated (adj)

3. Is it important to save electricity?

Why or why not?

4. What are some ways to save

electricity?

➊ Have students open their books and

tell them that this page resembles a flyer

from a utility company. Go through the

questions and first paragraph with your

students. Then read the rest of the flyer.

NOTE: 3 of the new vocabulary words

are underlined in the introduction and 1

in the left column of the flyer; the other

new words are bolded.

➋ Divide the class into 4 groups.

Assign each group 1 of the appliances

from the flyer. Ask them to reread the

text silently first, and then discuss the

suggestions. Have each group report

their section to the class. If they disagree

with the suggestions, they should explain

why and what they’d do differently.

➌ Discuss new vocabulary and conduct

a pronunciation drill.

➍ Ask the vocabulary questions in the

upper right margin.

NOTE: Electric describes nouns that

make or work by electricity. It refers

to characteristics. Electrical describes

larger categories of nouns which are

concerned with electricity.

VOCABULARY QUESTIONS

1. Which word means finished?

(through) (adj)

2. What word means to work or

operate? (run)

3. What is another word for energy

that can be use to make a machine

work? (power)

4. Can you think of some power

sources? (wind, gas, sun, water,

electricity, etc.)

5. Find a word that means to stop

working. (go out)

6. Find a word that means to go in one

side and out the other. (through)

(prep)

95

BOOK 17 LESSON 4

Vocabulary How to save money on your electric bill

A Message from Your Local Power Company

Do you leave appliances turned on when you’re through using them?

Do you run the heater or air conditioner all day and night?

Do you stay in the shower until there’s no more hot water?

Do you like to throw money away?

Of course, no one likes to throw money away. But if you answered yes to any

of the other questions, you’re wasting electricity and the money to pay for

it. If you follow the suggestions below, you can reduce your use of

electrical power and lower the amount of money you spend on energy.

WaterHeater

Run the water heater at 120°F instead of the usual

140°F. Insulate the tank by wrapping it in a water

heater blanket. Install special faucets that reduce

the flow of hot water to your sinks and showers.

Refrigerator

& FreezerKeep your refrigerator at 38°F and the freezer at

0°F. To avoid losing too much cold air, open and close

the door as quickly as possible, and close the door

tightly. Keep plastic bottles full of frozen water in

the freezer. If the power goes out, put them in the

fridge to help keep food cool until the power returns.

Electric Stove

&Oven

Cover pots and pans on the stove to heat food or

boil water more quickly. Switch off the heat in the

oven for the last five minutes of cooking because the

oven will stay hot for a while. Do not open the oven

door while it’s operating because it will lose heat.

Air

Conditioning

& Heating

Proper insulation can reduce your energy bill by 20%.

Warm and cool air flow easily through the walls

and roof of a poorly insulated home, and that makes

the heater or air conditioner work harder. Keep the

temperature at 68°F in winter and 78°F in summer.

through

through

Vocabulary questions target some of the

more difficult words, including through and

its two meanings.

Two of the three treatments of through which occur in this presentation are listed separately and clarified in the IT margin.

Multiple Treatments of VocabularyOn the preview page in Level III books, a num-bered diamond alerts students and instruc-tors to words with more than one meaning or part of speech as presented in the lesson.

In the above presentation, each occur-rence of the word through is bolded, or similarly denoted, as new vocabulary.

The third treatment of through (prep) (by means of) appears in a later vocabulary presentation of the lesson.

5 ALC vOCABULARy: The diamond symbol


B2 2:5


✪ Repeat a dialog containing a maximum of 5 exchanges, and utterances of no more than 10 syllables each, after a model, using the appropriate stress, intonation, and rhythm.

✪ Recite a dialog containing a maximum of 3 medium or 5 short exchanges, and utterances of no more than 10 syllables, after repeating the dialog after a model, using the appropriate stress, intonation, and rhythm.

✪ Select a word from among 4 choices after seeing the word (printed) on a fl ash card for 1 second.

✪ Create correctly written sentences using a substitution table with interchangeable alternatives in each frame. (Homework)

✪ Create correctly written sentences using a correlative substitution table in which choices in early frames restrict choices in later frames.

✪ Identify the common sound /z/ shared by words read aloud.

✪ Intelligibly pronounce the sound /z/ in a substitution drill, as in

T: He’s a pilot. (doctor)S: He’s a doctor.T: He’s a pilot. (isn’t)S: He isn’t a pilot.

VOCABULARYOBJECTIVE: Pronounce intelligibly and use in discourse the words, phrases, and expressions listed on the student text preview page.


Flash cards are available for words marked by the symbol ✓.

FACILITATIVE VOCABULARY

activityArmy postbuyclothesdrinkseasyfi rst aidfl agfoodgatehelpinformationmagazinesmedicinemillionnewspapersOperations Building (OPs)

✪ Write and say plural forms that end in either the /s/ or the /z/ sound.

✪ Identify stress patterns in spoken words, and write them under a graphic representation of the stress pattern.


What’s new in Lesson 2?PreviewNEW VOCABULARYNouns Verbs Other words

Air Force answer at [place]answer ask bigbarracks belong to insidebase ourBase Exchange (BX) outsidebed smallbuilding theirbulletin board thousandbus wherebus stop whosecommissary yourdining hall 1,000 – 500,000dispensary one thousand – hospital fi ve hundred thousandlibrarymess halloffi cequestionroomschedulesnack bar

NEW GRAMMAR STRUCTURES USEFUL PHRASESWhere’s Joe? Excuse me, please.He’s at the mess hall. Thank you, sir.Whose classroom is this?It’s our classroom.

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

✓

5 ALC vOCABULARy: Flash cards

Visual Vocabulary ReinforcementIn Level I, a check mark on the pre-view page of the IT indicates vocabu-lary with accompanying flash cards. Also, a list of flash cards available for each lesson is in the appendix.

In Level II, flash cards are designed to advance fluency with function, gram-mar, and conversation cards. Flash cards elicit one- and two-word responses as well as target sentences.

B2 2:20

Certain terms, such as lab, are re-cycled for practice with new vocab-ulary and / or the function, grammar, or skills exercises in a lesson.

labB2 2:17

B2 2:17

B2 2:17

A picture appears on one side of each card and the vocabulary item on the other. The book, lesson, and card number are on both sides of each card for easy sorting.



Most people who live in Galveston,Texas call the hurricane of 1900 “The Great Storm.” It was one of the most severe and deadly hurricanes ever to strike the US. The hurricane began off the western coast of the African continent and it traveled across the Atlantic Ocean to Galveston, Texas, which is located near Houston on the Gulf of Mexico.

At that time, it was not easy to forecast exactly which direc-tion a hurricane would travel, so people could not be sure about the danger until the hurricane hit them. On September 7th, a hurricane warn-ing was given for Texas, Louisiana, and the west coast of Florida.

People were warned to evacuate those areas and move to safer places away from the coast. But most people in Galveston didn’t listen to the call for

evacuation. They stayed in their homes. One of these people was Gasper Wallop, a local businessman. The day before the storm hit, Mr. Wallop told a reporter he ran into, “I wish they

would leave us alone. I really don’t think that the storm will be as bad as they say. I left the other times they said we had to go. This time, I’m not leaving.” Sadly, Mr. Wallop was wrong.

When the hurricane hit on the 8th of September, the force of the wind was 130 miles per hour, and the city quickly filled with 15

feet of seawater. Most of the buildings in the city were totally destroyed, but the biggest cost was the loss of lives. Over 8,000 people died during the storm. To this day, people who live in Galveston have never forgotten “The Great Storm” and the destruction that it caused. ■

The Great Storm of 1900: Texas Coast Hit Hard

EXERCISE A Answer the following questions about the text.

Write short answers.

1. What kind of storm hit Galveston?

2. When did the storm happen?

3. Where did it come from?

4. Where is Galveston located?

Galveston, c1900

5. People were told to evacuate. Where were they told to go?

6. How much of a warning were people given?

7. How high did the floodwaters rise?

a hurricane

in 1900

from Africa

near Houston

away from the coast

a day

15 feet


EXERCISE B Answer the questions with information from the store ads.

1. Where can you go to eat lunch? 6. Which store sells things for the home?

2. Which store sells groceries? 7. Where can you save money?

3. Where can you buy film? 8. What kind of store is Long & Tall?

4. Which store has cheap prices? 9. Who sells soap and detergent?

5. Which place cuts hair for adults? 10. Where can you get women’s shoes?

EXERCISE A Read the store ads.

Town Square Cafeteria My Photo Sh p rnold’s ym

Good, healthy, home-made food. Stop in for breakfast, lunch, supper, or one of our delicious desserts.

We sell cameras, film, and more. Learn how to take great pictures

in our weeklyphoto classes.

Need to lose a few pounds? Want to get stronger? We’ll help

you do both.

Clark’s Department Store

24 / 7Supermarket

ilver DollarDiscount Store

Clark’s … we’ve got everything for

the home and family. You’ll find all you

need here.

We’re open 24 / 7. Shop here for the

best variety of fruits and vegetables

in town.

Why pay more? Everything costs a

dollar. Nothing more, nothing less.

We save you money.

Long & Tall Short Cuts WESTERN BANK

Over 6' tall? More than

180 lb? We’re the men’s

clothing store for you.

We cut it like you want it. Not too short and not too long. Haircuts for adults and children.

Your friendly neighborhood bank.Come to us for all your banking needs. We’re here for you.

Town Square Shopping Center

5 ALC vOCABULARy: Exercise types

35BOOK 18 LESSON 2

1. The flood killed over 2,200 people.

2. The people didn’t know that the rivers were rising.

3. People knew that there was a problem with the dam.

4. Johnstown is located next to the dam.

5. The dam broke in the afternoon.

6. The wave of water from the dam sounded like thunder.

7. The wave travelled at 60 miles per hour.

8. The town was destroyed in only ten minutes.

9. Damage from the flood took five months to clean up.

One of the worst floods in US history happened in Johnstown, Pennsylvania, in 1889. This flood was responsible for over 2,200 deaths, and it destroyed rail-roads, factories, and most of the other buildings in the town.

Johnstown is located at the crossing of two riv-ers. After several days of very heavy rain, both riv-ers slowly rose over their banks and began to flood the city. Besides the water that had been rising for days, there was a problem that the people who lived in the city couldn’t see. Fourteen miles up the river, there was a dam that held back the water of a big lake.

Around 4 p.m. on the rainy day of May 30th, the people of Johnstown heard a loud noise that sounded like

thunder. Some people realized right away what had happened. After a night of heavy rains, the dam had broken. A wave of water traveling at 40 miles per

hour and at times up to 60 feet high destroyed every-thing in its way. People tried to run, but there was nowhere to go. The whole event was over in only 10 minutes.

It took five months to clean up all of the flood damage. People from all over the US and from other countries sent food and clothing to help the people and improve the condi-tion of Johnstown. Even with all of this help, it took

five years to build the city again. Since that time, Johnstown has experienced other floods, but none have been as destructive as the flood of 1889. ■

The Johnstown Flood: Wave of Water Destroys Town

EXERCISE B Mark each statement T for true or F for false.

Make the false statements true.

Johnstown, c1889

T

F

F

F

T

T

F

T

T

Exercises to Practice ComprehensionThe ALC offers a variety of means for checking student comprehension. Sometimes questions appear in the ST, other times only in the IT. Students can work in pairs, groups, or individually; questions can be answered orally, in writing, or both.


36

People who live in the midwestern United

States are used to tornados. More tornados

occur there than in any other part of the

world. On April 11th, 1965, conditions were

perfect for tornados to

develop: the tempera-

tures in the Midwest

were in the high 80s and

the winds were blowing

in warm, humid air from

the south, which mixed

with the cold, dry air

coming from the north.

On that day in April,

48 tornados struck the

Midwest. This includes

the states of Michigan,

Iowa, Illinois, Indiana,

and Ohio. Some towns were hit by more than

one tornado. The cost in lives and money was

great. In only twelve hours, the tornados

caused over $200 million in damage to

homes, businesses, and roads. More than 270

people were killed and 1500 were injured.

One reason there was so much damage

was because people didn’t understand the

difference between a forecast and a real

warning. Since that day, the US National

Weather Service has set

up official “watch” and

“warning” procedures to

inform people of coming

tornados. Now, people

know a “watch” means

that conditions are right

for a tornado. A “warn-

ing” means there is a

tornado, and everyone

should take cover. Today,

news flashes on both TV

and radio warn people of

the possible hazards

when dangerous storms like these are com-

ing, so there is more time to find cover. ■

WEATHER FACT: Many tornados are invisible

when they form. It may take several minutes

before they can be seen.

EXERCISE C Complete the chart by scanning the three articles again.

Where did it happen?

Galveston Johnstown Midwest

1. Eight thousand people died.

2. The city was fl ooded.

3. The cost of repairs was over $200 million.

4. The force of the winds was over 130 mph.

5. Railroads and factories were damaged.

6. The temperature was in the 80s.

7. Fifteen hundred people were injured.

These comprehension exercises, all from the same book, follow three vocabulary presenta-tions on natural disasters. Such variety keeps the students both challenged and engaged.


Address http://www.dliweatherman.dli/denver/today

DLI WeathermanChoose a city

Today Weekend 10-day Forecast Maps Video

Denver, COWeather Fact: The largest hailstone on record measured 7 inches in diameter. That’s a circumference of 18.75 inches!

Right Now: 37°FHigh: 42°Low: 25°

Today

/ * / * // * / *

Tonight

* * ** * *

Tomorrow

• • •• • • •

After a warm rainy morning in the mid to low 40s, winter will return as temperatures drop throughout the day. The rain will change to sleet and then snow by late afternoon. Look out for ice on the roads as driving conditions become unfavorable.

Cold temperatures will continue overnight with lows reaching 25˚F. Drivers can expect to run into some snow and ice on the roads. Take precautions while driving because ice isn’t always visible on the roads. Allow extra time for travel.

Temperatures will increase to around 48˚F, but conditions won’t improve. A new line of storms is moving into the area. Golf ball sized hail is probable by early evening. Protect your car by putting it under some type of cover. Also bring pets and plants indoors. A low of 38˚F is forecast.

Vocabulary The rain will change to snow in the afternoon.

Comprehension questions for this presentation ap-pear in the IT notes.

Pairs ask and answer the ques-tions provided about the ad.



67

BOOK 10 LESSON 3

HOW TO CHANGE A TIRE

Raise the vehicle above the ground with the jack.

Tighten the nuts on the spare tire.

Remove the lug nuts and the fl at tire.

Put the wrench, jack, and fl at tire into the trunk.

1Take out the wrench, spare tire, and jack from the trunk.

Lower the vehicle until the tire hits the ground.

Loosen the nuts on the fl at tire and put the jack under the car.

Put the spare tire on the vehicle and replace the nuts.

EXERCISE D Read the sentences. Then, put them in the correct order.

EXERCISE E Listen and complete the paragraph.

Yesterday, Bob and Tom were traveling on a mountain road. They heard a loud

sound. The vehicle turned to the right. They had a

tire! Bob moved the vehicle to the side of the road where he had

flat land to change the tire. Tom opened the and

removed the spare tire, the jack, the wrench, and an old blanket. He

the ground with the old blanket and put the tools on top. Then,

Bob the nuts and began to

the vehicle a few

inches off the ground. He the flat tire with the

tire. It began to rain. Bob hurried up and returned the tools to the trunk. Lastly,

Bob and Tom drove to a garage to repair and the tire with

.


covered

loosened

air

replaced

enough

extra

flat

inflate

jack up

3

7

4

8

6

2

5

quicklytrunk

Exercises to Practice Word MeaningThe ALC contains both a wide array of traditional exercises as well as more innovative ways to practice vocabulary meaning. See the IT preface for more examples of common ALC exercises.

33BOOK 10 LESSON 2

1. evening meal7.

2. place to park cars

3. to buy things

4. lots of choices8.

5. to make a choice

6. place with stores

EXERCISE D Write the words for the pictures and definitions.

EXERCISE C Match the picture with the place where you can buy it.

What else can you buy there? Write two more items next to each place’s name. Number 1 is an example.

fed

cba

e 1. discount store paper and notebook

2. supermarket

3. clothing store

4. photo shop

5. department store

6. cafeteria

supper

parking lot

shop / go shopping

variety

decide

shopping center

mall

up

upstairs

down

downstairs

f

b

a

c

d

sequencing exeRcises

This exercise practices both word meaning and comprehension.

cLoze exeRcises

Students read a gapped paragraph as they fill in the missing words by listening to the complete script read aloud by the instructor.

mAtching exeRcises

Students can quickly test how well they know new words with this type of exercise. Lower books make use of pictures to help students learn concrete terms. Higher books rely on students’ prior knowledge of the language to choose the correct definition or logical answer.



51BOOK 18 LESSON 2

1. We are expecting hail tomorrow.

a. cold rainb. lightningc. balls of ice

2. Take precautions when you are using sharp tools.

a. Relaxb. Be carefulc. Be regular

3. I have an unfavorable opinion of him.

a. badb. easyc. changing

4. Watch out for grammar mistakes.

a. See afterb. Look withc. Be careful of

5. I ran into my friend yesterday.

a. visited at his houseb. called by phonec. met by chance

6. He had a visible injury.

a. able to be seenb. able to be cleanedc. able to be touched

7. I’ll go outside when the sleet stops.

a. snow stormb. freezing rainc. blowing wind

8. It’s probable that we’ll have a test tomorrow.

a. usualb. likelyc. necessary

EXERCISE B Listen and write the words into the category they belong.

Be prepared to explain why you chose a particular category. Answers will vary.

FAVORABLE UNFAVORABLEBOTH

EXERCISE A Select the answer with a meaning similar to the underlined words.

37BOOK 18 LESSON 2

1. You must watch out for all possible when driving. hazards / coasts

2. The police put up to close the road to traffic. barricades / dangers

3. I the children not to go into the neighbor’s yard. evacuated / warned

4. No hurricanes the US in 2006. struck / forecasted

5. Policemen and firefighters have jobs. hazardous / invisible

6. Did you see that of lightning? flash / thunder

7. The police Main Street for the parade. wished / barricaded

8. Rain was for the whole weekend. flooded / forecast

9. Mary helps people new checking accounts at the bank. set up / rise

EXERCISE D Complete the sentences with the correct word.

1. severe a. can’t be seen

2. tornado b. to get higher or go up

3. evacuation c. power of wind or water

4. to rise d. very bad, dangerous, or strong

5. invisible e. to want something to happen

6. force f. the act of leaving an area because of danger

7. to wish g. type of dangerous storm with strong winds

EXERCISE E Match the words with the correct meaning.

hazards

d

g

f

b

a

c

e

set up

forecast

barricaded

flash

hazardous

struck

warned

barricades

muLtipLe-choice exeRcises

This is another type of exercise which provides students with a quick means for testing their understanding of new vocabulary. Multiple choice is also the format for items on the book quizzes.

cAtegoRizAtion exeRcises

Students explore word relationships with this type of activity, presented in varying formats throughout the ALC. Here students must under-stand the meaning of each word they hear and place it in the proper area of the Venn diagram.


46

EXERCISE B Complete the sentences with the words from the box.

1. You shouldn’t drive if the

is poor.

weatherman / visibility

2. Don has to be at work by 0500, so he’s

waking up early.

accustomed to / struck

3. Where’s your umbrella? Didn’t you listen to the

?

barricade / forecast

4. The morning

can make it really difficult to drive here.

lightning / fog

5. Even though this car is not new, it’s in great

.

visibility / condition

6. Move indoors if you see

.

thunder / lightning

7.

dangerous curves on mountain roads.

Watch out for / Strike

8. Matt doesn’t like sunny weather. He prefers

weather.

foggy / favorable

9. Lightning will often

the highest place in an area.

drizzle / strike

EXERCISE A Write the correct word to complete the sentence.

1. We’ve learned many interesting

in Mr. Gray’s class.

2. My shoes are getting wet. This

isn’t good for the leather.

3. It’s

that it will snow in Texas in May.

4. It’s sunny and breezy. Weather conditions are

for sailing.

5. My birthday’s tomorrow. It’s

that I’ll get the new CD I want.

6. The

is forecasting snow and temperatures around 25˚F.

7. The sound of

often indicates that a storm is coming.

favorableweatherman

drizzle

likelythunder

unlikelyfacts

facts

drizzle

favorable

unlikely

likely

weatherman

thunder

visibility

accustomed to

forecast

fogcondition

lightning

Watch out for foggy

strike

gAp-FiLL exeRcises

Typically, students choose from two or more options, shown on the left, or a word bank, shown below, in this type of exercise.



EXERCISE D In pairs, complete the chart with the correct forms.


1. A good soldier is a soldier.

2. Officials from six are here.

3. Do you know all the laws that driving in this city?

4. All employees must every Friday at 3:00 for a short meeting.

5. Please on the map all of the bus stops on this base.

EXERCISE E In pairs, use words in the chart above to fill in the blanks below.

Noun Verb Adjective

1. discipline to discipline disciplined

2. to gather ∅

3. display ∅

4. to govern ∅

5. ∅ national

6. protection ∅

7. indication ∅

8. to participate ∅

6. Department stores are already Christmas gifts in May!

7. The job of firemen is to fight fires and people from them.

8. All students should in classroom discussions.

A row of disciplined soldiers

gather

displaying

govern

protect

nations

indicate

participate

disciplined

gathering

to display

government

nation

to protect

to indicate

participation


EXERCISE D Cross out the word that doesn’t go with the center word.

EXERCISE E Write the new phrases you can make with the words above.

1. a match 2. a ball 3. a soccer

a match a ball a soccer




EXERCISE F Write sentences with the new phrases above.

1. I went to soccer practice at school yesterday afternoon.

2.

3.

4.

5.


1. lose

win watch

MATCH play tie

kick

3. practice

player doubt

SOCCER team coach

stadium

2. throw

find keep

BALLkick goal

lose

lose throw practice

win find player

watch keep team

play kick coach

tie lose stadium


Exercises to Show Vocabulary UsageIn Level III, students are challenged to expand their working vocabulary and accuracy of word choice as they complete collocation and word-building exercises.

coLLocAtion exeRcises

Using English naturally is an important focus for intermediate students. Collocation exercises expose them to words that typi-

cally occur together.

pARt-oF-speech exeRcises

Vocabulary expansion, through showing students how to cre-ate new words from the roots and affixes they have already learned, is the focus of this

exercise.



Exercises to Promote InteractionStudents actively work with new semi-technical vocabulary in this student-centered activity. Pairs use cutouts from the appen-dix to build a circuit as they read through the step-by-step instructions, shown on the right, in the vocabulary presentation.


112

EXERCISE B Check the words that go with each underlined word.

S2

+–

S1

EXERCISE A Write the names of the parts.

6

5

3

4

2

1

7

These produce an

electrical charge:

a battery

an insulator

a generator

a water heater

We can

attach things with:

wire

a button

a screw

tape

We can twist:

wire

rope

cloth

wood

We can wear

these for protection:

boots

gloves

glasses

hard hats

These are good

conductors of electricity:

cloth

water

rubber

copper

These are

products of energy:

heat

light

wiring

electricity

6

5

4

3

2

1

electrical tape

battery

wires

light bulb & base

screwdriverswitch (metal piece)

screws

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

Students check their circuits and label the parts (new vocabulary)

in this exercise.

A word-association exercise to check the understanding of other vocabulary in the

presentation follows.


S1

A

C

B

Circuit activity — 17L4 #4

Lesson 4Page 111

Circuit cutouts

S2

+–

111BOOK 17 LESSON 4

Vocabulary Make your own circuit

First, make sure you have all the paper cutouts in the Parts List. See Appendix J. Then follow the directions using the paper parts.

Make a switch in the “off” position: 1. Use the screwdriver and the first screw (S1) to attach

the piece of metal across the wood. The metal piece should be loosely connected to the wood on the left side.

2. Attach the second screw (S2) to the wood. Put it near the end of the metal piece on the right side of the wood. The metal piece and S2 should be able to touch—but don’t make them touch yet. These parts are the switch.

Connect the wires of the circuit: 3. Use the tape to attach one end of Wire A to the negative

(–) end of the battery. Twist the other end of Wire A around S1.

4. Attach one end of Wire C to the positive (+) side of the battery, and the other end to one side of the light bulb base. (For protection against an electric shock, there should be good insulation on both wires.)

5. Attach Wire B to the other side of the light bulb base. Twist the other end of Wire B around S2.

Turn the light bulb on: 6. Use a pencil to move the loose end of the metal switch

so that it touches S2. When the metal is touching both screws, the circuit is closed, or complete, and the light bulb will go on.

How does a circuit switch on a light?

The battery produces an electrical charge. The wires conduct the charge around the completed, or closed, circuit. The switch is used to open and close the circuit. That means the electrical current flows from the negative (–) end of the battery through Wire A to the switch. The current then continues to flow through the switch to Wire B, which

conducts the current to the light bulb through its base. The electricity then charges the thin wires inside the bulb. This charge produces heat in the wires. The product of that heat is light. The current continues to flow to Wire C. Wire C conducts the energy back to the positive (+) side of the battery. This completes the circuit.

PARTS LIST

wood piece

battery

wires (A, B, & C)

screwdriver

metal piece

2 screws

light bulb & base

electrical tape

•

•

•

•

•

•

•

•

Circuit parts to cut out and assemble

59

ALC Grammar


Structure list

Activators

Progression of exercises

Progression of objectives

6


6 ALC GRAmmAR: Overview & objectives


GRAMMAROBJECTIVE: Use was/were going to in affirmative and negative statements, yes/no and information questions, and affirmative and negative answers to express an unfulfilled past intention.

PresentationWe use the modal was/were going to to talk about something that was planned but didn't occur because either we did something else or something happened to prevent the activity from occurring.

➊ Read the question prompt at the top of the page. Then ask students to look at the picture sentences below it. Call on volunteers to suggest complete sentences for each of the three examples. Answers may vary. Some possible answers are

• I was going to cook dinner, but we went out to a restaurant instead.

• Jim was going to go fishing, but it rained.

• We were going to watch TV, but I read a book to my child instead.

➋ Personalize the grammar presentation by asking students for examples of activities that they were going to do but didn't. Write the examples on the board.

EXERCISE A


Have students do the matching and compare their work with partners before a final check. Make sure the students note that the modals used in Numbers 5 and 6 are negative. They're also examples of plans in the past that did not happen because something else happened.

Model the intonation and the phrasing of the sentences as students repeat after you.

NOTES: The word instead can be used at the end of many of the sentences modeled here to emphasize what was done in place of what was planned. Instead cannot come at the end of sentences when the cancellation of the the planned event was out of the person's control, as in Jim was going to go fishing, but it rained.

Often people answer was/were going to questions with a short answer, for example

Were you going to call your mother?

• Yes, I was going to, but I fell asleep.

or

• Yes, I was, but I fell asleep.


Grammar Using was / were going to for past intentions

❖ Use this grammar to talk about plans in the past that changed.

EXERCISE A Match the two columns to make complete sentences.

1. I was going to study, a. but she changed her mind.

2. Jim was going to lift weights, b. but it rained.

3. We were going to swim, c. but he hurt his arm.

4. It was going to be a long briefing, d. but they missed their son.

5. Mary wasn’t going to go to the party, e. but I fell asleep.

6. The Smiths weren’t going to call, f. but we finished early.

I was going to but we

Jim was going to but it

We were going to but I

, .

,

,

Did everyone do the things they planned to do last weekend?

.

.

e

c

b

f

a

d

Grammar OverviewThe ALC grammar objectives deal with structures students will need for effec-tive communication in a variety of contexts. Structures often support the lesson’s skills or its function, which also provides a relevant context for building fluency. Typically each lesson contains three to four grammar objectives, which are re-inforced throughout the lesson and supplementary activities. Most of the basic grammar structures and major verb tenses of English appear in Books 1 – 18.

Grammar objectives are lo-

cated in the IT margin near the main heading of each

grammar section. They also appear on the first page of

the lesson in the IT.


PresentationThe ALC has previously presented the following uses of gerunds:

Book 7: As the object of the preposition for to show use, as in I use a sink for washing dishes.

Book 9: With apologize for, as in The waitress apologized for spilling the tea.

Book 10: Following certain verbs such as enjoy, finish, like, mind, start, and stop, as in She enjoys dancing.

This lesson begins with a fictitious web site, E-Pal Zone, a place to find Internet pen pals. The entries for Glen and Rita use subject gerunds to describe their hobbies and interests.

➊ Review the tabs and headers for this web site. Have students talk briefly about their experiences with such websites.

➋ Have them silently read the entries for Glen and Rita. Ask them if these 2 people would be good pen pals for each other.

GRAMMAR - PART 1OBJECTIVE: Use the present gerund as the subject of a sentence and the object of a preposition in affirmative yes/no questions and information questions, and affirmative and negative statements/answers.

EXERCISE A

Books openWritten cueWritten and oral responseIndividual, then group

Review the chart with the group. The main points are:

• A gerund is formed by adding -ing to the base form of a verb. It functions as a noun.

• A gerund used as a subject comes at the beginning of a sentence. It can be affirmative or negative (not + gerund). The sentence's verb comes after the gerund or gerund phrase.

• Although a gerund may look like one

of the progressive verb forms, it is not because there is no BE verb before it, and it is in the subject position (as opposed to the verb position) in sentences.

• Spelling rule: For short verbs ending in consonant-vowel-consonant, double the final consonant before adding -ing: run-running, swim-swimming, cut-cutting.

➊ Ask students to underline all gerunds in the text. Review answers.

➋ Review with the students how to transform statements to yes/no questions. Then ask 5 students, one after another, to write the questions on the board. Have the class supply their personal opinions as answers.

ANSWERS 1. Are running and swimming sports

that you like? 2. Is not moving your body dull for you? 3. Is sitting quietly pleasant for you? 4. Does taking a walk relax you? 5. Do climbing and swimming make

you nervous?

EXERCISE A


Grammar Using gerunds as the subject of a sentence

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GLEN

I love to climb. Climbing rocks is

difficult, but I really enjoy it. Running

and swimming are also sports that I

like. Doing all those sports keeps me

healthy. Moving my body is a lot of

fun. Not moving my body is dull.

Sitting quietly to read or watch TV

isn’t pleasant for me.

RITA

Listening to music, watching movies,

reading, writing, and traveling are

things that I enjoy. Learning new

languages, cooking, and dancing are

my favorite hobbies. Taking a walk in

the forest relaxes me, but climbing and

swimming make me nervous. Not

exercising doesn’t worry me.

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EXERCISE A Study the chart, then underline the gerunds in the text above.

With your teacher, transform the sentences in the chart into questions.

GERUND (SUBJECT) (other words) VERB (other words)

Running and swimming are sports that I like.

Not moving my body is dull.

Sitting quietly isn’t pleasant for me.

Taking a walk relaxes me.

Climbing and swimming make me nervous.

❖ A gerund is made from the base form of a verb + ing: be + ing = being do + ing = doing swim + ing = swimming


PresentationThis section presents the second half of the grammar objective about gerunds, i.e., gerunds as objects of prepositions.

➊ Read Gina's letter to the class. Clarify briefly any vocabulary or general comprehension questions.

➋ Ask students if the gerunds in this letter are in the subject position of the sentence (as just taught) or in some other position (Answer: Not in the subject position).

➌ Preview the chart and its bulleted note on the following page. Point out that all gerunds in Gina’s letter come after a preposition.

➍ It may be helpful to compare the gerund chart on the following page with the chart on page 66. Make it explicit that the ALC is presenting gerunds in 2 positions in this lesson: (1) as the subject at the beginning of a sentence, (2) as the object of a preposition.

GRAMMAR - PART 2OBJECTIVE: Use the present gerund as the subject of a sentence and the object of a preposition in affirmative yes/no questions and information questions, and affirmative and negative statements/answers.


Grammar Using gerunds after prepositions

Dear Grandma Rose,

I apologize for not writing you sooner, but I haven’t

had any free time. I look forward to having more time

since I’ve finished my assignment at work. You know

that I care about doing my work very carefully. I’ve

been worried about not completing my work on time

since it takes a long time. I’m excited about showing it

to my boss because it’s really good.

I plan on taking several weeks of leave, and I’ve

decided to spend part of my vacation with you. I’m

happy about seeing you. I also look forward to doing

some farm work, caring for the animals, and fishing.

You know that I’m fond of relaxing in nature.

Of course I’m looking forward to eating your fresh,

home-cooked food. I’m afraid to tell you the things that

I usually eat for lunch at work! I’ll tell you all the

news when I come next week.

Love,

Gina

❖ A gerund is made from the base form of a verb + ing: be + ing = being do + ing = doing swim + ing = swimming

Certain grammar objectives are bro-ken down into two parts. The black type indicates the focus of the section, while the gray type shows that the other portion is treated in another section of the lesson.


6 ALC GRAmmAR: Structure list

Grammar Reference for the BookAppendix B contains an alphabetical listing (by part of speech) of all grammar objectives presented in the book. Each entry shows the struc-ture, an example, and the lesson (1– 4) in which it occurs.

B-1

BOOK 18 APPENDIX B

APPENDIX B Structure List

PART OF

SPEECH

STRUCTURE

WORD OR

SENTENCE PATTERN

LESSON

Affi xSuffi x:

Adjective to noun with

-ness

After the game, I felt a

weakness in my legs.

3

Affi xSuffi x:

Verb to noun with -ment

I had a disagreement

with my wife.

3

ClauseRestrictive adjective clauses

with who(m), that, or which

That’s the woman

(whom) I was speaking

to yesterday.

4

ClauseIf-clauses to express present

unreal conditions

If I had more time, I’d

study more.

2

ClauseThat-noun clause following

the anticipatory it =

It + BE + adjective + (that)

noun clause

It’s important that we

work together.

1

Conjunction Correlative conjunctions:

both … and

not only … but also

either … or

neither … nor

Jim is both tall and

strong.

Neither the teacher nor

the students were on

time.

1

Negative

Question

Negative information

questions to seek information

Why aren’t you coming

to the party tonight?

3

Negative

Question

Negative yes/no questions in

expectation of agreement

Didn’t your father

retire last year?

3

Reported

Speech

Reported information

questions

Jim asked me if we had

any homework.

1

Students can use this convenient listing of structures from the book to quickly review and prepare for the book quiz.


95

BOOK 18 LESSON 4

subject modal + have + past participle other words1. You

have

to play with a broken leg.2. You

you’d injure the other leg.3. I

the cast was too weak.4. I

another goal!

Grammar What should Chris have done differently?

❖ Should have and ought to have introduce advice about fi nished actions in the past.

Should not have introduces a fi nished action in the past that was a bad idea to do.

Could have means there was a choice or a possibility of something else in the past.EXERCISE A Complete the chart with words from the dialog above.

YesterdayYou ought tohave realized you’d injure the other leg.

Chris,you shouldn’t have tried to play with a broken leg!

I could have made another goal, Matt!

I should have known the cast was too weak to protect my leg.

ChrisMatt

6 ALC GRAmmAR: Activators

True / False Comprehension Statements 1. Yesterday, Chris played soccer with a broken leg.

( True.) 2. Matt thinks that it was a bad idea for Chris to play

soccer. ( True.) 3. Chris realized that he might break his leg. (False.) 4. Chris feels like he made a mistake. ( True.) 5. Chris doesn’t think that it was possible for him to

make more goals. (False.)

Context and InteractionThe grammar presentation establishes an authentic context for the target structure. It also provides numerous samples for students to interact with in multiple ways. Instructors who choose to take an inductive approach by using these ready-made contexts will find their students more actively involved in their own learning.

An interactive paradigm allows students

to figure out and put together the structure themselves from the

examples in the activator.

❖ The grammar bullet alerts students to important de-tails about the objective.

The context for gram-mar presentations is set up with simple images and dialogs.

Questions in the IT guide students to work with the meaning of the

grammar and help the instructor do

some concept checking.


6 ALC GRAmmAR: Progression of exercises

From Perception to Practice and ProductionStudents first work with context and the basic meaning of the target grammar in the presentation and the initial exercises. Then they start examining the fundamental char-acteristics of the structure through paradigms and form-based exercises. Later exercises provide opportunities for students to communicate using the new structure. The examples here and on the next two pages illustrate this progression of grammar exercises.


Grammar Using as + adjective + as to express equality

A and B have the same weight. They are equal in weight. A is as heavy as B.

C and D don’t have the same weight.D is less heavy than C. D is not as heavy as C.

❖ Use as + adjective + as to compare 2 people / things that are the same in some way.

❖ Use not as + adjective + as to compare 2 people / things that are different, to say that one is less than the other.

EXERCISE A Read the statements and say if you agree or disagree.

If you disagree with one, change the statement to make it true in your opinion.

STATEMENT

1. Food in the US is as delicious as food in my country.

2. American coffee isn’t as strong as coffee in my country.

3. My pronunciation is as good as my teacher’s pronunciation.

4. An airplane is as dangerous as a car.

5. Grammar isn’t as important as vocabulary.

6. Life today is as easy as life in the past.

7. Cats aren’t as interesting as dogs.

8. Watches are as expensive as cameras.

A B DC

21BOOK 14 LESSON 1

EXERCISE B Complete the sentences with your own ideas.

1. is as sweet as .

2. is as hard as .

3. are as dangerous as .

4. aren’t as salty as .

5. isn’t as sharp as .

6. isn’t as big as .

7. Dogs are cats.

8. Coffee is tea.

9. Children aren’t adults.

10. Snow isn’t ice.

as + adjective + as

Lila is

as tall as

Karen (is).she (is).her.*

Sam is notisn’t

Paul (is).he (is).him.*

❖ We can use object pronouns me, you, her, him, us, or them instead of repeating a name.

Sam PaulKaren Lila

exAmining the tARget stRuctuRe

Students work inductively with the grammar by seeing and interact-ing with multiple samples and situa-tions. Among the earliest exercises, part of the focus is on recognition of the structure in context.

expeRimenting with meAning

Students work with carefully crafted exercises that encourage them to experiment with the meaning of the target structure as they examine its parts.


57BOOK 18 LESSON 2

EXERCISE B Complete the sentences with BE (not) used to.

1. For years I went to the gym every day at 0900. Now I have to go at 0600, but

(I / not / go to the gym) so early.

2. The experienced mechanics can repair airplane engines quickly because

(they / work on) that kind of engine.

3. It’s January and the Smiths have just moved to Alaska from Florida.

(They / not / the weather) in Alaska yet.

4. We’ve studied English for years, so (we / speak) it.

5. Anna has never owned a car. (She / take a bus) .

6. At my old job, I worked from 0600 to 1400. My new job is from 1500 till 2400.

(I / not / the new schedule) .

Use the noun or a gerund of the verb in parentheses. Number 1 is an example.

I’m not used to going to the gym

EXERCISE C Unscramble the questions. Ask & answer them with a partner.

1. Are / to / you / American food / used / ?

2. you / used / Are / a lot of noise / to / ?

3. used / going to sleep / are / When / you / to / at night / ?

4. What / used / are / doing / to / on weekends / you / ?

You areused to

a vacation in winter .

(When) Are you going on vacation ?

we’re used to speaking

They’re not used to the weather

I’m not used to the new schedule

She’s used to taking a bus

Are you used to American food?

Are you used to a lot of noise?

When are you used to going to sleep at night?

What are you used to doing on weekends?

they’re used to working on


EXERCISE A Write the verbs and gerunds that are together in the text.


VERB + GERUND

1. began using

2.

3.

4.

5.

6.

7.

8.

Grammar Using a verb + gerund

Brian began using computers at work. He immediately enjoyed working with them. They helped him work faster and better. He thought of all kinds of ways they could be useful. Soon, he started thinking about buying a computer for his home.

First, he read a book about computers. After that, he began shopping for a computer. He didn’t stop shopping until he found just the right one.

When Brian is at home, he likes sending e-mail to friends and family. He also likes receiving e-mail. Sometimes, he has 15 to 20 e-mails to read after he gets home from work. Brian usually doesn’t go to bed until he finishes answering every e-mail.

❖ Add -ing to a verb to make a gerund. Gerunds can be objects of these verbs:

begin enjoy finish like mind start stop

Brianenjoys

receiving e-mail.doesn’t enjoy

enjoyed workingstarted thinkingbegan shoppingstop shoppinglikes sendinglikes receivingfinishes answering


This exercise guides students to craft interrogatives. The ques-tions then form the basis for meaningful exchanges between pairs of students, who answer with personalized responses.


EXERCISE B Fill in the blanks with were or other past forms.

1. I

(that)

I (be) healthier.

2. Youwish

you (drive) a sports car.

3. We we (can speak) perfect English.

4. They they (not have) so much work.

5. Hewishes

he (be) a younger man.

6. She she (not be) leaving now.

were


EXERCISE C Complete each sentence with the past verb or modal.

Use the words in parentheses. Number 1 is an example.

1. I’m a poor medical student. I wish I (be) a rich doctor.

2. Sally has brown hair. She wishes she (have) blond hair.

3. The mailman comes at 5 p.m. I wish he (come) earlier.

4. We wish that we (can buy) a larger house for our family.

5. A: Nick wishes that his supervisor (will retire) soon.

B: Why does Nick wish his boss (be) leaving?

6. A: My town’s too small. I wish I (can move) away.

B: Where do you wish you (live) instead?

7. A: Ida’s dad won’t help her. She wishes he (will).

B: What does Ida wish her dad (will help) her with?

8. They wish the DI (not make) them get up so early.

9. Everybody wishes they (not have to pay) taxes.

10. Brad hates his job. He wishes he (not work) there.

were

were

didn’t have

could speak

drove

lived

would retire

had

could buy

could move

wouldn’t make

were

would help

would

didn’t have to pay

came

didn’t work

weren’t

contRoLLed exeRcises

Controlled exercises have only one cor-rect answer and tend to focus on form. Semi-controlled exercises allow for some variation and creativity. Both of these types of exercises help instructors spot problem areas quickly. In addition, students get practice with the individual grammatical elements in order to more easily recall the structure for later auto-matic use.

As shown here and on the next page, ALC exercises run from fully controlled to semi-controlled to opened-ended. Likewise, within an exercise itself, items progress from easier to more difficult.

Formation of the

negative

Examining the parts of a target structure

A controlled transformation



83BOOK 14 LESSON 3

EXERCISE B Complete the sentences with must + phrases from the box.

1. I’m sorry, caller. Al Green doesn’t live here. You .

2. Karl was just promoted to major. His parents .

3. Today because no one has to go to school today.

4. She can’t solve the math problem. She .

5. The movie she’s watching because she’s crying.

6. They worked hard all day. They .

7. You’re walking very slowly. Your shoes .

8. The Smiths since Mr. Smith got a job in a different state.

9. John called to say he felt very sick, so he .

10. Kate borrowed my suitcases. She for her vacation.

feel tiredbe movingnot fit well

be very sadbe a holidaybe going awaynot understand it

be staying home todayfeel very proud of himhave the wrong number

EXERCISE C With a partner, give your best guess with must.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Sgt Franks gets the best test score every week.

The officers are gone, but it’s only 2 p.m.

My car won’t start.

There’s a line of people to see that movie.

Jane always wears red shoes.

That suitcase is too heavy to lift.

Jim doesn’t want anything to eat.

Carol looks upset.

The office is very hot.

Your cell phone suddenly stops working while you’re talking on it.

Why?He must be very smart.

Sgt Franks must study every day.

Use each phrase only once. Number 1 is an example.

must have the wrong number

open-ended exeRcises

Most grammar lessons wrap up with inter-active, personalized exercises which focus on communication. These exchanges mo-tivate students to create with the language because they are asked to draw upon their own experiences as the authentic context for practicing the target structure.

41BOOK 18 LESSON 2

1. If I lost my ID card, .

2. If I suddenly had a large amount of money, .

3. If I found someone’s keys in the street, .

4. If I weren’t in the military, .

5. If everyone spoke the same language, .

6. If families could have only one child each, .

7. If we didn’t have computers, .

8. If we didn’t have cell phones, .

If the condition is met …

would

means

this will happen. (100% sure)

might maybe this will happen. (50% sure)

couldthis can happen because of ability or possibility,OR there is permission for this to happen.

EXERCISE F Complete each sentence with the modal of your choice.


EXERCISE G Complete the four questions.

Then ask and answer the questions with a partner.

1. What would happen if ?

2. What might happen if ?

3. What would you do if ?

4. What could you do if ?

What would happen if the weather

became very hot all over the world?

It would become terribly difficult to

grow food.

I’d look for it / I might be upset / I couldn’t get on base

Personalized responses are encouraged in both of these exercises.

49BOOK 18 LESSON 2

MallDirectory

♦ Shoes♦ Clothes♦ Jewelry♦ Restaurants

EXERCISE D Complete each sentence with a suggestion for a change.

1. We have too much homework. We wish the teacher wouldn’t .

2. I don’t like the clerk. I wish he wouldn’t .

3. Jerry gets a lot of work. He wishes the manager wouldn’t .

4. The meetings are held very late. They wish the boss would .

5. Ann’s neighbor plays his stereo too loud. She wishes he’d .

Do you wish you … Yes

1. were ?

2. weren’t ?

3. had a ?

4. knew how to ?

5. could ?

6. didn’t have to ?

EXERCISE E Complete the questions yourself. Then ask your partner.

Check the box only when the answer is Yes. Later, report one Yes answer to the class.

Lt Kim wishes he weren’t so

short.

Capt Ank wishes she could call her family more often.

❖ Use wish + would / wouldn’t when you want someone to change a behavior.

I wish he’d make up his

mind.

I wish she wouldn’t spend so

much money. ??

Semi-guided oral pair work

Open-ended oral

practiceAMERICAN LANGUAGE COURSE28

EXERCISE F Talk about these questions in groups. Then, report to the class.

Of all the students in your group

1. … who has traveled the farthest to get to this school?

2. … who can run the fastest?

3. … who can swim the farthest?

4. … who has climbed the highest?

5. … who

Of all the vehicles in the world

6. … which one can go the fastest?

7. … which one can fly the highest?

8. … which one can fly the furthest without extra gas?

9. … which one can go the deepest in the ocean?

10. … which

Who has lived the longest?

I’m 23.I’m 32.

Write your own questions for Number 5 and Number 10.

I’m 35.

Group interaction and form practice through a survey


6 ALC GRAmmAR: Progression of objectives

The Treatment of Related Grammar ObjectivesSeveral of the more difficult grammar concepts appear in segments across several books. The examples here show how the ALC introduces, reinforces, and expands the structure and usage of perfect tenses in six different presentations from three books.


Grammar Present perfect progressive: have been + verb -ing

Choose a verb from the box and write it under the picture it describes.

I / We / You / They have(not) been verb + -ing

He / She / It has

shopping

cooking

washing

working

traveling

➋ He has been .➊ He has been .

➌ Who has been ?

➍ She has been the dishes. ➎ They have been .


Grammar The present perfect: have been and have had

Jim: Hi, Dan. I’m sorry I’m late. How long have you been here?

Dan: I’ve been here for only ten minutes. Are you ready for our trip to Florida?

Jim: Yes, I’ve been ready since yesterday. But this morning I realized I need to take my car to the garage.

Dan: Really? You haven’t had that car for very long.

Jim: No, I haven’t. I’ve had it for just four months, but the car isn’t new, you know. I want to get new tires before we leave on our trip because Florida’s so far.

Dan: That’s a good idea. I should get new tires for my car, too.

Jim: How long have you had your car?

Dan: I’ve had it since 2003, but I never bought any new tires for it.

I / We / You / They have

(not)

been here for ten minutes.

He / She has had the car since 2003.

EXERCISE A Read the sentences. Write T for true and F for false.

1. Dan was waiting for Jim.

2. Jim has been there for ten minutes.

3. Everything is ready for the trip now.

4. Dan will drive his car to Florida.

5. Jim bought his car four months ago.

6. Jim’s car is new.

7. Dan has had his car since 2003.

8. Dan’s car has not had new tires since he bought it.

9. Dan bought his car in 2003.

the initiAL pResentAtion

Students receive their introduction to the perfect-tense concept in-ductively through contextualized activators and examples.

Grammar paradigms show the pat-

terns of acceptable structural combinations. They also serve as a quick study reference and offer a means of analysis and

comparison of structures.

book 11 Lesson 1 Present Perfect Progressive

11

BOOK 11 LESSON 1

Jim

has

his car

now.boughtin May.

has had for four months.since May.

EXERCISE B Compare the past tense and the present perfect tense.

EXERCISE C Read the short paragraphs. Underline all the verbs in them.

❖ Use the present perfect to talk about something that began in the past, is still going

on, and may continue into the future.

1. Right now, it is 1 p.m. in the afternoon. Dan went to the shopping center at

11 a.m. He is still there. He has been at the shopping center for two hours.

2. Jim had a truck last year. He has a new car now. He has had it for four months.

3. The ship is in the ocean. The sailors have been on the ship for eight months.

4. Mr. Wilson was in New York last week. He is still in New York. He has been in

New York since last week. 5. It is 3 p.m. We came to school seven hours ago. We have been here since 8 a.m.

6. Karen has been in the US Air Force for five years. She has been a captain since

February 1st.

PAST

PRESENT PERFECT

The action startedand ended in the past. The action started in the past

AprMayJuneJulyAugSeptAprMayJuneJulyAugSeptJim bought his car in May.Jim has had his car for four months.

now

and continues to the present.

now

Timelines illustrate the meaning and usage of the present perfect tense in contrast with the simple past tense.

book 11 Lesson 1 Present Perfect

(Part 1)



Read the newspaper article and underline the verbs.

Grammar Using the present perfect tense

OFFICER OF THE WEEKFORT SAM HOUSTON, Texas — Lieutenant Colonel Robert Gray was 22 years old when he decided to become a military officer. He joined the US Army on July 4, 1984. He has been in the Army for 20 years. LTC Gray began his military career at Fort Sill. In 1986, he moved to Germany for three years. Since 1989, he has served in five other countries. He went to Command and General Staff College at Fort Leavenworth five years ago. He has been a lieutenant colonel since last year. In May of this year, he came to Texas. He has lived at Fort Sam Houston for four months. Since he arrived, he has worked as a Deputy Inspector General. He and his wife have enjoyed meeting new people here.

EXERCISE A Answer these questions about the newspaper article.

1. When did LTC Gray join the Army?

2. How long has he been in the Army?

3. Is he still in the Army?

4. Where did LTC Gray live in 1986?

5. When did LTC move to Texas?

6. Where does LTC Gray live now?

I / We / You / They have(not) lived in Texas for two years.

He / She / It has

❖ Use have + past participle to form the present perfect tense.

July 4, 1984

20 years

Yes, he is.

in May

Texas / Fort Sam Houston

Germany

23

BOOK 12 LESSON 1

EXERCISE B Write the verbs from the article in the correct column.

PAST

PRESENT PERFECTwas

has been

EXERCISE C Compare the past tense and the present perfect.PAST

PRESENT PERFECT

The action startedand ended in the past. The action started in the past...

AprMayJuneJulyAugSeptAprMayJuneJulyAugSeptIn May, he moved to Texas.

He has lived in Texas since May.

now

and continues to the present.

now

The first verb in each column is an example.

cooRdinAtion oF ReLAted gRAmmAR oBJectives

As students broaden their knowledge of the present perfect tense in Book 12, the time-line and paradigm from Book 11 (compare with previous page) are reintroduced and presented with a wider array of verbs. The timeline is then adapted in the second lesson to illustrate the expanded grammatical usage and meaning of the structure.


book 12 Lesson 1 Present Perfect (Part 2)


Grammar Using the present perfect tense

This is Jan’s suitcase. What do you know about Jan? Check (✔) the boxes. Then underline the verb in each sentence.

1. Jan has been to many countries.

2. Jan visited Paris last year.

3. Jan has been to Egypt.

4. Jan flew to London last week.

5. Jan has flown to other countries.

6. Jan went to Egypt last month.

7. Jan has seen London.

8. Jan saw Paris in June.

9. Jan visited Rome last year.

10. Jan has seen Egypt.

know don’t know

✔

✔

✔

✔

✔

✔

✔

✔

✔

✔

51BOOK 12 LESSON 2

Use the verb in italics. Number 1 is an example.

1. Ted: The Hills went to California on vacation.

Jay: They to California on vacation often.

2. Jim: The movie will start soon. Dave and Kathy arrived early.

Bob: Where’s Greg? He not yet.

3. Kay: Roger got three letters today.

Tim: He already almost a dozen letters.

4. Lea: Mary took her car to the mechanic this morning.

Bill: She it to the mechanic many times this month.

5. Pat: Tina read the book for English class quickly.

Joe: Jane not the book yet.

6. Ray: Joan didn’t go to the doctor yesterday.

Kim: Roger already to the doctor.

7. Tim: We had two tests in English last week.

Kay: We still not any tests in Spanish.

EXERCISE B Use the present perfect to complete the sentences.

have gone

PAST PRESENT PERFECTThe action startedand ended in the past.

The action is important,not when it happened.

Rome Rome

Jan visited Rome last year. Jan has visited Rome before.

nownow ?last year

❖ Use the present perfect to talk about a past action when the time is not important.

EXERCISE A Study the charts.

has arrived

has

has taken

have

has

has read

had

gone

gotten

book 12 Lesson 2 Present Perfect

(Part 3)



Grammar The past perfect: had + past participle

True False

eaten breakfast.

had a cup of coffee.

sent an e-mail.

taken a shower.

run fi ve miles.

read the newspaper.

watched a movie.

When class started today, I had already …

Check (✔) your answers on the chart.

PAST PERFECT I had already eaten breakfast

SIMPLE PASTwhen class started.

0700 hours 0800 hours Now

❖ The past perfect is for an action that was completed before another action in the past.

EXERCISE A Match the 2 clauses to make complete sentences.

1. Until I graduated from college, a. their plane had already taken off.

2. We’d just finished basic training b. because she’d just cleaned it.

3. By the time they got to the airport, c. I’d never had a full-time job.

4. Peter hadn’t ever killed an animal d. Debra had never used one.

5. Anita’s room looked nice last week e. he noticed his wallet was missing.

6. Before her mother bought a camera, f. when our families came to visit.

7. After Al had promised to pay the bill, g. until his dad took him hunting.

❖ The past perfect clause can go before or after the simple past clause.

c

f

a

g

b

d

e


Grammar What had he been doing?

now

subj. had (not) been verb + ing (time) (simple past clause)

He had been playing (for 30 minutes) (when he fell).

❖ We can use the past perfect progressive to talk about a past action that was taking place before (and sometimes until) another action in the past.

EXERCISE A Match the two columns to make complete sentences.

a. until the DI told them to stop.

b. so her hair was wet in class.

c. before they had their first game?

d. for that company?

e. because she’d been crying earlier.

f. before the bus arrived?

g. because he hadn’t been drivingcarefully.

h. because he’d been eating toomuch candy.

1. She’d been swimming

2. Gary got in an accident

3. Linda’s eyes were red

4. Jimmy got a stomachache

5. Had they been practicing a lot

6. How long had he been working

7. Had you been waiting a long time

8. The soldiers had been marchingfor hours

❖ Contracted form: He had been eating = He’d been eating. He had not been eating. = He hadn’t been eating.

when he fell and hurt his leg.

Carl had been playing soccer for 30 minutes …

b

g

e

h

c

d

f

a

expAnsion oF A FAmiLiAR gRAmmAticAL concept

Timelines and paradigms—modified to illustrate the past perfect and past perfect progressive tenses—reappear and expand the perfect-tense concept in Level III.

book 16 Lesson 2 Past Perfect Progressive

book 16 Lesson 1 Past Perfect


16

EXERCISE C Fill in the blanks with had (not) + past participles from the box.

Some answers have adverbs. Use contractions when possible. Number 1 is an example.HAD(adverb)

+ past participlehad

justalreadyalwaysnever

met

sent

eatenwritten

gone

begun

ridden

had

flown

beenstudied

had not = hadn’t ever❖ We can put certain adverbs between the two parts of the past perfect verb. 1. When you called me last night, I

to bed.

just go 2. After I dinner, you invited me to go out to eat.

already eat 3. We

our new boss until he got back from vacation.

not meet 4. The game

by the time we finally found our seats.

begin 5. Until Ann went to Spain, she

overseas.

never fly 6. John looked awful yesterday because he up all night.

be 7. Diana

letters by hand until she got a computer.

always write 8. Carl a horse until he visited Joe’s ranch in Texas.

not ever ride 9. Sue

before the test, so she knew all the answers.

study

10. We time to finish packing when the taxi arrived.

not have 11. The worried parents

dozens of e-mails before their

son arrived. send

’d just gone

had begun

had sent

’d never flown

had always written

’d already eaten

hadn’t met

’d been

hadn’t ever ridden

had studied

hadn’t hadAMERICAN LANGUAGE COURSE

46

EXERCISE C Put the words in the correct order to make questions.

Use the chart to help you. Number 1 is an example.

1. Where had your parents been living when they first met?2. What had you been doing before you joined the military?3. What kind of assignment had you been doing before you

began this course?4. How long had you been studying English before you met

your present teacher?

EXERCISE D In pairs, ask & answer questions in the past perfect progressive.

Had he been using the old computer?How long had she been studying for last week’s test?

1. planning / Linda / Had / been

a surprise party for her friend?

2. you / been / working on your car / Had

all last weekend?

3. working out / you / How long / been / had

when I saw you?

4. living / How long / the Smiths / had / been / in the house

when it burned down?

5. you / had / studying / been / Where

before the new library opened?

6. had / been / What / doing / Lt Williams

until he got sick?

7. visiting / had / Who / been / Stacy

before she returned last night?

Had Linda been planning

How long had you been working out

How long had the Smiths been living in the house Where had you been studying

What had Lt Williams been doing

Had you been working on your car

Who had Stacy been visiting


69

ALC Skills


Subsumed skills objectives

Integrated skills activities

Speaking skills progression

Listening skills progression

Reading skills progression

Writing skills progression

7



LISTENING SKILLSOBJECTIVE: Listen to a text 60-150 words in length (about 20-45 seconds), and select its topic from 2 or more choices.

OBJECTIVE: Listen to a text 60-150 words in length (about 20-45 seconds), and select its main idea from 2 or more choices.

OBJECTIVE: Listen to a text no more than 150 words in length (no more than 45 seconds duration), and select the best title from 2 or more choices.

EXERCISEPresentationRemind students that the main idea of a text is its general message. While the topic is a word or a phrase, the main idea is expressed as a complete sentence. The title, on the other hand, can be a sentence, phrase, or single word. A good title gives listeners or readers an idea of the text that follows. It is also relatively short and catches the listeners' interest.

Read the text at a normal rate of speech. If necessary, read the text a second time. Discuss answers with the class.

Books openOral and written cueWritten responseIndividual

Read the text at a normal rate of speech. If necessary, read the text a second time.

NOTE: Titles have special punctuation. Discuss with students the following guidelines:

• Capitalize the first word, last word, and all major words.

• Don't capitalize little words like a, an, the, and, or, but, to, from, in, on, etc.

• Don't end with a period, but it must end with a question or exclamation mark when needed.

Texts Location Item Number

Appendix J B14L1 #1


Listen. Then select the topic, main idea, and best title.

1. The topic of the text is .

a. the cost of the first airplanesb. the beginning of the US Air Forcec. people in the US Air Forced. pilot training

2. The main idea of the text is .

a. The first plane carried only two people.b. The Wright brothers made the first plane for the US Air Force.c. The US Air Force started as part of the US Army.d. There were only two instructors in the US Air Force.

3. The best title for the text is .

a. The Army Signal Corpsb. Learning to Fly an Old Planec. Up, Up, and Away!d. The Early Days of the US Air Force

1. The topic of the text is .

a. soldiers, sailors, airmen, and marinesb. the US Military Reservec. the American president d. weekends in the military

2. The main idea of the text is .

a. Students take pilot training after graduation.b. US military students also get a college degree.c. Women go to the US Air Force Academy and become officers.d. The military reserve is part of the US military forces.

3. The best title for the text is .

a. The Presidentb. Branches of the Armed Forcesc. Weekends in the Militaryd. Military Reservists

EXERCISE Listen. Then select the topic, main idea, and best title.

Listening Identifying the topic, main idea, and title

BOOK 15 LESSON 3 77

PresentationThis activity helps students recognize and practice stress-pattern shifts in verbs which change to nouns by adding -ion or -al.

➊ Have students silently read the word lists. Then pronounce each pair of words as students repeat after you. Model pronunciation, and point out that the stressed syllable changes in pitch and is longer and louder. Remind students that paying attention to correct syllable and word stress will greatly improve their ability to be understood by others.

EXERCISE

Books openWritten and oral cueOral responseChoral, then pairs

Model the sentences, and have students repeat after you. Then pair students up, and have them take turns reading the sentences with correct pronunciation. Have them read each sentence at least once.

SPEAKING SKILLOBJECTIVE: Listen to the base form of a word and a second word derived from it which has a change in stress and/or a vowel reduction, and accurately repeat both forms after the instructor’s model with appropriate stress and reduced vowels.

➋ Ask students if they can figure out the rule for words that end in -ion. (The stress falls on the next-to-last syllable.)

➌ Have students take turns correctly pronouncing each pair of words with a partner.

77BOOK 15 LESSON 3

Speaking Practicing pronunciation

Listen to your teacher pronounce the words. Then repeat them.

1. ACcident acciDENtally

2. introDUCE introDUCtion

3. CELebrate celeBRAtion

4. prePARE prepaRAtion

5. inVITE inviTAtion

6. apPLY appliCAtion

7. reDUCE reDUCtion

8. sign SIGnal

EXERCISE Read the sentences with a partner. Use correct word stress.

1. The man accidentally went through the red light and caused an accident.

2. The first two pages of each lesson is the introduction. These pages introduce students to new words and grammar.

3. My favorite celebration is on December 31st. I love to celebrate the new year.

4. If you want to prepare for a career in the military, you need to study hard and plan ahead. When you have good preparation, you’ll have a good future.

5. I invited John to the party, but he didn’t get the invitation in the mail.

6. You need to fill out an application for a travel visa. If you apply several weeks before you travel overseas, you’ll receive the visa in time.

7. Many heavy people with health problems try to reduce their weight. Doctors say that weight reduction makes people healthier.

8. The car’s flashing turn signal was a sign that the driver wanted to turn right.

Overview of Listening, Speaking, Reading, & Writing SkillsALC skills are academic and real-life language skills students need to easily participate in an English-speaking environment. Additionally, ALC skills are specifically tailored to complement military training, with a special emphasis on study skills, such as note taking. Many skills, though complete in themselves, build up to or are recycled in more complex skills. Such higher-level skills often require the ability to perform several preliminary skills first (see pp. 35 – 37). Facilitative vocabulary and structures increase in frequency as skills texts become more challenging. However, use of such above-level language is carefully controlled and contextualized based on the requirements of a par-ticular objective. Approximately 8 – 12 skills objectives appear in each lesson.

7 ALC SkILLS: Overview & objectives

In addition to appearing in the IT margin near the main heading, skills objectives are listed on the first

two pages of each lesson in the IT.

When a section contains more than

one skill objective, each one is listed in the IT margin near the main heading.


7 ALC SkILLS: Overview & objectives

BOOK 17 LESSON 1 23

Reading PresentationWhen scanning, students read quickly to find specific information. Scanning has been practiced since ALC Book 7.

➊ Read the bolded text and the “survey” list. Ensure everyone understands the context. Give students enough time to read the 5 questions.

➋ Tell them they will have only 90 seconds to scan a graph in the appendix. Then they will answer the 5 questions.

NOTE: Explain that when they are answering questions, they should skip any that they can’t answer right away. They can return to the skipped ones if time allows.

➌ Direct students to find page J-5. Let students start scanning as you begin timing 90 seconds. When the time is up, tell them to return immediately to the questions to answer as many as they can.

➍ Check the answers. Then let students flip back to the appendix to find any information they may have missed.

READING SKILLOBJECTIVE: Scan a text within a limited amount of time (60-90 seconds) and write answers to 2-5 previously read questions.

Text Location Item Number

Appendix J 17L1 #2 p. J-5Graph to scan

WRITING SKILLOBJECTIVE: Write a paraphrase of an original text about 100 words in length after first reading the original text and retelling it orally one or more times.

EXERCISE

Text Location Item Numbers

Appendix J

17L1 #3 p. J-7Paraphrase example

17L1 #4 a - b p. J-917L1 #4 c - d p. J-1117L1 #4 e - f p. J-13Paraphrasing texts

PREPARATION: Copy the 6 texts a-f with word banks on the back, and cut out before the lesson. The number of copies to make depends on the number of students.

Writing PresentationParaphrasing has been practiced since ALC Book 12. Begin with a review of paraphrasing: A paraphrase is a restatement of an original text in another person’s own words. Work with the example in Appendix J if necessary.

EXERCISE

Books openWritten cueOral and written responsePairs and individual

➊ Distribute one text card to each student. Point out that each card has a word bank on the back to use.

➋ Ask students to read their text silently 3 times.

➌ Direct them to pair up with another student to paraphrase their text orally. Emphasize that they can refer only to the word bank for this step. Students must switch partners to tell their paraphrase to 3 different people.

➍ Instruct students to write their paraphrases using only the word bank.

23BOOK 17 LESSON 1

Two groups of people—50 men and 50 women—were asked to select the qualities that a good friend should have. They used the list to the right.

EXERCISE Write a paraphrase of the text that your instructor gives you.

Read the text 3 times. Then, retell the text to 3 different people. Lastly, rewrite the text below.

Skills Scanning and Paraphrasing

Read the text and the questions. Then wait for your teacher’s instructions.

1. Which quality did 100% of people in both

groups select?

2. Which group chose “is a good listener?” four times more than the other group?

3. Which quality shows the greatest differencebetween men’s and women’s choices?

4. Which quality did both groups select the least?

5. Which group selected humor the most?

A good friend …

is a good listener.

can be trusted.

is funny.

likes sports.

is attractive.

✓

can be trusted

women

likes sports

is attractive

women

“is a good listener”

Many skills activities have

accompanying materi-als in the appendix.

Skills in the main heading indicates that more than

one type of skill objective appears in the section.

Each specific skill ob-jective in the section is listed in the IT margin near the corresponding

initial activity.


BOOK 16 LESSON 4 99

NEW VOCABULARYto shut offto shut downair conditioner

PresentationThis presentation approximates an article from an architectural magazine or newsletter.

Before opening the book, ask students to describe their vision of the ideal house. Then elicit some ideas about what the house of the future should be like.

➊ Have students open their books and read the text, underlining unfamiliar words.

➋ Put them in pairs so they can discuss their words and try to determine meaning together.

➌ Practice pronunciation of the new vocabulary. Elicit and clarify meaning through context when possible.

➍ Then let them read the article again and write the topic and main idea. Answers will vary. Circulate and help. Have a few students read their answers aloud to model the variety possible. Accept logical, grammatically correct answers.

➎ Have a class discussion about other possible technological advances in the homes of the future.

WRITING SKILLOBJECTIVE: Read a text 150-500 words in length and write its topic. OBJECTIVE: Read a text 150-500 words in length and write its main idea.

99BOOK 16 LESSON 4

The Home of the Future?

Vocabulary What’s Next?

Topic:

Main Idea:

Read the article and write the topic and main idea. Answers will vary.

This week’s What’s Next? article is about a new home owned by Tom and Linda Turner. They just fi nished building the “smart house” of their dreams. It’s a modern house that’s fi lled with computers to make their lives as convenient as pos-sible. Tom and Linda installed new appli-ances that look like the usual kind you can buy at any appli-ance store. But their appliances are unusu-al machines, thanks to the computer chips inside them. For example, they have a refrigerator that lets them know when they are out of food items like milk and butter. Computers operate the whole house. If Tom wants to shut the lights off, he says, “Lights off!” and the computer obeys. Computers also

manage the temperature in each room of the house. If the house is too warm, the computer shuts the heating downand turns on the air conditioner. Even the outside of their house

is run by computers. The garden computer keeps the Turner’s yard looking great by checking the lawn and turning the wa-ter on when the grass needs it. The water then shuts itself off when the ground is wet enough. Tom and Linda’s

house is a modern machine inside and out. It allows them to relax while their house does the work. Next week we will take a trip to the offi ce and fi nd out how the newest computers have made the workplace better. ✦ by C. Hohm

[email protected]

The Turners have a modern house that is run by computers.

the Turners’ house

7 ALC SkILLS: Subsumed skills objectives

Skills Supporting Other ObjectivesCertain skills are incorporated into grammar, vocabulary, or function sections. These sub-sumed skills objectives either sup-port or complement the primary objective of the section. Most are recycled skills which typically do not need a separate presenta-tion. Likewise, subsumed skills exercises do not have a separate heading; however, the objective appears in the IT margin, near the respective exercise.

BOOK 17 LESSON 3 69

GRAMMAROBJECTIVE: Use affirmative and negative tag questions and affirmative and negative answers to ask for and respond to a confirmation or verification of information.

OBJECTIVE: Use affirmative and negative tag questions, asking for the expectation of agreement; respond with affirmative and negative answers.

Presentation➊ With books closed, ask students tag questions of general interest, e.g.,The weather’s nice today, isn’t it?Lt Kim isn’t here today, is he?Lt Long, you like soccer, don’t you?Write the tag questions on the board as you speak. The last one should be about sports to lead into the presentation’s topic.

➋ Show the parts of the target grammar:the main clause with an affirmative or negative verbthe tag question itself with the opposite verb

1.

2.

EXERCISE A


➊ Let students complete the paradigm by referring back to the words they

➌ Open books and read the role of Tom while a volunteer reads the role of Kyle. (In the dialog, Air Force and Army are capitalized when they are team names.) Model appropriate intonation without drawing attention to it yet. Intonation will be covered in following pages.

➍ Direct the students to underline the tag questions in the dialog.

Additional activityBefore class, write statements on separate slips of paper and their tags on other slips. Pass one statement and one tag to each student. The 2 slips should not match. Let students mingle to match statements with tags.

underlined in the dialog. Ensure they understand how the verb in the main clause changes to its opposite in the tag question. Review the first bullet, which summarizes this general rule.

➋ Review the second bullet. Ensure students understand that a clause containing a negative word but an affirmative verb requires an affirmative tag question, as in He never eats fish, does he?

69BOOK 17 LESSON 3

+ Affirmative clause − Negative Tag Question

1. You’re going to watch the game, you?

2. It at 7:30, doesn’t it?

− Negative clause + Affirmative Tag Question

3. Our guys lost, have they ?

4. This game won’t be an easy win, it?

Grammar We’re studying tag questions, aren’t we?

❖ An affi rmative clause is followed by a negative tag. A negative clause is followed by an affi rmative tag.

EXERCISE A Fill in the blanks with tag verbs from the dialog above.

Tom’s calling his friend Kyle to see if he’s going to watch a basketball game.

Tom: You’re going to watch the Air Force game tonight, aren’t you?

Kyle: Yes, I am. It starts at 7:30, doesn’t it?

Tom: No, I think it starts at 7:00. Our guys haven’t lost yet this year, have they?

Kyle: No, they haven’t. But they’re playing Army tonight, and Army hasn’t lost yet either.

Tom: I guess this game won’t be an easy win for Air Force then, will it?

Kyle: No, it won’t, but that means it should be a good game.

❖ A clause with negative words such as none, never, nothing, etc., is followed by an affi rmative tag. For example, None of the guests have arrived, have they? Al never came, did he? Nothing is missing, is it ? No bones were broken, were they?

starts

haven’t

aren’t

will


72

SENTENCES

1. He never studies, does he?

(Falling)

2. Tom likes dancing, doesn’t he?

(Rising)

3. You’re tired of reading, aren’t you?

(Falling)

4. Mary wasn’t there, was she?

(Rising)

5. They hadn’t eaten yet, had they?

(Rising)

6. We’ve met before, haven’t we?

(Falling)

7. He should salute, shouldn’t he?

(Rising)

8. The students won’t take their test

today, will they?

(Falling)

9. There are supposed to be 9

students, aren’t there?

(Falling)

SPEAKING SKILL

OBJECTIVE: Pronounce sentences

with appropriate stress, intonation, and

juncture.

Books open

Oral and written cue

Oral and choral response

Group, then pairs

➊ Read the dialog to your students,

using appropriate intonation.

➋ Conduct a repetition drill of the

dialog to let students practice using

correct intonation.

➌ Have students read the dialog in

pairs. Circulate and monitor students’

intonation patterns.

Books open

Oral cue

Written response

Individual, then group

Read the sentences in the margin twice.

After checking answers, conduct a

repetition drill.

EXERCISE H

EXERCISE I

EXERCISE I


72

EXERCISE I Listen to the sentences and check the intonation pattern.

Falling RisingFalling Rising

Falling Rising

1.

4.

7.

2.

5.

8.

3.

6.

9.

EXERCISE H Read along while listening to the dialog.

Jane: It’s cold in this office, isn’t it?

Sara: Yes, it is. I’m freezing. It was pretty cold outside this morning, wasn’t it?

Jane: Yes, it was. The weather report said that it would be nicer this weekend.

Sara: I hope so. You’re not going to Houston again this weekend, are you?

Jane: No, I’m not. I’m just going to relax at home. But you’ll be traveling

somewhere next week, won’t you?

Sara: Yes, I will. We’ve got a big meeting in Dallas.

We have a meeting at 7, don’t we?

❖ In tag questions, use falling intonation when you expect the listener will agree with

you. Use rising intonation when you’re not certain that your statement is correct.

You forgot, didn’t you?

Notice the intonation patterns of the tag questions.

✔

✔

✔

✔

✔

✔

✔

✔

✔

speAKing suBsumed undeR gRAmmAR

Students practice proper pronunciation of tag questions in two exercises which complement the grammar objective.

wRiting suBsumed undeR vocABuLARy

The recycled objectives of finding the topic and main idea support students’ comprehension of the vocabulary presentation.



J-10

1972 pilot killed Vietnam

not identifi ed Tomb of the Unknown Soldier

3 soldiers twenty six years scientists identifi ed

Lt Blassie moved near family goodbye

49th state Russia 1867 sell seven million

William Seward recommended buy bargain

enlarge the country people against cold and useless

Seward’s Icebox government listened gold and oil

good decision

17L1 #4a

17L1 #4b

A

B

7 ALC SkILLS: Integrated skills activities

J-9

BOOK 17 APPENDIX J

Writing skill — 17L1 #4a-b

Lesson 1

Page 23

Paraphrasing

Alaska—Seward’s Icebox

The 49th American state belonged to

Russia until 1867. When Russia offered to sell

Alaska to the United States for seven million

dollars, William Seward, a US government

offi cial, recommended that the United States

buy it because it was a good bargain. Although

the purchase would enlarge the country, many

people were against his recommendation. They

believed that Alaska was cold and useless, so

they began to call it “Seward’s Icebox.” But the

government listened to his advice and bought the land. When gold, followed by

oil, was later found in Alaska, everyone realized that buying Alaska had been a

good decision.

An Unknown Airman

In 1972, a US pilot was killed when his

airplane was shot down in Vietnam. His

body couldn’t be identifi ed by the military,

so it was chosen to rest in the Tomb of the

Unknown Soldier near Washington, D.C.

It lay with three other soldiers who had

died without identifi cation in earlier wars,

both World Wars and the Korean War.

Twenty-six years later, scientists identifi ed

the pilot’s body. It was First Lieutenant

Michael Blassie. Later, the military moved

Blassie’s body to rest near his family, who had been waiting since 1972 to say their

fi nal good-byes.

17L1 #4a

17L1 #4b

A

B

23BOOK 17 LESSON 1

Two groups of people—50 men and 50 women—were asked to select the qualities that a good friend should have. They used the list to the right.

EXERCISE Write a paraphrase of the text that your instructor gives you.

Read the text 3 times. Then, retell the text to 3 different people. Lastly, rewrite the text below.

Skills Scanning and Paraphrasing

Read the text and the questions. Then wait for your teacher’s instructions.

1. Which quality did 100% of people in both

groups select?

2. Which group chose “is a good listener?” four times more than the other group?

3. Which quality shows the greatest differencebetween men’s and women’s choices?

4. Which quality did both groups select the least?

5. Which group selected humor the most?

A good friend …

is a good listener.

can be trusted.

is funny.

likes sports.

is attractive.

✓

can be trusted

women

likes sports

is attractive

women

ReAding, speAKing,And Listening

Students read a paragraph silently several times. Using only the key words provided, each student paraphrases the text orally to three other students, who listen individually.

oRAL pRoFiciency

The speaking portion of this activity approximates the oral proficiency interview (OPI). Therefore, instructors could use the various paragraph cards for listening and speaking ac-tivities to offer OPI practice.

All Four Skills in One ActivitySkills are categorized into the language areas of listening, speaking, reading, or writing based on the final outcome of the objective. However, many objectives require a combination of skills. The example on this page demonstrates the presentation of one objective which inte-grates all four skills into the target activity of paraphrasing. Most students must accomplish this important and difficult skill in both Specialized English Training (SET) and in FOT.

wRiting

After the oral paraphras-ing activity, students use the key words again to write their own para-

phrases of the text.


7 ALC SkILLS: Speaking skills progression

Pronunciation & Dialogs in Level IPracticing the basic sounds of English and participating in short dialogs are emphasized in the first level. While pronunciation activities tend to be strictly controlled, dialog practice moves from repetition and recitation to guided, yet original exchanges among classmates.


30

Listen to these words. What sound do you hear, /s/ or /z/?

Wednesday

isn’t

Ms.

zero

Zack

Zook

pleasethose

EXAMPLE:Teacher says: He’s a student. / doctor

Student says: He’s a doctor.

mechanic 1.

barber2.

pilot3.

student4.

man5.

teacher6.

cook7.

boy8.

father9.

sergeant 10.

EXAMPLES:Teacher: He’s a doctor.

Student: He isn’t a doctor.

Teacher: He’s a mechanic.

Student: He isn’t a mechanic.

EXERCISE A Listen. Then substitute the word in the pattern sentence.

EXERCISE B Listen. Then make a negative sentence with the new word.

Pronunciation Distinguishing the sounds /s/ and /z/

He’s a mechanic.

He’s a barber.

He’s a pilot.

He’s a student.

He’s a man.

He’s a teacher.

He’s a cook.

He’s a boy.

He’s a father.

He’s a sergeant.


Mr. Jackson: How was your vacation?

Mr. Swenson: It was great.

Mr. Jackson: Where did you go?

Mr. Swenson: First to Lake Tahoe, and then to San Diego to see Bruce.

Mr. Jackson: Why did you go to Lake Tahoe?

Mr. Swenson: Because many people said that it was very nice. It really is a great place for a vacation.

My favorite places and activities

City

Restaurant

Hotel

Beach

Sport

Dialogs Asking about vacations and trips

EXERCISE A Look at the chart and fi ll in the information.

EXERCISE B Exchange charts with a partner and ask questions. Use why.

Why do you like the beach at San Diego?

I like it because it’s warm and sunny.

sKiLLs And Functions

Often speaking skills are closely related to the function of the lesson, as seen in the example to the right.

book 2 Lesson 2

book 6 Lesson 4



54

Dialogs Comparing and contrasting

EXERCISE With a partner, select 1 topic and write notes. Discuss the topic.

Jim: Say, do you have two sisters?

Tim: Yes, I do. They’re twins. Their names are Julie and Judy.

Jim: Do they look the same?

Tim: Well, yes and no. Both have brown hair and blue eyes. But Julie is taller

than Judy, and they always make sure they’re wearing different clothes.

They don’t like to look the same when they’re at school.

Jim: I think I know them, but I thought you had just one sister. What are they

like?

Tim: Well, Judy is very good in school. She gets higher test scores than Julie.

She also likes to read and reads longer books than Julie does. Julie is very

good at sports. She plays on a basketball team. When Julie and Judy both

play, Julie always scores higher than Judy.

Jim: I see. They’re both good at something, but they’re good at different things.

Tim: Yes, that’s right.

1. Two English teachers you know5. Your classroom and the library

2. The weather in two different places 6. Two meals you ate yesterday

3. Two of your brothers

7. Two seasons in your country

4. Two of your friends

8. A sport you like to watch and a

sport you like to play

TOPIC: SAME

DIFFERENT

ReAListic situAtions

In these examples, students are given opportunities to be progres-sively more creative with their speaking after they see examples of the target objective. Most stu-dents will find themselves in the humorous situation shown on the left. Speaking often continues to be tied to the function of the les-son, as shown above.



1. Can you make an appointment now?

2. When is the doctor’s office open?

3. When are they closed for lunch?

Speaking Giving messages

A B

• sport: • time of performance:

• day of the week: • ticket price for an adult:

• time of game: • ticket price for a child:

C D

• temperature now: • museum address:

• humidity: • closed on:

• high temperature: • free day:

Listen to your teacher read a message. Write answers to the questions.

Student 1 reads a message only to Student 2, who takes notes, then passes it to Student 3.

EXERCISE A Follow the teacher’s instructions. Divide into groups of 3.

For customer service, press 1.

For billing information,

press 2…8 a.m. to 5 p.m.

noon to 1:30

no

Sundays

Mondays

200 Main Street

90˚F

low

70˚F

$7.50

$16.95

7:00 in the evening

8:00 p.m.

Wednesday

basketball

Speaking in Levels II and IIIStudents use the language in meaningful, relevant ways to express everyday communica-tion needs. One goal for skills presentations is for students to experience realistic situa-tions they might encounter in follow-on training or in the English-speaking community.

book 7 Lesson 2

book 16 Lesson 3

For customer service, press 1.

For billing information,

press 2 …



Speaking in Level IVSpeaking activities focus on sentence stress and intonation patterns which enable students to sharpen their pronunciation skills. In addition, Level IV introduces guided discussions in which students are asked to come to an agreement on solutions to practical problems. This type of group problem-solving activity is used by the military for training purposes.

Book 19 LEsson 1 19

1 A: Is the list complete?

B: No, it isn’t

2 A: Is he your brother?

B: No, he’s my friend

3 A: Is the cat a male?

B: No, it’s a female

4 A: Have they left yet?

B: No, they’re still here

Listen to your instructor read the short dialogs. Then repeat them, using stress correctly.

With a partner, mark the stress in the short dialogs. Then practice the dialogs using the correct stress. Your teacher will do the first one with you as an example.

1 A: Is it going to rain?

B: No, there aren’t enough clouds

2 A: Will the coffee keep him awake?

B: Yes, he’ll be awake for hours

3 A: Do you have any fuel for the fire?

B: Yes, we have some wood

4 A: Did the boy drown?

B: Yes, he drowned in the lake

5 A: Can we drop by your house?

B: No, I’m at the office now

Speaking Using stress to emphasize content words

I. Listen and repeat.

II. Mark stress and practice.

❖ We stress certain words to let the listener know those words are important. These words are “content words:” nouns, verbs, adjectives, or adverbs. Many times, but not always, this content word is the sentence’s last word.

book 19 Lesson 1

Book 19 LEsson 2 33

fl ashlight

mirror

knife

shovel

gun

can opener

fi rst aid kit

laptop computer

newspaper

compass

matches

soccer ball

toilet paper

camping stove

Possible items to take

Speaking Participating in a group discussion

Item Reason

1

2

3

4

5

Discuss the situation below with your group. Write down what you decide to take and why.

You and your friends are going on a four-day camping trip in the woods You have checked the weather forecast for your trip and know it will be very cold at night and warm in the daytime You’ll be camping far away from any highways, and no one lives in the area You’ll have to walk many miles to reach the location where you plan to camp The woods where you’ll be are home to many plants and animals

Each person brought a backpack The tent, sleeping bags, food, water, and extra clothes have been divided between you to make all the backpacks weigh the same After packing, you realize there is room left for five more items Decide together which five you should take

book 19 Lesson 2


7 ALC SkILLS: Listening skills progression


40

Listening Listening for specifi c information

Read the questions. Then listen to a paragraph. Select the questions the paragraph answers.

There can be more than one for each paragraph. Number 1 is an example.

EXAMPLE:a. Where does Mary live?b. What are her friends’ names?

✔ c. When did her friends arrive?

✔ d. What did they have for dinner?1.

a. When did he buy the car?b. What color is the car?c. How many doors does the car have?

d. Where did he buy the car?2.a. Where did he go last year?b. When does Ted fl y?c. Who does he travel with?

d. What plane does he fl y?3.a. Where do Nancy and John want to go?

b. What work did they do?c. How would they like to travel?d. How much money do they have?

4.a. How is the weather in Texas?b. In what season does the weather change?

c. Where does the weather change a lot in one day?

d. Which season is nice in Texas?

✔

✔

✔

✔

✔

✔

✔

✔

✔

41BOOK 6 LESSON 2

do you like to walk i do its good for you all you need are good shoes take a friend with you you can talk and walk at the same time walk together every day youll feel good

EXERCISE A Listen. Write the numbers you hear.

EXAMPLE: 4

3

Paragraph A. Paragraph B.

EXERCISE B Listen. Then write the paragraph with correct punctuation.

Do you like to walk? I do. It’s good for you. All you need are good

shoes. Take a friend with you. You can talk and walk at the same

time. Walk together every day. You’ll feel good.

10 4

3 10

1 3

2 1

3 2

Listening in Level IStudents get practice in simple, everyday listening situations that often target other skills, such as punctuation or sentence stress. Other areas of focus include fol-lowing instructions, using total physical response (TPR) activities, and answering simple comprehension questions.

book 6 Lesson 2

muLtipLe oBJectives in one section

Three listening objectives appear in one section of the lesson in this ex-ample. Students practice listening to answer specific questions, identify numbers, and punctuate a paragraph.

Sample Listening Script (from the IT)

2. Ted is a pilot. He flies on weekends with his wife. They like to travel by plane together. Last weekend they flew to Los Angeles. They left on Friday and returned on Sunday. They’d like to go to New York next week.


B. Jan’s friends are coming to dinner at her house. She went to the commissary and bought 4 chickens, 10 pounds of potatoes, and some vegetables. She bought some apples to make 3 pies. She got 1 gallon of juice and 2 pounds of coffee. Jan likes to cook for her friends.




32

Listening Listening for specific information

Listen to 4 announcements. Select the answers.

1. HOW FAST ARE THE WINDS?

a. 100 miles per hour

b. 110 miles per hour

c. 115 miles per hour

2. WHEN IS THE STORM

EXPECTED TO ARRIVE?

a. in 4 minutes

b. in 14 minutes

c. in 40 minutes

3. WHO SHOULD BASE

PERSONNEL CONTACT?

a. their family

b. their students

c. their supervisors

EXAMPLE

1. Which airline has a

gate change?

a. New Sky Airlines

b. New York Airlines

c. National Airlines

2. Which gate should

people go to now?

a. Gate 9

b. Gate 6

c. Gate 16

1. WHERE’S CASHIER NUMBER 2?

a. near the exit

b. near the shoes

c. near the tools

2. WHAT DAY IS THE STORE CLOSED?

a. Sunday

b. Tuesday

c. Thursday

3. WHAT’S THE NAME OF THE STORE?

a. Workers’ Mart

b. World Mart

c. Wood Market

1. WHAT ARE PEOPLE LISTENING TO?

a. a radio show

b. a TV show

c. a book on CD

2. WHEN WILL THE STORES OPEN?

a. in 20 minutes

b. in 2 minutes

c. in 12 minutes

3. HOW MANY NEW RESTAURANTS

DOES THE MALL HAVE?

a. 6

b. 60

c. 16

4. WHAT WILL THE FIRST 100 PEOPLE

WHO ARRIVE RECEIVE?

a. free food

b. gift cards

c. rock music

Listening in Levels II and IIIActivities include listening to progressively more complex texts for general comprehension and specific tasks, such as mak-ing inferences, identifying topic and main idea, and taking mes-sages. Word-level tasks include listening for primary stress in Level II. As Level III progresses, listening tasks are often inte-grated with other skills.

9BOOK 11 LESSON 1

Listening Making inferences and selecting topics

Listen to each dialog and select the best inference for it.

1. The man is ______.

a. staying homeb. planning a vacationc. buying a plane ticketd. renting a car

2. The man and woman work ______.

a. in a storeb. at a gymc. for a magazined. in a restaurant

3. The man and woman ______.

a. were lateb. had a flat tirec. had an accidentd. were lost

1. a. keeping healthyb. finding a doctorc. getting checkupsd. exercising every day

2. a. pay phonesb. local callsc. telephone callsd. wrong numbers

3. a. how to study for a testb. how to memorize new wordsc. how to write test questionsd. how to review lessons

EXERCISE Listen to each paragraph and select the best topic.

book 11 Lesson 1

book 17 Lesson 1


1. Ms. A: For $35 a day, you can drive more than 300 miles.

Mr. B: I’ll take it. Are these the keys?

Sample Listening Script (from the appendix)

2. Attention, attention. This is not a drill. The weather station at Lackland Air Force Base is reporting that a storm with rain, ice, and winds of 100 miles per hour is coming from the northwest. The storm is expected to arrive in about 40 minutes. All personnel who live close to the base must leave immediately. All others must report to Building 2424. All base personnel should contact their supervisors for further instructions. Repeat. This is not a drill.

RecycLing And expAnding oBJectives

Listening for specific information and inference objectives both appear in Levels II and III. First, students practice such objectives with simple texts, above. In the next level, many of the objectives reappear with more complex texts, below.



Listening in Level IVListening comprehension is supplemented and reinforced through activities that give high-er level practice in following and relaying messages, instructions, and conversations. Students’ interaction with oral texts is deepened through practice in note-taking and summarizing. Participation in guided discus-sions also opens new avenues for comprehension practice.

AmERiCAn LAnguAgE CouRsE78

EXERCISE Listen to your classmates perform role-plays.

a Eleanor Roosevelt helped African Americans in the US

b The First Lady is an important part of the government

c Eleanor Roosevelt changed what the First Lady can do

Listening Skills

Then answer your instructor’s questions.

We should visit Washington DC on July 4th That would

be great!

I’ve already been there on the 4th

I don’t want to go again

I’d rather go to New York There are

more interesting things to do there

Circle the main idea after listening to a text.

book 23 Lesson 2 Students determine

which statement is true based on an oral text of

30-300 words.

book 19 Lesson 3

Students listen to a text (150-300 words) and circle the main idea.

Students listen to a role-play and answer their instructor’s questions about what was discussed.


Listening Selecting the true statement

1. Traveling overseas requires no medical physical.

2. International travel is fun and requires very little preparation beforehand.

3. If you take a pet with you, international travel is quite expensive.

4. You may need to get a shot if you plan to visit certain countries.

Listen to your teacher read a text. Then select the true statement.


7 ALC SkILLS: Reading skills progression

151

AMERICAN LANGUAGE COURSE — Transparency master

Hamburger2.50

Sandwichescheese 1.75

ham 2.25

ham & cheese 2.50

French fries.75

Soup of the daycup 1.00

bowl 1.75

Salad1.25

Drinksmilk .75

tea .65

coffee .55

juice .85

Desserts

Ice creamvanilla/chocolate .95

Apple pie1.25

with ice cream 1.85

Fruit.75

B5L4

93BOOK 5 LESSON 4

EXERCISE F Write have to questions about these statements.

Pvt Hill had to go to the hospital this morning because he broke his toe.

1. Did Pvt Hill ________________________________________________ ?

2. Where did __________________________________________________ ?

3. When ______________________________________________________ ?

4. Why _______________________________________________________ ?

Pvt Hill doesn’t have to wear a cast, but he has to wear a special shoe.

5. Does _______________________________________________________ ?

6. What does __________________________________________________ ?

Pvt Hill will have to use a special shoe for three weeks.

7. Will _______________________________________________________ ?

8. What will __________________________________________________ ?

9. How long ___________________________________________________ ?

You will see the menu for 8 seconds per question to fi nd the answers. Then write the answers.

1. How many sandwiches are there?

2. How much does a cheese sandwich cost?

3. Can you buy slices of chocolate or vanilla pie for dessert?

4. How much is a piece of fruit?

Reading Scanning a menu

Three.

$1.75.

No.

75¢.

have to go to the hospital

he have to go this morning

did he have to go to the hospital / did he break his toe

did he have to go to the hospital

he have to wear a cast / he have to wear a special shoe

he have to wear

he have to use a special shoe

he have to use for three weeks

will he have to use a special shoe

Reading in Level IReading skills objectives begin with reading and reciting various dialogs as well as identify-ing words with similarities and differences. By the end of the level, students begin to practice study skills and examine text organization through note taking and outlining. Students are also exposed to various reading strategies early on, such as in the scanning skill shown here.

setting A FoundAtion oF BAsic sKiLLs

Even in the earliest books, students practice language skills in authentic contexts that lead to real-life application. Scanning is a valuable academic skill that students will later apply to charts and texts in the ALC and in their follow-on-training materials.

book 5 Lesson 4


113

BOOK 8 LESSON 4

EXERCISE F Put the sentences in order and write a paragraph.

EXERCISE G Put the sentences in order and write the paragraph.

When he was a small boy, he went to school in Scotland.

In 1870, Bell moved to Canada.

Then, in 1871, Bell came to the United States.

Later, when he was older, he went to school in England.

Bell was born in 1847 in Scotland.

Then, he started the first telephone company in the US.

Bell thought of and made many new things.

In 1917, Bell made a fast boat that could travel on top of water.

In 1876, he made the first telephone in the US.

After the record player, Bell worked on an early airplane.

Later, in 1886, he began to work on a record player.

Bell was born in 1847 in Scotland. When he was a small boy, he went to

school in Scotland. Later, when he was older, he went to school in England.

In 1870, Bell moved to Canada. Then in 1871, Bell came to the United States.

Bell thought of and made many new things. In 1876, he made the first

telephone in the US. Then, he started the first telephone company in the US.

Later, in 1886, he began to work on a record player. After the record player,

Bell worked on an early airplane. In 1917, Bell made a fast boat that could

travel on top of water.

3

1

6

2

5

4

2

4

5

3

1


111

BOOK 8 LESSON 4

EXERCISE A Write the topic.

EXERCISE B Select the main idea.

EXERCISE C Pronoun reference

1. What is the topic of Paragraph 1?



1. Paragraph 2

a. Bell moved to the United States in 1871.

b. Bell’s school was part of Boston University.

c. People use their lips, tongue, and throat to speak.

d. Bell taught deaf people a new language.

2. Paragraph 3

a. Bell’s helper was Mr. Watson.

b. Bell worked hard for two years.

c. Bell made and spoke on the first telephone.

d. Bell started the Bell Telephone Company in 1877.

1. In line 2, He refers to

.

2. In line 5, them refers to

.

3. In line 11, there refers to

.

4. In line 14, He refers to

.

5. In line 16, you refers to

.

Bell’s helper, Watson

Bell

new things

Boston University

Bell

Alexander Graham Bell

Bell the teacher

Bell’s telephone


112

EXERCISE D Use the context to guess the word’s meaning.

EXERCISE E Read the sentences and select the correct inferences.

1. Bell went to school in London.

a. He spoke English.

b. He didn’t have a family.

c. He didn’t like math.

d. He liked his school.

2. Bell taught his students a new language.

a. Bell wanted to learn the language, too.

b. Bell didn’t know the language.

c. Bell knew the new language.

d. Bell’s language was French.

3. Bell began to think about using electricity to send sounds.

a. He didn’t like loud sounds.

b. He wanted to make a telephone.

c. He wanted Watson to do it.

d. He didn’t go to the United States.

1. Bell was born in Edinburgh, Scotland.

a. came into the world

b. left the world

2. He taught deaf people.

a. people who could hear

b. people who couldn’t hear

3. He wanted to use electricity to send sounds.

a. in a letter

b. over a line

b

a

b


Reading Alexander Graham Bell and the first US telephone

Alexander Graham Bell was born on March 3, 1847, in Edinburgh,

Scotland. He went to school in London, England. Later, in 1871, he

moved to the United States. He was a teacher and also an inventor. He

made things. These were new things that people could use, and

Alexander Graham Bell made them for the first time.

Bell was a teacher. He taught deaf people. These people could not

hear. Because these people couldn’t hear, they usually couldn’t talk.

Bell taught them how to use a new language. This language used the

lips, tongue, and throat to make sounds. In 1872, Bell began a school

for the deaf. Later, his school was part of Boston University. At that

time, Bell was also a professor at Boston University. He taught there.

Years earlier, when Bell was just eighteen years old, he began to

think about using electricity to send sounds. Then in 1874, he started

to make a telephone. He worked hard on it for two years. On March 10,

1876, his invention worked. On that day, Bell used his telephone. He

said to his friend, James Watson, “Watson, come here! I want you.” A

year later, Bell started the Bell Telephone Company.

1

3

5

7

9

11

13

15

17

Reading in Level IIReading to understand text organization continues with box-outlining (see p. 84) and text se-quencing activities. Improving reading is addressed through activities that help students under-stand topic, main idea, inference, and referents. Many of these activities complement similar listening tasks. At the end of the level, students begin to read with the goal of summarizing.

one text with mAny tAsKs

Several skills objectives and activities are linked to one text in these examples. The text is challenging for students at this level, but they will have multiple chances to read, skim, scan, and ultimately under-stand it thoroughly as they complete the accompanying exercises.

book 8 Lesson 4




Reading Summarizing a text orally

The California Gold Rush A man named Sutter found gold in California in 1849. This caused many people to rush, or go there quickly, because they all hoped to find gold and get rich. A few of them got rich, but most didn’t. Instead, they became businessmen, farmers, and ranchers. The gold hunters, or miners, started many small towns, but the towns didn’t last when the miners stopped looking for gold and went back home. These empty towns became “ghost towns” with empty buildings, wind, and dirt. Later, the people who stayed in California built other towns that lasted. Today, the state is rich in farm and ranch land and a wide variety of businesses. Not everyone who looked for gold in California found it, but those who stayed found a land that’s as good as gold.

A First for Women Soldiers Lieutenant General Claudia Kennedy was the first woman to receive the rank of three-star general in the US Army. Kennedy, now retired, was a professional in the US Army for 30 years and has lived a very interesting military and civilian life. Kennedy’s father was in the US Army, so Claudia traveled a lot when she was young. She grew up in Frankfurt, Germany, and later went to college in the US. After she received her degree in 1969, she joined the US Army as a second lieutenant. During her army life, Kennedy had assignments in different countries. She was stationed in Germany, South Korea, and the US. Lieutenant General Kennedy retired in 2000. Today Ms. Kennedy lives in the US and has her own business. She has done many important things for the US Army and continues to help the US in her civilian life, too.

Many people went to California tofind gold in 1849, but not many people found it. Many small towns died and became ghost towns

after the miners left. The people who stayed became farmers, ranchers, and businessmen. They built

other towns, and now the state is rich with businesses, farms, and ranches.

EXERCISE Read the text. Give an oral summary of it to a partner.

Reading in Level IIITexts become increasingly challenging as students use and improve their skills in summa-rizing, scanning, making infer-ences, passing written messages (e-mail), and reading faster.

Facilitative words and structures are present but limited in these carefully crafted texts.


Listen for instructions. Your teacher will tell you when to start.

1. The Navajo Code Talkers .

a. were enlisted in the Armyb. fought in Europec. were soldiers in World War II

2. What was the Code Talkers’ primary job?

a. to give and get information b. to repair radiosc. to give orders

3. Why was Navajo the perfect choice for a military code?

a. Very few people outside of the US could speak or understand Navajo. b. The code talkers had the necessary training to make codes.c. Code talkers took part in every Marine battle in World War II.

4. Where might you see Code Talkers today?

a. in the Pacific areab. in a military paradec. on the battlefield

5. Which of these statements is true?

a. Code Talkers were taught to plan strategies.b. US Marines were trained to speak Navajo.c. The Code Talkers already knew the Navajo language.

6. What is the main idea of the text?

a. The Navajo code was never broken.b. The Code Talkers were an important part of the US military in

World War II.c. The Navajo Code Talkers served in the US Marines in the Pacific

from 1942 to 1945.

EXERCISE K Read a text and answer questions.

J-13

BOOK 18 APPENDIX J

Reading skill — B18L5 #1Lesson 5Page 126Timed Reading

Code Talkers The Navajo Code Talkers were a special group

of Native Americans who served as US Marines during

World War II. Their main duty was to send and receive

secret information about the battlefi eld over the radio.

This information was used by the US forces to plan

strategies, give orders, and make other important

decisions about the war. Code Talkers took part in every

Marine battle in the Pacifi c area from 1942 to 1945.

The Code Talkers used their own native language,

which is called Navajo. It was a perfect choice for

designing a secret military code. At the beginning of

the war, very few people inside or outside the US could

speak or understand Navajo, which made the code almost

impossible to break. Only the Code Talkers had the

necessary training to be able to use this diffi cult code and

explain the meaning of the messages to other people.

The Code Talkers translated thousands of military

messages with great speed and without error. Their ability

to do this kept the secret information safe and put the US

military in a better position to win the war. The Navajo

code was never broken and the Code Talkers are still

honored today as national heroes.

Word Count: 203

book 14 Lesson 1

book 18 Lesson 5

ReAding moRe And ReAding BetteR

This timed reading text, shown on the right, from Appendix J challenges students to practice strategies they have previously learned to increase their read-ing speed and accuracy. They test their comprehension of the text in the above exercise.



Reading Finding and using guide words

Left guide word Right guide word

1 fatal

2 disappoint

3 someday

4 stay away from

5 bite

6 lenient

EXERCISE A Write the guide words. Use the glossary in Appendix A, Part 2.

❖ Guide words are located at the top of a dictionary page. They show the first and the last words on the page.

gnat small flying insects that often bite

go went, gone, going : 1. to move on a course <go slow> <went by train> 2. to move out of or away from a place, leave, depart <went from school to the party> 3. to take a certain course or follow a certain procedure <soldiers go through the chain of command > 4. to extend from point to point or in a certain direction <the road goes to the lake> 5. die <he went in his sleep> 6. to function in the proper or expected manner : run <the motor won’t go>

goal 1. the end point of a race 2. the end toward which effort is directed, aim 3. a: an area or object that players in various games attempt to advance a ball towards to score

points b: the act or action of causing a ball to go through or into the goal c: the score resulting from the act

goalkeeper a player who defends the goal in various games (hockey, lacrosse, soccer, etc.)

goat an animal related to the sheep but of lighter build and with backwardly arching horns, a short tail, and usually straight hair

gold a yellow metallic element used in coins and jewelry

golf an outdoor game played on a large course with a small hard ball and a set of clubs, with the goal being to hit the ball into a small round pocket in the ground

gnat golf


Reading in Level IVReading activities challenge students to manage information in lengthier general texts. Understanding textual organization is deepened by reading tasks that examine levels of information from broad to detailed.

Book 21 LEsson 1 3

Reading Olympic results: Scanning a graph

Use the information in the line graph to answer the questions below.

1 What was the women’s record time in 1960?

2 What was the time of the first Olympic record in the men’s 100 meter sprint?

3 In what year was the women’s time around 11 5 seconds?

4 How many years did the 1968 men’s record last?

5 What is the fastest Olympic time for women?

6 By approximately how much did the men’s record decrease between 1896 and 1900?

Olympic Record Times in the 100 Meter Sprint

men’s records

women’s records

time

(in s

econ

ds)

years in which an olympic record was set

kEy

book 21 Lesson 1 Semi-technical texts and

graphic organizers such as diagrams, charts, graphs,

etc., are introduced in Level IV.

J-5

Book 23 APPEndix J

Reading — B23L1 #2Lessons 1-4pages 29, 55, 85, 111Reading rate chartSCORE PER LESSON

Reading time Words / Min Lesson 1 Lesson 2 Lesson 3 Lesson 4

1:00330

1:10287

1:20251

1:30222

1:40200

1:50182

2:00167

2:10154

2:20143

2:30134

2:40125

2:50118

3:00111

3:10105

3:2099

3:3094

3:4090

3:5086

4:0082

4:1079

4:2076

4:3073

4:4070

4:5068

5:0066

book 23 Lesson 1

In addition to lengthening

timed readings, the means to cal-culate and chart

reading speed are presented.

book 19 Lesson 1 To promote self-directed

learning, students are exposed to selective

dictionary skills.


7 ALC SkILLS: Writing skills progression

23BOOK 5 LESSON 1

Listen to a paragraph. Then write the paragraph with capital letters and punctuation.

robert hurt his leg at a soccer game he didnt go to the doctor the next day his leg was very sore he went to bed and took medicine the next day his leg was very sore again then robert went to the doctor his leg is well now

Ted went to the doctor last ____________. He had a ____________ throat. His

head ____________. He was ____________. The doctor looked at his ____________.

The doctor gave Ted ____________. Ted____________ the medicine and went to bed.

Now he is ____________.His throat ____________ hurt.

Writing Skills

EXERCISE A Listen and fi ll in the blanks.

EXERCISE B Listen and write the paragraph.

I learned many things in class today. First, we learned about parts of

the body. Second, we said the new words. Next, we asked and answered

questions. Then, we studied ordinal numbers. Last, we read and wrote.

Robert hurt his leg at a soccer game. He didn’t go to the doctor. The

next day, his leg was very sore. He went to bed and took medicine. The next

day, his leg was very sore again. Then Robert went to the doctor. His leg

is well now.

week sore

hurt sick throat

medicine took

well doesn’t

Writing in Level IStudents learn the fundamentals of good writing in English, from spell-ing and sentence punctuation to basic paragraph organization. Such skills provide the foundation for the writing assignments in future lessons.

47BOOK 6 LESSON 2

Read each paragraph and complete the outline.

Many families in the US eat three meals a day. These are breakfast, lunch, and dinner. For breakfast, a lot of families have toast, eggs, or fruit. For lunch, they have a sandwich, soup, or a salad. For dinner, many families have meat and a vegetable. Some families have dessert after dinner.

Meals

breakfast dinner

A restaurant menu has many different foods. You can choose what you like from these foods. For soup you can order chicken soup, vegetable soup, or tomato soup. For meat you can order beef, chicken, or lamb. For vegetables you can order carrots, green beans, or corn.

Menu

soup

Writing Completing a box outline

lunch

toast sandwich meat

eggs soup vegetables

fruit salad dessert

meat vegetables

chicken beef carrots

tomato lamb corn

vegetable chicken green beans

book 5 Lesson 1

book 6 Lesson 2

eARLy exposuRe to oRgAnized wRiting

Students move from punctuating sentences to en-tire paragraphs in the first level. Cloze activities, dictation, and outlining, as shown here, allow students to work with models of well-organized writing early in their English studies.



63BOOK 9 LESSON 3

Writing Writing paragraphs

Match the phrases to form sentences. Write a paragraph with the sentences. The first sentence is done for you.

My wife got a lot of money for her birthday.

Dear Annie,

c 1. My wife got a lot of money a. a big TV.

2. I want to buy b. how we spend the money?

3. She wants to go c. for her birthday.

4. Who should choose d. on a trip to Hawaii.

Guessing Husband

1.

Dear Husband,

1. First, you should remember a. both of these things.

2. Then, check how much b. it’s your wife’s money.

3. You could try to do c. which one to do first.

4. Your wife should choose d. the two things cost.

Annie Avis

2.

I want to buy a big TV.

She wants to go on a trip to Hawaii. Who should choose how we spend

the money?

First, you should remember it’s your wife’s money. Then, check how much

the two things cost. You could try to do both of these things. Your wife

should choose which one to do first.

a

d

b

b

d

a

c

book 9 Lesson 3

105BOOK 10 LESSON 4

Writing Writing a paragraph

Read the paragraph first. Then, rewrite it by adding one item from each numbered column to the space with the same number. Not all choices are correct.

1 2 3 4 5 6

traffic jobs fun opened back excitedbusiness adults green started trunk famouscompany occupations interesting enjoyed wheel popular

Starting an Ice Cream Business

Ben and Jerry started making ice cream many years ago. They started their 1

because they weren’t happy with their 2 , or the work they were doing. They wanted to do something that was 3 . With a little money from their savings accounts, and some money that they borrowed, they 4 an ice cream shop. Their ice cream business started small. At first, they sold their ice cream from the 5 of Ben’s car. But in just a few years, Ben and Jerry were selling their ice cream all over the country. Today, Ben & Jerry’s® * ice cream is very 6 in the US.

book 10 Lesson 4

Writing in Level IIStudents gain more experience with paragraph organization through objectives which focus on sequencing, using connectives, and taking notes. Semi-controlled exercises allow students to work with and put together simple models of organized writing.

putting pARAgRAphs togetheR

In these examples, students grapple with meaning at the sentence level to construct cohesive and logical paragraphs.



Writing in Level IIIAs students begin more creative and expansive writing assign-ments, the elements of good writing are illustrated in sample paragraphs and related readings. Objectives include taking written messages, taking notes in outlines, editing for tense changes, para-phrasing, summarizing, and writing original paragraphs.

31BOOK 14 LESSON 1

Writing Working with paraphrases

In a summary ...

✔ you give the main idea and the most important information from the text.

✔ your text is shorter than the original.

✔ you don’t show your opinion.

How is a paraphrase different from a summary? How is it the same?

Summary The US Coast Guard is the smallest armed force, but it is very important. It began in 1790. The Coast Guard helps people and water animals that are in danger. They also help ships and boats that have problems.

Paraphrase The US Coast Guard began in 1790. It is the smallest of the armed services, but it is very important. The Coast Guard keeps the US coasts safe from danger. It is there to help when boats or ships have leaks or do not operate well. Another job for the Coast Guard is to give help to people who are having problems with their boats. Finally, the Coast Guard can help keep water animals safe. These are some of the many ways that the Coast Guard is an important part of the US military.

The US Coast Guard The US Coast Guard is the smallest of all of the armed forces. Since it began in 1790, it has been important for the safety of US coasts, the ocean waters near land. Coast Guard personnel help people who fall out of their boats or get stuck on the water during bad weather. They also help keep water animals safe from danger. When ships or boats have large leaks or fail to operate, the Coast Guard is also there to help. The Coast Guard is a small part of the military, but it guards the coasts of the US in many important ways.

In a paraphrase ...

✔ you rewrite all of the information in your own words.

✔ your text is about the same length as the original.

✔ you don’t show your opinion.


Arrive early

get boarding

pass

Stand in line for an agent Go to a special machine

Paper ticket E-ticket

Go through security control

Example:

Listen to a text. Then complete the flowchart.

Writing Organizing a text using a visual map

Check in baggage

Go to the gate and wait

book 14 Lesson 1

book 18 Lesson 2

cReAting oRiginAL pARAgRAphs

Classroom discussion and analysis, graphic organizers, and style reminders (demon-strated here) and step-by-step processes (see p. 37) serve as guides to help students begin to organize their own writing.



Writing in Level IVA large variety of writing activities combined with reading activities enhance students’ ability to write cohesively at the paragraph level. Accordingly, students regularly work with texts to complete note-taking and outlining tasks. Likewise, practice using the writing process (pre-writing, content organization, editing, etc.) supports students’ improvement in writing.


Writing Writing a paragraph from notes

Examine the sample notes, outline, and paragraph.

Sample: Step i. chose a topic and write notes.

Sample: Step ii. Organize your notes into an outline with a more precise topic.

Sample: Step iii. write a paragraph with a main idea sentence from the outline.

Owls are birds with three characteristics that make them excellent

night hunters. First, they have unusually good night vision, which

is due to their large eyes. Next, they have excellent hearing, which

permits them to precisely locate whatever they’re hunting in the

dark. Finally, their feathers have special shapes and dark colors;

therefore, owls can fly silently and are almost invisible.

You might not use all of your notes, but you might also think of more ideas to add as you develop your outline and paragraph.

NOTES:

Book 24 LEsson 3 91

Write your paragraph in the homework pages for Lesson 3.

NOTES:

EXERCISE Pick a topic, write notes, and organize them into an outline.

I. Chose a topic and write notes.

II. Organize your notes into an outline with a more precise topic.

Topic:

III. Write a main idea sentence. Then, use the supporting details from the outline to write a paragraph (Exercise K in Homework).

Samples are provided

before students are asked to write their own notes, outline,

and paragraph.

book 24 Lesson 3 Students follow pre-writing steps by taking notes, identifying a specific topic, and organizing their notes into an outline.


– NOTES –

89

ALC Functions


Progression by level

8


8 ALC FUNCTIONS: Overview & objectives

Function OverviewFunctions are what people do by means of the language, such as asking permission, apologizing, declining, etc. Each lesson contains one function, which requires students to recall and combine the vocabulary, grammar, and / or skills of the lesson in order to communicate in real-life settings. Additionally, many of the exercises which support functions are similar to certain tasks required in the oral proficiency interview (OPI).

BOOK 15 LESSON 3 81

FUNCTIONOBJECTIVE: Inquire about and express present and unfulfilled past intention about travel plans.

SAMPLE QUESTIONS 1. Where are you going? 2. Were you going to visit your family

in California? 3. When are you leaving? 4. What will you do there? 5. How long will you be there? 6. Will you take your family with you? 7. Are you looking forward to the

assignment?

PresentationThese 2 dialogs provide models for asking and answering questions about travel plans. The 1st is a conversation between 2 friends who discuss a change in travel plans. In the 2nd, 2 military officers talk about one’s orders for an overseas assignment.

➊ First read the page title aloud: Talking About Travel Plans. Tell students to look at the photos to see if they can identify what they show (San Francisco’s Golden Gate Bridge and historic buildings in Japan).

➋ Have 2 students read the first dialog aloud. Randomly call on students to

EXERCISE A

Books openWritten and oral cueWritten and oral responseGroups, then pairs

In small groups, have students brainstorm typical questions they might ask if a friend announced plans for a trip or just received travel orders. Circulate to assist as necessary. Possible questions are provided below.

As a class, have groups share their questions. Elicit corrections for question-word order, vocabulary, and spelling. Put students in pairs to have them practice asking the questions they just made. To conclude, talk about the places they wanted to go and why.

answer the following comprehension questions:

• Where was Beth going to travel? (Florida)

• Did she go? (No)

• Why did she change her mind? (Her brother’s going to be out of town.)

• Where is she going instead? (San Francisco)

• Has Mary ever been to San Francisco? (Yes, last year)

• Where would you like to go on vacation this year?

➌ Let students practice this dialog in pairs, switching roles after the first reading.

➍ For the second dialog follow the procedure given for Dialog 1. To check comprehension, ask questions such as the following:

• What are the 2 lieutenants discussing? (Lt May’s orders)

• Where will Lt May be stationed? (Japan)

• When does he leave? (In a month)

• Will he be able to take his family with him? (Yes, as soon as he finds a house.)

• How long is the assignment? (3 years)

• Is Lt May looking forward to the new assignment? (Yes)

• Where would you like to be stationed if you had the choice?

81BOOK 15 LESSON 3

EXERCISE A Write questions that ask about travel orders or a trip.

Dialogs Talking about travel plans

1. Where ?

2. Were you going to ?

3. When ?

4. What ?

5. How long ?

6. Will you ?

7. Are you ?

Lt Dean: Someone told me you got orders to Japan.

Lt May: That’s right. I’m leaving in a month.

Lt Dean: Will your family be able to go with you?

Lt May: No, not immediately. They’ll leave as soon as I find an apartment.

Lt Dean: How long is your assignment?

Lt May: Three years.

Lt Dean: That’s a long time! Are you looking forward to it?

Lt May: You bet. It’s our first trip overseas. My wife and the kids are excited.

Mary: Beth, where are you going on vacation?

Beth: Well, we were going to go to Florida to see my brother, but he’s going to be out of town.

Mary: Are you postponing the trip?

Beth: No, we’re thinking about going to San Francisco for a few weeks instead.

Mary: San Francisco’s a beautiful city. I was there last year.

* * *

EXERCISE A

The function objective is listed on the first page of the IT, and it appears next to the main heading titled Dialogs.

As with all other ALC objectives, functions usually have an activator as part of the presen-tation. Model dialogs and exercises provide students with the expressions they will need to successfully accomplish functions both in classroom role-play situations and in English-speaking environments.


8 ALC FUNCTIONS: Progression by level


Listen and repeat these dialogs.

Dialog 1: Dialog 2:

S1: Would you like to order now?

S2: Yes, I’d like fi sh and French fries, please.

S1: Would you like something to drink?

S2: Yes, I’ll have tea.

S1: Anything else?

S2: Not right now. Thank you.

S1: Would you like to order some dessert?

S2: Yes, I’d like a piece of pie.

S1: I’m sorry. We don’t have any pie. Would you like something else?

S2: OK. I’ll have some vanilla ice cream.

S1: Anything else?

S2: No, nothing else, but please bring the check right away.

Use the menu. Practice your dialog with a partner. Perform it in front of the class.

S1:

S2:

S1:

S2:

S1:

Dialogs Ordering food and drink in a restaurant

EXERCISE Write a dialog between a server and a customer in a restaurant.

49

BOOK 6 LESSON 2

Write your customer’s order here. Write the food and how much it costs.

Check 584

Tax

Total

Thank you.Come back soon.

Main dishes

Beef and rice 4.25

Beef and potatoes 4.25

Chicken and rice 4.75

Chicken and vegetables 3.75

Fish and French fries 4.25

DessertsVanilla ice cream 1.25

Chocolate ice cream 1.25

Apple pie 1.50

Cherry Pie 1.50

SoupsVegetable

1.00

Chicken 1.25

SaladsDinner salad

.75

Large salad 1.25

Fruit salad .90

DrinksTea

.50

Coffee .75

Milk .75

Juice 1.50

Dinner Menu

Functions in Level ILearning how to handle survival topics, such as ordering food in a restaurant, using the telephone, or shopping for clothes, helps students use the language in meaningful ways right from the start. Even at this basic level, the tasks require students to communicate creatively and inter-actively to meet the objective.

book 6 Lesson 2

Functions with Lesson vocABuLARy And speAKing sKiLLs

The function of giving and taking orders for food and drink incorpo-rates the vocabulary of the lesson and two speaking skills objectives: repeating and reciting dialogs.


Functions in Level IIFunction topics expand through the level, moving from more complicated survival situations to some high-frequency abstract contexts, such as expressing and inquiring about possibilities and decisions.



Tim: It’s good to see you, Vera. How are your parents?

Vera: They’re fine. And how’s your brother?

Tim: He’s doing well. He just got a new job.

Vera: Oh, really? What kind of work does he do?

Tim: He’s a salesman. He sells computers for a big company in California.

Vera: That’s great! How’s the weather there?

Tim: It’s beautiful. It’s sunny and warm most of the time.

Vera: Sounds wonderful. Please tell your brother hello from me.

Dialogs Making small talk

Talking about the family

How’s the family? Fine, thank you. And yours?

How’s your wife? She’s fine, thanks.

I spoke with my daughter yesterday. Did she have good news?

I visited my parents last weekend. How are they?

Talking about the weather

How’s the weather in Dallas? It’s pleasant right now.

Do you like this hot weather? Yes, it’s good weather for swimming.

When will the weather change? I don’t know exactly.

Is it colder here or in your country? It’s colder in my country.

Talking about occupations

What do you do? I’m a salesperson. I sell cars.

How’s your work? Not good. I’m looking for another job.

What kind of job do you have? I’m a truck driver.

What are you working on? I’m repairing a truck.

EXERCISE A Read the sentences with a partner.


EXERCISE D Complete the short dialogs with a partner.

STUDENT 1 STUDENT 2

1. on an airplane

I see you’re reading the new business magazine. Yes, it has some great articles.

Are you on vacation? No, … .

Oh, really? What do you do? I … .

That’s interesting. Yes, I enjoy my work.

2. at a party

Hi, (name) … . It’s nice to see you again.

Hello, (name) … . Good to see you, too. How’s your family?

They’re … . I got some very good news from my … yesterday. Oh? What’s the good news?

Well, … . That’s great!

Let’s get together sometime. Okay, … .

3. in line at the supermarket

I think it’s going to rain. Oh, no. I didn’t bring my … .

That’s too bad. Where did you park? I didn’t come by car. I came … .

Really? … ? Well, … .

… . … .

EXERCISE E Practice making small talk with people in your class.

Talk about: Respond to information with:

your job That’s interesting.your family That’s wonderful!the weather That’s too bad.

I’m sorry to hear it.I see.Okay.Really?Oh?

103

BOOK 10 LESSON 4

EXERCISE C Read the short dialogs.

1. S1: How are the children? 4. S1: How was the weather in London?

S2: All three are sick.S2: It rained every day.

S1: Oh, I’m sorry to hear it.S1: That’s too bad.

2. S1: What do you do?5. S1: Is it always this hot in summer?

S2: I own a newspaper.S2: Yes, and sometimes it’s hotter.

S1: Really?S1: You don’t say.

3. S1: How’s your nephew? 6. S1: Do you have a job?

S2: He finally graduated.S2: No, I’m out of work right now.

S1: That’s great!S1: I see.

EXERCISE B Match the questions and answers.

1. How’s your son feeling?

2. How do you like this rainy weather?

3. Do you have a job?

4. What kind of work would you like to do?

5. My parents called me last night.

6. What are you working on?

7. Do you think it’ll snow today?

8. How are your wife and the new baby?

a. Did they have good news to tell you?

b. Yes, it’s very cold and there are so many clouds.

c. I’m fi xing this old bicycle.

d. He’s better, thanks.

e. No, I’m out of work right now.

f. I’d like to be the manager of a big company.

g. They’re both doing well. Please come and visit them soon.

h. I don’t mind it. It’s good weather for my vegetable garden.

dhefacbg

book 10 Lesson 4

Functions with Lesson vocABuLARy And gRAmmAR

In these examples, vocabulary about family and jobs along with grammar (impersonal it) from the lesson come together as students learn how to strike up everyday conversations.


AmERiCAn LAnguAgE CouRsE

58

Presentation

This presentation continues with the

theme of warnings. The listening texts

in these exercises are intended to serve

as models for the warning briefings that

students will give in the Dialog section

on the next page.

➊ Tell students to read the first set of

questions. Then read Text #1 at a normal

rate of speech. Repeat when checking

answers if necessary.

➋ Repeat Step 1 for the 2nd set of

questions using Text #2.

listening skill

OBJECTIVE: Listen to a role-play or read

a dialog in which one speaker warns

another of possible danger or problems,

and select an answer from 2-4 choices to

a question about the exchange.

LISTENING TEXT #1

If you have children and are considering

getting a swimming pool, here are some

things you need to think about. First,

children need to be watched at all times

when they are around a pool. Children

will enter a pool even if they don’t know

how to swim. Also, you must have a

fence around the pool which is four feet

high or more, and the fence must have

a lock. Local police can give you a ticket

or a fine if it doesn’t. Finally, the best way

to keep children safe is to install a pool

alarm.

LISTENING TEXT #2

OK guys, it’s going to be very hot today,

so I’m going to give you a quick briefing

on the dangers of working in the heat.

First, if you are outside today and start to

get a headache or become dizzy, get out

of the sun. Second, drink lots of water,

at least 1 cup every 15 minutes. Also,

don’t forget to take breaks often. Finally,

avoid coffee, sodas, and heavy food. Any

questions? OK, let’s get to work!


58

1. What is the topic of the warning?

a. staying safe at the beach

b. swimming in lakes and rivers

c. children and swimming pools

2. According to the warning, which sentence is true?

a. If a child doesn’t know how to swim, he is probably safe.

b. A child who doesn’t know how to swim will still enter a pool.

c. Children should be taught how to swim before they turn six.

3. You may receive a ticket or fine if you .

a. use a dog to protect your pool

b. let children use your pool at night

c. don’t have a locked fence around your pool

4. From the briefing, what is the best way to keep children safe

around pools?

a. Teach them to swim.

b. Get a pool alarm.

c. Don’t swim at night.

1. What is the topic of the warning?

a. starting an exercise program

b. working in high temperatures

c. eating foods which are healthy

2. The speaker says you should get out of the sun

if you .

a. start to feel dizzy

b. have taken medicine

c. have an upset stomach

3. How much water should you drink when you are

working outside in high temperatures?

a. 1 cup every 15 minutes

b. 15 cups per day

c. 5 gallons each hour

Listen to a warning and select the correct answer for each item.

1

2

Listening Listening to warning briefings


59BOOK 18 LESSON 2

Always …It’s best to …Be sure to …You should …

I. Choose a topic. Use one from the box or think of your own. Write it in the topic box below.

Topic:

Dialogs Giving warnings

II. Write down your ideas.

III. Prepare a short oral briefing using your ideas.

FireBarbecuingTaking medicineRiding a bicycle

GunsExercisingDriving a motorcycleLifting heavy things

BoatingElectricityUsing power toolsTravelling overseas

Don’t …Never …

You shouldn’t …It’s dangerous to …

Look out for …Watch out for …

Be careful with …Cuttinggrass

touch the blade

rocks

wear shoes

let children use the equipment

put pets inside

use the equipment properly

Functions in Level IIIStudents continue to build on and experience both concrete and abstract lan-guage topics, with the addition of discussing various types of military customs and courtesies. Functions continue to be presented as student-centered activities. Additionally, they provide opportunities for students to combine the language elements they have acquired in the lesson and use them in realistic settings.

book 18 Lesson 2

Functions with vARious sKiLLs

Students use a variety of lan-guage skills to accomplish the function of giving warnings in these examples. Students first hear models of military brief-ings in the preceding listening skill objective, above. Then they practice other skills, such as organizing ideas and writing in the Dialogs section. Finally, they listen to their classmates’ original oral briefings and give one of their own.




Dialogs The cause of Ken’s accident

EXERCISE A Use the story above and fill in the missing cause or effect.

Ken and Abby were walking and discuss-ing their homework one day Ken thought Abby was such a pretty girl that he couldn’t look away from her He was so interested in

their conversation that he didn’t pay atten-tion to where he was walking As a result, he walked straight into a telephone pole Be-

cause he’d been looking only at Abby, Ken didn’t see the pole He felt stupid, so he acted like nothing had happened Abby laughed gently and said, “If you watch where you’re going, you’ll avoid a lot of accidents ”

Cause Effect

1 Abby was such a pretty girl that …

2

he didn’t pay attention to where he was walking

3 He didn’t pay attention to where he was walking As a result, …

4

Ken didn’t see the pole

5 He felt stupid, so …

6

you’ll avoid a lot of accidents

Functions in Level IVFunction activities incorporate the various components of the book (grammar, vocabulary, and skills) and give students opportunities to practice using these components in a communicative way. Situations are mostly related to general English, although some are more military-related, such as identifying the parts of a handgun (Book 22, Lesson 4).

Book 21 LEsson 2 55

Life Events

1.

2.

3.

EXERCISE C Write down three important events in your life.

EXERCISE B Match cards to make cause and effect sentences.

Then think of the cause or effect of these events. Take turns sharing this information with a partner.

Use two white cards and one gray card for each new sentence. Pay attention to punctuation.

Drinking plenty of water

is important for staying

healthy

doctors recommend that people drink eight

glasses a day

that people drink eight

Therefore,

EXAMPLE:

When I was 18,I wasn’t sure what career I

should start As a result, my parents told me to join the

military

EXAMPLE: I joined the military.book 21 Lesson 2

For this function objective, students manipulate various grammar structures to express cause and effect. The final activity is personalized in that students are asked to list three events from their lives and discuss the cause or effect of each with a partner.

95

Appendices

A: Contents of the Indexes for the ALC (789)

B: ALC materials chart

C: Scope & sequence charts

D: ALC revision information

E: ALC terminal objectives


– NOTES –


APPENDIx A: Contents of the Indexes for the ALC (789)

The reference material in the Indexes for the ALC (also referred to as the 789) is designed to assist ESL / EFL managers and instructors in the administration of their programs which use the ALC. The indexes, descriptions, summaries, and glossaries in the Indexes serve as useful tools for identifying, locating, and focusing on various topics of instruction quickly and efficiently.

The LeveL descriptions and summary of book objectives sections help instructors assess the expected competency level of students upon completion of a particular level or book. In addition, the summaries provide a brief overview of each book. By using this information, instructors can find out what students have already studied and make advance preparation for lessons to come. This handy listing is also useful for locating remediation or enrichment material for students.

The miLitary themes index provides instructors with the location of terminology unique to the military context.

The function index provides the location of useful expressions and language tasks used to communicate particular aspects of language functions. Some of the functions parallel tasks required in the oral proficiency interview (OPI).

The vocabuLary index lists all of the vocabulary used in the course in alphabetical order and identifies the terms as either recognition or objective. Each entry also contains the part of speech and a short definition as well as the book and lesson number of its first appearance. Symbols and affixes presented in the ALC also appear in this index.

The Grammar index is a structure list containing major classifications, such as, nouns, pronouns, adjectives, etc., as well as designations for linking verbs, modals, expressions, and contractions. These listings are often followed by subdivisions which include the linguistic use or meaning of the structure.

The skiLL index lists the terminal objectives of the course and identifies the location of every enabling skills objective which supports a particular terminal objective. This information can be useful in assisting entry students who are placed mid-level in the course and also for those preparing for a performance test.

The GLossary of terms in the skiLL objectives provides definitions and examples for many of the language-learning terms used in the ALC.

The updated Indexes for the ALC, 1st and 2nd Editions, is published on a CD in PDF format (readable with Adobe Acrobat).


– NOTES –


APPENDIx B: ALC materials chart

ALC Materials* Available by Level

Inst

ruct

or T

ext (

IT)

Stud

ent T

ext (

ST)

Lan

guag

e L

abor

ator

y A

ctiv

ities

Tex

t (L

LA

T)

LL

A a

udio

CD

s

Vid

eo A

ctiv

ities

(D

VD

s) w

ith

Inst

ruct

or &

Stu

dent

Gui

des

Inte

ract

ive

Mul

timed

ia

Inst

ruct

ion

(IM

I)

Hom

ewor

k an

d E

valu

atio

n E

xerc

ises

Boo

klet

Boo

k Q

uiz

Kits

Skill

s A

sses

smen

t Kits

(SA

K)

Flas

h ca

rds

Inde

xes

for

the

AL

C,

1st &

2nd

Ed.

(78

9) o

n C

D

Level IBooks 1 – 6

• • • • ✧ ✧ • • ✧

Level IIBooks 7 – 12

• • • • ✧ ✧ • ✧ • ✧

Level IIIBooks 13 – 18

• • • • ✧ ✧ ✧ • ✧ ✧

Level IVBooks 19 – 24

• • • • ✧ ✧ ✧ • ✧ ✧

Level VBooks 25 – 30

• • • • ✧ ✧ • ✧

• Included in Level Starter Packages

✧ Can be ordered separately

* Further information on ALC materials can be found in the DLIELC catalog, which is also published online at http://www.dlielc.edu/.


– NOTES –

101

This appendix includes each of the scope & sequence charts for the second edition books, Levels I – IV. These charts outline the objectives for each lesson. The information allows instructors to quickly find out what students have previously studied or what material is coming up in future books.

Scope and Sequence Reference Books 1–24

102

american Language courseii

Lesson Vocabulary Functions Grammatical Structures Skills

1 The classroom

Vocabulary for the classroom

Numbers 0 - 20 Alphabet A - G

Greeting and leave-taking

Introducing yourself or someone else

Asking about classroom items

This is a (noun). It's a (noun). my/your this/that What's this? What's that? What's your name?

Responding to commands and requests

Identifying syllables Mimicking word and

sentence intonation

2 Bob's a barber.

Talking about jobs Numbers 21 - 100 Alphabet H - P Spelling names and

words

Introductions Asking the names of

other people

I/you his/her plurals these/those What are these? What are those? What's his name?

Responding to negative commands

Identifying syllables Mimicking sentence

intonation

3 Is he a teacher?

American money Alphabet Q - Z

Asking for and giving personal data

Pronouns: he, she, they, we, you

Negative sentences Yes/no questions Short answers

Identifying syllables Mimicking sentence

intonation

4 Today is Thursday.

The time of day Days of the week

Place prepositions On In Under

Asking for the time and the day of the week

Yes/no questions Long answers Time preposition: at

Identifying syllables Identifying word

stress patterns

5 Review

Lesson 5 reviews all vocabulary and structures introduced in Lessons 1 - 4.

ALC Book 1: Scope and Sequence, Lessons 1 – 5

103



1 My family is big.

Family membersNumbers 101-999

Introducing family and friends

Describing families Making suggestions

with Let's...

Regular and irregular plurals

Predicate adjectives in sentences and questions

Conjunctions and, or

Hearing and saying /z/ Counting syllables Identifying word stress

patterns Mimicking sentence

intonation Recognizing letters Reading a family tree

2 Whose office is this?

Buildings and facilities on military bases

Numbers 1,000 and above

Asking for directions and information

Using expressions Please, Thank You, Excuse me

Possessive adjectives our, your, their

Questions about possessions–whose

Questions about location–where

Distinguishing the sounds /s/ and /z/

Identifying plural /s/ and /z/

Identifying word stress patterns

Recognizing letters and whole words

Scanning schedules Classifying foods

3 Are you studying?

Food and drinks

Making suggestions Ordering food from

a menu

Present progressive Indefinite articles a,

an


Distinguishing the sounds /s/ and /z/

Counting syllables in singular and plural nouns

Mimicking sentence intonation

Scanning a menu Classifying foods Practicing stress in

compound nouns

4 It's time for lunch.

Money and prices Numbers above

500,000 Talking about time

It's time for...

Making suggestions with Let's...

Using expressions Thank you, You're welcome

Expressing gratitude Talking about prices

Present tense questions with Who

Present progressive questions with Who, What, Where


Marking primary word stress

Scanning schedules Identifying phrase

stress patterns Practice using plural

/s/, /z/, and /z/

5 Review



104



1 He gets up early.

Student life Daily activities Parts of the day Talking about food for

different meals

Talking about daily routines

Making plans Stating food

preferences

Simple present tense for regular verbs

Affirmative and negative statements

Yes/no questions Long and short

answers

Identifying stress and intonation patterns

Identifying categories and items

Alphabetizing Pronouncing the 3rd-

person present tense markers /s/, /z/, and /z/

2 Taking a train

Studying English at DLIELC

Making travel plans

Seeking information and responding to questions about travel

Talking about habits Talking about

languages

Simple present tense for regular verbs

Who, what, where, when questions

Yes/no questions Adverbs of frequency

Reading a travel schedule


Using questionnaires Identifying categories

and items Alphabetizing Pronouncing names

of languages

3 Where are you from?

Countries Months of the year Time and schedules Test taking

Making small talk Talking about the

past

Simple past tense for BE

Affirmative and negative statements


answers How many + BE How many + verb


Recognizing words Identifying categories

and items Pronouncing,

discriminating, and writing words with the // sound

4 I’m in the Army now.

Military and civilian personnel

Getting to know each other

Expressing future intentions with want

Simple past tense for information questions with BE

Want + infinitive Affirmative

and negative statements


answers Descriptive

adjectives

Identifying stress patterns

Pronouncing and discriminating words with the // and // sounds

Recognizing words Identifying categories

and items Completing a

dictation and cloze exercise

5 Review



105



1 Sports and games

Sports and games Leisure activities

Talking about sports, games, and teams

Inviting someone to play sports

Simple past tense for regular verbs Affirmative

and negative statements

Yes/no questionsLong and short

answers

Pronouncing the past tense marker -ed

Identifying primary syllable stress

Scanning for 1 identical word

Scanning a chart for information

Making a graph Taking notes/dictation

2 He's in the Army now.

Military personnel, ranks, and insignia

Military time — the 24-hour clock

Requesting and giving information about past actions/conditions

Simple past tense for irregular verbs Yes/no questions Information

questions

Scanning for 1 identical word, timed

Scanning for 2 identical words, timed

Identifying primary syllable stress

Categorizing words Making a time line

3 Where are my clothes?

Clothes Punctuation marks

Asking for permission with may and can

Modals Ability with can Permission with

may and can Requirement or

necessity with must Prohibition with

must not

Alphabetizing words Identifying primary

syllable stress Identifying thought

groups Using capitalization Punctuating

sentences and paragraphs

4 Pencils in 10 colors

Colors Seasons Music Shopping

Shopping for clothes; asking about clothes, colors, and prices

Information questions using What + (noun)

How much...? Demonstrative

adjectives this, that, these, those

Scanning for 1 identical word, timed

Scanning for 2 identical words, timed

Alphabetizing words Identifying primary

syllable stress Pronouncing the

reduced syllable Punctuating a

paragraph

5 Review



106


1 What’s wrong?

The bodyOrdinal numbers–1st

to 12th

Dates–month, day, year

Describing physical discomfort

Information questions using which

Pronoun one(s) in place of noun(s)

Nouns, pronouns, verbs, and adjectives connected with or

Labeling a diagramFollowing instructionsIdentifying stress

patternsTimed scanning for

specific informationPunctuating a

paragraphDictation

2 Where can I get shampoo?

Things in the bathroom

Ordinal numbers–13th to 100th

Morning activities

Expressing needsSuggesting ways to

satisfy needs

There + beQuantifiers some and

anyPossibility with canQuantifiers a lot of,

lots of, a few, and a little


Timed scanning for specific information, identical phrases, or synonyms and antonyms

Determining topic of paragraph

Alphabetizing words

3 I’ll take a trip.

Travel by airFuture expressions

Making airline reservations

Future with will Following and giving instructions

Determining the true statement

Timed scanning for specific information

Alphabetizing words

4 I’ll buy a gallon of milk.Vegetables Quantities of food

Making predictions with will

Indefinite articles a and an, definite article the

Quantifiers many and much

Questions about quantity with how many and how much

Necessity with have to

Following and giving instructions


Determining the true statement

Determining topic of paragraph

Timed scanning for specific information,identical phrases, or synonyms and antonyms

5 Review




107




1 How's the weather?

Different kinds of weather

Scoring high on a test for a good grade

Using I think (that) to make predictions

Questions with How + BE Sentences with that +

noun clause as a direct object after think Affirmative and

negative statements Yes/no questions Information questions

Mark stress in a sentence Listen for numbers Repeat and recite a dialog Scan for specific, detailed

information Write dictated sentences Complete a box outline Punctuate a paragraph

2 Taking a trip Traveling Vehicles and other

modes of transportation

Ordering food and drinks in a restaurant

Giving and taking orders for food and drink

Questions regarding means of transportation using How + action verb

Sentences using the modal construction would like(to) Affirmative and


The indefinite pronouns something, anything, nothing

Listen for numbers Mark questions answered

by an orally delivered text Repeat and recite a

dialog Identify a paragraph topic Mark the incorrectly

grouped word Take notes using a box

outline Punctuate a paragraph

3 Sending mail Mailing letters and

packages at the post office

Cashing a check at the bank

Purchasing a money order

Asking for and giving directions

Indicating location as a point of reference before giving directions

Sentences having an indirect object Affirmative and


Using also to connect independent clauses

Mark stress in a sentence

Mark questions answered by an orally delivered text

Repeat and recite a dialog

Identify a paragraph topic Giving and following

instructions

4 Let's take a vacation. Taking a vacation Sightseeing Taking pictures

with a camera

Asking for and giving reasons for actions or behavior

Talking about vacations

The conjunctions and to connect like statements and but to connect contrasting statements

Affirmative Why- questions and responses beginning with because

Mark stress in a sentence Mark questions answered

by an orally delivered text Repeat and recite a

dialog Alphabetize words Identify a paragraph topic Mark the incorrectly

grouped word Mark the identical phrase

5 Review


108




1 Shapes and lines

Comparing and contrasting

Describing people, places, and things

Describe people and objects and elicit descriptions

Descriptive adjectives preceding nouns

Indefinite adjectives both and other

Select information not heard in a text


Identify and supply pronoun referents

Read a text by thought groups

Complete a box outline Write a paragraph from

a substitution table

2 Understanding math

Solving math problems

Describing parts of a circle

Compare and contrast people, places, and objects

Comparative form of adjectives -er + (than)

Indefinite pronouns some and any

Indefinite pronouns both and other

Follow oral instructions to draw shapes

Identify and supply contextual referents

Identify the main idea and topic of a paragraph

3 American homes

A house outside the city

An older home

Address a postcard and describe a vacation on the card

Questions with How old + BE + noun or pronoun

Superlative form of adjectives -est


Read a text by thought groups

Read and follow sequenced instructions

Supply pronoun and contextual referents

4 Inside the house

An American living room

In the kitchen Adverbs of

frequency

Describe and ask about the purpose of specific objects and devices

Express purpose with Use (+ noun or pronoun) for (+ gerund) and Use (+ noun or pronoun) to

Select information not heard in a text

Supply pronoun and contextual referents

Identify the main idea and topic of a paragraph

Read and follow sequenced instructions

Complete a box outline Write a paragraph from

a substitution table

5 Review


109




1 Getting directions

The 4 directions Giving directions Measuring the

temperature

Give directions using a city or state map

Future with BE + going to affirmative and


Comparative adjectives better/worse (than) and superlative adjectives the best/worst

Follow oral and written directions on a map

Repeat a dialog Select the inference Complete a box outline

from an oral text Punctuate a paragraph Write a logically

sequenced paragraph

2 Let’s get in shape!

Getting in shape Having fun in your

free time Adjectives and their

opposites

Clarify ownership using possessive forms of nouns, pronouns, and adjectives

Present active infinitive as direct object after begin, forget, learn, like, need, remember, start, try, want

Possessive pronouns mine, yours, hers, his, ours, theirs

Follow oral and written directions on a map

Repeat a dialog Select the inference Identify main idea and

write the topic of a text Complete a box outline


sequenced paragraph

3 Using the phone

A long distance call Using the phone

book Using a pay phone

Ask for and give help using the telephone

Comparative adjectives with more/less + adjective (+ than) and superlative with the most/least (+ adjective)

Possibility with may and might

Whom (alternative Who) in affirmative information questions

Repeat a dialog Select the inference Follow semi-technical

written instructions Complete a box outline


sequenced paragraph

4 Leave a message

Calling about an apartment

Renting an apartment

Saying time before and after the hour

Make and respond to requests to speak to someone and have a telephone conversation

Using tell + indirect object + (THAT) noun clause (noun clause as direct object) in affirmative and negative imperatives

Repeat a dialog Select the inference Identify main idea and

write the topic of a text Follow semi-technical

written instructions Complete a box outline


sequenced paragraph

5 Review


110




1 I’d like to open an account.

Bank accounts and transactions

Tastes and senses

Conduct bank transactions

Present progressive for future tense

Because to connect clauses

Linking verbs

Fill out bank formsdentify paragraph topics

from oral textComplete a box outlineWrite a paragraph from

matched phrasesictationExpand sentencesScan for information

2 What happened?

rivingTraffic accidents

Ask and tell about traffic accidents

Past Progressivendirect requests and

commands with ask and tell

Reported requests and commands

The same, different, similar, like, and alike

Follow directionsReport auto accidentsExpand sentencesdentify paragraph topics

from oral textScan for informationdentify topics, titles and

main ideas of paragraphsWrite a paragraph from

matched phrases

3 A piece of advice

Advice and suggestions

Ask for and give advice

Should for adviceCould for suggestionsAdverbs of manner with

-lyHow in questions about

mannerReview of modals

Ask for and give adviceWrite a paragraph from

matched phrasesictationdentify paragraph topics

from oral textExpand sentencesScan for informationFollow directions

4 A Trip to New Mexico

Travel by carGas stationsMotelsApologies

Apologize and respond to apologies

Adverbial that clause for cause or reason

Verbs of mental activity + that noun clause

apologize for + gerund

Scan for informationExpand sentencesWrite a paragraph from

matched phrases dentify topics, titles and

main ideas of paragraphsdentify paragraph topics

from oral text

5 Review


111




1 Vending machines

Using vending machines

Problems with vending machines

Giving instructions

Ask for and give instructions on how to use a vending machine

How + to -infinitive after find out, forget, know, learn, remember, show, teach, tell, ask

Sam knows how to swim.

Adverbial clauses of time with after, before, until, when, and while

BE + supposed to

Select topic and main idea from oral text

Follow oral directions and fill out map key

Carry out and give oral instructions

Write transitionals heard Combine 2 sentences into

an independent clause + phrase

2 Have you met?

Shopping Location of

shops Polite

introductions

Greet and introduce people in formal and informal situations

Predicate adjective + to -infinitive: afraid, glad, happy, pleased, ready, sorry, upset

We’re ready to go.

Verb + gerund as direct object: begin, enjoy, finish, like, mind, start

She enjoys singing.

Prepositions of location: above, across (from), at, behind, below, by, in, in back / front of, near, next (to), on, under

Circle number of syllable with primary stress

Select topic and main idea from oral text

Write topic and main idea from oral text

Scan text to select answers Complete blank form Complete outline from

written text and box outline Use slots to complete

paragraph Match phrases and write

paragraph

3 Changing a tire

A flat tire Doing a favor

Make and respond to polite requests

Simple present for future tense

Polite requests with could, would, can, will and responses with can, will and can’t

Report / inquire about commands and requests with say and ask

What did the officer say? He said to stop.

Carry out and give oral instructions

Write transitionals heard Scan text to write answers Read text, write topic, main

idea, select title & summary Complete outline from

written text and box outline Combine 2 sentences into

an independent clause + phrase

4 How’s the family?

Family pictures Family trees Occupations

Ask and answer informal questions about family, job, and weather

BE + able to

Impersonal it as subject to refer to temperature, weather, time, and distance

How far to ask about distance and time required to travel

How far is it to NY? It’s 60 miles. It takes 1 hour.

Circle number of syllable with primary stress

Scan text to write answers Read text, write topic, main

idea, select title & summary Use slots to complete

paragraph Match phrases and write

paragraph

5 Review


112




1 Medical appointments

Making appointments

Describing aches, pains, and symptoms

Call a doctor’s office to make an appointment

Present Perfect with BE/HAVE in statements and yes/no questions only I’ve had a car for 5 years. Have you been sick?

How long in questions about duration

Present Perfect Progressive What have you been

doing? I’ve been waiting since

1:00.

Circle syllable with primary stress

Select topic of oral text Listen to dialog & select

inference Read 3 sentences to

determine word’s meaning Read instructions to draw

image Write dictated paragraph

2 Rules of the road

Getting ready to drive

Road signs and rules of the road

Ask for and give information about driver safety

Indefinite pronouns: anyone, anybody, someone, somebody, no one, nobody

Linking verbs become /get + subject complement to show change in condition: I get nervous before a test. Did he become a doctor?

Adjective clauses with that, which, and who

Listen to text to write topic & main idea

Listen to complete a chart with symbols

Read text to write topic & main idea

Write complex sentence by combining 2 sentences

3 I’d like a refund.

Car problems Dissatisfied

customers

Say politely that you aren’t satisfied

Too + adjective + (for / to) to express excessiveness for a particular purpose The tea is too hot for me

to drink.

Verb + infinitive of purpose I stopped to buy some

shoes.

Noun + suffix -y to form adjectives meaning full of characterized by, or like

Read text to write topic, main idea, and title

Read text to select summary

Read instructions to draw image

Write dictated paragraph

4 How was the show?

Entertainment on TV

Movies Restaurants

and service

Ask for and give opinions about television shows, movies, and restaurants

Could for past ability

Reported speech with told : Did you tell Jane that you

had her book? Yes, I told her that I had it.

Prepositions of time:after, at, before, for, from, in,

on, since, till, to, until

Listen to peers’ role play & answer questions

Read 3 sentences to determine word’s meaning

Read text to write main idea & title

Read text to select summary

Write complex sentence by combining 2 sentences

5 Review


113




1 See the USA!

Travel plans Trips to the

beach and the mountains

Ask about and express the effect of specified conditions on future actions or situations

If + present/future/modal If she asks me, I’ll go. Should I go if she asks?

Present Perfect to connect past with present

I’ve studied English for five years.

I’ve studied English since I was a child.

Listen & select phoneme Read 3 sentences to

determine word meaning Read text & write summary Read paragraph, answer

oral questions, take notes, present oral summary

Underline answers to oral questions about text

2 Education

Decisions about education and jobs

Ask and talk about decisions

Time expressions: already, no longer, yet, anymore, any longer, still

Present Perfect for indefinite past

I’ve been to Italy. Have you ever cooked?

Coordinating conjunctions so & or

It rained, so we left. Did he go, or did

he stay?

Listen to 3 words & select the different one

Role play with peers, listen to others’ role play & answer questions

Predict meaning from context & select definition

Read paragraph & give oral summary

Underline answers to oral questions about text

Combine 2 independent clauses

3 We’ve added on to the house.

Remodeling Getting together Using a stereo

Ask for and give statements of possibility

Could for possibility and conjecture

Emotive adjectives from verbs with -ed and -ing: excite, interest, bore, confuse, tire, frighten

Reported speech with say: What did you say? I said (that) Jane was

here.

Listen & select phoneme Predict meaning from

context & select definition Read text & write summary Underline answers to oral

questions about text Underline important words

and phrases in text

4 Hunting and fishing

The great outdoors

30 years ago

Ask and talk about past routines and conditions

Used to for past routines and conditions

Would for past routines

Comparative adverbs with -er (than): earlier, farther, faster, harder, higher, later, lower, nearer, slower, sooner, straighter

Listen to 3 words & select the different one

Predict meaning from context & select definition

Read paragraph & give oral summary

Underline important words and phrases in text

Combine 2 independent clauses

5 Review


114




1 We’re sure we’ll win.

Today’s sports page

Interview after a basketball game

Coach Tom

Ask about and express certainty and uncertainty

Replace that-clause with so or not.

Will it rain? I believe so. I hope not.

Express certainty with certain, positive, sure followed by that-clause.

Short superlative adverbs: early, far, fast, hard, high, late, low, near, slow, soon, straight

Listen & select topic Read title & list info

likely to be in its text Read title & select info

likely to be in its text Read title & select

questions likely to be answered in its text

Timed reading (1 minute) & answer 6 questions

Edit a text: Underline changes & rewrite text

2 Materials people use

Recycling materials

Shopping for jewelry

Clothing materials

Request and deny permission

Permission with could; response with can & can’t

Review modals for 50% possibility, permission, & ability (present & past)

Noun adjuncts / compound nouns

shoe shop, bookstore

Listen & select topic Read text & give oral

summary Read text & write

summary

3 What’s your size?

Finding your size Measuring

recruits Coats at 50% off She drives a hard

bargain.

Role-play buying & selling clothes & accessories

Separable phrasal verbs I'll wake you up at 6 a.m.

Reported speech with said & told and the modals may, might, can, could, be able to

Verb + -er /-or to form nouns meaning one who & one which

He visits often. He’s my favorite visitor.

Listen & write topic Listen & select types of

info in a text Role-play with classmates Listen, summarize role-

play Read title & select info

likely to be in its text Read title & select

questions likely to be answered in its text


4 Let’s play ball!

Basketball in the USA

The height of basketball players

Staying in shape for sports

Comparing US & metric measurements

Ask for and give information about linear measurement

How + adjective in questions about linear measurement, age, weight, temperature

Simple present if clause + present (general truths)

Simple present if clause + imperative

Indefinite pronouns a few, a little, a lot, any, many, much, none, some

Listen & write topic Read text & give oral

summary Read text & write

summary Edit a text, rewrite it, &

underline the changes

5 Review


115




1 Ranks and insignia

Military career opportunities

Military ranks & insignia

Ask about & report the identification of people according to name & military rank

Regular & irregular plural count nouns

Just for recent past & soon for immediate future: I have just finished. I will soon go home.

As + adj or adv + as to express (in)equality Matt isn’t as tall as Bob.

Future progressive tense We will be leaving soon.

Listen & select topic Listen & select main idea Listen & select title Read & select topic Read & write a summary Read & give an oral

summary Timed reading (1 minute) &

answer 6 questions Complete a paraphrase

2 Farms and ranches

Farms & ranches in the US

Growing & harvesting apples

Ask for & give descriptions of places

Adverbs of degree: extremely, quite, rather, really, so, terribly, very

Clauses with when & where

If-clauses for present or future probability

If-clauses for indefinite past probability

Listen & select topic Listen & select main idea Listen & select title Read & select topic Complete a paraphrase

3 Happy birthday to you!

Birthdays Birthday gifts A surprise

birthday party An interview with

two deans

Make deductions about the present

Gerund used as subject or object of preposition Swimming is fun.

Must & must not for deduction or probability Sam isn’t here. He must be sick.

Modal review for necessity, lack of necessity, prohibition, future action or condition, general requests

Listen & write topic Listen & write main idea Listen & write title Read & write topic Timed reading (1 minute) &


4 A vacation promise

Vacation plans Using the

Internet to plan a trip

Flying to Seattle

Ask about, clarify, & report what someone else has said

Ought to for giving advice

Reported speech with said or told and modals will, be going to, must, have to, not have to, must not

Comparative adverbs better than, worse than, & superlative adverbs the best, & the worst

Listen & write main idea Listen & write title Listen & write transitional

words Read & write topic Read & write a summary Read & give an oral

summary

5 Review

Lesson 5 reviews all vocabulary & structures introduced in Lessons 1 - 4.

116




1 Be all you can be

Basic training

Ask for & give information about basic training

Adverbs of frequency I am always on time.

Questions with how often; Answers with adverbs of frequency

Comparative form more or less + adverb & superlative form most or least + adverb

Adding -ion to verbs to make nouns

Listen for specific info & answer a question

Stress & vowel reduction Role-play a military

situation Read & select topic Read & select main idea Read & give oral summary Timed reading (1 minute) &

answer 6 questions

2 Let’s celebrate!

Weddings & honeymoons

Barbecues & parties

Extend, accept, & decline offers for food or drink & invitations to social events

Willingness with will & would

Modal review for advice; past repeated action, condition, or situation; obligation; deduction; desire; & possibility

Indefinite place or location with somewhere, anywhere, & nowhere

Read & select inference Read & select topic Read & select main idea Write information in a chart

or table Complete a paraphrase

3 Stamp collecting

A world of stamps

Continents Going overseas

Inquire about & express past and present intention about travel plans

Was/were going to for unfulfilled past intention

I was going to watch TV, but I fell asleep.

Indefinite compounds with else

Let’s go somewhere else.

Stress & vowel reduction Read & select inference Read & write topic Read & write main idea Read & give oral summary Timed reading (1 minute) &


4 Medical treatment

Military sick call

Ask about & describe medical problems & symptoms

Reflexive pronouns Did George hurt himself ?

Emphatic pronouns I painted the picture

myself.

Adjective complement after linking verbs

The coffee tastes strong.

Suffix -ly for adverbs and adjectives

daily, weekly, nightly, etc.

Listen for specific info & answer a question

Role-play a military situation

Read & write main idea Read & write topic Write information in a chart Complete a paraphrase

5 Review

Lesson 5 reviews all vocabulary & structures introduced in Lessons 1 - 4.

117




1 Fit for life Exercise Diet Relaxation

Ask for and give advice on health and fitness

It + BE + adj. / noun phrase It’s not a good idea to jog

at night.Why don’t / Why not to give

advice/suggestions

Had better for strong advice

Past perfect

Read and write topic & main idea

Listen & select inference Scan to identify synonyms Timed reading (1 minute)

& answer 6 questions Scan a text to complete a

chart

2 US Military customs and courtesies

Military traditions Rights & privileges Senior officer ranks

and grades

Ask for and give information about military customs and courtesies

Present BE-passive to express present habits

Have got to to express obligation or necessity

Past perfect progressive


Scan & identify synonyms Give & take messages Write a paraphrase Rewrite a text in briefer

form

3 Let’s go to the theater.

Entertainment An actress and an

actor Interviewing a

young musician

Ask about and express preferences

Prefer + noun/pron/gerund + to/rather than + noun/pron/gerund I prefer tea to coffee. I prefer walking to driving.

Prefer + to-infinitive + rather than + bare infinitive I prefer to swim rather than run.

Would rather (than) I’d rather ski than swim.

Adjective /adverb + enough He’s old enough to join.

Read and fill in information about a person

Read & select inference Scan to identify synonyms

& antonyms Timed reading (1 minute)

& answer 6 questions Give & take messages Rewrite a text in briefer

form

4 Using computers

Computer hardware

Software Smart computers? Smart houses

Ask about and express capability and incapability

Be unable to to express incapability

Too much / too many + (non)count noun There are too many cars.

Verb to noun with -tion and -sion


Read & select inference Scan to identify synonyms

and antonyms Pronounce base forms

and derivatives Write a paraphrase Scan a text to write

information in a chart

5 Review


118




1 Friends Friends Personality traits Man’s best friend

Make observations & judgements

Like + noun phrase after linking verbs

It sounds like a good idea.

To be + adjectival /noun phrase after linking verbs seem & appear

He seems to be angry.

Past BE-passive

Compound pre-modifiers (number-noun)

a two-door car

Complete an outline using a visual map

Read and give an oral summary

Scan a text to answer questions

Write a paraphrase Listen for specific

information

2 The perfect home Renting or buying

a home Classified ads American

teenagers

Ask for and give information about renting a place to live

Embedded Yes/No questions with if or whether

Do you know if the library is open?

Embedded question word questions

I wonder where the post office is.

Verb + object + adj. complement

I prefer my coffee black.

Take and write messages Write a narrative paragraph Read 5 words & select the

one not related

3 International support NATO Senior NCOs Warrant officers Saluting the flag

Ask for and give information about American flag customs

Tag questions

Although, though, and even though for adverb clauses of contrast or concession

Embedded questions with should, could, or can reduced to a question word followed by a to-infinitive

I don’t know who I should ask. ➝ I don’t know who to ask.

Practice proper intonation Read & give an oral

summary Complete an outline using

a visual map Read 5 words & select the

one not related Write a paraphrase Timed reading (1 minute) &

answer 6 questions Listen for specific

information

4 Electricity Save money on

your electric bill Is your home safe? Flow of electricity Make your own

circuit

Confirm or verify information

Positive addition with does, too / so does

Negative addition with neither does / doesn’t either

BE- passive with modals for present and future time

Adjective to verb with -en

Scan a text to answer questions


Take and write messages Write a narrative paragraph

5 Review


119




1 US Presidents Becoming

president Gerald Ford The sciences

Report information

It + BE + adjective + (that) It’s possible that we’ll have

a test tomorrow.Correlative conjunctions Justin’s studying both

Russian and English.Reported questions Bob asked if he could go. Jan asked why they left.

Give and receive messages

Scan a graphic organizer and answer questions

Read a text and organize using a visual map

Write a summary Timed reading (2 minutes)


2 Weather Extreme weather Weather forecasts

Listen to and give warnings

Present unreal conditional If I had money, I would buy

a ticket to the game.Wish I wish I had money to buy

a ticket.BE used to Mike is used to waking up

early for class.

Listen to a text and organize using a visual map

Listen to a warning and answer questions

Listen and give a warning Scan a graphic organizer

and answer questions

3 Employment A new job Company policies Point of view

Express agreement and disagreement

Negative questions Don’t you want to go? Why didn’t Mike go?Logical impossibility The car can’t be out of

gas!Suffix -ness for adjectives Suffix -ment for verbs


Use intonation patterns Read a text and organize

using a visual map Write a summary

4 Memories and story telling

Childhood memories

Helen Keller Americans With

Disabilities Act

Talk about past experiences

Perfect modals We should have gone to

the movies.Restrictive adjective clauses The car that we bought

was blue.Verb + object + to-infinitive John advised me to speak

with the boss.

Listen to a text and organize using a visual map


Timed reading (2 minutes) & answer 6 questions

Give and receive messages

5 Review


120




1 The family tree “Our Family

History” The generation

gap

Talking about ownership and relationship

Adding -’s and -’ to show possession

Possessive adjectives and pronouns

Inseparable phrasal verbs Bob ran into an old

friend.

Listen to a text and select the topic

Repeat a dialog with stress on main content words

Use dictionary guide words

Make a graphic organizer from an oral text

Complete a chart from a written text

2 First responders Everyday heroes A deadly fire Accident

prevention

Express possibility and impossibility about past actions and conditions

Perfect modals may, might, and could have (past possibility); must have (deduction); couldn’t have (past impossibility)

Active causative with have, make, and get

Indefinite adjectives and pronouns few and little

Participate in a guided group discussion

Read a warning and answer questions

Give an oral warning after listening to, reading about, or observing a situation

Write a paragraph after pre-writing steps

3 A call to duty NCO academies Training briefing Award letter

Talk about hypothetical situations in the past

If- clauses + perfect modals for past hypothetical situations

If I had known, I would have helped you.

Passive causative with have and get

Nouns and verbs to adjectives with -able and -ible

Listen to a text and select the main idea

Listen to a role-play and answer questions

Participate in a guided group discussion

Read a paragraph and cross out the extraneous sentence

4 Coming to America Culture shock An immigrant’s

personal journal Volunteering to

help teenage students

Talk about regrets

Wish + past perfect I wish I had gone with

you.Review: too and veryReview: reported present

tenses

Repeat a dialog with stress on main content words

Make a graphic organizer from a written text

Write a paragraph after pre-writing steps

5 Review


121




1 Cooking across America Tony Russi’s

show: The Amazing Microwave

West Coast ingredients

Don’t forget Texas! Microwave recipes

Ask about and express quantity

Review: indefinite adjective quantifiers

We have little time.

Review: how many / much

Review: unit noun + of + (non)count noun

a jar of pickles

Review: quantifier + of some of / none of, etc.

Repeat a dialog with stress on new information

Write a paraphrase Listen / write transitions Write notes Participate in discussion Use guide words Write answers about a

dictionary / glossary entry Select a word to complete a

text (cloze)

2 Moving towards peace Force Protection

Condition Man of peace /

Man of war International

peacekeeping forces

Ask for and give additional information and comments

Passive voice with present / past progressive

Adverbs: where else, when else, how else, why else

Pronouns: who else, whom else, what else

Scan a graphic organizer Repeat a dialog with stress

on new information Participate in a discussion Write a paraphrase Select a word to complete

a text (cloze) Write a paragraph after

pre‑writing steps

3 Automotive Systems: Part I The ignition

system The fuel system The internal

combustion engine

The transmission system

Handling everyday problems

Volition verb + direct object (+ to be) + past participle

I want him (to be) fired.

Verb + to be (direct object) I want to be hired.

Reported speech: past to past perfect

Nouns / verbs to adjectives with ‑ive / ‑tive

Repeat a dialog with stress on new information

Write a summary Write notes Participate in a discussion Label a diagram

4 Automotive Systems: Part II The cooling

system The lubrication

system Buying a used car

Ask about and express reason and purpose

Comparative / superlative adjective / pronoun quantifiers

So (that) + adverb clause of purpose

Equality / inequality with as many / much (+ noun) + as

Review: adverbs of degree: little, less, the least, much, more, the most

Listen / write transitions Write answers about a

dictionary / glossary entry Write a summary Label a diagram Write notes

5Review


122




1 An Olympic city Becoming an

Olympic city River City: Home

to the Olympic Games?

River City gets turned down.

Helpful advertise-ments

Ask for and make evalu-ations and comparisons

Review: comparative and superlative adjectives and adverbs

Review: how + adjec-tives / adverbs

Reported speech: past progressive to past perfect progressive

Scan a graph Scan a text Select a summary of notes Write a summary of notes Write answers about a

dictionary / glossary entry Select a word to complete

a text (cloze) Write notes from written text Use contrasting stress

2 In the science lab The US Naval Re-

search Laboratory Experiment: How

do submarines work?

Laboratory accidents

Scuba diving equipment

Express cause and effect

So / such + adjective /adverb + clause of result

Review: connectives of re-sult—thus, therefore, as a result, consequently

Suffix: adjective to noun with -ity / -ility

Present perfect passive

Select a word to complete a text (cloze)

Write notes from oral text Read a semi-technical text Identify cause / effect

relationships Use contrasting stress Determine the correct

meaning of a word Read and identify transitional

words

3 Civilian and mili-tary justice The Star oil spill The Star oil spill

trial Military law

Identify and describe peo-ple, places, and things

Restrictive adjective clause with that, which, who(m), when, and where

Restrictive adjective clause with whose

Present gerund as subject after anticipatory it or non-referential there + BE

Past perfect passive

Determine the meaning of a new word through context

Read a semi-technical text Select a summary of notes Write a summary of notes Write notes from written text Use contrasting stress Select a word to complete

a text (cloze)

4 Military authority Civilian control of

the military Army career coun-

selors Customer com-

plaint: The worst flight ever

Ask for and give recom-mendations and sugges-tions

Present subjunctive noun clause

Relative clause reduced to to-infintive phrase

Present gerund or active to-infintive as subject complement after BE

Determine the meaning of a new word through context

Use contrasting stress Select a word to complete

a text (cloze) Write notes from oral text Edit a written paragraph Read a semi-technical text Determine the correct mean-

ing of a word Read and identify transitional

words

5 ReviewLesson 5 reviews all vocabulary and structures introduced in Lessons 1– 4.

123




1 Heroes What makes a

hero? American Life

Magazine: Per-sonal heroes

American Life Magazine: Heroes in action

Hiking safety bul-letin

Request and offer assis-tance

As if and as though to introduce adverb clauses Alice acts as if she’s tired.

Review: yes / no questions

Review: present tense and present progressive tense

Listen, mark, and pronounce syllable stress changes

Write words to complete a text (cloze)

Select referents for pronouns Conduct interviews and pres-

ent information Answer questions about a

semi-technical text

2 Law enforcement Responding to a

call Handling an inci-

dent The police report:

An incident description

Military police and local civilian police

Identify and describe people

Nouns or noun phrases as subject complements after verbs of choosing The judges named Bill the winner.

Reduce adjective clauses to adjective phrases

Reduce adjective clauses to prepositional phrases

Sequence modifiers before a noun

Listen and select the topic Listen and write the topic Participate in a discussion Select referents for pronouns Read outline and select the

summary Write words to complete

a text (cloze) Combine sentences Write a paraphrase

3 A weekend project Building a bird-

house Assembling the

birdhouse Putting the finish-

ing touches on the birdhouse

Inquire about and express the purposes of tools, devices, and materials

Verb DO to show emphasis I haven’t met Tom, but I do know his brother.

Suffixes: noun to adjective with -ful and -less

Review: That noun clause as a direct object Peggy knew that she would be late to work.

Listen and write main idea Listen, mark, and pronounce

syllable stress changes Write referents for pronouns Read outline and select the

summary Read outline and provide a

summary

4 Firearms in America US military fire-

arms Firearms and am-

munition Going to a gun

show Americans’

opinions on gun control

Identify and label the parts of handguns, rifles, and firearm equip-ment

GET passive Paul got fired.

Reported speech: present perfect to past perfect

Modal review: can, had better, was / were going to, and be unable to

Participate in a discussion Write a paraphrase Edit a text for mistakes Listen and write main idea Write referents for pronouns Read outline and provide a

summary


124


ALC Book 23: Scope & Sequence, Lessons 1 – 5Lesson Vocabulary Functions Grammatical Structures Skills

1 Topics in science Matter States of matter Components of

matter The atmosphere Experiment:

Making a barom-eter

Seek and report informa-tion

Present / past participle as adjective

Present / past participle as object complement after catch / discover / find / keep / leave Tina left the water boil-ing on the stove.

Review: Information ques-tions

Read a short text and under-line main ideas

Select answers to questions about a semi-technical text

Scan a diagram / map and select answers

Scan a diagram / map and provide answers

Practice rising and falling into-nation

Read a text, answer ques-tions, and record reading time

2 First aid Medical treatment

in an emergency First aid: Treat-

ment for shock First aid:

Treatment for external bleeding

Givesequenced instructions

Conjunctions of time to introduce adverb clauses of time Now that it’s summer, we can go swimming.

Gerund as a noun modifier There’s a parkinglot around the corner.

Second person imperative Go three blocks and turn left.

Participate in a discussion Read a text and write notes to

complete an outline Read a text and underline the

connective words Listen to instructions and

evaluate Give instructions for an as-

signed topic Read a text, answer ques-

tions, and record reading time

3 Using maps Different maps

with different uses

Using a compass A race against

time Practice for battle

Ask for and give locations and directions

Suffix: nouns to adjectives with -ern

Suffix: various parts of speech to adjectives / adverbs with -ward(s)

Prepositions of place and direction

Reported speech: present perfect progressive to past perfect progressive

Address an envelope Listen and trace a route Write paragraphs by sequenc-

ing sentences and adding connective words


Follow a route on a map, and write the final destination

Scan a diagram / map and provide answers

Listen to a text and write notes to complete an outline

4 Infantry and Field Artillery Which branch of

the Army do they belong to?

Infantry: The queen of battle

Taking aim and hitting the target

Artillery: The king of battle

Expressexpectations

Modals: ought to/ should / should have to express expectancy The letter should arrive tomorrow.

Suffixes: verbs to nouns with -ance / -ence

Review: adverbs of degree


Read a text and write notes to complete an outline

Listen to a text and write notes to complete an outline

Listen to a role-play andsummarize the conversation


125


ALC Book 24: Scope & Sequence, Lessons 1 – 5Lesson Vocabulary Functions Grammatical Structures Skills

1 Amazing buildings Buildings through

time Skyscrapers Copper

Ask for and give factual information

Review: Gerunds as direct objects I don't enjoy singing in front of people.

Reducing time clauses Could you walk after you fell off the horse? ➝ Could you walk after fall-ing off the horse?

Suffix: nouns / adjectives to verbs with -ify

Listen, repeat, and select minimal pairs

Read a semi-technical text or military report and select answers to questions

Practice rising and falling intonation for questions

Skim a text and select answers

Read a text and write a sentence outline


2 Aircraft Types of aircraft The instrument

panel The importance of

checklists Interview with a

retired pilot

Inquire about and express concern and fear

Adjectives of importance followed by a that noun clause

Review: Tag questions

Review: Gerunds in three sentence positions

Read a text and write a sentence outline

Skim a text and select answers

Read a text, select the main idea, and write details


3 Talking about our earth Enforcing

protection of the environment

The Greenhouse Effect

Dangers to our earth

Inquire about and express actions, events, and conditions in the future

To-infinitives as direct objects James plans to adopt a kitten.

Future tense using will, be going, simple present, and present progressive

Reported speech using past perfect and past perfect progressive

Participate in a guideddiscussion.

Skim a text and provideanswers

Read a text, select the main idea, and write details


Write a paragraph from an outline or notes

4 A Floating Hospital Caring for the sick A floating hospital

arrives in Haiti A conversation with

a USNS Comfort surgeon

The gift of sight from the ship's eye surgeon

The digestive system

Inquire about and make observations

Review: Indefinite pronouns

Indefinite adverbs: some-where, someplace, anywhere, anyplace, nowhere, no place

Verbs of perception (see notice, observe, etc.) + object + bare infinitive or present participle I noticed the man trying to open the door.

Suffixes: verbs to adjectives with -ent/-ant

Listen, repeat, and select minimal pairs

Skim a text and provide answers


Read a semi-technical text or military report and select answers to questions

Write a paragraph from an outline or notes



– NOTES –


APPENDIx D: ALC terminal objectives

Terminal objectives are the final goal for the course and are the basis for all of the enabling objec-tives found in ALC lessons. The Indexes for the ALC (789) lists each terminal objective along with its numerous enabling skills objectives which occur in the ALC. All enabling vocabulary, grammar, and function objectives are also listed in the Indexes. Below is the complete list of the ALC’s 29 terminal objectives.

Listening Skills Terminal Objectives

L1. Recognize the segmental phonemes (the sound system) and the suprasegmental phonemes (stress, intonation, rhythm, and juncture) of standard American English when spoken in context.

L2. Identify the main point(s) and, when required, the supporting details of an oral text.

L5. Draw inferences from oral texts.

L6. Understand conversations, both informal and military, and oral messages.

L8. Understand oral instructions (academic and technical), warnings, and announcements.

L9. Understand oral presentations, including class reports, short lectures, demonstrations, and briefings.

Reading Skills Terminal Objectives

R1. Apply decoding skills to the reading process, including identification of letters and words, word-attack skills, and recognition of varying types of print.

R2. Skim written material for general information and scan for specific information / details.

R3. Determine word meaning from contextual clues (graphophonic, semantic, morphological, and syntactical).

R4. Use the dictionary to find word meanings and other information.

R5. Comprehend meaning conveyed through contextual reference.

R6. Comprehend meaning conveyed through inference.

R7. Identify the main point(s) and, when required, the supporting details of a written text.

R8. Summarize written texts.

R9. Recognize and follow paragraph structure.

R10. Improve reading efficiency through the use of speed-building strategies (i.e., time pressure, eye movement).

R11. Apply an SQ3R-type approach to written texts. (Survey, Question, Read, Recite, Review)

R12. Derive meaning from phrases/incomplete sentences in notes, outlines, captions, labels, standard forms, and messages.

R13. Comprehend written academic and technical instructions.

R14. Comprehend written technical and semi-technical materials (including military-format reports), charts / tables / graphs, diagrams / maps, and warnings.

R16. Determine appropriate word from context.

APPENDIx D: ALC terminal objectives


Speaking Skills Terminal Objectives

S1. Produce standard American English, including the segmental phonemes (the sound sys-tem), and basic patterns of stress, intonation, rhythm, and juncture.

S2. Participate in conversations, both informal and military, and deliver oral messages.

S3. Participate in classroom dialogs / discussions.

S4. Give oral instructions (academic and technical) and warnings.

Writing Skills Terminal Objectives

W2. Write from dictation, using semantic, morphological, and syntactical clues, along with knowledge of the standard American English sound system.

W3. Write words, phrases, and/or short sentences to complete forms, charts/tables, and dia-grams, and to produce short informal messages.

W4. Produce written notes, using an appropriate style of note taking.

W5. Write class assignments in military format, as well as the following styles: descriptive, nar-rative, and expository.

note: The letter-number designators are used in the Indexes to categorize each set of enabling skills objectives under the corresponding terminal objective. Objectives L3, L4, L7, L10, R15, S5, S6, W1, and W6 do not occur in the ALC.


GLOSSARy

Abbreviations780 – Overview of the ALC (formerly Familiarization

with the ALC)

782 – Grammar for the ALC

789 – Indexes for the ALC, 1st and 2nd Editions

ALC – American Language Course

ALCPT – American Language CoursePlacement Test

B#L# – for example, B10L2 stands for Book 10 Lesson 2

DLIELC (also DLI) – Defense Language Institute English Language Center

ECL – English Comprehension Level

EE – evaluation exercises

EFL – English as a foreign language

ESL – English as a second language

FOT – follow-on training

GE – General English

HW – homework

ILR – Interagency Language Roundtable

IMI – interactive multimedia instruction

IPA – International Phonetic Alphabet

IT – instructor text

LLA – Language Laboratory Activities

NALC (also NI) – Nonintensive American Language Course

OPI – oral proficiency interview

PE – performance evaluation

PT – performance test

SAK – Skills Assessment Kit

SET – Specialized English Training

ST – student text

Icons❖ – grammar bullet draws students’ attention to

important information about the target structure

– indicates multiple treatments of a term in the lesson; number indicates how many different definitions and / or parts of speech presented

✪ – indicates each lesson objective listed on the first two pages of each lesson

– in Level I books, indicates a flash card is available for the term

Terms & Definitionsabstract – (of vocabulary; contrast with concrete)

referring to qualities, ideas, etc., not something which can be seen or touched: justice

academic – referring to a classroom situation

achievement test – a test given at the end of a lesson, a unit, or a course of study to measure student mastery of the material taught, such as ALC book quizzes

acquisition – the process of gaining mastery of a language or language components

activator – visual aids, a series of questions, etc., used at the beginning of a lesson to stimulate background knowledge and anticipate lesson themes

activity – any of the various drills or exercises designed to assist in learning a second language

American Language Course (ALC) – all books produced at DLIELC, but usually referring to ALC Books 1– 30, which are used in General English

American Language Course Placement Test (ALCPT) – a DLIELC-produced English language proficiency test administered by foreign military and US personnel to determine English language course placement and progress in foreign military schools

Appendix J – Additional lesson resources which are located at the back of the ALC

blurb – see key

caption – a brief text under or above a picture which provides information about the picture

cloze exercise – a structured completion exercise (reading or writing) whereby the reader must supply words which have been systematically deleted (every fifth word, all prepositions, etc.) from a text

cohesive – describing an organized text in which its elements are logically connected by the ideas that come before and after

GLOSSARy


collocations – words and phrases that naturally occur in combination: Sam placed an order for a new computer. In the example, place and order are collocated because these two words are perceived by native speakers as having a fixed or natural association.

communicative – (of activities) providing opportunities to communicate in a meaningful way

concept checking – a teaching strategy of asking directed, well-thought-out questions that push students into the idea, meaning, and nuance behind the target language objective

concrete – (of vocabulary; contrast with abstract) referring to a real, existing object: table

connectives – words that link one thought or sentence to another: however, so, before

context – any words or phrases that appear before or after a target word and help the reader or listener figure out its meaning; contextualize – to accompany the presentation of a new language item with a visual, gesture, situation, personal anecdote, story, etc., in order to enhance the meaning of the new item and create memorable associations

controlled exercise – designed to focus learners’ attention on some formal aspect of language with some room for choice and error; usually directly following the presentation of new language and allowing for a good chance of success and confidence

cooperative learning – a teaching strategy in which students work in groups and help each other to better understand a subject

decoding – making out the meaning of spoken or written words; deciphering

deductive approach – grammar rules are first presented and explained and then applied to specific examples and contexts of use

Defense Language Institute English Language Center (DLIELC also DLI) – the US Department of Defense English language training school located at Lackland Air Force Base, Texas; offers various ESL courses and produces ESL textbooks

derive – to get or receive from a source

Dialogs – ALC lesson sections in which a function is introduced and practiced

elicitation – a teaching technique in which the instructor seeks input or answers from students before or instead of giving them the information directly; often suggested in the IT notes

embedding – the inclusion of a connective word or phrase within an existing sentence or paragraph: Jake is the one who answered the question.

enabling objective – specifies the conditions and behavioral standards for measuring learning which takes place by the end of a lesson or book; intermediate step in the attainment of a terminal objective

English as a foreign language (EFL) – referring to the learning of English in a country where it is not widely spoken, such as Japan

English as a second language (ESL) – referring to the learning of English in a country where it is commonly spoken, such as the United States

English Comprehension Level (ECL) – a DLIELC-produced English language proficiency test administered by US personnel only to determine if foreign military personnel meet the language requirements for military training in the US

evaluation exercises (EE) – may be used to check achievement of lesson objectives; located at the back of ALC textbooks

exchange – the lines of dialog spoken by one person and the response of a second person

expository – referring to a type of writing which describes or explains something

facilitative vocabulary – new terms (either from higher books or not occurring in the ALC) which appear in a lesson because of their natural relation to the theme, but which are not intended to be taught; not found on the book quiz; note: facilitative also describes the (very limited) use of new grammar structures which have not been formally presented


GLOSSARy

follow-on training (FOT) – professional courses of military training which typically follow English instruction at DLIELC and which are conducted in English by native speakers of the language

function – any of the specific and purposeful real-world uses of language: apologizing, disagreeing, requesting, etc.

gap-fill exercise – a controlled exercise in which a term or grammatical item is chosen from among various options and inserted in a sentence to make it correct

General English (GE) – the English language department at DLIELC which uses the ALC as its main curriculum

graphophonic – referring to the relationship between writing and sound

high frequency – referring to basic, everyday terms or structures common to the language

Indexes for the ALC, 1st and 2nd Editions (Indexes or 789) – reference resource which contains level descriptions and indexes to objectives in the ALC as well as a variety of glossaries; formerly titled Indexes for Levels I–V

inductive approach – students are guided to solve problems and discover rules based upon examples; instructor usually starts with the presentation of a context of use with meaningful examples, then encourages learners to perceive the pattern found in the examples, and finally elicits the statement of the grammar rule

inference – a conclusion reached by using reasoning or evidence (in a text)

information gap – an accuracy-building pair-work activity in which an incomplete distribution of information requires one learner to ask the other for details, such as dates, locations, times, etc.

instructional vocabulary – the vocabulary used to describe objectives and give instructions in the student text; may appear in book quiz instructions: select, unscramble, compare, etc.

Instructor Development Branch (IDB) – a DLIELC department which offers a variety of instructor training courses for non-native speakers

of English; includes courses which prepare instructors to teach using the ALC

integrated – describing an activity which requires two or more language skills components for its accomplishment

intensive – describing any course of study characterized by frequent intervals (usually daily) of instruction and numerous contact hours (3–6) as a means of accelerating learning

interactive – describing an activity which requires students to communicate and work together

interactive multimedia instruction (IMI) – computerized activities which reinforce content instruction in each ALC lesson and which are designed for easy access and self-paced learning

Interagency Language Roundtable (ILR) – the US government body whose Language Skill Level Descriptions serve as the standard for the Oral Proficiency Interview and as a basis for the terminal objectives of the ALC

International Phonetic Alphabet (IPA) – a set of symbols that represent the speech sounds of languages spoken around the world

intonation – the patterns of pitch changes within an utterance (the words a person says); distinguishes types of sentences, e.g., questions versus statements

IT notes – recommended teaching procedures, objectives, explanations, and tips found in the margins of the instructor text

juncture – the transition sound, or omission of such a sound, between words in a spoken phrase or sentence: ice cream / I scream

key – (blurb in the first edition) brief instructions for each ALC exercise which appear in the bottom margin of the IT

language components (also language areas) – vocabulary, grammar, functions, and the four skills of listening, speaking, reading and writing

Language Laboratory Activities (LLA) – audio and booklet activities which provide a comprehensive supplement to the objectives of the ALC textbooks

GLOSSARy


level – ALC books are grouped into 6 levels: Level I: Books 1 – 6; Level II: Books 7 – 12;Level III: Books 13 – 18; Level IV: Books 19 – 24;Level V: Books 25 – 30

linguistic – related to the study of language

low frequency – referring to terms or structures which tend to be more uncommon, specialized, abstract, or infrequently used in a language

main idea – the central thought of a paragraph around which all sentences of supporting information are constructed

minimal pairs – two words that have a change in only one phoneme (sound): ship, sheep

morphological – relating to the structure and form of a language

multiple choice – describing an test or exercise item in which there is generally only one correct response from among two to four other possibilities

narrative – describing a type of writing which tells a story

nonintensive – describing any course of studies involving infrequent and brief periods of instruction over a lengthy span of time; typical of English language training in academies outside the US

Nonintensive American Language Course (NALC also NI) – the counterpart of the ALC; presents the same objectives as the intensive course, but organized into shorter lessons; designed to fit into a broad program of study which leaves fewer hours for English instruction

nonobjective vocabulary – see facilitative vocabulary

nonresident program – English language training outside the US which incorporates the ALC into the curriculum; note: resident programs are conducted at DLIELC

objective – the learning outcome or purpose of a language activity or lesson; what a student should know or be able to do as a result of instruction

objective vocabulary – the new vocabulary as specified on the preview page of each ALC lesson;

words which students will be required to produce and respond to in class and lab; deserving of special teaching attention and subject to being tested on book quizzes

open-ended exercise – an exercise intended to elicit a creative response, both in terms of meaning and language choice: Students ask each other for their opinions.

oral proficiency interview (OPI) – an oral test conducted by two trained OPI raters which assesses a candidate’s ability to understand and speak in the language as demonstrated through a series of tasks

paradigm – a grammatical formula which appears near the beginning of most grammar sections in the ALC

paraphrasing – the act of taking information from another source or several sources and putting it into one’s own words; an important academic skill required for research; a mid-level comprehension task for the OPI

performance – the ability to perform a certain skill

Performance Check – title of ALC section at the end of certain lessons; contains a supplementary activity which reinforces objectives in interesting and motivating ways; typically found in lower books

performance evaluation (PE) – an assessment of skills as demonstrated by students over the span of one book some Specialized English courses at DLIELC

performance test (PT) – a skills achievement test (no longer available) administered at the conclusion of each level of the first edition; designed to reveal any areas of weakness, particularly in writing and speaking; see also Skills Assessment Kit

phoneme – a single sound in a language that distinguishes one word from another, noted with diagonal lines / /; segmental phoneme – the smallest meaningful sound in a language; suprasegmental phoneme – the pitch, stress, and juncture which extend over the individual sounds in an utterance


GLOSSARy

pitch – how high or low the tone of an utterance (speech sound) is

preview page – the second page of a lesson with an inventory of all new language content, including vocabulary, grammar, and functions

prior knowledge – all the information, knowledge, culture, and memories that help a learner to make sense of new experiences; specific areas of information which must be retrieved in order for a new experience to be correctly understood and more easily learned

proficiency – the ability to use a language, especially with reference to the communication skills of listening and speaking, but also including reading and writing

proficiency test (PT) – a test which measures general ability to use a language; designed to give an accurate assessment of an examinee’s underlying competence as well of his or her potential performance

realia – real objects used in class to demonstrate vocabulary or learn about culture: a theater playbill, postage stamps, food items, etc.

recite – to repeat something memorized

recognition vocabulary – words and expressions students need to recognize, produce, and respond to in class; not specifically tested but may appear on tests; appears in italics in the IT

recycle – to deliberately use or elicit the use of a previously introduced vocabulary item or grammar form in subsequent lessons as an intentional act either by the instructor or by curriculum designers

referent – the word that a pronoun or other words refer to: Jack is home because he is ill.

reinforce – to strengthen understanding of recently presented objectives in a lesson through repeated exposure in various contexts and types of exercises

remediation – the process of helping students make improvements in their areas of weakness

resident program (also training) – English language training conducted in the US at DLIELC

rhythm – the regular recurrence of beats which characterizes language (also music)

role-play – to play the part of someone else in a conversation or situation

scanning – glancing at a text quickly to find specific information

self-contained – describing the ALC materials, which provide the instructor with everything necessary to conduct lessons and test objectives; describing ALC supplementary materials which can also stand alone (interactive multimedia instruction (IMI), language laboratory activities and video activities)

semantic – relating to the meaning of language

semi-controlled exercise – an activity which allows for a limited range of variation in answers

semi-technical – (of vocabulary) everyday words and phrases which commonly occur within a particular professional field and which are essential to effective communication within that field

sequential – the ordering and control of activities (from controlled to open-ended), of skills (from receptive to productive), of grammar (from simple to complex), of vocabulary items (from high frequency to low frequency, abstract and semi-technical), and so on, which underlies ALC course design

skill – the developed ability to perform tasks in listening, speaking, reading, and writing; also referring to all or each of those four skills study skills – skills which help the learner to be a better student: note taking, outlining, dictionary usage, etc.

Skills Assessment Kit (SAK) – a set of speaking and writing activities used to assess student mastery of skills objectives before beginning the next ALC level (currently under development for use with the second edition); see also Performance Test

skimming – reading quickly to get the main idea of the material

Specialized English – the DLIELC department which offers English courses focusing on student

GLOSSARy


preparation for FOT in aviation, medicine, diving, etc.; Specialized English Training (SET) refers to such courses

stress – the emphasis of a syllable in a word; the emphasis of a word in a sentence

structure – any grammar form; the arrangement of the parts that make up particular phrases, clauses, sentences, or units of discourse

subsumed – describing an objective (typically a skill) which occurs in an exercise in support of another objective rather than in a separate presentation

summarize – to give a brief account of the main points of an incident or of a written passage

syntactical – relating to the arrangement of words; the structure of a sentence

synthesis – combining and / or changing two related sentences to form a single, cohesive sentence: Elena ate lunch. She read a book. ➙ Elena ate lunch while reading a book.

terminal objective – one of several final learning goals or outcomes of the General English and Specialized English curricula in the skills areas of listening, speaking, reading, and writing; distinguished from enabling objectives by their more general scope; supported by the accomplishment of enabling objectives

topic – the subject of a text or conversation

total physical response (TPR) – a language-learning method in which students move in response to commands; often incorporated into basic-level classes

word attack – relating to skills required to master reading


INDEx

1st edition See first edition.2nd edition See second edition.780 See Overview of the ALC and Familiarization

with the ALC.782 See Grammar for the ALC.789 See Indexes for Level I-V.

A

abstract 92–93academic skills 70, 80achievement test 5acquisition (language) 39, 48–49activators 25, 49, 62, 66, 90activities 7–9, 27, 42–43, 46, 51, 60, 71, 73–74,

76–77, 79, 81, 83–84, 87, 94 See also Video Activities, Language Laboratory Activities, additional activity, and exercise types. See also each major language component’s section.

adaptation (in ALC) 30additional activity (in ALC) 30address (DLIELC’s) i, 2advanced (level) 10advanced professional (level) 10ALCPT 10alerts 25, 29, 52, 62alphabet 15American Language Course Placement Test

See ALCPT.analysis 7, 66, 86announcements 32answers 1, 4, 8, 24–25, 29appendices (in ALC) 15–17appendix guide 30, 71Appendix J See Lesson Resources.areas

language 13, 24, 73skill 32, 34, 73 See also language components.

assessment 5, 8, 10assignments (writing) 34–38, 84, 86association (word) 58attainment (of objectives) 34audience 7audio 4–5, 27 See also lab and Language

Laboratory Activities.authentic 62, 65, 80availability (of materials) 2, 4–6

B

background information 2, 28bar (gray) 13, 17basic

grammar 60skills 80sounds 74

block (of instruction) 7, 41 See also unit.bolded (vocabulary) 24, 50–51book quiz 5, 8–10, 19, 50–51, 56, 61box-outlining 81, 84briefing 32, 93

C

capitalization 16captions 33cards

flash 5, 16, 53paragraph 73role-play 17, 43

catalog (DLIELC) 6categorization exercises 56CD 4, 6charts 8, 33, 80, 83 See also scope & sequence

charts.cloze exercises 55, 84collocation exercises 57communication 49, 60, 65, 75, 90communicative 7–8, 33, 94components (language) 7, 8, 32 See also areas.comprehension exercises 54–55, 72, 77–78comprehensive 4, 7, 12, 33concept 62, 66, 68concrete 5, 55, 93connectives 37, 85context (in) 6, 41, 48, 51contexts 8, 39, 43, 60, 62, 80, 92 See also settings,

environment.contextualized 66, 70contractions 15controlled exercises 7–8, 41, 64, 70, 74, 85conversations 32, 79, 92course objectives See terminal objectives.courtesies (military) 32, 93creative 64, 75, 86, 91cue 28cultural notes 29curriculum 1–2, 32–34customs (military) 93

INDEx


D

Defense Language Institute English Language Center See DLIELC.

demonstration 32Department of Defense (US) 7descriptions (ALC level) 1–2, 6, 10Descriptions (Language Skill Level) 7descriptive (writing) 34–38design 1–2, 7–9, 32–33, 39developers (curriculum) 2, 32 See also writers.diagram 34, 56dialogs 32, 62, 74, 80, 90–91Dialogs (functions section) 24, 74–75, 90, 93

See also functions.diamond (symbol in ALC) 47, 52dictation 84discussions 32, 76, 79, 86DLIELC i, 1–2, 6–7, 9–10, 18, 32–34

E

ECL 9–10editing 38, 86–87EE See evaluation exercises.elementary (level) 10embedding 36–37enabling objectives 32, 34–35, 37English as a second (or foreign) language 7

See also ESL / EFL.English Comprehension Level See ECL.environment 7, 70, 90ESL / EFL i, 2, 7, 33evaluation exercises (EE) 4, 6–7, 19, 46examinations 32–33example answers 24–25examples (on preview page) 27exchanges 64–65, 74exercise types (in ALC) 54–58 See also names of

specific exercise types.expository (writing) 34–38

F

facilitative structures 70, 82facilitative vocabulary 51, 70, 82Familiarization with the American Language Course

(780) i, 1features 1, 7–8feedback 2first edition 1–2, 4, 32flash cards 5, 53

fluency 7, 53, 60focus (ALC) 7–9follow-on training (FOT) 7–8, 32–34, 73, 75, 80forms

grammar 63quiz 5standard 32–33

functions (language) 2, 8, 24, 26–28, 32–34, 41, 43, 51, 53, 60, 72, 74–75, 90–91, 93–94 See also Dialogs.

G

gap-fill exercises 42, 55, 56general

English 4, 10topics See themes and topics.

General English (at DLIELC) 1–2, 7, 9graduate 32, 34grammar 2, 6, 8, 14–15, 24, 26–28, 32–34, 36–37,

43, 51, 53, 60–63, 65–67, 72, 90, 92, 94Grammar for the ALC (782) 6graphic organizers 8, 83, 86graphs 33, 83guided (activity) 65, 74

H

headings 24, 28–30, 60, 70–72, 90highlighted (vocabulary) See bolded.homework 4, 6–7, 9, 18, 27, 42–43, 46Homework & Evaluation Exercises booklet 6

I

ILR 7, 32IMI 5, 7, 9, 43, 46Indexes for the ALC, 1st and 2nd Editions (789) 6,

33 See also Appendix A of this book.inductive 62, 63, 66inference 43, 78, 81–82instructional vocabulary 51–52instructions 24–25, 28, 32–33, 51, 58, 77–79instructor text (IT) 4, 17, 22–30, 32, 37, 49–55, 60,

62, 70–72, 77–78, 90integrated (activities/skills) 73, 78interaction 7–8, 43, 58, 62, 65interactive multimedia instruction See IMI.Interagency Language Roundtable See ILR.intermediate (level) 10international 1, 7, 48International Phonetic Alphabet See IPA.introduction (ALC section) 23


INDEx

IPA 15IT See instructor text.IT notes 8–9, 17, 23, 25–30, 49, 54

K

key 28kit (for testing) 5

L

lab 4, 27, 46, 50–51, 53 See also Language Laboratory Activities.

laboratory See lab.language See also functions, objectives, proficiency,

and skills.acquisition 39, 48–49areas 13, 24, 73components 7–8, 32proficiency 10roundtable See ILR.training 9usage 10, 40

Language Laboratory Activities (LLA) 4, 27, 43, 46 See also lab and audio.

Language Skill Level Descriptions 7Lesson 5 (review) 14lesson objectives (in ALC) 26 See also enabling

objectives.lesson overview (in ALC) 26lesson resources (Appendix J) 12, 17, 26, 30, 71Lessons 1-4 (main ALC) 13Level I 1–2, 4–5, 7, 10, 16, 34, 39–40, 53, 74, 77, 80,

84, 91Level II 1–2, 4–5, 10, 34, 40, 53, 78, 81, 85, 92Level III 1–2, 4–5, 10, 15–16, 34, 40, 47, 52, 57, 68,

78, 82, 86, 93Level IV 1–2, 4–5, 10, 16, 34, 76, 79, 83, 87, 94levels (ALC, in general) 1, 10Level V 1, 4–5, 10list

structure 61word 33, 47

listening 5, 8, 10, 17, 19, 26, 29, 32, 55, 73, 77–78, 81, 93

LLA See Language Laboratory Activities.

M

main lessons See Lessons 1-4.management (classroom) 23managers (program) i, 1, 9, 13maps 33

margins (IT) 25–26, 29, 50–52, 60, 70–72 See also IT notes.

matching exercises 41–42, 55materials (ALC) 4–6 See also Appendix B of this

book.meaning 42, 52, 55–56, 62–63, 66–67, 85messages 32–33, 78–79, 82, 86military 4, 6–8, 10, 16, 32–38, 46, 48, 70, 76, 93–94multimedia See IMI.multiple-choice exercises 56

N

NALC 9narrative (writing) 34–38new

grammar 62–63instructors 1–2, 23material 4vocabulary 39, 42–43, 47, 52–53, 56, 58

NI See NALC.Nonintensive American Language Course (NALC) 9nonintensive (language training) 9non-native instructors 1, 29nonobjective vocabulary See facilitative.nonresident programs 6notes

cultural (in ALC) 29IT 8, 17, 23, 25–30, 49, 54presentation (in ALC) 28

notes (in ALC) 8, 29note taking 33, 70, 80, 85, 86, 87novice (instructors) 23, 29 See also new.

O

objectivesALC (in general) 7–9course See terminal.enabling 34–39function 90grammar 60lesson 26 See also enabling.recycling 39–40reinforcing 41–43skills 70–71subsumed 72terminal 32–37 See also Appendix E of this book.vocabulary 46

open-ended exercises 8, 65OPI 73, 90oral 32, 54, 65, 73, 79, 90, 93

INDEx


oral proficiency interview See OPI.organization (ALC) 12–19outlining 80–81, 84, 87overview (of objectives) 46, 60, 70, 90Overview of the ALC (use of) i, 1–2

P

paradigms 62–63, 66–68paragraphs 35–37, 55, 73, 77, 84–87paraphrasing 73, 86part-of-speech exercises 57PE See performance evaluation.perfect tenses 66–68performance

evaluation 10(student) 32test See Skills Assessment Kit.

personalized exercises 9, 25, 49, 64–65, 94placement 10plan 8, 22, 25planning 2, 6–7, 26–27, 30preface (in ALC) 12, 22–23, 55preparation 7–8, 17, 25–26, 33, 61presentation (in ALC) 28presentation of

functions 90–93grammar 62–63, 66–68listening 77–78reading 80–82speaking 74–76vocabulary 48–52writing 84–86

preview page (in ALC) 27, 46–47, 50–53prior knowledge 49, 55procedural information 28professional 7–8, 10proficiency 2, 7, 10, 73, 90proficiency test 10program

manager i, 1, 9, 13of study 1, 7–9, 32

progress 8, 10, 34, 64, 75, 77progression (of objectives) 34–42, 63–68, 74–87pronunciation 24, 72, 74, 76PT See performance test.publication (information) i, 2, 4punctuation 16, 34–35, 77, 84

Q

questions 1–2, 29, 32–33, 49, 52, 54, 62, 64, 72, 77, 79

quiz See book quiz.

R

range (ECL) 9, 10ranks (military) 16reading 2, 5, 8, 10, 17, 19, 32–33, 35, 73, 80–83, 87realia 26recitation 74, 80, 91recognition vocabulary 47, 50–51recycling 7, 27, 36, 37, 39, 39–40, 42, 46, 53, 70, 72,

78reduced (ST pages) 8, 25reference i, 1–2, 6, 8–9, 12, 15, 17, 22, 27, 30, 47, 66referents 81reinforcing 4–7, 18–19, 39, 41–43, 46, 53, 60, 79repetition 74, 91reports 32–33requests i, 32requirements 7, 32–33, 70research 7resources 1, 8–9, 12, 15, 17, 26, 30 See

also Lesson Resources.responses 9, 28, 32–33, 50–51, 53, 64–65, 77review 4, 7, 14, 24, 50, 61revision 32 See also Appendix D of this book.role-play 17, 43, 79, 90

S

SAK See Skills Assessment Kitscan 51, 80–81schedule 13scope & sequence charts 22 See also Appendix C

of this book.scripts 4, 17, 55, 77–78second edition (ALC) i, 1–2, 4–5, 23, 32 See

also Appendix D of this book.sections (in the ALC) 24 See also headings and the

names of specific sections.selection (of objectives) 32–33self-contained 7semantic map 37semi-controlled exercises 64, 85semi-technical vocabulary 8, 10, 33, 46, 58sequence chart See scope & sequence chart.sequencing 2, 33–35, 37, 55, 81, 85sequencing exercises 55


INDEx

sequential (design) 2, 4, 7, 33, 39SET See Specialized English (Training).settings 10, 90, 93 See also contexts and

environment.situations 5–6, 8–9, 13, 63, 75, 77, 90, 92Skill Level Descriptions 7skills 2, 5, 7–8, 10, 24, 26–28, 32–34, 36–37,

43, 51, 53, 60, 70–87, 90–91, 93–94 See also listening, speaking, reading, and writing.

Skills Assessment Kit (SAK) 5skim 81speaking 7–8, 24, 32, 70, 73–75, 90–91Specialized English Training (SET) 32–33, 73speech

American 6(part of) 15, 27, 47, 52, 57, 61

spelling 16, 84ST See student text (ST)strategies 23, 80, 82stress 76–78structure (grammar) 40–41, 43, 60–67, 70, 82, 94student-centered exercises 9, 58, 93student performance 32student text (ST) 2, 4, 8–9, 12–19, 22, 24–25, 50–51,

54study

guide 22, 27(program of) 7–9reference 66skills 70, 80

subheadings 1, 24subsumed (objectives) 72suggestions 2, 8, 23, 26, 28, 30summarizing 79, 81–82, 86supervisors 1supplementary (materials) 4–6, 9, 17, 30, 41, 43, 50survey 65survival 7, 10, 91–92synthesis 36–37

T

table of contents (in ALC) 12–13, 26table of contents page (in ALC) 26tables 33technical 7–8, 10, 32–33, 46, 48, 58terminal objectives 32–38 See also Appendix E of

this book.test 2, 5, 9–10, 47, 51, 55testable 5, 50–51themes 6–8, 28, 39–40, 48–49

timeline 66–68topic (identify) 37, 72, 78, 87topics (themes) 1–2, 10, 37, 48, 91–93total physical response (TPR) 77training 1, 7–9, 32–34, 70, 75, 76transformation exercises 64transparency masters 17, 26

U

unit (of instruction) 32 See also block.US 7, 16, 32usage 10, 40, 66–67

V

Venn diagram 56verb 16, 60, 67video activities 6, 7, 43, 46visual 8, 28, 30, 53vocabulary 2, 5, 8, 10, 15, 24, 26–27, 29, 32–34,

36–37, 39–43, 46–47, 49–58, 70, 72, 90–92, 94 See also objective, recognition, facilitative, and instructional.

W

warm up 49 See also activators.warnings 32–33, 93word-association 58word bank 56writers (curriculum) 32 See also developers.writing 8, 32–36, 54, 73, 84–87, 93

See also assignments and specific types of writing.


– NOTES –

780 Overview of ALC 2013

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