How To Learn English

https://sscstudy.
com/
How to Learn English

https://sscstudy.com/
Table of Contents
How-to Guide 1
Lesson 1 Welcome! 4
Lesson 2 Hello, I’m Anna! 12
Lesson 3 I’m Here! 22
Lesson 4 What Is It? 34
Lesson 5 Where Are You? 46
Lesson 6 Where Is the Gym? 57
Lesson 7 What Are You Doing? 69
Lesson 8 Are You Busy? 79
Lesson 9 Is It Cold? 87
Lesson 10 Come Over to My Place 97
Lesson 11 This Is My Neighborhood 107
Lesson 12 Meet My Family 117
Lesson 13 Happy Birthday, William Shakespeare! 127
Lesson 14 How About This? 135
Lesson 15 I Love People Watching! 147
Lesson 16 Where Are You From? 158
Lesson 17 Are You Free on Friday? 171
Lesson 18 She Always Does That 181
Lesson 19 When Do I Start? 195
Lesson 20 What Can You Do? 210
Lesson 21 Can You Come to the Party? 223
Lesson 22 Next Summer… 236
Lesson 23 What Do You Want? 250
Lesson 24 Yesterday Was Amazing! 261
Lesson 25 Watch out! 273
Lesson 26 This Game is Fun! 284
i
Lesson 27 I Can’t Come In 294

Lesson 28 I Passed It! 306
Lesson 29 A Long Time Ago 318
Lesson 30 Rolling on the River 330
Lesson 31 Take Me Out to the Ball Game! 342
Lesson 32 Welcome to the Treehouse! 354
Lesson 33 Learning America’s Sport 367
Lesson 34 What Will I Do? 376
Lesson 35 Let’s Make Dinner! 387
Lesson 36 I Can Fix This! 399
Lesson 37 Let’s Agree to Disagree 409
Lesson 38 She’s My Best Friend! 420
Lesson 39 It’s Unbelieveable! 431
Lesson 40 The Woods Are Alive 445
Lesson 41 Teamwork Works Best With a Team 457
Lesson 42 I Was Minding My Own Business 470
Lesson 43 Time for Plan B 484
Lesson 44 Making Healthy Choices 495
Lesson 45 This Land is Your Land 505
Lesson 46 May I Borrow That? 518
Lesson 47 How Can I Help? 529
Lesson 48 Have You Ever? 534
Lesson 49 Operation Spy! 555
Lesson 50 Back to School 566
Lesson 51 A Good Habit 577
Lesson 52 Taking Chances 586
Other VOA Learning English Resources 596
Table of Contents ii
How-to Guide
Level 1
Using Let’s Learn English, Level 1
This guide is for learners and teachers who are using the course, Let’s Learn English -
Level 1. Each lesson in the course has at least four days of classes based on 52
conversation videos. This guide explains how to use lesson videos, activities, quizzes
and worksheets to teach or learn listening, speaking, vocabulary and writing.
Whenever possible, make students the center of attention in the class. Ask higher-
skilled students to help by answering questions and reviewing with classmates. If an
activity finishes before the end of class time, you can replay videos or
have students act out the conversation for the lesson with any
objects you can provide.
Lesson Plans
The goal of this course is to help students understand conversations and have
conversations of their own. The table at the beginning of each set of lessons shows
what the topics, goals and learning strategies are, and which materials to prepare
before class.
The Topics box will help you understand the main points of the lesson.
Next, there is a Learning Strategy - a thought, process, or action that learners can use
to help themselves learn better. Practicing these learning strategies will help students
become good language learners.
Check the Prepare Before Class box for teaching materials you will need to gather or
cut out from the printed lesson for the speaking activities. You will also need to print
the Activity Sheet. You will find the sheet in the Resources
section along with any other pictures you will need.
The Goals box lists what students will learn. It is important to have clear goals. Make
sure you understand the goals for the lesson so you can help your students meet
them.
Here are some tips on how to use each part of the lessons.
Teach Key Words / Speaking Practice
You may teach the key words before or after you present the conversation, depending
on the topic and your class. Teach the Key Words using the Speaking Practice video.
This shows a close image of a person saying each word carefully. Then you can hear
the meaning. Students should repeat after each word, looking at the mouth shape.
Other ways of teaching key words include: drawing simple pictures on the board,
playing games, pointing to examples in the room or using gestures.
Present the Conversation
Show the main conversation video. At the end of every lesson, you
will find the conversation text. Printing the conversation text for your
class will help you talk about the new words and phrases.
Have students practice the phrases in the Main Video Script box. These phrases help
to teach the lesson goal.
Pronunciation Practice
The Pronunciation Practice video teaches points that come from the conversation.
Have students practice the pronunciation with you.
Learning Strategy
In the Learning Strategy part of the lesson, you can explain a new approach to easier
English learning. As you do the activity with students, they will get valuable practice
using the learning strategy.
Activities
Before each lesson, read the instructions on the Activity Sheet so you can explain
them in simple English. See how many copies you need. For games, you only need
one copy for a group students. In some sets of lessons, there are other pictures, game
pieces and worksheets you can print to use in class.
Imagine how students will do the activity in your classroom. You may have to move
some furniture around, for example, to let students work in groups for a game. Or you
may want to change the instructions for the activity to make it easier for your
students.
Listening Quiz
On the last day of each lesson, check to see how well students have learned using the quiz
and a writing assignment.
Give each student a printed copy of the questions and answer choices for the Listening
Quiz. You can either play the videos in class or read the sentences aloud. Collect the
papers or have students trade papers and check the answers together.
Writing
The writing assignment for each lesson set is related to the topic and goals of the lesson.
Make sure to review some words students may need to use when writing on the topic. Talk
about the topic before you give the assignment. Collect the papers and save them to show
student progress as they move through the course with you.
In addition to sharing their writing with the teacher, students can read each other’s work
and give helpful feedback. To publish their work, students can put it on the classroom
walls or collect their writing in a class book.
Resources
At the end of each lesson set, you will find the Conversation, Key Words, Activity Sheet,
Quiz, and any other pictures and materials you may need.
Ongoing Assessment
Toward the end of each class day, find out what students learned by asking one or two to
say a new vocabulary word. Or ask students to write down a question about something
they would like to know more about from today’s class. Collect the questions and later, ask
if another student can answer the question before you answer it.

Topics Prepare Before Class
Meeting people Activity Sheets: Alphabet and Numbers

Introduce yourself Paper for students and pencils or pens
Learning Strategy Goals

Set a Goal Grammar : Verb BE (I am) in introductions; BE
+ location
Speaking: Meeting people; Ask question and
answer “Are you (name)?”
Review alphabet and numbers 1-20
Pronunciation: Pronouncing linked sounds
D ay 1
Introduce the Lesson Topic
Explain the story of the course:
Say, “Anna is moving to a new city, Washington, D.C. She will learn many new things
about the city, and you will learn with her. In the first lesson, she is meeting her new
neighbors.”
Ask students to share stories (in native languages, if possible) about when they moved to
a new place.
Tell students that the video will show Anna going to her new apartment. She meets new
people there. Play the main video. When the speakers say, “Listen” and “Speak” have
students repeat and respond.

Main Video Script – Lesson 1
1. Listen: Hi. 3. Listen:

Speak: Nice to meet you
Hi! Speak:
Nice to meet you.
2. Listen: 4. Listen
I am Pete. I’m Anna. A-N-N-A
Speak and say your name. Speak:
I am ________. Speak and say your name.
Then spell your name.
I am ____________. __ __ ___ __
___.

Ask students to act out the conversation with different students

two or more times. They should use their own names (rather than Anna and
Pete). This is a good chance for students who are in a new class to get to know each
other’s names.
Learning Strategy
Ask students to set a goal for learning English. Ask, “What do you want to do in English
after studying for three months?”
It is best to set a short-term and small goal. Remind them to focus on this goal as they
study.
Da y 2
Teach Key Words

Play the Speaking Practice video. Ask students to say each new word in the video. Pause
the video when the meaning of each word shows and make sure all students understand it.
Before the key words are taught in the video, show how to record and listen to new words
using a phone or recording device. Ask students to try this at home with their new words.
Here is the script:
Here’s how to practice.

Listen. (video recording of “apartment”
plays) Record yourself. “Apartment.” Then
listen.
“Apartment”
How to Learn English Lesson 1 5
Review the Alphabet

Show the Activity Sheet or an alphabet poster as you teach the alphabet song. Use the
link https://youtu.be/IpIhzFh0yw8 for a video if available. Write your own name on the
board and say each letter slowly. Ask students to spell their own name for their partner.
Play a game. Name something in the room that starts with a letter, such as “Book starts
with b-.” Then ask students, “What starts with s-?” The first student

who answers correctly can ask others about something that begins with
another letter.
Day 3
Explain Questions and Answers Using BE
The conversation between Anna and Pete has questions and answers with the verb BE.
Ask a student “Are you (student’s name)?” and write the question on the board. Then
write, “You are (student’s name).” Have students ask each other questions using “Are
you __?” and make statements using “You are __ .”
The Pronunciation Practice video shows how the contraction, or short form, of “I am” is
used. Explain that in slow speech, we say, “I am.” In faster speech, we use a
contraction,
“I’m.”
Pronunciation Practice Video Script - Lesson 1
1. Slow Speech: 2.
I am Pete I am
(video shows change to)
Fast Speech: I’m
I’m Pete. Now you try it. Say your name.
I’m ___________.
Have students say, “I’m ______” with their own name, as in the end of the video.
Put students in two lines facing each other so they can practice introducing themselves
using “I’m ____.” Tell students to change partners and repeat the exercise. This activity
can be used for many other exercises.

D ay 4
Numbers from 1 - 20
Teach students to say the numbers in English. Practice counting to 20.
Have students count things in the classroom, such as students, desks, books and
windows.
Listening Quiz
Give each student a paper copy of the listening quiz. Play each question’s video and pause
for students to answer. Ask students to choose the correct answer.
If not using the video, read the sentences below aloud.
1. Hi, I am Mary.
2. Hi, I am John.
3. Hi, I am Jill. Are you John?
4. Hi. I am Russell. Are you Anna’s friend?
5. Yes, I am.
6. Nice to meet you!
Collect the papers or ask students to trade papers and check the answers together.
D ay 5
Writing
Have students write a conversation between themselves and another student. They can
model it on the lesson conversation. Or, they can make changes by using the names of
teachers or classmates.
Review
Play the video again. Have students repeat, then ask students to form pairs and practice
introducing themselves, spelling their own names, and asking others how to spell their
names.
How to learn English ow to Learn English Lesson 1 8

Resources
Conversation
Pete: Hi! Are you Anna?

Anna: Yes! Hi there! Are you Pete?
Pete: I am Pete.
Anna: Nice to meet you.
Anna: Let’s try that again. I’m Anna.
Pete: I’m Pete. “Anna” Is that A-N-A?
Anna: No. A-N-N-A.
Pete: Well, Anna with two “n’s” … Welcome to … 1400 Irving Street!
Anna: My new apartment! Yes!
Key Words
apartment - n. a usually rented room or set of rooms that is part of a building and is used
as a place to live
meet - v. to see and speak to someone for the first time
new - adj. not known before; recently bought or rented
nice - adj. good and enjoyable
street - n. a road in a city, town, or village
try - v. to make an effort to do something
welcome - interjection. used as a friendly greeting to someone who has arrived at a place




Welcoming Photo of three people talking in apartment

Saying goodbye lobby
Paper for notes

Preview
Grammar : BE + noun; BE + location; Subject
pronouns: I, you, he, she, we, they
Pronunciation: Contractions with BE
Speaking: Asking for names; saying your
address
D ay 1
Say, ”When we meet new friends, we learn about them by asking questions. Ask students
to tell you the questions they already know in English or in their native language for when
they meet a new person. For example, they may ask, “What is your name?” or “Where are
you from?”
Tell students that they can use questions like these in English, too. Write the questions on
the board. For example, write:
Where are you from? (Underline the word “where.”)
Say, “’Where’ is a question word. It asks for the place.” Ask a student to answer the
question. Write their answer:
I am from (where? - student’s home town)__________.
Give another example, such as:

Who is your friend?
Say, “‘Who’ is a question word, too. It asks about a person.” Ask a student to answer the
question:
How to Learn English 13
My friend is (who?) _____.
Show the photo below from the video. Ask a student to tell you about the picture. “Look
at this picture from the lesson video. What do you see?” They may say, “Three people are
talking,” or “Anna is meeting a new friend.”
Explain, “Before we study something new, we can preview, or take a look ahead, to start
thinking about it. That can help us get ready to learn. In Lesson 2, Anna meets a new
friend. What do you think he will ask her?” Tell your neighbor what you think Anna’s new
friend will say.”
Tell students, “Now, let’s imagine that we are just meeting. Earlier, you told me that when
people meet, they ask questions like, ‘What is your name?’ and ‘Where are you from?’ Ask
me a question to start.”
Student: “What is your name?”

Teacher: “My name is ____________,” or “I am _______.” “Where are you from?”
Student: “I am from ______ (student’s home town).”
Tell students to turn to a neighbor and practice asking and answering these two questions.
Remind students of the strategy. “When you preview your new lesson, you can get ready to
learn by using what you know already.”
Lesson 2
Tell students, “Now let’s find out what Anna’s new friend says.” Play the video or ask a few
students to read the conversation.
If using the video, ask students to repeat the phrases shown below. If students are acting
out the conversation, have the class practice these phrases before and/or after they listen to
the conversation.
Main Video Script - Lesson 2
1. 4.
Listen: Listen:
Where are you from? I have to go now.
I am from a big city. Speak:
Speak and say your city. I _______ _____ go now. (have to)
I am from ______.
2. 5.
Listen: Listen:
Welcome to DC. Nice to meet you
Speak and say your city. Speak:
Welcome to _______ Nice to _____ _____. (meet you)
3.
Listen:
Thank you.
Speak:
Thank you
Da y 2
Teach Key Words
Have students listen to the Speaking Practice video and say the new words for this lesson
or repeat them after you.
Write the key words on the board or give students a list of the words. Check to see if
students understand the meaning of all the words by reading definitions at random and
asking students which word matches the definition. After the key words, the video teaches
How to Learnhow
students English
to say an address. Here is the script: 15
Speaking Practice Script – Lesson 2
1. Americans say an address this way: 2. Listen to this address: I work at 330
number Independence Avenue Southwest,
street Washington, DC. The zip is 20237.
city Now you try it.
state
Say your address in English.
zip
code I live at (number)
_________(street)_________
(city) ___________ (state) ___________
(zip or postal code) __________

Students will be able to practice writing their address on the Activity Sheet that is
included with this lesson.
Learn How to Address an Envelope
Give students the Activity Sheet for Lesson 2, which shows an addressed envelope and
an application for a library card. Have students complete the address parts of the
envelope.
Explain that, in the United States, an address is written in order from smaller places to
larger places, starting with the name of the person. The house number and street name
go on the second line. The city, state and postal code go on the third line.
Ask students to write their own address in the top left corner of the envelope (the return
address), and the address of a family member or friend in the “to” area in the middle of
the envelope. If a student does not know another person’s address, use the address of
the school. If students do not have a street address, you can create one.
Learn How to Complete an Application

Ask students to tell you times when they have to fill out an
application. Possible situations include: getting a job, renting an apartment, or
applying to a school program.
Explain that the application form on their Activity Sheet is for a library card. In the United
States, most communities have a public library. People can go there to use books,
videos, music and computers and get information on many subjects. There is no cost for
the library’s services.
Discuss differences between how personal information is shown on

the application form and how it may appear on forms in your students’ home
countries. For example, the given name is written first, then a space is
allowed for a middle name, then the family name. Explain that if the
student does not have a middle name this area can be left blank. Tell them that in the
U.S., the birthdate is written with the month followed by the day and year.
Let’s Learn English Lesson 2 15

D ay 3
Contractions With BE
In Lesson 2, there are two contractions (short forms) in the conversation: who’s and you’re.
Explain that these are similar to the fast speech that was studied in Lesson 1.
The first example is where Jonathan asks, “Hey, Pete! Who’s your friend?” He is asking,
“Who is your friend?”
Later, Pete tells Anna, “Remember to call Marsha at work. Tell her you’re here.”
That means “Tell her you are here.” The Pronunciation Practice video explains this
contraction and gives students a chance to practice saying it. If time allows, make sure
students know this contraction has a different meaning than the pronoun “your.”
As noted above, the Pronunciation Practice video teaches about linked sounds, or how
speakers say “you’re” for “you are.”
Pronunciation Practice Script – Lesson 2

Slow speech: Fast speech:
You are here You’re here.
Play the video or read the script and have students practice the linked sound ‘you’re.’
Learn About Pronouns
Explain what pronouns are in English by comparing with the students’ native language, if
possible. The pronouns used in this lesson are: I, you, he and she. Ask students to watch
(or listen to) the conversation for Lesson 2 of Let’s Learn English.
Give students a piece of paper or ask them to write in their notebook. Ask students to
listen for these words in the conversation and write each one they hear.
Subject Pronouns
First Person I
Second Person You
Third Person He / She

D ay 4
Activity
Ask students what they say when leaving a friend or coworker. Write their responses on
the board.
Have students read the conversation for this lesson or watch the video again. Ask them to
find the answers to these questions:
1. How does Pete tell Anna that he is leaving?

2. How does Anna say goodbye to Pete?
3. How does Anna say goodbye to Jonathan?
4. How does Jonathan say goodbye to Anna?
Answer: When Pete leaves Anna, he says, “I have to go now.” Anna says “Oh” to Pete,
then she agrees when Pete reminds her to call Marsha (right). Anna says goodbye to
Jonathan by saying, “Nice to meet you.” Jonathan answers, “You, too. Bye.” What he
means is, “It was nice to meet you, too.”
Ask students to work in pairs or groups to make a list of all the ways they know to say
goodbye in English. Compare the items on the list for formal and informal ways to say
goodbye. For example, “Nice to meet you” is more formal than “See ya later.” Have
students practice the expressions they have written in their pairs or groups.
Conversation Review
Ask students to form groups of three students each. Give each group a copy of the
conversation for this lesson. Tell students to change the names and places to local places
and their own names and friends’ names. For example, “Welcome to Agra!”
Have each group practice the conversation until they can say their lines without looking at
the paper. Then put groups together so each group can perform the conversation for one
other group.

Da y 5
Conversation Activity
Ask students to form groups of four. In each group, tell them to practice asking and
answering the questions, “What is your name?” “Who is your friend?” and “Where are you
from?” as shown in the example below. Remind student of the words they have learned in
this lesson.
Ask four students to stand at the front of the class and ask the questions about their class-
mates. For example:
Student A: What is your name?

Student B: My name is Svetlana.
Student A: Where are you from?
Student B: I am from Kiev.
Student C: What is her name? (Referring to Student B)
Student D: Her name is Svetlana.
Student C: Where is she from?
Student D: She is from Kiev.
Listening Quiz
1. Anna says, “Where are you from?”

2. She says, “I am from a small town.”
3. Anna says, “I am in apartment B4.”
4. She says, “I am in apartment C2.”
5. Anna says, “My apartment is number D7.”
Writing
Give the writing assignment in class or as homework. Show an example and discuss the
writing assignment that you choose, depending on the ability of your students.
Write the topics on the board.
Choose A or B:
a. Write a postcard or letter to a friend or family member.
b. Make a poster to welcome new students to your school.
Re sources
Conversation
Jonathan: Hey, Pete! Who’s yourfriend?

Pete She is Anna. She is new to D.C.
Jonathan: Where are you from?
Anna: I am from a small town.
Jonathan: Well, welcome to D.C.
Anna: Thank you.
Jonathan: I am Jonathan. I am in apartment B4.
Anna: I am in apartment C2. Marsha is myroommate .
Jonathan: I know Marsha. She is nice.
Pete: And I am in Apartment D7. I have to go now.
Anna: Oh!
Pete: Remember to call Marsha at work . Tell her you’re here.
Anna: Right, thanks, Pete. Nice tomeet you!
Jonathan: You too, Bye.
Anna: Apartment C2, here I come!
Key Words
know – v. to have met and talked to (someone)
meet – v. to see and speak to (someone ) for the first time.
call – v. to make a telephone call.
friend – n. a person who you like and enjoy being with.
remember – v. to have or keep an image or idea in your mind of (something or someone

from the past) or to think of (something or someone from the past) again.
roommate – n. a person who shares a room, apartment, or house with someone else.
work – n. the place where you do your job.

Quiz - Leve l 1, Lesson 2: Hello, I’m Anna

Listen. Circle the letter of the correct answer.
1. What does Anna say? 4. What is her apartment number?
a. Where do you work? a. I am in apartment C2.

b. What do you think? b. I am in apartment S2.
c. Where are you from? c. I am in apartment C4.
d. Where are you now? d. I am in apartment D4.
2. Where is she from? 5. What does Anna say?
a. I am from Austin. a. My department is new.

b. I am from a small town. b. My apartment is number D7.
c. I am from a big city. c. My apartment is number D9.
d. I am from Somalia. d. My department is in room D7.
3. What is her apartment number?
a. I live in apartment D4.

b. I am in apartment E4.
c. I live in apartment G4.
d. I am in apartment B4.


Apologizing: I’m sorry; excuse me Phones or objects to use as phones

Look for ways to practice
Grammar : Place pronouns: here; there
Pronunciation: Contractions with BE; polite
telephone expressions
Speaking: Giving addresses; telephone
numbers; making a telephone call
Da y 1

Explain to students that when we call someone we know, that person does not always
answer the telephone. Sometimes another person answers the phone.
Ask students to tell you the questions they already know in English or their native language
for when they call a friend. Let several students respond. Answers will probably include “Is
________ there?” or “May I speak to _____?”
Tell students that when they call a wrong number, the person who answers may say
something. For example, they may say, “You have the wrong number.”
Tell them the caller should say, “I’m sorry.”
Remind students of the verb BE in their native language. Remind students of what they
learned in Lessons 1 and 2: In English, the verb BE is used with the name of a person or
thing.
Tell students that in this lesson, they are going to learn about another meaning of the verb
HowBE. It is sometimes
to Learn English used to show the place or3 position of a person or thing.
Lesson 24
Teach Key Words

Have students listen to the Speaking Practice video and say the new words for this
lesson or repeat them after you.
Give students a list of this lesson’s key words or write them on the board. Check to
see if students understand the meaning of all the words by
reading the definitions aloud (in native language, if available)
and asking students which words match the definitions.
After presenting the vocabulary, the Speaking Practice video teaches how to make a
telephone call. Play the video or use the script below: Have students respond.

1.On the telephone 2. Ask for a person like this: Hello, is At work, we answer
with our name. _______ there?
“Hello, this is John.” If it is a wrong number, we say, “I’m sorry,
“Hello, is Anna there?” you have the wrong number.”
Now, you try it with your name. Hello, this is Now, you try it: I’m sorry, you have the
______. wrong number.

Before playing the main video, tell students that it will show how Americans speak on
the telephone. Play the main video or ask a few students to read the conversation.
Have students answer when there are pauses in the video.
Tell students that “here” and “there” are opposites. “Here” means something is close to
the speaker. “There” means something is away from the speaker.
1. Listen: 2. Listen:
I am sorry Are you there?
Excuse me I am here.
Speak: Speak:
I am _______. Are you there?
_______ me. I am here.
Day 2

Learning Strategy
Tell students that, in today’s lesson, they will learn to look for ways to practice. Explain:
“Today’s lesson shows how to speak English on the phone. I can ask a friend to
practice after class, walking home, or even on the phone after I get home from class.”
Say to one student: “Will you help me? I am going to practice using polite English to
make a phone call. Do not worry. This will be fun!”
Ask students to take out their phones (or objects to use as phones). Have the student
stand as far from the teacher as possible. Pretend to call the phone and ask the student
to “answer” the phone as himself or herself.
Pretend to call someone famous. Speak loudly as if on a weak phone connection.

“Hello, is Captain America (or any famous person) there?”
Have the student pretend to be the other person on the line. They can say, “No,” or add
“She is not here. I’m sorry. You have the wrong number.”
Reply with either “Excuse me!” or “I’m sorry!” Remind students, “Practicing should be
fun so you look forward to doing it.”
Activity Sheet
Give students a printed copy of the Activity Sheet and tell them to walk around the room
asking classmates the following questions:
Questions for Activity Sheet – Lesson 3

1. What is your name? 2. What is your address?
How do you spell your name? What is your phone number?
Where do you live?
Tell students that they need not give their real phone number and address. Give
students an address and phone number for the school or a nearby store or hotel.
Day 3

Pair Practice
Say, “Now, let’s ‘Look for ways to practice’ together.’” Ask students to watch (or listen
to)
Lesson 3 of Let’s Learn English. Play the video until the man says, “Okay, bye.”

Tell students that they are going to work in pairs. Give each pair of students the two
practice cards below. Have them practice the conversation.
After they practice, ask students to exchange their cards with their partner and practice
the task again. Ask several pairs to act out their conversations while standing on opposite
sides of the classroom.
D ay 4
The Pronunciation Practice video teaches the contraction “we’re.” Here is the script for the
video:

Slow speech: We are roommates. Now you try it.
Fast Speech: We’re roommates. Graphic shows: We are roommates
Changing to: We’re roommates.
Have students practice the sentence, “We’re roommates.” Continue to practice

contractions using other pronouns.

Use the sentences below as examples. You can make your own or have students
suggest sentences with BE. If needed, write the first and second
columns on the board.
Marsha is at work Use she + is 1. She's at work

Anna is at the Use she + is 2. __________ at the apartment apartment
You are in English Use you + are 3 __________ in English class. class.
All of us are Use we + are 4. __________ studying with Anna. studying
with Anna.
The man is in his Use he + is 5.__________ in his office. office.
I am a good Use I + am 6. __________ a good student. student.
Anna and Marsha Use they + are 7. __________ roommates. are
roommates.
Answers: 1. She’s 2. She’s 3. You’re 4. We’re 5. He’s 6. I’m 7. They’re
Ask students to practice all of the contractions with pronouns and the verb BE. A chart
is provided below. Write these on the board, if needed.
I am I’m We are we’re

You are you’re You are you’re
He is he’s They are they’re She is she’s
Asking for Directions

Ask students to watch (or listen to) the rest of the main video. (Begin with the line,
“One more time.”) Once again, ask students to work in pairs. This time, ask them to
work with a different partner. Give one student in each pair the
“Student A” card from the Resources section for this lesson. Give
the other student in each pair a “Student B” card.
Ask students to practice questions like the one they just saw in the video. For example:
Student A: Where is the supermarket?
Student B: The supermarket is at 1500 Main Street.
Ask students to exchange their cards with their partner and practice again. Ask several
pairs to demonstrate their conversations while standing on opposite sides of the
classroom.
Ask students, “Can you think of other times you can practice asking about places in
English?” After a short discussion, remind them to use the strategy, Look for Ways to
Practice, as often as they can.

Da y 5
Listening Quiz
for students to answer. Ask students to choose the correct answer. Collect the papers or
ask students to trade papers and check the answers together.
1. She says, “We’re roommates.”

2. Anna says, “I want to cook dinner.”
3. She says, “Is there a supermarket near here?”
4. He says he is sorry that she has the wrong number.
5. The man says, his number is 555-8689.
6. Marsha says, “The supermarket is at 1500 Irving Street. It is near the apartment.”
Writing
Discuss thevocabulary that may be used for the topic. Write some of the words on the
board for students to use in their written work. Write the writing topic on the board:
How Write the
to Learn address of a place you wantLesson
English to visit.
3 Write about the place: What can you see
30
or do there?
Ask students to use an address of a tourist attraction they would like to visit or have visited,
such as:
Empire State Building

20 W 34th Street
New York, NY 10001
Students with internet access can use a map program to find the address of famous places.

Re source s
Conversation
Anna: I am in my new apartment! Great! Ilive with Marsha. We’re roommates. Iwant
to cook dinner. Hum. Is there a supermarket near here? Marsha knows.
Marsha’s work number is 555-8986.
Man: Hello.
Anna: Hello. Is this Marsha? It is Anna.
Man: I am sorry. You have the wrong number.
Anna: Oh. Is this 555-8986?
Man: No. This is 555-8689.
Anna: Oh. Excuse me!
Man: Okay. ‘Bye.
Anna: One more time. 555-8986. Please be Marsha.
Marsha: Hello. This is Marsha.
Anna: Yes, Marsha. I want to cook dinner.
Marsha: Excuse me? Anna? Is that you?
Anna: Oh, yes. I am here!
Marsha: Good. You are there.
Anna: I want to find a supermarket.
Marsha: Oh, okay. The supermarket is at 1500 Irving Street. It isnear the apartment.
Anna: Great! Goodbye!
Marsha: Goodbye, Anna.
Anna: There is a big supermarket on my street. And Marsha says I am a good cook!
Until next time … !

Key Words
cook - v. to prepare (food) for eating especially by using heat
dinner - n. the main meal of the day
excuse - v. to forgive someone for making a mistake or doing something wrong
find - v. to get or discover something or someone that you are looking for
here - adv. in this place or at this location
live - v. to have a home in a specified place
near - adv. close to something or someone
number – n. a number or a set of numbers and other symbols that is used to identify a
person or thing or a telephone number
sorry - adj. feeling sorrow or regret
supermarket - n. a store where customers can buy a variety of foods and household items
there - adv. in that place or at that location
want - v. to desire or wish for something
wrong - adj. not suitable or appropriate for a particular purpose, situation, or person

Quiz - Level 1, Lesson 3 - I’m Here!

1. What does Anna say about 4. Why does the man say he is sorry?
Marsha?
a. He does not know Anna’s number.
a. Anna says she is in Marsha’s room. b. The man tells Anna she has the wrong
b. She says she wants to meet Marsha. number.
c. Anna says Marsha is her best friend. c. He has the wrong phone number.
d. She says she and Marsha are d. The man tells Anna that Marsha is not at
roommates. work.
2. What does Anna want to do? 5. What does the man say about his
phone number?
a. Anna wants to see what is in there.
b. Anna wants to see what is in there. a. He does not know Anna’s number.
c. Anna wants to call Marsha. b. The man says, his number is 555-8689.
d. She wants to ask a friend over c. He and Marsha have the same
number.
d. His number is 555-8986.
3. What is Anna asking about? 6. What does Marsha say to Anna?
a. Anna wants to find a restaurant near the a. She does not

want Anna to go to the apartment. supermarket.
b. She asks about the kind of food Marsha b. Marsha says the supermarket is near
their likes. apartment.
c. Anna wants to buy food at a c. She says Anna is at 1500 Irving Street.
supermarket. d. Marsha says the supermarket is on
d. She asks about where she can park her another street. car.

Conversation Practice Cards - Set 1
Conversation Practice Cards - Set 2
Lesson 3

Greetings Small trays or containers – one per student

Names of common objects Alphabet blocks or paper with letters
Negation Bag of small objects or printed
images

Focus
Grammar : BE + Noun; Be + Adjective + Noun;
BE + Not + Noun; HAVE + Noun
Pronunciation: Pronouncing reduced “and;”
BE + noun
Speaking: Talking about objects with BE +
HAVE
Da y 1
Say, “Today you will learn how to say that you have something. You will also learn to say
that another person has or does NOT have something.”
Put two objects, such as a book and a pen, on the desk or table in the front of the class.
Pick up the pen and say, “This is a pen.” Then put the pen down. Pick up the book and say,
“This is a book.” Put the book down. Pick up the pen again. Say, “This is NOT a book.” Put
the pen down and pick up the book, saying, “This is NOT a pen.”
Tell students that the video will show Anna pulling many unusual objects from her handbag.
The objects in order are: a large book, a toy, a pillow, a map and a lamp.
Play the video or ask a few students to read the conversation. Tell students to respond
when there are pauses in the video.
Do you have a pen? It is not a pen.
Yes, I have a pen. It is a map.
Now you try it. Speak:
Speak: It is ____ a pen. (not)
Do you have a _______? (pen) It ____ a map. (is)
Yes, I have a ______. (pen)
Da y 2
Speaking Practice
lesson or repeat them after you. After the key words, the video teaches the expressions
shown below. Tell students to repeat the expressions after watching the video or listening
to you.
1. BE + Noun 4. HAVE + Noun

It is a map. I have a pen.
(image of pillow) (Image of a book)
It is a __________. (pillow) I have a ________. (book)
2. BE + Adjective + Noun 5. Practice Asking Questions

It is a big book. (Image of a bag)
(image of map) Do you have a bag?
It is a big _____. (book) Yes, I have a bag.
3. BE + NOT + noun 6. Now you try it.

It is not a pen (image of toy next to image (Image of coffee)
of lamp with a circle and bar image Do you have a ________?
overlaid on it) (coffee)
It is a toy. It is not a ______. (lamp) Yes, I have a ________.
(coffee)
The Pronunciation Practice video teaches how “and” sounds like “n” in fast speech. You
can call this a short form.
1. Often English speakers do not say the 2. Listen:

word “and” carefully. The result is the sound I have a new job ‘n’ new friends.
“n.” Speak:
Listen: I have a new job ‘n’ new friends.
Do you have a pen ‘n’ paper? Listen:
Speak: She has a book ‘n’ a lamp in her bag.
Do you have a pen ‘n’ paper? Speak:
Listen: Now you try it. What is in your bag?
Marsha ‘n’ Pete have coffee. I have ________ ‘n’ __________in my bag. Speak:
Marsha ‘n’ Pete have coffee.
Compare this form in English to a short form in your students’ native language, if
possible. Put several objects on a table, or have pairs of students put objects from their
bags onto a desk in front of them.
Ask students to practice saying the names of two or more objects using the short form.
For example: Dmitri has some pens ‘n’ toys in his bag. Natalia needs a pen, a lamp ‘n’ a
book to study.
Learning Strategy
Tell students that one good way to learn a language is by focusing. Focusing means to
pay close attention. Explain to students that when they focus, they can learn better and
remember more.
Give an example. Say, “Usually you do not listen, or pay attention, to every word your
teacher says. But if your teacher says that there will be a test soon, you may listen more
carefully. This is a special kind of listening - you are focusing on the teacher’s words
because you care about what they are saying.”
Tell students that when they are learning English, they can focus
to find new information or new words.
Day 3
Activity - What’s in My Hand?
Give students some small objects or have them cut the pictures from the sheet on the
Resources page. Model the activity: “I have five pictures. I’m
going to put them on my table.”
Call a student to come to the front to help you demonstrate. “(student name) I want
you to focus on what I have here. You will have to remember the things I say.” Hold up
the pictures and say the name of each one: “I have a toy. I have a lamp. I have a phone.
I have a coffee.And I have a bag. Now turn around.”
Have the student face away from the table. Take one object away (say, the lamp) and
hide it in your hand. Tell the student to listen as you name the objects again. Use the
reduced form with ‘n’ as taught in the Pronunciation Practice video. “I have a toy ‘n’ a
phone ‘n’ a coffee ‘n’ a bag. I put one picture in my hand.
What do I have in my hand?”
While still facing away from the desk, ask the student to guess what you took away.
They may ask, “Do you have a toy?” OR “Is it a toy?”
Answer, “No it is NOT a toy.” Continue until the student guesses correctly. If needed,
give suggestions or let the student look at the pictures.
Ask students to find a partner. One member of each pair

should take five of their pictures and put them (in the tray you gave
them, if available) on their desk. Have the students stand on opposite sides of the desk,
one facing away, to play the game. Say, “Remember to focus when you look at the
pictures and listen to your partner.”
Walk around and monitor the activity. If students guess too easily (or have good
memories) have them increase the number of pictures or objects.

When one partner guesses all the objects correctly, have each pair of students switch
roles and have the second student choose five pictures to
place in the tray. Keep the pictures for the “Go Fish” game later
in this lesson.
Day 4
Activity Sheet
Give students a printed copy of the Activity Sheet. Have students work with a partner to
complete the activity by writing a number next to the image that goes with the name of
that thing. Then, call students’ attention to the three columns below the set of images.
The columns are “home,” “work” and “school.”
Students should write the names of common objects in lists under the names of three
places where they are found. For example, a bed is found at home. Note that many of
the objects can be found in more than one place.
After the students have identified the objects and listed the places
they are found, ask them to make sentences about each object in relation to
the place it may be found, such as, “We have a clock at school. We have chairs ‘n’
desks ‘n’ a calendar at school. We do NOT have a bed at school.” Ask one member of
each group to give an example of one of their sentences.
Activity Sheet Answers – Lesson 4

Home Work School
bed book book lamp pen bag

toy clock glasses clock laptop calendar money desk chair phone money
desk pillow lamp map
phone clock
Go Fish Game
If time permits, put students in groups of four. The groups will then play the “Go Fish”
game with their picture cards from the previous game (What’s in my hand?). Have the
students mix all their pictures together, then give out five to
each person. The rest are placed face down on a desk. The goal is to
match pictures to make sets of two.

The student whose birthday is nearest starts by asking another student, “Do you have a
lamp?” If the student has the lamp picture in their hand, they have to give it to the
questioner. If they do not have it, they say, “I do not have a lamp. Go Fish!” and the
questioner may choose from the pictures on the desk. If a lamp is found, the player
places

the two lamp pictures in the space in front of them on the table. The next student on the
left takes a card and when all the cards are picked up, the player with the most matches
wins.
Da y 5
Listening Quiz
1. Anna says, “The city is big.”

2. Marsha says, “Anna, do you have a pen?”
3. Pete says, “It is a book. It is a big book.”
4. Marsha says, “It is not a pen, Anna.”
5. Pete says, “Why do you have a map of the world?”
6. Pete says, “And now you have a lamp.”
Writing
Discuss the vocabulary that may be used for the topic. Write some of them on the board
for students to use in their written work.
Write the writing topic on the board:
Look at a drawer or table at home, or empty your school bag. What is on or in it? Use
sentences like this: :I have a pen in my bag.”
Demonstrate with a table or bag in the classroom.

Conversation
Anna: Pete, hi! Hi, we are here!

Pete: Hi, Anna! Hi, Marsha!
Anna: Hi!
Pete: How are you two?
Marsha: I am great!
Anna: You know, Pete, I am new to D.C. The city is big.
Pete: Yeah. But you learn a little more every day. How’s the new apartment?
Anna: The new apartment is great! Let’s get coffee!
Marsha: Anna, do you have a pen?
Anna: Yes. I have a pen in my bag. I have a …
Pete: It is not a pen. It is a book. It is a big book.
Anna: Yes. Yes it is, Pete. I know I have a pen, though… I have a ....
Marsha: It is not a pen, Anna ... a toy?
Anna: I have a ....
Pete: And it is a pillow!
Anna: Pete, Marsha, I know I have a pen.
Marsha: Anna, it is a map.
Pete: Why do you have a map of the world?
Anna: Pete, Marsha. Now I know I have a pen.
Pete: And now you have a lamp.
Marsha: Anna.
Anna: I have a pen! Let’s get coffee!

Resources
Key Words
bag - n. a soft container used to hold money and other small things
big - adj. large in size
book - n. a set of printed sheets of paper that are held together inside a cover or a long
written work
coffee - n. a dark brown drink made from ground coffee beans and boiled water
lamp - n. a device that produces light
little - adj. small in size
map - n. a picture or chart that shows the rivers, mountains, streets, etc., in a particular
area
pen - n. a writing instrument that uses ink
pillow - n. a bag filled with soft material that is used as a cushion usually for the head of a
person who is lying down
toy - n. something a child plays with
world - n. the earth and all the people and things on it



Main Video Images – What is it? – Lesson 4

Activity – What’s in My Hand?

Asking about location Images of students studying in different

Naming places and activities locations
Naming rooms in a house

Plan to learn
Grammar : BE + location
Speaking: BE + location
Pronunciation: Question intonation
Da y 1
Introduce th e Lesson Topic

Say, “Today we will learn about naming place
s, such as rooms in a house. We will also
learn how to ask where to find places.”
Play the video or ask a few students to read he

t conversation. Tell students that the video
will show four rooms in a house.
Tell students to repeat the following sentence

s when the video pauses or after listening to
the conversation read aloud.
I am in the living room. We sleep in the bedroom.
I relax in the living room I wash in the bathroom.
Speak: Speak:
(Image of Anna in the kitchen) Now you try it. Say where you are.
I am in the ___________. We _________ in the _______.
(Image of Anna in the living room
) I _______ in the ________.
I relax in the ________ _________.
Day 2
Teach Key Words
Have students listen to the Speaking Practice video and say the words or repeat after
you.
After the key words, the video teaches about places. Some places, like “upstairs” have
no preposition. Point out the lines in the video: “I am in the kitchen” and “Let’s go
upstairs.” Ask students to make sentences with other locations.

1. Talking about location 2. (Image of Anna walking up stairs) Where + BE + pronoun
I am upstairs.
Where are you? (Image of Anna in the kitchen) Where ____ _____? (you) I am
in the kitchen.
We usually use a preposition, like “in,” with Now you try it. a location.
Some locations, like “upstairs,” I am ____________. (in the kitchen) have
no preposition.
Ask students about the location of places in your school. Tell them to use the word
“in.” Here are some possible questions and answers:
“Where are the books? - In the library / bookshelf”
“Where do we eat? - In the cafeteria / lunch room / yard.”
“Where is the principal? – In the office.”
The Pronunciation Practice video teaches two ways to ask a
question. The first way is to make your voice go up. For example,
“You are in the kitchen?” The second way is to change the order of the subject and
verb. For example, “Are you in the kitchen?”

1. To ask a question, use a rising You are in the living room?
tone of voice. 2. Questions can change word order.
Anna? Where are you? Listen:
A statement with a rising tone You are in the kitchen. (Graphics show
becomes a question. ‘are’ and ‘you’ changing places.) Are you
Listen: in the kitchen?
You are in the kitchen? Now you Now you try it. Make your voice go up at
try it. Say “You are in the living the end.
room” with a rising intonation. Are you in the kitchen?
D ay 3
Learning Strategy
Tell students that in today’s lesson, they will learn how to plan their learning. Explain to
students that when we study, we should think about how we learn best. Because we are all
different, we have different needs. Some people like to study in a café, with noise around
them. Other people like to study in a quiet place.
Ask students to think for a few minutes about how they study best. Then ask them to tell
you about where they like to study. Let several students respond.
Tell students that in this lesson, they are going to learn how to name rooms in a house and
say what they do in each room. By the end of the lesson, they will also be able to plan how
and where to study well.
Learn the Rooms in a House
Show students the images from the Resources section under the heading, How do you
study best? Say, “Think about how you learn best. Do you like to study alone? Or with a
friend? Maybe you like working in a small group.” Cut out the first row of pictures and put
each of the three pictures in a different corner of the room. These are:
After placing the images, explain, “These are our groups: 1. study alone; 2. study with a
friend; and 3. study in a group.” If the room is large, draw the locations on the board and
number them to make them clear to students.
Ask, “What do you like to have around you? Do you like to have some music playing? Or
do you like a quiet place?”

See the Resources section for copies of these images. Place a copy of each of the images
in the first three locations.
Continue, “In a minute, I will ask you to choose a group. Go to it and choose a picture to
stand by - quiet, music or busy. Ask one or two others near that picture to study with you
today. Your job is to learn how to say, in English, the names of four rooms and what people
do in the rooms.” Tell students they will work alone or in groups to learn how to say the
names of the rooms and the activities.
Give students the “Rooms in a House” sheet from the Resources section and these
directions:
1. Take your paper and a pen, stand up and go to the place that matches you. Talk with
the other students in your corner.
2. If you are in the ‘study alone’ corner, you can sit down there and begin studying alone
for five minutes. Then work with a partner to practice what you learned.
3. In the other groups, make pairs or a small group to work on your assignment for this
class.
If students do not form groups, move around the room matching up students until
everyone has either settled to work alone or with a group or partner.
Call students’ attention. Say, “Let’s come together again. Show me how well your study
plan worked.” Have several groups or pairs of students ask and answer questions about
the rooms in a house.
Ask what students think about the strategy Plan to Learn. Were they in a quiet or busy
group? Could they study well? Did they work alone or with a friend? Did the activity
become easier working with a friend or in a group?

Day 4
Activity – Things in a House
Give students the Activity Sheet, which is similar to “Rooms in a House” used in the
previous activity, but with objects in the room. Ask them to write the name of each
room in the blank space next to it. They can write the names of the objects or draw
things in the room itself. Tell students to compare with a partner’s sheet. Ask students
to tell their partner about three things in their drawing, using the words they have
learned so far. For example:
The bed is upstairs in the bedroom.

The table is in the kitchen.
The sofa is in the living room across from the television.
The bathroom is next to the bedroom.
Listening Quiz
Give each student a paper copy of the listening quiz. Play each question’s video and
pause for students to answer. Ask students to choose the correct answer.
1. Anna says, “My friend Marsha is at her friend’s house.”

2. Marsha says, “Anna, where are you?”
3. Anna says, “I am in the bathroom.”
4. Anna tells her, “I am in the kitchen.”
5. Marsha says, “I am in the bedroom.”
6. Anna says, “Let’s go upstairs.”
Writing
Help students prepare to write by discussing activities in places in a home where the
students live. Give an example of connecting the activities in one room, such as: “I
make dinner in the kitchen and then we eat it. After that, my husband washes the
dishes.” Write some of the words students might need on the board for students to use
in their written work.

Choose one room in your house. Write about three things you can do in the room.

Resources
Conversation
Anna: Hello, everyone! Today my friend Marsha is at her friend’s house.

She says it is beautiful. I want to see this house! Here we are!
Anna: Marsha, I am in the kitchen!
It is a beautiful kitchen!
Marsha: It is beautiful.
We cook in the kitchen.
Anna: I eat in the kitchen.
Marsha: We relax in the living room.
Anna: I relax in the living room.
Marsha, let’s go upstairs!
Marsha: Anna? Where are you?
Anna: Marsha, I am in the bathroom!
I wash in the bathroom.
Marsha: I am in the bedroom.
We sleep in the bedroom.
Anna: I sleep in the bedroom!

Key Words
bathroom - n. a room with a sink and toilet and usually a bathtub or shower
beautiful - adj. very good or pleasing; having beauty
bedroom - n. a room used for sleeping
eat - v. to take food into your mouth and swallow it
house - n. a building in which a family lives
kitchen - n. a room in which food is cooked
living room - n. a room in a house for general family use
relax - v. to spend time resting or doing something enjoyable
sleep - v. to rest your mind and body by closing your eyes
upstairs - adv. on or to a higher floor of a building
wash - v. to clean (something) with water and usually soap

Rooms in a House


How do you learn best? Activity - Lesson 5
Cut out the images above. Place one of each into the three locations around the classroom
which are associated with studying alone, with a friend, or in a group.


Informal greetings A pen or any other small object

Asking questions about a location
Clarifying information about a location
Naming places
Rooms and services in an apartment
Ask Questions to Clarify Grammar : Prepositions: next to, behind,

across from
Pronunciation: Informal greetings
Speaking: Asking about locations
D ay 1
Explain to students that when we learn new information, we can’t always understand it all.
Sometimes, we can only understand or remember a small part. When this happens, we can
ask a question to get more information.
Tell students that in this lesson, they are going to learn how to ask questions and how to
talk about where things are.
Tell students that the video will show Anna learning about her new apartment building. She
meets her neighbor, Pete, and asks him the way to the gym. She finds every other place in
the building before she finds the gym.
Play the video or ask two students to read the conversation.
If reading the conversation in class, have students practice the phrases in the box below
after listening to the conversation

1. Listen:
Where is the gym? 2. Listen:
The gym is across from the lounge. The mail room is next to what? Speak:
Speak: The mail room is next to what?
The gym is ________ ________ the lounge. Answer:
The mail room is next to the gym.
Show students the image that has the rooms in Anna’s apartment building. The Speaking
Practice video shows how to use three prepositions to describe locations.
Da y 2
Speaking Practice
Play the Speaking Practice video. After the key words, the video teaches these
prepositions: across from, next to, and behind. Ask students to try using these
prepositions.
Tell students that they are going to practice talking about where things are, just like in the
video. Write the prepositions across from, next to and behind on the board or show the
images from the Resource section of this lesson.

3. NEXT TO
1. ACROSS FROM Now ask about the mail room.
Listen: ________ ____ the mail room? (Where
Where is the gym? is)
The gym is across from the lounge. It’s ______ _____ the gym. (Next to)
Speak:
Now you try it. Where ___ ____ gym? (is
the)
The gym is ______ ______ the lounge.
(across from)
2. NEXT TO 4. BEHIND
Listen: Listen:
Where is the gym? Where is the gym?
It’s next to the mailroom. The gym is across from the lounge.
Speak: It is behind the lobby.
Where is the gym? Speak:
It’s next to the mailroom. Now you try it.
The gym ____ _____ the lobby. (is behind)
Tell students, “Now, we are going to practice some more.” Go stand next to an object,
such as a chair. Teach each of the prepositions by moving to
a different place.
Stand next to the chair, and say “I am next to the chair.” Stand behind the chair, and
say “I am behind the chair.”
Point at two students who sit across from each other, and say, “(Student’s name) is
across from (Student’s name).”
Then, write these sentences (including the blank spaces) on the board:
Where is the ________?
The ________is … where?
Explain that the class will use these questions later to play a game.

The Pronunciation Practice video teaches informal greetings and asking questions to
clarify.
1. Informal Greetings 2. When we are not sure about

When friends greet each other, they may something, we can ask a question to
do it this way: clarify information. You can start with a How’s it going? statement
and add a question word for
It’s going great; how’s it going with you? the thing you want to clarify. Pause after In
fast speech, it sounds like this: the statement, and make your voice go up
Listen: with the question word.
How’s it going? Listen:
It’s going great; how’s it going with you? The gym is across from … ____ (what?)
Now you try it. Now, ask about the gym.
Speak: Speak:
How is __ _____? (it going) The gym is behind _______? (what)
It’s ____ great! (going)
How is it going ____ ___? (with you)
Day 3
Learning Strategy
Explain that Anna asks Pete to clarify, or make his directions clear, when she asks, “The
gym is across from what?” Say, “Let’s practice asking this kind of question.'
Ask a student to stand and close their eyes. Take out a pen. Tell the student that you
will hide the pen somewhere in the classroom. Return to the center of the classroom
and ask the student to open their eyes. Tell the student to
find the pen by using the question “Where is the pen?”
and then to make sure, “The pen is next to what?”
Then ask the other students in the class to tell their classmate where the pen is, using
the prepositions across from, next to or behind. For example:
Student: Where is the pen?

Classmates: The pen is next to the desk.
Student: The pen is next to what?

When the student finds the pen, let students know they will
practice this in the next activity.
Giving Directions Pair Practice

Tell students to work in pairs. Give the Activity Sheet labeled “Student A” to one
student in each pair. Then give the sheet labeled “Student B” to the other student in
each pair. Tell the students who have “Student A” worksheets to hide their paper from
their partner. Tell the students who have “Student B” worksheets to hide their paper
from their partner.
Ask one pair of students to model steps 1, 2 and 3 as shown below.
1. Hide your paper from your partner. Ask your partner where something is in the
apartment building.
2. Listen to your partner’s answer. Write the name of the room in the correct space.
Then let your partner ask you a question. Read the correct answer below to your
partner.
3. Ask your partner about other rooms in the building: lounge, mailroom, gym, lobby.
After the first pair of students has practiced the questions and
answers, ask the entire class to complete their Activity Sheets (A or B) in
the same way. When students have completed the worksheet, tell several pairs of
students to ask and answer questions about common rooms in an apartment. Remind
them to ask questions to clarify what their partner is saying.
Day 4
Listening Quiz
pause for students to answer. Ask students to choose the correct answer. If not using
the video, read the sentences below aloud.
1. Anna says, “Where is the gym?”

2. Pete says, “The gym is across from the lounge.”
3. Pete says, “It’s next to the mailroom.”
4. Anna says, “The gym is across from…. what?”
5. Anna says, “Across from the lounge.”
6. Pete says, “It is behind the lobby.”

Writing
Discuss the key words that may be used for the topic. Write some of them on the board for
students to use in their written work.
Discuss the writing topic and write the topic on the board:
What are some of the rooms in your school? Tell what you do in the rooms.
Give students one or two examples of rooms in the school. For example: We read in the
library. We eat in the lunchroom.

Re source s
Conversation
Anna: Hi there! I’m Anna and I live in Washington, D.C. Every day I learn more about this
great city. People in Washington like to work out! Oh, hi, Pete. How’s it going?
Pete: Hi, Anna. It’s going great. How’s it going with you?
Anna: Things are awesome! Pete, I want to work out. Where is the gym?
Pete: The gym is across from the lounge. It’s next to the mailroom. Go that way.
Anna: Thanks, Pete!
(Anna walks away)
Pete: No, Anna! Not that way! Go that way! (He motions to his left; Anna walks to his
right)
(In the mailroom)
Anna: Oh, Pete. This is not the gym.
Pete: That’s right, Anna. This is the mailroom.
Anna: The gym is across from … what?
Pete: The gym is across from the lounge.
Anna: Across from the lounge. Right. Thanks!
(In the lounge)
Anna: Pete! This is not the gym!
Pete: The gym is across from the lounge. It is behind the lobby.
Anna: Right. Right. See you.
Pete: See you, Anna!
Anna: See you.
Pete: See you, Anna.
(In the garage)
Anna: This is not the gym. This is a parking garage.
Anna: Hello? Pete?
(On the rooftop)
Anna: This is not a gym. This is a rooftop.
(In the gym)
Anna: Pete! Pete?
Pete: I want to work out too! Join me!
Anna: I’m good.

Key Words
across from – prep. on the opposite side from (someone or something)
behind - prep. in or to a place at the back of or to the rear of (someone or something)
elevator – n. a machine used for carrying people and things to different levels in a building
every – adj. used to describe how often some repeated activity or event happens or is done
gym – n. a room or building that has equipment for sports activities or exercise
lobby – n. a large open area inside and near the entrance of a public building (such as a
hotel or theater)
lounge – n. a room with comfortable furniture for relaxing
mailroom – n a room in which mail is processed and sorted
next to – prep. at the side of (someone or something)
parking garage – n. a building in which people usually pay to park their cars, trucks, etc.
rooftop – n. the cover or top of a building or vehicle
work out – phrasal verb. to perform athletic exercises in order to improve your health or
physical fitness


Quiz - Level 1, Lesson 6 - Where Is the Gym?
1. What does Anna say to Pete? 4. What does Anna ask Pete?
a. Where is the gym? a. The gym is across from … what?

b. Where is Tim? b. The gym is near to …. what?
c. What are you wearing? c. Tim lives across from … what?
d. Where is the lobby? d. You are the boss? What?
2. What does Pete say to Anna? 5. What does she say?
a. The gym is across from the lounge. a. Across from the lounge.
b. Tim lives across from the lounge. b. Walk across the lounge.
c. The gym is near to the lounge. c. A crosswalk is near the lounge.
d. The gym is behind the lounge. d. Where are you now?
3. Where is the gym? 6. What does Pete say?
a. It’s next to the mailroom. a. It is behind the lobby.

b. It’s across from the mailroom. b. Have you seen Robbie?
c. It’s behind the mailroom. c. It is across from the lobby.
d. It’s near the mailroom. d. I live near the lobby.

Lesson 6
Lesson 6
Everyday activities A pen (or any other small object)

Checking understanding

Ask questions to clarify
Grammar : Present continuous tense;
Questions for clarification
Pronunciation: Shortened form of Present
Continuous verbs; shorter form of the
question phrase, “What are you doing?”
Speaking: Asking questions to clarify.
Da y 1

In this lesson, students learn how to ask questions to learn more about what people are
doing.
Say, “Today we will learn about the present continuous tense, which is used to talk about
something happening now.”
Give an example: “I am teaching English.” Make gestures like writing on the board.
Ask one student, “What are you doing? Are you learning French?” Help the student say “I
am not learning French.”
Write the sentences on the board, and underline the ‘ing’ attached to each verb.
What are you doing? I am teaching I am not learning French

Explain that the present continuous tense can show what someone is doing or not doing.
Learning Strategy
In Lesson 6 students learned to ask for more information about places. In Lesson 7,
students learn to ask questions about the things people are doing.
Tell students that the video will show Anna asking about what her coworkers are doing.
Play the video or have five students read the script for the video
at the end of this lesson. Have students repeat the example
questions shown in the video or the box below.
1. Listen: 2.Listen:
What are you doing? I am writing. Are you recording?
Speak:
Are you reading the news? Speak:
What are you ? (doing) I am .
(writing) Listen: Are you ? (recording) Are you recording? Are you
the news? (reading)
Are you reading the news?
Speaking Practice
Have students watch the Speaking Practice video and say the new words for this
lesson or repeat them after you. After the key words, the video teaches how to ask
questions about everyday activities in the present continuous tense.
1. BE + verb + ing 2. Clarification questions:

BE + verb +
ing
Listen: Listen:
What are you doing? I am writing. Are you writing? Yes, I am writing.
Now it’s your turn. Are you recording?
Now you try it.
Answer: Yes, I___ ________. (am
recording.)
_____ _____ _____doing? (what are you)
Clarification questions:
What are you doing?
BE + verb + ing + object
Answer with working.
Are you reading the news?

I __ ______. (am working)
Yes, I am reading the news.
Are you doing your show?
Answer: Yes, ___ ____ ____my show.
(I am doing)
If you do not use the video, write the question forms on the board and show how the
word order changes from a statement (You are working) to a question (Are you
working?).
Lesson 7
Day 2
Activity Sheet – Practice Present Continuous
Hand out the Activity Sheet and ask students to form pairs. Tell the class: “First write
the missing letters. After you complete the worksheet, take turns. Pick a verb, then use
your body to act out the verb. Your partner will guess the verb by asking, Are you ___-
ing? Think of other questions to ask: Where are you walking? How fast are you
walking? Why are you walking?
Have one pair of students do the activity to show the class how to ask many questions.
To check the activity, have several pairs of students stand up and ask and answer
questions about the activities. Then tell them to ask questions to get more information
about what their classmates are doing. (when, where, how, etc)
Jobs Around Us
Explain that in the video for this lesson, Anna see her co-workers doing their jobs. Ask
students to look at the script and see if they can tell what jobs Anna’s co-workers are
doing. For example, Anne is writing. Is she a writer? Jonathan reports the news. He is a
reporter.
Ask students to look around them at school and at home and talk about what people
are doing at their jobs. For example, “The teacher is teaching. S/he is a teacher.”
Show pictures of people in various jobs around your school or town, such as a shop
keeper, a person who is building, a person who is gardening, and so on. Have students
write sentences about what each person is doing.
As a homework assignment, ask students to talk with family members or friends and
ask them to tell about the jobs they have done in the past or the job they would like to
have in the future. Compile a list of the jobs and teach students how to say several of
the most common ones in English.
Day 3
The Pronunciation Practice video teaches the reduced form of the present continuous
tense, or writin’ instead of writing. The video then teaches how the words “What are..”
are shortened as “What’re.”

1. In the present continuous tense, verbs 2. Another way Americans shorten words is
end in “ing”. to put them together.
In careful speech Americans pronounce “What” and “are” often sound like
the “g” at the end of the verb. “what’re”
However in fast speech, many Americans
do not pronounce the “g” at the end of the Now you try it.
verb.
Listen:
The result sounds like this: What’re you doin’?
writin’ doin’ readin’
Here is an example. Speak:
Careful speech: I’m reading a book _____’__ you doin’? (What’re)
Fast speech: I’m readin’ a book.
Now you try it. Make “I am” shorter, too.
Listen:
I am recording my show. Speak:
__’_____________’ my show (I’m recordin’)
Ask students to take out their Activity Sheets for this lesson, or show a list of the verbs
that students learned in the activity. Have students make pairs and practice asking and
answering questions with the informal pronunciation of the present continuous and the
short form of the greeting, “What’re you doing?”
Example:
Student A: What’re you doin’?
Student B: I’m readin’.
Student A: What’re you readin’?
Student B: I’m readin’ a book.
Da y 4
Listening Quiz

1. Caty says “What are you doing?”
2. Amelia says “I am reading for my show.”
3. Amelia says “I am reading.”
4. Anna asks “Are you recording?”

5. Jonathan says “I am doing my show.”

6. Anna asks “What are you doing?”
Collect the papers or have students trade papers and check the answers together.
Writing
Discuss some activities students like to do after school, such as playing football, cricket,
or basketball, visiting shops, talking with friends, reading, and listening to music. Write
some of the verbs on the board for students to copy for use in their written work.
Give the writing assignment in class or as homework. Remind students to use the present
continuous tense. Write the writing topic on the board:
What are you doing now? What are your friends doing?
Here is an example: “I am reading and my friends are listening to music.”

Resources
Conversation
Caty: Come in.
Caty: Well, Anna, welcome. Anna: Thank you.
Caty: I am your boss, Caty Weaver. But, please call me Caty.
Anna: Thank you, Ms. Weaver.
Caty: Just Caty.
Anna: Sure thing, Ms. Weaver. Caty: Okay then. Are you excited?
Anna: Yes, I am excited!
Caty: So sorry, but I am busy. Please meet your co-workers. But remember, they are
busy working.
Anna: Sure. Thanks, Ms. Weaver. Anna: Hi there! I’m Anna.
Anne: Hi, Anna. I’m Anne.
Anna: Nice to meet you. What are you doing?
Anne: Um, I’m writing.
Anna: You are writing! You are writing a lot!
Anna: Oh! Oh dear.
Anne: No! No! That’s okay. Anna: I am sorry!
Anne: That’s okay. Really. Anna: I am sorry!
Anne: Please. Please. Please stop. Please. Anna: Sorry. Sorry.
Jonathan: “and people all around the world are waiting to hear news about the next
president…”
Anna: Jonathan, hi! Remember me? I live in your building.
Jonathan: Oh. Uh. Hi, Anna.
Anna: What are you doing?
Jonathan: I am doing my show!
Anna: Oh, sorry. Are you recording?
Jonathan: Yes! And, now I have to record again!
Anna: Sorry. Have a good show.
Jonathan: Thank you.
Anna: Sorry.
Amelia: The word of the day is social. Social -
Anna: Oh! Hi!
Amelia: - is an adjective.
Anna: Hi! I’m Anna!
Amelia: Hi. I’m Amelia.
Anna: Nice to meet you!
Anna: What are you doing?
Amelia: I’m reading.
Anna: Are you reading the news? Hi!
Amelia: No, I’m reading for my show. (to camera person) Can I read again?
Anna: Sorry.
Anna: This day is not going well.
Caty: Anna! Hi! What’re you doing?
Anna: I am bothering people, Ms. Weaver.
Caty: go to my office and talk.
Anna: Let’s
I like to talk with you, Ms. Weaver.
Caty: It’s Caty.
Anna: Right. Thanks…. Ms. Weaver.

Key Words
boss – n. the person whose job is to tell other workers what to do
bother – v. to annoy someone or to cause someone to feel annoyed
busy – adj. actively doing something
excited – adj. very enthusiastic and eager about something
nervous – adj. having or showing feelings of being worried and afraid about what might
happen
news – n. information that is reported in a newspaper, magazine, or a television news

program
office – n. a building or room in which people work at desks doing business or professional
activities
read – v. to look at and understand the meaning of letters, words, symbols, etc.
record – v. to store (something, such as sounds, music, images, etc.) on tape or on a disk
so that it can be heard or seen later
show – n. a television or radio program
work – v. to do things as part of your job
write – v. to create (a book, poem, story, etc.) by writing words on paper or on a computer

Quiz - Level 1, Lesson 7 - What a re you doing?

1. What does Caty say? 4. What does Anna ask?

a. Are you reading?
a. Where are you going? b. Are you roaring?
b. Who are you? c. Are you recording?
c. What are you doing?
d. What do you want?
2. What is Amelia doing? 5. What is he doing?
a. She doesn’t know. a. He is doing his shopping.

b. She is reading. b. He is reading.
c. She’s pleading to save her show. c. He is doing his show.
d. She is reading for her show. d. He is writing.
3. What does Amelia say? 6. What does Anna ask?
a. She is recording. a. Water? Are you drinking?

b. She is reading. b. What are you doing?
c. She is bleeding. c. Are you recording?
d. She is feeding.



Times of day: morning, evening, afternoon Times of day images

Use what you know
Grammar : BE - short answers; simple
present tense to describe routine activities
Speaking: Times of day; regular activities
Pronunciation: Hesitation noise “um;”
apologizing with stress or intonation
D ay 1
Say, “Today we will learn about times of the day. By the end of the lesson, you will be able
to ask and answer questions about regular activities.”
Draw on the board or show on screen three images representing morning, afternoon, and
evening.
Ask students to name the times. Write the English name under each image: morning,
afternoon, and evening.
Ask students if they know how to say the time before lunchtime (a.m.). Then ask about the
time after lunchtime, or p.m. Ask, “What time does our class begin? What time does our
class end?”
Learning Strategy
Tell students that in today’s lesson, they will learn to use what they know. They will use
what they know to talk about things they do every day.
Give an example, “When I learn about time in English, I can use what I know about time in
my own language. We also talk about morning, afternoon, and evening. We know that
a.m. is in the morning and p.m. is in the afternoon and evening. We know numbers, too. We
can use what we know to make learning the words in English easier.”

Tell students that the video will show three people saying what they do at the same time
every day. Play the video or ask some students to read the conversation.
1. Listen: 2 .Listen:
Are you busy? I am sorry.
Yes, I am busy. It’s okay.
Speak: Speak:
___ ___ busy? (Are you) __ ___ sorry. (I am)
Yes, __’_ ____. (I’m busy) __’_ ___. (it’s okay)
Da y 2
Speaking Practice
or repeat them after you. After the key words, the video teaches about the times of day.
1. Today, yesterday 2. Morning, afternoon, evening

Listen: Today is a new day. Listen: Every day I do my morning
Let’s not talk about yesterday. show.
Speak: ____ is a new day. (today) Come by this afternoon.
Let’s not talk about ______. (yesterday) I am recording my evening show.
Speak: Every day I do my _______ show.
(morning)
Come by this ________. (afternoon
I am recording my _____ show, (evening)
Activity – Times of My Day
Give students the Activity Sheet and ask them to work in pairs. Say, “Remember to use
what you know about your day, and the times you are busy, to practice English.”
Say, “To do that, stop and think. Ask yourself: What am I doing in the morning
tomorrow? What am I doing in the afternoon? What am I doing in the evening? Say to
yourself, ‘I am studying,’ or ‘I am working.’ Then turn to your partner and answer the
question in English.”
You can use a short answer first, ‘Yes, I am busy.’ or ‘No,

I am not busy.’
Once students have completed the worksheet, ask several students to show how they
ask and answer questions about times and activities.
The Pronunciation Practice video teaches the hesitation noise, “Um.” The video also
teaches how to offer and accept an apology.
Day 3
1. Hesitation noises When ___, it’s one thousand five
Americans want more time to think hundred and forty-eight. (Um)
about what they are saying, they 2. Apologizing
often use a hesitation noise, like Americans often say they are sorry for
“uh” or “um.” bothering someone. Listen to Anna
Listen to Jonathan when he is talking apologize. Notice her voice the second time
to Anna. He does not want Anna to she says she is sorry. Amelia accepts Anna’s
see what he is doing in the studio. apology by saying, “It’s okay.”
Anna: May I see the studio?
Jonathan: Um, maybe another time, Anna: I want to say I’m sorry for yesterday.
right now I am busy. Now you try it. Amelia: It’s okay, Anna.
Use “um” to make more time to Anna: Well, I am sorry. Amelia: It’s
answer a question. okay, Anna. Come by this
What is 1,012 and 536? afternoon.
Speak: Now you try it. Make your voice louder for
“am.”
I am _____. (sorry)
It’s ____. (okay)

Practice Making Apologies
Have students think about reasons they might apologize to a friend. For example, being
late for a meeting, forgetting a birthday, bumping into them. Write a list on the board.
Have students form pairs. Ask a pair to help demonstrate in front of the class. Ask one of
the students to choose a reason and make an apology: “I’m sorry for being late.”
Ask the other to say, “It’s okay.
Have the rest of the class continue with the other reasons. Tell the students to take turns,
one member of the pair apologizing and the other accepting the apology.
Da y 4
Listening Quiz
for students to answer. Ask students to choose the correct answer. If not using the video,
read the sentences below aloud.
1. Anna says “Yes, Ms. Weaver. I am busy.”

2. Amelia says “I’m a little busy.”
3. Jonathan says “I am busy. When the studio light is on, I am recording my evening
show.”
4. Anne says “Yes. At 10 a.m., I am writing.”
5. Anna says “May I see the studio?”
Writing
Write the writing topic on the board: What do you do every morning?
Here is an example: “I wake up and wash every morning. At 7:00, I am cooking breakfast
for my sister, and then I go to school.”
Re source s
Conversation
Anna: Hello, everyone. Here I am at my new job! Yesterday at my first day of work …
Well, let’s not talk about yesterday. Today is a new day! Today I want to
apologize to my co-workers.
Anna: Hi, Anne. Are you busy?
Anne: Hi, Anna. Yes. At 10 a.m. I am writing. Every day I do my morning show. Sorry!
Anna: Okay. See you later, maybe.
Anne: Maybe I’ll see you later.
Anna: Hi, Jonathan. Are you busy?
Jonathan: Yes, I’m busy. When the studio light is on, I am recording my evening show.
Anna: Right. Sorry about yesterday.
Jonathan: No worries.
Anna: May I see the studio?
Jonathan: Um, maybe another time? Right now I am busy.
Anna: Sure. Okay, ’bye.
Jonathan: ‘Bye.
Anna: Hi, Amelia! Are you busy?
Amelia: I’m a little busy.
Anna: I want to say I’m sorry for yesterday.
Amelia: It’s okay, Anna.
Anna: Well, I am sorry.
Amelia: It’s okay, Anna. Come by this afternoon.
Anna: Okay.
Caty: Anna.
Anna: Yes, Ms. Weaver.
Caty: Are you busy?
Anna: Yes, Ms. Weaver. I am busy.
Caty: My office. 5:00 p.m.
Anna: 5:00 p.m.
Caty: Come in.
Coworkers:Surprise!
Anna: A party! Awesome! And I still have my job! Phew!* Until next time!
* Phew! is a sound used to show that you are relieved, tired or hot.

Key Words
afternoon - n. the middle part of the day : the part of the day between noon and evening
apologize - v. to express regret for doing or saying something wrong : to give or make an
apology
evening - n. the last part of the day and early part of the night
job - n. the work that a person does regularly in order to earn money
later - adj. happening near the end of a process, activity, series, life, etc.
light - n. a source of light (such as an electric lamp)
maybe - adv. possibly but not certainly
morning - n. the early part of the day : the time of day from sunrise until noon
now - adv. at the present time
studio - n. the building or room where an artist works
surprise - n. an unexpected event, piece of information, etc.
yesterday - n. the day before today
Times of Day

Quiz - Level 1, Lesson 8 - Are You Busy?

1. What does Anna say? 4. What does Anne do at 10 am?
a. She says that she is busy. a. Anne talks about human rights.
b. She says that she sees bees. b. Anne writes at 10 am.
c. She says that she is not busy. c. Anne is recording at 10 am.
d. She says that she wants to meet at d. Anne is running at 10 am.
5pm.
2. What does Amelia say? 5. What does Anna want to do?
a. Amelia says she is busy. a. She wants to see the studio.

b. Amelia says she is not busy. b. She wants to record a show.
c. Amelia says she is a little busy. c. She wants to listen to music.
3. What is Jonathan doing when he

turns the studio light on?
a. He is calling his friends.

b. He is recording his show.
c. He is watching a show.
d. He is taking a nap.


Talk about weather Weather images for your area
Agree and disagree
Use Fahrenheit or Celsius
Short answers

Look for Ways to Practice Grammar : Short answers
Pronunciation: Reduced form of short affir -
mative answers (Yessitis)
Speaking: Different intonations of ‘oh’
Da y 1

Say, “Today, we will learn to talk about the weather. We will also learn to use short answers,
and agree or disagree.”
Ask students how often they talk about the weather in their native language.
Tell them that when learning English, students can use a common topic like the weather to
practice talking with friends, classmates and other people they meet.
Ask students what words they already know in English to describe the weather. List the
words they say on the board.
Learning Strategy
Tell students that in today’s lesson, they will learn to look for ways to practice as they learn
to talk about the weather.
Give an example, “When I am at the coffee shop, I often see people around me who look
like they might speak English. If a person is not busy, I ask them, ‘Excuse me, do you
speak English?’ If they say, ‘Yes,’ I continue.”
Tell students, “One good topic is weather. I can ask, ‘It is cold out?’ or ‘It is a warm day’

and begin a conversation. I can then practice speaking and improve my English skills. I
always remember to thank the person for speaking with me in English.”
Remind students throughout this course to look for ways to practice.

Tell students that the video will show Anna talking on her phone about the weather. Play
the video or ask a few students to read the conversation.
Tell students to respond when there are pauses in the video or have them repeat the sen-
tences below after the conversation.
Is it windy today? Is it sunny today?
Speak: Speak:
Is it ___ today? (windy) ___ ___ sunny today? (Is it)
Listen: Listen:
No, it is not windy today. Yes, it is sunny.
Speak: Speak:
No, it is ______ ______ today. (not windy) Yes, it ___ _________. (is sunny)
Review the language of the conversation by asking a student, “What is the weather in
Washington, D.C.?” (Answer: It is snowy.)
Ask another student: “Is that right?” The other student should respond, “Yes, it is.” Tell
students that this is agreeing. Continue: “If I say, ‘The weather in Washington is snowy, you
can say, ‘No it isn’t.’ That is disagreeing.”
Ask, “What is the weather in Mexico City?” Help the student to answer, “It is warm and
sunny.” Ask again, “Is that right?” and have a student agree or disagree.
In pairs, students should practice the video conversation together, one acting as Anna’s
phone and the other acting as Anna.
Day 2
Speaking Practice
After the key words, the video teaches about rising and falling intonation with the word,
“oh.”
1. Americans often make sounds, also 3. The second time you hear Anna say “oh”
called interjections, that have many is at the end of the video, when she says,
different meanings. Interjections Anna: Oh. I see. Mexico.
can convey different In this case, “oh” means that Anna under
feelings depending on the intonation of stands a statement, and she does not like it.
the speaker’s voice. One example is “Oh.”
In the video, you hear Anna say “Oh”
twice.
2. The first time she says “Oh” is 4. Here are two examples.
at the beginning of the video. Listen:
Oh! Hello!
Anna: Oh! Hi, everyone! Now you try it. Make your voice go
up. _____! Hello! (Oh) Listen:
In this case, “oh” means that Anna is Oh. The weather is bad today. Now make
surprised by something. Notice her voice your voice go down.
goes up when she says “oh!” _____. The weather is bad today. (Oh)
Write several sentences on the board with the interjection “Oh!”
Make some positive and some negative, and some unclear – so students will have the
chance to sound either positive or negative about the sentence:
• Oh! I forgot to bring my book.
• Oh! I won the prize!
• Oh! I got a B on the test.
• Oh! She’s back!
Activity
Hand out copies of the Activity Sheet. Show how to fix the
letters to write the weather words. The first one is done. It is
‘warm.’

Instruct students to find a partner. Tell students that they
are going to practice talking about the weather by pretending to be in
one of the cities on the map.
Explain the instructions to them and be sure they understand that their partner must
guess their city by asking questions.
Comment during the practice, “When you can talk about the weather in English, you
can find ways to practice with many other people.”
Once all have finished have several pairs of students

demonstrate.
Day 3
The Pronunciation Practice video teaches how Americans often answer yes/no
questions quickly, with no break between the words. The video also teaches how to ask
a yes/no question.
1. Pronouncing Yes/No Questions and Short 3. When we answer a yes/no question

Answers. politely, we use a short answer.
When Americans answer a yes/no question with “yes,” we sometimes say the answer
A short answer is the adverb “yes” or “no” with no break. The sounds blend
together. followed by a pronoun and the BE verb,
Here is an example. with “not” if the answer is “no.”
Listen:
Is it sunny today?
Speak:
Yes, it is sunny. Usually the word “not” is shortened. We
do not always repeat the adjective or
main verb of the question. We stress the
BE verb and “not” or say them louder to
make our answer clearer.
2. Write it like this: 4. Yes/No + pronoun + BE + (Negative)

Yes, it is. Here are some examples.
Say it like this: Listen:
Yessitis. Are they busy? Speak:
Now you try it. Listen: Yes, they are. Listen:
Is it snowy today? Speak: Is she nervous? No, she isn’t.
Answer quickly.
Yes, (it is snowy.)
(It sounds like: yessitissnowy.)
5. Now you try it. Speak:

___ ______ nervous? (Is she)
Speak:
Answer with no.
___she______ . (No…isn’t)
Listen:
Are you working? No, I’m not.
Now you try it. Ask a yes/no question.
Speak:
Are you______? (busy) Answer with no
___ ____ ______. (No, I’m not.)
Have students think of questions that can be answered with “yes” or ”no.”
Write the questions on the board and ask students to make pairs to practice asking and an-
swering.
For example:
Are you a student? – Yes, I am.
Are you a teacher? – No. I’m not.
Remind students they can blend the short answer together as shown in the video.
D ay 4
Listening Quiz
1. Anna asks, “What is today’s temperature?”

2. The phone says, “Yes, Anna, it is warm.”
3. The phone says, “No, it is not windy today.”
4. Anna says, “Is it sunny today?”
5. Anna says, “It is cold and windy and snowy.”

Writing
Discuss the vocabulary that may be used for the topic.
Write some of them on the board for students to use in their written work.
What is the weather where you are? What do you want to do tomorrow? Will it be a nice
day?
Later, check students’ weather forecasts and have them write about what they did on the
day they wrote about.

Resource s
Conversation
Anna: Oh, hi, everyone! Here in Washington, DC, the weather changes often. One day
is cold and windy. But the next day is warm and sunny! So, every day I check the
forecast. Hello, Phone? What is today’s temperature?
Phone: Today it is 18 degrees ...
Anna: Eighteen degrees! That is cold!
Phone: … eighteen degrees Celsius.
Anna: Oh, Celsius. That is 65 degrees Fahrenheit. That’s warm.
Phone: Yes, Anna. It is warm.
Anna: Excuse me, Phone. Is it windy today?
Phone: No, it is not windy today.
Anna: Is it sunny today?
Phone: Yes, Anna. It is sunny.
Anna: Excuse me, Phone?
Phone: Yes, Anna.
Anna: Is it snowy today?
Phone: No, Anna. It is not snowy.
Anna: Thank you, Phone!
Anna: Today the weather is warm and sunny -- great for seeing Washington, D.C.
Anna: Phone! It is not warm and sunny! It is cold and windy and snowy!
Phone: Anna, it is not cold, windy, or snowy. It is warm and sunny … in Mexico City,
Mexico.
Anna: Oh. I see. Mexico.
Anna: Washington weather changes often. Remember to check the forecast -- the right
forecast.
Phone: Yes, Anna. Next time remember to check the right fore…
Anna: Okay, thank you Phone. Goodbye, Phone.
Until next time

Key Words
Celsius - adj. relating to or having a scale for measuring temperature on which the boil-
ing point of water is at 100 degrees and the freezing point of water is at 0 degrees
change - v. to become different
check - v. to get information by looking at something, asking about something, etc.
cold - adj. having a very low temperature
degree - n. a unit for measuring temperature
Fahrenheit - adj. relating to or having a scale for measuring temperature on which the
boiling point of water is at 212 degrees above zero and the freezing point is at 32 de-
grees above zero
forecast - n. a statement about what you think is going to happen in the future
phone - n. a device that is connected to a telephone system and that you use to listen or
speak to someone who is somewhere else
snowy - adj. having falling snow or covered with snow
sunny - adj. having plenty of bright sunlight
temperature - n. a measurement that indicates how hot or cold something is; a mea-
surement in degrees showing the heat of something (such as air or water)
warm - adj. somewhat hot; not cool or cold
weather - n. the temperature and other outside conditions (such as rain, cloudiness,
etc.) at a particular time and place
windy - adj. having a lot of wind

Quiz - Level 1, Le sson 9 - Is It Cold ?

1. What does Anna want to know? 4. What does she ask?
a. Anna wants to know what time it is. a. She asks if it is sunny.

b. Anna wants to learn about today’s b. She asks if it is windy.
news. c. She asks if it is snowy.
c. Anna wants to know the temperature. d. She asks if it is rainy.
d. Anna wants to know how to make tea.
2. What does the phone say? 5. What do you learn about the weather
in Washington, D.C.?
a. “Yes, Anna, it is a farm.”
b. “Yes, Anna, it is warm.” a. It is warm today.
c. “Yes, Anna, I have no charm.” b. It is sunny today.
d. “Yes, Anna, it smells like a barn.” c. It is rainy.
d. It is cold today.
3. What is the weather like today?
a. It is windy today.
b. It is just like Wednesday.
c. It is not windy today.
d. It is warm today.


Giving directions Map of the area around your school

Sequence of events with “then” Toy telephone or rectangular blocks
Asking questions Graphic of Anna’s street
Small toys or unique objects to be used for
“treasure hunt”
Use images Grammar : Locating places; Imperatives;

There is /There are
Pronunciation: Using rising intonation to
check understanding
Speaking: Giving simple directions
Da y 1
Ask students, “Who is good at reading a map?”
Show a simple map of your area.
Ask a student who said they are good at reading maps to look at your map.
Ask the student and the class: “How do you find a place on the map?”
Give students a chance to think and suggest answers.
Possible answers include: look for a known place such as a lake or a large road and follow
directions from there; look for a ‘you are here’ arrow or star to locate yourself; look for the
names of roads, neighborhoods, or large buildings.
Learning Strategy
Tell students that in today’s lesson, they will learn to use images to help give and
understand directions. Say, “An image is a kind of picture.”
Explain that when we give directions or help someone else find

a place, it works the same as when we read a map. We need to tell the
person where to start. If the person knows the place, they may see a picture in their
mind of that place. This is one way to use images.
Ask students to think for a few minutes about other ways they have used images in
learning English. Let several students respond. Using pictures in books, on classroom
walls, or on the internet to help remember words are some possible responses.

Tell students that the video will show Anna giving directions to Ashley. Play the main
video or ask a few students to read the conversation. Have students respond when
there are pauses in the video.
Where is your apartment? Yes. Exit the Metro and turn right.
Speak: Speak:
_____ __ your apartment? (Where is)
Listen: Yes.___ the Metro and turn ____. (exit,
My apartment is near the Columbia Heights right)

Metro. Listen:
Speak: Then at the bus station turn left.
My apartment __ ____the Columbia Heights Speak:
Metro. (is near)
Then at the bus station ___ left. (turn)
Listen:
Then walk straight ahead.
Speak:
Then walk _____ ______. (straight ahead)
Day 2
Speaking Practice
lesson or repeat them after you. Pause the video when the meaning is shown and make
sure all students understand the meaning.
After key words, the video teaches some common phrases to give directions. It shows
the turns and steps of the directions. If you cannot show the video, show students the
picture on the next page to aid understanding.

Have students repeat the directions in the Speaking Practice box and follow the steps on
the picture. If you have a map of your school’s neighborhood, give copies to students so
they can use it to give directions to the school.
1. When we tell someone how to find a 2. Now you try it.

place, we say we are giving them directions. Speak:
____ the Metro and _____.
Listen to Anna giving Ashley directions:
Listen: Then at the bus station turn left.
“Exit the Metro and turn right. Then at the Speak:
bus station turn left. Then walk straight _____at the bus station turn _____. (Then, left)
ahead.” Now you try it.
Speak:
Then ___straight______. (walk, ahead)
Activity – Giving Directions

Give each student a copy of the Activity Sheet. Review the phrases from the sheet: walk
straight; turn right; turn left.
Have students repeat the words. Use the picture from the video below to help explain
the phrase meanings. Ask students, “Does seeing this image help you understand the
conversation?”
Have students work with a partner to write directions to the school from a nearby location.

Day 3
The Pronunciation Practice video reviews one way of asking questions in English -
using rising intonation.
1. One way to ask a question is to say a 2. Now you try it. Ask Anna a question after
sentence with your voice going up. she says “My apartment is across from a Listen to
Ashley ask about Anna’s big department store.” apartment: It is near the
Columbia Heights Speak:
Metro? _____________ from a big department
store? (It is across)
Treasure Hunt – Practice

Tell students that they are going to have a ‘treasure hunt.’ Explain that treasure is a
valuable thing. Give one student in each pair an object or ‘treasure’ card as shown at
the end of this lesson. Tell students to stand side-by-side with their partner. Tell them,
• “Put your shoulder next to your partner’s shoulder. If you are on the right side of
your partner, raise your right hand. If you are on the left side of your partner,
raise your left hand.”
• “Look at the hand you have in the air and say the English word for that hand. Who
has the left hand?” Tell students to wave their left hand around.
• Say, “Keep that image in your mind. That’s the left side. Use the image to remember
when you are giving or listening to directions.”
• Say, “Now students on the right – wave your right hand around.”
• Say, “Students who have their right hand up, sit down and close your eyes.” If using
the treasure cards, tell students on the left side to write their partner’s name on the
card.
• Say, “Students who have your left hand up, take the treasure card and hide it in the
room. Remember where you put it. You have one minute.”
• Set a timer or look at the clock. When students have hidden the object, tell them to
sit down next to their partner.
• Say, “Now, students on the right side, ask your partner, ‘Where is the treasure?’”
Say, “Students on the left, give your partner directions so they can go to the treasure.”
Watch students as they go around the room giving directions. Remind students to use
English as they give their partner directions to the treasure. After the first student in
the pair finds the treasure, ask students to change roles and give directions to the other
student.
D ay 4
Listening Quiz
1. Exit the Metro and turn right.

2. Turn left at the light.
3. Exit the bus station and turn right.
4. walk to the coffee shop.
Th
5. It is across from the department store.
6. coffee shop? There are three coffee shops.
Whi
Writing
Review the words and phrases for giving directions and write some of them on the
board for students to use in their work. Give them a map of the area around the school if
possible. Give the assignment for writing in class or at home.
How do you tell someone how to find your school? Or where you work? Try writing
directions to a place near you. If you like, you can write a conversation between yourself
and a friend.
After students have written their directions, have them trade with a classmate and read the
directions without saying the place, then see if their partner can guess the place.

Resources
Conversation
Anna: Hi! Today, my friend Ashley, is coming over. I am showing her my new apartment!
Oh! That’s Ashley calling.
Anna: Hi Ashley!
Ashley: Hi Anna! I’m coming to your apartment. Where is your apartment?
Anna: My apartment is near the Columbia HeightsMetro .
Ashley: It is near the Columbia Heights Metro?
Anna: Yes. Exit the Metro and turn right. Then at the bus station turn left. Then walk
straight ahead.
Ashley: Okay. Exit Metro, turn right, turn left, then go straight ahead?
Anna: Yes. My apartment is near acoffee shop.
Ashley: Okay. See you soon!
Anna: Hi, Ashley.
Ashley: Which coffee shop? There are three coffee shops.
Anna: Anna,
Okay, my apartment is across from a bigdepartment store .
Ashley: A big department store? Ah, I see it!
Anna: Okay! Bye, Ashley. See you soon!
Ashley: Okay. See you soon.
Anna: Ashley! Ashley! Ashley! Over here! It’s Anna! It’s Anna! Hi!
Anna: I love having my friends over. Come on!
Ashley: Great!

Key Words
ahead - adv. to or toward the place where someone is going
bus - n. a large vehicle that is used for carrying passengers especially along a
particular route at particular times
coffee shop - n. a small restaurant that serves coffee and other drinks as
well as simple foods
department store - n. a large store that has separate areas in
which different kinds of products are sold exit - v. to go out of a
place left - adj. located on the same side of your body as your heart
Metro - n. an underground railway system in some cities (also called
subway) right - adj. located on the side of your body that is away from your
heart
station - n. place where buses, trains, etc., regularly stop so that passengers can
get on and off straight - adv. in a straight or direct way then - adv. used to indicate
what happened or happens next turn - v. to cause your body or a part
of your body to face a different direction walk - v. to move
with your legs at a speed that is slower than running


Quiz - Le vel 1, Lesson 10 - Com e Over to My Pl ace

1. What do you do after you exit the 4. Then where do you go?
metro?
a. Then you exit the coffee shop.
a. Turn right after you exit. b. Stay out of the coffee shop.
b. Turn at the light. c. Then you go to the copy shop.
c. Turn and exit. d. You walk to the coffee shop.
d. Turn into the bus station.
2. Where do you turn? 5. Where is Anna’s apartment?
a. Turn off the light. a. It is next to the department store

b. Make a right turn. b. It is on the corner by the department
c. Turn left at the light. store.
d. After the right. c. It is across from the department store.
d. It is above the department store.
3. Where do you turn after the bus 6. Where is Anna’s apartment?

station?
a. She does not see a coffee shop.
a. Exit the bus station and turn right. b. Ashley sees three coffee shops.
b. When you go into the bus station. c. There are no coffee shops on the street.
c. Pass the bus station and turn left. d. She will meet Anna in the coffee shop.
d. Before you get to the bus station.


Map to Anna’s Place

Describing neighborhoods Sheets of paper with names of community

Asking for information services: bank, store, library, post office
Small objects such as stamps, letters, pen-
cils, books, and coins to practice plural form
of nouns
Small sticky notes or cards or cut-out graphic
for thankful tree
Ask Questions
Grammar : Prepositions (across from,
behind); cardinal numbers indicating quantity;
Singular/Plural introduction
Speaking: Expressing gratitude; asking
questions to check understanding
Pronunciation: Emphasis on words
expressing feelings
Da y 1
Say, “Today, we will learn to use numbers to talk about more than one thing. We call this form
the plural.”
Ask students, “What do you do when you want to know something?” Possible student
answers include, “Look it up,” “Ask a teacher,” “Find it on the internet” or “Ask a friend.”
Pick up a pencil or another classroom object. Tell students, “I have one pencil.” Pick up
another and turn to the class. Point to one student and tell the student to repeat the question:
“How many pencils do you have?” Answer, “I have two pencils.” Ask students, “What is
different in my sentence?”
Write the two sentences on the board and ask students to compare them. Ask students
what
How they English
to Learn have in their bags or desks. “Do you11have books in your bag? How many books?”
Lesson 123
Prompt students to answer, “I have (number) books.”
Ask, “In your first language, do nouns become plural?” Say that
comparing to your first language can often help understand grammar in
English.
If possible, have some example objects in the classroom. Ask one or two students to
come to the front and ask about the objects, such as, “How many stamps do you have?”
“How many letters do you have?” Have the class respond together as a student holds up
the objects: “four books; three stamps; five letters.”
Tell students that in this lesson, they will also learn how to
ask for help finding places and say thanks for the help.

Tell students that the video will show Anna asking Marsha questions about their
neighborhood. Play the video or ask a few students to read the conversation. If students
are acting out the conversation, put a few large papers on the wall in separate areas
around the room. Write one of these words on each paper: library, mailbox, bank, store.
Students then can walk between the points as they act out the conversation.
I need to return three books to the li- There is a bank behind you. brary.
Speak:
Speak: ______ is a bank ______ you. (There, behind)
I need to return _____ ______ to the
library. (three books)
2. Listen:
Is there a bank near here?
Speak:
___ ______ a bank ____ here? (Is there,
near)
Learning Strategy
Tell students that in today’s lesson, they will learn about asking questions. Ask, “What
does Anna need to know?” Let students respond with the names of the places or the
services offered: return books - library; get money (cash) - bank;
buy stamps - store; mail letters - post office or mailbox.

Ask, “How does Anna find out what she needs to know?” Students
should respond with “questions” or “asking a friend.” Tell students, “In our
next class, we will practice asking questions and learn about different
neighborhoods.”
Say to the students, “You can ask questions to help you learn in other school subjects.
You can get a lot of practice in speaking if you ask questions whenever you can in
English.”
Day 2
Speaking Practice
Other ways of teaching key words include: drawing simple pictures on the board,
pointing to examples in the room or acting the words out. You and/or a student can do
this.
After the key words, the video teaches phrases for showing gratitude.

1. When someone helps us, we often say 2. Anna: Thanks, Marsha. You know our
“Thank you.” neighborhood so well.”
Listen to Anna thank Marsha for helping her Now you try it.
find things in their neighborhood.
“_______ you, Anna, for helping me
learn English.” (Thank)
Activity
Hand out copies of the Activity Sheet. Tell students to find a

partner and match the columns on the activity sheet: things to do, a
picture of a place, and the name of the place.
Tell students they will do the next part of the activity walking around the room to ask
classmates questions. You can read students the instructions on bottom part of the
Activity Sheet.
Then have a few students come to the front. Ask the students to report what they
learned using this sample conversation:
“(Student’s Name) lives in a neighborhood where there is a place to buy stamps, a
library, a place to read books, and a place to get cash.”
Check if students are using plural forms of the nouns correctly. If they are not, hold up
some of the sample objects and review how to say the plurals.
Ask students what they think now after practicing asking questions. Did they learn from
talking with their partners?
Day 3
The Pronunciation Practice video points out how emphasis shows the important words
in spoken English.
Play the video or read the explanation below. Have students say other sentences with
emphasis on important words. For example: “I need to practice to get better at English.”
Pronunciation Practice Video Script – Lesson 11

1. When Anna talks about her neighborhood, 2. Anna: I love my new neighborhood.
she says the word, “love” louder and slower. Now you try it.
This shows the word is important to tell Speak:
about how she feels. I _______ learning English! (love)
Showing Gratitude - Thankful Tree
Tell students that being thankful is important to enjoying life. Scientists say that we are
healthier if we look for things to be thankful for.
Cut out the heart pictures in this lesson or give students small cards or pieces of paper
with holes through which to attach a string. Bring a branch of a tree into class from
which to hang the hearts or cards.
Ask students to make a list of six people or things they can be thankful for. Ask them to
write the reason they are thankful to each person or thing.

Have students form two lines facing each other and practice saying what they are
thankful for. Students tell the person across from them one thing or person they are
thankful for. Then, they change places with someone else to talk to
a different student. Students continue to do this until they have
spoken to everyone across from them.
Give students pieces of string or tape. Ask them to hang their hearts on the “thankful
tree” at the front of the classroom.

In future lessons, remind students to think of the things they wrote on the hearts. When
there is a happy event in the class, or students show progress, add new hearts on the
“thankful tree.”
Da y 4
Listening Quiz

1. Marsha says, “Um, no. The post office is far from here.”
2. Marsha says, “But there is a mailbox across from the store.”
3. Anna says, “Marsha, these are letters to my family and friends back home … four
letters!”
4. Anna says, “Marsha, before we get ice cream, I need to return three books to the
library. Where is the library?”
5. Marsha says, “There is a bank behind you.”
Writing
Discuss the vocabulary that may be used for the topic. Write some of the words on the
board for students to use in their written work.
Where do you do errands in your neighborhood? Write about three places you go in your
neighborhood. Tell what you do at each place.

Resources
Conversation
Anna: Hello! DC is a city for walking. In our neighborhood, I can do all my errands.
Marsha, before we get ice cream, I need to return three books to the library.
Where is the library?
Marsha: It is on this street on the corner.
Anna: Awesome!
Marsha: Let’s go!
Anna: Marsha, I can return the books here.
Marsha: Anna, what are those in the books?
Anna: Marsha, these are letters to my family and friends back home … four letters!
Is there a post office near here?
Marsha: Um, no. The post office is far from here. But there is a mailbox across from
the
store.
Anna: Awesome! Let’s go! (At the mailbox)
Anna: Marsha, now I need to buy stamps.
Marsha: Do you have cash?
Anna: No. Is there a bank near here?
Marsha: There is a bank behind you.
Anna: Thanks, Marsha. You know our neighborhood so well.
Anna: Now I have cash. I can buy stamps.
Marsha: That store sells stamps.
Anna: Wait here. Anna: I have stamps.
Marsha: Wow, you’re fast.
Anna: Thank you, thank you letters, for sending my words… my love … to my family
and friends -
Marsha: Do you have more cash?
Anna: I do!
Marsha
& Anna: Ice cream!!
Anna: I love my new neighborhood! Everything is near our apartment! Even hair
salons*, and ice cream!
Anna: Until next time!
* a business that gives customers beauty treatments (such as haircuts)

Key Words
bank - n. a business where people keep their money, borrow money, etc., or the building
where such a business operates
buy - v. to get (something) by paying money for it
cash - n. money in the form of coins and bills
corner - n. the place where two streets or roads meet
errand - n. a short journey that you take to do or get something
fast - adj. moving or able to move quickly
get - v. to obtain (something)
ice cream - n. a frozen food containing sweetened and flavored cream
library - n. place where books, magazines, and other materials (such as videos and
musical recordings) are available for people to use or borrow
mailbox - n. a public box in which letters and packages are placed to be collected and
sent out
post office - n. a building where the mail for a local area is sent and received
return - v. to bring, give, send, or take (something) to the place that it came from or the
place where it should go
sell - v. to exchange (something) for money
send - v. to cause (a letter, an e-mail, a package, etc.) to go or to be carried from one place
or person to another
stamp - n. a small piece of paper that you buy and then stick to an envelope or package to
pay the cost of mailing it
store - n. a building or room where things are sold


Cut out to use in the “Thankful Tree” activity


Family members Cards with names of family members and

Family relationships definitions

Find and Apply Patterns
Grammar : Auxiliary ‘do’ and the verb ‘make’
Pronunciation: Different ways to pronounce
‘aunt’
Speaking: Asking about a problem
Da y 1
Before the class, print or write out the cards listing family names and their meanings, which
can be found in the Resources section below.
Say, “Today we will learn how to talk about people in our families.”
Ask students to tell you the words they already know in English or their first language for
family members. Let several students respond. Answers may include: mother, father, sister,
brother, aunt, uncle, cousin, niece, nephew or others.
Put students into groups of four. Give one set of cards to each group. Then, tell them to work
as a group to practice the words.
Then, make sure students understand the meaning of the words by using the family tree
image on the Activity Sheet or by drawing one on the board.

Teach Key Words

Write the key words on the board. Check to see if students understand their meanings
by reading out definitions (in native language, if available) and asking
students which word matches the definition.
After presenting the vocabulary, the Speaking Practice video teaches a way to talk
about problems.
1. When we see a friend who is sad, we can 2. Now, you try it: ask,
“What’s wrong?” What’s wrong?
Listen to Marsha ask Anna: (students repeat)
Marsha: What’s wrong?
Anna: I’m thinking about my family. I’m Do you want to talk about it?
feeling homesick. (students repeat)
Marsha: You want to talk about it?
Learning Strategy
Draw a family tree on the board and fill in the names of

all of the family members that students learned about (mother,
father, sister, brother and others). Keep this on the board for an activity later in today’s
lesson.
Explain that when we are learning new things, it helps to look for patterns. Our brains
like patterns and they help us remember things.
Tell students to look at the family member list on the board and say, “Do you see any
patterns? Listen to answers and write them on the board. Answers may include: Three
words end with the letters, -ther. Most words have a different male
and female form. Cousin has only one form. Grand- is the start of two
words. –in-law” is added to relatives by marriage. Niece and nephew both start with -n.
Tell students that in today’s lesson, they will learn to look for patterns to talk about
family members in English.
Day 2
Tell students that the video will show Anna talking about her family.
Play the main video or ask a few students to read the conversation. Tell students to
listen for names of family members (aunt, uncle and others).
Tell students to respond when there are pauses in the video or have them repeat the
sentences below after the conversation.
What do rodeo clowns do? They are my cousins.
Speak: Speak:
What __ rodeo clowns __? They are my ______. (cousins)
They make jokes at a rodeo. They are my uncle’s daughter and son.
They are my _____’s daughter and son.
(uncle)
Keep the family tree drawing on the board but erase the words (family names). Tell
students you are going to test what they remember.
Call out one family name at a time (“aunt” and others.) and ask students where to
put it on the family tree. When several students agree on where it goes, write it on
the family tree. Keep doing this until you have used all of the names.
Verbs ‘Do’ and ‘Make’

Tell students that the conversation between Anna and Marsha had questions and
answers with the verb “do.” Tell them that in questions, we sometimes use “do” as
a helping verb.
Write these examples on the board:

What do rodeo clowns do?, What does Uncle John do? and What do they do?
Explain that we use “do” to ask about what someone does for a living or career.
When we use it this way, the word appears twice -- before and after the person.
Underline “do” in all of the questions on the board, like this: What do rodeo clowns
do? Point to the subjects (rodeo clowns, Uncle John and they).
Tell students: The conversation also used the verb “make.” In the conversation,
Anna used “make” to talk about what her family members build, create, or produce.
Day 3
The Pronunciations of ‘Aunt’
Tell students that, in different English-speaking countries and parts
of the United States, people say the word “aunt” differently.
Some people say it “ant” and some people say it,
“ahnt.”
Ask students to listen and repeat: Her aunt Lavender loves gardening. (Pronounce It
“ahnt.)
Ask students to listen and repeat: Aunt Lavender makes spoons. (Pronounce it “ant.”)

1. In the United States, people pronounce 2. In the Northeast United States, and in
the word
“aunt”
differently.
Listen
to
Anna
some groups, people say the word “aunt”
talk about her aunt in the video. like “ahnt.” “That is my
Aunt Lavender. She is my mom’s Listen.
sister.” Anna’s Aunt (Ahnt) Lavender loves garden-
ing.
Now you try it.
Speak:
Aunt (Ahnt) Lavender makes spoons.
Activity
Hand out printed copies of the Activity Sheet.
Review the names of family relationships. An answer key for the activity sheet is
included in the Resources section for your reference.
Put students into pairs so they can interview each other. Ask one pair to stand at the
front and ask each other questions. Here are samples of the conversation for this
activity.
Student A: Tell me about your mother’s Student B: How many sisters do you have?
family. Student A: I have five sisters.
Student B: This is my grandmother. Student B: Wow! That’s awesome! What Student
A: What’s her name? does your older sister do?
Student B: Emilia. Student A: She’s a student.
Student A: What does she do? Student B: What does your father make?
Student B: She’s a banker. Student A: He makes cell phones.
After students have had time to interview each other, ask several pairs to share something
new or surprising they learned about their partner’s family. (But first, make sure they get
permission from the partner to share the information.)
D ay 4
Listening Quiz
1. Anna says, “That is my aunt Lavender. She is my mom’s sister.”

2. Anna says, “Oh, this is my Uncle John. He is my father’s brother.”
3. Marsha asks, “Who are they?” Anna says, “They are my cousins. They are my
Uncle John’s daughter and son.”
4. Marsha says, “What do they do?” Anna says, “They raise sheep and make
sweaters.”
5. Anna says, “This is my mother and this is my father. They are rodeo clowns.”
Marsha asks, “What do rodeo clowns do?” Anna says, “They make jokes at a rodeo.
People laugh.”
Writing
Discuss key words that may be used for the topic. Write some of them on the board for
Are you from a big family or a small family? Tell the person sitting next to you about two
people in your family. What do they do? What do they make? Then, write a paragraph
about your partner’s two family members.
Give students time to write then ask a few or several students to read their writing aloud or
summarize it for the class.

Resources
Conversation
Anna: Hello! Washington, D.C. has many beautiful parks. In fact, this park reminds
me of my home very far away.
Marsha: Anna, here’s your coffee.
Anna: Thanks, Marsha.
Marsha: What’s wrong?
Anna: I’m thinking about my family. I’m feeling homesick.
Marsha: Do you want to talk about it?
Anna: Sure! I have some photos.
Marsha: Yes. Yes, you do!
Anna: Photos really help.
Anna: This is my mother and this is my father. They are rodeo clowns.
Marsha: What do rodeo clowns do?
Anna: They make jokes at a rodeo. They make people laugh.
Marsha: That-That’;s very different.
Marsha: Who is that woman in the picture?
Anna: That is my Aunt Lavender. She is my mom’s sister. She loves gardening and
makes spoons.
Marsha: She makes spoons?
Anna: Of course.
Marsha: That, too, is very different.
Anna: Oh! This is my Uncle John. He is my father’s brother.
Marsha: What does Uncle John do?
Anna: He’s a chicken farmer. And makes guitars. He’s awesome, and I’m his favorite
niece.
Marsha: Who are they?
Anna: They are my cousins. They are my Uncle John’s daughter and son.
Marsha: What do they do?
Anna: They raise sheep and make sweaters.
Marsha: Yeah, that’s not a surprise.
Marsha: Thanks for showing me your family photos. Your family is very different.
Anna: I do feel better. Thanks for listening. I have many more photos!
Marsha: Yeah. Yeah, you do.
Anna: Washington, DC is my new home. But I like remembering my old home, too.

Key Words
clown - n. someone who often does funny things to make people laugh
different - adj. not ordinary or common; unusual
feel - v. used to describe or ask about someone’s physical or mental state
garden – v. to work in a garden; to take care of the plants in a garden
guitar - n. a musical instrument that is held against the front of your body and that has
usually six strings which are played with your fingers or with a pick
homesick - adj. sad because you are away from your family and home
joke - n. something said or done to cause laughter
laugh - v. to show that you are happy or that you think something is funny by smiling and
making a sound from your throat
make - v. to build, create, or produce (something ) by work or effort
park - n. piece of public land in or near a city that is kept free of houses and other
buildings and can be used for pleasure and exercise
photo (photograph) - n. a picture made by a camera
raise - n. to keep and take care of (animals or crops)
remind - v. to cause (someone) to remember something
rodeo - n. an event in which people compete at riding horses and bulls, catching animals
with ropes, etc.
sheep - n. an animal with a thick woolly coat that is often raised for meat or for its wool and
skin
spoon - n. an eating or cooking tool that has a small shallow bowl attached to a handle
sweater
How -tonLearn
. a warm usually knitted pieceLesson
English of clothing
12 for the upper part of your body 141
Quiz - Level 1, Lesson 12 - Meet My Family
1. Who is Aunt Lavender? 4. What do Anna’s cousins do?
a. She is Anna’s sister. a. They like to sleep.

b. She is Anna’s mother. b. They collect feathers.
c. She is the sister of Anna’s mom. c. They raise sheep.
d. She is Anna’s niece. d. They wear sweatpants.
2. Who is Uncle John? 5. What do Anna’s mother and father

do?
a. Uncle John is the father of Anna’s
brother. a. They make jokes at rodeos.
b. Uncle John is the brother of Anna’s b. They own a rodeo.
father. c. They love to laugh.
c. Uncle John is Anna’s father. d. They ride horses in a rodeo.
d. Uncle John is Anna’s brother.
3. Who are they? (The two young

people in a photo)
a. They are Uncle John’s mother and

father.
b. They are Uncle John’s brother and
sister.
c. They are Anna’s friends.
d. They are Anna’s cousins.

Lesson 12
Lesson 12
Usual and unusual activities Chart for frequency adverbs on board or

screen

Make an Inference
Grammar : Frequency adverbs; cause and
effect phrases
Pronunciation: Blended sounds
Speaking: Using frequency adverbs to talk
about cause and effect
Day 1
Tell students that in this lesson, they are going to learn how to make good guesses and
talk about how often things happen. By the end of the lesson, they will be able to talk
about the things they usually do.
Give students copies of the Activity Sheet. Introduce the words from the sheet by showing
the chart of frequency adverbs.
Ask students to repeat these adverbs: never, rarely, sometimes, often, usually, and always.
Make sure students understand the meaning of the words by using a graphic like the one on
the Activity Sheet.
Teach Key Words

Play the Speaking Practice video. Tell students to listen, then repeat the new words. Check
to see if students understand the meaning of all the words. Start by reading out definitions
How to Learn
and English
then ask students which word matches each definition. 146
Lesson 13
I never watch puppet shows. My clothes are usual.
Speak: Speak:
I _____ watch puppet shows. My clothes are ____. (usual)
But today I am watching a puppet show. Their clothes are unusual.
Speak: Speak:
But today I __ ___ a puppet show. Their clothes are ______.
Learning Strategy
Tell students that in today’s lesson, they will learn to make guesses.
Tell students, “Think about Anna’s day. She goes to a party for William Shakespeare’s
birthday. She sees many interesting things and hears music and stories. How do you
think she feels at this party?”
Students may answer, “happy,” “good,” or “excited.” Ask those who answered, “Why?”
One possible answer is, “I think she is happy because she is smiling and dancing. She
sounds happy, too,”
Explain the strategy: “When you use what you see or know to make a guess, we call it
‘making an inference.’ You do that when you see Anna is having a good time, and say,
‘She is happy.’”
Ask students to give other examples of when they make a guess. Ask students, “Will it
rain today?” Give students a chance to answer. If the sky looks like it will soon rain, tell
them they are making an inference.
Ask another question: “When you go home late, will your parents be angry?” Give
students a chance to answer. Respond: “Of course, you can guess that they will be
angry if you are very late.”
Say, “We can make guesses when we are trying to understand new things in English,
too.”

D ay 3
Frequency Adverb Practice
On one side of the board, write the activities listed below on the board. If it helps
understanding, you can draw pictures next to the words. (Draw a ball, for example, next to
“play games with friends.”)
Talk to friends Cook food

Play games with friends Spend time with family
Sing Take care of brother(s) or sister(s)
Listen to music Help someone do something
Make or build something Work
On the other side of the board, write the list of frequency adverbs: never, rarely, sometimes,
often, usually, always.
Put students into small groups of three or four each. Each student will tell the people in
their group two or three things they do and how often they do it.
Write two examples on the board:

I always play games with friends.
I sometimes cook food.
Ask students to look for the adverbs. (They appear after the subject of each sentence.)
The Pronunciation Practice video teaches how English speakers say certain sounds.
1. When one word ends with the same 2. Graphic shows the “t” sound in “but” and
sound as the next word, English speakers the “t” sound in “today” come together in
often say the sound only one time. one sound.
Now, you try it.
Listen to Anna talk about what she Is doing Listen:
today: I never speak English at home.
But today, I am speaking English at home.
But today, I feel bored. Speak:
But today, I am listening to a drum band. _____ ________, I am speaking English at
But today, I am sword fighting. home. (But today)
Activity
Give students copies of the Activity Sheet. Ask them to match the words with the circles
on the bar at the top. Then ask them to write an “email” about what they do - or do NOT
do on a usual day.
Ask students to find a partner. Tell them to trade papers

with their partner. Say: “Read your partner’s email and ask questions
from your own guesses, or inferences.” Give an example:
“You write that you always do homework on a usual day. Do you usually get good
grades?” Or, “You write that you never walk to school. Do you take the bus?”
After the activity, ask a few students share their responses with the whole class.
Day 4
Listening Quiz
pause for students to answer. Ask students to choose the correct answer. If not using
the video, read the sentences below aloud:
1. Anna says, “In Washington, D.C., there are many things to do on a Sunday
afternoon. I like to exercise. I like to shop. I like to garden.”
2. Anna says, “But today, I feel bored.”
3. Anna says, “When I feel bored, I always look for something unusual to do! I hear
music. Let’s go see!”
4. Anna says, “This is a puppet show. I never watch puppet shows. But today I am
watching a puppet show.”
Writing
Discuss the vocabulary that may be used for the topic, such as the words never,
sometimes, often, and usually. Write the writing topic on the board:
Write about three to five things you usually do on a weekend

afternoon. Then write about two or more things that you sometimes or never
do on weekends.

Underline the words “usually” “sometimes” and “never” so that they can see them. Ask
several students to share their weekend activities with the class. Or, put students into
small groups to share with each other.

Resources
Conversation
Anna: Hello! In Washington D.C. there are many things to do on a Sunday afternoon.
I like to exercise. I like to shop. I like to garden. But today I feelbored. When
I feel bored, I always look for somethingunusual to do! I hear music. Let’s go
see! What is going on here?
Rebecca: It’s a big birthday party for the writer William Shakespeare.
Anna: This is a party for William Shakespeare?
Rebecca: Yes!
Anna: Awesome!
Rebecca: Awesome!
Anna: This is a drum band. I never listen to a drum band. But today I am listening to a
drum band because it’s Shakespeare’s birthday!
Anna: This is a puppet show. I never watch puppet shows. But today I am watching a
puppet show because it’s Shakespeare’s birthday!
Anna: My clothes are usual. His clothes are unusual. In Washington, D.C. seeing a
politician or even the President is usual. Seeing the Queen of England is very
unusual! Your majesty!
Anna: This is sword fighting. I never sword fight. But today I am sword fighting
because it’s Shakespeare’s birthday!
Anna: There are many things to do on a Sunday in Washington, D.C. -- some usual,
some unusual.
Anna: Today, I am not bored because … it is William Shakespeare’s birthday!

Key Words
band – n. a usually small group of musicians who play popular music
together because – conj. for the reason that birthday - n. the day when
someone was born or the anniversary of that day bored – adj. tired and
annoyed by too much of the same thing; not interested
drum - n. a musical instrument that is made with a thin layer of skin or plastic stretched
over the end of a round frame and that is played by hitting the skin or plastic with
sticks or with your hands exercise – v. physical activity that is done in order to become
stronger and healthier
fight - v. to use weapons or physical force to try to hurt someone, to defeat an enemy,
etc. or to struggle in battle or physical combat party - n. a social event in which
entertainment, food, and drinks are provided politician - n. someone who is
active in government usually as an elected official President -
n. the head of the government in some countries
puppet - n. a doll that is moved by putting your hand inside it or by pulling strings or
wires that are attached to it
Queen - n. a woman who rules a country and who usually inherits her position and rules
for life
shop – v. to visit places where goods are sold in order to look at and buy things
show - n. a performance in a theater that usually includes singing and dancing
sword - n. a weapon with a long metal blade that has a sharp point and edge unusual
- adj. different or strange in a way that attracts attention
usual – adj. done, found, or used most of the time or in most cases, or normal or
regular
watch - v. to look at (someone or something) for an amount of time and pay attention to
what is happening



Describing clothing colors and sizes Colored pencils or markers (if available)
Making suggestions; giving compliments
Outer clothing such as shirts, belts, jackets,
ties and hats that students can use to model
the verbs ‘take off’ and ‘put on’

Personalize Grammar : Position of adjectives before
nouns; use of two phrasal verbs ‘put on’ and
‘take off’
Speaking: Making a suggestion
Pronunciation: Using color adjectives with

nouns
Da y 1
Tell students, “Today we will learn to talk about clothing.”
Ask students: “What are you wearing today?” Point to your own clothing and model the
sentence: “I am wearing … (a green shirt, a blue skirt, and a black belt).”
Tell students, “When we talk about clothing, we put the color first and the clothing name
second, like this.” Write on the board “green shirt” and then point to the color and the
clothing word.
Ask students, “Where or when do you need to talk about clothing?” Answers may include: at
a shop, when doing laundry, when planning what to wear; when looking for someone.
Say, “So, let’s find out how to do that today.”

The Pronunciation Practice video teaches how to describe clothing with color words.
1. In English, the color word comes before 2. Now you try it. Tell about these things:
the clothing word. It’s a ___ ___.
Listen to Anna and Genie talk about the col- It’s a black hat.
ors of the clothes.
They are ___ ___.
Genie: Take off the green dress. Let’s try a They
are black jeans.
green shirt and a skirt.
It’s a ___ ___.
Anna: Oh, Genie! This green shirt is too large It’s a green t-
shirt.
and this orange skirt is too orange.
It’s a gold ___.
Anna: Can you put on a gold belt? It’s a gold dress.
Teach Key Words
Use the Activity Sheet to teach clothing and color words.
Put students into pairs. Students use the first page of the activity
sheet to learn and practice the clothing words and colors. If you cannot
print the sheet in color, point to those colors on your clothing, on students’ clothing or
on something inside or outside the classroom.
Review answers for the sheet with the class. Collect the sheets for use later in the week.
Now write on the board: I am wearing (name two pieces of clothing with their colors). Ask
several students to tell the class what they are wearing. If students wear a uniform, they
can describe it by using sizes, such as “I am wearing a medium shirt and a small jacket.”
For the remaining words, play the vocabulary part of the Speaking Practice video. Have
students repeat each word during pauses or say them and have students repeat. Make
sure students understand the word meanings.

Say, “In this video, Anna does not know what to wear to the theater. She looks in a
magazine to get help and gets a surprise.”
Play the main video. Tell students to respond when there are pauses in the video.
Day 2
How about jeans and a t-shirt? I don’t like this outfit.
Speak: Speak:
___ ___ jeans and a t-shirt? (How about)
I ___ ___ this outfit. (don’t like)
Let’s try a green t-shirt and a skirt. These clothes look great on you!
Speak: Speak:
Let’s ___a ___ shirt and a skirt. (try, green) These ______ ______ great on you! (clothes
look)
Ask students, “Do you think Anna likes the new outfit from Genie?
Why?” Give students time to answer. Ask them to explain their answers. For
example, “I think she likes it. She says, ‘These clothes look and feel great!’”
Speaking Practice
After the key words, the video teaches two ways to make a suggestion. Say, “Making a
suggestion means offering an idea or a plan for someone
to think about.”

Making a Suggestion 2. Listen:

1. There are different ways to How about a sandwich?
offer something in English. In the Speak:
video, you hear two ways: How about a ______? (sandwich)
“How about…?” and “Let’s try…”
Listen to Anna asking Genie about Listen to Genie offer to give
her clothes: Anna another set of clothes:
Anna: How about jeans and a t-shirt? Genie: Let’s try a green shirt and a skirt.
She is asking if Genie thinks her clothes
are good to wear to the theater. Now you try it. Offer an
activity to a friend.
Listen:
Now you try it.
Let’s try walking to the park.
Ask a friend about eating something with Speak:
you. Let’s try ______________. (walking to the
park)
Say: “Now, let’s practice making suggestions some more.” Give students
the first page of the Activity Sheet (kept from Day 1).
Also, give students copies of the second page (it shows a man’s body and a woman’s
body).
If you have colored markers or pencils, give a few colors to each pair of students. If they
do not have colored pencils, they can write the color next to the clothes. Tell students
they will work with a partner to make suggestions about clothes and then draw clothes
on the body/ bodies.
Write on the board:
How about…? Let’s try…
Ask students to use the phrases to make suggestions. Say: “For example, ‘How about
purple shoes?’ or ‘Let’s try purple shoes.’”
Walk around the room to make sure students are using the language correctly. Tell
students they can share their drawings with the class.
There are many ways to do this. For example, each pair can stand in front of the class and
talk about their drawings. Or you can do a gallery walk. See below for instructions. (Do
the gallery walk on Day 3, if needed.)
Day 3

Gallery Walk
Ask students to put their drawings on a classroom wall. Next, ask the class to walk
around and look at the drawings. Then, as a group, ask them to stand facing the
drawings.
Ask a student to point to any drawing and say what the man or woman is wearing. For
example, “He is wearing a blue hat and a yellow shirt.” Ask several more students to do
this.
Learning Strategy
Tell students that they are going to learn about personalizing. Say, “Personalizing
means thinking about your own life and using this as a way to learn.” Ask students:
“What do you like? What do you not like?”
Use the clothing you brought to class, or ask several students to give you a jacket,
sweater or vest. Ask one student to come to the front of the class. Give him/her a jacket
that is too large. Demonstrate the following conversation:
Teacher: How about this jacket? (Give student a small-sized jacket to try on.)
Please put on this jacket.
Student: This jacket is too small. / I don’t like it.
Teacher: Okay, take off that jacket. Let’s try this
jacket.

(Give student correct-sized jacket)

Student: This jacket feels great. / I like it.
Teacher: (The blue/That jacket) looks great on you!
Thank the student and let them return to their seat. Make sure students understand the
verbs “put on” and “take off.” Show it again with a piece of
clothing on yourself if needed.
If students do not have clothes they can use, give them magazines with photos of
clothing items. They can cut pictures out of the magazine if needed.
Then tell students to give a clothing photo to their partner.
Tell the students to work in pairs.
Say, “Practice the conversation you just saw by giving a clothing item (or photo) to your
partner.”
Walk among students to listen to the conversations and suggest language as needed,
such as “too large/too casual/too formal for me.”
Remind students to think about themselves (or personalize). Ask: “Do you like the
(clothing item)? Does it fit well?”
Day 4
Listening Quiz

1. Anna says, Awesome! How about jeans and a t-shirt?” Genie says, “No! Jeans
and a t-shirt are too casual.”
2. Anna says, “Wow! Genie, this dress is beautiful. But it’s not the right size. It’s too
small.”
3. Genie says, “Take off the green dress. Let’s try a green shirt and
a skirt.”
4. Anna says, “These clothes are formal: a suit jacket, a dress shirt and a tie! They
look great!”

Writing
Give the writing assignment as an in-class activity or homework.
Write the topic on the board:
What do you like to wear when you go to a special event, such as a birthday party, a
wedding, a sports game or something else? What do your family members or friends
wear?
Students write one paragraph on the topic. If an in-class activity, after students have written
their paragraphs, put them into small groups to share what they wrote about.
At the end, ask a few volunteers to share with the whole class.

Resources
Conversation
Anna: Hi, there! In Washington, D.C. people do many things in the evening. They
go listen to music. They eat at a restaurant. They go to the theater.
Anna: Tonight I am going to the theater with my friends. But I don’t know what
clothes to wear. Maybe this magazine can help.
Anna: Her clothes are beautiful! I really want a friend like her to help me.
Anna: Who are you?
Genie: I am Genie! You want help. I
am here to help you find the
right clothes!
Anna: Awesome! How about jeans and a t-shirt?
Genie: No! Jeans and a t-shirt are too casual. How about something more formal?
Anna: Sure! Wow! Genie, this dress is beautiful. But it’s not the right size. It’s too
small. Genie: Yes, it is too small. But green looks great on you.
Anna: Thanks.
Genie: Take off the green dress. Let’s try a
green shirt and a skirt.
Anna: Oh, Genie! This green shirt is too large and this orange skirt is too orange.
Genie: Yes, the right size for you is medium. Let’s try again.
Anna: Oh, I don’t like this outfit.
Genie: No. That does not match.
Anna: Nothing. These clothes are formal: a suit jacket, a dress shirt and a tie! They
look great!
Genie: Those clothes look great … for a man! Something is wrong.
Anna: Let me see.
Anna: There. Now try.
Genie: Oh. Thanks! Now these clothes look great on you!
Anna: They do! Um, Genie, can you put on a gold belt?
Genie: Sure!
Genie: That looks great.
Anna: Can you put on a jacket?
Genie: Why not?
Anna: I love the jacket! How about a hat?
Genie: Why not?
Genie: Mm, take off the hat. That’s better.
Anna: Genie, these clothes look and feel great! Let’s go to the theater!
Genie: Sorry, Anna. I have to help other friends. Go to the magazine if you want
me to help again.
Anna: Thanks, Genie. Sure thing. Goodbye!

Genie: Goodbye!
Anna: There are many places in DC to go for a great evening out! And it’s nice to
have a friend to help me look my best. Until next time! Bye!

Key Words
casual - adj. designed for or permitting ordinary dress, behavior or something else
clothes - n. the things that people wear to cover their bodies and that are usually
made from cloth formal - adj. requiring or using serious and proper clothes and
manners large - adj. great in size or amount
magazine - n. a type of thin book with a paper cover that contains stories, essays,
pictures, etc.
man - n. an adult male human being match – v. to be suited to (someone or
something); to go well with (someone or something) medium - n. something that is
sold in a medium size; something that is the middle size when compared with things
that are larger and smaller music - n. sounds that are sung by voices or played on
musical instruments nothing - pron. not anything; not a thing outfit - n. a set of
clothes that are worn together put on - phrasal verb to dress yourself in (clothing)
restaurant - n. a place where you can buy and eat a meal size - n. one of a series of
standard measurements in which clothing, shoes, etc., are made take off - phrasal
verb to remove (something) theater - n. a building where plays, shows, etc., are
performed on a stage too - adv. usually used at the end of a sentence or clause; in
addition; also
wear – v. to use or have (something) as clothing; to have (a shirt, pants, etc.) over part
of your body

Quiz - Level 1, Lesson 14 - How About This?

1. Which clothes are too casual? 3. What does Genie want Anna to try?
a. A hat and skirt are too casual. a. Genie wants Anna to try a green shirt and
b. Jeans and a mini-skirt are too casual. a skirt.
c. A t-shirt and jeans are too casual. b. Genie wants Anna to try and green dress
and a shirt.
c. Genie wants Anna to try a green hat and
a red dress.
2. What does Anna say about the dress? 4. What does Anna put on?
a. Anna says that the dress is not beautiful. a. Anna puts on a jacket and a t-shirt.
b. Anna says that the dress is too small. b. Anna puts on a skirt and a t-shirt.
c. Anna says that the dress is the right size. c. Anna puts on a tie and a dress shirt.
d. Anna puts on shorts and a shirt.



Describing differences and similarities Thesaurus and dictionary

Watching people One clear photo of a famous person of your
choice
Find Out Grammar : Descriptive adjectives; tag

questions
Pronunciation: Rising and falling intonation in

tag questions
Speaking: Non-verbal expressions of

happiness
Da y 1
Say to students, “Today we will learn to describe people. What do I look like?”
Point to your hair and give an example: “My hair is… (curly, straight, black, blond, dark, light
or something else).”
Say “And am I tall or short? I am….(tall or short).”
Ask students, “Where or when do you need to describe a person?” Some answers may
include, talking about a friend, looking for someone, or writing to a friend.
Continue, “There are many times when we need to describe people. Let’s find out how to do
that today. We will learn how to look for new words to describe a person.”

Teach Key Words
After the key words, the Speaking Practice video teaches how to show happiness
without words. The word students will learn is “Ahh.”

1. Showing Happiness Without Words: 2. Ms. Weaver: Let’s sit!
Anna: Sure!
In English, speakers make sounds that Ms. Weaver: It’s a beautiful day, isn’t it?
express feelings or ideas. Anna: Until next time. Ahh.
In the video, you hear Ashley and Anna Now, you try it:
make sounds that show they are happy:
English is easy now. Ahh.
Ashley: Yes, it is. Ahh. Ooh, we have to
return to work! (students repeat)
Day 2
Learning Strategy
Ask students, “What do you do when you don’t know a word in English?” Possible
answers may include, “I ask my classmate,” “I ask my (family
member),” “I ask the teacher” or “I find the word in a
dictionary.”
Explain to students, “It’s good to learn how to find out more

about English for yourself. The strategy Find Out means
to ask for or find information to help you use and learn
English. When we are describing the people today, we will use the Find Out
strategy to help us learn new words. Let’s try it.”
Ask students to make groups of four. Hand out copies of the Activity Sheet. Give a
thesaurus to one person in each group. Give a bilingual dictionary to another person in
each group. Make sure every student has paper and a writing tool to take notes. Tell

students, “Look at the Activity Sheet. Match the words with the images
of the people. When you finish, check your answers with a classmate.

Say, “Let’s imagine we are watching people today!” Hand out the image you have printed or
cut from a magazine. Tell students, “To describe these people, I want you to use words that
are NOT on the Activity Sheet.”
Show students how to describe someone by using this picture of famous singer Beyoncé:
Say, “Beyoncé has long, wavy hair, painted eyes and shiny clothes.”
Say, “Now, you try it. Find four or five new words (not on the Activity Sheet) that you can use
to describe the person in the picture. Use your thesaurus or dictionary to help.” Here are two
online resources:
Thesaurus Dictionary:https://www.thesaurus.com
Learners’ Dictionary:http://learnersdictionary.com
Tell students that the video will show Anna sitting in a park with friends. Play the main video
or ask a few students to read the conversation.
The weather Is beautiful, isn’t it? What does she look like?
Now, you try it: Now, you try it:
The weather Is beautiful, ____? (isn’t it)
What does she ___ ___? (look like)
Yes, it is. She is short. She has straight hair.
Now, you try it: Now, you try it:
Yes, ___ ____. (it is)
She is ___. She has ___ hair. (short, straight)

D ay 3
Tag Question Practice
The Pronunciation Practice video teaches about tag questions. Before playing it, explain
that tag questions are the short questions we add to the end of a sentence. Tag questions
are often used for checking information that we think is true.
Pronunciation Practice Script – Lesson 15
1. English speakers sometimes add a short 2. The other way to say a tag question is
question to the end of a statement. These to keep the voice level or go down. This
are called “tag” questions. happens when the speaker Is sure of what
she is saying.
After positive statements, we use a negative
tag: Ms. Weaver: It’s a beautiful day, isn’t it?
Anna: Ashley, today the weather Is beautiful,
isn’t it? Now, you try it:
After negative statements, we use a positive You are studying English, aren’t you?
tag: You are studying English, ___ ___? (aren’t
It’s not raining, is it? you?)
(Rising intonation)
Answer a tag question with a short “yes” or
English speakers have two ways to say tag “no” answer:
questions.
Ashley: Yes, it is.
One way is to make your voice go up. This
happens when the speaker is asking a ques- Listen:
tion and wants the other person to answer. You are studying English, aren’t you?
Notice how Anna’s voice goes up when she Speak:

says the tag question: Yes, ___ ___. (I am)
Anna: Ashley, today the weather is beautiful,

isn’t it? (rising intonation)
Say, “Now we will practice tag questions some more.”
Write this example on the board:

You are studying English, aren’t you?Lesson 15 175
Tell students that, in the tag question, you take the first part of the statement (“You are”)
and put it at the end, then you change the position (“are you”). If the statement is positive,
change the tag to negative (“aren’t you?”).
Put students into groups of four.
Write these examples on the board:
You aren’t from (city name), ___?
You like (food name) a lot, ____?”
We are studying English, ____?
The weather is (bad or good) today, ___?
“The baby is very pretty, _____he/she?
Tell students to work together to come up with the answers. Ask one student from each
group to write the answers on the board. Check answers together as a class.
If there is time, ask each group to make one tag question and then ask one volunteer from
each group to read it aloud.
D ay 4
Quiz
This quiz does not have audio prompts. You can play the main video again so students can
remember the conversation. Or, ask a few students to read the conversation aloud.
Give each student a paper copy of the quiz and ask them to choose the correct answer.
For teacher reference, here are the answers:

1. Anna says, “Ashley, today the weather is beautiful, isn’t it?”
2. Ms. Weaver does not have dark, curly hair. She has straight, light hair.
3. Keyana says, “It is. For example, Anna, you are tall. But Ashley and I are short.”
4. Anna says, “Ashley, you have straight hair. Keyana and I have curly hair.”

Writing
Discuss the vocabulary that may be used for the topic, such as:
blue, brown, curly, dark,
light, glasses, hair, long, short, skin, straight,
and tall.
Ask students to choose a classmate to describe but don’t tell anyone whom they chose.
What does your classmate look like?
Tell students, “Write a few sentences. Be sure to use three or four descriptive words.”
Afterward, ask students to exchange papers with another student and guess which
classmate they described.

Resources
Conversation
Anna: Hello! People from all over the world come to Washington, D.C. When
I’m at work, I love eating lunch outside. I like to watch people walking by.
They all look very different. Today, my friend Ashley is eating
lunch with me.
Anna: Ashley, today the weather is beautiful, isn’t it?
Ashley: Yes, it is. Ahh. Ooh, we have to return to work!
Anna: No, we have time! Let’s people-watch a little more.
Ashley: Okay.
Anna: Oh, I know her. She works
in my office! Keyana, hi! Come and join
us!
Keyana: Hi Anna, how are you?
Anna: I’m doing great! Keyana, this is my friend Ashley.
Keyana: Hi, Ashley!
Anna: We need to return to work. But the weather is beautiful and people-
watching is fun!
Keyana: I love people-watching too!
Anna: Well, have a seat! It is
fun to see how people are different
or the same.
Keyana: It is. For example, Anna, you are tall. But Ashley and I are short.
Anna: And Keyana, you and Ashley have brown eyes; I have blue eyes.
Keyana: You two have light skin and I have dark skin.
Anna: Ashley, you have straight hair. Keyana and I have curly hair.
Ashley: You have very curly hair, Anna.
Keyana: I need to return to work. See you, Anna! Nice to meet you Ashley!
Ashley: Bye, Keyana!
Ashley: Anna, I have to go, too. Are you returning to work?
Anna: I still have time. And this sun feels so good!
Ashley: Um, Anna, what does your boss look like?
Anna: She is short. She has straight, light hair.
Ashley: Does she wear glasses?
Anna: Yes. Yes, she does.
Ashley: Is she wearing a blue sweater today?
Anna: How do you know that?
Ashley: She’s coming this way.
Anna: Oh no! Hide me!
Ashley: Um, bye, Anna. Call me later.
Anna: Bye, Ashley! Talk to you later!

Caty: Anna? Is that you?
Anna: Ms. Weaver! Hi!
Caty: What are you doing behind that bench?
Anna: I am looking for my, my … stick. Here it is.

Anna: I am people-watching. Oh! But it’s time to return to work!

Caty: No need to hurry. I love people-watching too! Let’s sit!
Anna: Sure! Ahh.
Caty: It’s a beautiful day, isn’t it?
Anna: Yes. Yes, it is, Ms. Weaver.
Anna: People-watching in D.C. is fun. It makes me forget the time!
Anna: Until next time! Ahh.

Key Words
bench - n. a long and usually hard seat for two or more people
blue - adj. having the color of the clear sky
brown - adj. having a color like coffee or chocolate
curly - adj. formed into a round shape
dark - adj. of a person’s hair, eyes, skin, etc.: black or brown in color
eyes - n. the part of the body that you see with
forget - n. to be unable to think of or remember (something)
glasses - n. a pair of glass or plastic lenses set into a frame and worn over the eyes to help
a person see
hair - n. a thin threadlike growth from the skin of a person or animal
hide - v. to put (something) in a place where it cannot be seen or found
join - v. to come together with (something or someone)
light - adj. not dark or deep in color; pale
like - prep. similar to
look like - to have an appearance that is very similar to (someone or something)
people-watch - v. to spend time idly observing people in a public place.
seat - n. something (such as a chair) that you sit on; a place for sitting
have a seat - a polite invitation to sit down.
short - adj. having little height; not tall
skin - n. the natural outer layer of tissue that covers the body of a person or animal
stick - n. a cut or broken branch or twig
straight - adj. not having curves, bends, or angles
tall - adj. greater in height than the average person



Countries and nationalities Handout with flags and names of countries

Tourism activities

Monitor
Grammar : Nationality and language names
used as nouns and adjectives
Pronunciation: Saying ‘a couple of’ quickly
Speaking: Talking about countries, languages
and nationalities
D ay 1

Say, “Today we will learn about countries and languages.”
Ask students, “Do you like to travel?” Say, “What do you like to do when you travel?”
(Students in some situations may not have been able to travel. For these students, ask them
if they would like to travel in the future and what they would like to do in those places.)
Write their answers on the board. Possible answers may include: see the local culture, talk to
new people, try new foods, visit museums, see memorials and monuments and go to parks.
Say, “When you travel, do people ask you about your home country? What do you say about
your nationality, or where you are from?” As students answer, write the names of countries
and nationalities they talk about on the board.
Continue, “When we travel, we often talk about countries, nationalities and languages. Let’s
learn how to do that in English today. We will also learn how to use the strategy Monitor
when we talk about these things.”
Teach Key Words

Ask students to listen to the Speaking Practice video and say the new words for this
After the key words, the video teaches how to talk about where you are from.
1. There are two ways to answer the ques- 2. Listen to Mehrnoush answer Anna’s
tion, “Where are you from?” question:
One is to say, “I am from___ (student’s Anna: What is your name and where are you
country).” from?
Mehrnoush: My name is Mehrnoush. I’m
The other is to say your nationality: “I’m___ from Iran. I’m Iranian.
(student’s nationality).” Now, you try it.
What is your name and where are you from?
My name is _____ (student’s name) and I’m
from____ (student’s country).
I’m____ (student’s nationality).
Tell students the video will show Anna talking to tourists in Washington, D.C. She learns
where they are from and the languages they speak.
What country are you from? What languages do you speak?
Speak: Speak:
What country ___ ___ from? (are you) What _____ __ you speak? (languages do
you)
2. Listen 4. Listen:
I’m from Bangladesh I speak Chinese and English.
Speak:
Speak:
Lesson 16 185
I’m from ____. (Bangladesh or use name of I speak ____ and ____. (Chinese, English)
student’s country)
Da y 2
Activity 1
Tell students, “Now, we are going to practice this some more.” There are two Activity
Sheets for this lesson. Give students copies of the one with the map at the top.
Tell students, “Look at the Activity Sheet. Work with a partner to fill in the names of the
countries in the spaces on the sheet.”
Say, “Then walk around and ask three classmates where they are from (or where they
would like to visit, if all are from the same country). Then ask what they like about the
country. Remember the polite way that Anna begins. ‘Excuse me, do you have time for an
interview?’ or, ‘Excuse me, do you have time for a couple of questions?’”
Ask several students to share one thing they learned about their three classmates.
Learning Strategy
Tell students that they will learn how to listen closely to other people.
Give an example. Ask, “What happens when Anna asks a question?” Give students time
to answer. Possible answers may include: people stop to talk with her and the person
answers the question.
Tell students that often Anna asks a second question. “She has to listen to the answer to
her first question before she asks the next question. What do you think happens in her
mind?” Encourage students to think through the process. Draw or show the following
picture on the board:

Point to each step as you explain to students. Say, “This is what happens in your
mind when you ask a question. You watch other people to see if they understand. If
they do, they answer the question. Do you understand their answer? What can you
ask next?” Activity 2
Give students the Activity Sheet with flags and names of countries.
Have students stand in two rows.
Tell students on the left: “You will start the conversation. Remember to monitor what
you are hearing. Do you understand? To make sure, you will write the answer on your
paper.”
Tell students on the right: “Imagine you are from one of these
countries. Use the flags or names on your paper to choose a country.
Remember to monitor what you are saying. Are you speaking clearly? You can check
by looking at your partner’s paper. Did they write down your answer correctly?”
Have pairs of students show how to carry on the conversation:
Student A: Excuse me, do you have time for a couple of questions?

Student B: Yes.
Student A: What is your name and where are you from?

Student B: My name is ____. I am from ____.
Student A: What languages do you speak?

Student B: I speak ____ and ______.
Student A writes answer on sheet.
Remind students to check the answer written on the partner’s paper. Say, “You can
monitor like this anytime you are speaking English or listening to English.”
Have the first student on the left move to the back of the
line. The other students should shift down and continue asking the
questions to the next student. This will give every student a new partner for practice.
After three rounds of such shifts, have the students on the right ask the questions for
three rounds. Students may change the country they imagine they are from.

Da y 3
The Pronunciation Practice video teaches the common pronunciation of the words “a
couple of.”
1. When English speakers use the words 2. Now, you try it. You are buying coffee for
“a couple of” to talk about two things, they a friend. Ask for a couple of coffees at the
often say “of” quickly. It sounds like “a coffee shop.
couple-a.”
Can I have a couple-a coffees?
Listen to Anna Ask a tourist to answer a
“couple of” questions: Can I have a ______coffees? (couple-a )
Anna: Oh! Excuse me. I’m Anna Matteo from

The News. Do you have time for a couple of
questions?
Tell students they are going to practice saying “a couple-a” some more.
Ask them to look around the room for things that there are two or more of. Ask them to
name those things. Possibilities include: books, papers, tables, chairs, boards, teachers,
students, girls, boys, cups, shoes, legs, arms, hands and more.
Ask students to think about things outside the classroom that come in pairs. Possible
answers include: relatives, friends, foods, objects, and games and things such as plants,
animals and clouds.
Ask students to work in pairs to make questions or statements with “a couple of.” There
may be more than two of something, but they can point to the two.
Give them a few examples first. Then write the sentences on the board:
There are a couple of books on the table.

Do you have a couple of (dollars)?

Then, ask several volunteers to share their examples with the class.
D ay 4
Quiz
Writing
Discuss the key words that may be used for the topic in class. Write some of them on the
Write the writing topic on the board. Tell students to write their answers in complete
sentences.
Where are you from?

What languages do you speak?
What do you like to do when you travel?
Or, use the questions below for students who cannot or have not traveled:
Where do you want to travel to?

What do you want to do in that place or those places?
Give students time to write.
If an in-class activity, ask a few students to share their writing with the class.

Resources
Conversation
Anna: Hello! Washington, D.C. has many tourists! People from

different countries come here. Today, my job is to interview
tourists. I have to learn why they come here. This is very exciting! Excuse me. I’m
Anna Matteo from The News. Do you have time for an interview?
Sabrina: Sure, I have time.
Anna: What is your name?
Sabrina: My name is Sabrina.
Anna: What country are you from?
Sabrina: I’m from Bangladesh.
Anna: So, you are Bangladeshi.
Sabrina: That’s right! My nationality is Bangladeshi.
Anna: Do you like Washington, D.C.?
Sabrina: Yes! The city is very beautiful!
Anna: What do you like to do in Washington D.C.?
Sabrina: I like history. So, I like walking around and looking at all the monuments and
memorials. They make history come alive!
Anna: Washington has many monuments and memorials. The Washington
Monument is behind us! Which is your favorite?
Sabrina: I really like Lincoln Memorial. It is very beautiful. And it feels like Abraham
Lincoln is still alive.
Anna: Awesome. Thank you for your time, Sabrina!
Sabrina: You’re welcome.
Anna: Let’s find another tourist.
Anna: Oh! Excuse me. I am Anna Matteo from The News. Do you have time for a
couple of questions?
Louis: Sure!
Anna: Are you from Washington, D.C.?
Louis: No, I’m not.
Anna: What is your name and where are you from?
Louis: My name is Louis. And I’m from China.
Anna: What languages do you speak?
Louis: I speak Chinese and English.
Anna: What do you like about Washington DC?
Louis: I like the museums. I really like the art museums.
Anna: Many of the museums are free.
Louis: I like that too!
Anna: Awesome! Thanks for your time, Louis.

Louis: You’re very welcome. Bye!

Anna: let’s find another tourist!
Anna: Now
Hello! I am Anna Matteo from The News. Do you have time to answer a
couple of questions?
Mehrnoush: Sure!
Anna: What is your name and where’re you from?
Mehrnoush: My name is Mehrnoush. I am from Iran. I’m Iranian.
Anna: What language do they speak in Iran? Is it Persian?
Mehrnoush: They speak Farsi.
Anna: What do you like to do in Washington DC?
Mehrnoush: Well, I like learning about government and politics.
Anna: Washington has many politicians!
Mehrnoush: It does! I want to see the U.S. Capitol.
Anna: Look, you are very near.
Mehrnoush: I am!
Anna: Have fun!
Mehrnoush: Thanks!
Anna: There you have it. Tourists from all over the world come to Washington,
They all like doing and seeing different things in the city. This is
D.CMatteo reporting for The News. Until next time!
Anna
Anna: Is that okay? Awesome! Now, I want to do my favorite thing in the city …
ride the carousel!

Key Words
Abraham Lincoln – n. the 16th President of the United States
alive – adj. living; not dead
art – n. something that is created with imagination and skill and that is beautiful or that
expresses important ideas or feelings
carousel – n. a machine or device with a moving belt or part that carries things around
in a circle country – n. an area of land that is controlled by its own government couple
– n. two (things) or a few (things) favorite – n. a person or a thing that is liked more
than others free – adj. not costing any money
government – n. the group of people who control and make decisions for a country,
state, etc.
history – n. the study of past events
memorial – n. something (such as a monument or ceremony) that honors a person who

has died or serves as a reminder of an event in which many people died monument – n.
a building, statue, etc., that honors a person or event
museum – n. a building in which interesting and valuable things (such as paintings and
sculptures or scientific or historical objects) are collected and
shown to the public nationality – n. the fact or status of being a member or
citizen of a particular nation
question – n. a sentence, phrase, or word that asks for information or is used to test
someone’s knowledge
politics – n. activities that relate to influencing the actions and
policies of a government or getting and keeping power in a
government ride – v. to sit on and control the movements of (a horse, motorcycle,
bicycle, etc.) tourist – n. a person who travels to a place for pleasure
U.S. Capitol – n. the building in which the U.S. Congress meets in Washington, D.C.

Countries / Nationalities / Languages
Bangladesh – n. a country in Asia
Bangladeshi – n. a native or inhabitant of Bangladesh. adj. of, relating to, or characteristic

of Bangladesh or its people.
China - n. People’s Republic of, a country in East Asia.
Chinese - n. the standard language of China, based on the speech of Beijing; Mandarin; a
native or descendant of a native of China
Chinese - adj. of or relating to China, its inhabitants, or one of their languages
Iran - n. a republic in the Middle East.
Iranian - adj. of or relating to Iran, its inhabitants, or their language; of or relating to the
Iranian languages.
Iranian - n. a subbranch of the Indo-European family of languages, an inhabitant of Iran;

Persian.
Farsi - n. the modern language spoken in Iran and western Afghanistan, written in the
Arabic alphabet; modern Persian.
Persian – adj. of or relating to ancient and recent Persia (now Iran), its people, or their
language.
Persian – n. a member of the native peoples of Iran; the principal language of Iran and
western Afghanistan, in its historical and modern forms.




Talking about schedules and leisure time Student names on pieces of paper
activities Two-page class schedule sheet
Evaluate Grammar : Simple Future tense with ‘will’ and

‘going to’
Pronunciation: Shortened forms of future
verbs and invitations
Speaking: Future verb forms
D ay 1
Tell students, “Today, we will talk about schedules and doing activities with friends.”
Ask students, “What are some things you like to do with your friends?” Write their answers
on the board.
Ask, “Is it easy or difficult to find time to be with your friends? Why?” Tell students to share
their answers with their neighbor.
Tell students, “In this lesson, Anna wants to see a movie with a friend. But they are both very
busy. Will they find a time to get together? We will find out, but first let’s learn some new
words.”

Teach Key Words

Ask students to listen to the Speaking Practice video and say the new words for this
After the key words, the Speaking Practice video teaches two ways of saying what will
happen in the future.
English has two ways to show something is 2. The second form of the simple future is BE
happening at a future time. + going to.
1. To form the simple future, use “will” and Use “be going to” when you already have a
then the simple form of the verb. Listen to plan to do something.
Anna talking about her schedule:
Marsha tells about her plan:
Anna: This Wednesday night, I will be busy.
Marsha: I’m going to jog in the park with my
In everyday conversation, “will” often gets friend.
shortened, which can be difficult for English
learners to hear: Now, you try it.
Marsha: I’ll do my errands on Sunday. What are you going to do this weekend?
You can use “will” to express a desire to do I’m going to ______ _________. (student
something. choice)
Tell students the video will show Anna and her friend Marsha trying to make plans to see a
movie.
Play the main video. Tell students to respond when there are pauses in the video.
Are you busy this Thursday? Do you jog?
Speak: Speak:
Are ___ ___ this Thursday? (you busy) ___ ___ jog? (Do you)
Yes, I am going to tap dance Thursday I will try it.
night.
Speak:
Speak: I ___ try it. (will)
Yes, I ___ ___ to tap dance Thursday night.
(am going)
Talking About the Future
Tell students, “Now, we are going to practice ‘will’ and ‘be going to’ some more.”
Ask two students to come to the front of the class. Ask one student about the class after
this one. “What class do you have at [2:00]?” Tell the student to answer with “will,” as in
“I will have Math class.”
Turn to the other student and say: “Now ask [the other student] about after school. Use
“going to.” The student should ask, “What are you going to do after school today?”
Thank the two students and ask them to sit down.
Write on the board:

FUTURE FORMS
Use WILL to say what you want to do.
Use BE GOING TO to say what you plan to do.
Tell the class, “Find a partner. Move your chairs so they are back-to-back.” If your
classroom’s chairs do not move, tell students to stand in two lines, so that they are back-
to-back and looking away from each other.
Separate the Class Schedule Activity Sheets. Give the “A” schedule to one partner, and
the “B” schedule to the other partner.
Say, “Here is a student schedule. Your partner will have a

different schedule. Do not show your partner your schedule. Ask
questions like the ones you see on the sheet. Listen carefully to your partner’s answers.
Write what you hear.”
When all students have completed the activity, ask them to return to their seats. Ask the
students to check their Class Schedule sheets, comparing with those of their partners.
Da y 2
Learning Strategy
Tell students, “In today’s lesson, you will think about how well you are learning,
remembering and practicing English.”
Say, “We think after doing many things. For example, in the video for this lesson, Anna and
Marsha talk about jogging. Anna thinks about her plan to jog and says, ‘I will try because it
is good for you.’ Then, Marsha thinks about her feelings after jogging. ‘I always feel great
after I jog.’ Taking time to stop and think can help you learn English.”
Say, “In this lesson, we practice stopping and thinking about our learning.”
Give each student a copy of the days-of-week Activity Sheet. Tell them to work on Part 1.
Tell them to check the boxes and write the activities on their calendar. Then ask students
to complete Part 2.
After the activity, say, “Now is your chance to think about your learning. How well did you
do in the activity? What can you do better the next time? Did you say the days of the week
clearly so your partner could understand?” Take several responses from students.
D ay 3
The Pronunciation Practice video teaches how to pronounce shortened future forms. On
the next page, you will find the script for the video.
1. Gonna 2. Wanna
In casual conversation, most Americans
will change “going to” to “gonna.” Many Americans also change “want to”
to “wanna.” Listen to Marsha asking
Listen to Anna say, “Okay, but the new Anna about seeing a movie:
Star
Wars movie’s gonna start in 30 minutes.” Marsha: Busy as usual. Hey, do you wanna
see a movie with me?
We’ll
Now, you try it. Use “wanna” in a sentence.
When English speakers say, “we will,” they
often shorten it to “we’ll.” Listen to Anna
I ______ learn English!
say, “Marsha, it looks like we’ll never have
time to see a movie.”
I wanna learn English!
Tell students they are going to practice “wanna” some more. Ask them to think about
two or three things they want to do in the future.
Write an example on the board. Underline the words “want to” in

the first sentence and “wanna” in the second sentence.
I want to learn how to drive a motor

bike. I wanna learn how to ride a motor
bike.
Remind students that “want to” changes to “wanna” in fast speech. (Note that standard
English only uses “wanna” with these words: I, you, we and they.)
Put students into groups using this method:

Put pieces of paper with students’ names on them in a hat or bowl. Pick three or four
names from the hat to select the first group. Do the same for
the rest of the groups.
Have the students share with their group the two or three things they want to do in the
future.
Then have several students share their future wants with the class.
Day 4
Quiz
This quiz does not have audio prompts. You can play the main video again so students
can remember the conversation. Or, ask a few students to read the conversation aloud.
1. How are you?

2. Are you busy this Thursday?
3. Anna teaches the children to play ukulele.

4. They sometimes play board games.
Writing
Discuss the key words that may be used for the topic. Write some of them on the board
for students to use in their written work. Write the writing topic on the board.
What are three things you plan to do this week?”
Say, “Think about this for a minute and write it down. Use the future verb form ‘be
going to.’” Make sure students understand the structure: be + going to + verb. Write a
few examples on the board:
I am going to teach English every day.

I am going to call my parents on Friday.
I am going to visit the market on Saturday.
Give students time to write three sentences. Then, ask them to stand up with their
papers. Tell students they can walk around the class and share their plans with
classmates. Ask several students to share what they learned about other students.
Students do not have to remember the day of the week.
(Examples: Ahmed is going to see his cousins; Saba is going to visit the library.)
Remind students that English speakers say the words “going to” as “gonna” in fast
speech. But they are not required to do it for this activity.
Resources
Conversation
Anna: This city is very interesting, I really like my job, and I have some good friends!
Speaking of friends … I see one now! Marsha! Hi!
Marsha: Hi, Anna. What’s going on?
Anna: Not much. How about you?
Marsha: Busy as usual. Hey, do you wanna see a movie with me?
Anna: Sure! I never have time to see a movie. When?
Marsha: Are you busy this Thursday at 6pm?
Anna: Let’s see …. I’m busy. I am going to tap dance with my friends Thursday night.
Marsha: Tap dancing? That sounds fun!
Anna: I’m still learning. But it is fun!
Anna: Are you busy on Friday night?
Marsha: Yes. Friday nights are when I visit my parents.
Anna: What do you and your family do together?
Marsha: We always eat dinner together and sometimes we play board games.
Anna: Playing board games is fun, too! The word game Scrabble is my favorite.
Marsha: I like Connect Four!
Anna: I’m not busy Monday night. Are you?
Marsha: I am busy on Monday night. I’m going to jog in the park with my friend. Do you
jog?
Anna: Oh! I always jog. Well, sometimes I jog. Okay, I never jog. But I will try
because it is good for you.
Marsha: I always feel great after I jog.
Marsha: How about on Wednesday night?
Anna: Wednesday night I am not busy. Oh, no, wait. This Wednesday night I will
be busy.
Marsha: What are you doing?
Anna: I’m going to teach children how to play the ukulele.
Anna: Now, children, play “C.” Good. I like your “C.”
Marsha: The world does need more ukulele players.
Anna: Marsha, it looks like we’ll never have time to see a movie.
Anna: Wait a minute. Are you busy now?
Marsha: It’s Saturday afternoon. This is always when I do my errands.
Anna: Okay, but the new Star Wars movie is gonna start in 30 minutes.
Marsha: I’ll do my errands on Sunday. Let’s go!
Anna: Most days of the week, people are really busy.
But it’s important to find time to be with your
friends!
* Connect Four is a two-player connection game using colored discs.
Lesson 17
Let’s Learn English 177

Key Words
always - adv. at all times; on every occasion; in a way that does not change
board games - a game (such as chess) that is played by moving pieces on a special
board
important - adj. having serious meaning or worth

jog - v. to run slowly especially for exercise
movie - n. a recording of moving images that tells a story and that people watch
on a screen or television night - n. the time of darkness between one day and the
next play - v. to do activities for fun or enjoyment
Scrabble - trademark. a board game in which players use lettered tiles to create words
in a crossword fashion.
sing - v. to use your voice to make musical sounds in the form of a song or tune
sometimes - adv. at certain times; occasionally
Star Wars - n. an epic film series chronicling the rise, fall, and
redemption of Anakin
Skywalker start - v. to do the first part of
something : to begin doing something
tap dance - n. a kind of dance in which you wear special shoes with metal plates on
the heels and toes and make tapping sounds with your feet teaching - v. to cause or
help (someone) to learn about a subject by giving lessons ukulele - n. a musical
instrument that is like a small guitar with four strings
week - n. a period of seven days - in the U.S., a week is usually considered to start on
Sunday and end on Saturday, while in the U.K. a week is usually considered to start
on Monday and end on Sunday.
will - modal verb. used to say that something is expected to happen in the future
Days of the Week:
In the U.S., the week starts on Sunday and ends on Saturday.

Sunday / Monday / Tuesday / Wednesday / Thursday / Friday / Saturday
Quiz - Level 1, Lesson 17 - Are You Free on Friday?
Circle the letter of the correct answer.
1. Marsha asks Anna, “What’s going 3. What does Anna do with children on
on?” What is another way to ask this Wednesday night?
question?
a. Anna teaches the children to
a. What do you do? play ukulele.
b. How are you? b. The children teach Anna about
c. Where are you going? ukulele.
d. Please say it again. c. She studies ukulele.
d. She plays ukulele for money.
2. What question is Anna answering 4. What does Marsha sometimes do

in the photo? (Her answer is, “I’m with her parents on Friday nights?
busy.”)
a. They sometimes make dinner.
a. What time are you free? b. Marsha and her parents always go to
b. What game do you like? a movie.
c. What do you do on Friday? c. They sometimes play board games.
d. Are you busy this Thursday? d. Marsha and her parents always play
ukulele music.

Reacting to information Cards or paper strips with verbs

Facts or feelings Pictures of foods that are familiar to
students or the food images from this
lesson
Ordinal number cards
Grouping Grammar : Describing frequency of actions;

object pronouns; ordinal numbers
Speaking: Using the phrase ‘get it’
Pronunciation: Object pronouns with /h/

sound deleted (‘em; ‘im); two ways to
pronounce -s at the end of words
Da y 1

Ask students, “Do you ever sort things -- like your pens and pencils, or foods in your kitchen?”
Give students a chance to think of some examples. Some answers may include: cards,
books, clothes or mail for a family.
Use the images in the Resources section. Walk around and show the images to all of the
students.
Ask, “How many ways can we put these things into groups?” Listen for their answers and
write them on the board. Examples may include:
vegetables : carrots, potatoes, peppers round: oranges, apples

fruits: apples, banana, oranges red: peppers, potatoes, some apples
long and thin: bananas, potatoes, carrots orange: oranges, carrots
Say, “In this lesson, we will see Anna’s boss, Caty, talk about something Anna always does.
We also will see Caty sorting, or classifying, things. We’ll learn how to put things into groups,
too. But first, let’s learn some new words.”
Teach Key Words

After the key words, the video teaches a new meaning for the verb “get.” The Speaking
Practice video explains that “get” can mean “to understand.” Here is the script:
1. Verb Phrase: get it 2. Later, Caty says that Anna understands

how to read the news:
We often say we understand by using GET +
an object. Caty: Yes. Yes. That’s right! Now you’ve got
It!
Listen to Anna tell Caty she understands:
Now, you try it. Do you understand the
Caty: This Is the News. Happy and sad are difference between facts and feelings?
feelings. You can’t have them in The News.
Yes, I’ve ___ ___! (got it)
Anna: Okay. I got it.
Da y 2
Tell students that the video will show Anna doing something new at her job. Say, “Let’s find
out what it is!”
Play the main video. Tell students to respond when there are pauses in the video:

Okay, let’s try the first story! Let’s try the third story.
She’s reading the second story.
Speak:
Speak:
Okay, let’s try the ___ story! (first ) Let’s try the ___ story. (third)
She’s reading the ___ story. (second)
Learning Strategy
Tell students that in today’s lesson, they will learn to put things into groups, or classify.
Ask: “What happens when Anna reads the news?” Give them time to answer. Possible
answers include, “Anna shows her feelings” and “Caty gets angry.”
Explain, “Caty wants Anna to understand the difference between facts

and feelings. Notice how she says it.” Write this on the board:
When we read the news we are always reading facts. We never show our feelings.
Point out the structure of the sentence. It is:
Subject – Frequency adverb – Verb.
Give the following examples and underline the frequency adverbs always and
sometimes:
We always speak English in this class.
I sometimes ask students to answer difficult questions.
Say, “You can also group things when you learn English. Grouping helps us to organize
words and patterns so we can remember things more easily. Today we’re going to
practice.”
Practice Grouping
Cut out one set of the word cards from the Resources section and place them on a front
table. Bring two students to the front of the class to show the activity. Write the words
always, sometimes, and never on the board in three columns, like this:
always sometimes never
Ask one student, “What do you always do on weekends? Pick a card.” Let the student
pick a verb card. On the board, make a sentence with the verb and always:
He always sleeps on the weekend.

sleep
Write the word sleep under the adverb always on the board. Encourage the student to
ask their partner, “What do you sometimes do on the weekend?” When the partner
answers, write their sentence on the board, write the word “shop” under the word
“sometimes.”

I sometimes shop on the weekend.

shop
Have the other student ask a question with “never. “Tell students to cut out copies of
the “Actions” images that you can find in the Resources section.
Have them place the cut-out papers with the adverbs always,
sometimes, and never at the top of their desk or table.
Tell students to work in pairs. Tell them, “Take each of the verb cards and place them
under the word that tells how often you do the activity. Say whether you do it always,
sometimes, or never. Ask your partner questions about each activity and answer your
partner’s questions.”
Ask several students to show how they used the verbs and adverbs. Ask one pair to
talk about how their partner spends the weekend differently.
“She always relaxes on the weekend. I always work on the
weekend. I never cook on the weekend. She sometimes cooks.”
Day 3
Activity Sheet
Say, “Today, we are going to practice a kind of numbers called ‘ordinal numbers.’ These
numbers show a position or placement of people or things.”
Tell students, “In this lesson, Caty uses ordinal numbers to tell Anna which story to
read. For example, she says ‘Okay, let’s try the first story!’ First is
an ordinal number.”
On the board, draw two airplanes traveling in the same direction. Be sure one is behind
the other to show which is moving faster. Say, “This airplane is
first. This airplane is second.”
Tell students that ordinal numbers sometimes look and sound like regular numbers. For
example, “eighth” does sound like “eight.”
But sometimes they do not look or sound like regular numbers.

For example, “first” does not sound like “one.”
Give students the ordinal number cards (from the Resources section) and the
crossword puzzle Activity Sheet. Ask them to work in pairs, using the cards to help get

the crossword answers. Students then do the second part of the sheet with their
partners, writing sentences about what the characters do.
Review the crossword answers and sentences as a class. Ask each pair to share one
sentence they have written with the class.

Tell students they will practice the shortened sounds of some English words.
The Pronunciation Practice video teaches how to pronounce shortened future forms. Here
is the script:
1. Shortened “h” and “th” sounds 2. Two sounds for “s” endings
In slow speech, English speakers pronounce When we use a verb with he, she or it, the
the “h” or “th” in words like “him,” her” or “s” at the end of the verb usually sounds like
“them.” this: He walks / She talks / It helps.
In fact speech, we sometimes do not say Sometimes, the “s” at the end of the verb
the first sound. In writing, it looks like this: sounds like /z/.
‘im” ‘er” ‘em.”
When the verb ends with /b/ /d/ /g/ /l/ /m/
Listen to Anna speak carefully about the /n/ /ng/ /r/ or with a vowel sound /a/ /e/ /i/
duckling. The duck’s mother cannot find /o/ /u/, pronounce “s” as /z/.
him.
Listen to Anna tell about the car race:
Anna: It is about a lost duckling. The duck’s
mother cannot find him. Anna: Right, but it is awesome that an
80- year-old grandmother wins a car race.
Then, she speaks quickly about the
duckling. And about the driver:
Anna: It is about a lost duckling. The duck’s
mother cannot find ‘im. But a family gives Anna: In Indiana, a grandmother Is the first
him a home. 80- year-old woman to win the Race Car 500.
She rarely talks to reporters. But when she
Now, you try it. does, she often says, “Nothing can stop me
now!”
English has many words. I’m learning many
of ___. (‘em) Now, you try it:
Anna reads the news.

Caty tells Anna about feelings
Lesson 18 216
D ay 4
Listening Quiz
If not using the video, read the sentences below aloud:

1. Caty says, “Now, Anna, remember. When we read the news, we are always
reading facts. We never show our feelings.”
2. Anna says, “A new book is very popular with children and families. This is it. It is
about a lost duckling.”
3. Caty says, “Anna, when you say the words “duck” and “duckling” you look really
sad.” Anna says, “I do?” Caty says, “Yes. Sad is a feeling.” Anna says, “Sad is not a
fact.”
4. Anna says, “Hello, and welcome to The News. In Indiana, a grandmother is the
first 80- year-old woman to win The Race Car 500. Anna: That is awesome!” Caty
says, “Stop! Stop! Anna, please -- no feelings.”
Writing
Discuss the words that may be used for the topic. Write some of them on the board for
Say, “In this lesson, Anna is nervous because she is reading the news for the first time.
How do you feel when you do something for the first time?”
Then, write the writing topic on the board:
How do you feel when you do something for the first time?
Write a few sentences about it. Use “always” “sometimes” or “never.”

Resources
Conversation
Caty: Now, Anna, remember. When we read the news we are always reading facts. We
never show our feelings.
Anna: Sure thing, Ms. Weaver.
Caty: Great. Are you ready?
Anna: Yes.
Caty: Okay, let’s try the first story!
Anna: Hello, and welcome to The News.
Anna: A new book is very popular with children and families. This is it.
Anna: It is about a lost duckling. The duck’s mother cannot
find him.
Caty: Stop! Anna, when you say the words “duck” and “duckling” you look really sad.
Anna: I do?
Caty: Yes. Sad is a feeling.
Anna: Sad is not a fact. Sorry. Let me try again.
Caty: Okay, she’s trying again! And go.
Anna: Hello, and welcome to The News. A new book is very popular with children and
families. This is it.
Anna: It is about a lost duckling. The duck’s mother cannot
find ‘im. But a family gives him a home.
Caty: Stop! Anna, you are doing it again.
Anna: This story is very sad.
Caty: I have an idea. Let’s read the second story. She’s reading the second story. And
… go!
Anna: Hello , and welcome to The News. In Indiana, a
grandmother is the first 80-year- old woman to win The
Race Car 500.
Anna: That is awesome!
Caty: Stop! Stop! Anna, please -- no feelings.
Anna: Right. But it is awesome that an 80-year-old grandmother wins a car race.
Caty: Just the facts, Anna.
Anna: Right.
Anna: Hello, and welcome to The News. In Indiana, a
grandmother is the first 80-year-old woman to win The
Race Car 500.
Anna: She rarely talks to reporters. But when she does, she often says, “Nothing can
stop me now!”
Anna: I am very happy for her!

Caty: Stop, stop, stop!! Anna, you cannot say you are happy.
Anna: But I am happy.
Caty: But you can’t say it.
Anna: Why?
Caty: This is the News. Happy and sad are feelings. You can’t have them in The News.

Anna: Okay. I got it.

Caty: Okay. Let’s try the third story. She’s reading the third story!
Anna: Hello and welcome to The News.City politicians in Big Town are using city money
to have a big party on a cruise ship. They are taking the money for the party from
the children’s library.
Anna: What?! That makes me very angry.
Caty: No, no, no! Anna, you cannot say you are angry! This is The News!!!
Anna: What can I do, Ms. Weaver? Take out my feelings and put them here … on the
news desk?
Caty: Yes. Yes. That’s right! Now you’ve got it!
Caty: Lrepeat the first story.
Anna:et’s
This is going to be a very long day.

Key Words
angry – adj. having a strong feeling of being upset or annoyed
cruise ship – n. a large ship that stops at different ports and carries passengers who are
traveling for pleasure
desk – n. a piece of furniture that is like a table and often has drawers
duck – n. a bird that swims and has a flat beak, a short neck, a heavy body, short legs, and
webbed feet
duckling – n. a young duck
fact – n. a true piece of information
feeling – n. an emotional state or reaction
get – v. to understand (something or someone)
Indiana – n. state of the U.S.
long – adj. lasting or continuing for a great amount of time
lost – adj. not knowing where you are or how to get to where you want to go
popular – adj. liked or enjoyed by many people
race car – n. a very fast car that is used in professional auto racing
rarely – adv. not very often
repeat – v. to say (something) again
sad – adj. not happy
story – n. a description of how something happened
win – v. to achieve victory in a fight, contest, game, etc.

Quiz - Level 1, Lesson 18 - She Always Does That
1. What does Caty tell Anna to do? 3. What happens when Anna says “duck”
and “duckling”?
a. She tells Anna to read only the facts.
b. Caty wants Anna to read fast. a. Anna is happy because she is telling
c. She wants Anna to read with more the facts.
feeling. b. She looks at the book.
d. Caty tells Anna to read louder. c. Anna looks sad because she is showing
her feelings.
d. She starts to read to Caty.
2. Why is Anna talking about the book? 4. Why does Caty stop Anna?
a. The book is about a boy who is lost. a. Anna made a mistake - it is a 70-year-
b. It is a book for lost children. old grandmother.
c. The book is the first one b. Caty wants Anna to stop showing her
about a duckling. feelings.
d. Many children and families are reading c. Anna is reading the story too fast.
the book. d. Caty does not think the grandmother is
awesome.

Fruits and Vegetables

Ordinal Number Cards
First Second
Third Fourth
Fifth Sixth
Seventh Eighth
Ninth Tenth


Actions and Adverbs

Saying the months of the year Cards or paper strips with months of year
and seasons (from Resources section)
Talking about seasons and activities

Summarize
Grammar : ‘Which’ as an adjective alone and
with pronouns; adjectives ‘next’ and ‘every’
Speaking: Using ‘which’ and ‘which one’ to
offer a choice; using ‘every’ and ‘next’ with
time expressions
Pronunciation: The month of February
Day 1
Say, “Today, we will learn how to tell a story in fewer words. We will also learn how to talk
about skills and work. Imagine your friend is at a theater watching a movie with you. She
leaves for a few minutes. When she returns, she asks you quietly to tell her about the part
that she missed. What do you do?”
Answers may include, “I make the story simple” or “I do not tell details, just the main ideas
of what happened.” Respond to students’ answers positively
Say, “Sometimes, we need to say things in a simpler, shorter way. We call this
summarizing.
Tell students that the video will show Ms. Weaver talking about Anna’s skills. “When you

listen to the conversation, try to find the four skills.”
when there are pauses in the video or have them repeat the sentences below after the
conversation.
The metro is closed. When do I start?
Speak: Speak:
The metro is ___. (closed) When ___ I ___? (do, start)
That’s too bad. You start next month.
Speak: Speak:
That’s ___ ___. (too bad) You ___ ___ month. (start next)
Ask students to talk to a neighbor about what Ms. Weaver says Anna’s four skills are.
Then, have students raise their hands to give an answer. (The skills are: talking to
people, asking questions, being silly, and showing her feelings.)
Say, “What does Ms. Weaver want Anna to use these skills for?” Let students respond.
(Answer: to make/create a children’s show.)
Teach Key Words

Here is a game to help students remember new word meanings:

1. Ask two students to the front of the class.
2. Put students into two teams. Be sure each team has some stronger-skilled and some
weaker-skilled students.
3. Tell the class, “In this game, the student is going to act out or draw a (vocabulary)
word on the board. Anyone from either team can call out the answer. Whoever calls
out the right answer first gets a point for their team.”
4. Give the word and ask one of the students to draw it or act out for the class.
5. The first team to call out the correct answer will get
a point.
6. Give another word to the second student to draw or act out for the class.
7. Keep score of points on one side of the board.
Day 2
Speaking Practice
The Speaking Practice video teaches the months of the year. It also teaches about using
“which” for giving choices and using “every” or “next” with time words.

1. Using “which” to offer a 2. Months of the year
choice
In the United States, the first
English speakers use the word “which” month of the year Is January,
to refer to a choice. Listen to Ms. Weaver and the last month of the year is
ask Anna to choose between good and December.
bad news:
In order, the months of the year are:
Ms. Weaver: Anna, I have good January July
news and I have bad news. Which February August
do you want to hear first? March September
April October
May November
Another way to use “which” has a
pronoun: June December
I have apples and oranges. Which one

do you want?
Now you try It.

We have coffee and tea. _______
____ do you want?
3. Using “Every”
“Every” means including each person or thing in a group or

series. Every September, a new school year begins in the U.S.
Now, you try it.

What do you do every Friday?
Every Friday, I ___ ___. (Student chooses what to say)
“Next” means coming after this one. In the video, you hear Ms. Weaver and Anna
talking about months of the year.
Ms. Weaver: So, starting next month you will not read the news.
Anna: Next month is July. You are firing me in July.

Learning Strategy
Tell students that they are going to learn to summarize.
Play the main video again, making sure students respond when there are pauses. At the
end of the video, ask students to remind you what Anna’s four skills are.
Possible answers are, “(Anna is good at) talking to people”, “(Anna is good at) asking
questions”, “(Anna is good at) being silly” and “(Anna is good at) showing her feelings.”
Write the skills on the board when students say them.
Ask, “What does Ms. Weaver answer when Anna asks her, ‘What does that mean?’ Notice
how she tells Anna, ‘Your skills are perfect for a new show … a children’s show.’ She is
summarizing, or saying in fewer words what she thinks about Anna’s skills.”
Draw lines from the list of the four skills to the phrase ‘Anna can be a good host for a
children’s show.’ Write the word summary on the board.
Students will now use summarizing to practice months of the year.
Hand out the cards or paper strips with the names of the months/seasons from the
Resources section. Have students practice repeating the names of the months after you
say them.
(Please note that the months and seasons cards indicate the seasons for the Northern
Hemisphere. You can adapt it to the region where you are teaching.)

Da y 3
The Pronunciation Practice video teaches two ways to say the second month of the year:
February.
In American English, speakers say the months of the year in a way that does not always
match the spelling of the word. For example, the month February is said like this: /
February/. The “R” is not pronounced. Instead, speakers make a /j/ sound.
Now you try it. Use February in a sentence.
I will visit my family in ____. (February)

(Please note that this pronunciation is common but is not a rule.
)
Activity
Say, “We are going to practice talking about months and activities some more.”
Hand out copies of the Activity Sheet and put students into pairs.
To help students form questions, write a few examples on the board:
What Does Ted have in January? (second activity)

When do you start (school, work, program)? (third activity)
Give students time to do the activities and then review them as a whole class. Ask several
students to share their answers.
Da y 4
Listening Quiz

1. Caty says, “Anna, I have good news and I have bad news. Which do you want to hear
first?”English
How to Learn Anna says, “The good news. Lesson
No … okay,
19 the bad news.” Caty says, “The bad234
news is you are not good at reading the news.” Anna says, “Oh. I am very sorry to
hear that.”
2. Caty says, “So, starting next month you will not read the news.” Anna says, “Next
month is July. You are firing me in July.” Caty says, “No. I
am not firing you in July.”
3. Caty says, “Your skills are perfect for a new show … a children’s show.” Anna
says, “A children’s show ... That is awesome!”
4. Anna says, “Hi there! Summer in Washington, D.C. is hot and sunny. I always ride
the Metro to work. Riding the Metro is cool and fast.”
5. Anna says, “Ms. Weaver, I am late this morning. The Metro is closed. So, I am
walking to work.” Caty says, “That’s too bad. It’s really hot today.”
Writing
Discuss the key words that may be used for the topic. Write some of the words on the
Say, “Ms. Weaver says Anna is good at asking questions, good at talking to people,
great at being silly and good at her feelings. When we talk about skills or talents, we
often say someone is ‘good at’ or ‘great at’ doing something.”
Write this on the board:
I am good at teaching English. I am great at helping people. I use these skills when I
teach English.
Then write the writing topic on the board:
What are your skills? Do you use them at work, school or somewhere else? Write
about a few skills you have. Try to write them using “I am good at” or “I am great at.”
Give students time to write. If an in-class activity, ask a few students to share their
writing with the class. They can read from their papers or summarize what they wrote.
Resources
Conversation
Anna: Hi there! Summer in Washington, D.C. is hot and sunny. I always ride the

Metro to work. Riding the Metro is cool and fast. But today it’s closed. So, I
am walking to work.
(On the phone) Ms. Weaver, I am late this morning. The Metro is closed. So, I am
walking to work.
Caty: That’s too bad. It’s really hot today.
Anna: Yes it is.
Caty: When you arrive, please come to my office. I have important
news to tell you.
Anna: Of course. Good-bye. My boss has news for me. The question is: Is it good news
or bad news?
(At work)
Anna: Hello, Ms. Weaver.
Caty: Anna, I have good news and I have bad news. Which do
you want to hear first?
Anna: The good news. No … okay, the bad news.
Caty: The bad news is you are not good at reading the news.
Anna: Oh. I am very sorry to hear that.
Caty: So, starting next month you will not read the news.
Anna: Next month is July. You are firing me in July.
Caty: No. I am not firing you in July … or in
August or in September. That is the good
news.
Anna: Okay. You are not firing me. I am not reading the
news. What will I be doing?
Caty: Well, you are good at asking questions. You are good at talking to people. You
are good at showing your feelings. And you are great at being silly.
Anna: Thank you, Ms. Weaver. But what does all that mean?
Caty: I have a new assignment for you! Your skills are perfect for a new show
… a children’s show.
Anna: A children’s show ... That is awesome! When do I start?
Caty: You start next month. Start thinking of ideas for the show.
Anna: I have tons of ideas! I can show children what it’s like in outer space ...
Caty: Great …
Anna: … or in the deep, dark ocean …
Caty: Those are great ideas, Anna. Please go think of more … at your desk.
Anna: Yes. What other things can I show them? Mt. Everest!
Everyone has different skills. You have skills. I have skills. The
important thing is to know what you are good at. Until next time!

Key Words
arrive - v. to come to or reach a place after traveling
assignment - n. a job or duty that is given to someone
child - n. a young person (plural: children)
closed - adj. not operating or open to the public
deep - adj. having a large distance to the bottom from the surface or highest point
everyone - pron. every person; everybody
fire - v. to dismiss (someone) from a job
idea - n. a thought, plan, or suggestion about what to do
mean - v.. to cause or result in (something)
month - n. any one of the 12 parts into which the year is divided
Mt. Everest - n. a mountain in Asia; it is the highest mountain in the world
ocean - n. the salt water that covers much of the Earth’s surface
other - adj. used to refer to the one person or thing that remains or that has not been
mentioned
outer space - n. the region beyond the Earth’s atmosphere in which there are stars and
planets
perfect - adj. having all the qualities you want in that kind of person or situation
silly - adj. playful or funny
skill - n. an ability to do something that comes from training, experience, or practice
ton - n. informal: a large amount; in the US, a ton is a unit for measuring weight that equals
2,000 pounds (907 kilograms)

Quiz - Level 1, Lesson 19 - When Do I Start?
1. Why does Anna say, “Oh. I am very 4. When does Anna ride the metro?
sorry to hear that?”
a. Anna always rides the metro to work.
a. She is apologizing for being late. b. Anna rides the metro when the weather
b. She does not want to work. is bad.
c. She hears bad news. c. Anna rides the metro when it is cold.
d. She wants to tell some good news. d. Anna usually rides the metro when she
is late.
2. What will happen in July? 5. Why does Ms. Weaver say, “That’s
too bad!”?
a. Anna will lose her job in July.
b. In July, Anna will stop reading the news. a. Ms. Weaver learns that the metro is slow
c. Anna will go to a new city in July. when it is hot and sunny.
d. In July, Anna will start writing the news. b. She does not want Anna to come to
work when it is hot.
c. Ms. Weaver wants Anna to tell a story
about the metro.
d. She learns that Anna has to walk to
work when it is hot.
3. Why does Anna say, “That is

awesome!”?
a. She wants to write more news stories.

b. She wants to read the news.
c. She does not want to work with
children.
d. She hears good news.






DO?
Saying the months of the year Handout with jobs and workplaces
Sheet with graphics showing jobs
Talking about seasons and activities

Identify Problems
Grammar : Expressing ability; ‘can’ & ‘can’t;’
contractions
Speaking: Asking clarification questions
Pronunciation: Pronouncing ‘can & can’t
D ay 1
Say, “Today, we will learn about what happens when people do not understand each other.
Imagine that you are talking with your friend. There is a loud noise, or your friend speaks
quietly and you do not understand what he or she is saying. What do you do?”
Answers may include: “I ask them to repeat,” “I ask them to talk louder” or “I try to guess
their words.”
Respond to students’ answers positively. List the answers on the board.

Say, “The video will show Anna and Pete asking questions or saying when they do not
understand each other. There are many ways to do this in English. Listen for things they
say or ask to help their understanding.”
Play the video or ask a few students to read the conversation.
Tell students to respond when there are pauses in the video or have them repeat the
sentences below after the conversation.
I can’t hear you. No, I mean drive a bus.
Speak: Speak:
I ___ hear you. (can’t) No, ___ ___ drive a bus. (I mean)
2. Listen:
Do you mean drive a race car?
Speak:
___ you ___ drive a race car? (Do, mean)
Teach Key Words
Tell students that many of today’s words are about a person’s occupation -- that is their job
or profession. Say, “Let’s look at some of them. See how many you can remember.”
Write these words on the board:
occupations actions or places of work
teacher school, university

driver bus, taxi
chef restaurant
writer blog, website
computer coder website, phone apps
Ask students to match the occupations with their actions or places of work. Say, for
example, “Where does a teacher work?” “What does a computer coder do?”
If needed, review the remaining vocabulary

(beard, easy, and others).
Lesson 20 246
Da y 2
Speaking Practice
The Speaking Practice video teaches a few ways to ask questions when you do not hear or
understand someone clearly.
Speaking Practice Video Script – Lesson 20
1. When we cannot hear someone clearly, 2. A question that helps when you cannot
we may ask them to speak louder or to say understand is “Do you mean…?”
something again.
Listen to Pete ask Anna:
Listen to Anna telling Pete that she cannot
hear him: Pete: Do you mean drive a race car?
Pete: I don’t have a job. Now you try it.

Anna: Sorry, I can’t hear you. Listen:
Can you code?
Pete speaks louder and more clearly:
Pete: I do not have a job! Speak:
Do you mean “cold”?
Learning Strategy
Tell students that, in today’s lesson, they will learn to identify (or find) problems with
understanding something.
Say, “When we are talking with someone in English, it helps to identify problems with
understanding to get information we need.”
Ask, “What does Anna say when she cannot hear Pete?”
Students should respond, “She says, ‘Sorry, I can’t hear you.’” Write on the board “identify
problems.” Continue, “She is identifying a problem, or showing she does not understand
well.”
Ask, “What does Pete do when Anna asks him about driving?” Students should respond,
“He asks, ‘Do you mean drive a race car?’” Say, “Pete is also identifying a problem. He is
not sure why Anna is asking him this question.”
How
Say,to“We
Learncan
English Lesson
identify problems when we use 20
English or our first language.” 247
Practice - Identifying Problems
Say, “Let’s practice this now.” Give each student a copy of Activity Sheet page 1 and page
2. (Handout 2 shows images for each occupation. )
Ask students to match the jobs with the places of work. Review the correct answers
quickly as a whole class.
Bring two students to the front of the class to model the activity. Call one student Student
A and the other Student B. Have Student A begin making a sentence with a job and a work
place. Tell Student A to speak quietly.
Student A: Do you want to be a teacher in a school? (quietly)

Student B: I’m sorry, I can’t hear you. Can you say it again?
Next, have the students show an example of making the wrong match:
Student B: Do you want to be a chef in a theater?

Student A: Sorry, do you mean a chef in a restaurant?
Have the other students form pairs and continue with the remaining jobs and work places.
Walk around the class to remind students to identify problems in both ways: by asking the
partner to speak louder and by asking “Do you mean…?”

D ay 3
The Pronunciation Practice video teaches about “can’t” (the shortened form of “cannot”). It
also shows two ways to pronounce “can.”
1. When Americans want to use the negative 2. In slow speech, “can” sounds like /kæn/.
form of the verb “can” in slow speech, they In fast speech, it often sounds like /kən/.
say “cannot.” Listen to Anna talking to Pete about being a
teacher.
Listen to Pete use “cannot”:
Anna: Can /kaen/ you teach? You can like /
Anna: You can be a teacher in a school. kən/ be a teacher in a school.
Pete: No, I cannot teach.
Now, you try it. Say “can” like this: /kæn/.
However, in fast speech, many Americans
reduce “cannot” to “can’t.” Listen to Pete Can /kæn/ you cook?
use the short form of “cannot” -- “can’t”:
Say “can” like this: /kən/.
Pete: No, I can’t code! I can’t teach! I can’t
cook! Anna, I can’t do anything. You can /ken/ be a chef in a restaurant.
Now, you try it. Use “can’t” in a sentence.
Listen:
Can you cook?
Speak:
No, I can’t cook.

Activity
Hand out Page 1 of the Activity Sheet. For this activity, students work in pairs to write
the names of each job, match the skill with the job name, and identify where the people
work.
Review the answers as a class. If students had difficulty

with some words, write the words on the board.
Hand out Page 2 of the Activity Sheet. For the first part of
the activity, ask students to list three of their skills. For the
second part, ask students to walk around the class and ask three classmates
questions. For example, if someone’s skill is cooking, they can write “Tina can be a
chef in a restaurant.”
Ask each student to share one sentence about themselves or a classmate.
Day 4
Listening Quiz
If not using the video, read the sentences below aloud:
1. Anna says, “So, what’s wrong? You look sad.” Pete says, “I don’t have a job.” Anna
says, “Sorry, I can’t hear you.” Pete says, “I do not have a job!”
2. Anna says, “Anna: Oh. I’m sorry to hear that, Pete.” Pete says, “I don’t have a skill.”
Anna says, “Everyone has a skill. You need to find yours.”
3. Anna says, “Can you drive?” Pete says, “Do you mean drive a race car? It’s really
hard to be a race car driver. First, you need a race car.”
4. Anna says, “Can you write code?” Pete says, “Sure, c-o-l-d. How is this going to
help?” Anna says, “No, not ‘cold.’ Code; you know, for making phone apps, or
websites.”
5. Anna says, “No, I mean drive a taxi or drive a bus.” Pete says, “No, I always fall
asleep when I drive.”
6. Anna asks, “You write a blog?” Pete says, “Yeah, I write a blog.” Anna asks, “How
many followers do you have?” Pete says, “I don’t know … 59,538.”


Writing
Discuss key words that may be used for the topic. Write some of them on the board for
Say, “In this lesson, Anna is helping her friend Pete. He needs to find a new job. There are
many ways to help friends. How do you help your friends?”
How do you help your friends?”
Ask students to write a paragraph and give them time to write. If some students want to
share, give them a chance to read their writing aloud or summarize it for the class.

Resources
Conversation
Anna: Hi, there! Washington, D.C. is a great place to work. Many people here work
in government and politics. But there are many other jobs. You can
work at a hospital; a university. You can work in
a coffee shop. Wait a minute, I think I
see a friend of mine. Pete? Is that you?
Pete: Hi, Anna.
Anna: You look different. Your beard … is
really big.
Pete: You don’t like it, do you?
Anna: No, no. You just look … different.
( To server) Thank you. So, what’s wrong? You look sad.
Pete: I don’t have a job.
Anna: Sorry, I can’t hear you.
Pete: I do not have a job!
Anna: Oh. I’m sorry to hear that, Pete.
Pete: I don’t have a skill.
Anna: Everyone has a skill. You need to
find yours.
Pete: I don’t know, Anna.
Anna: Pete, I am good at asking questions. Let me ask you some.
Pete: Really, Anna? Can you help me?
Anna: Yes, I can. Let me help.
Pete: Sure, Anna. Maybe you can help.
Anna: Can you write code?
Pete: Sure, c-o-l-d. How is this going to help?
Anna: No, not “cold.” Code; you know, for making phone apps, or websites. You
can make tons of money writing code.
Pete: Tons of money? But I can’t code.
Anna: Next question. Can you drive?
Pete: Do you mean drive a race car? It’s really hard to be a race car driver.
Pete: First, you need a race car ...
Anna: No, I mean drive a taxi or drive a bus.
Pete: No, I always fall asleep when I drive.
Anna: Oh, that’s not good. Next question. Can you teach? You can be a teacher
in a school.
Pete: No, I cannot teach.

Anna: Can you cook? You can be a chef in a restaurant.

Pete: No, I can’t code! I can’t teach! I can’t cook! Anna, I can’t do anything. This
is sad. I’m gonna write about my feelings in my blog.
Anna: You write a blog?
Pete: Yeah, I write a blog.

Anna: How many followers do you have?

Pete: I don’t know … 59,538.
Anna: Pete, that’s a lot of followers! You can make money writing!
Pete: Writing is easy. Everyone can write.
Anna: Not everyone can write well. You can be a writer!
Pete: I can be a writer. I can be a writer! I can be a writer! Thanks, Anna.
Marsha: Hi, Pete. Hi, Anna.
Pete: Hi, Marsha. Excuse me, I have to go.
Marsha: Where are you going?
Pete: I’m going to be a writer!
Marsha: Good luck, Pete!
(To Anna) He does know that it’s not easy to be a writer, doesn’t he?
Anna: are many different jobs you can have in Washington, D.C. Pete wants to
There
be a writer. I wish him luck. Lots of luck. Until next time!

Key Words
app - n. a computer program that performs a particular task (such as word processing)
beard – n. the hair that grows on a man’s cheeks and chin
blog - n. a Web site on which someone writes about personal opinions, activities, and
experiences
chef - n. a professional cook who usually is in charge of a kitchen in a restaurant
code - n. - a set of instructions for a computer
code - v. to change (information) into a set of letters, numbers, or symbols that can be read
by a computer
drive - v. to direct the movement of a vehicle such as a car, truck, or bus
easy - adv. not hard to do
follower - n. a person who likes and admires (someone or something) very much
good luck - expression.used to say that you hope someone will succeed
hard - adv. physically or mentally difficult
lot(s) or a lot (informal)- n. a large amount
hospital - n. a place where sick or injured people are given care or treatment and where
children are often born
school - n. a place where children go to learn
taxi - n. a car that carries passengers to a place for an amount of money
teacher - n. a person or thing that teaches something
university - n. a school that offers courses leading to a degree and where research is done
website - n. a place on the World Wide Web that contains information about a person,
organization, etc., and that usually consists of many Web pages joined by hyperlinks
well - adv. in a skillful way

Quiz - Level 1, Lesson 20 - What Can You Do?
1. What does Anna say to make 4. What does Pete say to show he
Pete say his sentence again? does not understand?
a. “Sorry, I can’t bear you.” a. Do I need a race car?

b. “Sorry, I can’t hear you.” b. Can you teach me how to drive?
c. “So, I can hear you.” c. Do you mean drive a race car?
d. “So what did you say?” d. Do you want me to drive a race car?
2. Why is Pete sad? 5. Why can’t Pete be a bus driver?
a. Pete is sad because he does not have a. He falls asleep when he drives.
a skill. b. He does not have a driver’s license.
b. He is sad because he lost all of his c. He does not know how to drive.
money. d. He is not a good driver.
c. Pete is sad because he does not have
friends.
d. He is sad because he failed at school.
3. Why does Anna say “No, I mean 6. How many followers does Pete
code.”? have?
a. Anna wants to say she is cold. a. Pete has 59,538 followers.

b. She does not understand Pete. b. He has 52,958 followers.
c. Anna said the wrong word. c. Pete has 55,538 followers.
d. She sees that Pete does not d. He has 69,538 followers.
understand.

Lesson 20
Lesson 20
Invitations A list of skills and talents to distribute to

Apologizing students
Hobbies & Personal Skills
Expressing obligation

Cooperate
Grammar : Have to, Can, Can’t, Contractions
Speaking: Using “then” to talk about a result
Pronunciation: Using “have to” or reduced
“hafta” to express obligation
D ay 1
Say, “In this lesson, we will learn about how friends work together to reach goals.”
Ask students to tell you about times when they helped another student to learn something
new. Let several students respond.
Say, “We each have things we can do well. They are sometimes called ‘talents.’ A talent is
an ability that is easy for you. Other things we can do well because we practice them again
and again. Those things are called ‘skills.’”
Point out that when learning English, students can work together, or cooperate, to review
and practice new things that they are learning.
Tell students that the video will show how Marsha and Anna plan to work together to help a
friend.
Teach Key Words
Students may know the meanings of some of the words, such as “night,” “day” and “test.”
Write all of the vocabulary words on one side of the board. Ask students to raise their
hands if they know the meanings. Each student can tell one meaning to the class.
Teach the remaining words by drawing simple pictures on the board, pointing to examples
in the room, or acting them out. You and/or a student volunteer can do this.
For practice, play the vocabulary part of the Speaking Practice video and have students
repeat each new word during the pauses or say them and have students repeat.
Say, “Let’s watch Anna talking to her friend Marsha in a coffee shop. Marsha asks Anna to
come to a party. But Anna has to take a driving test. Will Anna go to the party?”
Play the main video. Tell students to respond when there are pauses in the video:
Can you come with me? Everyone has to bring something or do
something.
Speak:
___ you ___ with me? (Can, come) Speak:
Everyone ___ ___ bring something or do
something. (has to)
I’m sorry, I can’t come with you. Really, I can perform?
Speak: Speak:
I’m ___ , I ___ come with ___. (sorry, can’t, Really, ___ ___ perform? (I can)
you)

Speaking Practice Using “Then”
After the key words, the video teaches uses of the word “then.”

1. The word “then” 2. Listen to Marsha and Anna talk about the
party.
“Then” has many uses in English. In Lesson
10, you see Anna giving directions
: Marsha: The party is at night.
Anna: Oh. Then I can come with you to the
She uses “then” to show one event that party on Saturday night.
comes after another event.
Now you try it.
Anna: Yes. Exit the Metro and turn right. Then
at the bus station turn left. Then walk straight Listen:
ahead. Are you free on Friday?
Yes.
“Then” can be used to talk about something
that is true or can happen as a result of Speak:
something else. Good, ___ you can help me. (then)
D ay 2
Learning Strategy - Cooperate
Tell students that one helpful way of learning a language is to cooperate. “Cooperating
means to work together. We cooperate every time we speak and listen to our classmates in
English. Let’s try to cooperate today.”
Activity 1
Give each student a copy of the first pages of the Activity Sheet in the Resource section.
Demonstrate the activity:
“I am looking at this list. First, I am going to think of my own skills and talents.”
Write on the board:

Think
Continue: “I can teach English. I can’t sing well. But I can play piano.”
Say, “Now, I need a partner.” Ask a student: “Will you be my partner?”
As the student stands or comes to the front of the class, write “Pair” on the board.
Explain, “The first step is to think about what I can do. The
second step is to pair, or get a partner. I’m going to
learn about what my partner can do.”
Speak to the student: “Look at this list. What can you do?” If the student answers “I
can sing, and I can write poems,” for example, write these on the board.
Tell the class, “Now I’m going to share with you. I talked with (student name). She/He
can sing. I also learned that She/He can write poems.” Note that you have shown
students how to do the think-pair-share activity. They will do it themselves next. Ask
the student to share with the class about your skills or talents. “I learned that the
teacher can teach English and play piano.”
Give students time to think and circle their skills/talents with a pen or pencil. (If needed,
ask students to imagine they can do some of the things on the list or write in their
skills.)
Then, ask them to pair with another student and ask each other about their talents and
skills.
Later, have a few or several volunteers share with the whole class what they learned
about their partner.
Be sure students’ names are on their handouts and collect them for use in an activity
later in the lesson.
Skills and Talents

act or perform do math make art or use a computer
arrange flowers draw or paint handicrafts work
with your
build or fix things give a
presentation make clothes or sew hands

cook grow food sing write stories

dance lift weights speak a language write poetry
design things play an instrument teach a language
play a sport tell jokes / stories

D ay 3
The Pronunciation Practice video teaches about the pronunciation of “have to” as “hafta.”

1. Have to 2. Watch the video. Listen to Anna say
“have to” slowly.
In American English, you can say that Anna: Sorry, I can’t come with you. I have
something is necessary by using “have to.” to get my driver’s license.
In slow speech, Americans can say “have Then, listen to Anna say “have to” quickly.
to,” but in fast speech, Americans say, Anna: We have to go.
“hafta.”
Now, you try it. Use “have to” in a
It looks like this: have to. sentence.
It sounds like this: hafta. I can’t go to the movie tonight.
I ___ ___ study English. (have to)
Practice Cooperating - Activity 2
Tell students, “Now, we are going to use our skills and talents to cooperate some more.”
Put students into groups of four and give them their Skills and Talents handouts from
previous day.
Write these Ideas on the board:
Plan an event or party

Build or make something
Start a business
Open a school
Fix a problem
Help a person / people
Start a sports team
Tell students they will work with their group to decide on something to do, plan or make
together. The ideas on the board can help them decide.
Give an example: “For example, if the skills of my group are dancing, singing, playing
musical instruments, acting and writing stories, maybe we will open a school for creative
people. Or, maybe we will perform at a special event.”
Continue, “Use your imagination to develop the details. For example, if you are opening a
school, what instruments will you teach? If planning a party, what kind of music will there
be? What will the food be?”
Say, “For your plan, make note of things you can and things you have to do.”
Have students read this example on the activity sheet:
We have to have food. (Student name) can cook delicious food.

We have to have music. (Student name) can play music.
We have to have games. (Student name) can lead some games.
For the activity, ask one student in each group to take short notes about their plan.
Give students time to develop their ideas in groups.
Have one or two people from each group share with the class. The speaker must tell the
class what each person’s skill or talent is. Ask them to use “can” and “have to” as they
speak.

D ay 4
Listening Quiz
1. Marsha says: “My friend is having a party on Saturday. Can you come with me?”
Anna says: “Sorry, I can’t come with you. I have to get my driver’s license.”
2. Marsha says, “Marsha: Will you be busy all day?” Anna says, “I don’t know. First, I
have to take a test on the computer. Then I have to take a test in the car.”
3. Marsha says, “I have to help my friend with the party. Can you help me?” Anna says,
“Sure. That sounds like fun.” Marsha says, “Everyone has to bring something or do
something. You can bring food, or you can perform.”
4. Marsha says, “That’s it! You can sing at the party. Now, I have to go shopping for
food.” Anna says, “Can I help? I’m not busy right now.”
5. Anna says: “We have to go. I have to help Marsha shop. And I have to practice my
song!”
Writing
Discuss the vocabulary that may be used for the topic. Students can choose
one of the
two writing topics:
1. What are some ways that people work together (cooperate) in your neighborhood,
community, and town?
2. What are some ways that you can help a friend or classmate practice English? And
in what ways can they help you practice?
If an in-class activity, ask a few students to share or summarize their writing with the class.

Resources
Conversation
Anna: Hi there! Washington, D.C. has some great coffee shops. My favorite is this
one -- Busboys & Poets.
Anna: Actually it’s more than a coffee shop. It’s also a bookstore, a restaurant and a
theater!
Anna: Marsha and I love coming here.
Marsha: Hey, Anna, my friend is having a party on Saturday. Can you come with me?
Anna: Sorry, I can’t come with you. I have to get my driver’s license.
Marsha: Will you be busy all day?
Anna: I don’t know. First, I have to take a test on the computer. Then I have to take a
test in the car.
Marsha: But you have to take the test during the day, don’t you?
Anna: Yes.
Marsha: The party is at night.
Anna: Oh. Then I can come with you to the party on Saturday night.
Marsha: Great! I have to help my friend with the party. Can you help me?
Anna: Sure. That sounds like fun.
Marsha: Everyone has to bring something or do something. You can bring food, or you
can perform.
Anna: Really, I can perform?
Marsha: You can! Can you?
Anna: Yes! I can recite poetry.(Anna is in a club reciting a poem
)
- A poem -
Light dark
Light dark
Darkness
Dark
Marsha: In this country, nobody recites poetry at parties. Um … can you do anything
else?
Anna: Hmm, yes. I can do a card trick.(Anna is doing a card trick)
Your card is the 10 of diamonds! No?
Pick a card. Any card.
Here, just pick this one.
Great!
Marsha: Anna, maybe you can just bring food.
Anna: No, I can’t cook. And I really want to perform. You know, there is one thing I
can do. (Anna plays a song on the ukulele and sings )
How to Learn English Trouble in mind. I’m blue...
Lesson 21 269
But I won’t be blue always

The sun’s gonna shine in my back door some day.*
Marsha: That’s it! You can sing at the party. Now, I have to go shopping for food.
Anna: Can I help? I’m not busy right now.
Marsha: Sure, let’s go!
Anna: We have to go. I have to help Marsha shop. And I have to practice my song!
Trouble in mind. I’m blue...
*The song “Trouble in Mind” was written by jazz pianist Richard M. Jones.

Key Words
bookstore - n. a store that sells books
card - n. a small piece of stiff paper that is used for playing games
day - n. the part of the day when light from the sun can be seen
driver’s license - n. an official document or card which shows that you have the legal right
to drive a vehicle
else - adv. used to refer to a different or additional person or thing
night - n. the time of darkness between one day and the next
perform - v. to entertain an audience by singing or acting
poetry - n. the writings of a poet
recite - v. to read (something) out loud or say (something) from memory
test - n. a set of questions or problems that are designed to measure a person’s knowledge,
skills, or abilities
trick - n. a clever and skillful action that someone performs to entertain or amuse people




Vacations Images of tourist attractions, amusement

parks, or monuments
Seasons

Plan Grammar: Future events and intentions using
going to
Speaking: “My favorite season is…” and

“When I go on vacation, I like ____.”
Pronunciation: Shadowing
Da y 1
Tell students, “Today we will talk about future events. We will learn to talk about vacations
and seasons of the year as well.”
Ask students, “What is your favorite season, and why?” As students answer, write the names
of seasons on the board.
Ask students, “Would you like to go on a vacation?”
Continue, “What do/would you like to do when you go on vacation?” Write their answers
on the board. Possible answers may include, “Go to the beach/go swimming,” “Go to an
amusement park/ride a roller coaster” or “Go outdoors/go hiking, fishing, or camping.”
Continue, “When we go on vacation, we often go to different kinds of places during different

How to Learn Let’s
seasons. English Lesson
learn how to talk about that 22
in English 275 the
today. We will also learn how to use
strategy Plan when we talk about these things.”
Teach Key Words
Speaking Practice
After the key words, the video teaches about seasons and vacation activities.
1. There are four seasons in each year. 4. In America, there are many popular
things to do on vacation.
They are Winer, Spring, Summer, and
Autumn Listen to Anna and Amelia talk about one
popular thing to do on vacation: camping.
Sometimes you will hear the word Fall.
Autumn is the same as Fall. Anna: “Today we are going to take you on
Autumn=Fall a summer vacation! You will see popular
things to do on vacation! One is camping.
When you go camping, you cook, sleep,
and play outdoors!”
Amelia: “When I go camping, Anna, I like
to go hiking and fishing.
Anna: “Me, too. Those are fun things to do
when you go camping!”
2. You will often hear Americans talk about 5. Now you try it.
their favorite season. Talk about what you like to do on vacation.
They do this by using the phrase “My When I go on vacation, I like ____ and ____.
favorite season is…” (student chooses activities they like
)
Listen to Anna talk about her favorite

season: “My favorite season is summer
because of summer vacation!”
3. Now, you try it.
Talk about your favorite season.
My ______ season is _______. (favorite,

student choice)
Activity 1A
Write on the board:
Student A: What is your favorite season?

Student B: My ______ season is _______.
Ask students to get ready for a pair practice. They should form two lines, facing each other.
One student should be Student A and his or her partner should be Student B.
Walk around and listen to students as they practice. Answer questions as needed. When
students have completed the lines, they can trade roles.
Ask one student to move from the front of one line to the back of the same line. Students
should move over so that they are standing across from a new student. Repeat the
question and answer about seasons.
Activity 1B
While students are practicing, write on the board.
Student A: What do you like to do on vacation?

Student B: When I go on vacation, I like ____ and ____.
Tell students in one line to be Student A. Their partner will be Student B. Follow the same
steps outlined in Activity 1A.
Da y 2
Learning Strategy
Tell students that in today’s lesson, they will learn to plan.
Say, “We plan when we want to start something new or achieve something.”
Give an example: “Imagine something you want to learn to do, like getting better at a sport
that you play. Maybe you want to learn a new dance.” Then ask, “What happens next?”
Write their responses on the board. Say, “An important part of achieving one’s goals is to
plan
How to how
Learnto meet those goals.“
English Lesson 22 277
Tell students that the video will show Anna and her co-worker, Amelia, planning a new
children’s show. Anna has many ideas for the show. Will Amelia like them and work well
with Anna? Play the video or ask a few students to read the conversation.
What are we going to talk about on the first First, we’re going to introduce the subject.
show?
Speak:
Speak:
What are we _________ talk about on the first ____, we’re going to ________ the subject.
show? (going to) (First, introduce)
I want to talk about summer vacation.
Then we can show pictures and video.
Speak:
I ______ ___ talk about summer vacation. Speak:
(want to) ____ we ____ show pictures and video.
(Then, can)
At the end of the video or after listening to the conversation, ask students, “What are Anna
and Amelia doing?” Give students time to answer.
Say, “ They are planning the new show.”
Write the words on the board:

First
Then
Finally
Explain, “These words show the order of the events they are planning. We can do the same
thing with an event in our own future.”
Say, “We will practice planning later by talking about what we plan for a vacation.”

D ay 3
Activity 2
Hand out the Activity Sheet to all students. Tell students, “Look at the Activity Sheet. Work
with a partner to fill in the names of the activities and the seasons.”
Say, “Then write out your plans and your partner’s plans for the next four seasons. Then
walk around and ask two classmates about their plans for the next four seasons.”
Ask students to look at the middle part of the activity sheet. Notice the line that rises and
falls above the sentence in the middle of the page. Tell them that one way to practice
shadowing is to draw the way the speaker’s voice goes up and down.
Read the first sentence for the students, and match your voice to the rise and fall of the
line. Read the line again, and then ask students to say the sentence with you, or “shadow.”
Ask students to work in pairs. They should not work with students that they worked with in
yesterday’s lesson.
Tell the students you will read the second line in the activity sheet, and they must listen
and work together to draw the line that shows how your voice moves. Read the line slowly
two times, then ask students to repeat the line slowly and draw how your voice moved.
Ask several students to read the second sentence. Ask others if they correctly made their
voice go up and down.
Then ask the students to say the line with you at a normal speed.
Follow the same steps for the third sentence.
If time permits, ask students to practice making statements. Their partners should try to
“shadow” them by matching the rising and falling of their voices.

The Pronunciation Practice video teaches how to “shadow.”

1. In this week’s lesson, you can see Amelia 3. Now you try It. Watch the video two or
and Anna saying something at the same three times. Start saying the words together
time. with the actors. Now you are shadowing.
Even though they are both talking, they are
not being rude, or impolite. Amelia: What is the last vacation?
Remember in Lesson 16, Anna asks tourists Anna: One of the most popular summer
to talk with her: vacations is … going to the beach!
Anna and Amelia: I love the beach!
Excuse me. I’m Anna Matteo from The
News. Do you have time for an interview?
2. In this lesson, Anna does not say “excuse

me.” She and Amelia say the same thing at
the same time. Friends talking together often
do this. Listen to Anna and Amelia showing
their feelings about roller coasters and the
beach.
Amelia: I love cotton candy …!
Anna and Amelia: and roller coasters!
Anna and Amelia: I love the beach!
English teachers say learners should

‘shadow’ an English speaker to practice.

D ay 4
Listening Quiz
1. She likes summer vacation.

2 Anna wants to show videos.
3 They like to go hiking and fishing.
4 She wants to go to the beach immediately.
5 She is sad she cannot take vacation this summer.
Writing
students to use in their written work. Write the writing topics on the board:
What is your favorite season?

What do you like to do when you go on a vacation?
Give students a choice to illustrate their writing with drawings of their favorite season or
the things they like to do, and collect the finished work to post on the classroom walls and
make a gallery of the students’ writing and drawing.

Resources
Conversation
Anna: Washington, D.C. has four seasons: winter, spring, summer and
autumn or fall. My favorite season is summer because of summer vacation!
Hey, that will be a great subject for my new work assignment -- the children’s
show. I can teach what families in the U.S. do during summer vacation.
Today, I’m planning the show with Amelia. This is the
first time we are working together. I hope we can work
well together. Hi, Amelia!
Amelia: Hi, Anna! So, what are
we going to talk about on the
first show?
Anna: I want to talk about summer vacation.
Amelia: That will be fun! Are you going on vacation this summer?
Anna: No. This summer I am too busy.
Amelia: That’s too bad.
Anna: It’s okay. I can go on vacation next summer. This show will be a lot of
fun too!
Amelia: So, Anna, what’s the plan for the show?
Anna: First, we’re going to introduce the subject. Then we can show
pictures and video.
Amelia: We can show tons of video!
Anna: Right! We can interview children and have guests, too.
Amelia: Kids can ask us questions.
Anna: Great idea! Finally, we can read the questions and tell them where to
learn more.
Amelia: Okay, let’s try it!
Anna: Let’s do it!
Anna: Hi there! And welcome to … Amelia, we don’t have a name for the show.
Amelia: We’ll think of a name later. For now, we’ll call it “The Show.”
Anna: Great. Hi there! And welcome to “The Show.”
Anna: Today we are going to take you on a summer vacation! You will see
popular things to do on vacation!
Anna: One is camping. When you go camping, you cook, sleep and play
outdoors!
Amelia: When I go camping, Anna,
I like to go hiking and fishing.
Anna: Me, too. Those are fun things to do when you go camping!
Anna: These people are hiking.
Amelia: Okay, let’s talk about the next vacation.

Anna: Another popular summer vacation is going to an amusement park. At
an amusement park, you go on rides and eat lots of fun food!
Amelia: I love cotton candy … !
Anna & Amelia: and roller coasters!

Amelia: This show is going to be a lot of fun.

Anna: I know!
Anna: This is riding a roller coaster!
Amelia: Whoooo! What is the last vacation?
Anna: One of the most popular vacations is … going to the beach!
Anna & Amelia: I love the beach!
Anna: When I see that blue ocean, I want to leave Washington, D.C. immediately
and go to the beach!
Anna: Maybe next summer.
Amelia: But right now, it’s time to work!
Anna: Right. Until next time ...

Key Words
amusement park - n. a place that has many games and rides (such as roller coasters
and merry-go-rounds) for entertainment beach - n. an area covered with sand or small
rocks that is next to an ocean or lake camping - n. the activity of sleeping outdoors in
a tent usually for enjoyment
cotton candy - n. candy made from sugar that is boiled, spun into a soft material
using a special machine, and then wound around a stick fishing - n. the sport or
business of catching fish guest - n. a usually well-known person who
is invited to appear or perform on a program hike - n. to walk a long distance
especially for pleasure or exercise immediately - adv. without any delay introduce -
v. to speak briefly to an audience about something that is
about to begin kid - n. a young person outdoors - adv. outside a building or
not inside a building plan - n. a set of actions that have been thought of as a way to
do or achieve something
plan - v. to think about and arrange the parts or details of (something) before it happens
or is made right - adv. in a direct course or manner right now = immediately
roller coaster - n. a ride at an amusement park which is like a small, open train with
tracks that are high off the ground and that have sharp curves and
steep hills season - n. one of the four periods into which the year is commonly
divided subject - n. the person or thing that is being discussed or described swimming
- n. the sport or activity of moving through water by moving your arms and legs
vacation - n. a period of time that a person spends away from home, school, or
business usually in order to relax or travel

The Four Seasons
spring - n. the season when plants and trees begin to grow
summer - n. the warmest season of the year
autumn - n. the third season of the year, when crops and fruits are gathered and leaves
fall
winter - n. the coldest season of the year

Quiz - Level 1, Lesson 22 - Next Summer
1. Why does Anna say summer is her 4. What does Anna say about the
favorite season? beach?
a. She likes summer vacation. a. Anna likes the beach in Washington,

b. Anna likes the temperature. D.C.
c. She does not like autumn. b. She wants to go to the beach
d. Anna says she likes the rain. immediately.
c. Anna does not want to go to the
beach.
d. She likes the blue water, but does not
like the beach.
2. What does Anna want to do after 5. Why does Anna say “Maybe next
they introduce the subject? summer?”
a. She wants to talk to adults. a. Anna does not really want to go to the
b. Anna wants to end the show. beach.
c. She wants to ask kids questions. b. She does not know where she will live
d. Anna wants to show videos. next summer.
c. Anna wants Amelia to go on a
vacation next summer.
d. She is sad she cannot take vacation
this summer.
3. What do Anna and Amelia like to do

when they go camping?
a. They like to cook and sleep.

b. They sleep in a warm, comfortable
bed.
c. They like to go hiking and
fishing.
d. They cook, sleep, and play indoors.

Lesson 22
Lesson 22
Asking the time Teaching clock or drawing of a clock

Counting change Play money

Respond
Grammar : Using want to express desires
Speaking: Counting Change
Pronunciation: Informal expressions - outta,
yep, and whaddaya.
Da y 1

Say, “Today, we will see Anna and her friends getting food. We will learn about telling time
and making change.”
Continue, “Let’s learn how to do that in English today.”
Teach Key Words

Speaking Practice
The Speaking Practice video offers a guide for how to count back change.
1. When you buy something in a store, you 2. Another way to count change is to count
may hear two ways of counting change. up from the price.
In this lesson, Jonathan counts the dollars I want the chicken. Here is 10 dollars.
that he has after buying the dish. The chicken costs 7 dollars. Here is your
change: 8, 9, 10 dollars.
Okay, here is your change. The dish costs
$7. Now you try it. Imagine you work at a pizza
So, here Is 1, 2, 3 dollars back from your 10. shop. John buys a pizza for $6.00. He gives
you $10.00.
“I’ll have a slice of pizza. Here is $10.00.”
Count up from six.
Thanks. Here is your change: seven, _____,

_______, ten dollars. (eight, nine)
Tell students, “Now we are going to practice some more.”
Ask students to work in pairs. Distribute the play money to students. Each pair of students
should have one bill showing $10 and four bills showing $1 each.
Tell students to practice making change both ways - just like in the video. Tell them to
count the dollars left after buying the dish, then tell them to count change up from the
price.
Say, “Imagine the dish costs $6. Practice counting change both ways.”
Give students time to practice using the prices $6, $7, or $8.
How to Learn
If time English
permits, Lesson
ask students to volunteer 23 of the class.
in front 292
Da y 2
Tell students that the video will show Anna getting food with her friends in Washington, DC.
They talk about telling time and making change. Play the video or ask a few students to
read the conversation.
What time is it now? Here is your change.
Speak:
What _____ is it ____? (time, now) Speak:
_____ is your ______. (Here, change)
It Is 11:50. We have to go! The dish costs $5. Here is $5 back.
Speak:
Speak:
It Is ____. We _____ ___ go!
The dish _____ $5. (costs)
Here is $5 _____. (back)

The Pronunciation Practice video teaches how to pronounce the words “outta,” “yep,” and
“whaddaya.” Here is the script for the video:
1. In fast speech, Americans say out of 3. What Do You Want?

as outta. Listen as Anna talks to a woman
working at a food truck: In fast speech, Americans often say words
without a break between them.
Anna: I want the chicken dish.
Truck worker: We’re outta chicken. One example of this is “What do you want?”
Now, you try it. You are a teacher. The time Notice how Caty asks Jonathan and Anna
for a test is over. about buying more food:
Students, put your pencils down. We are Well, we still have $8!
_____ time for today. (outta) Whaddaya want now?
2. Yes and Yep Now you try it.
In informal speech, Americans sometimes Imagine you are at a game with a friend.
say yes as yep. The food truck worker uses The game is over.
an informal way of saying, yes.
Anna: You’re outta chicken? Ask your friend what they want to do now.
Worker: Yep!
_____________ want to do now? (Whaddaya)
Now you try it.
Answer this question: “Are you learning
informal English?”
_____, I am! (Yep)

D ay 3
Learning Strategy
Tell students that in today’s lesson, they will learn to respond.
Say, “We respond to what we hear. You respond to the topic that you hear another speaker
talk about. In other words, you are listening actively.”
Give an example. Say, “In the video, Jonathan listens to the food truck worker. She says
they are out of shrimp. Jonathan responds. First, he repeats the sentence, ‘Oh, you’re out of
shrimp.’ That shows he understands. You can respond this way, too.”
Activity Sheet
Hand out the Activity Sheet. Ask two students to stand at the front and read the following:
Student A: I’ll have the pizza.

Student B: Sorry, we’re out of (/outta/*) pizza.
Student A: Okay, I’ll have a veggie burger, then.
Student B: The veggie burger is $4.00.
Student A: Okay. Thanks.
*see the Pronunciation Practice video for this reduced form
Conclude, “Let’s practice talking about buying foods.”
Have students form pairs. Instruct students to complete the words, write the prices, then
complete the pair practice.
While students are working on the activity, encourage the pairs to think about what their
partner is saying. Remind them, “You are listening carefully and answering your partner.”
If there are students at a higher level within the class, have them write very high or very low
prices to see if their partner is listening and can answer appropriately.
When the pairs have completed their conversations, have a few students volunteer to come
to the front of the class to demonstrate to the class as a whole.

D ay 4
Listening Quiz

1. Anna asks, “What time is it now?” And Jonathan says, “11:50.”
2. Anna and Jonathan are meeting Ms. Weaver at 12:00. Jonathan says it is 11:50.
3. Jonathan says: “Okay, here is your change. The dish is $7. So, here is 1, 2, 3 dollars
back from your 10.” Caty says, “Great.”
4. Jonathan says, “Excuse me, I’ll have the shrimp. Oh, you’re out of shrimp? I”ll have
the beef, then.”
5. Anna says, “Hello. I want the chicken dish.”
Truck worker: We’re out of chicken.
Anna: You’re out of chicken.
Worker: Yep.
Anna: I’ll try another food truck. Thanks!
Writing
Discuss thekey words that may be used for the topic. Write some of them on the board for
students to use in their written work. Write the writing topic on the board:
What do you usually have for lunch on a weekday?

What kinds of restaurants do you like to go to?
When do you like to eat different meals?
If time allows, have students make a menu for a restaurant they would like to visit.

Resources
Conversation
Anna: Washington, D.C. has great food from all over the world.
Anna: Today I’m having lunch with my boss. Ms. Weaver says we’re going on a trip
around the world. But she knows I only have an hour for lunch! Silly woman.
Jonathan: Hi, Anna!
Anna: Hi Jonathan! Hey, we are meeting Ms. Weaver for lunch at noon, aren’t we?
Jonathan: Yes.
Anna: What time is it now?
Jonathan: 11:50.
Anna: 11:50! We have to go!
Anna: So, where is this world food restaurant?
Caty: We’re not eating at a restaurant.
Anna: Where are we eating?
Caty: We are eating at ... food trucks!
Anna: Food trucks … awesome! What’s a food truck?
Caty: These are food trucks!
Anna: Wow!
Jonathan: Whoa!
Caty: Jonathan, you will buy the first dish. Here is $10. Surprise us!
Jonathan: Okay,Ok
I’ll be back in 15 minutes.
Anna: What country do I want to visit?
Caty: Anna, you pick the second country. Here is $10.
Anna: I want chicken.
Caty: The food truck, over there, has great chicken.
Anna: Awesome!
Caty: After you buy your food, meet me here.
Jonathan: Excuse me, I’ll have the shrimp.
Jonathan: Oh, you’re out of shrimp. Okay, I’ll have the beef then.
Anna: Hello. I want the chicken dish.
Worker: We’re out of chicken.
Anna: You’re out of chicken.
Worker: Yep.
Anna: I’ll try another food truck. Thanks!
Worker: You’re welcome.
Jonathan: Okay, here is your change. The dish is $7. So, here is 1, 2, 3 dollars back from
your 10.
Caty: Great.
Jonathan:
How Where’s Anna? Is she dancingLesson
to Learn English by that
23 food truck? 297
Caty: Yes. Yes, she is.
Anna: Ms. Weaver, here is your change. The dish costs $5. So - $5 back.
Caty: Thanks, Anna. But where is the food?
Anna: I’m eating it. The Peruvian chicken is delicious! Try some!
(Caty and Jonathan shake their heads “no” )
Caty: Well, we still have $8! What do you want now?
Anna: We can buy dessert!
Caty: I’ll buy dessert.
Anna: In Washington, D.C., you can travel around the world … with food trucks! And it
does not cost a lot.

Key Words
after - adv. following in time or at a later time
beef - n. meat from a cow or the meat of the cow used as food
chicken - n. a bird that is raised by people for its eggs and meat or the meat of the chicken
used as food
cost - v. to have (an amount of money) as a price
delicious - adj. very pleasant to taste
dessert - n. sweet food eaten after the main part of a meal
dish - n. food that is prepared in a particular way
hour - n. one of the 24 equal parts of a day; 60 minutes
minute - n. a unit of time equal to 60 seconds; one 60th of an hour
noon - n. the middle of the day;12 o’clock in the daytime
only - adv. no more than
pick - v. to choose or select (someone or something) from a group
shrimp - - n. small shellfish that has a long body and legs and that is eaten as food
trip - n. a journey to a place
truck - n. a very large, heavy vehicle that is used to move large or numerous objects



Festivals Handout for practicing ‘Substitute’
Cultural traditions Photos of Folklife Festival for practicing

‘Substitute’
Grammar : Regular Past Tense Verbs

Substitute
Speaking: Voiced and voiceless past tense
pronunciations
Pronunciation: Substituting one word for
another
Da y 1

Say, “Today we will learn about festivals and cultural traditions.”
Ask students to think about their own culture. Say, “What are some of the cultural traditions
in your country?
Then ask students, “Do you enjoy festivals?” or “What kinds of festivals have you heard of?”
Continue, “When we go to festivals or cultural events, we often talk about them later. We
describe them in the past tense. Let’s learn how to do that in English today. We will also learn
how to use the strategy substitute when we talk about these things.”
Teach Key Words
orto
How repeat them after you.
Learn English Lesson 24 302
Speaking Practice
The video teaches words people use when they cannot remember a word or do not know
the correct word.
1. Sometimes we cannot remember a word. 2. In informal speech there are other ways to
There are often other words you use to talk say you do not remember a word.
about the thing.
Some people say “whatchamacallit” or
“thingamajig” to substitute for a word they
Listen to Anna talk about the Basque game: do not know.
A: What’s that?
They are playing a game. It’s a kind of
handball. B: What?
What do they call it? They call it pilota! A: The thingamajig on your desk?
B: Oh, that’s a can opener.
Da y 2
Tell students that the video will show Anna visiting a cultural festival in Washington, D.C.
She learns about the Basque culture from Spain. Play the video or ask a few students to
read the conversation. Tell students to respond when there are pauses in the video.

Yesterday started like a usual workday. Then, I saw something.
Speak:
Speak:
_________ _________ like a usual workday.
(Yesterday started) Then, I _____ _________. (saw something)
I wanted a break. It was a festival.
Speak:
Speak:
I __________ a break. (wanted)
How to Learn English __ _____ a festival. (It was)
Lesson 24 303
Activity
Tell students, “Now, we are going to practice this some more.” Hand out the Activity
Sheets to all students. Tell students, “Look at both Activity Sheets. Work with a partner
to write sentences using the past tense in the spaces at the top of both sheets. Try to
help each other.
Tell students, “When you are finished with the top parts of the
sheets, you should work on the next part by yourself. Write your own
summary.” When students are done, ask students to share their writing with a partner.
If there is time, students can then walk around and ask two other classmates what
they wrote.
Learning Strategy
Tell students the learning strategy for this lesson is substitute. Say, “We substitute
when we do not know a word. When you substitute, you use words you know to
describe something that you do not know.”
Play the video, remind students of the conversation, or use the photos in the Resources
section. If using photos, ask a student to answer the question written about one of the
photos. If you replayed the video, ask, “What happens when Anna does not know a
word?”
Say, “You can hear Anna telling about the game. She does not remember
the name at first.” They are playing a game. It’s a kind of handball. What do
they call it? They call it pilota!
Say, “Anna uses a phrase, “It’s a kind of handball,” to tell about the game. She is
substituting that phrase for the Basque name. Then she remembers the name, pilota.”
Give students a copy of the “substitute” handout. Have one student demonstrate the
activity. Tell the student, “Ask me about the first picture.” After
the student asks, “What is this woman wearing?” answer along these
lines: “I think it’s a special kind of hat. What do you think?”
Encourage the student to try to describe the headgear. Thank the student and address
the class. Tell students, “Find a partner. Choose one person
to go first. Ask about a picture.”

Say, “Your partner will try to describe the picture. You do not need to know the name in
English. Just use the words ‘you know.’ You can paraphrase - put it into other words -
or substitute -use a word like whatchamacallit or thingamajig.” As students work on the
exercise, remind them that they can either substitute or paraphrase to explain unknown
objects.

Da y 3
The Pronunciation Practice video teaches how to pronounce regular past tense endings,
including /d/,/ld/, and /t/.
1. Regular past tense verbs have the /ed/ 2. There is one past tense verb in this
ending, but are pronounced in three different lesson that does not add -ed.
ways.
That is was, the past tense form of the
Here are the three sounds: verb “be.”
/d/ /ld/ /t/
Listen to Anna talking about yesterday in
Here are some examples of the three the video.
sounds:
walk /t/ start /ld/ play /d/ Yesterday was the most amazing day.
dance /t/ want /Id/ call /d/
cook /t/ Was is a verb with an irregular past tense
form.
Now you try it.
Say this sentence in the past tense: You will see more irregular verbs in the
We start singing, then we play, and we next lesson.
dance.
We started (/Id/), singing, then we played

(/d/) and we danced (/t/ )
Tell students they are going to practice this some more.
Ask students to work in pairs. Tell them they are going to practice writing sentences with
regular past tense verbs, and then practice saying them, too.
Just like in the video, students should write simple sentences using at least one past tense
verb. Make sure that students practice pronouncing all three endings - /d/,/ld/, and /t/
Examples include:
I walked all day.
I wanted to read.
I called my family.
Then, ask several volunteers to share their examples with the whole class.

Da y 4
Listening Quiz

1. Anna says “Life in Washington, D.C. is interesting. I see something new every day --
like yesterday. Yesterday started like a usual workday.”
2. Anna says “They are cooking traditional Basque food.”
3. Anna says “ They are playing a game. It’s a kind of handball.”
4. Anna says “Every year, the festival shows different cultures. This year, one of the
cultures was the Basque culture.”
5. Anna says, “She is using a whachamacallit to make part of a ship.”
6. Anna says, “This is traditional Basque art.” She also says it is beautiful.
Writing
Tell about a party or festival in your town. (Students can create stories about a party or
festival if their town does not have one.)
What did you do when you went to it? (Students can create stories about this if they
have not been to a festival)
Give students time to write. If an in-class activity, ask a few students to share their writing
with the class. They can read from their papers or summarize what they wrote.

Resources
Conversation
Anna: Yesterday was the most amazing day. I want to tell my friend back home
about it. So, I am writing her a letter!
Anna: Dear Penelope, Life in Washington, D.C. is interesting. I see something new
every day -- like yesterday. Yesterday started like a usual work day
Anna: I said, “Yesterday started like a usual work day.”
Anna’s voice: I was at work. And I wanted a break. So, I walked and walked … and
walked. Then, I saw something! It was a festival -- a big festival!
Anna: It is the Smithsonian Folklife Festival.
Anna’s voice: Yes. It was the Smithsonian Folklife Festival. Every year the festival shows
different cultures. This year one of the cultures was the Basque culture.
There was dancing and food and games!”
Anna: I am dancing a traditional Basque dance.
Anna’s voice: At the festival, I danced a traditional Basque dance!
Anna: They are cooking traditional Basque food.
Anna’s voice: They cooked a lot of traditional Basque food.
Anna: They are playing a game. It’s a kind of handball. What do they call it? They
call it pilota!
Anna’s voice: They played a game with their hands and a small ball. It’s a kind of handball.
But this game is called pilota.
Anna: This is beautiful! This is traditional Basque art.
Anna: They are making a traditional Basque ship. This festival is a lot of fun!
Anna’s voice: The whole day was a lot of fun!
Anna: Who said that? I want to write my friends and tell them about my day!
Anna: … So, I wanted to tell you about my day! Please, my friend, come visit
Washington, D.C. soon. There is a lot to do! Until next time … Anna.

Key Words
was - v. past tense of the verb “be” in first or third person (I was; he/she/it was)
Basque Country - n. region of Spain
culture - n. the beliefs, customs, or arts of a particular society
festival - n. an organized series of performances
handball - n. a game for two or four players who use their hands to hit a ball against a wall
interesting - adj. attracting your attention and making you want to learn more about
something or to be involved in something
said - v. past tense of the verb “say”
traditional - adj. following the tradition of a certain group or culture
Past tense verbs
start - started
want - wanted
walk - walked
dance - danced
play - played
call - called

Quiz - Level 1, Lesson 24 - Yesterday Was Amazing!
1. What happened yesterday? 4. What does Anna say about the

festival?
a. Yesterday, Anna worked all day.
b. Anna did not have to work. a. She liked the food and dancing at the
c. Anna saw something new. festival.
d. Yesterday ended like a usual day. b. The festival shows many cultures.
c. Anna says the festival was long.
d. The Smithsonian Folklife festival is
new.
2. What did they do? 5. Anna is using a machine in this

video. You may not know the name of
a. The men cooked Basque chicken. the machine. What learning strategy
b. They cooked traditional food. can you use to talk about it?
c. The men looked at traditional Basque
a. Plan
food.
b. Monitor
d. They ate traditional Basque food.
c. Substitute
d. Summarize
3. How does Anna describe the game? 6. What does Anna say about the
pottery?
a. Anna says the game is for small
people. a. I want to learn to make beautiful
b. She says they call it Dakota. Basque art.
c. Anna says pilota is a slow game. b. What do you call this Basque art?
d. She says it is a kind of handball. c. These are Basque artists at work.
d. ...beautiful! This is traditional Basque
art.



Photos for Practicing Substituting
“Anna is helping make a ship. What is she using?”
“What is the thing under the clay pot?”


Playing games Small markers for board game pieces
Warnings
Recommending products, giving advice

Make associations
Grammar : Should; ought to
Speaking: Making recommendations using
‘should’
Pronunciation: Past tense contractions
(didn’t)
D ay 1

Say, “Today, we will learn about playing games. We will also learn about giving advice.”
Ask students, “Do you like to play games?” Give students time to answer.
Continue, “Is playing games good for us? Why or why not?” Again, take student answers.
Possible answers may include, “We get exercise playing active games, so it is healthy;” or
“We sit too much when we play video games, so it is not good for us.”
Explain, “There are some new games that you must play on a mobile phone while you walk
around. Anna and Dan are playing a game like that in the lesson today. What are some other
games that you can play while walking around?”
Give students time to comment. Write the names of the games they mention on the board.

Teach Key Words
Ask students listen to the Speaking Practice video and say the new words for this lesson
After the key words, the video teaches how to use “should” to make a recommendation.
Making recommendations using “should.” 3. Now you try it. Tell someone they should
watch Let’s Learn English.
1. In English, the modal verb “should” is Listen:
used to say or suggest that something is the I want to learn English.
proper, reasonable, or best thing to do. Speak:
You will often hear Americans make Then you watch Let’s Learn English!
recommendations using “should.” (should)
2. Listen to Dan telling Anna what she should

do in the video:
Anna: I don’t have time for games. I want to

learn about U.S. presidents.
Dan: Then you should play this game. When

you find an American symbol, you win points
and a fun fact about a U.S. president.
Ask students to make their own recommendations to a partner using “should.”
Da y 2
Tell students that the video will show Anna meeting a man who is playing a video game.
If students are not familiar with the monuments in Washington, D.C., show some photos of
the Jefferson Memorial (National Park Service site) from the Resources section.
1. 3.
Listen: Listen:
Watch out! You ought to buy the app.
Speak: Speak:
___out! (Watch) You___ ___buy the app. (ought to)
2. 4.
Listen: Listen:
You should be more careful. Got it. Thanks!
Speak: Speak:
You___be more careful. (should) ___it..___ ! (Got, Thanks)
Ask students to think of three times when they could tell someone to “watch out.”
Possible examples are: getting off a bus or train, using a
sharp knife or tool, and pouring a hot drink.
Have students share their situations with you when they have created their list and write
some of the situations on the board.
Learning Strategy
Say, “In this lesson, Anna connects the picture of an

American flag in her mind with
President Thomas Jefferson. She sees the flag in the game and
says, ‘I know that Thomas Jefferson signed the Declaration of
Independence! Now, where is that symbol?’”
Continue, “Anna says, ‘Here it is! My first one. It’s an American

flag! I won 60 points! An American flag works well for
Thomas Jefferson. I see lots of American flags on
Independence Day!’”
Explain, “When we think of connections between things, we are making associations.

Anna is making associations between the flag and President
Thomas Jefferson. What associations do you make when learning new
things in English? Is there something in this lesson that you can connect with the
new words? Often, the connection can help you remember the words.”
Put students into groups of two or three. Give them time to read the conversation
together or watch the video again to look for one association. Ask someone from each
group to share what they found.
Day 3
The Pronunciation Practice video teaches about the past tense contraction “didn’t.”

1. In slow speech, Americans say “did not” 2. In fast speech, Americans put the words
to negate the verb “did,” which is the past together. They say “didn’t” instead of “did
tense of the verb, “do.” not.”
Here is an example from the video: 3. Now you try it. Use didn’t in a
sentence. Listen:
Anna: Hey, watch out! Did you study English yesterday?
Dan: I’m sorry. I did not see you. Speak:
Anna: You were not looking. You should be No, I ___ study English yesterday.
(didn’t) more careful.
Ask students to form pairs and ask each other questions that can be answered in the
negative. They can be as silly as the students wish. For example:
Student A: Did you see an elephant in class this morning?

Student B: No, I didn’t. Did you ride a space ship to school?
Student A: No, I didn’t.
Activity – Giving Advice Game
Put students into groups of four and give each group one copy of the Activity Sheet.
Give the students unique game pieces or ask them to write their name on a small piece
of paper to move around the game board.
To play the game, each player closes their eyes and points to the number grid on the game
board. The number closest to their finger is the number of
spaces the player will move.
If the player moves their game piece to a space with a location on it, the player should
choose the activity pictured on the board that they associate with this location and tell the
others.
For example, if a student lands on the image of a mountain, she may say, “I should go
rock climbing.” For a recommendation, she could also say, “You should always wear
gloves
(or a harness) when you go rock climbing.”
Then, if the player can make a recommendation for that location, they can move forward
one more space. If they cannot think of a recommendation but another player can, the first
player must move back one space.
Take turns repeating all of these steps for each player. The player who reaches the ‘Finish’
space first is the winner.
D ay 4
Listening Quiz

1. Anna says “You should be more careful.”
2. Dan thinks playing the game will help Anna learn about the U.S. Presidents
3. Dan says Anna should buy the app for the “Catch Americana” game.
4. Anna says, “An American flag works well for Thomas Jefferson!” Anna is connecting
two ideas: flags and Thomas Jefferson.
5. She says she wants to learn more about U.S. Presidents.
6. Dan tells Anna: “You have to find things that aren’t really there.”
Writing
Discuss the key words that may be used for the topic in class. Write some of them on the
Say, “In this lesson, Anna learns about a new video game. What games do you like to play?
Choose one or two games and describe how to play them.”
Write the questions on the board then give students time to write. If an in-class activity, ask
a few students to share their writing with the class.

Resources
Conversation
Anna: Hello from Washington, DC! This city has many monuments and
memorials. Anna: Today I am visiting the ones built in memory of our
Presidents: Washington, Jefferson, Lincoln and Roosevelt.
Anna: I want to learn more about them.
Anna: Hey! Watch out!
Dan: Sorry! I didn’t see you.
Anna: You were not looking. You should be more careful.
Dan: I know I should be more careful. But this game is really fun.
Anna: What kind of game?
Dan: You have to find things that aren’t
really there.
Anna: How can you find things that aren’t really
there?
Dan: They’re in your phone. See?
Anna: I see. It’s like a scavenger hunt.
Dan: That’s right!
Anna: I don’t have time for games. I want to learn about U.S. presidents.
Dan: Then you should play this game! When you find an
American symbol, you win points and a Fun Fact
about a U.S. President.
Anna: I have time for this game!
Dan: Here are the symbols that I caught: the Statue of Liberty for 20 points,
Uncle Sam for 40 points and the American flag for 60
points.
Anna: What symbol are you looking for now?
Dan: I am looking for the bald eagle. That is 100 points! It should be near the
Washington Monument.
Anna: This game is awesome.
Dan: You ought to buy the app right now. It’s called “Catch Americana.”
Anna: Got it. Catch Americana.
Anna: Thanks! Good luck!
Dan: Good luck to you too!
Anna: This is the Jefferson Memorial. I know that Thomas
Jefferson signed the Declaration of Independence!
Now, where is that symbol?

Anna: Here it is! My first one. It’s

an American flag! I won 60
points!
Anna: An American flag works well for Thomas Jefferson*. I
see lots of American flags on
Independence Day!
Anna: Where is my Jefferson Fun Fact?
Voice: In his lifetime, Thomas Jefferson wrote about
19,000 letters! Anna: I did not know that. Where is the next
symbol?
*See an explanation of this sentence in the Learning Strategy section.

Key Words
Americana - n. things produced in the U.S. and thought to be typical of the U.S. or its
culture
bald eagle - n. a very large bird of North America that has a white head and white
tail feathers build / built - v. to make (something) by putting together parts or
materials be careful! - an instruction to take care in a particular situation
catch/caught - v. to capture and not allow (a person,
animal, or fish) to escape
Declaration of Independence - n. the statement adopted by the Second Continental

Congress meeting at Philadelphia, Pennsylvania on July 4, 1776. It said that the
thirteen
American colonies would not accept British rule find / found - v. to get or discover
something or someone that you are looking for flag - n. a piece of cloth with a special
design that is used as a symbol of a nation or group
Independence Day - n. July 4 celebrated as a legal holiday in the U.S. in honor of the
day when the Declaration of Independence was signed in 1776 memory - n. the power
or process of remembering what has been learned in memory of or in someone’s
memory - made or done to honor someone who has died
ought to - modal verb. used to say or suggest that something is the proper, reasonable,
or best thing to do. It has the same meaning as should and is used in the same ways,
but it is less common and somewhat more formal.

point - n. a unit that is used to score a game or contest
scavenger hunt - n. a game in which players try to find specified

items within a particular period of time
should - v. used to say or suggest that something is the proper, reasonable, or best
thing to do
Statue of Liberty - n. A large sculpture given to the United States from the people of
France. It is a symbol of freedom and democracy.
symbol - n. an action, object, event, etc., that expresses or represents a particular idea
or quality

Uncle Sam - n. A common symbol of the government of the United States.
Watch out! - phrasal verb. to be aware of something dangerous
America’s Presidents
Thomas Jefferson - America’s 3rd president, Thomas Jefferson, signed the Declaration of
Independence on America’s birthday - the 4th of July. (The symbol for President Jefferson
in the Catch Americana game is an American flag.)

Quiz - Leve l 1, Lesson 25 - Watch Out!

1. How does Anna give advice to Dan? 4. Which learning strategy is Anna
using?
a. Anna says “Hey!” To Dan.
b. She tells Dan he was not looking. a. Anna is summarizing.
c. Anna tells Dan to stay away. b. Anna is making associations.
d. She says Dan should be more careful. c. Anna is asking questions.
d. Anna is predicting.
2. Why does Dan tell Anna to play the 5. What does Anna say about the U.S.
game? Presidents?
a. Anna says she loves to play games on a. Hi, want to learn more about them?
her phone. b. I want to learn more about Tim.
b. Dan says the game will help Anna meet c. She wants to tell their stories.
new friends. d. I want to learn more about them.
c. Anna says she wants to learn about
U.S. Presidents.
d. Dan wants to teach Anna about the U.S.
Presidents.
3. How does Dan give advice to Anna? 6. What does Dan say about the
game?
a. Dan says Anna ought to buy the app.
b. He says Anna should play the game a. You have to find things that aren’t on
with him. the chair.
c. Dan says Anna has to buy the app right b. You have to find things that aren’t really
now. there.
d. He says everyone is playing the game. c. You have to find rings that are really
there.
d. You have to put things in places here
and there.


Thomas Jefferson Memorial

(for a video introduction, see https://www.nps.gov/thje/index.htm
)

Warning of danger Small markers for board game pieces
U.S. Presidents
Symbols of the United States

Make associations
Grammar : modal “ought to”; irregular past
tense verbs
Speaking: Giving warnings with the
expression “look out”
Pronunciation: Pronouncing “ought to” in fast
speech
Da y 1
Ask students, “Do you remember the earlier lesson? We saw that Anna learned a new game.
Dan ran into her while he was playing the game. Now Anna is walking around the memorials
to U.S. Presidents, learning fun facts.”
“How about you? Do you enjoy playing video games or other kinds of games? When you
play, is there any danger? For example, when you play football (soccer), you must be careful
about hitting the ball with your head. What kinds of danger do you need to be careful of in
the games you play?” Write students’ responses on the board.
Ask students: “What do you say to warn someone of danger? Last week we learned “watch
out!”
Teach Key Words
After the key words, the video includes information about three U.S. presidents: Lincoln,
Roosevelt, and Washington. Then, the video teaches how to use “look out” to warn other
people of danger.
1. See the information about America’s 3. You can also say, “Look out for
presidents after the Key Word list for (something).”
additional material in this video.
Listen to Dan telling Anna to look out for a
tree:
Dan: Hey, Anna! Look out for that tree!
2. When someone may be in danger, we 4. Now you try it. Look at the picture and
can say, “Look out!” This is a warning to tell the person who is walking to look out.
someone to be careful.
“_____ _____ for that banana peel!” (Look
Listen to Dan tell Anna to look out after she out)
walks into him.
Dan: Hey, look out!

Anna: Sorry. Hey, it’s you! Now I should be
more careful.
Da y 2
This lesson’s story continues from the previous lesson. Tell students that the video will
show Anna and Dan playing a game on their mobile phones. The players must be careful to
look where they are walking as they play the game and walk around.
Explain that, “When we think about the dangers of playing games, we are making
associations.
How We talked about that strategy
to Learn English in our
Lesson 26 earlier lesson. Let’s try this in a different330
way today. First, we will see how Dan and Anna make associations when they play the
game, ‘Catch Americana.’”
1. 3.
Listen: Listen:
What is the fun fact? What’s your name?
Speak: Speak:
What ___ the ___ fact? (is, fun) ______ (your name) What’s yours?
2. 4.
Listen: Listen:
I did not know that. Hey, look out!
Speak: Speak:
I ___ not _____ that. (did, know) Hey, ______ out! (look)
Listen:
Sorry, I should be more careful.
Speak:
__________, I __________ be more careful.
Activity
Ask students to stand up and form a line, then fold the line in half by asking the student
at one end to lead the line toward the other end. Tell students to turn their back to their
partner.
Hand out the Activity Sheet. Give Student A sheets to half the class and Student B sheets
to the other half of the class. Have students stand or sit back-to-back to do the exercise.
When all pairs have finished the activity, have several students stand up and demonstrate
the conversations they carried out with the words and phrases on the sheets.

Day 3
Learning Strategy
Tell students, “Today we will make associations. When we think of connections

between things we are making associations.”
Say, “In this lesson, Dan makes an association to help himself remember Anna’s name.
After Anna tells him her name, he says, ‘Like Americana!’ The name ‘Anna’ sounds like
the end of the word ‘Americana’ to Dan.”
Ask, “Can you find another example of making associations in

the conversation?” In the game each president is associated
with a symbol. Anna talks about this when she goes to the Lincoln Memorial.
She finds that the Statue of Liberty is the symbol for
Lincoln in the game. She makes an association between the statue and
the freedom Lincoln declared for enslaved people in the United States.
Anna: This is the Lincoln Memorial! Where is the symbol? I found it! The Statue of
Liberty! Lincoln wanted freedom for all people. So, the Statue of Liberty works well.
Give examples of other times students can make associations: “Making associations
can help you learn in other areas. When you have many new words to learn in biology,
for example, you can associate images with the words.”
The pronunciation practice video teaches the fast pronunciation of the words “ought
to.”

1. 2.
When English speakers give advice with Speak:
“ought to” they sometimes say it quickly. It I am learning many new words with this
sounds like “oughta.” course. But I ___________ _____ practice
speaking more.
Listen to Anna talking about being more
careful.

Anna: I learned a lot about presidents with

this game. But I ought to be more careful.
Until next time!

Tell students to make several sentences giving advice to their classmates using the
phrase “ought to.” Ask a few students to share their examples with the class, using the
pronunciation “oughta.”
D ay 4
Listening Quiz

1. Anna says “You should be more careful.”
2. Dan thinks playing the game will help Anna learn about the U.S. Presidents
3. Dan says Anna should buy the app for the “Catch Americana” game.
4. Anna says, “An American flag works well for Thomas Jefferson!” Anna is connecting
two ideas: flags and Thomas Jefferson.
5. She says she wants to learn more about U.S. Presidents.
6. Dan tells Anna: “You have to find things that aren’t really there.”
Writing
Talk about the key words that may be used for the topic. Write some of them on the board
Are there any memorials to famous leaders in your town or in your country? Write a
paragraph about one of them. Do you admire the leader?
Give students time to write.
If an in-class activity, ask a few students to share their writing with the class.

Resources
Conversation
Anna: This is the Roosevelt Memorial. Where is the symbol?
(Anna remembers that Dan said: You have to find things that aren’t really there. ... When
you find an American symbol, you win points and a Fun Fact about a U.S. President.)
Anna: Yay! I found Uncle Sam and I won another 40 points! What is the Fun Fact?
Voice: Franklin Roosevelt was the first to fly in a plane as president!
Anna: I didn’t know that. This is a really beautiful memorial.
Anna: This is the Lincoln Memorial! Where is the symbol?
Anna: I found it! The Statue of Liberty! Please give me my Fun Fact.
Voice: Abraham Lincoln was a great wrestler!
Anna: I didn’t know that. Lincoln wanted freedom for all people. So, the Statue of
Liberty works well.
Anna: And I won 20 points! Time to find the next symbol.
Dan: Hey! Look out!
Anna: Sorry. Hey, it’s you! Now, I should be more careful.
Dan: That’s okay.
Anna: This game is a lot of fun. Hey, what’s your name?
Dan: Dan. What’s yours?
Anna: Anna.
Dan: Like Americana!
Anna: Yeah, I guess so.
Dan: Did you find any symbols?
Anna: Yes, I found three and won 120 points!
Dan: Me too. But, did you find the bald eagle?
Anna: No. Did you?
Dan: No.
Anna: First one to find it wins?
Dan: Anna, look out for that tree!
Anna: I learned a lot about presidents with this game. But I ought to be more careful.
Until next time …!

Key Words
(air)plane - n. a vehicle that has wings and an engine and can carry people or things in the
air
fly - v. to travel in an aircraft or spacecraft
freedom - n. the power to do what you want to do or the ability to move or act freely
Look out - phrasal verb. used to tell someone to be aware of something dangerous
wrestler - n. someone who competes in the sport of wrestling
yay - interjection. used to express joy, approval, or excitement
American Presidents and Symbols (Part Two)
Abraham Lincoln
America’s 16th President, Abraham Lincoln signed the Emancipation Proclamation. It

said the 3 million enslaved people in the South were free. They could enjoy some kinds of
freedom after the end of the American Civil War.
(President Lincoln’s symbol in the Catch Americana game is the Statue of Liberty.
)
Franklin Delano Roosevelt
America’s 32nd president, Franklin Delano Roosevelt, was president from March 4, 1933
– April 12, 1945. He was the only President elected to four terms, and the only paralyzed
President. FDR led the United States through World War Two.
(President Roosevelt’s symbol in the Catch Americana game is Uncle Sam. The Uncle Sam
symbol called many American men to join the U.S. Army to fight in the World Wars.)
George Washington
George Washington was the first President of the United States, from 1789 to 1797. He was
a strong leader for America. The bald eagle is the national bird of the United States. People
think of the eagle as strong and powerful.

Quiz - Level 1, Lesson 26 - This Game is Fun!
1. What does Dan say about the 4. Why does Dan say “like
game? Americana?”
a. You have to find things that a. Dan is making associations.

aren’t really there. b. He is showing he does not
b. You have to find things then understand.
run from a bear. c. Dan is trying to be polite.
c. True, you can find things that d. He is asking Anna if she likes Catch
are near the chair. Americana.
2. What is the fun fact about Franklin 5. What does Anna say when she
Roosevelt? walks into the tree?
a. He was the first President a. I ought to be more careful.

to pilot a plane b. I have got to be more careful.
b. Roosevelt was the first to c. But I have to call my friend Carol.
use planes in war. d. The butter in my hair smells terrible.
c. He was the first President
to own an airplane.
3. What is the fun fact about Abraham

Lincoln?
a. Abraham Lincoln was a game player.

b. The game says he built the Statue of
Liberty.
c. Abraham Lincoln was a great
wrestler.
d. The game says Lincoln freed the
slaves.

Lesson 26
Lesson 26
Asking about health problems List of home remedy ideas from your culture
Giving advice for health problems or that of the students
Toy doctor kit - thermometer, stethoscope
and other items

Analyze information
Grammar : Irregular past tense verbs
Speaking: Health problems and excuses
Pronunciation: Wh-questions and Yes/No
question intonation
Da y 1

Ask students, “How do you know when you are sick?” Let students respond with the words
for symptoms. Write the words on the board.
Answers may include:

cough sore throat
sneeze aches and pains
fever feeling tired
Continue, “These things are a kind of information. You think about the information your body
is giving you, and then give a name to your health problem. Maybe it’s a cold, or the flu or
something else.”
Say, “Imagine that you wake up and feel sick. What do you have to do? If it’s a school day,
or a work day, do you call or email someone?”
Explain, “People who are working need to give an excuse (or reason) when they cannot go to
work.
How In today’s
to Learn Englishlesson we find out what Lesson
Anna tells
27 her boss when she is sick. Do you think
341
she will have a good excuse for staying home?”
Tell students that the video will show Anna calling her doctor. She does not feel well.
If students are acting out the conversation, give students copies of the conversation.
Ask students what they think of Anna’s plan to stay home and watch movies: “Is that a
good way for her to feel better?”
I do not feel well. I think I’m sick. When did you start feeling sick?
Speak: Speak:
I ___ not ____ well. I think I’m ______. When _____ you _____ feeling sick?
Listen:
I was sick last week, too. I had the flu.
Speak:
I _____sick last week, too. I _____the flu.
Learning Strategy
Explain to students that when learning English, we often get new information. Today’s
lesson will help us learn to think carefully about information.
Give an example: “What is a high body temperature?”
Students in countries that use Celsius will know that the normal temperature is 37 degrees
Celsius. In the U.S. and some other countries, Fahrenheit is used, and the normal body
temperature is 98.6 Fahrenheit.
Ask students, “If your temperature is 100 degrees Fahrenheit, is that high?” Explain that
98.6 is normal on the Fahrenheit scale, so 100 is not very high. “In the video, Dr. Bennett
thought about the information. She decides that Anna is not too sick. But she tells Anna
to stay home and rest. You can think about the meaning of information, too, any time you
read or listen in English. Let’s try it when we do the activities in this lesson.”


Activity Sheet
Hand out copies of the Activity Sheet. Ask students to look at the image on the page.
Review the health problems indicated on the image by asking students to name them
and having the class repeat the names aloud.
1) headache
2) fever
3) upset stomach
4) cut
5) broken bone6) bruise
Introduce the idea of home remedies. Say, “On this page you can see what a doctor
might tell you to do for these health problems. These are in the column called
‘treatment’ on your paper. There are also what we call ‘home remedies,’ or traditional
ways to treat a health problem at home. Maybe you do a home remedy when you
cannot go to a doctor. Or you do it before the problem becomes worse. For example, in
my family, when someone has a cold, we give them honey and lemon juice. Can you
think of home remedies for some of these problems (on the board)?” Ask students for
examples.
Tell students to form pairs. Ask them to match the health problems with treatments and
write them in the lower part of the worksheet. Check the students’ work by showing or
saying the matches:
1) headache - get some rest
2) fever - drink lots of liquids
3) upset stomach - take some medicine
4) cut - put a bandage on it5) broken bone - see a doctor 6) bruise - put some ice on
it.
Tell them to have conversations about the health problems and home remedies. When
all students have completed the activity, have several pairs demonstrate how they
thought about the information in their conversations.
Respond with questions like: “Is this a good advice? Do you know something else that
will help?” Give students a chance to answer.
Day 3
The Pronunciation Practice video teaches how to ask two kinds of questions:

Wh-questions and Yes/No questions. Play the video or read the explanation below.

1. When English speakers 3. When English speakers
ask questions that start with Wh- ask a question that begins with
or H- their voice goes down at Do, Is, and Can, their voice goes
the end. up at the end of the question.
These are called Wh-Questions. Listen to
these questions: These are called “Yes/no questions”
Ms Weaver: Why not? What is wrong? because you can answer them with one
Anna, what do you mean? Why can’t you word.
come to work today?
Dr. Bennett: When did you start feeling Listen to the doctor’s question:
sick? Dr. Bennett: Do you have a sore throat?
Anna: Yes, I have a sore throat.
4. Now, you try it. Listen:

2. Now you try it.Listen: Do you like Voice of America?
Why are you learning English? Speak:
Speak: ____ you ____ Voice of America? (Do, like)
_____ _____ you learning English? (Why (graphic shows words rising upwards with
are) (graphic shows words falling intonation)
downward with intonation)
Practice Asking Questions
Tell students to write five Wh-questions and five Yes/No

questions about English (or another topic you choose) in their
notebooks. Have them work with a partner to compare. Can they answer all of their
partner’s questions? If not, the pair can move to work with another pair of students.
When partners have worked together for ten minutes, ask them to share their two best
questions by writing them on the board. See if the class can answer the questions.

Da y 4
Listening Quiz

1. Ms. Weaver uses the verb forms “slept” and “drank.”
2. At American businesses, it is polite to answer the phone by saying your name.
3. Anna says, “I painted for hours.”
4. Dr. Bennett is thinking about Anna’s temperature and what it means.
5. In American culture, it is not polite to speak when another person is speaking.
Writing
What happens when you get the flu? Does your family have a special way to get well
again?

Resources
Conversation
Anna: Hello! I am sure that today, in Washington, D.C,. there are a lot of great
things to do. But I am not doing any of them. I am sick. Right now, I’m going to
call my boss and tell her I cannot come in to work.
Caty: Hello?
Anna: Ms. Weaver, Hi. I can’t come to work today.
Caty: Why not? What is wrong?
Anna: Well, yesterday I felt fine.
Anna: In the morning, I painted for hours. In the afternoon, I cut wood. Then, I
built a fire.
Caty: Anna, what do you mean? Why can’t you come to work today?
Anna: I do not feel well. I think I’m sick.
Caty: I’m sorry to hear that. I was sick last week, too. I had the flu.
Anna: (sneezes) What did you do?
Caty: I slept a lot and I drank a lot of water. Do you have a doctor?
Anna: Yes, I do.
Caty: You should call your doctor. And get lots of rest!
Anna: Thanks, Ms. Weaver. I’ll call right now. I’m calling my doctor.
Dr. Bennett: (to herself) Now, where does this thing go?
Dr. Bennett: Hello. This is Dr. Bennett. How can I help you?
Anna: Hello, Dr. Bennett. This is Anna.
Dr. Bennett: Oh, Hi, Anna. How can I help you?
Anna: I think I’m sick.
Dr. Bennett: Let me ask you a couple of questions. Do you have a sore throat?
Anna: Yes. I have a sore throat.
Dr. Bennett: Do you have a cough?
Anna: Yes. I have a cough.
Dr. Bennett: When did you start feeling sick?
Anna: This morning. Yesterday I felt great. In the morning I painted, for hours - in
the afternoon I cut wood -
Dr. Bennett: Excuse me, Anna. But I don’t need to know all that. Do you have a fever?
Anna: Oh. My thermometer says 125 degrees?! What??
Dr. Bennett: Yeah, that’s not right.
Anna: Oh. Wait. The thermometer was
in my hot cup of coffee.
Dr. Bennett: Please take it again, Anna.
Anna: Okay, the thermometer says 100.5 degrees.

Dr. Bennett: 100.5 degrees is not too high. I want you to drink lots of water. Rest in bed
and get lots of sleep.

Anna: That is what my bosssaid to do. Um, Dr. Bennett, when can I go to
work?
Dr. Bennett: Don’t go to work for a couple of days.
Anna: Yes! I mean, I don’t want to make my co-workers sick.
Dr. Bennett: That’s right. Call me back in a couple of days.
Anna: I will, Dr. Bennett. And thanks.
Anna: Well, you heard the doctor – no work for a couple of days. I need water,
sleep and um … lots of movies! Well, the doctor didn’t say anything
about movies. But it can’thurt! Until next time!

Key Words
cough - n. the act of forcing air through your throat with a short, loud noise often
because you are sick
doctor - n. a person who is skilled in the science of medicine
fever - n. a body temperature that is higher than normal
fire - n. the light and heat and especially the flame produced by burning
flu - n. a common disease that is caused by a virus and that causes fever, weakness,
body aches, and breathing problems; also called influenza
rest - v. to stop doing work or an activity
sick - adj. affected with a disease or illness; ill
sneeze - v. to suddenly force air out through your nose and mouth with a usually loud
noise because your body is reacting to dust or a sickness
sore - adj. feeling or affected by pain
thermomete r - n. an instrument used for measuring temperature
throat - n. the tube inside the neck that leads to the stomach and lungs
wood - n. the hard substance that makes up the stems and branches of trees and shrubs
Past Tense Verbs
cut / cut - v. to use a sharp tool (such as a knife) to open or divide (something, such as
paper or wood)
do / did - v. to perform an action or activity
drink / drank - v. to take a liquid into your mouth and swallow it
feel / felt - v. used to describe someone’s physical or mental state
hear / heard - v. to be aware of (sound) through the ear
hurt / hurt - v. to be a source or cause of pain

paint / painted - v. to cover (something) with paint or to put paint on (something)
say / said - v. to use your voice to express (something) with words
sleep / slept - v. to rest your mind and body by closing your eyes and becoming
unconscious



Apologizing Paper for folding into an airplane

Giving reasons or excuses

Self talk
Grammar : Imperative (command) verb forms;
BE verb in the past tense
Speaking: How to apologize
Pronunciation: Saying “well” when giving an
unexpected answer
Da y 1

Tell students, “In this lesson, we will talk about learning a new skill. There are times when
we have to show that we learned something well - like when you take a test. We will talk
about how we feel at those times and how we can feel more confident.
“This lesson also shows us how to apologize (say we are sorry) and give an excuse. In
some English-speaking cultures, such as in the United States, people think it is good to
give a reason when making an apology. In some other cultures, this is not necessary.”
Explain, “We will also learn the command form of verbs. We use it to tell someone what to
do. For example, if I say, ‘Stand up,’ that is a command.”

Tell students that the video will show Anna taking a driving test. Play the video or ask a few
students to read the conversation. If they are reading the conversation, ask three or four
students come to the front of the class.
Tell students to respond when there are pauses in the video.
After watching the video, ask students what they think of Anna’s driving. Will she be a
good driver?
Did you pass the test the first time? Please, don’t yell.
Speak: Speak:
___ you ____ the test the first time? _______, don’t ______.
Listen: Listen:
No, but I did pass the second time. I’m sorry, I was afraid.
Speak: Speak:
No, but I ____ pass ____ second time. I’m _________. I ______ afraid.
Learning Strategy
Ask, “How do you feel when you learn something new, like driving a car, riding a bicycle,
or swimming?” Write some responses on the board. Some answers may include: nervous,
afraid, excited, proud, happy, hopeful.
Ask students, “What do you do if you are nervous or afraid?” Write their answers next to
the previous list.
Explain, “Let’s try using something called self-talk. It means telling yourself you can do
something well, like using English.”
“When we need to be more confident, we can use self-talk. In this lesson, Anna uses self-
talk. John asks her about it.
John: Why are you talking to yourself?
Anna: I am a little nervous. When I’m nervous, I talk to myself.
John: You don’t need to be nervous.
Talking to yourself in English can help you relax and do better. It can also give you more
How to Learn
chances toEnglish
practice using English.” Lesson 28 355
D ay 2
Teach Key Words
or repeat them after you. Pause the video when the meaning is shown and make sure all
students understand the meaning.
After the key words, the video teaches the imperative verb form. Here is the script:

1. In this lesson the man giving the driving 3. Listen to the man giving the driving test
:
test tells Anna to do many things. He uses Please start the car.
the imperative verb form. Please, stop pushing the gas pedal!
An imperative is the base verb which is the Okay, when you are ready, turn.
same as the first person simple present form Look out for that car! Brake! Brake!!
of the verb. Anna, stay on the street!
2. Imperatives are direct, and people 4. Now you try it. Use an imperative verb
sometimes use them when angry or afraid. to tell someone what to do.
To be polite, people sometimes use “please” Look at the picture
with an imperative verb. Please _____ the wood. (cut)
Practice Apologies
This activity introduces apologies and excuses shown in the conversation. Explain,
“Sometimes we have to apologize, or say we are sorry for doing something. Listen to this
part of the conversation:
John: Please, stop pushing the gas pedal!

Anna: Sorry.
Anna is making John nervous by pushing the gas pedal too many times. Anna says ‘Sorry.’
Can you find another time when someone says ‘Sorry?’”
Students should find this exchange in the conversation:
Anna: Please don’t yell at me!

John: I’m sorry. I was afraid.
Explain to students, “John knows he should not yell at Anna. After he says, ‘I’m sorry’ he
gives her a reason for yelling: He was afraid. In many cultures, people give a reason, or an
excuse, when they apologize. Now let’s try apologizing to our partners.”
Ask a pair of students to help you show the activity. Here is how the students should
practice:
Student A: Please sit down.

Student B: I’m sorry. I can’t because there is no chair.
Here is another example:

Student B: (to a seated student) Please stand up.
Student A: I’m sorry. I can’t stand up. My legs are tired.
Ask students to sit with a new partner. Tell them to take turns telling their partner to do
something such as “stand up” “sit down” “open a book” or “open the door.”
Tell the other partner to say “Sorry, I can’t stand up/sit down/open the door/get a book
from the shelf…” and give a reason why they cannot.
Walk among the students as they do the activity. Listen to their commands and responses
and choose a few examples to share with the class. Tell them to share the command and
the reason they gave for not obeying the command.

Day 3
The Pronunciation Practice video teaches how American English speakers make the
sound longer when saying “well” to show they are giving an unexpected answer.
1. In American English, sometimes 3. Anna makes the word “well” longer

speakers will make words longer to because she is going to tell Marsha bad show what
they are thinking. One of news: she did not pass her test the first
these common words is “well,” which is time she took it.
sometimes used to show that you are
going to tell someone something that they
do not expect.
2. In the video, Anna says, “well” when 4. Now you try it. Use “well when someone
Marsha asks about the driving test. asks about your homework.
Marsha: Did you pass the test the first Did you do your
homework? time? Speak:
Anna: Well... No, but I did pass the second _____.... no. (Well)
time.
Play the video or read the explanation below. Give students a chance to practice using
“well” in this way by writing some situations on the board:
Will you loan me some money?
Will you do my homework for me?
Please help me move tomorrow.
Ask students to use “Well...” to give a negative answer to their partner.
Activity Sheet
Hand out copies of the Activity Sheet. Have two students come to the front of the room to
show the activity. Explain, “We’re going to practice giving commands and using self-
talk.”
Speak to one student: “Imagine you are giving a driving test. Tell [other student’s name]
to open the car door.”

Student A: “Open the door and get inside.”

Tell Student B: “Now I want you to use self-talk. For practice today, let’s imagine you need
to be more confident. Tell yourself you can open the door and get inside. Use your body to
show what you are doing.”
Student B: “Okay. I can do it. I am opening the door. (gestures opening a car door) Now I
am getting inside.”
Ask students, “What should be next?” Take student ideas. Ask Student A to use the
imperative to give a command to Student B: “Check your mirrors.”
Encourage Student B to respond with self-talk.
Student B: “I know how to check the mirrors. I am checking the mirrors.”
Thank the two students and have them return to their seats.
Ask the class to form pairs, then continue with the top part of the Activity Sheet. After most
pairs have completed that part, call for student volunteers to show the steps for the the
other tasks.
Move to the lower part of the Activity Sheet. Ask students to give an example of something
they know how to do. They should then explain the steps to their partner and listen to their
partner tell how to do something. Each partner should write the steps.
Use the example to write a set of steps on the board with the imperative verb form. Here
are steps for making a paper airplane:

Day 4
Listening Quiz
1. Anna says, “This is my driver’s license. I passed my driving test. Today I rented a
car so I can drive around Washington, DC. You can see more of the city this way.”
2. Marsha says, “Anna, did you get your driver’s license?”
3. Anna says, “I was really nervous driving in Washington, D.C. traffic!”
4. Marsha asks: “Did you pass the test the first time?” Anna
answers, “Wellllll, no... but I did pass the second time.”
5. Anna says, “I am a little nervous. When I’m nervous, I talk to myself.”
6. Here is the video script:
John says, “Okay, when you are ready, turn.” Anna says, “Great!” John says, “Not
now! You almost hit that car!” Anna says, “You said ‘turn.’” John says,
“Look first! There were cars in the street.” Anna says, “Please don’t yell at me!”
7. John says, “You were driving too slow! Anna, stay on the street! Hands on the
wheel, Anna.”
8. Anna says, “Please don’t yell at me!” John says, “I’m sorry! I was afraid.” Anna
says,
“You were yelling.” John says, “Look out for that car! Brake! Brake!!”
Writing
For this writing topic, it may be helpful to suggest skills the students might have
learned, depending on their age and situation, like riding a bicycle, driving a car,
motorbike or boat, cooking a meal, planting a garden, cutting hair or something else.
Write the writing topic on the board: Think of a time you learned to do something new.
How did you feel? What helped you to learn the new skill?

When students have finished writing, have them post their

writing on a wall and give the class time to walk around and read
what their classmates have written. Encourage students to comment on the
experiences they share with each other.


John: That, Anna, is the police.

Marsha: That sounds awful.
Anna: Yes, it did not go well. But, I practiced and passed the second time!
Marsha: Do you know where you want to take your first drive in Washington,
D.C.?
Anna: Yes! Let’s go!
Anna: There it is … the White House!
Marsha: Anna, you do know you can’t drive up to the White House, don’t you?
Anna: Yes. No. I didn’t know. I guess we walk from here!
Anna: Sometimes you can see more of Washington, D.C. in a car. If you want to
see the White House, you need to walk. Until next time … !

Key Words
afraid - adj. feeling fear
brake - v. to use the brake on a vehicle
- n. a device for slowing or stopping something (such as a wheel or vehicle)
buckle - v. to fasten (something, such as a belt) with a buckle
equipment - n. supplies or tools needed for a special purpose
gas pedal - n. a pedal in a vehicle that is pressed down to make the vehicle go faster
Guess what? - expression. a phrase used to build anticipation
pass / passed - v. to complete a test or a class successfully
police - n. the people or the department of people who enforce laws, investigate crimes,
and make arrests
seat belt - n. a strap on a vehicle’s seat that holds a person in the seat if there is an
accident
tractor - n. a short, heavy truck that is designed to pull a large trailer
traffic - n. all the vehicles driving along a certain road or in a certain area
turn - v. to move in a particular direction and especially toward the left or right
turn signal - n. one of the lights on a vehicle that flash to indicate that the vehicle is
turning left or right
White House - n. the place in Washington, D.C., where the U.S. President lives
yell - v. to say (something) very loudly especially because you are angry, surprised, or are
trying to get someone’s attention


Quiz - Level 1, Lesson 28 - I Passed It!

1. What does Anna plan to do today? 5. Which learning strategy is Anna

using?
a. Take a driving test
b. Look for a new car a. Anna is using Visualization.
c. Go to another city b. She is Analyzing Information.
d. Drive around the city c. Anna is using Self-Talk.
d. She is using Movements.
2. What does Marsha want to know? 6. Which are the imperative verbs in
this video?
a. Does Anna have her driver’s license?
b. Will Anna go driving today? a. please, sorry, ready
c. Is it hard to pass the driving test? b. turn, look, yell
d. Does Anna have a new car? c. almost, first, now
d. okay, great, don’t
3. Why didn’t Anna pass the test? 7. What does John Russell tell
Anna?
a. Anna drove farm equipment.
b. She drove too fast in traffic. a. Watch out for other cars.
c. Anna was too nervous. b. Stop yelling.
d. She had an accident. c. You failed your test.
d. Drive fast.
4. Why does Anna say the word “Well” 8. What does Anna do wrong?
slowly?
a. She drives off of the street.
a. She does not know the answer to the b. She drives too slowly.
question. c. She takes her hand off of the wheel.
b. She does not want to tell Marsha the d. She does all of these things.
story.
c. Anna wants to make Marsha laugh.
d. Anna is happy about her driving test.


Picture of local figure or famous person
Active listening who achieved their childhood dream
Childhood dreams
Pictures of occupations
Grammar : Review simple past and irregular

Personalize
past tense verbs; Using adjectives with
correct adjective placement; Infinitives: to
read, to be; to work
Speaking: Using adjectives
Pronunciation: Active listening using
uh-huh and um-hum
Da y 1
Tell students, “Today we will learn how to talk about dreams. Not the kind you have when you
sleep, but the kind when you think about your future.”
Give an example of your own childhood dream, or show a photo of a famous figure (in
the place where you are teaching) who achieved their childhood dream. Examples include:
Malala Yousafzai or Bill Gates.
Teach Key Words

Speaking Practice
After the key words, the video teaches how to use adjectives.

Using Adjectives
1. An adjective is a word that describes a 3. Now you try it. Tell about the dog.
noun or pronoun. Listen:
In English, you can use adjectives in two The dog is small.
places. One is after a linking verb, like “be” The dog is black.
or “seem.” Another place is before a noun. Speak:
It is a _______, ________ dog.
2. Listen to Anna use adjectives in these 4. Adjectives help us talk about how we
two places. feel.
I am tired. (after a linking verb) Make a sentence with two adjectives to tell
Today was a busy day at work. (before how you feel today.
a noun) I am ________ and _________ today.
You can also use more than one adjective
to describe a noun or pronoun. Listen
to Anna talking about how she was as a
child.
Anna: I was a tall, serious child.
Tell students that the video will show Anna an

d Marsha talking about their childhood
dreams. Play the video or ask a few studentsto read the conversation.
Tell students to respond when there are paus

es in the video.
How are you? I am tired. Today was a busy day at work.
Speak: Speak:
_____ are you? (How) I am _____. Today was a _____ ____ at
work. (tired, busy day)

Ask, “How was Anna’s day at work?” Let students look for the text in the conversation.
Write the sentence on the board: “Today was a busy day…” Underline the word “busy”
in the sentence. Point out that “This is an adjective. It tells us something about the
noun, the word that follows it.”
“Let’s look for another example. How does Anna describe herself as a child?” After
students give the answer, write it on the board: “I was a tall, serious child.” Underline
the words “tall” and “serious.” Explain, “We can use more than one adjective to
describe a noun.” The Activity Sheet for this lesson gives students practice using
adjectives.
Day 2
The Pronunciation Practice video teaches about the noises people make to show they
are listening.

Active Listening
1. When listening in English, people often 2. Now you try it. Make a sound like “Ummake
sounds that show they are listening hum” to show you are listening. and understanding.
Listen.
Listen to Marsha as Anna talks to her. I work at VOA Learning English. Anna:
Thanks. This was a good idea. Speak:
Working outdoors is nice. _____ _______ (Um-Hum)
Marsha: Um-hum, it is.
Notice she says “Um-hum” to show she is
listening.
Ask students to look at the conversation again. Then ask, “Did you notice the sounds
that Marsha made as she listened to Anna? What did she say?” Write them on the
board:
Um Hum
Uh Huh
Explain, “These noises let someone know we are listening. As we talked about before,
every language has these sounds. It’s good to learn how to use them in English.”

Learning Strategy
Remind students of the scene in the video when Anna saw an ad on a bus. “What
happened in the video when Anna saw an advertisement for Ford’s Theater? She asks
Marsha for more information about it. It is interesting to her because she likes Lincoln.
She’s personalizing the new things she learned about Ford’s Theater from Marsha.”
Continue, “Now, think back to when you were a child. What did you want to be or do when
you got older?” Give students time to think about their answers. Ask students to share
their childhood dreams.
Summarize by saying, “Personalize is one of the easiest strategies. We do it without

thinking most of the time. You can use personalizing to help you remember new words
and grammar in English. Let’s try it with our next activity.”
Activity Sheet Part 1
Hand out Activity Sheet to the class. Ask students to form pairs. Tell the class: “First, let’s
match the pictures and the adjectives. Raise your hand when you are
done.” Have the first two students who raise their hands come to the front of
the room to demonstrate the next activity.
Ask the first student to make a sentence with “be” about the
match. For example: “Playing games is fun.” Have the second
student use “Um Hum” or “Uh Huh” and then make a sentence with the adjective before
the noun, such as: “Um Hum. We like playing fun games.” Have the students demonstrate
their understanding with other adjectives and pictures.
Give students time to complete this part of the pair practice. Remind students to use “Um
Hum” or “Uh Huh” to show they are listening. Have students take their Activity Sheets
back to their seats and keep them for the next part of the lesson.
Day 3

Activity Sheet Part 2
Have students sit with a new partner. Instruct them to look at the lower half of the
Activity Sheet. Demonstrate with the first line. Ask students to supply
a word to fill in the blank before the word “trucks.”
In the past, I wanted to fix big trucks.
I wanted to ride fast motorcycles.
My childhood dream was to be a mechanic.
Instruct students to complete the remaining three lines, then continue to the third
section. When students have finished the middle section, tell
them, “Now it’s your time to think about yourself. Listen to your
partner ask, ‘What did you want to be when you were a child? And why?’ Think back
and make a sentence with ‘because’ and one or two adjectives.”
Have a student ask you the question about your childhood dream. Answer, “I wanted to
be an English teacher, because I love helping young people learn.”
Have students continue with the activity and write their answers on their paper.
Encourage them to get up and move across the room to find a
second person to ask the question.
Day 4
Listening Quiz

1. Marsha says, I’m really busy, too, Anna.
2. Marsha says, “That’s an advertisement for Ford’s Theatre. They have a new
show.”
3. Anna says, “I was a tall, serious child. At the playground the other children played
silly games.”
4. Anna says: “I loved to read serious books about U.S. presidents.”
5. Anna says: In fact, I wanted to be … don’t laugh … President of the United States.
6. Anna says: You know, Marsha, childhood dreams are really important.

7. Anna says: “I have an idea. Let’s go...make our childhood dreams come true.”
Then, she says to Marsha, “We’re going to see a show at Ford’s Theatre!”
8. Marsha studied the stars and planets when she was a
child. She wanted to fly into outer space.

Writing
Discuss the key words that may be used for the topic. For this lesson, encourage students
to write about their childhood dreams. Write some of them on the board for students to use
in their written work. Write the writing topic on the board:
In this lesson you learn about Anna and Marsha’s childhood dreams. What was your
childhood dream? What did you want to be?

Resources
Conversation
Anna: Hello! In Washington, D.C., there are many places that bring history
to life. But people who live here often do not have time to see them. They
are too busy with work -- like me. Hi, Marsha!
Marsha: Hi, Anna! Have a seat.
Anna: Thanks. This was a good idea. Working outdoors is nice.
Marsha: Um-hum, it is.
Anna: I am tired. Today was a busy day at work. And I still have work to do!
Marsha: Hmm, that’s too bad.
Anna: How are you these days?
Marsha: I’m really busy too, Anna. Let’s get to work.
Anna: Marsha, look! That bus has a photo of Abraham Lincoln!
Marsha: That’s an advertisement for Ford’s Theatre. They have a new show.
Anna: They have shows where Abraham Lincoln died?
Marsha: Yeah, it’s a working theater and a museum.
Anna: I love Lincoln. You know, Marsha, that advertisement reminds me of something.
Marsha: Um-hum. What’s that?
Anna: When I was a little girl … When I was a little girl … I was not like other children.
Marsha: Um-hum, I can believe that.
Anna’s voice: I was a tall, serious child. At the playground the other children
played silly games. They played with dart guns. They played on the swings,
the slide and the teeter-totter. They also played ball But not me. I loved to
read serious books about U.S. presidents.
Anna: In fact, I wanted to be … don’t laugh … President of the United States.
Marsha: (laughs)
Anna: Stop! I know it’s a silly childhood dream.
Marsha: I’m sorry. It’s not silly. Guess what I wanted to be?
Anna: What?
Marsha: I wanted to be... an astronaut.
Anna: Really?
Marsha’s Voice: When I was a kid, I studied the stars and planets. I wanted to fly
into outer space!
Anna: You know, Marsha, childhood dreams are really important.
Marsha: They are. And it’s good to remember them.
Anna: Hey! I have an idea. Let’s go.
Marsha: Go where?
Anna: Let’s go make our childhood dreams come true.
Marsha: We’re going to the Air & Space Museum! Yes!
Anna: No. We’re going to see a show at Ford’s Theatre just like Abraham Lincoln did

when he died! It’s not far from here.

Marsha: Uh huh. That is your childhood dream.
Anna: Good point. Okay, next week, we’ll come here and be astronauts.
Marsha: Honestly?
Anna: Honestly.
Anna: Tonight we are seeing a show at Ford’s Theatre, where a man shot President
Abraham Lincoln. This is history come to life … and a childhood dream come
true! Until next time ...

Key Words
advertisement (ad) - n. something (such as a short film or a written
notice) that is shown or presented to the public to help sell a
product or to make an announcement astronaut - n. a person who travels in a
spacecraft into outer space ball - n. a usually round object that is used in a game or
sport or as a toy believe - v. to accept or regard (something) as true childhood - n.the
period of time when a person is a child come true - expression. to materialize,
to become a reality, or become fulfilled
dart gun - n. a small toy weapon that throws out small objects with a sharp point at one
end
die - v. to stop living dream - n. something that you have wanted very much to do, be,
or have for a long time
Ford’s Theatre - n. Ford’s Theatre is a historic theatre in Washington, D.C., used for
various stage performances beginning in the 1860s. It is also the site of the shooting of
U.S. President Abraham Lincoln on April 14, 1865.
planet - n. a large, round object in space (such as the Earth) that travels around a star
(such as the sun) really - adj. without question or doubt—used to make
a statement more definite or forceful serious - adj. thoughtful or
quiet in appearance or manner shoot - v. to fire a weapon such as
a gun (the past tense is shot) slide - n. a structure with a slippery
surface that children slide down
star - n. any one of the objects in space that are made of burning gas and that look
like points of light in the night sky swing - n. a seat that hangs from ropes or chains
and that moves back and forth teeter-totter - n. a long, flat board that is
balanced in the middle so that when one end

goes up the other end goes down
tired - adj. feeling a need to rest or sleep
true - adj. agreeing with the facts or not false
um–hum / uh-huh - interjection — used to express affirmation, agreement, comprehension,

or interest
working - adj. doing work or in operation

Quiz - Level 1, Lesson 29 - A Long Time Ago
1. How does Marsha react after Anna asks, 5. What was Anna’s “childhood dream?”
“How are you these days?”
a. To become a U.S. President
a. Marsha is very tired. b. To teach people how to enjoy books
b. She helps Anna with her work. c. To tell stories to big crowds
c. Marsha stops talking. d. To act in a play about President Lincoln
d. She wants to begin working.
2. What does Marsha say about 6. What does Anna say about
Ford’s Theatre? Marsha’s “childhood dream?”
a. She hates going to the theater. a. She remembers Marsha from school.
b. There is a new show happening there. b. Childhood dreams are important.
c. The theater is closed this week. c. Marsha should follow her dreams.
d. She wants to see a show with Anna. d. Marsha’s dream is sillier than Anna’s.
3. What does “I was not like the other 7. How do Anna and Marsha make their
children” mean? childhood dreams “come true?”
a. They go to Ford’s Theatre.
a. Anna wore colorful clothes. b. They go to the Air and Space Museum.
b. She was the newest child at her c. They go to the White House.
school. d. They go to the Lincoln Memorial.
c. Anna wanted to be popular.
d. She was more serious than other
children.
4. What does Anna say about books? 8. Why does Marsha want to go to the
National Air and Space Museum?
a. The other children at school laughed
at her books. a. She wants to teach Anna about
b. She wanted to write stories about astronauts.
presidents. b. Marsha works at the museum.
c. Anna liked reading books about c. She dreamed of being an astronaut as a
presidents. child.
d. Her friends did not have good reading d. Marsha is really an astronaut.
skills.

Lesson 29
Asking for and making food recommendationsPictures of crabs (Available in Resources)

Units of measure & their abbreviations
Dollar amounts expressed in numerals

Make inferences (guess)
Grammar : Comparative and superlative
adjectives; quantitatives (much/many);count/
non-count nouns
Speaking: Using count and non-count nouns
Pronunciation: Abbreviations for amounts
Day 1
Ask students, “If your friend comes into the room with a big smile, can you guess how they
feel?” Give several students a chance to respond.
Continue, “Of course, you can guess how your friend feels. In fact, we often guess things
based on information we get from the world around us. Today we’re going to learn how to
use that ability when we are studying English.”
Introduce another focus of the lesson, comparative adjectives, by showing three pictures of
animals or objects. At the end of this lesson, there are three crab photos. First show the blue
crab. Say, “This is a large crab.” Then, show the king crab and tell students, “This is a larger
crab.” Finally, show the coconut crab, and tell students, “This is the largest crab.” Point out
the suffixes on the adjectives by writing the words on the board:
large
How to larger
Learn English largest 383
Explain that the -er ending (or suffix) is used to compare

something with a greater amount of a quality, while
the -est suffix is used to describe something with the
highest degree of a quality.
Tell students that by the end of the lesson, they will learn more about the strategy, Make
Inferences, learn about a famous seafood market and learn how to use comparative and
superlative adjectives.
Speaking Practice
lesson or repeat them after you. The video teaches how to use count and non-count
nouns. Practice using the examples below or objects in the classroom.

1. When we want to talk about a number of 3. Many or Much?
things, we often use the words “much” Use “many” with a noun that has a plural
and “many” to talk about the quantity. form.
There is a simple rule about when to use These nouns are things that you can
them. To learn the rule you should know count.
there are two kinds of nouns.
For example, Pete asks: How many crabs
One is count nouns. These are things you do you want?
can count. You can put a number before
these nouns. Use “much” with non-count nouns. These
For example, “I have three dollars.” are nouns that do not have a plural. For
example, Pete asks Anna:
2. The other kind is non count nouns. How much money can you spend?
These are things that are very small (like 4. One non-count noun is corn. If we want
sand), or a liquid, a gas, a concept or an to count corn, we can talk about “ears” of
activity. corn.
You cannot put a number before these Now you try it. Look at the picture. Ask a
nouns. For example, “I have two cash” is question with “How much” or “how
NOT correct. many?” Listen:
I want to buy some corn.
We can count these things if they are in a Speak:
container, like a box, a bag, or a bottle. ____ _____ ears of corn do you want?
For example, you can say, “I have two (How many)
bags of cash.”

Now try it with this picture: (water pitcher) It’s $12 a dozen.
How ____ _____ do you want? (much Now you try it.
water) Crabs cost $20 for one dozen.
Day 2

Tell students that in this lesson Anna is getting ready for a dinner party. Play the
video or ask a few students to read the conversation. Tell students to respond when
there are pauses in the video or practice the sentences below after hearing the
conversation.

How much money can you spend? You should get the larger crabs.
Speak: Speak:
How _____ money can you spend? (much)
You should get the ______ crabs. (larger)
Listen: Listen:
I can only spend $50. They have the most meat.
Speak: Speak:
I can ___ _____ $50. (only spend) They have the _____ meat. (most)
The Pronunciation Practice video teaches about the abbreviations for dozen and
pounds.

1. In this lesson, Anna goes to a seafood Listen:
market. The signs at the market tell the How much are the crabs?
cost of the seafood. Speak:
They’re $20 __ _______. (a dozen)
One sign says ears of corn cost $12 for 2. In many markets, signs tell the cost of
one dozen. When we say the cost, we say one pound of a food.
“a dozen.” The abbreviation or short form
of the word dozen is doz. For example, signs in the seafood market
tell the cost of a pound of shrimp.
Listen to this conversation:
How much is the corn?

The abbreviation for pound is lb. Signs Now you try it.
may say lb. or lbs. for more than one
pound. Listen:
How much for two pounds of shrimp?
When we say the cost, we say, “a pound”
or “for two pounds.” Speak:
It’s $31 ____ two _____. (for, pounds)
Day 3
Learning Strategy
Replay or have students repeat the part of the conversation where Pete asks Anna
about her childhood:
Pete: Anna, you love to eat seafood. Did you grow up on the water?
Anna: No, I didn’t. But I love the water. And I love being on the water.
Pete: You know how to sail?
Anna: Well … this afternoon I am going on a boat.
Pete: You are full of surprises. What kind of boat? Is it a motorboat or a sailboat?
Anna: It’s a special boat, Pete. Well, thanks for your help. See you later!
Pete: See you, Anna!
(to himself) Wow, Anna’s a sailor! Who knew?
Pete takes the information he got from seeing Anna at the market, and guessed where
she grew up. When Anna says, “I love being on the water,” Pete guesses again: “You
know how to sail?” We call this making an inference. Anna answers that she is going
on a boat that afternoon. Pete makes another inference when he says, “Wow, Anna’s
sailor!”
Tell students, “We’ll practice making inferences with the Activity Sheet.”
Activity
Hand out the Activity Sheet and ask students to form pairs.
Say, “Let’s look at the first example. The word “taller” is above the
picture of the giraffe. Can you compare the giraffe
and the mouse? On your sheet you see the sentence,
The giraffe is taller than the mouse.”

Say, “Now let’s look at the mouse. What can we say about the mouse? Here, we can
make an inference that the mouse is shorter than the
giraffe. With your partner, write the sentence below the pictures,
The mouse is shorter than the giraffe.”
Have students continue with the other small pictures. Give students time to complete
this part of the pair practice. Walk around the room and remind students to make
inferences.
For the second part of the activity sheet, have students make groups of four. Tell the
students, “With another pair, compare yourself or your partner with the other students.
Remember to be kind to one another. While being kind, a student would not say
another student is slow, for example.”
After all of the students have completed the activity, have two or three students
demonstrate.
Day 4
Listening Quiz

1. Anna says, “Today, I am at an outdoor seafood market near the Potomac River.
Some say it is the oldest outdoor seafood market in the United States! I am here
to buy seafood.”
2. Pete says, “I work here. You know, it’s not easy to be a writer.”
3. Pete says, “But this job is great. I work outside by the river. And I can eat all the
free seafood I want!”
4. Anna says, “In fact, I am here to buy some seafood for my dinner party.”
5. Pete says, “Sure thing. Follow me. How much shrimp do you want?” Anna asks,
“How much do I need for five people?”
6. Pete says, “The crabs here are delicious! They are the best because they come
from the nearby Chesapeake Bay!”
7. Pete says, “You should get the larger crabs. They have the most meat.”
8. Pete says, “Anna, you like to eat seafood. Did you grow up near the water?”
Writing
for students to use in their written work. Write the writing topic on the board:
Where do you (or your family) buy fresh food? Is there a seafood or vegetable market
near where you live?
Try to use some of the words from this lesson, like best, freshest, oldest, spend,
money, and larger.
Resources
Conversation
Anna: Hello! Washington, D.C. sits on the Potomac River. This river is important
to the history and culture of the city. Today, I am at an outdoor seafood market
near the Potomac River. Some say it is the oldest outdoor seafood market in the
United States! I am here to buy seafood. Let’s see what they have!
Anna: Excuse me. Can you help me?
Pete: Sure! What do you need?
Anna: Pete!
Pete: Anna!
Anna: What are you doing here?
Pete: I work here. You know, it’s not easy to be a writer.
Anna: Yeah, I heard that. Sorry.
Pete: But this job is great. I work outside by the river. And I can eat all the free seafood
I want!
Anna: That is great, Pete. In fact, I am here to buy some seafood for my dinner
party. Pete: You came to the right place. They have the freshest seafood in town.
How much money can you spend?
Anna: I can only spend $50.
Pete: Okay. What do you want?
Anna: First, I want to buy some shrimp.
Pete: Sure thing. Follow me. How much shrimp do you want?
Anna: How much do I need for five people?
Pete: (yells to co-worker) Give her a pound of shrimp!
Anna: Ok, now I want to buy some crabs.
Pete: The crabs here are delicious! They are the best because they come from
the nearby Chesapeake Bay! Walk this way.
Pete: How many crabs do you want?
Anna: I want a dozen crabs.
Pete: You should get the larger crabs. They have the most meat.
Anna: Then I want a dozen large crabs, please!

Pete: Is that everything you need?
Anna: Let’s see … I have shrimp and crabs. And a friend is bringing a salad and
many e ears of corn-on-the-cob.
Pete: Is that all the seafood that you need?
Anna: Yes.
Pete: That’ll be $49.95. Cash or credit?
Anna: Credit, please.
Pete: Anna, you love to eat seafood. Did you grow up on the water?
Anna: No, I didn’t. But I love the water. And I love being on the water.

Pete: You know how to sail?

Anna: Well … this afternoon I am going on a boat.
Pete: You are full of surprises. What kind of boat? Is it a motorboat or a sailboat?
Anna: It’s a special boat, Pete. Well, thanks for your help. See you later!
Pete: See you, Anna! Wow, Anna’s a sailor! Who knew?
Anna: Yes, rivers are important to the history and culture of Washington, D.C. And now I
am part of this city’s interesting waterfront culture. Until next time!
corn on the cob
blue crabs
Chesapeake Bay

Key Words
best - adj. better than all others in quality or value
Chesapeake Bay - n. an inlet of the Atlantic, in Maryland and Virginia. It is 200 miles (or 320
km) long; and from 4–40 miles (or 6–64 km) wide.
corn-on-the-cob - n. corn when cooked and eaten straight from the cob - the part of corn
that the kernels grow on; an ear of corn
crab - n. a sea animal that has a hard shell, eight legs, and two large claws
credit - n. money that a bank or business will allow a person to use and then pay back in
the future
dozen - n. a group of 12 people or things
ear - n. the part of a corn plant on which the seeds grow
freshest - adj. the most fresh
many - adj. used to refer to a large number of things or people
much - adj. large in amount or extent
larger - adj. greater in size or amount
market - n. a place where products are bought and sold
money - n. something (such as coins or bills) used as a way to pay for goods and services
and to pay people for their work
most - adj. almost all or the majority of
motorboat - n. a boat with a motor
oldest - adj. having the highest age of a group
Potomac River - proper noun. a river flowing from West Virginia to the Chesapeake Bay. It
flows between Maryland and Virginia.
pound - n. a unit of weight that is equal to 16 ounces or about a half of a kilogram

river - n. a large natural flow of water that crosses an area of land and goes into an ocean
or a lake
sail - v. to travel on water in a ship or boat
sail - n. large piece of strong cloth that is connected to a ship or boat and that is used to
catch the wind that moves the ship or boat through the water
sailboat - n. a boat that has a sail
sailor - n. a person who works on a boat or ship as part of the crew
salad - n. a mixture of raw green vegetables, such as different types of lettuce, usually
combined with other raw vegetables
seafood - n. fish and shellfish that live in the ocean and are used for food
some - adj. refers to an unspecified amount or number
spend - v. to use money to pay for something
water - n. an area of water such as a lake, river, or ocean
waterfront - n. the land or the part of a town next to the water of an ocean, river or lake.

Quiz - Level 1, Lesson 30 - Rolling on the River
1. What does Anna say she is doing 5. What does Anna want to know?
today?
a. How many people work with Pete
a. She is fishing in the b. Where to buy five
Potomac River. pounds of shrimp
b. Anna is selling seafood on the river. c. How much shrimp to buy
c. She is visiting an old friend. for five people
d. Anna is going to buy seafood d. Where Pete is going after work
2. What is Pete doing at the market? 6. What advice does Pete give to
Anna?
a. Pete is writing about the market.
b. He is looking for a job. a. He says Anna should buy
c. Pete is working at the market. Chesapeake Bay crabs here.
d. He is looking for Anna. b. Pete tells Anna there are no
Chesapeake Bay crabs here.
c. He says to go to the Chesapeake Bay
to buy crabs.
d. Pete says he likes going to the
Chesapeake Bay.
3. What are the good things about 7. What does Pete tell Anna to buy?
Pete’s job?
a. Pete says she should buy the larger
a. The job gives him sailing and
crabs, with the most meat.
fishing lessons.
b. He says she should go to the meat
b. He gets to see food and the river.
market.
c. The job lets him learn about seafood
c. Pete tells her to try to
and corn.
find the crab boat.
d. He can work by the river and eat free
d. He tells Anna to look for a larger
food.
market.
4. What is Anna doing at the river? 8. What strategy does Pete use in
this clip?
a. Anna is looking for a party by the
river. a. Making inferences, or Guessing
b. She wants to buy seafood for a party. b. Making associations
c. Anna wants Pete to give her $50 for a c. Paraphrasing or Substituting
party. d. Self Talk
d. She is looking for a
fishing boat.

Blue Crab
Coconut Crab
Japanese Spider Crab
Lesson 30
Lesson 30
TAKE ME OUT TO
Making comparisons A group of classroom objects of various sizes

Asking for and giving advice or qualities for Comparative Activity 2

Visualize Grammar : Comparatives: faster, earlier
Speaking: Using comparative and superlative

adjectives
Pronunciation: Pronouncing reduced “than”

in comparative sentences
Da y 1
Tell students, “Today we will learn a little about the game of baseball. We will also learn how
to compare two or more things.”
Ask students, “What are the popular sports in your country?” Give students a chance to
respond. Say, “Do you know what sports are popular in the United States?” Let students
make suggestions and write the names of the sports on the board. Circle the name baseball
if students have suggested it.
Say, “Can you compare the game of football (soccer) to the game of baseball?” Give students
a chance to respond in their native language or English. Write their answers on the board in
English, and circle the comparative words that they used.
Explain, “In this lesson we will learn more about these words. They let us compare two
How to Learn
things English
in English.” Lesson 31 397
Teach Key Words

Tell students that the video will show Anna trying to get to a baseball game. The question
is: what is the fastest way for her to get there? Play the video or ask a few students to read
the conversation.
Don’t take the bus. A taxi is faster than a You should go a lot earlier than 7 o’clock.
bus. Speak:
Speak: You should go a lot ___ ___ 7 o’clock.
Don’t take the bus. A taxi is ___ ___ a bus. (earlier than)
(faster than)
Da y 2
The Pronunciation Practice video teaches how to pronounce the reduced “than” in
comparative sentences.
1. When English speakers use comparative 2. Dictionaries and language experts write
adjectives, they sometimes do not pro- this reduced vowel sound with a character
nounce the word “than” clearly. called the schwa. It looks like this: ə
Ashley says, “In D.C. traffic, sometimes a American English speakers often pronounce
bicycle is faster than a car.” vowels that have little stress, or emphasis
using the schwa sound.
So, you may hear someone say,
“The Metro is faster than a taxi.” Now, you try it. Compare a bus to a bicy-
cle. Use “bigger” and the reduced form of
Or, you may hear, “The Metro is faster ’ən a “than.”
taxi.”
How to Learn English LessonA
31bus is ___ ___ a bicycle. (bigger ’ən) 398
Speaking Practice
After the key words, the video teaches about using comparative and superlative adjectives.
1. To compare things in English, we use a 4. In last week’s lesson we heard Pete say,
special kind of adjective. To compare two or “You came to the right place. They have the
more things, use a comparative adjective. freshest seafood in town.”
In this lesson, Ashley says, “A bicycle is Pete uses a superlative adjective because
faster than a taxi.” Later, Anna says, “Being there are many places to buy seafood. He
early is better than being late.” thinks this market has the freshest seafood.
2. Now, you try it. Compare two ways to get 5. Listen to Pete as he uses a superlative
to Nationals Park. adjective to describe the crabs:
“The crabs here are delicious! They are the
Which way is faster, Metro or bus? I want to best because they come from the nearby
arrive earlier this time. Chesapeake Bay.”
The metro is______than a bus. (faster) In this lesson, Anna says,

“The Metro was a lot faster than a bus, taxi,
You will arrive_______. (earlier) or bike.
For the adjective “fast,” the superlative is

“fastest.”
3. Superlative Adjectives 6. Now you try it. Compare four ways to get
Superlative adjectives describe one thing as to Nationals Park.
having more of a quality than all of the other Listen:
things in the group. What is the best way to get to Nationals
The word “the” appears before these Park? Metro, bus, taxi, or bike?
adjectives and they end in -set or -st. Speak:
The Metro is ____ _____ way to get to
Nationals Park. (the fastest)

Day 3
Learning Strategy
Say, “Today’s learning strategy is visualize. Visualizing means creating a picture in your
mind. In this week’s video, for example, Anna visualizes playing a baseball game. In the
conversation, this happens after she says, “I can see it now.” She imagines playing the
game. Jonathan listens and makes an image in his own mind. He understands that Anna
loves baseball.”
Continue, “You can use this strategy when learning or using a new language. We can
visualize to help us understand or remember what we are learning. Let’s try doing this
now.”
Ask students to think about one of their funniest or happiest memories. Tell them they
will share this story with two other students.
Put students into groups of three. Ask each student to share their memory with their
group. After each student shares their memory, the other two students tells that person
how they visualized the story in their mind. For example, if a student shares a story about
a pet, the other two students should describe how they imagined the pet to look and other
details from the story.
Comparative Activity 1
Give each student a copy of the Activity Sheet from the end of this lesson. Explain,
“First, let’s play a baseball game.” Give students time to complete this part of the pair
practice.
When the students have finished, bring their attention to the

second activity on the sheet. This activity uses ‘baseball cards’ to
give students practice with comparative adjectives. Students take turns making
statements about the women players based on the numbers on their cards.
Comparative Activity 2
Remind students of the scene in the video when Anna says, ‘I can see it now.’ Say,
“What happened in the video when Anna thought about playing a baseball game? She
was making an image in her mind. You can do that, too, to learn new words in English.”
For this activity, your students will play a game of baseball in the classroom. Put the
students into two teams.

Tell one team to stand at the front and the other team stand to one side. Mark home
plate and three bases by putting a book or an object on at four points of the classroom.
Tell the team at the back, “Your job is to name two or three things in this classroom to
compare. You must listen to the other team make a sentence with a comparative or
superlative adjective. That team gets a point if their adjective is correct. If the team
misses three sentences the teams trade places.”
Keep score by marking points on the board for each team. Some comparisons that can
be made of classroom objects include: books or notebooks, maps, posters, tables or
desks, windows, doors and more. For example a student may compare the teacher’s
desk and the students’ desks: “The teacher’s desk is bigger than the students’ desks.”
Day 4
Listening Quiz

1. Anna says, “Today, I am going to Nationals Park. It is home to Washington’s
baseball team -- the Washington Nationals!” Jonathan says, “Hi Anna, where are
you going?” Anna says, “I am taking a bus to a Nationals baseball game!”
2. Jonathan says, “Don’t take the bus, A taxi is faster than a bus.” Anna says, “Oh,
good idea. You know - I love baseball.” Jonathan says, “That’s great.”
3. Ashley says, “Hi, Anna.” Anna says, “Hi Ashley.” Ashley says, “Where are you
going?” Anna says, “I am going to see a Nationals baseball game.” Ashley says,
“Do you have a ticket?” Anna says, “No, not yet.” Ashley says, “Anna, you should
go a lot earlier than 7 o’clock.”
4. Ashley says, “A bicycle is faster than a taxi.” Anna says, “Oh Ashley. Ashley,
Ashley, Ashley. A car is a faster than your bicycle.”
Ashley says, “In D.C. traffic, sometimes a bicycle is faster
than a car. And, right now there is a lot of traffic.”
5. Ashley says, “The Metro is faster than a taxi and a bicycle. You ought to take the
Metro.”
6. Anna sees the sign at the ticket window. It says “sold out.” This means that there
are no more tickets for the game. She says, “What? The tickets are sold out?
Nooooo!”
Writing
.
Before buying something, do you compare it with similar products? Write about
something that you needed to buy in order to do or make something.
Give students a few examples of needed things, such as an ingredient for making a dish,
a piece of equipment for playing a sport, a piece of clothing for going to an event, or a
material for building or making something.
Give an example: “I want to make mashed potatoes tonight. At the market they have red
potatoes, purple, and white potatoes. They have some that are smaller than the others.
Today I will buy the longest white potatoes in the market, because they are the best for
making mashed potatoes.”
Tell students to use comparative and superlative adjectives to write about three similar
products and then tell which product they chose.
After giving students time to write, ask a few students to share their writing with the class

Resources
Conversation
Anna: Hi, there, sports fans! Baseball is America’s sport. Today, I am

going to Nationals Park. It is home to Washington, D.C.’s baseball
team -- the
Washington Nationals!
Anna: Hi, Jonathan!
Jonathan: Hi, Anna! Where are you going?
Anna: I am taking a bus to a Nationals baseball game!
Jonathan: Don’t take the bus. A taxi is faster than a bus.
Anna: Oh, good idea. You know I love baseball.
Jonathan: That’s great. Have fun.
Anna: In fact, I wanted to be a baseball player.
Jonathan: Is this one of your memories? I’m really busy.
Anna: This won’t take long. I can see it now... I am at home plate. I wait for
the pitch. The ball comes. I swing. It’s a hit! I
run to first base, second base, third base, then
home plate. It’s a home run! The crowd cheers! Woo hoo!
Jonathan: You really love baseball. Have fun at the game, Anna.
Anna: Thanks, Jonathan.Taxi!
Ashley: Hi, Anna. Where are you going?
Anna: Hi, Ashley. I am going to see a Nationals baseball game!
Ashley: What time is the game?
Anna: 7 o’clock.
Ashley: Do you have a ticket?
Anna: No, not yet.
Ashley: Anna, you should go a lot earlier than 7 o’clock.
Anna: That is why I’m taking a taxi. Taxi!
Ashley: Anna, Anna, that’s not a good idea. A bicycle is faster than a taxi.
Anna: Oh, Ashley. Ashley, Ashley, Ashley. A car is faster than your bicycle.
Ashley: In D.C. traffic sometimes a bicycle is
faster than a car. And right now, there is
a lot of traffic.
Anna: Good point. But I don’t have a bicycle.
Ashley: Okay, Anna, you can use my bicycle.
Anna: Thanks! I really want to learn how to ride one.
Ashley: What do you mean, learn how to ride a bike? Oh, Anna! Anna, Anna!

Ashley: You know, Anna, the Metro is faster than a taxi and a bicycle. You ought to
take the Metro. It’s that way.
Anna: Good idea.
Ashley: OK.
Anna: See you later!

Ashley: Bye, Anna!

Anna: Bye!
Anna: The Metro was a lot faster than a bus, taxi or bike. And now I’m at Nationals Park!
Look at all these fans! So many people like to watch baseball. There’s the ticket
window. What? The tickets are sold out? Nooooooo!Nooooooo! But I really want
to watch a baseball game. Does anyone have an extra ticket?
Fan: Next time, you should buy your ticket online.
Anna: Thanks. Thanks a lot. It is good advice. Being early is better than being late. Until
next time …

Key Words
base - n. any one of the four places a runner must touch in order to score in baseball
baseball - n. a game played on a large field by two teams of nine players who try to score
runs by hitting a small ball with a long rounded stick and then running to each of the four
places a runner must touch in order to score without being put out
better - adj. more attractive, appealing, effective or useful
bicycle/bike - n. a 2-wheeled vehicle that a person rides by pushing on foot pedals
cheer(s) - v. to shout with joy, approval, or enthusiasm
crowd - n. a large group of people who are together in one place
earlier - adv. before the usual or expected time
extra - adj. more than is usual or necessary
fan(s) - n. a person who likes and admires someone, such as a famous person, or
something, such as a sport or a sports team, in a very enthusiastic way
faster - adv. with great speed
hit - v. to cause a ball to move by hitting it forcefully with a bat in baseball;
hit - n. when a baseball player is able to successfully swing the bat and connect it with the
ball
home plate - n. the base that a runner must touch in order to score in baseball
home run - n. a hit that allows the batter to go around all the bases and score a run in
baseball
Nationals Park - n. a baseball park located in Washington, D.C. that is the home ballpark
for the Washington Nationals baseball team
online - n. done over the Internet
pitch - v. to throw a ball to the player who is trying to hit the ball in baseball
sell out - v. to be bought until no more are available

swing - v. to move your arms while holding the long rounded stick that is used to hit the
ball in baseball with a quick, curving motion
team - n. a group of people who compete in a sport or game against another group
than - conj. used to introduce the second or last of two or more things or people that are
being compared — used with the comparative form of an adjective or adverb
ticket - n. a piece of paper that allows you to see a show, participate in an event, travel on
a vehicle
window - n. an opening in a wall or door that usually contains a sheet of glass

Quiz - Level 1, Lesson 31 - Take M e Out to the Ball Game

1. What is Anna going to do? 4. What does Ashley explain to

Anna?
a. Visit a national park
b. Play on a baseball team a. Traffic is often unsafe in Washington,
c. Watch a baseball game DC.
d. Learn a new sport b. A bicycle can sometimes be faster than
a car.
c. Taxis are usually busy because of traffic.
d. She always rides her bicycle to baseball
games.
2. What advice does Jonathan give 5. What advice does Ashley give
Anna? Anna?
a. Take a taxi to the game. a. The Metro is faster than a taxi but slower
b. A taxi cannot enter the park. than a bicycle.
c. Take a faster bus. b. Anna ought to take the Metro because
d. The bus is not coming.
it’s the fastest way.
c. The Metro is located near the baseball
stadium.
d. Anna should take Ashley to the baseball
game.
3. What does Ashley say to Anna? 6. Why is Anna sad when she arrives
at Nationals Park?
a. Anna is always late for events.
b. The ticket sales end at 7:00 pm. a. There are no tickets for the game.
c. The stadium doors open at 7:00 pm. b. The game has already started.
d. Anna must go to the game earlier. c. There is not a game tonight.
d. Tickets are only available online.


Requesting help or information Objects to use in class: book, notebook,

Talking about technology pencil or pen
Grammar : Direct and indirect objects;

Monitor
interjections
Speaking: Indirect objects
Pronunciation: Interjections
Da y 1

Say, “Today, we will we see the first part of Anna’s new children’s show. What do you think
it will be like?” Give students a chance to answer. Continue, “Do you think Anna will have
any problems with her new show?” Let students offer ideas on possible problems.
Ask students, “When you are speaking, do you ever notice a problem? For example,
imagine you are talking and the other person is listening, but they do not seem to
understand. What do you do when that happens?” Give students a chance to respond
briefly.
List responses on the board. Responses may include:

Repeat what you said
Speak more clearly
Find out the problem by asking a question
Continue: “We call this monitoring, or being aware of how we are doing something. In this
lesson, we will learn about things that you can do to notice and fix any problems when you
are using English.”

Teach Key Words
Do not teach the Speaking Practice part (second part of the video) until tomorrow.
Tell students that the video will show Anna’s new children’s show. Play the video or ask a
few students to read the conversation. Tell students to respond when there are pauses in
the video.
Oh well. I can fix that later. That is a good place to learn how to ski.
Speak: Speak:
Oh well. I can ___ ___ later. (fix that) But it cannot___us about baseball! (teach)
D ay 2
Speaking Practice
Tell students that they are going to learn about indirect and direct objects. An object is a
person or thing in a sentence that receives the action of the verb.
Give a student at the front of the class an object, such as a book, notebook, pencil or pen.
Say, for example, “I gave the book to [student name].” Write this sentence on the board.
Tell students that the sentence has two objects. Circle the words “the book” and say it is
the direct object. Then circle the words “to [student name]” and say it is the indirect object.
Tell students they will now learn more about these things. The Speaking Practice video
teaches about indirect and direct objects. You will find the script on the following page.

1. A DIRECT OBJECT is a noun, pronoun 2. When the indirect object comes after
or noun phrase that names the person or the direct object, we use a preposition,
thing that receives the action of a verb. usually “to” or “for.” Notice the
preposition “to” appears before the direct
For example, MINDY says, “Anna, do not object “us.”
forget me.” In this example, “me” is the
direct object because it is receiving the Anna: “MINDY, what is our
action of the verb “forget.” first question?” MINDY: Layla asks
us this question.
An INDIRECT OBJECT is a noun, Layla: Hello, Anna! Hello, MINDY! I’d like
pronoun or noun phrase that occurs in to know -- how do you play baseball?
addition to a direct object after some Anna: MINDY, we need to
verbs. It names the person or thing that find her an answer.
the action is done for or to.
Anna’s sentence, “We need to
The indirect object comes before the find her an answer” also has
direct object with many verbs. With some direct and indirect objects. It
verbs, the indirect objects must follow the means, “We need to
direct object with a preposition between find an answer for her.”
the two.
Now, you try it. Change the next
The preposition is usually “to” or “for.” sentence so that the indirect object
For example, MINDY says, “Layla asks comes before the direct object.
us this question.” In this example, “us”
is the indirect object and “this question”
is the direct object. The meaning of this Listen:
sentence is, “Layla asks this question to Throw the baseball to me.
us.”
Speak:
Throw ___ the baseball. (me)

Write these sentences on the board: “Throw the baseball to me. Throw me the baseball.”
Tell students that, in English, we can say things in both ways, but the second is more
common. Write “indirect object” and “direct object” on the board and make sure
students know which is which in both sentences.
Say, “Now, let’s practice some more.” Put students into pairs. Write these sentences on
the board:
The man sold his bike to me.
She gave a flower to her mother.
I made a special dish for my teacher.
Please read my story to the class.
Say, “Work with your partner. First, find the indirect objects and
direct objects. Then, move the indirect objects before the direct objects to
make new sentences.”

Da y 3
The Pronunciation Practice video teaches about interjections. Here is the script.
Interjections are spoken words, phrases Now, you try it. Anna is coming to visit
or sounds that we use to quickly show your city. You are very excited. Use an
feelings. For instance, a short, quick way to interjection to show your excitement.
say, “I am disappointed” is “Aw, man.”
Speak:
Anna’s coworker uses this interjection ___-___ that’s awesome! (Woo-hoo)
when he finds out he has to wait one week
to see the second part of the children’s
show.
Coworker: Aw man! Will the shark eat her?
Learning Strategy
Ask students, “What is Anna trying to do on her children’s show?” Take responses from
several students and write them on the board. Answers may include: respond to a child’s
question, learn about baseball, test her new computer, or travel to new places.
Say, “How does Anna know there is a problem?” Take some answers from students.
Continue, “Anna is on a snowy mountain, not on a baseball field. She only has to look
around to see. This is what we call ‘monitoring’ and we can do this when we are using
English.”
Explain that interjections are one way to show you are monitoring problems: “For example,
when you say ‘oops,’ you are showing that you know you made a mistake.”
Say “Let’s practice using monitoring with the Activity Sheet.”

Activity Sheet
Before starting the activity, review the meanings of the interjections with students or make
sure they have copies of the Key Words page so they can read the meanings themselves.
There are two separate Activity Sheets: Student A and Student B.
Ask students to find a partner or put them into pairs. In each pair, one student should have
the Student A sheet and the other student should have the Student B sheet.
Explain to students how to do the activity and then ask them to work with their partners.
As students practice, remind them that finding problems is a way of monitoring.
When students have finished, have several students show their conversations
and talk about any questions that have come up.
Say, “You can use the strategy monitor to help you learn English and other subjects. For
example, in math class, you can listen and think, ‘Am I understanding this?’ If you do not
understand then choose a way to fix the problem. What can you do? Ask a question; look
for the answer in the book; or read again.”

Day 4
Listening Quiz
1. Anna says, “Hello! Today is a big day. My first children’s show is

on television! Woohoo! I’m excited and nervous.”
2. Ms. Weaver says, “Some people are going to watch your children’s show. After
they watch it, they’ll tell me what they liked, and what they didn’t like.”
3. Anna’s coworker says, “What is the show about?”
4. Anna says, “But this children’s show is different. I hope.”
5. Anna says, “Hello, I’m Anna! Welcome to “The Time Traveling Treehouse!” This is
not a usual treehouse. It can time travel! That is why it’s called “The Time Traveling
Treehouse.”
6. Anna says, “That means we can travel to many places and learn many things. Kids
from all over the world ask us questions. We find them
answers!”
7. Layla says, “Hello, Anna! Hello, MINDY! I’d like to know -- how do you play
baseball?”
8. Anna says, “MINDY, now I am on a snowy mountain!” MINDY says, “That is a good
place to learn how to ski.” Anna says, “Yes, MINDY, but it cannot teach us about
baseball! And I don’t know how to ski!”
9. MINDY says, “Anna, please wait. I need to fix my navigation
device.”
10. Anna’s coworker says, “Aw, man! Will the shark eat her?”
Writing
students to use in their written work. Write the writing topics on the board:
(Option 1) What do you think of Anna’s new show? How is it

different from other children’s shows that you have seen?
Tell us about your opinion of Anna’s show and suggest other questions for Anna to
answer.

(Option 2) With a partner, think about a new children’s show. What is the show
about? Who is on the show? What kinds of things do the people do? Write a
paragraph or two about the show.
Resources
Conversation
Anna: Hello! Today is a big

day. My first children’s show is
on television! Woo-hoo!
I’m excited and nervous.
Ms. Weaver: Hello, Anna.
Anna: Hello, Ms. Weaver!
Ms. Weaver: Some people are going to watch your children’s show. After they watch it,
they’ll tell me what they liked, and what they didn’t like.
Anna: Oh, dear.
Ms. Weaver: They’re in the conference room.
Anna: Hello, everyone. I’m Anna, and thanks for coming!
Coworker 2: What is the show about?
Anna: It’s a children’s show.
Coworker 1: But we are not children!
Anna: But this children’s show is
different. I hope.
Coworker 3: I don’t really like children’s shows.
Anna: Shhh, please. The show is starting!
Anna: Oh, hi! Just give me one minute ….oops!
Oh well. I can fix that later. Anna: Hello, I’m Anna!
Welcome to “The Time Traveling Treehouse!” This is not a usual treehouse.
It can time travel! That is why it’s called “The Time Traveling
Treehouse.”
MINDY: Anna, do not forget me.
Anna: Of course not! This is my partner, MINDY!
MINDY: My name means Massive Information Navigation Device, for You!
Anna: That means we can travel to many places and learn many things. Kids from
all over the world ask us questions. We find them
answers!
MINDY: Woo-hoo! That is right, Anna.
Anna: MINDY, what is our first question?
MINDY: Layla asks us this question.
Layla: Hello, Anna! Hello, MINDY! I’d like to know -- how do you play baseball?

Anna: That is a great question!

MINDY, we need to find her an answer!
MINDY: I know that we can find it, Anna!
Anna: Where am I now? MINDY, now I am on a snowy mountain!
MINDY: That is a good place to learn how to ski.
Anna: Yes, MINDY, but it cannot teach us about baseball! And I don’t know how to
ski!
MINDY: Sorry, Anna. Let’s try again.
Anna: Where I am now!? MINDY, I am in the ocean! An ocean cannot teach us about
baseball!

MINDY: Please don’t yell, Anna. The ocean can teach us about surfing.
Anna: Yes, MINDY, it can teach us about surfing … and sharks! Ahhh!
MINDY: Anna, please wait. I need to fix my navigation device
Anna: MINDY, please fix it faster. And get me out of here … now!
Announcer: Whoa! Is Anna going to be lost forever? Next week, you can watch part two
of “The Time Traveling Treehouse!”
Coworker 1: Aw, man! Will the shark eat her?
Coworker 2: Will Anna find the answer?
Coworker 3: Please tell me the ending!
Anna: So, you liked it?
Coworkers: Yes!
Anna: Well, you can watch the ending next week!
Coworkers: Noooooo!
Anna: Don’t forget to watch next week!

Key Words
INTERJECTIONS
aw - interjection. used to express mild disappointment or sympathy
man - interjection. used to express frustration
oops - interjection. used to express surprise or distress or to say in a mild way that you
are sorry about having done or said something wrong
shhh - interjection. used to tell someone to be quiet
whoa - interjection. used to tell someone to slow down or stop and think about
something
woo-hoo - interjection. used to express excitement
GENERAL VOCABULARY
answer - n. something you say or write when someone asks you a question
ask - v. to say or write something to someone as a way of gaining information
device - n. an object, machine, or piece of equipment that has been made for some
special purpose
ending - n. the final part of something
fix - v. to make (something) whole or able to work properly againorto repair (something)
information - n. knowledge that you get about someone or something such asfacts or
details about a subject
massive - adj. very large and heavy
mountain - n. an area of land that rises very high above the land around it and that is
higher than a hill
navigation - n. the act, activity, or process of finding the way to get to a place when you
are traveling in a ship, airplane or car
partner - n. one of two or more people or businesses that work together or do business
together
shark - n. a large and often dangerous sea fish with very sharp teeth
ski - v. to move or glide on a pair of long narrow pieces of wood over snow or water
surf - v. to ride on ocean waves using a special board (called a surfboard)
travel - v. to go to a place that is far away
treehouse - n. a small house that is built among the branches of a tree for children to play
in

Quiz - Level 1, Lesson 32 - Welcome to the Treehouse!

1. What does Anna say about today? 6. What is one purpose of the show?
a. She is sad about a show on television. a. To travel the world and ask questions
b. Anna says, “I’m excited and nervous.” b. To take children to another time
c. She does not want to be on television.
d. Anna says, “There will be children at c. To answer questions for children
work.” d. To teach children about computers
2. What does Ms. Weaver say to Anna? 7. What does Layla want?
a. Some people will tell their children a. Layla wants to know how to play about
Anna’s show. baseball.
b. The people will watch the show and tell b. She wants to travel with Anna. Ms.
Weaver how they like it.
c. Some people will tell Ms. Weaver which c. Layla wants to know how MINDY
works.
shows they like to watch. d. She wants to
find the treehouse on a
d. The people will make a new show with map.

Anna.
3. What does Anna’s coworker ask? 8. What strategy is Anna using in this
a. Will I like the show? clip?
b. What is the show about? a. Self-talk
c. Can we watch the show? b. Monitoring
d. When will the show come out?
c. Predicting
d. Summarizing
4. What does Anna say about the show? 9. MINDY has a problem. What is it?
a. The show will give them hope. a. She needs to fix her navigation
device.
b. They will like the show. b. MINDY does not like baseball. c. The children like
the show.
d. The show is different.
c. She cannot go in the ocean.
5. What is different about Anna’s a. The treehouse can travel to another
treehouse? time.
b. It is just a usual treehouse.
c. The treehouse is from a long time b. The man does not understand the
ago. show.
d. It is from a different
c. He has to wait a week for the next
time.
show.
d. MINDY is afraid of sharks.
d. The man found a mistake on the
10. Why does Anna’s coworker say, show.
“Aw, man?”
a. He did not like the show.



Complimenting someone’s ability Coffee cup and an empty cardboard box to

show ‘pack’ on Day 3
Explaining how to play a sport or activity
Grammar : Agent nouns

Sequence
Speaking: Agent nouns
Pronunciation: American pronunciation of -er
endings
Da y 1

Ask students, “Do you remember last week’s lesson? Anna was in the ocean. What did she
want to learn?” Give students a chance to answer. Possible answers include ‘how to play
baseball’ and ‘where can she learn about baseball?’
Say “Today, Anna is going to explain how to play baseball. Did you ever try to explain how
to do something? What do you need to say?” Give students time to respond. Answers may
include the order of steps and rules of a game, or the order of something else.
Continue, “You are right! You need to say how to do something in steps. For example,
maybe I want to tell you how to find this classroom. First, I start at the front door of
the school. Then I tell you which way to turn and how far to walk. That is a sequence.
Sequence means thinking about how one event or action follows another.”
Tell students that by the end of the lesson, they will learn more about using a sequence.
They will also learn about a special kind of noun called an “agent noun.”

Teach Key Words
After the key words, the Speaking Practice video teaches about agent nouns.

1. Agent Nouns So this means, “the players” are the agent
noun in this sentence.
Agent nouns are nouns that indicate
someone or something that performs the Anna: Each team has many players.
action of a verb. Usually, they end in -er. Pitchers pitch the ball. Catchers catch the
ball. Batters bat the ball. Runners run the
For example, Anna says, “These baseball bases. Fielders field the ball.
players are playing baseball.”
Now, you try it.
In this example, “are playing” is the verb
“to play,” and the players are the people, Listen:
or nouns, doing the action of playing Runners run the bases!
baseball.
Speak:
___ run the bases! (Runners)
D ay 2
Tell students that the video will show Anna te

aching about how to play baseball.
I can teach children about baseball here. Each team has many players.
Speak: Speak:
I can teach children ___ ___ here. (about Each team has many ___.
baseball)
Da y 3
The Pronunciation Practice video teaches about how to say the -er ending in agent nouns.
Here is the script.
In some dialects of English, an -er at the Now, you try it.

end of a word is pronounced like: /ə r/. In
American English, it is pronounced: /ər/. Listen:
The batter bats the ball. The runner runs to
When you make an agent noun, you first base.
change the verb, usually by adding -er to
the ending. Speak:
The ___ bats the ball. Then the___ runs to
For example, to make the verb :”to play” an first base. (batter, runner)
agent noun, you take the word “play” and
add an -er to make the word “player.”
Learning Strategy
Begin, “Earlier in the lesson, you learned that sequence means thinking about how one
event or action follows another.”
Play the part of the video where Anna gives the steps of playing baseball. Anna says,
“First, the pitcher pitches the ball to the batter. The batter bats the ball. Then, the runner
runs to first base.”
Say, “Anna is telling us the sequence, or order of the actions, in the game. One way to
know that you are hearing the order of actions is to listen for some words. For example,
Anna says ‘first’ to begin the sequence. She uses the word ‘then’ to talk about later
actions. We can also use word ‘next’ to talk about actions that follow each other.”
Continue, “Now, let’s practice using the strategy sequence.”
Activity Sheet
Howsure
Be to Learn
thatEnglish Lesson
the students know the words 33boxes on the right and left sides of the428
in the
Activity Sheet. Have two students come to the front of the room to say the examples at
the top of the sheet. They may use a cup and an empty box to help show the actions as
below:
Student A: First, the buyer buys something. (Hold up a cup)

Student B: Next, the packer boxes the order. (Put the cup in a box)
Student A: Then, the mail carrier delivers it. (Hand the box to another student)
Thank the students and tell them to return to their seats. Say, “Let’s practice
sequencing and agent nouns with the Activity Sheet.” Ask students
to find a partner and work on the Activity Sheet together.
After they have completed the second part, ask the pairs to share the sequences they
wrote.
Giving Compliments
Say, “In the last lesson, MINDY took Anna to the wrong place. What happened in this
lesson?” Give students the chance to respond. Then say
MINDY finally took Anna to the right place to learn about baseball.
Ask, “What did Anna say to MINDY when she arrived at the
baseball field?” Let students respond (Anna: MINDY, MINDY, it took you a
long time. But you did it!)
Tell them Anna is giving MINDY a compliment. Write the word “compliment” on the
board and explain that it means to give praise to someone about something they said or
did.
Ask, “Can you find another time when someone in the video gives
a compliment?” Play this part of the video, or tell
students where to find the answers in the script:
MINDY: Good job! That was fast.

Coworker 3: Good job Anna. You know, I still don’t like children’s shows, but I like
this children’s show.
Coworker 2: I liked the time travel.

Ask students to walk around the class and find a partner.

Tell them to ask their partner about someone they recently gave a
compliment to. Write on the board:
Who was the person? What did they do well? What compliment did you give them?
Then, ask a few students to share their partners’ stories with the class. Use
compliments to thank these students for sharing.

D ay 4
Listening Quiz
1. The announcer says “She (Anna) wants to learn about baseball.”

2. Anna says, “I’m at a playground with a baseball field...MINDY, MINDY, it took you a
long time. But you did it!”
3. Anna says, “This is a baseball field. This is a pitcher’s mound...this is first base” and
continues to teach about the game.
4. Anna says: “Batters bat the ball.” The batter is the person who hits the ball.
5. Anna is using the strategy Sequence. In sequencing, you learn about how one action
follows another.
6. The man said, “Time travel is not real. You are so silly, Anna.”
Writing
Do you work with or play on a team? Did you work with or play on a team in the
past? What kind of team? What are the steps to the game? Write the order of
steps for how to play the game.
Give students time to write. Then, ask a few students to share what they wrote.

Resources
Conversation
Coworker 2: It is time for part two of the children’s show!

Coworker 1: It’s time! It’s time! I can’t wait!
Coworker 3: Shh! I can’t hear it!
Announcer: Last time on “The Time Traveling Treehouse,” Anna was lost, really
lost. She wants to learn about baseball. But her computer, MINDY, sent her to
many wrong places.
Anna: MINDY! Help me! I am in the ocean with a shark!
MINDY: I will try one more time, Anna.
Anna: Please try harder, MINDY!
Anna: Now, where am I? I am at a playground with
a baseball field! Yes! I can teach children about
baseball here! MINDY, MINDY, it took you a long time.
But you did it!
MINDY: Thanks, Anna. Give me a
call when you find the answer.
Anna: Okay. Come with me. Let’s learn how to play baseball! This is a
baseball field. This is a pitcher’s mound. This is first
base! This is second base! This is third base! This
is home plate!
Anna: To play baseball, you really only need a bat, a ball and a glove. Each
team has many players.
Pitchers pitch the ball. Catchers catch the ball. Batters bat the ball.
Runners run the bases! Fielders field the
ball.
Anna: First, the pitcher pitches the ball to the batter. The batter bats the ball.
Then, the runner runs to first base.
Anna: Each time a batter bats, the runners run around the bases. Each time
a runner runs across home plate, they score a run! There are nine innings in
a game. The team with the most runs at the end of nine innings wins the
game!
Anna: MINDY, MINDY, we found the answer! It’s time to return to the treehouse.
MINDY: Good job! That was fast.
Coworker 3: Good job Anna. You know, I still don’t like children’s shows, but I like
this children’s show.
Coworker 2: I liked the time travel.
Coworker 1: But time travel is not real. You’re so silly, Anna.

Anna: Yeah, time travel is so silly. Thanks, goodbye. Bye, thank you.
Anna: Hello, MINDY? Are you there?
MINDY: Hello, Anna.
Anna: MINDY, I want to go to China! Until next time …

Key Words
bat – v. to hit (something, such as a ball) with a bat or club
batter – n. baseball. a player who is trying to hit the ball
catcher – n. baseball. the player who plays behind home plate and catches the pitches
thrown by the pitcher
catch – v. to use your hands to stop and hold (an object that is moving through the air)
field – v. baseball or cricket. to catch or stop and throw a ball
fielder – n. baseball or cricket. a player who is in the field while the opposing team is
batting
glove – n. baseball. a padded leather covering for the hand that is used to catch the ball
and that has individual thumb and finger sections
harder – adj. (try harder) working or doing something with more energy
inning – n. baseball. one of the usually nine parts of a game in which each team bats until
three outs are made
mound – n. the slightly raised area of ground on which a baseball pitcher stands
out* – adv. baseball. no longer batting or on a base because of a play made by the other
team
pitch – v baseball. to throw a baseball to a batter
pitcher – n. baseball. the player who throws the ball to the batter in baseball
player – n. a person who plays a sport or game
runner – n. baseball. a player who is on base or is trying to reach a base
* This word is not in the conversation but may be used for explaining of the game of
baseball

Quiz - Level 1, Lesson 33 - Learning America’s Sport
1. What does Anna want? 4. Which baseball player hits the ball?
a. To learn to use a computer a. Catchers

b. To learn how to travel b. Runners
c. To learn about MINDY
c. Pitchers
d. To learn about baseball
d. Batters
2. What did MINDY do? 5. What strategy is Anna using in this

video?
a. Taught Anna to ask questions
b. Made another mistake a. Monitoring
c. Found the baseball field a. Predicting
a. Called Anna to find the answer a. Sequencing
a. Self-talk
3. What is Anna doing? 6. What does the man say to Anna?
a. Finding out what you know about a. He hates to travel.

baseball b. Time travel is so silly.
b. Teaching you about the game of c. Her show is really old.
baseball
d. Time travel is not real.
c. Talking about how much she loves
baseball
d. Explaining that it is hard to learn
baseball

Lesson 33
Life events Coins or small tokens

‘My Life in Five Years’ activity sheet
American customs

Make your best guess (Make an inference) Grammar: modals “might” and “will”
Speaking: the future; expressing probability &

possibility
Pronunciation: Stress on the words “might”

and “will”
D ay 1
Introduce the Lesson
Say, “Today we will learn how to talk about the future. All of you probably have plans about
what you would like to do in the future.”
Continue, “Sometimes, we do not know what will happen in the future. So, we say that
something is possible. It could happen or it could not happen.”
Say, “Whether something will happen in the future or is possible in the future, English
speakers use certain kinds of verbs. These verbs are called modals.”
Teach Key Words
Speaking Practice
After the key words, the video teaches how to talk about the future. English speakers use the
modal verbs ‘will’ and ‘might’ to talk about the future.
1. In this lesson, Anna talks about the future 2. “Might” shows that the person thinks it
in two ways. is possible that the event will happen, but
it is also possible that the event will NOT
She uses the modal verb “will” and the happen.
modal verb “might.”
For example, Anna makes a guess that
“Will shows that the person plans for the Rebecca might get a job writing the news.
event to happen. For example, Rebecca
plans to graduate in one year. Anna: Right. Um, wait. There’s more. You are
thinking… you might get a job writing the
Anna: Okay. Wait. You are thinking … you news.
will graduate from college in about one year. Rebecca: I MIGHT get a job writing the
news? I MIGHT?! That means I might not.
Rebecca: Well, yeah. That’s the plan. I told And I’m studying really hard.
you, I’m a junior in college. Rebecca is angry because she plans to get
a job writing the news.
Now you try it.
Listen:
Will you watch next week’s Learning English
lesson?
Speak:
I ______ watch next week’s Learning English
lesson. (might)

Da y 2
Tell students that the video will show Anna planning to go to a Halloween party. Say, “At
Halloween parties, people wear costumes and pretend to be someone else.”
Listen: Listen:
There’s a Halloween party tonight. Are you What do you study?
going?
Speak: Speak:
I _____ go. I might _____ go. (might, not) I study ______. (English)
Learning Strategy
Tell students that in today’s lesson, they will learn to make their best guess.
Give an example. Say, “For example, in the video, a young woman says that she is a student.
Anna tells her that she will graduate soon. Anna is making her best guess based on what she
knows about the young woman.”
Tell students they are going to practice some more.
Activity
Hand out the activity sheet at the end of the Resources section. (Page 11)
Ask students to form pairs. Tell students, “You should talk with your partner and make your
best guesses about what they will do in the next five years.”
Ask students to write at least three sentences about their partner.
IfHow
time remains
to Learn in class, select a few students
English Lessonto
34talk about what they wrote. 440
Day 3
The Pronunciation Practice video teaches how English speakers use ‘might’ and
‘will’ when they have strong feelings.
1. The word “might” is a modal verb. Rebecca: I MIGHT get a job writing the
Modals help us talk about necessity or news? I MIGHT?! That means I might not.
possibility. And I’m studying really hard.
3. Now you try it. Listen:
A modal verb shows how a speaker feels Will you talk to an English speaker this
about an action or event. Usually the week?
modal verb does not get any special
stress, or loudness in the sentence. Speak:
I _____ talk to an English speaker this
However, when the speakers has a strong week. (will/might)
positive or negative feeling, they say the
modal louder.
2. For example, when Anna

said the modal “might”, she did 4. Now use stress to show a strong feeling
not use any stress. But when with either “will” or “might”
Rebecca said the modal
“might,” she gives it a special Listen:
stress. This shows she has Will your English be perfect by next
strong feelings. month?
Anna: Right. Um, wait. There’s more… You Speak:

are thinking… you might get a job writing My English _____ be perfect by next
the news. month. (will/might)
Career Game
Give students the Activity Sheet. Ask students to form groups. Tell the class: “Now we
are going to play the career game. A career is a job you have for a long time.
We are going to practice using the modals ‘might’ and ‘will.’” Explain the game to
students.
Remind students to think about saying the words ‘might’ and ‘will’ as if they had strong
feelings – just like in the video.
Walk around the class and help students play the game. If time remains in class, students
can change groups and play the game again.
Day 4
Listening Quiz

1. Anna says, “Halloween is very popular in the United States. Children trick-or-treat.
They ask people for candy. Children and adults wear costumes and go to parties!”
2. Anna needs a costume for the party tonight. She says to Genie, “I might go. I might
not go. I don’t have a costume. Can you help me?”
3. Genie says, “Anna, be careful. Things might go wrong.” To “go wrong” is an
expression. It means to have a bad result.
4. Anna says, “Okay. Wait. You are thinking … you will graduate from college in about
one year.”
5. After the woman questions Anna about her mind reading, Anna says, “Uh, no, you
will! You WILL get a job writing the news.”
6. The man says, “Well, today, I will ask my girlfriend to marry me.”
7. Anna says, “Wait. Wait, you are thinking ... you might have a wedding very soon!”
8. Anna says to Genie, “I’m a rock star! You read my mind!”
Writing
What do you think about your future?

Where might you live and work in
five years? What might happen in
your life?
After writing, give student the chance to share what they have written by posting it on the
classroom wall or reading it aloud.
Resources
Conversation
Anna: Hello! Halloween is very popular in the United States.

Anna: Children trick-or-treat. They ask people for candy. Children and adults wear
costumes and go to parties!
Anna: In fact, there is a Halloween party tonight. I need my friend, Genie. Genie!
Anna: Hi!
Genie: Hi, Anna! What do you need?
Anna: Tonight, there is a Halloween party.
Genie: I love Halloween! Are you going?
Anna: I might go. I might not go. I don’t have a costume. Can you help me?
Genie: Dress as a genie!
Anna: Great idea! I can do a genie trick like read minds!
Genie: Anna, be careful. Things might go wrong.
Anna: What can go wrong?
Genie: Okay.
Anna: Hey, look! I’m a genie! This is going to be fun!
Genie: Remember, Anna. Be careful!
Anna: Don’t worry, Genie! I will!
Rebecca: Excuse me, are you really a mind reader?
Anna: I might be.
Rebecca: Okay, tell me what I am thinking.
Anna: Sure! First, what do you do?
Rebecca: I study. I’m a junior in college.
Anna: What do you study?
Rebecca: I study journalism.
Anna: Okay. Wait. You are thinking … you will graduate from college in about one
year.
Rebecca: Well, yeah. That’s the plan. I told you, I’m a junior in college.
Anna: Right, um, wait. There’s more. You are thinking … you might get a job
writing the news.
Rebecca: I MIGHT get a job writing the news? I MIGHT! That means I might not. And I’m
studying really hard.
Anna: No, no, no, no. Uh, no, you will! You WILL get a job writing the news.
Rebecca: I will?
Anna: You will.
Rebecca: I will. I think.
Anna: ‘Bye. Happy to help!
Kaveh: Can you really read minds?
Anna: I might.
Kaveh: Well, today, I will ask my girlfriend to marry me. What am I thinking?
Anna: Wait. Wait, you are thinking ... you might have a wedding very soon!
Kaveh: Might? MIGHT? She won’t say “no,” will she?
Anna: No, no! She WILL say “yes”!
Kaveh: I will have a wedding, won’t I?
Anna: You will. You will!
Kaveh: Thanks. I think.
Anna: Good luck!
Anna: This is hard. Genie! Genie!
Genie: Anna, what’s wrong?
Anna: I don’t want to be a genie for Halloween. I might not go to the party.
Genie: Of course you will go. I have another costume for you!
Anna: I’m a rock star! You read my mind!
Genie: No. You told me you like rock music.
Anna: Oh, right. Well, I love it!
Genie: Have fun, Anna!
Anna: Thanks, Genie!!
Anna: I am ready for the Halloween party! But I am not going to read minds. I might
play some rock music! Or I might not. Until next time …

Key Words
candy - n. a sweet food made with sugar or chocolate
college - n.. school that offers courses leading to a degree (such

as a bachelor’s degree or an associate’s degree)
costume - n.the clothes that are worn by someone (such as an actor) who is trying to
look like a different person or thing dress - v. to put clothes on
(yourself or someone else) girlfriend - n. a woman with whom someone is having a
romantic relationship graduate - v. to earn a degree or diploma from a school, college,
or university
Halloween - n. the night of October 31 when children dress up as ghosts, witches or

monsters, and go to houses to ask for candy
journalism - n. the activity or job of collecting, writing, and editing news stories
for newspapers, magazines, television, or radio junior - n. US: a student in the
third of four years in a high school or college
marry - v. to become the husband or wife of (someone)orto become joined with
(someone) in marriage might - modal. used to say that something is possible mind - n.
the part of a person that thinks, reasons, feels, and remembers
rock star - n. a person who plays a kind of popular music with a strong beat that is
played on instruments that are made louder electronically think - v. to form or have (a
particular thought) in your mind
trick - n. something that causes confusion or that makes something

seem different from what it actually is
trick-or-treat - expression. a custom on Halloween in which children knock on
people’s doors and say “trick or treat” when the doors are opened to ask for candy
wedding - n. a ceremony at which two people are married to each other
Quiz - Level 1, Lesson 34 - What Will I Do?

1. What does Anna say about 5. What does Anna say to the
Halloween? woman?
a. The woman might not get the right job.
a. Adults and children wear costumes. b. She might not get a job writing the
b. Children trick-or-treat: they ask for news.
candy. c. The woman will get a job writing the

c. Halloween is very popular in the United news.
States. d. She will study hard for a news job.

d. Anna says all of these things about Halloween.
2. What does Anna need for tonight? 6. What does the man plan to do
today?
a. A friend to go to the party with. a. Tell Anna when his wedding will
b. A costume to wear to the party. happen.
c. A genie to create a party. b. Ask Anna for help about marriage.
d. A way to go to the party. c. Tell his girlfriend that he will not marry
her.
d. Ask his girlfriend to marry him. 3.
What does Genie say might happen? 7. What does Anna tell the man?
a. He might have a wedding very soon.
a. Anna’s costume might look wrong. b. His girlfriend will probably say no
today.
b. Genie might not have special powers. c. He might not ask his girlfriend to
marry
c. The costume might have bad results. him.
d. Genie might not find the right dress. d. He will have a wedding, but not
very
4. What does Anna say that the woman d. In about one year, she will
is thinking? study journalism.
soon. 8. What does Anna
a. She will study at a new college in
about one year. say to Genie?
b. In about one year, she will graduate a. Genie loves rock music.
from college. b. This costume is better.
c. She will meet a journalist in about one c. Genie read Anna’s mind.
year. d. This costume rocks!



Foods Play foods

Shopping Photos of foods
Giving reasons for concern Paper plates and cups

Cooperate
Grammar: partitives (measure words) with
count and noncount nouns
Speaking: using measure words, like “jar of”

and “bag of.”
Pronunciation: reduced form of the word “of”

before measure words
Da y 1
Say, “Today we will learn about foods. We will learn about getting foods and planning meals
with these foods.”
Ask students, “What kinds of foods do you like to eat?” Write down some of their answers
on the board.
Tell students, “When people work together to cook food, they are cooperating. You can
cooperate with people in many other ways. You can even cooperate to help your own
language study.”
Teach Key Words
Speaking Practice
After the key words, the video teaches about noncount nouns – nouns that are too small or
too difficult to count. Examples include peanut butter and rice.
1. To talk about noncount nouns in English, 2. Now you try it.

we need to use another word, called a
“measure word.” Use a measure word for these foods: peanut
butter (jar) and bread (loaf)
In this lesson, you hear Anna and Marsha
use measure words to talk about food. Listen:
What did you buy?
Marsha: Let me see. You bought a bunch
of bananas, a box of pancake mix, a bag of Speak:
coffee … Anna, this is all wrong! I bought a ____ of peanut butter and a ___ of
bread. (jar, loaf)
Da y 2
Tell students that the video will show Anna and Marsha planning a dinner party. Anna
comes home from the store with some unusual foods for dinner.
Yes, I will. This is all wrong!
Speak:
Speak:
Yes, __ _____. (I will)
This is ___ _______! (all wrong)
2. Listen
No, I won’t. 4. Listen:
What do you mean, wrong?
Speak:
No, __ _______. (I won’t)
Speak:
What do you _____, wrong? (mean)
Lesson 35
Learning Strategy
Tell students that in today’s lesson, they will learn to cooperate.
Give an example. Say, “At the beginning of the lesson Anna says, ’Well, she is cooking. I
am doing the shopping.’”
Say, “Anna and Marsha are working together to get ready for the party. In English, we
call working together cooperating. You can use this strategy in learning, too. When you
practice speaking English with a friend, you are cooperating.”
Activity 1
Give students the first and third pages of the Activity Sheet. Pronounce the names of the
foods on the third page and explain if students are not familiar with them. Ask students to
form pairs.
Tell the class: “Practice the conversation shown on the sheet, but make sure that your
partner uses the correct measure word for the food they ask about.”
Say, “For example, if a student asks for a jar of tomatoes, the partner should cooperate
and help them by pointing out that the correct measure word is a bunch of tomatoes (on
the vine) or a jar of tomato sauce.”
Tell students, “Cooperating means working together in a friendly way. So if your partner
makes a mistake, tell them the correct word softly so others around you are not aware if
your partner’s mistake.”
D ay 3
The Pronunciation Practice video teaches about the reduced pronunciation of the word
“of” before measure words.

1. In Lesson 16 you heard Anna pronounce 3. Remember, the schwa symbol

“a couple of” as “a couple-a.” “ə” sounds
like “uh.” We will write it like this to show it
is a sound and not a letter: /ə/
Anna: Hello! I am Anna Matteo from The
News. Do you have time to answer a Anna: What do you mean wrong? I bought
couple of question? a jar of peanut butter and a loaf of bread
… no, wait … two loaves of bread.
2. In this lesson, you hear Anna use the 4. Now you try it. When you answer,
same pronunciation with measure words. use “/ə/” to pronounce the
word “of.” Listen:
What is in the bag?
For example, “I bought a jar of peanut
butter” sounds like “jar-/ə/ peanut
Speak:
butter.”
I have a ____ ___ bananas,
A _____ ___ pancake mix, and a _____ ___
coffee. (bunch /ə/, box /ə/,
bag /ə/)
Activity 2
Give students the second page of the Activity Sheet.
Ask students to form pairs.
Tell the class: “We will practice pronouncing measure words.”
Ask students to work together to write out items on the grocery list and then practice
pronouncing the schwa (/ə/) sound, just like in the video.
If any time remains at the end of class, ask several students to practice the conversation
in front of the class.

Da y 4
Listening Quiz

1. Anna says, “In fact, tonight Marsha and I are cooking for friends.”
2. Marsha says, “Anna, please buy all the ingredients on the list.”
3. Anna says, “I love shopping! And, I did not spend too much money. Oh, no! But I did
spend too much time! I have to return home now!”
4. Marsha says, “Let me see. You bought a bunch of bananas, a box of pancake mix, a
bag of coffee … Anna, this is all wrong!”
5. Marsha says, “Anna, these are the wrong ingredients.”
6. Marsha says “I said take the shopping list on the refrigerator … for dinner!”
7. Anna wants Marsha to trust her to fix the problem of having the wrong ingredients
for dinner.
Writing
Do you like shopping for food?

What do you like to make for a dinner with guests?
If time allows have students act out a dinner party using paper plates, cups and toy foods
or the photos of foods prepared before class.

Resources
Conversation
Anna: Hi there! Washington, D.C. has many fun places to eat. But, sometimes it’s
more fun to cook. In fact, tonight Marsha and I are cooking for friends. Well, she
is cooking. I am doing the shopping.
(phone rings) It’s Marsha. Hi, Marsha.
Marsha: Hi, Anna. Do you have the shopping list?
Anna: Yes, I told you: I have the shopping list. Can you hear it?
Marsha: Okay, good. I hear the list. Anna, please buy all the ingredients on the list.
Anna: Yes, Marsha, I will.
Marsha: And do not spend too much time shopping.
Anna: No, Marsha, I won’t. See you later.
Anna: Sometimes, Marsha worries too much. I love shopping! And, I did not
spend too much money. Oh, no! But I did spend too much time! I have to return home
now!
Marsha: Anna, what took you so long? Our guests will be here soon!
Anna: Don’t worry, Marsha. I bought everything on the list.
Marsha: Let me see. You bought a bunch of bananas, a box of pancake mix, a bag of
coffee … Anna, this is all wrong!
Anna: What do you mean wrong? I bought a jar of peanut butter and a loaf of
bread … no, wait … two loaves of bread.
Marsha: Anna, these are the wrong ingredients!
Anna: These ingredients are all on the list! I took this list from the counter.
Marsha: Anna, this is the shopping list for breakfast. I said, take the shopping list - on
the refrigerator - for dinner!
Anna: Marsha, there was no shopping list - on the refrigerator - for dinner!
Marsha: Oh no! It’s on the floor!!
Anna/Marsha: Ahh!!! Ahh!!!
Marsha: What are we going to do?
Anna: When do our guests arrive?
Marsha: They arrive in 30 minutes!
Anna: I can fix this. Do you trust me?
Marsha: Do I have to?
Anna: Yes.
(The story continues next week)

Key Words
banana - n. a long curved fruit with a thick peel that is yellow when it is ripe
bought - v. past tense of buy: to get (something) by paying money for it
box - n. a container that is made of a hard material (such as wood, metal, or cardboard)
and that usually has four straight sides
bread - n. a baked food made from a mixture of flour and water
bunch - n. a group of things of the same kind that are held or tied together or that grow
together
counter - n. a long, flat surface on which food is prepared in a kitchen
floor - n. the part of a room on which you stand
ingredient - n. one of the things that are used to make a food or product
jar - n. a glass container that has a wide opening and usually a lid
loaf - n. an amount of bread that has been baked in a long, round, or square shape (plural:
loaves)
mix - n. a dry mixture of ingredients that is sold in one package and used for making
something (such as a type of food)
pancake - n. a thin, flat, round cake that is made by cooking batter on both sides in a
frying pan or on a hot surface
peanut butter - n. a creamy food made from peanuts
shopping list - n. a list of things to be bought at a shop or store
told - v. past tense of tell: to give information to (someone) by speaking or writing
trust - v. to believe that someone or something is reliable, good, honest, or effective

Quiz - Level 1, Lesson 35 - Let’s Make Dinner!

1. What does Anna say about this 5. What is wrong with the food in the
evening? bag?
a. Anna and her friends will eat dinner in a a. There are too many loaves of
bread. restaurant. b. They are the wrong ingredients for
b. Marsha wants to go shopping with dinner.
Anna. c. Anna bought too much peanut butter.
c. She and Marsha are cooking dinner for d. Their guests cannot eat these some
friends.ingredients.
d. Anna is cleaning the house with Marsha.
2. What does Marsha want Anna to 6. Where did Marsha put the do?
shopping list for dinner?
a. Meet her at the market to go shopping

b. Tell her what is on the shopping list a. Marsha put it on the kitchen table.
c. Buy all the ingredients on the shopping b. She said it was near the
refrigerator. list c. Marsha put it on the counter.
d. Spend lots of time shopping for food d. She said it was on the refrigerator.
3. What does Anna say about shopping? 7. What does Anna want Marsha to
trust her to do?
a. She spent too much time.
b. Marsha gave her some money. a. Find the right shopping list for dinner
c. She did not have enough money. b. Return the wrong ingredients to the
d. Marsha called to change the list. market
c. Tell the guests not to come for dinner
d. Fix the problem of having the wrong ingredients
4. What does Marsha say to Anna?
a. Anna went to the wrong store.

b. The food will take too long to cook.
c. The food cost too much money.
d. Anna bought the wrong foods.





Locations Common object (paper or pencil)

Objects in the Kitchen
Grammar: Prepositions
Substitute
Speaking: Prepositions of location
Pronunciation: Compound nouns
Da y 1
Tell students, “Today we will learn how to talk about where objects are located.”
Ask students, “Have you ever looked for something in the kitchen? What did you look for?
Where did you look for it?”
Give students a chance to answer. Answers may include “I looked for spices in a drawer,” or
“I looked for sweets in the cupboard.”
Tell them they are going to learn how to talk about these things in English today.
Teach Key Words
Have
How students
to Learn listen to the Speaking Practice
English video and say the new words for this lesson
Lesson 36 462
Speaking Practice
After the key words, the video teaches about prepositions of location.
1. Prepositions of location show where 2. You can use more than one preposition to
something is in relation to something else. tell where something is.
In this lesson you hear Anna and Marsha For example, Anna tells Marsha that the
using prepositions “in” and “inside.” eggs are inside a cabinet that is under the
sink.
Anna: I just need a couple of ingredients.
Marsha, please hand me the flour. Anna: The eggs are inside the cabinet
Marsha: Anna, where is the flour? It’s not under the sink.
in the cabinets.
Anna: I put the flour inside the refrigerator. Now you try it. Answer the question:
In and inside have almost the same Listen:

meaning. Where are the bananas?
“Inside” means within something.
“Under” means below something. Speak:
The bananas are ____ the pancakes.
Tell students, “Now we are going to practice some more.”
Place an object (such as a pencil or paper) under another object (such as a book.) Ask
students, “Where is the _____? (pencil, paper).” Give students a chance to answer.
Ask one student to place an object somewhere in the room. Encourage students to use
more than one preposition to tell where the object is. Work together as a class to come up
with many examples.

Da y 2
Tell students that the video will show Anna and Marsha cooking food for friends. They are
coming in thirty minutes.

Where are the eggs? Hey, this tastes good!
Speak:
Speak:
______ ____ the eggs? (where are)
Hey, this _____ good! (tastes)
The eggs are inside the cabinet under the You made it work!
sink.
Speak:
Speak: The eggs are ____ the cabinet _____
the sink. (inside, under) You _____ it ____! (made, work)
3. Listen:
What are you going to make with these
ingredients?
Speak:
What are you going to make with these
_________? (ingredients)

The Pronunciation Practice video teaches about the pronunciation of compound

nouns like pancake mix, shopping list, and peanut butter.

1. Intonation and Compound Nouns In Say these compound nouns and put more
last week’s lesson, Anna and Marsha stress on the first part of the
talked about shopping and making first word.
dinner. They use several compound Pancake Mix (Pancake Mix)
nouns. Peanut butter (Peanut butter)
2. In this lesson, Anna puts some words
It helps English learners to learn the stress together to talk about her dinner.
or intonation of these nouns Notice the
stress Marsha: You made breakfast.
pattern in the compound noun “shopping Anna: Yes! I call it let’s-eat-breakfast-
list.” fordinner dinner!
Marsha: Hi, Anna. Do you have the In writing, we can use hyphens to connect
shopping list? the words that modify a noun.
We can write it like this to In this sentence, the two words that get
show the first sound is a little extra stress are “breakfast” and the
louder. Shopping list second “dinner.”
Some food names are compound nouns, We can write it list this:
or nouns that have two or more words. Yes! I call it let’s-eat-breakfast -for-dinner
dinner!
Marsha: Let me see. You bought a bunch
of bananas, a box of pancake mix, a bag The stress pattern shows that these are
of coffee... Anna, this is all the two most important words of the
wrong! compound noun.
Anna: What do you mean wrong? I bought Now you try it.
a jar of peanut butter and a loaf of bread ... Say this sentence with a compound noun.
no, wait ... two loaves of bread.
I used my credit card to buy everything on
Now you try it. my shopping list, then I got an ice cream
cone.

I used my credit card to buy everything on

my shopping list, then I got an ice cream
cone.
Day 3
Learning Strategy
Tell students that in today’s lesson, they will learn to substitute. That means using one
thing instead of another.
Give an example. Say, “In this lesson, after Anna makes pancakes for dinner, she says,
“Yes! I call it let’s-eat-breakfast-for-dinner dinner!” She substitutes a breakfast food for
a dinner food.
Give the Activity Sheet to students. Instruct students to practice the conversation
shown on the sheet. Ask them to use gestures to show the location of the food relative
to the objects in the kitchen.
Tell students, “We are practicing substituting to help you use it more easily with some
harder words. When your partner understands the message from your words and
gestures, you are doing the job of communicating with what you know.”
Have students form pairs and do the activity. As students practice, remind them to
substitute and help each other use the prepositions of location.
Day 4
Listening Quiz

1. Anna says, “See, it says ‘put in a cold, dry place.’”
2. Anna says, “On the farm, we always put the eggs there... how else can the
chickens see them?”
3. Anna says, “You clean the living room... I will make dinner.”
4. Marsha says, “What are you going to make with these ingredients?”
5. Marsha says, “Okay, the apartment is clean. The kitchen is not. What are you
cooking?”

Anna says, “I made my favorite recipe: peanut-butter-banana pancakes!”

Marsha says, “You made breakfast.”
6. Marsha says, “You made breakfast.”
Anna says, “Yes! I call it let’s-eat-breakfast-for-dinner dinner!”

Writing
What is your favorite recipe?

Is it an easy food to cook? Write how to make it.
If there is a variety of recipes, suggest putting them together to make a class recipe book.

Resources
Conversation
Anna: Last time on Let’s Learn English, Marsha and I invited friends to a dinner party
but I shopped with the wrong list. Guests are coming soon. Marsha is worried but
I have a plan. Let’s see what it is.
Anna: I just need a couple of ingredients. Marsha, please hand me the flour.
Marsha: Awhere is the flour? It’s not in the cabinets.
Anna: nna,
I put the flour inside the refrigerator.
Marsha: Why?
Anna: It’s cold and dry in the refrigerator. See, it says: “Put in a cold, dry place.” Okay,
now, Marsha, please hand me the eggs.
Marsha: Anna, where are the eggs?
Anna: The eggs are inside the cabinet under the sink.
Marsha: Anna, why are the eggs in here?
Anna: On the farm, we always put the eggs there. How else can the chickens see them?
Okay. You clean the living room. I will make dinner.
Marsha: What are you going to make with these ingredients?
Anna: I have a plan.
Marsha: Okay, the apartment is clean. The kitchen is not. What are you cooking?
Anna: I made my favorite recipe: peanut-butter-banana pancakes!
Marsha: You made breakfast.
Anna: Yes! I call it let’s-eat-breakfast-for-dinner dinner!
Marsha: Anna! Mmm! Hey, this tastes good! Anna, you made it work!
Anna: That’s our guests!
Marsha: I’ll answer the door.
Anna: I’ll finish here.
Anna: Like I said, sometimes Marsha worries too much. When something goes wrong
with your plan, just change the plan! Till next time!

Key Words
breakfast - n. the first meal of the day
cabinet - n. a piece of furniture that is used for storing things and usually has doors and
shelves
dry - adj. having no or very little water or liquid
egg - n. a hard-shelled oval thing from which a young bird is born
flour - n. powder made from a grain (especially wheat) that is used in cooking for making
bread or cakes
inside - p. in or into the inner part of (something or someone)
recipe - n. a set of instructions for making food
refrigerator - n. a device or room that is used to keep things (such as food and drinks) cold
sink - n. a wide bowl that has a faucet for water and a drain at the bottom and is usually
positioned in a counter
taste - v. to have a particular flavor
under - p. in or to a lower place than (something)



Exchanging opinions Pronouns guide

Agreement and disagreement Small objects or playing cards
Comparing things, places, & people
Grammar: Possessive pronouns

Personalize
Speaking: Giving a reason for your opinion
Pronunciation: Pronouncing possessive
pronouns
Da y 1

Say “Today, we will learn how to say our opinions and give a reason for how we feel.”
Ask students, “Where do you live? Is it in a city or is it outside of the city?” Give students
a chance to respond. Explain that Americans call places that are far from cities “the
country.”
Now, ask students to think about which they like better: the city or the country. Tell them to
tell the person sitting next to them and to give a few reasons.
Say, “In this lesson, we will compare living in two places: the city and the country. We will
hear different opinions about which is a better place to live.”

Teach Key Words
After the key words, the video teaches how to give a reason when you say your opinions.
1. In this lesson, you hear Anna and Phil 2. What is your opinion? Answer the
talking about the city and the country. Anna question with a reason.
disagrees with Phil about city.
Listen:
When giving your opinion in English, you Do you like living in the city or in the
should give a reason for your opinion. country?
Listen to Anna explain her opinion. Speak:

I like living in the ___ because it has more
Phil: The city is not beautiful. It’s noisy and ___. (city, culture)
dirty.
Speak:
Anna: I disagree. I think all the different I like living in the ___ because it has more
buildings are beautiful. And I like to watch ___. (country, nature)
all the different people.
Tell students that the video will show Anna meeting a new friend. He likes the country and
she likes the city.
Is this bag yours? I agree. There is more culture in the city.
Speak: Speak:
No. It’s not ___. It might be ___. (mine, hers) I ___. There is more ___ in the city. (agree,
culture)
D ay 2
The Pronunciation Practice video teaches about possessive pronouns.

1. Possessive pronouns Anna: Excuse me. Is this bag yours?
Dr. Jill: No. It’s not mine. It might be hers.
The possessive pronouns in this lesson Anna: Thank you.
sound like the possessive adjectives. The Anna: Excuse me. Is this bag yours?
difference is the sound at the end. Sarah: No. It’s not mine. It might be his.
So, to say them clearly, say the last sound Anna: Thank you.
carefully. Anna: Hello. Is this bag yours?
Phil: Yes, that’s mine.
Listen:
my - mine Listen:
her - hers
Speak
my - ___ (mine) Speak:
her - ___ (hers)
Listen:
your - yours Listen:
our - ours
Speak:
your - ___ (yours) Speak:
our - ___ (ours)
Possessive Pronouns
Say, “In this lesson, Anna meets someone who is from the country. He lost his bag. Did you
ever lose a bag?” Give students a chance to respond. Say, “Anna asks ‘Is this yours?’ She
is using a special kind of pronoun. We call it a possessive pronoun. Let’s practice saying
the ones in this lesson.” Write these words on the board: mine, yours, hers, his, ours,
yours, and theirs.
Say, “Let’s practice these words.” Ask four students to the front of the class to show the
activity. Give the group four objects. Ask each student to carefully look at their object and
then put all of the objects on a desk or table. Pick up one of the objects and ask a
How to Learn
student: “IsEnglish
this yours?” Lesson 37 475
Tell the student to answer with a possessive pronoun: “Yes, it’s mine,” or “No, it’s
hers/his.”
Then ask a student to pick up two objects and ask another student, “Are these yours?”
Thank the students and let them return to their seats for the group activity.
Have students form groups of four. Give four of the small objects to each group. Each
student chooses one object.
Say, “Look at your object carefully so you remember it. Look at what each person in
your group is holding. Now, put all of the objects on one desk or table. Take turns.
Pick up one or two objects. Ask one of your group members, “Is this yours?” or “Are
these theirs?” or “Are these yours?” If it’s yours, say, “Yes, it’s mine.” Or say, “No, it’s
his/hers.” Keep going until each person has picked up an object and asked a
question.
After the activity, ask students, “Was it easy to remember your objects? Why?” Give
students a chance to respond. Continue, “It is easier to remember things that we
connect to ourselves.”
Day 3
Learning Strategy
Say, “As I said, it is easier to remember things that we connect to ourselves. We call
this learning strategy Personalize. We think of the things we know, what we
experienced, and what we like. It can be very helpful when we are learning new things in
English. We will practice this today in our lesson.”
Give students copies of the Activity Sheet. Ask two students to come to the front to
model the activity. Tell students to use the sample conversation.
What is your favorite city?

Mine is Washington, D.C.
Why?
Because I love museums.
Ask students, “How about your favorite city or town? Is it the same as his or hers?”
Find two students who have the same favorite city. Write the sentence on the board:
Theirs is (name of city) because….

Show the class how to complete the second part of the Activity Sheet, where students

write “____ is theirs because ___” Then ask other students who have different favorite
cities. Show how to write “____ is hers/his because ______”
Tell students, “When we think about the things we like, and tell others the reasons for our
opinions, we are Personalizing. Now, let’s practice some more.”
Have students form pairs and do the activity. As students practice, remind them to
personalize and remind each other to give reasons for their opinions.
When students have finished, have several students share their conversations and talk
about any questions that come up.
D ay 4
Listening Quiz
1. Anna says she misses the country, but she likes living in the city.
2. Dr. Jill says, “It might be hers.”
3. Phil says, “Yes, that’s mine. Thanks! These are all my travel things. Thank you, thank
you!”
4. Anna says, “The city is exciting! It has more culture than the country. There are many
museums and restaurants. Every night, there’s theater and music.”
5. Phil says: “But the country has more nature! It’s peaceful and beautiful. There are
more trees and mountains. The air is clean. You can go hiking and camping.”
6. Phil says, “Here, no one says ‘hello.’ I think city people are rude.”
7. Anna says, “Let’s say ‘hello!’ to people, to many people!... Well, if we say ‘hello,’
maybe they will say ‘hello’ to other people…

Writing
What is the best place to live? Write about where you live now or where you want to
live. Be sure to give a few reasons.
Give students time to write. Then, ask a few volunteers to share their writings with the
class. Or, put the papers on walls around the room and have students walk around the
room to read the writings.
(If students prefer, they do not need to put their names on the papers.
)

Resources
Conversation
Anna: You know, I am from the country and sometimes I miss it. But I really like
life in the city! I love the city. Oh, look. Someone lost a bag. Maybe it’s theirs. Excuse
me. Is this bag yours?
Dr. Jill: No. It’s not mine. It might be hers.
Anna: Excuse me. Is this bag yours?
Sarah: No. It’s not mine. It might be his.
Anna: Thank you. Hello. Is this bag yours?
Phil: Yes, that’s mine. These are all my travel things. Thank you, thank you!
Anna: Are you okay? You seem ... nervous.
Phil:
Well,
this
is
my
first
visit
to
Washington,
D.C.
I’m
from
a
small
town
in
the
country.
I feel a little lost.

Anna: I am from the country too! And I understand. When
I first came here, I felt lost ... all the time.
Phil: So, do you like living in the country or in the city?
Anna: I like to live in the city.
Phil: Why?
Anna: The city is exciting! It has more culture than the country. There are many
museums and restaurants. Every night, there is theater and music. And, there are
more jobs.
That is why I’m here.

Phil: Well, I agree. There is more culture in the city and there might be more jobs.
But the country has more nature! It’s peaceful and beautiful. There are more
trees and mountains. The air is clean. You can go hiking and camping. The city
is not beautiful. It’s noisy and dirty.
Anna: I disagree. I think all the different buildings are
beautiful. And I like to watch all the different
people.
Phil: That’s another thing that is different. People in the
country are friendly. They always say “hello!” Here, no one
says “hello.” I think city people are rude. Anna: Well, I agree. Country people are
friendly. But I don’t think city people are rude. I think they’re just busy.
Phil: That’s a good point.
Anna: Look at me. I live in the city and I said “hello” to you.
Phil: But you are from the country.
Anna: I have an idea. Let’s say “hello!” to people -- to many people!
Phil: What? Why?
Anna: Well, if we say “hello,” maybe they will say “hello” to other people ... Hello!
Phil: ... and they will say “hello” to more people! That’s a great idea! I’m glad you found
my bag.

Anna: Come on. Let’s go say “hello” to people.

Anna: We don’t have to agree with people. They have their opinions. We have ours. And
as we like to say, you can always agree to disagree! Until next time...! Hello!
Key Words
agree - v. to have the same opinion
dirty - adj. not clean
disagree - v. to have a different opinion
friendly - adj. acting like a friend or kind and helpful
nature - n. the physical world and everything in it that is not made by people
noisy - adj. making a lot of loud or unpleasant noise
opinion - n. a belief, judgment, or way of thinking about something
peaceful - adj. quiet and calm or without noise
rude - adj. not polite




Describing people, places, & things Image sheet of Christmas sweaters

Reporting details
Identifying positive & negative personal
qualities
Grammar and Speaking: Superlative

Evaluate
adjectives
Speaking: Superlative adjectives
Pronunciation: Pronouncing superlative
adjectives
D ay 1

Begin with, “Imagine you have a friend who moved to another place. You have not seen
your friend for a long time. Now, you are talking to them and want to tell them about
your life and other friends. What will you tell them? Think about it and then turn to your
neighbor and say one or two sentences about your friends or your life.”
Give students time to do this. Then, ask several students to share their responses.
Say, “Today, we will learn about Anna’s friend Penelope. Anna will tell Penelope about her
other friends and life in the city.”
Teach Key Words
Stop the Speaking Practice video after the key words. Save the second part of the video
(ontosuperlative
How Learn Englishadjectives) for use later.Lesson 38 486
The video shows Anna getting a visit from her best friend. Play the video or ask a few
students to read the conversation. Tell students to respond when there are pauses in the
video.
I can’t wait to catch up with her! She is the nicest person I know in this city.
Speak: Speak:
I can’t wait to ___up ___her! She is ___ ___person I know in this city.
2. Listen:
Is your roommate nice?
Speak:
Is your roommate___?
Da y 2
The Pronunciation Practice video teaches about saying superlative adjectives louder.

1. In sentences with superlative adjectives, Now, you try it. Repeat what Anna says
we often put more stress on the adjective or about her friend Marsha. Put stress on the
say it louder. For example, when Anna talks adjective. Speak:
about Jonathan and Ashley, she says, “They Marsha is the nicest person I know in this
are the friendliest people I know.” city.
She says the word “friendliest” louder than Now, tell us about one of your friends. Use
the other words. (Anna: Um-hum. Jonathan one of the superlative adjectives from this
and Ashley are two other good friends of lesson, such as silliest, nicest, friendliest,
mine. In the city, they are the friendliest messiest or luckiest.
people I know. They always help me when I
need it. Be sure to say the adjective louder than the
other words. Speak:
How to Learn English ___ is the ___ person I know.
Lesson 38 487
Speaking Practice
The speaking practice video teaches more about making superlative
adjectives.

1. In Lessons 30 and 31, you learned how No, they are not ___ ___ English lessons.
to use the superlative form of adjectives. (the easiest)
In this lesson, you hear Anna using
superlative adjectives to tell Penelope Sometimes, superlative adjectives do not
about her friends and life in Washington, end in -est. In this lesson, you hear Anna
D.C. talking about Penelope. The superlative
that Anna uses to describe Penelope is
Anna: Jonathan and Ashley are two other “the most famous.”
good friends of mine. In the city, they are
the friendliest people I know. They Anna: I didn’t forget. You are the most
always help me when I need it. famous turkey farmer I know!
Notice that the spelling of some The word “famous” has two syllables.
adjectives when we use the superlative With adjectives that are two or more
form. For example, “messy” becomes syllables and end in -y, we do not add -
“messiest.” When a two-syllable est to make the superlative. Instead, we
adjective ends in -y, we change the -y to add the words “the most” before the
and -iest to make the superlative. adjective. For example, “famous”
becomes “the most famous.”
Notice that Anna uses the word “the”
before “nicest” and “messiest.” Before Answer this question with the
superlative adjectives, we usually use superlative form: Are Let’s Learn English
the word “the” unless the adjective does lessons helpful?
not come before the noun.
Speak:
Now, you try it. Answer this question Yes, they are ___ ___ ___ English
with the superlative form: Are Let’s lessons. (the most helpful)
Learn English lessons easy?
Speak:
Speak: No, they are not ___ ___ ___ English
Yes, they are ___ ___lessons. (the lessons. (the most helpful)
easiest) Speak: (end of script)
Day 3

Practice Activity
Say, “Yesterday, we learned a lot about superlative adjectives. Let’s practice them some
more.”
Give half of the class copies of the images of Christmas sweaters. Then, ask those
people to find a partner.
Explain, “In the United States, Christmas sweaters are popular around the Christmas
holiday. Some people think they are ugly. Other people like them. Look at these photos.
Pick the one you think is the prettiest and describe it to your partner. Tell them why you
think it’s the prettiest.”
Continue, “Next, pick the one you think is the ugliest, describe it, and tell them why you
think it’s the ugliest. For example: “The green sweater vest has too many pictures on it.
I think it is the ugliest sweater.”
After the practice, have several students share how they described the sweaters.
For fun, tell students that they can also vote on the ugliest and prettiest sweaters.
Tell students that, when they talked about the sweaters, they used a strategy called
evaluate.
Learning Strategy
Say, “There are often times when we have to say what we think about something, and
explain why we have that opinion. We call this evaluating. When we evaluate, we may
compare different things, or we may think of the value of one
thing. This strategy can be very helpful in school work. Often teachers
ask you to give your opinion or to compare things.”
Finish with, “Evaluating can help when we are learning about new things in English
because we remember better when we connect new information to our own opinions.
We
will practice this strategy tomorrow in our lesson.”

D ay 4
Activity Sheet
Remind students that, yesterday, they began learning about the strategy Evaluate. Say,
“Now, we will have some fun and practice!”
Give students copies of the Activity Sheet.
Explain, “Imagine that you are looking for an apartment for yourself or your family. Look at
the apartments carefully. Then change the adjectives to superlatives and make sentences
with them.”
Before students begin the activity, write the adjectives on the board and have students tell
you the superlatives. As they say the superlative forms, write them on the board also.
adjective superlative adjective

noisy noisiest
expensive the most expensive
close closest
friendly friendliest
cheap cheapest
big biggest
small smallest
easy easiest
Have students form pairs and do the activity. As they practice, remind them to ask their
partner to give reasons for their opinions.
Tell students to do just the first part of the activity sheet (reading about Apartments A, B
and C and then and writing sentences about them). Ask a few students to share their sen-
tences with the class.
Then, have students do the bottom part of the sheet -- writing which apartment is their
favorite and why. Ask a few different students to share their sentences.
Remind students that they used the strategy Evaluate to give reasons for their choices and
opinions.
Da y 5
Listening Quiz
1. Anna says, “My best friend from my hometown is coming to Washington, D.C.! I can’t
wait to catch up with her! Oh! I gotta go. Her train arrives in 10 minutes!”
2. Penelope says, “I’m really excited to be in Washington, D.C.! I can’t wait to hear about
… everything!”
3. Anna says they split the rent, and that Marsha is the nicest person she knows.
Marsha thinks Anna is a messy cook.
4. Anna says, “Mm-hum. Jonathan and Ashley are two other good friends of mine. In the
city, they are the friendliest people I know. They always help me when I need it.”
5. Penelope says, “Anna, I can’t leave our hometown. You forget -- I love my job, too.”
She loves her job as a turkey farmer.
Writing
Who is the most important person in your life? They can be a family member or a
friend. Write about them using some superlative adjectives, such as nicest, silliest,
the most _____ or others.
class.

Resources
Conversation
Anna: Hello! I have great news. My best friend from my hometown is
coming here -- to Washington, D.C.! I can’t wait to catch up with her! Oh! I
gotta go. Her train arrives in 10 minutes!
Anna: Penelope!
Penelope: Anna! I am really happy to see you!
Anna: Me too! How was your trip?
Penelope: It was fine.
Anna: Let me help you with your bags.
Penelope: I’m really excited to be in Washington, D.C.! I can’t wait to hear about …
everything!
Anna: I have so much to tell you. Let’s go to my apartment. We can talk
over a hot cup of tea.
Penelope: I love your apartment building, Anna. Is your rent expensive?
Anna: Well, I have a roommate. So, we split the rent.
Penelope: Oh, that’s right. Is your roommate nice?
Anna: Marsha is the nicest person I know in this city. Sometimes she
worries too much. And she says I’m the messiest cook she knows. But we
are great roommates.
Penelope: So, Anna, is it hard to make friends in D.C.?
Anna: At first it was hard. But now, Marsha is a
good friend. And there’sPete. Of all the people I know in
D.C., Pete is the most serious and also the silliest.
Penelope: He sounds … interesting.
Anna: Jonathan and Ashley are two other good friends of mine. In the city,
they are the friendliest people I know. They always help me when I need it.
Penelope: Your friends sound great! So, tell me about your job.
Anna: I love my work! I make a children’s show called the “Time Traveling
Treehouse.”
Penelope: Anna, that is the best job for you! Do you remember when we were little?
We played in that old treehouse behind my family’s house for hours!
Anna: I forgot about that! We thought it really time traveled! Penelope, it is
really good to talk to you. New friends are good. But old friends are the
best.
Penelope: I know. Our hometown isn’t the same now. You are not there.
Anna: No crying. Why don’t you move here and live with me and Marsha?
Penelope: Anna, I can’t leave our hometown. You forget -- I love my job, too.
Anna: I didn’t forget. You are the most famous turkey farmer I know!

Penelope: Thanks, Anna.

Anna: Come on. Let’s go eat dinner at one of D.C.’s most famous restaurants.
Penelope: Awesome!

Anna: That’s the restaurant, Penelope. I’ll be right there.

Anna: I have a great apartment. I love my work. And I have awesome friends -- both
old and new. I am the luckiest woman in Washington, D.C. (sound of thunder)
Until next time?
Key Words
catch up (with) - phrasal verb. to talk to someone you have not seen for some time and
find out what they have been doing
cry - v. to produce tears from your eyes often while making loud sounds because of pain,
sorrow, or other strong emotions
expensive - adj. costing a lot of money
famous - adj. known or recognized by very many people
friendly - adj. acting like a friend friendliest - superlative adj.
lucky - adj. having good luck luckiest - superlative adj.
messy - adj. not clean or tidy messiest superlative adj.
nice - adj. kind, polite, and friendly nicest - superlative adj.
rent - n. money that you pay in return for being able to use property and especially to live
in an apartment or house that belongs to someone else
silly - adj. silliest - superlative adj. playful and funny
split - v. to divide (something, such as money or food) among two or more people or things
tea - n. a drink that is made by soaking the dried leaves of an Asian plant in hot water
train - n. a group of vehicles that travel on a track and are connected to each other and
usually to an engine
turkey - n. a large American bird that is related to the chicken and that is hunted or raised
by people for its meat



Holiday Sweaters

Shopping online Old or local ads (advertisements)

Interpreting factual statements
Critical thinking about advertisements
Ask questions to clarify or get more Grammar: Adjectives with negative pre fi xes
information (in-, un-, dis-, im-)
Speaking: Using negative prefixes with
adjectives
Pronunciation: Pronouncing “comfortable”
and “uncomfortable.”
Da y 1

Begin, “Today, we will learn to ask questions about ads. Does anyone know what an ‘ad’
is?” Take a few responses from students.
Say, “An ‘ad’ is something, such as a very short video, audio or writing, that a company
shows the public to help sell a product.”
Pass around a copy or two copies of the old ads from the end of this lesson. The bottom
of each ad describes what is false about the ad. Read these as you show each one.
Then, ask students to think of questions about the ads. Give an example: “How can soap
wash away fat?” Have several students ask questions about the other ads or local ads that
you choose to show.

Teach Key Words
lesson or repeat them after you. Pause the video when the meaning is shown and
make sure all students understand the meaning.
After the key words, the video teaches about using negative prefixes
with adjectives. Explain that a prefix is a letter or
group of letters added at the beginning of a word to
change its meaning.

1. In this lesson, you hear Anna uses 2. Words from German use the
adjectives with negative prefixes. prefix un- but words from
Prefixes come before a word Latin use the prefix in-.
and change its meaning. The prefixes
in this lesson are in-, un-, The prefix in- changes to im-
dis- and im-. before adjectives that begin with p,
b and m, as in “impossible” and
These prefixes give the opposite “imperfect.”
meaning to an adjective.
The prefix in- changes to il-
In this lesson, Anna tells Pete that the before l, as in “illiterate”
product in his advertisement does not or not able to read.
work:
In- changes to ir- befpre words that begin
Anna: Yes. I bought it. You said in your ad with r, as in “irresponsible” (careless).
it was a perfect product. This is not
perfect. This is imperfect! Now, you try it. Make the adjectives in
this sentence have the opposite meaning
In this example, “imperfect” means the by using prefixes.
opposite of “perfect.” The
prefix is -im. Listen / Speak:
My English is ___, but I study with an ___
Why are there so many prefixes course, Let’s Learn English, so, soon I
to make the meaning opposite. will not be ___ speaking English.
One reason is that English has (imperfect, unpaid, uncomfortable)
words from several different
languages.

Da y 2
Tell students that the video will show Anna buying and using a new product for her hair.

Are you tired of your untidy hair? This is not perfect. This is imperfect!
Speak: Speak:
Yes, I am...and it’s___. (uncomfortable) It’s___! (unbelievable)
The pronunciation practice video teaches thepronunciation of the words “comfortable”

and “uncomfortable.”
Pronunciation PracticeVideo Script – Lesson 39

1. One of the new words in this lesson can 2. Now, you try it.
cause problems for English learners. That
word is “uncomfortable” and its opposite Listen:
“comfortable.” When you say this word, Are you comfortable?
you do not pronounce some of the letters
that you see in the written word. Speak:
Are you___? (comfortable)
In this lesson, you hear Anna say that her
hair is uncomfortable. Speak:
I’m ___ (uncomfortable).
Pete: Are you tired of your untidy hair?
Anna: Yes, yes I am. And it’s uncomfortable!

Da y 3
Adjective Practice
Say, “Yesterday, you learned about prefixes with adjectives. Let’s practice this some more
today. What does Anna learn about Pete’s hair product? Is it a perfect product?”
Write the word on the board or shared screen: perfect. Add the prefix im- to the word, and
ask students for its meaning: imperfect.
Say, “Anna tells Pete, ‘This is not perfect. This is imperfect!’ She adds the prefix im- to the
word to make it negative. Some words use im- but other words use in-, un- or dis-. Can
you find the words with prefixes from the conversation?”
As students find and say the words, list them on the board:
inexpensive
unbelievable
dishonest
uncomfortable
inexpensive
untidy
Learning Strategy
Say, “Remember, Anna learned that she cannot believe everything that she sees in ads,
even when the ads have her friends in them.”
Continue, “What question should Anna ask herself the next time she sees an ad with a
friend or a famous person?” Give students time to think of questions and write some of
their examples on the board. Depending on their examples, you can add:
Why is the famous person / actor using the product?

Will it work for me as well as it seems to work for the actor?
Do common people like this product?
Explain, “When you ask questions like this, you are using the strategy ‘ask questions to
clarify.’ This is one of the skills that you can practice with anything you see on television.
We will practice this skill in our next activity.”

Activity Sheet
Give students copies of the Activity Sheet. Make sure students understand any new
words, such as the word “survived,” that appear on the sheet.
Explain, “Imagine that you are looking for a new car. You see these two ads and must
decide which car to buy.” Ask two students to come to the front of class to show the
activity. Tell them to say the sample conversation and add one more question to clarify.
Student A: Which car did you choose?

Student B: I chose the Van.
Student A: Why?
Student B: Because the ad for the Beetle looked dishonest.
(added question)
Student A: How is it dishonest?
Student B: I don’t think it can really fit
five people.
Ask students form pairs and do the activity. As they practice, remind them to ask
questions to clarify. When students have finished, have several share their
conversations.
Day 4
Listening Quiz

1. Anna says, “ It is really windy today.”
2. She says she wants to know about the weather: “Will it be windy this weekend? I’ll
listen to the news.”
3. Pete is on T.V. He says, “Hi. I’m Pete. And I have the perfect product for you -- Hair
Be Good!”
4. Pete says, “Hair Be Good works and it’s inexpensive.” “Inexpensive” means it has
a low cost.
5. Anna says, “I am buying some right now. Okay, I will order one can of Hair Be
Good for $10.”
6. Amelia says, “Your hair does not look good.”

7. Anna says, “I believed your ad, Pete. It was dishonest!” Dishonest means “not
true.”
8. Pete says, “Your hair will be okay. Just wash it ... a couple of times.”

Writing
In this lesson, Anna believed an ad that she saw on television. Think of an ad you
recently saw on television, the radio or the internet. Did you believe the ad?
Describe the ad and write why you did or didn’t believe it.
class. Or, put the papers on walls around the room and have students walk around the
room to read their classmate’s writings.

Resources
Conversation
Anna: Hello! Winter weather in Washington, D.C. can be really windy. And wind
messes up my hair. It is really windy today. Look at my hair. Will it be windy this
weekend?
I’ll listen to the news. I am tired of my untidy hair.
Pete: Are you tired of your untidy hair?
Anna: Yes. Yes, I am. And it’s … uncomfortable.
Pete: Is it … uncomfortable?
Anna: Yes. Yes, it is! Hey, is that … Pete?
Pete: Hi. I’m Pete. And I have the perfect product for you -- Hair Be Good!
Pete: Just spray Hair Be Good on your hair … wrap in a towel … and you are
done! Hair Be Good works and it’s inexpensive. One can costs only $10! So, go online
and order your Hair Be Good today!
Anna: Hair Be Good sounds perfect! And I can trust Pete! I am buying some right
now. Okay, I will order one can of Hair Be Good for $10. I’ll pay with a credit card. My
delivery will arrive in 2 days. Awesome!
Anna: It arrived! I’ll use it before I go to work. Okay, Hair Be Good, make my
untidy hair tidy! No, make it … fabulous!
Amelia: Hi, Anna.
Anna: Hello, Amelia!
Amelia: Anna, you look … different.
Anna: Thanks! I used a new product called Hair Be Good.
Amelia: Well, it’s not.
Anna: It’s not what?
Amelia: Good. Your hair does not look good.
Anna: Oh, no! This is not good.
Amelia: Why don’t you go home and take care of … this.
Anna: Good idea.
Pete: Hi, Anna!
Anna: Hello, Pete.
Pete: Is something wrong?
Anna: This is wrong!
Pete: What did you do to your hair?
Anna: Hair Be Good did this to my hair.
Pete: Ah, you bought it!
Anna: Yes, I bought it. You said in your ad it was a perfect product. This is not perfect.
This is imperfect!
Pete: It’s unbelievable!

Anna: I believed your ad, Pete. It was dishonest!

Pete: Anna, you don’t believe everything you see in ads, do you?
Anna: No, Pete. Just the ones with my friends.
Pete: Your hair will be okay. Just wash it ... a couple of times.
Anna: Thanks. Thanks a lot, Pete! Here, here’s your product! You should call it “Hair Be
Really Bad!” Until next time, Pete! Till next time.
Key Words
can - n. a closed metal container that is usually shaped like a cylinder and that holds food,
drink, or other liquids
delivery - n. something that is taken to a person or place or something that is delivered
dishonest - adj. not honest: such as saying or likely to say things that are untrue
imperfect - adj. having mistakes or problems or not perfect
fabulous - adj. very good
inexpensive - adj. low in price o rnot expensive
order - v. to place an order for (something): such as to request (something) from a

company
product - n. something that is made or grown to be sold or used
spray - v. to put a stream of small drops of liquid on (someone or something)
tidy - adj. clean and organized or not messy
towel - n. a piece of cloth used for drying things
unbelievable - adj. difficult or impossible to believe
uncomfortable - adj. causing a feeling of physical or mental discomfort
untidy - adj. not neat or clean
wrap - v. to cover (something) by winding or folding a piece of material around it


1946 cigarette advertisement launched by R.J. Reynolds Tobacco Company.

False claim: Doctors think smoking is healthy
False
How claim:
to Learn Donuts are healthy

False claim: Soap can remove fat from inside the body
How to Learn
False English
claim: Lesson 39
Sugar helps you lose weight 512

Describing people’s actions “Substitute” handout

Asking for & giving feedback Diaphragm breathing illustration
Self-evaluate Grammar : Adverbs (loudly, quietly, slowly);

comparatives of adverbs (more seriously)
Speaking: Asking for and giving feedback
Pronunciation: Projecting when public
speaking
Da y 1
Ask students, “At the beginning of a new year, or when you begin a new school year, do you
tell yourself how you will do better or differently?” Give students time to respond.
Continue, “In English this is called making a resolution. We talk about making New Year’s
resolutions.” Give several examples like doing better in school, reading more books, helping
neighbors, eating healthy food, exercising more or making more money.
Continue, “We have talked about evaluating already in these classes. We evaluated what we
liked or didn’t like about things like holiday sweaters. Today, we will talk about evaluating
ourselves.”
Say, “Often, at the end of the year, we look back and think, ‘How well did I do?’ and ‘How can
I do better?’ What do you want to do differently or better in the coming year?” Ask several
students to share their resolutions for the coming year.

Teach Key Words
or repeat them after you. After the key words, the video teaches about asking for feedback.
1. When you were speaking English, you 2. In this lesson, Anna listens to the director
can ask others to help you evaluate your and offers to try again.
speaking ability. Listen to Anna asking the
Anna: ”Yes I will.”
director for feedback again.
Anna: Director, how am I doing? Director: Okay Anna,You said that line really
late. You need to say it earlier.
When we ask about our work we should lis-
Anna: Sorry. Sorry. Let me try again.
ten carefully to the information, or feedback
Now you try it. Ask us how your English is.
that others give us.
Speak:
How am I doing can you understand my
English?
Listen:
You’re doing great! Keep studying with
Let’s Learn English!
Tell students that the video will show Anna try ing something new. She auditions (tries to
get hired to act) for a play. Play the video or sk
a a few students to read the conversation.

es in the video.
You are speaking too softly. Walk slowly and quietly
Speak: Speak:
You are speaking too _________. (softly) Walk ________ and _________. (slowly,
quietly)

Day 2
The Pronunciation Practice video teaches about a way to make your voice sound
more confident when you speak to a group.

1. In this lesson you see Anna trying to 3. Phil: You can learn to speak from your
become an actor in a play. The director diaphragm. This will help you to send your
gives her advice. voice out clearly and loudly So that your
Director: Now, say your line. Anna: audience can hear you better. Phil: As an
‘What was that? Hello. Is someone exercise stand up straight and put your
there?’ hand on your abdomen. Feel it go in and
Director: Anna, you are speaking too softly. out when you breathe.
Can you speak more loudly and a little Dr. Jill: Breathe in and count
more, um, seriously? to five. One, two, three, four,
Often English teachers ask students to five. Breathe out and say
give a class presentation. As adults, we ahh.
may need to give a formal speech. To Phil: Ahhhh.
speak well to a group, you must learn to Dr. Jill: One, two, three, four,
talk at a louder level and send your voice five. Phil: Do you feel relaxed?
farther. You want to be breathing and speaking
from that relaxed state.
2. One way to improve is to use a part of Phill: I’m working hard to improve my
the body called the diaphragm. Here’s a English.
picture of how this muscle works. Dr. Jill: Now say it as if your friend is on
Dr. Jill: Many English learners are afraid to the other side of a large room. Use the
speak loudly, That’s because they are not muscles in your stomach to help you send
sure that what they are saying is correct. out your voice.
When you speak in front of a group you Phil: I’m working hard to improve my
should practice many times so you are English.
more confident about what you are Dr. Jill: Speaking loudly and
saying. Then, you can learn to confidently will help others to
speak from the diaphragm, the muscle understand you better When you speak
that pushes the air out of your lungs. English.
4. Dr. Jill: Now you try it. Say this Phil: Thanks for studying us here on Let’s
sentence as if you were speaking to your Learn English
friend in the next seat.
Day 3

Learning Strategy
Say, “In this lesson, Anna has decided to do something

different -- she wants to be an actor on the stage. We see her
at an audition or a ‘try out’ for a play. How do you think she feels?” Students should be
able to respond with, “She is nervous” or “She is excited” or something similar.
Continue, “As Anna is reading the lines in the script, she is looking to the director to
see her reactions. She asks, ‘How am I doing?’ She is asking the director to tell her if
her acting is good or not. She listens to the director and changes her voice to sound
louder, for example.”
“When we are using English, we can either ask someone to tell us how we are doing, or
we can use the strategy, self-evaluate, which means we pay attention to our words and
actions and how people respond to them. Let me show you an example.”
Go to the far corner of the room, turn away from the students, and say very softly,
“(student name) bring me a pencil.” Then turn around and speak in your normal voice,
“(student name), did you hear what I said? No? I knew because you didn’t do what I
asked. I can use information like that to help me self-evaluate. I know I was not
speaking loudly enough. I can now change my voice and speak more loudly.”
‘Loudly’ is an example of an adverb. We can use adverbs to describe/explain/talk about

how someone is doing an action. We often use adverbs when we evaluate and when we
self-evaluate.
Self-evaluating when you speak English can really help you improve. We will practice
this strategy today.”
Activity Sheet
Give students copies of the Activity Sheet. Explain, “We will practice using adverbs
today, and you will also have a chance to practice your acting skills. When you make
the movements of an action, (we call that acting) you can self-evaluate by seeing if
your classmates understand what you are pretending to do.” (Explain pretending if
students do not yet know the word.)
Write the adverbs used in the activity sheet on the board and have students repeat them
after you:

quickly angrily
loudly slowly
quietly happily
Make sure the students understand the meaning of these adverbs. If time permits, you
could ask a student to act out the adverb using classroom actions: “Write your name
quickly/slowly; say your name quietly/loudly/angrily/happily.”
Have students form groups of four and do the written section of the activity sheet. They
will first match adverbs with the picture that shows the action described. Then they will use
the adverbs to write a sentence describing what each person is doing.
Ask four students to come to the front of the classroom to act out a sample conversation
as shown below. Have one student act out an activity such as driving.
A: What is she doing?

B: She is driving slowly.
C: No, I think she is reading quietly. She is pretending to be Marisa.
D: Yes, I am reading quietly.
Ask the student who was acting out ‘reading slowly,’ “Will you self-evaluate now? How
was your acting?” The student should be able to say something like, “My acting was good
because my classmates understood what I was doing.”
Have students do the second part of the activity sheet. Students should take turns being
the actor and guessing the actions. As students practice, remind them to self-evaluate
their acting by noticing how many guesses their classmates need to make before they
guess correctly.
When students have finished, ask several students to tell you how well they acted.

D ay 4
Listening Quiz
1. Anna says, “I thought about my resolution carefully. I want to be an actor on the

stage!”
2. The director says, “Anna, you are speaking too softly. Can you speak more loudly
and a little more seriously?”
3. The director says, “You are walking quickly and loudly. Walk slowly and quietly.”
4. Anna says, ‘I was too early, wasn’t I?
5. Anna says, ‘I’m a tree. I’m a tree in … “The Woods Are Alive!” Yes!’
Writing
In this lesson, Anna tries something new. What new activity do you want to try in the
coming year? Why do you want to do it?
Give students time to write. If any would like to share what they wrote, ask them to read
their work aloud, using the pronunciation practice advice for speaking to a group. Or
students can draw a picture showing the new activity and post it along with what they
wrote on the classroom walls to add to the writing gallery.

Resources
Conversation
Anna: Happy New Year! Some people, at the start of a new year, make a resolution -- a
promise to yourself to be better. I thought about my resolution carefully. I want to be
an actor on the stage! Today I will audition for a show called “The Woods Are Alive!”
Wish me luck!
Director: Next! What is your name?
Anna: My name is Anna Matteo.
Director: Are you ready to audition?
Anna: (warms up voice) Yes.
Director: Great. Let’s begin on page 1. Here is the story. You are lost in the woods. You
are searching desperately for a way out. Suddenly, you hear something. Now, say
your line.
Anna: ‘What was that? Hello. Is someone there?’
Director: Anna, you are speaking too softly. Can you speak more loudly and a little
more, um, seriously?
Anna: Yes, of course I can. ‘What was that? Hello. Is someone there?’ Is that loud
enough?
Director: Yes, that is loud enough. Let’s turn to page 25. In this scene, you are moving
slowly and quietly through the woods.
Director: Anna. Anna! You are walking quickly and loudly. Walk slowly and quietly.
Anna: I’m walking slowly and quietly. I am walking…
Director: Anna. Anna. You don’t need to say “slowly” and “quietly.” Alright, let’s try the
last scene. Turn to page 48. I say my line first, then
you say your line. ‘You will never get out of these woods
alive! Mwa-ha-ha-ha-ha Mwa-ha-ha-ha-ha!’
Anna: ‘Yes, I will.’
Director: Okay, Anna, you said that line -- you said that line really late. You need to say
it earlier.
Anna: Sorry. Sorry. Let me try again.
Director: ‘You will never …’
Anna: ‘Yes, I will.’
Director: ‘… get out of the woods alive.’
Anna: I was too early, wasn’t I?
Director: Yes. Yes, you were.
Anna: Director, how am I doing?
Director: You know, Anna. I think that I have the perfect part for you. The costume is in
the back. Please go try it on.
Anna: Awesome! (Anna returns as a tree.) Director:

Oh, Anna, that fits you
perfectly!

Anna: I’m a tree. I’m a tree in … “The Woods Are Alive!” Yes!
Anna: My new year is starting awesomely! Excuse me, Director! I have a great idea for my
tree. Oh, wait! Until next time!

Key Words
actor - n. a person who acts in a play or a movie
audition - n. a short performance to show the talents of someone (such as an actor or a

musician) who is being considered for a role in a play or a position in an orchestra
desperately - adv. in a way that is very sad and or upset manner because of having little or
no hope
director - n. a person who directs a play or a movie
enough - adj. equal to what is needed
line - n. the words that an actor speaks in a play, movie or TV show
loudly - adv. in a manner that makes or causes a lot of noise
page - n. one side of a sheet of paper
quickly - adv. at a fast speed; rapidly
quietly - adv. in a manner that makes little noise
resolution - n. a promise to yourself that you will make a serious effort to do something
that you should do
scene - n. a division of an act in a play during which the action takes place in a single
place without a break in time
script - n. the written form of a play, movie, or television show
softly - adv. in a quiet voice or manner
stage - n. a raised platform in a theater or auditorium where the performers stand
suddenly - adv. very quickly in usually an unexpected way


Breathing to Speak More Loudly


Asking for & giving feedback about job Motivational posters in Resources section
performance
Identifying ways to improve performance at
work or school
Interpreting advice

Focus Grammar : future real conditional (if clauses
)
Speaking: sentences that include the words

“if” and “will.”
Pronunciation: pronouncing contrastive

stress
Da y 1
Tell students, “Today we will learn about asking for advice or feedback. One of the things
we have learned about is evaluating ourselves - thinking about how well we are doing, for
example, how we are learning English. In today’s lesson, we will see people asking others to
tell them how they can do better.
Explain that the lesson will also present how to use words “if” and “will” together to talk
about things that might happen.
Teach Key Words

Speaking Practice
After the key words, the video teaches about “if” clauses: the future real conditional.
1. Future real conditionals 3. Now you try it. Make a sentence using the
It in this lesson you hear sentences that word if using these ideas:
include the word if. The word if is used to
talk about the result or effect of something I practice with Let’s Learn English every day.
that may happen or may be true.
I learn how to speak American English.
A sentence with if and will is an English
structure we call the future real conditional. “If I practice with Let’s Learn English every
But, for now, it’s not very important to day, I will learn how to speak American
remember what it’s called. Instead we will English.”
learn how it works:
IF clause RESULT clause

IF + subject + simple subject + will +
present verb simple future verb
If you look at this chart, you will see
something good.
2. Listen to Ms. Weaver talk about the chart 4. Now try another one. You can decide on
showing the audience numbers: the result
Ms. Weaver: If you look at this chart, you will If I don’t finish my homework tonight, I will
see something good. Your audience is big. ________________. (student choice)
In the first half of the sentence Ms. Weaver

uses the simple present verb “look.” In the
second half of the sentence she uses the
simple future verb “will see.”
Her sentence means: “the result of

you looking at this chart will be seeing
something good.”

Da y 2
Tell students that the video will show Anna meeting with her boss, Ms. Weaver, for her
yearly review. Play the video or ask a few students to read the conversation.
1. Listen: 2. Listen: Working hard looks hard because

If you look at this chart, you will see it really is hard.
something good. Speak:
Speak: ______ hard looks hard because it really __
___ you look at this chart, you ____ see hard. (Working, is)
something good. (If, will)
Learning Strategy
Ask students, “Have you ever listened to someone with only one ear? We sometimes say
a person is ‘listening with only one ear’ when they are not listening carefully. Maybe you
are thinking of something, like your lunch, and listening without paying close attention. But
then you hear something important to you, and you listen more carefully.”
Continue: “For example, when your teacher is talking and suddenly you hear the word ‘test,’
do you stop thinking about lunch and listen more carefully?” Give students time to respond
and make sure they understand the concept.
Continue, “Let’s call this ‘focusing.’” Give examples of other times when you or the students
can focus. For example, we might use it when looking for a date on an answer to a history
question, or when trying to find a phone number on a website.
Explain, “In this lesson, we will see how Anna focuses when she listens to her boss, Ms.
Weaver.”

Day 3
The Pronunciation Practice video teaches that when we want our listener to notice one or
two words in a sentence, we can say them louder, or put more emphasis on them.
1. When we want our listener to notice one 2. Now you try it. or two words in a sentence
we can say them In the next sentence, make the words ‘book’ louder. That is we put
more emphasis, or and ‘web’ louder than the other words. stress, on those words.
Speak:
I didn’t learn English from a BOOK; I
learned For example, when Anna reads the poster in it from the WEB. this lesson, she says,
“Working hard LOOKS hard because it IS hard.”
Learning Strategy
Say, “In this lesson, we see that Anna is getting her yearly review at work. Do you ever
get a yearly review? If you are in school, you may have tests at the end of the year to go
to the next grade. People who work in business often have a review at some time during
the year to check how well they are doing their job.”
Remind students of the strategy: Focus. “Did you notice what Anna focused on in this
lesson? Tell me what Anna paid attention to (or noticed) when Ms. Weaver was talking to
her.” Students will most likely respond by pointing out her comments about the cats in
the posters that Ms. Weaver showed her.
Ask, “What happened at the end of the video/conversation? Do you think Anna
understood what Ms. Weaver wanted her to do?” Give students time to respond. Write
their responses on the board. Possible answers may include:
She thinks Ms. Weaver wants to see more cats on the Time Traveling Treehouse.
She thinks Ms. Weaver wants her to work better with her team to increase their
audience.
Discuss with the students how they interpret the events in the story. Revisit the posters.
What do you think is Ms. Weaver’s message? This video does not make it clear what Ms.
Weaver wanted Anna to do. Ask students to make sentences with their opinions, such as:

If Anna has more cats, her show will be more

popular. If Anna works hard, her audience numbers will
go up.
You may want to conduct a vote among the students as to whether Anna focused well.
Continue, “We will practice this strategy today in our lesson.”
Activity
Give students copies of the Activity Sheet. Explain, “We will practice making if + will
sentences (or future real conditionals) today, and you will also have a chance to share
your advice on learning English.”
Demonstrate the top activity on the sheet by having a student read aloud the phrase on
the left:
If you are late to work often …
And ask another student to read aloud the phrase on the right side, completing it with the
verb ‘lose:’
… you will lose your job.
Ask three students to come to the front of the classroom to show how to do the activity
at the bottom of the sheet.
Day 4
Listening Quiz

1. Anna says, “Today my boss will tell me what she thinks of my work. Is it good? Or
is it bad?”
2. Ms. Weaver says, “As you know, at the start of a new year we have a work review.”
3. Ms. Weaver says that Anna’s audience is going “Down, down, down!”
4. Ms. Weaver’s posters say, “If at first you succeed, you
will be a success,” “Working hard looks hard because it really is
hard” and “Teamwork works best with a team.”
5. Anna says, “Our audience is not big enough.”


Writing
students to use in their written work. Students may choose one of these topics:
1. Think of a time someone gave you good advice or feedback that helped you to
improve yourself. What did the person say to you? What did you do?
2. In this lesson, what do you think Ms. Weaver wants? What do you want to tell Anna
about her show?
Give students time to write. If time allows, have students share their writing with a partner
and compare the advice they gave or received.




Resources
Conversation
Anna: Hi. I am walking to work. Today my boss will tell me what she thinks
of my work. Is it good? Or is it bad? Okay, time for work. I am going right
now.
Okay, okay, I’m going!
Ms. Weaver: Anna, hello.
Anna: Hello.
Ms. Weaver: Sit down. As you know, at the start of a new year we have a work review.
Anna: Yes. It’s time for mine.
Ms. Weaver: Yes. Anna, this chart shows the audience of The Time Traveling Treehouse.
If you look at it, you will see something bad. Your audience is going down,
down, DOWN!
Anna: Ms. Weaver, I think the chart is upside down.
Anna: Here, let’s flip that around. Now, it’s
right-side up.
Ms. Weaver: Oh. If you look at this chart, you will see something good. Your audience is
big.
Anna: Good!
Ms. Weaver: But not big enough.
Anna: Not good.
Ms. Weaver: I want to see these numbers go up, and up, and UP!
Anna: How?
Ms. Weaver: I have something -- idea posters!
Anna: (whispers) Idea posters.
Ms. Weaver: You really ought to think seriously about them. I like this one. Please read it.
Anna: “If at first you SUCCEED;
you will be a success.” Well, it’s a
cute cat.
Ms. Weaver: Here’s another one. I like it.
Anna: “WORKING HARD looks hard because it really is hard.” I see. It’s
another cute cat.
Ms. Weaver: This is my favorite.
Anna: “TEAMWORK works best with a team.” A team of cats. Look at all those cats!
Ms. Weaver: So, Anna, do you understand what I want?
Anna: Yes, Ms. Weaver. I understand.
Anna: Okay, team. There is a problem in the Treehouse.
Amelia: Problem? What’s the problem?
Anna: Our audience is big.
Bryan: But that’s a good thing.

Anna: No, it is not big enough.
Anna: Please don’t worry. I know what Ms. Weaver wants. Here’s the plan.
(whispers)
Bryan: Is that what she wants?

Amelia: Are you sure?

Anna: Yes. Let’s get to work!
Anna: Good job, team. This is exactly what Ms. Weaver wants!
Anna: Welcome to The Time Traveling Treehouse! Today you will learn about a very
popular pet … cats!
MINDY: Anna. Did I give you enough cats?
Anna: I don’t know, MINDY. I think we need more cats!
Key Words
audience - n. the people who watch, read, or listen to something
cat - n. a small animal that is related to lions and tigers and that is often kept by people as
a pet
chart- n. information in the form of a table or a diagram
cute - adj. having a pleasing and usually youthful appearance
exactly - adv. used to stress that something is accurate, complete, or correct
flip - v. to cause (something) to turn or turn over quickly
meow - v. to make a crying sound as cats do
pet - n. an animal (such as a dog, cat, bird, or fish) that people keep mainly for pleasure
poster - n. a usually large picture that is put on walls as a decoration
review - n. an act of carefully looking at or examining the quality or condition of something

or someone
right-side up - noun phrase. with the top or correct side facing up
succeed - v. to do what you are trying to do or to achieve the correct or desired result
success - n. a person or thing that succeeds
teamwork - n. the work done by people who work together as a team to do something
upside down- adv. in such a way that the upper and the lower parts are reversed in
position


Level 1 Prepare Before Class
Lesson 42 Two Student A & Student B Activity Sheets

Images of or books about famous
I Was Minding My detectives
Own Business
Topics
Describing ongoing past activities

Asking about past events
Giving information about past events
Goals
Describing a sequence of events Grammar: reflexive pronouns; while-
clauses; past continuous tense
Speaking: reflexive pronouns:

herself, ourselves, and yourself
Learning Strategy
Read Between the Lines Pronunciation: pronouncing /didjə/
Day 1
Tell students, “We’re going to solve a mystery today. We can be detectives - like Sherlock
Holmes. Do you like mysteries?” Give students time to respond and make sure they
understand the concept of a mystery and the word detective.
Compare television or literature mysteries that are popular in the students’ home
culture(s), for example, Edgar Allan Poe or Agatha Christie in English-speaking literature,
Arturo PerezReverte in Spanish literature, Josef Skvorecky in Russian literature, and
Jose Luis Borges in Argentina. Ask students to tell you their favorite
detective or mystery film or television series.
Continue, “How do detectives solve mysteries? They listen to people and think about
what the people are not saying directly. We call that ‘reading between the lines.’” Give an
example of a classroom situation: “Let’s say I tell you, ‘Be sure to review this lesson
before Friday.’ You can read between the lines and guess that I will give you a quiz on
Friday.”
Say, “We will practice telling stories too.”

Teach the Key Words

Tell students that in the video Anna sees a crime and tries to help find the robbers. She
hurts her arm. That is the mystery. The news reporter Guy Newsman wants to know, “How
did she hurt herself?” Play the video or ask a few students to read the conversation. Tell
students to respond when there are pauses in the video.

Is that when you hurt your arm? While I was running I tripped and fell.
Speak: Speak: While I _____ ______ running I
Is that ______ you hurt ______arm? (when, _______ and fell. (was running, tripped. fell)
your)
No, at that time I was not fighting the And that’s when you hurt your arm!
robbers. Speak:
Speak: And that’s _____ you _____ your arm! (when,
No, at that time I ____ not ______ the robbers. hurt)
(was, fighting)
Ask students, “Did you notice when Anna said, ‘I was minding my own business?’ She is
using the past continuous tense.” Write on the board:
BE (past) + Verb + ing = past continuous
Ask students to find other sentences with the past continuous tense in the conversation.
Write them on the board:
I was yelling
She was yelling
Point out that the above sentences tell us about one action. Contrast the next sentences:
It looks like she hurt herselfwhile she was trying to stopthe crime.
Well, I had time while I was resting on a bench.
While I was running, I tripped and fell. Lesson 42 543
While I was lying on the ground, someone stepped on my arm!
Ask students, “How many actions are in these sentences?” Point to

the first sentence to identify the phrases, ‘hurt herself’ and ‘was trying to
stop the crime.’ Explain, “These sentences use ‘while’ and the past continuous to tell
us that there was an action going on for some time, then one or more other actions or
events happened during that time.”
Ask students to come up with some examples from their own lives. Possible answers
may be:
While I was sitting at my desk last night, I did my
homework. I sang a song while I was walking to school.
Point out that the verb for the second action is in the simple past tense in these
sentences. Explain, “Sometimes, people leave out the ‘while.’ Look at what Guy said:
‘You hurt your arm in a vending machine buying a bag of chips?’”
Say, “You can also say it this way: ‘You hurt your arm in a vending machine while you
were buying a bag of chips?’”
Day 2
Learning Strategy
Remind students of the question the news reporter asked in the conversation for this
lesson: “Anna, what did you see and what happened to your arm?”
Continue, “In this lesson, Guy, the reporter, uses a strategy we can call, ‘read between the
lines.’ That means he makes a guess, based on his understanding and what he hears
Anna saying.
How many times does he guess how she hurt her arm?” Give students a chance to look
at the conversation and tell you the times he asks about her arm (he
makes five guesses).
“When you watched this video (or listened to the conversation), What did you think? Did
you guess that she hurt her arm falling or fighting the robbers?”
Give students a chance to respond, telling you what event they
thought was the accident that hurt Anna’s arm. Continue, “Now you can ‘read between

the lines’ like all good detectives. And when you read in English, you can do the same
thing to guess at the meaning of the writer.”

Speaking Practice
After the key words, the video teaches how to use reflexive pronouns like herself, ourselves,
and yourself.
1. In this lesson you hear a new kind of 3. Listen to another example from this
pronoun. Listen to the news reporter. lesson:
Guy: It looks like she hurt herself when she Guy: Okay we have to find “ourselves”
was trying to stop the crime. another story, guys.
When the news reporter says, “It looks like In this sentence, Guy is saying that he and
she hurt herself,” he is using the reflexive his crew have to find a more interesting
pronoun “herself.” news story. He uses the reflexive pronoun
“ourselves.”
Notice the spelling change: the letter “f”in

self changes to “ves” when the word is
plural.
2. We use a reflexive pronoun when the 4. Here is a chart that shows the pronouns
same person is the subject and the object we have learned and let’s learn English Up
of the sentence. In the example that you to now. Say the new ones with us. Note the
just heard, the meaning is “It looks like Anna spelling changes in the plural forms.
hurt Anna.” myself itself
yourself ourselves
Anna is the subject of the sentence and also herself yourselves
the object, or the thing that receives the himself themselves
action of the verb. Make a sentence with these two ideas:
Listen:
I made cookies.
The cookies are for me
Speak:
I made cookies for _________. (myself)

Day 3
The Pronunciation Practice video teaches how English speakers pronounce the words
“did you” quickly and learn to say them as /didjə/.
1. When English speakers pronounce the 2. Now you try it. words “did you” quickly,
they usually say Listen to this sentence. Then say it quickly them as /didjə/. Listen
to the reporter asking and pronounce “did you” as /didjə/.
Anna a question. How did you hurt yourself?
Guy: Anna, What did you see and what Speak:
happened to your arm? How _______ hurt
yourself? (/didjə/)
Activity
Give students copies of the Activity Sheets. Half of the class should get the two Student A
sheets and the other half should get the two Student B sheets. Explain, “We will play a
fun game and practice the reflexive pronouns and the past
continuous today.”
First, ask students to complete the box at the top left and the bottom left side. They can
check their words with their partner.
This activity is like the game, ‘Mad Libs.’” Have two students come to the front to
demonstrate the activity. Give each of them one of the two worksheets.
Ask Student A to give you any verb in the past continuous form. For example, ‘was
eating.’ Then, instruct Student B to insert the verb into the
first sentence with a blank, as in “ Next, while I was eating
the bus to work…”
After students laugh, suggest that the partner come up with a correct verb for the
sentence, such as “was riding.” Explain that in the “Mad Lib” game, the sentences don’t
have to make sense, as long as the verb structure is correct. The object is to have fun
with the strange pairings of verbs and pronouns.

Have students form partners do the activity sheets together. When

students have finished, ask several pairs to tell you the funniest sentences
they came up with.

Da y 4
Listening Quiz

1. Anna says, “Today my boss will tell me what she thinks of my work. Is it good? Or is
it bad?”
2. Ms. Weaver says, “As you know, at the start of a new year we have a work review.”
3. Ms. Weaver says that Anna’s audience is going “Down, down, down!”
4. Ms. Weaver’s posters say, “If at first you succeed, you will be a success,” “Working
hard looks hard because it really is hard” and “Teamwork works best with a team.”
5. Anna says, “Our audience is not big enough.”
Writing
students to use in their written work. Students may choose one of these topics:
1. In this lesson, Anna hurt herself in the vending machine. Did you ever hurt yourself by
accident? What were you doing when you hurt yourself?
2. Tell about a mystery in your own life. You may tell about a real event or one that you
imagine.
Give students time to write. If time allows, have students share their writing with a partner.

Resources
Conversation
Guy: Hello. I’m Guy Newsman with News Channel XYZ. I’m here in Washington, D.C. at
the scene of a crime. We are talking with this woman. She saw the crime during her
lunch break. It looks like she hurt herself while she was trying to stop the crime.
Tell us your name.
Anna: Hi, Guy. I’m Anna.
Guy: Anna, what did you see and what happened to your arm?
Anna: Guy, I was minding my own business. See, I work over there.
Guy: Um-hum
Anna: I left work to get some lunch. Then suddenly, I heard a woman yelling. She
was yelling like this ... “Help! Help!”
Guy: Um-hum
Anna: Two robbers were grabbing her bag like this. She was hitting them with her
umbrella.
Guy: Is that when you hurt your arm?
Anna: No. At that time, I was not fighting
the robbers.
Guy: Um-hum.
Anna: See. I was too far away and I didn’t have my own umbrella.
Guy: So, what happened next?
Anna: They grabbed her bag and ran away! So, I grabbed her umbrella and ran after
the robbers.
Guy: Then that is the time that you hurt your arm?
Anna: No. I was yelling, “Stop, robbers! Stop!” She was yelling, “Hey, come
back with my umbrella!” Guy: Were you afraid?
Anna: I had no time to be afraid, Guy. Well, I had time while I was resting on a bench.
I had a lot of time.
Guy: Then what happened?
Anna: The robbers got on a bus. So, I ran after the bus.
Anna: While I was running, I tripped and fell.
Guy: And that is the time that you hurt your arm?
Anna: No. While I was lying on the ground, someone stepped on my arm!
Guy: Ouch. That’s too bad.
Anna: Yeah. And they didn’t apologize. Well, then the robbers got themselves
kicked off the bus.
Guy: Why?
Anna: They didn’t pay. You’ve got to pay when you get on a bus. The police came
and took them away.
Guy: And that’s when you hurt your arm!


trip - v. (past tense: tripped) to fall or nearly by accidentally hitting your foot on something
as you are walking or running
umbrella - n. a device that is used for protection from the rain and sun
vending machine - n. a machine that you put money into in order to buy food or drinks

Quiz - Level 1, Lesson 42 - I Was Minding My Own

Business
1. Why does the reporter want to talk 5. What did Anna do?
with Anna?
a. Anna hit the robbers with an umbrella.
a. He wants to learn about Washington b. She grabbed the robbers and ran with
DC. them.
b. She was the victim of a crime. c. Anna took the woman’s umbrella and
c. He wants to find out how she hurt her ran.
arm. d. She grabbed the woman’s bag and
d. She was watching the police stop a ran away. crime.
2. What was happening to the woman? 6. When did Anna have time to be
afraid?
a. She was taking Anna’s umbrella. a. When she was running after the
b. Two robbers were taking her bag. robbers.
c. She was taking a bag from Anna. b. After the robbers took the bag.
d. Two robbers were hitting her. c. When she was resting on the bench.
d. Before she went back to work.
3. What strategy is Guy using when he 7. Why did Anna fall?

asks, “Is that when you hurt your arm?” a. Anna fell off
of the bus.
a. Personalize b. She was getting on a bus quickly.
b. Cooperate c. The bus ran into Anna.
c. Use Selective Listening d. She tripped while she was chasing
d. Read Between the Lines the robbers.
4. Why could the robbers run away from a. Anna tripped and fell on a bag of
Anna? chips.
a. She was too far away and didn’t b. She was trying to get a bag of chips
have her umbrella. from a machine.
b. The robbers hurt her arm. c. Anna fell when she was going back
c. She was too afraid of them and it to work.
was raining. d. She was helping Ms. Weaver move a
d. The robbers took her umbrella. vending machine.
8. How did Anna hurt herself?





Polite requests Small objects (such as coins or game pieces)

Expressing past and future ability and
obligation
Grammar: Modal verbs

Use what you know
Speaking: Modal verbs “would” and “could”
Pronunciation: Informal pronunciation with
“what are you” and “would you”
Da y 1
Tell students, “Today we will learn about making polite requests. In other words, you will
learn how to ask people to do an action in a kind, agreeable manner.”
Ask students, “Can you think of a time when you asked friends for help?” Encourage students
to share events from their own life.
Say, “In this week’s lessons, we will see how Anna asks friends for help. We will learn how to
ask for help in a friendly way.”
Teach Key Words
or repeat
How to Learnthem after you.
Speaking Practice
After the key words, the video teaches about modal verbs.
1. .In this lesson, Anna asks her friends to Anna: Would you be able to come
help her. She uses modal verbs to make her downtown? And could you give me $20?
requests more polite.
3. Another way to ask politely is to use
Modals are special verbs that help people “could.” Anna uses the modal verb “could”
show how they think about a possible fact to ask Jonathan for money:
or action.
Anna: Well, I was wondering if you could
Today, we will learn how to use would and give me some money.
could.
Now you try it.
2. Listen to how she uses the modal verb Ask politely for help:
“would” and the verb phrase “be able to”
when she talks with Marsha and Ashley: Speak:
I need to practice speaking English.
Anna: Would you be able to come ________ you please help me? (Could)
downtown? Please?
Say, “Now we are going to practice some more.”
Ask students to write down one sentence using ‘would.’

Ask a few students to share their sentences.
Ask students to write down one sentence using ‘be able to.’
Ask students to write down one sentence using ‘could.’

Tell students, “We will keep working with these words in future classes.”

D ay 2

Tell students that the video will show Anna calling her friends for help.
Would you be able to come downtown? I was wondering if you could give me some
money.
Speak:
_____ you __ _____ __ come downtown? Speak:
(would, be able to) I was wondering if you _____ _____ me
some money. (could give)
The Pronunciation Practice video teaches how to pronounce “what are you” and “would
you.” When words are written between slanted lines /_/, it is the sound you hear.
1. In this lesson, you learn about asking for 2. Anna pronounces “what are you” as /
help politely. whatchə/ and “would you” as /wooje/
When we talk with our friends, it is polite Now you try it.
to sound more friendly by using casual or
informal pronunciation. These sentences use formal pronunciation.
Listen to how Anna says the words “would Listen, then say them using an informal
you” in an informal way with her friend pronunciation.
Ashley.
Listen:
Anna: Hi, Ashley, Hi! What are you doing tomorrow? Would you
What are you /whatchə/ doing? like to go to the movies?
Ashley: Oh! Hi Anna!
Anna: Ashley, I was wondering, uh, would Speak:
you /woojə/ be able to come downtown? __________doing tomorrow? (/whatchə/ )
And could you give me $20? __________ like to go to the movies?
(/wooje/ )
Da y 3
Learning Strategy
Tell students that in today’s lesson, they will learn to ‘use what you know.’
Give an example. Point out how Anna finally solves her problem -- she plays her ukulele on
the street, asking for money.
Say, “Anna knows that other people earn money by playing music on the street. She also
knows how to play the ukulele. So she used what she knows to solve her problem. When
we are speaking English and meet with a problem, we can also use what we know.”
Explain, “Let’s say I want to say something about this picture. I don’t know what to call this
machine. So, I can use some words I do know in English to describe it. I might say, ‘This
picture shows a machine with wheels and long, thin metal pieces. It looks a little like a
rake. I think it’s a piece of old farming equipment.’”
Continue, “Do you see what I did? I used what I know to tell you about the machine. In
the activity for this lesson, we will practice using what we know, along with making polite
requests and giving excuses.”
Activity
Say, “Today we will practice using what we know and making polite requests with a
game.”
Have two students come to the front to model the activity. Tell one to ask the question
on the left side of the sheet:
Could you drive me to the airport?
Then point out the images showing a doctor and a person who looks ill. Ask a student
to fill in the spaces and give an excuse: “Sorry, I have to
go to the doctor.”
Tell students to continue in this manner and then find a

partner to play the game with.
Day 4
Listening Quiz

1. Anna says, “It’s times like this I remember my father’s important words. He said,
“Anna, never … ” No wait, “Always have emergency money.”
2. Marsha says. “Anna, I can’t. I’m too busy. I have to give a big presentation in one
hour. Sorry!”
3. Ashley says, “Anna, I’m not worried about the money. I’m babysitting.”
4. Jonathan says, “I’m at the airport with my mother. Her
flight leaves in two hours.”
5. Anna says, “Well, Plans A, B, C, D and E did not work. Think, Anna, think. Time for
Plan F. (singing) Won’t you give, could -- Thank you very much, sir!”

Writing
Did you ever have a problem that a friend helped you to solve?
Resources
Conversation
Anna: Hey there! Tonight, I am teaching my ukulele class. It is far away. So,
I am going to ride the Metro. Oh, no! I lost my wallet! It has my Metro card, my
credit card and my money! Oh, no!
Anna: It’s times like this I remember my father’s important words. He said,
“Anna, never … ” No wait, “Always have emergency money.” .” (Anna pulls
an envelope out of her bag and looks inside) It’s empty. Time for Plan B. ‘Extra
Emergency Money.’ (Anna pulls another envelope out of her bag and looks
inside)
Anna: No! It’s empty too! Anna, it’s time for Plan C.
Anna: Hi, Marsha!
Marsha: Hi Anna. What’s up?
Anna: I’m stuck downtown without any money. Would you be able to come
downtown? Please?
Marsha: Anna, I can’t. I’m too busy. I have to give a big presentation in one hour.
Sorry!
Anna: That’s ok. Good luck with your presentation!
Marsha: Thanks!
Anna: Time for Plan D.
Anna: Hi, Jonathan! How’s it going?
Jonathan: Hey, Anna. Things are great. What’s up?
Anna: Well, I was wondering if you could give me some money.
Jonathan: What?
Anna: See, I lost my wallet and I’m stuck downtown and I --
Jonathan: Anna, I wish I could. I’m at the airport with my
mother. Her flight leaves in two hours.
Anna: That’s okay. Tell your Mom to have a nice trip!
Jonathan: I do wish I could help. Thanks.
Anna: ‘Bye.
Anna: This is serious. Time for … Plan E.
Ashley: Hello.
Anna: Hi, Ashley! What are you doing?
Ashley: Oh! Hi Anna!

Anna: (Anna hears a child crying through the phone.) Ashley, I was
wondering, uh, would you be able to come downtown? And could you give me
$20?
Ashley: Anna, I can’t.
Anna: I’ll pay you back the money. I promise.
Ashley:
Anna,
I’m
not
worried
about
the
money.
I’m
babysitting.
(off-camera
to
niece)
That was very, very, bad!

Anna: Well, losing your wallet is bad, but it’s not the end of the world, Ashley.
Ashley: I was talking to my niece, Anna.
Anna: Well, thanks anyway, Ashley!
Ashley: Good luck getting money.
Anna: Good luck babysitting!
Ashley: Thanks.
Anna: Well, Plans A, B, C, D and E did not work. Think, Anna, think. Time for Plan F.
Anna: (singing) Won’t you give, could -- Thank you very much, sir! -- would you give
me money, won’t you give -- Thank you very much! -- could you give, won’t
you give me money -- until next time! -- won’t you give me money?

Key Words
airport - n. a place where aircraft land and take off and where there are buildings for
passengers to wait in and for aircraft to be sheltered
babysit - v. to take care of a child while the child’s parents are away
could - modal verb. used in speech to make a polite request or suggestion
downtown - adv. to, toward, or in the main or central part of a city or town
emergency - n. an unexpected and usually dangerous situation that calls for immediate
action
empty - adj. containing nothing
flight - n. a journey on an airplane
presentation - n. an activity in which someone shows, describes, or explains something

to a group of people
wallet - n. a small folding case that holds paper money or credit cards
without - prep. not having or including (something)
wonder - v. to have interest in knowing or learning something
worried - adj. feeling or showing fear and concern because you think that something bad
has happened or could happen
would - modal verb. used to ask a polite question or to make a polite request, offer, or
invitation

Quiz - Level 1, Lesson 43 - Time for Plan B

1. What does Anna remember? 4. What does Jonathan have to do?
a. The words of her father a. Help a friend get to the airport

b. To call her father b. Wait with his mother at the airport
c. To bring emergency money c. Go on a trip with his mother
d. Her father’s wallet d. Take Anna to the airport
2. What is Marsha’s answer to Anna’s 5. What strategy is Anna using when

question? she plays her ukulele?
a. She is not able to give Anna money. a. Use Selective Attention

b. Marsha must present at work soon. b. Summarize
c. She will go downtown to help Anna. c. Use What You Know
d. Marsha is listening to the television. d. Focus
3. What does Ashley tell Anna?
a. Anna is a very bad friend.

b. Ashley lost her wallet, too.
c. She is worried about money.
d. Ashley is watching her niece.



Nutrition Photos of healthy foods and junk foods for

practice activities
Food Choices

Classify Grammar : Modals
Speaking: “Mustn’t” and “don’t have to”
Pronunciation: “Mustn’t”
Da y 1
Tell students, “Today we will learn about saying actions that you must do and actions that
you do not have to do.”
Ask students,” Can you think of a time someone told you that you must not do something?”
Write their answers on the board. Then ask them, “Can you think of a time when someone
told you that you had a choice to do something?”
Say, “Today we will learn how to talk about those things in English.”
Teach Key Words

Speaking Practice
After the key words, the video teaches about the difference between
“mustn’t” and “don’t have to.”
1. Difference between mustn’t 3. Anna’s “Junky” thoughts talk in an informal

and don’t have to way, using “don’t have to.”
This has the opposite meaning of “mustn’t.”
The modal verb “must” means that a
person has a strong obligation or need If someone tell you that you don’t have to do
to do something, they mean you have a choice.
something, as in “You must drink water It is not necessary to do the thing. Listen to
to Anna’s “Junky” thoughts tell her she doesn’t
live.” have to buy bread.
When “must” is used with a negative, Junky: You don’t have to buy bread. Buy some
“not,” it means you have a strong donuts, Anna!
obligation to NOT do that thing. The
short form of “must not” is “mustn’t.”
2. In this lesson, the two parts of Anna’s 4. Now you try it. Tell a friend about a thing they
mind tell her what she should or should must NOT do.
not buy at the supermarket. Listen to this example:
You mustn’t stop trying to learn English. Speak:
Anna’s “Healthy” thoughts talk in a You mustn’t _______________(student choice)
formal way, using “mustn’t.”
Now tell a friend something they don’t have to
Healthy*: Anna, you mustn’t eat junk do.
food. Listen:
Junk food will kill you. You don’t have to talk like a native speaker.
Speak: You don’t have to _____________.
(student choice)
D ay 2

Tell students that the video will show Anna going to the store. One part of her wants junk
food. The other part wants healthy food. Play the video or ask a few students to read the
conversation.
1. Listen: It is important to eat healthy 2. Listen: She mustn’t buy donuts.

foods.
She ________ buy donuts. (mustn’t)
Speak: It is _______ to eat _____ foods.
(important, healthy)
The Pronunciation Practice video teaches how to pronounce “must” and “mustn’t.”

1. When English speakers say the word 2. Listen again to Anna’s “Healthy”
“must” they pronounce the /t/ sound at the thoughts in the supermarket.
end.
Healthy: Anna, you mustn’t eat junk food.
Listen to Anna’s “Healthy” thoughts in the Junk food will kill you.
supermarket:
Now you try it. Repeat this sentence and
Healthy: Good idea, Anna. You must eat notice how you pronounce “mustn’t” with
more vegetables … like celery! only one /t/ sound.
But when English speakers say the word Listen:

“mustn’t” they do not pronounce
the first /t/ sound. I must practice English every day. I
mustn’t stop listening to English on VOA
They do pronounce the /t/ sound at the end Learning English. Speak:
of the short form of “not.”
I _______ practice English every day. I
______ stop listening to VOA Learning
English.
(must, mustn’t)
Tell students, “Now we will practice some more.” Write Healthy’s lines on the board:
1. Good idea, Anna. You must eat more vegetables … like celery!
2: Anna, you mustn’t eat junk food. Junk food will kill you.
Ask students to work in pairs to repeat the lines. Tell them to be very careful to pronounce
the words just like in the video. Give them other sentences to practice if time is left in
class.

Da y 3
Learning Strategy
Tell students that in today’s lesson, they will learn to classify, or group words that are alike.
Give an example. Say, “Anna is classifying when she says she has some thoughts about
eating healthy foods, and different thoughts about eating junk food. You can classify when
you group words that you want to learn. For example, you can think about whether a new
word is a noun or a verb. Or you can group words used to talk about a topic, like food.”
Continue, “There are many ways we use classifying when we learn a new language. We’ll
practice it in our activity today.”
Activity

Explain, “Begin by matching the pictures at the top with the words.”
Help students to match the picture o f ice cream with the words.
Ask students to start. “Can you classify ice cream? Is it healthy?” Tell students to use one
of the Measure Words in the box to make their sentences.
If they say “Yes, ice cream is healthy” ask them to make a sentence with ‘must’ as in, “You
must eat a little ice cream.”
If they say ice cream is junk food, they should make a sentence like, “You mustn’t eat lots of
ice cream.”
Have students form partners do the activity sheet together.
When students have finished, ask several students to tell you one or two of the sentences
they wrote or have them write the sentences on the board.

Da y 4
Listening Quiz

1. Anna says, “I’m hungry. When I’m hungry, I only want to eat junk food! But I know
I should eat healthy food. So, I fight with myself. One side says, ‘You should eat
healthy food.’ The other side says, ‘But I want to eat junk food!’
2. Healthy says, “Good idea, Anna. You must eat more vegetables … like celery!”
3. Junky says, “Celery is 95 percent water - 100 percent NOT ice cream. I love the
web!”
4. Anna says, “Will you two please be nice to each other? It is important to eat healthy
foods. But, a little junk food will not kill me.”
5. Healthy says, “No wait, go back! Go back! We forgot fruit. Go back!!”
Writing
What do you think about when you shop for food? Do you sometimes fight with yourself
as Anna does in this lesson? What do you fight about?
Give students time to write. If time allows, have students trade with a partner and read
each other’s work.

Resources
Conversation
Anna: Hi there, Ashley!

Ashley: Anna! Hi! Where are you going?
(Anna’s stomach growls loudly)
Ashley: What was that?
Anna: I’m hungry. When I’m hungry, I only want to eat junk food! But I know I
should eat healthy food. So, I fight with myself. One
side says, ‘You should eat healthy food.’ The other side says,
‘But I want to eat junk food!’
Ashley: Well, Anna, go to the Giant supermarket. You should be able
to find all kinds of food there - for all of you.
Anna: Good idea, Ashley. See you later!
Ashley: ‘Bye, Anna.
Anna: Wow! This supermarket is huge! Look at all of these fruits and vegetables! I
should eat more vegetables.
Healthy:* Good idea, Anna. You must eat more vegetables … like celery!
Junky:* Celery?! Do you know what the web says about celery?
Anna: No, what?
Junky: “Celery is 95 percent water - 100 percent NOT ice cream.” I love the web!
Healthy*: Anna, you mustn’t eat junk food. Junk food will kill you.
Junky*: You are being silly.
Healthy: No, you are!
Junky: No, you are.
Anna: Will you two please be nice to each other? It is important to eat healthy
foods. But, a little junk food will not kill me. Hmm, ice cream. Ice cream
does sound good.
Junky: Take this cart to the frozen food aisle!
Healthy: No wait, go back! Go back! We forgot fruit. Go back!!
Anna: Okay, we are in the frozen food aisle!
Junky: Mmm, ice cream!
Healthy: Mmm, frozen peas!
Junky: Nobody says, ‘Mmm, frozen peas. They say, ‘Mmm, ice cream!
Healthy: Mmm, frozen peas!!
Junky: Mmm, ice cream!!
Anna: I am not going to tell you two
again! Stop fighting!
Anna: I smell fresh bread! I love the smells of a bakery!
Healthy: Oh, Anna, let’s buy a fresh loaf of whole wheat, organic bread!
Junky: You don’t have to buy bread. Buy some donuts, Anna!
Healthy: You mustn’t buy donuts. They are only fat and sugar.
Junky: Exactly! You know, you are really no fun at all.

Healthy: And you must think having high cholesterol is fun.

Junky: Everyone likes donuts! That is why you don’t have friends!
Healthy: And that is why your cholesterol is so high!
Junky: My cholesterol is none of your business!!
Healthy: And I have lots of friends!!
Anna: Stop it! Stop it! Stop it! I am sick and tired of the both of you!!
Anna: I know what you two need!
Junky: Anna! What are you doing?
Healthy: Put me down!
Anna: You two need to cool off!
Anna: I am going to go buy my healthy food and my junk food! Good bye!
Anna: Until next time …
* Note: “Healthy” and “Junky” are Anna’s thoughts about what she should eat.

Key Words
aisle - n. a passage where people walk through a store or market
bakery - n. a place where bread, cakes, cookies, and other baked foods are made or sold
cart - n. (shopping cart) a metal basket on wheels used to hold groceries while you are
shopping
cholesterol - n. a substance that is found in the bodies of people and animals, a high
percentage raises the risk of coronary heart disease
cool off - phrasal verb. to become calm after a period of anger or conflict
fat - n. an oily solid or liquid substance in food
freeze - v. to become a hard substance (such as ice) because of cold (past participle:
frozen)
healthy - adj. good for your health or healthful
junk food - n. food that is not good for your health because it contains high amounts of fat
or sugar
kill - v. to cause the death of (a person, animal, or plant)
must - modal verb. used to say that something is required or necessary
organic - adj. food that is grown or made without the use of artificial chemicals
smell - n. the quality of a thing that you can sense with your nose
smell - v. to use your nose to sense smells
sugar - n. a sweet substance usually in the form of white or brown crystals or white
powder that comes from plants and is used to make foods sweeter
whole wheat - adj. made from wheat from which no part (such as the bran) has been
removed



Talking about upcoming events Pictures of places in the U.S. (Grand Canyon,
Statue of Liberty and others, as seen in the
Expressing desires to see sights or do Resources section)
activities on a trip
Grammar: Future continuous verb tense

Predict
Speaking and Pronunciation: Reduced form
of “will” in future continuous tense
Da y 1

Ask students, “Do you like to travel? Did you ever go on a trip with a friend? If not, where
do you want to travel in the future?” Tell students to turn to their neighbor and respond.
Ask students to give many examples of places they have traveled or want to travel.
Say, “Today, we will see Anna and Marsha taking a road trip together. Can you guess what
road trip is?” Take responses from a few students. Explain that the words “road trip” are
used when people together for a long distance by car.
Finish with, “We will also hear Anna and Marsha use a verb tense to talk about plans.”
Teach Key Words
Do to
How not playEnglish
Learn the second half of the video. Save45
Lesson it for use on Day 2. 583
Tell students that the video will show Anna and Marsha on a road trip across the United
States. Say, “What will they see? Let’s find out.”
Will we be stopping soon? We won’t be stopping soon.
Speak: Speak:
___ we ___ ___ soon? (Will, be stopping) We ___ be ___ soon. (won’t, stopping)
D ay 2
Speaking Practice
After the key words, the Speaking Practice vi

deo teaches about using the future
continuous verb tense to talk about plans.
1. Future Continuous Tense 2. While Anna is driving, she predicts what

will happen soon.
In this lesson, you hear Anna and Marsha
using the future continuous verb tense. The Anna: Okay, we will be stopping for gas and
tense uses this structure: will + BE + verb + a bathroom break in about an hour.
- ing.
Now, you try it. Answer the question with
The future continuous tense shows that an the future continuous tense.
action in the future goes on for a period of
time. Listen to Marsha as she talks about Listen:
the road trip. Will you be finishing Let’s Learn English
soon?
Marsha: We will be driving for a long time.
So, we might get bored. Speak:
Yes, I ____ be ____ Let’s Learn English
The future continuous tense is helpful for soon! (will, finishing)
predicting or telling someone what will
happen in the future.
The Pronunciation Practice video teaches about saying the reduced form of “will” in the
future continuous tense.

1. In this lesson, you hear Anna and Marsha 2. Now, you try it. Shorten “will” to /l/ and
using the future continuous verb tense. “in about” to /nabout/.
When Americans use this tense, they
usually reduce, or shorten, the word “will” Listen:
to /l/. When will we be stopping?
Anna: We’ll be eating lunch in about two Speak:

hours. We’___ be stopping___ ___an hour. (We’ll,
in about)
Notice that American English speakers also
reduce the time expressions such as “in
about two hours” to /nabout/ two hours.
Practice Future Continuous
Say, “Now, let’s practice future continuous.” Ask students to find the places in the conver -
sation when Anna and Marsha use this verb tense. As they respond, write their answers on
the board:
We will be driving for a long time.

Will we be stopping soon?
We’ll be eating lunch in about 2 hours.
We will be arriving in New York City very soon!
Guess what we’ll be seeing?
Show the form of the future continuous. Say, “These sentences use the future continuous
verb tense. We use it for an action or event that will be in progress at a time later than
now.”
Say, “You make it this way” and write this on the board:

will + BE + verb + ing
Put students into pairs. Be sure that one person in each pair has very strong English
skills.
Ask students to make a few sentences using your classroom schedule. Give them time
to write and then let several pairs share a sentence with the class.
Here are examples of possible sentences:
• We will be taking a break in about fifteen minutes. (the break

may be 10 to 15 minutes long.
• At this time tomorrow, we will be studying English. (the studying will be taking up a
period of time)
• On Wednesday, we will be learning about ______. (the learning will take up a period
of time)
Answer questions students may have about the future continuous verb tense.
Day 3
Learning Strategy
Tell students, “In our practice today, we will learn how to predict while we are using the
future continuous verb tense. Predicting is making a guess about what will happen.”
Continue, “For example, in the video, Marsha says, ‘We will be driving for a long time.
So, we might get bored.’ If you were Marsha, what would you do?” Ask students to
suggest some activities that are good for passing time in the car, such as playing
games, reading, or listening to music.
Write on the board or ask students to write down some things Marsha could bring on
the trip such as books, a music player or games.
Say, “We see Marsha and Anna can predict that they will have a long trip. So, they can
prepare for it. The same thing is true of using English. When we can predict that
something will happen, we can prepare our minds for it. In reading or listening to
English, if we predict what might happen, our brains may find it easier
to understand the language we hear.”

Activity Sheet
Say, “Let’s practice predicting today while we are using the future continuous tense.”
Explain how to do the first activity. Point to the places on

the U.S. map and ask students to name the places shown:
Seattle, Hawaii, and others.
Then ask two students come to the front of the class to show the second activity.
Student A and Student B should take turns asking each other questions about their
road trip:
Student A: Where do you want to go on your vacation?

Student B: On my vacation, I want to visit the Statue of Liberty.
Student A: Oh, will you be taking photos there?
Student B: Yes. Where will you be going on your vacation?
Put students into pairs to do the Activity Sheet together and write three sentences each
about the activities they will be doing.
When they have finished, ask several students to tell the class
one or two sentences they wrote or ask them to write the sentences on
the board. Then, talk about any questions that come up.
Day 4
Listening Quiz
1. Anna says, “My roommate Marsha and I will be on vacation at the same time, so we
are going on a road trip together!”
2. Anna says they just left D.C. and says, “We’ll be eating lunch in about two hours.”
She says Marsha can have an apple and wait for lunch.
3. Marsha threw Anna’s list out of the car. Throwing trash on the ground is called
littering.

4. Marsha fell asleep and Anna went in the wrong direction. Marsha says, “North
Dakota? We are going in the wrong direction. We want to go to South Dakota.”
5. Anna says, “We did everything on page 1 of the list. Here are pages 2, 3, and 4. We’ll
be very busy drving back to Washingon, D.C.!”

Writing
Did you ever take a road trip or a journey with a friend? Where did you go and what did
you do there? Did you see any sights along the way? If you have not taken a road trip,
tell about where you would like to go on a road trip.
Give students time to write. Then, ask a few students to share their writings with the class.
Or, put the papers on walls around the room and have students walk around the room to
read the writings.
(If students prefer, they do not need to put their names on the papers.
)

Resources
Conversation
Anna: You know I love Washington, D.C. But I want to see more of the United
States. My roommate Marsha and I will be on vacation at the same time. So, we are
going on a road trip together!
Hi, Marsha!
Marsha: Hi!
Anna: I packed my bags and I am ready to go!
Marsha: Did you make a list of all the places you want to see?
Anna: I did. I want to see New York City and the Statue of Liberty!
Marsha: And I want to see Mount Rushmore!
Anna: (Anna writes) Mount Rushmore.
Marsha: And don’t forget the Grand Canyon!
Anna: (Anna writes) Let’s not forget California’s redwood forest! There are so
many places to see!
Marsha: We will be driving for a long time. So, we might get bored.
Anna: Bored? No way! We can talk.
Marsha: Or not talk.
Anna: We can play word games. We can sing! You know, our trip is like that famous
American song. (sings) “This land is your land, This land is my land …”*
Marsha: (sings) “…from California to the New York island ...”
BOTH: “... to the redwood forest to the Gulf stream waters ... this land was made for
you and me!”
Marsha: Will we be stopping soon?
Anna: We won’t be stopping soon.
Marsha: I’m hungry.
Anna: Marsha, we just left D.C.! We’ll be eating lunch in about 2 hours. Can you wait?
Marsha: I guess.
Anna: Here, have an apple. It’s organic!
(Anna throws the apple. It goes out the window.) Marsha:
Thanks.
Marsha: Okay, we will be arriving in New York City very soon!
Anna: I can’t wait to see The Big Apple! Marsha, look! There she is!
Marsha: The Statue of Liberty!
Anna: She is awesome!
Anna: Marsha, in ten minutes, guess what we’ll be seeing?
Marsha: What?
Anna: The largest rocking chair in the world!
Marsha: No, we won’t be seeing that.

Anna: Marsha, it’s on my other list -- Best Roadside Sights.

(Marsha grabs the paper and throws it out the window. )
Anna: Oh no! We littered! And my list is gone. Don’t worry. I brought the book. (lifts up
large book, starts reading)
(Later)
Anna: … and that is why I am so afraid of sheep.
Marsha: (snores a little)
Anna: Wow, I feel better. Marsha, you are a great listener.
Marsha: (waking up) Where are we?
Anna: We will be entering North Dakota any minute now!
Marsha: North Dakota! We are going in the wrong direction! We want to go to South
Dakota!
Anna: No problem. I will just exit the highway. We will be going south … in just a minute.
There. Done! We’re going south! Okay, we will be stopping for gas and a bathroom break
in about an hour.
Marsha: Then we will be very near to Mount Rushmore!
Anna: Yay! Dead presidents’ heads on the side of a mountain!
Anna: We did it, Marsha! We made it to California! It’s beautiful!
Marsha: And we saw everything on the list!
Anna: Well, we saw everything on page 1 of the list.
Marsha: What do you mean “page 1?”
Anna: Oh. Here are pages 2, 3 and 4! We’ll be very busy driving back to Washington,
D.C. Until next time … !
* This Land is Your Land was written by American folk singer Woody Guthrie. See below for
the lyrics.

Key Words
break - n. a brief period of time during which someone stops an activity
direction - n. the course or path on which something is moving or pointing
enter - v. to go or come into (something)
exit - v. to go out of a place or situation
highway - n. a main road that connects cities and towns
land - n. the solid part of the surface of the Earth
litter - v. to throw or leave trash on the ground in a public place
pack - v. to put (something) into a bag or suitcase so that you can take it with you
place - n. a specific area or region of the world
ready - adj. prepared to do something
road trip - n. a long trip in a car or truck, etc
rocking chair - n. chair that moves back and forth on rockers that are attached to its legs
PLACE NAMES:
California
Grand Canyon
Gulf Stream
New York City
North Dakota
Mount Rushmore
Redwood Forest
South Dakota
Statue of Liberty



This Land Is Your Land

Words and Music by Woody Guthrie
Chorus:
This land is your land This land is my land
From California to the New York island;
From the red wood forest to the Gulf Stream waters
This land was made for you and Me.
As I was walking that ribbon of highway,

I saw above me that endless skyway:
I saw below me that golden valley:
This land was made for you and me.
I’ve roamed and rambled and I followed my footsteps

To the sparkling sands of her diamond deserts;
And all around me a voice was sounding:
When the sun came shining, and I was strolling,

And the wheat fields waving and the dust clouds rolling,
As the fog was lifting a voice was chanting:
As I went walking I saw a sign there

And on the sign it said “No Trespassing.”
But on the other side it didn’t say nothing,
That side was made for you and me.
In the shadow of the steeple I saw my people,

By the relief office I seen my people;
As they stood there hungry, I stood there asking
Is this land made for you and me?
Nobody living can ever stop me,

As I go walking that freedom highway;
Nobody living can ever make me turn back
© Copyright 1956 (renewed), 1958 (renewed), 1970 and 1972 by Woody Guthrie Publica-
tions, Inc. & TRO-Ludlow Music, Inc. (BMI)
Listen on YouTube:
Woodie Guthrie:https://youtu.be/wxiMrvDbq3s
Pete Seeger & Bruce Springsteen:https://youtu.be/wnvCPQqQWds


Asking for permission Pens, highlighters, staplers, and other similar

office supplies
Photos of office supplies
Grammar : Verb structures with lend, borrow,

Act It Out and loan
Speaking: Asking for permission, borrowing

things
Pronunciation: Words ending with “r”
Da y 1
Ask students, “Do you ever forget words in English? Sometimes you know the word, but it
just will not come out of your mouth as fast as you want it to. What do you do when that
happens?” Write students’ strategies on the board. Possible answers may be: use gestures,
draw a picture, use similar words, or translate into a shared language.
Refer to the list you and the students have created, and explain, “Sometimes, we need to
use one of these strategies when we are talking in a noisy room. Have you wanted to say
something but the other person can’t hear you? We will see what Anna does at a time like
that in today’s lesson.”
Tell students, “In this lesson, we will learn about how to use the verbs “borrow” and “lend.”
Explain, “Anna says she needs to ‘borrow a couple of things’ to make her friend a present.
Let’s find out how she does it in this lesson.”
Teach Key Words

Speaking Practice
After the key words, the video teaches how to talk about borrowing or lending.
1. Asking for permission 2. English teachers in the past told students

to use only “may” to be polite when asking
When Americans ask for permission they can
for permission.
choose to use either may or can.
Now grammar teachers tell us it is fine to
In this lesson, Anna asks her coworkers to use “can” to ask permission.
borrow some things using “may.” Listen to help Anna asks Jonathan for
permission to use his scissors.
“May” is the more polite way to ask. Now you try it.
__________ I __________ your book?
(May/Can, borrow)
Tell students that the video will show Anna bo rrowing things at her office. Play the video or
ask a few students to read the conversation.

es in the video.

Can I borrow your scissors? Yes, I can lend them to you, but you must
return them.
Speak:
Speak:
Can I ________ your scissors? (borrow)
Yes, I can ____them to you, but you must
______ them. (lend. return)
Ask students to find the places in the conversation when Anna and her friends use the
words borrow, lend, or loan. Write them on the board:
• Amelia, may I borrow your stapler?

• I can lend you my stapler, Anna.
• Jonathan! Can I borrow your scissors?
How to•Learn
Yes, I can lend them to you, butLesson
English you must
46 return them. 599
• Many people loaned or shared their supplies
Have two students come to the front of the room and help demonstrate the concepts of
borrowing and lending with a book or other classroom object. Prompt them to act out
each sentence as you or they say it aloud. Say, “Student A, you want to borrow Student
B’s book. Please ask for it using ‘may.’”
Student A: May I borrow your book, Student B?

Say, “Student B, tell Student A you can lend him/her the book, but they must bring it
back to you tomorrow.”
Student B: Sure, I can lend you the book. But please bring it back tomorrow.
English learners have trouble with the verbs borrow, lend and loan. Here’s how to
remember the difference.
BORROW - starts with the letter “b” and so does the phrase “bring it back.” When you
borrow something, you must bring it back.
LEND and LOAN - start with the letter “l” and so does “let.” When you lend or loan
something, you let someone use it. These words can be used in most of the same
situations. Loan can also be a noun.
Day 2
The Pronunciation Practice video teaches pronunciation of words that end with an “r”
sound in American English.

1. In this lesson, You hear Anna using 2. In American English that sound is a
many words that end with the letter “r.” strong /er/ as in stapler.
Anna: It has paper, pens, tape, erasers, In British English, the sound is closer to
rubber bands, binder clips, paper clips, /ah// as in /staplah/ Now you try it. Say the
and a light! words as Anna says them.
One difference between British and Speak:

American English is the It has paper, pens, tape, erasers, rubber
pronunciation of the sound of /er/ at the
bands, binder clips, paper clips, and a
end of the word.
light!
Day 3

Learning Strategy
Introduce the strategy ‘act it out’ by playing the video clip of Anna asking Jonathan to
borrow his scissors, or having two students act it out. “In this lesson, Anna wants to
ask Jonathan to borrow his scissors. But he is listening to music, and he doesn’t hear
her. What does she do?” Have students describe in their own words the fact that Anna
is miming, or gesturing, to show she wants to use the scissors.
Continue, “Remember when we talked about this earlier? You called it ‘making
gestures’ (or a word in the students’ native language). We can also call this ‘acting it
out.’ This strategy is special, because it can help us in two ways. One way is what we
saw with Anna and Jonathan. You’re in a loud place, or you don’t remember a word, and
you act it out with your hands or body. The other way it can help us is when we are
learning new words or phrases. When we use an action, or act out a new word, it gives
our brain a stronger connection, or link to the meaning of the word.
Let’s say we want to use it with the verbs ‘borrow’ and ‘lend.’ How can we act those
verbs out?” Give students a chance to think and respond.
Give students these instructions. Tell students they can use either ‘may’ or ‘can’ when
they ask for permission to borrow something:
1. Pick up a pen or pencil

2. Stand up
3. Face the student next to you
4. If you are the student facing the door put your own pen or pencil down, then ask
your neighbor, “May I borrow a pen/pencil?” Hold out your open hand as you say the
word
‘borrow,’ and make a writing motion as you say the word ‘pen’ or ‘pencil.’
5. If you are the student facing the window, tell your neighbor, “Yes, I will lend you a
pen/ pencil.” Hold the pen out to your neighbor as you say the word ‘lend.’
6. Now switch roles. People facing the window, ask: “Can I borrow a pen/pencil?” Move
your open hand toward your partner as you are saying the word ‘borrow,’ and make
a writing motion as you say the word ‘pen’ or ‘pencil.’
7. People facing the door, give your neighbor their pencil back. This time, let’s use the
word ‘loan.’ As you hand the pen or pencil over, say “Yes, I can loan you a
pen/pencil.”
“Let’s practice acting it out today while we are talking about borrowing and lending.”

Activity
Give students copies of the Activity Sheet. Explain, “Begin by completing the words in
the left column.” When students have finished, have two students
stand up and demonstrate the activity.
Explain, “Now, you can use the words to finish the sentences in
the conversations on the right side of the sheet. As you say the new
words, act them out - for example, when you say, ‘your highlighter,’ make the motion of
writing with a highlighter.”
Students can demonstrate as below:

Student A: May I borrow (making the motion of receiving an object) your highlighter
(making the motion of highlighting)?
Student B: Sorry, no. I am using it.
Student A: Do you have a stapler (making motion of stapling) I could borrow?
Student B: Yes. I have one I can lend (making the motion of handing a stapler over).
Have students form partners do the activity sheet together and write their own
conversation and draw a picture of the object they are talking about at the bottom of the
page. When students have finished, ask several volunteers to act
out the conversation they wrote.
Day 4
Listening Quiz

1. Marsha asks, “Do you have pen and paper I can borrow?”
2. I forgot Marsha’s birthday! And I don’t get my paycheck until next week.
3. Anna asks, “Amelia, may I borrow your stapler?” Amelia answers, “Sure. I can
lend you my stapler, Anna. But please return it. It’s my favorite stapler.”
4. Jonathan says, I can lend them to you, but you must return them. These scissors
-- they are the sharpest scissors in the office.
5. Anna says she borrowed supplies from many people to make it. She learned how
much people like their office supplies.

Writing
Choose one:
1. In this lesson, Anna makes a gift for her friend Marsha. Did you ever make a gift for a
friend or a family member? What was it? How did you make it?
2. Tell about a time that you borrowed something from a friend or lent something to a
friend. What was it? When did you return it?

Resources
Conversation
Anna: Anna: Have a nice day at work Marsha!

Marsha: You too, Anna. Oh, wait. Do you have pen and paper I can borrow?
Anna: Of course.
Marsha: We are meeting at this restaurant tonight.
Anna: What is happening tonight?
Marsha: Today is my birthday. We are celebrating at 7pm tonight. Did you forget?
Anna: Sorry, Marsha! I gotta go! See you later!
Marsha: Don’t forget! Tonight … 7pm!
Anna: I forgot Marsha’s birthday! And I don’t get my paycheck until next week. I
know. I’ll make her a gift. I’ll just have to borrow a couple of things.
Anna: Amelia, may I borrow your stapler?
Amelia: Sure. I can lend you my stapler, Anna. But please return it. It’s my favorite
stapler.
Anna: You can trust me. I understand. One time, I loaned my stapler to the
wrong person.
Anna: Thanks, Amelia.
Amelia: Don’t mention it. Bye, stapler!
Anna: Jonathan! Can I borrow your scissors?
Jonathan: Oh! Hi, Anna! What’re you doing?
Anna: Can I borrow your scissors? Sorry to bother you.
Jonathan: Yes, I can lend them to you, but you must return them. These scissors --
they are the sharpest scissors in the office. Watch.
Anna: Wow, those are sharp. I will be very careful.
Jonathan: Okay.
Anna: And I’ll bring them back tomorrow.
Jonathan: Good.
Anna: Thank you.
Jonathan: You’re welcome.
Anna: Happy Birthday, Marsha! (gives Marsha a gift)
Marsha: Thanks, Anna! I love birthday gifts! Anna, it is … interesting. What is it?
Anna: Well, I know you love hats. And you need office
supplies. So, this is your own office supply hat!
Marsha: Wow! That is a lot of office
supplies!
Anna: Many people loaned or shared their supplies with me. Some people
really love their office supplies. It has paper, pens, tape, erasers,
rubber bands, ] binder clips, paper clips, and a light!
Marsha: What is the balloon for?

Anna: The balloon will help your
friends find you. Let’s try it! You
get a seat in the

restaurant - I will find you!

Anna: Sometimes all the money in the world can’t buy the perfect gift. Until next time!
Key Words
borrow - v. to take and use (something that belongs to someone else) for a period of time
before returning it
bring back - phrasal verb. to return with (something or someone)
celebrate - v. to do something special or enjoyable for an important event, occasion or

holiday
gift - n. something that is given to another person
lend - v. to give (something) to (someone) to be used for a period of time and then returned
loan - v. to give (something) to (someone) for a period of time
mention - v. to talk or write about something or someone in a brief way
don’t mention it - expression.used to answer someone who has just thanked you for
something
paycheck - n. the money that you regularly earn
sharp - adj. having a thin edge that is able to cut things
supplies - n. [plural] : things (such as food, equipment, fuel, and so on) that are needed for
a particular purpose




Describing problems Copies of a learner’s dictionary, a thesaurus,

Offering and accepting help and/or a visual dictionary
Students’ own dictionaries
Find Out Grammar: Past and present continuous

tenses; reflexive pronouns (reviews )
Speaking: Offering and accepting help
Pronunciation: Reduced form of “I will” to
talk about the future.
Da y 1

Ask students to remember the last time they saw someone who needed help. Say, “What
do you say in English when you see a friend who needs help? Let’s say they are carrying a
heavy box.”
Instruct students to tell their neighbor their answer. Give students time to respond. Ask
some pairs to share with the class.
Write students’ responses on the board, such as:
• May I help you?

• Can I help you?
• Would you like some help?
• Do you need some help?
• What can I do for you?
Refer to the list you and the students have created, and explain, “In today’s lesson we are
going to learn about offering help and accepting help.”
Teach Key Words
Learning Strategy
Continue: “The other thing we’re going to learn about today is how
we find information when we need it. Let’s say you are writing an email to an
English-speaking friend. You want to tell them about our last/upcoming school holiday,
but you don’t know how to describe it in English. What can you do? Tell
your neighbor your answer first.”
Instruct students to raise their hands if they want to share their answer after they have
told their neighbor. Students may answer, “I look in a dictionary,” “Use Google to look
for it in English” and “Ask a friend or my teacher.”
Write students’ responses on the board. Say, “Let’s see what our friends in the video do
when they want to learn something new.”

Tell students that the video will show Anna and Pete talking about fixing
his car.
How can I help? When I was a
teenager I was
fixing cars
myself.
Speak:
___ ___ I help? (How can) Speak:
When I was a teenager I ____ ______cars
myself. (was fixing)
Ask, “How does Pete know about fixing cars?” Give students time to
respond.
Continue, “Pete is like many people who look at videos on You Tube to learn how to do
something. How about Anna? How did she learn to fix cars?” Explain

that when Anna said, “I learned from a master,” she means that she learned
from a more experienced person.
Ask, “What are some other ways we can learn something new?” Ask students to look
around the classroom for sources of information, encouraging them to think creatively.
They may find dictionaries, textbooks, thesauruses, laptops, computers, cell
phones, glossaries, wordlists, a teacher or other students.

Conclude, “You have many sources of information available to help you in learning English.
We will practice using them in this lesson.”
D ay 2
Speaking Practice
After the key words, the Speaking Practice video teaches how to offer and accept help
from someone.
1. Offering Help 3. Accepting Help

In this lesson Anna sees her friend Pete. He In this lesson Pete does not want Anna’s
is working on his car. Listen to the way she help.
offers help to Pete: Listen to his answer when Anna asks,
Anna: How can I help? I was planning to “How can I help?”
visit some friends. But if you need help, I Pete: Anna, I can fix it myself. But thanks.
can help. I like helping. Because Pete and Anna are friends, Pete
Anna asks the question, “How can I help?” is using informal language. Normally we
Another way to offer help Is to ask, “Would would say,
you like help with ____?” “No, thank you. I can do it myself.”
Listen to this conversation: If you do want to help, you can say “Yes I
A: “Would you like some help with your would like some help,”
homework?”
B: “Yes I would like some help. I don’t
understand question 4.”
2. Now you try it. A friend or family member 4. Now you try it. Answer this question
:
cooked a meal for you. Now it is time to
wash the dishes. Listen:
Do you need help with learning English?
Speak:
Thanks for the delicious food. Do you need Speak:
help _____ the dishes? (with) Yes I do. I would like some help ____
________ ____________. (with learning
English)

The Pronunciation Practice video teaches about saying the reduced form of “will” when
talking about the future.

1. When Americans Reduce the words I + 2. Now you try it.
will To make I’ll, the short form sometimes Tell a friend you will return soon.
it sounds like /ahl/
Speak:
Listen to Anna and Pete: ______ be back in
a flash (I’ll /ahl)
Anna: 450! That’ll take too long! If
I fix your car, I’ll have it
running in 10 to 15 minutes... Um, I’ll
get my tools. I’ll be back
in a flash!
Pete: I’m out of gas. Sorry, Anna. I’ll go get

some.
Day 3
Activity Sheet
Remind students, “There are many way to find out what you need
when you are learning English. Let’s use some of them today as we do
the activity.”
Have students pair up. Then give each pair of students a set of the “A” and “B”
copies of the Activity Sheet. Pass around books or resources you have brought to
class or arrange for a work station at which students can use a computer to access
online dictionaries.
Explain, “Begin by matching the words in the left column to the pictures. If you need
help, be sure to look for the words in your dictionary or ask someone who may know
the word.” When students have finished the matching, hold up the
pictures of the household tools (see Resources) and ask students to
say the name of each of them.

Explain, “Now let’s look at our houses. Each member of a

pair has different problems in the house. Find your problems and
complete the words next to the picture of the problem. Student A: ask your partner,
‘How can I help?’ Student B: tell your partner about your problem. Back to Student B:
answer your partner with the name of one of the tools.
Have two students stand up and demonstrate the activity using the completed items on
their Activity Sheets:
Student A: How can I help?
Student B: I have a clogged toilet.
Student A: I can help. I have a plunger.
Ask Student A to point to the picture of a plunger to show the meaning. Remind
students they can refer back to the matching exercise as a source of information to help
with the activity. Have the same pair demonstrate the second model with
a different student beginning with “How can I help?” Student B:
How can I help?
Student A: My window is dirty.
Student B: I can help. I have some glass cleaner.
Tell students: “Remember, as you do this activity, you can stop to look for or ask about
new words. Find out about the words you do not understand.” When
students have finished, ask several students to act out the conversations
they did.
Day 4
Listening Quiz
1. Anna says, “How can I help? I was planning to visit some friends. But if you need
help, I can help. I like helping.”
2. Anna says, “Pete, I think I found your problem. These are spark plugs. They start the
engine.” Pete says, “I know that, Anna. But there were too many spark plugs … in
there. So I took out the extra ones.
3. Pete says, “Well, Anna, last night I was watching the online video course, ‘You CAN
Fix a Car Yourself!’”
4. Pete says, It’s not starting! It’s not starting!” and “This car is stupid … stupid,
stupid!
5. The Master asks, “What are you forgetting, Anna?” Then Anna says, “You are out of
gas.”

Writing
Give the writing assignment as an in-class activity or homework. Discuss the vocabulary
words that may be used for the topic. Write some of them on the board for students to use
in their written work.
In this lesson, Anna helps Pete fix his car. When was the last time you helped a friend or
family member? What were they doing when you helped? What were you doing to help
them?
If an in-class activity, ask a few students to share their writing with the class. They can read
from their papers or summarize what they wrote.]

Resources
Conversation
Anna: Hi, Pete. What are you doing?

Pete: Oh! Hi, Anna. Right now, I am fixing my
car.
Anna: How’s it going?
Pete: It’s going … not so good.
Anna: Okay so the one we’re looking for someone to tell for one week
Pete: Anna, I can fix it myself. But thanks.
Anna: Pete, I think I found your problem. These are spark plugs. (holds them up)
Anna: They start the engine.
Pete: I know that, Anna. But there were too many spark plugs … in there. So I took
out the extra ones.
Anna: There are no extras, Pete. You need all of them. Pete,
can you fix a car yourself?
Pete: Well, Anna, last night I was watching the online video course, “You CAN Fix a
Car Yourself!”
Dan: Yes, you CAN fix your car yourself!
Pete: And I watched the first 10
lessons. So, I think I know what
I’m doing.
Anna: How many lessons are there?
Pete: Four hundred and fifty.
Anna: 450! That’ll take too long! If I fix your car, I’ll have
it running in 10 to 15 minutes.
Anna: Where’re your tools?
Pete: I have this. (puts a useless tool in her hand). And this. (hands her another
useless tool)
Anna: Great. Um, I’ll get my tools. I’ll be back in a flash!
Pete: But, Anna, I don’t need your ...
(She goes and quickly comes back with
tools.) Pete: … help.
Anna: Pete, when I was a teenager, I was fixing cars --
myself. I learned from a master.
Anna: You can trust me.
Pete: Okay.
Anna: Great! But we need teamwork. You sit in the car. When I say “go,” you start the
engine.
Anna: Okay, go!

Anna: Stop!
Anna: Okay, go! Huh.
Pete: It’s not starting! It’s not starting!
Anna: What’s wrong?
Pete: This car is stupid … stupid, stupid!
Anna: Pete, kicking the tires will not help.

Pete: Well, you did not help, Anna. You did not help!!
Anna: Pete, Pete! Pull yourself together, man. Give me the keys. I must feel the key in the
ignition and turn it myself.
Master: Use the key, Anna. Turn the key, Anna. What are you forgetting, Anna?
Anna: Pete. Pete.
Pete: What?
Anna: You are out of gas.
Pete: I can’t be out of gas. (looks at gauge) I’m out of gas. Sorry, Anna. I’ll go get some.
Anna: Pete. You relax. Clean your face. You can watch the rest of your online video
course. It’ll be faster if I go … in a flash. Until next time …
Dan (in the online video course): “Lesson 11. Always make sure you have a full tank of
gas!”

Key Words
break - n. a brief period of time during which someone stops an activity
course - n. a series of classes about a particular subject in a school
engine - n. a machine that changes energy (such as heat from burning fuel) into
mechanical motion
face - n. the front part of the head that has the eyes, nose, and mouth on it
fix - v. to make (something) whole or able to work properly again or to repair (something)
flash - n. a sudden appearance or occurrence of something
ignition - n. the electrical system in an engine that causes the fuel to burn so that the
engine begins working
key - n. a device that is used to open a lock or start an automobile
kick - v. to hit (someone or something) with your foot
master - n. a person who has become very skilled at doing something
spark plug - n. a part of an engine that produces a spark that makes the fuel burn
stupid - adj. informal. used to refer to something in an angry or irritated way
tank - n. a container for holding a liquid or gas
tire - n. a rubber ring that usually contains air and wheel of a car, or bicycle
tool - n. something (such as a hammer, saw, shovel, and so on) that you hold in your hand
and use for a particular task
video - n. a movie, television show or event that has been recorded so that it can be
watched on a television or computer




Tools

Words for Lesson 47

Review of making recommendations Tourist guide for the area in which the
Talking about things to do and see students live
Focus Attention Grammar : Present perfect verb tense
Speaking: Using the present perfect verb

tense.
Pronunciation: Reduced forms of has/have

with the present perfect verb tense
Da y 1
Tell students, “In this lesson, we will practice talking about things to see and do. Do you
remember when Anna and Marsha drove across the United States? Anna had a book titled,
“Best Roadside Sights.” Another name for the places we see when we travel to new places
is ‘attraction.’ Today we are going to talk about the attractions, or sights, where we live.”
Ask students to remember the last time they went to a museum, garden or zoo. Say, “What
do people see when they come to visit our city [or a nearby city]? Are there museums or
other places to see?” Instruct students to tell their neighbor their answer, then raise their
hands to answer.
Write students’ responses on the board. You can get them started by naming a famous building
near where you teach or by giving an example of a couple of these types of attractions:

History museum Zoo

Art museum Public garden
Culture museum Amusement park
Refer to the list you and the students have created, and explain, “In today’s lesson we are
going to learn about recommending, or giving someone advice about, places to see.”
Teach Key Words


Tell students that the video will show Anna helping a tourist find interesting museums in
Washington, D.C. She gets some help herself, too. Play the video or ask a few students to
read the conversation.
I have lived here for a long time now. You haven’t been to the zoo?
Speak: Speak:
I ________ _______ here for a long time now. You _______ ________ to the zoo? (haven’t
(have lived) been)
D ay 2
Speaking Practice
After the key words, the video teaches about using the present perfect verb tense. This
is a long and complex Speaking Practice video. It may be helpful to break it up into two
segments. For example, play and discuss points 1, 2, and 3. Take a break or work on another
activity, then play and discuss points 4 and 5.
There is another activity on Day 3 of this lesson related to the present perfect tense.
Speaking Practice Script – Lesson 48 (part 1)

Verb Past participle
do done
meet met
fly flown
see seen
be been
know known
write written
In this lesson you hear Anna and Jean using the present perfect verb tense.
The present perfect tense uses two verbs - a main verb and an auxiliary verb.
The auxiliary verb is HAVE or HAS and the main verb Is in something we call the past
participle form.
For regular verbs, that means you add “d” or “ed” to the base form of the
verb. Present perfect - HAVE/HAS plus past participle When do we use the
present perfect?
1. To talk about an action in the past that is important in the present.
Jean: I’ve just flown in from Boston.
The present perfect may confuse you because we use it to talk about a past action It
is called ”present perfect” because speakers use it to stress the importance of a
past event in the present.
The sentence, “I’ve just flown in from Boston” stresses the present
effect of a past event - travel from Boston. The exact time of the
travel is not important.
2. To talk about repeated action 3. With the proposition “for” or “since.” It

The present perfect can also tell about a is also common to use the present perfect
repeated action. When an action happens with the words “for” and “since.”
more than one time in the past, use the
present perfect. For example: Anna: Well, I have lived here for over a year.
Anna: I’ve visited that museum many times.
After a short break, review the above points, and continue with the additional times when
the present perfect is used.
Speaking Practice Script – Lesson 48 - Part 2
4. With the adverbs “ever” and “never.” 5. Regular and irregular pest participles
Questions with “ever” use the present Unlike regular verbs, irregular verbs take
perfect. many
different
endings
in
their
past
participle
form. The irregular past participle verbs in

Anna: Have you ever seen sculptures in a this lesson are done met flown, seen,
been, garden? known, and written.
We often use the present perfect with the Anna: Wait, have we met before? negative
adverb “never.” Anna and Jean
both use it with “never.” Answer this question with a present perfect
verb. Anna: I’ve never been to
D.C.’s zoo. I’ve Listen: never been to any zoos! Have you ever flown in
an airplane?
Jean: You have never seen zoo animals? Speak:
Yes, I have ______ in an
airplane. (flown) or:
No, I have never ______ in an airplane.
(flown)
Learning Strategy
Tell the class, “The learning strategy for this lesson is focus attention. This strategy can
help us finish the things we want to do.”
Say, “In this lesson, Jean is a tourist and Anna tells her about the interesting museums
in the city. Jean makes a list so she can remember to visit all of the interesting
museums. When Jean makes her list, then looks at it later, she is focusing attention on
what she wants to do. As she sees each museum, she can check
each museum off on the list.”
Ask, “Let’s say you have many things to do this weekend. How do you remember them?
What can you do to focus your attention - or help yourself think of something? Tell your
neighbor your answer first.” Ask students to raise their hands if
they want to share their answer after they have told their neighbor.
Possible answers may include “write on calendar,” “make a list” and “set a phone
alarm.”
Write students’ responses on the board. Say, “Let’s see what our friends in the video do
when they focus their attention on what they want to do.”
Day 3
Present Perfect Tense

Give students a printed copy of the conversation. Or play the video again after giving
the following instructions.
Ask students to find the places in the conversation when Anna tells
Jean about an attraction in Washington, D.C. Write them on the board. (The
underlined words are the past participles, to be pointed out later.):
I like the Sculpture Garden. Have you ever seen sculptures in a garden? It is really
artistic!
Have you been to the Museum of the American Indian? I’ve visited that museum
many times. It is very peaceful.
Well, if you like plants, you can visit the U.S. Botanic Gardens. It’s very organic.
Ask students to find where Jean tells Anna about an attraction. Write
it on the board or screen.
“You’ve lived here for so long and you haven’t been to the zoo? If you have never
seen a real, live elephant, you must.”
Ask students to think about how Anna recommends a place: she tells Jean the name of
the attraction, then she tells Jean what the place is like: artistic, peaceful, and organic,
or natural.
Point out that each of the above examples uses the present perfect verb tense. Show
students the structure of the tense:
HAVE / HAS + PAST PARTICIPLE
Explain that the present perfect tense uses two verbs - a main verb and an auxiliary
verb. “The auxiliary verb is HAVE or HAS and the main verb is in something we call the
past participle form. For regular verbs, that means you add ‘d’ or ‘ed’ to the base form
of the verb.”

Have a student come to the board and underline the past participle verb forms in the
sentences you have written. They are underlined above: seen, been and visited.

The Pronunciation Practice video teaches how Americans pronounce “been,” the present
perfect form of BE.
After watching the video, students will practice by asking each other similar questions.
1. In this lesson, Anna and Jean use 2. In American English we say the past
the present perfect form of BE in these participle of BE as “been” /bIn/.
sentences
This is different from British English.
Jean: Yes, and it’s beautiful. You’ve lived In British English you would usually say I
here for so long and you haven’t been to the have been /bi:n/ to the zoo.
zoo?
Make a sentence with the present perfect
Anna: I’ve never been to D.C.’s zoo. I’ve to answer this question. Try using the
never been to any zoos! American English pronunciation /bIn/.
Have you ever been to a zoo?

Speak:
Yes I have _____ to a zoo before. (been)
or:
No, I have ______ ______ to a zoo before.
(never been)
Activity
Give each student a copy of the Activity Sheet. Explain, “Begin by moving the words
around to make good questions and answers with the mixed-up words at the top of the
page.
Focus your attention on making the present perfect verb tense correctly. Remember, for
the verb eat, use ‘have’ or ‘has’ and ‘eaten,’ which is the past participle form of the verb
‘eat.’”
When students have finished this part, have several pairs of students act out the short
conversations so others can check their work.
Then, have two students stand up and demonstrate the second activity using the sample
questions on their Activity Sheets:
Student A: Have you ever lived in another country?

Student B: Yes, I have.
Student A: Where have you lived?
Student B: I’ve lived in England.
Instruct students:
“Now let’s stand up. Walk around and ask questions until you can
find someone who can answer ‘yes’ to your question. Be sure you ask a
follow-up question, too. Listen carefully. Is your classmate using the present perfect
tense? If not, help them to answer using Have + a past participle verb form.”
Remind students, “As you do this activity, you should focus your attention on using the
present perfect tense correctly.”
When students have finished, ask several volunteers to tell who

answered their questions with “Yes, I have…” and share their answers with
the class.
Day 4
Listening Quiz

1. Jean says, “I want to see an interesting museum but I don’t know which one.”
Anna says, “I can help with that.”
2. Jean says, “I want to see an unusual museum. Anna says, “I like the Sculpture
Garden. Have you ever seen sculptures in a garden? It is really artistic!”
3. Jean says, “I have never seen a garden of sculptures! I’ll write that on my list!”
and she says, “I have always liked American Indian culture. I’ll put that on my
list.”
4. Jean says, “You’ve lived here for so long and you haven’t been to the zoo? Anna
says, “I’ve never been to D.C.’s zoo. I’ve never been to any zoos!”
5. Jean says, “If you have never seen a real, live elephant, you must. They are so
majestic. Then Anna says, “I will. I will! There. I’ve written my own must-see zoo
animal list!”


Writing
Have you ever visited a museum, a zoo, or a public garden?

Where was it? What did you see there?
If you have not, what would you tell a tourist to see in your home town?
For a class project, have students find pictures of the attractions they wrote about, Then
put them together and make a brochure.

Resources
Conversation
Anna: Hello! I have lived in Washington, D.C. for a long time now. And I have done
a lot. I feel that I know this city pretty well. (walks off and comes
back) That’s the wrong way. Where is it again?
Anna: (sees a tourist at a sign) Excuse me, can I help you? Have we met before?
Jean: I don’t think so. I’ve just flown
in from Boston. My name is Jean.
Anna: Hi, Jean! I’m Anna. I really feel like we’ve met before. Anyway, how can I help?
Jean: I want to see an interesting museum but I don’t know which one.
Anna: I can help with that. I’ve lived in Washington, D.C. a long time. I think I’ve
seen all the museums.
Jean: Wow, thanks. So, tell me, which museums are good?
Anna: Well, they are all good. But they’re all different. There
are science museums and history museums and art and culture
museums.
Jean: I want to see an unusual museum.
Anna: I like the Sculpture Garden. Have you ever seen sculptures in a garden? It
is really artistic!
Jean: I have never seen a garden of sculptures! I’ll write that on my list!
Anna: Have you been to the Museum of the American Indian? I’ve visited that
museum many times. It is very peaceful.
Jean: I have always liked American Indian culture.
Jean: I’ll put that on my list. (writes on list) Do you have any other suggestions?
Anna: Well, if you like plants, you can visit the U.S. Botanic Gardens. It’s very
organic. Jean: I have always loved plants. I’ll write that on my list, too! Wow, you
know so much about D.C.’s museums.
Anna: Well, I have lived here for over a year.
Jean: You’re so lucky to live in such a beautiful city filled
with so many museums and a zoo!
Anna: What? D.C. has a zoo?
Jean: Yes, and it’s beautiful. You’ve lived here for so long and you haven’t been
to the zoo?
Anna: I’ve never been to D.C.’s zoo. I’ve never been to any zoos!
Jean: You have never seen zoo animals?
Anna: I grew up on a farm, Jean. I’ve known farm animals my whole life.
Jean: But the zoo has lions (makes sound of lion roaring) and elephants (makes
sound of elephant trumpeting) and zebras (makes no sound)! If you have never
seen a real, live elephant, you must. They are so majestic.
Anna: I will. I will! (writes list) There. I’ve written my own must-see zoo animal list!
Jean: Have fun at the zoo and thanks, Anna!
Anna: Have fun at the museums, Jean! And thank YOU!

Anna: This has been awesome! And I have seen every animal on my list! Jean, the
tourist, helped me see more of my city. But where have I seen her before?
Oh well. Until next time …
Key Words
American Indian - n. a member of any of the first groups of people living in North America
or South America. The members of these nations are also called Native Americans or by the
name of their tribal nation, as in “a member of the Navajo tribe.”
animal - n. a living thing that is not a human being or plant
U.S. Botanic Garden - n. a large public garden in Washington, D.C. where plants are grown
in order to be studied
elephant - n. a very large gray animal that has a long, flexible nose and two long tusks
lion - n. a large wild cat that has golden brown fur and that lives mainly in Africa
majestic - adj. large and impressively beautiful
own - v. to have (something) as property or to legally possess (something)
plant - n. a living thing that grows in the ground, usually has leaves or flowers, and needs
sun and water to survive
science - n. knowledge about or study of the natural world based on facts learned through
experiments and observation
sculpture - n. a piece of art that is made by carving or molding clay, stone, wood or metal
suggestion - n. an idea about what someone should do or how someone should behave
zebra - n. an African animal that looks like a horse and has black and white stripes covering
its body
zoo - n. a place where many kinds of animals are kept so that people can see them

Quiz - Level 1, Lesson 48

1. What does the tourist want Anna to 4. What surprises Jean?

do?
a. Anna does not think the zoo is
a. She wants Anna to go to a museum beautiful.
with her. b. Anna often goes to the zoo in D.C.
b. The tourist wants to know how to get to c. Anna has never been to a zoo.
Boston. d. Anna does not like zoo animals.
c. She wants Anna to tell her about
interesting museums.
d. The tourist wants to tell Anna about a
museum.
2. Jean wants to see an unusual 5. What does Jean recommend to

museum. What does Anna Anna?
recommend?
a. She recommends that Anna see an
a. A history museum elephant.
b. The sculpture garden b. Jean recommends that Anna see some
c. The science museum farm animals.
d. All of the museums c. Jean tells Anna to make a list of animals.
d. She says that Anna should come with
her to the zoo.
3. Why is Jean writing a list?
a. Jean is writing her suggestions for

Anna.
b. Jean is making a list of plants she
wants to see.
c. She is writing about American Indian
culture.
d. She is focusing her attention on
learning about museums.


Verb tenses Photos showing some vocabulary (from the

Resources section)
Reacting to information

Find Practice Opportunities Grammar : Compare the present perfect verb
tense with the past and present tenses
Speaking: Present perfect, present, and past

verb tenses
Pronunciation: Reduced forms of “has” and

“have” in the present perfect verb tense
Da y 1
Tell students, “Today we will learn about verbs. We will learn how to decide which verb tense
to use.”
Ask students to think about the past, present, and future in their language. Describe how
their language might be different to English.
Say, “Today, we will learn how Americans use the present, present perfect, and past verb
tenses in speaking.”
Teach Key Words
Speaking Practice
After the key words, the video teaches the present perfect, present, and past verb
tenses.

1. In Lesson 48, you learned about the Anna and Marsha drove across the
present perfect verb tense. Remember, it country. (past)
is the auxiliary verb “have/has” plus the
past participle form of a verb. Anna and Ashley have driven to work
together since last month. (present
In this lesson, you hear the same verb in perfect)
the present verb tense, the past verb
tense, and the present perfect verb tense. 3. For regular verbs, the past
Anna’s boss, Ms. Weaver, uses the participle is the same as the past verb
present verb tense: tense form. Here is the same pattern with
a regular verb, “ask”:
Ms. Weaver: Yes, spies sometimes
sneak down air ducts. I ask many questions in English class.
(present)
Then Anna uses the present perfect verb The teacher asked me to stop asking so
tense: many questions. (past) I have asked the
teacher about the homework many
Anna: I have never snuck down an air times. (present perfect)
duct.
4. Now you try it.
After Anna sneaks down the air duct, she Try making sentences with the irregular
uses the past verb tense to tell Ms. verb “speak.” The past tense is “spoke”
Weaver that she did it. and the past participle is “spoken.” Speak:
I ________ English every day. (speak)
Anna: I did it! I sneaked down an air duct.
Speak:
Notice that the past tense form of “sneak” My friend and I ________ English
can be either “sneaked” or “snuck.” yesterday after school. (spoke)
2. For irregular verbs, the past tense Speak:

verb form may be different I ______ ________ English with my friends
from the past participle. many times since we began using Let’s
For example, drive - drove - driven Learn English. (have spoken)
Ashley drives a small car. (present)
Say, “Now we are going to practice some more.”

Write down a few verbs on the board, such as “ask” or “tell.”

Ask students to each pick a verb, and then write sentences in the present perfect, present,
and past tenses, just like in the video. Then ask them to share their sentences with a
partner.
If class time remains, ask several students to share their sentences with the whole class.
Da y 2
Tell students that the video will show Anna learn all she can about spying. Play the video or
ask a few students to read the conversation.
Spies sometimes sneak down air ducts. I’ve never cracked a code before!
Speak:
I _____ ______ snuck down an air duct. (have I _____ _____ cracked a code before! (I’ve
never) never)

The Pronunciation Practice video teaches how Americans pronounce the reduced
forms of “has” and “have’ in the present perfect verb tense.
Pronunciation Practice Video Script – Lesson Number 49
1. In this lesson, you hear Anna using Say, “Now we will practice this some
the present perfect verb tense. She more.” Wow! You are wearing a big coat. Is
pronounces the complete word “has” it cold outside?
when she uses this tense.
The weather’s changed today. It’s gotten
Anna: It is no secret that Washington, really cold.
D.C. has spies. The International Spy
Museum has created an amazing The complete present perfect verb forms
collection of spy things! My boss, Ms. are: “The weather has changed” and “It
Weaver, has sent me here ... on a has gotten really cold.”
mission!
3. Now you try it. Use the short form of
Sometimes, we do not pronounce the the present perfect to answer this
complete words “has” or “have.”At those question:
times, you will only heat the /s/ or /v/
sound in the present perfect verb tense. Listen:
Has this lesson helped you to learn about
Anna: I’ve never cracked a code before. spies?
... I’ve cracked the code!
Speak:
2. In this conversation, you hear the Yes, ____ _______ me to learn about
short form of “has.” spies. ____ learned about missions and
sneaking and codes. (it’s helped, I’ve)
Ask students to write two sentences using the words “has” and “have.”
Then, students should read their sentence to a partner, using the short form of “has” or
“have.”. The partner should be able to hear which one it is.
If time remains in class, ask several students to read their sentences in front of the
class.

D ay 3
Learning Strategy
Tell students that in today’s lesson, they will learn to Find Practice Opportunities.
Give an example. “Learning a musical instrument requires practice. Doing sports requires
practice. Even relaxing exercises like yoga are better with practice. We can use the same
idea when learning a language. We must find times to practice if we want to get better.”
Activity
Say, “Now we are going to practice a little more.”
Give students copies of the activity sheet. Tell students they are going to use the words
to complete the timelines. Then tell students they should ask three classmates about
how they practice English. They should write what their classmates say in the remaining
timelines on the sheet.
If time remains at the end of class, ask several students to share their timelines.

Da y 4
Listening Quiz

1. Ms. Weaver says, “Look, Anna … I mean, Agent Flamingo, I want you to learn all you
can about spying.”
2. Anna says, “I have never snuck down an air duct. It’s dark and small. I’m afraid of
dark, small places.”
3. Ms. Weaver says, “Umm … have you ever cracked a code?”
Anna says, “No.”
Ms. Weaver says, “Well, go learn. Spies use their brains.”
4. Ms. Weaver says, “Agent Flamingo, now answer this question: Do spies have to be
in good shape?
Anna says, “Yes,” Agent Peacock! Spies have to be in really good shape! Can you
hear me?”
5. Ms. Weaver says, “Great. Great. Now, I have another very important mission for you.”
Anna says, “Got it. See you back at H.Q.!”
Ms. Weaver says, “Yummy! You brought my lunch! Thanks, Agent Flamingo!”
Writing
Have you ever thought about doing a job that is different from the one you have now, or
the one you think you will have when you finish school? Would it be more fun or more
exciting?

Resources
Conversation
Anna: It is no secret that Washington, D.C. has spies. Well, it should be a

secret because spying is secret. But it’s not a secret. There’s even a spy
museum! The International Spy Museum has created an amazing collection
of spy things! And today, we will see them! My boss, Ms. Weaver, has sent
me here … on a mission!
Ms. Weaver: Hello, Anna, are you there?
Anna: That’s her. Yes, Agent Peacock. This is Agent Flamingo, reporting for
duty. Ms. Weaver: Agent what? Look, Anna … I mean, Agent Flamingo, I want
you to learn all you can about spying.
Anna: You mean, collect intelligence?
Ms. Weaver: Yeah, it’s for our new show -- “D.C. Secrets.”
Anna: You’ve got it, Agent Peacock. The mission is safe with me.
Ms. Weaver: Oh, okay, great. Just be back by noon.
Anna: Agent Peacock, I’m at an air duct!
Ms. Weaver: Yes, spies sometimes sneak down air ducts.
Anna: I have never snuck down an air duct. It’s dark and small. I’m afraid of
dark, small places.
Ms. Weaver: You can do it, Agent Flamingo. You know, spies aren’t afraid of a
little darkness.
Anna: Right. It’s just an air duct -- a dark, small air duct. Okay. I’m doing it,
Agent Peacock! I am sneaking down a long, dark, small air duct. I’m having
a little trouble breathing.
Ms. Weaver: Just keep going, Agent Flamingo. Think of the team!
Anna: Okay, I will think of the team. I’m thinking of the team, Agent
Peacock! I did it! I did it! I sneaked down an air duct. That was a little
uncomfortable.
Ms. Weaver: Good!
Anna: What’s the next mission?
Ms. Weaver: Umm … have you ever cracked a code?
Anna: No.
Ms. Weaver: Well, go learn. Spies use their brains.
Anna: Got it! I’ve never cracked a code before. Let’s try, Agent Flamingo!
This is really hard. I’m still trying to crack the code. I’ve cracked the code!
I’ve cracked the code, Agent Peacock! My brain really hurts.
Ms. Weaver: Great. Umm, Agent Flamingo, now answer this question: Do spies
have to be in good shape?

Anna: “Yes,” Agent Peacock! Spies have to be in really good shape! Can
you hear me?
Ms. Weaver: You’re breaking up, Flamingo.

Anna: The International Spy Museum is awesome! Agent Peacock, I completed

the mission!
Ms. Weaver: Great. Great. Now, I have another very important mission for you.
Anna: Got it. See you back at H.Q.!
Ms. Weaver: Yummy! You brought my lunch! Thanks, Agent Flamingo!
Anna: Mission completed. Agent Peacock!
(Amelia makes a face.)
Ms. Weaver: Don’t ask.
Special thanks go out to the International Spy Museum for letting us film in the museum!

Key Words
agent - n. a person who tries to get secret information about another country or
government
air duct - n. a duct or pipe for air to flow through to the rooms of a building
brain - n. the organ of the body in the head that controls functions, movements,
sensations, and thoughts
breathe - v. to move air into and out of your lungs
code - n. a set of letters, numbers or symbols that is used to secretly send messages to
someone
collection - n. a group of interesting or beautiful objects brought together in order to show

or study them
complete - v. to finish making or doing (something )
crack - v. to find an answer or solution to (something )
duty - n. something that is done as part of a job
flamingo - n. a tall wading bird with mainly pink or scarlet plumage and long legs and neck
H.Q. - abbrev. headquarters - n. a place from which something (such as a business or a

military action) is controlled or directed
intelligence - n. secret information that a government collects about an enemy or possible

enemy
mission - n. a task or job that someone is given to do
operation - n. a set of planned actions for a particular purpose
peacock - n. a male peafowl, which has very long tail feathers that it can spread like a fan
secret - n. a fact or piece of information that is kept hidden from other people
shape - n. a physically strong and healthy condition
sneak - v. to move quietly and secretly in order to avoid being noticed
spy - n. a person who tries secretly to get information about a country or organization for
another country or organization

Quiz - Level 1, Lesson 49 - Operation Spy!
1. What does Ms. Weaver want? 4. What does Anna tell Ms. Weaver?
a. She wants to go on a mission. a. She cannot hear what Ms. Weaver said.
b. Ms. Weaver wants Anna to learn about b. Spies must be in good shape.
spying. c. She broke her spy phone.
c. She wants to find a d. Ms. Weaver should be in good shape.
flamingo.
d. Ms. Weaver wants to tell Anna secrets
about D.C.
2. Why is Anna afraid? 5. What did Ms. Weaver want Anna to

do?
a. Anna is afraid someone will catch her.
b. She doesn’t think Ms. Weaver a. What did Ms. Weaver want Anna to do?
will find her. b. Write about the Spy Museum.
c. Anna has never been in an air duct. c. Return to the Spy Museum.
d. She doesn’t want to be a spy. d. Go to lunch with Amelia.
3. What is Anna’s mission?
a. To think like Agent Peacock

b. To learn to follow orders
c. To pretend to be someone else
d. To solve a secret code

Lesson 49
Duration of activity Common objects (such as coins, blocks,

game pieces, etc.)
Grammar: Present perfect continuous verb

Monitor
tense
Speaking: Present perfect continuous verb
tense
Pronunciation: Pronouncing the word “for”
quickly in sentences using the present perfect
continuous and a time phrase
Da y 1
Tell students, “Today we will learn how to talk about how long you have been doing an
activity.”
Ask students, “How long have you been studying at this school? How long have you been
studying English?”
Tell students, “When we talk about something that began in the past and continues in the
present, we use the present perfect continuous verb tense. We will learn about it today.”
Teach Key Words

Speaking Practice
After the key words, the video teaches about the present perfect continuous verb
tense.

1. Present perfect continuous verb tenseIn For example, Taylor uses “since” and
this lesson, you hear Anna and the “last night.”
other students talking about an activity
that started in the past and is Taylor: I have been writing and re-writing
continuing. since last night!
They use the present perfect 4. We also use the present perfect
continuous to talk about recent
continuous verb tense. You make it
activities.
this way: auxiliary verb + BE + present
The professor tells the students:
participle
Dr. Jones: I see you’ve been waiting very

2. Listen to Anna talking about the class.
patiently.
When she arrives, the class is waiting
for the professor. She asks a question
5. Listen to the conversation. Alice and
about the amount of time:
John, How long have you been watching
“Let’s Learn English?”
Anna: How long has the class been
waiting?
Alice: I’ve been watching it since last
year. John: I’ve been watching it for 12
You can also use the present perfect
months.
continuous with the words “for” and an
amount of time. For example, Sarah uses
Now you try it. Answer the question
“for” and “a long time.”
yourself.
Listen:
Sarah: I have been studying this topic for
How long have you been watching “Let’s
a long time.
Learn English?”
3. We also use the present perfect

Speak:
continuous with “since” and one point
I’ve been watching Let’s Learn English for/
in time.
since __________. (student choice)

Say, “Now we will practice this some more.” Ask students to write two questions that
ask about an amount of time. Then they should ask two other students. Make sure that
students answer with the present perfect continuous and “for” or “since.”

Da y 2
Tell students that the video will show Anna going to class at Georgetown University. Play
How long has the class been waiting? How long have you been studying here?
Speak:
Speak:
We’ve only _______ _________ for about 10
minutes. (been waiting) I _______ ______ ________ here since 2016.
(have been studying)
The Pronunciation Practice video teaches ho
w Americans say the word “for” quickly in
everyday speaking.
Pronunciation PracticeVideo Script – Lesson 50
When we use the present perfect continuous But she says the word quickly here:
and a time phrase with “for” we sometimes
say it quickly. See, I’ve been working for several years
now.
Listen to how the student pronounces “for”
in this sentence: Now you try it.
We’ve only been waiting for about 10 Answer this question with a quick “for.”
minutes.
Listen:
Anna pronounces “for” slowly here: How long have you been studying English
with VOA?
I’ve been wanting to go back to school for
a long time. I’ve been studying English with VOA for
_____ _________. (student’s time studying)
Say, “Now
How to Learnwe are going to practice someLesson
English more.”50 660
Ask students to write two questions asking about an amount of time. They should then
ask their questions to a partner. The partner should answer in a complete sentence
using the present perfect continuous and the word “for” slowly and with fast speech,
just like in the video. Students can then change partners.
If time remains in class, ask students to the front of the class. Correct students as
needed.
Make sure that they can understand and speak using both the slow “for” and the fast
“for.”
Day 3
Learning Strategy
Tell students that in today’s lesson, they will learn to monitor.
Give an example. Say, “In the video, Anna used the strategy monitor. At the end of the
conversation in this lesson, Anna knew she had made a mistake. How did she do so?”
Give students time to answer.
Possible answers may include:

She saw the other students’ faces.
The professor tried to stop her.
Explain, “Anna was monitoring as she spoke. She saw that her classmates were giving
her funny looks. We can monitor when we are speaking or listening. If you monitor
when you are speaking English, you will get better because you are making sure that
others understand what you are saying in English.”
Conclude, “We’re going to practice monitoring today while we are using the present
perfect continuous tense.”
Activity
Give students copies of the Activity Sheets and common objects to use for the game.
Explain, “On the left side of the sheet, put the words in order to make a question or a
statement.”

When students have finished, ask several to read their sentences.

Point out that the sentences use the present perfect continuous verb
tense.
Introduce the board game. “Today we will play a game. Let’s get into groups of four.
Choose a coin or a small object to use as your marker. Place it on the Start space.”
Give more instructions until students understand how to play the game.
Let students play the game for a set amount of time. Then call their attention back to
you and ask them if they have monitored. Answer any questions about the questions
and answers they came up with as they played the game.
Day 4
Listening Quiz
Give student copies of the listening quiz. Play each question’s video and pause for
students to answer. Ask students to choose the correct answer.

1. Sarah asks, “Hey, are you finished with your report?” Taylor says,
“Almost. I have been writing and re-writing since last night! The subject
is really interesting to me.”
2. Anna asks, “How long has the class been waiting?” Taylor says, “We’ve only been
waiting for about 10 minutes.
3. Anna says, “Awesome. You know, I’ve been wanting to go back to school for a
long time. So, here I am!” Andrew says, “Well, you picked a great school. I’ve
been really happy here.”
4. Anna says, “Awesome. See, I’ve been working for several years now. So, going
back to school makes me a little nervous.” Randall says, “Don’t be nervous. Just
pay attention and do your best!”
5. Anna says, “Here is my report on “Violins in the City.” Dr. Jones says, “Anna! The
topic is “Violence in the city.” Violence. Not violins.”
Writing

Did you ever take a special training course or classes?

What did you learn?
If you have not gone back to study, do you want to study something?
Resources
Conversation
Anna: Hello, and welcome to Georgetown University in Washington, D.C.! I

am going back to school! Georgetown is the oldest Catholic and Jesuit
university in the United States. The Jesuits are a religious order known
worldwide for their many colleges and universities. Students have been
studying here since
1792!
Sarah: Hey, are you finished with your
report?
Taylor: Almost. I have been writing and re-writing since last night! The subject is
really interesting to me.
Sarah: Me too! I have been studying this topic* for a long time.
Anna: Am I late?
Sarah: You’re a little late. But don’t worry. The professor isn’t here yet.
Anna: How long has the class been waiting?
Taylor: We’ve only been waiting for about 10 minutes.
Anna: Oh good. Oh, no! I forgot my pencil sharpener. Excuse me, do you
have a pencil sharpener I can borrow?
Taylor: No, sorry.
Anna: Oh wait. I found my extra one! Whew, that was close.
Anna: So, how long have you been studying at Georgetown?
Andrew: I’ve been studying here since 2015.
Anna: Awesome. You know, I’ve been wanting to go back to school for a long time.
So, here I am!
Andrew: Well, you picked a great school. I’ve been really happy here.
Anna: Awesome. See, I’ve been working for several years now. So, going
back to school makes me a little nervous.
Randall: Don’t be nervous. Just pay attention and do your best!
Anna: That is great advice. You know, I have been paying attention. But
sometimes I still feel like I don’t understand. Like last week … Anna:
What’s that?
Jada: This is my draft.
Anna: What draft?

Jada: The professor told us to bring

our drafts. Anna: I think
she said “giraffe.” Jada: No. She
didn’t.
Anna: Here comes the professor.
Dr. Jones: Hello class! Sorry I’m late, but the snow storm made getting here really
difficult. I see you’ve been waiting very patiently. So, let’s get started! Who wants to give
their talk first?

Anna: Oh! Oh! Please, please pick me.

Dr. Jones: Anna?
Anna: Who me? Sure. Thanks.
Anna: Here is my report on “Violins in the City.”
Anna: People have been looking for a solution to the problem of violins in the city. I
say stop! Stop! They are not the problem! In fact, violins are part of the
solution!
Anna: Violins create beautiful music that can fill a city with hope.
Dr. Jones: Anna …
Anna: If we put a violin in the hands of every child …
Dr. Jones: Anna! The topic is “Violence in the city.” Violence. Not violins.
Anna: Until next time …Like I was saying, many people are saying that violence in
the city is a problem. A very big problem.
* topic = subject

Key Words
Catholic - adj. of or relating to the Roman Catholic Church class - n. a group of
students who meet regularly to be taught a subject or activity
draft - n. a version of something (such as a report) that you
make before you make the final version confused - adj. unable to
understand or think clearly giraffe - n. a very tall African animal that has an extremely
long neck and legs
Jesuit - n. a man who is a member of a religious group called the Roman Catholic
Society of Jesus
order - n. a religious organization whose members usually live together and promise to
follow special rules and traditions patient - adj. able to remain calm and not become
annoyed when waiting for a long time pay attention - phrase to listen to, watch, or
consider something or someone very carefully
pencil - n. an instrument used for writing and drawing that has a hard outer part and
a black or colored center part professor - n. a teacher especially of the highest rank
at a college or university religious - adj. believing in a god or a group of gods and
following the rules of a religion report - n. a written or spoken description of a
situation or event sharpener - n. a tool or machine that makes something sharp
since - prep. in the time after (a specified time or event in the
past) or from (a point in the past) until the present time
solution - n. something that is used or done to deal with and end a problem study - v.
to learn about something by reading, memorizing facts or attending school
understand - v. to know the meaning of something violence - n. the use of physical
force to harm someone or to damage property violin - n. a musical instrument that
has four strings and that you play with a bow

Quiz - Level 1, Lesson 50 - Back to School
1. What does Taylor say about her 4. Why is Anna nervous?

report?
a. Anna does not always understand the
a. What does Taylor say about her other students.
report? b. She does not always pay attention.
b. Taylor says the topic is boring to her. c. Anna always forgets to do her work.
c. She has been writing and changing it d. She has been working and now is
since last night. going back to school.
d. Taylor says she has finished
her report.
2. What does Anna ask the students? 5. What mistake did Anna make in her
report?
a. She asks what time it is.
b. Where the professor is today a. She does not talk loud enough.
c. She asks why the professor is late. b. Her professor gave her a
d. How long the class has been waiting different subject.
c. She does not understand the other
students.
d. Her professor does not like violins.
3. What does Andrew say about

Georgetown?
a. He tells Anna he was unhappy there in

2015.
b. Andrew tells Anna it is a good school.
c. He says he has not been there for a
long time.
d. Andrew says he started studying in
2016.

Lesson 50
Lesson 50
Habits Pictures of different sports

Expressing appreciation
Expressing dislike

Set a Goal
Grammar : Review of present perfect and
present perfect continuous; gerunds;
infinitives (to + verb)
Speaking: Gerunds and infinitives
Pronunciation: Reduced form of “to” in
sentences with infinitives
Da y 1
Tell students, “Today we will learn about gerunds and infinitives. These are new kinds of
words.”
Ask students what activities they like to do. Examples might include, “I like running,” or “I
like to play soccer.”
Circle the ‘to’ and ‘ing’ parts of the phrases and say, “These are special kinds of nouns. We
make them from verb forms. Today we will learn about using these nouns.”
Teach Key Words

Speaking Practice
After the key words, the video teaches about gerunds and infinitives.
1. Gerunds 4. Infinitives
In this lesson, you hear some words that Another new kind of word in this lesson is
have “ing” at the end. They are the --ing the infinitive. We make an infinitive from the
form of a verb. We use them as nouns. simple form of the verb.
We call them “gerunds.” Often the word “to” comes before the
infinitive.
2. Gerunds can be the subject of a
sentence, as when Ashley talks about Anna: I didn’t know you like to run!
training.
Now you try it.
Anna, training a little every day is a good
habit to get into. Make a sentence with the infinitive “to
study.”
3. A gerund can also be the object of a
sentence, as in “I love running!” Speak:
VOA makes it easy for me __ _______
Now you try it. English. (to study)
Answer this question with a gerund.
Listen: Do you like learning English with

VOA?
Speak: Yes, I like ________ English with VOA.

(learning)
Say, “Now we are going to practice this some more.”
Ask students to write two questions - one question with a gerund and one question with
an infinitive. Then tell students to ask one classmate their questions. The questions and
answers should be like the ones in the videos.
Students can ask other classmates their questions. If time remains in class, ask students
to volunteer in front of the entire class.
Da y 2
Tell students that the video will show how Anna has a new goal -- to run a marathon. Play

What do you know about running in a Training a little every day is a good habit to
marathon? get into.
Speak: What do you know about ______ in a Speak:

_______? (running, marathon) _________ a little every day is a good habit
___ ______ _______. (training, to get into)
The Pronunciation Practice video teaches how Americans pronounce the reduced form of
“to” in sentences with infinitives.
Listen to how English speakers say a Anna: What? How am I going to meet my
sentence with the infinitive and the word goal?
“to.”
Now you try it.
If the infinitive is spoken slowly and carefully,
the vowel as the sound /u:/ as in “too” /’tu:/ First say this sentence with “to” slowly and
carefully.
Ashley: Do you want to sit down, Anna?
Speak:
It is more common to hear the word “to” I am planning to visit the United States this
spoken quickly. Then, “to” sounds like /tə/. summer.
Listen to these examples:
Then say the sentence quickly with /tə/
Anna: I’m here to enter the race!
Woman: But ma’am you can’t enter the Speak:
race. I am planning to visit the United States this
summer.
Say, “Now we are going to practice this some more.”
Write the following sentences on the board:
Do you like to study English?

Yes, I like to study English.
Read the sentences slowly, using the careful pronunciation /’tu:/

Then read the sentences quickly, using the /tə/ pronunciation.
Then read the sentences using either the fast or slow pronunciation, and ask students to
say which one you used.
Then ask students to write two questions using an infinitive. They should work with a
partner to practice saying their sentences slowly and quickly. The partner should be able to
hear a difference between the two kinds of sentences.
Students can change partners and do the activity again if time remains in class.
Da y 3
Learning Strategy
Tell students that in today’s lesson, they will learn to set a goal.
Give an example. Say, “In the video, Anna made a decision. She thought about doing
something difficult, or challenging herself. You can say she set a goal. When we set a goal
for ourselves, we give ourselves a reason to try harder. It’s kind of like extra power. You can
do amazing things when you set yourself a goal and work a little every day.”
Say, “You can use the strategy, set a goal, when you are learning other things besides
English. For example, when you are playing a sport, you can set a goal for improving your
score or your form.”
Activity
Say, “Now let’s talk about physical activities that you might set a goal for.”
Give students a copy of the Activity Sheet.

Explain, “At the top of the sheet, match the words to the pictures. Put the number of the
image in the box.”
Then ask students to look at the lower section. Explain, “Today, let’s set a goal of
making lots of sentences with these special nouns. You and your partner are going to
be in a race, like the people in the video. Can you write the most sentences in two
minutes?” Ask students to form pairs and get ready for the writing race.
Remind students, “Each sentence you write must have an infinitive

or a gerund. I’m going to time you – let’s see how many sentences
you can write in two minutes. Ready, set, go!”
Day 4
Listening Quiz

1. Anna says, “A marathon is a long race. Many marathons raise money for charity,
you know - good works. A marathon is a good fitness goal
too. I want to challenge myself in a marathon and maybe win a
medal!”
2. Ashley says, “I love running. In fact, this weekend, I will
run in my first marathon.” Anna says, “Me … too.”
3. Ashley says, “Anna, training a little every day is a good habit to get into. Not all at
once!”
4. The Woman says, “Well, you can help us with our goal, which is to raise money
for sick children. Would you like to help us?”Anna says, “I’ve just found my new
goal. And I get to wear a medal.”
Writing
Have you ever helped with a charity?

If not, what kind of charity would you like to help with?

Resources
Conversation
Anna: D.C. is a popular city for marathons! A marathon is a long race. Many
marathons raise money for charity, you know - good works. A marathon is
a good fitness goal too. I want to challenge myself in
a marathon and maybe win a medal! Hey, there’s
Ashley. Ashley! Wait for me! It’s Anna!
Anna: Ash … ley. Ash … ley.
Ashley: Are you okay, Anna?
Anna: I just ran … from over there.
Ashley: Do you want to sit down, Anna? Do you want some water? (Anna takes the
bottle and tries to return it.) No thanks. You keep it.
Anna: Thanks. I didn’t know you like to run.
Ashley: I love running.
In fact, this weekend, I will
run in my first marathon.
Anna: Me … too.
Ashley: Really? You are running in a marathon?
Anna: Yeah. In a couple of days. Why do you ask … like that?
Ashley: What do you know about running in a marathon?
Anna: I know that there’s a lot of running and sometimes you can win a medal.
Ashley: How long have you been training?
Anna: I started today. I’ve been training for an hour … no, an hour and
seven minutes!
Ashley: Anna, training a little every day is a good habit to get into. Not all at once!
Anna: Thanks for the advice, Ashley. But I’m running in a special race.
Ashley: What marathon is it?
Anna: I don’t remember the name. But the website said everyone gets a medal.
Ashley: Okay, well, good luck, Anna!
Anna: Thanks, Ashley. Good luck to you, too.
Ashley: Thank you. Anna:
Bye!
Ashley: Bye, Anna!
Anna: See you!
(At the race: an announcer calls out race information)
Anna: Hello. I am here to enter the race!
Woman: But ma’am you can’t enter the race.
Anna: What? How am I going to meet my goal?
Woman: Ma’am, this race is for children. You can’t run with the children.
Anna: Children? Children. That’s perfect. I just might win!
Woman: No, ma’am. You really can’t run with the children.
Anna: I’m sorry. Of course. I was only thinking of my goal.
Woman: Well, you can help us with our goal, which is to raise money for sick children.

Would you like to help us?

Anna: I’ve just found my new goal. And I get to wear a medal.
(to child who finished race) Good job!
Key Words
challenge - v. to test the ability, skill, or strength of (someone or something)
charity - n. a organization that helps people in need
fitness - n. the condition of being physically fit and healthy
goal - n. something that you are trying to do or achieve
habit - n. something that a person does often in a regular and repeated way
marathon - n. a running race that is about 26 miles (42 kilometers) long
medal - n. a piece of metal often in the form of a coin with designs and words in honor of a
special event, a person, or an achievement
race - n. a competition between people, animals or vehicles to see which one is fastest
special - adj. different from what is normal or usual
train - v. to try to make yourself stronger, faster, or better at doing something before
competing in an event or competition

Quiz - Level 1, Lesson 51 - A Good H abit

1. What does Anna say about 3. What does Ashley tell Anna about
marathons? training?
a. Marathons are too long and are too a. Anna needs to train many hours every
challenging for her. day.
b. That marathons cost money for many b. She should start training today for this
charities. weekend.
c. Marathons help people stay fit and c. Anna has been training with her for a
raise money for charities. long time.
d. That they are hard work for people in d. It is good to train a little every day.
Washington, D.C.
2. What are Ashley and Anna talking 4. What does the woman say to Anna?
about?
a. She can pay money to run with
a. They are both running in a marathon. children.
b. They both do not like to run. b. Anna can help to raise money for the
c. They are making plans to run together. children.
d. They have been running for a couple of c. She does not have a goal.
days. d. Anna is not as fast as the children.


Taking risks Photos of local celebrities who made their

Discussing feelings childhood dreams come true (optional)
Describing accomplishments Movie posters from different kinds of movies
Evaluate Grammar : Review verb tenses; Phrasal verbs

Speaking: Phrasal verbs
Pronunciation: Pronounce the blended form
of “sit down”
Da y 1
Tell students, “Today we will learn about taking risks. Ask students, “Do you know someone
who often tries new things?” Give an example of someone from your local culture or a famous
person like Bill Gates, Richard Branson, Jeff Bezos, or Elon Musk. “When we talk about doing
something and we don’t know for sure it will be a good choice, we call it ‘taking chances.’
What do you think about taking chances in your own life? Have you done it? Do you want to
do it in the future?” Instruct students to turn to their neighbor and give their answer.
Ask for volunteers to share with the rest of the class. Explain, “In today’s lesson, we are
going to see Anna taking a chance on a new career.”
Teach Key Words
or repeat
How to Learnthem after you.
Speaking Practice
After the key words, the video teaches about phrasal verbs.

1. In this lesson Kelly and Anna use some 2. The best way to learn phrasal verbs
new phrasal verbs. They are made up of a in English is to begin to notice them verb
and a preposition, an adverb, or both.In sentences you hear or see. First try
VERB + preposition to guess the meaning, Then check the VERB + adverb
meaning by asking the teacher or using an VERB + adverb + preposition online
dictionary.
Keep a list of the ones you want to The
problem with phrasal verbs in English remember and use them often when you is
that you may know the words, but still write or speak English. Soon you will feel
may not understand the meaning of the comfortable using them.
phrasal verb. For example, one meaning Use a phrasal verb from this lesson that of
the phrasal verb “take off” is to make means “return to a
place” to complete this quick progress. But knowing the meanings sentence.
of “take” and “off” do not help you to After Anna goes to Hollywood,
she will ____ understand this phrasal verb. _____ to Washington DC. (come back)
Kelly uses the phrasal verb “take off”

to talk about Anna’s career.
Kelly: Well, today we will meet a woman
and -- her acting career has really
taken off.
Day 2

Tell students that the video will show Anna in a television interview with Director Kelly.
Anna’s acting
career
has
really
taken
off.
I
had
to
find
out
how
to
get
around
the
city.
Speak: Speak:
Anna’s acting career has really_______ ____. I had to _____ ____ how to ____ _______
the
(taken off) city. (find out, get
around)
Ask students to find the places in the conversation when Anna or
Kelly use phrasal verbs.
Write them on the board or a shared screen:
… her acting career has really taken off.
I had to find out what it was like to
BE a tree in the world … and how to
get around the city.
I’ll make the movies and then come back.
Explain, “Groups of two or three words that work as verbs are called phrasal verbs.
They are made up of a verb and a preposition, an adverb, or both.”
The Pronunciation Practice video teaches about the blend of two words in the phrase
“sit down.”
1. When American English speakers say 2. Now you try it. Say the words “sit down”
the phrase “sit down” quickly it sounds like quickly in this sentence. “siddown.”
Speak:
Listen to Kelly ask Anna to sit down. I have been walking all day. I need to sit Kelly:
Please, please, sit down. down (/siddown/) soon.

Learning Strategy
Introduced the strategy evaluate. Say, “Now that we are at the end of this course, we can
look back at what we have done, and look forward to what we want to do.”
“At the end of a school term, or the beginning of a new year at work, we often evaluate --
which means, we think about what we did well and what we can do better. Turn to your
neighbor and answer these questions:”
“How do you feel now that we have studied English with Let’s Learn English for 52
lessons? What worked for YOU to learn English? Did you like learning new strategies
every week? Did you like the games and activities we have done together?”
Give students time to tell their neighbor their answer. Ask some volunteers to share
their answers with the class.
Day 3
Activity
Before the class. make sure you understand the instructions on the activity sheet.
Point out how Anna used the strategy evaluate by asking, “At the end of the
conversation in this lesson, what does Anna talk about? Give students time to respond.
Possible answers may include:
• That her family is proud of her

• How she was not happy about her life recently
• The fact that she has taken chances
• How she will never stop trying
Explain, “Can you say in one word what she is doing?” Give students a chance to say
what they think.
Respond to students and confirm, “Anna was evaluating her recent

life. When we evaluate we think about what we have done, what has
happened to us, and what we want for our future. How does that connect to learning
English? You can evaluate yourself, of course, by asking, am I looking for all of the
ways I can practice outside of class? You can also evaluate the strategies you are using
to learn.

Say, “Ask yourself, ‘Am I using the strategies I learned in class? Which ones help me
the most with learning English?’”
If you have listed strategies somewhere on the wall of your classroom, refer to the list.
Or show the pages listing strategies from the end of this lesson on a shared screen.
Conclude, “We’re going to practice evaluating today while we are using the new phrasal
verbs.”
Give students the Activity Sheet. Explain, “At the top of the sheet, complete the phrasal
verbs by writing a verb, an adverb, or a preposition in the blank.”
When students have finished, ask several volunteers to read the

phrasal verbs aloud. Check understanding by asking students to use each
one in a sentence.
Introduce the second activity. “Let’s imagine that we will make some movies, just like
Anna.” Have students form pairs for the activity. Ask two students to stand at the front
of the room to demonstrate.
“First, let’s listen to the sample conversation.” Have the volunteer students
demonstrate.
Continue, “Did you notice them evaluating in their conversation?”
Point out the

phrases, I like
animals I like
science.
Ask, “What were the phrasal verbs they used? (‘I can get around on a fast horse’ and
‘I’m going to find out about other worlds’) Could they use another phrasal verb? For
example, you could say, ‘If I am in a science fiction movie,
I will watch out for aliens.’
Now, think about your own strong points. What do you like to do? What kind of movie
would you like to be in? Tell your partner, then make a sentence with a phrasal verb, too.
Write your sentences below the picture.”
Check to see if the pairs are able to make sentences about the movie genres. Remind
students to evaluate as they think about their strong points.

Day 4
Listening Quiz

1. Kelly says, Many people dream of becoming actors. But very often, those dreams
don’t come true. Well, today we will meet a woman and -- her acting career has really
taken off. In fact, she acted in my play, “The Woods Are Alive!”
2. Anna says, “Kelly, I will be acting in three movies.” Kelly says, “Let me guess --
you’re playing a tree in all of them!”
3. Kelly asks, “So, tell me, will you be moving to Hollywood for a career in movies?
Anna answers, “No. I’ll make the movies and then come back. Washington, D.C. is
my home.”
4. Kelly says, “I’m sure your family is very proud.” Then Anna says, “Yes, they are. You
know, Kelly, not too long ago, I didn’t feel very good about my life. I had to make a
change. So, I took some chances. Sometimes I succeeded. Sometimes I failed. But I
will never stop trying.”

Writing
Have you ever taken chances to learn something new or to meet your goal? Write about a
chance you took and how it helped you to learn or do something important to you.
Give the writing assignment as an in-class activity or homework.
If an in-class activity, ask a few students to share their writing with the class. They can read
from their papers or summarize what they wrote.

Resources
Conversation
Anna: Hello, it’s Anna! I did it - Washington, D.C. is my home. Looking back over the
past year, I’ve done so many amazing things! I have met people from all over the
world. I’ve made many good friends. And I have a great job! And I’ve taken a lot of
chances. And now I have some really big news! Wait for it… and 3, 2, 1… Kelly:
Hello and welcome to “Around the Corner and Across the Street from the Actor’s
Studio!” Many people dream of becoming actors. But very often, those dreams
don’t come true.
Kelly: Well, today we will meet a woman and -- her acting
career has really taken off. In fact, she acted in my play, “The
Woods Are Alive!” Oh. She really brought the part of Tree Number 15 to life! Let’s
give a warm welcome to Anna Matteo!
Anna: Thank you. Thank you so much for having me here.
Kelly: Please, please, sit down. Here, here, let me help you.
Anna: Thanks. Thanks. Wow, it is great to see you again, Director Kelly!
Kelly: It’s great to see you too, Anna. I see you are still wearing your tree costume. Does
this have anything to do with your big news?
Anna: Yes. Yes, it does.
Kelly: Well, Anna, please share that news with us.
Anna: Kelly, I will be acting in three movies.
Kelly: That is amazing! Anna, tell us more.
Anna: Well, the first is a science fiction movie. The second
is a romantic comedy. And the third is an action movie.
Kelly: That is so great! Let me guess -- you’re playing a tree in all of them!
Anna: Yes! This is what happened. To prepare for your play,
I had to find out what it was like to BE a
tree in the world. I had to find out where to eat, where
to shop, where to meet people and how to get around the city.
Kelly: Amazing. I think big things are going to happen for you, Anna. So, tell me, will
you be moving to Hollywood for a career in movies?
Anna: No. I’ll make the movies and then come back. Washington, D.C. is my home.
Kelly: I’m sure your family is very proud.
Anna: Yes, they are. You know, Kelly, not too long ago, I didn’t feel very good about my
life. I had to make a change. So, I took some chances. Sometimes I succeeded.
Sometimes I failed. But I will never stop trying.
Kelly: Well, thank you for sharing your news and so much more with us, Anna.
Kelly: Until next time …


Key Words
action movie - n. a movie with events that happen quickly and that cause feelings of
danger and excitement
bring to life - phrase. make or become active, lively, or interesting
career - n. a job or profession that someone does for a long time
come back - phrasal verb. to return to a place
fail - v. to not succeed or to end without success
find out - phrasal verb. to learn (something ) by making an effort
get around - phrasal verb. to go, walk, or travel to different places
prepare - v. to make yourself ready for something that you will be doing or something that
you expect to happen
proud - adj. very happy and pleased because of something you have done, something you
own, or someone you know or are related to
romantic comedy - n. a movie or play that deals with love in a light, humorous way
science fiction - n. a kind of story about how people and societies are affected by
imaginary scientific developments in the future
share - v. to tell someone about (your feelings, opinions, or thoughts)
take chances - phrase. to do things even though there could be good or bad results
take off - phrasal verb. make great progress




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How to Learn English

Lesson 27 I Can’t Come In 294

How to Learn English

Present the Conversation

How to Learn English

Topics Prepare Before Class

Meeting people Activity Sheets: Alphabet and Numbers

Learning Strategy Goals

Introduce the Lesson Topic

Explain the story of the course:

Present the Conversation

How to Learn English

Main Video Script – Lesson 1

1. Listen: Hi. 3. Listen:

How to Learn English

Ask students to act out the conversation with different students

Teach Key Words

Here’s how to practice.

How to Learn English Lesson 1 5

Review the Alphabet

How to Learn English

Explain Questions and Answers Using BE

Pronunciation Practice Video Script - Lesson 1

How to Learn English

Teach students to say the numbers in English. Practice counting to 20.

If not using the video, read the sentences below aloud.

How to learn English ow to Learn English Lesson 1 8

Pete: Hi! Are you Anna?

meet - v. to see and speak to someone for the first time

new - adj. not known before; recently bought or rented

nice - adj. good and enjoyable

street - n. a road in a city, town, or village

try - v. to make an effort to do something

How to learn English ow to Learn English Lesson 1 9

How to learn English ow to Learn English Lesson 1 10

How to learn English ow to Learn English Lesson 1 11

How to learn English ow to Learn English Lesson 1 12

Topics Prepare Before Class

Welcoming Photo of three people talking in apartment

Learning Strategy Goals

Give another example, such as:

Student: “What is your name?”

How to Learn English 14

Present the Conversation

Main Video Script - Lesson 2

Teach Key Words

How to Learn English

Learn How to Complete an Application

Discuss differences between how personal information is shown on

Let’s Learn English Lesson 2 15

How to Learn English Lesson 2 17

Pronunciation Practice Script – Lesson 2

Learn About Pronouns

How to Learn English Lesson 2 18

1. How does Pete tell Anna that he is leaving?

How to Learn English Lesson 2 19

Student A: What is your name?

If not using the video, read the sentences below aloud.