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 7. Review Study Score. Provide coaching information. Stress the importance of frequent practice and review. Language Task: Contrast Contrary-to-Fact Conditionals with Real Past Conditionals Explain and discuss the following sentences: If it hadn't rained, they (could, might, would) have walked to the theater. If it rained, they (could, might, would, must, should) have taken a taxi. If nobody saw them, the guards must have been sleeping. Main Activity: Discussion Topic If you could live your life over again. Learning from mistakes. Optional Activity: Mystery Summary Ask the student to summarize "The Secret Code." Language Task: Contrast Contrary-to-Fact Conditionals with Real Past Conditionals Explain and discuss the following sentences: If it hadn't rained, they (could, might, would) have walked to the theater. If it rained, they (could, might, would, must, should) have taken a taxi. If nobody saw them, the guards must have been sleeping. Here are more sentences to discuss: If he was at the party, we would have seen him. If he had been at the party, we would have seen him. If the crime happened after he left, he couldn't have done it. If the crime had happened after he left, he couldn't have done it. If someone knew what was going to happen, they could have prevented it. If she came in through the door, the camera must have been disabled. In the above sentences, what is expressed as contrary-to-fact or unlikely, and what is expressed as an unknown? Main Activity: Discussion Topic: Learning from mistakes. Answer the question: "If you could do one thing in your life over again, what would it be?" and explain why. Discuss how we learn or don't learn from experience and mistakes. What mistakes have we made? Optional Activity: Mystery Summary Ask the student to summarize "The Secret Code." Who are the suspects? What was stolen? Who do you think did it? Who couldn't have done it? The Secret Code 010_EX8_001.PDF Written Exercises A-E Review Unit: Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. 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. The Secret Code 010_TG8_001.PDF In the context of solving a mystery, this Unit focuses on making inferences about what may or may not have happened in the past. In Setting a Trap, The Suspects, and The Investigation, the language models are presented along with comprehension checks. When these three lessons are completed, students should do the Focus Exercises lesson, which gives them practice making inferences. In the final lesson, Guilty or Not Guilty, students decide which of the suspects committed the crime. If their choices are correct, the rest of the lesson is unlocked and one of two solutions is revealed. If their choices are incorrect, the lesson is locked, and the students must review the previous lessons before they can try again. Goals: (1) To be able to make inferences about a past sequence of events. (2) To be able to explain why and how a set of facts leads to a range of possible conclusions. (3) To be able to use language as a problem solving tool. (4) To be able to make inferences 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 7. Review Study Score. Provide coaching information. Stress the importance of frequent practice and review. Extension Activity: Dictation and Discussion Dictation: What Must Have Happened? Main Activity: Discussion Topic If you could live your life over again. Learning from mistakes. Optional Activity: Mystery Summary Ask the student to summarize "The Secret Code." Extension Activity: Dictgation and Discussion Dictation: (1) When she got to her office, she realized that something was wrong. (2) The door to her office was locked, and it looked as if her things had been moved. (3) She wondered if somebody had broken in. (4) Then she looked around and realized what had happened. (5) She must have gotten off the elevator on the wrong floor. Check the dictation for accuracy and have the student summarize it. Note the logic and the conditionals. Then discuss how this and other problems can be solved by explaining the logic. What is an inference? What are reasons? What qualifies as evidence? Main Activity: Discussion Topic: Learning from mistakes. Answer the question: "If you could do one thing in your life over again, what would it be?" and explain why. Discuss how we learn or don't learn from experience and mistakes. What mistakes have we made? Optional Activity: Mystery Summary Ask the student to summarize "The Secret Code." Who are the suspects? What was stolen? Who do you think did it? Who couldn't have done it? The Secret Code 010_EX8_001.PDF Written Exercises A-E Review Unit: Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. 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. The Secret Code 010_TG8_001.PDF In the context of solving a mystery, this Unit focuses on making inferences about what may or may not have happened in the past. In Setting a Trap, The Suspects, and The Investigation, the language models are presented along with comprehension checks. When these three lessons are completed, students should do the Focus Exercises lesson, which gives them practice making inferences. In the final lesson, Guilty or Not Guilty, students decide which of the suspects committed the crime. If their choices are correct, the rest of the lesson is unlocked and one of two solutions is revealed. If their choices are incorrect, the lesson is locked, and the students must review the previous lessons before they can try again. Goals: (1) To be able to make inferences about a past sequence of events. (2) To be able to explain why and how a set of facts leads to a range of possible conclusions. (3) To be able to use language as a problem solving tool. (4) To be able to make inferences 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. Their study should include some lessons from Module 7. Review Study Score. Provide coaching information. Stress the importance of frequent practice and review. Extension Activity: Dictation and Discussion Dictation: Understanding Why Main Activity: Problem Solving/Mysteries Describe a recent event that has an unknown cause. Speculate about the cause. Optional Activity: Reasons for a Past Decision Ask the student to give the reasons leading to a past decision. Extension Activity: Dictgation and Discussion Dictation: (1) We still don't understand why our proposal wasn't chosen by the committee. (2) We were told that most of the committee members favored our design. (3) On the other hand, I believe that our price was a bit higher than our competitors. (4) If price was the deciding factor, then the committee was not serious about quality. (5) Either that, or we failed to demonstrate the long-term cost-effectiveness of our design. Check the dictation for accuracy and then have the student summarize the dictation. Then discuss the relationship between cost and quality. How can you show quality in a proposal or presentation. Are people really interested in quality? Main Activity: Problem Solving/Mysteries Describe a recent event that has an unknown cause, such as a crime, outbreak of a disease, celebrity divorce, accident, or historical mystery, such as the extinction of the dinosaurs or the disappearance of various civilizations. Speculate about what might/could have happened. Follow a line of reasoning, such as: "If the wing was damaged, it could have caused the shuttle to overheat during reentry." "If it reheated, one of the heat sensors would have recorded it." "On the other hand, the damage might have been caused by ice that hit the wing during liftoff." Etc. Describe what might have caused something to happen. Answer questions such as: What could have caused it? How could it have happened? Why do you think it happened? How could it have been prevented? Why didn't the government tell the truth? What must have happened? Optional Activity: Reasons for a Past Decision Think of a decision you had to make in the past. Explain why you made the decision that you did. What might have been different if you had made a different decision? The Secret Code 010_EX8_001.PDF Written Exercises A-E Review Unit: Life Choices 010_TG7_001.PDF This Unit focuses on decisions and their consequences, both real and imaginary. 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. The Secret Code 010_TG8_001.PDF In the context of solving a mystery, this Unit focuses on making inferences about what may or may not have happened in the past. In Setting a Trap, The Suspects, and The Investigation, the language models are presented along with comprehension checks. When these three lessons are completed, students should do the Focus Exercises lesson, which gives them practice making inferences. In the final lesson, Guilty or Not Guilty, students decide which of the suspects committed the crime. If their choices are correct, the rest of the lesson is unlocked and one of two solutions is revealed. If their choices are incorrect, the lesson is locked, and the students must review the previous lessons before they can try again. Goals: (1) To be able to make inferences about a past sequence of events. (2) To be able to explain why and how a set of facts leads to a range of possible conclusions. (3) To be able to use language as a problem solving tool. (4) To be able to make inferences with different degrees of certainty.