New Dynamic English teacher's guide for module 1

New Dynamic English teacher's guide for module 1

New Dynamic English Level 1: Modules & Instructor’s Guide Version 2.3 © Copyright 1998-2003, DynEd International, Inc www.dyned.com January, 2003 New Dynamic English: Instructor’s Guide Table of Contents Scope and Sequence, Level Module Lesson Map .43 Introduction to Level Family Schedule 44 Learning Points 45 Classroom Activities and Extension 46 Key Sentences 48 Focused Listening Tasks 50 Practice Exercises 52 Module Lesson Map Names and Places Learning Points Classroom Activities and Extension Key Sentences 11 Focused Listening 13 Practice Exercises 15 Matrix Vocabulary 55 Learning Points 56 Classroom Activities and Extension 57 Key Sentences 59 Focused Listening Tasks 61 Practice Exercises 63 Jobs and Family 20 Learning Points 21 Classroom Activities and Extension 22 Key Sentences 24 Focused Listening 25 Practice Exercises 27 Likes and Dislikes 68 Learning Points 69 Classroom Activities and Extension 70 Key Sentences 72 Focused Listening Tasks 73 Practice Exercises 75 Numbers and Times 32 Learning Points 32 Classroom Activities and Extension 33 Key Sentences 35 Focused Listening 36 Practice Exercises 37 Review Exercises 79 Dictations Fill-Ins Speech Practice Exercises Review Exercises 39 Video Interactions w/SR 80 Dictations Fill-Ins Speech Practice Exercises Telephone: Let’s Meet on Thursday Business Telephone w/SR An Interview w/SR Hot Seats w/SR Video Interactions w/SR 40 Introductions At a Party, At an Office Telephone, Interview Hot Seats w/SR Module Summary 81 Answer Key 82 Module Summary 42 Scope and Sequence, Level Scope and Sequence, Module Module 1, Unit Names and Places Hello, Max and Kathy! Where is France? Who Speaks English? Question Practice w/SR Focus Exercises Main Learning Points • Personal information: name, where from, languages spoken, nationality • Introductions (Hi, my name is…) • Countries and cities of the world • Relative location (here, left, right) • Demonstratives (that, this) • Pronouns (personal, possessive) • be, do, Contractions, Negation • Subject-verb agreement • Present Simple tense (She speaks Spanish.) • Yes/No and Wh- question formation Comments • Students learn to give and elicit basic information about themselves and others • Builds recognition of simple words and phrases in context • Introduces the most basic structures in English Jobs and Family Richard Chin Sara Scott Henry Thornton Word Practice Questions • Presents the jobs, families and living arrangements of three characters • Extends personal information: age, spelling of name, job, salary, marital status • Present Simple verbs: have, live, work, etc • Subj/Verb/Object (He teaches science.) • Object Pronouns (him, her) • Adjectives and Prepositions of Location • Students learn to ask and answer basic questions about each other in an interview format Numbers and Time One to One Hundred Time • Numbers 1-100 • Clock times and fractions • Telephone numbers • Prepares students for later Units which use time and numbers Review Exercises Dictations Fill-Ins w/SR Speech Practice w/SR • Gap-filling and speech recognition exercises review key grammar and vocabulary • Develops fluency and reading skills • These lessons review Units 13 and focus on key points such as Subject-Verb agreement • Introduces useful verbs and daily vocabulary Video Interactions w/SR • Shows basic introductions, greetings, and use • Language review Introductions of the telephone At a Party • Students may interact with the actors through • Provides a model for roleAt an Office Speech Recognition (SR) activities plays Telephone Interview Hot Seats Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved New Dynamic English: Instructor’s Guide Scope and Sequence, Module Module 2, Unit Main Learning Points Comments Family Schedule The Harris Family Bob and Sandra’s Schedules Collette and John’s Schedules Questions Focus Exercises • Family relationships (father, mother, etc.) • Days of the week and weekly schedule • Time and Duration (when and how long) • Frequency (every day, on Mondays) • Means (by bus, drives his car to work) • Time expressions (after dinner, at night) • Prepositions of Place and Time • Sequence (before, after) • Subj/Verb/Object: (She practices the violin.) • Adverbs of Frequency (usually, never) • Students learn how to ask and answer questions about their daily routines Matrix Vocabulary Seasons Times of Day Weather Times of Life Types of People Matrix Game • Introduces basic vocabulary in five subject • Students learn to describe the areas: seasons, times of day, weather phases of life and the basic conditions, times of life, and types of people conditions in which people • Adjective and Adverb phrases live out their lives • Word relations/analogies (hot is to cold as summer is to what?) • Indefinite/Definite Reference • Superlatives (the coldest time of year) Likes and Dislikes: A Survey Food and Sports What Can You Do? Video Hot Seats w/SR • Classification (what kind, such as) • Adverbs of Manner (how well, well, a little) • Quantification (a lot, some, any) • Ability (can/can’t, know how to) • Useful phrases (let’s see, for example, I mean, not really) • Students learn to express personal preferences and abilities • Presents an interview about favorite foods, sports, hobbies and other interests • Gap-filling and speech recognition exercises review key grammar and vocabulary • Develops oral fluency and reading skills • Provides language practice and review activities Review Exercises Dictations Fill-Ins w/SR Speech Practice w/SR • Focuses on specific times, frequency, and duration of habitual activities that make up daily life Video Interactions w/SR • Presents language useful for making an • Short videos illustrate the use Telephone: Let’s Meet of the language with a variety appointment, suggestions, and using the on Thursday of characters telephone for business Business Telephone • Students may interact with the actors through • Provides models for classroom An Interview role-play and interviews Speech Recognition (SR) activities Hot Seats Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved Introduction to Level Introduction to Level New Dynamic English, Level (Modules & 2), introduces students to English The main focus is on understanding and expressing basic information about oneself and the natural framework within which we live and describe our lives, such as times of day, the seasons, and weather conditions In the first lessons, students develop basic listening comprehension The emphasis is on presenting language in short phrases rather than isolated words, since isolated words seldom occur in real communication Text and Glossary support provide additional examples and explanation The use of icons throughout is especially important for students who are unable to read These icons serve to support the student’s memory and also provide a framework for showing concepts and phrases Once the language is introduced and basic comprehension is achieved, a limited number of exercises require students to read simple words and short phrases These exercises help reinforce oral comprehension and provide another form of language input The record feature, along with the speech recognition (SR) exercises, allow students to practice speaking In this way, we proceed from listening to speaking and reading and the three skills reinforce each other The Classroom Activities and Practice Exercises provide additional written activities as well, but these should not overwhelm the student They should be fun and easy to Their purpose is to reinforce and follow up, not frustrate Content for Level The material presented in Level provides the basis for 40-60 hours of study, depending on the language background of the students, which may vary considerably This estimate assumes that the language presented in each level is used as a model that is systematically extended and personalized in classroom activities and follow-up assignments as suggested in this manual The usual order is as follows: Preview each lesson with a focus on general comprehension Analyze and practice the language in each lesson with a focus on the key language structures Extend and personalize the content of each lesson via student generated language, including roleplays, pair practice, written exercises, and group activities Review on a regular basis, (at least until the Completion Percentage is 80%) and then test General Language Specifications for Level New Dynamic English Level develops a useful spoken vocabulary of over 500 high-frequency words that provide students with the ability to understand and communicate basic information about themselves Level covers basic language structures required to understand and express basic personal information and provides a foundation for preintermediate work In addition, the video lessons provide useful language models for the telephone and for other social situations Detailed Language Specifications for Level The language focus for Level is on the basic verb and phrase structures of English, as well as the construction of Wh- and Yes/No questions Key language structures include personal, possessive, and object pronouns, verb-subject agreement, the verb be, negation, the use of do, the present tense, prepositional phrases for expressing time and place, and adjective and adverb phrases Please see the Scope and Sequence for Level and the Learning Points at the beginning of each Unit for additional information and examples The Index is also helpful in locating where specific topics or structures are presented or developed in the course Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved New Dynamic English Module Lesson Map Unit 1: Names and Places Hello, Max and Kathy Where is France Who Speaks English? Question Practice w/SR Focus Exercises Unit 2: Jobs and Family Richard Chin Sara Scott Henry Thornton Word Study Questions Unit 3: Numbers and Time One-Ten Eleven-Twenty Ten-One Hundred Time Unit 4: Review Exercises (for Units 1-3) Dictations Fill-In Exericses w/SR Speech Practice Exercises w/SR Sentence Reading Answering Questions Speech Quiz Unit 5: Video Interactions w/SR Introductions At a Party At an Office Telephone w/SR Interview w/SR Hot Seats w/SR Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved Module 1: Unit 1, Names & Places Names and Places Hello, Max and Kathy; Where is France? Who Speaks English? Question Practice; and Focus Exercises Lesson introduces the most basic structures in English It is intended for beginners, with or without basic reading skills, and also for students who have some knowledge of English but whose listening ability is underdeveloped Topics include giving and asking for personal information (name, place of origin, sex, and languages spoken) and talking about different countries and nationalities The Question Practice lesson reinforces the language of the Unit It focuses on Wh- questions and the use of in questions with who and where Though most of the questions not require the ability to read, a number of comprehension activities help students see the relationship between spoken and written words Students who need to develop their reading skills should use the record feature together with the ABC button to practice reading aloud the text throughout the lessons In the Focus Exercise lesson students practice constructing sentences by arranging words in the correct sequence As in all lessons, the Help Screens provide instructions if needed Goals: To be able to understand short phrases spoken at near normal speed To be able to read and understand short words, such as yes, no, name, and does To be able to identify themselves in English To be able to ask and answer simple Who, Where, and Yes/No questions regarding basic identity Objective 1: Objective 2: Objective 3: Objective 4: To understand that in English there is subject verb agreement To be able to use demonstrative and personal pronouns with the verb be To be able to express negation with and be To be able to use when asking a Yes/No question Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved New Dynamic English Learning Points be I am from New York He is from Paris They aren't from France France is in Europe Who is from France? contractions (I'm, you're, she's, he's, we're, they're) He's from France She’s from New York We’re not from France demonstratives (that, this, these) This is Max Who is that/this? That/this is Pierre This is a map of Europe What’s this? with questions and negation Does she speak English? No, she doesn't Where they come from? They don't come from France Who doesn’t speak Japanese? I don’t speak French negation with be and He isn't from Japan She doesn't speak Spanish They don't come from France They aren't from France I’m not from the US I don’t come from the US He doesn’t speak Japanese He’s French, not American personal pronouns (I, he, she, we, they) I come from San Francisco She comes from New York They come from the US They don’t come from France I’m from Paris, France She’s from New York possessive adjectives (my, your, his, her) What is your/her/his name? prepositions (in, from, of) He's from France It's in California Here is a map of France Paris is in France Where does he come from? Where is she from? subject-verb agreement I am/come from France She is/comes from New York They are/come from the US This man speaks English I speak two languages wh- questions (what, where, who, which) Where does she come from? What is your name? Who comes from France? Which of these three people comes from France? Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved Module 1: Unit 1, Names & Places Classroom and Language Extension Activities Step 1: Presentation (Day 1, 10-15 minutes) Begin with Hello, Max and Kathy Present the first part of the lesson in class Focus on the first few sentences only, and have the class practice repeating each sentence Point out that each sentence has a subject and a verb Introduce the personal pronouns: I, you, he, she, my, your, his, and her Step 2: Oral Practice (5 minutes) In pairs, or small groups, have students practice the following dialog: “What’s your name?” “My name is ” “What’s his name?” “His name is ” “What’s her name?” “Her name is ” Step 3: Listening Focus Assign students to Listening Focus in the lab or at home Step 4: Presentation and Oral Practice (Day 2, 10-15 minutes) Review the first few sentences Focus on subject/verb agreement with come from, be and pronoun contractions (I’m, he’s, she’s) In pairs, or small groups, have students practice introducing Max, Kathy, and each other Step 5: Listening Focus Assign students to Listening Focus in the lab or at home Step 6: Presentation and Oral Practice (Day 3, 10 minutes) Introduce Where is France? Focus on negation with and be Then focus on location: in, on the left, between (North America and Europe), and the names of countries In pairs, or small groups, have students practice introducing Pierre How is Pierre different from Max and Kathy? Step 7: Listening Focus Assign students to Listening Focus in the lab or at home Step 8: Presentation and Oral Practice (Day 4, 10 minutes) Introduce Who Speaks English? Focus on the verb speak and question formation (Yes/No and Whquestions) In pairs, or small groups, have students practice asking and answering questions about Max, Kathy, Pierre, and each other Step 9: Listening Focus Assign students to Listening Focus in the lab or at home Follow-up Once the presentation lessons of the Unit have been presented, introduce the Question Practice and Focus Exercises lessons Students should these on their own, in the lab or at home, regularly As homework, assign the Practice Exercises Then, once students attain an 80-100% Completion percentage, have them take the Mastery Test Copyright (c) 1998-2003, DynEd International, Inc All Rights Reserved New Dynamic English Language Extension Once the lessons have been introduced, have the students personalize and extend the language with two or more of the following classroom activities If further preparation is necessary, have the students work in pairs or groups first Classroom Activity 1: Introductions From Unit 5, view the first two video interaction lessons, Introductions and At a Party Have students work in small groups of 3-5 to practice introducing each other Classroom Activity 2: Writing Practice Write the name of a man on one side of the board and the name of a woman on the other side (or on two different sheets of butcher paper) Invite students to come to the board and write sentences about the two characters Ask students to comment on similarities and differences between the two (e.g., Max and Kathy are American Max comes from San Francisco but Kathy comes from New York She doesn’t come from San Francisco) Write ten questions and answers, such as: Which one comes from ? Where does come from ? Is the person on the left a man or a woman? What language does the person on the right speak? What country does come from? Is French? Does speak Chinese? Does come from Brazil? Classroom Activity 3: Places around the World Post a map of the world in the classroom Ask students to point out their home country or city on the map Practice the English names of cities and countries of the world Write the names of the continents across the top of the board and elicit from students countries located on each continent Write the countries in list form under the correct continent When the lists are fairly full, practice pronunciation by having the class repeat the countries out loud What languages are spoken in each country? Classroom Activity 4: Crazy Questions Model and then have students practice asking questions that will elicit negative answers For example, "Are you from the moon? Does Sakae come from Mexico? Does Pierre come from Japan? Is this woman's name Max? Is the US president from Argentina?" Classroom Activity 5: They, They, They If possible, pair students with similar nationalities, languages, gender Have one pair interview another pair Have pairs report back to the class about the pair they interviewed using plural affirmative and negative sentences, e.g., They aren't girls They don't come from San Francisco They speak Japanese, but they don’t speak English Classroom Activity 6: What’s that? It’s mine! Take objects, such as textbooks, and give them to each student Review possessive pronouns, and have students work in groups to practice the following: “What’s that?” “It’s a book.” “Is it yours?” “Yes, it is It’s my book Is that your book?” Then have students exchange books so that the answers become: “No, it isn’t This is her book, not mine.” “No, it isn’t This is (name’s) book.” Copyright (c) 1998-2003, DynEd International, Inc 10 All Rights Reserved New Dynamic English Classroom and Language Extension Activities Step 1: Introduction Briefly introduce the lesson A Survey: Food and Sports Then divide the board into three sections: Food, Sports, and Hobbies/Games Divide the class into three groups, assigning one category to each group Within a limited time (2-4 minutes) have each group brainstorm as many entries as possible for their category and write the words on the board Go over any new vocabulary Step 2: Oral Practice In small groups, have students divide each of the three categories into subcategories, such as meat, fruit, sweet, hot, Chinese, dessert, traditional sports, dangerous sports, difficult games, easy games, etc Then have students practice saying what they like or don’t like about the items on their list, and also their favorites Step 3: Listening Focus Assign students to Listening Focus in the lab or at home Step 4: Presentation and Oral Practice Introduce the lesson What Can You Do? Focus on the meaning and differences between can and know how to+V In pairs or small groups, have the students question each other, alternating between Can you ? and Do you know how to ? Step 5: Listening Focus Assign students to Listening Focus in the lab or at home Step 6: Presentation and Oral Practice: Briefly review What Can You Do, and focus on how well and the difference between adverbs and adjectives to express ability Show the scales of meaning on the board, from most negative (badly, terrible) to most positive (very well, very good) In pairs or small groups, have the students question each other, alternating between Can you ? and Do you know how to ? and following up with How well you …? or How good are you at…? Step 7: Listening Focus Assign students to Listening Focus and Listening Focus in the lab or at home Follow-up and Extension Once all three lessons of this Unit have been completed, assign the Practice Exercises and one or more of the Classroom Activities below After the students get a Completion Percentage of 80~100%, have them take the Mastery Test Language Extension Classroom Activity 1: Classification Race Pick three or four subjects, such as types of music, types of cars, types of clothes, fruits and vegetables, and sports played with a ball, etc Divide the class into three or four groups and have each group brainstorm as many entries as possible for one category Students may use a dictionary to add examples and adjectives to their list Within a limited time (3-5 minutes) see which group can come up with the largest number of items and associated adjectives Copyright (c) 1998-2003, DynEd International, Inc 70 All Rights Reserved Module 2: Unit 3, Likes and Dislikes Classroom Activity 2: Posters Using magazine pictures or drawings, have students present examples of things and activities which they like and dislike Students should describe each item with complete sentences Classroom Activity 3: Find a Person Who Prepare a handout with the opening statement A person who and then list about 10 to 15 phrases such as likes pizza, doesn't like fish, can play tennis very well, knows how to play the violin, can't ride a bike, etc Next to each phrase put a blank line Distribute one handout per student Ask students to circulate in the room and ask their classmates questions (Do you know how to ride a bike? Do you like fish? etc.) When they find someone who fits the description, have them write that person's name in the blank next to the item There should be a different name for each phrase on the handout When all students have filled in all the blanks with names, discuss their responses in the large group Classroom Activity 4: You Can, But How Well? Collect pictures of people engaged in activities such as sports, dancing, driving a car, cooking, or playing musical instruments Hold up each picture and elicit the name of the activity from students Ask students if they can the activity and to rate themselves in their ability using the words terrible, good/well, fairly good/well, very good/well Have students write sentences about their ability level in each activity you show them I'm a very good dancer, but I can't sing very well Classroom Activity 5: Class Survey Have the class design a survey and questionnaire Each student should survey five or more English-speaking people, in person, over the telephone, or through the internet, and write a short summary of the results Copyright (c) 1998-2003, DynEd International, Inc 71 All Rights Reserved New Dynamic English Can You Do It? Key Sentences (Partial Transcript) K: Can you play tennis? M: Yes, I can I play tennis fairly well Kathy: I'm doing a survey about what people like Max: You mean food and hobbies, and things like that? K: Max, can you play the piano? M: A little I can play a little Food and Sports K: What kinds of food you like? M: Well, let's see I like most kinds of food K: Can you play the violin? M: No, not at all I can't play the violin at all K: Okay How about fish? Do you like fish? M: Not so much I prefer chicken K: Can you sing? M: No, I can't I'm a terrible singer Nobody likes to listen to me sing K: How about beef? Do you like beef? M: Yes, I I like beef, especially steak K: Can you play chess? M: Yes, I can But I'm not very good Pierre is a very good chess player He can beat me easily But I can beat him when we play tennis He isn't very good at playing tennis K: What other kinds of meat you like? M: Let's see I like pork too, especially ham K: Are there any kinds of meat that you don't like? M: No, not really Sample Questions Do you like sports? Which of these sports you like the best? Which of these sports you like the least? Which of these activities can you do? Can you it well? Are you good at it? Do you prefer mental games, such as chess or cards, or physical games, such as football or tennis? Can you ski? How well you ski? Do you like to watch television? Do you get upset when you lose? K: Do you like Italian food? M: Sure For example, I like spaghetti K: How about hot food? Do you like hot food? M: Do you mean spicy hot, or hot hot? K: I mean spicy hot, such as Thai or Mexican food M: Thai food is too hot for me Mexican food is okay K: So you like hot food if it isn't too hot M: That's right Which kind of food does he think is too hot? Does he know how to play golf? Which activity can't he at all? Which activity can he fairly well? How well does Pierre play chess? Is Pierre a good tennis player? K: Okay, now I want to ask you about sports M: Sure I like sports K: M: K: M: What is your favorite sport? My favorite sport is American football Do you play it? No, I don't I just watch it K: M: K: M: What sports you do? I play tennis, and I can ski Do you play golf? No, I don't I don't know how to play golf But I'd like to learn K: Is golf a popular sport in your country? M: Yes, I guess it is Lots of people watch it on TV But I think most people don't play it Copyright (c) 1998-2003, DynEd International, Inc 72 All Rights Reserved Module 2: Unit 3, Likes and Dislikes Focused Listening Student Follow-up Make a list of adjectives that describe food and sports Examples: Sweet, delicious, fattening, healthy, exciting, interesting, fun to watch, dangerous, etc Make a list of two foods or sports that you like, and one food or sport that you don’t like Explain why Example: I don’t like french fries because they are too fattening Interview a classmate about food and sports preferences Do Practice Exercises B and C Focus Focus on A Survey: Food and Sports Language Focus classification: such as, what kind of, etc What kinds of food you like? I like most kinds of food Listening Task Study the questions that Kathy asks Max Practice saying them Focus Goals • Preview and orientation: to familiarize students with Focus on What Can You Do? classification and expressing preference • Students will be able to classify foods: meat is a kind of food, pork is a kind of meat, ham is a kind of pork, Chinese food, French food, etc Language Focus can, know how to, adverbs of manner, and short answers with can/can’t Listening Task Listen for and practice saying sentences that say how well someone does something: I play tennis fairly well I'm a terrible singer I can't play the violin at all Student Follow-up Answer questions about classification: What are some kinds of food? What are some kinds of sports? What kinds of food you like? What kinds of food don’t you like? What are your favorite sports? Do Practice Exercise A Goals • Students will be ask and answer questions using can and know how to • Students will be able to talk about ability using adverbs of manner • Students will be able to use adjectives to describe ability: Pierre is a very good chess player I am a terrible singer • Students will be able to modify adjectives and adverbs with intensifiers (very, fairly, not very) Focus Review A Survey: Food and Sports Preview What Can You Do? Language Focus questions with short answers (Yes, I do; No, I don’t), amount/quantification (not very much, a lot, some kinds of), and the use of intensifiers (very, too) Student Follow-up What are some things you can and can’t do? Make a list, and say how well you can them I can run fairly fast I’m not a good skier I can’t play golf at all Do Practice Exercises D and E Listening Task Repeat and record Kathy’s questions Check the Glossary items in the text What kinds of food you like? How about fish? Do you like fish? Goals • Students will be able to ask and answer questions about food preferences • Students will be able to quantify likes and dislikes: I like it a lot I don't like it very much I like most kinds of • Students will be able to use too to give reasons for liking or disliking something: It's too hot Copyright (c) 1998-2003, DynEd International, Inc 73 All Rights Reserved New Dynamic English Focus Review A Survey: Food and Sports and What Can You Do? and focus on the Video Hot Seats Language Focus Useful expressions, such as “Let’s see,” “No, not really,” “Sure,” “Do you mean?” Listening Task Take notes using only key words Then, using your notes, summarize all of Max’s answers in complete sentences Goal • Students will be able to use notes to summarize and answer questions about a survey Student Follow-up Prepare a written summary of Kathy’s interview of Max Use complete sentences His favorite sport is football He likes most kinds of food Interview two or more classmates about sports and hobbies, and write a summary What is your favorite sport? Do you play it or watch it? How about hobbies? Do you/Can you ? Do Practice Exercises F and G Focus Language Focus Language Mastery Listening Task Review all of the lessons in this unit several times Practice recording 10~15 sentences each time, so that you can say these sentences fluently When you have a Completion Percentage of 80~100%, take the Mastery Test Student Follow-up Make a short oral summary of this unit Give a one minute oral presentation about your likes and dislikes Write two-paragraphs about your likes and dislikes Copyright (c) 1998-2003, DynEd International, Inc 74 All Rights Reserved Module 2: Unit 3, Likes and Dislikes Practice Exercises 2(3) Likes and Dislikes: Exercise A Write these words under the categories they belong to (Note: some words may belong to two or more categories.) Example: Meat ham tennis hot food pork piano Thai food fish chess swimming french fries movies ham pork steak chicken Mexican food violin skiing spaghetti golf steak football chicken volleyball Chinese food singing Food Sports Games Meat Copyright (c) 1998-2003, DynEd International, Inc 75 Hobbies International Food All Rights Reserved New Dynamic English Practice Exercises 2(3) Likes and Dislikes: Exercise B Fill in the blanks with can or can't Example: Max can' t play golf Max can play tennis, and he ski Max is a good skier, but he _ play golf Max can’t play the violin at all, but he play the piano a little I play basketball fairly well My friend plays a guitar, but I play any musical instrument I 2(3) Likes and Dislikes: Exercise C Fill in the blanks with doesn't know how or can't Example: Max doesn' t know how to play the violin Max is a good skier, but he to play golf Max can play the piano a little, but he sing He's a terrible singer Max to play golf, but he's a good tennis player Pierre speaks English well, but Max speak French at all I want to go with you, but I’m busy, so I Copyright (c) 1998-2003, DynEd International, Inc 76 All Rights Reserved Module 2: Unit 3, Likes and Dislikes Practice Exercises 2(3) Likes and Dislikes: Exercise D Answer the questions using short answers Use does/doesn't or can/can/t Example: Does Max like hot food? Yes, he does Does Max like steak? Yes, Can Pierre play chess? Yes, _ Does Max play football? No, Does Max know how to play golf? No, Can you play the piano? 2(3) Likes and Dislikes: Exercise E Here are some questions about you Practice using short answers Can you ski? _ Do you know how to play chess? _ Do you like to watch sports on TV? _ Do you play a musical instrument? Can you speak German? Copyright (c) 1998-2003, DynEd International, Inc 77 All Rights Reserved New Dynamic English Practice Exercises 2(3) Likes and Dislikes: Exercise F Fill in the blanks with these words very good fairly good good terrible Example: Pierre plays chess very well He's a very good chess player Max plays tennis fairly well He's a _ player Pierre plays chess very well He's a _ chess player Max can't sing at all He's a singer Kathy writes very well She's a _ writer I’m learning how to play golf, so I’m not _ 2(3) Likes and Dislikes: Exercise G Fill in the blanks with good or well Max is a _ tennis player Pierre plays chess very _ Max isn't very at chess Max plays the piano fairly Bob is learning how to cook Italian food, so it’s not very _ Copyright (c) 1998-2003, DynEd International, Inc 78 All Rights Reserved Module 2: Unit 4, Review Exercises Review Exercises for Module When Units 1-3 are completed, it is important to review the main points even while beginning to work on Level The following lessons help students refocus on some of the main language points that are covered and tested These lessons should be done on a frequent basis Dictations Dictations focus on important language at the word and phrase level Detailed instructions for doing the dictations can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) when you enter the lesson The Dictations for Module are as follows: Dictation Dictation Sunny days are usually hot, but sometimes they are not For example, a sunny day in winter is sometimes very cold Rainy days are usually cold, but sometimes they are not Snowy days are always cold, because snow is never warm Her schedule changes each day She gives piano lessons three days a week She teaches for two hours on Monday, from 2:30 to 4:30 On Thursdays, she teaches in the evening from 7:30 until 10:00 Dictation Dictation She has a violin lesson once a week Her lesson is at 4:30 on Tuesday afternoons It lasts for an hour On other days, she comes home after school She practices the violin for about an hour Bob works at the post office He works five days a week: Monday through Friday He usually drives his car to work It takes an hour for him to get to the post office Dictation 3 Dictation He eats dinner with his family between 6:45 and 7:15 He usually reads the newspaper after dinner After that he usually watches television If the TV isn’t interesting, he reads a book or listens to music Morning is the first part of the day People leave home and go to work or school in the morning Evening is the early part of night, between sunset and bedtime Night is when the sun is down and people go to bed Fill-Ins This lesson reviews some of the main grammar points that have been introduced in Units 1-3 Detailed instructions for doing the Fill-Ins (with Speech Recognition) can be found in the Study Guides and also in the pull-down Help Screens (This Lesson) once you are in the Fill-Ins lesson Please note that the highlighted words in the answer sentences are linked to the Glossary Sample sentences from the Fill-Ins lesson are: (1) He leaves for work at 7:45 (3) It takes an hour to get to work (5) He eats dinner with his family between 6:45 and 7:15 (8) She does homework from 7:45 to around 10:15 (10) John is interested in gymnastics (12) How long does it take her to get to school? (13) The sun rises in the morning and sets in the evening (14) Boy is to girl as man is to woman (16) Rainy days are usually cold, but sometimes they are not (17) Snowy days are always cold because snow is never warm (18) In winter the sun sets early, so the daytime is short (21) Childhood is when we learn to read and write (23) I’m doing a survey about what people like (24) Are there any kinds of meat that you don’t like? (26) I can’t play tennis at all (28) He doesn’t know how to play golf Copyright (c) 1998-2003, DynEd International, Inc 79 All Rights Reserved New Dynamic English Speech Practice In addition to developing oral fluency, this lesson provides a means to review and focus attention on many of the key language points developed in Units 1-3, such as time phrases, present tense verbs, and adverbs of manner Detailed instructions for using Speech Recognition and for doing the Speech Practice lesson can be found in the Study Guides and also in the pull-down Help Screens The Speech Practice lesson has three sections: Sentence Reading, Answering Questions, and Speech Quiz Please note that the Score for the Speech Quiz is designed so that students can try to increase their personal scores each time they the quiz, rather than as a test A record of each score can be found in the Student Records Video Interactions, Module This lesson shows a variety of native speakers in the following situations: Telephone: Let’s Meet on Thursday; Business Telephone; An Interview, and Hot Seats Except for the Hot Seats, students may view each scene in a presentation mode Each lesson also has an interactive mode where students can interact with the characters through Speech Recognition (or mouse click) choices In the Hot Seats, the characters answer questions put to them by the students Detailed instructions for this lesson, and also for Speech Recognition, can be found in the Study Guides and also in the pull-down Help Screens after you enter the lesson Each video scene illustrates language points that have been developed in this module The scenes have been designed so that they can be role-played by students This is an excellent way to review, have fun, and personalize the language Telephone: Let’s Meet on Thursday! An Interview Thursday afternoon? What time? Well, I leave home at around 10:00, and I work until 3:30 How about 4:00? That’s too early Is 4:30 okay? That’s fine Why don’t we take the bus? Okay, let’s take the bus downtown and have dinner together What time does the concert start? It starts at 8:00 Okay, I’ll see you after work And how about sports? Do you play golf? Yes, I I enjoy playing golf How about skiing? Can you ski? No, I can’t ski at all We don’t have any snow where I live Do you play tennis? Sure I love to play, but I’m not very good Hot Seats What’s your name? What’s my name? My name is… Where you come from? Where I come from? Who are you? Who am I? What languages you speak? What languages I speak? What you do? What I do? Are you married? Am I married? How old are you? How old am I? Do you have a boyfriend? Do I have a boyfriend? Do you know Carmen Randall? Do I know Carmen Randall? Yes, I Thursday afternoon at 3:30? No, I’m sorry I work until 5:30 on Thursdays Let’s see The concert starts at 8:00 Can we meet at 6:00? Okay, I’ll meet you at 6:00 Business Telephone (Key Expressions) I’m sorry He’s in a meeting May I take a message? That’s okay I’ll call back later May I ask who is calling? Sure My name is Sandra I’m a friend of his Thank you Sandra I’ll tell him you will call back Copyright (c) 1998-2003, DynEd International, Inc 80 All Rights Reserved Module Summary Module Summary Active vocabulary through Module 2: approximately 500 words Summary of Verbs in each Unit (not including Video Interactions) (1) Family Schedule be* begin change come home homework drive eat get up get home give lessons go have* last (durative) leave listen practice* read start study take (durative) take a shower teach* want* watch* work* (2) Matrix Vocabulary be* begin* begin to fall come up eat* end get married get up* go down go to school go to work have* have children learn leave* love* need play (a violin) rain read* return rise see set shine sleep snow talk wake up walk work* write* (3) Likes and Dislikes ask be* beat begin* guess know like* mean play (a sport) prefer sing ski think want* watch * verbs introduced in previous lessons Copyright (c) 1998-2003, DynEd International, Inc 81 All Rights Reserved New Dynamic English Answer Key for Practice Exercises (1) Names and Places: Practice Exercise A My name is Kathy I come from New York This is Max He comes from San Francisco Kathy comes from New York Names and Places: Practice Exercise B Max comes from San Francisco “Hello My name is Max.” “I come from San Francisco.” Kathy comes from New York She comes from New York Names and Places: Practice Exercise C Her name is Kathy She’s from the US She is from New York She’s a woman, not a man She is a woman, not a man Names and Places: Practice Exercise D (Max/He) (comes from/is from) (San Francisco/the US) (Kathy/She) (is from/comes from) (New York/the US) Kathy does (Kathy/She) (comes from/is from) New York Max is (Max/He) (is from/comes from) San Francisco Kathy is a woman / Kathy is She’s a woman, not a man Names and Places: Practice Exercise E isn’t doesn’t doesn’t isn’t isn’t Names and Places: Practice Exercise F Kathy isn’t from Paris “I don’t come from the US.” Pierre isn’t American Kathy doesn’t speak French “I don’t speak Japanese.” Names and Places: Practice Exercise G come are speak comes come are speak come are 10 don’t Names and Places: Practice Exercise H g c d f b a e Names and Places: Practice Exercise I 1Q Who is that? 2Q Where are you from? or Where you come from? 3Q Where is San Francisco? 4Q Who comes from New York? 5Q Where are they from? or Where they come from? 6Q What country they come from? or What country are they from? 7Q What languages does he speak? 8Q Does she speak German? (2) Jobs and Family: Practice Exercise A Chin thirty years teacher low married son apartment five years fourth 10 first Jobs and Family: Practice Exercise B Sara Scott is a doctor She works in a large hospital She’s a good doctor, and she works hard She has a high salary She lives in a large apartment She and her sister, Chris, live together Sara isn’t married, but she has a boyfriend Her boyfriend is a pilot Chris is a ballet dancer She lives with her older sister, Sara They live in a large, comfortable apartment Chris loves to dance She practices hard every day She wants to be a great dancer someday Jobs and Family: Practice Exercise B Henry is a businessman He has a lot of money, but he doesn’t work very hard He isn’t married, but he is in love with somebody He likes a woman named Chris She is a ballet dancer Unfortunately, she doesn’t like him Henry isn’t very popular with women Jobs and Family: Practice Exercise D Sara/She isn’t married Sara isn’t a teacher Henry doesn’t work hard Chris doesn’t like Henry Henry doesn’t teach science and math Copyright (c) 1998-2003, DynEd International, Inc 82 All Rights Reserved Answer Key Jobs and Family: Practice Exercise E d a f b c e h g Jobs and Family: Practice Exercise F doctor, teacher daughter, son small, large brother, sister apartment, house children, parents married, single Jobs and Family: Practice Exercise G D S D S D Jobs and Family: Practice Exercise H Where does Sara work? What you do? What does Kathy do? or What does Kathy write? Are you a teacher? Is Richard a good teacher? (3) Numbers and Times: Practice Exercise A two fifteen or a quarter past two twelve forty-five or a quarter to one or fifteen (minutes) to one four twenty or twenty (minutes) past/after four six forty or twenty (minutes) to seven seven o five or five (minutes) past/after seven (o’clock) eleven ten or ten (minutes) past/after eleven (o’clock) three fifty-three or seven minutes to/before four (o’clock) 10 six thirty-seven or twenty-three minutes to seven (o’clock) Numbers and Times: Practice Exercise B 58 127 536 1,001 1,010 1,100 2,215 19,010 125,100 10 1,100,100 h d e b c i k g j 10 l (1) Family Schedule: Practice Exercise A a c a d b d f e d 10 a 11 b 12 d 13 c 14 c 15 d Family Schedule: Practice Exercise B gets up, eats, leaves, drives, works, works, comes, eats Family Schedule: Practice Exercise C They eat dinner at around 7:30 After dinner he usually watches television He usually reads the newspaper after dinner It takes an hour to get to work He leaves for work at 7:45 Family Schedule: Practice Exercise D at from for around until from Family Schedule: Practice Exercise E a b c d e 10 f g h i j Copyright (c) 1998-2003, DynEd International, Inc 83 All Rights Reserved New Dynamic English (2) Matrix Vocabulary: Practice Exercise A e j d b g h c f a 10 i Matrix Vocabulary: Practice Exercise B c d e g h i f j b 10 a Matrix Vocabulary: Practice Exercise C j g f b e a h i d 10 c a u t Matrix Vocabulary: Practice Exercise D f f c i h e j d g b 10 a f a t a e r l l o n g Matrix Vocabulary Crossword: o w o m o r n i n m a b w i n t e r a n i g t h i n u m n e v e n i n g m o s t t s u m m a b i e i r r h t h i g a u s e s p r s i n g c o l a d h (3) Likes and Dislikes: Practice Exercise A Food: hot food, pork, Thai food, fish, french fries, spaghetti, steak, chicken, Chinese food Sports: tennis, swimming, skiing, golf, football, volleyball Hobbies: (all sports), piano, chess, movies, violin, singing Games: tennis, chess, golf, football, volleyball Meat: pork, fish, steak, chicken, ham International food: Thai food, Chinese food, Mexican food Likes and Dislikes: Practice Exercise B can can’t can can can’t Likes and Dislikes: Practice Exercise C doesn’t know how can’t doesn’t know how can’t can’t Likes and Dislikes: Practice Exercise D Yes, he does Yes, he can No, he doesn’t No, he doesn’t No, I can’t or Yes, I can Likes and Dislikes: Practice Exercise E Yes, I can or No, I can’t Yes, I or No, I don’t Yes, I or No, I don’t Yes, I or No, I don’t No, I can’t or Yes, I can Likes and Dislikes: Practice Exercise F fairly good (very) good terrible (very) good very good Likes and Dislikes: Practice Exercise G good well good well good Copyright (c) 1998-2003, DynEd International, Inc 84 All Rights Reserved ... little before 4:00 A little past 4:00 Numbers 10 -10 0 8 51- 6 817 8 51- 0 819 Here are the numbers 10 to 10 0 Ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred 5 81- 98 01 202-3576... teacher Copyright (c) 19 98-2003, DynEd International, Inc 31 All Rights Reserved New Dynamic English Numbers and Time to 10 ; 11 to 20; 10 to 10 0; and Time This Unit is important for later lessons... Yes, I Copyright (c) 19 98-2003, DynEd International, Inc 41 All Rights Reserved New Dynamic English Module Summary - Dynamic English, Module Active vocabulary through Module 1: approximately 250