Session 1 Review Student Study Records since last session. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Improve Study Score. Work on oral fluency and clear pronunciation. Review Activity: Describing people. Have student describe him/herself and a friend or family member. Main Activity 1: Solar system and planets Discuss terms related to sun, moon, and planets. Main Activity 2: Making an appointment Have the student make an appointment with you. Optional Activity: This week's weather. Focus on this week's weather: yesterday, today, tomorrow. Review Task 1: Describing people. Review terms like the following: tall, short, thin, heavy, old, young, handsome, good looking, bald, beautiful, straight black hair, curly blond hair, fat, overweight, underweight, skinny, muscular, dark, light, blue-eyed, etc. Note that terms such as fat, overweight, skinny, etc. can be offensive and should be avoided. Ages are also a sensitive issue. Practice describing yourself, a friend, or family members: My father is fairly old. He is very thin and has white hair. He walks slowly. He has blue eyes. My wife is fairly tall. She has black hair. My girlfriend has very long hair. She has dark brown eyes. She can sing very well. Main Activity 1: Solar System and planets Discuss the solar system: our sun, the planets and moons. Ask and answer questions like these: "What is the largest object in the solar system?" "How many planets are there?" "How far from the sun is the earth?" "Which planets are closer to the sun than the earth?" "What is a planet?" "What is the difference between a planet and a star?" "What is the difference between a planet and a moon?" "How long does it take for the earth to go around the sun?" "How long does it take for the moon to go around the earth?" "What is a day, a month, and a year?" "Which is the largest planet?" "Is there life on the moon?" Etc. Main Activity 2: Making an appointment. Have the student make an appointment with you to go to a concert or have dinner together. Negotiate the time, place, and means of transportation. Use expressions like: "That's too early. How about 6:30?" Then have the student listen and repeat these phrases: (1) Why don't we go by taxi? (2) "Let's take the subway!" (3) Five o'clock is too early. How about 5:30?" Optional Activity: This week's weather. Talk about this week's weather: yesterday, today, tomorrow. Example: What was the weather like yesterday? (It was really cold yesterday. It snowed.) What's the weather going to be tomorrow? (Tomorrow it's going to be warmer and sunny.) What's the weather like today? (Today it's cold and cloudy, and the air is polluted.) Our World 010_EX3_002.PDF Practice Exercises A through H Review Unit: Matrix Vocabulary 010_TG2_002.PDF Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People. Our World 010_TG3_002.PDF This Unit introduces language concepts and vocabulary for talking about our basic needs, such as food, water, energy, and air. Our planet, Earth, is the focus, and the conditions necessary for life to exist. Simple causal relations and conditionals are introduced as well, in preparation for further development in later units. In the first part, Our Planet, Earth, we present the relationship between the Earth and the Sun: how life depends on the Sun, and how a change in the distance between the Earth and Sun would change the conditions necessary for life to exist. In the second part, Air, Water, and Pollution, the focus is on our basic needs: water, air, food, and how pollution threatens our existence. The lesson ends with a call for us all to work together to take care of our beautiful planet. Session 2 Review Student Study Records since last session. Check Study Frequency and Study Path: Study from more than one unit in each session. Stress importance of review. Their study should include some lessons Module 2. Review Study Score. Provide coaching information. Improve Study Score. Record and Monitor key sentences each day. Review Activity 1: Days of the week and ordinals. Have student talk about weekly work or school schedule, and how the schedule varies from day to day. Review Activity 2: Seasons and Weather Dictation Seasons in countries near the equator. Main Activity 1: Vocabulary: Asserting Existence (NDE Our World). Focus on 'there is' and 'there are' to assert existence. Main Activity 2: Dictation: Existence of Life What does life need to exist? Review Task: Days of the week and ordinals. Which day is the first day of the week? What day comes between Wednesday and Friday? Which days come between Monday and Friday? What days do you work? What days do you take off? How many days a week do you work/study/go shopping/eat breakfast, etc. What do you usually do on weekends? Do you have the same schedule Monday through Friday? Who is the 2nd youngest person in your family? Review Task 2: Seasons and Weather Dictation. Dictation: (1) In countries near the equator, there aren't always 4 seasons. (2) In Thailand, for example, there is a hot, dry season between March and May. (3) After that there is a rainy season. (4) Rainy season in Thailand lasts for around 6 months. (5) Between rainy season and hot season, the weather is mild. Check for accuracy and then have the student summarize the dictation. Ask follow-up questions like: How long does rainy season last in Thailand? What's the weather like in January? Is your country near the equator? When does rainy season usually end? It usually ends in November. Main Activity 1: Asserting Existence Explain and discuss 'there are' and 'there is' as a way to assert existence: Examples: There are nine planets. There are five students in this class. Are there any problems? Is there anything wrong? Is there anything else you need? There are several ways to solve this problem. Millions of years ago there were forms of life that no longer exist. Etc. Main Activity 2: Existence of Life Dictation: (1) Our planet is the third planet from the sun. (2) As far as we know, it is the only planet where life exists. (3) Our planet is billions of years old. (4) The earliest forms of life appeared more than 3.5 billion years ago. (5) Many of the earliest forms of life no longer exist. Check for accuracy and then have student summarize the dictation. Then ask follow-up questions like: Do you think life exists anywhere else? What does life need to exist? What kinds of life existed more than 3.5 billion years ago? What does the word 'extinct' mean? Why do forms of life become extinct? Where did the first forms of life live? Did they live on land? What is evolution? What is DNA? What is the difference between a plant and an animal? What happened to the dinosaurs? Our World 010_EX3_002.PDF Practice Exercises A through H Review Unit: Matrix Vocabulary 010_TG2_002.PDF Seasons; Times of Day; Weather Conditions; Times of Life; and Types of People. Our World 010_TG3_002.PDF This Unit introduces language concepts and vocabulary for talking about our basic needs, such as food, water, energy, and air. Our planet, Earth, is the focus, and the conditions necessary for life to exist. Simple causal relations and conditionals are introduced as well, in preparation for further development in later units. In the first part, Our Planet, Earth, we present the relationship between the Earth and the Sun: how life depends on the Sun, and how a change in the distance between the Earth and Sun would change the conditions necessary for life to exist. In the second part, Air, Water, and Pollution, the focus is on our basic needs: water, air, food, and how pollution threatens our existence. The lesson ends with a call for us all to work together to take care of our beautiful planet. Session 3 Review Student Study Records. Check Study Path and general warm-up. Review Study Score. Provide coaching information. Stress the importance of voice record and monitoring. Review Activity 1: Schedule and Question Practice What were you doing at/between ... Review Activity 2: Necessity/Potentiality (must/can) Focus on degrees of logical necessity. Main Activity 1: Needs and Conditions Discussion around needs and conditions for something to occur. Main Activity 2: Advertising Nature Explaining our dependence on a clean environment. Optional Activity: Telephone phrases Have student listen and repeat these phrases. Check pronunciation. Review Activity 1: Schedule and Question Practice Use these times: 6:30 a.m.; 8:30; 10:00-11:00; 2:30-2:45; 4:30; 7:30; 9:00-10:30 p.m. Have student ask and answer questions about these times such as: "What were you doing at 6:30 this morning?" "What were you doing at 8:30?" "What did you do from 10 until 11?" "What were you doing from 10 to 11 this morning?" "What are you going to do from 2:30 to 2:45?" "What are you going to do at 4:30?" "What are you doing at 7:30 this evening?" "What are you going to do from 9 until 10:30 this evening?" "Where are you going to be at 4:30 this afternoon?" Etc. Review Activity 2: Necessity/Potentiality (must/can) Explain and discuss: 'must', 'can' as in: We must have food in order to live. We cannot live without food. We can live without cars, but we must have food and water. Without enough money, life can be very difficult. What are things you must do? (eat, drink, work, etc.) What are things you can do but don't have to do? What is the difference between 'must not' and 'don't have to'? You must not arrive before 6 o'clock. You don't have to arrive before 6 o'clock. Main Activity 1: Needs and Conditions: Personal Needs Choose 3 questions to focus on for discussion: (1) What must we have to live? What do people need to live? Why? (2) What do companies need to succeed? Why? (3) What are some things you like, but don't really need? (4) What can't you live without? What do human beings need to live on this planet? What can't we live without? Where do we get our energy? There are basic needs and personal needs. Besides your basic needs, such as food, water, and heat, what are your personal needs? Rank your personal needs and explain why. Etc. Main Activity 2: Advertising Nature In order to make people realize how important our world is, we may have to 'sell' it like we sell cars or cosmetics. Ask student to think of ways to advertise the importance of clean water, clean air, trees and forests, energy conservation, etc., by appealing to our needs. These ads could be done for radio or television. Example: "Having trouble breathing? Is the air becoming too polluted?" "Call 1-800-NOPOLLUTE to support a clean environment." Are you too hot? Would you like more rain? For information about global warming, please call... Then ask the student: "How concerned are you about the environment?" Are you hopeful about the future of our planet? Optional Activity: Telephone phrases (Module 3 Video) Ask student to listen to and then repeat these phrases: (A) Let's meet at the restaurant, okay? (B) Okay, where's the restaurant? (A) It's across the street from the Empire theater. Alternative: (A) Let's meet at the restaurant, okay? (B) How about meeting at your office instead? We can walk from there. (A) Do you know where my office is? (B) Sure. It's in front of the bus station, right? Our World 010_EX3_002.PDF Practice Exercises A through H Our World 010_TG3_002.PDF This Unit introduces language concepts and vocabulary for talking about our basic needs, such as food, water, energy, and air. Our planet, Earth, is the focus, and the conditions necessary for life to exist. Simple causal relations and conditionals are introduced as well, in preparation for further development in later units. In the first part, Our Planet, Earth, we present the relationship between the Earth and the Sun: how life depends on the Sun, and how a change in the distance between the Earth and Sun would change the conditions necessary for life to exist. In the second part, Air, Water, and Pollution, the focus is on our basic needs: water, air, food, and how pollution threatens our existence. The lesson ends with a call for us all to work together to take care of our beautiful planet.