780 Overview of ALC 2013

First Printing 2011

780

Overview of the American Language Course

A Reference Guide for Instructors Second Edition

Defense Language Institute English Language Center Lacklan Lac kland d AFB, TX

First Printing 2011

First Printing 2011

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 (ALC) LC) materials, with an emphasis on the second-edition texts which comprise Levels I –III. Course (A A second edition of the Overview has been prepared in order to address the recent completion of Level IV.

Inquiries and Orders Please address inquiries and requests for f or more information about DLIELC publication publicationss to DLIELC/LESL 2235 Andrews Avenue Lackland Air Force Base, Texas 78236-5259 E-mail: dlielc.leslwork@us [email protected] .af.mil

© 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, photocopying, recording, or otherwise, without the prior written permission 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 i

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TABLE OF CONTENTS Introduction ...............................................................................1

1

The ALC at a Glance | 3 Materials .................................................................................... 4 Focus & design .......................................................................... 7 Levels & student placement ..................................................... 10

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ALC Student Text Organization | 11 Book table of contents ............................................................. 12 Lessons 1 – 4 ............................................................................. 13 Lesson 5 ................................................................................... 14 Appendices .............................................................................. 15 Homework ............................................................................... 18 Evaluation exercises ................................................................ 19

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Using the ALC Instructor Text | 21 Scope & sequence chart ........................................................... 22 The introduction ...................................................................... 23 ST vs. IT................................................................................... 24 IT notes .................................................................................... 26

4

ALC Objectives | 31 The selection process ............................................................... 32 Enabling & terminal objectives ............................................... 34 Systematic recycling ................................................................ 39 Continual reinforcing ............................................................... 41

5

ALC Vocabulary | 45 Overview & 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 OVERVIEW OF THE AMERICAN LANGUAGE COURSE

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TABLE OF CONTENTS 6

ALC Grammar | 59 Overview & objectives ............................................................ 60 Structure list ............................................................................. 61 Activators ................................................................................. 62 Progression of exercises .......................................................... 63 Progression of objectives ......................................................... 66

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ALC Skills | 69 Overview & 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

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ALC Functions | 89 Overview & objectives ............................................................ 90 Progression by level ................................................................. 91

Appendices | 95 Appendix 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

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OVERVIEW OF THE AMERICAN LANGUAGE COURSE

First Printing 2011

INTRODUCTION A Note about the Levels of the American Language Course 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

The 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 Book The 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 ALC This 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,


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INTRODUCTION 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 , Textbooks As 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 at http://www.dlielc.edu/.

Questions, Comments & Suggestions Welcome The 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.

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1 The ALC at a Glance Materials Focus & design Levels & student placement

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1 THE ALC AT A GLANCE: Materials ALC, 2nd Edition, Textbooks

INSTRUCTOR TEXT

• A comprehensive, sequential presentation of general and military English STUDENT TEXT

• Four lessons introducing new material, plus one review lesson • Homework, evaluation exercises, appendices • Instructor text (IT) and student text (ST)

Second Edition

• Instructional guidance, objectives, and answers to exercises in IT • Books 1– 24 in print

Book 17 Second Edition

ALC, 1st Edition, Textbooks

Defense Language Institute English Language Center

Book 17

• Books 25– 30 available Each book will be replaced as the corresponding second-edition text is published.


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

Book 17


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– 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


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1 THE ALC AT A GLANCE: Materials Book Quiz Book Quiz Kit: Student booklets Answer sheets Audio recording Answer keys

• 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 the second-edition texts

SAK: Instructor booklet Student answer booklets Diagnostic assessment forms Audio recording

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


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1 THE ALC AT A GLANCE: Materials 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 AND EVALUATION EXERCISES

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

Second Edition

Book 17


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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.


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1 THE ALC AT A GLANCE: Focus & design 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 Student The 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 stepby-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 Design Objectives 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 OVERVIEW OF THE AMERICAN LANGUAGE COURSE

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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 Components Each 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 Instructors The 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 generalinterest contexts. • Visual aids—including photographs, illustrations, charts, and graphic organizers—enhance and expand most activities. 8


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1 THE ALC AT A GLANCE: Focus & design • 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. Nonintensive The 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.

At DLIELC, one week typically consists of 30 hours of instructional 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.

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.)


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1 THE ALC AT A GLANCE: Levels & student placement 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 ALCPT The 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 & Proficiency

ECL / 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.

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2 ALC Student Text Organization Book table of contents Lessons 1 – 4 Lesson 5 Appendices Homework Evaluation exercises

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2

ALC STUDENT TEXT ORGANIZATION: Book table of contents

A Reference to the Major Sections of the Book The 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.

nts Conte Book

18

O N 1: L E S S O N 2: L E S S O N 3: L E S S O N 4: L E S S O N 5: L E S S S: N D I C E A P P E

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

....... 1 ............ ............ .. .. .. .. .. ...... 3 1 ............ ............ ............ ............ .. d e n t s .. i .. s .. e .. r 1 .. P .. U S ......... 6 ............ ............ ............ .. .. .. .. .. .. .. .. .. r 9 .......... W ea t h e ............ .......... 8 ............ ............ .. .. .. t .. n .. e .. .. m 1 1 7 .......... E m p l o y .......... t e l l i ng ............ d s t o r y .. n .. a .. .. s .. e i .. .......... M e m o r ............ ............ .. .. .. – 1 w R e v i e ......... A ............ .. .. .. .. 1 .. ...... B – ............ ............ ............ .. .. .. .. .. .. .. .. .. .. t .... ... C – 1 ............ o r d L i s ............ ............ A: W ............ t .......... .. s i .. .. L .. D – 1 e .. r r u c t u .......... ............ B: S t ha b e t .. ............ p .. l .. A .. h .. – 1 s .. i l ........ ......... E h e E ng S o u n d s C: T ............ h .. s .. i l .. g .. n 1 .. E ..... F – ............ m e r i ca n b s ........ s .......... r D: A n e o V i t e c s a o n t r s t T e n .. G – 1 i s t o f C u la r Pa ............ E: L f o r R eg r b s ...... s e e l V u r R H – 1 la e l l i ng I r r eg u ........... F: S p ............ o f S o m e .. s .. t .. r .. a .. P I – 1 .. l b s ...... .......... r i n c i pa la r V e r G: P ............ u .. g .. e .. r .. r 1 I .. o f ....... J – a t i o n .. a t t e r n s ............ a p i ta l i z .. H: P C .. .. d .. n .. a o n ............ ....... J - 3 n c t ua t i ............ ) .......... I: P u r c e s .... e - p la y s l u o o r s e e g R a .... J - 5 s s o n ............ l l ( M e s s J: L e i ng s k i g ) ........

W r i t r ea d i n .. J - 7 ( T i m e d ............. g s k i l l s e F ) .. i c r e x R ea d i n E . J - 9 ca r d s ( ............. r e p o r t ) .......... g n i ea t h e r d W - 1 1 r ea 1 T i m e d .......... J 1 8 L 2 # y s ) ..... g s k i l l ( n la i p d e l ea 3 R r o 1 e s sag e ....... J - 1 1 8 L 4 # k i l l ( M ............. r i t i ng s d i ng ) .. W a 1 e – r K d e 2 i m .......... 1 8 L 4 # s k i l l ( T ia ........ n ea d i ng ig s R n I d 1 W – 1 d e s, a n 1 8 L 5 # ......... H k s, G ra

1 8 L 1 # 1 2 1 8 L 1 #

a n .......... i ta r y R ............ U S M i l E E – 1 ............ .. .. .. .. ........... .. ............ ............ .. .. .. .. .. .. .. .. .. .. ........ ............ ............ ............ .. .. .. .. .. .. S: ....

K:

: W O R K H O M E R C I S E N E X E UA T I O E VA L

E FA C E 1 8 P R B O O K

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x x i

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.

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2

ALC STUDENT TEXT ORGANIZATION: Lessons 1 – 4

1

The Four Main ALC Lessons All objectives for the book are presented 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.

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

VOCABULARY:

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

GRAMMAR:

2

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 The accidental US president . . . . . . . . . . . . . . 18

VOCABULARY:

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

GRAMMAR:

W ea th e r V OC A B U LAR Y : G RA M M AR : W R IT IN G:

3

LI S TE N I NG : V OC A B U LAR Y : G RA M M AR : V OC A B U LAR Y : S P EA K I N G: G RA M M AR : LI ST E N I N G:

4

Employment VOCABULARY:

GRAMMAR:

Conducting a successful job search . . . .D .I A. L. . . . 63 O GS : New employee training . . . . . . . . . . . . . . . . . 64 R EA D I NG :

Aren’t we studying negative questions today?

. . . . 66

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

E x t re m e w ea t he r . . . . . . . . I f I had . . . . l on g er . . . . ar ms , I . . . . c ou l d b O rg ani zi 3 3 e t h e c ham ng a t e p x t us in io n. . g . . . 3 a v is u L is t e ni 8 a l m ng t o w a p . . ar ni ng . . . . s . . . . . 4 T o da . . . . y w i 2 . . . . ll b e p a . . . . r t l y s unn . . . 4 y . . . . I w is h 4 . . . . I 1 er e BOOK 18 LESSON w a s . . . . p or ts c . . . . ham p i T he r a 4 5 on .. . i n w il l . . . . . c hang e . . . . t o s no w . 4 7 I t ’s d an i n t he g e ro us af te rn o on t o w al k . . . al o . n . 5 0 Ar e y o e at ni u us ed g ht . . t o g . . . . e tt in g u p . . . . L is t e ni at 0 6 00 5 5 ng t o w ? . . . ar ni ng . . . . b ri e fi n . . . 5 g s . G iv in 6 g w a . . . . r ni ng s . . . . . . . . . . . . . R ea . d in 5 . 8 . . . . g a c har t . . . . . . . . . . . . . . . . . 5 9 . . . . . . . . . . . . 6 0

1

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

DIALOGS:

LE S SO . N. 2 . . 82 I’m sorry, but I completely disagree with you.

SPEAKING:

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

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

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


GRAMMAR:

WRITING:

Memories and story telling

B OO K 18


BOOK 18 LESSON 3

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.

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

3

Helen Keller. . . . . . . . . . . .1 . . . . . . . . . . . 99 Americans 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

61

BOOK 18 LESSON 4

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

89


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2

ALC STUDENT TEXT ORGANIZATION: Lesson 5

5

Review of the Four Main Lessons Lesson 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.

Review

t e n c e s. i t e s e n s t o w r n t h e s e e r a p n s i e w o r d m b l e t h U n s c r a

I S E H ng uag e. E X E R C r e ig n la e s ) a f o a m p l e. r x i e u n q a e r e. s / r 1 i la ng uag y / y o u N u m b e f o r e ig n ( t o s t u d

r s i t y t u d y a t u n i v e y o u t o s 1. T ha q u i r e s a n t ) ? r s i t y r e e o y o u w v i n u r e r d / d o T ha t o t / ( u s h t. f p i z za e r y n ig t k i n d o w o r k e v 2. W ha o f h o m e s r u o h ) t w o / t o d o e x p e c t s r ( u s / e h c o b. ea t p e c ia l j 3. O u r c i a ) a s p t. G a r a C / t i l l s e l e c o d o / w ma j o r ( t r u c t ) ? 4. T h e o / i n s t t s / t o d e r e c r u i h t ( t n e rg ea e d r i l l s t d i d t h c e. 5. W ha s e n t e n w r i t e a d e r t o r e c t o r h e c o r t n i s d w o r P u t t h e

I S E I E X E R C r y. s w i l l v a A n s w e r

d / . n e r / a n / f o r d i n k ea t ha v e / s o / W e / g o i ng t h / a r e t o b / e / . n k e y a wa k 1. c h i c o r / v e r / I a m / r e h t i / e y t i r e d s s / v e r a l s o / . r t h i s c la h / b u t 2. a f t e s t / wa s u m u o l y / Y / n o t o n e s / d r y s e c l o t h e h f t o l y / . 3. a l l i m / Sa l r / K r t y / n o pa e h t a b o u t e i t h e r / t o l d / N 4. wa s ea t / . / T h i s m u t a l s o / b s / i l y / n o t o n l t y / d r y 5. t o o sa

BOOK 18 LESSON 5

117

b e l o w. s t i o n s t h e q u e r e w e p o r t s & a n . T h e n r s. A s k s w e r e d s s m a t e w h o a n a l e t c a l a m r s a s s e v e f t h e c l T a l k t o n a m e o I S E W r i t e t h e o a n d w E X E R C N r o s e

c l e Y b o x , c i r l a s s. I n e a c h s w e r s t o t h e c e w a n a f

… u s e d t o A r e y o u h t f r o m r ig r ea d i ng l e f t ? o t

1 2 3

5 S S O N 1 8 L E B O O K

e v e r y e - ma i l s w r i t i ng da y ? Y E S

Y E S

r ? r d i n n e p i z za f o Y E S

e r i s L t W e r n g m o v i e s i n t c h i n r i t e a w o t h i s fa v o u s e d . I n fa c t, E ng l i s h m o v i e i s ….


Y E S

N O

o u r o w n W r i t e y t i o n: q u e s

N O

N O


14

N O

r f r e e a l l y o u s p e n d i ng i t h fa m i l y ? w e t i m

N O

f o r d m ea t egg s a n k fa s t ? b r ea

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

t h e r g t ea ra d r i n k i n c o f f e e ? n ha t Y E S

N O

Y E S

N O

Y E S

N O

Y E S

h e i ng i n t s w i m m n ? o c ea

t h e la t e o n s l e e p i ng k e n d s ? e e w

e ra l o u t s e v w o r k i ng a w e e k ? s e t i m

N O

Y E S

N O

Y E S

N O

Y E S

t o g e t wa l k i ng h e r e ? w y r e v e

s i n g m o v i e wa t c h i n g l i s h ? E n

s e d t o ’s n o t u L t K a l i za f o r d i n n e r. z i p g n b. ea t i e r s la m H e p r e f 1 3 3

First Printing 2011

ALC STUDENT TEXT ORGANIZATION: Appendices

2

The Language Reference & Resource Section

APPENDIX A

Word List

A

The appendices, which follow Lesson 5, are an invaluable resource for students and instructors alike. The example appendix section on this and the next two pages is from Level III.

D

academic . . . . . . . . . . . . . . . . . . . . . . . 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 Structure List as . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

damage . . . . . . . . . . . . . . . . . . . . . . . . 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 E

economics . . . . . . . . . . . . . . . . . . . . . . 1 either ... or. . . . . . . . . . . . . . . . . . . . . . 1 elect . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 PART OF WORD OR LESSON barricade (n) (v) . . . . . . . . . . . . . . . . . 2 eligible . . . . . . . . . . . . . . . . . . . . . . . . . 1 SPEECH SENTENCE PATTERN be accustomed to . . . . . . . . . . . . . . . . 2 employ . . . . . . . . . . . . . . . . . . . . . . . . . 3 be used to . . . . . . . . . . . . . . . . . . . . . . 2 employee . . . . . . . . . . . . . . . . . . . . . . . 3 Affix Suffix: I hademployer a 3. . . . . . . . . . . . . . . . . . . . . . . 3 benefit (n) . . . . . . . . . After . . . . . the . . . .game, .3 . . . . . . . . . . . . weakness in . . . . . . . . . . 3my legs.employment. . . . . . . . . . . . . . . . . . . . . 3 Adjective benefit to noun(v)with biology . . . . . . . . . . . . . . . . . . . . . . . . 1 engineer. . . . . . . . . . . . . . . . . . . . . . . . 1 -ness blame . . . . . . . . . . . . . . . . . . . . . . . . . 4 engineering . . . . . . . . . . . . . . . . . . . . . 1 blind (adj) (v). . . . . . . . . . . . . . . . . . . . 4 establish . . . . . . . . . . . . . . . . . . . . . . . 1 Affix Suffix: I had a disagreement 3 both ... and . . . . . . . . . . . . . . . . . . . . . 1 evacuate . . . . . . . . . . . . . . . . . . . . . . . 2 Verb to noun with -ment with my bring/brought/brought back . . .wife. ..4 evacuation . . . . . . . . . . . . . . . . . . . . . 2 C excellent . . . . . . . . . . . . . . . . . . . . . . . 3 . .au . . se . . s. . . . . That’s . . . . . . the . . . .woman 1 F Cl au se R es tr ic ti vecampaign a dj ect iv e. cl 4 APPENDIX C The English Alphabet candidate. . . . . . . . . . . . . (whom) I . . . . . . . . .was . 1 speaking fact. . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 with who(m), that, or which can’t be . . . . . . . . . . . . . . to . . yesterday. ........3 favorable . . . . . . . . . . . . . . . . . . . . . . . 2 carry . . . .CURSIVE ......................4 fire . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 TYPESCRIPT HAND PRINTED chemistry. . . . . . . . . . . . . . . . . . . . . . . 1 flash (n) (v) . . . . . . . . . . . . . . . . . . . . . 2 CAPITAL S MALL CAPITAL S MALL CAPITAL S MALL If I had more time, I’d Clause If -clauses chief to express present (adj) (n). . . . . . . . . . . . . . . . . . . . 3 flood (n) 2 (v) . . . . . . . . . . . . . . . . . . . . . 2 unreal conditions study more. chiefly . . . . . . . . . . . . . . . . . . . . . . . . . 3 fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 A a A a A a childhood . . . . . . . . . . . . . . . . . . . . . . . 4 foggy . . . . . . . . . . . . . . . . . . . . . . . . . . 2 b B b coast. . .B .following . . . . . . . . b. . . . . It’s . . . important that .......2 Clause B That-noun clause weforce (n) 1 . . . . . . . . . . . . . . . . . . . .2,4 communicate. . . . . . . . . . work . . . . . together. ..... 4 force (v) . . . . . . . . . . . . . . . . . . . . . . . . 4 the C c anticipatory itC= C c c concern . . . . . . . . . . . . . . . . . . . . . . . . 3 forecast . . . . . . . . . . . . . . . . . . . . . . . . 2 It + BE + adjective + (that) concerned . . . . . . . . . . . . . . . . . . . . . . 3 forecast/forecast/forecast . . . . . . . . . . 2 D d D d D d noun clause condition . . . . . . . . . . . . . . . . . . . . . . . 2 G E e E e E consideration. . . . . e. . . . . . . . . . . . . . . 4 get/got/gotten off . . . . . . . . . . . . . . . . . 3 Conjunction Correlative conjunctions: and get/got/gotten 1 control (n) (v). . . . . . . . . . Jim . . . . is . . both tall ....4 rid of ...........3 F f F f F f . . . . . . . . . . . . . strong. ..........3 get the point . . . . . . . . . . . . . . . . . . . . 3 both … convince. and APPENDIX D American English Sounds have . . . . . . . . . . . . . . . . . . . . . . 4 graduate . . . . . . . . . . . . ...........1 G gnot onlycould G g G g … but also Neither the teacher nor couldn’t be . . . . . . . . . . . the . . . .students . . . . . . 3 were on either … or H h ways. h is spelled several H h English is not spelled phonetically. TheHsame sound different ..........1 neither current … nor . . . . . . . . . . . . . . time. APPENDIX B

B STRUCTURE

For this reason it is helpful to assign separate symbols to each sound. The following I i I i I i is the International Phonetic Alphabet (IPA) system. Twen ty-four (24) consonant NegativeJ information j symbols, eleven (11) vowel symbols, andJ five (5) symbols j representing diphNegative thongs J j questions to 18 seek information BOOK APPENDIX A are used to represent the significant sounds of American Question English. K k K k K k These charts are only aids and not to be memorized. However, the students must Negative inl l L l L be aware of the different sounds represented in these charts. TheyL must beNegative able to yes/no questions Question expectation of agreement recognize and repeat them accurately.M M m m M m VOWELS Symbol Examples APPENDIX E

/i/

List of Contractionshe, meet, teach, chief

//

N

Reported CONSONANTS

O

o Symbol Examples O

P

n

N

Speech

/p/ p

n N Reported information questions o O

past, stop, P put, paper p bed, baby, barber, lab

/d/

date, student, do, hard

n o

P

p

Q

q

Q

q

R

r

R

r

S

s

aren’t

–

(are not)

/e/

/b/ in, is, sit, big Q q w e’ltrain, l – ( we wi ll / w e s ha ll ) /t/ day, make, vein, steak

can’t

–

(cannot)

/ε/

– (we are) met, let,we’re said, bread

couldn’t –

(could not)

/�/

cash, half, laugh, hand we’ve – (we have) S

s /k/

S recorder, s book car, chemical,

didn’t

(did no t)

/ɑ/

father, far, heart, pot, not is) T what’s – (what all, saw, bought, caught w he re ’s – ( wh er e i s) U go, know, coat, tow, pole V o h as ) w ho ’s – ( wh o i s / wh book, took, good, should won’t – (will not) W food, blue, blew, do, soup – (would not) X cup, son,wouldn’t sun, enough

/�/ t

gas, eggs, dog, T cigar t

T

t

/m/

u

arm, my, number, from U u

/n/

no, line, find, noon

U

u

/ŋ/

sing, long, wrong, rank

w /l/

W w let well, laboratory, always,

V W

v w

/r/ x

X for, writex read, course,

X

farmer, affirm, Y phone,ylaugh

Y

–

/ɔ/

d oe sn ’t

–

( do es n ot )

don’t

–

(do not)

hasn’t

–

(has not)

/u/ /�/

/oυ/ /υ/

h av en ’t

–

( ha ve n ot )

he’d

–

(he wo ul d / he had)/ɑ/

he’ll

–

(he will)

he’s

–

(he is / he has)

/ɔ/ /ɑυ/ /ə/

R

take, sent, ten, gentle

r

BOOK 18 APPENDIX B

v

V

I, nice, tie, y oubuy, d ’ by,–write ( yo u w ou ld )y Y/ yo u h ad/f/ noise, boy, point, oil you’ll – (you will) Z out, now, town, mouth y ou’r e – (y ou are) ago, alphabet, listen, student y ou’v e – (y ou hav e) her, bird, doctor, earn

/v/

z

v

very, give, live, seven

Z

z

/θ/

thank, Thursday, bath, north

/ð/

the, this, these, weather

/s/

see, this, lesson, tapes

/z/

zero, rose, blows, dozen

how’s

–

(how is)

I’d

–

(I would / I had)

I’ll

–

(I will / I shall)

/ʃ/

ship, nation, should, push

I’m

–

(I am)

//

pleasure, measure, usual

I’ve

–

(I have)

/h/

have, he, how, hot

isn’t

–

(is not)

/tʃ/

it’s

–

(it is / it has)

let’s

–

(let us)

m us tn ’t

–

( mu st no t)

s he d ’

–

( sh e w ou ld / s he ha d)

/�/

s he ’l l

–

( sh e w il l / sh e s ha ll )

she’s

–

(she is / she has)BOOK 18 APPENDIX D

shouldn’t–

(should not)

that’s

–

(that is)

they’d

–

(they would / they had)

they’l l

–

(they will / they shall)

t he y’ re

–

( th ey ar e)

t he y’ ve

–

( th ey h av e)

we’d

–

(we would / we had)

BOOK 18 APPENDIX E

BOOK 18 APPENDIX C

/d/

chair, teacher, picture, march we, walk, wish, away

/j/

yes, you, yesterday, young

3

Didn’t your father retire last year?

3

Jim asked me if we had any homework.

1

A-1

B-1

x APPENDICES A – E y z

A: Lists vocabulary in the book with the corresponding lesson C-1

judge, bridge, page, July

/w/

Z

Why aren’t you coming to the party tonight?

D-1

B: Lists grammar in the book, including examples, part of speech, and the corresponding lesson C: Shows three variations of the written English alphabet D: Provides the International Phonetic Alphabet (IPA) with examples E: Lists English contractions and their full versions

E-1


15

First Printing 2011

2

ALC STUDENT TEXT ORGANIZATION: Appendices

APPENDICES F – I AND K

APPENDIX F

Spelling Rules for Regular Past Tense Verbs

VERB ENDING

F: Provides spelling rules for regular past tense verbs

2 vowels + 1 consonant vowel + y

I: Highlights rules of English punctuation and capitalization with examples

add -ed

VY

talked

want

wanted

repeat

repeated

clean

cleaned

play

played

Principal Parts of Some Irregular Verbs

Past

VC arose

be

was

bear

bore

Past Par ticiple

arisen been

feel

begin bend

H bentAPPENDIX bent

become

bet vowel + consonant in a bid 1-syllable word bind

bet

open Pr esent fall answer feed

borne Drop the -e beat beaten CE became and add become -ed began begun

beat consonant + e

consonant + y

felt

felt fought

flee shave fly

fled shaved flew

built

built

burst

burst Change y to burst i bought and add bought -ed

f or ga ve

PAST PARTICIPLE

gothit occurred quit gave split ground bet preferred grew let set

hit (got) gotten quit given split ground bet grown let set

hit quit split

hang study have dry hear

hung put studied had cut shut dried heard

hung put had cut shut heard

put cut shut

hide try hit

hidtried bid hit hurt held burst hurt cost

hidden bid hit hurt held burst hurt cost

hurt burst

shed kept spread knew cast

shed kept spread known cast

cast

cast

cast

catch

caught

caught

hold

chose

chosen

hurt

X I

CAPTAIN

CAPTAIN

LIEUTENANT

(SILVERBARS)

(SILVERBARS)

(SILVERBARS)

1ST LIEUTENANT

1ST LIEUTENANT

1ST LIEUTENANT

LIEUTENANT JUNIOR GRADE

(SILVERBAR)

(SILVERBAR)

(SILVERBAR)

(SILVERBAR)

2ND LIEUTENANT

2ND LIEUTENANT

2ND LIEUTENANT

ENSIGN

(GOLD BAR)

(GOLD BAR)

(GOLD BAR)

(GOLD BAR)

O-2

keep

BOOK 18 APPENDIX K

16

K-1


bet let set

bid

cost shed spread cast

laid led lefthad made lent letbuilt

had made built

lain bent lit spent (lighted) sent lost met read bled fed led lit slid sat shot held won shone

G-1

bent spent sent met read bled fed led lit slid sat shot held won shone

H-1

* 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. I -1

O-1

flown

stopped froze I NFI NI TI VE frozen PA ST

creep crept crept A. P E know RI OD ( . ) cut cut cut 1. U se a p e ri o lay laid d a 2. Last two principal parts the same T he p e n deal t t he e nd dealt dealt lead led o f a s ta p a p t em er a G o t o a nd e Finalnconsonant t o r e o t he F c r c o mm change only dig dug dug BOOK 18 APPENDIX leave lefthave F-1 n a. h al k b o and . a t ab . r d a n t he make 2 . U s e ddid w r it e le lend lent a p e ri o do y ou r n a done d af t e m N O TE e . build : A b draw r an ab b drew drawn let let r b re v ia e vi at io t e d m n o r an F eb . ( Fe i li tdrank b drink r drunk i ni ti a lie laybend a y r ank l . r y ) APPENDIX K US Military Ranks, Grades, and Insignia D r. S m r ua s d o no driven it h ( Do t r e q ui drove light lit spend drive t o r S c r e a p e J . J on es m M r. B r o ( Jo ri o d. send US MILITARY OFFICER RANK INSIGNIA hn J o n it h ) w lose lost es ) B . Q U M s. L i t n t l E e ST I ON a .m . AIR FORCE ARMY MARINES NAVY M A eat ate b.M eaten r Vowel change only meet s . W hi t e R K ( ? ) p .m . read U s e a M a j J q ue st io oh bleed n n mar k so n s ta t e me O-10 af te r a nt . feed q ue s ti o GENERAL GENERAL GENERAL H o w m n. S o m lead ADMIRAL an e ti m e s t h 18 APPENDIX G BOOK re H e’ s h e y c hi l d n a e q ue s t r e r e t od i n i a y y ou o n ma y r f am ? light i y C . E X b e w ri t l ? te n l slide CL AM A ik e a O-9 T IO N M A sit LIEUTENANT LIEUTENANT LIEUTENANT R K ( ! ) U s e an GENERAL GENERAL GENERAL VICE ADMIRAL shoot e xc l a m at io n m me nt , hold s ur ar k af p ri win e xc l a mat i s e, o r e mo ti o n t e r w o rd s , s e o n mar nt e nc e . A n y e shine O-8 s k x , . o c W ha r l amat io e x p t a g re s s n a , i m o ns e v en e! M AJ OR G EN ER AL M AJ OR G EN ER AL M AJ OR G EN ER AL REAR ADMIRAL i f no L oo k o u (UPPERHALF) t a s e n t hat s ho w e x t ! t c e i n t D o i t! e - c e , w il l e nd w it W ow h an ! O h ! D . Q U O-7 OT A BOOK 18 APPENDIX H T I O BRIGADIER BRIGADIER BRIGADIER N M AR REAR ADMIRAL KS ( “ ” GENERAL GENERAL GENERAL (LOWERHALF) ) 1. U se q uo t at io n t he l in e and mar k s t o s ho w t he w ar e us e J oh d i n p a o rd n s a O-6 s o f a id , “ Th i rs . s p e ak e r e c om “ Wh er e m . T he COLONEL COLONEL COLONEL CAPTAIN a r e t he y ’r e al w sa r y c lo c hi l is se s a t 2 a y s p la d re n 2 . I f t h ? c e d ab 1 ” s he 00 h o u a sk e w o rd o ve e r s o f t d s t o da . y b o t h p a he s .” p e ak e r r t s. ar e d iv O-5 i “ d D e o d y ou i nt o t w LIEUTENANT LIEUTENANT LIEUTENANT , ” s h e a sk o p ar t s e d COLONEL COLONEL COLONEL COMMANDER , “ go , us e q u 3 (SILVEROAK t o t . U se q LEAF) (SILVEROAK LEAF) (SILVEROAK LEAF) (SILVEROAK LEAF) o ta he l ib t io n uo ta r ar y t a f te mar k s r c la z in e s, s h io n mar k s ar ar o und s s ? ” o und t h o rt p o e ms , s ho e t it l e s L as t n i rt s t o ri o f c ha p gh t , I r e te r s, ar s, and ea d O-4 t he “ Le a r ni n s t o i c c n g E n le s, p ar ha g s. g li s MAJOR MAJOR MAJOR LIEUTENANT COMMANDER h t s o f b o ” i n t p t e r “ Gr a m m ar I he n ew o k s and (GOLD OAK LEAF) (GOLD OAK LEAF) (GOLD OAK LEAF) (GOLD OAK LEAF) s E as s p a p y ” i n o mag a- er . ur b o o k. T h en , I r e ad t he B OO a r t i K 18 cl e AP P EN D O-3 I CAPTAIN

fled

fo rg iv en

P un c tcame a come come u ti on a nd P u n c C ap t u a t i cost it al i z cost cost o n a ti on

(SILVERBARS)

found

fo rgo tten

build

AP PE N D IX choose I

fallen

f or gi ve

bet

br ought

CY

fed

Patterns offor Irregular Verbs get forg ot

bro ug ht

buy

Past Par ticiple

fell answered fed fought circled found

VC bid

bri ng

opened Past

fight circle find

bid stop freeze the bound Double bound consonant principal parts theget same bite bit 1. Three bitten occur and add vowel + consonant in bleed bled give -ed bled VC a 2-syllable word with blow blew blown grind stress on second syllable prefer break broke broken grow

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

PAST TENSE

talk

VVC

APPENDIX G

vowel + consonant in Present a 2-syllable wordarise with stress on first syllable

H: Shows irregular verb patterns sorted by pattern type

BASE FORM

CC

2 consonants

G: Lists irregular verb patterns sorted alphabetically

-ED ENDING

First Printing 2011

2

ALC STUDENT TEXT ORGANIZATION: Homework

HOMEWORK FOR BOOK 18 LESSON 1

Reinforcement of Lessons 1 – 4

EXERCISE A

Each lesson has a corresponding homework section located after the appendices. Lesson objectives are reinforced in the homework exercises, which students can complete independently after class.

Complete the letter with the words in the box.

Dear Wesley, 1

–

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

5

candidate for an

Academy

2

qualifies academic

1

to the US Air Force . We have looked not only at your

3

record but also at your fine record of

4

as president of your high school class.

leadership

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

appointment

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

–

6

. We have

7

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

11

recommendation, medical reports, and all other papers will reach

HOMEWORK FOR BOOK 18 LESSON 2 EXERCISE A

be kept. Your advisor is

named

You can

program

Fill in the blanks with words from the box.

hurricane flash

barricading

I offer you my congratulations and ask that you complete the necessary application steps required to enter

appointee

danger probable

We have a very important news tonight. A strong

tornados

10

11

Sincerely,

is moving across the Atlantic Ocean EXERCISE A Use the words from the box to complete the dialogs.

Maj Gen Alan Able, Commandant

towards our city. Because of the storm, city officials are ordering an people from their homes to safer areas. It’s rains from the storm will

5

4

concerns 3

head

of supervises that heavy

agreement

get rid of benefits

convince

to18tell you 1the truth BOOK LESSON HOMEWORK

our town, and the water could

6 cover cars and houses. High winds could also cause1. several . company health Jan: I’m worried about my

.

has passed. Police will start 8 2. Paul: Did you all city roads tomorrow morning, so if you plan to evacuate, now is the time. We Pat: now return you to our regular programming.

1.

7

EXERCISE B

Match the synonyms.

3.

a. bad, severegood idea. b. partly frozen rain

3. sleet 4. take precautions 5. unfavorable 6. hazard

BOOK 18 LESSON 2 HOMEWORK

Select the best answer.

I’m going to

.

some money each month for my vacation.

b. set aside c. look after

, I forgot. 2.

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

3. You have a very good argument; , I disagree with you. of this company? a. however b. therefore Roger: this department. d. light rain I’m not sure, but Greg Jenson c. rather than e. be careful 4. Don’t forget to put the meat in the refrigerator. It’ll . f. EXERCISE power B Select the best answer. a. carry b. share 1. Do you understand this homework? c. spoil a. No, I still don’t getHW-11 the point. b. Yes, I’m going to get rid of it. 5. Would you like to come with us to the movies? c. Yes, it’s unfavorab le. a. along b. during 2. How many employees does your company have? c. such as a. We make 2 different products. b. The workers start at 0900. 6. The police officer used to stop the man from hurting anyone. c. We have 25 people who work for us. a. force b. memory c. childhood Jeff: Who’s the c.4. danger


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

HW-19

7.

I was driving down the street when,

, a man ran in front of my car.

a. all of a sudden b. therefore c. frequently


18

for others.

a. memory them that it was a b. disability c. consideration

Josh: Great! Then you were able to

2. force

A

that garbage? a. blame

Alana: Our companies finally signed the

1. drizzle

HW-1

HOMEWORK FOR BOOK 18 LESSON 4

The National Weather Service recommends that everyone evacuate to a safe place Jack: You should talk to your supervisor aboutEXERCISE your until the

of study. Many of our say it’s the greatest opportunity

they’ve ever had. HOMEWORK FOR BOOK 18 LESSON 3 for our radio listeners

1

2

our

established

flood

Capt Handy. him by calling (500) 555-1234

between 8:00 and 5:00.

graduates evacuation

8

9


HW-29

First Printing 2011

2

ALC STUDENT TEXT ORGANIZATION: Evaluation exercises

EVALUATION EXERCISES FOR BOOK 18 LESSON 1

Book Quiz Preparation

EXERCISE A

Evaluation 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.

1.


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

the necessary

a. acquired b. appointed c. designed 2.

Ed has completed all of the required training in automobile repair. Now, he’s mechanic. a. an ineligible b. a political c. a qualified

3.

Dave’s interested in designing and building machines. He’ll probably get a degree in . a. biology b. chemistry c. engineering

4.

a. b. c.

EVALUATION EXERCISES FOR BOOK 18 LESSON 2 EXERCISE A

1.

5.


Let’s drive to the

and go swimming in the ocean.

a. b. c. 3.

The sun

My father a. b. c.

5.

EXERCISE A

The police are

2.

4.

Two days of heavy rain caused a. sleeting b. flooding c. hailing

EE-1

EVALUATION EXERCISES FOR BOOK 18 LESSON 4 EXERCISE A

1. you have a good job.


A good teacher must be able to a. b. c.

the students in the class.

spoil control remind

2. The door handle was stuck, but I was able to employees about their careers. a. fire b. force c. attach

fire observe advise

3.

.

a. disabled b. ineligible c. personal

EE-7 Now we are sure. The wedding will

take place May. Jan and Ben only knew each other for a week before they got married. 5. inKim: Sue: Wow. That was . a. blind b. deaf c. sudden 6.

We walked along a. exercise b. the tree c. the street

BOOK 18 LESSON 3 EVALUATION EXERCISES

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

of the

point share detail

Let’s go to Mason’s Restaurant. The food is great and service . 4. the Ralph uses is a wheelchair because he’s

a. mainly b. definitely c. personally

it open.

After they sell the business, each of the three owners will get a several money.employees. a. b. c.

a. excellent b. definite c. sudden 7.

design name reach

on taking long vacations?

5. Ken is opening his own business. He needs to in the downtown area. a. hire b. point out c. get rid of 6.


people to some


One of a manager’s jobs is to a. b. c.

a. reports the daily conditions b. repairs damaged buildings c. teaches biology 7.

Do you know the company’s

3. You can buy a new car barricades on the flooded streets. a. all of a sudden b. now that c. on the other hand .

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

you in your job.

a. behavior b. policy c. employer

Robert is a weatherman. He

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

a. b. c.


1. This computer training will really in the east and goes down in the west. a. concern b. benefit c. agree us not to play near the road.

social primary academic

EVALUATION EXERCISES FOR BOOK 18 LESSON 3

warned wished barricaded

a. warning b. flashing c. setting up 6.

to my car.

hazard danger damage

a. flashes b. strikes c. rises 4.

6.

The accident caused a lot of

occupation is

a. voted b. motivated c. established

a. flood b. coast c. barricade 2.

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

7.

.

EE-13

You’re not allowed to a. b. c.

any weapons on an airplane.

persuade carry remind

BOOK 18 LESSON 4 E VALUATION EXERCISES


EE-19

19

First Printing 2011

– NOTES –

20


First Printing 2011

3 Using the ALC Instructor Text Scope & sequence chart The introduction Student text vs. instructor text IT notes

21

First Printing 2011

3

USING THE ALC INSTRUCTOR TEXT: Scope & sequence chart

Planning & Review Made Easy The 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.

,L quence pe & S e

– 5

1 essons

S k i l ls

t o p i c & n d w r i te R e a d a e a e d i a r n s m a i n n f e r e n c u n p h jog AL F u n c t io s e l e c t i a d j. / n o s i s t e n & n t i fy s y n o n y m + B E + a good idea to L It y r a l u d d e V o c a b It’s not k f o r a n e c a n t o i i n g (1 m i n u t e ) s S A n o t. s e h i v L e s v i c r e a d a t n i g not t o g g i v e a d th a n d T i m e d e r 6 q u e s t io n s a e ’t / W hy t io n s l Fit f or lif o n h e a W hy don & a n s w t t o c o m p l e t e g e s g e u s i s c / r e e s e c s i c t e x E x a d v a d v i fi t n e S c a n a s t r o n g r t etter fo r D i e t a b h d c a H t io n t o p i c & R e l a x a r fe c t n d w r i te P a s t p e R e a d a e a d m s i o n i t m a s y n o n y s s i v e i ts i d e n t i fy t B E - p a b S c a n & e m e s s a g e s P r e s e n s s p r e s e n t h a t a k e x p r e G i v e & r a p h r a s e r e s s A s k f o r e to t o e x p p a ms a n d g i v t io n av e got o n o r n e c e s s i ty W r i te a t e x t i n b r ie f e r r y custo H ta ili M a i a US i n f o r m i l i ta r y o b l ig a t s s i v e r tesies R e w r i te e u r g co o t m r u nd o t p a e c a b f o r m s a n d d i t io n s a s t p e r f a m P r t o t y s n r u a c M i l it e s s o r m a t io p r iv i le g fi l l i n i n f o u r te s i e R i g h t s & c e r r a n k s c a d a n d r s o n e R o f fi n d + a p e e S e n i o r d e s o n / g e r u r o n / a b o u t e l e c t i n f e r e n c s s n o u n / p r / p a n d g r a R e a d & e n t i fy s y n o n y m Pr ef er + er than + n o u n d o u t to /r ath c a n t o i m s S A s k a b r e s s . e d e n f y ) o f g e r u & a n t o n d i n g (1 m i n u t e te a to c a n d e x p n c e s to the I pr ef er w a l k i n g to r e a s d n Let’s go f e r e e o e i r t m i s p r T e u 6 q I pr ef e theater . a n s w e r a g e s ather & e & t a k e m e s s e f e r d r iv i n g. i n m e n t i t iv e + r i v n r i n E n t e r ta G b fi a n n i d t i n to + s s a a t e x Pr ef er + i n fi n i t iv e A n a c t r e R e w r i te n b a r e s w i m r ather a th r o t m r c to a f o I pr ef er w i n g a I n t e r v i e u s i c i a n than r u n. ) n a h t y o u n g m ( . r athe s w i m W ould r r ather s k i than I ’d enough. + b r e v v e / a d o j o i n t o p i c & A d j e c t i s old enough t n d w r i te H e ’ R e a d a e a d e i s m a i n n f e r e n c s e x p r e s s e l e c t i ble to t o R e a d & e n t i fy s y n o n y m Be una a b i l it y i d o u t i n c a p y + S c a n t o o n y m s A s k a b r e s s / too man a n d a n t puter s a n d e x p i ty a n d T oo much u n t n o u n e f o r m s m s. co r a g c n c e b a s Usin c a p a b i l i l i ty ( n o n ) c o a r e too many P r o n o u iv a t iv e s r b e e a r r t a n d T h e i n c a p a n d d e r a p h r a s e C o m p u r e i th -tion p a n o u n w h a r d w a W r i te a t t o w r i te V e r b t o e r a w on a n a t e x n i n a c h a r t ? si c S o f t s r S e t u t io o m p i n f o r m a S m a r t c s e s o u S m a r t h

16: Sco C Book

s t r u c t u r e a t ic a l S G r a m m s e

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2

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3

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4. o n s 1 – i n L e s s d u c e d o r t n i s c t u r e a n d s t r u b u l a r y Rev iew a l l v o c a s w e i v 5 r e L e s s o n

5

i i

22


R S E E C O U N G UA G I CA N LA A M E R

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

First Printing 2011

USING THE ALC INSTRUCTOR TEXT: The introduction

3

Course Information & Teaching Tips Novice instructors or those new to the ALC, 2nd Edition, will find an informative, levelspecific 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.

Introduction The American Language Course (ALC) is an • S peakers of a language community use English-language program designed for students language functions when they interact with who need to understand and communicate in English one another. Activities in this book emphasize in vocational and professional contexts. Its books interactional strategies for communication are intended for intensive language instruction. In that a foreigner or second-language learner There areare many factors English outside the classroom; therefore, it is up the ALC, grammar and vocabulary taught andthat can enhance mustlanguage master in order to perform in the target A skilledskills instructor a significant to the and teacher to create such opportunities in the explained thoroughly, and learning. al l four language are can play language with competence self-assurance. caninclude initiating, classroom. To help developed systematically. role in the learning process. Instructors These maintaining, andfacilitate authentic language use, manipulate the language learning environment to employ strategiesand like the following on a daily basis. closing conversations; communicating create optimal conditions for learning. Classroom responding to intentions, and beliefs; • wishes, Begin each day mingling with students, About the ALC program management includes factors rangingand from the behaving appropriately in face-to-face practicing greetings, and engaging small talk. NOTE: Ofteninthe most opportune time to teach a Introducing a lesson’s theme Each of the six ALC levels builds on the previous physical layout of the classroom to the methods,In each lesson, exercises targeting interaction. word’s pronunciation is before students see it. If • Provide time for students to converse informally ALC 30-40 new(rather vocabulary one to develop basic skillspractices, in the areas listening, theEach andofprocedures instructor uses tointroduces thelesson process of communication than you practice a vocabulary repetition drill with books with each other in English. words. Usually these focus on one particular speaking, reading, and writing. The course employs successfully achieve lesson objectives. the linguistic product) teach learners theme. how thelives onlyand clue students have is an oral one. • Ask about students’closed, personal Before beginning a vocabulary section, lead athe warmtraditional methods of language teaching as to successfully communicate in English. The ALC presents an eclectic curriculum. It Thus, the confusion that often arises as a result of opinions. To dotried-and-true this, focus onESL t opics and current up discussion of the topic. Focus students’ attention well as more recently developed communicative The ST uses various exercises By focusing on the acquisition of language incorporates practical teaching techniques from the spelling of a word STEPS is eliminated. Any WORDS OR SENTENCES DRILLING events in which they areseeing interested. on any accompanying illustrations. The pictures and approaches. Dialogs, student-centered activities, and activities repeatedly. These include matching, functions, students develop the ability to use a variety of methodologies. The suggestions effect derived from prior familiarity with the word discussion will serve to stimulate interest and students will audio and video recordings, computer-delivered true-false, gap-fill, labeling, categorizing, • Encourage to discuss their learning the same interactional skills that native speakers 1. Tell students: Listen. provided on the following pages detail practices and is also eliminated. Take, for example, a military an opportunity tomanage useexperiences. vocabulary interactive multimedia instruction (IMI), and other give students alphabetizing, questions, completing Talk about language difficulties use, and they learn to t heiranswering ownthey procedures for effective language teaching. rank. If students only hear kernel with no individual meaning words, say the word. 2. For already know. It will also provide little background supplemental materials enhance the instruction. charts and graphic organizers,Let etc.them The IT also have experienced. offer advice conversations in the targetathey language. attached, they will repeat a close approximation Gesture for students to repeat. Listen to with the topic. Each book is designed for approximately 30 hours of information for students unfamiliar occasionally recommends exercises and for solving languageother problems that classmates • Exercises working with language and academic of it. However, if they hear kernel butthem see colonel, saying the word. Reinforce correct Theare typical classroom teaching. The books made to ALC be usedstudent activities and describes do them. The have encountered. If students have difficulty grasping the meaning of how to skills are also interspersed throughout the many students will say coh-loh-nel , even though pronunciation by saying the word again. in sequence, and each book builds on thetend preceding following pages provide short, step-by-step ALC students to be highly motivated, careera new term, keep in mind that meaning is often best lessons. These aim to develop and increase it differs from the model, but very 3. likely Forbecause statements, say each sentence with one to promote cumulativeoriented, languageadult acquisition. instructions for many of the exercises and activities learners. Most have previously conveyed by showing similarities and differences proficiency in listening, speaking, reading, and instructions of language transfer from their own language. For Giving classroom falling intonation. For questions, say occurring frequently in the ST. (Instructions that are courses undergone rigorous trainingitems. Here between vocabulary are some other The ALC incorporates fourattended components of land anguage writing. The materialClassroom allows students to develop thisbereason, it is recommended that pronunciation ofwith rising intonation. instructions should simple, each question self-evident, such as those for matching andclear, truea wide variety of divergent fields. Their prior effective ways of getting meaning across. learning in its curriculum:in vocabulary, grammatical practical academic skills universal to any raisingnew vocabulary be practiced first withGesture books closed, and brief. Repeating, your voice, and overfor students to repeat. Listen false statements, are not included here.) experience may include academic or practical, structures, language functions, and skills. • Show an item. language situation and appropriate for future andanxiety. then with open. If students subsequently explaining cause confusion and Asthem a rule, to their sentence. Reinforce correct professional or vocational, physical or mental • The lessons present vocabulary (individual vocational writing. mispronounce a word while reading, the instructor • Draw the itemor inacademic contrast to another item. pronunciation by saying the sentence • Demonstrate what you want students to do. training. no learner words as well as phrases) that While the learner needsarrives at the classroom Oral drills can remind them that they said it correctly • Demonstrate. again.before. blanktoslate, this is especially noticeable with • Spell individual words out loud when students to understand and useasinaorder communicate Drills can be divided into two main types: repetition The convenient Instructor Text Correcting errors regard to ALC students. They tend to bring superior • Illustrate size or angle with a scale or grade. 4. Have all students repeat in chorus until say they don’t understand them. effectively in English. Vocabulary is presented drills and transformation drills. In repetition drills, cognitive abilities and vast prior knowledge and instructor textofiswords available each ALC book. Itto The performance is satisfactory. Then, ALC’s goal is toby help language learners become •An Present groups in •afor category. in contexts appropriate for learners studying Tell students to turn pages and exercises students simply repeat what they hear without experience to the language learning environment. the instructor how to mostusing efficiently teach t he follow proficient in English. aim the is same procedure and drill with in professional and vocational environments. letters whenever possible.In other words, the •tells Provide an antonym. changing thenumbers word or and sentence. Transformation individual students. texts contain complete answer keys ALCincludes studentsmilitary are very likely tocourse. be ableThese to to develop the skills people need to communicate The ALC’s program also students totime change thefor sentence in a • Provide realistic limits completing • Provide a synonym. (Bedrills require sure to emphasize that for exercises and copy masters for transparencies. consciously draw on previous educational and effectively and comfortably in English. In order to topics and specific military vocabulary. This minorthan activities. way.the Students Tell as.) orally students produce exactlythe how transformed l ong they Choral drills are used because students feel more the word is similar to rather same Since training experiences when learning thethey newcontain answers, access to these books develop these abilities, there will be times when significant feature sets the ALC apart from havethe tototeacher complete reinforces an activity, their and production adhere toby that comfortable practicing in a group; however, on In the ALC, we use thecontrolled. termsentence; vocabulary mean not should bebe carefully The instructor language. Thus, ALC instructors should mindful the focus needs to be on proficiency (the ability to other language curricula. repeating time the limit. correct If most form students again. There are unable are various to finish, occasion a drill won’t work right the first time. If only single-word items, butfor also (words texts have been written thecollocations inexperienced, of this potential background and make learning communicate ideas fluently), and other times when • Grammar is carefully and systematically of extend transformation the limit for drills: a specified person-number amount of time. a word, sentence, or dialog line causes difficulty, thatnon-native often go together), suchtypes as coffee cup or English instructor as well as theheavy more meaningful by the focus needs to be on accuracy (the ability to sequenced so that the learner continually substitutions, singular-plural transformations, tense and the group is unable to repeat in chorus even rain, as well as lexical and idiomatic usage, experienced teacher.phrases Explanations of grammar speak with as few errors as possible). As a result, • interweaving course content with students' builds on previously acquired knowledge. transformations, patterned response drill, chain after you’ve modeled a second time, stop the choral e.g., How do you do? Once vocabulary has been Teaching classroom language points are to give novice instructors error correction or constructive feedback will vary, personal interests, and career orintended academic The structures presented are forms alives, language drills, cued response, and directed dialog repetition. production and conduct the drill with individuals. introduced, provide pronunciation practice with the sufficient language to talk about teaching English depending on the goal of a particular activity. Just as vocabulary and grammar are taught, learner needs to master in goals order to speak and Once students are able to repeat individually, give For all drills, keep these general guidelines in mind. newwith terms. colleagues and supervisors. In addition toshould classroom language be taught. In the ST, write standard English. •Grammar and and associations between making charts connections them another opportunity to repeat it in chorus. METHODS ERROR CORRECTION • student Maintain a stimulating pace so thatOF students the activities provided in the texts, the exercise headings provide lots of instructional tables help to direct t he learner’s attention to students' prior knowledge and new information. don’t get however, don’t speak so rapidly instructor texts contain suggestions fororabored; variety INTRODUCING NEW VOCABULARY STEPS • Indicate where the error is, butWith let the student NOTE: long sentences, backward build-up is vocabulary teacher talk. Encourage students significant information. Illustrations elucidate thatand they can’t keepthe up.headings. of supplemental individual, and teamwork correct it. effective. This technique entails having students topartner, read understand In addition, difficult grammar points. 1. With student books closed, conduct Encouraging studentactivities interaction that enhance learning, provide realistic repeat phrases the end of the sentence to the • Demonstrate ratherlanguage than explain. Keep provide students with ask−for help, e.g.,correct • toGive two or three answers, andfrom let the repetition drills with the new language situations, the words. classroom. beginning. Always maintain the pronunciation that as brief as possible. Speaking is essential to language learning. Students and enliven student select the one he or she wants to use. • instructions Repeat, please. 2. With books another each phrase has within that particular sentence. The need opportunities to engage in meaningful and open, conduct • • Always have listen• first If a before studentyou has not been able to answer a Please spell students that word. drill with the new vocabulary following example demonstrates backward build-up. authentic communication, i.e., the kindrepetition of language require them to repeat. question, give your own answer as a model; BOOK 12 PREFACE iii Speak more slowly. before beginning• any other activity. typically used in real-life situations t oitems accomplish then, with ask the question again. • Don’t repeat the prompt in unison your EXAMPLE: I want to go home early in the morning Say again? real-life tasks. Students will not always havestudents access find and• underline 3. Have the new students. − Listen to what they are saying. the day tomorrow. • Repeat the content of what the after student said, but words in the text as you read the dialog say it correctly. • may Say Again and gesture with your hand when or paragraph aloud. (It be necessary TEACHER: tomorrow youoccurring want theminto repeat. • Reword a question to which a student has given to write the specific words tomorrow STUDENT: AMERICAN LANGUAGE COURSE viii anadequately inappropriate response. the choral drill has been the text on the board •to When help students after tomorrow TEACHER: mastered, move on to individual recognize them.) • Letdrilling. other students provide correction. STUDENT: after tomorrow • If students cannot master your choral drill, TEACHER: the day after tomorrow model problematic words or phrases again. STUDENT : the day after tomorrow Let them be successful before you move to AMERICAN LANGUAGE COURSE x individual drilling. TEACHER: in the morning the day after tomorrow

Classroom management

Classroom practices

Teaching techniques and procedures for exercises

STUDENT:

xii

in the morning the day after tomorrow

AMERICAN LANGUAGE COURSE


23

First Printing 2011

3

USING THE ALC INSTRUCTOR TEXT: ST vs. IT

The Student Text Each 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).

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

Vocabulary YES

NO

Is your home safe?

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 ?

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

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.

Number 1 is an example.

D

Example answers help clarify instructions.

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.

BOOK 17 LESSON 4

New vocabulary is bolded.

99

* LANGUAGE AREA HEADINGS • • • •

24

Vocabulary Grammar Listening Speaking (also Pronunciation)

• • • •

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


First Printing 2011

3

USING THE ALC INSTRUCTOR TEXT: ST vs. IT

The ST Reduction in the Instructor Text A 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 contain additional instructional information relating to the objective(s).

Answers are not provided in exercises which require personalized answers, such as in this activator.

Vocabulary Y ES

NO

VOCABULARY NEW VOCABULARY

Is your home safe?

cord to damage wire to protect uninsulated shock (n) through (prep) (by means of) short circuit wiring short (short circuit) current conductor electrician

M ar k yo ur a ns we r wi th a c he ck i n th e bo x.

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

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

Match each question above with its explanation below.


D

B

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.

F

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

C

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.

A E

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.

BOOK 17 LESSON 4

99

Presentation

EXERCISE A

Allow 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.

ANSWER ALERTS IN THE INSTRUCTIONS BOOK 17

LESSON 4

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

Books open Written cue Written response Individual

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.

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

99

• 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.


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USING THE ALC INSTRUCTOR TEXT: IT notes

3

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

LESSON 3 OVERVIEW

3

RESOURCES: 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 RESOURCES 16L3 #1 Messages p. J-21 16L3 #2 Timed reading p. J-23

Let’s go to the theater.

VOCABULARY:

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

GRAMMAR:

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

SPEAKING:

Giving messages . . . . . . . . . . . . . . . . . . . . 66

VOCABULARY:

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

GRAMMAR:

Which do you prefer? . . . . . . . . . . . . . . . . . . 74

DIALOGS:

Asking and talking talking about preferences preferences . . . . . . . . . 77

GRAMMAR:

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

READING:

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.

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

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 vocabula ry 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 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 + noun/pronoun than + than • prefer + gerund + to/rather than + gerund • prefer + to to-infinitive -infinitive + rather than + bare infinitive ✪

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

✪

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)

(continued on next page BOOK 16 LESSON 3

26

Lesson overview guides teacher planning with suggestions for lesson-related realia to bring to class. Also, all lesson resources, such as listening texts or transparency masters, are listed. Preparation guidance is offered when applicable.


➣➣➣) 57

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.

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

The two vocabulary objectives apply to each vocabulary presentation of the lesson.

Additional words from the lesson appear in alphabetical order.

New vocabulary items are listed alphabetically by part of speech. VOCABULARY

OBJECTIVE: 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 VOCABULARY audience band (musical group) box office combine event kids knowledge sonata swan

Examples highlight the grammar and function of the lesson.

Preview

What’s new in Lesson 3?

NEW VOCABULARY Nouns

actor actress adventure award ballet comedy concert drama drums guitar humor instrument musical musician opera orchestra performance piano play preference

role row stage symphony talent theater type (of) violin

Other words

antique classical close (to) either enough furthermore humorous kind likewise modern musical neither rather than scary serious

Verbs

act award can’t stand dislike hate perform play prefer (to) quit ➝ quit / quit would rather

NEW GRAMMAR STRUCTURES

LANGUAGE FUNCTION

I’d rather see a comedy than a drama.

Ask and talk about preferences.

I prefer swimming to jogging.

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?

Paul didn’t study enough to pass the test.

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

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


58

Homework or or Audio in ✪

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 t he correct exchanges) inference. (Audio) ✪

Orally pass on spoken and written messages. ✪

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

✪

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 t he same meaning as the key word (time restriction: 3 seconds per row). 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 comprehensio comprehension n questions with 70% accuracy (4 questions asking for factual information and 2 for inferential or general understanding).

✪

Read a short text and select the correct inference. 58



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Objectives, Presentations, & Exercise Keys The 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 abbreviated key located in the bottom section of the page.

Grammar, skills, and function objectives appear near the section’s main heading.

GRAMMAR

Grammar

OBJECTIVE: 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.

He appears to be a business man.

He

❖

to be

seems

Match the question and answers.

1. Wh What at ap appe pear arss to to be th the e pro probl blem em with the tour bus?

Presentation notes introduce the objectivee and its focus or theme. objectiv They also provide background information and references to related r elated objectives objectiv es in the ALC. Suggested procedures, along with step-by-step instructions and examples, follow.

worried. in a hurry. a business man. running to his plane.

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

EXERCISE A

e

appears

a. Yes es,, she she lo look oked ed li like ke sh she e was running a temperature.

d

2. Di Did d Rog Roger er se seem em to be too too bus busy y to to

a

3. Did Jan see seem m to be sick sick yes yester terday day??

c. No No,, I didn didn’t ’t see see any any other others. s.

f

4. What What seems seems to be be the the matte matterr with with the computer?

d. Yes, his des desk k was was cove covered red with papers.

g

5 . D oe oe s A le le x a pp pp ea ea r t o b e a ng ng ry ry ?

e . I t h as as a fl at at ti ti re re .

c

6. Did ther there e appe appear ar to be any more t ra ra in ins ar ri ri vi vi ng ng a t t ha ha t ti me me ?

f. I’m not sure sure.. The scre screen en j us us t we nt nt b la la ck ck .

b

7 . W ha ha t s ee ee ms ms to be di ffi ffi cu cul t about the new schedule?

g. No t t o m e. e. He l oo oo ks ks l ik ik e he’s quite calm.

h

8 . Di d M ar ar k a pp pp ea ea r t o b e t ir ir ed ed

h . I th th in in k s o. o. H e f el el l a sl sl ee ee p

help us ?

yesterday?

b. We Well ll,, we’ we’ll l l mis misss lunc lunch h every other day.

A key * provides quick guidance for the presentation of each exercise.

during the meeting.


16

Presentation Presentat ion Another way to talk about perceptions is to use appear or 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 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 t arget structure yet. ➋

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

16

* The information in the four lines of the exercise key always appears in the same order. Conditions for the activity ➙ Books open, Books closed Type of cue ➙ Visual, Oral, Written cue Type of student response ➙ Oral, Written response Student participation ➙ Individual, Choral, Pairs, Group

28


Point 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. Howeve However, r, to focus on the target grammar and prepare for the book quiz, insist on its inclusion.

EXERCISE A Books open Written cue Written response Individual

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.

Additional procedural information often follows the key.


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Vocabulary, Extra Material, & Notes Each 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.

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

Oral questions and drills, answers to certain exercises, or short listening texts appear in the IT margin near the corresponding presentation or exercise.

NEW VOCABULARY actress to perform (to act) stage play (n) award (n) performance (a public presentation) to act (to perform) scary furthermore to award to perform (to carry out a task; to execute a duty) to prefer would rather row actor theater

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.)

Vocabulary

Local actress in town this weekend

Barbara Blair is a local actress who has performed in 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 scary movie. 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.

f

1. actress

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

j

2. play

b. a line of seats in a theater or stadium

d

3 . t he at er

c . t he ar ea in th e t he at er wh er e a ct or s p er fo rm

g

4 . sc ar y

d . pl ay s ar e pe rf or me d i n th is b ui ld ing e. in addition; besides

c

5. stage

h

6. to perform

f. a woman ac tor

e

7 . f ur th er mo re

g . f ri gh te ni ng

a

8. to prefer

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

b

9 . r ow

i

10 . awa rd

i . s ome th ing a pe rs on r ec ei ve s fo r d oi ng a g ood jo b j . a st or y pe rf or me d b y ac to rs on a s tag e AMERICAN LANGUAGE COURSE

60

Notes alert instructors to areas of potential difficulty and provide additional details for advanced classes. They also provide longer explanations and clarifications especially helpful to novice or non-native instructors of English.

Presentation This 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.

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.

EXERCISE Books open Written cue Written response Individual

Refer to the preface for suggestions about checking answers.

NOTE: Two definitions for to perform

and to act are covered in this lesson.

CULTURAL NOTE: In the past decade,

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.

the gender-neutral word actor has been used more and more frequently to refer to both male and female theatrical performers.

60

Cultural notes, which are sprinkled throughout the ALC, provide additional information of interest for instructors to share with students.



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Appendix Guides, Exercise Headings, & More Teaching Ideas Visual 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.

EXERCISE E

The appendix guide indicates the location of supplementary material.

Ask your partner questions and complete the chart.

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

Have you ever been in a … ?

No

Yes

When

Where

1. hailstorm 2. flood 3. hurricane 4. tornado

EXERCISE F

EXERCISE F Tex t Lo ca ti on

I te m N um be r

A ppendix J

18 L2 #1

Prepare an oral weather report that answers the questions.

Use the information card your teacher gives you.

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.

1. What are the general weather conditions?

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

2. Are the conditions favorable or unfavorable? 3. Is there any severe weather? 4. If you had time, would you visit this place?

Adaptation suggestions contain ideas for modifying the exercise. AMERICAN LANGUAGE COURSE

54

EXERCISE E

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

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

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.

54

Base Esperanza, Antarctica

Kuwait City, Kuwait

Mostly sunny,

Clear and sunny

High temperature 4˚F

High temperature 113˚F

Low temperature -15˚F

Low temperature 87˚F

Chance of snow

Visibility 6.2 miles

Warning: severe cold overnight, stay indoors

Winds 20 MPH

Cloudy and rainy

30

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

Books open Written cue Written and oral response Individual

Weather report cards — 18L2 #1

Paris, France

ADAPTATION: For a more realistic

EXERCISE F

Books open Written and oral cue Written and oral response Pairs

Lesson 2 Page 54 Exercise F

Austin, TX Cloudy


Additional activity Tell 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.

Additional activity suggestions provide ideas for extending practice of the objective beyond the exercise in the book.


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4 ALC Objectives The selection process Enabling & terminal objectives Systematic recycling Continual reinforcing

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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.

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

Each DLIELC graduate will have specific, varying needs based on the individual’s FOT 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 Skills in the ALC DLIELC curriculum developers, using input from the Interagency Language Roundtable, created a prototype of the DLIELC Generaland 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 S PEAKING • give briefings, class reports, technical instructions, warnings, and informal messages • participate in classroom dialogs and discussions as well as conversations • observe military courtesies respond orally to FOT examination questions

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ALC OBJECTIVES: The selection process

R EADING 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).

• receive training through technical materials and instructions • get information from charts, tables, graphs, diagrams, and maps • comprehend notes, captions, labels, standard forms, military reports, informal messages, warnings, and the reading part of FOT examinations W RITING • 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 ALC V OCABULARY . 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. G RAMMAR . 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. F UNCTIONS . 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. OVERVIEW OF THE AMERICAN LANGUAGE COURSE

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ALC OBJECTIVES: Enabling & terminal objectives Enabling (Lesson) Objectives vs. Terminal (Course) Objectives Terminal 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 Action This 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. B4L3

punctuate a text B21L4

B8L2

edit a text

sequence a text

B17L2

write a text

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

B16L4

combine sentences

34


B12L2

combine sentences

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ALC OBJECTIVES: Enabling & terminal objectives

4

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

B OOK 4 LESSON 3 Students learn how to use basic punctuation.

B OOK 8 LESSON 2 Students organize and rewrite sentences in paragraph order.

E NABLING 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.

E NABLING OBJECTIVE Write a paragraph with logically sequenced sentences after reading its sentences in random order.

Writing Punctuation

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

Identifying and using punctuation marks

PUNCTUATION MARK

This is a period.

1.

EXAMPLE

.

Sequencing and writing a paragraph

I’m very tired.

3

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

1

Jane and Karen are in the same Spanish class.

2

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

4 This is a question mark.

?

Are you tired?

This is a comma.

,

John and I are tired, too.

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

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

EXERCISE A

indent paragraph

’

Let’s eat at Tony’s Snack Bar.

2.

Read the paragraph and label the punctuation marks.

apostrophe Karl is from Germany. He doesn ’t speak English. He’s a new student at the language school .

2

A fte r t he ir vi si t, Ne d sa id, “I li ke yo ur mo the r’s ho us e.”

1

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

4

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

3

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

period

He began his English class last week. He goes to his class on weekdays for 6 hours a day. Does he like it ?

comma

question mark

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

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

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

language to know for the job he has now.

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

T ERMINAL OBJECTIVE a very nice house.” Write class assignments in military format, as well as the following styles: descriptive, narrative, and expository. BOOK 8 LESSON 2

68

63



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

B OOK 12 LESSON 2 Students use conjunctions to combine sentences. E NABLING OBJECTIVE Write a sentence with two independent clauses by combining a pair of related sentences. Writing

B OOK 16 LESSON 4 Using higher-level vocabulary and grammar, students combine sentences into a paragraph. E NABLING OBJECTIVE Write a text in briefer form by using embedding or synthesis. Writing

Connecting 2 sentences

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

Combining sentences to write paragraphs

Julie is a teacher.

Lt Mann stays in good shape.

Susan retired from her job when she was 62.

Julie works at DLI.

He lifts weights.

Her husband kept working.

Julie rides with me to work.

He runs.

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.

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.

Tom refused to drive on the slippery road, and his wife did, too. 2. Pat didn’t get the job. She’ll have to look for another one.

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

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

Some words may be used several times. Then combine the sentences to write a paragraph. A dot (•) Do marks group sentences not each change the of verb tenses. that can easily be combined. The first one is written for you. Answers will vary.

1. John drinks coffee. John eats breakfast. John arrives at work. (and, before) • People liveJohn around the world. havebreakfast been drinking coffeehe forarrives 1200 years. drinks coffee People AND eats BEFORE at work. • People drink coffee in the morning. Then they go to work.

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

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

• People drink coffee. It tastes good. It helps them stay awake. 2. Col Jones was the officer. He was the commander of the base. • There are types coffee. People Hemany retired lastofyear. (who, but)enjoy many types of coffee. • Some coffees are very dark. Some dark types of coffee are strong. Other types

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

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

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

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

• Coffee is a traditional refreshment. People still like it. People still drink it today. 3. We have to wait for the doctor. We can read a magazine. We can watch TV. (so, or)

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

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

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

which

He doesn’t like hunting. (that, but, or)

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

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

before

because

4. Allen is the man. He lives in the mountains. He doesn’t like fishing.

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.

and but

People whoislive the world drinkingBUT coffee Allen thearound man THAT lives have in thebeen mountains, hefordoesn’t like fishing

ORPeople hunting. 1200 years. drink coffee in the morning

BEFORE they go

5. LtPeople Star got a new assignment. Lt it Star had finished his it course. to work. drink coffee BECAUSE tastes good AND helps Lt Star had gone on leave. (after, and) them stay awake. There are many types of coffee THAT people enjoy.

Lt Star got aare new assignment his course Some types of coffee very dark ANDAFTER strong,he’d BUTfinished other types AND gone on leave.

of coffee are light AND weak. Coffee is a traditional refreshment 60

T ERMINAL OBJECTIVE Write class assignments in military format, as well as the following styles: descriptive, narrative, and expository. AMERICAN LANGUAGE COURSE

WHICH people still like AND drink today.

94

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BOOK 16 LESSON 4

93


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4


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 higherlevel enabling objective fulfills one aspect (writing a narrative) of the terminal objective.

B OOK 17 LESSON 2 Students bring together what they have learned to write an original paragraph.

Writing

E NABLING OBJECTIVE Write a paragraph on a topic after going through pre-writing steps.

A narrative paragraph

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.

I. CHOOSE A TOPIC:

Farmer Floyd’s Job

n t e n c e s w r i t e s e e. T h e n s e n t e n c a e d i n e m a i p l e t e t h S. C o m R I D EA o m S t e p 2. j o b. U O Y E A N I Z e a s f r I V. O R G e r , u s i n g y o u r i d i n o r d s a

l o y d h a F a r m e r F

fi r s t s e c o n d t h i r d f o u r th fi f t h

II. WRITE DOWN IDEAS.

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

s i x t h s e v e n t h

s e. e c t t e n d s n d c o r r t h e w o r m e n t a s o m e o f b a g r e e r e v t c i n e. U s e b j e t l u s r r s i f o f e o n t h C h e c k a i n i d e a e t h e m H. W r i t t e n c e s. P A R s o G PA RA a s i n y o u r s e n T E T H E e w h i c h d s a n d V. W R I o c o n n e c t t h e i d r a w r e a f t b u t b e l o w t e w h i l e b e ca u s w h o w h e n o r l l y na f i r a f t e a t t h t s r f i u n t i l b e f o r e n e x t s i n c e

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

Main idea: Farmer Floyd has a(n)

job.

BOOK 17 LESSON 2

47

* Recycled enabling objectives in this activity include O U R S E UA G E C N LA N G A M E R I CA

T ERMINAL OBJECTIVE Write class assignments in military format, as well as the following styles: descriptive, narrative, and expository. 4 8

• • • •

topic & main idea sequencing embedding/ synthesis organizing ideas with a semantic map (IT suggestion) • farm vocabulary • connectives


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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.

B OOK 21 LESSON 4 Students practice editing an example letter before writing and editing their own.

Writing

Editing your writing

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

E NABLING OBJECTIVE Edit a text for mistakes.

✔

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

✔

subject / verb agreement

✔

verb tenses

✔

spelling and capital letters

✔

singular and plural nouns

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

Dear Fred,

A C I S E E X E R

. f r i e n d r t o a a l e t t e W r i t e

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 110

l e t t e r. t y o u r t o e d i w o l e b c h a r t k e. s e t h e m i s t a B U E S i n d o f I C h k s ) c a e E X E R r n m a r k f o q u e s t i o u l o o k d o y n a s x a p h e s, c h b o p o s t r o o f f e a m a s, a C h e c k s, c o m d o i r e n ( p c t u a t i o 1. P u n e m e n t r b ag r e j e c t / v e b u S 2. s b t e n s e 3. V e r t e r s i t a l l e t n d c a p a g n i l l 4. S p e n s r a l n o u n d p l u a r a l u g 5. S i n

1 1 1


38



T ERMINAL OBJECTIVE Write class assignments in military format, as well as the following styles: descriptive, narrative, and expository.

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4

ALC OBJECTIVES: Systematic recycling

Previously Presented Objectives Reappear in Later Books The objectives of the ALC are designed to introduce students to increasingly challenging materials and tasks, with one lesson’s content building upon previously gained knowledge and abilities. 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 medicine, shows the recycling of some of the previously presented words from several books.

doctor * LEVEL I B OOK 5 LESSON 1 Vocabulary introduced in Level I reappears in later vocabulary presentations, as demonstrated on the next page. Once a term is introduced, it is deliberately recycled in a variety of other objectives and new contexts. Language acquisition is enhanced when students receive this repeated exposure to the material they have already studied. The new vocabulary in this section of Book 5 is also part of a skill objective.

Dialogs

Mark: John:

sick *

Doctor, I’m sick.

throat

What’s wrong, John? Are you sick? I don’t know. My throat is sore.

Mark:

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

John:

Okay. Thanks , Mark.

hurts Dr. Smith: John: Dr. Smith:

John:

medicine 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: John:

Hi, John. What’s the matter? Hi, Dr. Smith. My throat hurts. Oh. I saw a lot of sore throats today. You’re not the only one. I know. My friend Tom has a sore throat. He hurt his arm, too.

Take it for two weeks and you’ll be well again. Thanks a lot, Doctor.

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

BOOK 5 LESSON 1


3

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ALC OBJECTIVES: Systematic recycling

sick

LEVEL II B OOK 11 LESSON 1

hurt

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.

Words that students learned in Level I reappear here to support a more in-depth presentation on the theme of medicine. This recycling of previous vocabulary makes learning new terms more efficient and enjoyable.

REGULAR APPOINTMENTS

When 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. CHECKUPS

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

problems

throat hurts Vocabulary

ANNUAL PHYSICALS

A 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.

symptoms EMERGENCIES

Patients 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.

fever

LEVEL III B OOK 15 LESSON 4

Going to military sick call

doctor

medicine

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? Take some tissue to wipe your runny no se. You look p retty 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 t he 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.

fever

SSgt Stone: I hope so.

problem 40

doctor’s

sick

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.

symptoms SSgt Cole:

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


As the theme of medicine expands, students are exposed to a wider variety of language usage. However, these new items appear alongside numerous recycled structures, functions, and vocabulary which the learner has encountered often enough to make them automatically recognizable and comprehensible. I

The words highlighted here are a sample of the now many familiar terms, structures, and functions previously presented.

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4

ALC OBJECTIVES: Continual reinforcing

Providing Many Opportunities to Work with New Objectives Most ALC objectives are reinforced in exercises and supplementary materials throughout a block of instruction. Reinforcing, or the repeated appearance of an item in various parts of the lesson, allows students multiple opportunities 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.

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 EXERCISE A Match the beginning of the sentence with the best ending. morning. He took two aspirin when he got up, but they didn’t help. Until he sees Use information from the text that you just read. the doctor, he doesn’t want to take another drug . He’s sure that the doctor 1. SSgt Stone’s medical records are a. two aspirin, but they didn’t f will prescribe the best medicine for his help. symptoms. i 2. SSgt Stone doesn’t think b. the medication and care he Military sick call is at 0700. Because needs. SSgt Stone feels too ill to drive, he g 3. SSgt Cole told SSgt Stone c. to the clinic by himself. doesn’t want go to the clinic by himself . He decides to call his good friend, Staff c 4. SSgt Sto ne do esn’t want to go d . he might have allergies. Sergeant Cole, to help him get there.

a

5. SSgt Stone took

B OOK 15 LESSON 4 h 6. medicaThe word Yes. I have my ID, and the clinic has my medical records. Do I need d 7. anything else? tion is first introTake some tissue to wipe your runny nose. You look pretty bad.bYou 8 . in context. must feel duced terrible. Maybe you have the flu. Are you running a fever?

Thirty minutes later, SSgt Cole arrives.

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

Military sick call begins SSgt Stone thinks T he do ct or wi ll gi ve SS gt St on e

e.

tissue to wipe his nose.

New vocabulary, f. at the clinic. including the word g. to calm down because he was medication, is imtoo excited. h . a t 0 70 0 a t practiced t he cl in ic. mediately controlled i. inheahas the flu. matching exercise.

e 9. SSgt Stone needed a SSgt Stone: I don’t think so, but I might have allergies. This city has so many different trees and flowers w hich 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. EXERCISE B Write T for true and F for false. 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 1. SSgt Stone is going to sick call because he’s ill. T will prescribe the medication medication you need. I’m sure you’ll get some pills or tablets that will make you feel better. 2. If something is swollen, it’s larger than usual. T SSgt Stone: I hope so. 3. One symptom of the flu is a fever. T

BOOK 15 LESSON 4

F

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

F

5. A doctor can’t prescribe drugs.

T

6. SSgt Stone needed to wipe his runny nose.

T

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

F

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

T

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

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Vocabulary

REINFORCEMENT IN LATER EXERCISES

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.”

Later in the same lesson the word medication is recycled in another vocabulary presentation.

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 medication that should help. In fact, I take it myself . Take one pill every morning. SSgt Stone: Okay. Do I n .

:

Once a new word is introduced, it is practiced 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.

a few days of bed rest?

.

,

.

1..

.

:

,

:

.

2..

.

,

,

. .

EXERCISE A

.

.

g

3..

2 . A re yo u a ll er gi c t o p en ic il li n?

e

3 . W ha t i nj ur ie s do you hav e?

h

4. How did you get a pulled muscle?

d

5. Where do I sign in?

b

6. Is that blood on your shirt?

5..

g. I sprained it when I stepped on a rock and fell down.

c

8. What do you have in that bottle?

h. I lifted a heavy box and hurt my back.

Choose the best answer. .

b. by himself

.

.

the Marines after , I finish high school. .

I want to

Take this

.

every four hours.

a.. medication medication b.. pharmacy c.. operation 7..

You must show your ID to the

.

LESSON 4 EE The word is visible as part of the prompt in the first item, and it is the correct answer in a later gap-fill item.

when he

EXERCISE F

a. bone .

a. dizzy

b. muscle 9. Use a cloth to

b. swollen

Fill in the blanks with words from the box.

sprained

pulled

flu

prescribed

laboratory

pharmacies

mirror medication

social s ecurity n umber

penicillin

your boots.

a. wipe

5. Medical personnel often work in a .

b. injure 10. Another word for sick is

.

a. ill

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

prescribed

another kind.

b. drug

2. I had to stop exercising for a few days because I 90

.

at the gate.

. . .

7. Military personnel must sign in for .

8. Tom got a pulled lifted his television.

b. medication medication

b. dorm

.

b. the flu

.

a. record

a. clinic

returned the results to the. doctor immediately.

a. sick call

b. prescribing

4. A sprained ankle is usually

.

b. tablet .

a. sneezing

3. Another word for drug is

6. Another word for pill is a. blood

2. One symptom of allergies is

The

a.. join b.. march c.. scrub

d. In the book at the clerk’s desk. e. A pulled shoulder muscle and a swollen thumb. f. It’s 000-44-3322.

7. What’s your social security number?

a. cal m down

.

LESSON 5

f

EXERCISE B

every four hours.

. . c.. visa

6..

1. Another way to say alone is

The patient took his

.

a. Yes, I can’t take that medication. medication. b . Ye s, I c ut my ha nd on so me glass. c. So me pi ll s f or my al le rg ies.

a

.

a.. lab . .

Match each question to the correct response.

1. How did you injure your ankle?

.

a.. pharmacy , b.. medication medication , c.. allergy ,

!

:

Penicillin is a

a.. drug b.. lab c.. muscle

In the two exercises which follow, the word medication is reinforced while its relationship to other new vocabulary, penicillin and drug, is also practiced. .

LESSON 4 H OMEWORK


pulled

a muscle. .

.

. .

42


.

.

.

.

.

. .

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4

REINFORCEMENT IN BROADER CONTEXTS The word medication is further reinforced in certain grammar, skills, and function activities 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: language laboratory activities, interactive multimedia instruction, and video activities.

F UNCTION , LESSON 4 In this role-play, students use the new word productively and freely.

3A

4A

• pharmacy clerk

• soldier at the pharmacy

A soldier comes in and requests a prescription. Ask about any allergies the soldier might have.

A doctor just gave you a prescription for penicillin, and you want to get it filled.

Fill the prescription, and instruct the soldier on how to medication. take the medication.

Answer the clerk’s questions, and listen to the instructions.

• trainee in the hospital emergency room

• doctor in the hospital emergency room

This morning you started feeling dizzy, and your stomach started hurting.

Ask the trainee some questions about his or her symptoms.

Tell the emergency room doctor about your symptoms, and answer the doctor’s questions.

EXERCISE F 1. I’m reading a

Three other people you saw this morning had the same symptoms.

3B

4B

Give a prescription and some advice on how to get better.

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

monthly

magazine.

month / monthly 2. How much money does he earn

yearly

G RAMMAR , LESSON 4 Students practice forming an adjective to modify medications.

?

year / yearly 3. The nurse was late with the

hourly

medications.

hour / hourly

month

4. The pharmacy fills her prescription every

.

month / monthly 5. She goes to Houston for a special treatment once a

year

.

year / yearly

R EADING S KILL, LESSON 4 H OMEWORK Understanding of the term medication, and other reinforced words, helps students figure out the inference.

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. b. c. d.

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


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– NOTES –

44


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5 ALC Vocabulary Overview & objectives Word list Lesson themes Lesson activators Objective terms Recognition & other types of terms The diamond symbol Flash cards Exercise types

45

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ALC VOCABULARY: Overview & objectives

Vocabulary Overview ALC 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 objectives 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.

VOCABULARY


FACILITATIVE VOCABULARY actor actress Arizona Colorado Colorado River comedy Florida importance Japan leader paintings president San Francisco you bet

The vocabulary objectives are found listed on the preview page of the lesson. The two objectives remain the same for each vocabulary presentation in the ALC.

Preview



a while Africa Antarctica application Asia Australia continent death document Europe history holiday life / lives museum North America orders

photograph (photo) reason ride South America visa Verbs

apply die earn leave ➝ left / left notice order postpone require was / were going to

Other

alive around by air dead in addition to overseas take a photograph unusual unusually usual

GRAMMAR STRUCTURES

LANGUAGE FUNCTION

Henry was going to play baseball, but he couldn’t find his glove.

Ask about and express plans to travel.

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 else to study.

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.

I

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ALC VOCABULARY: Lesson themes

5

Vocabulary in Context Vocabulary 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.

Vocabulary

A NATO press briefing

Press briefing by Deputy Spokesperson James Piras June 15

Vocabulary

Materials Lackland Air Force Base recycles. international luncheon on Wednesday.

“Good afternoon, ladies and gentle-

men of the press. Lackland I’m pleasedAir to see all Base This gathering be at Force is ainformal large military basewill in San of you here today. Let’s get startedThe with Lackland the Brussels Continental Restaurant Antonio, Texas. Recycling Center does anat

PLASTIC

today’s briefing. noon. Itand willworking be preceded by a meeting important job for people living on base. The A military base Let me begin with the schedule of whoofwork the and Office of there Security in thousands of people live useearlier many

Vocabulary

the NATO Secretary General. As you every different materials Aftermeeting peopletakes use place theseat the day. day. That

materials, theyhim throw them away or recycle them. know, his position requires to Although the NATO headquarters. travel frequently. Next week,collects he’ll meet Secretary General will participate The base hundreds of pounds of different materialsin with officials from European Union the meeting, he will be unable to attend thatthe people throw out. The Recycling Center divides the in Brussels. After that, he’ll materials be travelingby type, the luncheon. recyclable washes them, and then sells

An invitation to a wedding

The airplane is on materials an Air Force base. them civilian companies. ItThe collects like paper, to the new country of to Freelandia.* commander of the Allied Joint

PAPER

Vocabulary

glass, plastic, rock, andinstone. Even though Freelandia is metal, not in rubber, Force Command Italy may also be NATO at the moment, this visitamount will be of material attendingrecycled the NATO but there The largest bymeeting, the Lackland

Mr. and Mrs. Benjamin Till Vocabulary Collecting family pictures

a very special Recycling occasion. It will beisthe official has been no are yet. We Center cardboard. Boxes madestatement of cardboard,

first formal meeting announcement which isbetween a veryNATO heavy, strong paper, that is usually brown expect that an tomor-

and Mr. and Mrs. Edward Dailey invite you to the wedding ceremony of their children ernment officialsThe on Recycling future military I’m happy to recycled answer them at this time.” Center most materials to This issells a gate at Lackland AFB. Vocabulary Hunting and fishing in the great outdoors civilian companies outside the military. The materials training. We hope that this new nation GLASS Alice and Timothy can join NATOthese in thecompanies near future. buy I’m most often are recycled paper, glass ? k no w you tires, much The celebration of love will be and plastic bottles, empty metal olddo rubber and Ho wcans, sure you have questions about this trip, for? companies take the items and use them s tand TO on Saturday, the tenth of June but please savenewspaper them for the. These end of the NA does t Wha 1. to make other things. For example, iron, ewhich a strong, a f fice n ois briefing. two thousand and six 2. Where is th mai Vocabulary You promised to take me on vacation. hard metal, is used by factories to make machine parts. Before the Secretary General loca ted? at three o clock in the afternoon ’ tl y thematerials b The Lackland Center can’t sellensome is pres leaves for Freelandia, officials Recycling from 3. Who l o f NA TO? Genera yThese re tar Stetson Park because civilianfor companies can’t use them. Ammunition, Sec These are barracks. buildings NATO countries will gather an s thing f the o eare in somThe which is made of are metal, of them. Recycling a t are big. is Men and women the Wh 4.one 8120 First Street s? this metal is NA TO doe Center cuts it into very small pieces. Then, barracks. METALSan Antonio, Texas s tion a Freelandia is not a real country. ber n mem y used to make ammunition again. 5. Ho w man c can you name? Reception afterwards Certainly, the Lackland Recycling Center does very Officers’ Club, Lackland Air Force Base important work for the people who live and work on the Air The word family means more than just the parents and children who live Force Base. It also makes sure the base doesn’t throw out Dinner 7:00 together under one roof. Family also means a group of people with the same in color. Almost everything that AFB buys comes and the government of Freelandia. confirm this row willLackland information.

a box. That is why half and the material The Secretary in General will brief the more than Ladies gentlemen,Lackland that’s all recyclesand is cardboard. Freelandian president other govI have for now. If you have questions,

*

BOOK 17 LESSON 3

material that someone may be able to use again.

63

relatives. These are grandparents, aunts, uncles, nieces, nephews, and cousins. d

BOOK 13 LESSON 2

This is a room in the barracks. The Relatives are also people who belong to the family by marriage. room is small. The woman is on her bed in her room in the barracks. EXERCISE A With a partner, ask and answer questions about the invitation. Many families like to remember 33

e

important times with pictures, or

Who are Mr. and Mrs. Till?

photographs. When a new baby comes into They must be Alice’s parents. family, when the baby grows into a child Who’sthe getting married? f and then into a young adult, when the young AMERICAN LANGUAGE COURSE adult graduates

28

g

from school and then

marries—these are the times parents want to remember with photographs. There’s Pam: Jim, I hope you remember your promise. You said that we could take a this It’sfamily time to make plans. usually at vacation least one person in every h summer. whoJim: takes and collects family’s photos. You’re right.the I promised you thatAwe’d take a trip this year. Would you like 31 to go abroad this summer, or would you like to travel in the States? big collection of family photos is a wonderful

BOOK 15 LESSON 2

BOOK 10 LESSON 4

EXERCISE A thing Match oflike theto picture to its but word. Write the letter. Pam: Iletter would go abroad, I don’t think we’ve put aside enough money tothe have! to do that. Airline fares will be too expensive. I might enjoy going to a city 1. rabbit in the US where I’ve 5.never been deer before, maybe San Francisco or Seattle. What do you think? 2. fishing rod 6. shotgun 89 Jim: A trip to Seattle sounds like a great idea. We’ve never been there. We could take some tours and sightseeing on our own. And you know, 3. pistol 7. do some rifle baseball is a popular sport there. We might be lucky enough to see a 4. duck fishmuch I love baseball. Mariners game. You8.know how Pam: BOOK 12 LESSON 4

Jim:

Let’s turn on the computer . We ought to look online for information. 93 a trip. There must be plenty of websites that can help us plan Okay. Let’s start looking.

BOOK 14 LESSON 4

48


95

First Printing 2011

5

Vocabu lar y

ALC VOCABULARY: Lesson activators

s e d f or c i n t he ar me s e i t ni u t r o r o pp C ar ee

y o u? y o f f e r r a t i l i o r e! n t h e m e s a n d m W h a t c a i t i n u t p p o r a r e e r o G r e a t c he d i n t to be s ta t io ne � T he c ha nce ro u nd t he co u n t r ies a US o r o t he r wo r ld

ca ree r t ra i n i n g i n a med � G ua ra n teed a r e t h n i e c ho ic f ie ld o f yo u r

f o rces

BULAR Y NE W VOCA y t i oppor tun c hance be s ta t ioned tra in ing armed forces ass ignmen t du t y promo t ion personne l re t iremen t

uca t io n y fo r yo u r ed � Mo ne y to pa ig he r h a s t ud y fo r a nd t i me to deg ree o t io n t ha t ies fo r p ro m t i n u r t po p � O t do yo u r bes p us h yo u to l l a u ra nce fo r � Med ica l i ns i l ies m fa t he i r pe rso n ne l a nd w h ic h r re t i re me n t � A c ha nce fo fo r a e m no ug h t i lea ves yo u e e r seco nd ca re

Finding Out What Students Already Know

The 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 lar y on t h is bu a oc t v e he targ student . confidence r c lar it y, t build o f bo lded Fohere, ized ins tead page is i ta l ic by providing opportunities for communication and personalization 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 focused, efficient, and enjoyable.

e n ts,

ass i g n m � I n te res t i ng i n i ng , a nd e xce l le n t t ra ies u t d i m po r ta n t

3

f t hese r i be so me o e n ts ca n desc he m t he o p po r t u n i t y ud t s t u bo g i ve t no w ledge a ca ree r f ie lds, m. e n ts ' p r io r k n y he t t u bo D ra w o n s t ud e. O n t he boa rd, w r i te a a k l to ta b u l le ted i l i ta r y se r v ic jec t i ve voca b u la r y as m e n ts read t he to ud t s b n o o ve 's e a t i n m H a o t ss co t l y n t le n e s is ha le t i P r e o f t h uc t a f u l te r ms i n t he ad s c losed, co nd ice i n yo u r we l l as a n y o t he r use n. i n fo r ma t io n s k o bo h t i W y se r v d isc uss io t he mse l ves. bo u t m i l i ta r u p d u r i ng t he t io n o f t he d isc uss io n a r ies. As k q ues t io ns l i k e oo k s r b i he t n pe he p ro n u nc ia t o l t n e u ts n e od co ' ud M t ts t , a nd ha ve s x n e te s t ud Ha ve e me n t. I ts y l is ted a bo ve nd i v id ua l l y. is r t r la u ve b : ad ca ng i he vo w ne w nd i t he fo l lo a nd loo k a t t a m i l i ta r y rec r u i t me n t e militar y? a t c ho ra l l y a l u go into th s t ude n ts re pe t he US r i ved f ro m f o de s is he t he i nd i v id ua nc • W h y did yo ra va r io us b to lass, d isc uss is k i nd c career f or he is T h a t he t t. e ce h le k t f i l i vi a r ts W le se t h y g loss y lea f le • Is militar te x t a nd ho w m i l i ta r y se nd o l s t ude n t i n t he US i n b u l le ts i n t he ca n a p pea l to t he yo u ng you? ho e. sc ic v h r ng i i l i ta r y se y in the e ve r y h ig ad ve r t is f ro m h ig h will you sta i t t he m fo r m a f le t to yo u r o f a nd wo me n g rad ua t i ng t io n o f u r ng c lo re o w o r t e H rd • o me n se o f t he le he r c la r i f ica i n t he p u r po t he m d isc uss t he P ro v ide f u r t la militar y? l. p o x E ho y sc tr coun n ha ve needed. yone in your tar y? s t ude n ts. T he h ic h s ho w US m i l i ta r y voca b u la r y as • Does e ver ili m , w e hs t th p n re in ra g fe f p ho to o f d i ha ve to ser ve i ng a va r ie t y ve to pe rso n ne l do r t ra f f ic co n t ro l le r, a person ha es do ng i a lo ? • Ho w 3 jo bs (s uc h as mas te r, e tc. ). I f yo u r armed f orces d ser ve in your y? r mec ha n ic, loa ita il m ur yo in en be • Can wom

L ESS O N B O O K 1 4

1

This IT suggests two vocabulary activators and a follow-up:

• polling the class with some questions related to the theme L ESS O N 1 B O O K 1 4 • using the pictures in the advertisement • discussing the appeal of the ad after practicing vocabulary


49

First Printing 2011

5

ALC VOCABULARY: Objective terms

Types of Vocabulary in the ALC The 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

i

Preview

lli i l

The labels pointingi toi the word i li i attractive show how objective terms i i the l l i ST. li i are distinguished in IT and i

i

i

Listed in regular print in the IT margin when it appears for the first time in the lesson



ill

i

Verbs

appearance beard blonde brunette character characteristic demand glasses judgment mustache observation on

Listed in regular print on the IT preview page

i i i i

demand deny depend on rely on share trust Adjectives

attractive bald blond/blonde clever

handsome hardworking honest irresponsible lazy mean messy middle (mid) neat reliable responsible selfish tin

i NEW VOCABULARY attractive brunette wavy blonde (n) redhead character reliable to rely on stingy generous to trust honest

l li

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.)

50

Vocabulary

Best friends : Liz and Molly

“My best friend is the one who brings out the best in me.” – Henry Ford

Bolded or

Liz and Molly

otherwise highlighted in the ST presentations

“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 i hair and brown eyes. I’m a blonde with blue eyes and very light skin. I used lto 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 eo le and doesn’t mind if they borrow her things. She’s intelligent too. She thinks

OVERVIEW i OF THE AMERICAN LANGUAGE COURSE

I

First Printing 2011

ALC VOCABULARY: Recognition & other types of terms

5

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 ad

to lease (v) classified

section

Listed in italics in the IT margin

real estate

transportation public to advertise advertisement


Jobs

Preview

cable coat (a layer) convenience i Leave him alone. (Don’t bother him.) i light (consisting of a small portion of healthy food: a light lunch) li list l medium (steak) i i miscellaneous pond l i

Fi

Houses for Sale................. 8 D Real Estate Serv ices ........ 9 D Land ...................................10D Apartments for Rent .... 11 D Houses for Rent .............13 D


NEW VOCABULARY Lost & Found ....................15 F Pets .....................................16F Nouns security Farm Animals ...................16F advertisement (ad) Tickets & Shows ..............18F transportation .................20F Public Notices air conditioning utility

want ad

court

district efficiency

electricity garbage garbage disposal

gas heating

lease paint et

Verbs

To advertise, call 555-2121 or go online www.the.star

Advertisements Listed in start at $2 per line. italics on the The Star preview page of the IT only

advertise argue consider exclude fight ➝ fought / fought furnish include lease paint

l l l i l OCABULARY

V

Ai limited i number of additional words found in i vocabulary, grammar, and function sections are li ll listed on the preview page (IT only) as a courtesy to instructors. These words are clarified in context, but are not intended to be taught. They are not found on book quizzes. Certain skills activities also contain additional words in context, but they do not appear in this list.

l

i

otherwise highlighted in the ST

The Star Tuesday April 22 Section D

Transportation

Real Estate

Other

argument FACILITATIVE VOCABULARY

Bolded or

Local Want Ads Career Training................15E Professional......................16E Sales ....................................17E Health Care.......................18E Jobs Wanted.....................20E

VOCABULARY

l ACILITATIVE

Classified ads in the newspaper

BUY, SELL, & LEASE IN OUR CLASSIFIED ADS

pet

lli

Vocabulary

Autos...................1D Trucks ..................................5 D Other ................................... 6 D Vehicles for Lease ............7 D

Miscellaneous Appliances....................15D Computers....................17D Furniture........................19D Guns ................................20D Jewelry ...........................20D Yard & Garden .............21D

INSTRUCTIONAL VOCABULARY This category includes words used for instructions. Students must recognize and respond to them in class andi lab. These i i l i 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 appear on book quizzes. I

I


51

First Printing 2011

ALC VOCABULARY: Flash cards

5

Visual Vocabulary Reinforcement In Level I, a check mark on the preview page of the IT indicates vocabulary with accompanying flash cards. Also, a list of flash cards available for each lesson is in theVOCABULARY appendix. OBJECTIVE: Pronounce intelligibly

In Level II, flash cards are designed to and use in discourse the words, phrases, and expressions listed on advance fluency with function, gramthe student text preview page. mar, and conversation cards. Flash cards OBJECTIVE: Recognize and respond elicit one- and two-word responses as suitably to vocabulary italicized on the preview page, which will not be well as target sentences.

tested, but which may appear on book quizzes. Flash cards are

available for words marked by the symbol ✓.

Preview



Air Force

Verbs

Other words

answer

at [place]

answer

ask

big

✓

barracks

belong to

inside

✓

base

our

✓

Base Exchange (BX)

outside

✓

bed

small

✓

building

their

✓

bulletin board

thousand

✓

bus

where

✓

bus stop

whose

✓

commissar

our

i i

l

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.

i i

l i

i i i i illi i

il i

B 2 2:1 7

la b

I

B2 2:17 B 2 2:1 7

B2 2:5

Certain terms, such as lab, are recycled for practice with new vocabulary and/ or the function, grammar, or skills exercises in a lesson. B2 2:20


53

First Printing 2011

5

ALC VOCABULARY: Exercise types

Exercises to Practice Comprehension

Vocabulary

The 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.

Address

Choose a city

Today

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

Over 6' tall? More than 180 lb? We’re the men’s clothing store for you.

Video

Weather Fact: The largest hailstone on record measured 7 inches in diameter. That’s a circumference of 18.75 inches!

Tonight

Tomorrow

* / * / * / *

* * * * * *

• • • • • • •

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.

,

Comprehension questions for this presentation appear in the IT notes. .

WESTERN BANK

We cut it like you want it. Not too short and not too long. Haircuts for adults and children.

Maps

Today

After a warm rainy morning in the mid to low 40s, winter will , . return as temperatures the day. , drop throughout , , The rain, will change to sleet and then snow by late . afternoon. Look out for ice on the roads as driving conditions become unfavorable. . ,

Town Square Shopping Center ilver Dollar Discount Store

10-day Forecast

High: 42° Low: 25°

Read the store ads.

24 / 7 Supermarket

Weekend

Denver, CO Right Now: 37°F

/

Clark’s Department Store Clark’s … we’ve

http://www.dliweatherman.dli/denver/today

DLI Weatherman

/ EXERCISE A

The rain will change to snow in the afternoon.

.

,

Your friendly neighborhood bank. Come to us for all your banking needs. We’re here for you.

.

50


. , .

, .

Town Square Cafeteria

My Photo Sh p

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 weekly photo classes.

rnold’s

. .

ym

,

EXERCISE B

.

.

. ,

. Answer the questions with information from the store ads.

. , .

6. Which store sells things for the home? .

2 . W hi ch st or e s el ls gr oc er ie s? ,

,7 . W he re ca n y ou sa ve mo ne y?

3. Where can you buy film?

8. What kind of store is Long & Tall?

.

, ,

.

. prices? 4. Which store has cheap 9. Who sells soap and detergent? , 5. Which place cuts hair for adults? 10. Where can you get women’s shoes?

.

.

, ,

,

Pairs ask and answer the questions provided about the ad. .

,

.

.

, .

,

. . EXERCISE A

Answer the following questions about the text.

Write short answers.

1. What kind of storm hit Galveston?

a hurricane 2. When did the storm happen?

in 1900 3. Where did it come from?

from Africa 4. Where is Galveston located?

near Houston

34

54

2. The people didn’t know that the rivers were rising.

F

3. People knew that there was a problem with the dam.

F

4. Johnstown is located next to the dam.

T

5. The dam broke in the afternoon.

T

6. The wave of water from the dam sounded like thunder.

F

7. The wave travelled at 60 miles per hour.

c l e s 8. The town was destroyed in only ten minutes. r e e a r t i

BOOK 18 LESSON 2 a p p e n ? d i d i t h W h e r e

,

,

1. The flood killed over 2,200 people.

a g a i n. e t h h t g n i a n n five months to clean up. T 9. Damage from the flood y s ctook i d w e s t c h a r t b w n M e t e t h e o h n s t o t o n J C o m p l s e v l C a G I S E E X E R C

.

,

T F

T


32

Mark each statement T for true or F for false.

Make the false statements true.

. ,

1. Where can you go to eat lunch?

, .

Need to lose a few pounds? Want to get stronger? We’ll help you do both.

,

EXERCISE B

,

e d. o p l e d i sa n d p e h t t h o u 1. E ig d. s fl o o d e l l i o n. c i t y wa 2 0 0 m i 2. T h e s o v e r $ s a i r wa p e h. f r o c o s t 1 3 0 m p 3. T h e a s o v e r i n d s w w e h t f ag e d. f o r c e o e r e da m 4. T h e o r i e s w n d fa c t a s d oa l r e 8 0 s. 5. Ra i a s i n t h t u r e w t e m p e ra e i n j u r e d. h T 6. e w e r e d p e o p l e r d n u e e n h 7. F i f t

35

U R S E UA G E C O N LA N G A M E R I CA

These comprehension exercises, all from the same book, follow three vocabulary presentaa day tions on natural disasters. Such variety keeps the students both challenged and engaged. 15 feet

5. People were told to evacuate. Where were they told to go?

away from the coast

6. How much of a warning were people given?

7. How high did the floodwaters rise?



3 6

First Printing 2011

5


Exercises to Practice Word Meaning The 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.

r d e r. o r r e c t o i n t h e c t t h e m u , p n e e s. T h s e n t e n c a d t h e D R e E S I C E X E R T I R E e. N G E A e x a m p l O C HA 1 i s a n H O W T ja c k. N u m b e r h t i t h e r o u n d w v e t h e g o b a e l c r e. h e v e h i Ra i s e t s pa r e t i o n t h e 3 e n u t s h t n a t t i r e. e fl t T ig h . d t h e e t r u n k n u t s a n 7 i n t o t h h e l ug t . e v t o t fla i r e e t r u n k R e m d h n t a m k, f r o , ja c 4 n d ja c k w r e n c h a e e, h r t i t t P u . pa r e g r o u n d r e n c h, s 8 h i t s t h e h e ca r. u t t h e w h e t i r e Ta k e o u n d e r t l t k i c t n ja u e t h c l e i t 1 h u e p v d e n t h r e a s. L o w e r e fla t t i t h e n u t s o n t h r e p la c e 6 t h e n u t c l e a n d i h e v L o o s e n e h i r e o n t 2 s pa r e t P u t t h e

SEQUENCING EXERCISES This exercise practices both word meaning and comprehension.

5

CLOZE EXERCISES

d a g r a p h. d a l o u t h e p a r e y h ea r m p l e t e oa d. T h r o c n i d n ta a n L i s t e n n a m o u a I S E E v e l i ng o e y ha d E X E R C w e r e t ra ig h t. T h m r h e ha d o e T h t d n o t w h e r e b a d o y l B oa k r ic y, e u q f t h o e a n d d Y e s t e r da i s n e d o t h e t r u n k i c l e t u r e h i c l e t h e v e h t h e d t h e v d . T e e d v n n o e u m p o s b T o m o t i r e ! B o t. H e t h e t i r e. f la t b la n k e c ha ng e e n, d a n o l d n la n d t o a t o p. T h t , h la c f r e n o o l s o n e no ug h k, t h e w u t t h e t c p ja d w e n e h a f e, t n k e t i c l e a pa r e t i r e o l d b la t h e v e h d t h e s w i t h t h jac k u p r e m o v e e x t ra g r o u n d e h o t t n e ega co ve red w i t h t h s a n d b e t r u i t a s t l y, n t e la d t h t h e f r u n k. L t o t h e t loose ne re p laced e t o o l s h t B o b d e h e t i n . H w r e t u r g r o u n d t h e t i r e u p a n d o f f t h e i n f la te h u r r i e d i n c h e s d i n. B o b n ra a r o i t a b ega n t o r e p t i r e. I t ga rag e o v e t o a T o m d r d n a b B o . a i r

Students read a gapped paragraph as they fill in the missing words by listening to the complete script read aloud by the instructor.

6 7

S O N 3 1 0 L E S B O O K

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. a

b

c

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.

e

d

e

1. discount store

f

2. supermarket

b

3. clothing store

a

4. photo shop

c

5. department store

d

6. cafeteria

f

paper and notebook

. .

.

OVERVIEW OF THE AMERICAN LANGUAGE COURSE . . . .

.

55

First Printing 2011

5


GAP-FILL EXERCISES EXERCISE D

Typically, students choose from two or more options, shown on the left, or a word bank, shown below, in this type of exercise.

Complete the sentences with the correct word.

hazards

1. You must watch out for all possible

when driving.

hazards / coasts

barricades

2. The police put up

to close the road to traffic.

barricades / dangers

warned

3. I

the children not to go into the neighbor’s yard.

evacuated / warned

struck

4. No hurricanes

the US in 2006.

struck / forecasted

hazardous 5. Policemen and firefighters have jobs. hazardous / invisible flash

6. Did you see that

of lightning?

flash / thunder 7. The police

barricaded

Main Street for the parade.

wished / barricaded 8. Rain was

forecast

for the whole weekend.

flooded / forecast

set up

9. Mary helps people

new checking accounts at the bank.

set up / rise

.

.

.

.

.

.

.

.

.

.

.

.

. EXERCISE A 1.

4 6

,

,

. Select the answer with a meaning similar to the underlined words.

We are expectin g hail tomorrow.

5.

a. cold rain b. lightning c. balls of ice 2.

Take precautions when you are using sharp tools.

6.

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.

He had a visible injury. a. able to be seen b. able to be cleaned c. able to be touched

7. I have an unfavorable opinion of him.

I’ll go outside when the sleet stops. a. snow storm b. freezing rain c. blowing wind

a. bad b. easy c. changing 8. 4.

I ran into my friend yesterday. a. visited at his house b. called by phone c. met by chance

a. Relax b. Be careful c. Be regular 3.

e b o x. f r o m t h e w o r d s w i t h t h s e c n e n t e d r i z z l e t e t h e s C o m p l e a n E B fa c t s m S I r e C h R t E E X w ea k e l y i l n u e l fa v o ra b r s s. t h u n d e ra y ’ s c la i n M r. G l i k e l y l ea t h e r. fac ts e h t r f o s t i ng n ’ t g o o d e s r i e t n i y d r i z z le e d ma n e l ea r n T h i s Ma y. 1. W e ’ v i ng. ng w e t. e xa s i n i t t e g f o r sa i l e o w i n T a r n s s le e l l o i h w s t i t fa vo ra b ha t 2. M y I wa n t. e u n l ike l y n e w C D t i o n s a r g e t t h e r c o n d i l e l ’ h I t t ea a 3. I t ’ s h t z y. W 5 ˚ F. l ike l y n d b r e e r o u n d 2 s u n n y a t u r e s a 4. I t ’s e m p e ra w. I t ’ s t o r d r n o a g. m n o w ’ s t o c o m i t i ng s n i r t h da y o r m i s f o r e ca s 5. M y b ha t a s t rma n i s i ca t e s t U R S E d n i wea t he G E C O n e t o f N G UA r CA N LA 6. T h e A M E R I t h u nde f s o u n d o 7. T h e

Watch out for grammar mistakes.

It’s probable that we’ll have a test tomorrow.

a. See after b. Look with c. Be careful of

a. usual b. likely c. 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

BOOK 18 LESSON 2

56

BOTH

CATEGORIZATION EXERCISES

UNFAVORABLE

51


Students explore word relationships with this type of activity, presented in varying formats throughout the ALC. Here students must understand the meaning of each word they hear and place it in the proper area of the Venn diagram.

First Printing 2011

5


Exercises to Show Vocabulary Usage In 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 typically occur together.

EXERCISE D 1.

2. watch

kick

kick

1.

keep

BALL

tie

EXERCISE E

3.

throw

find

MATCH play

Vocabulary expansion, through showing students how to create new words from the roots and affixes they have already learned, is the focus of this exercise.

Cross out the word that doesn’t go with the center word.

lose

win

PART-OF-SPEECH EXERCISES

goal

practice doubt

player

SOCCER team

EXERCISE D

Noun

coach stadium

lose

Write the new phrases you can make with the words above.

lose

a match

win

In pairs, complete the chart with the correct forms.


discipline

to discipline

2.

gathering

to gather

3.

d ispl ay

4.

government

5.

nation

6.

protection

to protect

∅

to indicate

∅

a ball

3. a soccer

a match

find

a ball

a soccer

player

watch

a match

keep

a ball

a soccer

team

7.

indication

play

a match

kick

a ball

a soccer

coach

8.

participation

a match

lose

a ball

a soccer stadium

tie

disciplined

∅ ∅

to display

∅

to govern

∅

practice

EXERCISE E

EXERCISE F

Adjective

1.

throw

2.

Verb

national

∅

to participate

In pairs, use words in the chart above to fill in the blanks below.

Write sentences with the new phrases above.


1. I went to soccer practice at school yesterday afternoon.

1. A good soldier is a

disciplined

soldier.

2. Officials from six

nations

are here.

3. Do you know all the laws that

govern

2.

driving in this city?

gather 4. All employees must Friday at 3:00 for a short meeting.

3. 4. 5.

A row of disciplined soldiers 8


indicate 5. Please the bus stops on this base.

6. Department stores are already

displaying

7. The job of firemen is to fight fires and 8. All students should 68

participate

protect

every

on the map all of

Christmas gifts in May! people from them.

in classroom discussions. AMERICAN LANGUAGE COURSE


57

First Printing 2011

5


Exercises to Promote Interaction Students actively work with new semitechnical vocabulary in this student-centered activity. Pairs use cutouts from the appendix to build a circuit as they read through the step-by-step instructions, shown on the right, in the vocabulary presentation.

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. PARTS LIST • wood piece • battery • wires (A, B, & C) • screwdriver • metal piece • 2 screws • light bulb & base • electrical tape

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.

Students check their circuits and label the parts (new vocabulary) in this exercise.

p a r t s. o f t h e n a m e s r i t e t h e W I S E A E X E R C 2 1

ba t te r y

+

–

5

) i e c e t a l p e m c h ( S 2 s w i t

111

Circuit parts to cut out and assemble 7

i ve r sc re wd r

sc re ws

r d. i n e d w o u n d e r l t h e a c h i w o g t h a t t w i s t : 3 w o r d s W e c a n e c k t h e B C h e a n c u E d S o I r p C T h e s e 2 E X E R l c h a r g e : i r e e l e c t r ic a ✔ w W e c a n t h : 1 w i y s r p e g e r n t i t h a t b ✔ o a t t a c h ✔ a c l o t h s u l a t o r n i n a ✔ i r e ✔ w r w o o d g e n e r a t o b u t t o n ✔ a ✔ a a t e r e r h e t a a w s c r e w w e a r ✔ a W e c a n e c t io n : 6 e f o r p r o t e s p e a h t t d o o g ✔ r e T h e s e a l e c t r ic i t y : 5 o t s r s o f e ✔ b o c o n d u c t o e s e a r e y : h T 4 g r e n o v e s l o f e ✔ g c l o t h p r o d u c t s a s s e s g r t e ✔ l e a t ✔ w a ✔ h r d h a t s r h e b b ✔ a r u h t ✔ l ig U R S E p p e r UA G E C O w i r in g ✔ c o N LA N G A M E R I CA y t c i i r t c e l e 6

A

S1

–

✔

1 1 2

58

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.

BOOK 17 LESSON 4

w i res

4

S 1

a l ta pe e lec t r ic l b & base l ig h t b u 3

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

A word-association exercise to check the understanding of other vocabulary in the presentation follows.


+

B

S2 C

First Printing 2011

6 ALC Grammar Overview & objectives Structure list Activators Progression of exercises Progression of objectives

59

First Printing 2011

6

ALC GRAMMAR: Overview & objectives

Grammar Overview The ALC grammar objectives deal with structures students will need for effective 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 reinforced throughout the lesson and supplementary activities. Most of the basic grammar structures and major verb tenses of English appear in Books 1 – 18.

GRAMMAR

Grammar

OBJECTIVE: 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.

Using was / were going to for past intentions

Did everyone do the things they planned to do last weekend?

I was going to

Grammar objectives are located 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.

Jim was going to

GRAMMAR - PART 1 OBJECTIVE: 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.

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, but we

.

,

.

but it

Using gerunds as the subject of a sentence

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LIST OF HOBBIES pick hobby

Certain grammar objectives are broken 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.

GRAMMAR - PART 2

LOG IN

LOG OUT

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GLEN

RITA

I love to climb. Climbing rocks is

Listening to music, watching movies,

difficult, but I really enjoy it. Running

reading, writing, and traveling are

and swimming are also sports that I

things that I enjoy. Learning new

like. Doing all those s orts keeps me

. OBJECTIVE: 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

languages, cookin , and dancing are .

Using gerunds after prepositions

.

, .

.

.

I

Dear Grandma Rose, .

I apologize for not wr iting 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 abou t doing my work very ca refully. I’ve . work on time been worried about not completing my . 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 . .

:

. :

:

,

,

.

, :

,

,

.

.

60

OVERVIEW OF THE AMERICAN LANGUAGE COURSE .

,

. ,

.

, .

,

!

:

'

'

.

. :

: , :

First Printing 2011

6

ALC GRAMMAR: Structure list

Grammar Reference for the Book Appendix B contains an alphabetical listing (by part of speech) of all grammar objectives presented in the book. Each entry shows the structure, an example, and the lesson (1– 4) in which it occurs.

B N D I X A P P E O F PA R T C H S P E E

s t u r e L i S t r u c t E C T U R S T R U

S u f fi x: e t o n o u n w i t h d j e c t i v A - n e s s

O N L E S S O R N W O R D C E PA T T E R E N S E N T

f e l t a ga m e, I f t e r t h e i n m y l eg s. A s s w e a k n e

3

3 e n t a g r e e m s i d a d I ha y w i f e. w i t h m 4 n t S u f fi x: o u n w i t h - m e w o ma n i n g e n h t o s t ’ t k V e r b T ha f fi x s p e a A ) I w a s u s e s ( w h o m d a y. c t i v e c la i c h e j d a r e e t i v w h t o y e s t R e s t r i c o( m ) , t h a t, o r 2 h , I ’ d w i t h w C la u s e r e t i m e o m d a I f I h o r e. s e n t s t u d y m e s s p r e r p x 1 e o t s e s u w e I f - c la o n d i t i o n s n t t h a t ta r o c p l u n r ea I t ’ s i m e t h e r. C la u s e g i ng w o r k t o e f o l l o w s u la c n u o n t = T h a r y i t i c i pa t o t h a t ) t h e a n t a d j e c t i v e + ( 1 C la u s e + I t + B E u s e l l a n d ta h t o b n o u n c la J i m i s r t i o n s: t r o ng. e t ea c h e r n o c s n u j n o t h i v e c N e i t h e r e n t s w e r e o n o r r e la t a n d C d c t i o n t h e s t u b o t h … … b u t a l s o C o n j u n t i m e. n o t o n l y o r 3 i ng e i t h e r … n o r y o u c o m ? … t ’ r n e e h r t a i t n e W h y o n ig h pa r t y t a t i o n a t i o n t o t h e m 3 r o f n v e i r m r N ega t i s t o s e e k i n f o r fa t h e u o n y o e t i ’ v t i n u e s D i d ? q N ega t s t y ea r s i n n r e t i r e la u e s t i o n Q u e s t i o o q 1 n / s e y t e n v e e h a d N ega t i i o n o f ag r e e m m e i f w d e t k e s ta v c a i e x p e J i m N ega t e w o r k. o n a n y h o m Q u e s t i ma t i o n r o f n i e d R e p o r t s e d u e s t i o n q R e p o r t S p e e c h

f fi x A

B - 1

X B P E N D I 1 8 A P B O O K

Students can use this convenient listing of structures from the book to quickly review and prepare for the book quiz.


61

First Printing 2011

6

ALC GRAMMAR: Activators

Context and Interaction The 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.

Gr amma r

W h at s ho ul d C hr i s h av e d on e d if f e r e nt l y ?

Chr is, y ou shoul dn ’ t have t ri ed to pla y w ith a br oken leg ! Y e st e rd ay

Y ou ou g ht t o have r ea l i ze y ou’ d in jur d e the other leg .

❖ The grammar bullet alerts students to important details about the objective.

I shoul d ha ve known th e c ast w as too w eak to pr otec t m y leg . I coul d ha ve mad e anot her g oal, M att!

M at t

❖

C hr i s S h ou ld h av e and o u g ht t o h av e i nt ro S ho u ld n ot h av d uc e ad v ic e i nt ro e ab o ut fi du c e s a fi n ni she d ac t C o u ld i she d ac ti o h av e io ns i n t he me ans t n i n t he p he re p ast . w as a c ast t hat w a ho ic e o r a p o s a b ad i de a t o d o . ssi bi li t y o f so me t hi ng e ls e i n t he E XE R C IS E A C p ast . om p l et e t he c har t w it h w or d s f ro m t he d ia

sub j ec t 1.

Y ou

2 .

Y ou

3.

I

4.

I

mo da l + hav e + p ast p ar t ic i pl e

l og ab ov e . o t he r w or d s

to pla y w ith

a br oken le g . y ou’ d in jur e the other l eg . the c ast w a s too w eak.

hav e

another g o al!

An interactive paradigm allows students to figure out and put together the structure themselves from the examples in the activator.

62

The context for grammar 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.

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.)


First Printing 2011

ALC GRAMMAR: Progression of exercises

6

From Perception to Practice and Production Students 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 characteristics 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

EXAMINING THE TARGET STRUCTURE Students work inductively with the grammar by seeing and interacting with multiple samples and situations. Among the earliest exercises, part of the focus is on recognition of the structure in context.

B

A

❖ ❖

D

C

A and B have the same weight.

C and D don’t have the same weight.

They are equal in weight.

D is less heavy than C.

A is as heavy as B.

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. Karen

Lila

Sam

Paul

8. Watch es are as expensive as cameras.

as + adjective + as Lila

is

Sam

is not isn’t

as tall as

❖

Karen (is). she (is). her.*

20


Paul (is). he (is). him.*

We can use object pronouns me , you , her , him , us , or them instead of repeating a name.

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 10. Snow isn’t BOOK 14 LESSON 1

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.

. . . . .

adults. ice. 21


63

. . .

First Printing 2011

.

, .

,

.

,

. .

6

,

ALC GRAMMAR: Progression of exercises .

.

,

. .

.

CONTROLLED EXERCISES Controlled exercises have only one correct 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 automatic use.

EXERCISE A

Write the verbs and gerunds that are together in the text.


VERB 1. 2. 3. 4. 5. 6. 7. 8.

+

GERUND

began

using

enjoyed started began stop likes likes finishes

working thinking shopping shopping sending receiving answering

Examining the parts of a target structure


48

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.

.

.

.

.

.

.

.

A controlled transformation

. .

EXERCISE C

Complete each sentence with the past verb or modal.

were

1. I’m a poor medical student. I wish I

could buy

would retire

I’m not used to going to the gym

they’re used to working on

lived

B: Where do you wish you

so early.

8. They wish the DI

that kind of engine.

wouldn’t make

9. Everybody wishes they (They / not / the weather)

They’re not used to the weather

5. Anna has never owned a car. (She / take a bus)

10. Brad hates his job. He wishes he

in Alaska yet.

we’re used to speaking

4. We’ve studied English for years, so (we / speak)

would

it.

would help

48

She’s used to taking a bus .

I’m not used to the new schedule

EXERCISE C

.

Unscramble the questions. Ask & answer them with a partner. You

are

a vacation in winter

.

going on vacation

?

used to (When)

Are

you

1. Are / to / you / American food / used / ?

Are you used to American food? 2. you / used / Are / a lot of noise / to / ?

Are you used to a lot of noise? 3. used / going to sleep / are / When / you / to / at night / ?

When are you used to going to sleep at night? 4. What / used / are / doing / to / on weekends / you / ?

What are you used to doing on weekends? BOOK 18 LESSON 2

64

This exercise guides students to craft interrogatives. The questions then form the basis for meaningful exchanges between pairs of students, who answer with personalized responses.

57


(not have to pay) taxes.

didn’t work

6. At my old job, I worked from 0600 to 1400. My new job is from 1500 till 2400. (I / not / the new schedule)

(will). (will help) her with?

(not make) them get up so early.

didn’t have to pay

3. It’s January and the Smiths have just moved to Alaska from Florida.

(can move) away.

(live) instead?

7. A: Ida’s dad won’t help her. She wishes he B: What does Ida wish her dad

(will retire) soon.

(be) leaving?

could move

6. A: My town’s too small. I wish I

2. The experienced mechanics can repair airplane engines quickly because (they / work on)

were

B: Why does Nick wish his boss

1. For years I went to the gym every day at 0900. Now I have to go at 0600, but

(come) earlier.

(can buy) a larger house for our family.

5. A: Nick wishes that his supervisor

Use the noun or a gerund of the verb in parentheses. Number 1 is an example.

(have) blond hair.

came

3. The mailman comes at 5 p.m. I wish he

Complete the sentences with BE (not) used to .

(be) a rich doctor.

had

2. Sally has brown hair. She wishes she

4. We wish that we

(I / not / go to the gym)

. .

Use the words in parentheses. Number 1 is an example.

Formation of the negative EXERCISE B

.

(not work) there.


First Printing 2011

ALC GRAMMAR: Progression of exercises

6

OPEN-ENDED EXERCISES

EXERCISE F

Complete each sentence with the modal of your choice.


Most grammar lessons wrap up with interactive, personalized exercises which focus on communication. These exchanges motivate 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.

If the condition is met … this will happen. (100% sure)

would might

means

maybe this will happen. (50% sure) this can happen because of ability or possibility, OR there is permission for this to happen.

could

1. If I lost my ID card, I’d look for it / I might be upset / I couldn’t get on base 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, I wish she wouldn’t spend so much money.

I wish he’d make up his mind.

??

Mall Directory

EXERCISE G

Complete the four questions.

Then ask and answer the questions with a partner.

Shoes Clothes Jewelry ♦ Restaurants ♦

1. What would happen if

♦

.

Personalized responses are encouraged in both of these exercises.

. . .

?

♦

❖

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?

Use wish + would / wouldn’t when you want someone to change a behavior.

EXERCISE D

Complete each sentence with a suggestion for a change.

1. We have too much homework. We wish the teacher wouldn’t

.

Semi-guided oral pair work

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

.

EXERCISE E

Complete the questions yourself. Then ask your partner.

.

.

. had a 3.

?

.

. 4. knew how to . 5. could .

Of all the students in your group

Capt Ank wishes she could call her family more often.

? .

.

49

.

.

,

.

3. … who can swim the farthest?

.

?

BOOK 18 LESSON 2

2. … who can run the fastest?

.

.

.

1. … who has traveled the farthest to get to this school?

.

? ?

.

Talk about these questions in groups. Then, report to the class.

Write your own questions for Number 5 and Number 10.

Lt Kim wishes he weren’t so short.

?

6.. didn’t have to

41

Yes

1. were 2.. weren’t ,

BOOK 18 LESSON 2

EXERCISE F

Check the box only when the answer is Yes. Later, report one Yes answer to the class.

Do you wish you …

It would become terribly difficult to grow food.

.

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

EXERCISE C

With a partner, give your best guess with

must .

1. Sgt Franks gets the best test score every week.

Who has lived the longest?

Sgt Franks must study every day.

2. The officers are gone, but it’s only 2 p.m. 3. My car won’t start.

I’m 23.

I’m 35. I’m 32.

4. There’s a line of people to see that movie. 5. Jane always wears red shoes.

Why?

6. That suitcase is too heavy to lift.

He must be very smart.

7. Jim doesn’t want anything to eat. 8. Carol looks upset. 9. The office is very hot. 10. Your cell phone suddenly stops working while you’re talking on it.

BOOK 14 LESSON 3

Openended oral practice

83

Group interaction and form practice through a survey 28



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ALC GRAMMAR: Progression of objectives

6

The Treatment of Related Grammar Objectives Several 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

THE INITIAL PRESENTATION

Present perfect progressive: have been + verb -ing

Choose a verb from the box and write it under the picture it describes.

Students receive their introduction to the perfect-tense concept inductively through contextualized activators and examples.

shopping cooking washing working traveling

➊

➌

Jim:

Hi, Dan. I’m sorry I’m late. How long have you been here? 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 /Yo u/ Th ey

h av e

been

here for ten minutes.

had

the car since 2003.

➍

He / She

has

.

Who has been

She has been

22

the dishes.

I / We / You / They

have

He / She / It

has

➎ They

have been


P RE SE NT P E RF E . CT

T he a ct i o n s ta r te d i n t he p as t .

. now

. Apr May Jun e Jul y. AugS e pt

. J im boug h t his c ar in M a y . .

. .

a nd c on t i n u e s t o t he p r es e n t .

now

Apr May Jun e Jul y AugSe . pt

. J im has ha d his c ar f o r f our mont hs.

Use t he p r e se n . c t t o t al k a o n, and may . t p e r fe b o ut so me c on t i nue i n th i ng t hat t o t he f ut u b e gan i n t h r e . e p ast , i s st i l l go i ng

66

Timelines illustrate the meaning and usage of the present perfect tense in contrast with the simple past tense.


.

verb + -ing

Grammar paradigms show the patterns of acceptable structural combinations. They also serve as a quick study reference and offer a means of analysis and comparison of structures.

C om p ar e t h e p ast t e n. se and t he p r e se nt p e r f ec t t e nse . .

T he a ct i o n s ta r te d a nd e nd e d .he i n t p as t .

❖

.

?

(not) been

(not)

P AST

He has been

The present perfect: have been and have had

Dan:

E XE R C I SE B .

➋

.

B OOK 11 LESSON 1 Present Perfect Progressive

B OOK 11 LESSON 1 Present Perfect (Part 1) Grammar

He has been

First Printing 2011

ALC GRAMMAR: Progression of objectives

6

COORDINATION OF RELATED GRAMMAR OBJECTIVES As students broaden their knowledge of the present perfect tense in Book 12, the timeline 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.

Grammar

Using the present perfect tense

Read the newspaper article and underline the verbs.

OFFICER OF THE WEEK FORT 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.

B OOK 12 LESSON 1 Present Perfect (Part 2)

B OOK 12 LESSON 2 Present Perfect (Part 3)

EXERCISE A

Answer these questions about the newspaper article.

1. When did LTC Gray join the Army?

July 4, 1984

2. How long has he been in the Army?

20 years

Yes, he is.

3. Is he still in the Army?

Germany

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

He / She / It

has

in May Texas / Fort Sam Houston

( no t)

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.

l iv ed

i n Te xas fo r tw o y ea rs.

Use have + past participle to form the present perfect tense. AMERICAN LANGUAGE COURSE

22

E XE RC I SE C

C om p ar e t h

P AST

e p ast t e n se and t he p r e se nt p e r fe c t .

T he a ct i o n s ta r te d a nd e nd e d i n t he p as t .

P RE SE N T P E RF EC T

T he a ct i o n s ta r te d i n t he p as t. ..

now Apr May Jun e Jul yA ugSe pt

know

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.

don’t know

Jan has seen Egypt.

H e has liv e d

✔

in T ex as sin c e M a y .

✔

✔

✔

✔

✔

✔

Study the charts.

PAST

PRESENT PERFECT

The action started and ended in the past.

The action is important, not when it happened.

✔

?

now

last year

now

✔

Rome

✔

Rome

Jan visi ted Rome last year.

❖ 50

now

Apr May Jun e Jul yA ugSe pt

I n M a y , he mov ed to T ex as.

EXERCISE A

10.

a nd c on t i nu e s t o t he p re s en t .

Jan has visited Rome before.

Use the present perfect to talk about a past action when the time is not important.


EXERCISE B

Use the present perfect to complete the sentences.

Use the verb in italics. Number 1 is an example.

1.

2.

Ted:

The Hills went to California on vacation.

Jay:

They

have gone

to California on vacation often.

Jim:

The movie will start soon. Dave and Kathy arrived early.

Bob:

Where’s Greg? He

.

:

has

not

arrived

yet.

.

: .

: :

.

: :

. .

OVERVIEW OF THE AMERICAN LANGUAGE COURSE .

. .

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7 ALC Skills Overview & objectives Subsumed skills objectives Integrated skills activities Speaking skills progression Listening skills progression Reading skills progression Writing skills progression

69

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7

ALC SKILLS: Overview & objectives

Overview of Listening, Speaking, Reading, & Writing Skills ALC 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 particular objective. Approximately 8 – 12 skills objectives appear in each lesson.

Speaking

SPEAKING SKILL Practicing pronunciation

OBJECTIVE: 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.

Listen to your teacher pronounce the words. Then repeat them.

1. ACcident

acciDENtally

2. introDUCE

introDUCtion

3. CELebrate

celeBRAtion

4. prePARE

prepaRAt ion

5. inVITE

inviTAtion

6. apPLY

appliCAtio n

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.

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

Listening

Listen. Then select the topic, main idea, and best title.

1.

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.

70

The topic of the text is a. b. c. d.

2.

.

the cost of the first airplanes the beginning of the US Air Force people in the US Air Force pilot training

The main idea of the text is a. b. c. d.

3.

When a i section contains more than i one skill objective, each one is listed in the IT margin near the main heading.

Identifying the topic, main idea, and title

.

The first plane carried only two people. The Wright brothers made the first plane for the US Air Force. The US Air Force started as part of the US Army. There were only two instructors in the US Air Force.

The best title for the text is he Army Signal Corps


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First Printing 2011

ALC SKILLS: Overview & objectives

7

Each specific skill ob jective in the section is listed in the IT margin near the corresponding initial activity.

Skills in the main heading

indicates that more than one type of skill objective appears in the section.

READING SKILL

Skills

Scanning and Paraphrasing

OBJECTIVE: Scan a text within a limited amount of time (60-90 seconds) and write answers to 2-5 previously read questions.

Read the text and the questions. Then wait for your teacher’s instructions.

end … A good fr i

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.

Text Location

tener. is a good l is

✓ can be trus ted

Item Number 17L1 #2 p. J-5 Graph to scan

Appendix J

.

is funn y.

1. Which quality did 100% of people in both groups select?

. l ikes spor ts

can be trusted

. is a t trac t ive

“is a good listener?” four listener” 2. Which group chose “is times more than the other group?

WRITING SKILL

women

OBJECTIVE: 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.

3. Which quality shows the greatest difference between men’s and women’s choices?

likes sports

4. Which quality did both groups select the least? 5. Which group selected humor the most?

EXERCISE

is attractive

EXERCISE

women

Text Location

17L1 #3 p. J-7 Paraphrase example

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.

Item Numbers

Appendix J

17L1 #4a- b p. J-9 17L1 #4 c - d p. J-11 17L1 #4 e- f p. J-13 Paraphrasing 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.

BOOK 17 LESSON 1

Many skills activities have accompanying materi23 als in the appendix. EXERCISE


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7

ALC SKILLS: Subsumed skills objectives Grammar

Skills Supporting Other Objectives

GRAMMAR We’re studying tag questions, aren’t we?

Tom’s calling his friend Kyle to see if he’s going to watch a basketball game.

Certain skills are incorporated into grammar, vocabulary, or function sections. These subsumed skills objectives either support or complement the primary objective of the section. Most are recycled skills which typically do not need a separate presentation. Likewise, subsumed skills exercises do not have a separate heading; however, the objective appears in the IT margin, near the respective exercise.

SPEAKING SUBSUMED UNDER GRAMMAR Students practice proper pronunciation of tag questions in two exercises which complement the grammar objective.

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.

No, it won’t, but that means it should be a good game.

EXERCISE A

Fill in the blanks with tag verbs from the dialog above.

+ Affirmativeclause

io n BOOK 69 r e17adLESSON 3 a i n t h n t o n a t e r t e tir ed of a l li n g i ’ r e n o t c underlined in a the Ensure they n. 3. Y ou’r ing) n s, u s e f o n w h e n y o u t e rdialog. u e s t io t i io n p t (Fall I n t a g q i s i n g i n t o n a understand n t o n a t how the verb in the main e i e? ❖ sh e r w as h e c k t hclause changes to its opposite in the tag , o u. U s➌ Open books and read the role c y e of Tom d er n Presentation a th s ’t t e n c e w asn while a volunteer question. Review the first bullet, which h e s e nthe role of Kyle. 4. Mar yng t o t reads )➊ With books closed, ask students tag L i s t e n (Risi summarizes this general rule. S E Ithe dialog, Air Force and Army are I (In they ? questions of egeneral y t, had interest, e.g., E X E R C capitalized when they are team names.) n te ea ’ t y o u ? bullet. Ensure i d nsecond ➋ Review the dn’tweather’s nice today, isn’t it? The ha o t, d ey h T Model appropriate intonation without 5. Y o u f o rgunderstand that a clause students ) Lt Kim isn’t here today, is he? ng isi (R drawing attention to it yet. Intonation ? e ? e t w w ’ n containing a negative word but an o n’t Lt Long, you like don’t you? v esoccer, t 7, d will be covered f or e, ha e e t i nginafollowing pages. affirmative verb requires an affirmative e met be the tag questions on the board as W e ha v e a m 6. W e’v inWrite Direct the students to underline the ➍ tag question, as in He never eats fish, g) should be about (Fall you speak. The last onehe ? tag questions in the dialog. n’tpresentation’s does he? R i s i ng sports to lead the should , into Fa l l ing ld salute ou sh topic. 7. He ing) EXERCISE A R i s i ng Additional activity (Ris➋ Show the parts of the est grammar: ✔ Fa l l i ng target their t Books open i s i ng n’t tak ewith an affirmative Before 7. class, write statements on R s w oclause nt 1.stuthe main de ng i Written l cue l e ✔ Fa separate slips of paper and their tags 8. T h or negative verb Written response 4. ? ✔Pass one statement and on other 8.slips. they 2. theill tag question itself with the Individual today , w ✔ one tag to each student. The 2 slips verb g) 1. ✔ (Fallinopposite should not match. 5.the paradigm ➊ Let students complete ✔ Let students mingle 9. 9 ✔ to the words they to be by referring back to match statements with tags. pposed 2. e ar e su 6. ✔ 9. T her U R S E ? e G E C O N G UA 69 BOOK 17ts, ar LESSON 3 en’t ther I CA N LA A M E R studen 3. ✔ (Falling)

NEW VOCABULARY to shut off to shut down air conditioner

Read the article andwrite the topic and main idea.Answers will vary.

− Negative Tag Question

l o g. t h e d i a n i n g t o aren’t i le l is t e h you? l o n g w R e a d a i o n s. t s e u H g q C I S E f t h e t a s o starts E X E R 2. It a t 7 i:3 0, t t e r nd oe sn ’t i t? a t o n p a h e i n t o n L L a s n ’ t i t ? N o t i c e t N G S K I n c e s e n t e n c e s a n d ’ t i t ? o r n i ng, w I n s K i A e, c E i f f S P i d e t h i s m r o n o u i n t o n a t io n, d. i n t h i s o o l d o u t s T I V E : P s, w e e k e n e t t y c I t ’ s c o l d + Affirmative r s i Tag Question p clause h − Negative s O B J E C r o p r ia t e s t r e s e: a r t n e c t w Ja l d b e n i e e z i ng. I w i t h a p p t i t w o u s. I ’ m f r ha e. t i ? r i d t u u i t s, o a c e y Y haven’t j u n a r e 3. Our guys lost, have they ? e p o r t s Sa ra: h e r r e e k e n d, h e w ea t a i n t h i s w i t wa s. T s t o n ag Y e s,win, v e l i ng will ng t o H o uit? e: easy 4. This game won’t Ja be n an E I l b e t ra o i l S ’ I g u C t o R o E X t y e n u E r o m e. B s o. Y o u ’ I h o p e e la x a t h : S o r ? t E ra C he ng N Sa i Anes affirmative clause is followed by a negative tag. A ❖s, do s t g o clause is followed j unegative S E N T E n o t. I ’ m v er studie by an affirmative tag. u ? N o, I ’ m 1. He ne g) w o n ’ t y o Ja n e: (Fallin t w e e k, , never, nothing , etc., is followed by an ?negative words such as none h ❖ A clausen’twith e x n he la s. e r e w have arrived, have they? i n Da l does tag. For example, None of sthe m e g, o i ng affirmative t guests Al never came, in e e nc m e w i t h a b ig lik es da g o t they? i ll a g r e did he? Nothing is missing, is it ? No bones were broken, were 2. T om ng) l l. W e ’ v e is t e n e r w s c o r r e c t. i I w isi s, c t t h e l t i (R ou? : Y e y t u e x p e u r s t a t e m e n ra o n’ e Sa n y ar e w h ing, a t y o 1. You’re going to watch the game,

7 2

o n. h e d i a l og p f t h e u s i ng a p o n d r i l l o r e p e t i t i r a c t i c e u s i ng t a c u d n d e n t s p ➋ C o u t t s e o l d i a l og t t o n a t i o n. i n n t h e d i a l og c o r r e c t i n t s r e a d u d e n t s ’ e s t u d e a n d m o n i t o r s t v a H ➌ l a t e u c r i C p a i r s. n p a t t e r n s. o i n t o n a t i

d t n a t i ➊ R e a r o p r i a t e i n t o

What’s Next?

OBJECTIVE: Use affirmative and negative tag questions, asking for the expectation of agreement; respond with affirmative and negative answers.

Tom: I guess this game won’t be an easy win for Air Force then, will it? Kyle:

E H E X E R C I S p e n B o o k s o r i t t e n c u e w O r a l a n d h o r a l r e s p o n s e c O r a l a n d n p a i r s h e t u d e n t s, G r o u p, t t o y o u r s

Vocabulary

OBJECTIVE: Use affirmative and negative tag questions and affirmative and negative answers to ask for and respond to a confirmation or verification of information.

E I E X E R C I S p e n B o o k s o O r a l c u e p o n s e e s W r it t e n r h e n g r o u p l, t I n d i v i d u a

n t w i c e. e m a rg i c e s i n t h t a e s e n t e n c o n d u c s, R e a d t h r e w s n i ng a e c k A f t e r c h n d r i l l. o r e p e t i t i

U R S E G E C O N G UA I CA N LA A M E R

The Home of the Future? This week’s What’s Next? article is about a new home owned by Tom and Linda Turner. They just finished building the “smart house” of their dreams. It’s a modern house that’s filled with computers to make their lives as convenient as possible. Tom and Linda installed new appliances that look like the usual kind you can buy at any appliance store. But their appliances are unusual 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

7 2

manage the temperature in each room of the house. If the house is too warm, the computer shuts the heating down and 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 water 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 office and find out how the newest computers have made the workplace better. ✦ by C. Hohm [email protected]

WRITING SUBSUMED UNDER VOCABULARY WRITING SKILL

Topic: the Turners’ house

OBJECTIVE: Read a text 150-500 words in length and write its topic.

Main Idea: The Turners have a modern house that is run by computers.

OBJECTIVE: Read a text 150-500 words in length and write its main idea.

BOOK 16 LESSON 4

99

. . . . .

.

. .

. .

72


.

. .

The recycled objectives of finding the topic and main idea support students’ comprehension of the vocabulary presentation.

First Printing 2011

7

ALC SKILLS: Integrated skills activities

All Four Skills in One Activity Skills 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 integrates 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. i s

h d w h e n s e r m a n l i l i A k n s a i k n o w p i l o t w na m. H A n U n 2, a U S i n V i e t ,

A

w n ta r y I n 1 9 7 s h o t d o e d b y t h e m i l i e s a w e a i r p la n n ’ t b e i d e n t i fi t h e T o m b o f t hREADING, SPEAKING, u l d o c D. C. s t i n b o d y e n t o r e Wa s h i ng t o n, AND s o h c d LISTENING s s o i t wa S o l d i e r n ea r l d i e r s w h o ha n s o r s, read a paragraph U n k n o w h t h r e e o t h e r i n ea r l i e r waStudents t n . i r o i a w t a W y c a l fi n I t r ea silently several times. e n t i t h e K o t h o u t i d i fi e d only the key words d i e d w i l d Wa r s a n d n t i s t s i d e n t Using e r i o c a n t b o t h W x y ea r s la t e r, s i r s t L i e u t e n provided, each student i F - s e d T w e n t y b o d y. I t wa s m i l i ta r y m o v paraphrases the text orally t ’ s i r h e t h e p i l o la s s i e. La t e r, t 9 7 2 t o sa y t h e 1 e l B to three other students, M i c ha e n wa i t i ng s i n c a e e b L 1 # 4listen d 1 7 who individually. w h o ha , y l i m fa s i n ea r h t o r e s t y d o b s ’ B la s s i e - b y e s. o d o A g fi na l

WRITING After the oral paraphrasing activity, students use the key words again to write their own paraphrases of the text. EXERCISE

i e t na m V d e l l i o l d i e r k S t o n l i w p o n 1 9 7 2 h e U n k t f n t i fi e d o e d b i s o m t s T s c i e n t i fi e d i t n s e r d i a n o t o o d b y e i x y e g s y t n e y t w r fa m i l s a r e e n i d d l e o 3 s m o v e i s s a l L t B

# 4 a 1 7 L 1

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.

ORAL PROFICIENCY

BOOK 17 LESSON 1

23

The speaking portion of this activity approximates the oral proficiency interview (OPI). Therefore, instructors could use the various paragraph cards for listening and speaking activities to offer OPI practice.


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ALC SKILLS: Speaking skills progression

Pronunciation & Dialogs in Level I Practicing 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.

B OOK 2 LESSON 2

ia t io n P ro n u nc

and / z / nds / s / u o s e g th uishin Disting

, / s/ o r o u h e a r n d d o y u o s t a h w o r d s. W i s n ’ t t o t h e s e L i s t e n

da y W e d n e s

z e r o

/ z/?

M s. Za c k

t h o s e

c e. s e n t e n a t t e r n p e Z o o k h t o r d i n e t h e w b s t it u t u s n e . T h o c t o r L i s t e n e n t. / d I S E A ’ s a s t u d e H s: E X E R C y r s a oc to r. T e a c h e He ’s a d t s a y s: n e d : u E t L S XA M P E

B OOK 6 LESSON 4

p l ea s e

Dialogs

Asking about vacations and trips

. ec ha n ic He ’s a m i c r be r. m e c ha n e ’s a ba 2. H t. ba r b e r e ’s a p i lo 3. H ude n t. p i l o t e ’s a s t H . 4 n. s t u d e n t e ’s a ma 5. H c he r. ma n e ’s a tea 6. H k. t ea c h e r e ’s a coo 7. H . c o o k e ’s a bo y 8. H he r. b o y e ’s a fa t 9. H . e rgea n t fa t h e r He ’s a s

Mr. Jackson: How was your vacation?

1.

t s e rg ea n

I S E B E X E R C : P L E S E XA M

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.

EXERCISE A Look at the chart and fill in the information. o r d. w w e t h e n My favorite places and activities c e w i t h 1 0. s e n t e n e v i t a g e n a e k City m a . T h e n L i s t e n r. Restaurant o c t o H e ’ s a d r. o T e a c h e r: t c o d Hotel is n ’ t a t: He c. i n S t u d e n a c h Beach ’ s a m e r: H e ha n ic. T e a c h e c e m a Sport is n ’ t t: He S t u d e n O U R S E G E C LA N G UA

CA N B EXERCISE A M E R I

Exchange charts with a partner and ask questions. Use why .

Why do you like the beach at San Diego?

3 0

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.

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B OOK 7 LESSON 2

Speaking in Levels II and III Students use the language in meaningful, relevant ways to express everyday communication needs. One goal for skills presentations is for students to experience realistic situations they might encounter in follow-on training or in the English-speaking community.

D ia logs

C

ting contras d n a g n ompari

u d y. t e r s ? i e a n d J t w o s i s a r e J u l e s v e a m h a u n o i s ta l l e r . T h e i r a y, d o y t J u l i e l o t h e s. e t w i n s u r ’ J i m: S B y e s. h e y o. T b l u e e f e r e n t c Y e s, I d sa m e ? a i r a n d e w ea r i ng d i f e h h T i m: t n k w o o o r a v e b r e s u r e t h e y ’ t s c h o o l. o t h e y l B o t h h a k r e t h e y J i m: D a n d n o. e y a l wa y s ma w h e n t h e y ’ r e W ha t a s r. e e t y s i l, s l t h m e W e t o n e T i m: ha n J u d y, a n d t o l o o k t h e sa ha d j u s t l i e. l i k e g h t y o u t u ’ o n h o t d t ha n J u I T h e y m, b u t t s c o r e s J u l i e i s v e r y e s h e t t r w e o h e s. k n g e t s h ig t ha n J u l i e d o n d J u d y b o t h t h i n k I o l. S h e a J i m: I i k e ? i n s c h o l o ng e r b o o k s . W h e n J u l i e d o l o g i s v e r y a d a n d r ea d s k e t ba l l t ea m y d u J i ng s. ba s W e l l, t o r e r e n t t h T i m: h e a l s o l i k e s h e p la y s o n a r t ha n J u d y. a t d i f f e d o o S e g S h e h e y ’ r s p o r t s. e s h ig g, b u t t g o o d a t l i e a l wa y s s c o r o m e t h i n u s J t a y, d la o p t h g o e y ’ r e b o s e e. T h I : m . i t. J e t o p i c t ’ s r ig h c u s s t h Y e s, t ha s i D : . s m e i T r i t e n o t r y c a n d w t h e l i b ra t 1 t o p i c e l e s m a n d o r, o e r n s t r s a la p r c W i t h a 5. Y o u s t e r da y OOK I S E u a t e y e n o w o k y E X E R C s u l o a y e s m t ea c h e r 6. T w o c o u n t r y ESSON E ng l i s h i n y o u r t p la c e s n s e n r o 1. T w o e s f f a i d s e d a 7. T w o r i n t w o a t c h a n w ea t h e i k e t o w l u o 2. T h e y t s o r la y b r o t h e r 8. A s p t y o u l i k e t o p o f y o u r Giving messages s p o r 3. T w o f r i e n d s o f y o u r T 4. T w o Listen to your teacher read a message. Write answers to the questions. E R E N

B L

16 3

Speaking

D I F F

1. Can you make an appointment now?

: For Forcustomer customer T O P I C service, service,press press 1. 1. For Forbilling billing information, information, press press2… 2 …

no 2. When is the doctor’s office open?

SA M E

REALISTIC SITUATIONS

8 a.m. to 5 p.m. 3. When are they closed for lunch?

E C O U R S G UA G E A N LA N C I R E A M

noon to 1:30 EXERCISE A

Follow the teacher’s instructions. Divide into groups of 3.

5 4

Student 1 reads a message only to Student 2, who takes notes, then passes it to Student 3.

A • sport:

B • time of performance:

basketball • day of the week:

7:00 in the evening • ticket price for an adult:

$16.95

Wednesday • time of game:

• ticket price for a child:

$7.50

8:00 p.m. C • temperature now:

70˚F • humidity:

D • museum address:

200 Main Street • closed on:

low • h igh temperature:

90˚F 66

In these examples, students are given opportunities to be progressively more creative with their speaking after they see examples of the target objective. Most students will find themselves in the humorous situation shown on the left. Speaking often continues to be tied to the function of the lesson, as shown above.

Mondays • free day:

Sundays AMERICAN LANGUAGE COURSE


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B OOK 19 LESSON 1

Speaking I.

Speaking in Level IV Speaking 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 problemsolving activity is used by the military for training purposes.

Using stress to emphasize content words

Listen and repeat.

Listen to your instructor read the short dialogs. Then repeat them, using stress correctly.

1.

A: Is the list complete?

3.

B: No, it isn’t. 2.

A: Is he your brother? B: No, he’s my friend.

A: Is the cat a male? B: No, it’s a female.

4.

A: Have they left yet? B: No, they’re still here.

❖

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.

II.

Mark stress and practice.

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.

BOOK 19 LESSON 1

Speaking

Participating in a group discussion

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. 19 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.

Possible items to take

flashlight

first aid kit

mirror

laptop computer

knife

newspaper

shovel

compass

gun

matches

can opener

soccer ball toilet paper camping stove

B OOK 19 LESSON 2

Item

Reason

1. 2. 3. 4. 5.

BOOK 19 LESSON 2

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ALC SKILLS: Listening skills progression

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Listening in Level I

B OOK 6 LESSON 2

Students get practice in simple, everyday listening situations that often target other skills, such as punctuation or sentence stress. Other areas of focus include following instructions, using total physical response (TPR) activities, and answering simple comprehension questions.

Li st e ni n g

e r e d oe s M ar b . W h y l i ve ? at ar e he r f r i c . W h en d s’ n e n ame s? d i d he r ✔ f r ie n d . W h d s ar ri at d i d ve ? t he y hav e f or d i n 1. ne r? a. W h e n d id he b ✔ u y t he b . W h c ar ? at c ol o ✔ r i s t he c . H ow c ar ? ma n y d oo ✔ r s d oe s d . W h e r e d id t he c ar he b hav e? u y t he c ar ? 2 . a. W h e r e d id he g ✔ b . W h o l as t y e n d oe ea r ? ✔ s T ed fl c . W h y ? o d oe s h e t ra v el w d . W h it h at p l an ? e d oe s he fl y ? 3 . ✔ a. W h e re d o N anc b . W h y and J at w or oh n w a ✔ k d id nt t o g t he c . H ow o? y d o? w ou l d t h e d . H o y l i ke t w muc o t r av e h mo ne l? y d o t h 4 . ✔ e y hav e ? a. H ow i s t he w ea t he r b . I n w i n T ex hat s ea as ? ✔ s on d oe s c . W h t he w e e re d oe at h c s t he w d . W h Listening haIT) ea t he r (frome rthe ng e? Sample Script i ch s ea c hang e s on i s n a l ot i n i c e i n T o ne d a ex a s ? to dinner y ? B. Jan’s friends are coming at her ✔

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.

EXERCISE A EXAMPLE:

Listen. Write the numbers you hear.

4 3

Paragraph A.

EXERCISE B

10

Paragraph B.

4

3

10

1

3

2

1

3

2 4 0

L i st e

ni n g f or R ea d t h s p e ci fi e q ue s c i n fo t i s . T T he re r ma c an be on he n l i s t io n te n mo re t h t o a an o ne p ar a g r f or e ac a p h. S el e c t t h h p ar a g ra e q ue s p h. N ti o n E X AM umbe r P LE : 1 i s an s t he p ar a g r a p h an e x am p l s w er s . a. W h e.

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.

Listen. Then write the paragraph with correct punctuation. AM E R IC A N LA N GU A G E C OU R S E

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

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.

MULTIPLE OBJECTIVES IN ONE SECTION Three listening objectives appear in one section of the lesson in this example. Students practice listening to answer specific questions, identify numbers, and punctuate a paragraph.

BOOK 6 LESSON 2

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Listening in Levels II and III B OOK 11 LESSON 1

Activities include listening to progressively more complex texts for general comprehension and specific tasks, such as making inferences, identifying topic and main idea, and taking messages. Word-level tasks include listening for primary stress in Level II. As Level III progresses, listening tasks are often integrated with other skills.

Listening

Listen to each dialog and select the best inference for it.

1.

The man is ______. a. b. c. d.

2.

s. n s w e r t t h e a S e l e c m e n t s. e c n u n n o t o 4 a L i s t e n

a n e ha s c h a i r l i 1. W h i ha ng e ? ga t e c l i n e s S k y A i r a. N e w r l i n e s i A Y o r k b. N e w i r l i n e s o na l A c. Na t i s h o u l d c h ga t e 2. W h i e g o t o n o w ? p e o p l 9 a. Ga t e 6 b. Ga t e 1 6 e t a c. G

e x i t a. near t he s hoes b. near t he o ls to he t c. near

a. b. c. d.

keeping healthy finding a doctor getting checkups exercising every day

2.

a. b. c. d.

pay phones local calls telephone calls wrong numbers

RECYCLING AND EXPANDING OBJECTIVES 3.

a. how to study for a test

b. how for to memorize new words Listening specific information and c. how to write test questions d. how objectives to review lessons both appear in inference a. Sunda y Levels II and III. First, students practice b. Tuesda y y c. T hursda such objectives with simple texts, above. RE? OF THE S TO THE NA ME 3. WHA T ’S G TO? TENINnext the level, many of the objectives LE LIS ’ Mar t E PEOPIn a. Wor kers 1. WHA T AR w ho t s ar io d M ra ld a a. reappear with more complex texts, below. b. Wor ke t ho w

? RE CLOSED Y IS THE S TO 2. WHA T DA

BOOK 11 LESSON 1

ar c. Wood M

WINDS? S T ARE THE 1. HO W FA our

s per h a. 100 m i le s per hour b. 110 m i le s per hour le i c. 115 m

M THE S TOR 2. WHEN IS ARRI VE? O D T TE E XPEC

u tes a. in 4 m in tes inu m b. in 1 4 tes inu m 40 c. in

OULD BASE 3. WHO SH L CON TAC T? ON PERS NE

i ly a. t he ir fam den ts tu s ir b. t he r v isors pe su ir he t c.

b. a T V s on CD c. a boo k

EN? TORES OP WILL THE S 2. WHEN

u tes a. in 20 m in s te inu m b. in 2 s te u in m 2 1 c. in

S TAURAN TS N Y NE W RE 3. HO W MA ? VE HA LL E MA Listening DOES THSample

a. 6 b. 60 c. 16 4.

Script (from the appendix)

2. Attention, attention. This is not a drill. The weather station at Lackland Air Force Base is LE 100 PE reporting that a OP storm with rain, ice, and winds of T L THE FIRS WHA T WIL I VE? CE RE VE RI miles per hour is coming from the northwest. 100 WHO AR e foodstorm is expected to arrive in about 40 a. freThe t cards f i g b. minutes. All personnel who live close to the base c k mus ic c. romust leave immediately. All others must report to R S E Building 2424. All G Ubase should contact O Upersonnel A G E C N LA N CA I R E A M their supervisors for further instructions. Repeat. This is not a drill.

3 2

78

Mr. B: I’ll take it. Are these the keys?

Listen to each paragraph and select the best topic.

1.

2? R NU M BER ’S CASHIE 1. WHERE

1. Ms. A: For $35 a day, you can drive more than 300 miles.

were late had a flat tire had an accident were lost

EXERCISE

n rmatio if ic inf o c e p s ing f or Listen

P L E E XA M

in a store at a gym for a magazine in a restaurant

Sample Listening Script (from the IT)

The man and woman ______. a. b. c. d.

B OOK 17 LESSON 1

staying home planning a vacation buying a plane ticket renting a car

The man and woman work ______. a. b. c. d.

3.

i ng L is te n

Making inferences and selecting topics


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Listening

Listening in Level IV Listening comprehension is supplemented and reinforced through activities that give higher 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 discussions also opens new avenues for comprehension practice.

Selecting the true statement

Listen to your teacher read a text. Then select 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.

B OOK 23 LESSON 2 Students determine which statement is true based on an oral text of 30-300 words. B OOK 19 LESSON 3

Listening

Skills

Circle the main idea after listening to a text.

Students listen to a text (150-300 words) and circle the main idea.

I

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.

EXERCISE

Listen to your classmates perform role-plays.

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.

Students listen to a roleplay and answer their instructor’s questions about what was discussed. 78



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ALC SKILLS: Reading skills progression

Reading in Level I Reading skills objectives begin with reading and reciting various dialogs as well as identifying 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.

B OOK 5 LESSON 4

D r i n ks rge r Ham b u hes Sa nd w ic heese c

m i lk tea co f fee j u ice

2 .50 1. 7 5

.2 5 ham 2 5 0 ese 2. e h c & ham .7 5

r ies F re nc h f y f t he da So u p o c u p

bo w l

s Desse r t

.9 5 m Ice c rea i lla/c hoco la te

Reading va n

1 .0 0 1. 7 5

1 .2 5

Sa lad

.7 5 .6 5 .5 5 .8 5

Scanning a menu

1 .2 5

ie 1.8 5 A p p le p c ream e ic h t i w .7 5 are there? 1. How many sandwiches Three. F r u i t

You will see the menu for 8 seconds per question to find the answers. Then write the answers.

2. How much does a cheese sandwich cost?

$1.75. 3. Can you buy slices of chocolate or vanilla pie for dessert?

No. 4. How much is a piece of fruit? 1 5 1

75¢. L 4 s t e r B 5 e n c y m a T r a n s p a r — E S R U UA G E C O BOOK 5 LESSON 4 A N LA N G A M E R I C

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.

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ALC SKILLS: Reading skills progression

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B OOK 14 LESSON 1

Reading in Level III Reading

Texts become increasingly challenging as students use and improve their skills in summarizing, scanning, making inferences, passing written messages (e-mail), and reading faster.

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 w ide 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.

Facilitative words and structures are present but limited in these carefully crafted texts.

Many people went to California to find 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.

B OOK 18 LESSON 5

EXERCISE

Read the text. Give an oral summary of it to a partner. A First for Women Soldiers

EXERCISE K

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.

Read a text and answer questions.

Listen for instructions. Your teacher will tell you when to start.

1.

The Navajo Code Talkers

.

a. were enlisted in the Army b. fought in Europe c. were soldiers in World War II 2.

What was the Code Talkers’ primary job? a. to give and get information b. to repair radios c. to give orders

3.

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 area b. in a military parade c. on the battlefield

5.

Which of these statements is true?

MORE READING a. Code Talkers were taught to plan strategies. b. US Marines were trained to speak Navajo. AND READING BETTER c.

The Code Talkers already knew the Navajo language.

reading 6.This Whattimed is the main idea of the text, text? shown on The Navajo code was never broken.J challenges thea.b. right, from Appendix The Code Talkers were an important part of the US military in World War students to II.practice strategies they have c. The Navajo Code Talkers served in the US Marines in the Pacific from 1942 to 1945. previously learned to increase their reading speed and accuracy. They test their comprehension of the text in the above exercise. 126

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28

Why was Navajo the perfect choice for a military code?

C od

e T a l T h ke r s o f N at i e N av a j o C o de T al k v e A m e e r W or ld r i c s a w n W ar er e a s p ec i al I I. T he w ho s er v ed s ec re t as U s i r mai n p i n S M ar i g ro u d u t y T hi s i n f or mat io n ne s d u t t he w as t o s en r i n f or mat ab ou d i a o b s tr a nd r ec e g at tl efi t eg e l d o ie s , g n w as us ed e v i b v e y t he U e o rd r t he r a iv d ec is io e r ns t t he s, and mak e S f or ce s t o p d i o. M ar i ne ab ou l o an w ar . C th e r i m b at tl e i od e p or ta n T he C o n t he P ac i fic T al ke r s t oo k p ar t a d r w hi ch e e T a t i n e ve al f ro m i s c a 19 4 r y l l N a ke r s us ed 2 t o d es i g ni ng ed v a j o. I t t he ir o wn . nat 19 45 a w s a e s c i ve l ang t he w a r a e t p m e r i f r , v e l i t y c ec t c ho i ce f or uag e, f ew o p eo ar s p ea k o r r y p le i ns de . A t t he b eg i nni n i d i m p os s und er s t a e o r n g d N av a o ib j o, w hi ut si de t he U o f ne c es s le t o b r ea k . l d ar y t ra y t he C c h mad e t he S c ou i ni ng O nl e x p l ai n c od e T al od e al t o b e t he me ani ng o ab le t o us e ke r s had t he mo st T he C t hi s f me ss a e T al ke t he me ss a l t c o g es t d i f fic u g es w od de and r s o o t t r a i t ns l at ed h g r ea t o d o t t s t ho u he r p eo p l e. hi s k e p p e e d s a a n t n d mi l i ta t d s h w e o f i r s ec re t th o ut e m r y i r ro r . T h i l it a y c od e w a n a b et t e r p o i nf or mat io n si ti on s t o w s af e and e i r ab i l i t y ho no r e ne ve r b r ok p e n i n u t t h t d t od h e and t h a y as e e w ar . T he N a e U S nat io n v al he C od T al ke r s ar e s a j o ro e s . ti ll



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ALC SKILLS: Reading skills progression Reading

Reading in Level IV Reading 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.

Olympic results: Scanning a graph

Use the information in the line graph to answer the questions below.

Olympic Record Times in the 100 Meter Sprint KEY women’s records ) s d n o c e s n i ( e m i t

men’s records

years in which an Olympic record was set

Reading

Finding and using guide words

1.

2. golf

gnat gnat small flying insects that often bite go went, gone, going : 1. to move on a course 2. to move out of or away from a place, leave, depart 3. to take a certain course or follow a certain procedure 4. to extend from point to point or in a certain direction 5. die 6. to function in the proper or expected manner : run 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

What was the women’s record time in 1960?

What was the time of the first Olympic record in the men’s 100 meter sprint?

points b: the act or action of causing a ball 3. In what year was the women’s time around 11.5 seconds? to go through or into the goal c: the score resulting from the act goalkeeper a player who defends the goal 4. How many years did the 1968 men’s record last? in various ga mes (hockey, lacrosse, soccer, etc.) goat an animal related to the sheep but of 5. What is the fastest Olympic time for women? lighter build and with backwardly arching horns, a short tail, and usually straight hair gold a yellow metallic element used in coins 6. By approximately how much did the men’s record decrease between 1896 and jewelry and 1900? 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 BOOK 21 LESSON 1

Guide words are located at the top of a dictionary page. They show the first and the last words on the page.

❖

EXERCISE A

Write the guide words. Use the glossary in Appendix A, Part 2. Le ft guide word

Right guide word

B OOK 21 LESSON 1 Semi-technical texts and graphic organizers such as diagrams, charts, graphs, etc., are introduced in Level IV.

3

1. fatal 2. disappoint

R ea d i ng — B2 3L 1 # 2

3. someday 4. stay away from 5. bite

R ea d in g t im e 1:0 0

6. lenient

1:10 1:2 0

W or d s / M i n 3 30 2 8 7 2 51

1:3 0 AMERICAN LANGUAGE COURSE 2 22

8

B OOK 19 LESSON 1 To promote self-directed learning, students are exposed to selective dictionary skills.

1:40 1:5 0 2 :0 0 2 :10 2 :2 0

2 0 0 18 2 16 7 15 4 143

Le sso n 1

SC OR E P ER LE SSO N Le sso n 2

Le sso n 3

Le sso P a ge s 2 9 , 5 ns 1- 4 5, 8 5 R ea di n g r a t , 111 e c ha r t Le sso n 4

B OOK 23 LESSON 1 In addition to lengthening timed readings, the means to calculate and chart reading speed are presented.


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7

ALC SKILLS: Writing skills progression

Writing in Level I Students learn the fundamentals of good writing in English, from spelling and sentence punctuation to basic paragraph organization. Such skills provide the foundation for the writing assignments in future lessons.

B OOK 5 LESSON 1

Writing

B OOK 6 LESSON 2

Skills

Listen to a paragraph. Then write the paragraph with capital letters and punctuation.

Writing

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

Completing a box outline

Read each paragraph and complete the outline.

Robert hurt his leg at a soccer game. He didn’t go to the doctor. The

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 next day, his leg was very sore. He went to bed and took medicine. The next have a sandwich, soup, or a salad. For dinner, many families have meat and a

day, his leg was very sore again. Then Robert went to the doctor. His leg vegetable. Some families have dessert after dinner. is well now.

Meals

EXERCISE A

Listen and fill in the blanks.

breakfast

lunch

dinner

toast

sandwich

meat

eggs

soup

vegetables

fruit

salad

dessert

week sore Ted went to the doctor last ____________. He had a ____________ throat. His head ____________. He was ____________. The doctor looked at his ____________. hurt sick throat

medicine Ted____________ took The doctor gave Ted ____________. the medicine and went to bed. well doesn’t hurt. Now he is ____________.His throat ____________ EXERCISE B

Listen and write the paragraph.

I learned many things in class today. First, we learned about

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 parts of carrots, green beans, or corn.

the body. Second, we said the new words. Next, we asked and answered Menu

questions. Then, we studied ordinal numbers. Last, we read and wrote.

EARLY EXPOSURE TO ORGANIZED WRITING

BOOK 5 LESSON 1

23

Students move from punctuating sentences to entire 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.

BOOK 6 LESSON 2

84


soup

meat

vegetables

chicken

beef

carrots

tomato

lamb

corn

vegetable

chicken

green beans

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7


Writing in Level II Students 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.

B OOK 9 LESSON 3

Writing

B OOK 10 LESSON 4

Writing paragraphs

Match the phrases to form sentences. Write a paragraph with the sentences. The first sentence is done for you.

Writing

1.

Writing a paragraph

Dear Annie, 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.

c

1. My wife got a lot of money

a. a big TV.

a

2. I want to buy

b. how we spend the money?

d

3. She wants to go

c. for her birthday.

b

4. Who should choose

d. on a trip to Hawaii. business company Guessing Husband

1

2

3

4

5

6

traffic

jobs

fun

opened

back

excited

adults

green

started

trunk

famous

occupations

interesting

enjoyed

wheel

popular

Starting an Ice Cream Business

My wife got a lot of money for her birthday. I want to buy a big TV. She wants to go on a trip to Hawaii. Who should choose how we spend

Ben and Jerry started making ice cream many years ago. They started their

because they weren’t happy with their

the money?

to do something that was

3

2

1

, or the work they were doing. They wanted

. With a little money from their s avings accounts, and

some money that they borrowed, they

4

an ice cream shop. Their ice cream business

started small. At first, they sold the ir ice cream from the

5

of Ben’s car. But in just a

few years, Ben and Jerry were selling t heir ice cream all over the country. Today,

2.

Ben & Jerry’s ® * ice cream is very

Dear Husband,

b

1. First, you should rem ember

a. both of thes e things.

d

2. Then, check how much

b. it’s your wife’s money.

a

3. You could try to do

c. which one to do first.

c

4. Your wife should choose

d. the two things cost.

6

in the US.

Annie Avis

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.

BOOK 9 LESSON 3

63

BOOK 10 LESSON 4

105

PUTTING PARAGRAPHS TOGETHER In these examples, students grapple with meaning at the sentence level to construct cohesive and logical paragraphs.


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7


Writing in Level III As students begin more creative and expansive writing assignments, 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, paraphrasing, summarizing, and writing original paragraphs.

B OOK 14 LESSON 1 Writing

Working with paraphrases

B OOK 18 LESSON 2

How is a paraphrase different from a summary? How is it the same? In a paraphrase ...

In a summary ...

you rewrite all of the information in your own words.

✔

you give the main idea and the most important information from the text.

✔

✔

your text is shorter than the original.

✔

your text is about the same Listen to a text. Then complete the flowchart. length as the original.

✔

you don’t show your opinion.

✔

you don’t show your opinion.

Writing

Organizing a text using a visual map

Example: Arrive early

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 w eather. They also help keep water animals safe from d anger. When ships or boats have large leaks or fail to operate, the Coast Guard is also there to help. The Coast GuardPaper is ticket a small part of the military, but it guards the coasts of the US in many important ways.

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.

get boarding pass

Stand in line for an agent

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.

E-ticket

Go to a special machine

Check in baggage

Go through security control

CREATING ORIGINAL PARAGRAPHS BOOK 14 LESSON 1

Classroom discussion and analysis, graphic organizers, and style reminders (demonstrated here) and step-by-step processes (see p. 37) serve as guides to help students begin to organize their own writing.

31

42

86


Go to the gate and wait


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7


Writing in Level IV A 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 (prewriting, content organization, editing, etc.) supports students’ improvement in writing.

Writing

B OOK 24 LESSON 3 Students follow pre-writing steps by taking notes, identifying a specific topic, and organizing their notes into an outline.

Writing a paragraph from notes

Examine the sample notes, outline, and paragraph.

Sample:

Step I. Chose a topic and write notes.

NOTES:

EXERCISE Sample: 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.

Sample:

Pick a topic, write notes, and organize them into an outline.

Write your paragraph in the homework pages for Lesson 3. Step II. Organize your notes into an outline with a more precise topic. I. Chose a topic and write notes.

NOTES:

Step III. Write a paragraph with a main idea sentence from the outline.

II.excellent Organize your notes into an outline with a more precise topic. Owls are birds with three characteristics that make them

night hunters. First, they have unusually good night vision, which Topic: 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. 90

Samples are provided before students are asked to write their own notes, outline, and paragraph.


III. Wri te a main idea sentence . Then, use the supporting details from the outl ine to write a paragraph (Exercise K in Homework).

BOOK 24 LESSON 3


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– NOTES –

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8 ALC Functions Overview & objectives Progression by level

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8

ALC FUNCTIONS: Overview & objectives

Function Overview Functions 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).

Dialogs

FUNCTION

Mary: Beth: Mary: Beth: Mary:

* Lt Dean: Lt May:

No, we’re thinking about going to San Francisco for a few weeks instead. San Francisco’s a beautif ul city. I was there last year.

*

*

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.

How long is your assignment? Three years. That’s a long time! Are you looking forward to it? You bet. It’s our first trip overseas. My wife and the kids are excited. Write questions that ask about travel orders or a trip.

EXERCISE A

1. Where

?

2. Were you going to

?

3 . Wh en

?

4 . Wh at

?

5. How long

?

6. Will you

?

7. Are you

?

As with all other ALC objectives, functions usually have an activator as part of the presentation. Model dialogs and exercises provide students with the expressions they will need to successfully accomplish functions both in classroom role-play situations and in Englishspeaking environments. BOOK 15 LESSON 3


The function objective is Books open Written and oral cue listed onoralthe first page of the Written and response Groups, then pairs IT, and it appears next to the In small groups, have students main heading titled Dialogs 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.

Will your family be able to go with you?

EXERCISE A

90

EXERCISE A

Are you postponing the trip?

No, not immediate ly. They’ll leave as soon as I find an apartment.

Lt Dean: Lt May:

Well, we were going to go to Florida to see my brother, but he’s going to be out of town.

That’s right. I’m leaving in a month.

Lt Dean: Lt May:

Beth, where are you going on vacation?

Someone told me you got orders to Japan.

Lt Dean: Lt May:

OBJECTIVE: Inquire about and express present and unfulfilled past intention about travel plans.

Talking about travel plans

81

SAMPLE QUESTIONS 1. W here are you going? 2. Were you going to visit your family in California? 3. W hen 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?

First Printing 2011

ALC FUNCTIONS: Progression by level

8

Functions in Level I B OOK 6 LESSON 2

Learning 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 interactively to meet the objective.

Dialogs

Ordering food and drink in a restaurant

Listen and repeat these dialogs. Dialog 1:

Dialog 2:

S1: Would you like to order now?

S1: Would you like to order some dessert?

S2: Yes, I’d like fish and French fries, please.

S2: Yes, I’d like a piece of pie.

S1: Would you like something to drink?

S1: I’m sorry. We don’t have any pie. Would you like something else?

S2: Yes, I’ll have tea.

S2: OK. I’ll have some vanilla ice cream.

S1: Anything else? S2: Not right now. Thank you.

EXERCISE

S1: Anything else? S2: No, nothing else, but please bring the check right away.

Write a dialog between a server and a customer in a restaurant.

Use the menu. Practice your dialog with a partner. Perform it in front of the class.

S1: enu Dinner M

Main dishe s

Soup s

4. 25 4. 25

Bee f a nd r ice ta toes Bee f a nd po 4.75 r ice nd a n C h ic ke 3.75 les b ta ge ve C h ic ke n a nd 4. 25 ies r f re nc h F is h a nd F

De sse r ts

c rea m Va n i l la ice ice c rea m C hoco la te p p le p ie A C he r r y P ie

1.00 1. 25

Vege ta b le C h ic ke n

Salads

.75 1. 25 . 90

d D i n ne r sa la La rge sa lad F r u i t sa lad

S1:

S2:

Dr inks

1. 25 1. 25 1.50 1.50

S2:

.50 .75 .75 S1: 1.50

Tea f ee Co f M i l k J u ice


48

o s t s. w mu ch i t c o o d a n d h o e f h e t t i r W e. r r d e r h e 58 4 u s t o m e r ’ s o C hec k W r i t e y ou r c

FUNCTIONS WITH LESSON VOCABULARY AND SPEAKING SKILLS Ta x To ta l

T h a n k y o u . . C o m e b a c k s o o n 4 9

S O N 2 B O O K 6 L ES

The function of giving and taking orders for food and drink incorporates the vocabulary of the lesson and two speaking skills objectives: repeating and reciting dialogs.


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8

ALC FUNCTIONS: Progression by level

Functions in Level II

Dialogs

Function 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.

Making small talk

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?

B OOK 10 LESSON 4

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.

EXERCISE A

Read the sentences with a partner. Talking about the family

EXERCISE D

Complete the short dialogs with a partner.

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?

How are they? d ans w ers. an ns io t t h e qu es on an airplane B Ma tc h 1. Talking about the weather E XERC I SE I see you’re reading the new e l i ng ? e f n so r u How ’s the H It’s pleasant right now. o w ’s yoin Dallas? 1. weather business magazine. Yes, it has some great articles. d a t he r ? t h is ra i n y we Ye s, it ’s go od we at he r fo r s wi mm in g. l i ke yo D o y ou li ke H tho w is ho t w ueat he r? do 2. h Are you on vacation? No, … . ? o bge a j W he n w il3.l t D heo y we he ve r ch an ? I do n’ t k ? no w e xac tl y. o uat ha e Oh, really? What do you do? I…. u l i ke to do k wo u ld yo r o w f o nd i Is it colder or in your country? It’s colder in my country. W ha t k 4. here f That’s interesting. Yes, I enjoy my work. e las t n ig h t. n ts ca l led m re pa y M 5. a o n ? occupations ngabout r k at a party Tal k iing 2. re yo u wo 6. W ha t a c y ? l s no w toda Hi, (name) … . It’s nice to see Hello, (name) … . Good to see you, u t h i n k i t ’ l What dotoo. you do? I’m a salesperson. I sell cars. yo o D 7. b ne w ba b y ? you again. How’s your family? i f e a nd t he a re yo u r w How’s your8.work? Not good. I’m looking for another job. w o H g They’re … . I got some very good I’m a otruck news from my … yesterday. Oh? What’s the good news?W hat kind of job do you have? u ? driver. ws to te l l y ha ve good ne s. y he t id D What are you I’m repairing a ud truck. ma n y c lo a. working on? Well, … . That’s great! t he re a re so y co ld a nd r ve ’s t i s, b. Ye Let’s get together sometime. Okay, … . yc le. t h is o ld b ic c. I ’ m fi x i ng 102 AMERICAN LANGUAGE COURSE . 3. in line at the supermarket t te r, t ha n ks be ’s e H d. r ig h t no w. I think it’s going to rain. Oh, no. I didn’t bring my … . o u t o f wo r k m pa n y. e. No, I ’ m r o f a b ig co soo n. t he ma nage That’s too bad. Where did you park? I didn’t come by car. I came … . be to ke v is i t t he m i l f . I ’d se co me a nd lea P l. l e w e n. Really? … ? Well, … . bo t h do i ng ge ta b le ga rd g. T he y ’ re r f o r m y ve he t ea w od i nd i t. I t ’s go …. …. h. I do n ’ t m

STUDENT 1

EXERCISE E

logs. Lo ndo n ? h e s hor t d ia wea t he r i n C R ead t SE I C R w was t he o E XE H : S1 4. Respond to information with: h i ld re n ? d e ve r y da y. w a re t he c S 2: I t ra i ne 1. S1: Ho That’s interesting. s ic k. too bad. l l t h ree a re S1: T ha t ’s S 2: A That’s wonderful! t. r i a he m me r ? to y r so r is ho t i n s u That’s too bad. S1: O h, I ’ m i t a l wa ys t h 5. S1: Is t te r. ho ’s t i I’m sorry to hear it. so me t i mes do ? ha t do yo u 2: Yes, a nd S W : S1 2. I see. r. n ’ t sa y. a ne ws pa pe S1: Yo u do S 2: I o w n Okay. ? jo b ? S1: Rea l l y yo u ha ve a Really? 6. S1: Do t no w. ? f wo r k r ig h Oh? u r ne p he w o, I ’ m o u t o yo N ’s w 2: o S H : 3. S1 ua ted. i na l l y g rad S1: I see. 2: He f S AMERICAN LANGUAGE COURSE t! a LESSON VOCABULARY ANDS1GRAMMAR : T ha t ’s g re

Practice making small talk with people in your class. Talk about: your job your family the weather

104

I visited my parents last weekend.

STUDENT 2

FUNCTIONS WITH

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. ESS O N 4 B O O K 1 0 L

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by level ALC FUNCTIONS: Progression by

8

Dialogs

The cause of Ken’s accident

Ken and Abby were walking and discussing their homework one day. Ken thought Abby was such a pretty girl that he he couldn’t look away from her. He was so interested in he didn’t pay attentheir conversation that he tion to where he was walking. As walking. As a result , he walked straight into a telephone pole. Bepole. Because he’d been looking only at Abby, Ken cause he’d didn’t see the pole. He felt stupid, so so he he acted like nothing had happened. Abby laughed gently and said, “ If you you watch where you’re going, you’ll avoid a l ot of accidents.” EXERCISE A

Use the story above and fill in the missing cause or effect. Cause

Effect

Functions in Level IV Function 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 militaryrelated, such as identifying the parts of a handgun (Book 22, Lesson 4).

1. Abby was was such a pretty 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, …

EXERCISE B

Match cards to make cause and effect sentences.

Use two white cards and one gray card for each new sentence. Pay attention to punctuation.

4.

Ken didn’t see the pole. EXAMPLE:

5. He felt felt stupid, stupid, so …

6.

you’ll avoid a lot of accidents.

e r a t e y o f w i n e n t y e l p y g a n g n i n n k o r s t a i n D r i a n t f o t a t r o p . m h y t h s i m i s h e a l t

Therefore,

d o oc c t to r o r s s r e e c co m t h ha o mm e a t t p p e eo p o l nd n d le e d r r i in k n e i k g l la a s i g h ss s e ht e s t s a d a a y .


54

EXERCISE C

Write down three important events in your life.

Then think of the cause or effect of these events. Take turns sharing this information with a partner.

OOK 21 B OOK 21 LESSON 2 2

For this function objective, 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.

Life Events 1.

When I was 18, I wasn’t sure what career I should start. As a result, my parents told me to join the military.

2.

3.

BOOK 21 LESSON 2

94

EXAMPLE: I joined the military.


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Appendices A: Contents of the Indexes for the ALC (789) B: ALC materials chart C: Scope & sequence charts D: ALC revision revision information information E: ALC terminal terminal objectives

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– NOTES –

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Contents of the Indexes for for the ALC (789) APPENDIX A: Contents

The updated Indexes for the ALC, 1st 1st and 2nd Editions, is published on a CD in PDF format (readable with Adobe Acrobat).

The reference material in the Indexes for the ALC (also (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 L EVEL DESCRIPTIONS and S UMMARY UMMARY OF BOOK OBJECTIVES sections help instructors assess the expected competency 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. ILITARY Y THEMES THEMES INDEX INDEX provides instructors with the location of The M ILITAR terminology unique to the military context.

The F UNCTION INDEX provides the location of useful expressions and UNCTION INDEX provides language tasks used to communicate particular aspects of language functions. Some of the functions parallel tasks required in the oral proficiency proficienc y interview (OPI). (OPI) . The V OCABULARY INDEX OCABULARY 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 G RAMMAR INDEX is is a structure list containing major classifications, 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. lists the terminal objectives of the course and identifies KILL INDEX lists The S KILL the location of every enabling skills objective which supports a particular terminal objective. objective. This information can be useful in assisting entry students who are placed mid-level mid-level in the course and also for those preparing for a performance test. The G LOSSARY provides definitions and LOSSARY OF OF TERMS TERMS IN IN THE THE SKILL SKILL OBJECTIVES provides examples for many of the language-learning terms used in the ALC.


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– NOTES –

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APPENDIX B: ALC materials chart ALC Materials* Available by Level

Books 1–6 Books Level II 7 – 12 Books Level III 13–18 Books Level IV 19 – 24 Books Level V 25 – 30 Level I

) T y r A o t L a r L ( o b t a x e L T e s e g i a t u i v g i n t a c L A

h t i s e w d ) i s u D G V t D n e ( s d u e t i t i S v i t & c r o A t o c e u r d t s i n V I

n o i t a a i u l d a e v t m ) E e i t l I d l u M n k o I ( a o M B k e n r s v o o e i t i t s c c w e i a c u r t r r e s m e t o x n n I I H E

) K A S ( s t i K t n e m s s e s s A s l l i k S

D C n , o C ) L 9 A 8 7 e ( . h t d r E o d f n s 2 e x & e d t s n 1 I

) T I ( t x e T r o t c u r t s n I

) T S ( t x e T t n e d u t S

•

•

•

•

✧

✧

•

•

•

•

•

✧

✧

•

✧

•

•

•

•

✧

✧

✧

•

✧

✧

•

•

•

•

✧

✧

✧

•

✧

✧

•

•

•

•

✧

✧

•

s D C o i d u a A L L

s t i K z i u Q k o o B

s d r a c h s a l F

•

✧

•

✧

✧

• 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/.


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– NOTES –

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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

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First Printing 2011

ALC Book 1: Scope and Sequence, Lessons 1 – 5 Lesson

1

Vocabulary

The classroom

Vocabulary for the classroom  Numbers 0 - 20  Alphabet A - G 

2

Bob's a barber.

Talking about jobs  Numbers 21 - 100  Alphabet H - P  Spelling names and words 

3

Is he a teacher?

American money  Alphabet Q - Z

Functions

Greeting and leavetaking  Introducing yourself or someone else  Asking about classroom items 

Introductions Asking the names of other people

Today is Thursday.

The time of day Days of the week

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This is a (noun).  It's a (noun).  my/your  this/that  What's this?  What's that?  What's your name? I/you his/her  plurals  these/those  What are these?  What are those?  What's his name?

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Asking for and giving personal data

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4

Grammatical Structures

Asking for the time and the day of the week

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Pronouns: he, she, they, we, you  Negative sentences  Yes/no questions  Short answers 

Yes/no questions  Long answers  Time preposition: at 

Skills

Responding to commands and requests  Identifying syllables  Mimicking word and sentence intonation 

Responding to negative commands  Identifying syllables  Mimicking sentence intonation 

Identifying syllables Mimicking sentence intonation

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Identifying syllables  Identifying word stress patterns 

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Place prepositions  On  In  Under

5

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

102

First Printing 2011


Vocabulary

1

My family is big.

Family members  Numbers 101-999 

Whose office is this?

2

Buildings and facilities on military bases  Numbers 1,000 and above 

Are you studying?

3

Food and drinks

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4

Functions

Introducing family and friends  Describing families  Making suggestions with Let's ... 

Asking for directions and information  Using expressions Please , Thank You , Excuse me 

Making suggestions Ordering food from a menu

Regular and irregular plurals  Predicate adjectives in sentences and questions onjunctions and , or C 

Possessive adjectives our , your , their  Questions about possessions– whose  Questions about location– where 

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Making suggestions with Let's ...  Money and prices  Using expressions  Numbers above Thank you , You're 500,000 welcome  Talking about time  Expressing gratitude It's time for...  Talking about prices It's time for lunch.


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Present progressive Indefinite articles a , an

Present tense questions with Who  Present progressive questions with Who , What , Where 

Skills

Hearing and saying / z /  Counting syllables  Identifying word stress patterns  Mimicking sentence intonation  Recognizing letters  Reading a family tree 

Distinguishing the sounds / s / and / z /  Identifying plural / s / and / z /  Identifying word stress patterns  Recognizing letters and whole words  Scanning schedules  Classifying foods 

Identifying word stress patterns  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 

Identifying word stress patterns  Marking primary word stress  Scanning schedules  Identifying phrase stress patterns  Practice using plural / s /, / z /, and / əz/ 

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

103

First Printing 2011


1

Vocabulary

He gets up early.

Student life Daily activities  Parts of the day  Talking about food for different meals  

2

Taking a train

Studying English at DLIELC  Making travel plans 

3

Where are you from?

Countries Months of the year  Time and schedules  Test taking 

Functions

Talking about daily routines  Making plans  Stating food preferences 

Seeking information and responding to questions about travel  Talking about habits  Talking about languages 

Making small talk Talking about the past

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4

I’m in the Army now.

Military and civilian personnel

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5

Getting to know each other  Expressing future intentions with want 

Grammatical Structures 

Simple present tense for regular verbs  Affirmative and negative statements  Yes/no questions  Long and short answers

Simple present tense for regular verbs  Who, what, where, when questions  Yes/no questions  Adverbs of frequency 

Simple past tense for BE  Affirmative and negative statements  Yes/no questions  Long and short answers  How many + BE  How many + verb 

Simple past tense for information questions with BE + infinitive  Want  Affirmative and negative statements  Yes/no questions  Long and short answers  Descriptive adjectives 


104

Skills

Identifying stress and intonation patterns  Identifying categories and items  Alphabetizing rd  Pronouncing the 3 person present tense markers / s /, / z /, and / əz / 

Reading a travel schedule  Identifying stress and intonation patterns  Using questionnaires  Identifying categories and items  Alphabetizing  Pronouncing names of languages 

Identifying stress and intonation patterns  Recognizing words  Identifying categories and items  Pronouncing, discriminating, and writing words with the /  / sound 

Identifying stress patterns  Pronouncing and discriminating words with the /  / and / ə / sounds  Recognizing words  Identifying categories and items  Completing a dictation and cloze exercise 

First Printing 2011


1

2

Vocabulary

Sports and games 

Talking about sports, games, and teams  Inviting someone to play sports

He's in the Army now.

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Sports and games  Leisure activities

Military personnel, ranks, and insignia  Military time — the 24-hour clock 

3

Functions

Where are my clothes? Clothes Punctuation marks

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Requesting and giving information about past actions/ conditions

Asking for permission with may and can

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4

Pencils in 10 colors Colors  Seasons  Music  Shopping 

5

Shopping for clothes; asking about clothes, colors, and prices

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Simple past tense for regular verbs  Affirmative and negative statements  Yes/no questions  Long and short answers

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Simple past tense for irregular verbs  Yes/no questions  Information questions

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Modals  Ability with can  Permission with may and can  Requirement or necessity with must  Prohibition with must not

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Information questions using What + (noun)  How much...?  Demonstrative adjectives this , that , these , those 

Skills

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 

Scanning for 1 identical word, timed  Scanning for 2 identical words, timed  Identifying primary syllable stress  Categorizing words  Making a time line 

Alphabetizing words Identifying primary syllable stress  Identifying thought groups  Using capitalization  Punctuating sentences and paragraphs  

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 


105

First Printing 2011


1

Vocabulary

What’s wrong?

Functions 

The body Ordinal numbers–1st to 12th  Dates–month, day, year 

Describing physical discomfort

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2

Where can I get shampoo?

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Things in the bathroom th  Ordinal numbers–13 th to 100  Morning activities 

3

I’ll take a trip.  

Travel by air Future expressions

4

I’ll buy a gallon of milk.  Vegetables  Quantities of food

5

Review

106

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Expressing needs Suggesting ways to satisfy needs

Making airline reservations

Making predictions with will


Information questions using which  Pronoun one(s) in place of noun(s)  Nouns, pronouns, verbs, and adjectives connected with or 

There + be Quantifiers some and any  Possibility with can  Quantifiers a lot of , lots of , a few , and a little  

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Future 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 

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

Skills

Labeling a diagram  Following instructions  Identifying stress patterns  Timed scanning for specific information  Punctuating a paragraph  Dictation 

Identifying stress patterns  Timed scanning for specific information, identical phrases, or synonyms and antonyms  Determining topic of paragraph  Alphabetizing words 

Following and giving instructions  Determining the true statement  Timed scanning for specific information  Alphabetizing words 

Following and giving instructions  Identifying stress patterns  Determining the true statement  Determining topic of paragraph  Timed scanning for specific information, identical phrases, or synonyms and antonyms 

First Printing 2011


Vocabulary

1

How's the weather? Different kinds of weather  Scoring high on a test for a good grade 

2

Taking a trip  Traveling  Vehicles and other modes of transportation  Ordering food and drinks in a restaurant

3

Sending mail  Mailing letters and packages at the post office  Cashing a check at the bank  Purchasing a money order

4

Let's take a vacation.  Taking a vacation  Sightseeing  Taking pictures with a camera

5

Review

Functions

Using I think (that) to make predictions

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Giving and taking orders for food and drink

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Asking for and giving directions  Indicating location as a point of reference before giving directions 

Asking for and giving reasons for actions or behavior  Talking about vacations 


Questions with How + BE  Sentences with that + noun clause as a direct object after think  Affirmative and negative statements  Yes/no questions  Information questions 

Questions regarding means of transportation using How + action verb  Sentences using the modal construction would like(to)  Affirmative and negative statements  Yes/no questions  Information questions  The indefinite pronouns something, anything, nothing 

Sentences having an indirect object  Affirmative and negative statements  Yes/no questions  Information questions  Using also to connect independent clauses 

The conjunctions and to connect like statements and but to connect contrasting statements  Affirmative Why questions and responses beginning with because 

Skills

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 

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 

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 

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 

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

107

First Printing 2011


1

Vocabulary

Shapes and lines Comparing and contrasting  Describing people, places, and things 

2

Understanding math Solving math problems  Describing parts of a circle 

3

American homes A house outside the city  An older home 

4

Inside the house An American living room  In the kitchen  Adverbs of frequency 

5

108

Functions

Describe people and objects and elicit descriptions

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Compare and contrast people, places, and objects

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Address a postcard and describe a vacation on the card

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Describe and ask about the purpose of specific objects and devices

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Descriptive adjectives preceding nouns  Indefinite adjectives both and other 

Comparative form of adjectives -er + (than )  Indefinite pronouns some and any  Indefinite pronouns both and other 

Questions with How old + BE + noun or pronoun  Superlative form of adjectives -est 

Express purpose with Use (+ noun or pronoun ) for (+ gerund) and Use (+ noun or pronoun ) to

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Skills

Select information not heard in a text  Repeat and recite a dialog  Identify and supply pronoun referents  Read a text by thought groups  Complete a box outline  Write a paragraph from a substitution table 

Follow oral instructions to draw shapes  Identify and supply contextual referents  Identify the main idea and topic of a paragraph 

Repeat and recite a dialog  Read a text by thought groups  Read and follow sequenced instructions  Supply pronoun and contextual referents 

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 


First Printing 2011


1

Vocabulary

Getting directions The 4 directions Giving directions  Measuring the temperature 

Functions

Give directions using a city or state map

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2

Let’s get in shape! Getting in shape Having fun in your free time  Adjectives and their opposites  

3

Using the phone A long distance call  Using the phone book  Using a pay phone 

4

Leave a message Calling about an apartment  Renting an apartment  Saying time before and after the hour 

5

Clarify ownership using possessive forms of nouns, pronouns, and adjectives

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Ask for and give help using the telephone

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Make and respond to requests to speak to someone and have a telephone conversation

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Future with BE +going to  affirmative and negative statements Yes/no questions   Information questions  Comparative adjectives better / worse (than ) and superlative adjectives the best / worst 

Present active infinitive as direct object after begin , forget , learn , like , need , remember , start , try , want  Possessive pronouns mine , yours , hers , his , ours , theirs 

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 

Using tell + indirect object + (THAT) noun clause (noun clause as direct object) in affirmative and negative imperatives

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Skills

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 

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 from an oral text  Punctuate a paragraph  Write a logically sequenced paragraph 

Repeat a dialog  Select the inference  Follow semi-technical written instructions  Complete a box outline from an oral text  Punctuate a paragraph  Write a logically sequenced paragraph 

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 from an oral text  Punctuate a paragraph  Write a logically sequenced paragraph 


109

First Printing 2011


1

Vocabulary

I’d like to open an account.

Functions

Conduct bank transactions

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Bank accounts and transactions Tastes and senses 

2

What happened? Driving Traffic accidents 

3

A piece of advice Advice and suggestions

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4

A Trip to New Mexico Travel by car Gas stations Motels Apologies  

5

Ask and tell about traffic accidents

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Ask for and give advice

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Apologize and respond to apologies

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Present progressive for future tense Because to connect clauses Linking verbs 

Past Progressive Indirect requests and commands with ask and tell Reported requests and commands The same, different, similar, like, and alike 

Should for advice Could for suggestions Adverbs of manner with -ly How in questions about manner Review of modals 

Adverbial that clause for cause or reason Verbs of mental activity + that noun clause apologize for + gerund 

Skills

Fill out bank forms Identify paragraph topics from oral text Complete a box outline Write a paragraph from matched phrases Dictation Expand sentences Scan for information 

Follow directions Report auto accidents Expand sentences Identify paragraph topics from oral text Scan for information Identify topics, titles and main ideas of paragraphs Write a paragraph from matched phrases 

Ask for and give advice Write a paragraph from matched phrases Dictation Identify paragraph topics from oral text Expand sentences Scan for information Follow directions  

Scan for information Expand sentences Write a paragraph from matched phrases Identify topics, titles and main ideas of paragraphs Identify paragraph topics from oral text  


110

First Printing 2011


Vocabulary

1

Vending machines

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Using vending machines  Problems with vending machines  Giving instructions 

Functions


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

2

Have you met?

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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

3

Changing a tire  

4

A flat tire Doing a favor

How’s the family? Family pictures  Family trees  Occupations 

5

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Make and respond to polite requests

Ask and answer informal questions about family, job, and weather

Simple present for future tense

Skills

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 

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 

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

BE + able to

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Polite requests with could, would, can, will and responses with can , will and can’t

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Circle number of syllable with primary stress Impersonal it as subject  Scan text to write answers to refer to temperature,  Read text, write topic, main weather, time, and idea, select title & summary distance  Use slots to complete How far to ask about paragraph distance and time  Match phrases and write required to travel paragraph  How far is it to NY? It’s 60 miles. It takes 1 hour.


111

First Printing 2011


1

Vocabulary

Medical appointments Making appointments  Describing aches, pains, and symptoms 

Functions


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?

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How long in questions about duration Present Perfect Progressive  What have you been doing?  I’ve been waiting since 1:00.

2

Rules of the road Getting ready to drive  Road signs and rules of the road 

3

I’d like a refund. Car problems  Dissatisfied customers 

Ask for and give information about driver safety

Indefinite pronouns: anyone, anybody, someone, somebody, no one, nobody

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.

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Skills

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 

Listen to text to write topic & main idea  Listen to complete a chart with symbols Linking verbs become /get +  Read text to write topic & subject complement to show main idea change in condition:  I get nervous before a test.  Write complex sentence by  Did he become a doctor? combining 2 sentences Adjective clauses with that , which , and who

Verb + infinitive of purpose  I stopped to buy some shoes.

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Read text to write topic, main idea, and title  Read text to select summary  Read instructions to draw image  Write dictated paragraph 

Noun + suffix -y to form adjectives meaning full of characterized by , or like

4

How was the show? Entertainment on TV  Movies  Restaurants and service 

5

Ask for and give opinions about television shows, movies, and restaurants

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Could for past ability

Listen to peers’ role play & answer questions Reported speech with told:  Read 3 sentences to  Did you tell Jane that you determine word’s meaning had her book?  Read text to write main  Yes, I told her that I had it. idea & title Prepositions of time: after, at, before, for, from, in,  Read text to select summary on, since, till, to, until  Write complex sentence by combining 2 sentences 


112

First Printing 2011


1

Vocabulary

See the USA! Travel plans  Trips to the beach and the mountains 

2

Education Decisions about education and jobs

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Functions


Ask about and If + present/future/modal  If she asks me, I’ll go. express the effect of specified  Should I go if she asks? conditions on Present Perfect to connect future actions or past with present situations  I’ve studied English for five years.  I’ve studied English since I was a child.

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Ask and talk about decisions

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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?

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

Ask and talk about past routines and conditions

Used to for past routines and conditions

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4

Hunting and fishing The great outdoors  30 years ago 

5

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Skills

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 

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 

Listen & select phoneme  Predict meaning from context & select definition Emotive adjectives from  Read text & write summary verbs with -ed and -ing : excite, interest, bore,  Underline answers to oral confuse, tire, frighten questions about text Reported speech with say :  Underline important words and phrases in text  What did you say?  I said (that) Jane was here. 

Listen to 3 words & select the different one  Predict meaning from Would for past routines context & select definition Comparative adverbs with  Read paragraph & give -er (than): earlier, farther, oral summary faster, harder, higher,  Underline important words later, lower, nearer, and phrases in text slower, sooner,  Combine 2 independent straighter clauses 


113

First Printing 2011


1

Vocabulary

We’re sure we’ll win. Today’s sports page  Interview after a basketball game  Coach Tom 

2

Materials people use

Functions

Ask about and express certainty and uncertainty

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Finding your size  Measuring recruits  Coats at 50% off  She drives a hard bargain. 

4

Let’s play ball! Basketball in the USA  The height of basketball players  Staying in shape for sports  Comparing US & metric measurements 

5

Skills

Listen & select topic  Read title & list info likely to be in its text  Read title & select info likely to be in its text Express certainty with certain , positive , sure  Read title & select followed by that-clause. questions likely to be answered in its text Short superlative adverbs: early, far, fast, hard, high,  Timed reading (1 minute) & answer 6 questions late, low, near, slow, soon, straight  Edit a text: Underline changes & rewrite text

Request and Permission with could; deny permission response with can & can’t Review modals for 50% possibility, permission, & ability (present & past)

Recycling materials  Shopping for jewelry  Clothing materials What’s your size?

Replace that-clause with so or not.  Will it rain? I believe so . I hope not .

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3

Grammatical Structures 

Listen & select topic  Read text & give oral summary  Read text & write summary 

Noun adjuncts / compound nouns  shoe shop, bookstore Role-play buying Separable phrasal verbs & selling clothes  I'll wake you up at 6 a.m. & accessories Reported speech with said & told and the modals may , might , can , could , be able to

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Verb + -er /-or to form nouns meaning one who & one which  He visits often. He’s my favorite visitor .

Ask for and give information about linear measurement

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How + adjective in questions about linear measurement, age, weight, temperature Simple present if clause + present (general truths) Simple present if clause + imperative

Listen & write topic  Listen & select types of info in a text  Role-play with classmates  Listen, summarize roleplay  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 

Listen & write topic  Read text & give oral summary  Read text & write summary  Edit a text, rewrite it, & underline the changes 

Indefinite pronouns a few , a little , a lot , any , many , much , none , some


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ALC Book 14: Scope & Sequence, Lessons 1 – 5 Lesson

Vocabulary

1

Ranks and insignia Military career opportunities  Military ranks & insignia 

2

Farms and ranches Farms & ranches in the US  Growing & harvesting apples 

Functions


Ask about & report the identification of people according to name & military rank

Regular & irregular plural count nouns

Ask for & give descriptions of places

Adverbs of degree: extremely , quite , rather , really , so , terribly , very

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Skills

Listen & select topic  Listen & select main idea Just for recent past & soon  Listen & select title for immediate future:  Read & select topic  I have just finished.  Read & write a summary  I will soon go home.  Read & give an oral As + adj or adv + as to summary express (in)equality  Timed reading (1 minute) &  Matt isn’t as tall as Bob. answer 6 questions Future progressive tense  Complete a paraphrase  We will be leaving soon. 

Listen & select topic  Listen & select main idea  Listen & select title Clauses with when & where  Read & select topic  Complete a paraphrase If -clauses for present or future probability 

If -clauses for indefinite past probability

3

Happy birthday to you! Birthdays  Birthday gifts  A surprise birthday party  An interview with two deans 

4

A vacation promise Vacation plans Using the Internet to plan a trip  Flying to Seattle  

5

Make deductions about the present

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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.

Listen & write topic  Listen & write main idea  Listen & write title  Read & write topic  Timed reading (1 minute) & answer 6 questions  Complete a paraphrase 

Modal review for necessity, lack of necessity, prohibition, future action or condition, general requests Ask about, clarify, & report what someone else has said

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Ought to for giving advice

Listen & write main idea Listen & write title Reported speech with said  Listen & write transitional or told and modals will , words be going to , must , have  Read & write topic to , not have to , must not  Read & write a summary  Read & give an oral Comparative adverbs summary better than , worse than, & superlative adverbs the best, & the worst  

Review Lesson 5 reviews all vocabulary & structures introduced in Lessons 1 - 4.

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1

Vocabulary

Be all you can be Basic training

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Functions

Ask for & give information about basic training

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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

2

Let’s celebrate! Weddings & honeymoons  Barbecues & parties 

Extend, accept, & decline offers for food or drink & invitations to social events

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Willingness with will & would Modal review for advice; past repeated action, condition, or situation; obligation; deduction; desire; & possibility

Skills

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 

Read & select inference  Read & select topic  Read & select main idea  Write information in a chart or table  Complete a paraphrase 

Indefinite place or location with somewhere , anywhere , & nowhere

3

Stamp collecting A world of stamps  Continents  Going overseas 

4

Medical treatment Military sick call

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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.

Ask about & describe medical problems & symptoms

Reflexive pronouns  Did George hurt himself ?

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Stress & vowel reduction Read & select inference  Read & write topic  Read & write main idea Indefinite compounds with  Read & give oral summary else  Timed reading (1 minute) &  Let’s go somewhere else . answer 6 questions  Complete a paraphrase  

Listen for specific info & answer a question  Role-play a military Emphatic pronouns situation  I painted the picture  Read & write main idea myself . Adjective complement after  Read & write topic  Write information in a chart linking verbs  The coffee tastes strong .  Complete a paraphrase 

Suffix -ly for adverbs and adjectives  daily, weekly, nightly, etc.

5

Review Lesson 5 reviews all vocabulary & structures introduced in Lessons 1 - 4.

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Vocabulary

1

Fit for life  Exercise  Diet  Relaxation

2

US Military customs and courtesies Military traditions  Rights & privileges  Senior officer ranks and grades 

3

Let’s go to the theater. Entertainment  An actress and an actor  Interviewing a young musician

Functions


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

Ask for and give information about military customs and courtesies

Present BE-passive to express present habits

Ask about and express preferences

Prefer + noun/pron/gerund +  Read and fill in information to / rather than + noun/pron/ about a person gerund  Read & select inference  I prefer tea to coffee.  Scan to identify synonyms  I prefer walking to & antonyms driving.  Timed reading (1 minute) Prefer + to -infinitive + rather & answer 6 questions than + bare infinitive  Give & take messages  I prefer to swim rather  Rewrite a text in briefer than run. form Would rather (than)  I’d rather ski than swim.

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Skills

Read and write topic & main idea  Listen & select inference  Scan to identify synonyms  Timed reading (1 minute) & answer 6 questions Had better for strong advice  Scan a text to complete a Past perfect chart

Have got to to express obligation or necessity Past perfect progressive

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Read and write topic & main idea  Scan & identify synonyms  Give & take messages  Write a paraphrase  Rewrite a text in briefer form 

Adjective /adverb + enough  He’s old enough to join.

4

Using computers Computer hardware  Software  Smart computers?  Smart houses 

5

Ask about and express capability and incapability

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Be unable to to express incapability

Read and write topic & main idea  Read & select inference Too much / too many +  Scan to identify synonyms (non)count noun  There are too many cars. and antonyms Verb to noun with -tion and  Pronounce base forms and derivatives -sion  Write a paraphrase  Scan a text to write information in a chart 

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

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1

Vocabulary

Friends  Friends  Personality traits  Man’s best friend

Functions


Make observations & judgements

Like + noun phrase after linking verbs  It sounds like a good idea.

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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

2

The perfect home  Renting or buying a home  Classified ads  American teenagers

Ask for and give information about renting a place to live

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Embedded Yes/No questions with if or whether  Do you know if the library is open?

Skills

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 

Take and write messages  Write a narrative paragraph  Read 5 words & select the one not related 

Embedded question word questions  I wonder where the post office is. Verb + object + adj. complement my coffee black.  I prefer

3

International support  NATO  Senior NCOs  Warrant officers  Saluting the flag

4

Electricity  Save money on your electric bill  Is your home safe?  Flow of electricity  Make your own circuit

Ask for and give information about American flag customs

Tag questions

Confirm or verify information

Positive addition with does, too / so does

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

Practice proper intonation Read & give an oral Although, though, and even summary though for adverb clauses of contrast or concession  Complete an outline using a visual map Embedded questions with  Read 5 words & select the should, could, or can one not related reduced to a question  Write a paraphrase word followed by a to- infinitive  Timed reading (1 minute) & answer 6 questions  I don’t know who I should ➝ ask. I don’t know who to  Listen for specific ask. information  

Negative addition with neither does / doesn’t either BE- passive with modals for present and future time

Scan a text to answer questions  Timed reading (1 minute) & answer 6 questions  Take and write messages  Write a narrative paragraph 

Adjective to verb with -en

5


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Vocabulary

1

US Presidents  Becoming president  Gerald Ford  The sciences

2

Weather  Extreme weather  Weather forecasts

3

Employment  A new job  Company policies  Point of view

4

Memories and story telling  Childhood memories  Helen Keller  Americans With Disabilities Act

5

Review

Functions


Report information

It + BE + adjective + (that) we’ll have  It’s possible that 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.

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.

Express agreement and disagreement

Negative questions you want to go?  Don’t t Mike go?  Why didn’ Logical impossibility  The car can’t be out of gas! Suffix -ness for adjectives Suffix -ment for verbs

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.

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Skills

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) & answer 6 questions 

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 

Scan a graphic organizer and answer questions  Use intonation patterns  Read a text and organize using a visual map  Write a summary 

Listen to a text and organize using a visual map  Scan a graphic organizer and answer questions  Timed reading (2 minutes) & answer 6 questions  Give and receive messages 

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

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Vocabulary

1

The family tree

2

First responders

“Our Family History”  The generation gap 

Everyday heroes A deadly fire  Accident prevention  

3

A call to duty NCO academies Training briefing  Award letter  

4

Coming to America Culture shock An immigrant’s personal journal  Volunteering to help teenage students  

5

Functions


Talking about ownership and relationship

Adding -’s and -’ to show possession Possessive adjectives and pronouns Inseparable phrasal verbs  Bob ran into an old friend.

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

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

Talk about regrets

Wish + past perfect  I wish I had gone with you. Review: too and very Review: reported present tenses

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Skills

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 

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 

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 

Repeat a dialog with stress on main content words  Make a graphic organizer from a written text  Write a paragraph after pre-writing steps 


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1

Vocabulary

Cooking across America

Functions 

Tony Russi’s show: The Amazing Microwave  West Coast ingredients  Don’t forget Texas!  Microwave recipes 

2

Moving towards peace

Review: unit noun + of + (non)count noun  a jar of pickles Review: quantifier + of  some of / none of , etc.

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Force Protection Condition  Man of peace / Man of war  International peacekeeping forces

Automotive Systems: Part I

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The ignition system  The fuel system  The internal combustion engine  The transmission system

Automotive Systems: Part II The cooling system  The lubrication system  Buying a used car 

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



4

Review: indefinite adjective quantifiers  We have little time. Review: how many / much

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3

Ask about and express quantity


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

Skills

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) 

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  

Repeat a dialog with stress on new information  Write a summary  Write notes  Participate in a discussion  Label a diagram 

Nouns / verbs to adjectives with -ive / -tive 

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

Listen/ write transitions  Write answers about a dictionary/ glossary entry Write a summary   Label a diagram  Write notes 

Review: adverbs of degree: little , less , the least, much, more, the most

5


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1

Vocabulary

An Olympic city

Functions 

Becoming an Olympic city  River City: Home to the Olympic Games?  River City gets turned down.  Helpful advertisements 

2

In the science lab

3

Civilian and military justice

Ask for and make evaluations and comparisons


Review: comparative and superlative adjectives and adverbs Review: how + adjectives / adverbs Reported speech: past progressive to past perfect progressive

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The US Naval Research Laboratory  Experiment: How do submarines work?  Laboratory accidents  Scuba diving equipment 

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The Star oil spill  The Star oil spill trial  Military law 

Express cause and effect

So / such + adjective / adverb + clause of result

Skills

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  

Select a word to complete a text (cloze)  Write notes from oral text Review: connectives of result—thus , therefore , as  Read a semi-technical text a result , consequently  Identify cause / effect relationships Suffix: adjective to noun  Use contrasting stress with -ity / -ility  Determine the correct Present perfect passive meaning of a word  Read and identify transitional words

Identify and Restrictive adjective clause describe peowith that , which , who(m) , when , and where ple, places, and things Restrictive adjective clause with whose Present gerund as subject after anticipatory it or non-referential there + BE

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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) 

Past perfect passive

4

Military authority

5


122

Civilian control of the military  Army career counselors  Customer complaint: The worst flight ever 

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Ask for and give recommendations and suggestions

Present subjunctive noun clause

Determine the meaning of a new word through context Relative clause reduced to  Use contrasting stress  Select a word to complete to -infintive phrase a text (cloze) Present gerund or active  Write notes from oral text to -infintive as subject  Edit a written paragraph complement after BE  Read a semi-technical text  Determine the correct meaning of a word  Read and identify transitional words 

First Printing 2011


1

Vocabulary

Heroes What makes a hero?  American Life Magazine: Personal heroes  American Life Magazine: Heroes in action  Hiking safety bulletin 

2

Law enforcement

3

A weekend project

4

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Building a birdhouse  Assembling the birdhouse  Putting the finishing touches on the birdhouse 

US military firearms  Firearms and ammunition  Going to a gun show  Americans’ opinions on gun control

Request and offer assistance

As if and as though to introduce adverb clauses  Alice acts as if she’s tired.

Review: present tense and present progressive tense

Responding to a call  Handling an incident  The police report: An incident description  Military police and local civilian police

Firearms in America


Review: yes / no questions

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5

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Functions

Identify and describe people

Nouns or noun phrases as subject complements after verbs of choosing  The judges named Bill the winner.

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 brot her.

Listen, mark, and pronounce syllable stress changes Write words to complete  a text (cloze)  Select referents for pronouns  Conduct interviews and present information  Answer questions about a semi-technical text 

Listen and select the topic  Listen and write the topic  Participate in a discussion  Select referents for pronouns  Read outline and select the Reduce adjective clauses summary to adjective phrases  Write words to complete a text (cloze) Reduce adjective clauses to prepositional phrases  Combine sentences Sequence modifiers before  Write a paraphrase a noun

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.

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Skills

Identify and GET passive label the parts  Paul got fired. of handguns, Reported speech: present rifles, and perfect to past perfect firearm equipment Modal review: can, had better, was / were going to, and be unable to

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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 

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  


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Vocabulary

1

Topics in science Matter  States of matter  Components of matter  The atmosphere  Experiment: Making a barometer 

2

First aid

3

Using maps

4

Medical treatment in an emergency  First aid: Treatment for shock  First aid: Treatment for external bleeding 

Different maps with different uses  Using a compass  A race against time  Practice for battle 

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 

5

124

Functions


Seek and Present / past participle as report informaadjective tion Present / past participle as object complement after catch / discover / find / keep / leave  Tina left the water boil- ing on the stove.

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Review: Information questions

Give sequenced instructions

Conjunctions of time to introduce adverb clauses of time  Now that it’s summer, we can go swimming.

Ask for and give locations and directions

Suffix: nouns to adjectives with -ern

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Express expectations

Read a short text and underline 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 intonation  Read a text, answer questions, and record reading time 

Participate in a discussion  Read a text and write notes to complete an outline  Read a text and underline the connective words Gerund as a noun modifier  Listen to instructions and evaluate  There’s a parking lot around the corner.  Give instructions for an assigned topic Second person imperative  Read a text, answer ques Go three blocks and tions, and record reading time turn left.

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

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Skills

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

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Address an envelope  Listen and trace a route  Write paragraphs by sequencing sentences and adding connective words  Read a text, answer questions, and record reading time  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 

Read a text, answer questions, and record reading time  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 and summarize the conversation 


First Printing 2011


Vocabulary

1

Amazing buildings

2

Aircraft

3

Buildings through time  Skyscrapers  Copper 

Types of aircraft  The instrument panel  The importance of checklists Interview with a  retired pilot 

Talking about our earth Enforcing protection of the environment  The Greenhouse Effect  Dangers to our earth 

4

5

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 

Functions


Ask for and give factual information

Review: Gerunds as direct objects  I don't enjoy singing in front of people.

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Skills

Listen, repeat, and select minimal pairs  Read a semi-technical text or military report and select answers to questions Reducing time clauses  Practice rising and falling  Could you walk after intonation for questions you fell off the horse? ➝ Could you walk after fall-  Skim a text and select answers ing off the horse?  Read a text and write a Suffix: nouns / adjectives to sentence outline verbs with -ify  Read a text, answer questions, and record reading time

Inquire about Adjectives of importance followed by a that noun and express clause concern and fear Review: Tag questions

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Review: Gerunds in three sentence positions

Inquire about To-infinitives as direct and express objects  James plans to adopt a actions, events, and kitten. conditions in Future tense using will , be the future going , simple present , and present progressive

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Reported speech using past perfect and past perfect progressive Inquire about Review: Indefinite pronouns and make Indefinite adverbs: some- observations where, someplace, anywhere, anyplace, nowhere, no place

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Verbs of perception (see notice, observe, etc.) + object + bare infinitive or present participle  I noticed the man trying to open the door.

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Read a text and write a sentence outline  Skim a text and select answers  Read a text, select the main idea, and write details  Read a text, answer questions, and record reading time 

Participate in a guided discussion.  Skim a text and provide answers  Read a text, select the main idea, and write details  Read a text, answer questions, and record reading time  Write a paragraph from an outline or notes 

Listen, repeat, and select minimal pairs  Skim a text and provide answers  Read a text, answer questions, and record reading time  Read a semi-technical text or military report and select answers to questions  Write a paragraph from an outline or notes 

Suffixes: verbs to adjectives with -ent/-ant


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– NOTES –

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APPENDIX D: ALC terminal objectives Terminal objectives are the final goal for the course and are the basis for all of the enabling objectives 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.


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APPENDIX D: ALC terminal objectives Speaking Skills Terminal Objectives S1. Produce standard American English, including the segmental phonemes (the sound system), 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 diagrams, 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, narrative, and expository. : 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. NOTE

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GLOSSARY Abbreviations

Terms & Definitions

780 – 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 Course

abstract – (of vocabulary; contrast with concrete) referring to qualities, ideas, etc., not something which can be seen or touched:  justice

Placement Test

B#L# – for example, B10L2 stands for Book 10 Lesson 2

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

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

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

Language Course

OPI – oral proficiency interview PE – performance evaluation PT – performance test SAK – Skills Assessment Kit SET – Specialized English Training ST – student text

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

Icons

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

❖ – 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

cohesive – describing an organized text in which its elements are logically connected by the ideas that come before and after

– in Level I books, indicates a flash card is available for the term


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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

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

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

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

cooperative learning – a teaching strategy in which students work in groups and help each other to better understand a subject

evaluation exercises (EE) – may be used to check achievement of lesson objectives; located at the back of ALC textbooks

decoding – making out the meaning of spoken or written words; deciphering

exchange – the lines of dialog spoken by one person and the response of a second person

deductive approach – grammar rules are first presented and explained and then applied to specific examples and contexts of use

expository – referring to a type of writing which describes or explains something

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

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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


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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.

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

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

interactive – describing an activity which requires students to communicate and work together

General English (GE) – the English language department at DLIELC which uses the ALC as its main curriculum

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

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

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

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.

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

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.

language components (also language areas) – vocabulary, grammar, functions, and the four skills of listening, speaking, reading and writing

Instructor Development Branch (IDB) – a DLIELC department which offers a variety of instructor training courses for non-native speakers

Language Laboratory Activities (LLA) – audio and booklet activities which provide a comprehensive supplement to the objectives of the ALC textbooks OVERVIEW OF THE AMERICAN LANGUAGE COURSE

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GLOSSARY 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

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

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

multiple choice – describing an test or exercise item in which there is generally only one correct response from among two to four other possibilities

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

narrative – describing a type of writing which tells a story

performance – the ability to perform a certain skill

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

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

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

performance evaluation (PE) – an assessment of skills as demonstrated by students over the span of one book some Specialized English courses at DLIELC

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;

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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


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GLOSSARY pitch – how high or low the tone of an utterance (speech sound) is

rhythm – the regular recurrence of beats which characterizes language (also music)

preview page – the second page of a lesson with an inventory of all new language content, including vocabulary, grammar, and functions

role-play – to play the part of someone else in a conversation or situation

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

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

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

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

realia – real objects used in class to demonstrate vocabulary or learn about culture:  a theater playbill, postage stamps, food items, etc.

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 semitechnical), and so on, which underlies ALC course design

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

scanning – glancing at a text quickly to find specific information

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


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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 languagelearning method in which students move in response to commands; often incorporated into basic-level classes word attack – relating to skills required to master reading

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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.

B

A abstract 92–93 academic skills 70, 80 achievement test 5 acquisition (language) 39, 48–49 activators 25, 49, 62, 66, 90 activities 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) 30 additional activity (in ALC) 30 address (DLIELC’s) i, 2 advanced (level) 10 advanced professional (level) 10 ALCPT 10 alerts 25, 29, 52, 62 alphabet 15 American Language Course Placement Test See ALCPT. analysis 7, 66, 86 announcements 32 answers 1, 4, 8, 24–25, 29 appendices (in ALC) 15–17 appendix guide 30, 71 Appendix J See Lesson Resources. areas language 13, 24, 73 skill 32, 34, 73 See also language components. assessment 5, 8, 10 assignments (writing) 34–38, 84, 86 association (word) 58 attainment (of objectives) 34 audience 7 audio 4–5, 27 See also lab and Language Laboratory Activities. authentic 62, 65, 80 availability (of materials) 2, 4–6

background information 2, 28 bar (gray) 13, 17 basic grammar 60 skills 80 sounds 74 block (of instruction) 7, 41 See also unit. bolded (vocabulary) 24, 50–51 book quiz 5, 8–10, 19, 50–51, 56, 61 box-outlining 81, 84 briefing 32, 93

C capitalization 16 captions 33 cards flash 5, 16, 53 paragraph 73 role-play 17, 43 catalog (DLIELC) 6 categorization exercises 56 CD 4, 6 charts 8, 33, 80, 83 See also scope & sequence charts. cloze exercises 55, 84 collocation exercises 57 communication 49, 60, 65, 75, 90 communicative 7–8, 33, 94 components (language) 7, 8, 32 See also areas. comprehension exercises 54–55, 72, 77–78 comprehensive 4, 7, 12, 33 concept 62, 66, 68 concrete 5, 55, 93 connectives 37, 85 context (in) 6, 41, 48, 51 contexts 8, 39, 43, 60, 62, 80, 92 See also settings, environment. contextualized 66, 70 contractions 15 controlled exercises 7–8, 41, 64, 70, 74, 85 conversations 32, 79, 92 course objectives See terminal objectives. courtesies (military) 32, 93 creative 64, 75, 86, 91 cue 28 cultural notes 29 curriculum 1–2, 32–34 customs (military) 93


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INDEX D Defense Language Institute English Language Center See DLIELC. demonstration 32 Department of Defense (US) 7 descriptions (ALC level) 1–2, 6, 10 Descriptions (Language Skill Level) 7 descriptive (writing) 34–38 design 1–2, 7–9, 32–33, 39 developers (curriculum) 2, 32 See also writers. diagram 34, 56 dialogs 32, 62, 74, 80, 90–91 Dialogs (functions section) 24, 74–75, 90, 93 See also functions. diamond (symbol in ALC) 47, 52 dictation 84 discussions 32, 76, 79, 86 DLIELC i, 1–2, 6–7, 9–10, 18, 32–34

E ECL 9–10 editing 38, 86–87 EE See evaluation exercises. elementary (level) 10 embedding 36–37 enabling objectives 32, 34–35, 37 English as a second (or foreign) language 7 See also ESL /EFL. English Comprehension Level See ECL. environment 7, 70, 90 ESL / EFL i, 2, 7, 33 evaluation exercises (EE) 4, 6–7, 19, 46 examinations 32–33 example answers 24–25 examples (on preview page) 27 exchanges 64–65, 74 exercise types (in ALC) 54–58 See also names of specific exercise types.

expository (writing) 34–38

F facilitative structures 70, 82 facilitative vocabulary 51, 70, 82 Familiarization with the American Language Course

(780) i, 1 features 1, 7–8 feedback 2 first edition 1–2, 4, 32 flash cards 5, 53

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fluency 7, 53, 60 focus (ALC) 7–9 follow-on training (FOT) 7–8, 32–34, 73, 75, 80 forms grammar 63 quiz 5 standard 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, 56 general English 4, 10 topics See themes and topics. General English (at DLIELC) 1–2, 7, 9 graduate 32, 34 grammar 2, 6, 8, 14–15, 24, 26–28, 32–34, 36–37, 43, 51, 53, 60–63, 65–67, 72, 90, 92, 94 Grammar for the ALC (782) 6 graphic organizers 8, 83, 86 graphs 33, 83 guided (activity) 65, 74

H headings 24, 28–30, 60, 70–72, 90 highlighted (vocabulary) See bolded. homework 4, 6–7, 9, 18, 27, 42–43, 46 Homework & Evaluation Exercises booklet 6

I ILR 7, 32 IMI 5, 7, 9, 43, 46 Indexes for the ALC, 1st and 2nd Editions (789) 6, 33 See also Appendix A of this book. inductive 62, 63, 66 inference 43, 78, 81–82 instructional vocabulary 51–52 instructions 24–25, 28, 32–33, 51, 58, 77–79 instructor text (IT) 4, 17, 22–30, 32, 37, 49–55, 60, 62, 70–72, 77–78, 90 integrated (activities/skills) 73, 78 interaction 7–8, 43, 58, 62, 65 interactive multimedia instruction See IMI. Interagency Language Roundtable See ILR. intermediate (level) 10 international 1, 7, 48 International Phonetic Alphabet See IPA. introduction (ALC section) 23


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INDEX IPA 15 IT See instructor text. IT notes 8–9, 17, 23, 25–30, 49, 54

margins (IT) 25–26, 29, 50–52, 60, 70–72 See also IT notes. matching exercises 41–42, 55 materials (ALC) 4–6 See also Appendix B of this

K

book.

key 28 kit (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, 48–49 areas 13, 24, 73 components 7–8, 32 proficiency 10 roundtable See ILR. training 9 usage 10, 40 Language Laboratory Activities (LLA) 4, 27, 43, 46 See also lab and audio. Language Skill Level Descriptions 7 Lesson 5 (review) 14 lesson objectives (in ALC) 26 See also enabling objectives. lesson overview (in ALC) 26 lesson resources (Appendix J) 12, 17, 26, 30, 71 Lessons 1-4 (main ALC) 13 Level I 1–2, 4–5, 7, 10, 16, 34, 39–40, 53, 74, 77, 80, 84, 91 Level II 1–2, 4–5, 10, 34, 40, 53, 78, 81, 85, 92 Level III 1–2, 4–5, 10, 15–16, 34, 40, 47, 52, 57, 68, 78, 82, 86, 93 Level IV 1–2, 4–5, 10, 16, 34, 76, 79, 83, 87, 94 levels (ALC, in general) 1, 10 Level V 1, 4–5, 10 list structure 61 word 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) 23 managers (program) i, 1, 9, 13 maps 33

meaning 42, 52, 55–56, 62–63, 66–67, 85 messages 32–33, 78–79, 82, 86 military 4, 6–8, 10, 16, 32–38, 46, 48, 70, 76, 93–94 multimedia See IMI. multiple-choice exercises 56

N NALC 9 narrative (writing) 34–38 new grammar 62–63 instructors 1–2, 23 material 4 vocabulary 39, 42–43, 47, 52–53, 56, 58 NI See NALC. Nonintensive American Language Course (NALC) 9 nonintensive (language training) 9 non-native instructors 1, 29 nonobjective vocabulary See facilitative. nonresident programs 6 notes cultural (in ALC) 29 IT 8, 17, 23, 25–30, 49, 54 presentation (in ALC) 28 notes (in ALC) 8, 29 note taking 33, 70, 80, 85, 86, 87 novice (instructors) 23, 29 See also new.

O objectives ALC (in general) 7–9 course See terminal. enabling 34–39 function 90 grammar 60 lesson 26 See also enabling. recycling 39–40 reinforcing 41–43 skills 70–71 subsumed 72 terminal 32–37 See also Appendix E of this book. vocabulary 46 open-ended exercises 8, 65 OPI 73, 90 oral 32, 54, 65, 73, 79, 90, 93


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INDEX oral proficiency interview See OPI. organization (ALC) 12–19 outlining 80–81, 84, 87 overview (of objectives) 46, 60, 70, 90 Overview of the ALC (use of) i, 1–2

Q

P

R

paradigms 62–63, 66–68 paragraphs 35–37, 55, 73, 77, 84–87 paraphrasing 73, 86 part-of-speech exercises 57 PE See performance evaluation. perfect tenses 66–68 performance evaluation 10 (student) 32 test See Skills Assessment Kit. personalized exercises 9, 25, 49, 64–65, 94 placement 10 plan 8, 22, 25 planning 2, 6–7, 26–27, 30 preface (in ALC) 12, 22–23, 55 preparation 7–8, 17, 25–26, 33, 61 presentation (in ALC) 28 presentation of functions 90–93 grammar 62–63, 66–68 listening 77–78 reading 80–82 speaking 74–76 vocabulary 48–52 writing 84–86 preview page (in ALC) 27, 46–47, 50–53 prior knowledge 49, 55 procedural information 28 professional 7–8, 10 proficiency 2, 7, 10, 73, 90 proficiency test 10 program manager i, 1, 9, 13 of study 1, 7–9, 32 progress 8, 10, 34, 64, 75, 77 progression (of objectives) 34–42, 63–68, 74–87 pronunciation 24, 72, 74, 76 PT See performance test. publication (information) i, 2, 4 punctuation 16, 34–35, 77, 84

range (ECL) 9, 10 ranks (military) 16 reading 2, 5, 8, 10, 17, 19, 32–33, 35, 73, 80–83, 87 realia 26 recitation 74, 80, 91 recognition vocabulary 47, 50–51 recycling 7, 27, 36, 37, 39, 39–40, 42, 46, 53, 70, 72, 78 reduced (ST pages) 8, 25 reference i, 1–2, 6, 8–9, 12, 15, 17, 22, 27, 30, 47, 66 referents 81 reinforcing 4–7, 18–19, 39, 41–43, 46, 53, 60, 79 repetition 74, 91 reports 32–33 requests i, 32 requirements 7, 32–33, 70 research 7 resources 1, 8–9, 12, 15, 17, 26, 30 See also Lesson Resources. responses 9, 28, 32–33, 50–51, 53, 64–65, 77 review 4, 7, 14, 24, 50, 61 revision 32 See also Appendix D of this book. role-play 17, 43, 79, 90

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questions 1–2, 29, 32–33, 49, 52, 54, 62, 64, 72, 77, 79 quiz See book quiz.

S SAK See Skills Assessment Kit scan 51, 80–81 schedule 13 scope & sequence charts 22 See also Appendix C of this book.

scripts 4, 17, 55, 77–78 second 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) 32–33 self-contained 7 semantic map 37 semi-controlled exercises 64, 85 semi-technical vocabulary 8, 10, 33, 46, 58 sequence chart See scope & sequence chart. sequencing 2, 33–35, 37, 55, 81, 85 sequencing exercises 55


First Printing 2011

INDEX sequential (design) 2, 4, 7, 33, 39 SET See Specialized English (Training). settings 10, 90, 93 See also contexts and environment. situations 5–6, 8–9, 13, 63, 75, 77, 90, 92 Skill Level Descriptions 7 skills 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) 5 skim 81 speaking 7–8, 24, 32, 70, 73–75, 90–91 Specialized English Training (SET) 32–33, 73 speech American 6 (part of) 15, 27, 47, 52, 57, 61 spelling 16, 84 ST See student text (ST) strategies 23, 80, 82 stress 76–78 structure (grammar) 40–41, 43, 60–67, 70, 82, 94 student-centered exercises 9, 58, 93 student performance 32 student text (ST) 2, 4, 8–9, 12–19, 22, 24–25, 50–51, 54 study guide 22, 27 (program of) 7–9 reference 66 skills 70, 80 subheadings 1, 24 subsumed (objectives) 72 suggestions 2, 8, 23, 26, 28, 30 summarizing 79, 81–82, 86 supervisors 1 supplementary (materials) 4–6, 9, 17, 30, 41, 43, 50 survey 65 survival 7, 10, 91–92 synthesis 36–37

timeline 66–68 topic (identify) 37, 72, 78, 87 topics (themes) 1–2, 10, 37, 48, 91–93 total physical response (TPR) 77 training 1, 7–9, 32–34, 70, 75, 76 transformation exercises 64 transparency masters 17, 26

U unit (of instruction) 32 US 7, 16, 32 usage 10, 40, 66–67

See also block.

V Venn diagram 56 verb 16, 60, 67 video activities 6, 7, 43, 46 visual 8, 28, 30, 53 vocabulary 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, 93 word-association 58 word bank 56 writers (curriculum) 32 See also developers. writing 8, 32–36, 54, 73, 84–87, 93 See also assignments and specific types of writing.

T table of contents (in ALC) 12–13, 26 table of contents page (in ALC) 26 tables 33 technical 7–8, 10, 32–33, 46, 48, 58 terminal objectives 32–38 See also A ppendix E of this book.

test 2, 5, 9–10, 47, 51, 55 testable 5, 50–51 themes 6–8, 28, 39–40, 48–49


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780 Overview of ALC 2013

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