Session 1 Review Student Study Records since last session. Check Study Frequency. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 2. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Review Activity: Interview/Survey Sports and Entertainment Preferences Main Activity 1: Past tense verbs Have student give examples of present and past tense verbs. Main Activity 2: Today's activities until now (NDE Daily Activities). Have student give a detailed presentation of today's activities. Optional Activity: Personal Information Have student quickly answer personal information questions, with spelling. Review Task: Interview/Survey: Sports and Entertainment Find out about the student's favorite and least favorite sports, games and entertainment. What do they like to watch? What can they do/play? How well can they play? What are their favorite forms of entertainment? What singers do they like? What kinds of music do they like? Can they play any musical instruments? How well can they play them? How well can they sing? Do they like karaoke? What games do they know how to play? Can they play chess or video games? What do they do to relax? Which sports are the most popular in their country? Main Activity 1: Present and Past tense of common verbs Have student give examples of 4 or 5 of the following verbs, present and past: eat/ate; drink/drank; take/took; cook/cooked; get up/got up; wake up/woke up; drive/drove; go shopping/went shopping; study/studied; have/had; leave/left; return/returned; come/came; finish/finished, etc. Main Activity 2: Today's activities Focus on today's activities up until now: What are three things you did earlier today? What were they and what time did you do them? How long did it take you to . . .? What were you doing just before you did them? (Before I got up, I was sleeping.) What did you do after you . . . (What did you do after you ate breakfast? I washed the dishes.) etc. Tell me what you were doing at 6:00 a.m.? Tell me what you did after you woke up? How did you . . . (How did you get to work? I took a bus?) etc. How did he/she get to work? Optional Activity: Personal Information Get the following information from the student: full name and spelling, street and city address, telephone number, age, marital status, occupation, birthday Daily Activities 010_EX3_001.PDF Practice Exercises A through L Review Unit: Likes and Dislikes 010_TG2_003.PDF The focus is on personal preferences and abilities -- food, sports, hobbies, and which activities one is good at. Daily Activities 010_TG3_001.PDF The focus is on events in the immediate past, the ongoing present, and the assumed future. In contrast to Module 2, where students learned how to talk about general, generic schedules, the focus here is on the specific activities of today, which has a past, present and future. Two characters are introduced: Kathy, a journalist, and Diane, a mother and housewife. The focus is on the specific activities of today, from this morning and the immediate present through this evening (assumed future). Within this framework, we use the past tense, the present progressive, and 'be going to'. In addition to the verb tenses and time relations, this Unit reviews basic concepts and language structures that were introduced previously. These include, means (how things are done), duration (how long it takes), and frequency (how often). By the end of this Unit, students should be able to give a complete account of and answer questions about today's activities, from what they did this morning through what they are going to do later. Session 2 Review Student Study Records. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 2. Review Study Score. Provide coaching information. Stress the importance of voice record and monitoring. Review Activity: Dictation and Discussion Dictation about learning and forgetting. Main Activity 1: Immediate future (NDE Daily Activities) Focus on different ways of expressing immediate future: she's eating dinner in an hour; she's going to eat dinner in an hour; etc. Main Activity 2: Today's activities: From morning til Night Have student give a detailed presentation of today's activities. Optional Activity: Telephone phrases Have student listen and repeat these phrases. Check pronunciation. Review Task: Dictation about Times of Life Dictation: (1) Children have a lot to learn. (2) When they are very young, they learn to walk and talk. (3) Then they go to school and study many subjects. (4) They study history, geography, math and science. (5) Sometimes they remember what they learn. (6) Sometimes they forget. Check for accuracy and then ask student to summarize the dictation. Then ask follow-up questions like: Do people ever forget how to walk or talk? What subjects are easy to forget? What are your favorite subjects? Are you interested in history? Do you have a good memory? What is the opposite of remember? What subjects are the easiest to remember? What subjects are the easiest to forget? Main Activity 1: Immediate future. What are the differences in meaning? She's going to eat dinner in an hour. She's eating dinner in an hour. She's planning to eat at 5:00. What are you going to do? What are you doing? What are you doing later today? When are you going to . . .? How long is it going to take you to . . .? Who are you going to eat dinner with? When and where are you going to meet them? etc. Main Activity 2: Today's activities, then yesterday and tomorrow. Have student give a detailed summary of his/her actions from morning until night. Then ask about he/she did yesterday, what he/she is are doing today, and what he/she is going to do tomorrow? What is different? What is something they did yesterday that they aren't doing today? What is something they are going to do tomorrow that they didn't do yesterday? Optional Activity: Telephone phrases (Module 2 Video) Ask student to listen to and then repeat these phrases: (A) May I speak to Sandra please? (B) I'm sorry. She's in a meeting. May I take a message? (A) That's okay. I'll call back later. (B) May I ask who is calling? (A) Sure. My name is (student's name). I'm a friend of hers. (B) Thank you. I'll tell her you will call back. Daily Activities 010_EX3_001.PDF Practice Exercises A through L Review Unit: Matrix Vocabulary 010_TG2_002.PDF Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People. Daily Activities 010_TG3_001.PDF The focus is on events in the immediate past, the ongoing present, and the assumed future. In contrast to Module 2, where students learned how to talk about general, generic schedules, the focus here is on the specific activities of today, which has a past, present and future. Two characters are introduced: Kathy, a journalist, and Diane, a mother and housewife. The focus is on the specific activities of today, from this morning and the immediate present through this evening (assumed future). Within this framework, we use the past tense, the present progressive, and be going to. In addition to the verb tenses and time relations, this Unit reviews basic concepts and language structures that were introduced previously. These include, means (how things are done), duration (how long it takes), and frequency (how often). By the end of this Unit, students should be able to give a complete account of and answer questions about today's activities, from what they did this morning through what they are going to do later. Session 3 Review Student Study Records. Check Study Path: Their study should include some lessons from Module 2. Review Study Score. Provide coaching information. Stress the importance of voice record and monitoring. Review Activity: Seasons Dictation Dictation: Seasons of the year. Main Activity 1: Interview about today's activities. Focus on questions like: "What did you do before/after...." and "What were you doing when . . . " Main Activity 2: What about tomorrow? Dictation about tomorrow's activities. Optional Activity: Telephone phrases Have student listen and repeat these phrases. Check pronunciation. Review Task: Dictation about Seasons of the year. Dictation: (1) In some countries there are more than 4 seasons. (2) In Japan, for example, there is a rainy season between spring and summer. (3) It usually starts at the beginning of June. (4) It usually ends in the middle of July. (5) In some years, it rains almost every day during the rainy season. Check for accuracy and have student summarize the dictation. Then ask follow-up questions like: Is there a rainy season in your country? When does it begin? When does it end? Is there a dry season? How are the seasons in your country different? Main Activity 1: Interview about today's activities. Focus on today's schedule of activities, school or work-related as appropriate (to bring in new vocabulary). Once you have the schedule, ask questions like: "What did you do after/before you came home? What were you doing when you came home?" Sample questions: "How did you start your day?" "How long did it take?" "What did you do after that?" "And then what did you do?" "What did you do before that?" "Do you do that everyday?" "What are you going to do later today?" "What are you going to do between now and 5 o'clock, etc." Main Activity 2: What about tomorrow? Dictation: (1) Tomorrow is going to be very busy. (2) First we're going to go to the Indian consulate. (3) I have to pick up my passport and visa so that we can travel to India. (3) After that we're going to stop by a shopping center to get some gifts. (4) Then we have to get to the airport to catch our flight, which leaves at 2:30. Check for accuracy and have the student summarize the dictation. Then ask follow-up questions like: Why are they going to go to the Indian consulate? What are they going to do right after they go to the consulate? When does their flight leave? Then ask the student: "What about tomorrow?" Optional Activity: Telephone phrases (Module 2 Video) Ask student to listen to and then repeat these phrases: (A) May I speak to Sandra please? (B) I'm sorry. She's in a meeting. May I take a message? (A) That's okay. I'll call back later. (B) May I ask who is calling? (A) Sure. My name is (student's name). I'm a friend of hers. (B) Thank you. I'll tell her you will call back. Daily Activities 010_EX3_001.PDF Practice Exercises A through L Review Unit: Matrix Vocabulary 010_TG2_002.PDF Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People. Daily Activities 010_TG3_001.PDF The focus is on events in the immediate past, the ongoing present, and the assumed future. In contrast to Module 2, where students learned how to talk about general, generic schedules, the focus here is on the specific activities of today, which has a past, present and future. Two characters are introduced: Kathy, a journalist, and Diane, a mother and housewife. The focus is on the specific activities of today, from this morning and the immediate present through this evening (assumed future). Within this framework, we use the past tense, the present progressive, and be going to. In addition to the verb tenses and time relations, this Unit reviews basic concepts and language structures that were introduced previously. These include, means (how things are done), duration (how long it takes), and frequency (how often). By the end of this Unit, students should be able to give a complete account of and answer questions about today's activities, from what they did this morning through what they are going to do later.