Session 1 Review Study Records and Warm-up conversation. Check Study Path: Study from more than one unit in each session. Their study should include some lessons from Module 4. Review Study Score. Provide coaching information. Stress the importance of frequent practice. Extension Activity: Cost of Living Vocabulary related to living costs. How much are your living costs? Main Activity 1: Giving Directions Practice listening to and giving directions. Main Activity 2: At a Restaurant Dialog Practice Extension Activity: Cost of Living Discuss these terms: salary, income, expenses, budget, savings, interest, taxes, loan, borrow, etc.... Then ask questions like: How do you spend your money each month? How do you budget your money? What about savings? How much do you pay in taxes? What percentage of your income is used for rent, food, transportation, entertainment, etc. What are your major expenses? Main Activity 1: Giving Directions Use a map or drawing of a part of a city and discuss various ways of giving directions: While you do this, focus on important expressions, such as: half a block, after you cross the street, turn right, look for a statue of a dog and then turn left, to the left, runs parallel, perpendicular, a cross street, etc. and review the names of common places of business that students need to know, as well as their locations. Main Activity 2: At a Restaurant Go through this dialog, with student repeating and discussing the sentences: (A) "Are you ready to order yet?" (B) "No, not yet. How about you?" (A) "I'm just going to have a salad. I'm not so hungry." (B) "Maybe I'll have that too." (A) "Would you like some dessert?" (B) "No thanks. I don't feel like any dessert." (A) "The fresh fruit looks good." (B) "Okay. If you have fruit, I'll have ice cream." Then discuss tipping and the quality of service in restaurants. Maps A and B 010_MP3_003.PDF Have student give directions from one place to another. Grid 010_GR5_003.PDF Grid with geometric figures inside. Directions 010_EX5_003.PDF Pictures and Practice Exercises A through C Review Unit: Matrix Vocabulary 010_TG4_002.PDF This Unit focuses on: Things to Eat, Things to Drink, Things to Read, Things to Listen to, and Colors. Directions 010_TG5_003.PDF This Unit focuses on giving directions, street locations, the names of common places of business, and spatial relations. This Unit extends and follows up Module 3, Unit 3. In the City Directions lesson, students click on various locations in DynEd City and hear the directions of how to get there from the Hotel, which is on High Street. In the City Quiz lesson, the students are given directions and asked to indicate the location where the directions lead. A score is given for each correct choice. In the Spatial Relations lesson, students study how to specify locations on a grid of blank squares: upper left hand corner, middle of the top row, etc. After clicking on the middle square, the Grid then opens up and shows a group of clocks, animals, flowers, and people arranged throughout the Grid. Students are then given comprehension questions to show that they understand the spatial directions. Goals: (1) To be able to understand and give street directions. (2) To be able to understand and specify spatial directions, such as lower left-hand corner, etc. (3) To be able to understand and name common places of business. (4) To be able to specify objects by giving their spatial location, such as the clock in the upper righthand corner. Session 2 Review Study Records and Warm-up conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information to improve Study Score. Stress the importance of voice recording key sentences. Extension Activity: Dividing up Your Day: Percentages What percentage of your day do you sleep, eat, etc.? Main Activity 1: Custom Map and Directions Draw a map of your office, a hotel lobby, a shopping mall, or other place of interest and practice giving directions. Main Activity 2: Life Progress Report Ask student to evaluate their life, studies, or job this year. Extension Activity: Dividing up Your Day: Percentages How do you divide up your day? How many hours a day do you sleep, commute, study, work, watch tv, enjoy entertainment? Draw a pie graph and determine the percentages: 30% sleep, 30% work, etc. Main Activity 1: Custom Map and Giving Directions Have the student help you construct a map or sketch of a small city, a hotel lobby, a shopping mall, or an office, etc. Then focus on how to ask for directions to various places? Go over useful expressions, such as "Excuse me, but could you tell me how to get to the elevators? Is there a coffee shop near the lobby? etc. Main Activity 2: Life Progress Report Consider a period of time, such as this year. Ask student to evaluate his/her life, job, or studies during this period. Focus on points like the following: (1) What I have already done. (2) What remains to be done. (3) What I am doing now. (4) What I still haven't finished but have to do. (5) What I am still looking forward to doing? (6) What I hope to complete by the end of the (time period). (6) What I am tired of doing? (7) What I am looking forward to finishing? Follow-up questions: Are you pleased by your progress? Why not? Have there been any surprises? What have you enjoyed the most? What has been the most difficult? Has anything been easier than you expected? Have there been any unexpected delays? Do you expect any problems? What do you think will happen if you can't finish? What could happen that might delay the project? What are the risks? Are there any risks? Are you a risk-taker or Are you more cautious or 'conservative?' Maps A and B 010_MP3_003.PDF Have student give directions from one place to another. Grid 010_GR5_003.PDF Grid with geometric figures inside. Directions 010_EX5_003.PDF Pictures and Practice Exercises A through C On A Trip 010_TG5_001.PDF This unit focuses on plans, schedules, and how to report and find out about a series of events unfolding in time. There is a focus on the contrast between past events (she came to Paris two days ago) and the resulting experience (she has come to Paris). The unit also contrasts when events happened with how long it has been since they happened. Another focus is on future plans and how they relate to present and past experiences (she has never been to Salzburg). In the Question Practice lesson, students practice making information questions with the present perfect and past tense. In the Focus Exercises lesson, students arrange a set of words to construct sentences. Goals: (1) To be able to understand and use the present perfect to express a resulting state. (2) To be able to understand and be able to express events and states in the past, present, and future. (2) To be able to ask and answer information questions regarding events and states in the past, present and future. Directions 010_TG5_003.PDF This Unit focuses on giving directions, street locations, the names of common places of business, and spatial relations. This Unit extends and follows up Module 3, Unit 3. In the City Directions lesson, students click on various locations in DynEd City and hear the directions of how to get there from the Hotel, which is on High Street. In the City Quiz lesson, the students are given directions and asked to indicate the location where the directions lead. A score is given for each correct choice. In the Spatial Relations lesson, students study how to specify locations on a grid of blank squares: upper left hand corner, middle of the top row, etc. After clicking on the middle square, the Grid then opens up and shows a group of clocks, animals, flowers, and people arranged throughout the Grid. Students are then given comprehension questions to show that they understand the spatial directions. Goals: (1) To be able to understand and give street directions. (2) To be able to understand and specify spatial directions, such as lower left-hand corner, etc. (3) To be able to understand and name common places of business. (4) To be able to specify objects by giving their spatial location, such as the clock in the upper righthand corner. Session 3 Review Study Records and Warm-up conversation. Check Study Path: Study from more than one unit in each session. Review Study Score. Provide coaching information to improve Study Score. Stress the importance of voice recording key sentences. Extension Activity: Vocabulary and Discussion: Buy and Sell Basic financial vocabulary Main Activity 1: Grid Directions, Spatial Relations Draw a grid and practice locating items inside it, using terms like row and column. Main Activity 2: Computer Directions Practice giving directions for finding something or performing a task on a computer or cell phone. Extension Activity: Buy and Sell: Basic Financial vocabulary Give examples for and discuss 5-10 of these basic terms: borrow (I left my money at home), lend, charge interest, lose money (if you spend more than you make, then you are losing money), make a profit, pay for labor costs, revenue, hourly wage, salary, bonus, employer, employee, hire, fire, sack, vacation and benefits, invest, etc. How does your company make money? Is your company profitable or it is losing money? Main Activity 1: Grid Directions and Spatial Relations (See Grid in Worksheets) Draw a 5 x 3 grid (a square with five columns across and three rows down) and put geometric figures in some but not all of the grids. Present and practice the terms: row, column, middle, top, bottom, above, below, upper left corner, second row, just above the circle in the bottom row, etc. Ask and answer questions such as: What kind of figure is in the upper left corner? What's just below the square in the far right column? Is there anything in the box just to the left of the center? What is in the box just to the right of the center? Etc. Main Activity 2: Computer Directions Practice giving instructions how to find something or perform a task on a computer or cell phone. For example, how to turn off your computer, how to find a document, how to import a picture into a document, how to get information from a spread sheet, or group together some illustrations, or adjust the volume of your audio, or do a virus scan, etc. Assume the person knows very little about computers and you are giving instructions over the telephone. Follow-up: Do you like to use new technology? Do you think new technology is making life easier? Maps A and B 010_MP3_003.PDF Have student give directions from one place to another. Grid 010_GR5_003.PDF Grid with geometric figures inside. Directions 010_EX5_003.PDF Pictures and Practice Exercises A through C On A Trip 010_TG5_001.PDF This unit focuses on plans, schedules, and how to report and find out about a series of events unfolding in time. There is a focus on the contrast between past events (she came to Paris two days ago) and the resulting experience (she has come to Paris). The unit also contrasts when events happened with how long it has been since they happened. Another focus is on future plans and how they relate to present and past experiences (she has never been to Salzburg). In the Question Practice lesson, students practice making information questions with the present perfect and past tense. In the Focus Exercises lesson, students arrange a set of words to construct sentences. Goals: (1) To be able to understand and use the present perfect to express a resulting state. (2) To be able to understand and be able to express events and states in the past, present, and future. (2) To be able to ask and answer information questions regarding events and states in the past, present and future. Directions 010_TG5_003.PDF This Unit focuses on giving directions, street locations, the names of common places of business, and spatial relations. This Unit extends and follows up Module 3, Unit 3. In the City Directions lesson, students click on various locations in DynEd City and hear the directions of how to get there from the Hotel, which is on High Street. In the City Quiz lesson, the students are given directions and asked to indicate the location where the directions lead. A score is given for each correct choice. In the Spatial Relations lesson, students study how to specify locations on a grid of blank squares: upper left hand corner, middle of the top row, etc. After clicking on the middle square, the Grid then opens up and shows a group of clocks, animals, flowers, and people arranged throughout the Grid. Students are then given comprehension questions to show that they understand the spatial directions. Goals: (1) To be able to understand and give street directions. (2) To be able to understand and specify spatial directions, such as lower left-hand corner, etc. (3) To be able to understand and name common places of business. (4) To be able to specify objects by giving their spatial location, such as the clock in the upper righthand corner.