English (US) 1 Teachers Guide-rosetta stone.pdf

Teacher’s Guide English US Level 1

Teacher’s Guide English US Level 1

MAN-TG-ENG-L1-V2.2 ISBN 978-1-58022-533-5 All information in this document is subject to change without notice. This document is provided for informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties, either express or implied, about the information contained within the document or about the document itself. Rosetta Stone®, Language Learning Success™, and Dynamic Immersion™, are trademarks of Rosetta Stone Ltd. Copyright © 2007 Rosetta Stone Ltd. All rights reserved. Printed in the United States of America

T2 Teacher’s Guide

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

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

Teacher’s Guide T3

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

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

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


Scope Stone and Sequence Blended Learning: Rosetta and the Language Classroom Complementary Strengths Rosetta Stone is designed to enhance language instruction by combining the strengths of computer-based learning and classroom-based learning. In this blended model, the computer and the language classroom play distinct yet complementary roles. Consider the following diagram. The rectangle below represents the time devoted to new language acquisition, from novice to native proficiency. In a blended solution, Rosetta Stone and the language classroom each provide part of the instruction, represented by segments to the left and right of the diagonal line, respectively. Learning in Context: The Language Classroom • expanded vocabulary • usage and descriptions • conversation and culture Learning on Computer: Rosetta Stone • new vocabulary • language structures • comprehension and production skills 0 Novice

3 Intermediate

Language Learning Stages

8 Advanced

10 Native

Unique Strengths: Novice and Native Stages Rosetta Stone Rosetta Stone is uniquely designed to handle instruction in the earlier stages of the language-learning process. This stage of new language learning includes rapid acquisition of vocabulary and basic language structures. Rosetta Stone delivers this instruction tirelessly while individualizing instruction according to each learner’s pace, learning style, and schedule. The Language Classroom Your classroom is the ideal context for the later stages of the language-learning process, focusing on conversations, community, and culture. The classroom provides this instruction naturally in a social, conversational environment that prepares learners for real-life communication.

Combined Strengths: Intermediate and Advanced Stages Between the early and later stages of new language learning, Rosetta Stone and your classroom combine their strengths with Rosetta Stone’s role in developing basic and intermediate language, language structures, and language-learning skills, gradually giving way to your emphasis on conversation and communication in the classroom.

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


Rosetta Stone Teacher’s Guide Instructional Strategy The Rosetta Stone Teacher’s Guide was written for experienced as well as novice language educators. The text, written primarily in English, is appropriate for substitute teachers also. Each section contains headings that are taken directly from nationally recognized foreign language curriculum requirements. The headings are:

Enrichment/Unit Projects: These activities help you increase the level of difficulty of the language lesson. This section is designed to meet the needs of students that are working at or above grade level.

Themes: The main theme(s) of each lesson.

Materials: A list of materials you may need for the lesson.

Pre-Lesson Activity: Systematically introduces or reinforces vocabulary words.

Content Integration: Relates the language content to core subjects such as language arts, math, science, and social studies.

Using Multiple Intelligence Strategies: The activities written in this section accommodate students with various learning styles. The types of activities are from Howard Gardner’s Multiple Intelligence Theories.

Post-Lesson Activities: These activities are meant to be completed after the student has completed the lesson in the Rosetta Stone software.

Conversation: These activities are designed for speaking practice.

Modifications: Suggestions for adapting language lessons. We wrote the activities in this handbook to appeal to the largest number of students possible. You should take from this handbook what works for your students and leave what doesn’t work. The Rosetta Stone language learning program naturally customizes to the abilities of your students, and we ask you to do the same with the Rosetta Stone Teacher’s Guide.

Supplementary Material Descriptions Rosetta Stone provides a range of printed supplemental materials that extend the learning content of the Rosetta Stone lessons to the classroom. These supplemental materials are developed in response to customer demand and are available for the most requested languages and program levels. Please refer to Table 1 for a complete list of available supplemental materials. Curriculum Text: The Curriculum Text lists the content of each lesson, in sequence, and includes an index to all words in the program. This reference allows teachers to see at a glance what their students are learning in each lesson, and enables them to incorporate Rosetta Stone content into the classroom curriculum. The index to all words in the program identifies the units and lessons where words are first introduced and then reinforced. Workbook: The Workbook includes a worksheet for each lesson in the Rosetta Stone program and includes an answer key. A variety of exercises reinforces the students’ learning while helping them to expand their comprehension and writing skills. The Workbook can be used as added practice in class or at home, as daily quizzes, or as a quick check for comprehension in each lesson.


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

Administrator and Instructor Resources Several resources are available to assist administrators and instructors installing, running, and implementing Rosetta Stone and the Student Management System. The following provides a brief description of these resources. User’s Guide: The User’s Guide provides information on how to install and run Rosetta Stone. An introduction to Rosetta Stone explains the different learning exercises available and other special features of the program. In addition, details are provided regarding program operation and settings. Student Management System (SMS) Instructional Video: The Student Management System (SMS) Instructional Video provides information for both administrators and instructors on using the SMS. This multimedia presentation guides users through the features of the SMS from establishing users in the system to setting up classes, tracks, and lesson plans for student study. Instructors can click on a specific topic or view the entire presentation. Student Management System (SMS) Manual: The Student Management System (SMS) Manual offers a printed resource focused on the installation, usage, and functionality of the SMS. Like the SMS Instructional Video, the manual provides a step-by-step approach to the installation of the SMS. In addition, administrators and instructors are provided with a detailed overview of the features of the SMS. A Quick Start example that walks through setting up a class, track, and lesson plan is provided. A detailed description of the pre-loaded activity sets used to work through lesson plans is provided. Table 1: Available Supplementary Materials Curriculum Text

Workbook + Answer Key

Study Guide

Quizzes & Test + Answer Key

English US 1

X

X

X

X

English US 2

X

X

X

X

English US 3

X

X

German 1

X

X

German 2

X

X

Spanish 1 (Latin America)

X

X


X

X

Under Development


X

X

X

French 1

X

X

French 2

X

X

All other languages/levels

X

Language/Level

X X X

X

X


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

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

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


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

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

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


Table of Contents Unit One Overview .................................................................................................................................... 2 Lesson 1-01 Nouns and Prepositions................................................................................................................................ 4 Lesson 1-02 Verbs: Present Progressive .......................................................................................................................... 6 Lesson 1-03 Descriptive Adjectives ................................................................................................................................ 8 Lesson 1-04 The Numbers 1–10 .................................................................................................................................... 10 Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs ...................................................................... 12 Lesson 1-06 Numbers and Clock Time .......................................................................................................................... 14 Lesson 1-07 Questions and Answers; verb “to be” ........................................................................................................ 16 Lesson 1-08 Food, Eating, and Drinking; Direct Objects .............................................................................................. 18 Lesson 1-09 Clothing and Dress; Direct Objects .......................................................................................................... 20 Lesson 1-10 Who, What, Where, Which; Interrogatives .............................................................................................. 22 Lesson 1-11 Review of Unit One .................................................................................................................................. 24

Unit Two Overview .................................................................................................................................. 28 Lesson 2-01 More Verbs: Present Progressive .............................................................................................................. 30 Lesson 2-02 People and Animals; Relative Pronouns: Who, That ................................................................................ 32 Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives.......................................................................................... 34 Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ...................................................................... 36 Lesson 2-05 Left and Right; Possessive Adjectives ...................................................................................................... 38 Lesson 2-06 Verbs: Negation of Verbs .......................................................................................................................... 40 Lesson 2-07 Compound Subjects .................................................................................................................................. 42 Lesson 2-08 Prepositions ................................................................................................................................................ 44 Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................................................................................. 46 Lesson 2-10 Verbs: Present Perfect and Future with “going to”.................................................................................... 48 Lesson 2-11 Review of Unit Two .................................................................................................................................. 50

Unit Three Overview................................................................................................................................ 54 Lesson 3-01 Descriptions of People: Descriptive Adjectives ........................................................................................ 56 Lesson 3-02 Quantities and Comparison of Quantity .................................................................................................. 58 Lesson 3-03 More Clothing ............................................................................................................................................ 60 Lesson 3-04 Inside and Outside; Prepositions................................................................................................................ 62 Lesson 3-05 More Colors and Numbers ........................................................................................................................ 64 Lesson 3-06 Animals; Real and Not Real ...................................................................................................................... 66 Lesson 3-07 Being Human: Descriptive Adjectives ...................................................................................................... 68 Lesson 3-08 Professions and Human Conditions: Descriptive Adjective ...................................................................... 70 Lesson 3-09 Body Parts and Pictures ............................................................................................................................ 72 Lesson 3-10 Clock Time, Time of Day .......................................................................................................................... 74 Lesson 3-11 Review of Unit Three ................................................................................................................................ 76

Unit Four Overview ................................................................................................................................ 80 Lesson 4-01 Questions and Answers: Questions with “to be” and “what”.................................................................... 82 Lesson 4-02 Open–Closed, Together–Apart, Straight–Bent .......................................................................................... 84 Lesson 4-03 Numbers 1–100 .......................................................................................................................................... 86 Lesson 4-04 People and Talking .................................................................................................................................... 88 Lesson 4-05 Coming and Going, Asleep and Awake .................................................................................................... 90 Lesson 4-06 Multiple Verbs; While ................................................................................................................................ 92 Lesson 4-07 Family Relationships.................................................................................................................................. 94 Lesson 4-08 Everybody, Somebody, Nobody ................................................................................................................ 96 Lesson 4-09 Vehicles; Related Verbs and Prepositions .................................................................................................. 98 Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.................................................................. 100 Lesson 4-11 Review of Unit Four ................................................................................................................................ 102

Unit Five Overview ................................................................................................................................ 106 Lesson 5-01 Addition, Subtraction, Multiplication and Division ................................................................................ 108 Lesson 5-02 Possessive Nouns and Pronouns .............................................................................................................. 110

TII Teacher’s Guide

Table of Contents Lesson 5-03 Present Progressive, Present Perfect and Future with “going to”............................................................ 112 Lesson 5-04 More Numbers.......................................................................................................................................... 114 Lesson 5-05 Direct and Indirect Objects ...................................................................................................................... 116 Lesson 5-06 Hot and Cold ............................................................................................................................................ 118 Lesson 5-07 Kinds of Things........................................................................................................................................ 120 Lesson 5-08 Furniture, Clothing, and Instruments ...................................................................................................... 122 Lesson 5-09 Few, Many, More, Less ............................................................................................................................ 124 Lesson 5-10 More Verbs; Human Gestures .................................................................................................................. 126 Lesson 5-11 Human Conditions.................................................................................................................................... 128 Lesson 5-12 Review of Unit Five ................................................................................................................................ 130

Unit Six Overview .................................................................................................................................. 134 Lesson 6-01 To Be and To Have: Present and Past Tenses .......................................................................................... 138 Lesson 6-02 Present Progressive, Present Perfect, and Future with “going to” .......................................................... 140 Lesson 6-03 More Descriptions of People; Demonstrative Adjectives........................................................................ 142 Lesson 6-04 Units of Things ........................................................................................................................................ 144 Lesson 6-05 Neither–Nor, Both, None, No One, Neither .......................................................................................... 146 Lesson 6-06 Verbs: Present Progressive and Imperfect................................................................................................ 148 Lesson 6-07 Names ...................................................................................................................................................... 150 Lesson 6-08 Present Progressive, Present Perfect, and Future with “going to”............................................................152 Lesson 6-09 More Units of Things .............................................................................................................................. 154 Lesson 6-10 Alone, Crowd, Friend, Surrounded .......................................................................................................... 156 Lesson 6-11 Professions and Human Conditions, Activities........................................................................................ 158 Lesson 6-12 Review of Unit Six .................................................................................................................................. 160

Unit Seven Overview.............................................................................................................................. 162 Lesson 7-01 More Verbs .............................................................................................................................................. 164 Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns; Usually ................................................................ 168 Lesson 7-03 Fast and Slow .......................................................................................................................................... 170 Lesson 7-04 Seasons .................................................................................................................................................... 172 Lesson 7-05 All, Some, Most, Both, Neither, and None .............................................................................................. 174 Lesson 7-06 None, Both and All: Demonstrative Adjectives ...................................................................................... 176 Lesson 7-07 Shapes and Locations; Prepositions; All and Most.................................................................................. 178 Lesson 7-08 Left and Right, Full and Empty .............................................................................................................. 180 Lesson 7-09 Prepositions: Above and Below, Coming Down, and Going up ..............................................................182 Lesson 7-10 More Verbs .............................................................................................................................................. 184 Lesson 7-11 Verb Conjugation...................................................................................................................................... 186 Lesson 7-12 Review of Unit Seven .............................................................................................................................. 188

Unit 8 Overview...................................................................................................................................... 190 Lesson 8-01 Ordinal and Cardinal Numbers ................................................................................................................ 192 Lesson 8-02 Am and Am Not: More Present Conditions ............................................................................................ 194 Lesson 8-03 Looks Like; Almost All, One, Several, Most, All.................................................................................... 196 Lesson 8-04 Space and Geography, Countries ............................................................................................................ 198 Lesson 8-05 Streets and Sidewalks .............................................................................................................................. 200 Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns ...................................................... 202 Lesson 8-07 Comparative and Superlative Adjectives; Interrogative Words ..............................................................204 Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................................................................................... 206 Lesson 8-09 Locations; Prepositions ............................................................................................................................ 208 Lesson 8-10 Directions: How do I get to...................................................................................................................... 210 Lesson 8-11 Activities; More Verbs.............................................................................................................................. 212 LessPon 8-12 Review of Unit Eight ............................................................................................................................ 214

Handouts ................................................................................................................................................ 219 Teacher’s Guide TIII

Unit 1 Overview Lesson 1-01 Nouns and Prepositions............................................................................ 4 19 new words. Introduction of words: boy, girl, cat, and dog. Single words build to short phrases. Persons as defined by the elemental categories of age and gender; pets and familiar animals; cars, airplanes, and boats. The conjunction and; both singular forms of the indefinite article; prepositions: in, on, and under.

Lesson 1-02 Verbs: Present Progressive ...................................................................... 6 16 new words. Introduction of short full sentences. Persons, animals, and vehicles as subjects. Introduction of additional common animals. Common large-scale physical activities: running, jumping, walking, dancing, reading, falling, flying, and swimming. Introduction of plural nouns and verb forms.

Introduction of the definite article.

Lesson 1-03 Descriptive Adjectives .............................................................................. 8 15 new words. Adjectives introduced as predicate adjectives and then preceding nouns. Introducing concept of adjectival agreement with number. Varied adjectives in one sentence. Colors: red, white, yellow, blue, and black. Long and short. Old and new inanimate contrasted with old and young animate. Introduction of first adverb.

Lesson 1-04 The Numbers 1–10.................................................................................. 10 11 new words. Numbers in counting and non-counting contexts. Counts in short and long sequences.

Lesson 1-05 Singular and Plural: Nouns and Present Progressive Verbs .............. 12 21 new words. 20 pairs of nouns in both singular and plural forms. Nine pairs of verbs in both singular and plural forms. Introduction of new nouns. Plural form of the indefinite article: some

Lesson 1-06 Numbers and Clock Time ...................................................................... 14 13 new words. From plurals to numbering of persons and objects. Introduction of the term number and the term o’clock. Clock times – whole hours. New nouns. There is, there are introduced.

Lesson 1-07 Questions and Answers; verb “to be” ........................................ 16 12 new words. Elaboration on questions answered in the negative. Third person pronoun: male, female, singular, and plural. There are, there are not introduced.

Lesson 1-08 Food, Eating, and Drinking; Direct Objects........................................ 18 21 new words. Presence and absence of objects. Fruit, meat, bread, cheese, milk, water, orange juice, bananas, apples, tomatoes, strawberries, grapes, and pears as examples. New verbs. Objects belonging in categories and not belonging in categories. The concept of food presented by example and counter example and then tested.

2

Scope and Sequence Lesson 1-09 Clothing and Dress; Direct Objects ............................................ 20 24 new words. Shirts, skirts, dresses, hats, pants, coats, jeans, socks, shoes, bathing suits, raincoats, and glasses. Additional colors. The verb to wear.

Lesson 1-10 Who, What, Where, Which; Interrogatives ..........................................22 Eight new words. Introduction of two-voice, two-sentence dialogues in a question-and-answer format. New nouns.

Lesson 1-11 Review of Unit One ................................................................................ 24 Tests and Worksheets from Unit One lessons.

Enrichment/Unit Projects: 1. Write the word “culture” on the board and ask students to name some things that are popular in their culture (e.g., movies, sports, food, and clothing). Divide the class into small groups and ask groups to pretend that they are going to open fast-food restaurants in three different countries. Have students use the Internet or the library to research these countries’ cultures to find out what food their restaurants should serve, what customs their employees would be expected to observe, and how they might want to decorate the restaurants. Ask them to consider the things they would need to do to make sure the restaurants were acceptable to the local culture. As they conduct their research, have students take notes on their ideas. Discuss as a class what people in the other countries might think of their restaurants. Ask students to think of any reasons why people in those countries might not be happy with an American fast-food restaurant, even if it were created to blend in with their culture. Ask groups to compile their ideas into written plans for each of the three restaurants. Each plan should include sections on food, decor, and customs. Have students choose one of the cultures they have studied and draw a picture of what their restaurant would look like. 2. Tell each student they have an allotted amount of money in a another country’s currency. Tell students they must find at least five articles of clothing from a clothing catalog website, magazine, or catalog that will fit within their budget. Have students print out pictures of the clothes they have chosen or cut them out of the magazine or catalog and glue them on a piece of paper or poster board. Have students label each item of clothing and the price of the item in the country’s currency. If the item is

originally priced in their culture’s currency, they must find out the exchange rate and change the prices accordingly. Have each student display their posters along with a list of prices of the items and the amount of money they spent. Display student posters in the classroom. 3. Divide the class into four groups. Four groups of four work well for this activity. Ask students what they know about talk shows and tell them that they will be putting on a talk show in front of the class. Assign each group a topic. Topics could include: health, diets, exercise, sports, holidays, customs, culture, travel, and entertainment. Each student will need a role to play. One student from each group will be the talk show host. The other students can choose roles according to their topic. Some possibilities: Sports: a soccer player, a baseball player, a sports agent, a basketball player, a coach, a scout, a general manager, a team owner, a referee, an Olympian, etc. Food: a doctor, a personal trainer, a person who has tried and failed many diets, etc. Travel: a traveler, a travel agent, a flight attendant, a tour guide, etc. Entertainment: a singer, an actor/actress (TV/movies), an agent, etc. Holiday/culture: a sociologist, a wedding planner, a historian, etc. Give the students about an hour to plan a 10-minute show. Ask students to write a few questions for their talk show using the new grammar and vocabulary. Have students perform their shows in front of the class. After each show, allow students to ask questions from the audience.

3

Unit 1, Lesson 1 1-01

boat boy car cat dog

elephant girl horse in man

on table under woman

Themes:

a girl a boy a dog a cat

01

The boy is jumping. The horse is jumping. The girl is jumping. The dog is jumping.

02

a man a woman a car an airplane

02

The boy is running. The woman is running. The girl is running. The horse is running.

03

a ball a horse an airplane an elephant

03

The woman is running. The woman is jumping. The girls are running. The girls are jumping.

04

a cat and a car a girl and a woman a man and a woman a man and a boy

04

The girls are walking. The girls are running. The boy is jumping. The boy is walking.

05

a boy and a dog a boy and an airplane a girl and a horse a girl and a dog

05

The man and the woman are walking. The man and the woman are dancing. The woman is walking. The woman is dancing.

06

a girl on a horse a man on a horse a ball on a boy a boy on a horse

06

The man is reading. The woman is reading. The man is dancing. The woman is jumping.

07

a boy under an airplane a boy under a ball a boy under a table a boy and a dog

07

The man is running after the boy. The man is falling. The boy is falling. The girls are running after the boy.

08

a boy on an airplane a boy under an airplane a boy on a table a boy under a table

08

The airplane is flying. The man is running. The man is jumping. The man is falling.

09

a girl in a car a woman in a car a boy in a car a boy and a girl in a boat

09

The woman is swimming. The man is falling. The boy is falling. The boy is swimming.

10

a boy and a dog a boy on an airplane a boy under an airplane a boy in an airplane

10

The fish is swimming. The bird is flying. The bull is running. The bird is swimming.

People, Animals, Transportation

Materials: Index cards with vocabulary words from Lesson 1-01 Y-chart graphic organizer T-chart graphic organizer Magazines Scissors Glue

Verbs: Present Progressive

01

New Vocabulary a an and airplane ball

1-02

Introductory Nouns and Prepositions

3

Pre-Lesson Activity: • After students complete Lesson 1-01 at the computer, reinforce vocabulary by directing them to answer Section I of Worksheet 1-01 in the Student Workbook. Encourage students to read phrases aloud as they offer answers.

Worksheet 1-01 I. Match the words with the pictures.

A

B

____ 1. a girl ____ 2. a man ____ 3. a ball

C

Content Integration: Science/Language Arts: Discuss the modes of travel found in Lesson 1-01. Using a Y-chart with the headings Land/Sea/Air, categorize appropriate items. Brainstorm additional modes of travel to categorize. Instruct students to choose one mode of transportation from the Y-chart and research the origins of this particular mode of transportation. Reports should include information about the inventor of this mode of transportation, the year it was created, and background information as to why and how this mode of transportation was invented.

D

____ 5. a car ____ 6. a cat ____ 7. an airplane

4

G

F

____ 8. a boy ____ 9. a horse ____10. a woman

H

I

J

II. Match the words. ____11. man

a. airplane

____12. car

b. girl

____13. cat

c. woman

____14. boy

d. dog

III. Fill in the blank. 15. ____________________________ in a car

Language Arts: Draw a T-chart with the headings Transportation and Animals. Instruct students to make lists of at least 10 types of transportation and 10 animals not listed in the vocabulary. Using the lists the students just brainstormed, ask them to create a comic strip that tells a story or have students write a story using personification.

E

____ 4. a dog

man

16. a boy and a girl ____________________________ a boat

a woman

17. a boy in an ____________________________

in

18. a girl ____________________________

under

19. a ____________________________ on a horse

on a horse

20. a boy ____________________ a ball

airplane

ENGLISH


Nouns and Prepositions 1-01

Introductory Nouns and Prepositions New Vocabulary a boat elephant on

Using Multiple Intelligence Strategies: an boy girl table

and car horse under

airplane cat in woman

Bodily-Kinesthetic: Direct students to sit under the desk, stand in the classroom, sit on the table, put your book in your backpack.

ball dog man

Grammar: Nouns, Articles, and Prepositions

Nouns are words that name people, places, things and ideas. Unlike many languages, English has no gender, except in pronouns, which you will learn later.

Musical-Rhythmic: Encourage students to create a song using the 19 vocabulary words from Lesson 1-01, and a melody of their choice. Use visual and auditory prompts as necessary.

Most of the words above are nouns. Can you tell which words are not nouns? The word “a” is called an article. So is “an”. They are indefinite articles; they don’t refer to a specific thing, but an unspecific one. The n on “an” is merely a link connecting “a” to a noun that begins with a vowel, like an airplane, an elephant. On, under, and in are called prepositions. They are positioned in front of a noun, and they tell something about location.

Post-Lesson Activities:

What do these phrases mean? on a horse under an airplane, under a table in a car, in a boat, in an airplane

• Using vocabulary index cards and magazine pictures, have students match words and pictures.

The word “and” joins two or more elements in a sentence that are equal. For example, in “a boy and a dog,” and simply signals that two things of equal significance are talked about: a boy plus a dog.

• Ask students to categorize pictures and/or words according to People/Animals/ Transportation. • Use poster board to make a large Y-chart with the categories Land/Sea/Air. 1

The Rosetta Stone English I Quiz Unit 1 Lessons 1 and 2

• Challenge students to draw pictures comicstrip style and tell a story, using words and actions.

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

1.

3.

2.

4.

• Have students cut out magazine pictures and glue them on the appropriate places for this class-wide project. Display the finished product in the classroom.

5.

Conversation: • In pairs, have students discuss and describe people, animals, and transportation.

8.

7.

6. 1. 2.

9.

a. a woman

b. a ball

c. a man

d. a boat

a. a boy

b. a ball

c. a girl

d. a boat

3. a

and a

a. boy, horse

b. girl, horse

c. boy, dog

d. girl, dog

4.

under

a. a boy, a car

b. a boy, an airplane

c. a dog, a car

d. a dog, an airplane d. is

5. a boy

a table

a. under

b. in

c. on

6. a boy and a girl

a boat

a. under

b. in

c. on

d. is

.

a. falling

b. running

c. walking

d. jumping

8. The girls are

.

a. falling

b. running

c. walking

d. jumping

9. The man and the woman are

.

a. falling

b. running

c. walking

d. jumping

7. The woman is

Modifications: • Provide highlighters for students to mark passages and key words. • Provide extended time for assignments. • Enlarge graphic organizers as needed.

II. Yes or No?

1. 1.

The airplane is falling.

2. 2.

The boy is swimming.

3. 3.

The man and the woman are reading.

©2002 Fairfield Language Technologies

5


fish flying girls is jumping reading

running swimming the walking

Themes: Animals, Verbs

Materials:

a girl a boy a dog a cat

01

The boy is jumping. The horse is jumping. The girl is jumping. The dog is jumping.

02

a man a woman a car an airplane

02

The boy is running. The woman is running. The girl is running. The horse is running.

03

a ball a horse an airplane an elephant

03

The woman is running. The woman is jumping. The girls are running. The girls are jumping.

04

a cat and a car a girl and a woman a man and a woman a man and a boy

04

The girls are walking. The girls are running. The boy is jumping. The boy is walking.

05

a boy and a dog a boy and an airplane a girl and a horse a girl and a dog

05

The man and the woman are walking. The man and the woman are dancing. The woman is walking. The woman is dancing.

06

a girl on a horse a man on a horse a ball on a boy a boy on a horse

06

The man is reading. The woman is reading. The man is dancing. The woman is jumping.

07

a boy under an airplane a boy under a ball a boy under a table a boy and a dog

07

The man is running after the boy. The man is falling. The boy is falling. The girls are running after the boy.

08

a boy on an airplane a boy under an airplane a boy on a table a boy under a table

08

The airplane is flying. The man is running. The man is jumping. The man is falling.

09

a girl in a car a woman in a car a boy in a car a boy and a girl in a boat

09

The woman is swimming. The man is falling. The boy is falling. The boy is swimming.

10

a boy and a dog a boy on an airplane a boy under an airplane a boy in an airplane

10

The fish is swimming. The bird is flying. The bull is running. The bird is swimming.

Medium-sized box or container

Pre-Lesson Activity: • Write the following sentences on the board:


01

New Vocabulary after are bird bull dancing falling

1-02


The boy is jumping. The boy is __________. The girl is running. The girl is __________. Use the first sentence in each set as an example, as you ask students to use vocabulary from Lessons 1-01 and 1-02 to describe additional actions of people. Check for proper use of articles and verb forms.

3


A

B

____ 1. The woman is swimming. ____ 2. The horse is jumping.

Content Integration: Language Arts: Have students make a list of at least 10 action verbs. Instruct students to create their own superhero using original names, super powers, abilities, and appearances. Tell students they must create this character and then use him or her in a story. In the story, the superhero will demonstrate his or her characteristics. Have students underline all the action verbs used in their story. Allow students to create a drawing of their superhero for display in the classroom. Choose students to present their stories to the class. Science and Mathematics: Take a survey of the students’ favorite activities or sports. Ask students to describe these actions for the class or to demonstrate the actions for the class. List the student responses on the board. Try and limit the activities listed on the board to about six. Instruct students to find the percentage of people who prefer a particular activity. Display the data on the board and have each student create a bar graph representing the data, including the percentage.

6

____ 3. The woman is running.

C

D

E

____ 4. The girl is running. ____ 5. The girl is jumping. ____ 6. The man and the woman are walking.

F

G

____ 7. The woman is reading. ____ 8. The man is running after the boy. ____ 9. The airplane is flying. ____10. The fish is swimming.

H

I

J

II. Possible (P) or Impossible (I)? ____11. The man and the woman are dancing. ____12. The fish is walking. ____13. The dog is flying. ____14. The bird is swimming. ____15. The ball is jumping.

III. Fill in the blank. 16. The airplane is ____________________________.

man

17. The ____________________________ is swimming.

flying

18. The ____________________________ are reading.

jumping

19. The girls are running ____________________________.

girls

20. The horse is ____________________________.

after the boy


ENGLISH

Verbs: Present Progressive 1-02

Verbs: Present Progressive New Vocabulary after falling jumping walking

Using Multiple Intelligence Strategies: are fish reading

bird flying running

bull girls swimming

dancing is the

Grammar: The Definite Article English has only one definite article: the. In Lesson 1-01 you learned about indefinite articles. A definite article, in contrast, refers to a specific noun or thing, not just any noun or thing. the boy the horse “The man is running after the boy” says something quite different from “A man is running after a boy.” Can you explain the difference? Grammar: Present Progressive People normally speak in what is called the present progressive tense of a verb. The verb is the word that expresses the action in a sentence. For example, a present tense sentence would be, “The girl walks.” There are few situations in which one would say that sentence. Instead, we say, “The girl is walking.” She is doing it now (present), and it is in progress now (progressive), which is why it is called “present progressive tense.” This is the usual verb form we use.

Bodily-Kinesthetic: Write vocabulary words on separate pieces of paper and place in a container. Have each student select a piece of paper from the container. Instruct students to take turns acting out vocabulary words for others to identify. Verbal-Linguistic: Have students use target words to create clues for a crossword puzzle. Visual-Spatial: Instruct students to create a layout for the crossword puzzle.

The present progressive tense is formed by is or are plus a verb ending in -ing:

Post-Lesson Activity:

is jumping are running What other examples can you find in this lesson? Practice them. If just one person or thing is doing the action, use “is”; if two or more persons or things are doing it, use “are.” In this way, you match the subject in number with its verb.

• Write the vocabulary words fish, bird, and bull in separate columns on the board. In each column, list the verb(s) that describe the actions of each animal. Instruct students to create sentences using words from the chart.

Conversation:

2

• Have students work with a partner and describe the actions of different animals. The Rosetta Stone English I Quiz Unit 1 Lessons 1 and 2

Modifications:


1.

3.

2.

4.

2.

5.

8.

7.

6. 1.

• Provide students with graph paper for crossword puzzles.

9.

a. a woman

b. a ball

c. a man

d. a boat

a. a boy

b. a ball

c. a girl

d. a boat

3. a

and a

a. boy, horse

b. girl, horse

c. boy, dog

d. girl, dog

4.

under

a. a boy, a car

b. a boy, an airplane

c. a dog, a car

d. a dog, an airplane d. is

5. a boy

a table

a. under

b. in

c. on

6. a boy and a girl

a boat

a. under

b. in

c. on

d. is

.

a. falling

b. running

c. walking

d. jumping

8. The girls are

.

a. falling

b. running

c. walking

d. jumping

9. The man and the woman are

.

a. falling

b. running

c. walking

d. jumping

7. The woman is

II. Yes or No?

1. 1.

The airplane is falling.

2. 2.

The boy is swimming.

3. 3.

The man and the woman are reading.


7


1-04

Descriptive Adjectives

Cardinal Numbers and Counting 1–10

01

The fish is white. The car is white. The car is red. The bird is red.

01

three two six five

02

The airplane is white. The airplane is yellow. The car is white. The car is yellow.

02

four five and six three two

03

The car is red. The car is yellow. The car is white. The car is blue.

03

five and six three and four four and five five and five

04

The car is blue. The car is yellow. The cat is black. The car is black.

04

four and four three, three, three five and five four, five, six

05

05

Colors, Descriptions

The yellow car is old. The pink car is old. The blue car is new. The red car is new.

four, five, six five, six, seven six, seven, eight one, two, three

06

an old car a new car an old house a new house

06

one, two, three one, two, three, four one, two, three, four, five one, two, three, four, five, six

Materials:

07

an old woman a young woman an old house a new house

07

one, two, three one, two, three, four, five one, two, three, four, five, six, seven one, two, three, four, five, six, seven, eight

08

an old woman a young woman an old man a young man

08

two one, two, three, four, five, six, seven, eight, nine, zero three five

09

The old woman has white hair. The girl has black hair. The man has blue hair. The man has red hair.

09

nine five ten three

10

ten six seven one

New Vocabulary black blue hair has

house long new old

pink red short very

white yellow young

Themes:

Crayons Pictures of various country flags

Pre-Lesson Activity: • Direct students to complete Section II of the Quiz page for Lessons 1-01 and 1-02 (Quizzes & Tests packet), to review previous vocabulary. (Quiz pages are reproducible.) Write the color vocabulary words for Lesson 1-03 on easel paper, using corresponding colored markers. Ask students to take turns selecting classroom items that represent these colors.

10

The woman has long hair. The man has long hair. The woman has short hair. The man has very short hair.

4

Worksheet 1-03

Content Integration:

I. Match the words with the pictures.

A

B

____ 1. The old woman has white hair.

Science and Social Studies: Instruct students to research health organizations in different countries and ask them to describe the major heath issues other countries are facing. Have students research how these organizations are funded and ask them to compare and contrast a health organization in one country to that of another country. Social Studies: Display pictures of flags from different countries and ask students to describe them. List the properties on the board from student responses. Instruct students to research two flags from two countries of their choice. Instruct students to draw pictures of the flags and write a brief description that explains the significance of the colors, designs, and basic history of the flag. This information can be shared with the class or displayed in the classroom.

____ 2. The fish is white. ____ 3. an old car

C

E

____ 5. The man has long hair. ____ 6. The cat is black. ____ 7. The woman has short hair.

G

F

____ 8. The man has very short hair. ____ 9. a new car ____10. The woman has long hair.

H

I

J

II. Possible (P) or Impossible (I)? ____11. The cat is pink. ____12. The dog is black. ____13. The airplane is yellow. ____14. The house is red. ____15. The horse is blue.

III. Fill in the blank. 16. The girl has ____________________________ hair.

car

17. The old man has ____________________________ hair.

black

18. The ____________________________ is red.

white

19. The yellow airplane is ____________________________.

man

20. The ____________________________ has short hair.

new

ENGLISH

8

D

____ 4. The girl has black hair.


Descriptive Adjectives 1-03

Descriptive Adjectives New Vocabulary black long short

Using Multiple Intelligence Strategies: blue new very

hair old white

has pink yellow

house red young

Grammar: Adjectives

Adjectives are words that describe people and things. They give more information about the noun that follows. In this way, they modify the noun. For example, “an old house” is different from “a new house.” Old and new modify “house.” Unlike many other languages, English adjectives do not change form to match the number or gender of the noun. There is only one form. Adjectives come before the noun they modify. an old car But there is another kind of sentence commonly used in English that uses is or are followed by an adjective. The car is old. Old is an adjective that tells you something about the car; it modifies car. “The car is old” means the same as “the old car.” It is just another way of saying the same thing but in a complete sentence.

Visual-Spatial: Using lesson vocabulary, give directions for students to draw a picture of: “a woman with long hair, a man with short hair,” etc. After students complete this, instruct them to add to their picture using color words from this lesson, for example: “Color the woman’s hair red. Color the man’s hair black.” Use visual and verbal prompts as necessary, to reinforce concepts. Bodily-Kinesthetic: Instruct students to pick up or point to classroom objects that are: white, red, yellow, old, new, etc., using various lesson vocabulary words.

In this lesson, you will also practice sentences using has. In these sentences the person or subject possesses (has) something.

Post-Lesson Activities: • Have students take turns describing the colors that another person is wearing. 3


• Write lesson vocabulary color words on the board. Ask students to list items that contain these colors. Then, have students write at least one sentence using this information.

Conversation:

I. Match each word with its opposite. 1. old

a. short

2. black

b. new

3. long

c. white

• Ask students to discuss and describe the different colors in the room.

Modifications:

II. Yes or No?

• Make a color wheel for students to use, to reinforce vocabulary words. 2.

1. 1.

The car is old.

2.

The woman is young.

3. 3.

The woman has long hair.

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

eight

1. eight 2. one 3. three 4. four 5. nine

• Display photographs or pictures of people and objects, for students to use as guides when creating drawings that use lesson vocabulary words, specifically young, old, man, woman, long hair, short hair, car, airplane, house, red, blue, etc.

6. zero


9


three four five

six seven eight

nine ten

The fish is white. The car is white. The car is red. The bird is red.

01

three two six five

02

The airplane is white. The airplane is yellow. The car is white. The car is yellow.

02

four five and six three two

03

The car is red. The car is yellow. The car is white. The car is blue.

03

five and six three and four four and five five and five

04

The car is blue. The car is yellow. The cat is black. The car is black.

04

four and four three, three, three five and five four, five, six

05

The yellow car is old. The pink car is old. The blue car is new. The red car is new.

05

four, five, six five, six, seven six, seven, eight one, two, three

06

an old car a new car an old house a new house

06

one, two, three one, two, three, four one, two, three, four, five one, two, three, four, five, six

07

an old woman a young woman an old house a new house

07

one, two, three one, two, three, four, five one, two, three, four, five, six, seven one, two, three, four, five, six, seven, eight

08

an old woman a young woman an old man a young man

08

two one, two, three, four, five, six, seven, eight, nine, zero three five

09

The old woman has white hair. The girl has black hair. The man has blue hair. The man has red hair.

09

nine five ten three

10

ten six seven one

Themes: Numbers

Materials: Dice Coordinate graph

Pre-Lesson Activity: • Write the numerals one through 10 on the board. Count aloud while pointing to numbers, inviting students to recite along with you. Reinforce earlier vocabulary by asking students to count, for example, the number of girls in the classroom.


01

New Vocabulary zero one two

1-04


10

The woman has long hair. The man has long hair. The woman has short hair. The man has very short hair.

4

Content Integration: Language Arts: Before class, cut out several slips of paper and write simple subject + verb sentences; for example, “The boy jumped. The cat ran.” This game is played similar to the popular game of Taboo. Divide the class into at least four equal teams. One member from a group will choose a slip of paper with the sentence written on it. He/she then gives up to five adjectives to describe the subject written on the slip of paper. The team then tries to guess the subject. If they are correct, the team scores one point. The clue-giver then gives up to five adverbs to describe the verb. If the team guesses correctly, they earn three points. If the team misses either the subject or verb, the next team has an opportunity to “steal” the points by having one of their members give one clue. The player is disqualified if he/she gives a noun instead of an adjective or a verb instead of an adverb or gives more than a one-word description. Mathematics: Have students work in pairs and roll a die twice. The first number is the x-coordinate and the second number is the y-coordinate. Write down at least seven sets of coordinates and have the students display the coordinates on a graph.

10


A

B

____ 1. four and four ____ 2. five ____ 3. ten

C

D

E

____ 4. one, two, three ____ 5. nine ____ 6. four, five, six

F

____ 7. two

G

____ 8. three, three, three ____ 9. six, seven, eight ____10. three

H

I

J

II. Write the numbers in English. 11. 10 __________________________ 12.

2 __________________________

13.

4 __________________________

14.

9 __________________________

15.

6 __________________________

16.

8 __________________________

17.

5 __________________________

18.

0 __________________________

19.

1 __________________________

20.

7 __________________________


ENGLISH

The Numbers 1–10 1-04


Using Multiple Intelligence Strategies:

New Vocabulary zero one two three four five six seven eight nine ten

Bodily-Kinesthetic: After writing the names and symbols for the numbers 1–10 on the board, ask students to arrange themselves according to the numerals you select. Direct students to announce the number of people in their groups.

Listen carefully and learn to say each number correctly. Knowing how to say and hear the numbers is very important, because we use them every day when we buy things or when we tell someone our telephone number. The th on “three” may require special attention, and eight has an unusual spelling.

Post-Lesson Activities: • Direct students to count (in unison as a class) from one to 10, and also by odd numbers and even numbers. • Have students practice writing numerals and their corresponding names. • Direct students to review basic math facts, such as addition and subtraction of one-digit numbers.

Conversation: 4

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

Modifications:


• Display a number line; provide individual number lines for students.

I. Match each word with its opposite. 1. old

a. short

2. black

b. new

3. long

c. white

• Post lesson vocabulary words for easy access and reference.

II. Yes or No?

• Encourage peer review and peer tutoring. 2.

1. 1.

The car is old.

2.

The woman is young.

3. 3.

The woman has long hair.

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

eight

1. eight 2. one 3. three 4. four 5. nine 6. zero


11


1-06

Singular and Plural: Nouns and Present Indicative Verbs

Numbers and Clock Time

01

a girl girls a boy boys

01

One girl is riding a horse. Two men are riding horses. One man is riding a motorcycle. Two boys are jumping.

02

a flower flowers an eye eyes

02

One girl is jumping. Two girls are jumping. four children four balls

03

a woman women a man men

03

The number is three. The number is four. The number is one. The number is two.

04

a child children a dog dogs

04

The number is two. The number is four. The number is five. The number is six.

05

a baby babies an egg eggs

05

The time is two o’clock. The time is four o’clock. The time is six o’clock. The time is three o’clock.

06

A boy is jumping. Boys are jumping. A girl is running. Girls are running.

06

one window three windows four windows five windows

07

A man is dancing. Men are dancing. A woman is singing. Women are singing.

07

Materials:

08

Magazines Scissors

a boy on a bicycle men on bicycles A bird is flying. Birds are flying.

one blue plate one yellow plate There are two plates. One plate is yellow and one plate is blue. There are three plates. One plate is orange, one plate is blue and one plate is yellow.

08

09

The child is sitting. The children are sitting. a bicycle bicycles

one plate two plates three plates ten plates

09

10

The horse is walking. The horses are walking. The car is white. The cars are white.

ten fingers fifteen fingers twenty fingers thirty fingers

10

The time is four o’clock. The time is five o’clock. The time is six o’clock. The time is seven o’clock.

New Vocabulary babies baby bicycle bicycles birds boys

cars child children dogs egg eggs

eye eyes flower flowers horses men

singing sitting women

Themes: Singular and Plural

Pre-Lesson Activity: • Have students complete Section I of Worksheet 1-05 in the Student Workbook. Ask for volunteers to read answers aloud. Review current and previous vocabulary by naming singular nouns; invite students to supply plural forms.

5

Worksheet 1-05



A

B

____ 1. A girl is running.

Language Arts: Bring in newspapers that the students can use to find articles. Have students find an article of interest, and instruct them to cut it out of the newspaper. Have the student paste the article on a separate piece of paper and instruct the students to underline each noun, singular and plural, from the article. Have students list the nouns from the article and write 10 of their own sentences using the nouns. Science: Explain to the class that classification is a systematic method used to diversify, categorize, and organize animate and/or inanimate objects. Ask students to brainstorm items that are found in a grocery store. List 10–15 of the student responses on the board. Ask students to provide different criteria to organize items. Divide students into small groups, two to three students per group. Give students the pictures of the different animals. Each group should be provided identical sets of six to 15 pictures for each group of two to three students. Have students list four observable characteristics for each animal and record this information on a sheet of paper. Students should choose characteristics and separate their animals into two groups. Students should make certain that as they separate the animals into Group A and (continued)

12

____ 2. an eye ____ 3. The horses are walking.

C

D

E

____ 4. a baby ____ 5. A bird is flying. ____ 6. The car is white. ____ 7. girls

G

F

____ 8. Women are singing. ____ 9. eggs ____10. bicycles

H

I

J

II. Circle the correct word. is / are

11. The horse 12. Birds

is / are

walking.

flying.

13. The car

is / are

white.

14. Women

is / are

singing.

15. The children

is / are

sitting.

III. Fill in the blank. 16. The child _________________________________.

are blue

17. Women _________________________________.

is flying

18. The cars _________________________________.

is blue

19. The flower _________________________________.

is sitting

20. A bird _________________________________.

are singing

ENGLISH


1-05

Singular and Plural: Nouns and Present Indicative Verbs New Vocabulary babies boys egg flowers women

Content Integration (continued) baby cars eggs horses

bicycle child eye men

bicycles children eyes singing

birds dogs flower sitting

Group B, each animal reflects the characteristic of the group in which it is placed. Have students explain their classification system to the rest of the class.

Grammar: Forming Plurals

Singular means one. Plural means more than one. Whether a word is singular or plural is called number. Most nouns can be named in their singular or plural form. In fact, it is important to say the right one in English.


When using a singular noun, like girl, always use an article with it. Use either a or the, as in a girl or the girl. Do you remember what these articles mean? If you mean to say more than one, as in more than one girl, convert girl to its plural form by adding -s to make girls. a bicycle an egg a car

bicycles eggs cars

Most plurals of nouns are formed this way in English, by adding -s. However, some words change a vowel in their stem instead of adding -s. man (singular)

men (plural)

Can you find another noun that changes a vowel instead of adding -s? The word child has a special plural form; it adds -ren to form its plural. child (singular)

children (plural)

If a noun ends in y, as in baby, change the y to i and add -es to form its plural. This will always be true with nouns that end in y. baby (singular)

babies (plural)

Finally, remember to match the noun in number with the verb. The boy is jumping.

The boys are jumping.

5


2.

1.

4.

3.

6.

5.

1.

a. an egg

2.

b. eggs

c. flowers

d. a flower

a. children

b. a child

c. a woman

d. women

3. The children

.

a. are sitting

b. is sitting

c. are running

d. is running

4. The number is

.

a. three

b. four

c. five

d. six

5. The time is

.

a. two o’clock

b. three o’clock

c. five o’clock

d. seven o’clock

a. ten

b. fifteen

c. twenty

d. thirty

fingers

Bodily-Kinesthetic: Divide vocabulary index cards into “singular” and “plural” stacks, ensuring that each word corresponds to another. Shuffle cards and place them face down on a flat surface. Have students play the Memory game and find matches of “singular” and “plural” words. Visual-Spatial: Have students divide a piece of paper into two equal sections, with the labels Singular and Plural at the top of the page. Challenge them to illustrate lesson vocabulary words, using the appropriate number of items in each column. Instruct students to label drawings using the correct spelling and form of singular and plural words.



6.

Singular and Plural: Nouns and Present Progressive Verbs

II. Yes or No?

1.

2.

4.

5.

3.

• Direct students to write sentences using lesson vocabulary words.

Conversation: • Have students work with a partner to take turns sharing the sentences they wrote in the Post-Lesson Activity. If a student uses a sentence with a singular noun, the partner must use a sentence with a plural noun.

Modifications: • Provide manipulatives to emphasize the idea of plurals. Have students practice counting items and using the correct singular or plural word to describe them.

6.

1.

The women are singing.

4.

There are two plates.

2.

The horses are walking.

5.

The number is four.

3.

Boys are jumping.

6.

The time is seven o’clock.


Mini-Assessment Unit 1, Lessons 1–5 Answer the following questions. 1. Name two forms of transportation. 2. What animal(s) from Lessons 1-01 and 1-02 would not make a good pet? 3. Name the three primary colors. 4. Name a singular noun and its plural form. 13


1-06



01

a girl girls a boy boys

01

One girl is riding a horse. Two men are riding horses. One man is riding a motorcycle. Two boys are jumping.

02

a flower flowers an eye eyes

02

One girl is jumping. Two girls are jumping. four children four balls

03

a woman women a man men

03

The number is three. The number is four. The number is one. The number is two.

04

a child children a dog dogs

04

The number is two. The number is four. The number is five. The number is six.

05

a baby babies an egg eggs

05

The time is two o’clock. The time is four o’clock. The time is six o’clock. The time is three o’clock.

06

A boy is jumping. Boys are jumping. A girl is running. Girls are running.

06

one window three windows four windows five windows

Numbers and Time

07

A man is dancing. Men are dancing. A woman is singing. Women are singing.

07

Materials:

08

a boy on a bicycle men on bicycles A bird is flying. Birds are flying.

one blue plate one yellow plate There are two plates. One plate is yellow and one plate is blue. There are three plates. One plate is orange, one plate is blue and one plate is yellow.

08

09

The child is sitting. The children are sitting. a bicycle bicycles

one plate two plates three plates ten plates

09

10

The horse is walking. The horses are walking. The car is white. The cars are white.

ten fingers fifteen fingers twenty fingers thirty fingers

10

The time is four o’clock. The time is five o’clock. The time is six o’clock. The time is seven o’clock.

New Vocabulary balls fifteen fingers motorcycle number o’clock

orange plate plates riding there thirty

time twenty window windows

Themes:

Paper plates (plain white) Crayons Analog clock (one in which hands are easily moved)

Pre-Lesson Activities: • Write the following colors on the board: yellow, orange, blue, black, pink, and red. Pass out several paper plates to each student. Have students color each plate a different color. Collect plates for later use.

5

Worksheet 1-06

• Move the hands of an analog clock and name the corresponding time on the hour for students. Reinforce current and previous vocabulary in the following way: – Distribute lists with words from Lessons 1-01 to 1-06. – Instruct each student to select two words. – Have students write their words on the board and pronounce them for the class. – Recite the completed list in unison.


A

B

____ 1. Two men are riding horses. ____ 2. One man is riding a motorcycle. ____ 3. Two girls are jumping.

C

D

E

____ 4. The number is two. ____ 5. The time is four o’clock. ____ 6. five windows

F

____ 7. There are two plates.

G

____ 8. ten fingers ____ 9. thirty fingers ____10. The time is seven o’clock.

H

I

J

II. Circle the bigger number.

Content Integration: Social Studies: Instruct students to research time zones around the world and list ten cities from all over the world that fall into different time zones. Using the research from the time zone activity, instruct students to record the current time for each city. Mathematics: Have students plan a vacation. The trip should have at least five destinations and should cross at least two time zones with each destination. The students will begin with “Time of departure” and end with a “Time of arrival.” The students will also have to figure flight time between each destination. To extend the assignment, let the students figure costs of airplane tickets, hotels, taxis to and from the airport, eating out, sightseeing, and any incidentals they might purchase on the trip. 14

11. eight / ten 12. nine / seven 13. fifteen / thirty 14. twenty / two 15. three / thirty

III. Fill in the blank. 16. There are two ____________________________.

four o’clock

17. The time is ____________________________.

blue

18. One girl is ____________________________.

plates

19. Two men ____________________________ riding horses.

jumping

20. One plate is ____________________________.

are


ENGLISH

Numbers and Clock Time 1-06

Numbers and Clock Time New Vocabulary balls o’clock there windows

Using Multiple Intelligence Strategies: fifteen orange thirty

fingers plate time

motorcycle plates twenty

number riding window

Grammar: “There is” and “There are” There usually gives an answer to the question, where? “There are two plates” is a little like pointing to where the plates are sitting. As in the previous lesson, if only one plate is sitting there, say, “There is one plate,” or, “There is a plate.” Usage: Telling Time This lesson introduces how to say the time of day. You will often hear, “It is two o’clock.” It stands for the time, as in “The time is two o’clock.” O’clock is an old form for saying “of the clock.”

Bodily-Kinesthetic: Set the time to different hours (1:00 through 7:00), using an analog clock. Have students practice saying the correct time. If there are not enough clocks for everyone to practice in pairs, let students take turns setting the clock. Verbal-Linguistic: Instruct students to write sentences about what they think people might be doing around the world in their specific time zones.

Post-Lesson Activities: • Have students practice counting using previously learned and current vocabulary. • Using the paper plates colored by students, display several of the same color. Ask students to complete the following sentence: “There are _________ _________ plates.” number color

6

Ask students to share their answers. Repeat several times. The Rosetta Stone English I Quiz Unit 1 Lessons 5 and 6 I. Fill in the blank with the word or words that best describe the photograph.

2.

1.

4.

3.

6.

5.

1.

a. an egg

2.

b. eggs

c. flowers

d. a flower

a. children

b. a child

c. a woman

d. women

3. The children

.

a. are sitting

b. is sitting

c. are running

d. is running

4. The number is

.

a. three

b. four

c. five

d. six

5. The time is

.

a. two o’clock

b. three o’clock

c. five o’clock

d. seven o’clock

a. ten

b. fifteen

c. twenty

d. thirty

fingers

6.

• Divide students into groups of three or four. Pass out several colored plates to each group. Encourage students to practice sentences that describe various combinations of the color and number of plates, using lesson vocabulary as a guide.

Conversation: Encourage students to: • Describe the colors of classroom items. • Count the number of people around them. • Count various classroom objects.

II. Yes or No?

• Practice time on the hour from 1:00 through 7:00. 1.

3.

2.

Modifications: 4.

6.

5.

1.

The women are singing.

4.

There are two plates.

2.

The horses are walking.

5.

The number is four.

3.

Boys are jumping.

6.

The time is seven o’clock.

• Select two time zones in the United States for students to compare and contrast. • Direct students to use flashcards with:


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

15

Unit 1, Lesson 7 1-07 01

New Vocabulary eating green he

isn’t it it’s

no not she

they this yes

02

Themes: Questions and Answers

03

Materials: Paper plates used in Lesson 1-06 Poster board Markers White paper Colored paper Tape/tacks

Pre-Lesson Activity: • Direct students to complete Section I of the Quiz page for Lessons 1-05 and 1-06 to review previous vocabulary words. Reinforce Lesson 1-07 vocabulary by conducting a question-and-answer session with students. Include words from earlier lessons for additional practice.

04

05

Questions and Answers; Personal Pronouns; Present Indicative of “To Be”

Is the fish white? Yes, it is white.

06

Is the car old? Yes, it is old.

Is the car white? Yes, it is white.

Is the car old? No, the car isn’t old.

Is the car red? Yes, it is red.

Is there a man on this house? Yes, there is.

Is the bird red? Yes, it is red.

Is there a man on this house? No, there is not.

Is the airplane white? Yes, it is white.

07

Is the woman running? Yes, she is running.

Is the airplane white? No, it is yellow.

Is the woman running? No, she is not.

Is the car yellow? No, it is white.

Are the women running? Yes, they are.

Is the car yellow? Yes, it is yellow.

Are the women running? No, they are not.

Is the car red? Yes, it’s red.

08

Is the boy jumping? Yes, he is.

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

Are the boys jumping? Yes, they are. Is the boy jumping? No, he isn’t.

Is the car white? No, the car is not white. The car is blue.

Are the boys jumping? No, they are not.

Is the car blue? Yes, it is blue.

09

Is the woman sitting? Yes, she is.

Is the car blue? No, it isn’t blue. It is yellow.

Are the women sitting? No, they are not.

Is the cat white? No, it isn’t white. It is black.

Are the women sitting? Yes, they are.

Is the car black? No, the car is not black. The car is pink.

Is the woman sitting? No, she is not.

Is the green car old? Yes, the green car is old. Is the pink car new? No, it is not new. Is the black car old? No, it isn’t old. It is new. Is the red car old? No, it is not.

10

Is he eating? Yes, he is. Is she eating? Yes, she is. Is he eating? No, he isn’t. Is she eating? No, she isn’t.

6


A

B

____ 1. Are the women sitting? ____ 2. Is the woman running? ____ 3. Is the airplane white?

Content Integration: Language Arts: Ask students to write a paragraph persuading people to buy something. Before they write the paragraph, have students pick out a product such as a car, a house, or a boat. As a class, brainstorm potential products and make a list of student responses on the board. Then, have students write a paragraph persuading someone to buy the product of his or her choice. Have students exchange papers with a partner and interview each other about their different products. Science: Have students work with a partner and play a game of Twenty Questions. One student will choose an object in the classroom. The other student will ask questions about the characteristics of the item. The questions can only be answered with yes or no responses. The winner guesses the object before asking all twenty questions.

16

C

D

E

____ 4. Is the woman sitting? ____ 5. Are the women running? ____ 6. Is there a man on this house? ____ 7. Is the fish white?

G

F

____ 8. Is the car white? ____ 9. Is he eating? ____10. Is the car old?

H

I

J

II. Match the words. 11. Is the boy jumping? Yes, _________________________________.

it is not

12. Is the car white? Yes, _________________________________.

she is not

13. Is the woman sitting? No, _________________________________.

it is

14. Is the woman running? Yes, _________________________________.

he is

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

she is

III. Fill in the blank with the correct question. 16. _________________________________? Yes, it’s red. 17. _________________________________? No, the car is not black. The car is pink. 18. _________________________________? Yes, she is. 19. _________________________________? No, there is not. 20. _________________________________? No, the car isn’t old.

ENGLISH

Questions and Answers; Personal Pronouns; Present Indicative of “To Be”

Questions and Answers; Personal Pronouns; Present Indicative of “To Be” New Vocabulary eating it’s this

1-07

Questions and Answers; verb “to be” Using Multiple Intelligence Strategies:

green no yes

he not

isn’t she

Verbal-Linguistic: Develop a Twenty Questionstype game with students, to encourage mastery of question and answer formats.

it they

Usage: Forming a Question A common way to form a question is to begin a sentence with the verb. In this lesson we practice questions in which the verb is is or are. To form a question, simply exchange the order of the subject and verb.

Musical-Rhythmic: Have students create and perform a rap-style song using a question-andanswer format.

In the sentence, “The car is red,” the car is the subject and it comes first; is is the verb, and it comes second. Word order of sentences is very important in English. The order in this example is normal word order: subject first, verb second. If the order is changed, the meaning changes to make a question. The car is red.

Is the car red?

The question mark at the end is an obvious sign that the sentence is a question, but the verb in first position also tells you that the sentence is a question. Practice forming questions in this way.

Post-Lesson Activities: • Divide students into small groups. Pass out paper plates to each group. Have students take turns asking questions about the quantity and color of the paper plates.

An answer to the question, “Is the car red?” must be “yes” or “no,” but single word answers are sometimes too blunt. We may want to add something to it in order to be more polite or clear in communicating. For example, say, “Yes, it is red,” or “Yes, it is.” Is the car red?

Yes, it is.

On the other hand, if the car is white, not red, extend your “no” answer by adding “it is not”: “No, it is not red.” To complete the correction, say, “It is white.” Is the car red?

• Direct students to create posters that illustrate the correct format for asking questions. Display posters for student use as references and resources.

No, it is not red. It is white.

The word it stands for the car. It is a pronoun, a short word that replaces a noun and avoids annoying repetition. Use it only when replacing things, like cars, not people. English has a set of personal pronouns that are used to refer to people. She refers to a female, he refers to a male, and they refers to more than one of any gender. In English, the personal pronouns are the only words that use gender. Remember to match the plural they with the plural verb are: “Yes, they are.”

Conversation: 7

Modifications:


• Use three-dimensional objects for students to identify, using a question-and-answer format.

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

1.

3.

2.

1.

a. fruit

b. milk

c. meat

2.

a. strawberries

b. apples

c. bananas

d. pears

a. walking

b. jumping

c. drinking

d. eating

3. The woman is

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

.

d. bread

• Allow students to tape-record conversation sessions; replay for additional reinforcement and practice.

II. Yes or No?

1. 1.

The boy is eating bread.

3.

2. 2.

The woman is drinking.

3.

The man is eating.

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

1.

2.

4.

5.

3.

6.

1. Is the woman running?

4. Is the car new?

2. Are the boys jumping?

5. Is the woman sitting?

3. Is the car old?

6. Is he eating? ©2002 Fairfield Language Technologies

17


fruit milk meat bread

02

The man is eating. The man is drinking. The woman is eating. The woman is drinking.

03

The woman and girl are drinking milk. The man is drinking water. The girl is drinking milk. The woman is drinking milk.

04

The boy is eating bread. The horse is eating a carrot. The man is eating. The man is drinking.

05

The man is drinking orange juice. The man is drinking milk. The man is drinking water. The boy is eating bread and the girl is drinking milk.

06

yellow bananas green apples and red apples red tomatoes yellow cheese

07

red strawberries red grapes green pears yellow apples

08

Strawberries are food. Bread is food. Balls are not food. A hat is not food.

09

bananas in a basket bread in bags apples in boxes tomatoes in a basket

10

a table with food a table with no food a plate with food a plate with no food

New Vocabulary apples bags bananas basket boxes bread carrot

cheese drinking food fruit grapes hat juice

meat milk pears strawberries tomatoes water with

Themes: Food and Drink

Materials: Index cards with vocabulary words from Lesson 1-08 Research materials Paper for painting Paints Graph paper Paper plates Magazines Scissors

1-09

Food, Eating and Drinking; Direct Objects

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

01

a white hat a black hat some black hats some white hats

02

a black hat and a brown hat some gray hats a purple hat a white hat

03

The girl is wearing a white shirt. The woman is wearing a blue shirt. The woman is wearing a white shirt. The woman is wearing a black hat.

04

The boy is wearing white pants. The men are wearing blue jeans. The men are wearing dark shirts and dark pants. The woman is wearing a white shirt and blue jeans.

05

The woman is not wearing a coat. One woman is wearing a red raincoat and one woman is wearing a purple raincoat. One woman is wearing a yellow raincoat and one woman is wearing a blue raincoat. The woman is wearing a black coat.

06

One boy is wearing a blue shirt and one boy is wearing a red shirt. Both women are wearing blue shirts. The woman is wearing a white shirt and a black skirt. The woman is wearing a white shirt and blue jeans.

07

The man and the woman are wearing bathing suits. The man and the woman are not wearing bathing suits. The woman is wearing glasses. The woman is not wearing glasses. The girl is wearing one shoe. The girl is wearing two shoes. The boy is wearing one hat. The boy is wearing two hats. The girls are wearing white shirts and black skirts. One girl is wearing a white dress and one is wearing a red and white dress. The girls are wearing dresses and hats. The girls are wearing black pants. The girl is not wearing socks. The girl is wearing white socks. The boy is not wearing shoes. The boy is wearing shoes.

08

09

10

7

Worksheet 1-08

Pre-Lesson Activity:


• List food and beverage vocabulary on an overhead projector. Ask students to tell you which of these items they enjoy by naming words on the list. Encourage review of previous vocabulary by inviting students to talk about enjoyable activities or their favorite pets.

A

B

____ 1. bananas in a basket ____ 2. meat ____ 3. The man is eating.

C

D

E

____ 4. The man is drinking milk. ____ 5. apples in boxes ____ 6. a plate with food

F

____ 7. a table with no food

G

____ 8. The girl is drinking milk. ____ 9. bread ____10. cheese

H

I

J

Content Integration: Social Studies: Students will research the prices of food and beverages in the United States as well as two other countries. Have students research the most popular food and beverage choices in the United States and another country. Have students compare the prices of these particular products. Language Arts: Collect different restaurant menus for students to choose from. Students may work in groups or individually. Have students re-design a restaurant menu. Give students a restaurant menu from an actual restaurant or a teacher-created menu. Ask students to brainstorm adjectives that they would use to describe the food items listed on their menu. Encourage students to come up with adjectives to describe food and make it (continued)

18

II. Match the words. ____11. pears

a. red

____12. strawberries

b. yellow

____13. cheese

c. green

____14. bananas ____15. tomatoes

III. Fill in the blank. 16. The girl is drinking _________________________________.

are not food

17. The boy is eating _________________________________.

milk

18. Balls _________________________________.

is food

19. Strawberries _________________________________.

bread

20. Bread _________________________________.

are food


ENGLISH

1-08

Food, Eating and Drinking; Direct Objects New Vocabulary apples bread fruit milk with

Food, Eating, and Drinking; Direct Objects Content Integration (continued)

bags carrot grapes pears

bananas cheese hat strawberries

basket drinking juice tomatoes

sound more appetizing such as “heavenly, delightful, juicy, etc.” Have students choose five items from the menu and have them change the original title of the item to one they choose. Have the students underline the adjectives they use.

boxes food meat water

Vocabulary: With A new preposition is introduced in this lesson: with. It doesn’t tell where the action occurs, as in and on do, but serves a more descriptive function. “A table with food” is a table that has food on it. Grammar: Direct Objects In Lesson 1-02 you learned to form present progressive verbs with -ing. Now you may add objects to most sentences in present progressive tense. But be careful, because not all verbs can take objects. You have learned, “The boy is jumping.” In this sentence the boy is not jumping something. But if you say, “The boy is jumping rope,” you have added a direct object, rope. If another verb, like eating, is used, as in “The boy is eating,” you may again add an object: “The boy is eating bread.” What is the boy eating? Bread. Bread is the object of his eating.

Using Multiple Intelligence Strategies: Verbal-Linguistic: Have students create a game that uses the vocabulary words and their meanings.

What other objects can you find in this lesson?

Visual-Spatial: Instruct students to paint or draw a still-life picture using various food items and containers from this lesson. Visual-Spatial: Direct students to cut out food pictures from magazines. Hand students paper plates, and ask them to fill these plates with the “food” they have selected. Have students describe their “meals” to each other. 9

Post-Lesson Activities: • Have students write three sentences using vocabulary words. Ask for volunteers to read aloud or write a sentence on the board. Help students determine whether or not there is a direct object in each sentence.

The Rosetta Stone English I Quiz Unit 1 Lessons 7 and 8 I. Fill in the blank with the word that best describes the photograph.

1.

3.

2.

1.

a. fruit

b. milk

c. meat

2.

a. strawberries

b. apples

c. bananas

d. pears

a. walking

b. jumping

c. drinking

d. eating

3. The woman is

.

d. bread

II. Yes or No?

1. 1.

The boy is eating bread.

• Have students write down the food and beverage items presented in this lesson. Ask them to take their lists home and mark the items they have in their houses.

3.

2. 2.

• Ask students to describe various food items on food photos.

The woman is drinking.

3.

The man is eating.

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

Conversation: • Encourage students to discuss their favorite foods and beverages with their peers.

Modifications: 1.

3.

2.

• Use graphing software or websites to help students create bar graphs. 4.

6.

5.

1. Is the woman running?

4. Is the car new?


5. Is the woman sitting?

3. Is the car old?

6. Is he eating? ©2002 Fairfield Language Technologies

19


fruit milk meat bread

02

The man is eating. The man is drinking. The woman is eating. The woman is drinking.

03

The woman and girl are drinking milk. The man is drinking water. The girl is drinking milk. The woman is drinking milk.

04

The boy is eating bread. The horse is eating a carrot. The man is eating. The man is drinking.

05

The man is drinking orange juice. The man is drinking milk. The man is drinking water. The boy is eating bread and the girl is drinking milk.

06

yellow bananas green apples and red apples red tomatoes yellow cheese

07

red strawberries red grapes green pears yellow apples

08

Strawberries are food. Bread is food. Balls are not food. A hat is not food.

09

bananas in a basket bread in bags apples in boxes tomatoes in a basket

10

a table with food a table with no food a plate with food a plate with no food

New Vocabulary bathing both brown coat dark dress

dresses glasses gray hats jeans pants

purple raincoat shirt shirts shoe shoes

skirt skirts socks some suits wearing

Themes: Clothing

Materials: Clothing catalogs Scissors Card stock Paper

1-09


01

a white hat a black hat some black hats some white hats

02

a black hat and a brown hat some gray hats a purple hat a white hat

03

The girl is wearing a white shirt. The woman is wearing a blue shirt. The woman is wearing a white shirt. The woman is wearing a black hat.

04

The boy is wearing white pants. The men are wearing blue jeans. The men are wearing dark shirts and dark pants. The woman is wearing a white shirt and blue jeans.

05

The woman is not wearing a coat. One woman is wearing a red raincoat and one woman is wearing a purple raincoat. One woman is wearing a yellow raincoat and one woman is wearing a blue raincoat. The woman is wearing a black coat.

06

One boy is wearing a blue shirt and one boy is wearing a red shirt. Both women are wearing blue shirts. The woman is wearing a white shirt and a black skirt. The woman is wearing a white shirt and blue jeans.

07

The man and the woman are wearing bathing suits. The man and the woman are not wearing bathing suits. The woman is wearing glasses. The woman is not wearing glasses. The girl is wearing one shoe. The girl is wearing two shoes. The boy is wearing one hat. The boy is wearing two hats. The girls are wearing white shirts and black skirts. One girl is wearing a white dress and one is wearing a red and white dress. The girls are wearing dresses and hats. The girls are wearing black pants. The girl is not wearing socks. The girl is wearing white socks. The boy is not wearing shoes. The boy is wearing shoes.

08

09

10

Pre-Lesson Activity: • Direct students to complete Section I of Worksheet 1-09 in the Student Workbook. Review as a class and have students read answers aloud. Reinforce current and previous vocabulary by asking students to describe their clothing.


7


A

B

____ 1. a black hat ____ 2. The man and the woman are wearing bathing suits.

Content Integration: Mathematics: Give each student $250 and a catalog. Each student has to buy a complete outfit with their money. Students need to list each item, its cost, sales tax for that area, and a grand total. Have students find pictures or draw their outfits. Have each student label the different articles of clothing. Social Studies: Have students research a specific culture and their style of dress. Have students provide information about the traditional clothing worn in that culture, its history, and pictures of this particular type of clothing.

C

____ 3. The men are wearing blue jeans.

D

E

____ 4. The girl is not wearing socks. ____ 5. The woman is wearing a white shirt and blue jeans.

G

F ____ 6. The woman is wearing glasses. ____ 7. The boy is wearing white pants. ____ 8. The girls are wearing dresses and hats. ____ 9. The boy is not wearing shoes.

H

I

J

____10. some white hats

II. Possible (P) or Impossible (I)? ____11. The girl is wearing pants. ____12. The horse is wearing a white skirt. ____13. The girls are wearing raincoats. ____14. The boy is wearing three shoes. ____15. The woman is not wearing jeans.

III. Fill in the blank. 16. The girl _________________________________.

wearing a coat

18. The woman is _________________________________.

wearing blue shirts

19. The men _________________________________.

one hat

20. The boy is wearing _________________________________.

is wearing one shoe

ENGLISH

20

are wearing blue jeans

17. Both women are _________________________________.


Clothing and Dress; Direct Objects 1-09

Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects New Vocabulary bathing dress jeans shirts socks

Using Multiple Intelligence Strategies: both dresses pants shoe some

brown glasses purple shoes suits

coat gray raincoat skirt wearing

Bodily-Kinesthetic: Instruct students to organize and conduct a fashion show with peers volunteering as models and narrators.

dark hats shirt skirts

Usage: Numbers of Things

Musical-Rhythmic: Have students write song lyrics using vocabulary from this lesson and previous lessons.

English uses a variety of words to indicate numbers of things. Some indicate a definite number and others an indefinite number. Look for the following words in this lesson. some a the one both two -s

more than two; several (indefinite) one, just any one (indefinite) one, a certain one (definite) just one, but not which one two, a certain two a certain number of items or people, but not which two more than one

Post-Lesson Activities: • Display pictures of clothing items and have students identify them.

Usage: Affirmatives and Negatives Expressing contrasts is a useful method of making meaning clear. To do so, we often state the negative of what is real, what something is not or when something is not occurring. Simply insert not before the -ing verb in present progressive sentences.

• Describe the clothing of someone in the room and have students guess the person who is being described.

The girl is not wearing socks. The woman is not wearing glasses.

• Direct students to cut out pictures of clothing from magazines or catalogs. Encourage students to write descriptions about each item. 10

Conversation: • Ask students to pair up and describe their own clothing, as well as their partner’s clothes. The Rosetta Stone English I Quiz Unit 1 Lessons 9 and 10

Modifications:


a. a white shirt

b. dresses

1.

c. a white skirt

d. white socks

3.

2.

• Reinforce vocabulary words in this lesson using real clothing items whenever possible.

e. glasses

4.

1. The girl is wearing

.

3. The woman is wearing

.


.

4. The girls are wearing

.

II. Match each sentence with the appropriate photograph.

A.

B.

C.

D.

E.

F.

1.

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

2.

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

3.

Where are the children? They are on a boat.

4.

Who is reading? The woman is reading.

5.

What color is this car? This car is white.

6.

Who has long hair? The man has long hair.


21


New Vocabulary color doing

here these

what where

which who 02

Materials:

3. Where is the boy?

What color is this car? This car is yellow. Where is the blue car? Here is the blue car.

Who is running? The horse is running.

Where is the white car? Here is the white car.

Who is sitting? The child is sitting.

07

Where is the cheese? Which horse is running? This horse is running. Which horse is jumping? This horse is jumping. 08

Which car is blue? Which car is red?

Who is eating a carrot? The horse is eating a carrot.

Which woman is wearing a blue shirt? Both women are wearing blue shirts. Which child is drinking milk? The girl is drinking milk. 09

What is flying? A bird is flying. 04

Who has long hair? The man has long hair. What is the boy doing? He is swimming.

What are the women wearing? They are wearing blue shirts.

Where is the boy? The boy is on a horse.


Which child is eating bread? The boy is eating bread.

What food is this? These are strawberries. 10

What food is this? This is bread. 05

What are the woman and the girl doing? They are drinking milk. Where are the children? They are in a boat. Which man has blue hair? Who has red hair?

Where is the boy? The boy is under the table. Where is the boy? The boy is on the table. Where is the man? The man is on the old house. Where is the man? The man is on the bicycle. 8

4. Who has long hair? Have students select a question to answer, using classmates as the basis for their response. For example, if a peer named Nicole has long hair, a student may answer #4 as Nicole has long hair. Direct students to write down their question and answer, in preparation for presentation to the class.

Where are the bananas?

Who is eating bread? The boy is eating bread. What is flying? The airplane is flying.


2. Who is sitting?

What color is this car? This car is red.

Who is swimming? The boy is swimming.

Who is under the table? The boy is under the table. 03

1. Who is reading?

06

Who is dancing? The man is dancing.

Who is drinking milk? The girl is drinking milk.

Questions

• Write the following questions on the board:


Who is eating? The man is eating.

Themes:

Graph paper White paper Colored paper

Who, What, Where, Which; Interrogative Pronouns and Adjectives


A

B

____ 1. Who is reading? ____ 2. Which horse is running? ____ 3. Who is under the table?

C

D

E

____ 4. Who is drinking milk? ____ 5. What is flying?

Content Integration: Language Arts: Instruct students to think about a famous person they would like to interview. Have students write 20 questions they would like to ask this person. Have the students write the questions using only the question words from the lesson. Students should try and find any answers for their famous person’s questions through Internet research. Mathematics: Have students list the words: Who? What? Where? Which? in columns. Instruct them to keep track of the number of each type of question they hear being asked for one day. Instruct students to place tally marks in the appropriate column each time they hear that question asked. Use this information to share and compare results in class. Have students create a circle graph measuring the amount of times each question word was asked that day.

22

____ 6. Which horse is jumping?

F

____ 7. Who is eating?

G

____ 8. What are the women wearing? They are wearing white shirts. ____ 9. Where are the bananas? ____10. What food is this? This is bread.

H

I

J

II. Fill in the blank. 11. Who has long hair? ____________________________ long hair.

these

12. What food is this? ____________________________ are strawberries.

the boy

13. Where is the man? The man is ____________________________.

the man has

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

the airplane

15. What is flying? ____________________________ is flying.

on the old house

III. Fill in the blank. 16. ____________________________ horse is running? This horse is running.

a. where

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

b. they

18. ____________________________ is reading? The girl is reading.

c. which

19. ____________________________ is the white car? Here is the white car.

d. who

20. What are the women wearing? ____________________________ are wearing shirts.

e. what

Who, What, Where, Which; Interrogative Pronouns and Adjectives

ENGLISH

1-10

Who, What, Where, Which; Interrogative Pronouns and Adjectives New Vocabulary color where

Who, What, Where, Which; Interrogatives Using Multiple Intelligence Strategies:

doing which

here who

these

Verbal-Linguistic: Instruct students to write clues in a question format for a crossword puzzle.

what

Usage: Forming Questions In Lesson 1-07, you learned how to form questions by inverting the order of the subject and verb in a sentence. That kind of question calls for a “yes” or “no” answer. Another kind of question asks for information as an answer. The so-called W-words or interrogative words ask for information. These words are: who? what? where? which?

asks asks asks asks

for for for for

Visual-Spatial: Distribute graph paper for students to use when they create their crossword puzzle answer sheet.

the identity of a person or persons the identity of an object location a distinction between choices


Sometimes these words function as pronouns and sometimes as adjectives. Who? can only be a pronoun. It substitutes for the name of a person. Who is reading?

• Instruct students to list the words: Who? What? Where? Which? in columns at the top of a sheet of paper. Have students write at least two of each type of question.

Tom is reading.

What? may be a pronoun or an adjective. What is flying?

The bird is flying.

In the sentence, “What is flying?” what is a pronoun; it stands for “the bird.” What food is this? This is bread. But in the sentence, “What food is this?” what seeks to specify or name the food. It modifies “food,” which makes it an adjective.

• Direct students to cut out newspaper articles and answer the Who? What? Where? Which? questions that appear in these stories.

Where? is not a pronoun or an adjective. It simply refers to the location of something. A common answer uses “Here…” Where is the boy? The boy is under the table. or, Here he is. Which? is normally an adjective. A noun follows it. Which car is blue? The old car is blue.

Conversation:

“Which car is blue?” asks for a name or description of the car.

• Instruct students to share their news articles with each other. Encourage them to ask at least two questions about the stories their peers have chosen.

11

Modifications:


• Provide graphic organizers to help students answer Who? What? Where? Which? questions about articles.

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

b. dresses

1.

c. a white skirt

d. white socks

e. glasses

3.

2.

• Ask students to highlight answers in news articles.

4.


.


.


.

4. The girls are wearing

.

II. Match each sentence with the appropriate photograph.

A.

B.

C.

D.

E.

F.

1.

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

2.


3.

Where are the children? They are on a boat.

4.


5.

What color is this car? This car is white.

6.

Who has long hair? The man has long hair.


Mini-Assessment Unit 1, Lessons 6–10 Answer the following questions. 1. Look at the clock. If you rounded to the nearest hour, what time would it be? 2. Write a question using the vocabulary you have learned up to this lesson. 3. Name a food and a beverage from Lesson 1-08. 4. What item of clothing would you wear to cover your head? 5. What type of clothing should you wear if it is raining? 23

The Rosetta Stone English I Test Unit 1 Lessons 1–5 I. Match each word with its opposite.

Unit 1 Review

1. old

Review Activities: • Use index cards to review vocabulary.

a. man

2. black

b. girl

3. long

c. young

4. woman

d. white

5. boy

e. short

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

• Review workbook pages. • Choose activities that target skills in need of practice. • Encourage role-play of scenes that require students to use language skills.

1.

2.

6.

7.

3.

8. an airplane.

1. The boy is

• Provide time for conversation practice with peers; monitor conversational skills.

2. The car is

.

3. six,

• Challenge students to create questions from various lessons and seek answers as a class.

.

e. on hair.

7. The woman is

.

the car.

9. The woman is .

10. The girls are

Possible Assessments:

• Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess bar graphs, charts, fashion shows, reports, and other projects.

Test Unit 1 Lessons 1–5

III. Change the words below from singular to plural. Example: flower

2. baby 3. man 4. is 5. woman

IV. Add or subtract. Example: three + one

2. five + four 3. nine – seven 4. ten – four

• Check accuracy of completed Workbook pages, Quizzes, and Tests.

5. three – zero

• Keep portfolios of student work.


24

flowers

1. egg

1. two + six

• Note the amount and quality of class participation.

h. five i. in j. falling


• Conduct Mini-Assessments in Lessons 1-05 and 1-10. • For Lesson 1-01, check Y-charts and T-charts for accuracy.

f. new g. walking

the boy.

8. The ball is

10.

d. under

6. The old woman has

• Play question-and-answer games using vocabulary words from past lessons.

9. a. seven

c. old

and six

5. The man is

5.

b. white

, eight

4.

4.

four

The Rosetta Stone English I Test Unit 1 Lessons 6–10 I. Match the words.

Tests

1. ten

a. time

2. apples

b. old woman

3. red

c. number

4. white hair

d. food

5. six o’clock

e. color

II. Match the nouns and verbs. 1. milk

a. flying

2. book

b. reading

3. horses

c. riding

4. airplane

d. drinking

5. pants

e. wearing

III. Answer the question according to the models below. Is the car red?

Yes, it is red.

Is the car yellow?

No, the car is not yellow. It is white.

1.

3.

2.

5.

4.

1. Is the cat white? 2. Are the women sitting? 3. Is the woman running? 4. Is the car new? 5. Is he eating?



IV. Answer the question according to the models below. Who is reading?

The woman is reading.

What are the women wearing?

They are wearing blue shirts.

Where is the man?

He is on the old house.

1.

3.

2.

5.

4.

1. Who is drinking? 2. Where are the children? 3. What is the boy doing? 4. Who has long hair? 5. What color is this car?

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

1.

3.

2.

1. The boy is eating

a. fruit, water .

and the girl is drinking 2.


.



.

.

c. fruit, milk

5.

4. b. bread, milk d. bread, water

a. bananas in a basket

b. apples in bags

c. bananas in bags

d. apples in boxes

a. a white hat

b. a black hat

c. a white shirt

d. a black shirt

a. glasses

b. jeans

c. pants

d. shoes

a. one sock

b. jeans

c. one shoe

d. two shoes


25

Crossword 1: 1-5

Unit 1 Review

ENGLISH

Crossword 1: 6-10

Word Search 1: 1-5

AIRPLANE BABY BICYCLE BIRD BLACK EGG EIGHT ELEPHANT EYE FISH FLOWER FLYING GIRL

HAIR HOUSE READING RUNNING SITTING UNDER WALKING WHITE WOMAN YELLOW YOUNG ZERO

J I A W A L K I N G O P B

D C U N V S I T T I N G A

R U N N I N G Y T E G G B

B E D Q Y O U N G L I W Y

L B E L E V B A E E R F D

A I R P L A N E I P L B B

C C S F L Y I N G H G I X

K Y O L O E V F H A H R F

F C R O W O W S T N O D I

E L Y W B A H A W T U T S

Y E R E A D I N G N S Q H

E Z E R O V T R B E E J Q

M H H A I R E W O M A N I

K I W H E R E W A X L M R

K W B E G O A X T M O E I

H H E R M P A N T S R A N

E O R E B I P Q W H N T K

R A R M T H E S E I W Y I

E D I N U M B E R R H K N

B R E A D T O E A T I N G

R U S W H A T M W P C E S

F H F O O D H Q N P H I A

Word Search 1: 6-10

BOTH BREAD COAT COLOR DARK DRINKING EATING FOOD GLASSES HERE MEAT MOTORCYCLE NUMBER

ENGLISH

26

PANTS SHIRT SHOES STRAWBERRIES THERE THESE THEY WATER WHAT WHERE WHICH WHO

C T S G L A S S E S G D D

D C T T H E Y Z S H O E S

A I R M O T O R C Y C L E

R W A T E R E Y O A O N D

ENGLISH

Across

1

4

3

1 8

Word Searches and Crosswords

6

10

7

9 5

13

15

8

16

19

21

Down

2

1

2

10

3

6

4

7

9

7

12

5

14

11

6 3

17

18

20

ENGLISH

Across

1

3

5

6

7

9

10

12

17

20

0

22

23

21

Down

1

2

4

11

15 15

8

30 20 13

16

18

10

14

19

ENGLISH

27

Unit 2 Overview Lesson 2-01 More Verbs: Present Progressive .................................................. 30 13 new words. Introduction of new transitive and intransitive verbs. People and animals as actors.

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

Lesson 2-03 Big and Small; Nouns, Descriptive Adjectives ............................ 34 10 new words. Big and small introduced and then used to teach new nouns.

Lesson 2-04 Shapes and Colors; Descriptive Adjectives; Comparisons ........ 36 11 new words. Elementary geometric shapes and dimensions, additional colors, varied sizes. Introduction of comparative and superlative adjectives.

Lesson 2-05 Left and Right; Possessive Adjectives .......................................... 38 28 new words. The left hand, the right hand; left turn, right turn. Where is?, shapes, traffic signs, traffic directions, and traffic warnings.

Lesson 2-06 Verbs: Negation of Verbs ................................................................ 40 Six new words. Negations in the presence of affirmations. Repetition through identical pictures with negations in the absence of affirmations. Direct objects.

Lesson 2-07 Compound Subjects ........................................................................42 12 new words. Two subjects and a single verb. Two subjects and two verbs.

Lesson 2-08 Prepositions...................................................................................... 44 17 new words. Prepositions of place.

Lesson 2-09 Head, Face, Hands, and Feet; Possession .................................... 46 20 new words. Parts of human anatomy. Caring for hair. Parts of animal anatomy. Possession. Direct objects. Reflexive pronouns.

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

Lesson 2-11 Review of Unit Two ........................................................................ 50 Tests and Woksheets from Unit Two lessons. 28

Scope and Sequence Enrichment/Unit Projects: 1. Lead students in a discussion of the human need for exploration. In what ways has the human race been affected by all forms of exploration and discovery? Explorations can lead to more discoveries and to more questions. What types of explorations are the students most familiar with? Prompt the students by asking questions such as: What do you think of when you hear the word “explorer”? What makes an explorer different from other people? What motivates him/her to explore? What keeps people from being explorers? (i.e., fear, doubt, money) Ask students to brainstorm famous explorers from the past and the present day. Make a list on the blackboard. Examine the explorers named by students. Ask the students to think of people who are explorers in fields other than geography, such as science, politics, and the arts. Remind students that an intellectual exploration can be like a journey even if it does not include travel. Focus the classroom discussion on explorers in the arts. Name artistic “explorers” in each of the following genres of art: theatre, literature, musical theatre, visual arts, music, and dance. Introduce students to the concept of “journey mapping.” Traditionally, journey maps show the mapping of geographical explorations. Extending this idea, explain to students that journey maps can also be made to trace various forms of progress, including in some cases the physical movement of ideas, inventions, systems of government, art styles or motifs, and social and religious movements. Tell the students they will be making journey maps focusing on the work of specific artistic “explorers.” Students should research the influences that prompted the artists to embark on their

“exploration,” particularly the childhood/adolescent experience of the artists, their homelands and hometowns, schooling, family life, and social interests. Students may also research the ideas or discoveries the artist developed, and the way those ideas influenced other artists or changed the genre in which they worked. Allow students to design their journey maps in any creative manner they choose. They can make traditional maps that show geographic locations, a timeline-style map that shows a chronological order of events, or a creative method of their own design (subject to your approval). Display the various journey maps around the room and bind them all into a classroom “atlas.” Ask the students what surprised them most about their research and creation. Relate the work of this activity to students’ studies of other cultures by comparing and contrasting two artists of the same genre from different countries and by looking for similarities and differences in the journey maps of these two artists. 2. As a class, discuss at what age the students believe a child becomes a part of the adult world. What knowledge, skills, and cultural information do children need before they become adults? How are children taught their cultural heritage? Have students brainstorm the differences between their culture and another culture. Ask students to share their own experiences with the class. Record student answers on the board. 3. Instruct students to research a contemporary song. Students will analyze the song to determine the artist’s point-of-view regarding the subject matter. Students will then design and create an original visual aid that illustrates the central theme of the song and identifies the issue, event, or person that is addressed. Students will need to interpret song lyrics based on contextual clues and research. They will present their opinions and research orally and synthesize their learning through a presentation that incorporates music, visual arts, and oral speech.

29


lying pointing rake smiling talking

telephone throwing writing

01

He is a boy. She is a girl. He is a man. She is a woman.

02

The woman is catching the yellow ball. The man is throwing the ball. The woman is catching the white ball. The boy is catching the rake.

02

The boy is a child. The girl is a child. The man is an adult. The woman is an adult.

03

The boy is throwing the ball. The boy is catching the ball. The boy in white is kicking the ball. The boy in red is kicking the ball.

03

two adults one adult and one child two children three children

04

The girl is riding. The boy is riding. The girl is jumping. The boy is running.

04

one adult and two children two adults three adults two children

05

The boy is smiling. The boy is drinking. The woman is sitting. The woman is running.

05

A dog is an animal. A fish is an animal. A girl is a person. A woman is a person.

06

The woman is smiling. The woman is pointing. The woman is reading. The woman is talking on the telephone.

06

A dog is not a person. A dog is an animal. A fish is not a person. A fish is an animal. A girl is not an adult. A girl is a child. A woman is not a child. A woman is an adult.

07

The little girl is laughing. The man is laughing. The girl is writing. The man is riding.

07

one child and one animal two adults and one child two adults and two animals one animal

08

The boy is kicking. The bull is kicking. The boy is smiling. The bull is running.

08

one person and one animal three people two people and two animals one animal

09

The girl is lying down. The girl is running. The girl is laughing. The girl is smiling.

09

a person who is not a man a person who is not a woman an animal that is not a horse an animal that is not an elephant

10

The birds are flying. The birds are swimming. The birds are walking. The bird is flying.

10

a person who is not a child a person who is not an adult an animal that is not a cat an animal that is not a dog

Themes: People, Animals, Transportation

Materials: Index cards with vocabulary words from Lesson 2-01 Small container Small pieces of paper Magazines Diamond poem handout

Pre-Lesson Activity: • Instruct students to complete Section I of Worksheet 2-01 in the Student Workbook, to reinforce lesson vocabulary. As a review of current and previously learned verbs, write the following on the board: The bull is kicking. The bull is ________. The bird is flying. The bird is ________. Ask students: “What other actions can these animals perform?” List terms on the board; have volunteers read sentences aloud, filling in the blanks with appropriate verbs.

Content Integration: Science: Instruct students to make and record predictions of which of the following activities burn the most calories: catching the ball, lying down, throwing the ball, kicking the ball, writing, smiling, talking, running, flying, walking, reading, swimming, dancing, and sitting. In small groups, have students research the amount of calories that are burned when each activity is done for one hour.

People and Animals; Relative Pronouns: Who, That

The boy is throwing the ball. The woman is throwing the ball. The man is throwing the ball. The man is throwing the boy.

New Vocabulary catching down kicking laughing little

2-02

More Verbs: Present Progressive

01

10


A

B

____ 1. The woman is sitting. ____ 2. The boy is drinking. ____ 3. The man is riding.

C

D

E

____ 4. The girl is writing. ____ 5. The birds are swimming.

II. Match the words. ____ 6. throwing

a. laughing

____ 7. reading

b. catching

____ 8. eating

c. writing

____ 9. smiling

d. running

____10. walking

e. drinking

III. Fill in the blank. 11. The woman is ____________________________ on the telephone.

are swimming

12. The boy is _________________________________ the ball.

is flying

13. The birds _________________________________.

is smiling

14. The woman _________________________________.

talking

15. The bird _________________________________.

catching

IV. Describe each picture with a complete English sentence.

16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________

Mathematics: Direct students to create a chart listing all the activities and the amount of calories burned when doing that activity for an hour. Instruct students to graph the information using a bar graph or circle graph.

30

19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH


More Verbs: Present Progressive 2-01



New Vocabulary catching lying telephone

down pointing throwing

kicking rake writing

laughing smiling

little talking

Grammar: Present Progressive The present progressive verb tense is formed in English by adding -ing to the verb. (See Lesson 1-02.) The The The The

woman is smiling. bull is kicking. boy is throwing the ball. woman is catching the ball.

Grammar: Verb-Noun Agreement When a noun changes to the plural, its verb must also change to the plural form.

Intrapersonal: Have the students choose two activities from the following list: catching the ball, lying down, throwing the ball, kicking the ball, writing, smiling, talking, running, flying, walking, reading, swimming, dancing, and sitting. Instruct students to write a paragraph explaining why they enjoy each activity. Verbal-Linguistic: Instruct students to write a diamond poem using present and past the vocabulary words.

The bird is flying. The birds are flying. The girl is running. The girls are running.

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

Conversation:


• Have students describe the actions of people and animals from the vocabulary list.


1.

3.

2.

1. The man is

the ball.

• Tell students to look at pictures in magazines and explain them to each other.

a. riding

b. catching

c. throwing

d. kicking

2. The boy in white is

the rake.

a. catching

b. riding

c. kicking

d. jumping

3. The boy is

the ball.

a. throwing

b. riding

c. kicking

d. catching

Modifications: • Ask students to write a three-sentence paragraph using lesson vocabulary words.

II. Yes or No?

1.

2.

3.

4.

5.

1.

The girl is riding.

4.

A dog is a person.

2.

The birds are flying.

5.

A man is an adult.

3.

The girl is laughing.

6.

A fish is not a person. A fish is an animal.

6.

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

a. who

b. that

1.

2.

1. an animal

is not a horse.

2. a person

is not a child.

3. an animal

3.

is not a cat. ©2002 Fairfield Language Technologies

31


animal animals

people person

that

Themes:

01

He is a boy. She is a girl. He is a man. She is a woman.

02

The woman is catching the yellow ball. The man is throwing the ball. The woman is catching the white ball. The boy is catching the rake.

02

The boy is a child. The girl is a child. The man is an adult. The woman is an adult.

03

The boy is throwing the ball. The boy is catching the ball. The boy in white is kicking the ball. The boy in red is kicking the ball.

03

two adults one adult and one child two children three children

04

The girl is riding. The boy is riding. The girl is jumping. The boy is running.

04

one adult and two children two adults three adults two children

05

The boy is smiling. The boy is drinking. The woman is sitting. The woman is running.

05

A dog is an animal. A fish is an animal. A girl is a person. A woman is a person.

06

The woman is smiling. The woman is pointing. The woman is reading. The woman is talking on the telephone.

06

A dog is not a person. A dog is an animal. A fish is not a person. A fish is an animal. A girl is not an adult. A girl is a child. A woman is not a child. A woman is an adult.

07

The little girl is laughing. The man is laughing. The girl is writing. The man is riding.

07

one child and one animal two adults and one child two adults and two animals one animal

08

The boy is kicking. The bull is kicking. The boy is smiling. The bull is running.

08

one person and one animal three people two people and two animals one animal

09

The girl is lying down. The girl is running. The girl is laughing. The girl is smiling.

09

a person who is not a man a person who is not a woman an animal that is not a horse an animal that is not an elephant

10

The birds are flying. The birds are swimming. The birds are walking. The bird is flying.

10

a person who is not a child a person who is not an adult an animal that is not a cat an animal that is not a dog

People and Animals

Materials: Magazine Scissors Glue

Pre-Lesson Activity: • In order to reinforce current and previous vocabulary, display the following on an overhead projector: ________ is a person. ________ is an animal. Have students work individually to write ten singular nouns (five for each category) that correctly complete these sentences. Direct students to take turns reading answers aloud.

Content Integration: Science: Discuss the types of people and animals found in Lesson 2-02. Draw a Y-chart with the headings Adult/Child/Animal. Ask students to list at least ten examples of each group. Then, tell students to use a magazine to find and cutout pictures that match each category. Students will then glue the pictures in the appropriate place.

People and Animals; Relative Pronouns: Who, That

The boy is throwing the ball. The woman is throwing the ball. The man is throwing the ball. The man is throwing the boy.

New Vocabulary adult adults

2-02


01

10


A

B

____ 1. one adult and one child ____ 2. one person and one animal ____ 3. two children

C

D

E

____ 4. three people ____ 5. The man is an adult.

II. Match the words. ____ 6. animal

a. child

____ 7. adults

b. person

____ 8. adult

c. people

____ 9. animals

d. children

III. Fill in the blank. 10. An elephant _________________________________ an animal.

Language Arts: Explain to students they will be creating characteristics for a person they find in a magazine and will then write a short story placing the character in a situation. Have students choose a full body or close-up picture of a person from a magazine. Students will write a character sketch which describes the person they have chosen. Have students write a short story placing the character in a situation of their choice. Each student should turn in a picture of the character, the character sketch, a rough draft of the story, and a final copy.

32

a man

11. A woman _________________________________.

is

12. A fish _________________________________ a person.

a girl

13. _________________________________ is an adult.

is not a child

14. She is _________________________________.

is not an adult

15. A boy _________________________________.

is not


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ People and Animals; Relative Pronouns: Who, That

ENGLISH

2-02

People and Animals; Relative Pronouns: Who, That New Vocabulary adult person

People and Animals; Relative Pronouns: Who, That Using Multiple Intelligence Strategies:

adults that

animal

animals

people

Grammar: Relative Pronouns A relative pronoun connects a noun with a phrase that gives more information about the noun. It functions as the subject of the phrase, and it matches the noun that it describes. a person who is not a child an animal that is not a cat If the noun being described is a human being, use who. If the noun is not a human being, but is an animal or thing, use that.

Visual-Spatial: Ask students to create an art project that features an adult, a child, and an animal. Naturalist: Using the Y-chart from the previous activity, instruct students to label the different species of the animals in the pictures they cut from the magazines.

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

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

14

Modifications: • Enlarge graphic organizers as needed. The Rosetta Stone English I Quiz Unit 2 Lessons 1 and 2 I. Fill in the blank with the word that best describes the photograph.

1.

3.

2. a. riding

b. catching

c. throwing

d. kicking

2. The boy in white is

1. The man is

the rake.

the ball.

a. catching

b. riding

c. kicking

d. jumping

3. The boy is

the ball.

a. throwing

b. riding

c. kicking

d. catching

• Use poster board for a large Y-chart that categorizes objects for adult, child, and animal. Cut out and glue pictures in the appropriate places. Post the complete list for student reference.

II. Yes or No?

1.

2.

3.

4.

5.

1.

The girl is riding.

4.

A dog is a person.

2.

The birds are flying.

5.

A man is an adult.

3.

The girl is laughing.

6.

A fish is not a person. A fish is an animal.

6.


a. who

b. that

1.

2.

1. an animal

is not a horse.

2. a person

is not a child.

3. an animal

3.

is not a cat. ©2002 Fairfield Language Technologies

33


sofa television tent

tool truck umbrella

wheel

Themes:

01

a big circle a small circle a big square a small square

02

a small car a small horse a small tent a big ball and a small ball

02

The red circle is bigger than the blue circle. The blue circle is bigger than the red circle. The square is bigger than the circle. The circle is bigger than the square.

03

a big number two a small number two a big number one a small number one

03

The blue circle is smaller than the red circle. The red circle is smaller than the blue circle. The circle is smaller than the square. The square is smaller than the circle.

04

a big horse a small horse a big umbrella a small umbrella

04

The biggest circle is red. The biggest circle is blue. The biggest circle is yellow. The biggest circle is black.

05

a small animal a big animal a small person a big person

05

The smallest square is red. The smallest square is blue. The smallest square is yellow. The smallest square is white.

06

a big box a big boat a small box a small boat

06

a blue rectangle a red rectangle a yellow rectangle a white rectangle

07

a big television a big truck a small hat a big hat

07

a big rectangle a small rectangle a red circle a green circle

08

a big sofa a small sofa a small car a big car

08

a long rectangle a short rectangle a woman with long hair a woman with short hair

09

a big ball a big wheel and a small wheel a big wheel a small ball

09

10

a big white wheel a big black wheel a big blue wheel a big wheel and a small wheel

The green rectangle is longer than the yellow rectangle. The yellow rectangle is longer than the green rectangle. The red circle is bigger than the red square. The red square is bigger than the red circle.

10

The yellow rectangle is shorter than the green rectangle. The green rectangle is shorter than the yellow rectangle. The yellow triangle is smaller than the green triangle. The green triangle is smaller than the yellow triangle.

Sizes (Big and Small) and Colors

Materials: Index cards with vocabulary words from Lesson 2-03 Items to categorize as big or small

Pre-Lesson Activity: • Have students complete Section II of the Quiz page for Lessons 2-01 and 2-02, to review previous vocabulary. Reinforce the concept of descriptive adjectives by writing the words small and big on the board. If possible, project Lesson 2-03 for class viewing or use photos from various sources to help students describe images such as: a small car a big airplane a small flower a big horse.

Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns

a big car a man with a big fish a man with a big hat a man with a big tool

New Vocabulary big box small

2-04

Big and Small; Nouns, Descriptive Adjectives

01

11


A

B

____ 1. a big animal ____ 2. a small car ____ 3. a small person

D

C

E

____ 4. a big wheel and a small wheel ____ 5. a man with a big hat

II. Match the words.

Content Integration: Science: As a class, list animals from the zoo and have students classify them as big or small. Write the list of animals on the board or chart paper for student use. Ask students to write a paragraph about an animal from the zoo incorporating the lesson vocabulary words. Language Arts: Have students write a paragraph about a television show they would like to star in. Have students write a second paragraph describing the part they would play. Have students exchange papers with a partner for proofreading and editing.

____ 6. big

a. black

____ 7. old

b. two

____ 8. white

c. long

____ 9. short

d. small

____10. one

e. young

III. Fill in the blank. 11. a big wheel and a _________________________________

a big fish

12. a small number ________________________________

two

13. a big ________________________________ wheel

umbrella

14. a man with ________________________________

small wheel

15. a small ________________________________

blue


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

34


2-03

Big and Small; Nouns, Descriptive Adjectives New Vocabulary big tent

Big and Small; Nouns, Descriptive Adjectives Using Multiple Intelligence Strategies:

box tool

small truck

sofa umbrella

television wheel

Grammar: Adjectives

Adjectives describe a noun; they modify or change a noun so that we have a better picture of it in our minds. You may use more than one. a big white wheel a small animal In English, adjectives come before the noun they modify. a small horse a big blue wheel

Verbal-Linguistic: Instruct students to choose three items from the list and write them at the top of their paper, creating three columns. Instruct students to write adjectives in the columns that describe each noun. Visual-Spatial: Ask students to draw items they consider big and small.

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

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

Modifications: 15

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

The Rosetta Stone English I Quiz Unit 2 Lessons 3 and 4 I. Fill in the blank with the word or words that best describe the photograph.

1.

2.

6.

5. 1. a

horse

4.

3.

7. a. big

8. b. small

2. a

person

a. big

b. small

3. a

hat

a. big

b. small

4. a

ball

5. 6. The than the 7. The

a. big

b. small

a. a big circle c. a big square

b. a small circle d. a small square

is smaller .

a. square, circle c. circle, rectangle

b. circle, square d. square, rectangle

is white.

a. biggest square c. biggest circle

b. smallest square d. smallest circle

a. white square, bigger c. white square, smaller

b. white rectangle, shorter d. white rectangle, longer

is 8. The than the black rectangle.

II. Yes or No?

1.

2.

1.

The square is bigger than the circle.

2.

The black triangle is smaller than the white triangle.

3.

The square is smaller than the circle.

4.

The black rectangle is shorter than the white rectangle.

3.

4.


35


longer rectangle shorter

smaller smallest square

than triangle

01

a big circle a small circle a big square a small square

02

a small car a small horse a small tent a big ball and a small ball

02

The red circle is bigger than the blue circle. The blue circle is bigger than the red circle. The square is bigger than the circle. The circle is bigger than the square.

03

a big number two a small number two a big number one a small number one

03

The blue circle is smaller than the red circle. The red circle is smaller than the blue circle. The circle is smaller than the square. The square is smaller than the circle.

04

a big horse a small horse a big umbrella a small umbrella

04

The biggest circle is red. The biggest circle is blue. The biggest circle is yellow. The biggest circle is black.

05

a small animal a big animal a small person a big person

05

The smallest square is red. The smallest square is blue. The smallest square is yellow. The smallest square is white.

06

a big box a big boat a small box a small boat

06

a blue rectangle a red rectangle a yellow rectangle a white rectangle

07

a big television a big truck a small hat a big hat

07

a big rectangle a small rectangle a red circle a green circle

08

a big sofa a small sofa a small car a big car

08

a long rectangle a short rectangle a woman with long hair a woman with short hair

09

a big ball a big wheel and a small wheel a big wheel a small ball

09

10

a big white wheel a big black wheel a big blue wheel a big wheel and a small wheel

The green rectangle is longer than the yellow rectangle. The yellow rectangle is longer than the green rectangle. The red circle is bigger than the red square. The red square is bigger than the red circle.

10

The yellow rectangle is shorter than the green rectangle. The green rectangle is shorter than the yellow rectangle. The yellow triangle is smaller than the green triangle. The green triangle is smaller than the yellow triangle.

Themes: Shapes and Colors

Materials: Compass Protractor Shapes (rectangles, circles, triangles, squares) in various colors Construction paper Glue

Pre-Lesson Activity: • While students are seated, ask them to write down the number of circles, squares, rectangles, and triangles they see in the classroom. Have them talk about their answers using number vocabulary from previous lessons and shape names from Lesson 2-04.

Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns

a big car a man with a big fish a man with a big hat a man with a big tool

New Vocabulary bigger biggest circle

2-04


01

11


A

B

____ 1. a woman with short hair ____ 2. a woman with long hair

Content Integration: Math: Instruct students to use appropriate tools to draw a circle, rectangle, square, and triangle.

____ 3. a small circle

C

D

E

____ 4. The circle is bigger than the square. ____ 5. a small square

II. Match the words.

Science: Divide the chalkboard into four columns, heading each column with a drawing of a circle, rectangle, square, and triangle. Include the words for these items under each shape. Ask students to brainstorm everyday items that match the shapes listed on the board. Record student answers underneath the corresponding shape.

____ 6. longer

a. smallest

____ 7. bigger

b. small

____ 8. biggest

c. smaller

____ 9. longest

d. shortest

____10. big

e. shorter

III. Fill in the blank. 11. The red circle _________________________________ the red square.

is yellow

12. The biggest _________________________________ is blue.

biggest

13. The smallest square _________________________________.

is bigger than

14. The _________________________________ circle is red.

long

15. a woman with _________________________________ hair

circle

IV. Describe each picture with a complete English sentence. yellow blue

red

yellow

yellow yellow

16.

17.

green

18.

19.

green

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns

36

ENGLISH

Shapes and Colors; Descriptive Adjectives: Comparative Nouns, Pronouns New Vocabulary bigger shorter triangle

2-04

Shapes and Colors; Descriptive Adjectives; Comparisons Using Multiple Intelligence Strategies:

biggest smaller

circle smallest

longer square

rectangle than

Usage: Comparison Many adjectives can describe nouns in three gradations: big short

bigger shorter

biggest shortest

Big box simply describes the size of one box. We call it indicative. Bigger box compares two boxes in size. We call this comparative. Biggest box compares several boxes, of which none is larger than this one. We call this form superlative. In making comparisons between two items, use the comparative -er and add than. The blue circle is bigger than the red circle. The square is smaller than the circle.

Bodily-Kinesthetic: Prepare a scavenger hunt. After students have completed this activity, divide them into small groups. Each group will share objects they found by saying: “This is a __________ _____________.” color name of object Visual-Spatial: Have students use shapes to create abstract art.

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

Conversation:

16

• Have students play the following guessing game: One student describes an object in the room using shape words and descriptive adjectives, while the others guess based on the given descriptions.


Modifications: 1.

2.

6.

5. 1. a

horse

4.

3.

7. a. big

8. b. small

2. a

person

a. big

b. small

3. a

hat

a. big

b. small

4. a

ball

5. 6. The than the 7. The

a. big

b. small

a. a big circle c. a big square

b. a small circle d. a small square

is smaller .

a. square, circle c. circle, rectangle

b. circle, square d. square, rectangle

is white.

a. biggest square c. biggest circle

b. smallest square d. smallest circle

a. white square, bigger c. white square, smaller

b. white rectangle, shorter d. white rectangle, longer

is 8. The than the black rectangle.

• Provide students with a list of items to describe for the conversation activity.

II. Yes or No?

1.

2.

1.

The square is bigger than the circle.

2.

The black triangle is smaller than the white triangle.

3.

The square is smaller than the circle.

4.

The black rectangle is shorter than the white rectangle.

3.

4.


37


New Vocabulary 02

clock cows cup deer guitar hand her holding kangaroos left

microphone neither or other paper parking pen playing rectangular right

round sign singer’s something turn U-turn warning woman’s

03

04

05

06

Themes:

07

Left and Right 08

Materials: Index cards with vocabulary words from Lesson 2-05 Traffic Signal Handout

09

10

2-06

Left and Right; His and Her; Possessive Adjectives

Two yellow balls are in her right hand. A yellow ball is in her left hand. One yellow ball is in her right hand. Two yellow balls are in her left hand. The cup is in the woman’s right hand. The pen is in the woman’s right hand. The paper is in her left hand. The woman has two balls in her left hand and two balls in her right hand. The ball is in the woman’s right hand. Where is the ball? The ball is in her left hand. Where is the ball? The ball is in her right hand. Where is the hat? The girl is holding the hat in her right hand. Where is the hat? The girl is holding a hat in her left hand. The woman is holding the telephone in her left hand. The woman is holding the telephone in her right hand. The girl has something in her right hand. The girl has something in her left hand. One woman is pointing. She is pointing with her right hand. One woman is pointing. She is pointing with her left hand. Both women are pointing. One is pointing with her right hand and the other one with her left hand. Neither woman is pointing. The microphone is in the singer’s right hand. The microphone is in the singer’s left hand. The man has one guitar in the right hand and one in the left hand. The man is playing the guitar. No left turn No right turn No parking No U-turn This clock is round. This clock is square. This window is square. This window is round. This sign is rectangular. This sign is round. This sign is square. This sign is not rectangular, round or square. Warning, kangaroos Warning, cows Warning, children Warning, deer

01

02

03

04

05

06

07

08

09

10

Verbs: Negative Forms

The woman is running. The woman is not running. This man has hair. This man does not have hair. The girl is drinking. The girl is not drinking. This man is wearing a hard hat. This man is not wearing a hard hat. This woman is wearing a white hat. This woman is wearing a black hat. The boy is wearing a white hat. The boy is wearing a black hat. This woman is not wearing a black hat. She is wearing a white hat. This woman is not wearing a white hat. She is wearing a black hat. The boy is not wearing a black hat. He is wearing a white hat. The boy is not wearing a white hat. He is wearing a black hat. This woman is not wearing a black hat. This woman is not wearing a white hat. The boy is not wearing a black hat. The boy is not wearing a white hat. This airplane is flying. This airplane is not flying. The boys are jumping. The boys are not jumping. This boy is not swimming. He is sitting in the airplane. This boy is not sitting in the airplane. He is swimming. This girl is not walking. She is riding the horse. This girl is not riding the horse. She is walking. This boy is not swimming. This boy is not sitting in the airplane. This girl is not walking. This girl is not riding the horse. The woman is using the phone. The girl is using the phone. The woman is pointing. The woman is not using the phone and she is not pointing. The woman is not using the phone. The woman is not pointing. The man is riding the bike. The man is not riding the bike.

12

Pre-Lesson Activities: • Have students predict how many students in the class are left-handed and how many are right-handed. Take a quick survey and ask them to compare their predictions. • Instruct students to complete Section II of Worksheet 2-05 in the Student Workbook to reinforce lesson vocabulary. To review current and previous material, the following is suggested: – Direct pairs of students to sit side-by-side, facing the same direction. – Distribute classroom items that represent lesson words a pen, paper, a hat, a coat, etc. – Have one partner place an item to his/her left or right; instruct the other partner to describe this event; for example, The pen is on the left. – Suggest that students also describe the location of people, The girl is on the right, or the shapes of classroom fixtures, The clock is round.


A

B

____ 1. She is pointing with her right hand. ____ 2. The window is round. ____ 3. The girl is holding a hat in her left hand.

D

C

E

____ 4. The cup is in the woman’s right hand. ____ 5. This clock is square.

II. Match the words. ____ 6. left

a. her

____ 7. round

b. right

____ 8. his

c. short

____ 9. both

d. square

____10. long

e. neither

III. Fill in the blank. 11. She is _________________________________ with her right hand.

holding

12. The girl is _________________________________ a hat in her left hand.

pointing

13. Two yellow balls are in her _________________________________ hand.

rectangular

14. No U-_________________________________.

right

15. This sign is _________________________________.

turn


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

38


2-05


Left and Right; Possessive Adjectives Content Integration:

New Vocabulary clock hand microphone parking round U-turn

cows her neither pen sign warning

cup holding or playing singer’s woman’s

deer kangaroos other rectangular something

guitar left paper right turn

Grammar: Possessive Forms The primary method of signaling that someone or something possesses something is to add ’s. The ball is in the woman’s right hand. The microphone is in the singer’s left hand. Another way is to use a possessive pronoun. Remember, pronouns in English must match the gender of the nouns they replace. The ball is in her right hand. Whose right hand? The woman’s. The microphone is in his left hand. Whose left hand? The male singer’s. Here is a list of possessive pronouns. We will introduce them to you now, but you will practice them in later lessons. Personal Pronoun I you she he it we they

Possessive Pronoun my your her his its our their

Language Arts: Ask students to research the number of people throughout the world who are left-handed, right-handed, or ambidextrous. Instruct students to write a paragraph containing interesting information about each category. Mathematics: Using data from the above research, have students convert the numbers to percentages and create a circle graph to display the data.


The woman is pointing. She is pointing with her right hand. Where is the ball? It is in his right hand. Both of the pronouns in the first example refer to “woman.” They match each other in gender and number. Designating right or left is very important in English, especially when giving directions. Practice using them now. Which is your left hand? Which is your right? Point to your neighbor’s right arm. Point to your neighbor’s left ear.

Bodily-Kinesthetic: With a partner, have students take turns holding objects in their hands and asking: “How many _____________ do I have in my right/left hand?” “In which hand am I holding the __________?”

Post-Lesson Activities: 17

• Instruct students to write directions using the words left and right. Ask students to create a map that illustrates these directions. • Hold up traffic signs and ask the meaning and shape of each one.

The Rosetta Stone English I Quiz Unit 2 Lessons 5 and 6 I. Fill in the blank with the words that best describe the photograph.

Conversation: 1.

2.

1. The woman is pointing with . a. her right hand b. his right hand c. his left hand d. her left hand

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

.

• Have students use possessive adjectives to describe items they own.

Modifications: • Display vocabulary words that are colorcoded by parts of speech, to be used for student reference.

3. .

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

II. Yes or No?

1.

2.

6.

3.

7.

1.

The microphone is in the singer’s left hand.

2.

One woman is pointing with her right hand.

3.

The clock is square.

4.

The woman is not running.

5.

The girl is drinking.

4.

5.

9.

8. 6.

The boy is not wearing a black hat. He is wearing a white hat.

7.

The airplane is not flying.

8.

The girl is not walking. She is riding the horse.

9.

The woman is not using the phone.


Mini-Assessment Unit 2, Lessons 1–5 Answer the following questions. 1. Write a sentence using one of the verbs from Lesson 2-01. 2. What do you call a person who is not a child? 3. What adjective has the same meaning as little? 4. What is the name of the shape that has four equal sides and four 90° angles? 39


New Vocabulary bike does

hard have

phone using

02

03

Themes: Using “Not”

Materials:

04

05

Magazines Construction paper Glue

06


07

• Using materials that allow students to review current and past vocabulary (word lists, Workbook pages, Quizzes, etc.), ask students to write two sentences; the first will express an action or property a person/animal/object is capable of (The plane is flying.). The second sentence will be something the above are not capable of (The horse is not singing.). Students may be as creative as possible but must develop grammatically correct responses.

08

09

10

2-06


Two yellow balls are in her right hand. A yellow ball is in her left hand. One yellow ball is in her right hand. Two yellow balls are in her left hand. The cup is in the woman’s right hand. The pen is in the woman’s right hand. The paper is in her left hand. The woman has two balls in her left hand and two balls in her right hand. The ball is in the woman’s right hand. Where is the ball? The ball is in her left hand. Where is the ball? The ball is in her right hand. Where is the hat? The girl is holding the hat in her right hand. Where is the hat? The girl is holding a hat in her left hand. The woman is holding the telephone in her left hand. The woman is holding the telephone in her right hand. The girl has something in her right hand. The girl has something in her left hand. One woman is pointing. She is pointing with her right hand. One woman is pointing. She is pointing with her left hand. Both women are pointing. One is pointing with her right hand and the other one with her left hand. Neither woman is pointing. The microphone is in the singer’s right hand. The microphone is in the singer’s left hand. The man has one guitar in the right hand and one in the left hand. The man is playing the guitar. No left turn No right turn No parking No U-turn This clock is round. This clock is square. This window is square. This window is round. This sign is rectangular. This sign is round. This sign is square. This sign is not rectangular, round or square. Warning, kangaroos Warning, cows Warning, children Warning, deer

01


The woman is running. The woman is not running. This man has hair. This man does not have hair. The girl is drinking. The girl is not drinking. This man is wearing a hard hat. This man is not wearing a hard hat. This woman is wearing a white hat. This woman is wearing a black hat. The boy is wearing a white hat. The boy is wearing a black hat. This woman is not wearing a black hat. She is wearing a white hat. This woman is not wearing a white hat. She is wearing a black hat. The boy is not wearing a black hat. He is wearing a white hat. The boy is not wearing a white hat. He is wearing a black hat. This woman is not wearing a black hat. This woman is not wearing a white hat. The boy is not wearing a black hat. The boy is not wearing a white hat. This airplane is flying. This airplane is not flying. The boys are jumping. The boys are not jumping. This boy is not swimming. He is sitting in the airplane. This boy is not sitting in the airplane. He is swimming. This girl is not walking. She is riding the horse. This girl is not riding the horse. She is walking. This boy is not swimming. This boy is not sitting in the airplane. This girl is not walking. This girl is not riding the horse. The woman is using the phone. The girl is using the phone. The woman is pointing. The woman is not using the phone and she is not pointing. The woman is not using the phone. The woman is not pointing. The man is riding the bike. The man is not riding the bike.

02

03

04

05

06

07

08

09

10

12


A

B

____ 1. This airplane is flying.


____ 2. This man does not have hair. ____ 3. The girl is drinking.

Science: Challenge students to create collages using magazine pictures that illustrate types of activities. Ask students to describe their choices using sentences like, “He is eating/not eating,” “She is wearing/not wearing a hat,” etc.

C

D

E

____ 4. The boys are not jumping. ____ 5. This man is wearing a hard hat.

II. Fill in the blank. 6. The woman is wearing _________________________________.

not flying

7. The man is riding _________________________________.

are not jumping

8. The airplane is _________________________________.

a black hat

9. The woman is using the _________________________________.

Social Studies: Have students research the evolution of telephones and bicycles over the last 50 years.

has hair

10. The boys _________________________________.

the bike

11. This man _________________________________.

phone

III. Fill in the blank. 12. The boy is not wearing a black hat. _________________________________.

He is swimming.

13. The boy is not sitting in the airplane. ________________________________.

She is wearing a black hat.

14. The woman is not wearing a white hat. ______________________________.

He is wearing a white hat.

15. This girl is not walking. _________________________________.

She is riding the horse.


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Verbs: Negative Forms

40

ENGLISH

Negation of Verbs 2-06



New Vocabulary bike using

does

hard

have

phone

Grammar: Use of “Not” Lesson 1-09 introduced how to express a contrast or the opposite of an expected state. This lesson practices that form, using not with the present participle form of a verb (the verb stem plus -ing). To make a contrast absolutely clear, follow it with a positive statement telling what is indeed true. The woman is not wearing a white hat. She is wearing a black hat. The boy is not swimming. He is sitting in an airplane.

Verbal-Linguistic: Instruct students to use their charts to write sentences using “is” and “is not.” Logical-Mathematical: Challenge students to draw and describe their idea of the perfect bicycle or telephone.

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

Conversation: • Encourage students to practice proper telephone etiquette.

Modifications:

18

• Have students work with a peer to match sentences and magazine pictures. The Rosetta Stone English I Quiz Unit 2 Lessons 5 and 6 I. Fill in the blank with the words that best describe the photograph.

1.

2.

1. The woman is pointing with . a. her right hand b. his right hand c. his left hand d. her left hand

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

.

3. .

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

II. Yes or No?

1.

2.

6.

3.

7.

1.

The microphone is in the singer’s left hand.

2.

One woman is pointing with her right hand.

3.

The clock is square.

4.


5.

The girl is drinking.

4.

5.

9.

8. 6.

The boy is not wearing a black hat. He is wearing a white hat.

7.

The airplane is not flying.

8.

The girl is not walking. She is riding the horse.

9.

The woman is not using the phone.


41


New Vocabulary but chairs fence

front ground heads

of off standing

their tractor wall

02

03

04

Themes: Compound Subjects Activities

05

06

Materials:

07

Index cards 08

Pre-Lesson Activities: • As a class, read the vocabulary words aloud. • Have students complete Section I of the Quiz page for Lessons 2-05 to 2-06 to reinforce previously learned vocabulary. Offer practice of compound subjects by displaying a list of nouns on an overhead projector (men, woman, dogs, cat, etc.). Instruct students to choose from this list to develop a sentence that has two subjects. Provide guidance for those who need help selecting verbs. Divide students into small groups; have them read sentences to each other. Monitor for correct structure and pronunciation.

09

10

2-08

Compound Subjects

The man and the woman are dancing. The men and the women are dancing. The men are dancing. The women are dancing. The man is sitting on the bicycle and the boy is sitting on the fence. The man and the boy are sitting on the bicycle, but they are not riding the bicycle. The man and the boy are riding the bicycle. The man and the woman are riding bicycles. The boy is sitting on the ground. The boy and the girl are sitting on the ground. The boy is lying on the ground. The woman is lying on the ground. The girls and the boy are running. The girls are standing on the table and the boys are standing on the ground. The boys and the girls are standing on the table. A boy and a girl are on the ground and a girl is standing on the table. The woman and the dog are walking. The man and the woman are sitting. The man and the woman are walking. The man and the children are walking. The man and the boy are in the airplane. The woman is walking and the man is riding a bike. The boys and girls are jumping off the table. The boys and girls are standing on the table. The woman and the boy have balls on their heads. The man and the boy have balls on their heads. The woman and the boy are sitting on chairs. The man and the boy are sitting. The men and the woman are sitting in the car. The man and the woman are sitting in the car. The man, the girl and the baby are sitting on the tractor. The man and the boy are sitting on the tractor. The men and the women are standing. The women are standing and the men are sitting. The women and one man are standing and one man is sitting. The men and one woman are sitting and one woman is standing. The man and the woman are standing on the wall. The man and the women are standing in front of the wall. The women are standing on the wall. The women are standing in front of the wall.

More Prepositions

01

The man is in the truck. The bananas are in the basket. The people are in the boat. The people are not in the boat.

02

The boy is on the fence, and the man is on the bicycle. The hat is on the boy. The children are on the table. The ball is on the boy.

03

The boy is on the bicycle. The boy is beside the bicycle. This man is on a horse. This man is beside a horse.

04

The donkey is under the man. The donkey is not under the man. The candy is under the shelf. The candy is in the man’s hand.

05

This boy is behind the tree. This boy is in front of the tree. This man is behind a car. This man is in front of a car.

06

The two bowls are beside each other. This cup is on the plate. The number five is between the one and the zero. The medium-sized bowl is between the big bowl and the small bowl.

07

The man is beside two women. The man is between two women. The dog is between two people. The dog is beside two people.

08

two people with glasses two people without glasses a boy with a stick a boy without a stick

09

The airplane is on the ground. The airplane is above the ground. The fish are around the diver. The chairs are around the table.

10

The man is behind the bicycle. The man is beside the bicycle. The bicycle is beside the car. The bicycle is behind the car.

13


A

B

____ 1. The boy and the girl are sitting on the ground. ____ 2. The man and the boy have balls on their heads. ____ 3. The boy is lying on the ground.

D

C

E

____ 4. The women are standing on the wall.

Content Integration: Language Arts: Explain compound subjects and compound sentences to the students. Write on the board sentences you selected from various reading material and ask students to copy them on their own paper. Have students copy five simple sentences and five compound sentences. Ask students to identify both the subject and verb in the simple sentences. Then, ask students to identify the subjects, verbs, and coordinating conjunctions in the compound sentences. Instruct students to write a paragraph about some of their favorite things. These topics could include movies, music, sports, food, etc. After the students have written their paragraph, have them identify their sentences as simple or compound. Have students also identify the subjects, verbs, and coordinating conjunctions in the sentences they wrote. Social Studies: Instruct students to identify the nouns in the new vocabulary. Ask students to explain how each noun is used in everyday life or where it is found. Record student answers on the board or a large sheet of paper. 42

____ 5. The man and the children are walking.

II. Match the words. ____ 6. the man and the woman

a. the bread and the cheese

____ 7. the dog and the cat

b. the boy and the girl

____ 8. the tomatoes and the bananas

c. the shoes and the socks

____ 9. red and blue

d. the fish and the bird

____10. the shirt and the pants

e. green and white

III. Fill in the blank. 11. The woman and the dog are_________________________________.

airplane

12. The women are standing in front of _________________________________.

are red

13. The man and the woman _________________________________.

the wall

14. The car and the airplane _________________________________.

are dancing

15. The man and the boy are in the _________________________________.

walking


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

Compound Subjects

Compound Subjects 2-07

Compound Subjects New Vocabulary but heads tractor

Using Multiple Intelligence Strategies: chairs of wall

fence off

front standing

ground their

Bodily-Kinesthetic: Prepare index cards with subjects and verbs (one word per card). Arrange cards in three columns according to Subject 1, Subject 2, and Verb. Place cards face down and ask students to select one card from each column. Challenge students to create sentences using their selected words.

Grammar: More Than One Subject A complete sentence must have at least one subject and one verb. The dog is walking. The boy is lying on the ground. A subject and a verb are the minimum requirements to make a sentence. But sentences may be more complicated than that. In fact, you want to be able to use a lot of variety in forming sentences in order to say more clearly what you mean. One variation is to use more than one subject. The woman and the dog are walking. The men and the women are standing. If more than one subject is used (called a compound subject), then the verb must be plural to match the subject in number. A subject of a sentence may have even more elements. The woman, her children and the dog are walking. The man, the girl and the baby are sitting on the tractor. Yet another possibility is to use two subjects, with each doing something different. In this case, you must state them separately while joining them with a conjunction, and. The man is sitting on the bicycle and the boy is sitting on the fence. The woman is walking and the man is riding a bike.

Verbal-Linguistic: Instruct students to create rebus sentence puzzles using the subjects in the new vocabulary. Students can trade with one another to solve each other’s sentence puzzles.


Can you find further variations of these forms in this lesson?

• Ask students to write compound sentences that reflect real-life situations.

Conversation: 19

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

Modifications: • Encourage students to write and role-play three compund sentences.


1.

2.

5.

. .

2. The girls and the boy

4.

4.

8.

7.

6.

1. The man and the woman

3.

3.

a. is sitting

b. are sitting

a. are jumping

b. is jumping

c. is dancing

d. are dancing

c. are running

d. is running

are walking.

a. The man and the woman c. The boy and the girl

have balls on

a. The woman and the man c. The woman and the boy

b. The boy d. The woman

a. beside

c. in

their heads. 5. The boys and the girls are the table. 6. This man is

a horse.

7. This boy is

a tree.

8. The dog is

two people.

b. on

b. The woman and the dog d. The girl

d. under

a. beside

b. behind

c. on

d. between

a. in front of

b. in

c. beside

d. behind

a. under

b. on

c. in

d. between

II. Yes or No?

1.

2.

1.

The man is between two women.

2.

The donkey is not under the man.

3.

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

4.

The man and the boy are sitting.

3.

4.

©2000-2001 Fairfield Language Technologies

43


New Vocabulary above around behind beside between bowl

bowls candy diver donkey each man’s

medium-sized shelf stick tree without

02

03

04

05

Themes:

06

Prepositions 07

Materials: Index cards with vocabulary words from Lesson 2-08

08

09

Pre-Lesson Activities: • Ask students to list the vocabulary words in alphabetical order.

10

2-08

Compound Subjects

The man and the woman are dancing. The men and the women are dancing. The men are dancing. The women are dancing. The man is sitting on the bicycle and the boy is sitting on the fence. The man and the boy are sitting on the bicycle, but they are not riding the bicycle. The man and the boy are riding the bicycle. The man and the woman are riding bicycles. The boy is sitting on the ground. The boy and the girl are sitting on the ground. The boy is lying on the ground. The woman is lying on the ground. The girls and the boy are running. The girls are standing on the table and the boys are standing on the ground. The boys and the girls are standing on the table. A boy and a girl are on the ground and a girl is standing on the table. The woman and the dog are walking. The man and the woman are sitting. The man and the woman are walking. The man and the children are walking. The man and the boy are in the airplane. The woman is walking and the man is riding a bike. The boys and girls are jumping off the table. The boys and girls are standing on the table. The woman and the boy have balls on their heads. The man and the boy have balls on their heads. The woman and the boy are sitting on chairs. The man and the boy are sitting. The men and the woman are sitting in the car. The man and the woman are sitting in the car. The man, the girl and the baby are sitting on the tractor. The man and the boy are sitting on the tractor. The men and the women are standing. The women are standing and the men are sitting. The women and one man are standing and one man is sitting. The men and one woman are sitting and one woman is standing. The man and the woman are standing on the wall. The man and the women are standing in front of the wall. The women are standing on the wall. The women are standing in front of the wall.

The man is in the truck. The bananas are in the basket. The people are in the boat. The people are not in the boat.

02

The boy is on the fence, and the man is on the bicycle. The hat is on the boy. The children are on the table. The ball is on the boy.

03

The boy is on the bicycle. The boy is beside the bicycle. This man is on a horse. This man is beside a horse.

04

The donkey is under the man. The donkey is not under the man. The candy is under the shelf. The candy is in the man’s hand.

05

This boy is behind the tree. This boy is in front of the tree. This man is behind a car. This man is in front of a car.

06

The two bowls are beside each other. This cup is on the plate. The number five is between the one and the zero. The medium-sized bowl is between the big bowl and the small bowl.

07

The man is beside two women. The man is between two women. The dog is between two people. The dog is beside two people.

08

two people with glasses two people without glasses a boy with a stick a boy without a stick

09

The airplane is on the ground. The airplane is above the ground. The fish are around the diver. The chairs are around the table.

10

The man is behind the bicycle. The man is beside the bicycle. The bicycle is beside the car. The bicycle is behind the car.

13

• Display the following sentences to review previous vocabulary and reinforce Lesson 2-08 prepositions: The boy is next to the girl. The pen is under the table. The paper is in front of the girl. Ask volunteers to act out these sentences, using the people and classroom items mentioned. Check for understanding by asking students if the volunteer followed directions accurately.

More Prepositions

01


A

B

____ 1. This man is in front of a car. ____ 2. The bananas are in the basket. ____ 3. two people without glasses

D

C

E

____ 4. The hat is on the boy. ____ 5. a boy with a stick

II. Possible (P) or Impossible (I)? ____ 6. The airplane is above the ground. ____ 7. The truck is in the man.

Content Integration: Science: Using prepositions, ask students to describe the position of an object before and after a force has been applied to the object. Language Arts: Instruct students to use prepositions when creating a short story about an animal and its adventures. Ask students to underline prepositions, and encourage them to illustrate their stories before sharing them with the class.

____ 8. The bicycle is behind the car. ____ 9. The fish are around the diver. ____10. The car is on the plate.

III. Fill in the blank. 11. The _________________________________ are in the basket.

beside the car

12. The people _________________________________ the boat.

bananas

13. This boy _________________________________ the tree.

the bicycle

14. The bicycle is _________________________________.

are in

15. The boy is on _________________________________.

is behind


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ More Prepositions

44

ENGLISH

Prepositions 2-08

More Prepositions New Vocabulary above bowl each tree

Using Multiple Intelligence Strategies: around bowls man’s without

behind candy medium-sized

beside diver shelf

between donkey stick

Grammar: More Prepositions A preposition expresses time, manner or place. It comes before the noun it modifies, which is why it is called a pre-position. And it always appears in a phrase, called a prepositional phrase. in the basket on the table beside the bicycle under the shelf Practice the phrases in this lesson so that you become familiar with them. Here are the prepositions used in this lesson. Later you will learn more. in on beside under behind in front between with without above around

inside an enclosure resting on top of something, usually horizontal next to, to one side below another object or place in back of an object or place placed before an object or place; note that it is a two-word term placed with an object on either side having, possessing, plus, together the opposite of “with”; not having, not possessing placed in relation to something below on all sides, surrounding, encircling

Knowing which are opposites of each other may help to remember them. Here are some opposites. on above in front with

under below behind without

Naturalist: Take students on a nature walk and have them record their observations. Instruct students to describe, using prepositions, what they observed. Examples: The leaves are on the trees. The clouds are over the trees. The dog is sitting under the tree.

Post-Lesson Activity: • Instruct students to draw a comic strip that has a person or an animal in different places. For example, the first scene may include a bear behind a tree, and in the second scene the bear may be under a table.

Conversation: • Have students describe the location of classroom objects using newly learned prepositions.

20

Modifications: • Using photos of various activities, ask students to tell you, for example, whether or not the boy is on the bicycle or under the bicycle.


1.

2.

5.

. .

2. The girls and the boy

4.

4.

8.

7.

6.

1. The man and the woman

3.

3.

a. is sitting

b. are sitting

a. are jumping

b. is jumping

c. is dancing

d. are dancing

c. are running

d. is running

are walking.

a. The man and the woman c. The boy and the girl

have balls on

a. The woman and the man c. The woman and the boy

b. The boy d. The woman

a. beside

c. in

their heads. 5. The boys and the girls are the table. 6. This man is

a horse.

7. This boy is

a tree.

8. The dog is

two people.

b. on

b. The woman and the dog d. The girl

d. under

a. beside

b. behind

c. on

d. between

a. in front of

b. in

c. beside

d. behind

a. under

b. on

c. in

d. between

II. Yes or No?

1.

2.

1.

The man is between two women.

2.

The donkey is not under the man.

3.

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

4.

The man and the boy are sitting.

3.

4.


45


2-10

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

Present Progressive, Present Perfect and Future with “Going To”

01

an eye a nose a mouth a face

01

The woman is jumping. The woman has jumped. The horse is jumping. The horse has jumped.

02

human feet an ear The man is touching the horse’s ear. elephant feet

02

The boy is falling. The boy has fallen. The cowboy is falling. The cowboy has fallen.

03

a woman’s head a hand a man’s head hands and feet

03

The girl is cutting the paper. The girl has cut the paper. The boy is jumping into the water. The boy has jumped into the water.

04

three hands four hands four arms three arms

04

The horse is going to jump. The child is going to jump. The horse is jumping. The horse has jumped.

05

The man’s hands are on his knees. The man’s head is in his hands. The man’s hands are on the table. One hand is on the man’s face and one is on his elbow.

05

The girl is going to cut the paper. The girl is cutting the paper. The girl has cut the paper. This girl is jumping.

06 06

The woman’s arms are on her knees. The man’s hand is on his head. The young man’s elbows are on the table. The man’s hands are on the table.

The boy is going to jump into the water. The boy is jumping into the water. The boy has jumped into the water. These boys are jumping into the water.

07 07

two eyes and a nose a nose and a mouth a face an ear

The rider is going to fall. The rider is falling. The rider has fallen. The boy is falling.

Large sheets of paper

08 08

The child is holding a cup to her mouth. The woman is holding a cup to her mouth. This young man has food in his mouth. This young man does not have food in his mouth.

The girls are not going to jump. The boy is going to jump. The girls are not jumping. The boy is jumping. The girls have not jumped. The boy has jumped. The boy and the girls are jumping.


09 09

He is touching his nose. He is touching his mouth. She is touching her eye. She is touching her chin.

The man is going to drink the milk. The man is drinking the milk. The man has drunk the milk. The boy is going to eat the bread.

10 10

The woman is brushing her hair. The woman is brushing the girl’s hair. The woman is combing her hair. The woman is combing the girl’s hair.

The boy is going to eat the bread. The boy is eating the bread. The boy has eaten some bread. The boy is wearing a hat.

New Vocabulary arms brushing chin combing ear

elbow elbows face feet girl’s

hands head his horse’s human

knees mouth nose to touching

Themes: Body Parts

Materials:

• Direct students to complete Section I of Worksheet 2-09 in the Student Workbook, to reinforce lesson vocabulary. Provide practice of current and previously learned words in the following way: Distribute index cards to students with directions to draw a creature that has features such as: four arms and three eyes five hands and six mouths Ask students to share drawings and describe features using accurate words and phrases.

14


A

B

____ 1. The man’s hands are on his knees. ____ 2. He is touching his nose. ____ 3. a face

D

C

E

____ 4. four hands

Content Integration: Science: Have students research the skeletal system. Provide students with a worksheet of the skeletal system and ask them to label prominent bones in the body. Language Arts: Provide students with a list of scientific words and terms related to the human body and ask them to look up the definition for each word. Then have students use their definitions to create a personal glossary. Encourage them to illustrate as many of the words and terms as possible.

____ 5. He is touching his mouth.

II. Match the words. ____ 6. one hand’s fingers

a. 2

____ 7. two hands’ fingers

b. 4

____ 8. two people’s fingers

c. 5

____ 9. eyes

d. 10

____10. two people’s arms

e. 20

III. Fill in the blank. 11. This young man has food in _________________________________.

a. nose

12. He is touching his __________________________________.

b. his mouth

13. The man’s hands _________________________________.

c. on her knees

14. The woman is combing _________________________________.

d. are on his knees

15. The woman’s arms are _________________________________.

e. the girl’s hair


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

46


2-09


Head, Face, Hands, and Feet; Possession Using Multiple Intelligence Strategies:

New Vocabulary arms elbow hands knees

brushing elbows head mouth

chin face his nose

combing feet horse’s to

ear girl’s human touching

Musical-Rhythmic: Ask students to create a song using a familiar melody, and lyrics from past and present vocabulary.

Grammar: Possessive Forms (Review) Lesson 2-05 introduced possessive forms. Please review them now. Remember that you show possession by adding ’s to the possessor.


The woman’s arms are on her knees. The young man’s elbows are on the table.

• Divide the class into groups. Have each group chose a leader and play Simon Says.

You can also use a possessive pronoun. He is touching his nose. She is touching her eye.

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

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


1.

3.

2.

4.

6.

5.

1. He is touching

.

a. his nose

b. his mouth

c. her nose

d. her mouth

a. his eye

b. her eye

c. his mouth

d. her mouth

a. arm, knee

b. hand, arm

c. arm, head

d. hand, head

2. She is touching

.

3. The man’s is on his

.

4. The rider

.

a. is going to jump c. is falling

5. The man

.

a. is going to drink the milk c. has drunk the milk

b. is drinking the milk d. has cut the paper

6. The girl

.

a. is going to drink c. is going to cut the paper

b. has cut the paper d. is drinking

b. is going to fall d. has fallen

II. Fill in the blank with one of the following body parts.

a. hands

b. arms

c. mouth

d. hair

1. 1. four

e. feet

3.

2. .

2. hands and

.

3. The woman is brushing her

.

III. Change the words in italics from present progressive to present perfect. 1.

The boy is jumping.

a. was jumping

b. has jumped

2.

The boy is eating the bread.

a. is going to eat

b. was eating

c. has eaten

3.

The cowboy is falling.

a. has fallen

b. was falling

c. is going to fall

c. is going to jump


47


eat eaten fall fallen going

into jump jumped rider

01

The woman is jumping. The woman has jumped. The horse is jumping. The horse has jumped.

02

human feet an ear The man is touching the horse’s ear. elephant feet

02

The boy is falling. The boy has fallen. The cowboy is falling. The cowboy has fallen.

03

a woman’s head a hand a man’s head hands and feet

03

The girl is cutting the paper. The girl has cut the paper. The boy is jumping into the water. The boy has jumped into the water.

04

three hands four hands four arms three arms

04

The horse is going to jump. The child is going to jump. The horse is jumping. The horse has jumped.

05

The man’s hands are on his knees. The man’s head is in his hands. The man’s hands are on the table. One hand is on the man’s face and one is on his elbow.

05

The girl is going to cut the paper. The girl is cutting the paper. The girl has cut the paper. This girl is jumping.

06 06

The woman’s arms are on her knees. The man’s hand is on his head. The young man’s elbows are on the table. The man’s hands are on the table.

The boy is going to jump into the water. The boy is jumping into the water. The boy has jumped into the water. These boys are jumping into the water.

07 07

two eyes and a nose a nose and a mouth a face an ear

The rider is going to fall. The rider is falling. The rider has fallen. The boy is falling.

08 08

The child is holding a cup to her mouth. The woman is holding a cup to her mouth. This young man has food in his mouth. This young man does not have food in his mouth.

The girls are not going to jump. The boy is going to jump. The girls are not jumping. The boy is jumping. The girls have not jumped. The boy has jumped. The boy and the girls are jumping.

09 09

He is touching his nose. He is touching his mouth. She is touching her eye. She is touching her chin.

The man is going to drink the milk. The man is drinking the milk. The man has drunk the milk. The boy is going to eat the bread.

10 10

The woman is brushing her hair. The woman is brushing the girl’s hair. The woman is combing her hair. The woman is combing the girl’s hair.

The boy is going to eat the bread. The boy is eating the bread. The boy has eaten some bread. The boy is wearing a hat.

Themes: Verb Tenses

Materials: Research materials Paper

Pre-Lesson Activity: • Review current and previous vocabulary by challenging students to write Subject-Verb (S-V) and Subject-Verb-Object (S-V-O) sentences. Use the following procedure: – Have students suggest nouns for you to write on one side of the board. – Write students’ suggestions for verbs on the other side of the board. – Divide students into groups of four; advise them to work together as they develop four sentences (two S-V and two S-V-O) from the class list. Remind groups to check for article, and number agreement. – Ask each student to read one sentence aloud.

Content Integration: Language Arts: Explain to the students the difference between past, present, and future verb tenses. Write the following sentences on the board for the students to use as a reference: When you want to talk about yesterday, use the Past Tense. When you want to talk about today, use the Present Tense. When you want to talk about tomorrow, use the Future Tense. Write a list of sentences on the board. Have the students rewrite each sentence changing the verb tense each time. For example: Past Tense: The cat ran across the yard. Present Tense: The cat runs across the yard. Future Tense: The cat will run across the yard. (continued)

48


an eye a nose a mouth a face

New Vocabulary cowboy cut cutting drink drunk

2-10


01

14


A

B

____ 1. The boy and the girls are jumping. ____ 2. The girl has cut the paper. ____ 3. The man is drinking the milk.

C

D

E

____ 4. The horse has jumped. ____ 5. The man is going to drink the milk.

II. Match the words. ____ 6. is eating

a. have eaten

____ 7. is falling

b. has fallen

____ 8. are eating

c. has drunk

____ 9. are drinking

d. has eaten

____10. is drinking

e. have drunk

III. Fill in the blank. 11. The boy is going to jump ____________________________.

into the water

12. The horse is ____________________________.

are not jumping

13. The girls ____________________________.

has jumped

14. The woman ____________________________.

jumping

15. The girl is going to ____________________________.

cut the paper


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Present Progressive, Present Perfect and Future with “Going To”

ENGLISH

2-10


Verbs: Present Perfect and Future with “going to” Content Integration (continued)

New Vocabulary cowboy eat into

cut eaten jump

cutting fall jumped

drink fallen rider

drunk going

Grammar: Verb Tenses English uses different verb tenses to express different times when something occurs: past, present and future. As we learned in Lesson 1-05, the present progressive tense is used to indicate something that is happening right now and is continuing to happen. It is in progress. Use is or are with a present participle (verb stem plus -ing) to form the present progressive. The woman is jumping. The boy is eating the bread. The present perfect tense expresses something that already happened and whose state is true up to the present. It is “perfected” now, “present perfect.” To form the present perfect, use the helping verb has (singular) or have (plural) with the past participle of the main verb. The woman has jumped. The boy has eaten the bread. The girls have jumped into the water. Note that the past participle is often formed by adding -ed to the verb, but not always. There are two classes of verbs, “weak” and “strong”. The -ed verbs are weak. They are always formed in this way. The woman has jumped. The girls have jumped into the water.

Social Studies: Have students research how various cultures have used natural resources in the past, how they are currently being used, and how they might be used in the future.

Using Multiple Intelligence Strategies: Visual-Spatial: Instruct students to create a comic strip that illustrates the before, during, and after of an activity.

Post-Lesson Activity: • Ask students to share the comic strip they created earlier with a peer.

Strong verbs, on the other hand, are irregular, and they must simply be memorized. Often the vowel or the ending changes.

Conversation:

The boy has eaten. The man has drunk the milk.

• Discuss past, present, and future tenses with students by conversing about a variety of events. 22

Modifications: • Encourage students to role-play sentences from this lesson, to highlight the distinction among past, present, and future tenses.


1.

3.

2.

4.

6.

5.

1. He is touching

.

a. his nose

b. his mouth

c. her nose

d. her mouth

a. his eye

b. her eye

c. his mouth

d. her mouth

a. arm, knee

b. hand, arm

c. arm, head

d. hand, head

2. She is touching

.

3. The man’s is on his

.

4. The rider

.

a. is going to jump c. is falling

5. The man

.

a. is going to drink the milk c. has drunk the milk

b. is drinking the milk d. has cut the paper

6. The girl

.

a. is going to drink c. is going to cut the paper

b. has cut the paper d. is drinking

b. is going to fall d. has fallen

II. Fill in the blank with one of the following body parts.

a. hands

b. arms

c. mouth

d. hair

1. 1. four

e. feet

3.

2. .

2. hands and

.

3. The woman is brushing her

.

III. Change the words in italics from present progressive to present perfect. 1.

The boy is jumping.

a. was jumping

b. has jumped

2.

The boy is eating the bread.

a. is going to eat

b. was eating

c. has eaten

3.

The cowboy is falling.

a. has fallen

b. was falling

c. is going to fall

c. is going to jump


Mini-Assessment Unit 2, Lessons 6–10 Answer the following questions. 1. What is the name of a type of transportation that has two wheels and must be pedaled to ride? 2. Name the piece of furniture you sit on when you are eating at a table. 3. Name three prepositions you have learned up to Lesson 2-08. 4. Name a body part that is located on your head. 49

The Rosetta Stone English I Test Unit 2 Lessons 1–5 I. Match the opposites.

Unit 2 Review

1. small

Review Activities:

a. big

2. person

b. short

3. child

c. animal

4. long

d. left

5. right

e. adult


• Use index cards to review vocabulary. • Review workbook pages. • Choose activities that target skills in need of practice. • Encourage role-play of scenes that require students to use language skills.

1.

2.

6.

7.

1. The boy is

9.

.

4. A man is an

10.

b. adult .

c. square

.

d. catching

5. The biggest

is white.

e. riding

6. The man is

the boy.

f. smaller

7. The circle is

than the square.

8. The smallest


8.

5.

a. circle

3. A woman is not a


4.

.

2. The woman is


3.

g. bigger

is white.

9. The boy in white is 10. The circle is

h. child

the rake.

i. throwing

than the square.

j. smiling



• Conduct Mini-Assessments in Lessons 2-05 and 2-10. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons.


III. Circle the correct answer.

• Use rubrics to assess graphs, charts, reports, and projects.

1.

2.

3.

4.

5.

3.

4.

5.

1. The girl has something in his / her hand.

• Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests.

2. Two balls are in her left / right hand. 3. This window is round / square. 4. The boy is kicking / catching the ball. 5. This is an animal who / that is not a dog.

IV. Yes or no?

• Keep portfolios of student work. 1. 1.

The car is big.

2.

The animal is small.

3.

She is a woman.

4.

She is pointing with her left hand.

5.

This is an animal that is not an elephant.


50

2.

The Rosetta Stone English I Test Unit 2 Lessons 6–10 I. Fill in the blank with the word that best describes the photograph.

Tests

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

1. The man’s head is in his

.

2. The donkey is

the man.

b. hair

3. The young man is touching his 4. The boy is

.

c. eye

the tree.

5. The man is

d. between

two women.

6. The women are standing

e. on a wall.

7. She is touching her

f. hands

.

8. The man is

g. in front of

two women.

9. He is touching his

h. under

.

10. This man is

i. ear

a horse.

11. The woman is combing her

12. a. beside

j. behind .

12. The man is touching the horse’s

k. nose .

l. mouth



II. Write the negative form of each sentence. Example: The woman is running.


1. The boys are jumping. 2. The girl is using the phone. 3. The boy is wearing a black hat. 4. The girl is riding the horse. 5. This man has hair.

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

2.

1. 1. The woman

.

3.

4.

a. is jumping

b. is going to jump

c. has jumped c. has cut

2. The girl

the paper.

a. is cutting

b. is going to cut

3. The boy

the bread.

a. is eating

b. is going to eat

c. has eaten

4. The man

the milk.

a. is drinking

b. is going to drink

c. has drunk

IV. Yes or no?

1.

2.

1.

The man and the woman are dancing.

2.

The boy has jumped.

3.

The boy has fallen.

4.

The boy is not swimming.

3.

4.


51

Word Search 2: 1-5

Unit 2 Review

ADULT ANIMAL BIGGEST CIRCLE DOWN LAUGHING LEFT LITTLE NEITHER OTHER PERSON RECTANGLE RIGHT

ROUND SIGN SMALL SMALLEST SOMETHING SQUARE TALKING TELEPHONE THAN THAT TRUCK TURN

T Q S M A L L E S T I A L

H D O W N T H A T X S N E

A L M J R I G H T P Q I F

N T E L E P H O N E U M T

E T T P C Z R P K C A A A

I U H E T K O X O I R L L

T R I R A D U L T R E W K

H N N S N W N H D C F O I

E R G O G A D W U L S T N

R S X N L I T T L E M H G

B I G G E S T V I B A E B

D G E T T R U C K V L R O

C N L A U G H I N G L A Y

H A R U V M G A A N V A I

F R O N T B E T W E E N S

E O X D R I N K H E A D U

N K H B U N M O R S Y A H

C O A E X G O I N G U H B

E A C H C I U D H N S P I

B E S I D E T S A A I W K

T A E N Q P H A U R K Q E

E T G D O E S U S I N G A

Word Search 2: 6-10

ABOVE AROUND BEHIND BESIDE BETWEEN BIKE CANDY COMBING DOES DRINK EACH EAT FENCE

ENGLISH

52

FRONT GOING HAVE HEAD HIS HUMAN INTO KNEES MOUTH THEIR USING WITHOUT

W I T H O U T K C N I N B

F N H A V E J U M O A H U

V T E R K C A N D Y B U T

G O I O M O A D V K O M H

Crossword 2: 1-5


Across

Down

1. not this 5. No U-____ 6. laughing and _______ 7. She is _______ the ball. 9. not long 12. longer than a square 13. a green fruit 16. not a square 17. It is round; there are four on a car. 19. not big 20. eight, nine, ___ 21. a color

1. 2. 3. 4. 8. 9. 10. 11. 13. 14. 15. 16. 18.

bigger than a car writing with a ___ not smallest He is playing the ______. plate and ___ a No Parking ____ adults and children four o’_____ cup and ______ not left not right bulls and ____ not short

ENGLISH

Crossword 2: 6-10

Across

Down

2. The microphone is in the singer’s left ____. 5. The girl has ___ the paper. 6. not a brush 7. not a comb 8. The dog is ______ two people. 11. A ____ is on a leg above the foot. 13. eyes, nose and mouth are on a ____ 15. ____, one, two, three 16. not in front 20. The airplane is above the ______. 21. She is wearing _____ on her feet.

1. People ____ food. 3. not under 4. not behind, but in _____ 5. under the mouth, on a face 8. Two bowls are ____ each other. 9. The boy is behind the ____. 10. The man is touching the horse’s ___. 12. His ___ is on the table. 13. kicking balls with their ____ 14. Some chairs are ______ a table. 16. The cat drinks milk from a ____ . 17. The man’s hands are on ___ knees. 18. The ___ is running after the car. 19. between mouth and eyes on a face

ENGLISH

53

Unit 3 Overview Lesson 3-01 Descriptions of People: Descriptive Adjectives ............................ 56 13 new words. Descriptions of people by age, height, weight, clothing, activity, hair (long-short), and hair (kind and color).

Lesson 3-02 Quantities and Comparison of Quantity .................................... 58 18 new words. Concepts of many, few, more, less, same number, as many as, and various. Counting and contrast of quantities.

Lesson 3-03 More Clothing.................................................................................. 60 Six new words. 10 articles of clothing: male and female. Wearing (versus not wearing) clothing. Wearing clothing versus putting on clothing. Practice with reflexive verbs.

Lesson 3-04 Inside and Outside; Prepositions .................................................. 62 Seven new words. Inside and outside houses, churches, and buildings. Children’s play activities. Counting review.

Lesson 3-05 More Colors and Numbers ............................................................ 64 Two new words. Questions and answers. Covers 12 colors and the numbers one to 10.

Lesson 3-06 Animals; Real and Not Real .......................................................... 66 17 new words. Domesticated and wild animals. Real animals contrasted with toy animals and with art work. 17 animals presented.

Lesson 3-07 Being Human: Descriptive Adjectives .......................................... 68 16 new words. 10 human conditions, both positive and negative. Other human conditions.

Lesson 3-08 Professions and Human Conditions: Descriptive Adjectives...... 70 34 new words. 13 professions. Eight characteristic activities of different professions. Four different negative feelings.

Lesson 3-09 Body Parts and Pictures ................................................................ 72 11 new words. Counting; human limbs and digits. Pictures, statues, and art versus the real.

Lesson 3-10 Clock Time, Time of Day................................................................ 74 Nine new words. Times on the hour, at half past, at a quarter till, and at a quarter after. Almost, a little past. Introduces different time-telling conventions. Morning, afternoon, and night.

Lesson 3-11 Review of Unit Three ...................................................................... 76 Tests and Worksheets from Unit Three lessons.

54

Scope and Sequence Enrichment/Unit Projects: 1. Explain to the students that communication between people is not limited to words. Ask students what actions they would classify as non-verbal communication. Write student responses on the board. Guide students to answers such as facial expressions, gestures, the way a person sits or stands, the way people touch, use of personal space, or dress and appearance. Explain that all these forms of non-verbal communication say something to other people. Ask students to name professions they feel are important to the community. Make a list of student responses on the board. Ask students to describe the types of clothing worn by the people in these particular professions. Explain to the students that style of dress can make important statements about people. Ask students to describe the type of clothing they wear and what it might say about them. Make a list of student responses on the board. Write the following questions on the board and ask students to answer them in an attempt to identify cultural body language. Instruct students to copy the questions and provide answers in complete sentences. Then, ask students to place themselves in another culture, and try to answer the same questions from their cultural perspective. Allow students time to research cultural aspects of different countries. 1. When you meet someone for the first time, how do you greet him or her? 2. Do you use the same greeting for men as for women? 3. How do you greet your friends? 4. How do you greet a friend of the opposite sex? 5. How do you greet the members of your family: children, adults, and the elderly?

6. Describe three gestures you use frequently and explain what they mean. 7. How would you expect the following people to dress, or what types of uniforms might they wear? (Ask students to refer to the list of professions from vocabulary Lesson 3-08.) After students have completed their research and answered the questions, generate a class discussion about their answers. 2. Have students research popular bilingual professions in the United States. Ask students to provide a brief description of each profession. Then, ask students to suggest reasons why bilingualism in this specific profession is important. Instruct students to make a list of 10 professions and the average salary for each profession in the United States. Then, challenge students to convert the salary into the currency that is used in another country. Have students write a report that addresses the similarities and differences that exist between three of these professions in the separate cultures. Ask students to pick a profession they would like to pursue in the future and provide reasons why they chose this profession. They do not have to choose a bilingual profession or one from their list. 3. Invite a guest presenter who works in a bilingual profession to discuss his or her particular profession and the importance of being bilingual in this line of work. Before the speaker arrives in the classroom, have each student prepare at least three questions to ask. Make sure that each student has an opportunity to ask one question to the speaker in another language. Generate a class discussion about the presentation and have students write a brief paragraph describing what they learned.

55


New Vocabulary bald blond clown curly

dancers fat group older

runners straight tall thin

younger

02

03

04

05

Themes: People 06

Materials: 07

Container Index cards

08


09

• Review vocabulary by directing students to write three sentences about a fictional character of their choice (person or animal), using descriptive terms from the current and previous lessons. Refer students to computer lessons, study guides, word lists, worksheets, etc. for guidance.

10

3-01

Unit Two Review

The woman is smiling. The woman is pointing. The woman is reading. The woman is talking on the telephone. a person who is not a child a person who is not an adult an animal that is not a cat an animal that is not a dog a big box a big boat a small box a small boat The blue circle is smaller than the red circle. The red circle is smaller than the blue circle. The circle is smaller than the square. The square is smaller than the circle. One woman is pointing. She is pointing with her right hand. One woman is pointing. She is pointing with her left hand. Both women are pointing. One is pointing with her right hand and the other one with her left hand. Neither woman is pointing. The woman is using the phone. The girl is using the phone. The woman is pointing. The woman is not using the phone and she is not pointing. The men and the women are standing. The women are standing and the men are sitting. The women and one man are standing and one man is sitting. The men and one woman are sitting and one woman is standing. The man is beside two women. The man is between two women. The dog is between two people. The dog is beside two people. He is touching his nose. He is touching his mouth. She is touching her eye. She is touching her chin. The girls are not going to jump. The boy is going to jump. The girls are not jumping. The boy is jumping. The girls have not jumped. The boy has jumped. The boy and the girls are jumping.

Descriptions of People: Descriptive Adjectives

01

an older woman a younger woman a younger man an older man

02

a group of dancers two dancers a group of runners two runners

03

This young man has short hair. This young man has long hair. The two young women have long hair. One young woman has long hair and one young woman has short hair.

04

Who has short, black hair? Who has long, blond hair? Who has long, brown hair? Who is bald?

05

This young woman has curly hair. This young man has curly hair. This young woman has straight hair. This young man has straight hair.

06

Who has short, straight, black hair? Who has long, curly, black hair? Who has short, curly, black hair? Who has long, straight, black hair?

07

The man on the right is fat. The man on the left is thin. The women are thin. The women are very fat. The man on the left is fat. The man on the right is thin.

08

The clown on the left is short. The clown on the right is tall. The clown on the left is tall. The clown on the right is short. The woman in red is short. The woman in red is tall.

09

Which tall man is wearing glasses? Which tall man is not wearing glasses? Which short person is not wearing glasses? Which short person is wearing glasses?

10

The woman has black hair. The woman has straight, blond hair. The woman has curly, blond hair. The woman has gray hair.

15

Worksheet 3-01


I. Match the words.

Language Arts: Ask students to describe a family member by writing descriptive adjectives on their paper. Then, have students describe their best friend or what they look for in a best friend. Encourage students to use personal description vocabulary. Have students work with a partner to describe their best friends and family members to each other.

____ 1. tall

a. fat

____ 2. straight

b. younger

____ 3. thin

c. right

____ 4. left

d. short

____ 5. older

e. curly

II. Describe each picture with a complete English sentence.

6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________

Language Arts: Discuss adjectives and their purpose. Encourage students to respond with answers like…

8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank.

They tell what kind. They tell how many. They tell which one. Have students read a teacher-selected passage that shows an effective use of adjectives. (This material might be a passage from a story the class is reading, a newspaper article, a speech from a social studies book, or several paragraphs describing a work of art or musical composition.) When the students are finished reading the material, instruct them to circle all the adjectives. Ask students to identify how the adjectives work in the text by answering the following questions: Does the adjective say what kind? Tell how many? Identify which one?

(continued)

56

11. Who has short, ____________________________, black hair?

bald

12. Who has ____________________________, straight, black hair?

curly

13. This young man has ____________________________.

tall man

14. Who is ____________________________?

long

15. Which ____________________________ is wearing glasses?

short hair

IV. Yes or No? ____16. Fat people are thin. ____17. Bald people have curly hair. ____18. Babies are taller than men. ____19. Boys are shorter than men. ____20. Women are taller than girls.

ENGLISH

Descriptions of People: Descriptive Adjectives

3-01

Descriptions of People: Descriptive Adjectives New Vocabulary bald fat tall

Descriptions of People: Descriptive Adjectives Content Integration (continued)

blond group thin

clown older younger

curly runners

dancers straight

Usage: Descriptive Adjectives As we learned in Lesson 1-03, adjectives modify nouns. They describe people, places and things in a way that sharpens their images in our minds and helps us to communicate more precisely. Let’s focus now on how to describe people. The simplest construction places an adjective before the noun it describes. the old woman a young man

Have students write two paragraphs demonstrating their ability to use adjectives effectively. Instruct students to trade these student-generated writings with another classmate who will review it. Have the student reviewer circle all adjectives contained in the writing.

As Lesson 2-04 showed, you can also express comparisons.


the older woman a younger man Further clarity can be expressed by indicating position, “right” or “left”. the older woman on the right the clown on the left Note the differences between uses of has and is in these sentences: This young man has curly hair. The man on the left is fat. In the first example, the young man possesses hair that is curly. “Curly” modifies “hair” as an adjective. In the second example, “fat” modifies “man,” as in “the fat man,” but “fat” follows “is.” “Fat” is still an adjective. An adjective that follows is or are is called a predicate adjective. Predicate is another word for verb. “Is” is a predicate; therefore, the adjective that follows it is a predicate adjective.

Logical-Mathematical: Have students to create data tables with the following headings: short hair, long hair, straight hair, curly hair, and bald. Ask students to count the classmates who fit into each category. Visual-Spatial: Challenge students to make a chart displaying the results of their data.

Post-Lesson Activity: 24


• Distribute to each student index cards with another classmate’s name. Have students write physical descriptions of their classmate on the card. After students place the folded cards in a container, ask them to select a different card and read descriptions aloud, while peers guess whom they are describing.

Conversation: 1.

2.

4.

5.

3.

• Have students describe their classmates using vocabulary words.

6.

Modifications:

1. This young man has

.

a. long hair

b. curly hair

c. no hair

d. short hair

2. The man on the left is The man on the right is

. .

a. thin, fat

b. thin, thin

c. fat, fat

d. fat, thin

3. The clown on the left is The clown on the right is

. .

a. short, tall

b. tall, short

c. short, short

d. tall, tall

c. many

d. no

4. There are

marbles.

a. two

b. few

5. There are

chairs than tables.

a. more

b. fewer

6. There are

people than horses.

a. more

b. fewer

• Display a list of descriptive words for student reinforcement and reference.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

This young man has curly hair.

4.

There are many apples and no bananas.

2.

This woman has straight blond hair.

5.

There are more people than horses.

3.

This short person is not wearing glasses.

6.

There are the same number of girls as boys. ©2002 Fairfield Language Technologies

57


few fewer how loaf loaves

many marble marbles more same

several tables umbrellas

many boys one boy many balloons a few balloons

01

The man is wearing a blue sweater. The girls are wearing dresses. The boy is wearing a red sweater. The woman is wearing a purple sweater.

02

many hats one hat many umbrellas one umbrella

02

The woman is wearing a black shirt. The woman is wearing black pants. The boy is wearing a blue shirt. The boy is wearing blue pants.

03

one loaf of bread many loaves of bread two loaves of bread no bread

03

two shoes one shoe two socks one sock

04

a cowboy with a horse a cowboy with no horse two cowboys with several horses many cowboy hats and no cowboys

04

She is wearing a red and white sweater. She is wearing a purple top. He is wearing a sweater. He is not wearing a sweater.

05

How many coins are there? There are many coins. How many marbles are there? There is one marble. How many marbles are there? There are a few marbles. How many marbles are there? There are many marbles.

05

She is wearing a red and white sweater and jeans. The woman is wearing a red dress. The woman is wearing a red coat. She is wearing a red skirt.

06

He is wearing black shorts and a white shirt. One person is wearing a yellow top and the other person is wearing a red top. One woman is wearing a yellow dress and another woman is wearing a red dress. She is not wearing anything.

07

She is wearing a dress. She is wearing pants. She is wearing shorts. She is wearing a skirt.

08

He is wearing a blue shirt. He is wearing blue pants. He is wearing a blue sweater. He is wearing a blue coat.

09

He is putting on a sock. He is putting on a shoe. He is putting on a shirt. He is putting on pants.

10

The clown is wearing pants. The clown is putting on pants. The man with glasses is wearing a sweater. The man with glasses is putting on a sweater.

Themes: Quantities 06

many tomatoes and a few bananas many apples and no bananas many tomatoes and no bananas many bananas and no apples

07

There are more chairs than tables. There are more buses than cars. There are more tomatoes than bananas. There are the same number of men as women.

08

There are more people than horses. There are more horses than people. There are as many umbrellas as people. There are more people than umbrellas.

09

There are fewer horses than people. There are fewer people than horses. There are fewer umbrellas than people. There are as many horses as people.

10

There are the same number of girls as boys. There are fewer girls than boys. There are more girls than boys. There are no girls and no boys.

Materials: Apples Bananas Tomatoes Balloons Marbles

Pre-Lesson Activity: • Have students complete Section IV of Worksheet 3-02 in the Student Workbook, to reinforce vocabulary. As a review of current and previously learned terms, write the following on the board: How many ___ are there? There is one ____. How many ___ are there? There are a few__. How many ___ are there? There are many __. Instruct students to write down sentences and fill in the blanks with terms for people and items in the classroom. Collect papers and select samples to read aloud asking students to listen for meaning and number agreement.

More Clothing

01

New Vocabulary as balloons buses coins cowboys

3-03

Quantities: Quantity Relationships

16

Worksheet 3-02 I. Match the words. ____ 1. many

a. fat

____ 2. thin

b. smallest

____ 3. in front of

c. few

____ 4. round

d. behind

____ 5. biggest

e. rectangular

II.Describe each picture with a complete English sentence.

6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________


9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

Social Studies: Explain to the students that they will be researching money and its historical origin. In addition to computing quantities of money, students will explore the cultural and historical origin of money as well as its future implications. Have students research the history of currency in civilizations such as Egypt, China, Greece, Rome, and Ethiopia. Students will create a timeline, present their reports to the class, and display the evolving stages of money. (continued)

58

III. Fill in the blank. 11. There are the same number of girls ____________________________.

than people

12. How many coins ____________________________?

more

13. There are fewer horses ____________________________.

as boys

14. There are ____________________________ people than umbrellas.

tables

15. There are more chairs than ____________________________.

are there

IV. Possible (P) or Impossible (I)? ____16. There are many balls on the ground. ____17. There are fewer apples than bananas in a basket. ____18. The cowboy is riding many horses. ____19. There are more adults than children in a car. ____20. The man has more hands than fingers.


ENGLISH

3-02


Quantities and Comparison of Quantity Content Integration (continued)

New Vocabulary as few many several

balloons fewer marble tables

buses how marbles umbrellas

coins loaf more

Science: Instruct students to choose three items from the new vocabulary. For each item students will list five properties.

cowboys loaves same

Usage: Quantity Comparisons We classify nouns as “countable” and “non-count” nouns. Water, for example, cannot be counted; it is a non-count noun. In this lesson, we use only countable nouns. The quantity of a countable noun can be designated by a counting number. one boy two loaves of bread ten bananas

Using Multiple Intelligence Strategies: Visual-Spatial and Logical-Mathematical: Invite students to write fractions that describe individual groups of apples, tomatoes, bananas, balloons, and marbles as compared to the total number of these items. Ask students to convert this data into chart and graph forms.

Many and a few may also be used if the exact number is not known. Perhaps there are too many to count. many boys a few loaves of bread many bananas We can also express that there are none, using no. no boys no loaves of bread no bananas In Lesson 1-10 we learned the interrogative words who, what, when, where, and which. We may add to that group the interrogative for asking about quantity: how many…?


How many coins are there? How many marbles are there? Note the use of there are. In the questions above, the two words are inverted in order: …are there? The answers to the questions begin with There are or There is. There are many coins. There is one marble.

25

• Group bananas, apples, and tomatoes together, and challenge students to write a descriptive paragraph about these items.

Conversation: • Have students discuss the quantities of objects in the room.


Modifications:


1.

2.

4.

3.

6.

5.

1. This young man has

.

a. long hair

b. curly hair

c. no hair

d. short hair

2. The man on the left is The man on the right is

. .

a. thin, fat

b. thin, thin

c. fat, fat

d. fat, thin

. .

a. short, tall

b. tall, short

c. short, short

d. tall, tall

a. two

b. few

c. many

d. no

chairs than tables.

a. more

b. fewer

people than horses.

a. more

b. fewer

3. The clown on the left is The clown on the right is 4. There are

marbles.

5. There are 6. There are

• Encourage students to write three sentences using current and previous vocabulary words. Ask students to read their entries aloud to you.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

This young man has curly hair.

4.

There are many apples and no bananas.

2.

This woman has straight blond hair.

5.

There are more people than horses.

3.

This short person is not wearing glasses.

6.

There are the same number of girls as boys. ©2002 Fairfield Language Technologies

59


putting shorts

sock sweater

Themes: Clothing

many boys one boy many balloons a few balloons

01

The man is wearing a blue sweater. The girls are wearing dresses. The boy is wearing a red sweater. The woman is wearing a purple sweater.

02

many hats one hat many umbrellas one umbrella

02

The woman is wearing a black shirt. The woman is wearing black pants. The boy is wearing a blue shirt. The boy is wearing blue pants.

03

one loaf of bread many loaves of bread two loaves of bread no bread

03

two shoes one shoe two socks one sock

04

a cowboy with a horse a cowboy with no horse two cowboys with several horses many cowboy hats and no cowboys

04

She is wearing a red and white sweater. She is wearing a purple top. He is wearing a sweater. He is not wearing a sweater.

05

How many coins are there? There are many coins. How many marbles are there? There is one marble. How many marbles are there? There are a few marbles. How many marbles are there? There are many marbles.

05

She is wearing a red and white sweater and jeans. The woman is wearing a red dress. The woman is wearing a red coat. She is wearing a red skirt.

06

He is wearing black shorts and a white shirt. One person is wearing a yellow top and the other person is wearing a red top. One woman is wearing a yellow dress and another woman is wearing a red dress. She is not wearing anything.

07

She is wearing a dress. She is wearing pants. She is wearing shorts. She is wearing a skirt.

08

He is wearing a blue shirt. He is wearing blue pants. He is wearing a blue sweater. He is wearing a blue coat.

09

He is putting on a sock. He is putting on a shoe. He is putting on a shirt. He is putting on pants.

10


Materials: Various articles of clothing made from different types of materials

06

many tomatoes and a few bananas many apples and no bananas many tomatoes and no bananas many bananas and no apples

07

There are more chairs than tables. There are more buses than cars. There are more tomatoes than bananas. There are the same number of men as women.

08


09

There are fewer horses than people. There are fewer people than horses. There are fewer umbrellas than people. There are as many horses as people.

10

There are the same number of girls as boys. There are fewer girls than boys. There are more girls than boys. There are no girls and no boys.

Pre-Lesson Activity: • Reinforce current and previous vocabulary by displaying the following sentences on an overhead projector: He is wearing ________. He is not wearing ________. She is wearing ________. She is not wearing ________. Break students in groups of two. Have each student describe something the partner is and is not wearing, using color nouns and clothing vocabulary. Create two appropriate sentences for the partner’s gender.

Content Integration: Social Studies: Have students research how industrialization has changed the way clothing is made. Ask students to research how clothing is produced in other countries and which countries are the largest purchasers of different types of clothing.

More Clothing

01

New Vocabulary another anything

3-03


16

Worksheet 3-03 I. Match the words. ____ 1. socks

a. eyes

____ 2. shirt

b. feet

____ 3. glasses

c. legs

____ 4. pants

d. head

____ 5. hat

e. arms


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

Language Arts: As a class, describe the process of doing laundry. Ask students to name the steps taken to do laundry and list them on the board. Encourage student responses such as (1) Sort, (2) Repair, (3) Pre-treat, (4) Wash, (5) Care, (6) Dry, and (7) Iron. Have students write step-by-step directions describing how to do laundry. Encourage students to be as specific as possible. Have students trade their directions with a partner to verify all the steps are covered in their directions.

60

III. Fill in the blank. 11. The man ____________________________ is wearing a sweater.

dress

12. She is wearing a red ____________________________ sweater.

blue pants

13. The woman is wearing a red ____________________________.

and white

14. He is ____________________________ pants.

with glasses

15. The boy is wearing ____________________________.

putting on

IV. Possible (P) or Impossible (I)? ____16. The man’s shorts are longer than his pants. ____17. The woman is putting on a dress. ____18. The dog is wearing pants. ____19. The woman is wearing a yellow top. ____20. The baby is not wearing anything.

ENGLISH

More Clothing

More Clothing 3-03

More Clothing New Vocabulary another sweater

Using Multiple Intelligence Strategies: anything

putting

shorts

Visual-Spatial: Challenge students to design an outfit and create an advertisement for it.

sock

Vocabulary: Clothing and Colors Practice using names of clothing and colors. What are you wearing today? Describe each piece of clothing you are wearing by naming its color. What are the people around you wearing?

Post-Lesson Activities: • Have students create a display for their clothing designs. • Divide students into pairs. Ask each group to describe their partner’s clothing to the class.

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

Modifications:

27

• When designing outfits, divide students into groups of four. Each group must design an outfit for each one of the seasons.


1.

2.

6.

5.

4. 1. The man is wearing

.

2. She is wearing 3. He is putting on 4. The boy is

3.

a. a skirt

b. a coat

c. a sweater

d. a hat

.

a. shorts

b. pants

c. a skirt

d. a dress

.

a. a shirt

b. a shoe

c. pants

d. a sock

the table.

a. behind

b. on

c. under

d. beside

is running?

a. how many

b. which

c. what

d. who

children are jumping? Three children are jumping.

a. how many

b. which

c. what

d. who

5. The men are running. 6.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

He is wearing a coat.

4.

This is the inside of a house.

2.

The clown is putting on pants.

5.

This is the outside of a church.

3.

The woman is wearing pants.

6.

These children are outside. ©2002 Fairfield Language Technologies

61


New Vocabulary 02

at building

church inside

outside rope

turning 03

Themes: Inside, Outside, Under, On

Materials: Cardboard box Step stool

Pre-Lesson Activity: • Reinforce Lesson 3-04 vocabulary by discussing the separate words for “inside,” “interior,” “outside” and “exterior.” Have students supply examples of the appropriate use of inside, the inside, outside, and the outside. Suggest computer lessons, study guides, worksheets, and word lists for guidance.

04

05

06

07

08

09

10

The boy is sitting at the table. The boy is under the table. The children are standing on the table. The children are playing jump rope. Who is running? The men are running. Who is sitting down? The boy is sitting down. Who is running? The girls are running. Who is jumping? The children are jumping. How many children are jumping? Three children are jumping. How many children are standing? Three children are standing. How many children are jumping? Four children are jumping. How many children are standing on the table? One girl is. How many girls are wearing white shirts? One is. How many girls are wearing white shirts? Two are. How many boys are sitting down? One is. How many boys are sitting down? Two are. The girl is on the table. She is jumping rope. Three children are playing. They are playing jump rope. The children are on the table. They are not playing jump rope. The boy is running. He is not jumping rope. The girl on the table is jumping rope. The boy is turning the rope and the girl is jumping. The boy who is not jumping rope is running. The boy who is not running is jumping rope. This cat is outside. This cat is inside. These flowers are outside. These flowers are inside. This is the outside of a house. This is the inside of a house. This is the outside of the church. This is the inside of the church. The boy is lying down outside. The boy is lying down inside. This is the outside of the building. This is the inside of the building. Which boy is inside? Which boy is outside? Which children are outside? Which children are inside?

Social Studies: Instruct students to research five buildings in the community, writing sentences describing their purpose and location.

More Colors and Numbers

01

What color is the egg? It is blue. What color is the egg? It is yellow. What color is the egg? It is red. What color is the egg? It is pink.

02

Which horse is the girl brushing? The brown horse. Which is the white horse? Which horse is eating? The gray horse is eating. Which is the black horse?

03

a black and white dog a black and white cat a brown dog a brown and white cat

04

green grass and a green cap yellow flowers a red shirt a white building

05

The horse is on yellow. The horse is on purple. The horse is on blue. The horse is on red.

06

blue water orange and yellow yellow and black green grass

07

two red flowers two white and yellow flowers a yellow, a red and a pink flower pink flowers

08

three seven nine four

09

ten nine five balls six balls

10

one ball two balls eight fingers five

17

Content Integration: Language Arts/Social Studies: Explain to the students that they will be creating their own maps. Discuss different types of maps and their importance. Ask students to think about how prepositions are used when giving directions. Have students create a treasure map that provides directions to an imaginary location and an imaginary treasure. Students should write the directions to the treasure on the back of their map; for example, “Start next to the tree,” or “Walk over the stone bridge.” The student’s directions must have at least five steps and use five different prepositions.

3-05

Inside, Outside; Prepositions

Worksheet 3-04 I. Match the words. ____ 1. jumping

a. on the telephone

____ 2. throwing

b. a ball

____ 3. talking

c. a skirt

____ 4. wearing

d. an apple

____ 5. eating

e. rope


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. This is the ____________________________ of a house.

the table

12. The children are ____________________________ the table.

are outside

13. The boy is sitting at ____________________________.

outside

14. Which children ____________________________?

are

15. The children ____________________________ playing jump rope.

standing on

IV. Possible (P) or Impossible (I)? ____16. The fish is running. ____17. The bird is flying. ____18. The cow is jumping rope. ____19. The building is sitting. ____20. The boy is sitting at the table.


62

ENGLISH

Inside and Outside; Prepositions 3-04

Inside, Outside; Prepositions New Vocabulary at rope

Using Multiple Intelligence Strategies: building turning

church

inside

outside

Grammar: Inside and Outside Inside and outside are adverbs that tell where the action occurs. They tell where something happens in relation to a building or other enclosure.“The cat is outside” tells you that it is not in the house. But be careful: inside and outside can also be nouns if preceded by the. In this case, they express the interior or exterior of an enclosure. Complete the expression with a prepositional phrase using of....

Visual-Spatial: Challenge students to create a comic strip that features at least one preposition in each frame.

Post-Lesson Activities: • Ask students to create a chart with the following headings: inside, outside, under, on, and in. Under each heading have students list objects that are found in these places. Encourage students to share and compare their charts, and ask them to use complete sentences when describing their choices.

This is the inside of a house. This is the outside of the church.

• Give the students oral instructions of where to place a pencil. This can also be done using other classroom objects; for example, “Place your pencil in your desk.”

Conversation: 28

• Have students discuss activities that occur inside and outside.

Modifications:


1.

2.

.

2. She is wearing 3. He is putting on 4. The boy is

3.

6.

5.

4. 1. The man is wearing

a. a skirt

b. a coat

c. a sweater

d. a hat

.

a. shorts

b. pants

c. a skirt

d. a dress

.

a. a shirt

b. a shoe

c. pants

d. a sock

the table.

a. behind

b. on

c. under

d. beside

is running?

a. how many

b. which

c. what

d. who

children are jumping? Three children are jumping.

a. how many

b. which

c. what

d. who

5.

• Provide local maps to help students locate buildings in the community.

The men are running. 6.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

He is wearing a coat.

4.

This is the inside of a house.

2.

The clown is putting on pants.

5.

This is the outside of a church.

3.

The woman is wearing pants.

6.

These children are outside. ©2002 Fairfield Language Technologies

63


New Vocabulary 02

cap

grass 03

Themes: Colors and Numbers

04

Materials: 05

Number line

Pre-Lesson Activity: • Direct students to complete Section I of the Quiz page for Lessons 3-03 to 3-04 for vocabulary practice. Reinforce color words, clothing terms, and the placement of compound adjectives by having students describe clothing that is dual-colored; for example, She is wearing a red and white sweater.

06

07

08

09

10

3-05


The boy is sitting at the table. The boy is under the table. The children are standing on the table. The children are playing jump rope. Who is running? The men are running. Who is sitting down? The boy is sitting down. Who is running? The girls are running. Who is jumping? The children are jumping. How many children are jumping? Three children are jumping. How many children are standing? Three children are standing. How many children are jumping? Four children are jumping. How many children are standing on the table? One girl is. How many girls are wearing white shirts? One is. How many girls are wearing white shirts? Two are. How many boys are sitting down? One is. How many boys are sitting down? Two are. The girl is on the table. She is jumping rope. Three children are playing. They are playing jump rope. The children are on the table. They are not playing jump rope. The boy is running. He is not jumping rope. The girl on the table is jumping rope. The boy is turning the rope and the girl is jumping. The boy who is not jumping rope is running. The boy who is not running is jumping rope. This cat is outside. This cat is inside. These flowers are outside. These flowers are inside. This is the outside of a house. This is the inside of a house. This is the outside of the church. This is the inside of the church. The boy is lying down outside. The boy is lying down inside. This is the outside of the building. This is the inside of the building. Which boy is inside? Which boy is outside? Which children are outside? Which children are inside?


01

What color is the egg? It is blue. What color is the egg? It is yellow. What color is the egg? It is red. What color is the egg? It is pink.

02

Which horse is the girl brushing? The brown horse. Which is the white horse? Which horse is eating? The gray horse is eating. Which is the black horse?

03

a black and white dog a black and white cat a brown dog a brown and white cat

04

green grass and a green cap yellow flowers a red shirt a white building

05

The horse is on yellow. The horse is on purple. The horse is on blue. The horse is on red.

06

blue water orange and yellow yellow and black green grass

07


08

three seven nine four

09

ten nine five balls six balls

10

one ball two balls eight fingers five

17

Content Integration: Science: Instruct students to write a brief report explaining light refraction and how it occurs. Language Arts: Instruct students to write a story that describes what their lives would be like if they could see in shades of only one color.

Worksheet 3-05 I. Match the words. ____ 1. grass

a. white

____ 2. banana

b. red

____ 3. strawberries

c. yellow

____ 4. milk

d. orange

____ 5. carrot

e. green


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. a ____________________________ and white cat

red

12. ____________________________ grass

horse

13. pink ____________________________

brown

14. a yellow, a ____________________________ and a pink flower

flowers

15. Which is the black ____________________________?

green

IV. Yes or No? ____16. People have two arms. ____17. Ten is more than five. ____18. Zero is more than six. ____19. People have ten fingers. ____20. Cats have two legs.

ENGLISH

64


More Colors and Numbers 3-05



New Vocabulary cap

Visual-Spatial: Help students devise color wheels with primary, secondary, and tertiary colors.

grass

Vocabulary: Colors and Numbers Practice asking questions and giving answers using colors and numbers. Here is a list of colors you have learned so far. red pink orange yellow green blue purple brown gray black white

Post-Lesson Activities: • Challenge students to list all the color words they have learned so far. Ask them to name classroom objects that match these colors. • Use a number line to review the numerals one to 10.

Find each of these colors in the room you are in.

Conversation: • Encourage students to practice asking questions using colors and numbers.

Modifications: • Display a number line for reference and reinforcement of numeral terms. 29


1.

3.

2.

6.

5.

4. 1. The number is

.

a. seven

b. three

c. four

d. nine

2. There are

balls.

a. ten

b. six

c. five

d. nine

3. There are

fingers.

a. five

b. eight

c. nine

d. ten

4. This is a herd of

.

a. cows

b. goats

c. sheep

d. fish

5. There are two

.

a. tigers

b. cows

c. pigs

d. bears

a. dogs

b. sheep

c. kangaroos

d. fish

are swimming.

6. Two

II. Yes or No?

1.

4.

2.

3.

6.

5.

1.

The horse is eating.

4.

This horse is not real.

2.

The cat is black and white.

5.

These two cows are real.

3.

This bird is real.

6.

This sheep is not real.


Mini-Assessment Unit 3, Lessons 1–5 Answer the following questions. 1. Write a description of a person using adjectives you have learned up to Lesson 3-01. 2. What word would you use to ask how many if you do not know the exact number of items and there are too many to count? 3. What type of clothing do you wear on your feet before putting on shoes? 4. Name at least five colors you learned in Lesson 3-05.

65


herd kangaroo legs lion pigs real

rocking sheep swan tiger turtle

Themes: Animals

Materials: Magazine with animal pictures Construction paper Glue Internet access, if possible

Being Human: Descriptive Adjectives

01

Two gray fish are swimming. One gray fish is swimming. A white dog is walking. A cat is walking.

01

The woman is hungry. The man is hungry. The woman is full. The man is full.

02

a kangaroo a herd of goats a herd of cows Two cows are running.

02

They are cold. They are hot. He is cold. He is hot.

03

Many sheep are standing. one turtle a lion a black swan

03

She is tired. She is not tired. They are tired. They are not tired.

04

a white swan The bird is sitting. a giraffe A bird is flying.

04

He is strong. He is weak. They are not tired. They are hot and tired.

05

two pigs one bear two cows one tiger

05

The man is sick. The man is healthy. The bird is beautiful. The bird is ugly.

06

a sheep an elephant The camel is standing on three legs. The camel is standing on four legs.

06

The man is not full. The man is not hungry. The woman is not full. The woman is not hungry.

07

This horse is not real. This horse is real. This bird is not real. This bird is real.

07

The boy and the dog are happy. The boy and the dog are sad. The man is happy. The woman is sad.

08

These two cows are not real. These two cows are real. This horse is real. A rocking horse is not a real horse.

08

They are tired. She is tired. He is not tired. He is tired. They are not tired. He is tired. She is not tired.

09

Which cat is real? Which cat is not real? Which sheep is not real? Which sheep is real?

09

He is sick. He is thirsty. He is cold. He is rich.

10

The white tiger is walking. The white tiger is lying down. The white tiger is climbing. a dragon

10

Someone is thirsty. Someone is hungry. The people are not hot. The people are hot and tired.

New Vocabulary bear camel climbing dragon giraffe goats

3-07

Animals; Real, Not Real

Pre-Lesson Activity: • Review terms for numbers, colors, animals, and actions by instructing students to create a three-sentence animal adventure. Encourage students to use computer lessons and reference materials as necessary. Ask for volunteers to read finished products to the class.

18

Worksheet 3-06 I. Match the words. ____ 1. two legs

a. two dogs

____ 2. no legs

b. a person


____ 3. four legs

c. a herd of goats

____ 4. many legs

d. a lion

Science: Discuss the life cycles of the various animals. Ask students to classify animals according to the following groups: herbivores, carnivores, and omnivores.

____ 5. eight legs

e. a fish


6.

Mathematics: Use data from the above classification exercise to create a graph. Display the graph in the classroom for student reference.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. The camel is standing on ____________________________ legs.

climbing

12. The white tiger is ____________________________.

is not

13. A bird is ____________________________.

four

14. This horse ____________________________ real.

are running

15. Two cows ____________________________.

flying

IV. Yes or No? ____16. The kangaroo is an animal. ____17. The lion is a person. ____18. The giraffe is a small animal. ____19. The dragon is not a real animal. ____20. The rocking horse is not a real horse.


66

ENGLISH

Animals; Real and Not Real 3-06



New Vocabulary bear goats pigs tiger

camel herd real turtle

climbing kangaroo rocking

dragon legs sheep

giraffe lion swan

Visual-Spatial: Instruct students to identify and illustrate a food web or chain.

Vocabulary: Animals If you can, go to a zoo today and name the animals in English. Or look at a nature program on TV or read a nature magazine. How many of each kind of animal did you see? Did you see any animals that are not real? What were the animals doing? In English we have names for groups of certain animals. a a a a a a a a a

herd of goats herd of cows herd of elephants herd of horses flock of birds flock of sheep pride of lions school of fish pack of dogs

Post-Lesson Activity: • Ask students to create an animal collage using pictures from several magazines. Have them take turns describing their choices to the class.

Conversation: • Discuss students’ experiences with trips to zoos or animal parks.

Modifications: • Provide students with word lists and pictures to foster retention of newly learned terms.

30


1.

3.

2.

6.

5.

4. 1. The number is

.

a. seven

b. three

c. four

d. nine d. nine

2. There are

balls.

a. ten

b. six

c. five

3. There are

fingers.

a. five

b. eight

c. nine

d. ten

.

a. cows

b. goats

c. sheep

d. fish

.

a. tigers

b. cows

c. pigs

d. bears

a. dogs

b. sheep

c. kangaroos

d. fish

4. This is a herd of 5. There are two 6. Two

are swimming.

II. Yes or No?

1.

4.

2.

3.

6.

5.

1.

The horse is eating.

4.

This horse is not real.

2.

The cat is black and white.

5.

These two cows are real.

3.

This bird is real.

6.

This sheep is not real.


67


healthy hot hungry rich

sad sick someone strong

thirsty tired ugly weak

Themes: People

Materials:

Two gray fish are swimming. One gray fish is swimming. A white dog is walking. A cat is walking.

01

The woman is hungry. The man is hungry. The woman is full. The man is full.

02

a kangaroo a herd of goats a herd of cows Two cows are running.

02

They are cold. They are hot. He is cold. He is hot.

03

Many sheep are standing. one turtle a lion a black swan

03

She is tired. She is not tired. They are tired. They are not tired.

04

a white swan The bird is sitting. a giraffe A bird is flying.

04


05

two pigs one bear two cows one tiger

05

The man is sick. The man is healthy. The bird is beautiful. The bird is ugly.

06

a sheep an elephant The camel is standing on three legs. The camel is standing on four legs.

06

The man is not full. The man is not hungry. The woman is not full. The woman is not hungry.

07

This horse is not real. This horse is real. This bird is not real. This bird is real.

07

The boy and the dog are happy. The boy and the dog are sad. The man is happy. The woman is sad.

08

These two cows are not real. These two cows are real. This horse is real. A rocking horse is not a real horse.

08

They are tired. She is tired. He is not tired. He is tired. They are not tired. He is tired. She is not tired.

09


09

He is sick. He is thirsty. He is cold. He is rich.

10

The white tiger is walking. The white tiger is lying down. The white tiger is climbing. a dragon

10

Someone is thirsty. Someone is hungry. The people are not hot. The people are hot and tired.

Magazines or picture books

Pre-Lesson Activity: • Have students complete Section II of Worksheet 3-07 in the Student Workbook to reinforce vocabulary. Provide additional practice by challenging students to see how many descriptive terms for people they can write in the span of five minutes. When time is up, have students take turns calling out words as you list them on the board. Read the list in unison.


01

New Vocabulary beautiful cold full happy

3-07


18

Worksheet 3-07

Content Integration: Language Arts: Have students write name poems by writing an adjective for each letter of a person’s name. Language Arts: Display five pictures of people on the board for the class to view. Ask the class to write down five adjectives describing each person on the board. Encourage students to use adjectives that describe emotion. Have students write two paragraphs about the person, their traits, and why they are experiencing those emotions in the pictures. Allow students to present their paragraphs to the class.

I. Match the words. ____ 1. cold

a. weak

____ 2. strong

b. sad

____ 3. hungry

c. hot

____ 4. happy

d. healthy

____ 5. sick

e. full


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. She is tired. ____________________________ is not tired.

a. they

12. Someone is ____________________________.

b. and the dog

13. The boy ____________________________ are happy.

c. he

14. ____________________________ are hot and tired.

d. is hungry

15. The woman ____________________________.

e. hungry

IV. Possible (P) or Impossible (I)? ____16. The rocking horse is thirsty. ____17. The sick man is healthy. ____18. The bird is ugly. ____19. The hungry girl is full. ____20. The babies are not strong.

ENGLISH

68


3-07

Being Human: Descriptive Adjectives New Vocabulary beautiful hot someone weak

Being Human: Descriptive Adjectives Using Multiple Intelligence Strategies:

cold hungry strong

full rich thirsty

happy sad tired

healthy sick ugly

Grammar: Predicate Adjectives A predicate adjective is created by connecting a noun and an adjective with a to be verb, like is or are.

Interpersonal: Ask students to design a “people collage” using pictures from various magazines. Invite students to describe the people they chose to feature. Verbal-Linguistic: Challenge students to write about their favorite fictional character.

The woman is hungry. The boy and the dog are happy. Usage: Opposites Knowing the opposites of adjectives may help you to remember them. hungry cold strong sick beautiful happy rich

full hot weak healthy ugly sad poor

Post-Lesson Activity: • Invite students to describe a superhero using as many adjectives as they can think of.

Thirsty has no opposite other than not thirsty. Of course, using the negative form “not” is always an option: not hungry, not strong, not happy, etc.

Conversation: • Lead a discussion about opposites. Encourage students to use many vocabulary words.

Modifications: 31

• Provide sentence starters for students to use as they fill in the blanks with appropriate adjectives.


3.

2.

1.

4.

6.

5. 1. The man is

. and .

2. They are

7.

a. sick

b. weak

c. rich

d. tired

a. happy, cold

b. cold, tired

c. hot, tired

d. strong, happy d. cold

3. These people are

.

a. hot

b. happy

c. hungry

4. This man is a

.

a. mechanic

b. secretary

c. doctor

d. cook

a. baker, baking

b. cook, cooking

c. teacher, teaching

d. mechanic, fixing

5. The

is the students.

6. The man is

.

a. afraid

b. embarrassed

c. proud

d. sick

7. This woman is a

.

a. nurse

b. mechanic

c. teacher

d. student

II. Match each word with its opposite. 1. sick

a. sad

2. beautiful

b. healthy

3. happy

c. strong

4. hungry

d. full

5. weak

e. ugly


69


fixing getting mechanic money nurse officer pain police proud scientist secretary

son station student students taking teacher teaching teeth typing waiter working

Themes:

a doctor a nurse a mechanic a student

01

one arm two arms three arms four arms

02

a police officer a dentist a carpenter a scientist

02

Are there six fingers? No, there are four fingers. Are there three arms? No, there are four arms. Are there four legs? Yes, there are. Are there six fingers? No, there are five.

03

a secretary a cook a teacher a waiter

03

a horse’s legs a person’s arms an elephant’s legs a person’s legs

04

He is embarrassed. He is in pain. He is afraid. He is sick.

04

His head is on his arms. Her hands are on her knees. His hand is on his arm. Her hands are covering her eyes.

05

The man is not hot. The man is not cold. The man is afraid. The man is a doctor.

05

The hat is on his head. The hat is on his foot. The hat is in his hand. The hat is in his mouth.

06

The man is proud of his son. The man is proud of his car. The man is thin. The man is fat.

06

These are real flowers. This is a picture of flowers. This is a real woman. This is a picture of a woman.

07

a bank a police station This man is rich. This man is getting money in a bank.

07

a real man a picture of a man a statue of a man a real rabbit

08

He is in pain. He is cooking. She is cooking. He is embarrassed.

08

The pictures are on the wall. The pictures are on the floor. The picture is on the wall. One picture is on the floor.

09

The nurse is taking care of the man. The doctor is taking care of the man. The mechanic is fixing the car. The dentist is working on the man’s teeth.

09

There is a picture of cats on this shirt. There is a picture of a bear on this shirt. There is a picture of a smiling face on this shirt. There is no picture on this shirt.

10

The baker is baking bread. The secretary is typing. The teacher is teaching the students. The students are reading.

10

Which man on a horse is real? Which man on a horse is a statue? Which head is not real? Which head is real?

Professions

Materials:

Body Parts and Pictures

01

New Vocabulary afraid baker baking bank care carpenter cook cooking dentist doctor embarrassed

3-09

Professions and Conditions: Descriptive Adjectives

Research materials 19

Pre-Lesson Activity: • Reinforce vocabulary with the following assignment: Worksheet 3-08

– Distribute index cards (one per student) with the name of a professional, the doctor, the teacher, etc. to half the class. – The remaining students will each receive an index card with an action such as is taking care of the man, is teaching the children, etc.** – Direct students to create a complete sentence that correctly describes the role of a professional by finding the peer with the matching index card. – Have students stand together when a match is made; call on pairs to read their combined sentence. – Check for correct responses. ** If there are more students than professions, repeat sentences on index cards until you have enough for the class.

I. Match the words. ____ 1. dentist

a. car

____ 2. teacher

b. bread

____ 3. mechanic

c. sick person

____ 4. baker

d. teeth

____ 5. doctor

e. student


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. The mechanic is fixing the ____________________________.

of his son

12. The dentist is working on ____________________________.

in a bank

13. The man is proud ____________________________.

the man’s teeth

14. This man is getting money ____________________________.

taking care

15. The doctor is ____________________________ of the man.

car

IV. Possible (P) or Impossible (I)? ____16. The baby is fixing a car. ____17. The nurse is taking care of a woman. ____18. The mechanic is fixing a truck. ____19. The secretary is typing. ____20. Someone is baking an umbrella.


70

ENGLISH

3-08

Professions and Conditions: Descriptive Adjectives New Vocabulary afraid carpenter embarrassed nurse scientist students typing

Professions and Human Conditions: Descriptive Adjectives Content Integration:

baker cook fixing officer secretary taking waiter

baking cooking getting pain son teacher working

bank dentist mechanic police station teaching

care doctor money proud student teeth

Usage: Professions Which words above name a person’s profession? Can you say what each one does? Note that many names of professions have certain suffixes. -ist

dentist scientist

-er

baker (from to bake) teacher (from to teach) waiter (from to wait on tables or customers in a restaurant)

But be careful. Someone who cooks is not a “cooker.” Usage: Idioms Like other languages, English has many idioms. Idioms are phrases which mean something different from their literal meaning or which have special meanings. Here are some from this lesson. to be in pain to be proud of

He is in pain. (something hurts) The man is proud of his car. (to admire, to think a lot of something or someone) The nurse is taking care of the man. (to treat, make well; also to care for) The dentist is working on the man’s teeth. (to fix, repair or manipulate)

to take care of to work on

Each of these idioms uses a particular preposition. The prepositions cannot be replaced with another or switched around.

32

Social Studies: Ask students to name some popular jobs. Encourage students to include some of the occupations from their vocabulary. List the responses on the board. Have students describe the jobs they recognize from the list. Help them by describing the occupations no one understands. You can use famous people or companies to help introduce some of the occupations. For instance, for “writer” you can say “Shakespeare.” For “flight attendant” you may say, “could work for American Airlines or British Airways.” Have students copy the list of occupations and descriptions from the board. Language Arts: Ask students to name some occupations they would like to have in the future. Using present simple tense, have students write at least two paragraphs describing their dream job and what a typical day would include. Allow time for students to research their dream jobs.

Using Multiple Intelligence Strategies: Verbal-Linguistic: Have students read about the various professions presented in this lesson.


3.

2.

1.

Intrapersonal: Help students identify which professions might be a match for their personalities and goals. 4.

Post-Lesson Activities: 6.

5. 1. The man is

.

2. They are

a. sick

b. weak

c. rich

d. tired

a. happy, cold

b. cold, tired

c. hot, tired

d. strong, happy

3. These people are

.

a. hot

b. happy

c. hungry

d. cold

4. This man is a

.

a. mechanic

b. secretary

c. doctor

d. cook

5. The

and .

7.

a. baker, baking

b. cook, cooking

c. teacher, teaching

d. mechanic, fixing

6. The man is

is the students. .

a. afraid

b. embarrassed

c. proud

d. sick

7. This woman is a

.

a. nurse

b. mechanic

c. teacher

d. student

II. Match each word with its opposite. 1. sick

a. sad

2. beautiful

b. healthy

3. happy

c. strong

4. hungry

d. full

5. weak

e. ugly

• Give students a Venn diagram to compare professions from the student information. • Have students write one sentence describing each job from this lesson. • After students have identified a job they would like to have in the future, challenge them to write a resume promoting themselves for that profession.

Conversation: • Using lesson vocabulary words, ask students to discuss a profession they would like to have in the future. ©2002 Fairfield Language Technologies

Modifications: • Post Venn diagrams for student reference.

71


elephant’s floor foot

person’s picture pictures

rabbit statue

a doctor a nurse a mechanic a student

01

one arm two arms three arms four arms

02

a police officer a dentist a carpenter a scientist

02

Are there six fingers? No, there are four fingers. Are there three arms? No, there are four arms. Are there four legs? Yes, there are. Are there six fingers? No, there are five.

03

a secretary a cook a teacher a waiter

03

a horse’s legs a person’s arms an elephant’s legs a person’s legs

04

He is embarrassed. He is in pain. He is afraid. He is sick.

04

His head is on his arms. Her hands are on her knees. His hand is on his arm. Her hands are covering her eyes.

05

The man is not hot. The man is not cold. The man is afraid. The man is a doctor.

05

The hat is on his head. The hat is on his foot. The hat is in his hand. The hat is in his mouth.

06

The man is proud of his son. The man is proud of his car. The man is thin. The man is fat.

06


07

a bank a police station This man is rich. This man is getting money in a bank.

07

a real man a picture of a man a statue of a man a real rabbit

08

He is in pain. He is cooking. She is cooking. He is embarrassed.

08

The pictures are on the wall. The pictures are on the floor. The picture is on the wall. One picture is on the floor.

09

The nurse is taking care of the man. The doctor is taking care of the man. The mechanic is fixing the car. The dentist is working on the man’s teeth.

09

There is a picture of cats on this shirt. There is a picture of a bear on this shirt. There is a picture of a smiling face on this shirt. There is no picture on this shirt.

10


10

Which man on a horse is real? Which man on a horse is a statue? Which head is not real? Which head is real?

Themes: Body Parts and Numbers

Materials: Books about body parts Paper Clay

Pre-Lesson Activity: • Review vocabulary in the following way: – Instruct students to list two nouns and two verbs from current/previous lessons on a sheet of notebook paper. – Have students trade papers with a partner and develop a sentence, using at least one word from the list. – Ask students to take turns reading the listed words and resulting sentence. – Give extra credit to those who used all four words in a sensible, grammatically correct way.

Content Integration: Mathematics: Instruct students to use logical reasoning to identify the number of specific body parts. For example, “If there are five cows, two humans, and four birds, how many legs are there?” Ask students to write the numbers in standard and word forms.


01

New Vocabulary arm cats covering

3-09


19

Worksheet 3-09 I. Match the words. ____ 1. a real man

a. a statue of a rabbit

____ 2. real flowers

b. a statue of a horse

____ 3. a group of people

c. a picture of people

____ 4. a real horse

d. a picture of a man

____ 5. a real rabbit

e. a picture of flowers


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________ 8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

Science: Instruct students to list animal vocabulary words. Have the student write three sentences about one animal. These sentences could include where the animal lives, what it eats, and a physical description of the animal.

III. Fill in the blank. 11. The hat is on his ____________________________.

a. hands

12. These are ____________________________ flowers.

b. head

13. Her ____________________________ are covering her eyes.

c. the wall

14. The pictures are on ____________________________.

d. is a statue

15. Which man on a horse ____________________________?

e. real

IV. Yes or No? ____16. Some pictures are on walls. ____17. The picture is jumping rope. ____18. People have three arms. ____19. Elephants have four legs. ____20. The hand has five fingers.

ENGLISH

72


Body Parts and Pictures 3-09

Body Parts and Pictures New Vocabulary arm foot statue

Using Multiple Intelligence Strategies: cats person’s

covering picture

elephant’s pictures

Bodily-Kinesthetic and Musical-Rhythmic: Play the “Hokey Pokey” with the class.

floor rabbit

Grammar: “There is” and “There are”

Linguistic: Read information to the class about the various body parts.

Practice the special English construction there is…, there are… These phrases simply declare that something exists. The question form is Is there…? or Are there…? Are there six fingers? Yes, there are (six fingers). Is there a picture of cats on this shirt? Yes, there is (a picture of…).


Grammar: Demonstrative Pronouns Note the use of this and these. They are demonstrative pronouns. They point to something or demonstrate which particular item or person is being discussed. This is singular and these is plural; they must match what they refer to in number. This is a picture of flowers. These are real flowers.

• Divide the class into pairs or groups of four and have them play the game Operation and identify the body parts as they remove them.

Conversation: • Invite students to work with a partner asking each other questions using an “Are there?” or “Is there?” format: “Are there three dogs in the picture? Yes, there are three dogs in the picture. Is there a book on the table? No, there is not a book on the table.” 33


2.

1. 1.

3.

.

a. a horse’s legs

b. a person’s arms

c. a person’s legs

d. an elephant’s legs

2. The hat is on his

.

a. head

b. foot

c. hand

d. mouth

3.

.

a. her hands, her knees

b. her hands, her eyes

c. her head, her arms

d. her hands, her head

are on

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

These are real flowers.

4.

It is six thirty.

2.

There is a picture of cats on this shirt.

5.

It is two fifteen.

3.

This man on a horse is real.

6.

It is a quarter to eight.

III. Match the time with the photograph.

A. 1.

It is almost five o’clock.

C.

B. 2.

It is a little past two o’clock.

3.

It is seven forty-five. ©2002 Fairfield Language Technologies

73


forty-five just morning

night past quarter

five ten fifteen twenty

01

Which tall man is wearing glasses? Which tall man is not wearing glasses? Which short person is not wearing glasses? Which short person is wearing glasses?

02

It is two o’clock. It is four o’clock. It is six o’clock. It is eight o’clock.

02


03

It is three thirty. It is five thirty. It is seven thirty. It is nine thirty.

03


04

It is six o’clock. It is six thirty. It is seven o’clock. It is seven thirty.

04

The boy is lying down outside. The boy is lying down inside. This is the outside of the building. This is the inside of the building.

05

It is two o’clock. It is two fifteen. It is two thirty. It is a quarter to three.

05


06

It is eight o’clock. It is a quarter after eight. It is eight thirty. It is a quarter to eight.

06


07

It is five o’clock. It is almost five o’clock. It is just past five o’clock. It is five thirty.

07


08

It is two o’clock. It’s almost two o’clock. It is two thirty. It is a little past two o’clock.

08


09

It is seven o’clock. It is a quarter past seven. It is seven thirty. It is seven forty-five.

09


10

It is almost ten thirty. It is morning. It is almost eleven thirty in the morning. It is a little past five o’clock. It is afternoon. It is a quarter to nine. It is night.

10

It is seven o’clock. It is a quarter past seven. It is seven thirty. It is seven forty-five.

Themes: Numbers and Time

Materials: Analog clock (one in which hands are easily moved)

Pre-Lesson Activity: • Direct students to complete Section I of the Quiz page for Lessons 3-09 and 3-10 to reinforce the concept of clock time. Reinforce vocabulary by having students discuss activities they might perform at the eight times listed on this Quiz page using verbs learned in current and previous lessons.

20

Content Integration: Mathematics: Explain to students the concept of how military time uses a 24-hour clock instead of a 12-hour clock. Explain that military time numbers the 24 hours of the day from 1 to 24 rather than repeating the cycle of 12 hours. Have students research and find at least five countries that use the 24-hour clock cycle. Write different times on the board and have students convert these times to military time.

Unit Three Review

01

New Vocabulary afternoon almost eleven

3-11

Clock Time, Time of Day

Worksheet 3-10 I. Match the words. ____ 1. four fifteen

a. 3:30

____ 2. two o’clock

b. 7:45

____ 3. a quarter past seven

c. 4:15

____ 4. three thirty

d. 2:00

____ 5. a quarter to eight

e. 7:15


6.

7.

8.

9.

10.

6. __________________________________________________________________________________________ 7. __________________________________________________________________________________________

Language Arts: Using the new vocabulary, instruct students to write a short paragraph describing their daily routine.

8. __________________________________________________________________________________________ 9. __________________________________________________________________________________________ 10. __________________________________________________________________________________________

III. Fill in the blank. 11. It is six ____________________________.

quarter

12. It is a ____________________________ to eight.

past

13. It is just past ____________________________.

almost

14. It is a quarter ____________________________ seven.

o’clock

15. It is ____________________________ five o’clock.

five o’clock

IV. Yes or No? ____16. Eleven o’clock is after ten o’clock. ____17. A quarter past seven is after eight o’clock. ____18. Six thirty is after six o’clock. ____19. Eight o’clock is after nine thirty. ____20. A quarter to seven is after seven o’clock.

Clock Time, Time of Day

74

ENGLISH

Clock Time, Time of Day 3-10

Clock Time, Time of Day New Vocabulary afternoon morning

Using Multiple Intelligence Strategies: almost night

eleven past

forty-five quarter

just

Usage: Telling Time Remember, “o’clock” is an old form for “of the clock.” It refers to time on the hour, when the minute hand is on 12, not some time before or after the hour. There are a variety of ways to express time in English, which must be confusing to the learner. Here are some tips. To express the half hour, simply say “thirty” after the number of the hour. Always think thirty minutes after the hour, not before. It is three thirty. It is five thirty.

3:30 5:30

You may also say, “It is half past three,” or “It is half past five.” Minutes past an hour can be stated very precisely by giving the hour followed by the minutes. It is two fifteen. It is seven forty-three.

2:15 7:43

“To,” “past” and “after” tell time on either side of the hour. It is a quarter to nine. It is ten past five. It is twenty after nine.

Intrapersonal: Ask students to identify their favorite time of day. Challenge students to draw an illustration depicting their favorite part of the day and then to write a paragraph describing it.


8:45 5:10 9:20

Times of fifteen minutes before or after the hour are usually expressed using “quarter”. It is a quarter to eight. 7:45 It is a quarter past seven. 7:15 But also: It is seven forty-five. It is seven fifteen.

Logical-Mathematical and Visual-Spatial: Using the hands of an analog clock as an angle, ask students to identify the angle as acute, obtuse, or right. Then ask them to estimate and measure the angles.

• Instruct students to use the analog clock to identify the correct time while you adjust the clock to different time settings. • Ask students questions about the time. Example: “What time do you go to bed? If it is 2:00 p.m. in the Central Time Zone, what time is it in the Pacific Time Zone?” List the responses on the board.

7:45 7:15

34

Conversation: The Rosetta Stone English I Quiz Unit 3 Lessons 9 and 10 I. Fill in the blank with the word or words that best describe the photograph.

2.

1.

3.

1.

.

a. a horse’s legs

b. a person’s arms

c. a person’s legs

d. an elephant’s legs

2. The hat is on his

.

a. head

b. foot

c. hand

d. mouth

3.

.

a. her hands, her knees

b. her hands, her eyes

c. her head, her arms

d. her hands, her head

are on

• Invite students to discuss their daily routines. Example: “I wake up at 7 o’clock. I eat breakfast at 8 o’clock.”

Modifications: • Use a map that illustrates time zones. • Display clocks and their times throughout the classroom.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

These are real flowers.

4.

It is six thirty.

2.

There is a picture of cats on this shirt.

5.

It is two fifteen.

3.

This man on a horse is real.

6.

It is a quarter to eight.

III. Match the time with the photograph.

A. 1.

It is almost five o’clock.

C.

B. 2.

It is a little past two o’clock.

3.

It is seven forty-five. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 3, Lessons 6–10 Answer the following questions. 1. Name an animal from Lesson 3-06 that would live on a farm. 2. What adjectives would you use to describe a person who needs food and water? 3. If you fixed cars, what would be your profession? 4. At what time of day do you eat breakfast? 75

The Rosetta Stone English I Test Unit 3 Lessons 1–5

Unit 3 Review

I. Match the opposites. 1. curly

Review Activities: • Use index cards to review vocabulary. • Review workbook pages. • Choose activities that target skills in need of practice. • Encourage role-play of scenes that require students to use language skills. • Provide time for conversation practice with peers; monitor conversational skills.

a. few

2. fat

b. more

3. tall

c. short

4. older

d. straight

5. many

e. inside

6. fewer

f. younger

7. outside

g. on

8. under

h. thin

II. Answer each question based on the following sentences.

There are three blue umbrellas. There are five eggs. The woman has four white horses. There are nine red flowers. There are ten runners. 1. There are more runners than eggs. Yes or no? 2. What color are the flowers? 3. There are as many horses as runners. Yes or no? 4. Who has white horses? 5. There are fewer umbrellas than flowers. Yes or no?


6. What color are the umbrellas? 7. How many horses does the woman have?


Possible Assessments: • Conduct Mini-Assessments in Lessons 3-05 and 3-10. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess graphs, charts, reports, and projects. • Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests.



III. Match the sentences with the photographs.

A.

C.

B.

D.

E.

1. Who has short straight black hair? 2. Who has curly blond hair? 3. Who is bald? 4. How many children are standing? Three children are standing. 5. The girl is on the table. She is jumping rope.

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

• Keep portfolios of student work. 1.

a sweater.

2. The man is

a sweater.

3. She is wearing a

.

4. a. dress b. putting on c. wearing

4. She is wearing a

.

d. shorts

5. He is wearing

.

e. skirt


76

3.

2.

1. The man is

5.

The Rosetta Stone English I Test Unit 3 Lessons 6–10 I. Match the opposites. 1. healthy

a. beautiful

2. weak

b. student

3. sad

c. cold

4. hot

d. thin

5. ugly

e. proud

6. fat

f. strong

7. teacher

g. sick

8. embarrassed

h. happy

Tests

II. Match the sentences with the photographs.

A.

C.

B.

E.

D.

1. It is eight o’clock. 2. It is seven thirty. 3. It is two fifteen. 4. It is a quarter to three. 5. It is almost ten thirty.




1.

3.

2.

1. Many

are standing.

2. These two

a. cows

are real.

b. horses

4. c. camels

d. sheep

a. cows

b. horses

c. camels

d. sheep

3. One

is swimming.

a. bird

b. dog

c. fish

d. sheep

4. The

is on the wall.

a. real

b. statue

c. picture

d. elephant


1.

5. 1. She is a 2. The

2.

3.

6.

7.

. is fixing the car.

b. secretary

.

c. not real

4. These are an elephant’s

.

5. There are four

.

6. This horse is

8. He is a

. . .

8. a. arms

3. This horse is

7. She is a

4.

d. nurse e. legs f.

mechanic

g. doctor h. real


77

Word Search 3: 1-5

Unit 3 Review

ANOTHER ANYTHING BALD BLOND BUILDING COINS CURLY FEWER GRASS GROUP HOW INSIDE LOAF

LOAVES MANY MORE OUTSIDE PUTTING SAME SEVERAL SHORTS STRAIGHT SWEATER UMBRELLAS YOUNGER

M A N Y T H I N G R A S S

U A S P Y O U N G E R I N

F E W E R L M Z B L S N B

X T E L Q M B A L D H S U

C P A J E M R X O S O I I

O U T S I D E O N A R D L

I T E T C A L S D M T E D

N T R R P N L E L E S Z I

S I A A L O A V E S C C N

U N M I M T S E Q O F U G

A G X G O H G R O U P R A

H O W H R E M A N Y F L D

S F Z T E R P L O A F Y K

G T E A C H E R N O L N C

R T Z N L S R T K N M G W

P I R U M O N E Y G O R T

O R D O C T O R X S S U H

L E S O M E O N E S T C I

I D P M O R N I N G F W R

C O H A P P Y U G L Y N S

E N W E A K S T U D E N T

P A I N W F H E A L T H Y

Word Search 3: 6-10

AFRAID AFTERNOON ALMOST BEAUTIFUL COLD DOCTOR FIXING HAPPY HEALTHY HUNGRY MONEY MORNING NIGHT

ENGLISH

78

PAIN POLICE QUARTER SICK SOMEONE STRONG STUDENT TEACHER THIRSTY TIRED UGLY WEAK

A H U N G R Y Z R R V F C

S I C K P C A Q D S J I O

B E A U T I F U L T A X L

M Q N I G H T A F R A I D

Crossword 3: 1-5


Across

Down

2. a building 6. This is the outside of the _______. 8. She is wearing blue jeans, a purple ____, and a hat. 10. not outside 11. The girl is jumping _____. 12. There are ____ horses than people. 17. not older 18. She is not wearing pants; she is wearing ____. 20. no hair 21. not fat 22. they are dancing

1. not short 2. small, round money 3. rain ____ 4. not curly 5. The boys are playing _____. 7. A _____ of runners. 9. A man is ____ than a boy. 13. ____ color is the egg? 14. not straight 15. pink flowers and green _____ 16. There are _____ chairs than tables. 18. There are the ___ number of girls as boys. 19. Her _____ is long. 20. The woman has ______ hair. ENGLISH

Crossword 3: 6-10

Across

Down

1. not cold 3. not happy 4. _____ is in a bank. 6. She is taking ______ of the man. 7. A dentist works on _____. 8. He has fallen; he is in _____. 11. not afternoon or night 12. The camel is standing on two ____. 14. The ____ is cooking. 16. a big cat 19. Money is in a _____. 20. He is _____ of his car.

1. He is wearing a ___ on his head. 2. not a student 3. There are the ___ number of boys as girls. 5. not weak 8. a pink animal 9. The ____ and doctor care for sick people. 10. The doctor cares for the ____ man. 13. The man is proud of his ____. 15. not new 16. He is running. He is hot and _____. 17. Outside there is green ____ on the ground. 18. He has money. He is ____. 19. not a man

ENGLISH

79

Unit 4 Overview Lesson 4-01 Questions and Answers: Questions with “to be” and “what” .... 82 Nine new words. Inquiries about conditions and activities. Questions answered affirmatively and negatively. Explanations in response to general questions. Inquiries to identify animals.

Lesson 4-02 Open–Closed, Together–Apart, Straight–Bent ............................ 84 Eight new words. Presents antonyms in a variety of contexts; proximity.

Lesson 4-03 Numbers 1–100 ................................................................................ 86 10 new words and 10 new compounds of words. Presents numbers one to 20, by tens to one hundred and additional patterns.

Lesson 4-04 People and Talking .......................................................................... 88 12 new words. Talking, talking to, talking into, talking about, talking on the phone, can talk, cannot talk, and because.

Lesson 4-05 Coming and Going, Asleep and Awake ........................................ 90 15 new words. Come and go: up, down, on, from, enter, and leave.

Lesson 4-06 Multiple Verbs; While .................................................................... 92 21 new words. Present participle introduced (21 examples). While.

Lesson 4-07 Family Relationships ...................................................................... 94 12 new words. Mother, father, sister, brother, husband, wife, daughter, son, parents, children, and family.

Lesson 4-08 Everybody, Somebody, Nobody .................................................... 96 Eight new words. Nobody, none, nothing, somebody, something, and everybody.

Lesson 4-09 Vehicles; Related Verbs and Prepositions .................................... 98 25 new words. Means of transportation: varied types of cars, trucks, vehicles, and boats. Accidents and crashes.

Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.. 100 Six new words. With and without. Use and not use.

Lesson 4-11 Review of Unit Four ...................................................................... 102 Tests and Worksheets from Unit Four Lessons.

80

Scope and Sequence Enrichment/Unit Projects: 1. Begin by discussing holidays that are celebrated in different cultures. Challenge students to create a new holiday and describe the purpose of the holiday. Why would people celebrate it? Encourage students to generate ideas by discussing ways they feel their culture, gender, or generation needs to be better understood, appreciated, or celebrated. Tell students they can also combine aspects of other cultures into the creation of the new holiday. After the initial brainstorming, have students work in pairs to develop the holiday. Have students construct a booklet that explains the elements of their holiday. Each booklet should include the following: a. Purpose of the holiday b. Background/history/founders c. Date(s) of the holiday d. Decorations and/or colors involved e. Foods associated with the holiday f. Symbol to represent the holiday g. International or U.S. holiday Along with the above requirements, students can include any other pertinent information about their holiday. Booklets should be constructed by folding construction paper in half lengthwise. The symbol for the holiday should be on the front of the booklet. When the booklets are completed, have students share their creations with the class. 2. Family Tree — Have each student research their family. Students may use poster board or construction paper to create a visual to illustrate each family tree along with written information in a report format. Have each student share a story about their family, providing information about where the people in their family are from, their ages, and the different cultures that are present in their family tree.

3. Explain to the class that they will be doing a roleplaying activity that will help them practice making plans. Divide the class into two groups: callers and receivers. Set up the classroom so that there are two rows of chairs. The receivers will sit in the chairs facing the wall and the callers will sit behind them. The receivers should have their names taped onto the back of their chairs if the students are not too familiar with each other. Callers will sit behind a receiver and tap on that receiver’s shoulder. Receivers will answer, and they will either make plans to do something with the caller or provide a reason explaining why they are unavailable. After they hang up the phone, the caller stands up and waits for the next available chair behind a receiver and tries the conversation again. As more and more phone calls are made, the schedules should start filling up, and it will become harder and harder for the students to negotiate a time to meet. List possible activities on the board. Have the callers choose at least five things they would like to ask the other person to do. The receivers will make a list of at least five things they would not like to do; for example, watch a movie, watch a play, play tennis, play golf, eat lunch, drink coffee, have dinner, go to a concert, go to a museum, go to an art gallery, go to the beach, dance, shop, swim, etc. Callers will make calls and ask receivers to do the activities that they listed. If the receivers are not busy and they want to do the activity (i.e., the receivers didn’t list the activity), then the receivers accept the proposal and both parties negotiate a time and place. Have students keep a schedule of when they have made plans to meet.

81


Is the woman walking? Yes, she is walking. Is the boy smiling? Yes, he is smiling. Are the children playing? Yes, they are playing. Is the woman smiling? Yes, she is smiling.

06

What is the boy doing? He is playing with his father. What is the boy doing? He is walking. What is the boy doing? He is lying down. What is the boy doing? He is playing with his dog.

02

Are the children jumping? Yes, they are jumping. Are the children jumping? No, they are sitting. Is the man riding a horse? Yes, he is riding a horse. Is the man riding a horse? No, he is walking.

07

What is the man doing? He is drinking water. What is the man doing? He is playing his guitar. What is the man doing? He is putting on his sweater. What is the man doing? He is sitting with his son.

03

Is he playing the violin? Yes, he is. Is he playing the violin? No, he is not. Is the bike upside down? No, it is right side up. Is the bike upside down? Yes, it is.

08

Is he falling? He may be falling. Is he falling? Yes, he is falling. Is the boy falling? No, he is not falling. Are they falling? No, they are not falling.

04

Is the car yellow? Yes, it is yellow. Is the car yellow? No, it is not yellow. Are the boys jumping? Yes, they are jumping. Are the boys jumping? No, they are not jumping.

09

Is the boy smiling? Yes, he is smiling. Is the man smiling? No, he is not smiling. Is she smiling? Yes, she is smiling. Is the dog smiling? Can dogs smile?

05

What is she doing? She is running. What are they doing? They are walking. What is he doing? He is riding a bike. What are they doing? They are riding horses.

10

Is it a pony? Yes, it is a pony. Is it a dog? Yes, it is a dog. Is it a dog? No, it is a cat. Is it a dog? No, it is a fish.

New Vocabulary can father may

pony side smile

up upside violin

Themes: Questions and Answers

Materials: Magazines Newspapers

Pre-Lesson Activity: • Direct students to complete Section II of Worksheet 4-01 in the Student Workbook to practice answering questions. To reinforce vocabulary, distribute an index card to each student that contains one verb; for example, smiling, walking, sitting, reading, etc. Instruct students to act out their word as you ask questions such as, What is she doing? Is he walking? Have volunteers respond to your questions; be sure actions match words, and that answers are phrased correctly.

Questions and Answers: Interrogative Form of Verbs

21

Worksheet 4-01 I. Answer with Yes or No. 1. Is a pony bigger than a horse?__________________________________________________________________ 2. Is a girl younger than a woman? ________________________________________________________________

Content Integration: Language Arts: Instruct students to read an article from a newspaper. When they have completed the article, ask the students to write four questions, each one containing Who?, What?, Where?, and Which? Social Studies: Explain to students the interview process, clearly identifying questionand-answer techniques. Instruct students to write interview questions for a famous person. Have students work with a partner, each one taking turns being the interviewer and the famous person. Instruct students to conduct an interview of their partner and record their answers on paper. Students will switch roles when all the questions are asked and answered.

3. Is a violin playing a boy? ______________________________________________________________________ 4. Is a dog playing the guitar? ____________________________________________________________________ 5. Is a dog a fish? ______________________________________________________________________________ 6. Is a fish drinking milk? ________________________________________________________________________ 7. Is a statue playing with a dog?__________________________________________________________________ 8. Is a fish riding a bicycle? ______________________________________________________________________ 9. Is an adult taller than a child? __________________________________________________________________ 10. Is a violin an animal?

________________________________________________________________________

11. Is a bear an animal?__________________________________________________________________________ 12. Is a house a building? ________________________________________________________________________ 13. Is a church a building? ________________________________________________________________________ 14. Is a man sitting and running? __________________________________________________________________ 15. Is an elephant putting on a sweater? ____________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

82

Questions and Answers: Interrogative Form of Verbs

4-01

Questions and Answers: Interrogative Form of Verbs New Vocabulary can smile

Questions and Answers: Questions with “to be” and “what” Using Multiple Intelligence Strategies:

father up

may upside

pony violin

Visual-Spatial: Have students make their own crossword puzzle using a question-and-answer format. Students can trade and solve each other’s puzzles.

side

Usage: Questions and Answers There are several ways to form questions. The first way is to use the present progressive tense and invert the usual order of the subject and verb. The woman is walking. Is the woman walking? The children are playing. Are the children playing? The answer to these questions is either “yes” or “no”. A short answer is acceptable. Yes, she is. (Walking is understood to follow, but doesn’t need to be stated.) No, they aren’t. (Playing is understood.)

Verbal-Linguistic: Ask students questions about the pictures from the magazines or newspapers.

Sometimes answers of “no” may be followed by the correct information.


Is the bike upside down? No, it is right side up. Is the man riding a horse? No, he is walking.

• Instruct students to participate in a questionand-answer game in the style of Jeopardy.

What plus is/are… doing? calls for an answer regarding someone’s activity. Answer in the present progressive tense. What is she doing? She is running. What are they doing? They are riding horses. What is the man doing? He is putting on his sweater. Is without a companion -ing verb forms a question that asks about identity, about something’s existence.

Conversation:

Is it a pony? Yes, it is a pony. Is it a dog? No, it is a cat.

• Have students discuss what someone is doing in a magazine advertisement.

Modifications: 35

• Allow students to use graph paper to construct crossword puzzles.


1.

a. They are running. c. They are jumping.

He is playing with his dog.

2.

3. His hands are are

and his feet .

5.

4.

3.

2.

1. What are they doing?

b. They are riding. d. They are walking.

a. Who is the man? c. What is the man doing?

b. Who is the boy? d. What is the boy doing?

a. together, apart c. together, together

b. apart, apart d. apart, together

4. The woman’s eyes are

.

a. open c. bent

b. closed d. straight

5. His hands are ______

____.

a. open c. bent


II. Match the word on the left with its opposite. 1.

together

a. closed

2.

bent

b. straight

3.

open

c. apart

III. Answer the questions according to the following models:

Yes, she is walking. Is the woman walking? Is the man riding a horse? No, he is not riding.

1.

2.

3.

4.

1. Are the children jumping? 2. Is the man riding a horse? 3. Is the boy falling? 4. Is the woman smiling? ©2002 Fairfield Language Technologies

83


boy’s closed

door open

toes together

Themes:

The car door is open. The car door is closed. This woman’s eyes are open. This woman’s eyes are closed.

01

one two three four

02

The eyes are open. The eyes are closed. Her mouth is open. Her mouth is closed.

02

five six seven eight

03

The man’s eyes are closed and his mouth is open. The man’s eyes are open and his mouth is closed. The woman’s mouth is open and her eyes are open. The woman’s eyes are closed and her mouth is closed.

03

nine ten eleven twelve

04

04

His hands are closed. His hands are open. One hand is open and one hand is closed. Her mouth is open.

thirteen fourteen fifteen sixteen

05

05

four arms many legs four fingers five toes

seventeen eighteen nineteen twenty

06

06

The hands are together. The hands are apart. The feet are together. The feet are apart.

twenty thirty forty fifty

07

07

The man’s legs are together. The man’s legs are apart. The boy’s legs are together. The boy’s legs are apart.

sixty seventy eighty ninety

08

08

The hands are apart and the feet are apart. The hands and feet are together. The feet are apart and the hands are together. The feet are together and the hands are apart.

seventy-five eighty-five ninety-five one hundred

09

09

The man and woman are together. The horses are together. The man and woman are apart. The horses are apart.

twenty-two thirty-two forty-two fifty-two

10

10

The woman’s arms are straight. The woman’s arms are bent. The man’s legs are bent. The man’s legs are straight.

forty-six sixty-six eighty-six one hundred

Open–Closed, Together–Apart, Straight–Bent

Materials: Various classroom objects (some of these objects need to be able to bend) Magazines

Pre-Lesson Activities: • Use vocabulary from Lesson 4-02 and earlier lessons to create an “exercise routine” for students. Give directions (see below for examples) and have students respond with corresponding actions.

Numbers to One Hundred

01

New Vocabulary apart bent

4-03


22

– Hands are together. – Hands are apart. – Eyes are open. – Eyes are closed.

Worksheet 4-02 I. Answer the question with a complete English sentence.

Content Integration: Language Arts: Prepare word-cards by writing a word on an index card and by writing its opposite on another index card. Make sure there is a card for each student and there is an even amount of cards. Place a word-card face down on each student’s desk. Tell the students that each word-card has a partner word-card. Have students move around the room and find their partner word. Once their partners have been located, the students will sit together and write clues about their words. Have students read their clues to the rest of the class and when the class guesses the words, make a list of the opposites on the board. Science: Instruct students to divide a piece of notebook paper into three columns. Have the students label each column with opposites: open/closed, together/apart, and straight/bent. Ask students to create a list of things that fit each category and write them in the columns.

84

Example: Are the woman’s feet apart? No, the woman’s feet are not apart. 1. Is the car door open? No,______________________________________________________________________ 2. Are the woman’s eyes closed? Yes, ______________________________________________________________ 3. Are the statue’s eyes closed? No,

______________________________________________________________

4. Is the window open? No, ______________________________________________________________________ 5. Is the man’s hand closed? Yes,

________________________________________________________________

6. Are the man’s hands together? No, ______________________________________________________________ 7. Are the boy’s legs together? Yes,

______________________________________________________________

8. Are the fish and the car together? No, ____________________________________________________________ 9. Are the boys together? Yes, ____________________________________________________________________ 10. Are the woman’s arms straight? Yes, ____________________________________________________________ 11. Is the girl’s hand open? No, ____________________________________________________________________ 12. How many toes does a baby have? ______________________________________________________________ 13. How many legs does a lion have? ______________________________________________________________ 14. How many eyes does a person have? ____________________________________________________________ 15. How many arms does a person have?____________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Open–Closed, Together–Apart, Straight–Bent

ENGLISH

4-02

Open–Closed, Together–Apart, Straight–Bent New Vocabulary apart open

Open–Closed, Together–Apart, Straight–Bent Using Multiple Intelligence Strategies:

bent toes

boy’s together

closed

door

Usage: Open–Closed, Together–Apart, Straight–Bent Opposites may help you to remember these adjectives. open together straight

closed apart bent

These kinds of descriptions of people and objects in relation to each other or to position use predicate adjectives. That is, they take the form: subject + is or are + adjective. The feet are apart. The woman’s arms are straight.

Musical-Rhythmic: Instruct students to create a song with their new vocabulary words: opposites: open/closed, together/apart, and straight/bent. Verbal-Linguistic: Using the pairs of opposites the students just learned, have the class brainstorm sentences using both words in the same sentence.

Post-Lesson Activities: • Ask students to use objects as well as their hands, feet, legs, and arms to demonstrate the new vocabulary. • Have students use magazine pictures to identify examples of the new vocabulary.

Conversation: • Ask students to describe objects in the classroom using new lesson vocabulary words.

36

Modifications: • Help students create an exercise routine that uses lesson vocabulary words.


1.

a. They are running. c. They are jumping.

He is playing with his dog.

2.

3. His hands are are

and his feet .

5.

4.

3.

2.


b. They are riding. d. They are walking.

a. Who is the man? c. What is the man doing?

b. Who is the boy? d. What is the boy doing?

a. together, apart c. together, together

b. apart, apart d. apart, together

4. The woman’s eyes are

.

a. open c. bent


5. His hands are ______

____.

a. open c. bent


II. Match the word on the left with its opposite. 1.

together

a. closed

2.

bent

b. straight

3.

open

c. apart

III. Answer the questions according to the following models:

Yes, she is walking. Is the woman walking? Is the man riding a horse? No, he is not riding.

1.

2.

3.

4.

1. Are the children jumping? 2. Is the man riding a horse? 3. Is the boy falling? 4. Is the woman smiling? ©2002 Fairfield Language Technologies

85


thirty-two forty forty-two forty-six fifty fifty-two sixty sixty-six

seventy seventy-five eighty eighty-five eighty-six ninety ninety-five hundred

The car door is open. The car door is closed. This woman’s eyes are open. This woman’s eyes are closed.

01

one two three four

02

The eyes are open. The eyes are closed. Her mouth is open. Her mouth is closed.

02

five six seven eight

03

The man’s eyes are closed and his mouth is open. The man’s eyes are open and his mouth is closed. The woman’s mouth is open and her eyes are open. The woman’s eyes are closed and her mouth is closed.

03

nine ten eleven twelve

04

04

His hands are closed. His hands are open. One hand is open and one hand is closed. Her mouth is open.

thirteen fourteen fifteen sixteen

05

05

four arms many legs four fingers five toes

seventeen eighteen nineteen twenty

06

06

The hands are together. The hands are apart. The feet are together. The feet are apart.

twenty thirty forty fifty

07

07

The man’s legs are together. The man’s legs are apart. The boy’s legs are together. The boy’s legs are apart.

sixty seventy eighty ninety

08

08

The hands are apart and the feet are apart. The hands and feet are together. The feet are apart and the hands are together. The feet are together and the hands are apart.

seventy-five eighty-five ninety-five one hundred

09

09

The man and woman are together. The horses are together. The man and woman are apart. The horses are apart.

twenty-two thirty-two forty-two fifty-two

10

10

The woman’s arms are straight. The woman’s arms are bent. The man’s legs are bent. The man’s legs are straight.

forty-six sixty-six eighty-six one hundred

Themes: Numbers to 100

Materials: Pair of dice Construction paper Tape Scissors Number charts


01

New Vocabulary twelve thirteen fourteen sixteen seventeen eighteen nineteen twenty-two

4-03


22

Pre-Lesson Activity: • Reinforce number vocabulary by asking students to write their: – Age. – Phone number. – House number. Add additional information for further practice.

Content Integration: Mathematics: Divide students into groups or pairs. Have each group take turns rolling the pair of dice. Instruct students to choose one number to be the base and the other to be the exponent. Ask students to solve. For example, if the students roll a five and a two, then they 2 solve 5 . Social Studies: Instruct students to research five dates in history they believe to be important. Ask the students to provide reasons why they chose these dates.

Worksheet 4-03 I. Write each number in English. 1.

8 ________________________________

6.

5 ________________________________

2. 11 ________________________________

7. 15 ________________________________

3. 20 ________________________________

8. 30 ________________________________

4.

4 ________________________________

9. 80 ________________________________

5. 13 ________________________________

10. 50 ________________________________

II. Write each number in English.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________ 16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________

ENGLISH

86


Numbers 1–100 4-03

Numbers to One Hundred New Vocabulary twelve thirteen fourteen sixteen seventeen

Using Multiple Intelligence Strategies: eighteen nineteen twenty-two thirty-two forty

forty-two forty-six fifty fifty-two sixty

sixty-six seventy seventy-five eighty eighty-five

eighty-six ninety ninety-five hundred

Verbal-Linguistic: On a blank piece of paper, have students create a table with 10 squares across and 10 squares down. Have them fill in the table with the numbers from 1 to 100, starting with 1–10 going in the first row across. Then call out numbers and have students circle the corresponding numerals on their table.

Usage: Numbers The suffix -teen has the same root origin as ten. With the exception of eleven and twelve, numbers between ten and twenty add -teen to a stem related to their corresponding number between one and ten. one two three four five six seven eight nine

1 2 3 4 5 6 7 8 9

eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen

11 12 13 14 15 16 17 18 19

Bodily-Kinesthetic: Connect pieces of construction paper to form one long strip of paper. Make a number line of 1 to 100 on the construction paper. Display for the class.

All numbers that begin groupings of ten end in -ty: twenty thirty forty fifty sixty seventy eighty ninety

20 30 40 50 60 70 80 90

Post-Lesson Activities: • Give each student a number line to practice counting by different multiples.

In former times, English speakers used to say numbers above the teens as “four-and-twenty,” “six-and-thirty,” etc., as in the Mother Goose rhyme, “Four-and-twenty blackbirds baked in a pie.” We have now simplified the form to “twenty-four,” “thirty-six,” etc.

• Instruct students to use the dice to write multiplication and division problems. 37

Conversation: • Discuss the role of numbers in everyday living, using new vocabulary words whenever possible.


Modifications:

I. Yes or No?

• Encourage students to count sets of items, to reinforce newly learned vocabulary. 1.

2.

4.

5.

1.

These men are talking.

2. 3.

3.

6. 4.

This man is not on the phone.

The man is talking to the boy.

5.

These women can’t talk.

This woman is not talking.

6.

This boy can’t talk.

II. Write the number that comes immediately after the given number. Example: seventeen

eighteen

1. eight

4. thirty-six

2. eleven

5. seventy-four

3. nineteen

6. ninety-nine


87


can’t chess mannequins mobile

now plant underwater walkie-talkie

Themes:

Gorbachev is talking. Three men are talking. The man in the yellow shirt is talking. The woman is talking.

01

The women are coming. The women are going. The horses are coming. The couple is going.

02

This man is talking. This man is playing chess. This boy is talking. This boy is lying down.

02

He is going up the wall. He is going up the stairs. He is coming down the stairs. He is going up the ladder.

03

The boy is talking to the man. The man is talking to the boy. The woman in blue is talking to the woman in red. The woman is talking to the man.

03

The cat is sleeping. The cat is not sleeping. The baby is sleeping. The baby is not sleeping.

04 04

The boy is talking to the man about the airplane. The man is talking to the boy about the airplane. The man is talking into the walkie-talkie. The man is talking on the mobile phone.

The cat is asleep. The cat is awake. The baby is asleep. The baby is awake.

05 05

This woman is talking to the girl about the book. These two women are talking about the plant. This woman is not talking. She is laughing. These two girls are not talking at all.

The couple is coming. The couple is going. The couple is kissing. The couple is not kissing.

06 06

This woman is not talking. These men are not talking. These men are talking. This woman is talking.

The horse is going into the van. The horse has come out of the van. This boy is going into the water. This boy is getting out of the water.

07 07

The man is on the phone. The woman is on the phone. The man is not on the phone. The woman is not on the phone.

The woman is going up the escalator. The woman is coming down the escalator. The man is going up the steps. The man is coming down the steps.

08 08

Which man can talk? These women can talk. Which man can’t talk? These women can’t talk. They are mannequins.

These people are going up the escalator. The people are going up the steps. These people are going down the escalator. The people are coming down the steps.

09 09

The man can’t talk now because he is drinking. The man can talk because he is not drinking. The boy can’t talk because he is underwater. The boy can talk because he is not underwater.

The man is getting into the airplane. The man is coming out of the airplane. The man is getting out of the truck. The man is getting into the truck.

10 10

Which man can’t talk? Which man can talk? Which boy can talk? Which boy can’t talk?

The couple is entering the building. The couple is leaving the building. The man is getting into the carriage. The man is getting out of the carriage.

Communication

Materials: Magazines Construction paper Glue Sentences written on strips of paper and cut into parts Envelopes to store the sentence parts

Coming and Going, Asleep and Awake

01

New Vocabulary about all because book

4-05

People and Talking

Pre-Lesson Activity: • Instruct students to complete Section II of the Quiz page for Lessons 4-03 and 4-04, to reinforce lesson vocabulary. Have students begin a Word Journal in a section of their notebooks:

23

Worksheet 4-04 I. Answer with Yes or No.

– Allow time for the review of computer lessons and resource materials. – Ask students to write down words and phrases that express likes, dislikes, favorite activities, and other areas of personal interest. – Encourage students to share an entry with a partner using a complete sentence to talk about their choice.

1. Can a plant talk? ____________________________________________________________________________ 2. Can a boy talk on a mobile phone? ______________________________________________________________ 3. Can a man who is drinking talk? ________________________________________________________________ 4. Can a woman who is underwater talk?

__________________________________________________________

5. Can a turtle talk? ____________________________________________________________________________ 6. Can a mannequin talk on the phone? ____________________________________________________________ 7. Can a boy talk to his dog? ____________________________________________________________________ 8. Can a dog talk to a boy? ______________________________________________________________________ 9. Is a walkie-talkie a motorcycle? ________________________________________________________________ 10. Can a bird play chess? ________________________________________________________________________ 11. Can a baby read a book? ______________________________________________________________________ 12. Is a phone an animal? ________________________________________________________________________

Content Integration: Social Studies: Have students create a timeline for the invention of different modes of communication such as the Internet, e-mail, cell phones, etc. Language Arts: Instruct students to write directions for another student on how to make a phone call. Remind students to be descriptive in their instructions.

13. Can some men wear yellow shirts? ______________________________________________________________ 14. Can some girls wear bathing suits? ______________________________________________________________ 15. Can older women talk to younger women? ________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ People and Talking

88

ENGLISH

People and Talking 4-04

People and Talking New Vocabulary about chess underwater

Using Multiple Intelligence Strategies: all mannequins walkie-talkie

because mobile

book now

can’t plant

Vocabulary: Because The term because has a special function in English. It sometimes serves as a conjunction, as it does in this lesson, joining two sentences that could stand alone. The man can’t talk now. He is drinking. The man can’t talk now because he is drinking. Because gives the cause or reason for a situation. Usage: Contractions We make several contractions in English. A contraction joins two words together to make one word while dropping one or more letters. Often contractions are made of a verb plus not. is not can not

isn’t can’t

It is done as a matter of convenience or ease of articulation. Usage: On the Phone Here is an idiom: to be on the phone. “Phone” is short for “telephone”. If you have a mental picture of someone sitting or standing on top of the telephone, you have made a logical response. But this idiom means conversing with someone by telephone, being occupied talking by telephone. The man is on the phone. The woman is talking on the mobile phone. Grammar: Complements Note the possibilities for expression that the principle of building blocks allows. The boy

is talking

to the man

about the airplane.

This is a complete sentence in normal word order: subject first, verb second, followed by two complements. Complements are objects or phrases that complete the idea one wants to express; they “complement” the subject and verb. In this example, two prepositional phrases complete the idea. Can you think of more complements to add to this sentence like building blocks? 38

Visual-Spatial and Verbal-Linguistic: Have students cut out magazine pictures of people talking and glue them on construction paper. Instruct students to write a sentence describing each picture. Bodily-Kinesthetic: Divide students into groups and give each group a set of sentence parts you created to make five or more sentences. These sentence parts should be sentences you wrote and cut into three parts: the first half of the sentence, the word because, and the second half of the sentence. For example, you might use the sentence, “The boy can’t talk because he is drinking.” “The boy can’t talk” is one sentence part, “because” is the second part, and “he is drinking” is the third part. You will want to leave off capital letters and periods in your sentence parts but allow students to add capital letters and punctuation to their sentences to make them grammatically correct. Have students put the sentences together correctly in their groups.



• With a partner, ask students to take turns saying a sentence aloud while the other person writes it down.

I. Yes or No?

1.

3.

2.

Conversation: 4.

6.

5.

1.

These men are talking.

4.

This man is not on the phone.

2.

The man is talking to the boy.

5.

These women can’t talk.

3.

This woman is not talking.

6.

This boy can’t talk.

Modifications:

II. Write the number that comes immediately after the given number. Example: seventeen

• Invite students to role-play a telephone conversation.

eighteen

1. eight

4. thirty-six

2. eleven

5. seventy-four

3. nineteen

6. ninety-nine

• Have students work with a partner and describe an action of a person. Students should include in their conversation the term because.


89


coming couple entering escalator

kissing ladder leaving sleeping

stairs steps van

Themes: Going, Coming, Awake, Asleep

Materials:

Gorbachev is talking. Three men are talking. The man in the yellow shirt is talking. The woman is talking.

01

The women are coming. The women are going. The horses are coming. The couple is going.

02

This man is talking. This man is playing chess. This boy is talking. This boy is lying down.

02

He is going up the wall. He is going up the stairs. He is coming down the stairs. He is going up the ladder.

03

The boy is talking to the man. The man is talking to the boy. The woman in blue is talking to the woman in red. The woman is talking to the man.

03

The cat is sleeping. The cat is not sleeping. The baby is sleeping. The baby is not sleeping.

04 04

The boy is talking to the man about the airplane. The man is talking to the boy about the airplane. The man is talking into the walkie-talkie. The man is talking on the mobile phone.

The cat is asleep. The cat is awake. The baby is asleep. The baby is awake.

05 05

This woman is talking to the girl about the book. These two women are talking about the plant. This woman is not talking. She is laughing. These two girls are not talking at all.

The couple is coming. The couple is going. The couple is kissing. The couple is not kissing.

06 06

This woman is not talking. These men are not talking. These men are talking. This woman is talking.

The horse is going into the van. The horse has come out of the van. This boy is going into the water. This boy is getting out of the water.

07 07

The man is on the phone. The woman is on the phone. The man is not on the phone. The woman is not on the phone.

The woman is going up the escalator. The woman is coming down the escalator. The man is going up the steps. The man is coming down the steps.

08 08

Which man can talk? These women can talk. Which man can’t talk? These women can’t talk. They are mannequins.

These people are going up the escalator. The people are going up the steps. These people are going down the escalator. The people are coming down the steps.

09 09

The man can’t talk now because he is drinking. The man can talk because he is not drinking. The boy can’t talk because he is underwater. The boy can talk because he is not underwater.

The man is getting into the airplane. The man is coming out of the airplane. The man is getting out of the truck. The man is getting into the truck.

10 10

Which man can’t talk? Which man can talk? Which boy can talk? Which boy can’t talk?

The couple is entering the building. The couple is leaving the building. The man is getting into the carriage. The man is getting out of the carriage.

Graph paper

Pre-Lesson Activity: • Review lesson vocabulary through a class discussion of the following: – Hours of the day that students are awake and asleep. – Activities that students perform during their waking hours.

Coming and Going, Asleep and Awake

01

New Vocabulary asleep awake carriage come

4-05

People and Talking

23

Content Integration: Language Arts: Instruct students to use the prepositions to write about people getting into and out of vehicles or places. Mathematics: Ask students to think about the importance of getting enough sleep. Ask students to write down the average time they go to bed at night and the average time they wake up in the morning. Have students use these two figures to compute the average total number of hours they sleep. Note by a show of hands how many class members get seven or less hours of sleep a night, how many get seven and a half, and so on in increments of half an hour. Have a student record this data on the board stopping at nine hours of sleep. After all the data has been recorded, ask students to estimate how many average hours of sleep per night health professionals advise teenagers to get. Ask students to make several guesses. Reveal to the class that the correct answer is nine hours of sleep a night. Refer to the data on the board showing how many class members get adequate rest. Have students create a graph or pie chart showing how much sleep the class gets on average.

90

Worksheet 4-05 I. Answer with Yes or No. 1. Can a horse come out of a van? ________________________________________________________________ 2. Can dogs go up a wall? ______________________________________________________________________ 3. Can airplanes go up a wall?____________________________________________________________________ 4. Can babies sleep? __________________________________________________________________________ 5. Can pictures sleep? __________________________________________________________________________ 6. Can people go down an escalator? ______________________________________________________________ 7. Can cars go down an escalator? ________________________________________________________________ 8. Can people go up the stairs? __________________________________________________________________ 9. Can airplanes go up the stairs? ________________________________________________________________ 10. Can girls come out of the water? ________________________________________________________________ 11. Can men go up a ladder?______________________________________________________________________ 12. Can babies go up a ladder? ____________________________________________________________________ 13. Can cats sleep?

____________________________________________________________________________

14. Can rectangles sleep? ________________________________________________________________________ 15. Can flowers sleep? __________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

Coming and Going, Asleep And Awake

4-05

Coming and Going, Asleep and Awake New Vocabulary asleep couple leaving

Coming and Going, Asleep and Awake Using Multiple Intelligence Strategies:

awake entering sleeping

carriage escalator stairs

come kissing steps

Bodily-Kinesthetic: Play charades with the class using the actions of going, coming, awake, and asleep.

coming ladder van

Vocabulary: Asleep and Awake English uses a few very old traditional expressions, some of which may be dying out. One of them is the prefix a- attached to a verb. School children sometimes learn the old folk song, “Froggy did a-courting go” about a frog who wanted to marry a mouse. This a- prefix was once very common. In this lesson it makes adverbs out of verbs, as in awake and asleep. Usage: Coming and Going, Into and Out Of Expressing direction of movement is a little complex. “Coming” expresses movement toward you or toward the speaker, while “going” expresses movement away. One can add words that tell the time, manner or place of the action. For example, up and down tell direction in relation to the speaker.

Intrapersonal and Visual-Spatial: Have students write a story based on a dream they have had using the lesson vocabulary. Instruct students to illustrate the story.

He is going up the stairs. He is going down the stairs.


He is coming up the stairs. He is coming down the stairs.

• Ask students to create a collage of people and animals who are awake and asleep.

Where is the speaker standing in relation to “him” in each of these sentences? These prepositional phrases are serving an adverbial function; they tell the time, manner or place of the action. Note the opposite expressions into and out of. Used with “coming,” “going,” and “getting,” they express direction in or out of an enclosure, such as a building or vehicle.

Conversation: • Ask students to share their dreams, hopes, and goals.

The boy is going into the water. The man is getting into the airplane. The people are coming into the house. The man is getting out of the truck. This boy is getting out of the water.

Modifications: 39

• Invite students to role-play a visit to their favorite places.


1.

3.

2.

6.

5.

4. 1. The baby is 2. The couple is

.

a. going

b. kissing

c. sleeping

d. sitting

.

a. walking

b. kissing

c. sleeping

d. smiling

the horse’s ear.

a. touching

b. kissing

c. watching

d. smelling

4. The girl is

a flower.

a. sleeping

b. climbing

c. watching

d. smelling

5. The boy is

television.

a. touching

b. kissing

c. watching

d. smelling

a. reading

b. climbing

c. writing

d. drinking

3. The man is

6. The man is

a book.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

He is coming down the stairs.

4.

The man is getting out of the truck.

2.

The cat is awake.

5.

One girl is holding her hat while walking.

3.

This boy is getting out of the water.

6.

The boy is smelling the flowers while playing the piano. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 4, Lessons 1–5 Answer the following questions. 1. Write ten numbers between 1 and 100. 2. To enter a building, what do you have to do to the door? 3. Most people are ________________ at night so their bodies can rest.

91


The girl is smelling a flower. The boy is watching television. The boy is smelling a flower. The girl is watching TV.

02

The woman is going to drive the car. The woman is riding the horse. The woman is kissing the horse. The woman is driving the horse.

03

The boy is smelling the flower. The boy is not smelling the flowers. The girl is brushing her hair. The girl is dancing.

04

The woman is wearing a hat. The man is touching the horse’s hoof. The man is touching the horse’s ear. The man is putting on gloves.

05

The man is climbing onto the carriage. The man is climbing into the truck. The woman is kissing the man. The woman is kissing the horse.

06

The girl is not watching TV. The girl is wearing a hat while watching television. The girl is brushing her hair while watching TV. The girl is dancing while watching TV.

07

The woman is singing while playing the electric piano. The woman is drinking while playing the electric piano. The woman is brushing her hair while holding her purse. The woman is writing while holding her purse.

08

The man is reaching for a shovel while holding a book. The man is pointing while holding a shovel. The man is reading a book while the dog is standing between his legs. The man is reading a book while the boy is listening.

09

One girl is holding her hat while walking. The man is drinking while sitting on the carriage. The man is sitting on the bicycle while the boy is climbing the fence. The children are watching while the man is writing.

New Vocabulary carrying drive driving electric for gloves guns

hoof listening marching onto parade piano purse

reaching shovel smelling through TV watching while

Themes: What People Are Doing

Materials: Construction paper Colored pencils or crayons Index cards


Multiple Verbs; While

• Have students complete Section I of Worksheet 4-06 in the Student Workbook to reinforce lesson vocabulary. Review complex sentences with the suggested activity:

10

The boy is climbing the steps while the man is watching. The boy is climbing the steps while no one is watching. These men are carrying guns while they are walking through the water. These men are carrying guns while they are marching in a parade.

24

Worksheet 4-06

– Divide students into groups of three. – Have two members perform two different actions (i.e., pointing, reading). – Ask the third member to describe the event; for example, She is pointing while he is reading.

I. Answer with Yes or No. 1. Can men climb steps? ________________________________________________________________________ 2. Can men climb steps while putting on their shoes?__________________________________________________ 3. Can women point? __________________________________________________________________________ 4. Can a hat smile? ____________________________________________________________________________ 5. Can boys smell flowers? ______________________________________________________________________ 6. Can glasses watch TV?

______________________________________________________________________

7. Can girls ride horses? ________________________________________________________________________


8. Can girls ride horses while watching TV?

________________________________________________________

9. Can people sing while playing the piano?

________________________________________________________

Language Arts: Ask students to write 10 compound sentences using the word while. Have students write sentences about what they do in a typical day or what their friends do in a typical day.

10. Can some people play the guitar? ______________________________________________________________

Science/Language Arts: Make a list of all the –ing verbs on the board or a large sheet of paper. Ask students to tell you what part of the body is used to perform these actions. Instruct students to create their own sentences using the vocabulary. For example: smell: nose. When you smell a flower, you use your nose.


92

11. Can people go up an escalator? ________________________________________________________________ 12. Can some people march in a parade? ____________________________________________________________ 13. Can boxes march in a parade?

________________________________________________________________

14. Can a baby drive a car? ______________________________________________________________________ 15. Can a goat eat flowers while reading a book? ______________________________________________________

16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Multiple Verbs; While

ENGLISH

Multiple Verbs; While 4-06

Multiple Verbs; While New Vocabulary carrying gloves onto shovel while

Using Multiple Intelligence Strategies: drive guns parade smelling

driving hoof piano through

electric listening purse TV

for marching reaching watching

Grammar: While Precise action can be expressed using while plus a verb that ends in -ing. “While” expresses time, duration or “at the same time as.” The girl is wearing a hat while watching television. The girl is wearing a hat and watching television at the same time. What two actions do you find going on at the same time in the sentences in this lesson?

Visual-Spatial: Have students illustrate the compound sentences they have written. Naturalist and Verbal-Linguistic: Many of the lesson vocabulary words describe actions that can be observed in animals. Using their lesson vocabulary words, instruct students to write a story or report using an animal as the main character or subject.

Post-Lesson Activity: • Encourage students to act out the sentences they wrote and choose someone to say a sentence to describe the actions. Compare the written sentence to the spoken sentence.

Conversation: • Have students create sentences or questions using the new vocabulary. Students should include in their conversation the use of the word while.

40

Modifications:


• Ask students to write a three-sentence paragraph about their favorite movie or TV show.


1.

3.

2.

6.

5.

4. 1. The baby is 2. The couple is

.

a. going

b. kissing

c. sleeping

d. sitting

.

a. walking

b. kissing

c. sleeping

d. smiling

the horse’s ear.

a. touching

b. kissing

c. watching

d. smelling

4. The girl is

a flower.

a. sleeping

b. climbing

c. watching

d. smelling

5. The boy is

television.

a. touching

b. kissing

c. watching

d. smelling

a. reading

b. climbing

c. writing

d. drinking

3. The man is

6. The man is

a book.

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

He is coming down the stairs.

4.

The man is getting out of the truck.

2.

The cat is awake.

5.

One girl is holding her hat while walking.

3.

This boy is getting out of the water.

6.

The boy is smelling the flowers while playing the piano. ©2002 Fairfield Language Technologies

93


daughter family him

husband mother parents

sister sisters wife

a girl and her mother a girl and her father a boy and his mother a boy and his father

01

Everybody is wearing a yellow hat. Everybody is running. Everybody is sitting down. Everybody is dancing.

02

a girl and her mother a girl and her father a girl and her brother a girl and her family

02

Someone is behind the tree. Someone is behind the man. Someone is taking a picture. Someone is wearing yellow.

03

the boy and his mother the boy and his father the boy and his sister the boy and his family

03

Everybody is wearing a yellow hat. Nobody is wearing a yellow hat. Somebody is touching the cat. Nobody is touching the cat.

04

The woman is sitting beside her husband on a sofa. The woman is standing with her husband and children. The woman is sitting on a chair beside her husband. The woman is sitting on her husband.

04

Everybody is wearing white. Nobody is wearing white. Somebody is wearing white and somebody is not wearing white. The cowboy is wearing white.

05

05

The man is sitting beside his wife on a sofa. The man is standing with his wife and children. The man is sitting on a chair beside his wife. The man’s wife is sitting on him.

Everybody is jumping into the water. None of the three boys are jumping into the water. Someone is jumping into the water. Someone is not jumping into the water. Someone is swimming underwater.

06

a mother and her son a father and his son a father and his daughter a mother and her daughter

06

07

a sister and brother and their mother a husband and a wife and their daughter a sister and brother with their parents a sister and a brother without their parents

Somebody is kicking the ball. Nobody is kicking the ball. Is anybody in the airplane? No, the airplane is empty. Is anybody in the airplane? Yes, the boy is in the airplane.

07

08

These four people are a family. These four people are not a family. These three people are in the same family. These three people are not in the same family.

Is anybody kicking the ball? Yes, the boy is. Is anybody kicking the ball? No, nobody is. Nobody is in the airplane. There is somebody in the airplane.

08

09

two parents with their children two parents without their children two brothers and their father two brothers and their mother

The man in blue is carrying something. The man in blue is not carrying anything. They are pointing at something. They are not pointing at anything.

09

Somebody is riding the horse. Nobody is riding the horse. Something is on the plate. Nothing is on the plate.

10

Something is on the table. Nothing is on any of the tables. Someone is lying down in the tent. No one is in the tent.

Themes: Family

Materials: Family pictures

Pre-Lesson Activity: • Reinforce lesson vocabulary for family relationships by asking students to write a paragraph about their parents and siblings. Have volunteers read their entries to the class.

Everybody, Somebody, Someone, Nobody, Anybody

01

New Vocabulary brother brothers chair

4-08

Family Relationships

10

two sisters and their father two brothers and their father a child with his parents These people are not in the same family.

Content Integration: Mathematics: Write the following words in columns on the board: mother, father, brother, and sister. Have students write the total number of each in their family. Convert each to percentages.

25

Worksheet 4-07 I. Answer with Yes or No.

Language Arts/Social Studies: Have students choose a relative to learn about their family’s history. If possible, encourage students to use an audio, videocassette, or digital camera to record parts of the interview. Have students write at least 10 questions they would like to ask their relative. Students may want to ask questions from the following categories: childhood, family traditions, growing up, historical events, occupation, religion, education, pets, traveling, medical care, and ceremonies. After the students have completed the interview, have them prepare a presentation showing the information they have gathered from their interview.

1. Are a brother and a sister in the same family?

____________________________________________________

2. Are a mother and a father parents? ______________________________________________________________ 3. Are a husband and wife a couple? ______________________________________________________________ 4. Is a mother’s son her child? ____________________________________________________________________ 5. Is a father’s daughter his son? __________________________________________________________________ 6. Are two girls a brother and sister? ______________________________________________________________ 7. Can parents have more than one child? __________________________________________________________ 8. Is a father a girl? ____________________________________________________________________________ 9. Is a father bigger than a baby?

________________________________________________________________

10. Is a father older than his daughter? ______________________________________________________________ 11. Is a boy younger than his mother? ______________________________________________________________ 12. Can a father talk to his child? __________________________________________________________________ 13. Can a girl talk to her mother? __________________________________________________________________ 14. Are there four people in some families? __________________________________________________________ 15. Is a mother a boy? __________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

94


Family Relationships 4-07

Family Relationships New Vocabulary brother him sisters

Using Multiple Intelligence Strategies: brothers husband wife

chair mother

daughter parents

Logical-Mathematical: Ask students to calculate the average size of their classroom family, including the number of brothers and sisters.

family sister

Usage: Family Relationships Family relationships are important in every culture. This lesson practices naming family members in English. Do you find anything unusual in English as compared to your first language in the way English speakers refer to family relationships? family parents child


= mother, father and their own children = mother and father = one daughter or one son; a young person

• Divide students into small groups. Have them share their pictures and descriptions of their families with one another.

Here is a list of terms by gender. Female

Male

woman wife girl daughter sister

man husband boy son brother

Conversation: • Have students discuss and describe the members of their family.

Modifications: • Display a list of adjectives for students to use as reinforcement and reference.

41

The Rosetta Stone English I Quiz Unit 4 Lessons 7 and 8 I. Match the family member on the left with his female counterpart. 1. brother

a. wife

2. husband

b. daughter

3. father

c. sister

4. son

d. mother


1. 1. a and their

3.

2.

and .

a. husband, wife, daughter c. husband, wife, son

b. sister, brother, mother d. sister, brother, father

2.

is touching the cat.

a. everybody

b. somebody

c. anybody

d. nobody

3.

is wearing white.

a. everybody

b. somebody

c. anybody

d. nobody

III. Yes or No?

1.

2.

1.

These people are not in the same family.

2.

Someone is behind the tree.

3.

Nobody is riding the horse.

4.

Nothing is on any of the tables.

5.

They are pointing at something.

3.

4.

5.


95


everybody nobody none

nothing somebody

a girl and her mother a girl and her father a boy and his mother a boy and his father

01

Everybody is wearing a yellow hat. Everybody is running. Everybody is sitting down. Everybody is dancing.

02

a girl and her mother a girl and her father a girl and her brother a girl and her family

02

Someone is behind the tree. Someone is behind the man. Someone is taking a picture. Someone is wearing yellow.

03

the boy and his mother the boy and his father the boy and his sister the boy and his family

03

Everybody is wearing a yellow hat. Nobody is wearing a yellow hat. Somebody is touching the cat. Nobody is touching the cat.

04

The woman is sitting beside her husband on a sofa. The woman is standing with her husband and children. The woman is sitting on a chair beside her husband. The woman is sitting on her husband.

04

Everybody is wearing white. Nobody is wearing white. Somebody is wearing white and somebody is not wearing white. The cowboy is wearing white.

05

05

The man is sitting beside his wife on a sofa. The man is standing with his wife and children. The man is sitting on a chair beside his wife. The man’s wife is sitting on him.

Everybody is jumping into the water. None of the three boys are jumping into the water. Someone is jumping into the water. Someone is not jumping into the water. Someone is swimming underwater.

06

a mother and her son a father and his son a father and his daughter a mother and her daughter

06

07

a sister and brother and their mother a husband and a wife and their daughter a sister and brother with their parents a sister and a brother without their parents

Somebody is kicking the ball. Nobody is kicking the ball. Is anybody in the airplane? No, the airplane is empty. Is anybody in the airplane? Yes, the boy is in the airplane.

07

08

These four people are a family. These four people are not a family. These three people are in the same family. These three people are not in the same family.

Is anybody kicking the ball? Yes, the boy is. Is anybody kicking the ball? No, nobody is. Nobody is in the airplane. There is somebody in the airplane.

08

09

two parents with their children two parents without their children two brothers and their father two brothers and their mother

The man in blue is carrying something. The man in blue is not carrying anything. They are pointing at something. They are not pointing at anything.

09

Somebody is riding the horse. Nobody is riding the horse. Something is on the plate. Nothing is on the plate.

10

Something is on the table. Nothing is on any of the tables. Someone is lying down in the tent. No one is in the tent.

Themes: How Many People?

Materials: Newspaper Highlighter

Pre-Lesson Activity: • Review vocabulary from current and previous lessons by instructing students to write two sentences: one containing the word everybody, and the other including the word nobody. Have students take turns reading sentences aloud to the class. Monitor for correct grammar and pronunciation.

Everybody, Somebody, Someone, Nobody, Anybody

01

New Vocabulary any anybody empty

4-08


10

two sisters and their father two brothers and their father a child with his parents These people are not in the same family.

25

Content Integration: Social Studies: Discuss world populations with students. Ask students how many people they think live in different parts of the world. Have students research the continents and provide recent population data for each continent. Instruct students to research and determine the average annual growth rate for the national population of the United States for each 10-year period of historical census data starting with 1900. Have students identify factors that contribute to population growth and an estimation of the population of the United States in 10 years. Have students organize their data in a presentation format and present it to the class. Language Arts: Have students write sentences that use all of the building blocks of the compound words. These base words include every, some, any, and no, and are combined with –one, –body, and –thing.

Worksheet 4-08 I. Answer with Yes or No. 1. Can anybody sleep?__________________________________________________________________________ 2. Can everybody ride a horse? __________________________________________________________________ 3. Can anybody talk on the phone? ________________________________________________________________ 4. Can a fish talk on the phone? __________________________________________________________________ 5. Can anybody take a picture? __________________________________________________________________ 6. Can someone take a picture? __________________________________________________________________ 7. Can everybody jump rope? ____________________________________________________________________ 8. Can anybody jump rope? ______________________________________________________________________ 9. Can somebody ride a horse? __________________________________________________________________ 10. Can everything walk? ________________________________________________________________________ 11. Can somebody run? __________________________________________________________________________ 12. Can everybody swim underwater? ______________________________________________________________ 13. Can a horse run while nobody is riding it? ________________________________________________________ 14. Can cats sleep while nobody is watching? ________________________________________________________ 15. Can children eat while nobody is watching?

______________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Everybody, Somebody, Someone, Nobody, Anybody

96

ENGLISH

Everybody, Somebody, Nobody 4-08

Everybody, Somebody, Someone, Nobody, Anybody New Vocabulary any none

Using Multiple Intelligence Strategies: anybody nothing

empty somebody

everybody

nobody

Vocabulary: Compound Words Again we have building blocks. -One and -body can be combined with any of the following words to form a compound word. every some any no

= = = =

all, each, no exceptions here meaning an unspecified single individual an indefinite, unspecified individual; no criteria for selecting whom a closed case, all possibilities excluded

everyone someone anyone no one

everybody somebody anybody nobody

These pairs of terms mean exactly the same and are completely interchangeable. Similarly, -thing may be combined with each of the above terms to refer to inanimate objects. everything something anything nothing

Verbal-Linguistic: Instruct students to read a newspaper and highlight the following words: everybody, some, somebody, and nobody. Have students use context to make sure the word is used correctly each time. Intrapersonal: Instruct students to use each of the following words in a sentence: everybody, some, somebody, and nobody. Ask students to reflect on time spent with others, as well as time spent alone.

Post-Lesson Activity: • Have students break into small groups. Instruct students to ask each other questions using one of the following words: everybody, some, somebody, and nobody.

Conversation: • Invite students to work with a partner to create a conversation using the new vocabulary words.

42

The Rosetta Stone English I Quiz Unit 4 Lessons 7 and 8 I. Match the family member on the left with his female counterpart. 1. brother

a. wife

2. husband

b. daughter

3. father

c. sister

4. son

d. mother


1. 1. a and their

3.

2.

and .

a. husband, wife, daughter c. husband, wife, son

b. sister, brother, mother d. sister, brother, father

2.

is touching the cat.

a. everybody

b. somebody

c. anybody

d. nobody

3.

is wearing white.

a. everybody

b. somebody

c. anybody

d. nobody

III. Yes or No?

1.

2.

1.

These people are not in the same family.

2.

Someone is behind the tree.

3.

Nobody is riding the horse.

4.

Nothing is on any of the tables.

5.

They are pointing at something.

3.

4.

5.


97


a motorcycle motorcycles a yellow bus two yellow buses

02

a little red car a white limousine a red boat a big black truck

New Vocabulary accident antique boats bridge bus convertible limousine motorcycles mountain

moving parked passing pulling river sails ship snow sports

submarine tow train trolley was were wrecked

03

04

The truck is on one bridge and under the other bridge. A truck and a car are under the bridge. a big bridge The car is parked in front of a house.

01

He is jumping with a pole. She is singing with a microphone. The boy in the red sweater is playing. He is playing with his friends. He is riding a bike using his hands.

02

He is jumping without a pole. She is singing without a microphone. He is playing without his friends. He is riding without using his hands.

03

He is jumping with a pole. He is jumping without a pole. She is singing with a microphone. She is singing without a microphone.

04

He is playing with his friends. He is playing without his friends. He is riding a bike without using his hands. He is riding a bike using his hands.

The bike is parked. The man is putting a bike on a van. The woman is getting into the van. The boats are on the river.

05

The man is jumping without a parachute. The man is jumping with a parachute. He is climbing with a rope. He is climbing without a rope.

06

The car is turning. The cars are driving through snow. The red cars are in a parade. The car is passing a truck.

06

The man without a shirt is running. The man with a shirt is running. The woman with sunglasses is sitting down. The woman without sunglasses is sitting down.

07

a black limousine an antique car a convertible with the top down a red sports car

07

The people with umbrellas are walking. The people without umbrellas are walking. The person with a helmet is riding a bike. The person without a helmet is riding a bike.

08

The train is on the mountain. People are getting into the trolley. This red car was in an accident. The red car was not in an accident.

08

The woman with a hat is walking. The woman without a hat is walking. The man without a hat is sitting on a box. The man with a hat is sitting on a box.

09

The red and gray cars were in an accident. The submarine is in the water. The ship has sails. The red and white cars are parked.

09

The man with a cap is writing. The man with a hat is pointing. The man without a hat is pointing. The man without a cap is writing.

10

The red car is wrecked. The red car is not wrecked. The big ship is moving through the water. The tow truck is pulling the car.

10

The boy with a sweater is playing in the sand. The boy without a sweater is playing in the sand. The boy with a sweater is playing in the grass. The boy without a sweater is on the grass.

Materials: Newspaper Magazines Construction paper Glue

The truck is pulling the car. Someone is driving a car. The red car is behind the truck. The truck is pulling a boat.

Prepositions and Objects of Prepositions: With and Without

05

Themes: Vehicles

4-10

Vehicles; Related Verbs and Prepositions

26

Pre-Lesson Activity: • Reinforce lesson vocabulary through the following activity: – Have students generate a class list of the vehicles mentioned in Lesson 4-09. Display these terms on the board. – Divide students into groups of four. – Challenge groups to develop a five-sentence paragraph using as many of the vehicles listed as possible. – Ask each group to read their adventure to the class.

Worksheet 4-09 I. Answer with Yes or No. 1. Is an antique car old? ________________________________________________________________________ 2. Is a submarine a car? ________________________________________________________________________ 3. Can everybody drive a limousine? ______________________________________________________________ 4. Are submarines in buildings? __________________________________________________________________ 5. Are trains going up steps? ____________________________________________________________________ 6. Are some cars parked?

______________________________________________________________________

7. Are cars in accidents? ________________________________________________________________________ 8. Are trains parked in front of a house? ____________________________________________________________ 9. Are boats in the water?

______________________________________________________________________

10. Can anybody put a bike on a van? ______________________________________________________________ 11. Can anybody get into a van? __________________________________________________________________ 12. Are cars in the water? ________________________________________________________________________ 13. Are boats on mountains? ______________________________________________________________________

Content Integration: Social Studies: Ask students to research and compare the major types of transportation throughout the world. Science/Social Studies: Instruct students to research the invention of a type of vehicle and how it has changed over time. The research should include information about when the vehicle was invented and information about the inventor.

98

14. Are cars on bridges?

________________________________________________________________________

15. Are elephants getting into a trolley? ______________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH


4-09


Vehicles; Related Verbs and Prepositions Using Multiple Intelligence Strategies:

New Vocabulary accident convertible parked ship train

antique limousine passing snow trolley

boats motorcycles pulling sports was

bridge mountain river submarine were

Visual-Spatial: Direct students to cut out pictures of various vehicles and make a collage. Have students label each vehicle.

bus moving sails tow wrecked

Usage: Terms Used with Vehicles

Interpersonal: Divide students into small groups. Each group will work together to create a short report about the invention of one of the vehicles listed in the lesson vocabulary. These reports should include the name of the person who invented the vehicle, the date and location of its first use, and the specific purpose of the vehicle. When the report is complete, ask groups to present their information to the class.

Note in this lesson the verbs used frequently with various vehicles. park pull turn drive get (into) pass wreck move An important idiom used with the theme of travel is to be in an accident. The red car was in an accident. The red and gray cars were in an accident.

Post-Lesson Activities: • Have students use newspapers and magazines to identify types of vehicles and their uses. • Ask students to write a sentence about each type of vehicle. 43

Conversation:


1.

2. .

a. behind the boat c. behind the truck

b. beside the boat d. beside the truck

2. The woman is getting into the

.

a. truck

b. boat

c. limousine

d. van

a. passing

b. parking

c. driving

d. wrecking

the car.

II. Yes or No?

1. 1.

2.

This car was not in an accident.

2.

• Have students discuss different types of vehicles and the actions associated with these vehicles.

3.

1. The car is

3. Someone is

• Instruct students to design a vehicle. Then have students draw it and describe its purpose.

Someone is driving these cars.

Modifications: • Allow students to use the Internet, in addition to magazines and newspapers, to get pictures of vehicles.

3. 3.

The boats are on the river.


a. with

b. without

1.

2.

5.

4. 1. He is jumping 2. He is playing 3. The man

a pole. his friends. a shirt is running.

4. The people 5. The man 6. The boy

3.

6. umbrellas are walking. a hat is pointing. a sweater is on the grass. ©2002 Fairfield Language Technologies

99


a motorcycle motorcycles a yellow bus two yellow buses

02

a little red car a white limousine a red boat a big black truck

New Vocabulary friends helmet

parachute pole

sand sunglasses

03

Themes:

04

Activities and Prepositions

Pre-Lesson Activity: • Direct students to complete Section II of the Quiz page for Lessons 4-09 and 4-10 to review vocabulary. Reinforce use of the words with and without by directing students to brain-storm, as a class, descriptions of activities that occur with and without something.

The truck is pulling the car. Someone is driving a car. The red car is behind the truck. The truck is pulling a boat. The truck is on one bridge and under the other bridge. A truck and a car are under the bridge. a big bridge The car is parked in front of a house.


01

He is jumping with a pole. She is singing with a microphone. The boy in the red sweater is playing. He is playing with his friends. He is riding a bike using his hands.

02

He is jumping without a pole. She is singing without a microphone. He is playing without his friends. He is riding without using his hands.

03

He is jumping with a pole. He is jumping without a pole. She is singing with a microphone. She is singing without a microphone.

04

He is playing with his friends. He is playing without his friends. He is riding a bike without using his hands. He is riding a bike using his hands.

05

The bike is parked. The man is putting a bike on a van. The woman is getting into the van. The boats are on the river.

05

The man is jumping without a parachute. The man is jumping with a parachute. He is climbing with a rope. He is climbing without a rope.

06

The car is turning. The cars are driving through snow. The red cars are in a parade. The car is passing a truck.

06

The man without a shirt is running. The man with a shirt is running. The woman with sunglasses is sitting down. The woman without sunglasses is sitting down.

07

a black limousine an antique car a convertible with the top down a red sports car

07

The people with umbrellas are walking. The people without umbrellas are walking. The person with a helmet is riding a bike. The person without a helmet is riding a bike.

08

The train is on the mountain. People are getting into the trolley. This red car was in an accident. The red car was not in an accident.

08

The woman with a hat is walking. The woman without a hat is walking. The man without a hat is sitting on a box. The man with a hat is sitting on a box.

09

The red and gray cars were in an accident. The submarine is in the water. The ship has sails. The red and white cars are parked.

09

The man with a cap is writing. The man with a hat is pointing. The man without a hat is pointing. The man without a cap is writing.

10

The red car is wrecked. The red car is not wrecked. The big ship is moving through the water. The tow truck is pulling the car.

10

The boy with a sweater is playing in the sand. The boy without a sweater is playing in the sand. The boy with a sweater is playing in the grass. The boy without a sweater is on the grass.

Materials: Construction paper Crayons or colored pencils

4-10


26

Content Integration: Language Arts: Discuss different aspects of an autobiography with the class. Ask students to name any autobiographies they have read. List the student responses on the board. Explain that an autobiography is a story that is written about a particular person by that person. Have students brainstorm qualities and experiences they find interesting about themselves. After students cluster their ideas, they should write a fiveparagraph autobiography. Paragraph one should include their place of birth, names of their parents or guardians, siblings, and pets. Paragraph two should include their likes, and paragraph three will include their dislikes. Paragraph four should describe an event that is memorable, and the final paragraph will contain future goals. Encourage the use of transition words or phrases and the need for including all items in the autobiography. Explain that by using unique descriptive vocabulary, sentence structure variation, and humor, their autobiography will be more exciting to read. (continued)

Worksheet 4-10 I. Answer with Yes or No. 1. Can some singers use a microphone?____________________________________________________________ 2. Can children play with their friends?

____________________________________________________________

3. Can some children play without their friends? ______________________________________________________ 4. Can flowers play jump rope?

__________________________________________________________________

5. Can some people carry elephants? ______________________________________________________________ 6. Can people with umbrellas walk?________________________________________________________________ 7. Can apples run? ____________________________________________________________________________ 8. Can some people eat shirts? __________________________________________________________________ 9. Can people wear hats inside? __________________________________________________________________ 10. Can dogs play in the grass?____________________________________________________________________ 11. Can anybody play in the sand?

________________________________________________________________

12. Can anybody sit on a box? ____________________________________________________________________ 13. Can anybody wear a bathing suit? ______________________________________________________________ 14. Can someone talk on the telephone? ____________________________________________________________ 15. Can somebody wear a hat inside? ______________________________________________________________


16.

17.

18.

20.

17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Prepositions and Objects of Prepositions: With and Without

100

19.

16. __________________________________________________________________________________________

ENGLISH

4-10


Prepositions and Objects of Prepositions: With and Without Content Integration (continued)

New Vocabulary friends sunglasses

helmet

parachute

pole

sand

Usage: With and Without Try to become familiar with using the prepositions with and without with a lot of different objects. (How many times did with appear in that sentence?) Every preposition must have an object. Remember, it is pre-positioned before a noun. The noun is the object of the preposition. with a pole in the red sweater without his friends without a parachute Prepositional phrases serve an adverbial function; they express time, manner or place of the action.

Mathematics: Write a list of shapes that the students will be looking for on their shape scavenger hunt. List the following shapes on the board: circle, square, rectangle, triangle, sphere, cone, pentagon, etc. Have students find everyday objects that represent the geometric figures. You may take students outside or have them find objects in the classroom. Have students make a list of at least five items of each shape.

Using Multiple Intelligence Strategies: Visual-Spatial: Instruct students to illustrate the story they have written. Verbal-Linguistic: Direct students to write a sentence for each vocabulary word indicating where or how the noun is used.



1.

2.

3.

1. The car is

.

a. behind the boat c. behind the truck

b. beside the boat d. beside the truck

2. The woman is getting into the

.

a. truck

b. boat

c. limousine

d. van

a. passing

b. parking

c. driving

d. wrecking

the car.

3. Someone is

II. Yes or No?

• Draw a line down the middle of the board or a large sheet of paper. One side is for pictures with _______, and the other side is for pictures without _______. Instruct students to copy the chart and have them fill in the blank; for example, “Trees with leaves” and “Trees without leaves.”

Conversation: • Using the new vocabulary, have students create a conversation using the prepositions with and without.

Modifications: 1. 1.

2.

This car was not in an accident.

2.

3.

Someone is driving these cars.

3.

The boats are on the river.


a. with

b. without

1.

2.

2. He is playing 3. The man

3.

5.

4. 1. He is jumping

a pole. his friends. a shirt is running.

4. The people

6. umbrellas are walking. a hat is pointing.

5. The man 6. The boy

• Have students use pictures from magazines, newspapers, the Internet, or actual photos to create the with and without poster.

a sweater is on the grass. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 4, Lessons 6–10 Answer the following questions. 1. Write a sentence that describes a person doing two things at the same time. 2. What are siblings? 3. What word would you use to include all of the people in one place? 4. Name three vehicles from Lesson 4-09. 101

The Rosetta Stone English I Test Unit 4 Lessons 1–5 I. Match the opposites.

Unit 4 Review Review Activities: • Use index cards to review vocabulary.

1. closed

a. coming

2. together

b. open

3. straight

c. bent

4. going

d. apart

5. asleep

e. awake

II. Write the number in English. 1. 16

• Review workbook pages. • Choose activities that target skills in need of practice. • Encourage role-play of scenes that require students to use language skills. • Provide time for conversation practice with peers; monitor conversational skills. • Challenge students to create questions from various lessons and seek answers as a class. • Play question-and-answer games using vocabulary words from past lessons.

2. 12 3. 50 4. 75 5. 86

III. Choose the correct answer to each question.

1.

3.

2.

5.

4.


a. They are smiling.

b. No, they are running. c. They are walking.

2. Is he playing the violin?

a. Yes, he is.

b. No, he is not.


a. No, they are standing.

b. They are pointing.

c. Yes, they are jumping.

4. What is the boy doing?

a. He is playing with his dog.

b. He is walking with his dog.

c. He is playing his guitar.

5. Is it a dog?

a. Yes, it is a fish.

b. No, it is a cat.

c. No, it is a fish.

c. No, he is riding a bike.



• Conduct Mini-Assessments in Lessons 4-05 and 4-10. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess graphs, charts, reports, and projects. • Note the amount and quality of class participation.


IV. Match the sentences with the photographs.

A.

C.

B.

E.

D.

1. Which man can’t talk? 2. The woman is talking to the man. 3. This woman is not talking. She is laughing. 4. These women can’t talk. 5. The man is talking on the mobile phone.

• Check accuracy of completed Workbook pages, Quizzes, and Tests.

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

• Keep portfolios of student work. 1. 1. The couple is 2. These people are 3. This man is 4. These people are 5. This man is


102

3.

2. .

5.

4. a. kissing

the steps. the truck. the steps. the truck.

b. getting into c. coming down d. going up e. getting out of

The Rosetta Stone English I Test Unit 4 Lessons 6–10 I. Connect the sentences below using “while.” The first sentence has been done for you as an example.

Example.

2.

1.

Tests

4.

3.

Example: The woman is singing while playing the electric piano. 1. The woman is writing

.

2. The man is pointing

.

holding a shovel holding her purse

3. The girl is holding her hat

.

the man is writing

4. The children are watching

.

walking


1.

3.

2.

5.

4.

7.

6.

1.

is behind the man.

a. nobody

2.

is jumping into the water.

b. anybody

3.

is kicking the ball.

c. everybody

4.

is wearing white.

d. somebody

5. Is

kicking the ball? Yes, the boy is.

6.

is riding the horse.

7.

is riding the horse.




1.

2.

4.

3.

1. She is singing with / without a microphone. 2. He is climbing with / without a rope. 3. The woman with / without sunglasses is sitting. 4. The woman with / without a hat is walking.

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

1.

3.

2.

6.

8.

7.

1. The woman is sitting beside her 2. This is a

4.

5.

10.

9. .

a. father

.

b. parents

3. a mother and her

c. brothers

4. The car is behind the

.

d. daughter

5. a sister and brother with their

e. motorcycle

6. This is a

f.

7. two

. and their mother

8. These people are not in the same 9. two

and their father

10. two brothers and their

sisters

g. family .

h. husband i.

boat

j.

truck


103

Word Search 4: 1-5

Unit 4 Review

ABOUT ALL APART ASLEEP AWAKE BECAUSE BOOK CLOSED COME COUPLE DOOR EIGHTEEN ENTERING

FATHER FOURTEEN LEAVING NOW OPEN PLANT SLEEPING SMILE STAIRS STEPS TOGETHER

A S T A I R S F O O A G S

L H J W O I C O U P L E B

E A P A R T T U I E L B I

A B S K D O O R I N W B R

V E L E I G H T E E N O U

I C E C O E L E O B C O C

N A E F A T H E R S O K L

G U P A P H S N H C M D O

V S I U F E M Y S T E P S

F E N T E R I N G N U L E

V D G A H W L X R O S A D

L N A S L E E P A W J N G

U P S I D E D A B O U T I

R I V E R T G L C D N U H

B N R J P E H Y C Y T G I

R G M O U N T A I N S H N

I L O F R I E N D S F U G

D U T X S N R Y E Y X S P

G S H E E G E O N T O B F

E L E C T R I C T O Q A Y

G B R O T H E R K S A N D

E V E R Y B O D Y B B D M

Word Search 4: 6-10

ACCIDENT ANY BRIDGE BROTHER DAUGHTER ELECTRIC EVERYBODY FAMILY FRIENDS HUSBAND LISTENING MOTHER MOUNTAIN

ENGLISH

104

NOBODY NONE NOTHING ONTO PARENTS PURSE RIVER SAND THROUGH WATCHING WHILE WIFE

O N O N W T A F C N P T W

N O N E I L D A Q O A H A

G T R E F I A M T B R R T

W H I L E S U I A O E O C

Crossword 4: 1-5


Across

Down

1. People are going up the ____. 4. two people 7. mother and _____ 9. The couple is _____. 12. The girl is swimming _____. 16. not closed 17. The woman’s arms are ____. 20. These women can’t _____. They are mannequins 21. He is riding a _____. 22. The boy is cooking an ____. 23. sixty, seventy, ____

1. fourteen, fifteen, _____ 2. forty, fifty, ____ 3. The car ___ is open. 5. Her ___ are open. 6. a small horse 8. thirty, forty, _____ 10. eight, nine, _____ 11. not asleep 13. seventy, eighty, _____ 14. a small animal with long ears 15. The man is talking on the ____ phone. 17. The girl is reading a ____. 18. There are five ___ on each foot. 19. A flower is a kind of _____. ENGLISH

Crossword 4: 6-10

Across

Down

4. husband and ____ 6. bigger than a car, smaller than a truck 7. She is writing while holding her ___. 8. not no 9. There is ___ on the plate. 12. These men are carrying ___ while they are walking through the water. 13. a piece of furniture to sit on 15. This man can’t talk ___. 18. They are wearing helmets while riding their ___________. 20. mother and father 22. twenty, thirty, _____

1. The car is ___ a truck on the road; it is going to be in front of the truck. 2. She is playing the _____. 3. longer than a truck; has many cars 4. not strong 5. not full 9. ___ of the boys are jumping. 10. a horse’s foot 11. He is cold and is wearing ______. 14. The car is very old; it is an _____ car 16. This car has been in an accident. It is _______. 17. She is going down the _____. 18. a woman who has a child 19. smaller than a sofa 21. ____ is white and cold.

ENGLISH

105

Unit 5 Overview Lesson 5-01 Addition, Subtraction, Multiplication and Division .................. 108 Six new words. Review of numbers ranging to 20. The four elementary arithmetic operations as commonly expressed in equations.

Lesson 5-02 Possessive Nouns and Pronouns................................................... 110 11 new words. Someone, his, and her The woman’s or the women’s.

Lesson 5-03 Present Progressive, Present Perfect, and Future with “going to” ................................................................................................... 112 24 new words. Review of verb tenses. Passive voice introduced. First proper name (Picasso). Introduction of more verbs.

Lesson 5-04 More Numbers............................................................................... 114 20 new words. Introduction to numbers: hundreds (18). Introduction to numbers: thousands (10).

Lesson 5-05 Direct and Indirect Objects.......................................................... 116 Eight new words. New verbs introduced as antonyms. Interactions between people. Interactions of people and objects. Give, get, and receive.

Lesson 5-06 Hot and Cold.................................................................................. 118 Twenty-two new words. Fire, sun, sail, smoke, hot food, hot drinks, a hot day, a hot season, and summer. Activities and attire in the heat. Snow, ice, cold food, cold drinks, a cold day, a cold season, and winter. Activities and attire in the cold. Present simple.

Lesson 5-07 Kinds of Things ............................................................................. 120 Eight new words. Categories: Four kinds of plants, two kinds of flowers, four kinds of animals, and eight kinds of foods. The expression “kind of” as in “two kinds of dog.”

Lesson 5-08 Furniture, Clothing, and Instruments ........................................ 122 26 new words. Seven articles of furniture. Functions of furniture. Four articles of clothing. To be dressed; to get dressed. Attire for four occasions/professions. Seven musical instruments.

Lesson 5-09 Few, Many, More, Less ................................................................. 124 10 new words. Quantity comparisons: More and less. Many, too many. Both, the same, quantity, alone, and against.

106

Scope and Sequence Lesson 5-10 More Verbs: Human Gestures .................................................... 126 26 new words. Actions: greeting, coughing, sneezing, blowing, tying, scratching, yawning, thinking, stretching, winning, ending, and crying. Reflexive verbs Feelings: Tired, happy, and sad.

Lesson 5-11 Human Conditions ........................................................................ 128 Four new words. To be Extensive first person, singular and plural. Appearances, activities, feelings, health, wealth, strength, and weakness.

Lesson 5-12 Review of Unit Five....................................................................... 130 Tests and Worksheets from Unit 5 lessons.

Enrichment/Unit Projects: 1. Have students find a song from their culture that is important to them. Students will copy the lyrics to the song and explain why they chose that song, the mood of the song, and if there is a particular significance to the song they chose. Instruct students to find a song in another language. Have students write the lyrics to the song and an explanation as to why they chose that song, how it makes them feel, and whether or not there is a particular significance to the song they chose. Have students compare and contrast the different songs. Encourage students to play the songs for the class and provide lyrics for a class presentation. 2. Provide students with magazines or newspaper articles. Have students translate the articles into another language and write a summary about the article. 3. Divide the class into three groups and explain that each group will be an extended family. Have the students in each group decide which of them will

play the different family members, deciding on personality, age, and other characteristics. Have students look through magazines for photos that represent their chosen characters and rooms in their imaginary house. Students should glue these pictures to a poster board for presentation. Have students present their families to the class, describing each character physically and talking about their personalities and role in the family. Also, they should talk about a room in the house that is important to them. Have students work with a partner and have each person make a list of the rooms in the house. When one partner names a piece of furniture, the other person names the room where that piece of furniture is found. Instruct students to draw a floor plan of their house. Instead of drawing the furniture, have students write the name of each piece and where it belongs. Have students write five sentences about the furniture that is in their room.

107

Unit 5, Lesson 1

5-01

5-02

Addition, Subtraction, Multiplication and Division

Possessive Nouns and Pronouns

01

six one twenty nine

01

a boy the boy and his father the boy and his dog the boy’s dog without the boy

02

two five eleven eight

02

a blond-haired woman and her dog a man and his dog a dark-haired woman and her dog a boy and his dog

03

three four seven ten

03

The woman is walking her dog. The boy is walking his dog. Someone is walking three dogs. The women are walking their dogs.

04

04

Math

One plus one equals two. One plus two equals three. One plus three equals four. One plus four equals five.

The woman’s hat is black. The man’s hard hat is white. The woman’s horse is jumping. The man’s horse is bucking.

05

Three plus four is seven. Three plus five is eight. Six minus two is four. Six minus four is two.

05

The girl’s socks are white. The girl’s shirt is white. The man’s dog is small. The man’s dog is reading.

Materials:

06

Six plus five is eleven. Six plus six is twelve. Four plus three equals seven. Four plus five equals nine.

06

someone with her cat someone with her horse someone with his cat someone with his horse

07

Eight minus two equals six. Eight minus four equals four. Seven minus three equals four. Seven minus five equals two.

07

The man is wearing his own shirt. This shirt is not the boy’s shirt. It is too big. The man’s shirt is on the table. This shirt is not the man’s shirt. It is too small.

08

Twelve minus five equals seven. Twelve minus six equals six. Twelve minus seven equals five. Twelve minus eight equals four.

08

a woman’s hat a man’s hat a man’s hand a woman’s hand

09

Twelve divided by two equals six. Two times six equals twelve. Six divided by three equals two. Two times eight equals sixteen.

09

a child’s car an adult’s car children’s clothing adults’ clothing

10

Ten divided by five equals two. Fifteen divided by five equals three. Twenty divided by five equals four. Four times five equals twenty.

10

a woman’s gloves men’s gloves women’s legs a woman’s legs

New Vocabulary by divided

equals minus

plus times

Themes:

Dice (with numbers) Dice or cube with x, /, +, –, and = symbols. Math book

Pre-Lesson Activity: • Instruct students to complete Section III of Worksheet 5-01 in the Student Workbook to practice math vocabulary. Direct students to bring math books from their math classes. Ask them to write five problems from these books in the target language. Encourage them to share this information with math teachers.

28

Content Integration: Mathematics: Discuss with students how math fits into the scheme of things in the real world. Ask students if they have ever wondered when math is actually used on the job. If so, how is it used? What occupations require math courses as background information? What occupations do not require math? List the student responses on the board. Have students name more specific jobs and ask questions pertaining to a particular occupation, such as, “How do veterinarians use math? How is math incorporated in the life of a firefighter or police officer?” Make a list of at least 10 jobs on the board. Have students answer the following questions about the jobs in complete sentences, and have students explain how math is used in these jobs. a. What types of jobs have we identified within the class? b.What level of education (on-the-job training, vocational school, two-year college, fouryear college, etc.) do you think is required for each job? c. Does the job require math? If so, where do you think this would occur? d.What type (level) of math do you think is relevant to this type of job? Language Arts: Ask students to write mathematical sentences using the vocabulary.

108

Worksheet 5-01 I. Fill in the blank. 1. One plus three equals ____________________________.

two

2. Eight minus two equals ____________________________.

one

3. Ten divided by five equals ____________________________.

six

4. Two times six equals ____________________________.

five

5. Six minus five is ____________________________.

eight

6. Three plus four is ____________________________.

four

7. Four times ____________________________ equals twenty.

three

8. Two times ____________________________ equals sixteen.

eleven

9. Fifteen divided by ____________________________ equals five. 10. Six plus ____________________________ is seventeen.

twelve seven

II. Match the word with its symbol. ____11. minus ____12. equals

a. = b. +

____13. times

c. –

____14. plus

d. / or ÷

____15. divided by

e. ×

III. Write in English. 16. 20 ________________________________________________________________________________________ 17. 4 + 5 = 9 __________________________________________________________________________________ 18. 15 / 5 = 3 __________________________________________________________________________________ 19. 12 – 7 = 5 __________________________________________________________________________________ 20. 2 × 8 = 16 __________________________________________________________________________________

ENGLISH


5-01

Addition, Subtraction, Multiplication and Division New Vocabulary by times

Using Multiple Intelligence Strategies: divided

equals

minus

Bodily-Kinesthetic: Direct students to use the dice to write number sentences. Students will roll one die for single-digit number sentences and two for double digits. Have students write number sentences in standard and word form.

plus

Usage: Arithmetic To indicate addition of numbers, use plus or and. To indicate the result of adding, use equals or is. 1 One One

+ 1 plus one and one

= 2 equals two. is two.

3 + 4 Three plus four Three plus four

= 7 equals seven. is seven.

While the numbers being added represent more than one item, the set of numbers being added together is considered to be just one set, and therefore the verbs equals and is are singular. To indicate subtraction of one number from another, use minus. It means “take away.” Again, the result is expressed by equals or is. 8 Eight

– minus

2 two

= equals

6 six.

12 Twelve

– minus

5 five

= is

7 seven.

To indicate multiplication of one number by another, use times. 2 Two

x times

8 = eight equals

16 sixteen.

4 Four

x times

5 five

20 twenty.

= is

12 Twelve

÷ 2 divided by two

= equals

6 six.

10 Ten

÷ 5 divided by five

= is

2 two.

Logical-Mathematical: Instruct students to write full-sentence math problems similar to the examples in the student book, without including the answer. Encourage students to use two- and three-digit numbers. Then, ask students to trade papers with each other to solve one another’s mathematical problems. Have them write their answers in word form.


To indicate division of one number by another, say divided by.

• Instruct students to use a math book to practice reading problems aloud. 45


• With a partner, have students practice reading and answering problems on flashcards with addition, subtraction, multiplication, and division facts.

Conversation:

I. Fill in the blank. 1. Three plus four equals

.

a. six

b. seven

c. eight

d. one

2. Eight plus two is

.

a. six

b. four

c. twelve

d. ten

3. Twelve minus five equals

.

a. seventeen

b. sixteen

c. seven

d. six

• Have students ask each other mathematical questions using number sentences.

Modifications:

II. Yes or No? 1.

Eight minus four is two.

2.

Ten divided by five equals five.

3.

Two times six is twelve.

• Students can use manipulatives to count and create number sentences.

4. 4.


5.

The women are walking their dogs.

5.

The boy is wearing his own shirt.

III. Form the possessive according to the model below: Example: a woman, a hat

a woman’s hat

1. a woman, a hand 2. men, gloves 3. he, father 4. she, socks


109

Unit 5, Lesson 2

5-01

child’s children’s clothing

haired men’s own

too women’s

six one twenty nine

01

a boy the boy and his father the boy and his dog the boy’s dog without the boy

02

two five eleven eight

02

a blond-haired woman and her dog a man and his dog a dark-haired woman and her dog a boy and his dog

03

three four seven ten

03

The woman is walking her dog. The boy is walking his dog. Someone is walking three dogs. The women are walking their dogs.

04

One plus one equals two. One plus two equals three. One plus three equals four. One plus four equals five.

04

The woman’s hat is black. The man’s hard hat is white. The woman’s horse is jumping. The man’s horse is bucking.

05

Three plus four is seven. Three plus five is eight. Six minus two is four. Six minus four is two.

05

The girl’s socks are white. The girl’s shirt is white. The man’s dog is small. The man’s dog is reading.

06


06

someone with her cat someone with her horse someone with his cat someone with his horse

07

Eight minus two equals six. Eight minus four equals four. Seven minus three equals four. Seven minus five equals two.

07

The man is wearing his own shirt. This shirt is not the boy’s shirt. It is too big. The man’s shirt is on the table. This shirt is not the man’s shirt. It is too small.

08

Twelve minus five equals seven. Twelve minus six equals six. Twelve minus seven equals five. Twelve minus eight equals four.

08

a woman’s hat a man’s hat a man’s hand a woman’s hand

09

Twelve divided by two equals six. Two times six equals twelve. Six divided by three equals two. Two times eight equals sixteen.

09

a child’s car an adult’s car children’s clothing adults’ clothing

10

Ten divided by five equals two. Fifteen divided by five equals three. Twenty divided by five equals four. Four times five equals twenty.

10


Themes: Possession

Materials: Short story

Pre-Lesson Activity: • Reinforce lesson vocabulary by asking students to describe articles of clothing and classroom items that belong to peers or the teacher: for example, the girl’s hat, the teacher’s pen.

Possessive Nouns and Pronouns

01

New Vocabulary adult’s adults’ bucking

5-02


Content Integration: Language Arts: Read a short story aloud to the class. Instruct the students to identify the main character of the story. Ask students to make a list of the character’s possessions. After that, ask students to use their list to analyze the character and to write three sentences explaining what they believe these items tell about the character. Mathematics/Language Arts: Instruct students to divide a piece of paper in half and make a list of five people’s names on one side. Ask students to walk around the room and ask each of the five people they listed to name one item they would like to own and to briefly describe the item. After this exercise, have students write sentences using the person’s name, the item they chose, and a description of the item: for example, Ginger’s boat is blue and fast. Jeff’s car is new and black.

28

Worksheet 5-02 I. Fill in the blank. 1. The woman is walking her ____________________________.

girl’s

2. The ____________________________ shirt is white.

too

3. ____________________________ is walking three dogs.

dog

4. This shirt ____________________________ the boy’s shirt. It is too big.

black

5. The woman’s horse is not jumping. It _____________________ standing.

someone

6. The woman’s hat is ____________________________.

is small

7. The man is wearing ____________________________ shirt.

his own

8. It is ____________________________ small.

table

9. The man’s dog ____________________________.

is

10. The man’s box is on the ____________________________.

is not

II. Write a complete English sentence using one or more words from the list. dark haired blond haired own

too child’s adult’s

children’s adults’ men’s

women’s clothing bucking

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Describe each picture with a complete English sentence.

16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Possessive Nouns and Pronouns

110

ENGLISH

Possessive Nouns and Pronouns 5-02

Possessive Nouns and Pronouns New Vocabulary adult’s clothing women’s

Using Multiple Intelligence Strategies: adults’ haired

bucking men’s

child’s own

children’s too

Usage: Possession Lesson 2-09 introduced the notion of possession and presented ways to express it in English. Let’s practice them again and add a few clarifications.

Intrapersonal: Instruct students to make a list of things they would like to own. The list should contain a description of the item and a reason why they would like to have this particular item.

One way to indicate possession is to use a possessive pronoun: his, her, their or its. a boy and his dog The woman is walking her dog. The women are walking their dog. Another possessive construction is the use of an apostrophe plus s (’s) at the end of a noun. a man’s hat The girl’s socks are white. If the possessor is plural and already ends in s, add ’ after the plural s, and don’t add another s. adults

adults’ clothing

Plurals that are formed by a change to the word and that do not add s show possession with ’s. children men

children’s clothing men’s gloves

Naturalist: Ask the class to name 10 different animals. Write the names of the animals on the board. Ask students to describe one aspect of each animal. Using the notion of possession, ask students to provide sentences about the animals. Let them write their sentences on the board.

Post-Lesson Activities: • Have students use items from the classroom to practice saying sentences that show possession. • Instruct students to write sentences describing the items they would like to own, using the correct written form of possession.

46

Conversation: The Rosetta Stone English I Quiz Unit 5 Lessons 1 and 2 I. Fill in the blank. 1. Three plus four equals

.

a. six

b. seven

c. eight

d. one

2. Eight plus two is

.

a. six

b. four

c. twelve

d. ten

3. Twelve minus five equals

.

a. seventeen

b. sixteen

c. seven

d. six

II. Yes or No? 1.

Eight minus four is two.

2.

Ten divided by five equals five.

3.

Two times six is twelve.

Modifications: • Students may draw the items they would like to own and create short sentences describing them.

4. 4.

• Have students discuss the things they would like to own, using the lists they created in earlier activities.

5.

The women are walking their dogs.

5.

The boy is wearing his own shirt.

III. Form the possessive according to the model below: Example: a woman, a hat

a woman’s hat

1. a woman, a hand 2. men, gloves 3. he, father 4. she, socks


111

Unit 5, Lesson 3

5-03

flapping frisbee gone hug hugging its

opened pick picked pocket ride sleep

thrown use walked will wings work

Themes: Verb Tense

Materials: Construction paper Colored pencils Newspaper

Pre-Lesson Activities:

The girl is jumping. The girl is walking. The girl is riding. The girl is laughing.

01

seventeen twenty-seven thirty-seven thirty-eight

02

The boy is going to jump. The boy is going to fall. The boy is going to eat. The boy is going to ride.

02

forty-three thirty-four sixty-three thirty-six

03

The woman has jumped. The woman has opened the drawer. The woman has thrown the ball. The woman has gone to sleep.

03

seventy-eight eighty-seven ninety-five fifty-nine

04

The man and the woman are going to hug. The man and the woman are hugging. This work was done by Picasso. This work was not done by Picasso.

04

one hundred and forty-five one hundred and fifty-four two hundred and seventy-eight two hundred and eighty-seven

05

The bird is swimming. The bird is flying. The bird is walking. The bird is flapping its wings, but it is not flying.

05

three hundred and twenty-five three hundred and fifty-two four hundred and twenty-five four hundred and fifty-two

06

The dog is going to catch the frisbee. The dog has caught the frisbee. The dog is going to pick up the hat. The dog has picked up the hat.

06

five hundred and forty-nine five hundred and fifty-nine six hundred and sixty-nine six hundred and ninety-six

07

The horse has jumped. The horse has thrown the cowboy off its back. The horse has walked up. The horse has walked down.

07

seven hundred and thirty-four seven hundred and forty-three eight hundred and thirty-four eight hundred and forty-three

08

The children are going to jump off the table. The children are jumping off the table. The children have jumped off the table. The children are walking around the table.

08

nine hundred and twenty-six nine hundred and sixty-two one thousand and eighty-seven one thousand and seventy-eight

09

The man in the white shirt is going to climb the wall. The man in the white shirt is climbing the wall. The camel will open its mouth. The camel has opened its mouth.

09

one thousand eight hundred and fifty-seven two thousand eight hundred and fifty-seven one thousand eight hundred and seventy-five two thousand eight hundred and seventy-five

10 10

The man is going to use the mobile phone. He is taking it out of his pocket. The man is using the mobile phone. The man is holding the mobile phone, but he is not using it. The man is using a red phone.

three thousand one hundred and twenty-five seven thousand one hundred and twenty-five nine thousand one hundred and twenty-five ten thousand one hundred and twenty-five

• Ask students to discuss something that happened to them in the past. Encourage students to discuss how that event has influenced them. • Remind students about the Word Journal they began in Lesson 4-04. Provide time for students to add words and phrases to their journal using computer lessons and resource materials as needed. After students finish their entries, direct them to write a five-sentence adventure and read the final product to a peer.

Content Integration: Social Studies: As a class, ask students to describe how events from the past influence present and possibly future decisions. Possible topics: elections, school board decisions, and college. Science: Direct students to divide a piece of paper into three equal sections, labeling each Past, Present, and Future. Ask students to draw a picture of an invention that has evolved over time, and to consider what they think it will look like in the future. For example, a student might draw a picture of an early telephone for “Past,” a cell phone for “Present,” and an ultramodern invention for “Future.”

112

More Numbers

01

New Vocabulary back catch caught climb done drawer

5-04


29

Worksheet 5-03 I. Fill in the blank. 1. The man is going to _________________________ the mobile phone.

airplane

2. The dog is ____________________________ catch the frisbee.

thrown

3. The ____________________________ is flying.

flapping

4. The children are going to _________________________ off the table.

opened

5. The woman has ____________________________ the ball.

use

6. The woman has ____________________________ to sleep.

climbing

7. The bird is ____________________________ its wings.

going to

8. The camel has ____________________________ its mouth.

hat

9. The dog has picked up the ____________________________.

jump

10. The man in the white shirt is ___________________________ the wall.

gone

II. Write a complete English sentence using one or more words from the list. ride drawer opened

thrown gone sleep

hug hugging done

work flapping its

wings catch caught

frisbee pick picked

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH


5-03

Present Progressive, Present Perfect and Future with “Going To” New Vocabulary back drawer hugging pocket walked

Present Progressive, Present Perfect, and Future with “going to” Using Multiple Intelligence Strategies:

catch flapping its ride will

caught frisbee opened sleep wings

climb gone pick thrown work

Intrapersonal: Direct students to divide a piece of paper into three columns, labeling the columns past, present, and future. Tell students to make lists of things they have done, are doing, or would like to do in the future.

done hug picked use

Grammar: Verb Tenses (Review) This lesson reviews the tenses that were introduced in Lesson 2-10 and enlarges on them. Present progressive is used to indicate something that is happening right now. It uses a to be verb and a present participle. The girl is jumping. The bird is flying. The children are walking around the table. Present perfect is used to indicate something that happened previously and whose completed state is true up to the present. It is a two-part verb that uses have or has as a helping verb with a past participle.


The dog has picked up the hat. The horse has thrown the cowboy off its back. The children have jumped off the table. The future tense indicates something that has not yet happened but will. A common future construction uses a form of to be plus going plus an infinitive (to plus a verb). The boy is going to fall. The man is going to use the mobile phone. The children are going to jump off the table.

47

• Write a verb on the board. Then, have each student write a sentence using the verb in its past, present, and future tenses. Repeat the activity several times using different verbs and encourage students to share their sentences with the class. • Read an article aloud to the class and ask students to determine if the event happened in the past or present, or if it will occur in the future.

Conversation:

The Rosetta Stone English I Quiz Unit 5 Lessons 3 and 4 I. Change the words in italics from present progressive to present perfect. 1. The girl is walking.

a. was walking

b. has walked

c. is going to walk

2. The boy is throwing the ball.

a. was going to throw

b. is going to throw

c. has thrown

3. The woman is going to sleep.

a. has gone

b. is gone

c. was gone

II. Change the words in italics from present progressive to future. 1. The cowboy is riding.

a. is going to ride

b. has ridden

2. The boy is jumping.

a. was jumping

b. has jumped

c. is going to jump

3. The bird is flying.

a. has flown

b. is going to fly

c. was flying

c. was riding

• Have students share their lists that describe what they want to do in the future.

Modifications: • Allow students to work in small groups to create a poster illustrating how an invention has developed over the years. • Provide graph paper for students to use when they are creating their word searches.

III. Write the number that comes immediately after the given number. Example: sixty-three

Logical-Mathematical: Instruct students to create a word search for another student using the lesson vocabulary words.

sixty-four

1. fifty-nine 2. one hundred and forty-nine 3. eight hundred and thirty-four 4. nine hundred ninety-nine 5. two thousand eight hundred and seventy-four 6. ten thousand one hundred and twenty-five


113

Unit 5, Lesson 4

5-03

forty-three forty-seven forty-nine fifty-four fifty-seven fifty-nine sixty-two

sixty-three sixty-nine seventy-eight eighty-seven ninety-six thousand

The girl is jumping. The girl is walking. The girl is riding. The girl is laughing.

01

seventeen twenty-seven thirty-seven thirty-eight

02

The boy is going to jump. The boy is going to fall. The boy is going to eat. The boy is going to ride.

02

forty-three thirty-four sixty-three thirty-six

03

The woman has jumped. The woman has opened the drawer. The woman has thrown the ball. The woman has gone to sleep.

03

seventy-eight eighty-seven ninety-five fifty-nine

04

The man and the woman are going to hug. The man and the woman are hugging. This work was done by Picasso. This work was not done by Picasso.

04

one hundred and forty-five one hundred and fifty-four two hundred and seventy-eight two hundred and eighty-seven

05

The bird is swimming. The bird is flying. The bird is walking. The bird is flapping its wings, but it is not flying.

05

three hundred and twenty-five three hundred and fifty-two four hundred and twenty-five four hundred and fifty-two

06

The dog is going to catch the frisbee. The dog has caught the frisbee. The dog is going to pick up the hat. The dog has picked up the hat.

06

five hundred and forty-nine five hundred and fifty-nine six hundred and sixty-nine six hundred and ninety-six

07

The horse has jumped. The horse has thrown the cowboy off its back. The horse has walked up. The horse has walked down.

07


08

The children are going to jump off the table. The children are jumping off the table. The children have jumped off the table. The children are walking around the table.

08

nine hundred and twenty-six nine hundred and sixty-two one thousand and eighty-seven one thousand and seventy-eight

09

The man in the white shirt is going to climb the wall. The man in the white shirt is climbing the wall. The camel will open its mouth. The camel has opened its mouth.

09

one thousand eight hundred and fifty-seven two thousand eight hundred and fifty-seven one thousand eight hundred and seventy-five two thousand eight hundred and seventy-five

10 10


three thousand one hundred and twenty-five seven thousand one hundred and twenty-five nine thousand one hundred and twenty-five ten thousand one hundred and twenty-five

Themes: Numbers

Materials: Paper


More Numbers

01

New Vocabulary twenty-five twenty-six twenty-seven thirty-four thirty-six thirty-seven thirty-eight

5-04


• Ask students to bring the following to class: textbooks, homework, worksheets, or quizzes from math or science class. Have students practice number vocabulary from Lesson 5-04 by writing 20 terms from the materials listed above.

29

Worksheet 5-04

Content Integration: Mathematics: Write the lesson vocabulary words on the board. Ask the class specific questions that have to be answered by one of the lesson vocabulary words. Example: “Which numbers have a square root? Which numbers are divisible by two? By three?” Science: Write five numbers from the vocabulary lesson on the board. Ask students to copy the number words on a piece of paper and to think of classroom items that would logically fit into that number category. Instruct students to create sentences from their observations. For example: Number: thirty-four Classroom item: paper clips on the desk Sentence: Ms. Jones has thirty-four paper clips on her desk.

I. Write the numbers in English. 1.

16

2.

38 ____________________________________________________________________________________

__________________________________________________________________________________

3.

43 ____________________________________________________________________________________

4.

154 ____________________________________________________________________________________

5.

352 ____________________________________________________________________________________

6.

425 ____________________________________________________________________________________

7.

696 ____________________________________________________________________________________

8.

281 ____________________________________________________________________________________

9.

926 ____________________________________________________________________________________

10.

1,078

__________________________________________________________________________________

11.

2,857

__________________________________________________________________________________

12.

1,875

__________________________________________________________________________________

13.

3,123

__________________________________________________________________________________

14.

7,154

__________________________________________________________________________________

15.

9,239 ____________________________________________________________________________________

16.

59 ____________________________________________________________________________________

17.

549 ____________________________________________________________________________________

18.

734 ____________________________________________________________________________________

19.

1,087 ____________________________________________________________________________________

20. 10,125 ____________________________________________________________________________________

More Numbers

114

ENGLISH

More Numbers 5-04

More Numbers New Vocabulary twenty-five twenty-six twenty-seven thirty-four

Using Multiple Intelligence Strategies: thirty-six thirty-seven thirty-eight forty-three

forty-seven forty-nine fifty-four fifty-seven

fifty-nine sixty-two sixty-three sixty-nine

seventy-eight eighty-seven ninety-six thousand

Verbal-Linguistic: Instruct students to write a poem about numbers. Interpersonal: Invite students to present their word poems to the class.

Usage: Numbers Numbers above twenty are hyphenated: twenty-one forty-three eighty-seven


Numbers of hundreds and thousands are not: two hundred nine thousand Numbers are stated beginning with the largest unit (e.g. thousands) and ending with the lowest unit. three thousand one hundred and twenty-five Some languages write such numbers as one word. English separates each word with a space. Note the spelling of “forty;” the u in four is dropped.

• Instruct students to create a number line. Have them use it to count by multiples of two, three, and five. • Direct students to write the lesson vocabulary words in numeral and word form.

Conversation: • Have students discuss the ages of their older family members, using some of the new vocabulary number words.

Modifications:

48

• Use cards and/or pictures as extra prompts and reinforcements while working with students. The Rosetta Stone English I Quiz Unit 5 Lessons 3 and 4

• Invite students to use a calculator.

I. Change the words in italics from present progressive to present perfect. 1. The girl is walking.

a. was walking

b. has walked

c. is going to walk

2. The boy is throwing the ball.

a. was going to throw


c. has thrown

3. The woman is going to sleep.

a. has gone

b. is gone

c. was gone

• Display the written and standard form of numbers in the classroom.

II. Change the words in italics from present progressive to future. 1. The cowboy is riding.

a. is going to ride

b. has ridden

2. The boy is jumping.

a. was jumping

b. has jumped

c. is going to jump

3. The bird is flying.

a. has flown

b. is going to fly

c. was flying

c. was riding

III. Write the number that comes immediately after the given number. Example: sixty-three

sixty-four

1. fifty-nine 2. one hundred and forty-nine 3. eight hundred and thirty-four 4. nine hundred ninety-nine 5. two thousand eight hundred and seventy-four 6. ten thousand one hundred and twenty-five


115

Unit 5, Lesson 5

5-05

gave giving

glass mat

medicine pushing

Themes: Activities

Materials: Paper Biographies of people in the field of medicine

Pre-Lesson Activity: • Direct students to complete Sections I and III of Worksheet 5-05 in the Student Workbook, to reinforce vocabulary and provide writing practice. Ask students to find a partner; have each pair check answers and read worksheet sentences to one another.

Hot and Cold

01

The man is pushing the bicycle. The man is pushing the cart. The woman is pushing the boxes. The men are pushing the mat.

01

fire the sun snow ice

02

The man is pulling the cart. The pony is pulling the cart. They are pulling the mat. They are pushing the mat.

02

Fire is hot. The sun is hot. Snow is cold. Ice is cold.

03

He is pulling the cart. He is pushing the cart. They are pushing the mat. They are pulling the mat.

03

a tree and purple flowers a candle Snow is covering the trees. Snow is covering the mountains.

04

The man is fixing the bike. The man is riding the bike. The woman is walking her dog. The woman is playing with her dog.

04

Fire is burning the trees. Fire is burning the candle. The sun is behind the tree. The sun is behind the clouds.

05

The girl is wearing a hat. The girl is holding the hat. The man is holding the glass of water. He is not drinking. The man is drinking the glass of water.

05

The fire is making black smoke. The fire is making white smoke. The small stove makes a blue fire. The match makes a yellow fire.

06 06

The woman is climbing the stairs. The woman is pushing the boxes. The man is carrying the child. The man is pushing the cart.

It is hot in the summer. It is cold in the winter. The bread is hot. The bread is not hot.

07 07

The woman is giving the boy money. The man is giving the woman medicine. The woman is giving the boy the guitar. The man is giving the girl the guitar.

It is cold and these people are wearing hats and scarves. It is hot and these people are sitting in the sun. People play in the water when it is hot. People play in the snow when it is cold.

08

The boy is taking money from the woman. The boy is taking the guitar from the woman. The girl is taking the guitar from the man. The woman is getting medicine from the man.

08

a hot day a cold day cold food hot food

09

The girl is taking a plate. Someone is giving the man a plate of food. Someone is giving the woman a plate of food. The man is giving the guitar to the girl.

09

It is hot. It is cold. a cold drink a hot drink

10

The woman is giving money to the boy. Someone is giving something to the woman. The man is taking a glass of milk. The man gave a glass of milk to the woman.

10

He is hot. He is cold. The sun is shining on the woman. The sun is shining on the grass.

New Vocabulary cart from

5-06

Direct and Indirect Objects

30

Content Integration: Science: Ask students to identify types of forces. List the answers on the board or a large sheet of paper. Ask students to describe what can cause an object in motion to change direction or stop moving. Language Arts: Ask students to think of a time when they have had to take medicine or a time when they have been sick. Instruct students to write at least 10 sentences incorporating as many vocabulary words as possible into their sentences. Ask students to underline the direct object once and the indirect object twice.

Worksheet 5-05 I. Fill in the blank. 1. The woman is giving the boy ____________________________.

from

2. The woman is giving money ____________________________.

with her dog

3. The man is giving ____________________________ medicine.

of water

4. The woman is getting medicine ____________________________ the man.

taking

5. The woman is playing ____________________________.

to the boy

6. The woman is climbing ____________________________.

hat

7. The man is drinking the glass ____________________________.

money

8. The girl is wearing a ____________________________.

the woman

9. The girl is ____________________________ a plate.

gave

10. The man ____________________________ a glass of milk to the woman.

the stairs

II. Write a complete English sentence using one or more words from the list. pushing cart

mat glass

giving medicine

from gave

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________ 15.


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

116


Direct and Indirect Objects 5-05

Direct and Indirect Objects New Vocabulary cart mat

Using Multiple Intelligence Strategies: from medicine

gave pushing

giving

Interpersonal: Instruct students to make a list of chores that need to be done around the house. Classify chores by the person who performs each task. Identify why each person is responsible for a particular activity.

glass

Grammar: Objects Earlier we discussed objects of prepositions. In this lesson we talk about objects of verbs. A direct object is the person or thing that receives the action of a verb. It tells you whom or what. The man is pushing the bicycle. (What is he pushing? The bicycle.) The pony is pulling the cart. (What is the pony pulling? The cart.) The boy is taking money from the woman. (What is he taking? Money.) Recognizing an indirect object is not so easy. It is called “indirect” because it might appear that it is a direct object of the verb, but logically we know it cannot be. Look at the following example. The man is giving the woman medicine. At first glance it appears that the man is giving the woman (as a direct object). But the man is giving medicine to the woman. What is really the direct object? Medicine. So we call the woman an indirect object. The recipient of the medicine becomes very clear if we put woman in a prepositional phrase:

Verbal-Linguistic: Research a famous person in the medical profession and list his/her accomplishments on the chalkboard. Ask students to write a summary based on this information. Invite students to share finished products with the class.

The man is giving medicine to the woman. But constructions with indirect objects are very common in English and do not result in confusion. Practice the following sentences.


The woman is giving the boy money. The man is giving the girl the guitar. Someone is giving the man a plate of food. Which words are direct objects and which are indirect objects in these sentences?

49


• Discuss direct and indirect objects. Using the sentences from the curriculum text, ask students to identify the direct and indirect objects. • Have each student write at least three sentences with a direct object and three sentences with an indirect object. Ask students to share their sentences with the class and to identify the direct and indirect objects.

Conversation:

I. Match each word with its opposite. 1. push

a. give

2. hot

b. pull

3. take

c. cold

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

1.

2.

3.

4.

5.

6.

• Working in pairs, ask students to use the curriculum text to create sentences using indirect and direct objects. Have students practice asking each other questions, with one student reading the question and the other student identifying the direct and indirect objects.

Modifications: 1. The man is

.

a. pushing the boxes c. pulling the boxes

2. The man is

.

a. pushing the cart c. pulling the mat

b. pushing the mat d. pulling the cart

a. giving

b. fixing

c. holding

a. giving

b. pushing

c. climbing

d. taking

a. sun, fire

b. fire, snow

b. sun, snow

d. fire, smoke

a. fire

b. snow

c. sun

d. ice

3. The woman is the boy the guitar. a plate.

4. The girl is 5. The

is making black .

6. The

is behind the clouds.

b. pulling the bicycle d. pushing the bicycle

• Invite students to share their work with a peer from another class.

d. wearing

III. Yes or No? 1.

Fire is cold.

2.

The sun is hot.

3.

Ice is hot.


Mini-Assessment Unit 6, Lessons 1–5 Answer the following questions. 1. Write 4 x 8 = 32 in word form. 2. Write a sentence that shows ownership. 3. Write a sentence about an event that happened in the past. 4. Write the following numbers in word form: 36, 54, 78, and 96. 117

Unit 5, Lesson 6

5-05

making match mountains play scarves shining smoke

stove summer sun trees when winter

The man is pushing the bicycle. The man is pushing the cart. The woman is pushing the boxes. The men are pushing the mat.

01

fire the sun snow ice

02

The man is pulling the cart. The pony is pulling the cart. They are pulling the mat. They are pushing the mat.

02

Fire is hot. The sun is hot. Snow is cold. Ice is cold.

03

He is pulling the cart. He is pushing the cart. They are pushing the mat. They are pulling the mat.

03

a tree and purple flowers a candle Snow is covering the trees. Snow is covering the mountains.

04

The man is fixing the bike. The man is riding the bike. The woman is walking her dog. The woman is playing with her dog.

04

Fire is burning the trees. Fire is burning the candle. The sun is behind the tree. The sun is behind the clouds.

05

The girl is wearing a hat. The girl is holding the hat. The man is holding the glass of water. He is not drinking. The man is drinking the glass of water.

05

The fire is making black smoke. The fire is making white smoke. The small stove makes a blue fire. The match makes a yellow fire.

06 06

The woman is climbing the stairs. The woman is pushing the boxes. The man is carrying the child. The man is pushing the cart.

It is hot in the summer. It is cold in the winter. The bread is hot. The bread is not hot.

07 07


It is cold and these people are wearing hats and scarves. It is hot and these people are sitting in the sun. People play in the water when it is hot. People play in the snow when it is cold.

08

The boy is taking money from the woman. The boy is taking the guitar from the woman. The girl is taking the guitar from the man. The woman is getting medicine from the man.

08

a hot day a cold day cold food hot food

09

The girl is taking a plate. Someone is giving the man a plate of food. Someone is giving the woman a plate of food. The man is giving the guitar to the girl.

09

It is hot. It is cold. a cold drink a hot drink

10

The woman is giving money to the boy. Someone is giving something to the woman. The man is taking a glass of milk. The man gave a glass of milk to the woman.

10

He is hot. He is cold. The sun is shining on the woman. The sun is shining on the grass.

Themes: Temperature

Materials: Art prints Crayons or paint Color wheel Thermometer

Pre-Lesson Activity: • Reinforce temperature and season vocabulary by helping students brainstorm sentences for a class weather report. Invite students to take turns role-playing news correspondents as they read from the “script” on the board.

Hot and Cold

01

New Vocabulary burning candle clouds day fire ice makes

5-06


30

Worksheet 5-06 I. Fill in the blank. 1. The sun is ____________________________ on the woman.

it is hot

2. Snow ____________________________ the mountains.

the summer


3. The match ____________________________ a yellow fire.

sun

4. People play in the water when ____________________________.

is covering

Science: Have students research the temperature extremes on each continent. Have students create a chart showing their findings.

5. People play in the snow when ____________________________.

ice

6. The sun is ____________________________ the clouds.

shining

7. The ____________________________ is hot.

smoke

8. ____________________________ is cold.

behind

9. The fire is making black ____________________________.

Mathematics: From the research over temperature extremes, have students convert the temperatures into both Fahrenheit and Celsius degrees. Have students list their findings and add to the chart they made previously.

it is cold

10. It is hot in ____________________________.

makes

II. Write a complete English sentence using one or more words from the list. fire sun ice

candle trees mountains

burning clouds smoke

making makes stove

match summer winter

scarves play when

day shining

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Hot and Cold

118

ENGLISH

Hot and Cold 5-06

Hot and Cold New Vocabulary burning ice play summer

Using Multiple Intelligence Strategies: candle makes scarves sun

clouds making shining trees

day match smoke when

fire mountains stove winter

Grammar: “It” as an Indefinite Pronoun Subject To refer to the temperature of the day or to the weather generally we say in English, “It is hot,” or “It is cold.” The pronoun it may be puzzling. What does it refer to? We sometimes call it when used this way an indefinite pronoun subject. It has a general reference to the day or to the weather, but to no specific antecedent. It is hot in the summer. It is cold in the winter.

Intrapersonal: Using a color wheel, identify and discuss warm and cool colors. Use art prints to identify the feelings associated with each print. Have each student draw a picture using either warm or cool colors. Visual-Spatial: As a class, keep track of the outside temperature for a two-week period. Create a graph to display the data. Also keep track of the outside temperature in another part of the world and create a graph for this data. Compare the temperature data for the two areas. Display the findings in the classroom.

People play in the water when it is hot. People play in the snow when it is cold.

Post-Lesson Activities: • Instruct students to divide a piece of paper into two equal sections. Have students label one section Cold and one Hot. Ask students to brainstorm a list of activities they can do in the cold and activities they can do in the heat.

50

• Instruct students to divide a piece of paper into two equal sections. Have students label one section Things that are cold and the other Things that are hot. Ask students to brainstorm and list objects that would go in each section.

The Rosetta Stone English I Quiz Unit 5 Lessons 5 and 6 I. Match each word with its opposite. 1. push

a. give

2. hot

b. pull

3. take

c. cold


1.

2.

3.

Conversation: • Have students use lesson vocabulary words to discuss the current condition of the weather.

Modifications: 5.

4.

6.

1. The man is

.

a. pushing the boxes c. pulling the boxes

b. pulling the bicycle d. pushing the bicycle

2. The man is

.

a. pushing the cart c. pulling the mat

b. pushing the mat d. pulling the cart

a. giving

b. fixing

c. holding

a. giving

b. pushing

c. climbing

d. taking

a. sun, fire

b. fire, snow

b. sun, snow

d. fire, smoke

a. fire

b. snow

c. sun

d. ice

3. The woman is the boy the guitar. a plate.

4. The girl is 5. The

is making black .

6. The

is behind the clouds.

d. wearing

• Allow students to use a Venn diagram for the activities for cold and hot. Use the section where the two circles overlap to write activities that can be done in both the cold and hot temperatures.

III. Yes or No? 1.

Fire is cold.

2.

The sun is hot.

3.

Ice is hot.


119

Unit 5, Lesson 7

5-07

cream duck

ducks kind

kinds plants

Themes: Plants, Food, and Animals

Materials:

A flower is a kind of plant. Grass is a kind of plant. Trees are a kind of plant. Bushes and flowers are kinds of plants.

01

A table is a piece of furniture. A chair is a piece of furniture. A bed is a piece of furniture. A sofa is a piece of furniture.

02

two kinds of flowers one kind of flower several kinds of fruit one kind of fruit

02

A table and chairs are furniture. A desk and chair are furniture. A bed is a piece of furniture to sleep on. A sofa is furniture to sit on.

03

Grapes are a kind of fruit. Bananas are a kind of fruit. Apples are a kind of fruit. Pears are a kind of fruit.

03

Tables are furniture. Chairs are furniture. A bench is a piece of furniture to sit on. A dresser is a piece of furniture that holds clothes.

04

Dogs are a kind of animal. Cats are a kind of animal. Sheep are a kind of animal. Ducks are a kind of animal.

04

A dress is a piece of clothing. A jacket is a piece of clothing. A shirt and tie are clothing. children’s clothing

two kinds of ducks one kind of duck two kinds of dogs one kind of dog

05

The clown is getting dressed. The clown is dressed. The woman is getting dressed. The woman is dressed.

Meat is a kind of food. Fruit is a kind of food. Bread is a kind of food. Ice cream is a kind of food.

06

These people are dressed in formal clothing. These people are dressed as cowboys. These people are dressed for swimming. These people are dressed as clowns.

07

The man is playing music on the piano, while holding a saxophone. Guitars are musical instruments. Violins are musical instruments. Flutes are musical instruments.

08

Someone is playing an electric bass guitar. Someone is playing a flute. Someone is playing an electric piano. Someone is playing drums.

09

The man with the flute is playing and the drummer is listening. The man is holding two guitars. Someone is playing a guitar. Children are playing the piano.

10

pieces of furniture clothing musical instruments one piece of furniture

05

06

Construction paper 07

Pre-Lesson Activity: • Review lesson vocabulary by drawing three columns on the board with these headings: Plants, Animals, and Food. Ask students to generate lists for these categories using current and previously learned terms. Provide number practice by having students count the words in each column. Offer pronunciation practice with choral readings of the completed lists.

Furniture, Clothing and Instruments

01

New Vocabulary bushes cattle

5-08

Kinds of Things

Grapes are food. Bananas are food. Apples are food. Pears are food.

08

two kinds of animals one kind of animal one kind of plant several kinds of plants

09

Dogs are animals. Flowers are plants. Horses and cattle are animals. Ducks are animals.

10

many kinds of food many kinds of plants a plant and an animal two kinds of animals

31

Content Integration: Science: Write the following headings on the board: Plants, Food, and Animals. As a class, list the objects that fit in each category. Using the lists, have students further break down the objects into more specific categorizations; for example, food could be divided into sub-groups meat, fruit, and vegetables. Social Studies: Discuss the roles the government has in regulating plants, food, and animals.

Worksheet 5-07 I. Fill in the blank. 1. Trees are a kind of ____________________________.

apples

2. Bread is a kind of ____________________________.

animal

3. Sheep are a kind of ____________________________.

a flower

4. Horses and cats are ____________________________.

ducks

5. ____________________________ are animals.

plant

6. ____________________________ are a kind of fruit.

cheese

7. ____________________________ is a kind of plant.

food

8. ____________________________ is a kind of food.

is a kind of plant

9. Bushes and flowers ____________________________.

animals

10. Grass ____________________________.

are kinds of plants

II. Write a complete English sentence using one or more words from the list. kind kinds plants

duck ducks bushes

ice cream cattle

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

120

Kinds of Things

Kinds of Things 5-07

Kinds of Things New Vocabulary bushes kind

Using Multiple Intelligence Strategies: cattle kinds

cream plants

duck

ducks

Usage: Kinds of Things Learning vocabulary words in groups will help you remember them. We understand the world around us by categorizing and grouping things according to kinds or types such as plants, animals, flowers, etc. Each item within a group may be called “a kind of” its group. Be sure to match singular constructions with single items and plural constructions with more than one item. one kind of flower A flower is a kind of plant. two kinds of dogs several kinds of plants one kind of dog Some categories are named with non-count nouns, like food and fruit. They remain singular. Grapes are fruit, but dogs are animals. Bananas are food, and flowers are plants. Why is fruit not plural if animals is? The answer lies in whether you refer to a noncount group, like fruit or food, or to a countable group, like animals or plants.

Musical-Rhythmic: Ask students to revise the song “Old MacDonald” to include different types of plants, food, and animals. Intrapersonal: Instruct students to make a list of their favorite plants, food, and animals. Have students write a paragraph explaining why these items are their favorites.

Post-Lesson Activity: • Instruct students to plan a meal using items from all of the basic food groups.

Conversation: • Have students use the meal plan they created from the previous activity. Ask students to discuss the foods and beverages they included in their meals. 51

Modifications: • Encourage students to make their own lists on a large piece of construction paper. Pictures may also be added, drawn, or cut out from magazines.


1.

2.

3.

1. Tables are

.

a. clothing

b. musical instruments

c. furniture

2. Someone is playing

.

a. clothing

b. a musical instrument

c. furniture

d. food d. food

3. A shirt and tie are

.

a. clothing


c. furniture

d. food

II. Yes or No? 1.

A flower is a kind of plant.

6.

Cats are a kind of animal.

2.

Ducks are a kind of fruit.

7.

Tomatoes are a kind of food.

3.

Trees are a kind of animal.

8.

Guitars are musical instruments.

4.

Bread is a kind of food.

9.

A jacket is a piece of furniture.

5.

Apples are a kind of fruit.


121

Unit 5, Lesson 8

5-07

drums flute flutes formal furniture guitars holds instruments jacket

music musical piece pieces saxophone sit tie violins

A flower is a kind of plant. Grass is a kind of plant. Trees are a kind of plant. Bushes and flowers are kinds of plants.

01

A table is a piece of furniture. A chair is a piece of furniture. A bed is a piece of furniture. A sofa is a piece of furniture.

02

two kinds of flowers one kind of flower several kinds of fruit one kind of fruit

02

A table and chairs are furniture. A desk and chair are furniture. A bed is a piece of furniture to sleep on. A sofa is furniture to sit on.

03

Grapes are a kind of fruit. Bananas are a kind of fruit. Apples are a kind of fruit. Pears are a kind of fruit.

03

Tables are furniture. Chairs are furniture. A bench is a piece of furniture to sit on. A dresser is a piece of furniture that holds clothes.

04

Dogs are a kind of animal. Cats are a kind of animal. Sheep are a kind of animal. Ducks are a kind of animal.

04

A dress is a piece of clothing. A jacket is a piece of clothing. A shirt and tie are clothing. children’s clothing

two kinds of ducks one kind of duck two kinds of dogs one kind of dog

05


Meat is a kind of food. Fruit is a kind of food. Bread is a kind of food. Ice cream is a kind of food.

06

These people are dressed in formal clothing. These people are dressed as cowboys. These people are dressed for swimming. These people are dressed as clowns.

07

The man is playing music on the piano, while holding a saxophone. Guitars are musical instruments. Violins are musical instruments. Flutes are musical instruments.

08

Someone is playing an electric bass guitar. Someone is playing a flute. Someone is playing an electric piano. Someone is playing drums.

09

The man with the flute is playing and the drummer is listening. The man is holding two guitars. Someone is playing a guitar. Children are playing the piano.

10

pieces of furniture clothing musical instruments one piece of furniture

05

06

07

Themes:

Music played with various types of instruments Furniture catalogs

Grapes are food. Bananas are food. Apples are food. Pears are food.

08

two kinds of animals one kind of animal one kind of plant several kinds of plants

09

Dogs are animals. Flowers are plants. Horses and cattle are animals. Ducks are animals.

10


Furniture, Clothing, and Instruments

Materials:

Furniture, Clothing and Instruments

01

New Vocabulary bass bed bench clothes clowns desk dressed dresser drummer

5-08

Kinds of Things


31

• Reinforce current and previous vocabulary by instructing students to write a short story (five to eight sentences) about a party in someone’s home. Challenge students to be as creative as possible with food, clothing, furniture, and musical instrument vocabulary. Invite each student to present to the class.

Worksheet 5-08 I. Fill in the blank. 1. A chair is a piece of ____________________________.

musical instruments

2. A jacket is a piece of ____________________________.

dress

3. Guitars are ____________________________.

electric piano

4. A ____________________________ is a piece of furniture to sit on.

clothing

5. A ____________________________ is a piece of clothing.

tables


6. ____________________________ are musical instruments.

furniture

7. A ____________________________ is a piece of furniture to sleep on.

getting dressed

Social Studies: Ask students to describe their favorite types of music. Make a list of student responses on the board. After talking about their favorite types of music, ask students to name the musical instruments that are used in their favorite types of music. Explain to the students that there are a variety of musical instruments and that music represents different cultures and environments throughout the world. Ask students to name any instruments they can think of from other cultures. Have students research two instruments from their native culture and two instruments from another culture. These instruments should be somewhat similar to the instruments they chose from their own culture. Have students explain the similarities and differences of the two instruments and background information about each instrument.

8. Someone is playing an ____________________________.

bed

9. The clown is ____________________________.

sofa

(continued)

122

10. ____________________________ are furniture.

flutes

II. Write a complete English sentence using one or more words from the list. furniture piece pieces

bed desk sit

bench clothes dresser

holds jacket tie

dressed formal music

musical instruments saxophone

violins flute flutes

bass drums drummer

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Furniture, Clothing and Instruments

ENGLISH

5-08

Furniture, Clothing and Instruments New Vocabulary bass desk flute holds piece violins

Furniture, Clothing, and Instruments Content Integration (continued)

bed dressed flutes instruments pieces

bench dresser formal jacket saxophone

clothes drummer furniture music sit

clowns drums guitars musical tie

Usage Like Lesson 5-07, this one uses vocabulary that pertains to certain groups and categories. The categories used here are furniture, clothing and musical instruments. While one could just as well say, “A bench is a kind of furniture,” or “A jacket is a kind of clothing,” it is customary to refer to singular items belonging to these categories as a piece. A chair is a piece of furniture. A jacket is a piece of clothing. If the items are plural, “a piece of” is dropped. A table and chairs are furniture. Tables are furniture. A shirt and tie are clothing. children’s clothing

Language Arts: Ask students to list five different countries they would like to visit and in what season they would like to visit. Have students research the different types of weather they would experience on their travels to these other countries. Have students make a list of 10 items of clothing they would need during their travels. Have students write a few paragraphs using the sentences they have already written.


Interestingly, a dress is a piece of clothing, while the verb for putting on clothing is to dress. The woman is wearing a red dress. The clown is getting dressed. The woman is dressed in white. One cannot say, “A guitar is a piece of musical instrument,” but one may say, “A guitar is a kind of musical instrument.” Guitars are musical instruments. Violins are musical instruments. What makes the difference? Furniture and clothing are non-count nouns, or collective singulars, whereas instruments is a count noun. That is the difference.

Musical-Rhythmic: Invite students to bring instruments and play them for the class. Bodily-Kinesthetic: Use the furniture catalogs to identify pieces of furniture. Instruct students to cut out and glue the pictures of furniture on a piece of paper and label each item.


52

• Listen to music and identify what type of instrument is being played. The Rosetta Stone English I Quiz Unit 5 Lessons 7 and 8

Conversation:


1.

2.

3.

1. Tables are

.

a. clothing


c. furniture

2. Someone is playing

.

a. clothing

b. a musical instrument

c. furniture

d. food d. food

3. A shirt and tie are

.

a. clothing


c. furniture

d. food

II. Yes or No? 1.

A flower is a kind of plant.

6.

Cats are a kind of animal.

2.

Ducks are a kind of fruit.

7.

Tomatoes are a kind of food.

3.

Trees are a kind of animal.

8.

Guitars are musical instruments.

4.

Bread is a kind of food.

9.

A jacket is a piece of furniture.

5.

Apples are a kind of fruit.

• Have students discuss their favorite types of music, or if they have ever played an instrument. Students may also discuss the types of furniture in their home.

Modifications: • Invite students from the high school band or orchestra to play their instruments for the class.


123

Unit 5, Lesson 9

5-09 01

Two people are on one bicycle. One person is standing between two people on bicycles. One person is on a bicycle and two people are walking. Many people are on many bicycles.

02

There are more chairs than tables. There are more green apples than red apples. There is the same amount of milk in the woman’s glass as in the girl’s glass. There is more candy in the man’s left hand than in his right hand. There are fewer tables than chairs. There are fewer red apples than green apples. Both glasses have the same amount of milk. There is less candy in the man’s right hand than in his left hand. There is a little food on this tray. There is a lot of food on this tray. There is less water than land in this picture. There is more water than land in this picture. There is more sand than grass in this picture. There is less sand than grass in this picture. There is more milk in the girl’s glass than in the woman’s glass. There is less milk in the girl’s glass than in the woman’s glass. We can count the boys: one, two, three. We can count the boys: one, two, three, four. We can count the boys: one, two, three, four, five, six. We can count the candles: one, two, three, four, five. There are too many coins to count. There are too many birds to count. There are too many flowers to count. There are too many balloons to count. a few balloons too many balloons to count a few people too many people to count There are too many people to count. There are not too many people to count. There are too many hats to count. There are not too many hats to count. There are many, many flowers. There are only a few flowers. There are too many animals to count. There are only a couple of animals.

New Vocabulary amount candles boys count

land less

lot only

tray we

03

Themes: How Many?

04

05

Materials: World map Clear container 1 large bag of M&M’s 2 drinking glasses that are different sizes and shapes Water 2 liquid measuring cups

Pre-Lesson Activity: • Have students complete Section II of Worksheet 5-09 in the Student Workbook to review lesson vocabulary. Direct students to write a sentence using at least one term from this workbook exercise. As you circulate the room to monitor progress, invite students to read their sentences to you.

Content Integration: Social Studies/Mathematics: Display a world map and ask students to compare the area of various bodies of water. Have students record the amounts of estimated water in each body of water. Have students graph their information accordingly.

5-10

Few, Many, More, Less

06

07

08

09

10

01

02

03

04

05

06

07

08

09

10

More Verbs; Human Gestures

The children are waving. The girl is waving. The man is waving. The woman is waving. One of the clowns is waving. One of the clowns has his hands in his pockets. The clowns are waving. The clown who is sitting down is waving. The woman is coughing. The man is sneezing. This boy is holding the kite string in his mouth. This boy is sticking out his tongue. The boy’s arms are folded. The boy is yawning. The man is sneezing. The man is blowing his nose. This man is tying his shoe. This man is scratching his neck. The clown is pointing to his nose. The clown is scratching his head. The woman on the bench is tired. The man is tired. The boy is yawning because he is tired. The boy is crying. The woman is very sad. The man is thinking. These men are not tired. These men are tired. The woman is sad. She is at a funeral. The man is very happy. These men have run in a race. They are very tired. This man is going to run in a race. He is stretching. Two runners are finishing a race. The one in the red shirt will win. The man is very happy. He has won two medals. This woman is happy to be singing. The boy is crying because he is sad. The man is scratching his forehead. The man is thinking. The child is picking up something off the ground. The woman is picking up something off the ground.

32

Worksheet 5-09 I. Fill in the blank. 1. There are ____________________________ tables than chairs.

only

2. There is ____________________________ of food on this tray.

too many

3. There are ____________________________ birds to count.

count

4. There are ____________________________ a few flowers.

two people

5. We can ____________________________ the boys: one, two, three.

a lot

6. There is ____________________________ water than land in this picture.

there are

7. ____________________________ are on one bicycle.

fewer

8. There are only a ____________________________ of animals.

the same

9. ____________________________ too many hats to count.

less

10. There is ____________________________ amount of milk in the glasses.

couple

II. Write a complete English sentence using one or more words from the list. amount less tray

lot land boys

count we

candles only

11. __________________________________________________________________________________________

Language Arts: Using the vocabulary relating to amounts, write the following words on the board: many, few, more, less, and too much. Ask students to write sentences and make number designations using the vocabulary.

12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

124


Few, Many, More, Less 5-09

Few, Many, More, Less New Vocabulary amount less

Using Multiple Intelligence Strategies: boys lot

candles only

count tray

land we

Usage: Amounts Number designations are needed every day in English speech, especially relative numbers and comparatives. Note the following expressions and try to use them today. many a few a lot of a little more… than… same…as… fewer…than… less…than… too many a couple

Visual-Spatial: Place M&M’s in a clear container. Ask students to predict whether there are more or less of a particular color. Sort and count the M&M’s by individual colors. Make a circle graph to illustrate the data. Logical-Mathematical: Group the M&M’s in various amounts to practice the concept of many and a few.

One may add emphasis by doubling, as in “many, many,” or extend the comparison with “many more,” “far fewer,” or “far less.”


Many and a few are used only with countable nouns. many people many birds

a few balloons a few apples

More and less are used with non-count nouns, collective singulars and things measured in volume rather than numbers. more sand less sand

more milk less milk

More also works with countable nouns. more people

more balloons

53

• Pour the same amount of water into each of the drinking glasses. Label the glasses A and B. Let each student determine whether they think one glass has more liquid than the other or if they have the same amount. Pour the water from the glass into the measuring cup and record the amount. Do the same with the other glass and show the students that each glass had equal amounts. Discuss why some students thought one glass contained more or less water than the other.


Conversation:


• Have students discuss the amounts of different objects in the classroom. Students should use words from the vocabulary list such as many, few, more, less, and too much.

2.

1.

3.

1. The children are

.

a. waving

b. coughing

4. c. sneezing

d. pointing

2. The boy is

.

a. waving

b. yawning

c. sneezing

d. pointing

3. The boy is

.

a. waving

b. yawning

c. crying

d. pointing

4. The man is

.

a. waving

b. yawning

c. sneezing

d. pointing

II. Yes or No?

1.

2.

3.

5.

6.

7.

1.

There are more chairs than tables.

2.

There is more candy in the left hand than in the right hand.

3.

There are too many boys to count.

4.

There is a lot of food on this tray.

5.

There are only a few flowers.

6.

There are too many balloons to count.

7.

This woman is very happy.

8.

This man is very sad.

4.

Modifications: • Use a map of the United States to compare the area of various bodies of water. • When predicting the amounts of M&M’s, allow each student to use an individual bag. Compare and discuss the results from the student’s data.

8.


125

Unit 5, Lesson 10

5-09 01

Two people are on one bicycle. One person is standing between two people on bicycles. One person is on a bicycle and two people are walking. Many people are on many bicycles.

02

There are more chairs than tables. There are more green apples than red apples. There is the same amount of milk in the woman’s glass as in the girl’s glass. There is more candy in the man’s left hand than in his right hand. There are fewer tables than chairs. There are fewer red apples than green apples. Both glasses have the same amount of milk. There is less candy in the man’s right hand than in his left hand. There is a little food on this tray. There is a lot of food on this tray. There is less water than land in this picture. There is more water than land in this picture. There is more sand than grass in this picture. There is less sand than grass in this picture. There is more milk in the girl’s glass than in the woman’s glass. There is less milk in the girl’s glass than in the woman’s glass. We can count the boys: one, two, three. We can count the boys: one, two, three, four. We can count the boys: one, two, three, four, five, six. We can count the candles: one, two, three, four, five. There are too many coins to count. There are too many birds to count. There are too many flowers to count. There are too many balloons to count. a few balloons too many balloons to count a few people too many people to count There are too many people to count. There are not too many people to count. There are too many hats to count. There are not too many hats to count. There are many, many flowers. There are only a few flowers. There are too many animals to count. There are only a couple of animals.

New Vocabulary blowing coughing crying finishing folded forehead funeral

kite medals neck picking pockets race run

scratching sneezing sticking stretching string thinking tongue

tying waving win won yawning

03

04

05

Themes:

06

Gestures and Feelings 07

Materials: 08

Comics 09

Pre-Lesson Activity: • Reinforce vocabulary for gestures and emotions in the following way: Have students select a concept learned in Lesson 5-10 and write a sentence with the word because connecting gesture or emotion with reason.

5-10


10

01

02

03

04

05

06

07

08

09

10

More Verbs; Human Gestures

The children are waving. The girl is waving. The man is waving. The woman is waving. One of the clowns is waving. One of the clowns has his hands in his pockets. The clowns are waving. The clown who is sitting down is waving. The woman is coughing. The man is sneezing. This boy is holding the kite string in his mouth. This boy is sticking out his tongue. The boy’s arms are folded. The boy is yawning. The man is sneezing. The man is blowing his nose. This man is tying his shoe. This man is scratching his neck. The clown is pointing to his nose. The clown is scratching his head. The woman on the bench is tired. The man is tired. The boy is yawning because he is tired. The boy is crying. The woman is very sad. The man is thinking. These men are not tired. These men are tired. The woman is sad. She is at a funeral. The man is very happy. These men have run in a race. They are very tired. This man is going to run in a race. He is stretching. Two runners are finishing a race. The one in the red shirt will win. The man is very happy. He has won two medals. This woman is happy to be singing. The boy is crying because he is sad. The man is scratching his forehead. The man is thinking. The child is picking up something off the ground. The woman is picking up something off the ground.

32

Worksheet 5-10


I. Fill in the blank.

Social Studies: Explain to students that they will be writing out biographical poems. Write the template for the poem on the board and have the students fill in the blanks accordingly. Students can also write a biographical poem about a famous individual from another culture.

1. This man is scratching ____________________________.

is crying

2. The boy ____________________________ because he is sad.

tongue

3. The woman is ____________________________. She is at a funeral.

nose

4. This man is ____________________________ his shoe.

off the ground

5. This boy is sticking out his ____________________________.

his neck

6. The boy’s arms ____________________________.

is tired

7. The man is blowing his ____________________________.

sad

8. The boy is yawning because he ____________________________.

are folded

9. The child is picking up something ____________________________.

in a race

10. This man is going to run ____________________________.

Sample Template: First Name 3 adjectives that describe themselves Lover of __________ Who fears _________ Who would like to ____________ Son/Daughter of ______________ Resident of ______________ Last Name

waving coughing sneezing

sticking yawning blowing

tying scratching crying

thinking stretching finishing

picking funeral race

win won medals

neck forehead kite

string tongue folded

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________

Language Arts: Ask students to make a list of different emotions. List the responses on the board. Ask students to describe how people express their emotions. Record the responses on the board. Explain to students that they will be demonstrating their ability to show believable emotion. Ask students to describe songs or types of music that also convey emotion. Choose four (continued)

126

tying

II. Write a complete English sentence using one or more words from the list.

18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ More Verbs; Human Gestures

ENGLISH

More Verbs: Human Gestures 5-10

More Verbs; Human Gestures New Vocabulary blowing forehead picking sneezing tongue yawning

Content Integration: (continued) coughing funeral pockets sticking tying

crying kite race stretching waving

finishing medals run string win

folded neck scratching thinking won

Usage: Human Gestures You will find the new terms in this lesson very helpful in expressing the everyday, normal actions we do without thinking about them: coughing, sneezing, yawning, being tired, being happy or sad, etc. Enjoy practicing them. Grammar: Future Tense One new grammatical construction occurs in this lesson: will win. The one in the red shirt will win. This is the true future tense in which will plus an infinitive is used. The true future tense has the same meaning as is going plus an infinitive, which we have seen before. The one in the red shirt will win. The one in the red shirt is going to win.

emotions, cut slips of paper and write one of the emotions on each piece of paper. Bring in music that exemplifies these emotions. Hand out slips of paper with an emotion on each slip. Play an excerpt from music piece #1. Do the same for pieces #2, #3, and #4. Ask students to identify the emotion on their slip of paper with the song number that best fits by raising their hand when their specific emotional music is played. Play excerpts again to give students the chance to make their choices. Have all students with emotions that fit with the first piece, get into a group, and likewise, do the same with pieces #2, #3, and #4. Have students work in groups to discuss times when they have felt these particular emotions and how they were able to identify the emotions. Have students make a list of songs that exemplify their group’s assigned emotion.

54

Using Multiple Intelligence Strategies: Bodily-Kinesthetic: Play Charades with the class to act out gestures and feelings from the lesson.


Post-Lesson Activities: 2.

1.

3.

1. The children are

.

a. waving

b. coughing

4. c. sneezing

d. pointing

2. The boy is

.

a. waving

b. yawning

c. sneezing

d. pointing

3. The boy is

.

a. waving

b. yawning

c. crying

d. pointing

4. The man is

.

a. waving

b. yawning

c. sneezing

d. pointing

• Distribute comic strips and have students identify the gestures and feelings of the characters.

II. Yes or No?

1.

• Ask students to give verbal clues to their peers describing gestures and feelings. Their peers should then guess what feelings or gestures the student is describing.

2.

3.

4.

Conversation: 5.

6.

1.

There are more chairs than tables.

2.

There is more candy in the left hand than in the right hand.

3.

There are too many boys to count.

4.

There is a lot of food on this tray.

5.

There are only a few flowers.

6.

There are too many balloons to count.

7.

This woman is very happy.

8.

This man is very sad.

7.

8.

• Ask students to look through magazines to find different pictures of people making the gestures described in the new vocabulary. Students can take turns describing the pictures to each other.

Modifications: ©2002 Fairfield Language Technologies

• Invite students to role-play a variety of emotions.

127

Unit 5, Lesson 11

5-11

I

unhappy

you

I have red hair. I am wearing a hat. I have black hair. I am bald.

01


02

We are cold. We are hot. I am cold. I am hot.

02


03

I am tired. I am not tired. I am jumping. We are tired. We are not tired.

03

04

I am strong. I am weak. We are running and we are not tired. We are running and we are tired.


04


05


06


07


08

There is more sand than grass in this picture. There is less sand than grass in this picture. There is more milk in the girl’s glass than in the woman’s glass. There is less milk in the girl’s glass than in the woman’s glass.

09

This man is tying his shoe. This man is scratching his neck. The clown is pointing to his nose. The clown is scratching his head.

10

We are tired. I am tired. He is not tired. We are not tired. He is tired. I am tired. She is not tired.

Themes: Describing people

05

I am sick. I am healthy. I am a blue bird. I am a bird with a red head.

06

I am the man who is hungry. I am the man who is full. I am the woman who is hungry. I am the woman who is full.

Materials: Comics

07

We are happy. We are unhappy. I am happy. I am unhappy.

08

We are tired. I am tired. He is not tired. We are not tired. He is tired. I am tired. She is not tired.

09

I am sick. I am thirsty. I am cold. I am rich.

10

I am not drinking. You are drinking. I am hungry. We are cold. We are hot and tired.

Pre-Lesson Activity: • Review vocabulary by directing students to write a self-description using concepts learned in Lesson 5-11 and previous lessons.

Content Integration: Language Arts: Have students compare and contrast the main characters from two different books. Language Arts: Using the lesson vocabulary, write five adjectives on the board describing mood or physical states. Instruct students to write sentences using the predicate adjectives in the first, second, and third person.

Unit Five Review

01

New Vocabulary am

5-12

Human Conditions

33

Worksheet 5-11 I. Fill in the blank. 1. We are ____________________________ and tired.

hair

2. I am a ____________________________ with a red head.

we

3. I am wearing ____________________________.

is tired

4. I have red ____________________________.

are happy

5. I ____________________________ healthy.

tired

6. We are running and ____________________________ are tired.

am

7. We are running and we are ____________________________.

a hat

8. I am the man ____________________________.

bird

9. We are not tired. He ____________________________.

who is hungry

10. We ____________________________.

hot

II. Write a complete English sentence using one or more words from the list. I you am

hungry full tired

unhappy who cold

thirsty we not

healthy weak sick

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15 __________________________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

128

Human Conditions

Human Conditions 5-11

Human Conditions


New Vocabulary am

I

unhappy

you

Grammar: Predicate Adjectives This lesson uses mostly predicate adjectives, that is, a linking verb (to be) connects a subject with a descriptive adjective. I am tired. We are happy. Grammar: Personal Pronouns

Personal pronouns are grouped into first, second and third persons in both singular and plural. Learn the forms of to be that go with each personal pronoun. First person Second person Third person

I am you are he is she is it is

we are you are they are

Note how useful these structures are in talking about human conditions.

Visual-Spatial: Have students use comic strips to describe how the people are feeling. Instruct students to write sentences about the people in the comic strip. Intrapersonal and Interpersonal: Ask students to describe how they are feeling today. Instruct students to write how they are feeling in the first person. Then have students ask someone else how they are feeling. Students will write about the other person in both the second and third person.

Post-Lesson Activities: • Read aloud a description of a person and have the students draw the person. Compare and contrast the students’ final drawings. Read the description again to determine what was drawn accurately. 55

• Direct students to write a poem about feelings.

Conversation: • Have students ask a partner what he or she is doing in the present tense. One student will ask a question, and the other student will answer in either the first, second, or third person.

The Rosetta Stone English I Quiz Unit 5 Lesson 11, Unit 6 Lesson 1 I. Fill in the blank with the words that best describe the photograph.

1.

3.

2.

1.

a. I am cold. c. We are cold.

b. I am not cold. d. We are not cold.

2.

a. I am bald. c. We are bald.

b. I have black hair. d. We have black hair.

a. We are the man c. I am the woman

b. We are the woman d. I am the man

who is hungry.

3.

Modifications: • Record the description of the person on tape so that students can listen to it as needed.

II. Fill in the blanks below with the letter matching the correct verb.

a. is

b. was

c. are

d. were

e. have

2. The children

3.

5.

4.

3. The boy on the left

g. had

2.

1.

1. The children

f. has

in the park. on the table. a rake in his hands.

6. 4. This man 5. The clown

in a bike race. a hat on his head.

6. The girls

a rope.

III. Fill in the blanks below with the letter matching the correct pronoun.

a. I

b. we

1.

are unhappy.

2.

am cold.

3.

am not drinking. You are drinking. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 5, Lessons 6–11 Answer the following questions. 1. What word means hot? 2. Name the word that means cold. 3. What name would you give the category that includes dogs, cats, horses, and ducks? 4. Name two musical instruments. 5. What would a person who is sad or hurt probably do?

129

The Rosetta Stone English I Test Unit 5 Lessons 1–6 I. Add, subtract, multiply, or divide. Write out the answer in the space provided.

Unit 5 Review

1. six plus five 2. twelve minus eight 3. nine divided by three 4. four times six 5. seventeen plus one hundred and forty-five

Review Activities:

6. seven hundred and thirty-four minus five

• Use index cards to review vocabulary.

7. seventy-eight times one hundred 8. ten thousand divided by two hundred

• Review workbook pages.

9. one hundred times one hundred 10. six hundred and eighty-six plus one hundred and eleven

• Choose activities that target skills in need of practice.

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

• Encourage role-play of scenes that require students to use language skills.

1.


3.

2. .

a. is riding

b. is going to ride

c. has ridden

2. The dog

the frisbee.

a. is catching

b. is going to catch

c. has caught

a. is going

b. is going to go

c. has gone

a. is jumping

b. is going to jump

c. has jumped

a. is flying

b. is going to fly

c. has flown

3. The woman

to sleep.

4. The horse


5.

4.

1. The man

.

5. The bird

.

III. Form the possessive according to the model below:

a woman’s hat

Example: a woman, a hat


1. a child, a car 2. adults, clothing 3. women, legs 4. he, horse


5. she, cat ©2002 Fairfield Language Technologies

• Conduct Mini-Assessments in Lessons 5-05 and 5-11. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons.



• Use rubrics to assess graphs, charts, reports, and projects.

1. 1.

• Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests. • Keep portfolios of student work.

3.

2. is burning the candle.

2. It is a

4.

5.

a. smoke

day.

b. cold

3. The fire is making white

.

c. fire

4. It is

in the winter.

d. hot

5. The

is hot.

e. sun

V. Unscramble the words to make a sentence. Example: man bicycle the pushing the is

The man is pushing the bicycle.

Example.

1.

3.

4.

5. .

2. is man giving the medicine the woman

.

3. the gave of milk to man the woman glass a

.

4. is someone woman of plate a giving food the

.

5. milk of man is the taking glass a

.


130

2.

1. cart the the is man pulling

The Rosetta Stone English I Test Unit 5 Lessons 7–11 I. Match the words. 1. trees

Tests

a. plant

2. a dress

b. animal

3. fruit

c. furniture

4. ducks

d. clothing

5. a flower

e. food

6. a flute

f. musical instrument

7. a table 8. a guitar 9. apples 10. meat


1.

3.

2.

5.

4. 1. There are

6.

chairs than tables.

2. There are too many coins to 3. There is

a. count

.

b. few

sand than grass in this picture.

4. There are

c. more

tables than chairs.

5. There are only a

d. less

flowers.

6. There are

e. fewer

flowers.

f. many




1.

3.

2.

6.

.

2. The boy is 3. 4. I am 5.

8.

7.

1. One of the clowns is

9. a. I

because he is tired.

b. sad

are cold.

c. sick

.

d. sneezing

am hungry.

e. you

6. The boy is crying because he is 7. The man is

.

.

8. I am not drinking. 9. We are

5.

4.

g. we are drinking.

.

f. happy

h. yawning i. waving


131

Word Search 5: 1-5

Unit 5 Review

BACK CATCH CAUGHT CLOTHING DIVIDED DONE DRAWER EQUALS FROM GAVE GIVING GLASS GONE

MEDICINE MINUS OWN PLUS POCKET RIDE SLEEP TIMES USE WALKED WINGS WORK

P V Q Y U Q I G C K G H Y

L C M I N U S A Q E T X B

U S E D T F L V P Q X H J

S H D O W N E E O U L V Q

L W I N G S E L C A T C H

M Y C E D E P R K L D G P

S G I V I N G K E S M O J

J L N L V C L O T H I N G

F Y E V I C A U G H T E R

O B A J D N S J O W I H I

W A L K E D S F R O M Y D

B C Z F D R A W E R E Q E

L K U X P I N P H K S S Z

U S C R A T C H I N G E W

S C O U G H I N G I U T N

I S U M T I E K W T E G I

C U N E N N J H H U O A N

P M T N Y K M T E R N M G

I M X T O I C E N E L O O

E E Y S U N H A P P Y U B

C R A D I G F A E L A N D

E F O R E H E A D T D T D

Word Search 5: 6-11

AMOUNT COUGHING COUNT DRESSED FINISHING FOREHEAD FUNERAL FURNITURE ICE INSTRUMENTS JACKET LAND MUSIC

ONLY PIECE SCRATCHING SUMMER THINKING TIE TONGUE UNHAPPY WHEN WINTER YAWNING YOU

N O F I N I S H I N G J W

W F U N E R A L U F T A O

D R E S S E D D S U O C Y

M G D T W I N T E R N K A

ENGLISH

132

Crossword 5: 1-5


Across

Down

2. Three ____ five is eight. 6. not thin 7. Two ___ six equals twelve. 9. The doctor gave him ____. 11. The man ___ a glass of milk to the woman. 12. He will ___ the food. 14. not a man 16. a ___ haired woman 21. It has ______ its mouth. 22. He will ___ the phone. 23. Nine plus seven _______ sixteen. 24. The bird is flapping its _____.

1. He will ___ the ladder. 3. there are ___ fingers on a hand 4. The dog is going to _____ the frisbee. 5. six times two 7. ___ are climbing. 8. They are sitting on a ____. 10. Eight _______ by two is four. 13. one, two, ___ 15. Six ____ two is four. 17. He will ___ the bicycle. 18. one, two, three, ____ 19. The man is drinking a ____ of milk. 20. four plus three

ENGLISH

Crossword 5: 6-11

Across

Down

1. The tie is around his ____. 4. They go in the water ____ it is hot. 6. There are ___ a few flowers. 9. coat 12. Guitars are musical _____. 14. ___ is cold. 15. not hot 17. a piece of furniture to sleep on 20. The fire is making black ____. 21. They ran in a ____. 22. The boy is holding the kite ____ in his mouth.

1. She was running, but ___ she isn’t. 2. Grass is a ____ of plant. 3. a long, thin musical instrument 5. A dresser is a piece of furniture that ___ clothes. 7. table, bed, and chair 8. A match ____ fire. 10. a ____ of furniture 11. The ___ is hot. 13. The ___ is around his neck. 16. a kind of bird 17. a piece of furniture to sit on 18. not night 19. Someone is playing the ___. 20. He will ___ on the sofa. ENGLISH

133

Unit 6 Overview Lesson 6-01 To Be and To Have: Present and Past Tenses ............................ 136 Three new words. Demonstrative pronouns.

Lesson 6-02 Present Progressive, Present Perfect, and Future with “going to”.................................................................................................... 138 18 new words. Verbs and commonly associated prepositions.

Lesson 6-03 More Descriptions of People; Demonstrative Adjectives .......... 140 Eight new words. Uniforms, formal and informal attire. Hair on face and head. Hair color, skin color, and earrings.

Lesson 6-04 Units of Things .............................................................................. 142 22 new words. Many, bags, baskets, boxes, bottles, rolls, a couple, bouquets, full, empty, and half.

Lesson 6-05 Neither–Nor, Both, None, No One, Neither ................................ 144 Five new words. Doing activities, no longer doing activities. Not doing either of two activities. Activities done by different people and activities not done by any of a number of possible people.

Lesson 6-06 Verbs: Present Progressive and Imperfect.................................. 146 Six new words. Looks at a person or people in two situations, one in the present and one in the past.

Lesson 6-07 Names ............................................................................................ 148 15 new words. The verb to be called. Greeting, self introduction. Look!, exclamation. Human age. On-screen people address the student.

Lesson 6-08 Present Progressive, Present Perfect, and Future with “going to”.................................................................................................... 150 Nine new words. Nobody and somebody. More reflexive verbs.

Lesson 6-09 More Units of Things .................................................................... 152 21 new words. Expressions of collectivity: pairs, couples, groups, many, and single.

Lesson 6-10 Alone, Crowd, Friend, Surrounded ............................................ 154 20 new words. Activities and situations alone, activities and situations with. Isolation versus in the company of. Competition.

134

Scope and Sequence Lesson 6-11 Professions and Human Conditions, Activities .......................... 156 Eight new words. First and second person expressions. Feelings and conditions.

Lesson 6-12 Review of Unit Six ........................................................................ 158 Tests and Worksheets from Unit Six lessons.

Enrichment/Unit Projects: 1. Establish pen pals for your class from another culture. Ask the pen pals to discuss various topics of interest among teenagers. Encourage students to share their letters and compare the lives of teenagers from both cultures. Have the students write brief notes or keep a journal that compares the lives of teenagers from both cultures as they receive their letters. 2. Have students research the educational system of another culture and the educational system in their own culture. Have students compare and contrast the two educational systems and write an opinion paper explaining which system they believe is better. Students must provide valid reasons for their opinions. Allow time for research. Encourage a class discussion about different educational systems after students have completed their papers.

3. Have students use the Internet to research the tourism departments of several countries. Use the information from these websites to plan a trip to one of the countries. Have students create an itinerary for their trip and give them a budget for their trip. Instruct students to research a five-day trip choosing six places of interest to visit while they are in that country. Tell students they must stay within their budget. They will need to find information about how much it will cost to travel to these places. The student itinerary must include a daily plan that will also include how much money they intend to spend that particular day. Students must also include a section that tells at least five phrases that would be helpful to a traveler in that country. Have students create a poster describing their trip, including itinerary, telling how they spent their money, the sites they visited within that country, and any helpful phrases. Display student work in the classroom.

135


notebook

park

01

The man is going to get into the car. The man is getting into the car. The man is going to get into the carriage. The man is getting into the carriage.

02

These are the children who were in the park. The boy was in an airplane. The dog had a frisbee in its mouth. The cup was full.

02

The boy is going to jump. The boy is jumping. The boy has jumped. The boy is going to throw the ball.

03

The boy’s mouth is open. The children are on the table. The boy’s mouth was open. The children were on the table.

03

The woman is going to write. The woman is writing. The boy is falling. The boy has fallen.

04

The woman has the box. This is the woman who had the box. The girls have a rope. These are the girls who had a rope.

04

The boy is going to climb out of the water. The boy is going to slide. The boy is sliding. The boy has slid into the water.

05

The man has a hat on his head. This is the man who had the hat on his head. The boy in blue has a rake in his hands. The boy in blue had a rake in his hands.

05

The boy is going to jump. The boy is jumping. The people are going to cross the street. The people are crossing the street.

06

These people are in a bike race. These people were in a bike race. This man is in a bike race. This man was in a bike race.

06

The boy is looking at the ball. The boy is going to throw the ball. The man is going to throw the boy. The man has thrown the boy.

07

The boy is on the table. The boy was on the table. The woman is holding a notebook. The woman was holding a notebook.

07

The woman is going to put something into the bag. The woman has put something into the bag. The woman is going to kiss the man. The woman is kissing the man.

08

This person is in the water. This person was in the water. The boy is on the wall. He is climbing the wall. The boy was on the wall. He has fallen off the wall.

08

The woman is going to enter the store. The woman is entering the store. The man is going to close the trunk of the car. The man has closed the trunk of the car.

Themes: Verb Tenses

Materials: Pictures of people from a newspaper, magazine, or book Graphic organizer Handout of Activities (Past and Present)

Pre-Lesson Activity: • Have students complete Sections II and III of Worksheet 6-01 in the Student Workbook to reinforce vocabulary and provide writing practice. Ask students to find a partner; have each pair check answers and read worksheet sentences to one another.


The children are in the park. The boy is in the airplane. The dog has a frisbee in its mouth. The cup is full.

New Vocabulary had

6-02

To Be and To Have: Present and Past Tenses

01

09

These people are in a parade. These people were in a parade. The man is in the truck. The man was in the truck.

09

The people are going to go up the steps. The people are going up the steps. The people have gone up the steps. The people are coming down the steps.

10

The boy is inside. The boy was inside. Now he is outside. The clown has a hat on his head. The clown had a hat on his head.

10

The people are going to come down the steps. The people are coming down the steps. The people have come down the steps. The people are going up the steps.

34

Content Integration: Social Studies: Allow students to select a historical event from another country and have students create a timeline of the event. Instruct students to write a paragraph about the event using verbs in the past tense. Have students underline all the past tense verbs used. Language Arts: Using all the vocabulary words from the lesson, instruct students to create a short story using the past and present tenses and to underline all past tense verbs in one color and all present tense verbs in another color. Allow students to illustrate their stories and share with the class.

Worksheet 6-01 I. Fill in the blank. 1. This man is in a bike ____________________________.

hat

2. The boy is on ____________________________.

mouth is

3. The man has a ____________________________ on his head.

people

4. He is ____________________________ the wall.

race

5. The boy’s ____________________________ open.

clown

6. The cup is ____________________________.

a frisbee

7. The ____________________________ has a hat on his head.

the table

8. The boy is in ____________________________.

full

9. The ____________________________ were in a parade.

the airplane

10. The dog has ____________________________ in its mouth.

climbing


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. is holding

a. was in the water

____17. had a hat

b. were in a parade

____18. are in a parade

c. was holding

____19. was inside

d. has a hat

____20. is in the water

e. is inside

ENGLISH

136


6-01

To Be and To Have: Present and Past Tenses New Vocabulary had

To Be and To Have: Present and Past Tenses Using Multiple Intelligence Strategies:

notebook

park

Grammar: Present and Past Tenses All verbs have a present tense and a past tense form. The verbs to be and to have are the most frequently used verbs in the English language. Both are irregular. Present

Past

Singular Plural

The cup is cold. The children are on the table.

The cup was cold. The children were on the table.

Singular Plural

The man has a hat. The girls have a rope.

The man had a hat. The girls had a rope.

Verbal-Linguistic: Instruct students to write a story about a person doing various activities. On one page of the book make the activity current and on the opposite page write about the same activity in past tense. Bodily-Kinesthetic: Divide students into pairs and give each pair a copy of the handout for this memory game. Direct students to cut out the pictures of people on the handout, mix them up, and place them face down in rows. Students then attempt to find a match by taking turns flipping over two pictures at a time. A match will consist of the same activity, but one is happening in the present and the other in the past.

Another past tense is past progressive: The woman was holding a notebook. And yet another past tense is present perfect: He has fallen off the wall.

Post-Lesson Activities: • Display pictures of various people. Have students write a sentence to go with each picture using either present or past tense verbs.

56

• Read a page from three different books. Use a graphic organizer to list present and past tense verbs. Which book had the most of each type of verb? Make a graph to compare the results. Display this graph in the classroom.

The Rosetta Stone English I Quiz Unit 5 Lesson 11, Unit 6 Lesson 1 I. Fill in the blank with the words that best describe the photograph.

Conversation: 1.

3.

2.

1.

a. I am cold. c. We are cold.

b. I am not cold. d. We are not cold.

2.

a. I am bald. c. We are bald.

b. I have black hair. d. We have black hair.

a. We are the man c. I am the woman

b. We are the woman d. I am the man

3.

who is hungry.

• Have students discuss an activity in the present and past tenses. Students can also interview each other, with one asking questions in the present tense and the other answering questions in the past tense.

II. Fill in the blanks below with the letter matching the correct verb.

a. is

b. was

c. are

d. were

e. have

f. has

g. had

Modifications: 2.

1.

5.

4. 1. The children 2. The children 3. The boy on the left

in the park. on the table. a rake in his hands.

• Encourage students to write a three-sentence paragraph about a historical event that is meaningful to them.

3.

6. 4. This man 5. The clown

in a bike race. a hat on his head.

6. The girls

a rope.

III. Fill in the blanks below with the letter matching the correct pronoun.

a. I

b. we

1.

are unhappy.

2.

am cold.

3.

am not drinking. You are drinking. ©2002 Fairfield Language Technologies

137

Unit 6, Lesson 2

6-01

get go kiss looking put

slid slide sliding store street

throw trunk write

Themes:

01

The man is going to get into the car. The man is getting into the car. The man is going to get into the carriage. The man is getting into the carriage.

02

These are the children who were in the park. The boy was in an airplane. The dog had a frisbee in its mouth. The cup was full.

02

The boy is going to jump. The boy is jumping. The boy has jumped. The boy is going to throw the ball.

03

The boy’s mouth is open. The children are on the table. The boy’s mouth was open. The children were on the table.

03

The woman is going to write. The woman is writing. The boy is falling. The boy has fallen.

04

The woman has the box. This is the woman who had the box. The girls have a rope. These are the girls who had a rope.

04

The boy is going to climb out of the water. The boy is going to slide. The boy is sliding. The boy has slid into the water.

05

The man has a hat on his head. This is the man who had the hat on his head. The boy in blue has a rake in his hands. The boy in blue had a rake in his hands.

05

The boy is going to jump. The boy is jumping. The people are going to cross the street. The people are crossing the street.

06

These people are in a bike race. These people were in a bike race. This man is in a bike race. This man was in a bike race.

06

The boy is looking at the ball. The boy is going to throw the ball. The man is going to throw the boy. The man has thrown the boy.

07

The boy is on the table. The boy was on the table. The woman is holding a notebook. The woman was holding a notebook.

07

The woman is going to put something into the bag. The woman has put something into the bag. The woman is going to kiss the man. The woman is kissing the man.

08

This person is in the water. This person was in the water. The boy is on the wall. He is climbing the wall. The boy was on the wall. He has fallen off the wall.

08


Verb Tenses

Materials: Plot Analysis Handout 6-02 Sequencing Handout 6-02 Construction paper

Pre-Lesson Activity: • Reinforce present progressive, present perfect, and future tenses by asking students to write a paragraph about things they want to do later today, during the weekend, and over summer vacation.

09


09

The people are going to go up the steps. The people are going up the steps. The people have gone up the steps. The people are coming down the steps.

10

The boy is inside. The boy was inside. Now he is outside. The clown has a hat on his head. The clown had a hat on his head.

10

The people are going to come down the steps. The people are coming down the steps. The people have come down the steps. The people are going up the steps.

34

Worksheet 6-02

Content Integration: Language Arts: Direct students to analyze the plot of a story by listing things that have happened to the character, what is currently happening to the character, and what they predict might happen to the character. Social Studies: Ask students to make a list of the streets they must take in order to get to school. Instruct students to give verbal directions including the names of the streets.


The children are in the park. The boy is in the airplane. The dog has a frisbee in its mouth. The cup is full.

New Vocabulary bag close cross crossing enter

6-02


01

I. Fill in the blank. 1. The boy is going to ____________________________ the ball.

looking

2. The woman ____________________________ the man.

put

3. The boy is ____________________________ at the ball.

the steps

4. The boy ____________________________ into the water.

enter

5. The woman has ____________________________ something into the bag.

is kissing

6. The woman is going to ____________________________ the store.

trunk

7. The man has closed the ____________________________ of the car.

has slid

8. The people are going up ____________________________.

throw

9. The boy has ____________________________.

the carriage

10. The man is getting into _____________________________.

fallen


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. throw

a. the street

____17. cross

b. a person

____18. come down

c. the steps

____19. kiss

d. the trunk of a car

____20. close

e. a ball


138

ENGLISH

6-02

Present Progressive, Present Perfect and Future with “Going To” New Vocabulary bag get slid throw

close go slide trunk

cross kiss sliding write

crossing looking store

Present Progressive, Present Perfect, and Future with “going to” Bodily-Kinesthetic: Demonstrate the various verb tenses by performing an activity listed in the vocabulary. Ask students to perform these activities for the class.

enter put street

Grammar: Verb Tenses Lessons 2-10 and 5-03 present the same tenses as this lesson. Do you remember them? Perhaps it is time to review them, this time with some new vocabulary and expanded sentence forms.

Present progressive is a two-part verb tense that uses a form of to be with a verb ending in -ing, or the present participle. It expresses an action that is going on now. The woman is writing. The boy is looking at the ball. The people are coming down the steps.

Present perfect is also a two-part verb tense that uses the present tense of have as a helping verb with a past participle. Only the forms of have change to match the number of the subject; the past participle never changes its form. Present perfect expresses a past event that is still true in the present.

Visual-Spatial: Using street names and directions, have students draw a map of the route they must take to get to school including different landmarks: post office, supermarket, etc.

Post-Lesson Activities: • Cut out pictures from the sequencing handout. Pass out pictures to each student or a group of students. Have students sequence pictures and write a sentence using the correct verb tenses for each picture.

The man has closed the trunk of the car. The people have gone up the steps. The woman has put something into the bag. You can express the future using a three-part verb that consists first of a form of to be, then going, and then an infinitive (to plus a verb). It predicts an event that will happen in the future. The woman is going to write. She is going to put something into the bag. The people are going to go up the steps.

• Divide a large sheet of construction paper into three equal sections. Draw a picture in each section to illustrate the verb tenses.

In rapid speech you will hear people run “going to” together so that it sounds like “gonna”. She is gonna put something into the bag.

57

Conversation: • Have students interview each other about what they are going to do after school.


Modifications:

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

2.

1. 1. This person has

• Use the graphic organizer handout to help students analyze plots of stories.

.

3.

a. a moustache, but no beard c. a moustache and a beard

2. This girl has

.

a. light skin

3. This person has

.

a. light skin and short hair c. dark skin and short hair

b. a moustache

b. a beard, but no moustache d. no moustache and no beard c. dark skin

d. a beard

b. light skin and long hair d. dark skin and long hair

II. Change the words in italics from present progressive to present perfect. 1. The people are going up the steps.

a. are gone

b. have gone

c. were gone

2. The man is throwing the boy.

a. is going to throw

b. is thrown

c. has thrown

3. The woman is putting something into the bag.

a. has put

b. is put

c. was putting

III. Change the words in italics from present progressive to future. 1. The woman is writing.

a. is going to write

b. was writing

c. has written


a. is thrown

b. has thrown

c. is going to throw

3. The people are coming down the steps.

a. have come

b. are going to come c. were coming

IV. Yes or No?

1. 1.

This couple is dressed up.

2.

This person is wearing a uniform.

3.

The man is bald.

2.

3.


139

Unit 6, Lesson 3

6-03

moustache rug skin

uniform uniforms

Themes:

01

a bag of fish a bag of grapes bags of bread an empty paper bag

02

The man has a beard. The man is bald. The man does not have a beard. The woman does not have a beard.

02

a roll of paper towels a paper towel a bag of potato chips a plastic bag of grapes

03

These people are wearing uniforms. These people are not wearing uniforms. This man is wearing a uniform. This man is not wearing a uniform.

03

a full bottle of juice half a bottle of juice an empty glass bottle a roll of toilet paper

04

This person has a moustache, but no beard. This person has a beard, but no moustache. This person has a moustache and a beard. The person does not have a moustache or a beard.

04

two rolls of paper towels a full paper bag an empty plastic bag an empty paper bag

05

This statue has a moustache. This statue has a beard. The woman with long hair has an earring. The woman with short hair is wearing an earring.

05

an empty glass bottle a full bottle lots of bread six loaves of bread

06

This couple is dressed up. This couple is not dressed up. These men are dressed up. These men are not dressed up.

06

a roll of paper towels a roll of toilet paper a full paper bag an empty paper bag

07

This girl has black hair and dark skin. The boy in the red sweater has dark skin. The girl with red hair has light skin. The boy with a black shirt has light skin.

07

a tomato lots of tomatoes many boxes of apples slices of watermelon

08

Which young woman has dark skin? Which young woman has light skin? Which young man has dark skin? Which young man has light skin?

08

a pair of boots a pair of sunglasses baskets of apples boxes of apples

09

The woman has light skin and short hair. The woman has light skin and long, blond hair. This person has dark skin and short hair. This person has dark skin and long hair.

09

a pair of sunglasses a pair of gloves and a pair of shoes a pair of boots a pair of dice

10

This man has dark skin and a moustache. This man has light skin and a beard. This man has light skin and no beard or moustache. This man has dark skin and no beard or moustache.

10

a bouquet of flowers three bouquets of flowers a banana bunches of bananas

People

Materials: Pictures of people

Pre-Lesson Activity: • Review lesson vocabulary by instructing students to write three sentences. Each sentence will describe one of the following: – A family member. – A peer. – A famous person (past or present).

Units of Things

The old man has a white beard. The bald man is looking at a rug. The bald man has a beard. The man with a red tie has a beard.

New Vocabulary beard earring light

6-04

More Descriptions of People; Demonstrative Adjectives

01

35

Content Integration: Language Arts: Provide students with a short story that is well-known in another culture. Instruct students to choose a character in a story and write a description of the character. Social Studies: Explain to the students that different professions wear specific uniforms. Have students identify professions that have to wear a uniform. List the student responses on the board. Ask students to research five professions that require uniforms. Instruct students to research these jobs and write a brief paragraph describing the reasons people wear uniforms at their job and a description of the uniform.

Worksheet 6-03 I. Fill in the blank. 1. The woman with ____________________________ has an earring.

is bald

2. The girl has black hair and dark ____________________________.

long hair

3. This person has a beard, but no ____________________________.

statue

4. The old man has a ____________________________ beard.

skin

5. These people are wearing ____________________________.

dressed

6. The man ____________________________.

does not

7. These men are ____________________________ up.

white

8. The woman ____________________________ have a beard.

bald

9. The ____________________________ man has a beard.

moustache

10. The ____________________________ has a moustache.

uniforms


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. short

b. long

____18. is bald

c. has hair

____19. a beard

d. a person

____20. a statue

e. a moustache

ENGLISH

140

a. dark

____17. light


6-03

More Descriptions of People; Demonstrative Adjectives New Vocabulary beard skin

More Descriptions of People; Demonstrative Adjectives Using Multiple Intelligence Strategies:

earring uniform

light uniforms

moustache

rug

Grammar: Demonstrative Adjectives This and these are demonstrative adjectives. They are often used in contrast to that and those. this and that these and those These people are wearing uniforms. (Those people are not.) This person has a beard. (That person does not.) These men are dressed up. (Those men are not.) This girl has black hair. (That girl does not. She has blond hair.) The demonstrative adjective must agree in number with its noun.

Bodily-Kinesthetic: Have students sort pictures of people into different categories and then share the criteria they used to create these categories. Interpersonal: Invite students to share their research about professions and uniforms with the class.

this couple these people While couple refers to two people, it is just one couple, so it is singular. Prepositional phrases can help point out which one.

58

Conversation:

The Rosetta Stone English I Quiz Unit 6 Lessons 2 and 3 I. Fill in the blank with the words that best describe the photograph.

2.

1. 1. This person has

Post-Lesson Activity: • Cut out pictures of 25 men from magazines. Put these pictures on display for the class. On a large sheet of paper or the board, write down the following categories: he does not have a beard or a moustache, he does not have a mustache, he does not have a beard, he has a beard and a moustache. Ask students to help match the pictures to the proper categories. Instruct them to use tally marks to record data. Convert data to percentages and make a circle graph to display the data.

The boy in the red sweater has dark skin. The woman with long hair has an earring.

.

3.

a. a moustache, but no beard c. a moustache and a beard

2. This girl has

.

a. light skin

3. This person has

.

a. light skin and short hair c. dark skin and short hair

b. a moustache

• Have students describe other classmates using prepositional phrases. One student will describe a classmate and his or her partner will guess who they are describing.

b. a beard, but no moustache d. no moustache and no beard c. dark skin

d. a beard

b. light skin and long hair d. dark skin and long hair

II. Change the words in italics from present progressive to present perfect. 1. The people are going up the steps.

a. are gone

b. have gone

c. were gone


a. is going to throw

b. is thrown

c. has thrown

3. The woman is putting something into the bag.

a. has put

b. is put

c. was putting

Modifications: • Encourage students to talk about a family member they are fond of.

III. Change the words in italics from present progressive to future. 1. The woman is writing.

a. is going to write

b. was writing

c. has written


a. is thrown

b. has thrown

c. is going to throw

3. The people are coming down the steps.

a. have come

b. are going to come c. were coming

IV. Yes or No?

1. 1.

This couple is dressed up.

2.

This person is wearing a uniform.

3.

The man is bald.

2.

3.


141

Unit 6, Lesson 4

6-03

dice half lots pair plastic potato roll rolls

slices toilet tomato towel towels watermelon

The old man has a white beard. The bald man is looking at a rug. The bald man has a beard. The man with a red tie has a beard.

01

a bag of fish a bag of grapes bags of bread an empty paper bag

02

The man has a beard. The man is bald. The man does not have a beard. The woman does not have a beard.

02

a roll of paper towels a paper towel a bag of potato chips a plastic bag of grapes

03

These people are wearing uniforms. These people are not wearing uniforms. This man is wearing a uniform. This man is not wearing a uniform.

03

a full bottle of juice half a bottle of juice an empty glass bottle a roll of toilet paper

04

This person has a moustache, but no beard. This person has a beard, but no moustache. This person has a moustache and a beard. The person does not have a moustache or a beard.

04


05

This statue has a moustache. This statue has a beard. The woman with long hair has an earring. The woman with short hair is wearing an earring.

05

an empty glass bottle a full bottle lots of bread six loaves of bread

06


06

a roll of paper towels a roll of toilet paper a full paper bag an empty paper bag

07

This girl has black hair and dark skin. The boy in the red sweater has dark skin. The girl with red hair has light skin. The boy with a black shirt has light skin.

07

a tomato lots of tomatoes many boxes of apples slices of watermelon

08

Which young woman has dark skin? Which young woman has light skin? Which young man has dark skin? Which young man has light skin?

08

a pair of boots a pair of sunglasses baskets of apples boxes of apples

09

The woman has light skin and short hair. The woman has light skin and long, blond hair. This person has dark skin and short hair. This person has dark skin and long hair.

09

a pair of sunglasses a pair of gloves and a pair of shoes a pair of boots a pair of dice

10

This man has dark skin and a moustache. This man has light skin and a beard. This man has light skin and no beard or moustache. This man has dark skin and no beard or moustache.

10

a bouquet of flowers three bouquets of flowers a banana bunches of bananas

Themes: Units of Things

Materials: Research materials

Pre-Lesson Activity: • Reinforce lesson vocabulary with the following activity: – Divide the class in half. – Direct one group to develop a shopping list for a party. – The other group will develop a shopping list for a vacation. Have students share list items as you write them on the board. Discuss similarities and differences among necessary items for the two events.

Content Integration: Language Arts: Instruct students to research the following words: herd, flock, colony, and pack. How do these words relate to this lesson? Have students write a sentence using each word in the context of this lesson. Science: Instruct students to find out what types of animals are in a herd, flock, colony, and pack. After giving students time to research, ask students to share their information with the class and record student answers on the board.

35

Worksheet 6-04 I. Fill in the blank. 1. an empty paper ____________________________

bouquet

2. many ____________________________ of apples

empty

3. a ____________________________ of paper towels

bag

4. _____________________________ of watermelon

bottle

5. a _____________________________ of flowers

gloves

6. a ____________________________ of boots

roll

7. a full ____________________________ of juice

potato chips

8. a pair of ____________________________ and a pair of shoes

slices

9. a bag of _______________________________

boxes

10. an ____________________________ glass bottle

pair


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. loaves

a. toilet paper

____17. roll

b. flowers

____18. bottle

c. boots

____19. bouquet

d. juice

____20. pair

e. bread

Units of Things

142

Units of Things

01

New Vocabulary banana baskets boots bottle bouquet bouquets bunches chips

6-04


ENGLISH

Units of Things 6-04

Units of Things New Vocabulary banana bouquets lots rolls towels

Using Multiple Intelligence Strategies: baskets bunches pair slices watermelon

boots chips plastic toilet

bottle dice potato tomato

bouquet half roll towel

Verbal-Linguistic: Instruct students to write a poem using the vocabulary words from this lesson.

Usage: Units of Things

Naturalist: Allow students to work in groups and prepare a short presentation about animals that live in a pack, a herd, a colony, or a flock. Encourage students to share their reports with the class.

In English we often refer to units of things by stating the quantity or container plus of. a bag of fish a roll of paper towels a bottle of juice lots of bread The contents are always stated in a prepositional phrase using of. Fractions of a quantity may be similarly expressed. a third of a bottle of juice half (of) a bottle of juice (For ease of articulation “of” is normally omitted.)


Note which things come in pairs, slices, bunches, bouquets, boxes or baskets.

• Write the following words on the board: bag, pairs, couples, pieces, bunches, a lot, bouquets, boxes, rolls, and baskets. Ask students to brainstorm and list items that fit in these categories. • Direct students to make a shopping list.

59

Conversation: • Have students describe a trip to the grocery store, making sure they use their shopping list and other new vocabulary words.


Modifications:


2.

1.

3.

5.

4. 1. a

of fish

b. bag

c. pair

a. an empty plastic bag c. a full plastic bag

d. roll

b. an empty paper bag d. a full paper bag

a. an empty glass bottle c. an empty box

b. a full glass bottle d. half a bottle of juice

4. a

of sunglasses

a. bottle

b. bag

c. pair

d. roll

5. a

of toilet paper

a. bottle

b. bag

c. pair

d. roll

of apples

a. boxes

b. bags

c. pairs

d. baskets

3.

6.

– Back to School – A Birthday Party – Valentine’s Day

6.

a. bottle

2.

• Ask students to list or name five items they would purchase for a specific event. Possible event choices:

II. Fill in the blank with the letter matching the correct word.

a. anymore

b. only

c. both

d. neither

f. nor

g. all

2.

1.

3.

5.

4. 1.

people are singing.

2.

four of these people are walking.

3. The men are not running

e. none

.

6. 4. This man is nor eating.

talking on the phone

5. The clown is not dressing 6.

.

of these three people are walking.


143

Unit 6, Lesson 5

6-05 01

New Vocabulary 02

anymore dressing

nor sidewalk

them 03

04

Themes: What Am I Doing?

Materials:

05

06

Magazine or newspaper pictures 07

Pre-Lesson Activity: • Direct students to complete Section I of Worksheet 6-05 in the Student Workbook to reinforce vocabulary. Review Lesson 6-05 terms in the following way:

08

09

10

– Divide students into groups of three. – Instruct groups to observe others in the classroom and write three sentences. Each sentence will contain one of these terms: Neither–nor, both, none. – Ask each group member to select a sentence to read aloud to the class.

6-06

Neither–Nor, Both–And

The woman is riding the horse. The woman is not riding the horse anymore. The men are riding bicycles. The men are not riding anymore. The men are running. The men are not running anymore. The young men are singing. The young men are not singing anymore. The man and woman are singing. The man and woman are not singing anymore. The clown is dressing. The clown is not dressing anymore. This woman is eating. This woman is talking on the phone. This woman is neither talking on the phone nor eating. This man is neither talking on the phone nor eating. This woman is singing and playing the piano. This woman is neither singing nor playing the piano. These women are playing drums and smiling. These women are neither playing drums nor smiling. Both people are singing. Neither of these people is singing. Only one of these people is singing. All six of these people are singing. The man in white is standing on the sidewalk. The man in white is not standing on the sidewalk anymore. The bus is up on the sidewalk. The bus is not on the sidewalk anymore. All four of these people are walking. None of these four people are walking. All three of these people are walking. None of these three people are walking. Both the young men are singing. Neither of them is kissing a woman. Neither the man nor the woman is talking. Neither the man nor the woman is kissing. The man in the black shirt is standing. None of his friends are. Both the man and the woman are carrying umbrellas. Neither the man nor the woman is carrying an umbrella. Both the man and the boy are wearing hats. Neither the man nor the boy is wearing a hat.

Verbs: Present and Past Tenses; Relative Pronouns

01

These people are in a bike race. These people were in a bike race. The clown has a hat on his head. The clown had a hat on his head.

02

The young woman is reading. The young woman was reading. The boy is fishing. The boy was fishing.

03

The girl is jumping rope. The girls were jumping rope. The woman is drinking. The woman was drinking.

04

The father and his sons are digging. The father and his sons were digging. The dog is looking at the book. The dog was looking at the book.

05

The man is wearing a shirt that is too small. The man was wearing a shirt that was too small. The man is wearing his own shirt. The man was wearing this shirt, but now the boy is.

06

The man is playing the guitar. The man was playing the guitar. The woman is holding the guitar. The woman was holding the guitar, but now the boy has it.

07

The traffic light is red. The traffic light was red. The man is climbing the ladder. The man has climbed the ladder.

08

Some people are driving. Some people were driving, but not anymore. Someone is going to drive. car keys

09

This dog is yawning. This dog is carrying the frisbee. This young man is yawning. This young man is eating.

10

This is the dog that was yawning. This is the dog that was carrying the frisbee. This is the young man who was yawning. This is the young man who was eating.

36

Worksheet 6-05 I. Fill in the blank.

Content Integration: Social Studies: Use the vocabulary neither–nor, both, and none to describe historical things or events that involved well-known people. Ask students to write sentences describing these events. For example, if the students wanted to write about explorers, they could say, “Both Columbus and Magellan were explorers.” Write some of the student sentences on the board or large sheet of paper. Language Arts: Instruct students to write five sentences using the following words: none, not anymore, neither–nor, and both. Invite students to share their sentences with the class.

1. The bus is up on the _____________________________.

anymore

2. The woman is singing and ____________________________ the piano.

drums

3. The woman ____________________________ the horse.

sidewalk

4. The woman is ____________________________ on the phone.

both

5. _____________________________ the man and boy are wearing hats.

bicycles

6. These women are playing ____________________________ and smiling.

are singing

7. The men are riding _____________________________.

playing

8. ____________________________ of these people is singing.

talking

9. The clown is not dressing ______________________________.

is riding

10. All six of these people _____________________________.

neither


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. talking

a. the piano

____17. riding

b. on the phone

____18. playing

c. food

____19. eating

d. hats

____20. wearing

e. a motorcycle

ENGLISH

144


6-05


Neither–Nor, Both, None, No One, Neither Using Multiple Intelligence Strategies:

New Vocabulary anymore

dressing

nor

sidewalk

them

Bodily-Kinesthetic: Act out an activity and have one student say what is happening and another student say what is not happening.

Usage: Not…Anymore, Neither…Nor, and Both Not…anymore expresses the discontinuance of an action. The action was once occurring, but now it has stopped. The men are running. The men are not running anymore. The woman is riding the horse. The woman is not riding the horse anymore. Neither…nor is a useful expression indicating negation of two things. “Neither” sometimes appears without “nor.” They have various grammatical functions, sometimes adverbial, sometimes adjectival and sometimes as the subject. As a subject, “neither” is singular (“neither is…”). Adverbial As subject Adjectival

This woman is neither singing nor playing the piano. Neither of these people is singing. (Neither is singing.) Neither the man nor the woman is talking. (Neither is talking.)

Both means “the two together.” Often neither is its opposite. Their grammatical functions are parallel: adverbial, adjectival and as a subject. As a subject, of course, both is plural (“Both are…”). Adverbial As subject Adjectival

Logical-Mathematical: Instruct students to create riddles to share with a partner using the following words: none, not anymore, neither–nor, and both. Have students take turns solving their partner’s riddle.


The woman is both singing and playing the piano. Both the man and the boy are wearing hats. Both people are singing.

• Direct students to use pictures from newspapers or magazines to write sentences describing what the people are and are not doing. Use the vocabulary none, neither–nor, and both.

Where more than two items are involved, use all. “None” negates “all.” All four of these people are walking. None of these people are walking.

Conversation: • After students finish working through this lesson, ask them to describe two to three scenes that were memorable.

60

Modifications: • Invite students to describe the actions from several magazine photographs and advertisements.


2.

1.

5.

4. 1. a

3.

of fish

6.

a. bottle

b. bag

c. pair

a. an empty plastic bag c. a full plastic bag

2.

d. roll

b. an empty paper bag d. a full paper bag

a. an empty glass bottle c. an empty box

b. a full glass bottle d. half a bottle of juice

4. a

of sunglasses

a. bottle

b. bag

c. pair

d. roll

5. a

of toilet paper

a. bottle

b. bag

c. pair

d. roll

of apples

a. boxes

b. bags

c. pairs

d. baskets

3.

6.

II. Fill in the blank with the letter matching the correct word.

a. anymore

b. only

c. both

d. neither

f. nor

g. all

2.

1.

3.

5.

4. 1.

people are singing.

2.

four of these people are walking.

3. The men are not running

e. none

.

6. 4. This man is nor eating.

talking on the phone

5. The clown is not dressing 6.

.

of these three people are walking.


Mini-Assessment Unit 6, Lessons 1–5 Answer the following questions. 1. What do you call the hair that a man grows above his lip? 2. A nurse and a soldier both wear a __________ when they are working. 3. Name an object you can buy in a bunch. 4. What is another word you could use that means the same as everyone? 145

Unit 6, Lesson 6

6-05 01

New Vocabulary 02

climbed digging

fishing keys

sons traffic

03

04

Themes: Verb Tenses

05

Materials: 06

Graph paper 07

Pre-Lesson Activity: • Remind students about the Word Journal they began in Lesson 4-04. Provide time for students to add words and phrases to their journal using computer lessons and resource materials as needed. After students finish their entries, encourage them to write a paragraph describing a person they admire.

08

09

10

6-06



The woman is riding the horse. The woman is not riding the horse anymore. The men are riding bicycles. The men are not riding anymore. The men are running. The men are not running anymore. The young men are singing. The young men are not singing anymore. The man and woman are singing. The man and woman are not singing anymore. The clown is dressing. The clown is not dressing anymore. This woman is eating. This woman is talking on the phone. This woman is neither talking on the phone nor eating. This man is neither talking on the phone nor eating. This woman is singing and playing the piano. This woman is neither singing nor playing the piano. These women are playing drums and smiling. These women are neither playing drums nor smiling. Both people are singing. Neither of these people is singing. Only one of these people is singing. All six of these people are singing. The man in white is standing on the sidewalk. The man in white is not standing on the sidewalk anymore. The bus is up on the sidewalk. The bus is not on the sidewalk anymore.

01

These people are in a bike race. These people were in a bike race. The clown has a hat on his head. The clown had a hat on his head.

02

The young woman is reading. The young woman was reading. The boy is fishing. The boy was fishing.

03

The girl is jumping rope. The girls were jumping rope. The woman is drinking. The woman was drinking.

04


05

The man is wearing a shirt that is too small. The man was wearing a shirt that was too small. The man is wearing his own shirt. The man was wearing this shirt, but now the boy is.

06

The man is playing the guitar. The man was playing the guitar. The woman is holding the guitar. The woman was holding the guitar, but now the boy has it.

07

The traffic light is red. The traffic light was red. The man is climbing the ladder. The man has climbed the ladder.

All four of these people are walking. None of these four people are walking. All three of these people are walking. None of these three people are walking. Both the young men are singing. Neither of them is kissing a woman. Neither the man nor the woman is talking. Neither the man nor the woman is kissing. The man in the black shirt is standing. None of his friends are. Both the man and the woman are carrying umbrellas. Neither the man nor the woman is carrying an umbrella. Both the man and the boy are wearing hats. Neither the man nor the boy is wearing a hat.

08

Some people are driving. Some people were driving, but not anymore. Someone is going to drive. car keys

09

This dog is yawning. This dog is carrying the frisbee. This young man is yawning. This young man is eating.

10

This is the dog that was yawning. This is the dog that was carrying the frisbee. This is the young man who was yawning. This is the young man who was eating.

36

Content Integration: Language Arts: Instruct students to write a paragraph about what they do in a typical day only using present tense.


Social Studies: Allow students time to research and instruct them to demonstrate their knowledge of the causes of the American Revolution by writing a paragraph using past tense verbs.

1. The man is playing the _____________________________.

traffic

2. The man is wearing a shirt that is too ____________________________.

yawning

3. The ____________________________ light is red.

wearing

4. The man has ____________________________ the ladder.

frisbee

5. These people are in a bike ____________________________.

climbed

6. The man is ____________________________ his own shirt.

is fishing

7. The boy _______________________________.

race

8. The dog is carrying the ____________________________.

small

9. The dog is _____________________________.

are digging

10. The father and his sons ______________________________.

guitar


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. drive

a. light

____17. traffic

b. keys

____18. car

c. a ladder

____19. bike

d. race

____20. climb

e. a truck


146

ENGLISH

6-06

Verbs: Present and Past Tenses; Relative Pronouns New Vocabulary climbed traffic

Verbs: Present Progressive and Imperfect Using Multiple Intelligence Strategies:

digging

fishing

keys

sons

Grammar: Present and Past Progressive The present progressive uses the present tense of the helping verb to be (is or are) with a verb ending in -ing. It indicates something happening now. The girl is jumping rope. Some people are driving.

Verbal-Linguistic: Direct students to create two word searches, one with past tense verbs and one with present tense verbs. Interpersonal: Invite students to read the story written in the present tense aloud to the class.

The past progressive uses the past tense of the helping verb to be (was or were) with a verb ending in -ing. It indicates something that was in progress in the past, but no longer is. The girl was jumping rope. Some people were driving, but not anymore.


Grammar: Relative Pronouns A relative pronoun begins a dependent clause in which more information is given about its antecedent. What is a dependent clause? It is like a sentence in that it has a subject and a verb, but it cannot stand alone. It is dependent on a main clause. That and who are relative pronouns in the following examples. …that was yawning. …who was eating. What is an antecedent? “Antecedent” means “comes before”. An antecedent is the term that comes before the relative clause, that the clause refers back to. What is the antecedent in the following examples? The man was wearing a shirt that was too small. This is the dog that was yawning. This is the young man who was eating.

• Put students in small groups and instruct them to discuss something that is happening to them now and something that previously happened to them.

Conversation: • Have students discuss activities they or someone else is doing (present progressive) and activities they or someone else have done (present perfect).

61

Modifications: • Use graph paper to organize the word search.

The Rosetta Stone English I Quiz Unit 6 Lessons 6 and 7 I. Change the words in italics from present to past tense. 1. The people are in a bike race. 2. The young woman is reading. 3. The father and his sons are digging.


a. who is

b. who was

c. that is

1. 1. The man is wearing a shirt too small.

d. that was

3.

2. 2. This is the dog

yawning.

3. This is the young man eating.

III. Yes or No?

1.

2.

4.

5.

3.

6.

1.

The man on the left is Ronald Reagan.

4.

Pranav is holding a balloon.

2.

Mikhail Gorbachev is talking.

5.

Melissa and Pranav are standing on the wall.

3.

She is a woman.

6.

The two men are shaking hands.


147


prince says shaking singers speaking

stepping touched twenty-three walk years

01

The man is going to kiss his wife. The man is kissing his wife. The woman is going to throw the ball. The woman has thrown the ball.

02

The man on the left is Prince Charles. The man on the left is Ronald Reagan. The man speaking is Mikhail Gorbachev. The woman with the singers is Nancy Reagan.

02

03

The man on the left is named Charles. The name of the man on the left is Ronald. The man’s name is Mikhail. The woman in front of the singers is named Nancy.

The girl is talking to the man. The woman is not talking to anyone. She is preparing food. The woman is sitting on the man. The woman is sitting on the rocking chair.

03

The woman is riding the horse. No one is riding the horse. No one is riding the bicycle. Someone is riding the bicycle.

04

The horse is kissing the woman. No one is being kissed by the horse. The ball is being kicked by the boy. No one is kicking the ball.

04

Prince Charles is shaking hands with Ronald Reagan. Ronald Reagan is standing with three other men. Mikhail Gorbachev is talking. Nancy Reagan is smiling at the singers.

05

This is Sandra. She is a girl. This is Jake. He is a boy. This is Melissa. She is a woman. This is Pranav. He is a man.

05

The woman is being kissed by the horse. No one is kissing the woman. The boy is kicking the ball. The boy is not kicking anything.

06

The girl says, “My name is Sandra and I am four years old.” The boy says, “My name is Jake and I am ten years old.” The woman says, “My name is Melissa and I am twenty-two years old.” The man says, “My name is Pranav and I am twenty-three years old.”

06

The boy is falling. The boy has fallen. The man is climbing the ladder. The man has climbed the ladder.

07

The men are going to run. The men are running. The men have run. The women are going to run.

08

The woman is going to pick up the cat. The woman is picking up the cat. The woman has picked up the cat and is holding it in her arms. The woman is reading the newspaper.

09

The woman is going to put on the dress. The woman is putting on the dress. The woman has put on the dress. The man is putting on a shirt.

10

The girl is going to pour water on her head. The girl is pouring water on her head. The woman is going to read the book. The woman is reading the book.

Themes: Names

Materials: 07

Construction paper Crayons or colored pencils Social studies book with pictures

Melissa is going to walk up the steps. Melissa is walking up the steps. Melissa is walking down the steps. Melissa has walked down the steps.

08

Sandra is holding a balloon. Jake is holding a balloon. Pranav is standing in a tree. Melissa is standing in a tree.

09

Sandra says, “Look at my balloon!” Jake says, “Look at my balloon!” Pranav says, “Look, I am standing in a tree!” Melissa says, “Look, I am standing in a tree!”

10

Melissa and Pranav are stepping onto the wall. Melissa and Pranav are standing on the wall. Melissa and Pranav have just jumped off the wall. Their feet have not touched the ground. Melissa and Pranav have jumped off the wall. Their feet have touched the ground.

Pre-Lesson Activity: • Reinforce lesson vocabulary by asking students to circulate the room and practice introducing themselves to others. Remind students to include their ages and one activity they enjoy.


two men and one woman four men one man three men and a woman

New Vocabulary balloon look my name named

6-08

Names

01

37

Content Integration: Mathematics: Instruct students to write their full formal name. Have students count the number of vowels and the number of consonants in their name. Students can identify whether the numbers are prime or composite. Tell students to use the divisibility rules to determine if one of the numbers is divisible by the other. Then, have students find the greatest common factor and the least common multiple of the two numbers. Social Studies: Ask students to identify historical figures by saying their name and something the person is remembered for. Make a list of student answers and display for the class.

Worksheet 6-07 I. Fill in the blank. 1. Jake is _____________________________ a balloon.

in a tree

2. The man on the left is ____________________________ Charles.

the wall

3. Nancy Reagan is ____________________________ at the singers.

holding

4. Melissa is going to ____________________________ up the steps.

girl

5. She is a ____________________________.

touched

6. Pranav is standing ________________________________.

named

7. Prince Charles ____________________________ with Ronald Reagan.

Mikhail

8. Their feet have not ____________________________ the ground.

smiling

9. The man’s name is _____________________________.

is shaking hands

10. Melissa and Pranav are stepping onto ____________________________.

walk


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. woman’s name

a. Charles

____17. man’s name

b. Melissa

____18. stepping

c. talking

____19. speaking

d. bicycle

____20. bike

e. walking

ENGLISH

148

Names

Names 6-07

Names New Vocabulary balloon prince stepping

Using Multiple Intelligence Strategies: look says touched

my shaking twenty-three

name singers walk

named speaking years

Visual-Spatial: Instruct students to create a work of art using their first name.

Usage: Look We often want to call someone’s attention to ourselves or to something of interest to us. A common expression for doing so is “Look!” It is an attention-getter. It expresses excitement, and it is in command form; therefore an exclamation point is used as end punctuation. Look at my balloon! Look, I am standing in a tree! Usage: Names This lesson practices the use of names of people in English. Everyone has a name. If we know a person’s name, we should use it. A name is much more interesting than “the boy” or “that woman.” Notice how direct quotations are written in English. The girl says, “My name is Sandra and I am four years old.” Sandra says, “Look at my balloon!” A comma follows says, and a quotation mark signals the beginning of the exact, word-for-word statement that the girl or Sandra makes. The statement is a new sentence, so the first word is capitalized (My or Look). An end punctuation (period or exclamation point) marks the end of the sentence, and a closed quotation mark signals the end of the exact quotation.

Intrapersonal: Instruct students to create an acrostic poem using their name. Have students write their first name vertically on a piece of paper. Beside each letter have students write an adjective that begins with that letter. The adjectives should describe them. Interpersonal: Students can write another acrostic poem using the name of someone they know or someone in the class. Direct students to write the first name of someone they know vertically on a piece of paper. Beside each letter, write an adjective that begins with that letter. The adjectives should describe the person.


• Provide students with extra time to research the history of their family name as well as their first name. Allow students to design a coat of arms for their family name. Display in the classroom.

The Rosetta Stone English I Quiz Unit 6 Lessons 6 and 7 I. Change the words in italics from present to past tense. 1. The people are in a bike race.

Conversation:

2. The young woman is reading.

• Have students work with a partner and practice using the names of people in the room by describing what they are doing.

3. The father and his sons are digging.


a. who is

b. who was

c. that is

1. 1. The man is wearing a shirt too small.

d. that was

3.

2. 2. This is the dog

yawning.

3. This is the young man eating.

III. Yes or No?

1.

2.

4.

5.

Modifications: • Give students a list of everyone in the class for the acrostic name poems.

3.

6.

1.

The man on the left is Ronald Reagan.

4.

Pranav is holding a balloon.

2.

Mikhail Gorbachev is talking.

5.

Melissa and Pranav are standing on the wall.

3.

She is a woman.

6.

The two men are shaking hands.


149

Unit 6, Lesson 8

6-07

kissed newspaper pour

pouring preparing read

01

The man is going to kiss his wife. The man is kissing his wife. The woman is going to throw the ball. The woman has thrown the ball.

02

The man on the left is Prince Charles. The man on the left is Ronald Reagan. The man speaking is Mikhail Gorbachev. The woman with the singers is Nancy Reagan.

02

03

The man on the left is named Charles. The name of the man on the left is Ronald. The man’s name is Mikhail. The woman in front of the singers is named Nancy.

The girl is talking to the man. The woman is not talking to anyone. She is preparing food. The woman is sitting on the man. The woman is sitting on the rocking chair.

03

The woman is riding the horse. No one is riding the horse. No one is riding the bicycle. Someone is riding the bicycle.

04

The horse is kissing the woman. No one is being kissed by the horse. The ball is being kicked by the boy. No one is kicking the ball.

04

Prince Charles is shaking hands with Ronald Reagan. Ronald Reagan is standing with three other men. Mikhail Gorbachev is talking. Nancy Reagan is smiling at the singers.

05

This is Sandra. She is a girl. This is Jake. He is a boy. This is Melissa. She is a woman. This is Pranav. He is a man.

05

The woman is being kissed by the horse. No one is kissing the woman. The boy is kicking the ball. The boy is not kicking anything.

06

The girl says, “My name is Sandra and I am four years old.” The boy says, “My name is Jake and I am ten years old.” The woman says, “My name is Melissa and I am twenty-two years old.” The man says, “My name is Pranav and I am twenty-three years old.”

06

The boy is falling. The boy has fallen. The man is climbing the ladder. The man has climbed the ladder.

07

The men are going to run. The men are running. The men have run. The women are going to run.

08


09

The woman is going to put on the dress. The woman is putting on the dress. The woman has put on the dress. The man is putting on a shirt.

10

The girl is going to pour water on her head. The girl is pouring water on her head. The woman is going to read the book. The woman is reading the book.

Themes: Verb Tenses

Materials: Handout of Verb Tenses for Lesson 6-08 Scissors Roll of calculator paper or paper cut in long, thin strips Crayons or colored pencils Shoebox

Pre-Lesson Activity: • Review present progressive, present perfect, and future tenses by instructing students to develop a “play-by-play” report describing the action of an event. For example: The woman is going to pick up the cat. The woman is picking up the cat. The woman has picked up the cat and is holding it in her arms. Review Curriculum Text for additional examples.

Content Integration: Language Arts: Find a popular movie that is appropriate for the class. Have students write a synopsis and a review of the movie. Language Arts: Provide newspapers for the students. Instruct students to find an article that is interesting to them. Have the students write three or more sentences giving the main idea of the article. Instruct students to highlight or underline the different verb tenses: present progressive, present perfect, and future with “going to.”

07

Melissa is going to walk up the steps. Melissa is walking up the steps. Melissa is walking down the steps. Melissa has walked down the steps.

08

Sandra is holding a balloon. Jake is holding a balloon. Pranav is standing in a tree. Melissa is standing in a tree.

09

Sandra says, “Look at my balloon!” Jake says, “Look at my balloon!” Pranav says, “Look, I am standing in a tree!” Melissa says, “Look, I am standing in a tree!”

10

Melissa and Pranav are stepping onto the wall. Melissa and Pranav are standing on the wall. Melissa and Pranav have just jumped off the wall. Their feet have not touched the ground. Melissa and Pranav have jumped off the wall. Their feet have touched the ground. 37

Worksheet 6-08 I. Fill in the blank. 1. The man _____________________________ a shirt.

thrown

2. The girl is _____________________________ water on her head.

kiss

3. The boy is _____________________________ the ball.

talking

4. The woman is reading the _____________________________.

pouring

5. The man is going to ____________________________ his wife.

falling

6. The woman ____________________________ the horse.

kicking

7. The boy is ______________________________.

read

8. The woman has ____________________________ the ball.

is putting on

9. The woman is going to ____________________________ the book.

newspaper

10. The girl is _____________________________ to the man.

is riding


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. preparing

a. a newspaper

____17. reading

b. water

____18. pouring

c. a ball

____19. climbing

d. food

____20. kicking

e. a ladder


150


two men and one woman four men one man three men and a woman

New Vocabulary anyone being kicked

6-08

Names

01

ENGLISH

6-08


Present Progressive, Present Perfect, and Future with “going to” Using Multiple Intelligence Strategies:

New Vocabulary anyone pour

being pouring

kicked preparing

kissed read

newspaper

Grammar: Verb Tenses Present progressive

The woman is picking up the cat. The man is kissing his wife. The woman is putting on a dress.

Note that up and on in the phrases is picking up and is putting on do not function as prepositions, as they might at first appear to do. They are part of the verb as adverbial particles. To pick up and to put on have special meanings as verbs. Present perfect

The woman has picked up the cat. The boy has fallen. The woman has put on the dress.

Future with “going to”

The woman is going to pick up the cat. The woman is going to read the book. The girl is going to pour water on her head.

Bodily-Kinesthetic: Give the handout for Verb Tenses Lesson 6-08 to each student. Have them cut out each picture. Instruct students to sort pictures into categories and then sequence them. Students can either recite or write a sentence to go with each picture and identify the verb tense for each. Visual-Spatial: Instruct students to create a film strip with three to six panels. The film strip must emphasize the verb tenses from this lesson. Display completed film strips in the classroom.


63

• Divide students into pairs. Give the handout for Verb Tenses Lesson 6-08 to each group. Have them cut each picture out, mix the pictures up, and place them face down in one stack. Partners will take turns drawing one picture at a time from the stack. The student will then say a sentence to go with the picture and identify the verb tense.


Conversation:


2.

1.

3.

• Show film clips of comedy routines and ask students to describe actions in a “beforeduring-after” sequence.

Modifications: 4.

6.

5.

1. a

of bananas

a. set

b. bouquet

c. pair

d. bunch

2. a

grape

a. set

b. single

c. group

d. bunch

3. a

of runners

4. a

of knives

a. pair

b. single

c. group

d. bouquet

a. set

b. bouquet

c. pair

d. bunch

of dolls

a. single

b. bunch

c. group

d. couple

balloons

a. single

b. few

c. many

d. a couple

5. a 6.

• Using flashcards with the words “first,” “second,” and “third,” ask students to describe the sequence of an action.

II. Change the words in italics from present progressive to present perfect. 1. The men are running.

a. have run

b. were running

2. The boy is falling.

a. was falling

b. is going to fall

c. has fallen

3. The woman is putting on the dress.

a. has put on

b. is going to put on

c. was putting on

c. are going to run

III. Change the words in italics from present progressive to future. 1. The men are running.

a. are going to run

b. were running

c. have run

2. The man is kissing his wife.

a. is kissed

b. was going to kiss

c. is going to kiss

3. The woman is reading the book.

a. has read

b. is going to read

c. was reading


151

Unit 6, Lesson 9

6-09 01

many bunches of bananas a bunch of bananas many bunches of grapes a bunch of grapes

01

02

a bunch of bananas a single banana a bunch of grapes a single grape

02

03

a couple of dolls a group of dolls a few flowers many bunches of flowers

New Vocabulary biker bikers bunch candles couples dining doll

dolls flags grape knives luggage pairs room

runner Russian set silverware single tools twins

Themes:

Vocabulary Chart Lesson 6-09 Dictionary Thesaurus

03

04

a pair of candles many pairs of candles a pair of gloves many pairs of gloves

05

a bouquet of flowers a single flower a couple of flags lots of flags

06

many balloons a few balloons a single biker a group of bikers

06

a pair of dice two pairs of dice a single runner a group of runners

07

07

Units of Things

Materials:

6-10

More Units of Things

04

05

08

a set of tools a set of dining room furniture a set of luggage a set of knives

09

a set of silverware a pair of twins a chess set a set of plates

10

08

09

a couple going down an escalator two couples a doll couple a set of Russian dolls

10

Pre-Lesson Activity: • Reinforce current and previous vocabulary by asking students to develop lists for the following: – Items found in a grocery store. – Necessities for a new house. – Gifts one might receive for a birthday. Have students take turns reading lists aloud as they compare and contrast their work with others.

Content Integration: Language Arts: Discuss the meanings of the words: many, groups, couple, pair, bunch, and game. Instruct students to write a sentence using each word. Ask students to share their sentences with the class.

Worksheet 6-09 I. Fill in the blank. 1. a ____________________________ of bananas

escalator

2. a set of Russian ____________________________

pair

3. a couple going down an _____________________________

few

4. a set of ____________________________ room furniture

single

5. a ____________________________ grape

bouquet

6. a ____________________________ balloons

chess

7. a ____________________________ of flowers

dining

8. a ____________________________ set

of gloves

9. a pair ____________________________

dolls

10. a ____________________________ of dice

bunch


12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. single

a. two

____17. none

b. three or more

____18. couple

c. one

____19. lots

d. zero

____20. a few

e. many

ENGLISH

152

The girl is alone. The girl is with her friends. The girl is with her mother and father. The girl is with her puppy. The singer with the red microphone is singing alone. The singer is singing with a friend. The woman is singing with the choir. The woman is singing alone while playing the piano. Flowers surround the woman. Bushes surround the woman. Books surround the woman. People surround the woman. The woman is surrounded by flowers. The woman is surrounded by bushes. The woman is surrounded by books. The woman is surrounded by people. The castle stands alone on a hill, away from other buildings. The fort stands alone in the desert, away from other buildings. The castle is surrounded by other buildings. The church is surrounded by other buildings. The woman is alone. The woman is with another person. The woman is surrounded by people. The table is surrounded by chairs. one person alone a couple of people several people a crowd of people The girl is reading alone. The girl is playing with a friend. The girl is playing with her teacher. The girl is walking with her teacher and her friend. Someone is walking alone down the steps. Several people are walking down the steps. A whole crowd of people are standing on the steps. A whole crowd of people are walking on the sidewalk. A huge crowd of people is racing. Several people are racing against each other. These two people are racing, but not against each other. This person is running alone, but he is not racing.

38

11.

Social Studies: As a class, discuss the meaning of each word, writing student responses on the board. Ask students to brainstorm occasions when these words are used and in what context. This may be done as a group or individually; for example, a bouquet is a bunch of flowers.

Alone, Crowd, Friend; Passive Voice of Verbs


More Units of Things 6-09



New Vocabulary biker dining knives Russian twins

bikers doll luggage set

bunch dolls pairs silverware

candles flags room single

couples grape runner tools

Usage: Units of Things Let’s review groupings and add some new types of groupings to your vocabulary. a a a a a

bunch of couple of pair of bouquet of set of

Note what kinds of things come in which groupings. “A pair” usually refers to two matched items, such as a pair of gloves or a pair of twins. “A bouquet of…” can only be of flowers, but the flowers can be named, like “a bouquet of roses.” “A set” is a group of matched items belonging together to make a complete group, like “a set of luggage.” Grapes and bananas normally come in “bunches.”

Visual-Spatial: Have students draw a picture to illustrate the meaning of each of these words: many, groups, couple, pair, bunch, and game. Logical-Mathematical: Have students write questions using the vocabulary word as the answer. The question should describe the vocabulary word without directly stating the name of the item. Students should take turns guessing the answer to each other’s questions.

Post-Lesson Activity: • Write the lesson vocabulary on the board. Give each student a Vocabulary Chart Handout. Ask each student to choose two words from the lesson vocabulary to use to complete the chart.

Conversation: 64

• Ask students to use vocabulary words as a basis for discussion about items they would like to buy.


Modifications:


• Using flashcards or photos of everyday items and situations, encourage students to converse about these events using lesson vocabulary.

2.

1.

4. 1. a

6.

5.

of bananas

2. a

grape

3. a

of runners

4. a

of knives

5. a

of dolls balloons

6.

3.

a. set

b. bouquet

c. pair

d. bunch

a. set

b. single

c. group

d. bunch

a. pair

b. single

c. group

d. bouquet

a. set

b. bouquet

c. pair

d. bunch

a. single

b. bunch

c. group

d. couple

a. single

b. few

c. many

d. a couple

II. Change the words in italics from present progressive to present perfect. 1. The men are running.

a. have run

b. were running

2. The boy is falling.

a. was falling

b. is going to fall

c. has fallen

3. The woman is putting on the dress.

a. has put on


c. was putting on

c. are going to run

III. Change the words in italics from present progressive to future. 1. The men are running.

a. are going to run

b. were running

c. have run

2. The man is kissing his wife.

a. is kissed

b. was going to kiss

c. is going to kiss

3. The woman is reading the book.

a. has read

b. is going to read

c. was reading


153

Unit 6, Lesson 10 1

6-09

many bunches of bananas a bunch of bananas many bunches of grapes a bunch of grapes

01

02

a bunch of bananas a single banana a bunch of grapes a single grape

02

03

a couple of dolls a group of dolls a few flowers many bunches of flowers

New Vocabulary against alone away books buildings castle choir

crowd desert friend hill huge puppy racing

singer stands surround surrounded whole

Themes:

a pair of candles many pairs of candles a pair of gloves many pairs of gloves

05

a bouquet of flowers a single flower a couple of flags lots of flags

06

many balloons a few balloons a single biker a group of bikers

06

07

a pair of dice two pairs of dice a single runner a group of runners

07

04

05

08

a set of tools a set of dining room furniture a set of luggage a set of knives

09


Materials: 10


03

04

Who or What Am I With?

Magazines

6-10


01

08

09

a couple going down an escalator two couples a doll couple a set of Russian dolls

10

• Encourage students to write a journal-style entry about activities they prefer to do alone and those they enjoy with others. Remind students of the available resources (computer lessons, worksheets, quizzes, and word journals) as they use vocabulary from current and previous lessons.


The girl is alone. The girl is with her friends. The girl is with her mother and father. The girl is with her puppy. The singer with the red microphone is singing alone. The singer is singing with a friend. The woman is singing with the choir. The woman is singing alone while playing the piano. Flowers surround the woman. Bushes surround the woman. Books surround the woman. People surround the woman. The woman is surrounded by flowers. The woman is surrounded by bushes. The woman is surrounded by books. The woman is surrounded by people. The castle stands alone on a hill, away from other buildings. The fort stands alone in the desert, away from other buildings. The castle is surrounded by other buildings. The church is surrounded by other buildings. The woman is alone. The woman is with another person. The woman is surrounded by people. The table is surrounded by chairs. one person alone a couple of people several people a crowd of people The girl is reading alone. The girl is playing with a friend. The girl is playing with her teacher. The girl is walking with her teacher and her friend. Someone is walking alone down the steps. Several people are walking down the steps. A whole crowd of people are standing on the steps. A whole crowd of people are walking on the sidewalk. A huge crowd of people is racing. Several people are racing against each other. These two people are racing, but not against each other. This person is running alone, but he is not racing.

38


Content Integration: Science: Discuss the desert as an ecosystem. Ask what types of animals or plants live in the desert and how people have interacted with the desert ecosystem. Language Arts: Instruct students to think about the things that surround a castle, choir, books, buildings, and singer. Record student answers on the board in sentence form.

1. The woman is _____________________________ by flowers.

singer

2. The girl ____________________________.

singing alone

3. The woman is _____________________________ with the choir.

surrounded

4. Someone is walking alone down the ____________________________.

crowd

5. The woman is ____________________________ while playing the piano.

singing

6. The _____________________________ is singing with a friend.

buildings

7. Several people are ____________________________ against each other.

is alone

8. The church is surrounded by other _____________________________.

puppy

9. The girl is with her ____________________________.

racing

10. A huge _____________________________ of people is racing.

steps


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. reading

a. books

____17. singing

b. not surrounded

____18. many people

c. baby dog

____19. alone

d. crowd

____20. puppy

e. choir


154

ENGLISH

6-10

Alone, Crowd, Friend; Passive Voice of Verbs New Vocabulary against castle hill stands

Alone, Crowd, Friend, Surrounded Using Multiple Intelligence Strategies:

alone choir huge surround

away crowd puppy surrounded

books desert racing whole

buildings friend singer

Vocabulary: Alone and A Crowd Of Alone is an adverb. It follows the verb and modifies it; it indicates “how” it is (manner). The girl is alone. The castle stands alone on a hill. Someone is walking alone down the steps.

Verbal-Linguistic and Visual-Spatial: Using the sentences on the board, ask students to copy two of the sentences and illustrate them.

A crowd of is another grouping. It only applies to people. “A crowd of people…” Grammar: Passive Voice A sentence is in the active or passive voice depending on whether its subject performs or receives the action. If the sentence is in the active voice, its subject performs the action. Most sentences are in active voice. Other buildings surround the church. Flowers surround the woman.

Intrapersonal: Write the words: alone, crowd, surrounded, and friend on the board. Discuss the meaning of these words with the students. Ask them how they feel when they are in these situations.

(Buildings do the surrounding.) (Flowers perform the surrounding.)

But sometimes we want to focus on the recipient of the action. In this case we use passive voice, in which the subject receives the action. To do so, change the word order, moving “woman” from its position as the last word in the sentence, where it is an object, to the first position in the sentence, to serve as the subject. Second, change the verb by using a form of to be with the past participle of the verb surround. The woman is surrounded by flowers. The church is surrounded by other buildings. The agent or performer of the action is stated in the prepositional phrase “by…”.

Post-Lesson Activity: • Divide the students into groups of two. Give each group a magazine. Using the learned vocabulary, students should identify pictures of objects or people. They should then state whether the object or person is alone, or in a crowd.

Conversation: 65

• Write vocabulary words on the board and divide the class into groups of two. Tell students they must use each lesson vocabulary word in a conversation with their partner.


Modifications:


1.

2.

6.

3.

4.

7.

5.

9.

8. a. friends

b. family

1. The girl is with her

.

2. The woman is surrounded by

.

a. flowers

b. bushes

c. books

d. people

3. The girl is playing with

.

a. her flowers

b. her friend

c. her books

d. her teacher

4. I am a

.

a. doctor

b. nurse

c. mechanic

d. student

5. I am a

.

a. policeman

b. dentist

c. carpenter

d. scientist

6. I am

.

a. cold

b. thirsty

c. afraid

d. sick

7. I am

.

a. inside the bank c. inside the police station

b. outside the bank d. outside the police station

8. I am

.

a. embarrassed b. sick

c. afraid

d. rich

9. I am

the students.

a. baking

c. teaching

d. reading

b. typing

• Use photos of people who are alone and in groups as conversation starters, to reinforce newly learned vocabulary.

c. puppies

d. flowers

II. Yes or No?

1. 1.

The girl is alone.

3.

2. 2.

The girl is reading alone.

3.

The woman is alone.


155

Unit 6, Lesson 11 1

6-11

6-12

Professions and Conditions, Activities

Unit Six Review

01

I am a doctor. I am a nurse. I am a mechanic. I am a student.

01


02

I am a policeman. I am a dentist. I am a carpenter. I am a scientist.

02


03

I am a secretary. I am a cook. I am a teacher. I am a waiter.

03


04

I am embarrassed. My foot hurts. I am not afraid. He is afraid. I am sick.

04


05

I am cold. I am hot and thirsty. I am afraid. I am a doctor. I am with a sick man.

05

Both people are singing. Neither of these people is singing. Only one of these people is singing. All six of these people are singing.

Materials:

06

06

Books about various jobs Index cards

I am proud of my son. I am proud of my car. I am thin. I am heavy.


07

I am outside the bank. I am at the police station. I am rich. I am inside the bank.

07


08

Ouch! That hurt my foot. I am wearing a hat. I am wearing a blue skirt. I am embarrassed.

08


09

The singer with the red microphone is singing alone. The singer is singing with a friend. The woman is singing with the choir. The woman is singing alone while playing the piano.

10

I am a policeman. I am a dentist. I am a carpenter. I am a scientist.

New Vocabulary heavy hurt

hurts ouch

policeman repairing

someone’s typewriter

Themes: Jobs and Activities

Pre-Lesson Activity: • Instruct students to select a profession from Lesson 6-11 or previous lessons, and discuss why they might want to pursue this as a career.

09

10

I am sick. You are not sick. You are a nurse. I am a doctor. I am not sick. You are sick. I am repairing a car. I am working on someone’s teeth. I am baking bread. I am typing on the typewriter. I am teaching the students. We are reading.

Content Integration: Language Arts: Invite a guest speaker to tell the class about his or her job. Have students write questions for the speaker and a description of what that person does after the presentation. Social Studies: Ask students to research popular hobbies or sports of teenagers in another country. Have students compare and contrast these hobbies to the popular hobbies or sports from their own culture.

39

Worksheet 6-11 I. Fill in the blank. 1. I am ____________________________ the bank.

typewriter

2. I am wearing a _____________________________.

foot

3. I am ____________________________ on someone’s teeth.

cook

4. My ____________________________ hurts.

police

5. I am hot and ____________________________.

proud

6. I am typing on the ______________________________.

hat

7. I am _____________________________ the students.

working

8. I am a _____________________________.

thirsty

9. I am ____________________________ of my son.

teaching

10. I am at the ____________________________ station.

outside


11.

12.

13.

14.

15.

11. __________________________________________________________________________________________ 12. __________________________________________________________________________________________ 13. __________________________________________________________________________________________ 14. __________________________________________________________________________________________ 15. __________________________________________________________________________________________

III. Match the words. ____16. ouch

a. doctor

____17. nurse

b. bread

____18. baking

c. car

____19. repairing

d. students

____20. teaching

e. hurt

ENGLISH

156

Professions and Conditions, Activities

6-11

Professions and Conditions, Activities New Vocabulary heavy repairing

Professions and Human Conditions, Activities Using Multiple Intelligence Strategies:

hurt someone’s

hurts typewriter

ouch

policeman

Vocabulary: Ouch “Ouch!” is a common expression of sudden pain in English. It cannot be used as a building block to create other words. Usage: Conditions This lesson reviews human conditions, like sick, proud, embarrassed and afraid. The phrase “My foot hurts” locates the pain. Practice the body parts by saying, “My head hurts,” “My back hurts,” etc., until you have named all the parts that you know.

Verbal-Linguistic: Have students read about various types of jobs. Direct students to write a few sentences about the different jobs they researched. Interpersonal: Invite students to share the research they conducted about a specific job.

Post-Lesson Activities: • List these words on the board: ashamed, hurt, I am afraid, sick, I am cold, I am hot, I am thirsty, and I am proud. Ask students to name an activity that would make them feel like one of the words. • Divide students into groups of four. Give each group eight index cards. Instruct students to write one of the following: ashamed, hurt, I am afraid, sick, I am cold, I am hot, I am thirsty, and I am proud on an index card. Mix up the cards and pass out two cards to each person. Students will take turns identifying the words and then telling about a time they __________. Fill in the blank with the word(s) on the index cards.

66


Conversation: 1.

2.

6.

3.

4.

7.

5.

9.

8.

1. The girl is with her

.

a. friends

b. family

c. puppies

d. flowers

2. The woman is surrounded by

.

a. flowers

b. bushes

c. books

d. people

3. The girl is playing with

.

a. her flowers

b. her friend

c. her books

d. her teacher

4. I am a

.

a. doctor

b. nurse

c. mechanic

d. student

5. I am a

.

a. policeman

b. dentist

c. carpenter

d. scientist

6. I am

.

a. cold

b. thirsty

c. afraid

d. sick

7. I am

.

a. inside the bank c. inside the police station

b. outside the bank d. outside the police station

8. I am

.

a. embarrassed b. sick

c. afraid

d. rich

9. I am

the students.

a. baking

c. teaching

d. reading

b. typing

• Divide the students into small groups and have them discuss the job(s) they might have in the future.

Modifications: • Have students work in pairs or small groups to develop a report about jobs.

II. Yes or No?

1. 1.

The girl is alone.

3.

2. 2.

The girl is reading alone.

3.

The woman is alone.


Mini-Assessment Unit 6, Lessons 6–11 Answer the following questions. 1. Write a sentence using the present tense. 2. What type of ecosystem is hot and dry? 3. If you are ____________, you would go to the doctor.

157

The Rosetta Stone English I Test Unit 6 Lessons 1–6 I. Match the words.

Unit 6 Review

1. flowers

Review Activities:

a. roll

2. paper towels

b. bouquet

3. sunglasses

c. pair

4. bananas

d. bunch

5. shoes



• Review workbook pages. • Choose activities that target skills in need of practice.

1.

the car.

2. The woman


.

3. The boy

at the ball.

4. The man of the car.

the trunk

5. The people the steps.


3.

4.

5.

a. is getting into

b. is going to get into

c. has gotten into

a. is writing

b. is going to write

c. has written

a. is looking

b. is going to look

c. has looked

a. is closing

b. is going to close

c. has closed

a. are going

b. are going to go

c. have gone

2.

1. The man

up


• Challenge students to create questions from various lessons and seek answers as a class. 1.


3.

2.

5.

4.

1. The children are / were in the park. 2. The woman has / had the box. 3. The man is / was in the truck. 4. The man has / had the hat on his head.


5. The boy is / was inside.

• Conduct Mini-Assessments in Lessons 6-05 and 6-11. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess graphs, charts, reports, and projects. • Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests.



6.

8.

7.

10.

9.

6. These people are / were in a bike race. 7. The woman is / was drinking. 8. The man is climbing / has climbed the ladder. 9. The young man is / was yawning. 10. The man is / was playing the guitar.

IV. Fill in the blank with the word that best describes the photograph. (One word will be used twice.)


3.

2.

1. The men are not running 2.

a. neither

people are singing.

3. Neither the man

5.

4.

.

b. both

the woman is talking.

c. anymore

4.

the man and the boy are wearing hats.

d. nor

5.

of these people is singing.

e. only

V. Yes or no?

1.

3.

4.

5.

This man has a beard but no moustache.

4.

This man is wearing a uniform.

2.

This person has light skin and long hair.

5.

This girl has dark skin.

3.

These men are dressed up.


158

2.

1.

The Rosetta Stone English I Test Unit 6 Lessons 7–11 I. Who am I?

Tests

1. I have many tools. I am repairing some cars. Some of the cars are wrecked; they were in accidents. . I am a 2. I am with a sick man. I am wearing white. I am talking to the nurse. I am a

. .

3. I am teaching the students. They are reading and writing. I am very proud of them. I am a 4. I am talking to the man and the woman about many kinds of food. I am giving some water to the woman. I am taking a plate from the man. I am a . .

5. I am looking at someone’s mouth. I am working on the man’s teeth. I am a


1.

2.

1. The woman

the dress.

2. The men

.

3. The woman

at the ball.

4. The women

.

5. The woman

by the horse.

3.

4.

a. is putting on


c. has put on

a. are running

b. are going to run

c. have run

a. is throwing


c. has thrown

a. are running

b. are going to run

c. have run

a. is being kissed

b. is going to be kissed

c. has been kissed

5.

III. Match the words. 1. grapes

a. set

2. flowers

b. bouquet

3. gloves

c. pair

4. tools

d. bunch

5. silverware




1.

2.

6.

7.

1. The woman is

3.

4.

8.

9.

; nobody is with her.

2. The woman is

4. The woman is

another person.

5. The man’s

is Mikhail.

6. This is a 7. The

grape. is going down the escalator.

8. I am a 9. 10. I am

.

10. a. surrounded

by people.

3. The fort stands alone in the desert,

5.

b. with from other buildings.

c. alone d. policeman e. afraid f. away g. my h. single

foot hurts.

i. couple

.

j. name


159

Word Search 6: 1-5

Unit 6 Review ANYMORE BEARD BOOTS BOTTLE BOUQUET CHIPS EARRING ENTER HALF LIGHT MOUSTACHE PAIR PLASTIC

POTATO PUT ROLLS SIDEWALK SKIN STORE STREET THEM TOILET TOWEL UNIFORM WRITE

C E P U T H B E A R D U W

M A M G P A W F N O T L M

F R O E A L A F Y L J I N

J R U N I F O R M L B G W

R I S T R E E T O S B H R

A N T E M J O O R S O T I

G G A R T T D I E I U G T

B X C H I P S L M D Q R E

O N H X J O Y E B E U P S

T H E M J T S T O W E L T

T B X S I A V U O A T O O

L P L A S T I C T L R D R

E T D H X O V W S K I N E

S E L T R M N Y E A R S K

P P O L I C E M A N O A B

A A N F E H W X G Y W Y E

I I E M N G S L A O D S I

R R S N D S P B I N Z K N

S I N G L E A K N E F T G

B N A M E D P B S L Q G W

P G I G V B E N T O O L S

U L V S U R R O U N D E B

Word Search 6: 6-11

AGAINST ALONE ANYONE AWAY BEING CROWD FRIEND HEAVY HUGE HURTS KEYS NAMED NEWSPAPER

PAIRS POLICEMAN POUR PUPPY REPAIRING SAYS SINGLE SURROUND TOOLS TRAFFIC WHOLE YEARS

H E A V Y U W A W A Y K F

U Z H E S L J Z H U G E B

R E P U P P Y P O U R Y N

T R A F F I C H L R C S O

ENGLISH

160

Crossword 6: 1-5


Across 1. loaves of _____ 4. The boy ___ jumped. 6. a kind of fruit 7. The man is closing the ____ of the car. 10. not dark 13. He has a beard but no _____. 15. The woman is going to ____ the man. 18. hair on a man’s chin 21. She is going to _____ the store. 22. potato ____

Down 1. The apples are in a ___. 2. not full 3. Children play in the _____. 4. The man has a hat on his ____. 5. The woman is entering a clothing ____. 8. He is wearing a _____. 9. She is ____ at him with her eyes. 11. He is climbing the ____. 12. not more 14. They are going to ____ into the water. 16. The people are crossing the ___. 17. People will ___ the street. 18. A person with no hair is ____. 19. a pair of ____ 20. The sun makes her ____ dark.

ENGLISH

Crossword 6: 6-11

Across

Down

1. The _______ light is red. 4. She is going to read some _____. 9. very big 10. a ____ is using a microphone 11. There are more birds ____ tigers. 14. Flowers ________ the woman. 17. husband and ____ 19. My ____ is Sandra. 20. a set of ____ 22. The runners are ______ against each other. 23. She is going to ____ up the cat.

2. She is not with other people. She is _____. 3. The man is closing the ___ of the car. 5. a father and several of his ____ 6. “Ouch! That ____ my foot!” 7. a ____ in a race 8. She is reading the _________. 10. Jake ___, “Look at my balloon!” 12. a _____ of grapes 13. There is only one grape; it is a _____ grape. 14. a ___ of tools 15. She will ___ the newspaper. 16. ___ room furniture 18. There are many singers; it is a _____ of singers 21. The girl is lying on her ____. ENGLISH

161

Unit 7 Overview Lesson 7-01 More Verbs .................................................................................... 164 12 new words. To try, verbs with prepositions, participles.

Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns; Usually ................................................................................................................ 166 24 new words. The simple present as an expression of permanent or continuing conditions. The simple present and the present progressive both in the same sentence to contrast the typical with the currently observed.

Lesson 7-03 Fast and Slow ................................................................................ 168 13 new words. Fast, slow, moving, standing, moving through, and moving across.

Lesson 7-04 Seasons .......................................................................................... 170 16 new words. Temperatures, the four seasons and their characteristic scenes. Times of day, night. Sun and moon.

Lesson 7-05 All, Some, Most, Both, Neither, and None .................................. 172 Four new words. Generalizations, strong generalizations, weak generalizations. Contrasts and similarities.

Lesson 7-06 None, Both, All: Demonstrative Adjectives ................................ 174 No new words. Categories: belonging and not belonging in categories. Presence and absence of category elements.

Lesson 7-07 Shapes and Locations; Prepositions; All and Most .................. 176 Four new words. Relative positions. Strong and weak generalizations. Most but not all. Four geometric shapes. The geometry of structures and objects.

Lesson 7-08 Left and Right, Full and Empty .................................................. 178 Two new words. And contrasted with but. Interrogative pronouns. Two patterns of questions and answers. Right and left from the stance of the person on screen and from the stance of the viewer.

Lesson 7-09 Prepositions: Above and Below, Coming Down, and Going up ...................................................................................................... 180 Seven new words. Above and below presented with identical pictures described twice in alternative fashions. Climbing. Most and some contrasted.

162

Scope and Sequence Lesson 7-10 More Verbs .................................................................................... 182 Nine new words. Looking up, looking down, looking at, and looking through. Using articles. Verbs with related prepositions. Use of the infinitive.

Lesson 7-11 Verb Conjugation .......................................................................... 184 No new words. First and third persons, singular and plural, progressive, present perfect, and “going to” future.

Lesson 7-12 Review of Unit Seven .................................................................... 186 Tests and Worksheets from Unit 7 Lessons.

Enrichment/Unit Projects: 1. Create a list of organizations or people in a business setting that the class could contact to inquire about possible job opportunities. Instruct students to create a resume as if they were applying for a job they inquired about. 2. Have students watch a video about a prominent artist. Allow students time to research this artist and create a timeline of the artist’s life, noting important dates in this person’s life. Instruct students to compare and contrast this artist with another prominent artist of their choice from their own

culture. Have students find copies of pictures of each artist’s work. Ask students to explain in their report whether or not these artists’ styles are alike or different. Have students present their pictures, timeline, and a brief report about the artist’s life to the class. 3. Research different forms of government. Compare them to the form of government in the United States. How have the cultures interacted over time? Have students write a research report about a specific time period and compare the relationship between other countries and the United States.

163


The girl is getting into the boat. The boy is getting out of the water. The boy has gotten out of the water. The boy is going to get out of the water.

02

The man and woman are pointing. Both women are pointing. The boy on the left is pointing. One woman is pointing and one woman is not pointing.

03

The man is flying a kite. The man is trying to fly a kite. There are three kites on the ground. The boy is flying a kite.

04

04

The boy is looking down. The boy is looking up. The clown is looking down. The clown is looking up.

05

05

The boy in the red shirt is flying a kite. The boy is drinking from a cup and flying a kite. The man is trying to open the cow’s mouth. A man is trying to fly a kite.

06

The boy in blue is going to be hit by dirt. The boy has been hit by dirt. The man is working. The man is not working.

07

The father is reading to his sons. The father is working with his sons. The father has a shovel in one hand and a book in the other. The father is reading to the dog.

08

09

New Vocabulary been cow cow’s dirt

fly give given gotten

hay hit kites trying

Themes:

01

08


The horses are working. The horses are not working. The father is pointing. The father and the boys are working.

09

The boys are pulling on the rake. The boy is digging. The boy wearing white is catching the rake. The boy wearing blue is catching the rake.

10

The girl is going to give hay to the horses. The girl is giving hay to the horses. The girl has given hay to the horses. The cowboy is going to give hay to the cow.

Science/Social Studies: Challenge students to research how kites have played an important role in science and history. After giving a short amount of time for research, ask students to share their findings and responses with the class. Record student answers on the board or a large sheet of paper.

10

More Verbs; Interrogative Adjectives and Pronouns; Usually

The swan is flapping its wings. These birds have spread their wings. The bird on the man’s hands has its wings spread. This bird does not have its wings spread. Camels have four legs. People have two legs. Ducks have two legs. Elephants have four legs. Astronauts wear space suits. Sometimes, girls wear dresses. Airplanes have wings. Birds have wings. Clocks have hands. Bicycles have wheels. Sailors live on ships. Soldiers carry guns. Who wears space suits? Who wears dresses? Who carries guns? Who lives on a ship? Which animal has only two legs? Which animal has four legs on the ground? Which animal has two legs on the ground and two legs off the ground? Which animal has all four legs off the ground? This person sells bread. This person sells sunglasses. This person sells tomatoes. This person sells plants. Horses carry people, but this horse is not carrying anyone. This horse is carrying someone. Airplanes fly, but this airplane is not flying. Airplanes fly and this airplane is flying. The workman is wearing a hard hat. The workman usually wears a hard hat, but he is not wearing a hard hat now. Soldiers carry guns, but these soldiers are not carrying guns. Soldiers carry guns and these soldiers are carrying guns. The young men in the blue suits are singing. The young men in the blue suits sing, but they aren’t singing now. Dogs don’t usually wear clothing and this dog is not wearing clothing. Dogs don’t usually wear clothing, but this one is wearing clothing.

40

Worksheet 7-01

Content Integration: Social Studies: Have students research the voting process in their country and another country. Instruct students to write a report discussing voting age, women and voting, and the importance of voting in each culture.

06

07

Illustrated books Index cards

• Reinforce lesson vocabulary by asking students to draft four sentences as the text for a comic strip. If possible, collaborate with art teachers to have students illustrate panels according to the actions of their script. Invite students to share completed comic strips with peers from their Language and Art classes.

02

03

Verbs

Materials:

7-02

More Verbs

01

I. Fill in the blank. 1. The father is reading to his ____________________________.

by dirt

2. The boy is flying a ____________________________.

ground

3. The man is trying to ____________________________.

the boat

4. The boy has been hit ____________________________.

sons

5. The father has a shovel in one hand and a book _______________________.

down

6. The girl is going to give hay ____________________________.

working

7. The girl is getting into ____________________________.

fly a kite

8. The boy is looking ____________________________.

kite

9. There are three kites on the ____________________________.

in the other

10. The man is not ____________________________.

to the horses

II. Answer the question with Yes or No. 11. Do people read newspapers? __________________________________________________________________ 12. Do birds fly kites? ____________________________________________________________________________ 13. Can a clown fly a kite? ________________________________________________________________________ 14. Can an elephant drive a car? __________________________________________________________________ 15. Can horses work?

__________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

164

More Verbs

More Verbs 7-01

More Verbs


New Vocabulary been give kites

cow given trying

cow’s gotten

dirt hay

fly hit

Bodily-Kinesthetic: Write the following verbs on index cards: leaving, pointing, flying, trying, looking, drinking, working, reading, pulling, digging, taking out, running, walking, jumping, eating, kicking, smiling, swimming, dancing, moving, smelling, and fishing. Pass out one index card per student. Students may either draw or act out the verb so that other students can guess it.

Grammar: Complex Verbs English sometimes uses multiple verbs to express some of the more complex actions that people do. One such structure uses present progressive plus an infinitive. Remember that an infinitive consists of to plus the base form of a verb. The man is trying to fly a kite. Note the building blocks in the following examples. The man

is trying

to fly

a kite.

The girl

is going

to give

hay

to the horses.

To has two functions in the last sentence: one as part of the infinitive to give; and one as a preposition indicating place (to the horses). Other multiple-part verbs are found in the following examples. The The The The

man is trying to open the cow’s mouth. boy in blue is going to be hit by dirt. boy in blue has been hit by dirt. cowboy is going to give hay to the cow.

Visual-Spatial: Instruct students to choose seven of the verbs from the above list and draw a person doing that activity. Ask students to write a sentence describing the activity underneath the picture.

Make up some sentences of your own that use multiple-part verbs.


67

• Divide the students into pairs. Give each pair an illustrated book and have them look at the pictures and describe what is happening. • Write some of the sentences from the curriculum text on the board. Ask for volunteers to read each sentence aloud. Identify new vocabulary words from Lesson 7-01.


Conversation: 2.

1.

4.

6.

5.

1. The girl is

the boat.

2. The boy is 3. The man is

3.

a. getting into

b. getting out of

c. flying

a kite.

a. working

b. catching

c. flying

d. trying

to fly a kite.

a. working

b. catching

c. flying

d. trying d. dresses

d. trying

4. Sometimes, girls wear

.

a. wings

b. legs

c. wheels

5. This animal has

.

a. two legs

b. two arms

c. four legs d. four arms

a. sometimes

b. usually

c. only

wear clothing, 6. Dogs don’t but this dog is wearing clothing.

2.

4.

5.

2. 3.

• Work one-on-one with students as they are writing the compound and complex sentences. • Allow students to work with a partner when creating their sentences.

1.

The clown is looking down.

Modifications:

d. some

II. Yes or No?

1.

• Have students create sentences that use multi-part verbs as described in the student text. Students can trade sentences and ask each other questions about the sentences.

3.

6. 4.

Elephants have four legs.

The man is working.

5.

This horse is carrying someone.

The father is working with his sons.

6.

This person sells bread. ©2002 Fairfield Language Technologies

165

Unit 7, Lesson 2

7-01 01

The girl is getting into the boat. The boy is getting out of the water. The boy has gotten out of the water. The boy is going to get out of the water.

02

The man and woman are pointing. Both women are pointing. The boy on the left is pointing. One woman is pointing and one woman is not pointing.

03

The man is flying a kite. The man is trying to fly a kite. There are three kites on the ground. The boy is flying a kite.

04

04

The boy is looking down. The boy is looking up. The clown is looking down. The clown is looking up.

05

05

The boy in the red shirt is flying a kite. The boy is drinking from a cup and flying a kite. The man is trying to open the cow’s mouth. A man is trying to fly a kite.

06

The boy in blue is going to be hit by dirt. The boy has been hit by dirt. The man is working. The man is not working.

07

The father is reading to his sons. The father is working with his sons. The father has a shovel in one hand and a book in the other. The father is reading to the dog.

08

09

New Vocabulary airplanes aren’t astronauts camels carries carry clocks don’t

elephants live lives sailors sells ships sing soldiers

sometimes space spread usually wear wears wheels workman

7-02

More Verbs

01

03

Themes: 08

Materials:

The horses are working. The horses are not working. The father is pointing. The father and the boys are working.

09

The boys are pulling on the rake. The boy is digging. The boy wearing white is catching the rake. The boy wearing blue is catching the rake.

10

The girl is going to give hay to the horses. The girl is giving hay to the horses. The girl has given hay to the horses. The cowboy is going to give hay to the cow.

Index cards

• Review question-and-answer vocabulary by directing each student to develop a question for a class guessing game. Have students take turns as the “teacher” as they lead peers in generating lists of answers to their questions. See Curriculum Text for examples.

Content Integration: Language Arts: Write 15 sentences using verbs from the curriculum text on the board. Ask for volunteers to read each sentence aloud. Have students identify the verbs in each sentence. Instruct students to rewrite the sentences changing the verbs into past, present, and future tenses. Social Studies: Ask students to name three famous astronauts from their country and three astronauts from another country. Allow students time to research astronauts. Direct students to prepare a short report about their astronauts including the dates they went into space; the cities, states, and countries they are from; the name of the space shuttles they flew; and the reason the student chose these astronauts to research.

06

07

Animals and People


02

10

More Verbs; Interrogative Adjectives and Pronouns; Usually

The swan is flapping its wings. These birds have spread their wings. The bird on the man’s hands has its wings spread. This bird does not have its wings spread. Camels have four legs. People have two legs. Ducks have two legs. Elephants have four legs. Astronauts wear space suits. Sometimes, girls wear dresses. Airplanes have wings. Birds have wings. Clocks have hands. Bicycles have wheels. Sailors live on ships. Soldiers carry guns. Who wears space suits? Who wears dresses? Who carries guns? Who lives on a ship? Which animal has only two legs? Which animal has four legs on the ground? Which animal has two legs on the ground and two legs off the ground? Which animal has all four legs off the ground? This person sells bread. This person sells sunglasses. This person sells tomatoes. This person sells plants. Horses carry people, but this horse is not carrying anyone. This horse is carrying someone. Airplanes fly, but this airplane is not flying. Airplanes fly and this airplane is flying. The workman is wearing a hard hat. The workman usually wears a hard hat, but he is not wearing a hard hat now. Soldiers carry guns, but these soldiers are not carrying guns. Soldiers carry guns and these soldiers are carrying guns. The young men in the blue suits are singing. The young men in the blue suits sing, but they aren’t singing now. Dogs don’t usually wear clothing and this dog is not wearing clothing. Dogs don’t usually wear clothing, but this one is wearing clothing.

40

Worksheet 7-02 I. Fill in the blank. 1. These birds have ____________________________.

hands

2. The swan is flapping ____________________________.

four

3. Clocks have ____________________________.

spread their wings

4. The workman is wearing ____________________________.

carrying someone

5. Camels have ____________________________ legs.

space suits

6. Bicycles have ____________________________.

sells sunglasses

7. This horse is ____________________________.

ships

8. Astronauts wear ____________________________.

its wings

9. Sailors live on ____________________________.

a hard hat

10. This person ____________________________.

wheels

II. Answer the question with Yes or No. 11. Do clocks have hands?

______________________________________________________________________

12. Do camels have four legs? ____________________________________________________________________ 13. Do dogs usually wear clothing? ________________________________________________________________ 14. Do birds have wings? ________________________________________________________________________ 15. Do bicycles wear sunglasses?__________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ More Verbs; Interrogative Adjectives and Pronouns; Usually

166

ENGLISH

7-02

More Verbs; Interrogative Adjectives and Pronouns; Usually New Vocabulary airplanes carry lives soldiers wear

More Verbs; Interrogative Adjectives and Pronouns; Usually Using Multiple Intelligence Strategies:

aren’t clocks sailors sometimes wears

astronauts don’t sells space wheels

camels elephants ships spread workman

carries live sing usually

Grammar: Simple Present So far we have emphasized the present progressive form to express what is happening now. The simple present tense is also frequently used. It is “simple” because it consists of only one part. Note that the verb stays the same except in the third person singular, which adds -s to the base verb (he wears, astronauts wear). Camels have four legs. Sailors live on ships. Soldiers carry guns. Who wears dresses? This person sells bread. Note that the simple present tense carries a meaning that is generally true but might not be true at the moment. “This person sells bread” for a living, but perhaps the store is closed now. “This person is selling bread” states that she is selling it right now and you can buy some. Grammar: Adverbs Adverbs are often formed from adjectives by adding the suffix -ly. Usually is such an adverb. Something that is “usual” happens most of the time, but not always. The workman usually wears a hard hat, but he is not wearing one now. Usage: Who and Which The interrogative pronoun who? is always singular; use a singular verb with it, even if the expected answer is plural.

Bodily-Kinesthetic: Divide the class into partners. Pass out 24 index cards to each pair. Have the partners write the lesson vocabulary words on their index cards. Put the index cards in a stack. Have each student draw five cards and read the words aloud. Then, each student should write a sentence trying to incorporate as many of the words they drew as possible. The students should then set aside the index cards of the words they were able to use correctly. On their next turn, students should draw the number of cards equal to the number of words correctly used. Interpersonal: Invite students to share their astronaut report with the class. Intrapersonal: Instruct students to write a paragraph about what they think it would be like to be an astronaut and travel into space.

Who wears space suits? Who lives on a ship?

68

Post-Lesson Activitiy: The Rosetta Stone English I Quiz Unit 7 Lessons 1 and 2 I. Fill in the blank with the word or words that best describe the photograph.

1.

2.

3.

4.

5.

6.

1. The girl is

the boat.

a. getting into

b. getting out of

c. flying

2. The boy is

a kite.

a. working

b. catching

c. flying

d. trying

to fly a kite.

a. working

b. catching

c. flying

d. trying d. dresses

3. The man is

d. trying

4. Sometimes, girls wear

.

a. wings

b. legs

c. wheels

5. This animal has

.

a. two legs

b. two arms

c. four legs d. four arms

a. sometimes

b. usually

c. only

wear clothing, 6. Dogs don’t but this dog is wearing clothing.

2.

4.

5.

2. 3.

• Direct students to work with a partner and create questions for each other using the new vocabulary. Example: Q: Who lives on ships? A: Sailors live on ships.

Modifications:

1.

The clown is looking down.

Conversation:

d. some

II. Yes or No?

1.

• Ask Who? questions about people. Ask Which? questions about animals. Write the questions on the board or a large sheet of paper. Have students copy the sentences and provide answers to the questions.

3.

• Use photographs or illustrations of shopping activities and encourage students to converse about the interactions they see.

6. 4.

Elephants have four legs.

The man is working.

5.

This horse is carrying someone.

The father is working with his sons.

6.

This person sells bread. ©2002 Fairfield Language Technologies

167


The woman is running fast. The men are riding fast. The boy is skiing fast. The horse is running fast.

02

The horse is not running fast. It is walking slowly. The car is going slowly. The car is going fast. The woman is riding fast.

03

The horse is going fast. The horse is going slowly. The horse is not going at all. The bull is going fast.

New Vocabulary across downhill fast moves quickly

skater skates skating skier skiing

slowly still swimmer

7-04

Fast and Slow

01

02

03

04

The woman is swimming fast. The swimmer is in the water, but he is not swimming now. The skier is skiing very fast. The skier is skiing very slowly.

04

05

The girl is putting on her skates. The girl is skating. The skier is skiing downhill. The skier has jumped.

05

Activities and Speed

06

an ice skater a skier a swimmer a runner

Materials:

07

The biker is riding slowly. The swimmer is moving through the water. The statue is not moving. Someone is moving quickly across the street.

08

The soldiers in red are standing still. The soldiers in black are holding still. The astronauts are standing still. The skater is holding still.

08

09

The bikers are moving fast. The bikers are moving slowly. The airplane is moving fast. The airplane is moving slowly.

09

10

This is not an animal and it moves slowly. This is not an animal and it moves fast. This is an animal that moves slowly. This is an animal that moves fast.

Themes:

Magazines Newspapers Construction paper Glue Scissors Venn diagram handout Lesson 7-03 Sentences written on strips of paper and cut into parts Envelopes to place the sentence parts

06

07

10

Seasons

The house is in front of many green trees. The car is on a road between the green trees. The cars are in a parking lot between the white and pink trees. A green tree is in front of the white building. It is not cold. The trees are green. It is cold. The trees are covered with snow. It is not cold. There is one pink tree in front of the white building. It is warm. There is one pink tree and one white tree. There is snow on the mountain behind the red airplane. There is no snow on the mountain where the man in the red shirt is standing. There is snow on the mountain behind the man with the red shirt. There is no snow on the mountain and no man on the mountain. It is wintertime. Snow is on the mountain. It is wintertime. Snow is on the trees. It is fall. The trees are yellow. It is springtime. The trees are pink and white. It is wintertime. Snow is on the trees. It is summer. The trees are green. It is summertime. The people are in the swimming pool. It is fall. The trees are yellow and the leaves are on the ground. winter summer spring fall summer fall winter spring The sun is going down. We call this sunset. a bridge at night daytime a city at night The sun is coming up. We call this sunrise. We see the moon at night. a building at night a building in the daytime It is winter. It is day. It is winter. It is night. It is summer. It is day. It is summer. It is night.

41

Pre-Lesson Activity: • Have students complete Sections I and II of Worksheet 7-03 in the Student Workbook to reinforce lesson vocabulary. Generate a class list of animals that move fast and slowly, reminding students to use terms from previous as well as current lessons.


Worksheet 7-03 I. Fill in the blank. 1. The ____________________________ is skiing very slowly.

walking slowly

2. ____________________________ moving quickly across the street.

is not moving

3. This is an ____________________________ moves fast.

skier

4. The horse is not running fast. It is ____________________________.

someone is

5. The swimmer is in the water, but he is not ____________________________.

swimmer

6. The biker is ____________________________ slowly.

the woman

7. The statue ____________________________.

boy is

8. ____________________________ is running fast.

swimming now

9. The ____________________________ skiing fast.

riding

Science: Have students demonstrate or describe the transfer of energy in an activity such as riding a bicycle.

10. The ____________________________ is moving through the water.

animal that

Language Arts: Using the words quickly and slowly, instruct students to write five sentences using these words as adverbs. Using a topic from nature, science, or technology, have students write a short paragraph that uses these adverbs in context.

13. Can a horse put on skates? ____________________________________________________________________

II. Answer the question with Yes or No. 11. Can a dog run fast? __________________________________________________________________________ 12. Can a skater hold still? ________________________________________________________________________

14. Can a lion ski? ______________________________________________________________________________ 15. Can a bird fly fast? __________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

168

Fast and Slow

Fast and Slow 7-03

Fast and Slow


New Vocabulary across skater slowly

downhill skates still

fast skating swimmer

moves skier

quickly skiing

Grammar: Adverbs

Adverbs modify verbs; they tell about the time, manner or place of the action expressed in the verb. Many adverbs do not vary in form. They do not show plurality or gender. Fast is one of these adverbs. The woman is running fast. The horse is going fast. The skier is skiing very fast. Other adverbs are formed from adjectives by adding -ly, as in slowly and quickly. These adverbs are formed from their adjective counterparts, slow and quick. The slow horse is walking. (adjective) The horse is walking slowly. (adverb) Which adverbs require -ly and which do not must simply be memorized. Those without -ly can be used as adjectives, too, with no change in form. The fast horse is running. (adjective) The horse is running fast. (adverb) Here are some other adverbs in this lesson. now downhill quickly still

(time) (place) (manner) (manner)

Remember that all prepositional phrases serve adverbial functions as well. In this lesson, they include at all, through the water, and across the street. Words that modify adverbs are also adverbs. Very is an intensifier that modifies adverbs. The skier is skiing very fast.

70


Verbal-Linguistic and Interpersonal: Pair students and direct them to divide a piece of paper into three columns, one wide and two narrow. Label the wide column Action. Label the narrow columns fast and slow. Then, in the wide column, think of an action such as “running a mile.” In the fast column, ask students to write a time that would be considered fast for that action, and in the slow column, they should write a time that would be considered slow. When running a mile, four minutes is fast and 15 minutes is slow. The pairs of students will discuss each action and agree on the fast and slow times.



1.

Visual-Spatial and Bodily-Kinesthetic: Have each student divide a piece of construction paper into two equal sections. One side should be labeled slow and the other side labeled fast. Students should look through a newspaper or magazine and cut out pictures that would go in each category. Glue the pictures in the appropriate places and then share in small groups.

• Have students use the handout of the Venn diagram to classify activities that can be done quickly, slowly, or both ways.

3.

2.

Conversation: 5.

4. 1. It is Snow is on the trees.

a. springtime

b. summertime

c. fall

d. wintertime

. 2. It is The leaves are on the ground.

.

a. springtime

b. summertime

c. fall

d. wintertime

. The people 3. It is are in the swimming pool.

d. wintertime

a. springtime

b. summertime

c. fall

4. It is Snow is on the mountain.

.

a. springtime

b. summertime

c. fall

d. wintertime

5. It is

.

a. winter, day

b. winter, night

c. summer, day

d. summer, night

. It is

• Have students describe the actions of people by using adverbs. Students can take turns creating sentences from the vocabulary. The man is running quickly. The skater is skating slowly.

II. Yes or No?

Modifications: 1.

3.

2.

5.

6.

4.

• Invite students to write five sentences using new vocabulary words.

7.

1.

The horse is running fast.

5.

The airplane is moving fast.

2.

The car is going slowly.

6.

This is an animal that moves fast.

3.

The skier is skiing very slowly.

7.

We see the moon at night.

4.

The soldiers are standing still. ©2002 Fairfield Language Technologies

169


The woman is running fast. The men are riding fast. The boy is skiing fast. The horse is running fast.

02

The horse is not running fast. It is walking slowly. The car is going slowly. The car is going fast. The woman is riding fast.

03

The horse is going fast. The horse is going slowly. The horse is not going at all. The bull is going fast.

New Vocabulary call city covered daytime leaves moon

pool road see spring springtime summertime

sunrise sunset warm wintertime

Themes:

• Review lesson vocabulary by instructing students to record their observations about each of the four seasons. Invite students to also describe their favorite season and the reasons for this preference.

Social Studies/Language Arts: Have students research the importance of the sundial and its relation to seasons and time. Instruct students the research the history of the sundial and its importance to different cultures.

03

04

05

The girl is putting on her skates. The girl is skating. The skier is skiing downhill. The skier has jumped.

05

06

an ice skater a skier a swimmer a runner

07

The biker is riding slowly. The swimmer is moving through the water. The statue is not moving. Someone is moving quickly across the street.

08

The soldiers in red are standing still. The soldiers in black are holding still. The astronauts are standing still. The skater is holding still.

08

09

The bikers are moving fast. The bikers are moving slowly. The airplane is moving fast. The airplane is moving slowly.

09

10

This is not an animal and it moves slowly. This is not an animal and it moves fast. This is an animal that moves slowly. This is an animal that moves fast.

06

07

10

Seasons

The house is in front of many green trees. The car is on a road between the green trees. The cars are in a parking lot between the white and pink trees. A green tree is in front of the white building. It is not cold. The trees are green. It is cold. The trees are covered with snow. It is not cold. There is one pink tree in front of the white building. It is warm. There is one pink tree and one white tree. There is snow on the mountain behind the red airplane. There is no snow on the mountain where the man in the red shirt is standing. There is snow on the mountain behind the man with the red shirt. There is no snow on the mountain and no man on the mountain. It is wintertime. Snow is on the mountain. It is wintertime. Snow is on the trees. It is fall. The trees are yellow. It is springtime. The trees are pink and white. It is wintertime. Snow is on the trees. It is summer. The trees are green. It is summertime. The people are in the swimming pool. It is fall. The trees are yellow and the leaves are on the ground. winter summer spring fall summer fall winter spring The sun is going down. We call this sunset. a bridge at night daytime a city at night The sun is coming up. We call this sunrise. We see the moon at night. a building at night a building in the daytime It is winter. It is day. It is winter. It is night. It is summer. It is day. It is summer. It is night.

41

Worksheet 7-04

Content Integration: Science: Have students research how the distance from the earth to the sun affects the seasons. Instruct students to also identify what occurs during the winter and summer solstices in relation to Earth–sun distance and have students provide measurements of the distances.

02

The woman is swimming fast. The swimmer is in the water, but he is not swimming now. The skier is skiing very fast. The skier is skiing very slowly.

Materials:


01

04

Seasons and Time of Day

Construction paper Art prints or pictures of landscapes

7-04

Fast and Slow

01

I. Fill in the blank. 1. It is _____________. The trees are yellow and the leaves are on the ground.

green

2. It is ____________________________. Snow is on the trees.

sunrise

3. It is ____________________________. The people are in the swimming pool.

fall

4. It is ____________________________. The trees are pink and white.

moon

5. It is not cold. The trees are ____________________________.

wintertime

6. It is cold. The trees are ____________________________.

a road

7. The sun is coming up. We call this ____________________________.

summertime

8. The sun is going down. We call this ____________________________.

sunset

9. We see the ____________________________ at night.

springtime

10. The car is on ____________________________ between the green trees.

covered with snow

II. Answer the question with Yes or No. 11. Is there snow on the trees in the summer? ________________________________________________________ 12. Do we see the moon at night?__________________________________________________________________ 13. Are leaves yellow in the spring? ________________________________________________________________ 14. Are the trees green in the summer?

____________________________________________________________

15. Is it cold in the winter? ________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Seasons

170

ENGLISH

Seasons 7-04

Seasons


New Vocabulary call moon springtime wintertime

city pool summertime

covered road sunrise

daytime see sunset

leaves spring warm

Visual-Spatial: Have students choose a season and draw a picture to represent that season. Have students describe their drawings.

Usage: Seasons In most English-speaking countries there are four distinct seasons: summer, fall (or autumn), winter and spring. Therefore we talk about the weather and climate conditions. Practice the vocabulary specific to the seasons and times of day.

Naturalist: Ask students what it means when an animal is “nocturnal.” Then, ask students to make a list of animals that are nocturnal.

Note that the addition of -time is often arbitrary and optional: winter spring summer day night

wintertime springtime summertime daytime nighttime


But -time is never added to certain terms: fall morning evening

• Hold up pictures of landscapes one at a time and have students identify the season and time of day. Ask students to explain why they think it is that season.

(but not “falltime”) (but not “morningtime”) (but not “eveningtime”)

• Have students brainstorm activities that can be done in each of the seasons. Can some activities be done in more than one season? Why?

71


• Divide students into groups of four. Assign each student in the group a different season, and have them write clues about the season. Put the clues in a container and mix them up. Draw out one at a time, read the clues to the class, and choose someone to tell you the season.


Conversation: 1.

5.

4. 1. It is Snow is on the trees.

.

• Divide students into small groups and have them talk about their favorite season. Ask them to explain why it is their favorite season.

3.

2.

a. springtime

b. summertime

c. fall

d. wintertime

2. It is . The leaves are on the ground.

a. springtime

b. summertime

c. fall

d. wintertime

. The people 3. It is are in the swimming pool.

a. springtime

b. summertime

c. fall

d. wintertime

4. It is Snow is on the mountain. . It is

5. It is

.

a. springtime

b. summertime

c. fall

d. wintertime

.

a. winter, day

b. winter, night

c. summer, day

d. summer, night

Modifications: • Have an assortment of calendars for students to look at for ideas.

II. Yes or No?

1.

3.

2.

5.

6.

4.

7.

1.

The horse is running fast.

5.

The airplane is moving fast.

2.

The car is going slowly.

6.

This is an animal that moves fast.

3.

The skier is skiing very slowly.

7.

We see the moon at night.

4.

The soldiers are standing still. ©2002 Fairfield Language Technologies

171


New Vocabulary 02

dishes

most

others

part 03

Themes:

04

How Many?

Materials: Pictures (Have students bring pictures of people or animals) Flowers of various colors

Pre-Lesson Activity: • Reinforce lesson vocabulary by asking students to bring resources from their science teachers (textbooks, worksheets, quizzes, etc.) to this class. Have students research the colors of different types of plants and flowers and list this information. Encourage students to use as many vocabulary terms as possible in their document. Advise students to share the final products with their science teachers.

05

06

07

08

09

10

7-06

All, None, Some, Most, Both, Neither, Other

The flowers are white. The flowers are red. The flowers are yellow. The flowers are blue. All of the flowers are white. All of the flowers are red. All of the flowers are yellow. All of the flowers are blue. Some of the flowers are white. Some of the flowers are blue. Some of the dishes are yellow. Some of the people are wearing hats. Some of the flowers are yellow and some are white. Some of the flowers are yellow and some are blue. Some of the apples are red and some are green. Some of the people are women and some are men. Most of the people are wearing yellow hats, but one is not. Most of the flowers are white, but some are yellow. Most of the flower is red, but part of it is black. Most of the flower is red, but part of it is yellow. Both animals are horses. Both flowers are white and yellow. Both children are girls. Both birds are ducks. Both animals are horses. Neither animal is a horse. Both children are girls. Neither child is a girl. Some of the flowers are red. None of the flowers are red. One of the ducks is white. None of the ducks are white. Some of these flowers are yellow and the others are blue. All of these flowers are yellow. One of these ducks has a white head and the other has a green head. All of these ducks have black heads. Both people are pointing. Neither person is pointing. One person is pointing, but the other is not. One of these animals is a bird, but the other is not.

None and Both; Demonstrative Adjectives

01

This person is a woman. This animal is a dog. This person is a girl. This animal is a horse.

02

This person is not a child. This animal is not a horse. This child is not a boy. This animal is not a dog.

03

These people are men. These people are women. These animals are fish. These animals are horses.

04

None of these people are women. None of these people are men. None of these animals are horses. None of these animals are fish.

05

All of these children are boys. None of these children are boys. All of these animals are cows. None of these animals are cows.

06

None of these children are girls. All of these children are girls. None of these animals are fish. All of these animals are fish.

07

These two people are drinking milk. These two people are pointing to the milk. One of these people is pointing to the other person. These two people are riding horses.

08

Both of these people are drinking milk. Both of these people are pointing to the milk. Only one of these people is pointing. Both of these people are riding horses.

09

Neither of these people is drinking milk. One of these people is drinking milk. Both people are drinking milk. One person is drinking orange juice.

10

The woman is drinking milk, but the girl is not. The girl is drinking milk, but the woman is not. The woman and girl are both drinking milk. Someone is drinking, but he is not drinking milk.

42

Worksheet 7-05

Content Integration: I. Fill in the blank.

Social Studies/Science: Instruct students to research flowers that are indigenous to five different countries, their significance to that country, and the importance of the flower industry in different countries. Science: Draw a Venn diagram on the board. Ask students to think of two different animals to compare. Record the responses on the Venn diagram. Instruct students to write sentences using the words all, none, some, most, both, and other when comparing the subjects from the diagram.

1. ____________________________ animals are horses.

of these ducks

2. Neither child is a ____________________________.

most of

3. One of these ____________________________ is a bird, but the other is not.

both

4. All of the ____________________________ yellow.

girl

5. ____________________________ the people are wearing yellow hats.

are white

6. All ____________________________ have black heads.

neither

7. One ____________________________ pointing, but the other is not.

animals

8. ____________________________ are ducks.

flowers are

9. ____________________________ child is a girl.

both birds

10. Some of these flowers are yellow and the others _______________________.

person is

II. Answer the question with Yes or No. 11. Are all flowers blue? __________________________________________________________________________ 12. Are some flowers yellow? ______________________________________________________________________ 13. Are most flowers black? ______________________________________________________________________ 14. Are some apples green? ______________________________________________________________________ 15. Is a horse an animal? ________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

172


7-05

All, None, Some, Most, Both, Neither, Other New Vocabulary dishes

All, Some, Most, Both, Neither, and None Using Multiple Intelligence Strategies:

most

others

part

Usage: Quantifiers The terms in this lesson are all quantifiers. They help us sort and organize information that we want to communicate. They tell how many or how much. all both most neither none some

each one, no exceptions exactly two, no exceptions; only two are being discussed more than half, nearly all the opposite of both; negates exactly two, no exceptions the opposite of all; not one, no exceptions more than two but less than half

With most of these terms you have the choice whether to use them with a prepositional phrase, of the… or not. Used with the prepositional phrase, more specificity is gained. Compare the meanings of the following phrases. All of the flowers are white. All flowers are white.

(This is not true, is it?)

Both of the animals are horses. Both animals are horses.

(No change in meaning.)

Neither of the children is a girl. Neither child is a girl.

(No change in meaning.)

Some of the flowers are blue. Some flowers are blue.

(Some specific flowers.) (Flowers in general.)

Most of the people are wearing hats. Most people are wearing hats.

(Most of a specific group.) (People in general.)

The other is similar to the terms above. Used with one of…, it expresses a contrast between two items. Like “both” and “neither,” only two are being discussed. One of these ducks has a white head and the other has a green head. One person is pointing, but the other is not.

Visual-Spatial: Divide students into small groups and have them describe their pictures by using the words all, none, some, most, both, and other. For example: “All of the animals have four legs.” Logical-Mathematical: Play a guessing game as a class, asking the students questions about an animal, a person, and an item in the room using quantifying words. Call on students to guess what you are describing.

Post-Lesson Activity: • Have students write the words all, none, some, most, both, and other on a piece of paper. Beside each word, have the students write a sentence to describe to the class what begins with that word.

Conversation:

72

• Have students create sentences using quantifiers from the lesson. Ask students to use the words from the lesson vocabulary to ask each other questions about the quantity of different objects.


Modifications: 3.

2.

1.

4.

6.

5.

1.

of these children are boys.

a. none

b. some

c. all

d. most

2.

of these people are men.

a. none

b. some

c. all

d. most

3.

of the people are wearing white hats, but one is not.

a. none

b. both

c. all

d. most

4.

animal is a horse.

a. most

b. both

c. neither

d. none

5.

people are pointing.

6.

person is pointing, is not.

but the

• Encourage students to create a word search using lesson vocabulary words.

a. most

b. both

c. neither

d. none

a. no, neither

b. no, other

c. one, neither

d. one, other

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

None of these people are men.

4.

Both of these people are pointing.

2.

All of these children are boys.

5.

Neither of these people is drinking milk.

3.

All of these animals are cows.

6.

None of these animals are horses. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 7, Lessons 1–5 Answer the following questions. 1. Name the toy that flies in the air while you hold onto it with a string. 2. What do you call a person who travels in space? 3. What word means “moving quickly?” 4. In what season do leaves change colors and fall off trees? 173


New Vocabulary There is no new vocabulary for this lesson.

02

03

Themes:

04

How many?

Materials:

05

Magazines or newspapers Properties of Animals Handout Lesson 7-06

06

07

Pre-Lesson Activity: • Remind students about the Word Journal they began in Lesson 4-04. Provide time for students to add words and phrases to their journal using computer lessons and resource materials as needed. After students finish their entries, encourage them to write a paragraph describing a time in their life when they felt proud.

08

09

10

7-06


The flowers are white. The flowers are red. The flowers are yellow. The flowers are blue. All of the flowers are white. All of the flowers are red. All of the flowers are yellow. All of the flowers are blue. Some of the flowers are white. Some of the flowers are blue. Some of the dishes are yellow. Some of the people are wearing hats. Some of the flowers are yellow and some are white. Some of the flowers are yellow and some are blue. Some of the apples are red and some are green. Some of the people are women and some are men. Most of the people are wearing yellow hats, but one is not. Most of the flowers are white, but some are yellow. Most of the flower is red, but part of it is black. Most of the flower is red, but part of it is yellow. Both animals are horses. Both flowers are white and yellow. Both children are girls. Both birds are ducks. Both animals are horses. Neither animal is a horse. Both children are girls. Neither child is a girl. Some of the flowers are red. None of the flowers are red. One of the ducks is white. None of the ducks are white. Some of these flowers are yellow and the others are blue. All of these flowers are yellow. One of these ducks has a white head and the other has a green head. All of these ducks have black heads. Both people are pointing. Neither person is pointing. One person is pointing, but the other is not. One of these animals is a bird, but the other is not.

None and Both; Demonstrative Adjectives

01

This person is a woman. This animal is a dog. This person is a girl. This animal is a horse.

02

This person is not a child. This animal is not a horse. This child is not a boy. This animal is not a dog.

03

These people are men. These people are women. These animals are fish. These animals are horses.

04

None of these people are women. None of these people are men. None of these animals are horses. None of these animals are fish.

05

All of these children are boys. None of these children are boys. All of these animals are cows. None of these animals are cows.

06

None of these children are girls. All of these children are girls. None of these animals are fish. All of these animals are fish.

07

These two people are drinking milk. These two people are pointing to the milk. One of these people is pointing to the other person. These two people are riding horses.

08

Both of these people are drinking milk. Both of these people are pointing to the milk. Only one of these people is pointing. Both of these people are riding horses.

09

Neither of these people is drinking milk. One of these people is drinking milk. Both people are drinking milk. One person is drinking orange juice.

10

The woman is drinking milk, but the girl is not. The girl is drinking milk, but the woman is not. The woman and girl are both drinking milk. Someone is drinking, but he is not drinking milk.

42

Content Integration: Science: Ask the class to name different types of ecosystems in the world. Record student responses on the board. Divide the students into groups of four. When the students are in their groups, ask students to choose an environment from the following choices: a. desert b. tropical rain forest c. fresh water ponds d. deep ocean

1. All of ____________________________ are boys.

is not

2. One person is drinking ____________________________.

orange juice

3. This ____________________________ is a dog.

these children

4 ____________________________ is not a child.

this person

5. One of these people ____________________________.

of these people

6. The woman is drinking milk, but the girl ____________________________.

riding horses

7. All of these animals ____________________________.

animal

8. ____________________________ of these people are women.

is drinking milk

9. Both ____________________________ are drinking milk.

none

10. These two people are ____________________________.

are cows

II. Answer the question with Yes or No.

Explain to students that they will be inventing their own animal that will live in this environment. They will decide on a name for the animal and make sketches of their animal. Instruct the groups to come up with ideas that determine the characteristics that an animal will need to survive in the environment they selected and list them on a sheet of paper as a group. Students will need to record the following points in their report/data:

11. Are all animals fish?

________________________________________________________________________

12. Are all people women?

______________________________________________________________________

13. Are all boys children? ________________________________________________________________________ 14. Can some people ride horses? ________________________________________________________________ 15. Are both men and women people? ______________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________

a. environment b. animal’s name c. animal’s adaptations d. animal’s behavior

20. __________________________________________________________________________________________ None and Both; Demonstrative Adjectives

(continued)

174


ENGLISH

7-06

None and Both: Demonstrative Adjectives

None, Both and All: Demonstrative Adjectives Content Integration (continued)

New Vocabulary There is no new vocabulary in this lesson.

Have the groups prepare a brief report that combines all their data into paragraph form.

Usage This lesson practices the same structures as those we learned in Lesson 7-05. Look for new variations for using quantifiers.

Have students read their presentations to the class and allow other students to ask questions about their animals and environments.

Remember to match the demonstratives this (singular) and these (plural) with their verbs (is or are) in number. This person is a woman. These people are men.

Language Arts: Have students write these sentence starters on a piece of construction paper. This person is _________________. This animal is __________________. These people are ____________. These animals are __________. None of these people are_______. None of these animals are _______. All of these people are_________. All of these animals are _________. Both of these people are_______. Both of these animals are ________. 73

Using Multiple Intelligence Strategies: Verbal-Linguistic/Naturalist: Using the properties of animals, instruct students to write five sentences using the quantifying words. Call on students to write their sentences on the board.


3.

2.

1.

4.

6.

5.

Visual-Spatial: Ask students to find pictures of people and animals in magazines that correspond with each of the above sentences. Students must fill in the blanks to make the sentences match the pictures.

1.

of these children are boys.

a. none

b. some

c. all

d. most

2.

of these people are men.

a. none

b. some

c. all

d. most

3.

of the people are wearing white hats, but one is not.

a. none

b. both

c. all

d. most


4.

animal is a horse.

a. most

b. both

c. neither

d. none

• Divide the students into small groups. Have students write the words: all, none, some, most, and both on a piece of paper. Instruct the students to write sentences that would describe their group using two of the words in each sentence. For example: “Both Lori and Kim are wearing a dress, but neither Luke nor Matt is wearing a dress.”

5.

people are pointing.

6.

person is pointing, is not.

but the

a. most

b. both

c. neither

d. none

a. no, neither

b. no, other

c. one, neither

d. one, other

II. Yes or No?

1.

2.

4.

5.

3.

6.

1.

None of these people are men.

4.

Both of these people are pointing.

2.

All of these children are boys.

5.

Neither of these people is drinking milk.

3.

All of these animals are cows.

6.

None of these animals are horses. ©2002 Fairfield Language Technologies

Conversation: • Ask students to discuss pictures using the words all, none, some, most, and both on a piece of paper.

175


circles

squares

triangles

a green circle a green rectangle a blue square a blue rectangle

01

The man is pointing with his right hand. The man is pointing with his left hand. The boy is kicking with his right foot. The boy is kicking with his left foot.

02

The circle is in front of the rectangle. The square is in front of the triangle. The circle is behind the rectangle. The square is behind the triangle.

02

The man has candy in his left hand. The man has candy in his right hand. The glass on the left has milk in it. The glass on the right has milk in it.

03

The boy is behind the tree. The boy is in front of the tree. The water is behind the milk. The water is in front of the milk.

03

The man’s left hand is full of candy. The man’s right hand is full of candy. The glass on the left is full of milk. The glass on the right is full of milk.

04

A circle is round. A ball is round. A square is not round. This building is not round.

04

05

This window is round. This window is square. This clock is round. This clock is square.

The man’s left hand is full of candy, but his right hand is empty. The man’s right hand is full of candy, but his left hand is empty. The glass on the left is full of milk, but the glass on the right is empty. The glass on the right is full of milk, but the glass on the left is empty.

05 06

There is a circle around this rectangle. There is a square around this rectangle. There are yellow flowers around the blue flowers. The chairs are around the table.

The glass is empty. The glass is full of milk. The glass is full of water. The glass is full of orange juice.

06

07

Most of the squares are beside the circle. The circle is above most of the squares. Most of the triangles are above the rectangle. Most of the triangles are inside the rectangle.

08

Most of the circles are around the rectangle, but not all of them. All of the circles are around the rectangle. Most of the circles are in front of the rectangle, but not all of them. All of the circles are in front of the rectangle.

The glass on the left is full of milk and the glass on the right is full of water. The glass on the right is full of milk and the glass on the left is full of milk. The glass on the left is full of water, but the glass on the right is empty. The glass on the right is full of water, but the glass on the left is empty.

07

On which side of the doors is the man? He is on the left side. On which side of the doors is the man? He is on the right side. On which side of the number is the man? He is on the right side. On which side of the number is the man? He is on the left side.

08

The tree on the right has many white flowers. The tree on the left has many white flowers. There are many people on the left, but only a few on the right. There are many people on the right, but only a few on the left.

Themes: Shapes and Locations

Materials: Construction paper (white, red, green, blue, and yellow) Crayons Glue

Pre-Lesson Activities: • In their journals, have students draw a house that contains at least three different shapes. • Direct students to complete Sections I and II of the Quiz page for Lessons 7-05 to 7-07 to reinforce vocabulary. Have students work in pairs to describe the shapes and locations of classroom items using current and previously learned terms.

Left and Right, Full and Empty

01

New Vocabulary below

7-08

Shapes and Locations; Prepositions; All, Most

09

All of the people are wearing yellow hats. Most of the people are wearing yellow hats. All of the people are wearing white. Most of the people are wearing white.

10

The circle is in front of the square. The circle is behind the square. The circle is above the square. The circle is below the square.

43

Worksheet 7-07

Content Integration: Mathematics: Introduce students to the art of paper folding also known as origami. Provide students with square paper to fold and provide directions. Have students follow the directions to make the item that is described. Language Arts: Cut out triangles, squares, rectangles, and circles from red, green, yellow, and blue construction paper. Divide the students into small groups. Give each group some of the shapes that have been cut out. Write instructions on the board for students to follow for creating a collage. The following is an example: 1. The blue circle is in front of the red triangle. 2. The green square is above the yellow triangle.

I. Fill in the blank. 1. There is a circle around ____________________________.

are wearing yellow hats

2. All of the people ____________________________.

not round

3. Most of the people ____________________________ white.

are around

4. The chairs are around the ____________________________.

is round

5. This building is not ____________________________.

are wearing

6. The boy is ____________________________.

beside the circle

7. Most of the squares are ____________________________.

table

8. All of the circles ____________________________ the rectangle.

behind the tree

9. A square is ____________________________.

this rectangle

10. A ball ____________________________.

round

II. Answer the question with Yes or No. 11. Is a ball square? ____________________________________________________________________________ 12. Is a rectangle round? ________________________________________________________________________ 13. Are all buildings round?

______________________________________________________________________

14. Are some clocks square? ______________________________________________________________________ 15. Are some windows round? ____________________________________________________________________


16.

17.

18.

19.

20.

3. The red rectangle is below the green square.

16. __________________________________________________________________________________________

4. The yellow circle is inside the blue triangle.

18. __________________________________________________________________________________________

17. __________________________________________________________________________________________

19. __________________________________________________________________________________________

5. The blue square is behind the green rectangle. 6. The red, blue, yellow, and green triangles are around the yellow circle.

176

20. __________________________________________________________________________________________ ENGLISH


7-07

Shapes and Locations; Prepositions; All, Most New Vocabulary below

Shapes and Locations; Prepositions; All and Most Using Multiple Intelligence Strategies:

circles

squares

triangles

Usage: Shapes and Locations Practice the terms that apply to the different shapes in this lesson. Naming shapes of things we talk about helps us to communicate more precisely and vividly what we mean. Note that square is both a noun and an adjective: a circle is round, while a square is square, a rectangle is rectangular, and a triangle is triangular. Use prepositional phrases to indicate place. Remember, prepositional phrases indicate time, manner or place of the action. This lesson practices those prepositions that indicate location (place), always in relation to another item. in front of behind around beside above inside below Look around you now. Describe the location of several items in relation to another item. For example, “The picture is beside the window.” What shapes do you see around you? What is round? What is square? What is a rectangle, a triangle?

Visual-Spatial/Logical-Mathematical: Instruct students to divide their paper into four columns, labeling each column with the name of forms: circle, triangle, square, and rectangle. Ask students to list as many things as they can in three minutes of each shape. The student who lists the largest amount of correct items in this time period is the winner. Visual-Spatial: Instruct students to draw a simple picture using only shapes. The picture must include 10 of each of the four shapes in any of the colors, patterns, and designs. Instruct students to outline the shapes with a black marker.

Post-Lesson Activity: • Instruct the students to draw a picture using a circle, triangle, square, and rectangle, and to color the shapes yellow, red, blue, and green. Have the students describe the locations of the shapes using the words in front of, behind, around, next to, above, inside, and under.

74

Conversation:


• Have students get with a partner and discuss where circles, triangles, squares, and rectangles can be seen in the world.

I. Match each word with its opposite. 1. none

a. all

2. both

b. neither

3. left

c. empty

4. full

d. in front of

5. behind

e. right

Modifications:

II. Yes or No?

• Instead of drawing, allow students to cut out shapes and glue them on their paper.

5. 1.

3.

2.

1.

4.

7.

6.

This window is round.

5.

The glass on the left is full of milk.

2.

All of the circles are around the rectangle.

6.

The glass is empty.

3.

The circle is in front of the square.

7.

The glass on the right is full of water, but the glass on the left is empty.

4.

The circle is above the square.


177


7-08


Left and Right, Full and Empty

01

a green circle a green rectangle a blue square a blue rectangle

01

The man is pointing with his right hand. The man is pointing with his left hand. The boy is kicking with his right foot. The boy is kicking with his left foot.

02

The circle is in front of the rectangle. The square is in front of the triangle. The circle is behind the rectangle. The square is behind the triangle.

02

The man has candy in his left hand. The man has candy in his right hand. The glass on the left has milk in it. The glass on the right has milk in it.

03

The boy is behind the tree. The boy is in front of the tree. The water is behind the milk. The water is in front of the milk.

03

The man’s left hand is full of candy. The man’s right hand is full of candy. The glass on the left is full of milk. The glass on the right is full of milk.

04

A circle is round. A ball is round. A square is not round. This building is not round.

04

05

This window is round. This window is square. This clock is round. This clock is square.

The man’s left hand is full of candy, but his right hand is empty. The man’s right hand is full of candy, but his left hand is empty. The glass on the left is full of milk, but the glass on the right is empty. The glass on the right is full of milk, but the glass on the left is empty.

05 06

There is a circle around this rectangle. There is a square around this rectangle. There are yellow flowers around the blue flowers. The chairs are around the table.

The glass is empty. The glass is full of milk. The glass is full of water. The glass is full of orange juice.

06

07

Most of the squares are beside the circle. The circle is above most of the squares. Most of the triangles are above the rectangle. Most of the triangles are inside the rectangle.

• Have students identify objects that can be full or empty.

08

Most of the circles are around the rectangle, but not all of them. All of the circles are around the rectangle. Most of the circles are in front of the rectangle, but not all of them. All of the circles are in front of the rectangle.

The glass on the left is full of milk and the glass on the right is full of water. The glass on the right is full of milk and the glass on the left is full of milk. The glass on the left is full of water, but the glass on the right is empty. The glass on the right is full of water, but the glass on the left is empty.

07

• Review lesson vocabulary with the following activity: While students remain seated (all facing the same direction), move to the left and right sides of the classroom and door; ask volunteers to describe your location.

09

All of the people are wearing yellow hats. Most of the people are wearing yellow hats. All of the people are wearing white. Most of the people are wearing white.

On which side of the doors is the man? He is on the left side. On which side of the doors is the man? He is on the right side. On which side of the number is the man? He is on the right side. On which side of the number is the man? He is on the left side.

08 10

The circle is in front of the square. The circle is behind the square. The circle is above the square. The circle is below the square.

The tree on the right has many white flowers. The tree on the left has many white flowers. There are many people on the left, but only a few on the right. There are many people on the right, but only a few on the left.

New Vocabulary doors

middle

Themes: Left and Right, and Full and Empty

Materials: Magazines Pictures of constellations


43

Content Integration: Science: Have students describe how to find constellations in a picture or the night sky by using the words right and left. Instruct students to research one constellation and write a brief report about the constellation. Language Arts: Using opposites, instruct students to write five sentences using right, left, full, and empty to describe items in the room. Have students choose an item in the room and write directions to the item using the above words. Students should work with a partner to describe where the item is while the other person guesses what item his or her partner is giving directions to.

Worksheet 7-08 I. Fill in the blank. 1. The boy is kicking with his ____________________________.

the left

2. The man is ____________________________ with his right hand.

the middle

3. There are many people on the left, but only a few on the _________________.

is empty

4. The tree on the right has ____________________________.

many white flowers

5. Someone is walking in front of the doors in ___________________________.

left foot

6. The man’s left hand is full ____________________________.

orange juice

7. The glass on ____________________________ has milk in it.

right

8. The glass is full of ____________________________.

pointing

9. The glass is ____________________________.

full of milk

10. The glass on the right ____________________________.

of candy

II. Answer the question with Yes or No. 11. Do many people write with their right hands? ______________________________________________________ 12. Are all glasses empty?

______________________________________________________________________

13. Are all glasses full of orange juice? ______________________________________________________________ 14. Do most people kick with their hands?

__________________________________________________________

15. Do some people point with their left hands? ______________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Left and Right, Full and Empty

178

ENGLISH

Left and Right, Full and Empty 7-08

Left and Right, Full and Empty New Vocabulary doors

Using Multiple Intelligence Strategies: middle

Bodily-Kinesthetic: To practice the concept of right and left, have the class play the “Hokey Pokey.”

Usage: Full and Empty Full and empty are opposites. Both may be used as predicate adjectives or as adjectives. The glass is empty. The glass is full.

the empty glass the full glass

Visual-Spatial: Have students break into pairs and describe an object to his or her partner while the partner tries to draw the description. The partner must keep his or her eyes closed and not lift his or her pencil off the paper while he or she is drawing. When one partner is done with his or her drawing, the students switch, and the other person gives directions. Students compare pictures when done.

Note that when we know what the glass contains, a prepositional phrase of… follows full, whereas nothing follows empty. The glass on the left is full of milk. The glass on the right is empty. The man’s left hand is full of candy, but his right hand is empty.

Post-Lesson Activities: • Give each student a piece a paper and instruct them to draw a bird and a tree on the right side of the paper and a flower on the left side of the paper. 75

• Draw a drinking glass on the board. Ask the students if it is full or empty. What type of drink could you pour in the cup to make it full?


Conversation:

I. Match each word with its opposite. 1. none

a. all

2. both

b. neither

3. left

c. empty

4. full

d. in front of

5. behind

e. right

• Have students work with a partner and give each other directions to somewhere in the school or classroom using the words right and left.

II. Yes or No?

Modifications: 3.

2.

1.

4.

• Give students fewer sentences to write. • Label a picture with right and left and have students orally describe directions.

5. 1.

7.

6.

This window is round.

5.

The glass on the left is full of milk.

2.

All of the circles are around the rectangle.

6.

The glass is empty.

3.

The circle is in front of the square.

7.

The glass on the right is full of water, but the glass on the left is empty.

4.

The circle is above the square.


179


New Vocabulary leaning setting sky

taken telephones used

written

Themes:

10

7-09

Continued

Is the woman writing with her right hand? Yes, she is. Is the woman writing with her left hand? Yes, she is. Which woman is pointing with her right hand? The one on the left. Which woman is pointing with her left hand? The one on the right. Someone is walking in front of the doors on the right. Someone is walking in front of the doors on the left. Someone is walking in front of the doors on the left and someone is walking in front of the doors on the right. Someone is walking in front of the doors in the middle.

01

The bridge is above the road. The woman is holding a ball above her head. A statue of a lion is above the man. Above the door is written the number “three hundred and three.”

02

The road is below the bridge. The woman is below the ball. The man is below a statue of a lion. The door is below the number “three hundred and three.”

03

The young man is reaching for a hat that is above his head. The young man is holding a hat below his head. We see the train below. We see the train above.

04

The airplane is flying above the clouds. The airplane is flying below the clouds. The airplane is flying in front of the snow-covered mountain. The airplane is flying in front of the setting sun.

05

Most of the people are sitting down, but one is standing. Most of the people are standing, but one is sitting down. Most of the people are going up, but a few are coming down. Most of the people are coming down. Only a few are going up.

06

Most of the cows are lying down, but a few are standing. Most of the cows are standing, but a few are lying down. Most of these people are children, but a few are adults. Most of the chairs are taken. Only a few are empty.

07

Many people are coming down, but only a few are going up. Only a few people are coming down, but many are going up. There are many balloons in the sky. There are only a few balloons in the sky.

08

Many people are sitting on chairs. Only two people are sitting on chairs. Only one person is sitting in a chair. Nobody is sitting in a chair.

Prepositions

Materials: Paper

Pre-Lesson Activities: • In their journals, have students list the lesson vocabulary words in alphabetical order. • Reinforce lesson vocabulary by borrowing prints from the art department of scenes that allow students to describe objects that are above and below in relation to other items depicted. Encourage students to describe different pieces of work to their teachers during art classes.

Prepositions: Above and Below, etc.

44

Worksheet 7-09

Content Integration: Social Studies: Ask students to choose three famous aviators from their country or another country. Have students create a report and timeline about one aviator from each country. Have students display timelines and reports on poster board. Language Arts: Write 10 sentences in the passive voice. Ask students to change the sentences into the active voice.

I. Fill in the blank. 1. The airplane is flying in front of ____________________________.

are adults

2. ____________________________ is riding a bicycle.

the setting sun

3. Many people are ________________________, but only a few are going up.

is being used

4. The airplane is flying ____________________________.

taken

5. The bridge is above the ____________________________.

nobody

6. Nobody is sitting ____________________________.

only a few

7. Only one of these telephones ____________________________.

coming down

8. Most of these people are children, but a few __________________________.

in a chair

9. Most of the chairs are __________________________. Only a few are empty. 10. There are ____________________________ balloons in the sky.

road above the clouds

II. Answer the question with Yes or No. 11. Are all telephones being used?

________________________________________________________________

12. Can airplanes fly above the clouds?

____________________________________________________________

13. Do some birds fly below the clouds? ____________________________________________________________ 14. Are some people sitting down?

________________________________________________________________

15. Can an airplane fly behind the sun?

____________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

180

Prepositions: Above and Below, etc.

7-09

Prepositions: Above and Below, etc. New Vocabulary leaning used

Prepositions: Above and Below, Coming Down, and Going up Using Multiple Intelligence Strategies:

setting written

sky

taken

telephones

Grammar: Passive and Active Voice (Review)

Passive voice describes the structure of a sentence in which the subject receives the action rather than performing it. Above the door is written the number “three hundred and three.” Put into normal word order, this sentence would be: The number “three hundred and three” is written above the door. (subject) (verb) (adverbial complement) In this example, the word order changes the emphasis, but not the meaning, of the sentence. The writer (agent or performer of the action) is not named. Number (the subject) receives the action. This is passive voice. The verb consists of a form of to be with a past participle. Another example in this lesson is: Only one of these telephones is being used. Usage: Above and Below, Up and Down Below and above are opposites used as prepositions. Up and down are opposites used as adverbs of direction (place). Note “sitting down,” “going up,” “going down,” “coming up,” etc. Which quantifiers are practiced in this lesson? Make a list of them.

Visual-Spatial: Instruct students to create a book with the concepts above, below, up, down, coming down, and going up. Each page should have a sentence like the example below: Example: “This bird is flying above the tree and this bird is standing below the tree.” Naturalist/Verbal-Linguistic: Using different animals or plants as the subject, write five sentences using above, below, up, down, coming down, and going up.

Post-Lesson Activity: • Have the students use the words above, below, up, down, coming down, and going up to describe the locations of various objects in the classroom.

Conversation: 76

• Divide students into pairs to describe the sky. Students should try to use the words above, below, up, down, coming down, and going up.


Modifications:


2.

1.

4.

3.

6.

5.

1. The boy is

.

• Display a map of constellations in the classroom for student reference and discussion. Encourage students to describe the features of this map.

a. swimming

b. lifting

c. jumping

d. using

2. The workmen is up the ladder.

a. catching

b. trying

c. jumping

d. climbing

3. The cowboy is to ride the bull.

a. trying

b. swimming

c. lifting

d. using

4. The dog’s mouth is and

a. open, full

b. open, empty

c. closed, full

d. closed, empty

a. swimming

b. running

c. using

d. lifting

a. jumping down

b. jumping up

c. looking up

d. looking down

. a rope.

5. The man is

.

6. They are


a. above

b. below

c. most

d. in front of

f. few

3.

2.

1.

4.

6.

5. the woman’s head.

1. The ball is 2.

e. against

of the people are sitting down.

3. There are only a

balloons in the sky.

4. The airplane is flying 5. None of these guns are leaning 6. The woman is

the sun. a wall. the ball. ©2002 Fairfield Language Technologies

181

Unit 7, Lesson 10

7-10 Many people are riding bicycles. Only a few people are riding bicycles. Only one person is riding a bicycle. Nobody is riding a bicycle.

01

The boy is going to jump. The boy is jumping. The boy has jumped. The boy is swimming.

10

Only one of these telephones is red. Only one of these telephones is being used. Most of these guns are leaning against a wall. None of these guns are leaning against a wall.

02

The boy is going to jump over the sticks. The boy is jumping over the sticks. The boy has jumped over the sticks. The boy is swimming underwater.

03

The children are climbing up the tree. The children are sliding down. The workman is climbing up the ladder. The boy is climbing a mountain.

04

They are looking up. They are looking down. He is looking through the window. He is looking at the window.

05

The cowboy is trying to ride the bull. The cowboy cannot ride the bull. The boy is trying to jump over the horse jump. The boy fell.

06

The dog has a frisbee in its mouth. The dog has a hat in its mouth. The dog’s mouth is open and empty. The dog’s mouth is closed and empty.

07

The dog is trying to catch the frisbee. The dog has caught the frisbee. The cowboy is trying to catch the calf. The cowboy has caught the calf.

08

The man is using a rope. The woman is using a camera. The man is using a pen. The people are using a boat.

09

He is using a rope to climb the mountain. She is using a camera to take a picture. He is using a pen to write. They are using a boat to cross the water.

10

The cowboy is using a rope to catch the calf. The cowboy is using a rope to tie up the calf. The cowboy is catching the calf without using a rope. The cowboy is lifting the calf.

New Vocabulary calf camera cannot

dog’s fell lifting

over sticks take

More Verbs

09

Themes: Verbs

Materials: Fiction book

Pre-Lesson Activity: • Instruct students to complete Section III of Worksheet 7-10 in the Student Workbook to practice writing lesson vocabulary. Have students select a photo from this Workbook section and create a five-sentence adventure about the scene. 45

Content Integration: Language Arts: Ask students to write a short paragraph about where they see themselves in 10 years. Encourage students to describe how they think things will have changed from the present day. Social Studies: Instruct students to work with a partner and research the invention of the camera. This report should include who invented the camera, when it was invented, and how it has changed throughout the years. Instruct students to underline the different verb tenses in their report using different colors for each verb tense.

Worksheet 7-10 I. Fill in the blank. 1. The boy is ____________________________ a mountain.

to jump over

2. The boy is ____________________________ underwater.

climb

3. The cowboy is ____________________________ the calf.

catch

4. She is using a ____________________________ to take a picture.

up the tree

5. The boy is going ____________________________ the sticks.

swimming

6. The cowboy is ____________________________ to catch the calf.

lifting

7. He is using a rope to ____________________________ the mountain.

pen

8. The dog is trying to ____________________________ the frisbee.

climbing

9. He is using a ____________________________ to write.

trying

10. The children are climbing ____________________________.

camera

II. Answer the question with Yes or No. 11. Can you look through a window?

______________________________________________________________

12. Can you look through a person? ________________________________________________________________ 13. Can a cow climb a tree? ______________________________________________________________________ 14. Do you use a pen to take a picture? ____________________________________________________________ 15. Can a dog sing? ____________________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ More Verbs

182

ENGLISH

More Verbs 7-10

More Verbs New Vocabulary calf lifting

Using Multiple Intelligence Strategies: camera over

cannot sticks

dog’s take

fell

Musical-Rhythmic: Divide the students into small groups and have each group create a rap or song using the various verb tenses.

Grammar: Verb Tenses (Review) Here are sentences using different verb tenses. Do you remember which ones they are? The The The The

cowboy is lifting the calf. dog has caught the frisbee. boy is going to jump over the sticks. boy fell.

Interpersonal: Invite student groups to share their reports with the class.

Post-Lesson Activity: • Instruct the students to write sentences using the new lesson vocabulary words as well as verbs from previous lessons. Read the sentences aloud and ask students to identify the verb tense in each sentence.

Conversation: • Have students ask each other questions, using the different verb tenses that have been introduced in previous lessons. 77

Modifications: • Display a poster that lists different verb tenses and sentences that exemplify how tenses are used.


2.

1.

4.

3.

6.

5.

1. The boy is

.

a. swimming

b. lifting

c. jumping

d. using

2. The workmen is up the ladder.

a. catching

b. trying

c. jumping

d. climbing

3. The cowboy is to ride the bull.

a. trying

b. swimming

c. lifting

d. using

4. The dog’s mouth is and

a. open, full

b. open, empty

c. closed, full

d. closed, empty

a. swimming

b. running

c. using

d. lifting

a. jumping down

b. jumping up

c. looking up

d. looking down

. a rope.

5. The man is

.

6. They are


a. above

b. below

c. most

d. in front of

f. few

3.

2.

1.

4.

6.

5.

1. The ball is 2.

e. against

the woman’s head. of the people are sitting down.

3. There are only a


4. The airplane is flying 5. None of these guns are leaning 6. The woman is

the sun. a wall. the ball. ©2002 Fairfield Language Technologies

183

Unit 7, Lesson 11

7-11 01

I am jumping. I am drinking milk. I am falling. I am cutting the paper.

01

02

I am jumping. I have jumped. I am drinking milk. I have drunk milk.

02

03

I am falling. I have fallen. I am cutting the paper. I have cut the paper.

03

04

I am going to jump. I am going to drink milk. I am going to fall. I am going to cut the paper.

04

05

I am going to jump into the water. I am jumping into the water. I have jumped into the water. We are jumping into the water.


Themes: Verbs

Materials: Index cards

– Divide students into groups of four. – Instruct students to take turns acting out, in the style of the game Charades, an action from start to finish (before-during-after). See Curriculum Text for examples. – The other three group members will describe the scene using correct verb forms. – Circulate the room and monitor groups for appropriate vocabulary use.

05

06

We are not going to jump. He is going to jump. We are not jumping. He is jumping. We have not jumped. He has jumped. We are all jumping together.

07

I am going to jump. They are not going to jump. I am jumping. They are not jumping. I have jumped. They have not jumped. We are all jumping together.

07

I am going to fall. I am falling. I have fallen. I am going to jump.

08

I am going to drink the milk. I am drinking the milk. I have drunk the milk. I am going to eat the bread.

09

Pre-Lesson Activity: • Review verb conjugations with the following activity:

7-12

Verb Conjugation

08

09

10

06

I am going to eat the bread. I am eating the bread. I have eaten some of the bread. I am wearing a hat.

10

Unit Seven Review

The girl is getting into the boat. The boy is getting out of the water. The boy has gotten out of the water. The boy is going to get out of the water. Horses carry people, but this horse is not carrying anyone. This horse is carrying someone. Airplanes fly, but this airplane is not flying. Airplanes fly and this airplane is flying. The bikers are moving fast. The bikers are moving slowly. The airplane is moving fast. The airplane is moving slowly. It is wintertime. Snow is on the trees. It is summer. The trees are green. It is summertime. The people are in the swimming pool. It is fall. The trees are yellow and the leaves are on the ground. Some of these flowers are yellow and the others are blue. All of these flowers are yellow. One of these ducks has a white head and the other has a green head. All of these ducks have black heads. Neither of these people is drinking milk. One of these people is drinking milk. Both people are drinking milk. One person is drinking orange juice. The boy is behind the tree. The boy is in front of the tree. The water is behind the milk. The water is in front of the milk. The airplane is flying above the clouds. The airplane is flying below the clouds. The airplane is flying in front of the snow-covered mountain. The airplane is flying in front of the setting sun. The cowboy is using a rope to catch the calf. The cowboy is using a rope to tie up the calf. The cowboy is catching the calf without using a rope. The cowboy is lifting the calf. We are not going to jump. He is going to jump. We are not jumping. He is jumping. We have not jumped. He has jumped. We are all jumping together.

46

Worksheet 7-11

Content Integration: Language Arts: Provide students with a newspaper article from another country. Have students underline past, present, and future verbs in different colors. Have students make a chart placing the verbs they underlined in the proper categories: past, present, or future.

I. Fill in the blank. 1. I am ____________________________ the bread.

together

2. We are all jumping ____________________________.

we have

3. I am cutting ____________________________.

the milk

4. I am going to ____________________________.

am eating

5. ____________________________ eaten some of the bread.

going to eat

6. I am going to drink ____________________________.

they

7. I ____________________________ the bread.

falling

8. I have ____________________________.

jumped

9. I am ____________________________.

the paper

10. I have jumped. ____________________________ have not jumped.

fall

II. Answer the question with Yes or No. 11. Do you cut milk? ____________________________________________________________________________ 12. Do you drink paper? __________________________________________________________________________ 13. Can people eat bananas?

____________________________________________________________________

14. Can people jump over sticks? __________________________________________________________________ 15. Can bananas jump over sticks? ________________________________________________________________


16.

17.

18.

19.

20.

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

184

Verb Conjugation

Verb Conjugation 7-11

Verb Conjugation


New Vocabulary There is no new vocabulary in this lesson. Grammar: Personal Pronouns (Review) Practice the personal pronouns with the verb tenses you know. Remember, the personal pronouns are in first, second or third person, singular and plural. First person Second person Third person

I you he she it

we you they

Usage: Contractions Using Personal Pronouns At this point, we want to speak clearly and formally. However, in rapid, normal speech you may hear words differently, and you will want to speak them as you hear them. One major difference is the use of contractions. Contractions are a kind of abbreviation or shortening of words by combining them and dropping parts. This is common, especially with personal pronouns. I am I have you are he is he has she is it is

I’m I’ve you’re he’s he’s she’s it’s

I’m going to fall. I’ve drunk the milk. You’re sick. He’s going to jump. He’s jumped! She’s using a camera to take a picture. It’s summer.

we are we have you are they are they have

we’re we’ve you’re they’re they’ve

We’re not going to jump. We’ve not jumped. You’re all hungry. They’re not jumping. They’ve not jumped.

In the case of negatives using not, the contraction may shift from the pronoun to the verb with not. The choice is yours depending on where you want to place the emphasis. Compare the following sentences. We aren’t going to jump. We haven’t jumped. They aren’t jumping. They haven’t jumped.

We’re not going to jump. We’ve not jumped. They’re not jumping. They’ve not jumped.

Bodily-Kinesthetic: Divide students into small groups. Give each group 20 index cards. Have students write the types of verb tenses on individual index cards and place on a flat surface. Divide the rest of the cards among the students in each group. Instruct the students to write sentences with different verb tenses on each index card, mix the index cards together, and place them face down. Tell the students to take turns drawing an index card, reading the sentence aloud, and then placing it with the index card that has the correct verb tense. Verbal-Linguistic: Provide students with a short paragraph from a book. Ask students to copy the paragraph and to change it by using contractions and negatives.

Post-Lesson Activity: • Instruct students to write sentences using all forms of verb tenses.

78

Conversation:

The Rosetta Stone English I Quiz Unit 7 Lesson 11, Unit 8 Lesson 1 I. Fill in the blank with the word or words that best describe the photograph.

3.

2.

1.

4.

Modifications:

6.

5.

1. I

falling.

a. was

b. were

c. am

d. are

2. I

drunk milk.

a. has

b. have

c. was

d. am

3. I

cut the paper.

a. was going to

b. am going to

c. have

d. has

4. We into the water.

jumping not jumped. jumped.

5. We He

some of the bread.

6. I

• Have students create a list of sentences. One list of sentences will not have contractions, whereas the other list will use the same sentence but with contractions. Students can practice saying both sentences to each other.

a. am

b. were

c. are

d. was

a. is, are

b. are, is

c. has, have

d. have, has

a. have eaten

b. have drunk

c. am jumping

d. am drinking

• Create a poster that lists contractions using personal pronouns.


a. first

b. second

c. third

1.

d. fourth

e. last

3.

2.

4.

5.

6.

1. The

number is five.

4. The

number is six.

2. The

number is zero.

5. The

three numbers are one.

3. The

number is two.

6. The

number is eight. ©2002 Fairfield Language Technologies

Mini-Assessment Unit 7, Lessons 6–11 Answer the following questions. 1. What shape has three sides and three angles? 2. If you drink all of the milk in the glass, then the glass is ____________. 3. When an airplane is flying, it is ____________ you. 4. Write a sentence and identify its verb tense. 185

The Rosetta Stone English I Test Unit 7 Lessons 1–6 I. Match the photograph with the sentence.

Unit 7 Review A.

Review Activities: • Use index cards to review vocabulary. • Review workbook pages. • Choose activities that target skills in need of practice. • Encourage role-play of scenes that require students to use language skills. • Provide time for conversation practice with peers; monitor conversational skills. • Challenge students to create questions from various lessons and seek answers as a class. • Play question-and-answer games using vocabulary words from past lessons.

B.

C.

D.

E.

3.

4.

5.

1. The father and the boys are working. 2. The boy is looking up. 3. The boy is looking down. 4. Which animal has only two legs? 5. Which animal has four legs on the ground?

II. Circle the correct answer.

1.

2.

1. The airplane is moving fast / slowly. 2. The horse is going fast / slowly. 3. Someone is moving quickly / slowly across the street. 4. The horse is running fast / slowly. 5. This is an animal that moves fast / slowly.

III. Match the words. 1. soldiers

a. wheels

2. bicycles

b. four legs

3. birds

c. guns

4. sailors

d. ships

5. elephants

e. wings

Possible Assessments: • Conduct Mini-Assessments in Lessons 7-05 and 7-11. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess graphs, charts, reports, and projects. • Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests. • Keep portfolios of student work.




1.

6.

2.

3.

4.

7.

8.

9.

5.

10.

1.

of the people are wearing white hats.

a. all

2.

birds are ducks.

b. none

3.

person is pointing.

c. both

4.

of these animals is a bird.

d. most

5.

of the astronauts are standing still.

6. One person is pointing, but the

is not.

e. neither f. other

7.

of the animals are fish.

g. some

8.

of these fruits are grapes.

h. one

9.

of these people are drinking milk.

10.

of these people are women.

V. Write the season. 1. It is hot, and people are very thirsty. 2. Some trees are pink and others are white; there are many flowers, and the birds are singing. 3. It is cold, and there is snow on the trees and the mountains. 4. The trees are yellow, red, and orange; some leaves are on the ground. 5. People are wearing coats, hats and scarves.


186

The Rosetta Stone English I Test Unit 7 Lessons 7–11 I. Write a verb to complete each sentence.

Tests 1.

2.

3.

4.

5.

7.

8.

9.

10.

6. 1. He is

through the window.

2. The boy has

.

3. The boy is

a mountain. .

4. I am 5. I am going to

the bread.

6. I am

the milk.

7. I am

the paper.

8. The boy is

.

9. The dog

a hat in its mouth.

10. Only one person is

a bicycle.

II. Circle the correct answer.

1.

3.

2.

5.

4.

1. The boy is kicking with his right / left foot. 2. The glass is full / empty. 3. The man’s right / left hand is full of candy. 4. Which woman is pointing? The woman on the right / left. 5. The dog’s mouth is open and full / empty. ©2002 Fairfield Language Technologies



1.

2.

6.

7.

1. The boy is

3.

4.

8.

9.

the tree.

2. A ball is

b. in front of the clouds.

4.

of the circles are around the rectangle, but not all of them.

5.

of the circles are around the rectangle.

7. 8. The square is 9. There are 10. The window is

10. a. all

.

3. The airplane is flying

6. The woman is

5.

the ball. of the circles are in front of the rectangle, but not all of them.

c. square d. most e. behind f. a few g. above

the triangle.

h. below


i. round

.


187

Word Search 7: 1-5

Unit 7 Review

ACROSS BEEN CARRY COVERED DIRT DOWNHILL FAST GIVE HIT MOON MOST MOVES OTHERS

PART QUICKLY ROAD SLOWLY SOLDIERS SOMETIMES SPRING STILL SUNRISE USUALLY WARM WEAR

J B G I S H I T G M O O N

W E K D O W N H I L L B C

A E V I M Y M W V D P N A

R N M R E X G E E C D O R

M O S T T O D A K O X T R

E S P R I N G R D V V H Y

D U A V M S P O Q E A E E

N N R P E L F A U R C R S

S R T M S O L D I E R S T

F I O O L W E S C D O Z I

A S O V L L I Q K Y S I L

S E S E O Y N G L B S V L

T F U S U A L L Y N F W T

N C O F N S T A K E N V T

I K T D D C I R C L E S H

N B E L O W S E F E L L L

G R N U C R E S H P T Z I

O R U Y A I T S L H J O F

C I O W M T T A B O V E T

L G V O E T I D X N Z U I

X H E I R E N U S E D B N

C T R I A N G L E S H E G

Word Search 7: 6-11

ABOVE ACROSS BELOW BOTH CALF CAMERA CANNOT CIRCLES DOORS FELL LEANING LIFTING MIDDLE

OVER RIGHT ROUND SETTING SKY SQUARES STICKS TAKEN TELEPHONES TRIANGLES USED WRITTEN

E C C M I D D L E S N S V

L M A C R O S S T I C K S

E Y N A O O N Q Y U J Y B

A P N L U R K U N T E K O

ENGLISH

188

Crossword 7: 1-5


Across

Down

2. A bicycle has two ______. 4. We ___ this a sunset. 7. The bird has its wings ______. 9. She will ____ hay to the cow. 10. She is ______ downhill. 11. It is not cold in the springtime; it is ______. 14. In the __________ it is hot. 17. not fast 18. The young men in the blue suits ___, but they aren’t singing now. 19. They are trying to fly _____. 21. He has ____ out of the water. 22. _________ can fly.

1. a color 3. a person in the water 4. an animal 5. ___ the door. 6. An astronaut _____ a space suit. 8. He is skiing _______ very fast. 12. Most of the flower is red, but _____ of it is yellow. 13. He is ______ to fly a kite. 14. the sun going down 15. We see the ____ at night. 16. Birds can ___. 17. The _____ is skiing downhill. 20. almost all

ENGLISH

Crossword 7: 6-11

Across

Down

3. not above 6. ____ live in the water. 7. The cat is going to ___ its food. 8. The horse is running ____. 9. not squares 10. Three is a ____. 12. On which ___ of the doors is the man. 15. People are talking on _____. 17. A ___ of milk. 19. It is almost night. The sun is _______. 20. The woman is using a pen to ____. 21. The time is two o’_____. 22. not circles 23. There are a few balloons in the ___.

1. The strong man is ____ the big box. 2. This is not a real person; it is a ___ of a person. 4. not under 5. She is using a camera to ___ a picture. 9. The cowboy ____ ride the bull; he has fallen. 11. He is throwing the ____. 13. The car ___ are open. 14. The boy ___ off the horse. 15. She has ____ a picture. 16. He is between the dogs. He is in the ____. 18. The boy is jumping over the ____.

ENGLISH

189

Unit 8 Overview Lesson 8-01 Ordinal and Cardinal Numbers .................................................. 192 Six new words. First, second, third, fourth, and last. Orderings of numbers and of persons identified by activity.

Lesson 8-02 Am and Am Not: More Present Conditions .............................. 194 No new words. More first person material. Activities and activities completed.

Lesson 8-03 Looks Like, Almost All, One, Several, Most, All........................ 196 Six new words. Appearances contrary to reality. Locations right, left, up, and down from the point of view of the student. Weak and strong generalizations.

Lesson 8-04 Space and Geography, Countries ................................................ 198 36 new words. Five continents. Twenty-one countries. Planet.

Lesson 8-05 Streets and Sidewalks .................................................................. 200 13 new words. Describing automobile and pedestrian traffic. Sidewalk, street, and highway. Street upkeep activities.

Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns ...................................................................................................... 202 Seven new words. Belongs to. Ownership of animate beings and inanimate objects.

Lesson 8-07 Comparative and Superlative Adjectives; Interrogative Words .......................................................................................... 204 26 new words. 10 comparisons of age. Comparisons of size, elevation, color, speed, length, temperature, mood, appearance, etc.

Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................... 206 Four new words. Objects near and far from each other. Objects near and far from the student.

Lesson 8-09 Locations; Prepositions ................................................................ 208 23 new words. Around the city. Houses of worship: church, mosque, synagogue, and temple. Seven different business places. Five different public facilities. Next to, in front of, around the corner, and down the street.

190

Scope and Sequence Lesson 8-10 Directions: How Do I Get to… .................................................... 210 Eight new words. Asking directions. Giving directions for distances, turning, going past, and reversing direction.

Lesson 8-11 Activities; More Verbs .................................................................. 212 No new words. First person focus. Verb tenses: present progressive, present perfect, “going to” future.

Lesson 8-12 Review of Unit Eight .................................................................... 214 Tests and Worksheets from Unit Eight lessons.

Enrichment/Unit Projects: 1. Ask students to identify idioms that are present in their culture. Discuss how idioms impact communication. Have students identify at least 10 idiomatic phrases found in English. Have students create a book of idioms in both languages that explains and illustrates these idioms. Display student books in the classroom. 2. Instruct students to identify and research the major languages, other than the national language, that are used in their country. Have the students color-code a national map to illustrate where these other languages are commonly used. 3. Explore culinary traditions from other countries and cultures. Have each student write a recipe common to another culture and bring it to class to share. Discuss culinary traditions of other countries and how they are similar to or different from the culinary tradition in the United States. 4. Explain to the students that it is very important to be able to ask, understand, and give directions when they’re in a foreign country and unfamiliar with their surroundings. To help students feel comfortable

asking questions to native speakers, the students will role-play tourist and native speaker conversations. With the class, review phrases and vocabulary related to location and direction. Encourage students to take notes to use during the conversations. Count the class off into pairs. Have each pair role-play, one student as a tourist and the other as a native speaker. After students are through with their conversation, they will switch roles. Explain to the students that they should prepare to stand up in front of the class and have a conversation with their partner. Allow students to write a few phrases or reminders down on a sheet of paper if necessary. 5. Start off the lesson by asking students to suggest what type of problems teenagers may typically have. Have students get into small groups and discuss various real-life teen problems and write these topics on the board. Assign one or two situations to each group. Have the students answer the questions as a group. One student in the group will take notes for a presentation after the discussion. Have students present their advice for each teen problem/situation to the class. Encourage students to ask questions and have a class discussion about the topics.

191


The first number is two. The first number is one. The first number is four. The first number is nine.

02

The second number is nine. The second number is eight. The second number is five. The second number is six.

03

The third number is three. The fourth number is seven. The fourth number is nine. The third number is zero.

04

The last number is nine. The last number is three. The last number is one. The last number is seven.

05

The first number is zero. The second number is zero. The third number is zero and the fourth number is not zero. The third number is zero and the fourth number is zero.

06

The last two numbers are three. The first two numbers are two. The last two numbers are zero. The last three numbers are one.

07

The second number and the fourth number are three. The first number and the last number are three. The third number and the last number are one. The first number and the last number are one.

08

The first two numbers are two and the last number is six. The first two numbers are two and the last number is eight. The first number is two, the second number is five, the third number is zero, and the last number is nine. The first number is two, the second number is five, the third number is zero, and the last number is seven.

09

The second person and the last person are sitting. The second person and the third person are sitting. The first person and the fourth person are sitting. The first person and the second person are sitting.

New Vocabulary first third

last second

fourth numbers

Themes: Numbers

Materials: Small pieces of paper

Pre-Lesson Activity: • Reinforce vocabulary by asking students to bring math worksheets or textbooks to class. Have students select four-digit numbers and describe them using ordinal terms learned in Lesson 8-01. Invite students to share this information with their math teachers.

Ordinal Numbers

01

10

Content Integration: Mathematics: Ask students to list all the members in their immediate family along with their ages. Have students add all the ages together. Ask students to interview each other to find out the ages of the other student’s immediate family members. After the students have collected the information, have them create graphs or charts that identify the average age of mothers, fathers, sisters, brothers, etc. in the class. Display graphs in the class. Language Arts: Instruct students to write a children’s story about numbers. Have students personify numbers One to Ten in their story.

The first person and the third person are standing. The first person and the last person are standing. The second person and the third person are standing. The third person and the fourth person are standing.

47

Worksheet 8-01 I. Describe each picture with a complete English sentence.

1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Three and four are numbers.

____11. Seven is the first and last number in 707.

____ 7. Five and elephant are numbers.

____12. We count: one, two, three, four, five, six.

____ 8. Five is the third number in 115.

____13. We count: five, six, eight, nine, ten.

____ 9. Four is the second number in 404.

____14. Zero is a number.

____10. Six is the first number in 674.

____15. A cat is not a number.

III. Write a complete English sentence using one or more words from the list. first second

third fourth

last numbers

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

192

Ordinal Numbers

Ordinal and Cardinal Numbers 8-01

Ordinal Numbers


New Vocabulary first second

third fourth

last numbers

Usage: Ordinal Numbers One, two, three, four, five, etc., are cardinal numbers, or counting numbers. First, second, third, fourth, fifth, etc., are ordinal numbers. They name the “order” of things in a sequence. The The The The

first two numbers are two and the last number is six. second person and the last person are sitting. first number is zero. third number is three.

Logical-Mathematical: Write 10 random numbers on the board. Ask students to write sentences using the numbers from the board in an ordinal-number sense.

Last is not one of the ordinal numbers, but an adjective describing the item at the very end of a sequence, regardless of the number of items in it. All ordinal numbers end in -th except for first, second, and third. Note the relationship of the first twelve ordinal numbers with their cardinal numbers. Cardinal

Bodily-Kinesthetic: Instruct the students to get into groups of 10 and form a line. Have students identify their position in line using ordinal numbers.

Ordinal

one two three four five six seven eight nine ten eleven twelve

first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th

Post-Lesson Activities: • Write ordinal numbers on small pieces of paper and place them in a container. Have 10 students draw a number and then ask them to line up correctly based on the numbers they drew.

Five changes the v to an f and drops the e to become fifth. Twelve follows the sample pattern to become twelfth. Eight only adds an h because it already ends in t. Nine drops the e to become ninth.

• Have students participate in a race and then have them identify what place they finished.

The ordinal numbers are commonly abbreviated as shown in the column on the right. Note that they consist of the arabic numeral followed by the ending on that ordinal number. 79

Conversation: • Ask students to discuss when to use ordinal numbers and when to use cardinal numbers.

The Rosetta Stone English I Quiz Unit 7 Lesson 11, Unit 8 Lesson 1

Modifications:


3.

2.

1.

4.

6.

5.

1. I

falling.

a. was

b. were

c. am

d. are

2. I

drunk milk.

a. has

b. have

c. was

d. am

3. I

cut the paper.

4. We into the water.

not jumped. jumped.

5. We He 6. I

jumping

some of the bread.

• Encourage students to use lesson vocabulary to identify the placement of items in the classroom.

a. was going to

b. am going to

c. have

d. has

a. am

b. were

c. are

d. was

a. is, are

b. are, is

c. has, have

d. have, has

a. have eaten

b. have drunk

c. am jumping

d. am drinking


a. first

b. second

c. third

1.

d. fourth

e. last

3.

2.

4.

5.

6.

1. The

number is five.

4. The

number is six.

2. The

number is zero.

5. The

three numbers are one.

3. The

number is two.

6. The

number is eight. ©2002 Fairfield Language Technologies

193


I am riding a horse. I am not riding a horse anymore. We are riding bicycles. We are not riding anymore.

01

02

We are running. We are not running anymore. We are singing. We are not singing anymore.

02

03

We are singing. We are not singing anymore. I am dressing. I am not dressing anymore.

03

04

I am eating. I am talking on the phone. I am the woman who is neither talking on the phone nor eating. I am a man who is neither talking on the phone nor eating.

05

I am singing and playing the piano. I am neither singing nor playing the piano. We are playing drums and smiling. We are neither playing drums nor smiling.

06

We are both singing. Neither of us is singing. Only one of us is singing. All six of us are singing.

07

I am standing on the sidewalk. I am not standing on the sidewalk anymore. We are carrying umbrellas. None of us are standing.

08

All four of us are walking. There are four of us. None of us is walking. All three of us are walking. There are three of us. None of us is walking.

09

Both of us are singing. We are kissing. Neither of us is kissing and neither of us is singing. I am standing. None of my friends are.

10

Both the man and I are carrying umbrellas. Neither I nor the man is carrying an umbrella. Both my son and I are wearing hats. My son and I are not wearing hats.


Themes: Present Tense

Materials: Fictional story

Pre-Lesson Activity: • Direct students to complete Sections II and III of Worksheet 8-02 in the Student Workbook to review lesson vocabulary. Ask students to use a word or phrase from these exercises as a story starter for a paragraph about a real-life or fictional adventure. Have students take turns reading final products to the class.

Social Studies: Have students list the day and year they were born on their paper. Allow students time to research what occurred on that day in their own culture and in another culture.

04

05

06

07

08

09

Content Integration: Language Arts: Provide students with a story in another language that is in the present tense. Have students underline all the present tense verbs. Instruct students to rewrite the story in past or future tense.

8-03

Am and Am Not: More Present Conditions

01

10

Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns

This is a square. This looks like a square, but it is not. This is a triangle. This looks like a triangle, but it is not. These people are women. These people look like women, but they are not. They are mannequins. These people are astronauts. These people look like astronauts, but they are not. All these shapes are circles. All these shapes are triangles. Three of these shapes are circles and one is a triangle. Two of these shapes are red and two are blue. The black circle is in the upper right. The black circle is in the upper left. The black triangle is in the lower right. The black triangle is in the lower left. Several of the circles are black. Almost all the circles are yellow, but one is black. Several triangles are black. Almost all the triangles are yellow, but one is black. Almost all the circles are yellow. Almost all the circles are black. All the triangles are yellow. Almost all the triangles are yellow. Almost all the circles are black. Almost all the circles are yellow. One circle is blue, and the others are red. Only one circle is red. Almost all the circles are yellow and two are blue. One circle is black and the others are yellow. Most of the circles are black and one is green. Most of the circles are red, and some are green. The blue circles are big and the red ones are small. The red circles are big and the blue ones are small. The triangles are on top of the circles. The circles are in front of the triangles. Most of the black squares are big, and all the white ones are small. All of the black squares are big, and most of the white ones are small. Some of the big triangles are green, and all the small triangles are gray. All of the big triangles are green, and some of the small triangles are gray.

48


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Loaves of bread carry umbrellas.

____11. Some people can play the piano.

____ 7. Some people can ride horses.

____12. Nobody can sit.

____ 8. Some people can sing.

____13. All statues are smiling.

____ 9. Animals can play drums.

____14. Nobody can ride a bicycle.

____10. Hats can talk on the phone.

____15. Everybody has a moustache.

III. Write a complete English sentence using one or more words from the list. riding running

singing dressing

eating talking

playing standing

carrying walking

kissing wearing

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Am and Am Not: More Present Conditions

194

ENGLISH

8-02


Am and Am Not: More Present Conditions Using Multiple Intelligence Strategies:

New Vocabulary There is no new vocabulary in this lesson. Usage: Not Anymore, Neither…Nor, None (Review) Anymore is an adverb that means “no longer.” Usually it is used with not, indicating that an activity that was once in progress is no longer going on. We are not singing anymore. I am not standing on the sidewalk anymore. Neither can be used alone as a pronoun, as the negative of two items or persons, or as an adverb with nor, indicating the negative of two activities. I am neither singing nor playing the piano. I am a man who is neither talking on the phone nor eating. Note that the singular verb is is used in the sentences below. Neither of us is singing. Neither I nor the man is carrying an umbrella. Note that English speakers are in confusion as to how to regard none. Is it plural or singular? Can it be singular one time and plural another? None of us are standing. None of us is walking. I am standing. None of my friends are.

Visual-Spatial: Have students write a sentence beginning with I am and one beginning with I am not. Students should then illustrate the sentences and share them with a partner. Intrapersonal/Interpersonal: Using the future tense, ask students to write a short paragraph describing where they see themselves in 20 years. Invite students to share their paragraphs with the class.


While neither is consistently singular, none remains ambiguous. Until usage clarifies whether it is singular or plural, you can use either none is or none are.

• Write I am and I am not on the board. Ask the students to say a sentence for each. Then have students write the sentences on the board.

Conversation: 81

• Have students discuss different actions. Practice using the words I am and I am not.

Modifications: • Encourage students to use the game Charades as a means for practicing the description of actions.


1.

3.

2.

1.

of the circles are black.

a. several

b. all

c. one

d. none

2.

of the circles are white.

a. one

b. a few

c. some

d. almost all

3.

of the black squares are big, of the white ones are small.

a. several, most

b. most, all

c. all, most

d. several, all

and

II. Yes or No?

1.

3.

2.

6.

7.

1.

We are not riding anymore.

2.

We are running.

3.

We are neither playing drums nor smiling.

4.

We are both singing.

5.

I am not standing on the sidewalk anymore.

6.

Both my son and I are wearing hats.

7.

This looks like a square, but it is not.

8.

This looks like a triangle, but it is not.

9.

Three of these shapes are triangles and one is a circle.

4.

8.

5.

9.


195


I am riding a horse. I am not riding a horse anymore. We are riding bicycles. We are not riding anymore.

01

02

We are running. We are not running anymore. We are singing. We are not singing anymore.

02

03

We are singing. We are not singing anymore. I am dressing. I am not dressing anymore.

03

04

I am eating. I am talking on the phone. I am the woman who is neither talking on the phone nor eating. I am a man who is neither talking on the phone nor eating.

05

I am singing and playing the piano. I am neither singing nor playing the piano. We are playing drums and smiling. We are neither playing drums nor smiling.

06

We are both singing. Neither of us is singing. Only one of us is singing. All six of us are singing.

07

I am standing on the sidewalk. I am not standing on the sidewalk anymore. We are carrying umbrellas. None of us are standing.

08

All four of us are walking. There are four of us. None of us is walking. All three of us are walking. There are three of us. None of us is walking.

09

Both of us are singing. We are kissing. Neither of us is kissing and neither of us is singing. I am standing. None of my friends are.

10

Both the man and I are carrying umbrellas. Neither I nor the man is carrying an umbrella. Both my son and I are wearing hats. My son and I are not wearing hats.

New Vocabulary like looks

lower ones

shapes upper

Themes: Shapes and Colors

Materials: Index cards or construction paper Crayons or colored pencils

Pre-Lesson Activity: • Remind students about the Word Journal they began in Lesson 4-04. Provide time for students to add words and phrases to their journal using computer lessons and resource materials as needed. After students finish their entries, encourage them to write about a favorite weekend activity.

8-03


01

04

05

06

07

08

09

10


This is a square. This looks like a square, but it is not. This is a triangle. This looks like a triangle, but it is not. These people are women. These people look like women, but they are not. They are mannequins. These people are astronauts. These people look like astronauts, but they are not. All these shapes are circles. All these shapes are triangles. Three of these shapes are circles and one is a triangle. Two of these shapes are red and two are blue. The black circle is in the upper right. The black circle is in the upper left. The black triangle is in the lower right. The black triangle is in the lower left. Several of the circles are black. Almost all the circles are yellow, but one is black. Several triangles are black. Almost all the triangles are yellow, but one is black. Almost all the circles are yellow. Almost all the circles are black. All the triangles are yellow. Almost all the triangles are yellow. Almost all the circles are black. Almost all the circles are yellow. One circle is blue, and the others are red. Only one circle is red. Almost all the circles are yellow and two are blue. One circle is black and the others are yellow. Most of the circles are black and one is green. Most of the circles are red, and some are green. The blue circles are big and the red ones are small. The red circles are big and the blue ones are small. The triangles are on top of the circles. The circles are in front of the triangles. Most of the black squares are big, and all the white ones are small. All of the black squares are big, and most of the white ones are small. Some of the big triangles are green, and all the small triangles are gray. All of the big triangles are green, and some of the small triangles are gray.

48

Content Integration: Mathematics: Have students identify the colors of clothing that the other students are wearing. Have students create a chart with six colors and ask them to list what item of clothing correlates with that color. Have students create their own graphs or charts showing their data. Language Arts: Find a video or article about a famous modern artist from a another culture and a famous modern artist from American culture whose art uses geometric shapes. Have students write a compare/contrast paper about each artist’s style and instruct students to create their own piece of artwork using only geometric shapes.


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. All triangles are shapes.

____11. All birds are pink.

____ 7. Mannequins are not real women.

____12. All shapes are circles.

____ 8. Astronauts are mannequins.

____13. All squares look like triangles.

____ 9. A triangle is a shape.

____14. Almost all astronauts have blue hair.

____10. Red, blue, and green are colors.

____15. All shapes are squares.

III. Write a complete English sentence using one or more words from the list. like looks

shapes upper

lower ones

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

196


8-03


Looks Like; Almost All, One, Several, Most, All Using Multiple Intelligence Strategies:

New Vocabulary like upper

looks

lower

ones

shapes

Verbal-Linguistic: Let each student give oral clues about an object in the room for the others to identify. The clues must include colors and shapes as well as the phrase “looks like.”

Usage: Demonstrative Pronouns, Several, Almost All The demonstrative pronouns are: this these that those Several is a quantifier meaning more than two, but probably not more than five. It is indefinite. Several of the circles are black. Several triangles are black. Note that “of the” can often be omitted without changing the meaning. Almost all of the circles are black. Almost all the circles are black. Almost all is a degree greater than most, which is also indefinite.

Naturalist: Ask students to use five sentences to describe their favorite animal. Then ask students to draw this animal using square, rectangle, triangle, and circle.


Most of the circles are red. Almost all of the circles are red.

• Review the words looks like, almost all, one, several, most and all by making flashcards with index cards or construction paper. Have each student draw a picture to illustrate the meaning of each word. • Give each student a piece of construction paper. Have them divide the paper into four equal pieces. Read four sentences that give directions about colors, shapes, and locations for the students to draw in each section of the paper. Either create new directions or choose four sentences from the curriculum text.

82


Conversation:


• Encourage students to describe various pieces of artwork using lesson vocabulary words. 1.

3.

2.

1.

of the circles are black.

a. several

b. all

c. one

d. none

2.

of the circles are white.

a. one

b. a few

c. some

d. almost all

3.

of the black squares are big, of the white ones are small.

a. several, most

b. most, all

c. all, most

d. several, all

and

II. Yes or No?

1.

3.

2.

6.

7.

1.

We are not riding anymore.

2.

We are running.

3.

We are neither playing drums nor smiling.

4.

We are both singing.

5.

I am not standing on the sidewalk anymore.

6.

Both my son and I are wearing hats.

7.

This looks like a square, but it is not.

8.

This looks like a triangle, but it is not.

9.

Three of these shapes are triangles and one is a circle.

4.

8.

Modifications: • Invite students to describe the colors and shapes of classroom items.

5.

9.


197


country Egypt Europe European Germany India Italy Japan Korea map Mexico Nigeria

North America planet Russia Saturn South America Spain Tanzania United Kingdom United States Venezuela Vietnam

01

The cars are driving on the street. The cars are parked on the street. People are standing on the sidewalk. People are walking on the sidewalk.

02

This planet is called Saturn. This person is a woman. This country is called China. This continent is called Africa.

02

The car is on the street. The car is on the highway. The bridge crosses the highway. The bridge crosses the water.

03

a planet a person a country a continent

03

Two bridges cross over the road. There is a car on the road that goes between the trees. The road goes toward the house. The road goes toward the mountain.

04

This planet is Saturn. This person is a girl. The country colored red is the United Kingdom. This continent is North America.

04

The people are crossing the railroad track. The people are standing beside the railroad track. The man is crossing the street. The man is standing in the street.

This continent is Asia. This continent is Africa. This continent is South America. This continent is Europe.

05

Which people are riding on the sidewalk? Which people are riding on the road? Some people are riding. They are not riding on the sidewalk and they are not riding on the road. Which people are on the sidewalk and not riding at all?

05

06

Brazil is the country colored red on this map. Argentina is the country colored red on this map. Chile is the country colored red on this map. Venezuela is the country colored red on this map.

06

07

The United States is colored red on this map. Canada is colored red on this map. Mexico is colored red on this map. Japan is colored red on this map.

The birds are crossing the sidewalk. The sidewalk is empty. The man is crossing the street on a bicycle. The man is crossing the street in a wheelchair.

07

08

Nigeria is the country colored red on this map. Egypt is the country colored red on this map. Algeria is the country colored red on this map. Tanzania is the country colored red on this map.

The birds are walking across the sidewalk. He is running across the street. He is riding his bicycle across the street. He is going across the street in a wheelchair.

08

09

Germany is in Europe. It is colored red on this map. Italy is in Europe. It is colored red on this map. India is in Asia. It is colored red on this map. Vietnam is in Asia. It is colored red on this map.

There is an alley between the two buildings. The train track crosses over the street. The bus is driving on the sidewalk. The bus is driving over the bridge.

09

10

China is the Asian country colored red on this map. Korea is the Asian country colored red on this map. Spain is the European country colored red on this map. Russia is colored red on this map. Russia is in Europe and Asia.

The man is sweeping the street with a broom. The tractor is sweeping the road. The man is digging in the hole in the street. The machine is digging a hole in the street.

10

The road is full of people riding bicycles. The street is full of people running. The street is almost empty. The sidewalk is full of people.

Themes: Continents and Countries

Materials:

Streets and Sidewalks

Saturn Africa a woman China

New Vocabulary Africa Algeria Argentina Asia Asian Brazil called Canada Chile China colored continent

8-05

Space and Geography, Countries

01

World map Card stock Crayons Scissors Glue

49


Pre-Lesson Activity: • Reinforce lesson vocabulary by asking students to write a travelogue about a place they hope to visit in the future.

1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________

Content Integration: Social Studies: Provide each student with a map of the world. Assign a different color to each continent. Have students shade each continent its specific color and ask students to find information about the number of countries and general population in each continent. Language Arts: Have students choose one country. Allow students time to research the culture and lifestyle of the average teenager in that culture. Have students provide information about popular foods, popular music, sports, and one celebrity from that country. Instruct students to prepare a poster that displays this information.

198

4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Asia is a continent.

____11. The United States is a country.

____ 7. Nigeria is a continent.

____12. Germany is in Asia.

____ 8. Saturn is a planet.

____13. India is in Europe.

____ 9. China is a planet.

____14. Vietnam is a person.

____10. Africa is a country.

____15. Egypt is on Saturn.

III. Write a complete English sentence using one or more words from the list. called planet country continent colored

map Saturn Africa China Asia

Asian Europe European Brazil Argentina

Chile Venezuela Canada Mexico Japan

Nigeria Egypt Algeria Tanzania Germany

Italy India Vietnam Korea Spain

Russia United Kingdom North America South America United States

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________


ENGLISH

Space and Geography, Countries 8-04



New Vocabulary Africa Brazil colored European Korea planet Tanzania

Algeria called continent Germany map Russia United Kingdom

Argentina Canada country India Mexico Saturn United States

Asia Chile Egypt Italy Nigeria South America Venezuela

Asian China Europe Japan North America Spain Vietnam

Usage: Place Names The names of countries are usually similar in all languages, at least in Western languages. Which country names do you recognize from your own language? How are they spelled differently in English? What is a “continent?” How many continents are there? Two are not named in this lesson. Do you know which two they are? What is a “country?” On which continent does your native country lie? Note that all country names are proper nouns; they must be capitalized. Unlike many languages close to English, the adjective forms of country names are also capitalized. Europe Asia

European Asian

Adjectives can be made from most geographic names. These adjectives may refer either to the people in those countries or to the language they speak. They usually end in -an or -ese. If the name already ends in -a, add only -n. + -ese

+ -n

irregular

Japanese Vietnamese

Venezuelan African American Russian Nigerian Algerian Tanzanian Indian Korean

Canadian Egyptian German Italian Spanish Mexican Brazilian Chinese

Visual-Spatial: Provide each student with a world map of his or her own to color. Have the students color and label the continents as well as some of the countries. Glue the map on card stock. When it is dry, have the students cut it into at least 12–15 pieces like a puzzle. Students can then trade puzzles with other students. Bodily-Kinesthetic/Musical-Rhythmic: In addition to the report, ask students to research a traditional dance or song from their chosen country. Invite students to perform and teach their dance or song to the class.


83

• Give each student a world map. Give students directions on how to color the map. For example, find the continent Asia and color the country, Japan, red.

Conversation: • Have students work with a partner and discuss places where they might want to take a trip. Have students use the adjectives listed in the student book to discuss the people they would meet in these different countries.


1.

3.

2.

Modifications: 4.

5.

1. This

is called Saturn.

a. person

6. b. planet

c. country

d. continent

2. This

is called China.

a. person

b. planet

c. country

d. continent

3. This

is called Africa.

a. person

b. planet

c. country

d. continent

4. The

crosses the highway.

a. road

b. sidewalk

c. street

d. bridge

a. road

b. sidewalk

c. tractor

d. bridge

a. railroad track

b. sidewalk

c. street

d. bridge

5. There is a car on the between the trees.

that goes

6. The man is crossing the

.

• Use individual world desk maps and work one-on-one with students as they complete lesson activities.

II. Yes or No?

1. 1.

2.

3.

4.

This continent is called Europe.

2.

People are walking on the sidewalk.

3.

The bus is driving over the bridge.

4.

The street is full of people riding bicycles.


199


highway hole machine railroad

sweeping track toward wheelchair

01

The cars are driving on the street. The cars are parked on the street. People are standing on the sidewalk. People are walking on the sidewalk.

02

This planet is called Saturn. This person is a woman. This country is called China. This continent is called Africa.

02

The car is on the street. The car is on the highway. The bridge crosses the highway. The bridge crosses the water.

03

a planet a person a country a continent

03

Two bridges cross over the road. There is a car on the road that goes between the trees. The road goes toward the house. The road goes toward the mountain.

04

This planet is Saturn. This person is a girl. The country colored red is the United Kingdom. This continent is North America.

04

The people are crossing the railroad track. The people are standing beside the railroad track. The man is crossing the street. The man is standing in the street.

This continent is Asia. This continent is Africa. This continent is South America. This continent is Europe.

05

Which people are riding on the sidewalk? Which people are riding on the road? Some people are riding. They are not riding on the sidewalk and they are not riding on the road. Which people are on the sidewalk and not riding at all?

05

Themes:

06

Brazil is the country colored red on this map. Argentina is the country colored red on this map. Chile is the country colored red on this map. Venezuela is the country colored red on this map.

06

07

The United States is colored red on this map. Canada is colored red on this map. Mexico is colored red on this map. Japan is colored red on this map.

The birds are crossing the sidewalk. The sidewalk is empty. The man is crossing the street on a bicycle. The man is crossing the street in a wheelchair.

07

08

Nigeria is the country colored red on this map. Egypt is the country colored red on this map. Algeria is the country colored red on this map. Tanzania is the country colored red on this map.

The birds are walking across the sidewalk. He is running across the street. He is riding his bicycle across the street. He is going across the street in a wheelchair.

08

09

Germany is in Europe. It is colored red on this map. Italy is in Europe. It is colored red on this map. India is in Asia. It is colored red on this map. Vietnam is in Asia. It is colored red on this map.

There is an alley between the two buildings. The train track crosses over the street. The bus is driving on the sidewalk. The bus is driving over the bridge.

09

10

China is the Asian country colored red on this map. Korea is the Asian country colored red on this map. Spain is the European country colored red on this map. Russia is colored red on this map. Russia is in Europe and Asia.

The man is sweeping the street with a broom. The tractor is sweeping the road. The man is digging in the hole in the street. The machine is digging a hole in the street.

10

The road is full of people riding bicycles. The street is full of people running. The street is almost empty. The sidewalk is full of people.


Materials: Index cards

Pre-Lesson Activity: • Review vocabulary by directing students to use Lesson 8-05 terms in describing their round-trip route between home and school to a peer.


Saturn Africa a woman China

New Vocabulary alley bridges broom crosses goes

8-05


01

49

Content Integration: Social Studies: Instruct students to make a map of the route they take to get from their house to school. Have students list streets, highways, etc. that they must travel to get to school. After the map is drawn, have students provide written directions from their house to school using directional words. Language Arts: Provide each student with a map of the city. Give oral directions to the students one time only. See how many students can follow directions and name the location that you gave directions to.


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Most cars drive on the sidewalk.

____11. A wheelchair can fly.

____ 7. Some bridges cross over roads.

____12. People walk on the sidewalk.

____ 8. People can cross railroad tracks.

____13. Some cars are parked on the street.

____ 9. Birds can cross sidewalks.

____14. All streets are empty.

____10. A cow can cross a street on a bicycle.

____15. All sidewalks are full of people.

III. Write a complete English sentence using one or more words from the list. highway crosses bridges goes toward

railroad track wheelchair alley broom

sweeping hole machine

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________

ENGLISH

200


Streets and Sidewalks 8-05



New Vocabulary alley highway track

bridges hole toward

broom machine wheelchair

crosses railroad

goes sweeping

Usage: Streets and Sidewalks The term “sidewalk” refers to a path to the side of a street which is for walking. It is for people, not cars. English has names for different types of roads. street highway road alley

a a a a

road within a town or city road for higher speeds that passes through the countryside general term for a path for vehicular traffic short and narrow street or passageway in a town or city

The U.S.A. has many highways with two or more lanes for each direction of traffic. These have a variety of names: freeway; interstate; turnpike; toll road; or expressway. Roads are said to “go” and to “cross.” So are people. The road goes toward the house. The bridge crosses the water. The man is crossing the street. The adverbial form of “to cross” is across. It is often used as a preposition. He is riding his bicycle across the street. The birds are walking across the sidewalk.

Visual-Spatial: Display a road map of the state for the students to view. Explain the differences among streets, roads, highways, and railroads. Explain how students should use the map key and find corresponding symbols. Intrapersonal: Ask students to write a short paragraph about what it might be like to travel across the country by train and the specific places they would like to visit. If students are unfamiliar with trains, allow time for research.


One rides a bicycle, but drives a car. One may ride in a car.

• Instruct students to create their own city map by making sure to identify roads, highways, and railroad crossings. Have students create their own map key to identify each.

Conversation: • Have students discuss a time when they went on a road trip with their family. Encourage students to include words from the new vocabulary.

84


Modifications:


1.

3.

2.

4.

5.

1. This

is called Saturn.

a. person

• Invite students to make flashcards of lesson vocabulary to promote review and retention of new terms.

6. b. planet

c. country

d. continent

2. This

is called China.

a. person

b. planet

c. country

d. continent

3. This

is called Africa.

a. person

b. planet

c. country

d. continent

4. The

crosses the highway.

a. road

b. sidewalk

c. street

d. bridge

a. road

b. sidewalk

c. tractor

d. bridge

a. railroad track

b. sidewalk

c. street

d. bridge

5. There is a car on the between the trees.

that goes

6. The man is crossing the

.

II. Yes or No?

1. 1.

2.

3.

4.

This continent is called Europe.

2.

People are walking on the sidewalk.

3.

The bus is driving over the bridge.

4.

The street is full of people riding bicycles.


Mini-Assessment Unit 8, Lessons 1–5 Answer the following questions. 1. Write two ordinal numbers. 2. What do you drive on to go over a river or canyon?

201


farmer farmer’s

girl’s pet

petting

Themes: Pets and Clothes

01

The woman is older than the man. The man is older than the woman. The boy is taller than the girl. The girl is taller than the boy.

02

Someone’s sweater is gray. Someone’s shirt is blue. The girls’ skirts are black. The boy’s dog is black.

02

a young woman an older woman, but not the oldest the oldest woman a young boy

03

This shirt belongs to the man. This shirt does not belong to the man. The drums belong to the man. The dog belongs to the boy.

03

the oldest boy a younger boy, but not the youngest the youngest boy He is older than all the boys. He is a man.

04

This hat belongs to the woman. This hat does not belong to the woman. This shirt does not belong to the boy. This shirt belongs to a boy.

04

This airplane is flying the highest. This airplane is flying low, near the ground. This airplane is flying low, but it is not flying the lowest. This airplane is not flying. It is on the ground.

05

The dog belongs to the boy. It is the boy’s pet. The dog belongs to the woman. It is the woman’s pet. The bear does not belong to anyone. It is not a pet. The cow belongs to a farmer, but it is not the farmer’s pet.

05

Which dog has the darkest color? Which dog has the shortest nose? Which dog has the lightest color? Which dog is going the fastest?

06

Which child looks the happiest? Which child looks the most unhappy? Which child is running the fastest? Which child has the longest hair?

07

This dog has fewer spots than the other dog. This dog has more spots than the other dog. This leopard has more spots than either dog. This tiger has stripes, but no spots.

08

This animal has the fewest number of spots. This animal is more spotted, but not the most spotted. This is the most spotted animal of all. This animal is striped rather than spotted.

Materials: Paper

06

This animal is a big pet. This animal is a little pet. This animal is not a pet, but it is a real, live animal. This animal is not real.


07

a woman’s hat a man’s hat This jacket belongs to the boy. This jacket does not belong to the boy.

• Provide vocabulary practice by allowing students to divide into groups of three, to describe their pets or a favorite animal to each other.

Content Integration: Mathematics: Ask students to identify one country other than the United States and ask them to research the number of people in that population who are pet owners. Have students make a graph that compares that number with the number in their own culture. Have students find information about pet services that are available in those countries or information about interesting pets people have in that culture. Language Arts: Direct students to create a short story, using personification of what life might be like if they were a cat, dog, fish, bird, or any other pet for a day.

Comparative and Superlative Adjectives

Someone is wearing a gray sweater. Someone is wearing a blue shirt. The girls are wearing black skirts. The boy has a black dog.

New Vocabulary belong belongs

8-07

Pets and Clothes; Possessive Adjectives and Pronouns

01

08

The woman is petting her dog. The girl is petting her dog. The man is petting the cat. The man is petting his dog.

09

09

The man’s umbrella is black. The men’s umbrellas are black. The woman’s dress is blue. The women’s dresses are blue.

It is dangerous to jump off a horse onto a calf. Soldiers fight and that is dangerous. Riding a horse is not very dangerous. Sitting on a chair at home is not dangerous at all.

10

10

the boy’s dog the boy’s father the girl’s father the girl’s mother

Who is flying the highest? Who is running the fastest? Who is getting the wettest? Who is getting the coldest?

50


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. A cow is a pet.

____11. Some girls’ skirts are black.

____ 7. A bear does not belong to anyone.

____12. Some women’s dresses are blue.

____ 8. All dogs are black.

____13. All birds are pets.

____ 9. A woman’s pet belongs to the woman.

____14. Almost all umbrellas are green.

____10. A boy’s dog belongs to the boy.

____15. All animals are pets.

III. Write a complete English sentence using one or more words from the list. belong belongs pet

petting farmer farmer’s

girl’s girls’

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________


202

ENGLISH

8-06


Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns Using Multiple Intelligence Strategies:

New Vocabulary belong pet

belongs petting

farmer

farmer’s

girl’s

Visual-Spatial: Instruct students to illustrate an adventure from the short story they created.

Usage: Possession (Review) Remember to show possession by adding ’s to the owner, and just ’ to plurals that already end in -s. Someone’s sweater is gray. The girls’ skirts are black. The verb to belong means possessed or owned by, to be the property of someone.

Verbal-Linguistic/Interpersonal: Invite students to create a short poem about their pet. Have students share their poems with the class.

The dog belongs to the woman. It is the woman’s dog. The cow belongs to a farmer, but it is not the farmer’s pet.

Post-Lesson Activity: • Ask students to read a short story about animals and write a one-paragraph summary.

Conversation: • Encourage students to share their experiences with pets, farm animals, or zoo animals.

Modifications: • Invite students to describe the features of animals depicted in books or magazines. 85


1. 1. The girls are wearing black

3.

2. .

a. pants

b. sweaters

c. shirts

d. skirts

2. The dog belongs to the woman. It is the . woman’s

a. boy

b. hat

c. pet

d. cat

3. The men are holding

a. hats

b. dresses

c. umbrellas

d. animals

.

II. Match the questions below with the appropriate picture.

A.

B.

C.

1.

2.

3.

4.

5.

1.

Which dog has the darkest color?

2.

Which dog has the shortest nose?

3.

Which dog is going the fastest?

III. Yes or No?

6.

1.

The man is petting the cat.

2.

This jacket belongs to the boy.

5.

Sitting on a chair at home is not dangerous.

3.

This shirt does not belong to the man.

6.

This tiger has stripes, but no spots.

4.

The man is older than the woman.


203


home leopard lightest longest low lowest near oldest rather

shortest spots spotted striped stripes taller wettest youngest

Materials: World record books


Someone is wearing a gray sweater. Someone is wearing a blue shirt. The girls are wearing black skirts. The boy has a black dog.

01

The woman is older than the man. The man is older than the woman. The boy is taller than the girl. The girl is taller than the boy.

02

Someone’s sweater is gray. Someone’s shirt is blue. The girls’ skirts are black. The boy’s dog is black.

02

a young woman an older woman, but not the oldest the oldest woman a young boy

03

This shirt belongs to the man. This shirt does not belong to the man. The drums belong to the man. The dog belongs to the boy.

03

the oldest boy a younger boy, but not the youngest the youngest boy He is older than all the boys. He is a man.

04

This hat belongs to the woman. This hat does not belong to the woman. This shirt does not belong to the boy. This shirt belongs to a boy.

04

This airplane is flying the highest. This airplane is flying low, near the ground. This airplane is flying low, but it is not flying the lowest. This airplane is not flying. It is on the ground.

05

The dog belongs to the boy. It is the boy’s pet. The dog belongs to the woman. It is the woman’s pet. The bear does not belong to anyone. It is not a pet. The cow belongs to a farmer, but it is not the farmer’s pet.

05

Which dog has the darkest color? Which dog has the shortest nose? Which dog has the lightest color? Which dog is going the fastest?

06

Which child looks the happiest? Which child looks the most unhappy? Which child is running the fastest? Which child has the longest hair?

07

This dog has fewer spots than the other dog. This dog has more spots than the other dog. This leopard has more spots than either dog. This tiger has stripes, but no spots.

08

This animal has the fewest number of spots. This animal is more spotted, but not the most spotted. This is the most spotted animal of all. This animal is striped rather than spotted.

New Vocabulary coldest dangerous darkest either fastest fewest fight happiest highest

8-07


01

06

This animal is a big pet. This animal is a little pet. This animal is not a pet, but it is a real, live animal. This animal is not real.

07

a woman’s hat a man’s hat This jacket belongs to the boy. This jacket does not belong to the boy.

08

The woman is petting her dog. The girl is petting her dog. The man is petting the cat. The man is petting his dog.

09


09

It is dangerous to jump off a horse onto a calf. Soldiers fight and that is dangerous. Riding a horse is not very dangerous. Sitting on a chair at home is not dangerous at all.

• Have students choose two items in the room and compare them.

The man’s umbrella is black. The men’s umbrellas are black. The woman’s dress is blue. The women’s dresses are blue.

10

10

the boy’s dog the boy’s father the girl’s father the girl’s mother

Who is flying the highest? Who is running the fastest? Who is getting the wettest? Who is getting the coldest?

• Encourage students to practice vocabulary terms by writing a journal-style entry about a time they consider the happiest of their lives.

50

Content Integration: Language Arts: Using the vocabulary, write the word “dangerous.” Ask students to give you their definition of the word. Ask students to list activities that they consider dangerous. Instruct students to write sentences about five activities from the list and have them explain why or why not they would do that activity. Language Arts: Write the following words on the board and instruct students to make a list on their own paper: coldest, smallest, oldest, happiest, tallest, shortest, fastest, and slowest. Have students walk around the room and interview each other by asking questions that fall into any of the categories. When the students have finished interviewing each other, instruct students to write at least 10 sentences using student names and responses in their sentences. Have students illustrate at least five of the sentences.


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. A woman is older than a girl.

____11. Sitting on a chair at home is dangerous.

____ 7. A boy is older than a man.

____12. Bald people have more hair than other people.

____ 8. A baby is older than an adult.

____13. A dog can run faster than a cow.

____ 9. A tiger can run faster than a turtle.

____14. Most men are taller than trees.

____10. A tiger has more spots than a leopard.

____15. Motorcycles have fewer wheels than trucks.

III. Write a complete English sentence using one or more words from the list. either leopard taller

shortest highest oldest

youngest low lowest

near darkest lightest

fastest happiest longest

fewest wettest coldest

spots stripes spotted

striped rather dangerous

fight home

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________

ENGLISH

204


8-07


Comparative and Superlative Adjectives; Interrogative Words Using Multiple Intelligence Strategies:

New Vocabulary coldest fewest leopard near spotted youngest

dangerous fight lightest oldest striped

darkest happiest longest rather stripes

either highest low shortest taller

fastest home lowest spots wettest

Bodily-Kinesthetic: Ask students to line themselves up from smallest to tallest, and oldest to youngest.

Usage: Comparisons (Review) Comparison ranks two items against each other according to a particular criterion. The woman is older than the man. The boy is taller than the girl.

(woman vs. man; criterion: age) (boy vs. girl; criterion: height)

Comparison is expressed by adding -er to the adjective plus than. Superlative is the highest rank among more than two items or persons according to a particular criterion. Which dog is going the fastest? (among many dogs; criterion: speed) This airplane is flying low, but it is (of several airplanes; not flying the lowest. criterion: altitude) Which dog has the shortest nose? (among several dog’s noses; criterion: length) Superlative is expressed by the plus an adverb or adjective with -est. the youngest boy Some comparisons are created by more plus a past participle. This animal is more spotted.

Verbal-Linguistic: Instruct students to write a short story about themselves using as many vocabulary words as possible.

Post-Lesson Activity: • Using a world record book, students may research who is the fastest runner, fastest animal, the coldest place in the world, the oldest person in the world, etc.

(One cannot say “spotteder.”)

Another form uses has more…. with a direct object plus than.

Conversation:

This animal has more spots than either dog.

• Invite students to talk about family members using the comparative and superlative adjectives learned in this lesson.

Modifications:

86

• Ask students to compare and contrast items using lesson vocabulary words. The Rosetta Stone English I Quiz Unit 8 Lessons 6 and 7 I. Fill in the blank with the word that best describes the photograph.

1. 1. The girls are wearing black

3.

2. .

a. pants

b. sweaters

c. shirts

d. skirts

2. The dog belongs to the woman. It is the . woman’s

a. boy

b. hat

c. pet

d. cat

3. The men are holding

a. hats

b. dresses

c. umbrellas

d. animals

.

II. Match the questions below with the appropriate picture.

A.

B.

C.

1.

2.

3.

4.

5.

1.

Which dog has the darkest color?

2.

Which dog has the shortest nose?

3.

Which dog is going the fastest?

III. Yes or No?

6.

1.

The man is petting the cat.

2.

This jacket belongs to the boy.

5.

Sitting on a chair at home is not dangerous.

3.

This shirt does not belong to the man.

6.

This tiger has stripes, but no spots.

4.

The man is older than the woman.


205


far

farther

houses

01

a bank a restaurant an airport a playground

02

The runners are standing close together. The runners are standing far apart. The airplanes are flying close together. The airplanes are flying far apart.

02

The library is beside the bank. The church is beside the bank. The hospital is beside the playground. The gas station is beside the playground.

03

The sheep are close together. The sheep is alone. The cows are close together. The cows are far apart.

03

04

The people are walking close to each other. The people are walking apart from each other. The people are sitting close to each other. The people are sitting apart from each other.

The synagogue is across the street from the restaurant. The shoe store is across the street from the restaurant. The pharmacy is across the street from the gas station. The supermarket is across the street from the gas station.

04 05

The boy in white is close to the boy in blue. The boy in white is not close to the boy in blue. The kite is close to the man. The kite is far away from the man.

The hotel is beside the hospital. The hotel is across the street from the hospital. The playground is beside the hospital. The playground is across the street from the hospital.

06

The fire is close. The fire is far away. The horse is close. The horse is far away.

05

07

The castle is near the houses. The fort is far away from all houses. The man is near water. The man is far from water.

The bakery is around the corner from the bank. The movie theater is around the corner from the bank. The bakery is a block down the street from the bank. The movie theater is a block down the street from the bank.

06

08

In this picture there are two cowboys who are close together. In this picture there are two cowboys who are far apart. a face that is near a face that is far away

The subway stop is across the street from the bank. The subway stop is beside the bank. The subway stop is around the corner from the bank. The subway stop is a block down the street from the bank.

07 09

The car is closer than the man. The man is closer than the car. The red car is closer than the yellow car. The red car is farther away than the yellow car.

10

The man is farther away than the car. The car is farther away than the man. The yellow car is farther away than the red car. The yellow car is closer than the red car.

The church is around the corner from the playground. The synagogue is beside the playground. The mosque is across the street from the playground. The Hindu temple is down the street from the playground.

08

The bakery is beside the bank. The prison is beside the bank. The police station is around the corner from the bank. The police station is beside the bank.

Themes: Distance, Near and Far

Materials: Map Ruler

Pre-Lesson Activity: • Reinforce lesson vocabulary by asking students to talk about a place that is near by and one that is far away.

Content Integration: Mathematics/Language Arts: Ask students to name places in the country or world they have traveled to. List the student responses on the board. Have students find the distance between the school and each student’s listed destination. Have students write sentences describing their class-mate, the place they visited, and the number of miles the student traveled. Have students list their sentences from nearest to farthest travels. Language Arts: Provide students with directions to a specific place. The directions should be written in another language. Have students underline all verbs, nouns, and prepositions in a specific color.

Locations; Prepositions

The airplane is on the ground. The airplane is near the ground. The airplane is far from the ground. The ship is in the water.

New Vocabulary closer

8-09

Near and Far; Comparative Forms of Adjectives

01

51


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. An airplane can fly far from the ground.

____11. Most airplanes fly near the ground.

____ 7. An airplane can fly on the ground.

____12. It is dangerous to get too close to a lion.

____ 8. People can stand close together.

____13. It is dangerous to get too close to a sofa.

____ 9. A girl can have a pet.

____14. A bird can fly near the ground.

____10. It is dangerous to walk too close to a fire.

____15. A couple can sit close to each other.

III. Write a complete English sentence using one or more words from the list. far farther

houses close

closer apart

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ Near and Far; Comparative Forms of Adjectives

206

ENGLISH

8-08


Near and Far; Comparative Forms of Adjectives Using Multiple Intelligence Strategies:

New Vocabulary closer

far

farther

houses

Bodily-Kinesthetic: Create a scavenger hunt for the students in the classroom. Instruct students to find certain objects based on descriptions only.

Usage: Close, Far Note the following word combinations; they are often used together. close together far apart far away The comparative form of far is farther; farther apart, farther away. You will also hear “further,” which is completely interchangeable with “farther.”

Logical-Mathematical/Verbal-Linguistic: Instruct students to create a scavenger hunt for another student in the class using only descriptions. Students can trade their clues and find the items on the list.

Post-Lesson Activity: • Using the words near, far, and farther ask students to write sentences on the board.

Conversation:

87

• Have students work with a partner and discuss distances. Have the students describe locations in reference to their house or school and identify whether they are near, far from, or nearest to their chosen destinations.

Modifications:


• Invite students to discuss people and places that are near them in the classroom, and those that are far away.

I. Yes or No?

1.

2.

4.

5.

3.

6.

1.

The airplane is near the ground.

4.

2.

The runners are standing close together.

5.

3.

The cows are far apart.

6.

The horse is far away. The horse is close. The two cowboys are far apart.


1.

2.

5.

4. 1. The church is 2. The hotel is

3.

6.

the bank.

a. across the street from c. beside

b. around the corner from d. a block down the street from

the hospital.



3. The bakery is

the bank.



4. The bakery is

the bank.



5. The mosque is the playground.



6. The synagogue is the playground.


b. around the corner from d. a block down the street from ©2002 Fairfield Language Technologies

207


hotel library mosque movie pharmacy playground prison restaurant

stop subway supermarket synagogue temple theater university

01

a bank a restaurant an airport a playground

02

The runners are standing close together. The runners are standing far apart. The airplanes are flying close together. The airplanes are flying far apart.

02

The library is beside the bank. The church is beside the bank. The hospital is beside the playground. The gas station is beside the playground.

03

The sheep are close together. The sheep is alone. The cows are close together. The cows are far apart.

03

04

The people are walking close to each other. The people are walking apart from each other. The people are sitting close to each other. The people are sitting apart from each other.

The synagogue is across the street from the restaurant. The shoe store is across the street from the restaurant. The pharmacy is across the street from the gas station. The supermarket is across the street from the gas station.

04 05

The boy in white is close to the boy in blue. The boy in white is not close to the boy in blue. The kite is close to the man. The kite is far away from the man.

The hotel is beside the hospital. The hotel is across the street from the hospital. The playground is beside the hospital. The playground is across the street from the hospital.

06

The fire is close. The fire is far away. The horse is close. The horse is far away.

05

07

The castle is near the houses. The fort is far away from all houses. The man is near water. The man is far from water.

The bakery is around the corner from the bank. The movie theater is around the corner from the bank. The bakery is a block down the street from the bank. The movie theater is a block down the street from the bank.

06

08

In this picture there are two cowboys who are close together. In this picture there are two cowboys who are far apart. a face that is near a face that is far away

The subway stop is across the street from the bank. The subway stop is beside the bank. The subway stop is around the corner from the bank. The subway stop is a block down the street from the bank.

07 09

The car is closer than the man. The man is closer than the car. The red car is closer than the yellow car. The red car is farther away than the yellow car.

10

The man is farther away than the car. The car is farther away than the man. The yellow car is farther away than the red car. The yellow car is closer than the red car.

The church is around the corner from the playground. The synagogue is beside the playground. The mosque is across the street from the playground. The Hindu temple is down the street from the playground.

08

The bakery is beside the bank. The prison is beside the bank. The police station is around the corner from the bank. The police station is beside the bank.

Themes: Locations

Materials: City map Paper


The airplane is on the ground. The airplane is near the ground. The airplane is far from the ground. The ship is in the water.

New Vocabulary airport bakery block corner factory gas Hindu hospital

8-09


01

Pre-Lesson Activity: • Use a local map as the basis for vocabulary practice as you encourage students to locate landmarks and describe them with terms from Lesson 8-09.

51

Worksheet 8-09

Content Integration: Social Studies: Ask students to think about current world issues. Discuss the importance of the United Nations and have students provide information about what they already know about the United Nations. Have each student choose a country. Instruct students to research important issues that are being addressed in their specific country. Have students research how the United Nations is playing a part in this country’s current issues and create a report on their findings. Language Arts: Ask the students to choose 15 locations from the vocabulary list. Instruct students to write a description of the location, name a similar location in their city, and describe the different types of people that may be at this location.

I. Describe each picture with a complete English sentence.

1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No?

____ 6. The mosque is beside the hospital. ____ 7. The bakery is around the corner from the bank. ____ 8. The bank is beside the mosque. bakery ____ 9. The hospital is down the street from the church. mosque

____10. The bakery is beside the hospital. ____11. The factory is around the corner from the church.

bank ____12. The bank is beside the bakery. factory hospital

church

____13. The bakery is a block down the street from the bank. ____14. The church is across the street from the hospital. ____15. The bakery is across the street from the mosque.

III. Write a complete English sentence using one or more words from the list. restaurant airport playground

library hospital gas

synagogue pharmacy supermarket

hotel bakery corner

movie theater block

stop subway mosque

Hindu temple prison

factory university

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________ ENGLISH

208


Locations; Prepositions 8-09



New Vocabulary airport gas mosque restaurant temple

bakery Hindu movie stop theater

block hospital pharmacy subway university

corner hotel playground supermarket

factory library prison synagogue

Usage: Giving Directions This lesson adds many useful words to your vocabulary. Giving and receiving directions for how to find places in a city are skills that require practice and precise use of terms. Adverbs and prepositions that indicate place are especially helpful, not to mention knowing the names of buildings and city services. Practice using the following terms and phrases. beside the… across the street from… around the corner from… down the street from…

Visual-Spatial: Instruct students to create their own city map and include lesson vocabulary. Logical-Mathematical: Direct students to make a word search. Instead of listing the words, students should provide descriptions of the location. Students must use at least 18 words.

Post-Lesson Activity: • Instruct students to make a list of every location listed in the vocabulary. Give the students about three or four minutes to list as many specific locations in or outside their city. Ask students to name their locations. If students have the same location listed they will not receive a point. If their location is different from those listed by the other students, they will receive a point. The student with the most points at the end of the game is the winner.

88

Conversation: The Rosetta Stone English I Quiz Unit 8 Lessons 8 and 9

• Ask students to describe a time they visited the locations listed in the vocabulary.

I. Yes or No?

Modifications: 1.

2.

4.

5.

3.

6.

1.

The airplane is near the ground.

4.

2.

The runners are standing close together.

5.

3.

The cows are far apart.

6.

• Encourage students to describe their locations in the classroom using lesson vocabulary words.

The horse is far away. The horse is close. The two cowboys are far apart.


1.

2.

5.

4. 1. The church is 2. The hotel is

3.

6.

the bank.



the hospital.



3. The bakery is

the bank.



4. The bakery is

the bank.



5. The mosque is the playground.



6. The synagogue is the playground.


b. around the corner from d. a block down the street from ©2002 Fairfield Language Technologies

209

Unit 8, Lesson 10 1 8-09

The factory is beside the train station. The university is beside the playground. The restaurant is beside the train station. The hospital is beside the playground.

10

The airport is beside the factory. The bakery is across the street from the hotel. The bakery is across the street from the movie theater. The university is across the street from the hotel.

New Vocabulary ahead blocks

do ends

forks school

until your

8-10

Continued

09

How do I get to the train station? Go to the bank and turn right. Go one block. How do I get to the train station? Go to the bank and turn left. Go one block. How do I get to the train station? Go to the library and turn left. Go two blocks. How do I get to the train station? Go to the library and turn right. Go one block.

02

How do I get to the police station? Go to the church and turn right. Go four blocks. There is the police station. How do I get to the police station? Go to the church and turn left. Go four blocks. There is the police station. How do I get to the police station? Go to the church and turn right. Go two blocks. There is the police station. How do I get to the police station? Go to the church and turn left. Go two blocks. There is the police station.

03

How do I get to the hospital? Go two blocks to a restaurant. Turn right and go three blocks. There is the hospital. How do I get to the hospital? Go four blocks to a restaurant. Turn right and go a block. There is the hospital. How do I get to the hospital? Go three blocks to a restaurant. Turn left and go three blocks. There is the hospital. How do I get to the hospital? Go four blocks to a restaurant. Turn left and go a block. There is the hospital.

Themes: Directions

Materials: City map

Pre-Lesson Activity: • Secure additional maps similar to the one used in Lesson 8-09 for the following activity: – Divide the class into groups of three. – Supply each group with a map and instruct them to discuss directions to various locales. Use examples from the Curriculum Text as a guide. – Circulate the room and monitor students’ progress as you listen for correct vocabulary use.

Directions: How Do I Get To…

01

52


Content Integration: Language Arts: Have students watch a video about a famous traveler or explorer from another country. Have students write a synopsis of the video and that person’s importance to their culture. Mathematics: Write four locations on the board. Ask students to find the distance to that specific location from the school. Write the number of miles on the board. Instruct students to choose three of their own locations and measure the distance from the school. Have students create a chart that shows the number of miles and approximate time it would take to reach these locations from the school if they left on that day at a specific time. Make sure the student charts include time changes when calculating arrivals to the other countries.

1.

2.

4.

5.

2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Streets can end.

____11. Going around the corner is farther than going five blocks.

____ 7. Streets can fork. ____ 8. Two blocks is more than three blocks. ____ 9. A hospital is bigger than a house. ____10. When a street forks, you do not go straight ahead.

____12. Going three blocks is farther than going one block. ____13. Going across the street is farther than going four blocks. ____14. A gas station is bigger than a hospital. ____15. All subway stops are four blocks away from each other.

III. Write a complete English sentence using one or more words from the list. do blocks

your ahead

school forks

until ends

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________


210

3.

1. __________________________________________________________________________________________

ENGLISH

Directions: How Do I Get to… 8-10



New Vocabulary ahead school

blocks until

do your

ends

forks

Usage: Giving Directions Practice giving and receiving directions. How? belongs to the group of interrogative words that ask for information, not yes and no answers. A standard question that asks for directions is: How do I get to…? How can I get to…? The answer will always use some form of the following: Go Go Go Go Go Go

Bodily-Kinesthetic: Working in pairs, one student will be blindfolded and receive verbal directions to a specific place in the room. After one student has finished giving directions, the pairs will switch roles. Intrapersonal: Instruct students to write a paragraph about a place they would like to visit and why. Tell students that they are only allowed to bring three items. They must name the items and give reasons why they are bringing them.

to the… four blocks to the… straight ahead… down the street to the… down the street past the… up the street to the…

Other frequently used phrases include: on your right, on your left turn right, turn left turn around go back take a right, take a left until it forks


Now tell me how to get from here to your house. How do I get to your house?

• Have students plan a trip to a specific location and estimate how much their trip will cost and how long it will take to get there.

Conversation: 89


Modifications:

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

a. left

b. right

c. blocks

• Ask students to give each other directions from different locations in the school or in their community.

• Invite students to give directions to a peer for different locations within the school.

d. straight

How do I get to the playground? Go three (1) from the mosque and turn (2) . Go two (3) . The playground is there on your (4)

How do I get to the playground? Go (5) ahead four blocks. There on your (6) is the playground.

.

1.

5.

2.

6.

3. 4.


1.

3.

2.

4.

6.

5.

1. I

reading.

2. I

a hat on my head.

a. had

b. have

c. was

d. am

digging.

a. was

b. were

c. am

d. are

a. had, was

b. had, am

c. have, was

d. have, am

a. am going to

b. was going to

c. were going to

d. is going to

a. had

b. have

c. are going to

d. am

3. My sons and I 4. I I 5. I 6. We

picked up the cat and holding it in my arms. read the book. run.

a. was

b. were

c. am

d. are


211



How can I get to the gas station? The street to the gas station is closed off. Turn around, go back and turn left. Go a block and turn left. Go four blocks and take a left. Go one block and take a left and there on your right is the gas station. How can I get to the gas station? The street to the gas station is closed off. Turn around, go back and turn right. Go a block and turn right. Go four blocks and take a right. Go one block and take a left and there is the gas station. How can I get to the gas station? The street to the gas station is closed off. Turn around, go back and turn left. Go a block and turn left. Go four blocks and take a left. Go one block and take a left and there on your left is the gas station.

Themes: Activities

Materials: Research materials

Pre-Lesson Activity: • Celebrate students’ completion of the Level 1 program by generating a class newsletter. Ask your “reporters” to create a story of their choice using vocabulary learned throughout the semester. Publish all entries and circulate throughout the school.

8-11

Continued

How can I get to the gas station? The street to the gas station is closed off. Turn around, go back and turn right. Go a block and turn right. Go four blocks and take a right. Go one block and take a right and there is the gas station.

10

How do I get to the hospital? Go down the street until it forks. Take a right. How do I get to the hospital? Go down the street until it forks. Take a left. How do I get to the hospital? Go down the street until it ends. Turn left. Go four blocks and there on your left is the hospital. How do I get to the hospital? Go down the street until it ends. Turn right. Go four blocks and there on your right is the hospital.

Activities; More Verbs

01

We are in a bike race. We were in a bike race. I have a hat on my head. I had a hat on my head.

02

I am reading. I was reading. I am fishing. I was fishing.

03

I am jumping rope. The boys are holding the rope. We were jumping rope. I am drinking. I was drinking.

04

My sons and I are digging. My sons and I were digging. I am climbing the ladder. I have climbed the ladder.

05

I am wearing a shirt that is too small. I was wearing a shirt that was too small. I am wearing my own shirt. I am wearing the shirt my father was wearing.

06

I am playing the guitar. I was playing the guitar. I am holding the guitar. I was holding the guitar, but now the boy has it.

07

I am going to pick up the cat. I am picking up the cat. I have picked up the cat and I am holding it in my arms. I am reading the newspaper.

08

I am going to put on the dress. I am putting on the dress. I have put on the dress. I am putting on a shirt.

09

I am going to pour water on my head. I am pouring water on my head. I am going to read the book. I am reading the book.

10

We are going to run. We are running. We have run. I am running.

Content Integration: Language Arts: Read a short story (written in the target language) aloud to students. Have students write a summary of the story describing the main character. Do not provide students with a copy of the story. Collect student papers to check listening comprehension. Next, provide students with a copy of the passage and have them check to see if they remembered the story correctly. Ask students what they left out in their summaries. Instruct students to identify all the different verb tenses by underlining present, past, and future tenses in separate colors. Math: Instruct students to interview each other by asking what month and year they were born. Have students record all other student responses from their interviews. Instruct students to create charts showing how many students were born in each month. Have students also create a chart or graph that shows how many students were born in a specific year and showing the month. Display graphs in the classroom.

54


1.

2.

3.

4.

5.

1. __________________________________________________________________________________________ 2. __________________________________________________________________________________________ 3. __________________________________________________________________________________________ 4. __________________________________________________________________________________________ 5. __________________________________________________________________________________________

II. Yes or No? ____ 6. Climbing a ladder is not dangerous at all.

____11. Most people wear a shirt that is too small.

____ 7. Riding a bicycle is not dangerous at all.

____12. Some children can jump rope.

____ 8. Playing the guitar is very dangerous.

____13. Some children play the guitar.

____ 9. Putting on a shirt is dangerous.

____14. Babies can read books.

____10. Wearing a hat is dangerous.

____15. Nobody can climb a ladder.

III. Write a complete English sentence using one or more words from the list. reading fishing

jumping drinking

digging climbing

wearing playing

holding picking

putting running

16. __________________________________________________________________________________________ 17. __________________________________________________________________________________________ 18. __________________________________________________________________________________________ 19. __________________________________________________________________________________________ 20. __________________________________________________________________________________________

ENGLISH

212


Activities; More Verbs 8-11




Logical/Mathematical: Instruct students to add up the ages of everyone in their immediate family. Ask students to share the results with the class, and, as a class, determine which family has the fewest number of years and which family has the most.

Grammar: Tenses (Review) Now you know these verb tenses. Let’s go over them one more time. Present tense We are in a bike race. We run. Present progressive tense I am reading. We are running. Past tense I had a hat on my head. We were in a bike race.


Past progressive tense

• Ask students to research holiday customs in various other countries.

We were jumping rope. I was drinking. Present perfect tense I have picked up the cat. We have run.

Conversation:

Future with “going to” We are going to run. I am going to put on the dress.

• Encourage students to discuss topics of interest using current and previously learned vocabulary.

True future The camel will open its mouth. The runner in the red shirt will win. Once you master all of these forms, you will have a wide-ranging ability to express yourself and tell others the timing of events and experiences.

Modifications: • Invite students to list their favorite words from Level 1. Ask students to share and compare their entries with one another.

90

The Rosetta Stone English I Quiz Unit 8 Lessons 10 and 11 I. Fill in the blank with the word that best describes the photographs.

a. left

b. right

c. blocks

d. straight

How do I get to the playground? Go three (1) from the mosque and turn (2) . Go two (3) . The playground is there on your (4)

How do I get to the playground? Go (5) ahead four blocks. There on your (6) is the playground.

.

1.

5.

2.

6.

3. 4.


1.

3.

2.

4.

6.

5.

1. I

reading.

2. I

a hat on my head.

a. had

b. have

c. was

d. am

digging.

a. was

b. were

c. am

d. are

a. had, was

b. had, am

c. have, was

d. have, am

a. am going to

b. was going to

c. were going to

d. is going to

a. had

b. have

c. are going to

d. am

3. My sons and I 4. I I 5. I 6. We

picked up the cat and holding it in my arms. read the book. run.

a. was

b. were

c. am

d. are


Mini-Assessment Unit 8, Lessons 6–11 Answer the following questions. 1. Write a sentence that shows possession. 2. What animals are commonly owned as pets? 3. I am the __________________ person in our family. 4. If you wanted to borrow a book, you would go to a ___________________. 213

The Rosetta Stone English I Test Unit 8 Lessons 1–6 I. Circle the correct answer.

Unit 8 Review

1.

Review Activities:

3.

2.

5.

4.

1. We are / I am singing. 2. We are not running above / anymore.


3. We are / are not smiling. 4. All of us / Only one of us is singing.

• Review workbook pages.

5. Both of us / Neither of us are singing.

• Choose activities that target skills in need of practice.

II. Match the words. 1. China


a. planet

2. Europe

b. continent

3. Saturn

c. country

4. The United States 5. Asia




1.

3.

2.

1.

a. girl’s

mother.

b. looks

2. This is the


3. This

like a square, but it is not.

4.

of the white squares are small.

5. The

skirts are black.

5.

4.

of the white squares are small.

c. all d. most e. girls’

Possible Assessments: ©2002 Fairfield Language Technologies

• Conduct Mini-Assessments in Lessons 8-05 and 8-11. • Observe students as they participate in activities. Note areas of difficulty and provide additional practice time in appropriate modes of the software lessons. • Use rubrics to assess graphs, charts, reports, and projects. • Note the amount and quality of class participation. • Check accuracy of completed Workbook pages, Quizzes, and Tests.



1. 1.

3.

2.

5.

4.

the circles are white.

2. The dog

a. almost all

to the boy.

3. This animal is a big

b. lower .

4. The black circle is in the

c. belongs right.

5. The black triangle is in the

d. pet

right.

e. upper

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


2.

3.

5.

number is nine.

2. The

number is five.

a. first

b. second

c. third

d. fourth

3. The

number is six.

a. first

b. second

c. third

d. last

4. The

number is eight.

a. first

b. second

c. third

d. last

a. first

b. second

c. third

d. last

5. The number is zero and the fourth number is zero.

a. first

4.

1. The

b. second

c. third

d. fourth

VI. Match the sentences with the photographs.

A.

B.

D.

E.

4. The sidewalk is empty.

2. Which people are riding on the sidewalk?

5. Which people are riding on the road?

3. The road goes toward the house. ©2002 Fairfield Language Technologies

214

C.

1. The man is crossing the street.

The Rosetta Stone English I Test Unit 8 Lessons 7–11

Tests

I. Circle the correct answer.

1.

2.

3.

6.

7.

8.

4.

5.

9.

10.

1. The airplane is near / far from the ground.

6. I am / was reading.

2. The horse is close / far away.

7. I am / was fishing.

3. The car is closer / farther away than the man.

8. We are running / have run.

4. The car is closer / farther away than the man.

9. I am reading / am going to read the book.

5. The face is near / far away.

10. I am / was drinking.

II. Fill in the blanks with the words that best describe the photograph. How do I get to the university? Go down the street

(1)

the church on your

Go to the gas station and turn (4)

Go two 1.

a. left

2.

b. right

3.

c. blocks

4.

d. past

(3)

and there on your

(2)

.

. (5)

is the university.

5.




1.

3.

2.

1. The playground is

the hospital.

2. The subway stop is 3. The church is

the bank. the bank.

4. The police station is

4. a. beside b. across the street from c. around the corner from

the bank.

d. a block down the street from

IV. Match the questions with the pictures.

A. 1.

Who is getting the coldest?

2.

Who is getting the wettest?

3.

Who is running the fastest?

B.

C.

B.

C.

V. Match the questions with the pictures.

A. 1.

Which child looks the happiest?

2.

Which child has the longest hair?

3.

Which child is running the fastest?


215

Word Search 8: 1-5

Unit 8 Review

ALLEY BRIDGES BROOM CALLED COLORED CONTINENT COUNTRY FIRST FOURTH GOES HIGHWAY HOLE LAST

LIKE LOWER MACHINE MAP PLANET RAILROAD SECOND SHAPES SWEEPING THIRD TOWARD UPPER

A E H D X R G M Z L I K E

F I R S T D O A C O L B M

S H A P E S E T O W A R D

E C I I E W S M N E S O N

C O L O R E D T T R T O S

O U R I B E T H I R D M R

N N O L M P N I N A H S C

D T A B R I D G E S O P A

U R D D W N I H N F L L L

P Y F A F G N W T N E A L

P Z P M Z I M A C H I N E

E U O A L L E Y N R X E D

R Q J P C S V F O U R T H

U F A H O R E H E D I O T

P A H O R M R E F A L R H

H R E S T A U R A N T Y I

A M A P S R S A R G A S G

R E D I U K B T V E Q Z H

M R F T B E H H Z R H E E

A D P A W T B E L O N G S

C V P L A Y G R O U N D T

Y W L T Y O U R F S H V G

Word Search 8: 6-11

AHEAD AIRPORT BELONGS CORNER DANGEROUS EITHER FACTORY FAR FARMER FIGHT GAS HIGHEST HOME

HOSPITAL LOW PHARMACY PLAYGROUND PRISON RATHER RESTAURANT SCHOOL SUBWAY SUPERMARKET UNTIL YOUR

R Q G Q A S C H O O L F F

H O M E I U O E F L U A I

S C S T R P R I S O N C G

Y I V V P E N T H W T T H

ENGLISH

216

Crossword 8: 1-5


Across

Down

1. It looks ___ a triangle. 5. not sunset 7. Most of the flower is red, but ___ of it is white. 10. a musical instrument 11. Beside the street is the ________. 12. The road ___ toward the house. 14. not that 17. She is neither talking ___ eating. 20. She was wearing a sweater, but she is not wearing it ___. 22. Saturn is a ______. 24. She is _______ talking nor eating.

1. not first 2. ___ of the singers are girls, but some are women. 3. She is ________ the sidewalk with a broom. 4. This planet is ______ Saturn. 6. Cars drive on a ____. 8. not above 9. The _____ number in 503 is a five. 13. second, third, _____ 15. digging a ____ 16. father and ___ 18. ___ one of us is singing. 19. first, second, ____ 21. __, two, three 23. It looks like a square, but it is ___.

ENGLISH

Crossword 8: 6-11

Across

Down

2. This cat _______ to a little girl. 8. an animal 9. The dog is white with black ____. 10. The church is ___ the street from the bank. 14. It is _________ to jump off a horse. 15. Go down the street _____ it forks. 16. This dog is her ___. 19. ___ makes smoke. 21. The hotel is around the ______. 22. not closer 23. not longest

1. Go straight _____. 3. Go down the street until it ____. 4. Turn left at the ____ station. 5. fast, faster, ____ 6. do not go 7. cold, colder, ____ 11. not shorter 12. not the most but the ____ 13. The airplane is flying ___, near the ground. 17. ____ animal has stripes? 18. not far 19. When the street _____, turn right. 20. not together 21. Someone is driving the ___ ENGLISH

217

Lesson 1-08 Menu Salads

Beverages

Dinner Salad . . . . . . . . . . . . . . . . . $2.00 Lettuce, Tomato, and Cheese

Water . . . . . . . . . . . . . . . . . . . . . . . Free

Chef Salad . . . . . . . . . . . . . . . . . . . $4.00 Lettuce, Tomato, Ham, and Cheese

Tea . . . . . . . . . . . . . . . . . . . . . . . . . . $1.25

Fruit Salad . . . . . . . . . . . . . . . . . . . $3.25 Apples, Grapes, Bananas, Strawberries, and Pears

Soft Drinks . . . . . . . . . . . . . . . . . . . $1.75 Coke, Dr Pepper, Pepsi, Sprite

Milk . . . . . . . . . . . . . . . . . . . . . . . . . $1.00 Orange Juice . . . . . . . . . . . . . . . . . $1.00

Coffee . . . . . . . . . . . . . . . . . . . . . . . $1.00

Main Courses and Desserts Sandwiches and Burgers

Steaks, Chicken, and Shrimp

All sandwiches are served with a choice of chips or french fries.

All of these meals are served with a choice of vegetables, potato, and bread.

Turkey and Cheese . . . . . . . . . . . . $4.25

Rib-Eye . . . . . . . . . . . . . . . . . . . . . $12.95

Grilled Cheese . . . . . . . . . . . . . . . . $2.25

Prime Rib . . . . . . . . . . . . . . . . . . . $15.95

Cheeseburger . . . . . . . . . . . . . . . . . $4.75

Fillet . . . . . . . . . . . . . . . . . . . . . . . $14.95

Hamburger . . . . . . . . . . . . . . . . . . . $4.00

Grilled Shrimp . . . . . . . . . . . . . . . $12.95

Steak . . . . . . . . . . . . . . . . . . . . . . . . $5.25

Fried Shrimp . . . . . . . . . . . . . . . . $12.95

Chicken . . . . . . . . . . . . . . . . . . . . . . $4.25

Grilled Chicken . . . . . . . . . . . . . . $ 9.95 Fried Chicken . . . . . . . . . . . . . . . $ 9.95

Pasta

Vegetables and Potatoes

All of these meals are served with a dinner salad and bread.

These items can be purchased a la carte or with a meal as one of the choices.

Spaghetti . . . . . . . . . . . . . . . . . . . $ 7.95

Corn . . . . . . . . . . . . . . . . . . . . . . . . $1.95

Lasagna . . . . . . . . . . . . . . . . . . . . $ 8.95

Green Beans . . . . . . . . . . . . . . . . . . $1.95

Shrimp Alfredo . . . . . . . . . . . . . . $11.95

Cooked Carrots . . . . . . . . . . . . . . $1.95

Shrimp Scampi . . . . . . . . . . . . . . $12.95

Mashed Potatoes . . . . . . . . . . . . . . $2.25 Baked Potatoes . . . . . . . . . . . . . . . $2.50 French Fries . . . . . . . . . . . . . . . . . . $1.95

Desserts Apple Pie . . . . . . . . . . . . . . . . . . . . $2.00 Strawberry Shortcake . . . . . . . . . . $2.25 Brownie Sundae . . . . . . . . . . . . . . . $3.50 Ice Cream . . . . . . . . . . . . . . . . . . . . $1.25

Parties of six or more will be charged a 15% gratuity.

Teacher’s Guide 219

Lesson 2-01 Diamond Poem Handout

__________________

Subject #1

_________________________, _________________________ Two adjectives describing subject #1

_______________________, ________________________, ______________________ Three words that end in –ing that describe subject #1

__________________, _________________, _________________, _________________ Four nouns: first two relating to subject #1, second two relating to subject #2

_______________________, ________________________, ______________________ Three words that end in –ing that describe subject #2

_________________________, _________________________ Two adjectives describing subject #2

__________________

Subject #2

220 Teacher’s Guide

Lesson 2-02 People

Animals


Traffic Signs – Lesson 2-05 Identify the meaning of each sign.


Lesson 5-06

Activities for Cold Temperatures

Activities for Hot Temperatures


Activities (Past and Present) – Lesson 6-01






Lesson 6-01 Present Tense Verbs

Past Tense Verbs


Sequencing Handout – Lesson 6-02






Plot Analysis – Lesson 6-02 What has happened?

What is happening?

What will happen?


Verb Tenses – Lesson 6-08






Lesson 7-03

Activities that can be done Fast

Activities that can be done Slowly Both


Properties of Animals – Lesson 7-06


English (US) 1 Teachers Guide-rosetta stone.pdf

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