Teaching English: Step by StepParticipatory speaking and listening activities that let students apply the grammar concepts they learn in Gramática del inglés: Paso a paso 1 and English Grammar: Step by Step 1.
Written by Elizabeth WealIllustrated by Anastasia Ionkin
1
TeachingEnglish:StepbyStep1 v
A note to teachers Welcome to Teaching English: Step by Step 1, a book that gives teachers and tutors using Gramática del inglés: Paso a paso 1 and English Grammar: Step by Step 1 practical speaking and listening activities to accompany the grammar books. The introduction to this book is a personal perspective on teaching English as a Second Language. The remaining chapters follow lockstep with the chapters of the level 1 grammar books. Feel free to copy any and all worksheets!
AcknowledgmentsI wrote this book with a few people in mind: Wendy Vasquez, ESL coordinator at Trinity United Methodist Church in Des Moines, Iowa; Martin Steinman, ESL coordinator at the Canal Alliance in San Rafael, CA; Lorraine Reston, ESL teacher at Napa Valley College, in Napa, CA; and Tod Buis, tutor at Partners in English Language Learning in Grass Valley, CA have each in their own way supported my work and encouraged me to forge ahead.
I also want to thank a crack team of editors. Julie Reis reviewed this manuscript from the perspective of an ESL teacher. Phyllis Mayberg did a fine copy editing job and my daughter, Chelsea Hodge, spent much of her Labor Day holiday applying her fine editing skills to the first chapter of the book. Finally, my husband, Bruce Hodge, stepped up to the plate yet again, helping me with countless tasks, from design assistance to 24/7 technical support.
TeachingEnglish:StepbyStep1 iii
ContentsIntroduction: One ESL Teacher’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Consider yourself blessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The elephant in the room: Spanish in the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4The role of grammar in adult ESL classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5When students stop coming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Perception is everything . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7The well-stocked classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8About the activities in this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 1: I am from Mexico. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.a The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101.b Using a Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121.c How do you say________ in English? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141.d Vocabulary: At school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.e Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.f Classmate Interviews: Where are you from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201.g U.S. Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221.h Classmate Interviews: What city are you from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.i Completing a Student Information Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281.j Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301.k Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Chapter 2: I am a cook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372.a Vocabulary: Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382.b Classmate Interviews: What is your job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402.c Vocabulary: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.d Conversation Practice: Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.e Listening Practice: Famous People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 2.f Conversation Practice: Talking about colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2.g Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 2.h Adjectives Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 2.i Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Chapter 3: Are you tired? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573.a Vocabulary: Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583.b From Negative to Affirmative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603.c Vocabulary: Negative Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623.d Contractions Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
iv TeachingEnglish:StepbyStep1
3.e Tell the Truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653.f Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663.g Find Three People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683.h Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703.i Role a Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 743.j Cold Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 753.k Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Chapter 4: I have two brothers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 4.a Vocabulary: What’s the matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .824.b Listening Practice: Calling the clinic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .844.c Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .864.d Double Dictation: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .904.e Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .924.f Conversation Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 954.g Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .964.h Classmate Interviews: How old are you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .984.i Find Three People: Do you have... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1004.j Find Three People: Do you like... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1024.k Two Halves Make a Whole. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Chapter 5: My last name is Vargas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1075.a Vocabulary: Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1085.b Talking about your classmates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1105.c Line Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1125.d Photo Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1135.e Classmate Interviews: What is your sister’s name? . . . . . . . . . . . . . . . . . . . . . . . . . 1145.f Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1165.g Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1185.h Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1205.i Conversation Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1225.j Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1235.k Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Appendix A: Resources for beginning ESL students . . . . . . . . . . . . . . . . . . . 129
Teaching English: Step by Step 1 9
Teaching English
Chapter 1 I am from Mexico.
Teacher’s Diary
A Better Life Whenever I despair over how difficult life in the U.S. is for my students, I
think about how much harder it would be for them if they were living in
their own country. Still, I occasionally have my doubts, especially when I
read sentences like the ones below, written by intermediate-level students
writing about what they used to do and what they didn’t used to do in
their country.
I used to feed horses. I used to walk in the fields.I used to fish in the river. I used to swim in the river.I used to eat my mother’s cooking.I used to run in the streets. I used to drink agave water. I used to eat iguana soup. I used to see the sun rise on New Years day. I didn’t use to drive a car. I didn’t use to use a cell phone. I didn’t use to go shoppingI didn’t use to see buildingsI didn’t use to buy clothes. I didn’t use to spend a lot of time at home. I didn’t use to go to the gym. I didn’t use to work all the time. I didn’t use to eat pizza.
10 Teaching English: Step by Step 1
Objective• TeachstudentsthelettersofthealphabetinEnglish.
When to do this activity: Duringthefirstorsecondweekofclass.
Supplies • Alphabet handout(withpronunciationinSpanish):onecopyforeachstudent• Whiteboards,dryerasemarkersanderasers(oneforeachstudent)or• 81/2”x11”scrappapercutinhalf(severalsheetsforeachstudent)
How to introduce this activity• Askyourstudents:Why take the time to learn the alphabet in English?
Activity: Part 1• Distributethealphabethandout.• Repeatthealphabet.Explainthat,onthehandout,thepronunciationisin
parentheses.(Manystudentwon’trealizethis.)• Teachcapital(mayúscula)andlower case(minúscula).• Write“problemletters”ontheboardandaskstudenttoidentifythem.Themost
difficultlettersarethevowels, g, j, k, q, v, w, x, y,andz.• AlmostallstudentshavetroubledistinguishingbetweenEandI.Here’satipyou
maywanttopasson:WritealowercaseEandputwhiskersonit,thenaskwhatpeoplesaywhentheyseeamouse–eeeeee!WritealowercaseIandmakethedotlooklikeaneye.
• Passoutdryeraseboards,markers,anderasersorlargepiecesofscrappaper.• Calloutaletter.Studentmustwritetheletter.Thenholditupforyoutocorrect.• Dothisforcapitalandlowercaseletters.• Repeatthisactivityinclassforseveraldays.
Activity: Part 2• Dictatewholewordstothestudents,especiallylongwords,likeMississippiand
Wisconsin.Youmightalsotrywordslikeexit, exercise, electrician, interviewer, andengineerwhichforcestudentstolistentodistinguishbetween eandi.
Extension• Displaylettersofthealphabet,uppercaseandlowercase,aroundtheroomand
practicethemeveryday.
Teaching English
1.aThe Alphabet (Class, Tutor/Tutee)
Teaching English: Step by Step 1 11
The AlphabetAa /ei/*
Bb /bi/
Cc /si/
Dd /di/
Ee /i/*
Ff /ef/
Gg /chi/
Hh /eich/
Ii /ai/*
Jj /che/
Kk /quei/
Ll /el/
Mm /em/
Nn /en/
Oo /ou/*
Pp /pi/
Qq /quiu/
Rr /ar/
Ss /es/
Tt /ti/
Uu /iu/*
Vv /vi/
Ww /daboliu/
Xx /exs/
Yy /uai/
Zz /tsi/
*Vowels:A,E,I,O,U
Consonants:allotherletters(B,C,D,F,
G,H,J,K,L,M,N,P,Q,R,S,T,V,W,
X,Y,Z)
12 Teaching English: Step by Step 1
Objectives• Toteachstudentstouseasimpledictionary.Manystudentswon’tknowthis!• ToencouragestudentstousethedictionaryinthebackofPaso a pasoandStep by
Stepwhenthey’recompletingexercisesinthebook.
When to do this activity: Duringthefirstorsecondweekofclass.
Supplies • Gramática del inglés:Paso a paso 1orEnglish Grammar Step by Step 1:onecopyfor
eachstudent• Dictionary Practice:Oneforeverytwostudents
How to introduce this activityAskyourstudents:• Why are dictionaries useful? (They tell you the meanings and pronunciations of words
you don’t know.) • What skill do you need before you can use a dictionary?(You need to know the
alphabet.)
Activity: Part 1• Askstudentstoturntothedictionaryonpage113intheirbook.Thenaskthem
toturntothedictionaryonpage117.Askthemtoexplainthedifference.(e.g.On page 113 the words are in English then Spanish and on page 117 they are in Spanish then English.)
• ChoosealetterfromtheSpanish/Englishdictionary,withrelativelyfewwords,sayG.Askstudentstoexplainwhythewordsareorderedthewaytheyare.
• GivestudentsawordinEnglishandaskthemtotellyouwhatpagethewordisonintheEnglish/SpanishdictionaryandwhatthatwordmeansinSpanish.Repeatthisseveraltimes.
• ThengivestudentsawordinSpanishandaskthemtotellyouwhatpagethewordisonintheSpanish/EnglishdictionaryandwhatthatwordmeansinEnglish.Repeatthisseveraltimes.
Activity: Part 2• Dividestudentsintopairs.• Giveeachpairaworksheet.InstructthemtousetheirSpanish/EnglishandEnglish/
Spanishdictionariesinthebackoftheirgrammarbooktoanswerthequestionsontheworksheet.
• Whenstudentsfinish,reviewtheanswersasaclass.
Teaching English
1.bUsing a Dictionary(Class, Tutor/Tutee)
Teaching English: Step by Step 1 13
Using a DictionaryNames
TranslatethesewordsfromSpanishtoEnglish.
1 bajo short2 también
3 ojo
4 feo
5 suegro
6 pelota
7 guapo
8 padres
9 novio
10 limpio
TranslatethesewordsfromEnglishtoSpanish.
1 garden jardín2 rice
3 tall
4 because
5 notebook
6 purple
7 toy
8 tree
9 girlfriend
10 niece
Extra credit.UsingtheEnglish/SpanishdictionaryfindthreeEnglishwordsthatyoudon’tknow.Then,writewhatthosewordsmeaninSpanish.
English Spanish
1
2
3
14 Teaching English: Step by Step 1
Objectives• Toteachstudentstousephoneticspellingstohelpintheirpronunciation.• Toteachstudentstheexpression:How do you say…
When to do this activity: Duringthefirstorsecondweekofclass
Supplies • Gramática del inglés:Paso a paso 1orEnglish Grammar Step by Step 1:onecopyfor
eachstudent• How do you say.....in English?: Classset
Teachers, take note: ThephoneticspellingsinthedictionaryinthebackofthegrammarbookareanattempttomakeitaseasyaspossibleforstudentstopronounceEnglishwordscorrectly.Sometimesthisworkswell;forexample,thelonge soundinEnglishtranslatesnicelyintoalong iinSpanish.Othertimes,thetranslationislessclearcut.Forexample,thereisnothsoundinSpanishsoweused.
How to introduce this activity• DiscussthelackofconsistencyinpronouncingwordsinEnglish.(Wordslikeknow
andnow,hereandthere,andlaughandghostaregoodexamples.)• Explainthatphoneticspellingshelpstudentspronouncewordsinanotherlanguage.• Explaintheuseoftheaccenttoshowthesyllabletoemphasize: student(stúdent) orange(óransh) divorced(divórst)• Emphasizethatthephoneticspellingsaren’tfoolproof.They’rejustafirststep.
Activity 1• Giveeachstudentaworksheet.• Readthedirectionsasaclass.• Askstudentstocompletetheworksheet,thatis,tofindEnglishwordsintheir
dictionarythattheydon’tknowandwritethosewordsontheirworksheet,alongwiththeirmeaningsinSpanish.
Activity 2• Writethisconversationontheboard:
Student A:Howdoyousay_______inEnglish?Student B:_____________.
• Askfortwovolunteerstocometothefrontoftheclasswiththeirpapersandpracticethisconversationusingthenewwordstheyhavelearned.Forexample,
Student A:HowdoyousayamigoinEnglish?Student B: friend.
• Studentsdivideintopairstopracticetheconversation.• Attheendoftheclass,studentssharesomeofthenewwordstheyhavelearned.
Teaching English
1.cHow do you say________ in English?(Class, Tutor/Tutee)
Teaching English: Step by Step 1 15
Name ____________________
Directions: LookinyourEnglish/Spanishdictionary.Writetenwordsyoudon’tknowinEnglish.Trytopronounceeachword.ThenwritewhatthewordmeansinSpanish.
How do you say________ in English?
English words Spanish translation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
16 Teaching English: Step by Step 1
Objective• Toteachstudentstoidentifyandspellthenamesofcommonitemsusedina
classroom.
When to do this activity: Duringthefirstorsecondweekofclass
Supplies • Vocabulary: At school:Classset• Scissorsforeachstudent• Paperclipforeachstudenttocliptheirvocabularycards
Before the class begins: Makesureyoucanidentifyeachdrawing:book, notebook, pencil, pen, dictionary, pencil sharpener, table, chair whiteboard, marker, student, teacher.
How to introduce this activity• Askstudentstoidentifyvariousobjectsaroundtheclassroom(book,marker,
whiteboard,etc.).
Activity: Part 1• DistributetheworksheetVocabulary: At School.• Studentscutouttheircards.• Afterstudentshavecutouttheircards,holdupacardandwritewhatitisonthe
board.StudentswritethewordinEnglishonthebackofthecard.• Dothisforeachcard.
Activity: Part 2• Dividestudentsinpairs.• Writethisconversationontheboard: Student A: What is this? Student B: It is a _______. Student A: Spell that please. Student B: ___________.• Practicetheconversationasaclass.• Studentspracticethisconversation,showingtheirpartneravocabularycard;then
askingtheirpartnerwhatitisandhowtospellit.
Teaching English
1.dVocabulary: At school(Class, Tutor/Tutee)
Teaching English: Step by Step 1 17
Vocabulary: At school
18 Teaching English: Step by Step 1
Objective• Reinforcesubstitutingpronounsfornouns.
When to do this activity: AfterstudentshavecompletedSection1.4ofPaso a paso 1 or Step by Step 1.
Supplies • Four Corners cards.(Youneedenoughsothateachstudentcanhaveonecard.If
youneedmore,makeyourown.)
Before the class begins• Cutoutenoughcardssothateachstudenthasone.• Onthewhiteboard,writeHe,She,andTheyinlargelettersevenlyplacedacross
thelengthoftheboard.• Ifyoudon’thaveawhiteboard,makethreesignsandpostthemaroundthe
room.
How to introduce this activity• Writethesenounsontheboard: Ana Susan The girls Jose Susan and AnaThe boysJose and Ana• Askstudentswhatsubjectpronountheycansubstituteforeachnoun.Thenwrite
thepronoununderthenoun.
Activity • Giveeachstudentacard.• Eachstudenttakeshiscardandstandsundertheappropriatesign(e.g.Ifyoursign
saysAnayoustandundertheshesign.)• Afterstudentsarestandingundertheappropriatesign,studentstaketurnsreading
theircards.Otherstudentsgiveathumbs uporthumbs downtoindicatewhetherthestudentisstandinginthecorrectlocation.Ifthestudentisn’tinthecorrectlocation,theymove.
• Collectcardsandredistributethem,ordotheactivityagainonanotherday.
Teaching English
1.eFour Corners (Class)
Teaching English: Step by Step 1 19
Susan The boy Nina and Eduardo My sister
Ana The boys The cooks My friends
Maria and Leonardo The students The brothers My friend
The girl The teachers Lucas, Ana, and Armondo Armando
The girls Anthony My sisters Deborah
Four Corners
20 Teaching English: Step by Step 1
Objectives• Buildfluencybyprovidinganenvironmentwherestudentscaneasilyconversewith
eachother.• Buildasenseofcommunitybyhelpingstudentsknowthenamesandnative
countriesoftheirclassmates.• Givestudentspracticespellingtheirnames.
When to do this activity: AfterstudentshavecompletedSection1.5ofPaso a paso 1 or Step by Step 1.
Supplies • Classmate Interviews: Where are you from? Classset
Teachers, take note: InSpanish,nombremeansfirst name.That’swhy,whenSpanish-speakersareaskedtheirname,theyoftengiveonlytheirfirstname.Explainthat,inEnglish,whenpeopleaskyouyourname,youusuallygiveyourfirstandlastnameunlessit’saveryinformalsituation.
How to introduce this activity• Reviewthealphabet.• Teachthisvocabulary: first name, last name, complete name.
Activity• DistributeacopyofClassmate Interviews: Where are you from?toeachstudent.• DisplayClassmate Interviews: Where are you from?soallstudentscanseeitorcopy
theconversationontheboard.• Readtheconversationalineatatime;askstudentstorepeateachlineasyouread
it.• Askfortwostudentvolunteers,onetoaskthequestionsandonetoanswerthem.
Thevolunteersintervieweachother.Studentswhoareseatedrecordtheresultsoftheseinterviewsontheirinterviewforms.Youmaywanttodothiswithasecondpairofvolunteersaswell.
• Instructstudentstomovearoundtheclassroom,interviewingclassmatessotheycancompletetheirforms.
• Aftereveryonehascompletedtheirforms,askstudentsabouttheirpeers,e.g.Where is Ana from? Where is Peter from?
• Note:Ifmoststudentsarefromthesamecountry,changethequestiontoWhat city are you from?
Teaching English
1.fClassmate Interviews: Where are you from? (Class)
Teaching English: Step by Step 1 21
Student A: What is your first name?
Student B:My first name is________________
Student A:Spell that please.
Student B:___________________
Student A: What is your last name?
Student B: My last name is __________
Student A: Spell that please.
Student B: __________________
Student A: Where are you from?
Student B: I am from _____________
First name Last name Country
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Classmate Interviews: Where are you from? Name ____________________
22 Teaching English: Step by Step 1
Objectives• LearnthebasicsofUSgeography.• Distinguishbetweencities, states, and countries.
When to do this activity: AfterstudentshavecompletedSection1.5ofPaso a paso 1 or Step by Step 1.
Supplies • LargemapofNorthAmerica(or,ifyoudon’thaveone,usethesamemapyou’re
givingtostudents)• U.S. map:classset• US Geography 1 handout:oneforeverypairofstudents• US Geography 1 handout:oneforeverypairofstudents
How to introduce this activity• UsingamapofNorthAmerica,demonstratethedifferencebetweencity, state, and
country.
Activity 1 • GiveeverystudentamapofNorthAmerica.• Askstudentsquestionsaboutthemap(e.g.Is Oregon a city or a state?)• GiveeverypairofstudentsaUS Geographyworksheet.• Studentsworkinpairstoanswerthequestionsontheworksheet.Theydon’tneed
towritecompletesentences.• Reviewtheanswersasaclass.
Activity 2 • RepeatActivity1thefollowingdayusingthe Geography 2handout.
Teaching English
1.gU.S. Geography (Class, Tutor/Tutee)
Teaching English: Step by Step 1 23
Directions: Useyourmaptoanswereachquestion.Youdon’tneedtowriteacompletesentence.
1. Is Texas a city or state? __________________________
2. Is Florida a city or state? __________________________
3. Is Mexico a state or a country? _____________________
4. Is Canada a state or a country? _____________________
5. Is California a city or a state? ______________________
6. Is Los Angeles in Oregon? ________________________
7. Is Las Vegas in Nevada? ________________________
8. Is Salt Lake City in Utah? ________________________
9. Is Miami in Florida? ________________________
10. Is Dallas a city or a state? _____________________
11. Is the United States a state or a country? _______________
12. Write five cities in the United States. ____________________ ____________________ ________________________________________ ____________________
13. Write five states in the United States.____________________ ____________________ ________________________________________ ____________________
14. Write three countries in North America. ____________________ ____________________ ____________________15. What city are you in now? __________________16. What state are you in now? _________________
U.S. Geography 1Names___________________________________
24 Teaching English: Step by Step 1
U.S. Geography 2Names___________________________________
Directions: Useyourmaptoanswereachquestion.Youdon’tneedtowriteacompletesentence.
1. Is California a city or state? __________________________
2. Is Los Angeles a city or state? __________________________
3. Is Mexico a state or a country? _____________________
4. Is Canada a state or a country? _____________________
5. Is Houston a city or a state? ______________________
6. Is Houston in California? ________________________
7. Is Seattle in Washington? ________________________
8. Is Salt Lake City in Texas? ________________________
9. Is Las Vegas in Nevada? ________________________
10. Is Nevada a city or a state? _____________________
11. Is the United States a state or a country? _______________
12. What city do you live in? ________________________
13. What country do you live in? ________________________
14. What state do you live in? ________________________
Teaching English: Step by Step 1 25
U.S. Map
26 Teaching English: Step by Step 1
Objectives• Buildfluencybyprovidinganenvironmentwherestudentscaneasilyconversewith
eachother.• Reinforcethedifferencebetweencityandcountry.• Buildasenseofcommunitybyhelpingstudentsknowthenamesandnative
countriesoftheirclassmates.
When to do this activity: AfterstudentshavecompletedSection1.5ofPaso a paso 1 or Step by Step 1.
Supplies • Classmate Interviews: What city are you from? Classset
Teachers, take note: Manyofyourstudentsprobablywillbefromsmalltowns.Thus,youmaywanttoexplainsthatcityissometimesusedtorefertosmalltownsaswellaslargemetropolises.
How to introduce this activity• Reviewthealphabet.• Reviewthisvocabulary:first name, last name, complete name, city, country.
Activity• DistributeacopyofClassmate Interviews: What city are you from?toeachstudent.• Displayacopysoeveryonecanseeitorcopytheconversationontheboard.• Readtheconversation,withstudentsrepeatingeachlineafteryoureadit.• Notethatnamecanrefertoeitherfirst name orcomplete name.Inthisexercise
studentsshouldusetheircompletenames.• Askfortwostudentvolunteers,onetoaskthequestionsandonetoanswerthem.
Thevolunteersintervieweachother.Studentswhoareseatedrecordtheresultsoftheseinterviewsontheirinterviewforms.
• Studentsmovearoundtheclassinterviewingfellowstudentsandcompletingtheirforms.
• Aftereveryonehascompletedtheirinterviews,askstudentsabouttheirpeers,e.g.What city is Ana from? What country is Ana from?
Teaching English
1.hClassmate Interviews: What city are you from? (Class)
Teaching English: Step by Step 1 27
Name ______________________________
Student A: What is your name?
Student B:My name is ________________
Student A:Spell that please.
Student B:___________________
Student A: What city are you from?
Student B:I am from _____________
Student A: What country are you from?
Student B:I am from_____________
Name City Country
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Classmate Interviews: What city are you from?
28 Teaching English: Step by Step 1
Objectives• Practicecompletingsimpleforms.• Practiceusingthealphabettodictatepersonalinformation.
When to do this activity: AfterstudentshavecompletedSection1.5ofPaso a paso 1 or Step by Step 1.
Supplies • Completing a Student information form: Classset
Teachers, take note: • Makesuretoexplicitlyteachstudentswherethespacesanddashesgowhenwriting
aphonenumber.ManyLatinAmericancountrieshavedifferentconventionswhenwritingphonenumberswhichstudentsnaturallywanttousewhentheywritetheirphonenumberintheUS.
• Thisactivityfocusesonsuchacriticalskillthatyoumaywanttorepeatitmorethanonce,withstudentsinterviewingdifferentstudentseachtime.
How to introduce this activity• Introducethisvocabulary:middle initial, street address, zip code, area code, phone
number, birthplace.• Reviewthisvocabulary:first name, last name, city, state.
Activity 1 • PassoutCompleting A Student Information Formworksheet.• Studentcompletethefirstformforthemselves.
Activity 2 • Writethesequestionsontheboard:
What is your last name? What is your first name?What is your middle initial?What is your street address? What is your city? What is your state? What is your telephone number? What is your birthplace?
• Displaytheworksheet,Completing a Studental Information Form.Pointtoalineontheformandaskstudentstotellyouwhatquestiontheyneedtoasktoelicitthenecessaryinformation.
• Studentsinterviewtwostudentsandcompletetheformforthem.Ofcourse,eachstudentwillalsobeinterviewedtwice.
Teaching English
1.iCompleting a Student Information Form (Class, Tutor/Tutee)
Teaching English: Step by Step 1 29
Completing a Student Information Form
Last name _____________________ First name _______________ Middle initial ___
Street address ________________________________________________________
City______________________ State ____________________ Zip code _________
Telephone number __________________________________________
Birthplace _________________________________________________
Directions:Completethisformforaclassmate.
Last name _____________________ First name _______________ Middle initial ___
Street address ________________________________________________________
City______________________ State ____________________ Zip code _________
Telephone number __________________________________________
Birthplace _________________________________________________
Directions:Completethisformforyourself.
Last name _____________________ First name _______________ Middle initial ___
Street address ________________________________________________________
City______________________ State ____________________ Zip code _________
Telephone number __________________________________________
Birthplace _________________________________________________
Directions:Completethisformforaclassmate.
30 Teaching English: Step by Step 1
Objective• Buildfluencybyprovidinganenvironmentwherestudentsrepeatthesame
conversationmultipletimesandthereforegainfluency.
When to do this activity: AfterstudentshavecompletedChapter1ofPaso a paso 1 or Step by Step 1.
Supplies • ClasssetoftheConversation Practiceyou’redoingthatday.
How to introduce this activity• Introducenewvocabularyusedintheconversationforthatday.• Ifyouaredoingaconversationthatincludesaquestionwithmanypossible
responses,suchasWhat is your favorite sport?makealistofpossibleresponsesontheboard.
Activity• PassouttheConversation Practiceworksheetandpracticetheconversationasa
class,focusingonpronunciation.• Studentsstandintwolinesfacingeachother,line1andline2.• StudentAinterviewsthestudenthe’sfacing,StudentB.Then,StudentBinterviews
StudentA.Whenstudentshavecompletedtheirconversations,youinstructthemtochangepartners:
• Studentsinline1movetotheright.Thestudentattheendofthelinemovestothebeginningoftheline.
• Studentsinline2don’tmove.• Theresult:Everyonehasanewpartnerandtheypracticetheinterviewagain.
Challenge • Afterstudentshavepracticedtheconversationwithseveraldifferentpartners,ask
themtopracticetheconversationwithoutlookingattheirpapers.• Attheendoftheactivity,askpairsofstudentstopracticetheconversationinfront
oftheclasswithoutusingtheirpapers.
Teaching English
1.jConversation Practice(Class, Tutor/Tutee)
Teaching English: Step by Step 1 31
Conversation PracticeConversation Practice 1.1: Introductions
Student A: Hi.
Student B: Hi.
Student A: What is your name?
Student B: My name is ____________________ What is your name?
Student A: My name is _______________________.
Student B: Nice to meet you.
Student A: Nice to meet you, too.
Conversation Practice 1.2: Where are you from?
Student A: Hello.
Student B: Hi.
Student A: What is your name?
Student B: My name is _____________________________.
Student A: Where are you from?
Student B: ____________________________________________.
Student A: Nice to meet you.
Student B: Nice to meet you, too.
32 Teaching English: Step by Step 1
Conversation Practice
Conversation Practice 1.3: Student information
Student A: What is your name?
Student B: My name is _________
Student A: How are you today?
Student B:
I’m terrific.
I’m fine.
I’m ok.
I’m not so good.
Student A: I want to send you some information. What is your address?
Student B: My address is ___________
Student A: What is your telephone number?
Student B: My telephone number is _________________
Student A: Where are you from?
Student B: ____________________
Student A: Nice to talk to you.
Student B: Nice to talk to you, too.
Teaching English: Step by Step 1 33
Conversation PracticeConversation Practice 1.4: Favorites
Student A: Hi.
Student B: Hi.
Student A: What is your name?
Student B: My name is _________
Student A: What is your favorite color?
Student B: My favorite color is ___________
Student A: What is your favorite sport?
Student B: My favorite sport is __________
Student A: Thanks for your time.
Student B: You’re welcome.
Conversation Practice 1.5: More Favorites
Student A: Hi.
Student B: ______
Student A: What is your name?
Student B: My name is _________
Student A: What is your favorite kind of ice cream?
Student B: My favorite kind of ice cream is ___________
Student A: What is your favorite kind of pizza?
Student B: My favorite kind of pizza is __________
Student A: What is your favorite kind of music?
Student B: My favorite kind of music is __________
Student A: Thanks for your time.
Student B: You’re welcome.
34 Teaching English: Step by Step 1
Objectives• Reinforcethenotionthatsentencesarecomprisedofwordsthatcanbecombined
inmanydifferentways.• Reinforcetheuseoftheverbto be.
When to do this activity: AfterstudentshavecompletedChapter1ofPaso a paso 1 or Step by Step 1.
Supplies • Scrambled Sentences Word Cards: oneforeverytwostudents • Scrambled Sentences Record Sheet oneforeverytwostudents• Scissorsforeverytwostudents
How to introduce this activity• Reviewhowtoconjugatetheverbto be.
Activity• Dividestudentsinpairs.(Trytomatchstudentsofsimilarabilitylevels.Less
advancedstudentsmayonlywritefiveorsixsentenceswhilemoreadvancedstudentscanaimtocompletetheirrecordsheetsandthenwritemoresentencesontheback.)
• GiveeachpairasetofScrambled Sentence Word Cards,arecordsheet,andapairofscissors.
• Studentscutoutthewordcards.• Workinginpairs,studentsmakeasmanysentencesastheycanusingonlythe
wordsonthecard.Studentsrecordeachsentenceontherecordsheet.• Therearemorethan25possiblesentences.• Asstudentsfinish,askthemtowriteoneortwosentencesontheboard.
Teaching English
1.kScrambled Sentences(Class, Tutor/Tutee)
Teaching English: Step by Step 1 35
Scrambled Sentences Word Cards
Susan The boy Pedro and Pablo My sister
They I She He
You the United States Mexico Honduras
am is are from
36 Teaching English: Step by Step 1
Scrambled Sentences Record Sheet
Names
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20