English Right Now! LLC Napa Valley Corporation Drive, Suite A Napa, CA USA

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1 Teacher's Guide

2 English Right Now! LLC 2799 Napa Valley Corporation Drive, Suite A Napa, CA USA by English Right Now! LLC & Copyright 2009 by English Right Now! LLC Program content and Package artwork: 2009 English Right Now! LLC All rights reserved. No unauthorized photocopying. The material contained in this workbook is protected under the copyright laws of the United States and other countries. Any duplication, reproduction, transcription, distribution, or other unauthorized use of the material, in whole or part, is strictly prohibited and may subject the offender to liability and criminal penalty. Writer: Curriculum Team, English Right Now! The Engagement, written by: Dorio Barbieri, Roberto Donati, Sam Powers, Peter Shushtari Translation: Roberto Donati Designer: Zoro Rodriguez Cover Design: Paris Nattboy ISBN Printed in the United States of America ii

3 Contents Welcome to Ingles Ya!... 2 DVD Lesson Elements... 6 Sample IY! Lesson Plans Using IY! in One-on-one Tutor Sessions...12 Using IY! in Blended Distance Learning Classes Using IY! in Spanish-English Bilingual ESL Classes The IY! Workbook Scope & Sequence Workbook Glossary Workbook Grammar Charts Workbook Answer Key Workbook Audio Script iii

4 Welcome to Inglés Ya! Inglés Ya! is a multimedia ESOL independent learning program for low-beginning Spanish speakers. The program was developed to meet the needs of beginning-level adult and young adult learners who are unable to attend ESOL classes but want to begin studying English, or who want to expedite their language acquisition by combining classroom study with independent learning. The program s bilingual language support also makes Inglés Ya! an appropriate teaching tool in bilingual Spanish ESL classes. IY! uses an engaging and original telenovela to set the context for 20 competency-based, four-skill English language lessons that feature high-interest vignettes on vocabulary, grammar, life skills, and U.S. culture. The audio program and set of workbooks that accompany the IY! DVD give students the extensive practice they need to begin communicating in English. What is the rationale behind the Inglés Ya! program? The Inglés Ya! approach to language learning was guided by adult ESOL research on language acquisition and achievement. Research has shown learners motivation and achievement increases when lesson content is related to learners lives (Condelli, Wrigley, & Yoon, 2002). The IY! curriculum is based on learners real-life need to be able to communicate in social situations, on the job, with their families, and in the community. IY! lessons begin with clearly identified language and content objectives in order to help each learner set his or her own learning goals and to, again, accentuate the relevance of the lessons to each learner s life. Because vocabulary and grammar are essential building blocks for communicative language instruction, IY! features explicit vocabulary and grammar segments, that provide practice with the key terms and grammar structures learners need to achieve each lesson objective. IY! Vocabulary segments teach high-frequency vocabulary items with both visual and thematic clues to meaning. IY! Grammar Time segments teach target grammar points in context, while also focusing learners on the form of each grammar point. The focus-on-form approach is in keeping with current research that says learners increase their use of target grammar structures when they increase their awareness of both form and meaning (Ellis, Basturkmen, & Loewen, 2001; Pica, 2008). Inglés Ya! is the first ESOL program designed for low-beginning learners to use independently. By providing bilingual support, instructor Erika Elizondo makes IY! language lessons accessible and comprehensible to learners who, while literate in Spanish, have very limited English skills. In a 2003 study of Spanish-speaking ESOL literacy learners, students had higher gains in classes where the teacher was bilingual and was able to use Spanish to give instructions, clarify, or to offer a quick translation of a difficult term (Condelli, Wrigley, & Yoon, 2002). Because learners using IY! can understand the meaning and form of the language examples in every lesson, they are highly motivated to practice and to use their newly acquired English skills in the role-play conversations throughout the program. Which learning environments are suitable for Inglés Ya!? Inglés Ya! is a very flexible ESOL instructional tool thanks to its high-interest multimedia presentation of English language and life skills competencies, its bilingual instructional support, and its integrated four-skill approach. IY! is particularly effective in three types of programs: one-on-one or small group tutorials, blended distance learning, and bilingual classroom instruction. This teacher s guide will provide you with the framework for using IY! in each of the following settings. described below. 2

5 Model 1: Independent Learning in Tutorial Settings The independent learning/tutorial model is often used in community-based or faith-based organizations, libraries, and other agencies where learners work one-on-one or in small groups with tutors. In this model, students have access to the IY! materials (DVD, CD and workbook lessons) in order to work on them independently at home or in a computer lab setting. Typically learners come in once or twice a week to meet with their tutor to ask questions and to get targeted remediation in any particularly challenging areas of instruction. The tutor can record the student s progress and move the student forward to the next appropriate lesson. Model 2: Blended Distance Learning In the blended Distance Learning environment, ESOL students are enrolled in a traditional face-to-face ESOL course and also check out distance learning DVD programs and workbooks for use outside the classroom. As students complete each distance-learning lesson, they bring their work to the classroom teacher for feedback. These feedback sessions are often held before or after traditional class times. In a blended distance learning class with students from various language groups, IY! (with its Spanish bilingual support) would be an effective distance learning tool for the low-beginning native Spanish speakers in the class. Students who are native speakers of languages other than Spanish, would use other materials for their distance learning assignments. In blended distance learning classes where all learners are native speakers of Spanish, it s possible for the instructor to integrate various IY! materials into classroom instruction, while having all learners check out the CDs and DVDs continuing study outside the classroom. Effective use of the IY! material in the classroom requires only that students have basic Spanish literacy skills. It is also optimal for the classroom teacher to have some degree of Spanish fluency in order to best understand and use the materials in this setting. Model 3: Bilingual Classroom setting In the bilingual classroom model, the instructor integrates IY! materials into the classroom environment as either the primary curriculum or as supplementary materials to enhance learning. The instructor designs lessons based on the topics taught in the IY! curriculum and uses the IY! written materials to reinforce learners understanding of the skills and content. During the presentation, reinforcement, and evaluation stages of a classroom lesson, the instructor selectively uses the video, audio, and written segments of the IY! materials to support and expand upon the classroom lesson plan, emphasizing and highlighting key instructional points. 3

6 The pages that follow include an overview of all Inglés Ya! materials, the scope and sequence of the program s curriculum, and several lesson ideas. In addition, at the back of the guide you will see several useful tools such as the vocabulary list and grammar charts for all 20 episodes. On behalf of the Inglés Ya! curriculum and production teams, I want to thank you for all you do to help your learners achieve their life goals. It is my sincere hope that Inglés Ya! will be a valuable tool for you and your learners. Sam Powers, Series Creator Curriculum Consultant References Condelli, L. Wrigley, H.S., and Yoon, K What works study for Adult ESL Literacy Students. Study Summary. Ellis, R., Basturkmen, H., Loewen, S "Pre-emptive focus on form in the ESL classroom". TESOL Quarterly 35, Pica, T SLA in the instructional environment. Working Papers in Educational Linguistics, 23(1),

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8 DVD Lesson Elements Welcome The IY! teacher welcomes the students in Spanish and tells them the topic and language objectives of the lesson The title of the lesson and the lesson objectives are shown on the screen. Students view previews of scenes from the lesson that use the target language. Episode The Engagement Students view a three-to-five minute episode of the running soap opera with Spanish subtitles. Students are exposed to the target language in real-life conversations between the characters speaking at a natural speed. Vocabulary Time and More Vocabulary Speaking in Spanish, the teacher tells the students about the vocabulary they will be studying and how it relates to the topic of the lesson. The teacher presents clips from The Engagement where target language is used. Pictures and animation, sometimes presented with a song or ditty, demonstrate the meaning of the new vocabulary. Vocabulary may include single words or complete phrases. The teacher encourages students to repeat the vocabulary terms in isolation or within complete sentences. 6

9 Professor Stodgy The professor provides an opportunity for review and practice of various language elements. Grammar Time and More Grammar The teacher uses Spanish to present a short description of the grammar point. The teacher presents clips from The Engagement where target language is used. Easy to follow charts illustrate the grammar. Students may watch a scene where characters use the targeted grammar in a short contextualized conversation. Students may repeat short phrases and sentences and/or respond to questions with short answers using the grammar they have learned. Guided Practice for Vocabulary Time and Grammar Time Vocabulary Time and Grammar Time are reinforced by Guided Practice sequences that reinforce the grammar and vocabulary presentations. Students watch and listen as characters use the vocabulary and/or grammar in short conversations. Students take roles in the conversations, repeating lines from the conversations and filling in missing language. Prompts and Your turn signals guide students as they practice the conversations. 7

10 Another Look A variety of characters provide more exposure to the new vocabulary and/or grammar in enjoyable and entertaining skits, music videos, commercials, and other comical situations. Marta Ramos Inglés Ya! Reporter The Spanish speaking IY! reporter hosts this section that appears in many of the lessons. This section provides students with insights into U.S. life and culture and shows students authentic settings where they will hear the language they are learning. In some lessons, the IY! reporter takes students out onto the streets of Los Angeles to experience venues where the language they are learning would be used. In other lessons, the reporter interviews experts about aspects of U.S. life that are important for newcomers and students planning to come to the United States. Review Time The teacher leads the students through a series of questions that test the students knowledge of the newly learned language objectives. Students choose the correct answer from two options for each question. 8

11 Repetition of The Engagement With teacher encouragement and armed with their new knowledge, students watch and listen again to The Engagement vignette from the lesson, but this time without the Spanish subtitles Closing The teacher congratulates the students for completing the lesson and sums up what they have learned. The teacher encourages the students to complete the accompanying workbook lesson and to watch the Special Features and listen to the audio CD. The teacher tells the students what they will be studying in the upcoming lesson. Special Features Each Special Features section provides further content for student practice. Sections include: Grammar, Vocabulary, Pronunciation, and Useful Phrases 9

12 Interactive Test The host leads the students through a series of questions that test the students knowledge of some of the language objectives covered in the lesson. With the remote control, students choose the correct answer from three options for each question. If students pick the wrong answer, the host gives them an opportunity to try again. If a student picks the correct answer, the host asks a new question. 10

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14 Sample IY! Lesson Plans Using IY! in One-on-one Tutor Sessions One-on-one tutor sessions are typical in library programs and other community-based organizations. ESL teachers in this type of instructional environment often have a limited amount of time (sometimes less than an hour per week) to meet with a student and help progress toward his or her language acquisition goals. IY! can play a valuable role in the tutorial learning environment with Spanish-speaking beginning-level learners. IY! allows the Spanish-speaking student to work independently on target structures and life skill objectives before in addition to meeting with the tutor. The Spanish explanations of language concepts and structures provide rapid access to the meaning behind the language being taught and practiced. Once in the session, the tutor and student can focus on those specific elements of the lesson the student most wants or needs to work on. The sample lesson on the next pages demonstrates how a tutor could develop a lesson plan using IY! The tutor can first assess the learner s comprehension of the IY! lesson and then emphasize the communicative lesson objective, vocabulary development, and target grammar structures with simple one-on-one exercises. Showing the Another Look, Here s Marta, or Chant/Song segments of the IY! lesson during the tutoring session gives the learner a chance to revisit the lesson and engage in authentic questions and answer sessions about the segment. The workbook pages with grammar charts, listening activities, quizzes, and reading tasks are excellent ready-made resources that a tutor can use during the sessions. The sample tutorial session lesson plan assumes an English immersion approach. Tutors who are bilingual may choose to include bilingual instruction as necessary, however tutors who are not bilingual will not be at a disadvantage, since the goal of the IY! program is to help students communicate in English. However, tutors who are not bilingual will want to preview the English-only workbook pages when preparing session materials. The quizzes, learning logs, and applied performance activities (Out and About) provide tutors with documentation to demonstrate students progress in the program. 12

15 Sample Lesson Plan for Weekly Tutor sessions Lesson Objective: Students will be able to ask and respond to the question What are you doing? in various settings including phone conversations. Grammar focus: present continuous Vocabulary focus: everyday actions, e.g., shop, work, read, watch TV, eat, study, talk, play, drink, talk on the phone Materials: IY! DVD Unit 2, Lesson 7; Workbook pages picture cards, word cards, dialog frame, illustrated scene (See below) Required prior to session: Student should have viewed the lesson at least once and completed pages in the Lesson 7 workbook. PREPARATION: 1. Use the chapter selection screen for Lesson 7 to cue the DVD to the "Hello Marta" segment [12:13]. If time permits during the session, you may want to play other parts of the lesson. 2. Bilingual tutors: Read through the student workbook materials for lesson 7. Non-Spanish speaking tutors: Read through the English version of the student workbook for lesson Prepare a set of 3x5 picture cards for the words and phrases shop, work, read, watch TV, eat, study, talk on the phone, play soccer, and drink. You can copy the pictures from the workbook, download pictures from the Internet, or cut pictures out of magazines, and then paste them to the cards. 4. Prepare a second set of 3x5 cards, this time with the following words and phrases: shop, work, read, watch TV, eat, study, talk on the phone, play soccer, drink, you?, he?, she?, and they?. 5. Write this simple dialogue frame on a piece of paper: A: Hi,. What are you doing? B: I'm ing, Can I call you later? A: Sure. Bye. 6. Find a scene from the Internet, in a magazine, in a picture dictionary, or in a textbook that depicts at least five people doing different things. 7. Preview the lesson plan and adjust it for your situation. 13

16 LESSON PLAN OPENING: (5-10 minutes) 1. Collect the student s completed workbook pages and scan them quickly to note any error patterns or blank pages. 2. Ask the following questions: a. How was your week? b. How many times did you watch this lesson? c. Was this lesson easy or difficult? d. What section(s) of the video did you like best? e. What questions do you have for me? (Use the information from the student s workbook pages and his/her responses to the questions to guide your instruction.) 3. Answer the student s general questions and/or explain that by the end of the session, his or her question(s) will be answered. WARM-UP/REVIEW: (5 minutes) 1. Place the picture cards (see # 3 above) on the table in front of the student. Say a verb or verb phrase and have the student point to the matching picture card. (Be sure to speak at normal speed and intonation.) 2. Switch roles and have the student say one of the verbs, while you point to the matching picture. (Be sure to point to an incorrect picture now and again so that your student can correct you.) INTRODUCTION: (5 minutes) 1. Ask the student to name situations or places where he or she has heard What are you doing? [e.g., on the phone, at work, at home]. Model the different ways the question can be asked (e.g., Friend on phone: Hi! What are you doing? Supervisor to worker: What are you doing now? Mom to child: What are you doing?!! 2. State the lesson objective: Today you ll learn how to ask and answer the question What are you doing? in various situations. PRESENTATION AND COMPREHENSION CHECK (15 minutes) 1. Tell the student that you re going to watch one segment of the video together. Ask him/her to focus on what each person is doing. 2. Watch the "Hello Marta" segment from Episode 7 with your student. 3. Watch the segment again, and pause the DVD before each person or group answers Marta s question. Ask your student or questions: Are they shopping or eating? Is she drinking coffee or working? 4. Review the grammar chart on pages 119 and 120 of the workbook (Unit 2, Lesson 7) with the student. Check the student s comprehension of the form and meaning of the present continuous by asking him/her to make statements and Wh-questions using the charts. For example: Tutor: Tell me about Julio. Student: He s eating. Tutor: Ask the question about Sara. Student: What s she doing? 14

17 GUIDED PRACTICE (1): (10 minutes) 1. Put the paper with the dialog frame between you and your student. Model the simple exchange using the verb study. A: Hi, _[student s name]. What are you doing? B: I m _[study]_ing. Can I call you later? A: Sure. Bye. 2. Place the picture cards face down in front of your student. Explain that you will take role A and call your student. Your student will pick up a picture card and use it to complete his/her response (role B). 3. Reverse roles and let your student ask you the question. (Repeat the conversations with all the picture cards.) GUIDED PRACTICE (2): (10 minutes) 1. Place the pronoun word cards (you, He, She, They) in a pile, face down, and place the picture cards in another pile face down between you and the student. 2. Take turns picking a pronoun card in order to ask the question What doing?. (e.g., What are you doing? What s he doing? What s she doing? What are you doing?) Take turns answering the questions by turning over a card from the picture card pile and using the picture to prompt the response. (e.g., He s reading. She s eating.) GUIDED PRACTICE (3): (5 minutes) If your student has not completed Workbook page 124, play the audio or dictate from the tapescript (p.156) to complete exercise B. COMMUNICATIVE PRACTICE/EVALUATION: (10 minutes) Show the student the illustrated scene on page 124 and have he or she tell you what s/he sees people doing in the picture. Tell your student to ask you What is/are doing? if he or she doesn t know how to describe an action in the picture. Evaluate your learner s grasp of the correct use and pronunciation of the target language. If your learner has not yet completed the quiz on page 126 in the Workbook, have him/her take the quiz. APPLICATION (OPTIONAL): (5 minutes) Ask your learner to show you any photos he or she is carrying and to _describe the person in the photo and what s/he is doing. Assign p. 125 "Out and About," describe the process. EXPANSION (OPTIONAL): Do the reading activities (A,B, and C) on page 125 in the Workbook with your student. Play concentration with your student using the picture cards and the matching word cards. Shuffle the cards together and lay them face down (randomly) on the desk. Take turns picking two cards at a time to try to get a word and picture match. 15

18 Using IY! in Blended Distance Learning Classes Students enrolled in blended distance learning programs typically attend one or two face-to-face classes a week and spend at least ten hours a week using self-study materials. Video and audio materials are commonly used in this type of program, but until recently haven t been appropriate for low-beginning learners. Inglés Ya!, because of its bilingual support and low-level curriculum, is ideally suited for use in a blended distance learning program that serves beginning-level Spanish speakers. Teachers in this type of program can rely on IY! to cover the key grammar concepts associated with a low-beginning curriculum and the adult life skill competencies learners at this level need to master. Students benefit from working at home on the material and then coming into a classroom where the instructor targets language skills best covered in a face-to-face setting, such as conversation and pronunciation. In addition, the teacher can provide integrated skills lessons that preview, review, and expand upon the language lessons students are working on at home. The sample lesson on the next three pages demonstrates how an instructor in a blended distance learning program could approach lesson planning with IY! The sample blended distance learning lesson plan assumes an English immersion approach to the face-to-face class and assumes that all students in the class are Spanish speakers. (For a bilingual approach to lesson planning, see page21, Planning lessons for the bilingual ESL classroom.) In the face-to-face class session of a blended distance-learning program, the teacher may first assess the learners comprehension of the week s IY! lesson and then follow the stages of a communicative lesson to review and expand upon the target language needed to achieve the selected lesson objective. By playing The Engagement, Another Look, and the chant and song segments of the IY! lesson during class time, learners encounter the target language again, but with the added benefit of being able to discuss what they ve seen and heard with their classmates and teacher. The workbook pages with grammar charts, listening activities, quizzes, and reading tasks are excellent ready-made resources that can be exploited during the class as well. (For those teachers who are not bilingual, there is a teacher s version of the workbook in English which includes Englishonly versions of the learning logs and applied performance activities (Out and About) that are very useful for documenting learners progress.) 16

19 Sample Lesson Plan for Blended Distance Learning Program (for Spanish Speakers) Lesson Objective: Students will be able to identify different members of the family and introduce them in social situations. Grammar focus: possessive adj. (my, his, her, your, etc.) Vocabulary focus: family terms, engagement party, baby shower, wedding, family reunion. Materials: IY! DVD Unit 2, Lesson 6; Workbook pages family pictures, overhead transparencies of workbook pages (see below), a class set of blank paper, and colored pencils or markers OR magazines, scissors, and tape. Required prior to session: Student should have viewed the lesson at least once and completed pages in the Lesson 6 workbook. PREPARATION: 1. Use the chapter selection screen for Lesson 6 to cue the DVD to "The Engagement" segment [1:23]. You may also want to use the Ukulele Man s segment at [12:08]. 2. Preview pages in the Workbook. (Non-Spanish speaking instructors will want to preview the English version of the student workbook for lesson 6.) 3. Bring in family pictures or pictures of a famous family such as the Kennedys or the Obamas. 4. Copy the pictures from Workbook pages (Vocabulary Exercises Section A and the Rodriguez family) onto two overhead transparencies (OHTs). For additional practice, prepare another OHT with a family tree labeled with names other than those from the workbook pages. If you do not have access to an overhead projector, you can draw stick figure families on butcher paper or the board. 5. Write this simple dialog frame on the board or on an OHT: A: Hello, [name]. Good to see you. B: Good to see you too, [name]. Let me introduce my wife [name]. A: Nice to meet you, [name]. And are these your children? B: Yes, this is our son, [name] and our daughter, [name]. A: What a beautiful family! Let me introduce my family 6. Have a sheet of blank paper for each student along with either colored pencils or markers, magazines, scissors, and tape. 7. Preview the lesson plan and adjust it for your situation. 17

20 LESSON PLAN OPENING: (15 minutes) 1. Collect the students completed workbook pages and scan them quickly to note any error patterns or blank pages. 2. Ask the following questions: a. How was your week? b. How many times did you watch this lesson? c. Was this lesson easy or difficult? d. What section(s) of the video did you like best? e. What questions do you have for me? (Use the information from the students' workbook pages and his or her responses to the questions to guide your instruction.) 3. Answer the student's general questions and write specific grammar, vocabulary, and life skill questions on the board, so you can refer to them throughout the lesson. WARM-UP/REVIEW: (10 minutes) 1. Review the story of Tony, Gaby, and Ivan with the students. Elicit the events Gaby and Iva are planning (engagement party, wedding). 2. Survey the class to see who has been to an engagement party and what the engagement customs are in students families. Find out at what point families of the bride and groom meet. INTRODUCTION: (5 minutes) 1. Ask your student to name situations where two or more families meet, e.g., engagement parties, weddings, baby showers, religious ceremonies, family reunions, funerals. 2. State the lesson objective: Today you ll learn the words we use to identify family members and ways to introduce family members. PRESENTATION AND COMPREHENSION CHECK: (20 minutes) 1. Tell learners that they will see Ivan and Gaby talk about family members in The Engagement episode. Ask students to raise their hands every time they hear Ivan, Gaby, or anyone else use a family word. Play the episode. 2. Elicit the different words learners heard, writing them on the board. Add any key words they leave out. 3. Use the OHT of page 96 in the workbook to go over the immediate family vocabulary. Ask yes/no questions (Is he the father?) and or questions (Is he the father or the brother?) to verify students understanding. 4. Use the OHT of page 97 of the workbook or drawings of stick figures to teach family terms. Ask yes/no questions (Is Susan the grandmother?) and or questions (Is Susan the grandmother or the aunt?) to verify students understanding. 5. Point to two people in the picture and have students shout out the matching family terms. For example, when you point to Jose and Roberto, students call out: father, son. When you point to Roberto and Betty, students call out: husband, wife. 6. Write these sentences on the board and point out the possessive s: Jose is Carlo's grandfather. Carlos is Marta s brother. 7. Have students generate more sentences about the family picture as you write them on the board. 18

21 GUIDED PRACTICE (1): (10 minutes) Have students form groups of 3-5. Have groups list all the family words they can recall from the lesson. GUIDED PRACTICE (2): (10 minutes) 1. Play the Ukelele Man s song to help students review this and that. 2. Show this simple dialogue on the board or on an OHT and chorally practice with the class. A: Hello, [name]. Good to see you. B: Good to see you too, [name]. Let me introduce my wife [name]. A: Nice to meet you, [name]. And are these your children? B: Yes, this is our son, [name] and our daughter, [name]. A: What a beautiful family! Let me introduce you to my family. 3. Have students form groups of 3 and choose family roles, e.g., Jose decides that he is the father and Juan and Miguel are his children. 4. Have the groups mingle at a classroom "reunion" introducing themselves by their assumed family roles. GUIDED PRACTICE (3)-Optional: (15 minutes) If your students have not completed Workbook page 106, play the audio or dictate from the tapescript (p.156) to complete exercises A-C COMMUNICATIVE PRACTICE: (10 minutes) 1. Distribute sheets of paper with colored pencils or markers or magazines, scissors, and tape.* 2. Tell students they will be drawing their actual family or an imaginary family on the sheet of paper. Give students 5-8 minutes to complete the task. 3. Call time and model for students how to write about their pictures. This is a picture of me, my brother, his wife, and their children. My brother's name is Jason. Jason's wife is Medea, etc. 4. Have students form groups of four and introduce the people in their pictures to their groups. 5. Observe and give feedback as needed. EVALUATION: (10 minutes) Have learners take the quiz on p. 108 of the Workbook APPLICATION (OPTIONAL): (5 minutes) Ask your students to show you any photos he or she is carrying and to describe the people in the photos and what they are doing. Assign p. 107 Out and About and ask learners to keep a log that explains when and where they asked their questions. EXPANSION (OPTIONAL): Do the reading activities (A,B, and C) on page 107 in the Workbook with your students. 19

22 Using IY! in Spanish-English Bilingual ESL Classes The Bilingual ESL classroom supports language learners understanding of English by providing first language explanations of second language concepts and grammar structures. This gives students easier access to learning English. Students in this type of class also work extensively in English, practicing and acquiring listening, speaking, reading, and writing skills. The Inglés Ya! program follows these principles of bilingual ESL instruction by directly translating only that information which builds conceptual understanding and helps students process new information. (Baker, 1997) Numerous elements in IY! are entirely in English and provide engaging and motivating multimedia support for class activities. Some instructors may choose to show the entire 20-minute IY! lesson, integrating video segments throughout their class period to introduce, present and practice the lesson objectives. Other instructors may prefer to use just the English segments of the video as the basis for class listening, speaking, and writing activities. IY! s English language segments include a telenovela: The Engagement, Another Look sketches, as well as vocabulary songs and chants. The Engagement is an effective tool for introducing lesson content and for helping students assess their growth during a lesson. Learners who are literate in Spanish will have 100% comprehension of the segment when they watch the Spanish subtitled version at the beginning of class. At the end of the class session when they view the version without subtitles, they can assess their level of comprehension, making them aware of their growth in English over the course of a lesson. Showing the Another Look segments gives students an opportunity to see and hear the target vocabulary and grammar in use. Having students join in on the songs and chants is a great way to lower learners anxiety levels while reviewing key vocabulary and structures. In some cases, the adult bilingual ESL classroom is open entry/open exit. In these situations, instructors can have learners who enter class late in the course watch the IY! DVDs to help them catch up to the rest of the class. In addition to the DVD lessons, the IY! Program s workbooks contain materials that could be useful for written vocabulary and grammar practice and focused listening in class. Instructors looking for ways to assess learners use of English outside the classroom can also make use of the learning logs and Out and About activities in the workbook. The sample lesson on pages the next three pages demonstrates how an instructor in a beginning-level Spanish- English bilingual class could integrate IY! materials into a communicative language lesson. 20

23 Sample Lesson Plan for Bilingual Spanish-English ESL Classes Lesson Objective: Students will be able to ask for the price of items using How much is/ are? Grammar focus: Conjugating be with singular and plural forms, "How much" questions Vocabulary focus: money, various food items Materials: IY! DVD Unit 1, Lesson 7; Workbook pages picture cards, word cards, dialog frame, Illustrated scene (See below) Required prior to session: Student should have viewed the lesson at least once and completed pages in the Lesson 7 workbook. PREPARATION: 1. Use the chapter selection screen to locate The Engagement with subtitles and have this segment of the lesson cued up on the DVD player [1:54]. Other segments you may want to use in the lesson include Here s Marta [13:19], the money chant [8:01]. and the song, How much is the papaya? [28:20]. 2. Preview pages 38, 42-43, 44, 46, and 48 to determine which of these you would also want to use with your students. (See lesson plan for ways to use the pages.) 3. Assemble pictures of food items including those mentioned on the DVD (e.g., burrito(s), tamale(s), papaya(s), coconut(s), cup(s) of coffee and/or tea, salsa, chips). You could also bring in the actual items or play food. Note: For this lesson it will be helpful to have either several copies of the same item, for example two copies of a picture of a cup of coffee, or one picture showing a single item and another picture showing more than one of the same item. 4. Bring in play money for the role play stage of the lesson or make your own version using the pictures at the bottom of page. 5. Bring in at least 12 blank 3x5 cards for each group of 4-6 students. (In a class of 36 students, you would need 72 cards total.) Students will be writing prices on one side of the card and writing the name of a food item or drawing a picture of it on the other side of the card. 6. Bring in market circulars or download and print advertisements from the Internet. You can also copy the ad from page 44 of the Workbook. If possible, make overhead transparencies of the ads. If an overhead projector is not available, you can post an ad on the board or draw an ad on a sheet of paper. 7. Preview the lesson plan. 21

24 LESSON PLAN OPENING: (10 minutes) 1. Welcome students and ask them to watch The Engagement *(with subtitles) very carefully because you will be asking questions about the information in the story. 2. Play the DVD segment and have students vote on what they think will happen next: Will Mrs. Lopez sell the restaurant to Ivan or Will Mrs. Lopez will not sell the restaurant to Ivan. WARM-UP/REVIEW: (10 minutes) 1. Have students turn to page 38 in their Workbooks and review money vocabulary in exercises A and B. 2. Distribute the play money around the classroom and ask, Who has a dollar? How much money does he or she have? 3. Give students 5 minutes to complete exercise C and check their answers with a partner. Note: You may also want to play the Money chant and the How much is the Papaya? song segments from the DVD at this stage in the lesson. INTRODUCTION: (5 minutes) 1. Ask students where they shop for food. Also ask which items they buy are usually expensive and which are inexpensive. 2. State the lesson objective: Today you ll learn how to ask for prices while you re shopping or looking at a menu in a restaurant. PRESENTATION: (20 minutes) 1. Put up the OHTs the sample food ads or talk about the prices of the various items, emphasizing the singular and plural forms of the foods and the verb be. 2. Tell students you will play the Here s Marta segment from the DVD lesson and ask them to listen for the costs of the different food items. 3. Play the segment and pause the DVD right after each person gives the price of an item. Ask students to tell you what they heard. Model the clarification strategy, "How much?," so that students can repeat the information. 4. Demonstrate a simple conversation at a farmer s market. Conduct a substitution drill using the basic conversation and different foods shown on the large picture cards. e.g., Vendor: May I help you? Customer: Yes, thanks. How much are the papayas? Vendor: They re one dollar each. Customer: Okay, give me two, please. And how much is the watermelon? Vendor: It s $3.00. Customer: Okay, Give me one watermelon, too. 22

25 COMPREHENSION CHECK: (10 minutes) 1. Make a categories chart on the board or on an OHT with the categories: How much is.? and How much are.? Distribute different food pictures around the class, being sure to distribute pictures with both singular and plural images. 2. Have students tell you the food item they have and how to categorize it. Juan: Bananas. How much are the bananas? How much is...? How much are...? a mango the bananas a burrito two cups of coffee 3. Point out the plural markers at the end of the items in the second column. Be sure students notice that the plural marker with coffee is on the container word (cups). It is not necessary to explain count and non-count nouns in this lesson, unless learners take note of it and ask about the use of the plural with coffee. GUIDED PRACTICE: (10 minutes) 1. Have students form groups of 4-6 learners. 2. Distribute 12 blank 3x5 cards to each group and have them determine the prices of different foods at a farmer s market. Give students at least two cards each and have them label or draw a food item on one side of the card and put a price on the other side of the card. (e.g., Side 1: papaya; Side 2: $1.00). 3. Model the activity: Have one group of student hold their cards with the name of the food facing out towards their classmates. Have them take turns asking and answering the question How much? Remind students that the answer for single items is It s and the answer for plural items is They re. Note: Additional guided practice activities can be found on the Grammar and listening workbook pages (43, 44, 46, and 48). COMMUNICATIVE PRACTICE/EVALUATION: (20 minutes) 1. Tell learners they will prepare a role play at a farmer s market. 2. Work with the whole class to set the scene (two vendors want a customer to buy their produce. To compete, they keep lowering their prices. 3. Elicit a conversation for the situation. Write the students ideas on the board. 4. Give directions for the activity: a. Work in groups of four: one person is vendor 1, one person is vendor 2, one person is the customer, and one person is the director. b. Tell the directors to help their actors with the role play. c. Give students 15 minutes to prepare and practice. Then ask them to perform their role plays for the class. 5. Set a time limit, and circulate to help groups with the task. 6. Call time, and have groups volunteer to perform their role plays for the class. Have their classmates listen for the prices of the various items. 7. Evaluate students' accuracy and fluency during the role play. 23

26 APPLICATION (OPTIONAL): (5 minutes) Show students the menu from page 47 in the Workbook and have them ask and answer questions about the prices of items on the menu. Assign page 49, Out and About. Describe what students are to do. CLOSING: (5-10 minutes) Play The Engagement segment without subtitles for students and ask them to evaluate what percentage of the segment they understood: 100%, 75%, 25%, or 0%. 24

27 25

28 The Ingles Ya! Workbook Ingles Ya! Workbook provides students with an opportunity to reinforce and expand the language taught in the DVD lessons. Because directions are written in Spanish, students can move through the workbooks with or without an instructor s guidance. Lessons are grouped together into the same units as the DVDs. The cover of each workbook includes the lesson titles in both Spanish and English. The final pages of each workbook contain the audioscript for each lesson and an English/Spanish glossary for the unit. Every workbook contains the following elements: Lesson Cover Each lesson in an Ingles Ya! workbook begins with its own cover page that includes the lesson title and learning objectives. A Place to Live Nuestra Vivienda Looking for an Apartment Buscando un Departamento In this lesson En esta lección aprenderás: Ask about places to rent A preguntar sobre lugares para alquilar Identify housing features A identificar características de un hogar Use the simple present tense in statements, questions and short answers A hacer oraciones, preguntas y respuestas cortas usando el tiempo presente simple Cuaderno de Trabajo Lección 12 WB12-14.indd 1 2/27/09 4:50:39 PM Vocabulary Vocabulario Vocabulary Vocabulario A. Lee las palabras de vocabulario. Busca las palabras que no sepas en el glosario en la página apartment 2. manager 3. application 4. house 5. rent/ for rent 6. condo 7. next proximo/a 8. nearby cerca 9. available disponible B. Escucha y repite las palabras de vocabulario. * EXTRA! * Cuál es la diferencia entre un condo y un apartment? Condos (condominios) y apartments (departamentos) por lo general parecen iguales. Sin embargo, los apartments se alquilan y los condos se venden. También, si vives en un condo, es usual pagar una cuota mensual a la asociación del condominio. Esta cuota paga por seguridad, el mantenimiento del jardín y alberca, y el mantenimiento general. New vocabulary is introduced using pictures and/or Spanish translations. Whenever an Vocabulary exercise Vocabulario is marked with a CD icon, the A. Lee las palabras de vocabulario. Busca las palabras que no sepas en el glosario en student should la página listen 59. to the audio to complete the activity. Students listen to and then repeat the new 1. apartment 2. manager 3. application 4. house 5. rent/ for rent vocabulary words. 6. condo 7. next proximo/a 8. nearby cerca 9. available disponible B. Escucha y repite las palabras de vocabulario. Vocabulary Exercises Ejercicios de vocabulario A. Desenreda las palabras. Vocabulary 1. tpateramn apartment Exercises 6. noaptiplcia Ejercicios de vocabulario 2. tren 7. xtne 3. rgmaane 8. llebaavia 4. shuoe 9. dcoon In 5. various rybaen exercises, students spell the new vocabulary, match B. Escucha words y rellena los espacios. with pictures, and use new vocabulary terms 1. I need an in. apartment a context related 5. This house to is for the. lesson. 2. Maria wants a. 6. You need to talk to the. 3. Does she live? 7. Do you want an. 4. The apartment is available week. 8. When is the apartment? 2 Unidad 4 Nuestra Vivienda * EXTRA! * Cuál es la diferencia entre un condo y un apartment? Condos (condominios) y apartments (departamentos) por lo general parecen iguales. Sin embargo, los apartments se alquilan y los condos se venden. También, si vives en un condo, es usual pagar una cuota mensual a la asociación del condominio. Esta cuota paga por seguridad, el mantenimiento del jardín y alberca, y el mantenimiento general. Vocabulary Exercises Ejercicios de vocabulario A. Desenreda las palabras. 1. tpateramn apartment 6. noaptiplcia 2. tren 7. xtne 3. rgmaane 8. llebaavia 4. shuoe 9. dcoon 5. rybaen B. Escucha y rellena los espacios. 1. I need an. apartment 5. This house is for. 2. Maria wants a. 6. You need to talk to the. 3. Does she live? 7. Do you want an. 4. The apartment is available week. 8. When is the apartment? WB12-14.indd 2 2/27/09 4:50:42 PM 2 Unidad 4 Nuestra Vivienda WB12-14.indd 2 2/27/09 4:50:42 PM 26

29 More Vocabulary and More Vocabulary Exercises an apartment a house More Vocabulary Más vocabulario A. Lee estas palabras relacionadas con lo que podrías encontrar cerca de o dentro de una casa o complejo de departamentos. Busca las palabras que no sepas en el glosario en la página bedroom 2. dining room 3. den 4. living room 5. kitchen 6. bathroom 7. balcony 8. pool 9. closet B. Escucha y repite las palabras de vocabulario. Lección 12 Buscando un Departamento 3 WB12-14.indd 3 2/27/09 4:50:44 PM More Vocabulary Exercises Más ejercicios de vocabulario A. Mira las ilustraciónes. Adónde en una casa encontrarías lo que ves en la ilustración? Escoge una palabra del cuadro. pool kitchen bathroom closet living room den bedroom dining room In several of the lessons, the vocabulary section of the workbook is expanded through the introduction of a second set of vocabulary words related to the content of the lesson. Additional exercises give students opportunities to practice using the vocabulary. 1. den B. Escribe T (True) si la oración es cierta o F (False) si la oración es falsa. F 1. John is watching TV in the closet. 5. Frank is working in the pool. 2. Maria is eating lunch in the bathroom. 6. Sofia is drinking coffee in the kitchen. 3. Tony is studying in the den. 7. Luis is reading in the living room. 4. Marta is talking on the telephone in the bedroom. 8. José is eating dinner in the dining room. 4 Unidad 4 Nuestra Vivienda WB12-14.indd 4 2/27/09 4:50:47 PM Conversation Conversación A. Escucha y lee las conversaciones de The Engagement. Subraya las palabras nuevas que quieras estudiar. Lee: Do you have an apartment for rent? Tiene un departamento para alquilar? Charlie: Yes, I do. Do you want a one-bedroom? Sí, lo tengo. Quieren uno de una recamara? Tony: No, we don t. We need a two-bedroom. No. Necesitamos uno de dos recamaras. Charlie: I have a two-bedroom, too. También tengo de dos recamaras. Lee: When is it available? Cuándo está disponible? Charlie: Next week. Do you want an application? La próxima semana. Quieren una solicitud? Tony: How much is the rent? Cuánto es la renta? Charlie: $2000 a month. Let me show you the apartment. Dos mil dólares al mes Déjenme enseñarles el departamento. Charlie: This is the bedroom... This is the bathroom... This is the kitchen... And this is the large living room. Ésta es la recamara. Éste es el baño. Ésta es la cocina. Y ésta es la sala grande. Conversation Conversación Students listen to and read a key conversation from The Engagement that contains the vocabulary, grammar and life skill focus of the lesson. Spanish translations assist students with comprehension. Students write new words from this conversation in their vocabulary notebooks. Charlie: Do you work nearby? Trabajan aquí cerca? Lee: Yes, we do. Sí. Charlie: Do you want an application? Quiéren una solicitud? Lee and Tony: Yes, we do. Sí, así es! Tony: We want the apartment. Queremos el departamento. B. Escribe las palabras nuevas en tu cuaderno de vocabulario. Lección 12 Buscando un Departamento 5 WB12-14.indd 5 2/27/09 4:50:48 PM 27

30 Conversation Exercises Ejercicios de conversación A. Completa la conversación. Usa las palabras del cuadro. rent apartment How much Next available don t application bedroom Lee: Do you have an (1) apartment for (2)? Charlie: Yes, I do. Do you want a one- (3)? Tony: No, we (4). We need a two-bedroom. Charlie: I have a two-bedroom, too. Lee: When is it (5)? Charlie: (6) week. Do you want an (7)? Tony: (8) is the rent? Charlie: $2000 a month. Let me show you the apartment! Conversation Exercises Ejercicios de conversación Students review the key conversation by filling in missing sections with newly learned vocabulary. Students listen to and complete a new conversation related to the key conversation from the episode. B. Escucha y revisa tu trabajo del ejercicio A. C. Escucha y lee la nueva conversación. Usa las palabras del cuadro para completar la nueva conversación. Next bedroom manager available application apartment kitchen rent Do bathroom Maria: This is a beautiful (1). apartment You have a big (2) and a big (3). Sally: Thanks. (4) you need an apartment? Maria: Yes, I do. I need a one- (5). Sally: Let s talk to my (6). Maria: OK. Manager: Do you need an apartment? Maria: Yes, I need a one-bedroom. Do you have one (7)? Manager: Yes, I do. The (8) is $1500 a month. Do you want an (9)? Maria: Yes. When is it available? Manager: (10) month. 6 Unidad 4 Nuestra Vivienda WB12-14.indd 6 2/27/09 4:50:49 PM Life Skills La vida diaria Students learn how to accomplish a life skill task that relates to the topic of the lesson. Topics include: giving compliments, asking for directions to places in the community, and looking for an apartment. Because Ingles Ya! targets low-beginning language learners, and the information in this section is often complex, content is generally presented in Spanish. Life Skills La vida diaria A. Lee la información. En los Estados Unidos, hay diferentes lugares donde buscar para encontrar un departamento o casa para alquilar. Hay sitios de Internet, como Craigslist.com, que tiene listas de departamentos y casas disponibles en varias ciudades. Los periódicos tienen secciones llamadas Classified, o sea de anuncios por palabras, que ponen en lista casas y departamentos para alquilar. Frecuentemente podrás encontrar varios periódicos y revistas gratis que anuncian departamentos y casas disponibles. Una vez que encuentres un departamento o casa que quieras alquilar, puedes llamar el número de teléfono que aparece en el anuncio, y preguntar si todavía está disponible. Después que preguntes sobre la disponibilidad, el manager o encargado te podría preguntar si quieres hacer una cita para pasar a ver el departamento o la casa. B. Escucha y lee estas conversaciones de teléfono entre un encargado de un departamento y alguien que está buscando un departamento para alquilar. Marta: Hi. My name is Marta Alvarado. Do you have a one-bedroom apartment for rent? Manager: Yes, I do. Marta: How much is the rent? Manager: $1000 a month. Marta: When is it available? Manager: Next week. Samuel: Hello. My name is Samuel Ramirez. Do you have a three-bedroom house for rent? Manager: Yes, I do. Samuel: When is it available? Manager: Next month. Grammar Gramática Simple Present Tense A. Lee sobre el significado y uso del tiempo presente simple. Cuando queremos hablar sobre algo que hacemos todos los días, usamos el tiempo presente simple. También usamos el tiempo presente simple cuando hablamos sobre lo que tenemos, queremos o necesitamos en este momento. B. Escucha y lee los ejemplos. 1. I have an apartment. 2. You need a big closet. 3. He needs a two-bedroom apartment. 4. She wants a big kitchen. 5. We have a balcony. 6. They want a pool. C. Lee la información y las tablas de gramática. Para formar la tercera persona singular del tiempo presente simple, (o sea los pronombres he, she, it) añadimos una s al verbo. Por ejemplo, need se vuelve needs. Sin embargo a algunos verbos no se le añade una s. Estos verbos son irregulares. Por ejemplo, el verbo have tener cambia a has para formar la tercera persona singular. Grammar Gramática An explanation of the grammar point is presented Lección 12 Buscando in un Departamento Spanish. 7 WB12-14.indd 7 2/27/09 4:50:50 PM Students listen to and read examples of the grammar point in the context of the. Grammar charts illustrate the grammar point in easily comprehensible patterns. Students create sentences using the grammar charts. STATEMENTS SIMPLE PRESENT TENSE I Yo u We They He She want need have wants needs has a one-bedroom apartment. Para formar preguntas usando el tiempo presente simple, ponemos do o does antes del sujeto reteniendo el verbo en su forma simple. No añadimos una s al verbo para los sujetos en la tercera persona. QUESTIONS SIMPLE PRESENT TENSE you Do we want they need a one-bedroom apartment? Does he have she 8 Unidad 4 Nuestra Vivienda WB12-14.indd 8 2/27/09 4:50:51 PM 28

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