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 6. Review Study Score. Provide coaching information. Stress the importance of voice record and monitor. Review Activity: Qualifications and Background Qualifications for marriage or work: experience, background, education, etc. Main Activity 1: Dictation and Discussion: Instead of Conditionals: How would things have been different? etc. Main Activity 2: Language Clinic: Contrary-to-fact conditionals Explain and discuss examples of contrary-to-fact conditionals. Optional Activity: Wishing that you had Describe something you didn't do but wish you had. Review Task: Qualifications for marriage or work What kind of background would you look for in a potential (marriage partner/employee)? What in your background do you think would make you a good (match for someone/employee)? How important is someone's background? Or are looks and personality the most important factors? How might you advertise for a partner or a position? Have you ever been interviewed? How did you do? What were your strengths and weaknesses? Have you ever interviewed someone? What did you look for? What kinds of things impressed you? What advice would you give a young person? What kinds of experience do they need for their future? How important is education? Main Activity 1: Dictation and Discussion: Instead of Dictation: (1) Two weeks ago, we lost all electric power in our building. (2) As a result, I was trapped in an elevator for more than an hour. (3) Because of that, I wasn't able to leave the building in time to take an examination. (4) Now I have to wait another month before I can take it again. (5) If I had taken the stairs instead of the elevator, I wouldn't have this problem. Check the dictation for accuracy and have student summarize. Note the conditional. Ask follow-up questions like: What happened two weeks ago? Where was he/she going? What is he/she going to do in a month? How would things have been different had he/she not taken the stairs? What could she/he have done instead of using the elevator? Summarize what would have happened had he/she taken the stairs. Main Activity 2: Language Clinic: Contrary-to-fact conditionals Explain and discuss the following sentences: If it hadn't rained, we (could, might, would) have played tennis. We could have played tennis if it hadn't rained. Had it not rained, we could have played tennis. We (could, might, would) have played tennis had it not rained. Here are more sentences to discuss: If we had finished the project on time, we wouldn't have to pay a fine. If we had finished the project on time, we wouldn't' have had to pay a fine. Had I gotten up earlier, I wouldn't have missed the meeting. I (could, would) have finished in time if the power hadn't gone out. In the above sentences, what actually happened? And what were the consequences? Optional Activity: Wishing that you had Describe something you didn't do, but wish you had. Give reasons. I didn't study English very seriously. I wish I had studied it more seriously. If I had, then I'd be able to give better presentations at conferences. As it is, nobody wants to listen to my presentations, and I can't answer questions without an interpreter. Life Choices 010_EX7_001.PDF Written Exercises A-E Review Unit: Life Experience 010_TG6_001.PDF In this Unit students learn how to talk about the totality of their lives: their past and accumulated experience, their current situations, and their plans and hopes for the future. In particular, we review and develop the present perfect and passive constructions of the verb. Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. In Harry's Accident, Joan's Challenge, Joe's Cafe, and Sandra's Dilemma, the language models are presented, with comprehension checks. When these four lessons have been studied, students should do the Question Practice lesson, which uses Speech Recognition, and the Focus on Conditionals lesson which gives students practice constructing conditionals which follow from a set of facts. The two support lessons should be done frequently -- until the Completion Percentage is 80% or more -- while students continue to practice and review the language in the four main lessons. Goals: (1) To be able to speculate about or predict the consequences of a series of events. (2) To be able to explain why and how an event in the past, present, or future leads to another. (3) To contrast factual, imaginary, and predicted outcomes of an event. (4) To be able to make predictions with different degrees of certainty. Session 2 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 6. Review Study Score. Provide coaching information. Stress the importance of voice record and monitor. Extension Activity: Had we known Dictation: Contrary-to-fact conditionals Main Activity 1: Chain of events Have student present a series of past events in theirs or someone else's life (or company), where one event led to another. Main Activity 2: Wishing that you had Describe a recent event that could have had a different outcome. Extension Activity: Dictation: Had we known Dictation: (1) One of our best employees has handed in her resignation. (2) She is upset because she didn't get assigned to lead our new research project. (3) Now she says she's going to work for one of our competitors. (4) This is unfortunate, because we thought she wasn't interested in that project. (5) Had we known she was interested, we would have offered her the job. Check the dictation for accuracy and then have the student summarize it. Note the conditional. Ask follow-up questions like: What has happened and why? Why wasn't she offered the job? Summarize what you think might have happened had they known she was interested in the job. Main Activity 1: Chain of events: Degrees of certainty Have student present a series of past events in their's or someone else's life (or company), where one event led to another. Example 1: Parents got a new job > moved to another city > changed schools and met new friends Example 2: Watched the Olympics > became interested in skiing > started skiing > won the national championship Explain how the above series of events were connected and how strongly they were connected. Example 3: Even if my parents hadn't gotten a new job, we might still have moved to another city. Example 4: She might have become interested in skiing even without watching the Olympics. She couldn't have won the national championship without knowing how to ski. Main Activity 2: Wishing that you had Describe a recent event that could have had a different outcome: I didn't work hard, and I failed the examination. If I had worked harder, I might not have failed the examination. They won the election, so now we have a bad government. If they had lost the election, we would have a better government. He lost his job, so he is depressed. If he hadn't lost his job, he wouldn't be depressed. He lost his job, so he started a new business. If he hadn't lost his job, he wouldn't have started a new business. Life Choices 010_EX7_001.PDF Written Exercises A-E Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. In Harry's Accident, Joan's Challenge, Joe's Cafe, and Sandra's Dilemma, the language models are presented, with comprehension checks. When these four lessons have been studied, students should do the Question Practice lesson, which uses Speech Recognition, and the Focus on Conditionals lesson which gives students practice constructing conditionals which follow from a set of facts. The two support lessons should be done frequently -- until the Completion Percentage is 80% or more -- while students continue to practice and review the language in the four main lessons. Goals: (1) To be able to speculate about or predict the consequences of a series of events. (2) To be able to explain why and how an event in the past, present, or future leads to another. (3) To contrast factual, imaginary, and predicted outcomes of an event. (4) To be able to make predictions with different degrees of certainty. 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. Stress the importance of voice record and monitor. Extension Activity: Dictation and Discussion: If only... Dictation: If only there had been... Main Activity 1: Language Focus: Speculations What are differences in meaning: I hope vs I wish, etc. Small Talk: Your Wishes and Hopes What are 2 or 3 things you hope for? What are 2 or 3 things you wish for but don't really expect? Extension Activity: Dictation and Discussion: If only Dictation: (1) In December of 2004, there was a terrible tsunami in South Asia. (2) More than 200,000 people were killed. (3) One reason for this was the lack of a warning system. (4) If there had been a warning system, many more people would have survived. (5) They would have had time to escape from the giant waves. Check the dictation for accuracy and then have student summarize it. Note the conditional. Then discuss how this and other disasters might have been prepared for. What other disasters or major events can the students think of? Main Activity 1: Language Focus: Speculations What are the differences in meaning? "I hope I can go to the meeting." "I wish I could go to the meeting." "If I (go/went) to the meeting, I (won't/wouldn't) get there until 5:00." "If he works harder, he can probably finish in time." "If he worked harder, he could probably finish in time." "If the price goes down, we'll sell it as soon as possible." "If the price went down, we'd sell it as soon as possible. If nobody buys it, we'll have to give it away. If nobody bought it, we'd have to give it away." Note: In these examples, note that one speculation is seen as less likely than the other. Discuss the difference between wishing for something (seen as unlikely or impossible) and hoping for something. Examples: He wishes he had a better car. He wishes he could buy a new car. Small Talk: Your Wishes and Hopes What are 2 or 3 things you hope for? Example: I hope my English improves. I hope we can find a new source of energy. What are 2 or 3 things you wish for but don't really expect? Example: I wish people would be more honest. I wish companies were more socially responsible. I wish people weren't so greedy. I wish everyone spoke the same language. Life Choices 010_EX7_001.PDF Written Exercises A-E Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. In Harry's Accident, Joan's Challenge, Joe's Cafe, and Sandra's Dilemma, the language models are presented, with comprehension checks. When these four lessons have been studied, students should do the Question Practice lesson, which uses Speech Recognition, and the Focus on Conditionals lesson which gives students practice constructing conditionals which follow from a set of facts. The two support lessons should be done frequently -- until the Completion Percentage is 80% or more -- while students continue to practice and review the language in the four main lessons. Goals: (1) To be able to speculate about or predict the consequences of a series of events. (2) To be able to explain why and how an event in the past, present, or future leads to another. (3) To contrast factual, imaginary, and predicted outcomes of an event. (4) To be able to make predictions with different degrees of certainty. Session 4 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. Stress the importance of voice record and monitor. Extension Activity: Dictation and Discussion: Predicting Future Consequences Dictation: Future Epidemics Main Activity 1: Imagine Imagine you came from a very (poor/rich) (country/family). How do you think your life would be different? Small Talk: Decision Think of a decision that you or your government needs to make in the near future. Extension Activity: Dictation and Discussion: Predicting Future Consequences Dictation: (1) Some people predict that there will be a major health epidemic in the next 10 years. (2) Government officials are trying to decide how to prepare for it. (3) If an epidemic starts, then travel might have to be restricted. (4) If that happened, many businesses would probably suffer. (5) Hotels and airlines would probably suffer the most. Check the dictations for accuracy and then have the student summarize it. Note the conditionals and the meanings of the modals 'might' and 'would' in these sentences. Then discuss the results of disasters like this in the future. What other future disasters can you think of and what will be the consequences? Main Activity: Imagine Imagine you came from a very (poor/rich) (country/family). How do you think you and your life would/might be different? (If you come from a rich family, imagine that you came from a very poor family.) How do you think your circumstances would have changed you and your life? Do you feel lucky or unlucky? What advantages or factors do you think are most/least important? Small Talk: Decision and Reasons Think of a decision you or your government have to make about the future. Give reasons for and against deciding one way or the other. Example: "I need to decide whether I should go back to school to get more education." "My country needs to develop a better energy policy, etc." Life Choices 010_EX7_001.PDF Written Exercises A-E Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. In Harry's Accident, Joan's Challenge, Joe's Cafe, and Sandra's Dilemma, the language models are presented, with comprehension checks. When these four lessons have been studied, students should do the Question Practice lesson, which uses Speech Recognition, and the Focus on Conditionals lesson which gives students practice constructing conditionals which follow from a set of facts. The two support lessons should be done frequently -- until the Completion Percentage is 80% or more -- while students continue to practice and review the language in the four main lessons. Goals: (1) To be able to speculate about or predict the consequences of a series of events. (2) To be able to explain why and how an event in the past, present, or future leads to another. (3) To contrast factual, imaginary, and predicted outcomes of an event. (4) To be able to make predictions with different degrees of certainty.