Session 1 Review Student Study Records since last session. Check Study Frequency and Study Path: Stress importance of review to build fluency. Study should include some lessons from Module 1. Review Study Score. Provide coaching information. Improve Study Score. Use repeat button. Review Activity from previous Module Have student talk about job, family, and living arrangement. See Activities for NDE Jobs and Family. Main Activity 1: See Activities for NDE Family Schedule Check the following: days of week, times of day, first day of the week, 2nd day, etc. Main Activity 2: Daily Schedule Have student present their typical daily schedule for Monday, or any other day. Ask questions about their schedule, such as: How long does it take? How do you get there? What time does it start? What time do you finish? What do you do after that? Key concepts: frequency, means, duration, sequence. Optional Activity: Family Relations and Occupations Focus on family and jobs or activities for each. Review Task 1: Job and Family Find out about the student's job, family, and living arrangement: What do you do? What do you study/teach? Where do you live? Where do you work? How old are your kids? Do you have any children? What does your sister's husband do? What does her boyfriend do? Is she married? What languages does she speak? etc. Review Task 2: Spelling practice Say and then spell the names of spouse, children, father, brother, sister, etc. Main Activity 1: Days of the Week, Ordinals, and Days of the Month Sunday, Monday, Tuesday, Wednesday, 1st, 2nd, 3rd, etc. Use a calendar and have student say which day of the week a particular date is. For example, The fifth of the month is Wednesday. The sixth is Thursday. The second Monday of the month is the 15th. The last day of the month is a Friday, etc. Main Activity 2: Daily Schedule and Answering Questions Have student give a detailed summary of his/her usual activities from morning until night, including times. Cover all the basics, including getting up, eating, leaving for work/school, travel to and from work/school and by what means and for how long, etc. Check to see that students can answer correctly (in complete sentences) and quickly such questions as: "When do you get up?" "How do you start your day?" "What's the first thing you do after you get up?" "What do you do after breakfast?" "How long does it take you to get to work?" "What do you usually do between 3 and 5:00, etc." Optional Activity: Family Relations and Occupations Put up a short family tree. Check to see that students know the most important family relationships: husband, wife, father, mother, sister, brother, son, daughter, and can answer questions (in complete sentences) like: What does your father/brother/sister do? Is your brother married? What does your brother's wife do? Where do your husband's parents live? Have students work in pairs to interview each other about one or two of their family members, and then summarize that information to the class. Example: Elisa's husband's father lives in New Delhi. He is an architect. Her husband's mother also lives in New Delhi. She works in a school for very poor children. Family Schedule 010_EX2_001.PDF Practice Exercises A through E Review Unit: Job and Family 010_TG1_002.PDF Includes occupation, age, the spelling of one's name, marital status, family relationships, and where one resides. A particular emphasis is on introducing useful verbs, the simple present tense, adjectives and daily vocabulary. Toward the end of each lesson there are also short interviews. Family Schedule 010_TG2_001.PDF This unit focuses on weekly schedule, time, sequence, duration, etc. Session 2 Review Student Study Records. Check Study Path and Frequency. Stress importance of review. Review Study Score. Provide coaching information to improve Study Score. Review Activity: Sums and Differences of Large Numbers Dictation Main Activity 1: Daily Schedule Have student present their typical daily schedule for Monday, or any other day. Main Activity 2: Interview Have student interview you about your daily schedule, or have student make up the question to get the answer. Review Task: Sums and Differences of Large Numbers Dictate the following problems: 1. Add 2,250 to 3,300 2. Subtract 1,055 from 5,515. 3. Subtract 300 from the sum of 585 and 15,770. 4. Add 790 to the difference of 2,500 and 1,625. 5. 18,760,000 minus ten percent of 3,976,000. Have the student check for accuracy and discuss the answers. Have student practice dictating problems like these. Clear pronunciation is essential. Have student practice using phrases such as: "Could you say that again please?" "You said, X, right?" Main Activity 1: Daily Schedule Have student present their typical daily schedule for Monday, or any other day. Ask questions about their schedule, such as: "How long does it take?" "How do you get there?" "What time does it start?" "What time do you finish?" "What do you do after that?" Key concepts: frequency, means, duration, sequence. Main Activity 2: Interview Have student interview you about your daily schedule, or have student make up the question to get the answer: (ans) I usually get up at 6:30. (ques) When do you usually get up? What time do you get up? (ans) It takes me about an hour to get to work. (ques) How long does it take you to get to work? (ans) I take the train and subway to get to work. (ques) How do you get to work? Family Schedule 010_EX2_001.PDF Practice Exercises A through E Review Unit: Numbers and Times 010_TG1_003.PDF Includes occupation, age, the spelling of one's name, marital status, family relationships, and where one resides. A particular emphasis is on introducing useful verbs, the simple present tense, adjectives and daily vocabulary. Toward the end of each lesson there are also short interviews. Family Schedule 010_TG2_001.PDF This unit focuses on weekly schedule, time, sequence, duration, etc. Session 3 Review Student Study Records. Check Study Path and Frequency. Stress importance of review. Review Study Score. Provide coaching information to improve Study Score. Language Task: Time and Sequence Have students create sentences with: after, before, then, after that, until, etc. Main Activity 1: Days of the week, Ordinals, and Days of the Month Use a calendar and have students say which day of the week a particular date is. For example, The fifth of the month is Wednesday. Main Activity 2: Weekly Schedule Have student interview you about your weekly schedule and give an oral summary of it. Language Task: Time and Sequence Have student give examples (in complete sentences) for: after (dinner), before (I go to work), after V(ing), before V(ing), first, then, after that, until (4:30), from X to Y o'clock, for (about an hour), almost every day Main Activity 1: Days of the Week, Ordinals, and Days of the Month Sunday, Monday, Tuesday, Wednesday, etc. Use a calendar and have students say which day of the week a particular date is. For example, The fifth of the month is Wednesday. The sixth is Thursday. The second Monday of the month is the 15th. The last day of the month is a Friday, etc. Main Activity 2: Weekly Schedule and Answering Questions Have student interview a partner (or you) and prepare an oral summary of the detailed weekly schedule, including weekends. (You can also use a fictitious character who may have two jobs and a complex schedule.) Sample questions: "How often do you go to the gym?" "How often do you meet with your boss/staff/customers?" "Which days of the week to you come to work early/late?" "How long do the meetings usually last?" "How long do you usually work out, etc." Family Schedule 010_EX2_001.PDF Practice Exercises A through E Family Schedule 010_TG2_001.PDF This unit focuses on weekly schedule, time, sequence, duration, etc.