Session 1 Review Study Records since last session. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Work on oral fluency and clear pronunciation. Review Activity: Cause and effect. Match causes with effects. Main Activity 1: Food and drink Explain and discuss terms such as heavy and light food, junk food, etc. Main Activity 2: Favorite meal, customs, preferences Describe your favorite meal and how you eat it. Optional Activity: This week's weather. Focus on this week's weather: yesterday, today, tomorrow. Review Task 1: Cause and effect. Ask student to come up with 5 causes and their effects: Examples: She plays a lot of tennis (cause), so she's a good tennis player (effect). Here are some sample causes: (1) played with matches (2) studies hard (3) not enough rain (4) got up late. Here are effects: (1) the house burned down (2) is a good student (3) not enough to eat (4) missed an important meeting. Etc... Ask questions such as: What caused the house to burn down? Why did someone miss class? etc. Main Activity 1: Food and drink Explain and discuss terms such as: heavy and light foods, junk food, fast food, rich food, healthy, protein, carbohydrates, vegetarian, diet, 3 meals a day, seasonings, home cooking, liquor, beverage, caffeine, alcohol, ice, black coffee, favorite foods and drinks of students, men, women, businesspeople, etc. Main Activity 2: Favorite meal, customs, preferences Describe your favorite meal and how to eat it. What do you eat first? What do you eat last? What foods go well together? What kinds of food can you cook? What kinds of food are expensive? What kinds of food are served for guests? What kinds of food are traditional? What about manners? Is making noise okay? What do you say before you start eating? Or drinking? Food prices. How much do a dozen eggs cost? How much is an apple? Where do you buy your food? How often do you eat out? What kinds of food won't you eat? Why not? 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'll probably be warmer and sunny. It may rain tomorrow, but I'm not sure. What are the chances that it will snow? What's the weather like today? Today it's cold and cloudy, and the air is polluted. Matrix Vocabulary 010_EX4_002.PDF Practice Exercises A through E Review Unit: Our World 010_TG3_002.PDF This Unit introduces language concepts and vocabulary for talking about basic needs, such as food, water, energy, and air. Simple causal relations and conditionals are introduced as well. Matrix Vocabulary 010_TG4_002.PDF This Unit focuses on five subject areas of importance in daily conversations. It is important to extend the vocabulary in this Unit, for example, in Things to Eat, by listing additional types of foods and doing role plays where students practice ordering in a restaurant or buying food at a store. The Video lessons in Unit 5 give examples of how the role plays can be set up in the classroom. The first two categories, Things to Eat and Things to Drink, focus on types of food and drink, and ways to order or request them. A mastery of this type of language is essential since these types of situations are very common. In each of the other three categories, a set of four examples is introduced, such as four different kinds of things to read. These should be added to, along with words are associated with the category. For example, novel, author, technical articles, and poems are all useful vocabulary associated with this category. Once the language of each category has been studied, students will enjoy the Matrix Game, where they can test themselves and see how high they can score. This activity helps to review and reinforce the language, and can be extended to an activity in the class. Goals: (1) To be able to talk about and order foods and drink in various situations. (2) To be able to talk about sources of information and news, both written and oral. (3) To be able to talk about and use colors to describe everyday objects. Session 2 Review Study Records since last session. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Work on oral fluency and clear pronunciation. Review Activity: Bus and Train Schedules Questions about published schedules. Main Activity 1: Reading and Listening Explain and discuss terms related to reading and listening, such as novel, folk music, etc. Main Activity 2: Reading Preferences Discuss reading preferences. Optional Activity: This week's schedule. Focus on this week's schedule. Anything interesting? Review Task 1: Bus and Train Schedules Use (or dictate) a bus or train schedule and discuss it: For example, buses leave for the airport every 20 minutes, trains leave every 40 minutes. To the city it takes 50 minutes by bus. By train, it takes 35 minutes. If it's X o'clock, when did the last bus leave? When is the next bus going to leave? Etc. If it's Y o'clock and you need to get there by Z o'clock, what's the best way to get there? Do you have enough time? If you take the Z train, when will you arrive? If you took the Y bus, when will it arrive? When did it arrive? How long ago did it arrive? Etc. Main Activity 1: Reading and Listening Explain and discuss terms such as: novels, fiction, non-fiction, historical novel, biographical novel, author, writer, journalist, mystery, newspapers, magazines, comic books, poetry, technical articles, classical music, composer, jazz, opera, ballet, folk music, ethnic music, etc. Main Activity 2: Reading Preferences Choose 4 or 5 questions to discuss: What kinds of things do you like to read? How often? When was the last time you read (a novel, a play, a poem, a paper, etc.) Are you a fast reader? Where do you read? In bed? How do you get the news? Where do you go to get a book or buy a magazine? Do you subscribe to anything? What do you subscribe to? How much is it? What kinds of books are most popular in your country? Why? Do you talk about books or the news with your friends? What kind of things do you talk about? How do you decide what to read?(friends, cover, price, used/new) What is your favorite magazine, and why? Do you enjoy reading? etc. Optional Activity: This week's schedule. Talk about this week's schedule: yesterday, today, tomorrow. Example: How is this week different than any other? What are you planning for the weekend? Matrix Vocabulary 010_EX4_002.PDF Practice Exercises A through E Review Unit: Planning Ahead 010_TG4_001.PDF This unit focuses on future, with degrees of certainty and how modals are used to express the uncertain future. The main focus is on time phrases and contrasting tenses. Goals: (1) To be able to understand and talk about plans and future alternatives. (2) To be able to understand and express different degrees of certainty about the future. (3) To be able to shift back and forth, from past to present to future, in a simple narrative. (4) To begin to understand longer sentences where several ideas are linked together. Matrix Vocabulary 010_TG4_002.PDF This Unit focuses on five subject areas of importance in daily conversations. It is important to extend the vocabulary in this Unit, for example, in Things to Eat, by listing additional types of foods and doing role plays where students practice ordering in a restaurant or buying food at a store. The Video lessons in Unit 5 give examples of how the role plays can be set up in the classroom. The first two categories, Things to Eat and Things to Drink, focus on types of food and drink, and ways to order or request them. A mastery of this type of language is essential since these types of situations are very common. In each of the other three categories, a set of four examples is introduced, such as four different kinds of things to read. These should be added to, along with words are associated with the category. For example, novel, author, technical articles, and poems are all useful vocabulary associated with this category. Once the language of each category has been studied, students will enjoy the Matrix Game, where they can test themselves and see how high they can score. This activity helps to review and reinforce the language, and can be extended to an activity in the class. Goals: (1) To be able to talk about and order foods and drink in various situations. (2) To be able to talk about sources of information and news, both written and oral. (3) To be able to talk about and use colors to describe everyday objects. Session 3 Review Study Records since last session. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. Work on oral fluency and clear pronunciation. Review Activity: Dictation: Tomorrow's visit Dictation about friend's visit. Main Activity 1: Listening Discuss listening preferences. Main Activity 2: Restaurant Problems Dealing with problems at a restaurant: Role play. Optional Activity: What's the question? Have the student ask a question that specifies an object (as if they have forgotten the word). Review Activity: An old friend's visit. Dictation: (1) Tomorrow an old friend of mine is coming to visit. (2) I'll meet him at the train station around 10 (a.m.). (3) Then I'll take him to his hotel. (4) After he checks in to the hotel, we'll probably walk to the park. (5) I hope that it won't rain. Check for accuracy and then have student summarize the dictation. Then ask follow-up questions like: What will happen if it rains? How will things change if it rains? Why does he hope that it won't rain? Main Activity 1: Discuss Listening preferences Choose 5 questions to discuss: How often do you listen to music? How often do you listen to the radio? What do you listen to? Who are your favorite artists? When was the last time you went to a concert? What instruments can you play? What kinds of music are most popular in your country? Why do you think so? Do you talk about music or news with your friends? What kind of things do you talk about? How do you decide what music to buy? Are you a good listener? What do you think about people who talk too much? Etc.. Main Activity 2: Restaurant Problems Have the student practice making requests at a restaurant. Have student deal with 3 or 4 of these problems: (1) Your food isn't cooked well enough. (2) You need more water. (3) The air-conditioning is too cold. (4) There is no salt on the table. (5) You dropped your fork on the floor. (6) The music in the restaurant is so loud you can't hear yourself think. (7) You forgot your wallet and now you have no money. (8) The salt is on the other end of the table. (9) Someone is smoking at the next table. (10) There's something moving in your salad. Optional Activity: What's the question? Have the student ask a question that specifies an object. Example: (1) "A newspaper" "What do most people read to get the daily news?" (2) "Wine" "What alcoholic drink is made from grapes?" More examples: A radio. What do many people listen to in their cars? A lecture. What do teachers often give in a classroom? or What do students have to listen to in class? Spaghetti. What's an example of Italian food? Chop-sticks. What do people in Asia use to eat their food? A textbook. What do students have to study for their classes? Green. What color is an apple that isn't ripe? Red. What color is the sunset? Blue. What color is the sky? Coffee. What do people often drink after they eat? Matrix Vocabulary 010_EX4_002.PDF Practice Exercises A through E Review Unit: Planning Ahead 010_TG4_001.PDF This unit focuses on future, with degrees of certainty and how modals are used to express the uncertain future. The main focus is on time phrases and contrasting tenses. Goals: (1) To be able to understand and talk about plans and future alternatives. (2) To be able to understand and express different degrees of certainty about the future. (3) To be able to shift back and forth, from past to present to future, in a simple narrative. (4) To begin to understand longer sentences where several ideas are linked together. Matrix Vocabulary 010_TG4_002.PDF This Unit focuses on five subject areas of importance in daily conversations. It is important to extend the vocabulary in this Unit, for example, in Things to Eat, by listing additional types of foods and doing role plays where students practice ordering in a restaurant or buying food at a store. The Video lessons in Unit 5 give examples of how the role plays can be set up in the classroom. The first two categories, Things to Eat and Things to Drink, focus on types of food and drink, and ways to order or request them. A mastery of this type of language is essential since these types of situations are very common. In each of the other three categories, a set of four examples is introduced, such as four different kinds of things to read. These should be added to, along with words are associated with the category. For example, novel, author, technical articles, and poems are all useful vocabulary associated with this category. Once the language of each category has been studied, students will enjoy the Matrix Game, where they can test themselves and see how high they can score. This activity helps to review and reinforce the language, and can be extended to an activity in the class. Goals: (1) To be able to talk about and order foods and drink in various situations. (2) To be able to talk about sources of information and news, both written and oral. (3) To be able to talk about and use colors to describe everyday objects. Session 4 Review Study Records since last session. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information. General warm-up and encouragement. Review Activity: Dictation and Discussion Dictation: Describing an interesting friend. Main Activity: Favorite book, article, or story. Discuss a book, article or favorite story. What was it about? Who were the main characters? Optional Activity: Getting a job Where do you find out about job or school openings? Review Activity: Describing an interesting friend. Start off with the dictation. Correct it. Summarize it. Talk about interests. Then ask students to describe a friend in a similar format. Dictation: (1) My friend, Joan, is a very interesting woman. (2) Two years ago, for example, she made a documentary video about global warming. (3) Last year she did a study about how and where people use cell phones. (4) This year she's working on a new project. (5) But it's a secret, so I can't tell you what it is. (6) In addition to her work, Joan is interested in many things, including history and literature. (7) She's also interested in the history of film and movies. (8) It's always interesting to talk to her. (9) But she's very busy, so I don't see her often enough. What about you? Are you interesting? Interests: What kinds of things interest you and why? Would you describe yourself as fun-loving, serious, too serious, silly, superficial, intellectual, stuffy, dull, shy, etc. Give reasons. How do you think other people see you? Main Activity: Discuss a book, article, or story. Ask student to describe or summarize something he/she has read: What was the last book you read? What was it about? What's one of your favorite books or stories. What did your parents read to you when you were a child? When did you learn to read? Do you enjoy reading? Optional Activity: Getting a job Discuss the process of finding a job or good school. Where do people look for a job? Where do employers look for people to hire? How did you find your job/school? What skills are important? Biography 010_EX4_003.PDF Practice Exercises A through E Review Unit: Planning Ahead 010_TG4_001.PDF This unit focuses on future, with degrees of certainty and how modals are used to express the uncertain future. The main focus is on time phrases and contrasting tenses. Goals: (1) To be able to understand and talk about plans and future alternatives. (2) To be able to understand and express different degrees of certainty about the future. (3) To be able to shift back and forth, from past to present to future, in a simple narrative. (4) To begin to understand longer sentences where several ideas are linked together. Biography 010_TG4_003.PDF This Unit focuses on five subject areas of importance in daily conversations. It is important to extend the vocabulary in this Unit, for example, in Things to Eat, by listing additional types of foods and doing role plays where students practice ordering in a restaurant or buying food at a store. The Video lessons in Unit 5 give examples of how the role plays can be set up in the classroom. The first two categories, Things to Eat and Things to Drink, focus on types of food and drink, and ways to order or request them. A mastery of this type of language is essential since these types of situations are very common. In each of the other three categories, a set of four examples is introduced, such as four different kinds of things to read. These should be added to, along with words are associated with the category. For example, novel, author, technical articles, and poems are all useful vocabulary associated with this category. Once the language of each category has been studied, students will enjoy the Matrix Game, where they can test themselves and see how high they can score. This activity helps to review and reinforce the language, and can be extended to an activity in the class. Goals: (1) To be able to talk about and order foods and drink in various situations. (2) To be able to talk about sources of information and news, both written and oral. (3) To be able to talk about and use colors to describe everyday objects.