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 frequent practice. Language Activity: Specification without names Use terms to specify someone or something without using its name. Main Activity 1: Instructions without names Follow a series of instructions to order 5 numbers into a sequence. Main Activity 2: Conditions with unless or until Practice using 'unless' and 'until' to express conditions. Language Activity: Specification without names Review terms such as: neither, either, one of, all except one, except, the one in the middle, the person who has red hair, the person who works for the R and D department, etc. and use them in a sentence or question. Have the student practice referring to people or things without using names. Use sentences such as: I'm thinking of someone who ... or I'm thinking of the person who ... or I'm thinking of the company which ... or I'd like the person who ... to be a little more polite. Main Activity 1: Instructions without names Write down these numbers: 3,2,4,1,5. Now follow these instructions: (1) Arrange these 5 numbers in ascending order from left to right. (2) The largest number should now be on the far right. (3) Take that number and switch it with the one in the middle. (4) Move the smallest number next to the largest number, either to its right or to its left. (2,1,5,4,3) or (2,5,1,4,3) (5) Now switch the two numbers next to the largest number, but only if the one on the left is larger than the one on the right. (2,1,5,4,3) or (1,5,2,4,3) (6) If neither of the two largest numbers is in the middle, move the number in the middle to the far left. (2,1,5,4,3) (7) If either of the two largest numbers is in the middle, put everything back in the original ascending order. Check the student's final sequence and review the instructions. Main Activity 2: Conditions with unless or until Use 'unless' or 'until' to indicate a condition for something: "My English won't improve unless I study harder." "They won't buy her company unless she agrees to stay." "Unless we reduce the use of fossil fuels, global warming will continue to get worse." "I won't stop working until I solve this problem." "We have to wait here until she comes to meet us." "I had to stay at the office until everyone else left." "I couldn't leave the office until everyone else had gone." Space and Time 010_EX7_003.PDF Written Exercises A-C Space and Time 010_TG7_003.PDF This Unit focuses on spatial arrangements, specifying time and action sequences, and giving instructions that require certain conditions to be met. Once the language is understood, students must make inferences, solve a problem, and then arrange a sequence of objects on screen. In the Presentation lesson, the target language models and vocabulary are presented, with comprehension checks and Glossary support. When this is completed, students may try the Speaking Practice lesson, where they will be presented with a sequence which they should describe by either using the mouse to click on the correct choice or by clearly speaking their answer using the Speech Recognition feature of the program. When these two lessons are completed, students should try the Space and Time Games to test their understanding. If they have difficulty, they should review the Presentation lesson again. Goals: (1) To be able to use a description instead of a name to specify an object. (2) To be able to express logical alternatives (one of, either) and exclusions (neither). (3) To be able to understand and give instructions which involve a condition or exception. (4) To be able to understand and indicate the correct sequence of actions and events. 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 monitoring. Speak clearly. Language Activity: Conditional Instructions and Exceptions Review and discuss terms such as: even if, not unless, unless, so that, only if, except Main Activity 1: Dictation: Negotiation Instructions Dictation about discounts and conditions. Main Activity 2: Oral Instructions Have student give detailed instructions for doing something such as serving a tennis ball. Language Activity: Conditional Instructions and Exceptions Review and discuss terms such as: even if, not unless, unless, so that, only if, except. Examples: "I'll be at the meeting even if I have to travel all night to get there." "I won't come to the meeting unless we have a signed contract." "I'll come with you, but only if you agree to let me pay." "You can go anywhere except near the water." "Everyone except Bob will be there." "If you could live anywhere except where you live now, where would it be?" Main Activity 1: Dictation: Negotiation Instructions Dictation: (1) Our customer wants a discount, so we need to set some conditions. (2) First, if they order 20 units, we can offer them a 10 percent discount. (3) Second, don't give them a bigger discount unless they buy at least 50 units. (4) If they refuse to buy without a discount, ask them to submit a counter proposal. (5) For example, we could give them a discount if they agree to pay in advance. Check for accuracy and then have the student summarize the dictation. Then ask follow-up questions like: What kind of conditions have you seen in a negotiation? What does it mean to pay 'in advance'? What is a counter proposal? Main Activity 2: Oral Instructions Have the student give clear, step by step, detailed instructions about how to do something, such as: how to serve a tennis ball, how to swing a golf club, how to install a computer program, how to send an e-mail, how to change a tire on a car, how to print something from the Internet, how to determine whether something is acidic, how to build a fire without a match, or how to bake a cake. Example: Take the tennis ball and throw it about two feet above your head. While the ball is going up, take your racket back and bend your elbow so the racket is pointing down. When the ball reaches the highest point, etc. Space and Time 010_EX7_003.PDF Written Exercises A-C Space and Time 010_TG7_003.PDF This Unit focuses on spatial arrangements, specifying time and action sequences, and giving instructions that require certain conditions to be met. Once the language is understood, students must make inferences, solve a problem, and then arrange a sequence of objects on screen. In the Presentation lesson, the target language models and vocabulary are presented, with comprehension checks and Glossary support. When this is completed, students may try the Speaking Practice lesson, where they will be presented with a sequence which they should describe by either using the mouse to click on the correct choice or by clearly speaking their answer using the Speech Recognition feature of the program. When these two lessons are completed, students should try the Space and Time Games to test their understanding. If they have difficulty, they should review the Presentation lesson again. Goals: (1) To be able to use a description instead of a name to specify an object. (2) To be able to express logical alternatives (one of, either) and exclusions (neither). (3) To be able to understand and give instructions which involve a condition or exception. (4) To be able to understand and indicate the correct sequence of actions and events. 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 monitoring. Speak clearly. Language Activity: Time Sequence Review terms such as: 'by the time that', 'not until', 'still', 'already', 'when', 'while' Main Activity: Dictation: Conditional Instruction Dictation Dictation of conditional instructions involving numerical relations. Main Activity 2: Clarification and Confirmation phrases Go over phrases like: "Was that X?" "Did you say X or Y?" "Did you say it was or wasn't ready?" "Could you go over that again please?" Language Activity: Time Sequence Review terms such as: 'by the time that', 'not until', 'still', 'already', 'when', 'while'. Review and discuss these sentences: 'When I got to the laboratory, the students were already installing the software and our engineer still hadn't arrived with the updates.' 'By the time we got the order to cancel the meeting, we had already sent out the invitations.' 'He had been talking on the phone for about ten minutes when his battery went dead.' 'We tried to fix the problem even while the meeting was going on, but we finally had to give up.' 'The meeting didn't begin until after I arrived and had spoken with my boss on the telephone.' Main Activity: Dictation: Condition Instruction involving numerical relations Write down these numbers: 1, 9, 16, 25, 30. Now repeat, write down, and follow these instructions: (1) Take the largest multiple of five and move it to the far left. (30, 1, 9, 16, 25) (2) Move the smallest odd number to the far right, but only if it's between two odd numbers. (3) Don't move the smallest number to the far right unless it's less than 2. (30, 9, 16, 25, 1) (4) If either of the 2 even numbers is on the left, move it to the far right. (9, 16, 25, 1, 30 ) (5) If the number on the left is even, leave it there. Check the sequence and ask the student to give you a similar set of instructions. Main Activity 2: Clarification and Confirmation phrases Go over phrases like: "Was that X?" "Did you say X or Y?" "Did you say it was or wasn't ready?" "Could you go over that again please?" "That's not exactly what I said." "That's not what I meant to say." "What I meant to say was..." "Did you mean X or Y?" "Did you mean to say to move X or Y?" "Let's confirm the details." "Let me repeat that back." In your culture, is it polite to ask for confirmation or repetition? What do you do if you are not sure of an instruction? Is it impolite to question or correct your boss or teacher? Space and Time 010_EX7_003.PDF Written Exercises A-C Space and Time 010_TG7_003.PDF This Unit focuses on spatial arrangements, specifying time and action sequences, and giving instructions that require certain conditions to be met. Once the language is understood, students must make inferences, solve a problem, and then arrange a sequence of objects on screen. In the Presentation lesson, the target language models and vocabulary are presented, with comprehension checks and Glossary support. When this is completed, students may try the Speaking Practice lesson, where they will be presented with a sequence which they should describe by either using the mouse to click on the correct choice or by clearly speaking their answer using the Speech Recognition feature of the program. When these two lessons are completed, students should try the Space and Time Games to test their understanding. If they have difficulty, they should review the Presentation lesson again. Goals: (1) To be able to use a description instead of a name to specify an object. (2) To be able to express logical alternatives (one of, either) and exclusions (neither). (3) To be able to understand and give instructions which involve a condition or exception. (4) To be able to understand and indicate the correct sequence of actions and events.