esl curriculum guide - denton isd curriculum guide . ... if an examinee pretests into the nrs...

ESL CURRICULUM GUIDE

Instructional and Planning Guidelines for ESL Instructors

The Adult Education and Literacy program is a federally funded program and as such is subject to

certain rules and regulation including the Test Benchmarks and core instructional competencies also

known as the Educational Functional Levels (EFL).

The National Reporting System for Adult Education (NRS) is an outcome-based reporting system for the

State-administered, federally funded adult education program.

Denton ISD – Adult Education and Literacy Program uses Ventures Series for Teaching Adult ESL

students.

Ventures textbooks are a six-level, real world, four skills, standards-based and integrated-skills ESL series the enables Adult ESK learners to achieve their academic and career goals. It provides the instructors with the tool for instruction in many teaching situations. In step with WIOA, Ventures offers a transitions level, designed to develop the unique skills our students will need for careers and ultimately post-secondary education. Ventures series are comprised of Student Book with Audio CD, Student Workbook and Teacher Edition with Assessment Audio CD ROM.

Student Books: Ventures Student Books with accompanying Self-study Audio CD contains instructional units composed of lessons on relevant adult-learner themes. Each lesson is normally designed for an hour of classroom instruction. Culture notes and speaking, reading, and writing tips are embedded appropriately in each lesson. Review units in each book include sections focusing on pronunciation. It also includes a self-study CD with audio for the listening lessons, readings, and picture dictionaries. Student Workbooks: Ventures series also include Student Workbooks. Dues to cost and other considerations, Denton ISD will not utilize workbooks as part of its curriculum. However, the Publisher, has a rich arrays of downloadable supplementary resources online that teachers and students can download to supplement their teaching and learning. Teacher Edition: The Ventures Teacher's Edition includes easy-to-follow lesson plans for every unit. It offers tips and suggestions for addressing common areas of difficulty for students, as well as suggested expansion activities for improving learner persistence. The Teacher's Edition also explains where to find additional practice in other Ventures components such as the Workbook, Online Teacher's Resource Room, and Student Arcade. Multi-skill unit, midterm, and final tests are found in the back of the

Teacher's Edition. Also includes an Assessment CD/CD-ROM which contains the audio for each test as well as all the tests in a customizable format. All ESL instructors will be provided with adequate numbers of Ventures Student books and a Teachers Edition to help with their instruction along with other supplemental materials. These books are for classroom use only and not for sale. Those students wishing to purchase the books may do so with guidance from their instructors for online sources such as Amazon, Ebay or some of the Bookstores. The Adult Education and Literacy program at Denton ISD, strongly recommends that our instructors adhere to and utilize the Teacher Edition provided to each teacher in preparation and planning their daily lessons. We also encourage you to utilized the rich online resources provided by the Publisher. The AEL program provides each ESL instructor with 30 minutes of prep time each day which would be used to review the Teacher Edition prior and after each instructional session. Though Lesson Plans are highly encouraged, it is not a requirement for the program. ESL instructors are encouraged to use the Lessons Plans provided in the Teacher Edition to plan their teaching. Substitute Teachers: ESL instructors are also encouraged to prepare for emergencies when they will be absent from work and will be needing a sub. When permissible and to the extent possible, we consider it the instructor’s obligation to share their instructional plan with the respective Site Facilitator or substitute when they are unable to teach. In cases where it may not be possible to provide an instructional plan in the absence of the regular instructor, substitute teachers should be provided with the Teacher Edition and ideally the lesson or copies of that the regular teaching was planning on teaching to help them better prepare for the class. Supplemental Materials: The AEL program also uses MATT maestro en casa series as supplementary instruction to the Ventures. MATT Maestro en Casa (MMEC) is a supplemental educational program that promotes immigrant integration and parent engagement while enhancing English language skills. The MMEC program helps immigrant families better understand life in the United States so that they are more efficient in their everyday activities.

MMEC Curriculum

MMEC consists of audio lessons that are complemented by six user-friendly activity workbooks, provided to

each adult student. Students may work collaboratively or individually to complete a total of 18 lessons, 54

practices, and 54 homework activities.

The curriculum covers six areas that are important to an immigrant family as they transition in to life in the

United States:

Basic Living

Health & Wellness

Finance

In the Workplace

Education

Citizenship & Civic Responsibility

Although the MATT program focuses on “Mexican-Americans”, its lessons are applicable to most immigrant populations. As a general rule and in order to prepare our students for College and Careers under the WIO, the AEL program discourages the use of learners’ native language in teaching English to our Adult ESL learners. Language Experience Approach The AEL program also encourages the regular and substitute teachers to use the Language Experience Approach template developed by the program which is very applicable to student centered and multi- level ESL classroom. Online and Technology Based Courses Developed especially for adult learners, Burlington English includes a wide range of topic-based Modules with a strong ESL and EL Civics focus. Burlington English is available for different levels of proficiency, covering NRS levels Low Beginning ESL to Advanced ESL. These innovative, flexible learning materials reflect an integrated blended learning methodology. Resources: http://www.nrsweb.org/foundations/related_documents.aspx http://www.mattmaestroencasa.org/en/sample/index.php http://www.cambridge.org/us/cambridgeenglish/catalog/adult-courses/ventures-2nd-edition Link for LEA http://www.burlingtonenglish.com/courses/

http://www.nrsweb.org/foundations/related_documents.aspx

http://www.mattmaestroencasa.org/en/sample/index.php

http://www.cambridge.org/us/cambridgeenglish/catalog/adult-courses/ventures-2nd-edition

http://www.burlingtonenglish.com/courses/

NRS LEVELS & BEST PLUS SCORES

NRS Levels and Best Literacy Scale Scores

Adapted from NRS ESL Educational Levels for PY 2006 (U.S. Department of Education, 2006. The NRS levels may be updated periodically by the U.S. Department of Education. Make sure to

check for the most current update by visiting the NRS site at www.nrsweb.org.

If an examinee pretests into the NRS Advanced ESL Level with a total scale score of 76-78, use a different adult ESL, assessment that measures reading and writing skills at Advanced ESL and

higher to more accurately measure the examinee’s language ability. Any examinee who falls

into this category at the time of pretesting should be re-tested with another appropriate adult

ESL assessment.

NRS Level

New BEST Literacy Scale Score Range Effective July 1, 2008

Beginning ESL Literacy 0 – 20

Low Beginning ESL 21 – 52 High Beginning ESL 53 – 63

Low Intermediate ESL 64 – 67

High Intermediate 68 – 75

Advanced ESL 76 - 78

http://www.nrsweb.org/

Score Conversion Table Form B

READING WRITING Raw Score Scale Score Raw Score Scale Score

0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

6 6 6 6

7 7 7 7

8 8 8 9

9 9 9 10

10 10 10 11

11 11 11 12

12 13 12 13

13 14 13 14

14 15 14 15

15 16 15 16

16 17 16 17

17 18 17 18

18 19 18 19

19 20 19 21

20 20 20 22

21 21 21 24

22 22 22 25

23 23 23 27

24 24 24 27

25 25 25 28

26 26 26 28

27 27 27 29

28 28 28 29

29 29 29 29

30 30 Procedure for obtaining a scale score:

1. Find the correct Score Conversion Table located in

the Best Literacy Test Manual (2008) Appendix A

for the test form that was used (Form B, C, D).

2. On the table, locate the test taker’s raw score for

the separate reading comprehension and writing

sections.

3. On the Score Conversion Table convert the raw

score to its corresponding scale score.

4. Combine the two scale scores into a single total

scale score for measuring student performance or

accountability reporting.

31 31

32 32

33 33

34 34

35 35

36 36

37 37

38 38

39 39

40 40

41 41

42 42

43 43

44 44

45 45

46 46

47 47

48 48

49 49

FORM B

Score Conversion Table Form C


0 0 0 0

1 1 1 1

2 3 2 2

3 4 3 3

4 5 4 4

5 6 5 5

6 7 6 6

7 8 7 7

8 9 8 9

9 10 9 10

10 11 10 11

11 11 11 12

12 12 12 14

13 13 13 15

14 14 14 16

15 15 15 17

16 16 16 19

17 17 17 20

18 18 18 22

19 19 19 24

20 19 20 25

21 20 21 26

22 21 22 27

23 22 23 28

24 23 24 28

25 24 25 28

26 25 26 29

27 26 27 29

28 27 28 29

29 28 29 29







sections.






31 29

32 30

33 31

34 32

35 33

36 34

37 35

38 36

39 37

40 38

41 39

42 40

43 41

44 43

45 44

46 45

47 46

48 47 49 49

FORM C

Score Conversion Table Form D


0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

6 6 6 7

7 7 7 8

8 8 8 9

9 9 9 10

10 10 10 11

11 11 11 12

12 12 12 13

13 13 13 14

14 14 14 16

15 15 15 17

16 16 16 17

17 17 17 18

18 18 18 19

19 19 19 21

20 20 20 22

21 21 21 24

22 22 22 26

23 23 23 27

24 24 24 27

25 25 25 28

26 26 26 28

27 27 27 29

28 28 28 29

29 29 29 29







sections.






31 30

32 31

33 32

34 33

35 34

36 35

37 36

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FORM D

NRS EFL AND CCR CORRELATIONS

updated Fall 2014: for RI which uses CASAS, BEST Plus, TABE, NEDP & GED®

NRS/CCRS/EFL Correlation CHART of Standards, Approved Assessments, Scores and Grade Level Equivalencies (Rev Jan 2015)

Correlation chart aligning correspondence among the following: CCRS (College and Career Ready Standards for Adult Learners), NRS (National Reporting System) levels,

EFL (Educational Functional Levels), summative test scores and GLE (Grade Level Equivalency) for:

CASAS (Comprehensive Adult Student Assessment System) in Reading, Listening, Math

Best Plus (Best +) scores and SPL’s (Student Proficiency Levels)

Best Literacy scores and SPL’s

TABE scores: Test of Adult Basic Education

CCRS Levels for Adult Learners

NRS EFL Levels

NRS EFL

Descriptors

CASAS Levels

CASAS Reading, Listening Scores

CASAS Math Scores

BEST Plus Scores

BEST Literacy Scores

TABE Reading Scores

TABE Math

Scores

General Suggestions for Literacy Instruction

CCRS LEVEL A

ESL 1

ESL Beginning Literacy

A

Below 180 Below 180 Below 400 SPL 0-1

0-7 SPL 0-1

English Language Acquisition: Speaking, Listening, high frequency phrases, pre-reading & pre-writing skills (see CCRS standards Level A) CCRS

LEVEL A

ESL 2

ESL Low Beginning Literacy

A

181-190 181-190 401-417 SPL 2

8-35 SPL 2

CCRS LEVEL A

(GLE: K-1)

ESL 3

ABE 1

ESL High Beginning ABE Beginning

A

191-200 (GLE: 1.0-1.9)

191-200 (GLE Up to 3.9)

418-438 SPL 3

36-46 SPL 3

At, Below 367

At, Below 313

English Language Acquisition via Speaking, Listening, Reading, Writing, Phonemic Awareness, Spelling, Math (see CCRS Level A)

CCRS LEVEL B

(GLE: 2-3)

ESL 4

ABE 2

ESL Low Intermediate ABE Beginning Basic

B

201-210 (GLE: 2.0-3.9)

201-210 (GLE 4.0-5.9)

439-472 SPL 4

47-53 SPL 4

368-460 314-441 Reading, Writing, Math, Non-fiction/ informational texts, discussion, SP/L, technology integration (see CCRS Level B)

CCRS LEVEL C

(GLE: 4-5)

ESL 5

ABE 3

ESL High Intermediate ABE Low Intermediate Basic

B

211-220 (GLE: 4.0-5.9)

211-220 (GLE 6.0-7.9)

473-506 SPL 5

54-65 SPL 5

461-517 442-505 Reading, Writing, Math, Informational complex texts, discussion, SP/L, technology STAR Diagnostics/Interventions critical at these levels for mastery & progress in reading skills/comprehension strategies if not mastered at earlier levels (see CCRS Levels C, D)

CCRS LEVEL D

(GLE: 6-8)

ESL 6

ABE 4

ESL Advanced ABE High Intermediate

C

221-235 (GLE: 6.0-8.9)

221-235 (GLE 8.0-10.9)

507-540 SPL 6

66 + SPL 6/7

518-566 506-565

CCRS LEVEL E

(GLE 9-12)

ASE 1

ASE Low

D

236-245 (GLE: 9.0-10.0)

236-245 (GLE 11.0-12.9)

567-595 566-594 Reading, Writing, Math, Discussion, Sci & SS content, Technology—Pre-GED® level (see CCRS Level E)

CCRS LEVEL E

(GLE 9-12)

ASE 2 ASE High

E

246+ (GLE: 11.0+)

246+ (GLE 13+)

596+ 595+ GED® Ready Level : Reading, Writing, Math, Science, Social Studies, Technology—GED® passed w/in year (CCRS aligned)

NRS EFL TABLES FOR ESL

NRS Implementation Guidelines Denton ISD Adult Education and literacy Functioning Levels PAGE 1

Functioning Level Table ESL

Outcome Measures Definitions

EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills

Beginning ESL Literacy

Test Benchmark: BEST Plus: 400 and below (SPL 0–1) BEST Literacy: 0–7 (SPL 0–1) Curriculum: Ventures Basic Cambridge Maestro en Casa MATT Burlington English DL

Individual cannot speak or understand English, or understands only isolated words or phrases.

Individual has no or minimal reading or writing skills in any language. May have little or no comprehension of how print corresponds to spoken language and may have difficulty using a writing instrument.

Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words, such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product logos); can handle only very routine entry-level jobs that do not require oral or written communication in English. There is no knowledge or use of computers or technology.

Low Beginning ESL

Test benchmark:

BEST Plus: 401–417 (SPL 2)

BEST Literacy: 8–35 (SPL 2)

Curriculum: Ventures Level 1 Cambridge Maestro en Casa MATT Burlington English DL

Individual can understand basic greetings, simple phrases and commands. Can understand simple questions related to personal information, spoken slowly and with repetition. Understands a limited number of words related to immediate needs and can respond with simple learned phrases to some common questions related to routine survival situations. Speaks slowly and with difficulty. Demonstrates little or no control over grammar.

Individual can read numbers and letters and some common sight words. May be able to sound out simple words. Can read and write some familiar words and phrases, but has a limited understanding of connected prose in English. Can write basic personal information (e.g., name, address, telephone number) and can complete simple forms that elicit this information.

Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited personal information on simple forms, and can read very simple common forms of print found in the home and environment, such as product names. Can handle routine entry level jobs that require very simple written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge and experience with computers.





High Beginning ESL

Test benchmark:

BEST Plus: 418–438 (SPL 3)

BEST Literacy: 36–46 (SPL 3)

Curriculum: Ventures Level 2 Cambridge Maestro en Casa MATT

Burlington English DL

Individual can understand common words, simple phrases, and sentences containing familiar vocabulary, spoken slowly with some repetition. Individual can respond to simple questions about personal everyday activities, and can express immediate needs, using simple learned phrases or short sentences. Shows limited control of grammar.

Individual can read most sight words, and many other common words. Can read familiar phrases and simple sentences but has a limited understanding of connected prose and may need frequent re-reading. Individual can write some simple sentences with limited vocabulary. Meaning may be unclear. Writing shows very little control of basic grammar, capitalization and punctuation and has many spelling errors.

Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic personal information on simple forms and recognizes simple common forms of print found in the home, workplace and community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job tasks can be demonstrated. May have limited knowledge or experience using computers.

Low Intermediate ESL

Test Benchmark: BEST Plus: 439–472 (SPL 4) BEST Literacy: 47–53 (SPL 4) Curriculum: Ventures Level 3 Ventures Careers and pathways Cambridge Maestro en Casa MATT Burlington English DL

Individual can understand simple learned phrases and limited new phrases containing familiar vocabulary spoken slowly with frequent repetition; can ask and respond to questions using such phrases; can express basic survival needs and participate in some routine social conversations, although with some difficulty; and has some control of basic grammar.

Individual can read simple material on familiar subjects and comprehend simple and compound sentences in single or linked paragraphs containing a familiar vocabulary; can write simple notes and messages on familiar situations but lacks clarity and focus. Sentence structure lacks variety but shows some control of basic grammar (e.g., present and past tense) and consistent use of punctuation (e.g., periods, capitalization).

Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English communication but in which job tasks can be demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks given directions using technology (e.g., fax machine, computer).





High Intermediate ESL

Test Benchmark: BEST Plus: 473–506 (SPL 5) BEST Literacy: 54–65 (SPL 5-6) Curriculum: Ventures Level 4 Ventures Careers and pathways Cambridge Maestro en Casa MATT Burlington English DL

Individual can understand learned phrases and short new phrases containing familiar vocabulary spoken slowly and with some repetition; can communicate basic survival needs with some help; can participate in conversation in limited social situations and use new phrases with hesitation; and relies on description and concrete terms. There is inconsistent control of more complex grammar.

Individual can read text on familiar subjects that have a simple and clear underlying structure (e.g., clear main idea, chronological order); can use context to determine meaning; can interpret actions required in specific written directions; can write simple paragraphs with main idea and supporting details on familiar topics (e.g., daily activities, personal issues) by recombining learned vocabulary and structures; and can self and peer edit for spelling and punctuation errors.

Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as word processing, and can follow simple instructions for using technology.

Advanced ESL

Test Benchmark: BEST Plus: 507–540 (SPL 6) BEST Literacy: 66 and above (SPL 7) Exit Criteria:

BEST Plus: 541 and above (SPL 7)

Curriculum:

Ventures Transitions Ventures Careers and pathways Cambridge

Maestro en Casa MATT Burlington English DL

Individual can understand and communicate in a variety of contexts related to daily life and work. Can understand and participate in conversation on a variety of everyday subjects, including some unfamiliar vocabulary, but may need repetition or rewording. Can clarify own or others’ meaning by rewording. Can understand the main points of simple discussions and informational communication in familiar contexts. Shows some ability to go beyond learned patterns and construct new sentences. Shows control of basic grammar but has difficulty using more complex structures. Has some basic fluency of speech.

Individual can read moderately complex text related to life roles and descriptions and narratives from authentic materials on familiar subjects. Uses context and word analysis skills to understand vocabulary, and uses multiple strategies to understand unfamiliar texts. Can make inferences, predictions, and compare and contrast information in familiar texts. Individual can write multi-paragraph text (e.g., organizes and develops ideas with clear introduction, body, and conclusion), using some complex grammar and a variety of sentence structures. Makes some grammar and spelling errors. Uses a range of vocabulary.

Individual can function independently to meet most survival needs and to use English in routine social and work situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics. Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require non-technical oral and written instructions and routine interaction with the public. Individual can use common software, learn new basic applications, and select the correct basic technology in familiar situations.

USING LEA AS A SUPPLEMENTAL TOOL

1

Language Experience Approach (LEA) Step by Step

Adopted and Adapted from Various Sources David Gerabagi, AEL Director, Denton ISD – Adult Education and Literacy Program

The Language-Experience Approach-The theory

The language-experience approach (LEA) combines all of the

language arts--listening, speaking, reading, and writing.

The language-experience approach uses the language of the

students as the basis for writing materials that will later be read by

those same students. When a student dictates something to the

teacher or writes something herself, it will naturally be something in which the student is interested and

will also be something that the student will understand with no difficulty. Furthermore, it will be written

at a reading level appropriate for the student, and its content will not insult the student regardless of age.

Using the Language-Experience Approach with Multi-Level groups of Students

In using the language-experience approach you may wish to follow a sequence such as the one

suggested below:

Adults Learn Best When: Suggested Steps

Student generate topics of

interest. Topic are focused on

solving a problem. Lesson

build on self-concept. Topics

are goal oriented. Instruction

builds on prior knowledge.

Adults learn by solving

practical problems. Adults

learn through application of

past experiences. Adult learn

best in an informal

environment.

1. Find some event or subject of interest to the group, and tell the

students that you would like to help them write a story about the event

or subject.

Their input is valued. From

familiar to the unknown.

Appeal to visual learning

style. When listening is

incorporated. When speaking

is encouraged. Student

participation is encouraged.

Topics are related to current

events or to students’ lives.

Can be particularly effective

when linked to a specific text.

Immediacy, Facilitator values

their contributions. When

Learning is active rather than

passive. When learning is

2. Ask students to decide on a title for the story. When they have

agreed on a title,

Write it using the exact words given by the students.

As you write it, say each word.

After finishing the title, instruct the students to watch carefully as

you read it.

Point to each word as you read it.

Be careful to bring your finger down on each word and read it only

as your finger touches the word.

Then ask the students to read the title as you point to each word.

You may have several students read it individually.

https://esl-methods.wikispaces.com/file/view/LANGUAGE+EXPERIENCE+APPROACH.pdf

2

self- directed. When both

facilitator and learner have

fun. When topic is of

immediate value. When they

are actively involved.

Writing. Student comfort

level. Mistakes are OK.

Progression: easy to difficult.

Demonstrate that what is said

can be written. Error

Correction. Adults learn best

in a positive environment.

3. When writing the story, use these general guidelines:

Use the type of writing to which the students are accustomed.

Use the language that the students suggest and make very few, if

any, changes.

In the beginning stages, use one-line sentences and gradually

increase the length of the line as students' reading improves.

Make sure students see all words as they are written.

Listening and Reading skills 4. After the story is concluded/ finished, read it to the class, being

careful to point to each word as you read it.

Reading. Group work. Helps

shy students participate.

5. Have the students read the story as a choral exercise as you point to

each word.

Reading. Student

engagement. Kinesthetic

Activity. Shared reading

6. Have individual students come to the chart and read the story. The

chosen student should point to each word as she reads it, exactly as you

have been doing. While this student points and reads, the rest of the

students should read the story quietly.

Family engagement. Shared

Writing. Homework.

Tangible. Concrete. Crutch

handled. Affective Filter

Hypothesis.

7. If possible, ask students to transcribe the story or you can duplicate

the story and give each student a copy to take home to practice reading

to someone in her family.

Follow up. Warm up activity.

Shared reading. Building on

past lesson. Refresher.

Assessment. Monitoring

Hypothesis.

9. After a period of time, ask students to reread the story. You may

have students take turns reading a sentence at a time.

Consistency. Pattern

establishment. Assessment.

Comprehensible Input

Hypothesis.

10. Each time you meet with the group, read the previously written

story and then write another one. Continue this process until stories

have been read many times and students know all, or nearly all, of the

words as sight words.

Build confidence.

Independent work. Positive

reinforcement.

11. As students grow in their ability to read, let them begin to write

their own stories.

http://www.sk.com.br/sk-krash.html






3

Role of Grammar. Cloze

Activity. Teaching

Vocabulary. Assessment.

Grammar resource for

Teachers

12. Use the

Completed as a rich

content and begin

teaching grammar:

Sounds, Nouns,

verbs, subject verb

agreement, pronouns,

adverbs, present, past

and future tense,

spelling, punctuation,

vocabulary,

Extension activities, Learning

Vocabulary.

Adults remember:

10% of what they read

20% of what they hear

30% of what they see

50% of they see and

hear

80% of what they tell

90% of what they do

13. Let students begin to read commercially written materials as their

sight vocabulary and word-attack skills permit.

Extension Activities for Student Dictations

The activities are listed in the general order of difficulty. The first three would be appropriate for students who are developing literacy for the first time. • Word and/or letter “hunts” (not to be confused with word searches and crossword puzzles): Teacher identifies word or

letter (and sound) he/she would like students to recognize and asks students to find it in other locations of the chart story. Students circle, box in, underline, etc. words/letters that are the same.

• Word matching: Copy words on word cards and have students match content words and/or function words (prepositions, articles, nonconcrete verbs such as is and will) to words in the chart story.

• Sentence matching: Copy sentences and/or phrases that students dictated on sentence strips. Students match sentence strips to the chart story.

• Word Banks: Students add words they think they will need from the LEA text to a word box, plastic bag, or notebook.

• Picture match: Students match pictures to appropriate sentences.

• Home Reading: Make copies of the chart story for students to take home and read to family members. (Even if parents do not speak English, students will be motivated to tell them what the story is about.)

• Penmanship: Students copy the story/text and take it home to share with family members and/or for personal study.

• Sentence sequencing: Replicate sentences from the LEA transcript on sentence strips and mix up order. Students put the story/text back in order.

Sentence combining: Replicate sentences from story on sentence strips. Working in pairs, students identify beginnings

http://www.myseveralworlds.com/2011/02/19/esl-educators%E2%80%99-guide-teach-grammar-effectively/

http://study.com/academy/lesson/cloze-procedure-technique-and-definition.html

http://study.com/academy/lesson/cloze-procedure-technique-and-definition.html

http://www.eslcafe.com/grammar.html

http://www.eslcafe.com/grammar.html

4

and ends of sentences. They decide which strips go together to form complete sentences from the story.

Cloze exercises: Omit every seventh word or strategically omit words from the original dictated text. Students use contextual clues to read and guess omitted words. (Use for fluency and to assess reading comprehension. A word bank can be provided, if needed.)

• Rewrite or revise: Students rewrite the story/text, using a word bank if needed or revise the story/text to demonstrate other alternatives or to improve the text as it was dictated.

Adapted from Margaret Moustafa and Joyce Penrose, The Reading Teacher, March 1985 by Lucia Morales and Jeanette Gordon, Illinois Resource Center

VENTURES SCOPE AND SEQUERNCE & EFL COORALATIONS

, Series Editor

Gretchen BitterlinDennis Johnson

Donna PriceSylvia Ramirez

K. Lynn Savage

STUDENT’S BOOK

4740_01_Vs_SB5_titlepg i 7/23/10 11:47 AM

iii

What is Transitions?Transitions offers standards‑based, integrated‑skills material to help prepare adult students for success at work or in an academic setting. Aimed at low‑advanced students, Transitions focuses on developing reading and writing skills and features high‑interest topics such as building self‑confidence, managing interviews, and having a positive attitude.

Unit organizationWithin each unit there are five lessons:

LESSON A Get ready The opening lesson focuses students on the topic of the unit. The initial exercise, Talk about the pictures, creates student interest and activates students’ prior knowledge about the topic. The visuals help the teacher assess what learners already know and serve as a prompt for the key vocabulary of each unit. Next is Listening, which is based on a mini‑lecture. A note‑taking exercise helps students practice listening for main ideas and important details. The lesson concludes with a communicative activity that gives students an opportunity to practice language related to the theme.

LESSON B focuses on practical grammar. The sections move from a Grammar focus that presents the grammar point in chart form; to Practice exercises that check comprehension of the grammar point and provide guided practice; and, finally, to Communicate exercises that guide learners as they generate original answers and conversations.

LESSONS C and D Reading develop reading skills and expand vocabulary. The lesson opens with a Before you read exercise whose purpose is to activate prior knowledge and encourage learners to make predictions. Next, in Read, students read a passage of several paragraphs on a high‑interest topic related to the theme of the unit. The reading is followed by After you read exercises that check students’ understanding and use the reading as a springboard for vocabulary building. The lesson concludes with an activity for practicing summarizing skills.

LESSON E Writing provides writing practice within the context of the unit. This lesson has three sections: Before you write, Write, and After you write. The

exercises in Before you write provide warm‑up activities to activate the language students will need for the writing task, followed by a writing model and exercises to help students plan the writing they will do in the next section. The Write section provides the writing prompt and refers to previous exercises to help guide students’ writing. After you write provides opportunities for students to check their own work and to share and react to a classmate’s writing.

What components does Transitions have?Student’s Book with Audio CDEach Student’s Book contains ten topic‑focused units. Each unit has five skill‑focused lessons. The audio CD contains recordings of all lectures.

WorkbookThe Workbook is a natural extension of the Student’s Book. It has one page of exercises for each lesson in the Student’s Book. Workbook exercises can be assigned in class, for homework, or as student support when a class is missed. Students can check their own answers with the answer key in the back of the Workbook. If used in class, the Workbook can extend classroom instructional time by 35 to 40 minutes per lesson.

Teacher’s ManualThe Teacher’s Manual provides generic lesson plan guidelines for each lesson in a unit as well as lesson‑specific notes. The notes include warm‑up activities for all the note‑taking exercises and suggestions on how to expand certain other exercises. The Student’s Book answer key and the audio script for the Lesson A listening exercises are provided at the back of the Teacher’s Manual.

MP3 files for the reading passagesThe reading passages in the Student’s Book are provided as MP3 files, which can be downloaded from www.cambridge.org/transitions.

The Author Team Gretchen Bitterlin Sylvia Ramirez Dennis Johnson K. Lynn Savage Donna Price

To the teacher

iv

uniT TiTle ToPiC

liSTening AnD SPeAking voCABulAry

grAMMAr foCuS reADing WriTing

Unit 1Selling yourselfpages 2–11

Topic:Job skills

• “Hard”and“soft”skills

•Talkingaboutjobskills

•Languagefortalkingaboutgoals

•Jobskills

•Personalqualities

•Participialadjectives •Settinggoalsforthefuture

•Keysforsuccessatwork

•Creatingaresume

Unit 2Building self-confidencepages 12–21

Topic:Self-confidence

•Comparingworkers’strengthsandweaknesses

•Defininganddiscussingself‑confidence

•Self‑confidenceterms

•Personalstrengthadjectives

•Thepresentpassive •Understandingself‑confidence

•Buildingself‑confidence

•Writingaparagraphthatidentifiesastrengthandprovidessupportingexamples

Unit 3Volunteeringpages 22–31

Topic:Volunteer work

•Volunteering

•Discussingreasonsforvolunteering

•Discussingvolunteeropportunities

•Prefixes

•Gerunds

•Nounsforthedoerofanaction

• Indirect(reported)statements •Familyvolunteering

•Volunteeringwhileatcollege

•Clustering

•Writingasummaryparagraphaboutanarticle

Unit 4Effective job applicationspages 32–41

Topic:Job search

•Stepsinthejobsearchprocess

•Talkingaboutapplyingforajob

•Suffixes

•Phrasalverbs

•Pastperfect •Readingaboutonlinescams

•Tipsforfillingoutjobapplications

•Writingacoverletter

Unit 5Successful interviewspages 42–51

Topic:Job interviews

•Rulesformakingagoodfirstimpression

•Talkingaboutfirstimpressions

•Talkingaboutmistakesyou’vemade

•Guessingmeaningfromcontext

•Understandingidioms

•Pastmodals:Should(n’t) have,could have

•Keysforasuccessfulinterview

•Followingupafteraninterview

•Writingathank‑younote

Scope and sequence

vScopeandsequence

uniT TiTle ToPiC



Unit 1Selling yourselfpages 2–11

Topic:Job skills

• “Hard”and“soft”skills

•Talkingaboutjobskills

•Languagefortalkingaboutgoals

•Jobskills

•Personalqualities

•Participialadjectives •Settinggoalsforthefuture

•Keysforsuccessatwork

•Creatingaresume

Unit 2Building self-confidencepages 12–21

Topic:Self-confidence

•Comparingworkers’strengthsandweaknesses

•Defininganddiscussingself‑confidence

•Self‑confidenceterms

•Personalstrengthadjectives

•Thepresentpassive •Understandingself‑confidence

•Buildingself‑confidence

•Writingaparagraphthatidentifiesastrengthandprovidessupportingexamples

Unit 3Volunteeringpages 22–31

Topic:Volunteer work

•Volunteering

•Discussingreasonsforvolunteering

•Discussingvolunteeropportunities

•Prefixes

•Gerunds

•Nounsforthedoerofanaction

• Indirect(reported)statements •Familyvolunteering

•Volunteeringwhileatcollege

•Clustering

•Writingasummaryparagraphaboutanarticle

Unit 4Effective job applicationspages 32–41

Topic:Job search

•Stepsinthejobsearchprocess

•Talkingaboutapplyingforajob

•Suffixes

•Phrasalverbs

•Pastperfect •Readingaboutonlinescams

•Tipsforfillingoutjobapplications

•Writingacoverletter

Unit 5Successful interviewspages 42–51

Topic:Job interviews

•Rulesformakingagoodfirstimpression

•Talkingaboutfirstimpressions

•Talkingaboutmistakesyou’vemade

•Guessingmeaningfromcontext


•Pastmodals:Should(n’t) have,could have

•Keysforasuccessfulinterview

•Followingupafteraninterview

•Writingathank‑younote

transitions stUdent’s book

vi Scopeandsequence

uniT TiTle ToPiC



Unit 6Small talkpages 52–61

Topic:Making small talk

•Purposesofsmalltalk

•Appropriateandinappropriatesmall‑talktopics

•Verb+preposition+-ingcombinations

•Phrasalverbs

•Tagquestions •Smalltalk,bigproblems

•Strategiesforsuccessfulsmalltalk

•Writingaparagraphcomparingappropriateandinappropriatetopicsforsmalltalk

Unit 7Improving relationshipspages 62–71

Topic:Teamwork

•Theimportanceandbenefitsofteamwork

•Discussingteamwork

•Givingadviceaboutproblemsintheworkplace

•Punctuation,phrases,andclausestosignaldefinitions


•Thepresentunrealconditional •Badbehaviorintheworkplace

•Approachestodealingwithannoyingpeopleintheworkplace

•Writingalettergivingadviceaboutaproblematworkoratschool

Unit 8Giving and receiving criticismpages 72–81

Topic:Types of criticism

•Negativeandconstructivecriticism

•Discussingexperienceswithcriticism

•Discussingregrets

•Adverbsendingin-ly

•Definingslangexpressions

•Pastunrealconditional •Acceptingcriticismgracefully

•Theperformanceevaluation

•Writingastoryaboutatimewhensomeonecriticizedyou

Unit 9The right attitudepages 82–91

Topic:Positive and negative attitudes

•Behaviorsofpositiveandnegativepeople

•Discussingpositiveandnegativeattitudes

•Positiveandnegativewordsandphrases

•Suffixesfordifferentpartsofspeech

•Adverbclausesofconcession:althoughandeven though

•Thepowerofpositivethinking

•Avoidinganegativeattitude

•Writingacollegeadmissionsessay

Unit 10Writing at work and schoolpages 92–101

Topic:Writing

•Theimportanceofwriting

•Talkingaboutthingspeoplewriteatworkandschool

•Synonymsandantonyms

•Multiplemeaningsofwords

•Causativeverbs:make,have,andget

•E‑mailetiquette

•Goodbusinesswriting

•Writinganactionplan

viiScopeandsequence

uniT TiTle ToPiC



Unit 6Small talkpages 52–61

Topic:Making small talk

•Purposesofsmalltalk

•Appropriateandinappropriatesmall‑talktopics

•Verb+preposition+-ingcombinations

•Phrasalverbs

•Tagquestions •Smalltalk,bigproblems

•Strategiesforsuccessfulsmalltalk

•Writingaparagraphcomparingappropriateandinappropriatetopicsforsmalltalk

Unit 7Improving relationshipspages 62–71

Topic:Teamwork

•Theimportanceandbenefitsofteamwork

•Discussingteamwork

•Givingadviceaboutproblemsintheworkplace

•Punctuation,phrases,andclausestosignaldefinitions


•Thepresentunrealconditional •Badbehaviorintheworkplace

•Approachestodealingwithannoyingpeopleintheworkplace

•Writingalettergivingadviceaboutaproblematworkoratschool

Unit 8Giving and receiving criticismpages 72–81

Topic:Types of criticism

•Negativeandconstructivecriticism

•Discussingexperienceswithcriticism

•Discussingregrets

•Adverbsendingin-ly

•Definingslangexpressions

•Pastunrealconditional •Acceptingcriticismgracefully

•Theperformanceevaluation

•Writingastoryaboutatimewhensomeonecriticizedyou

Unit 9The right attitudepages 82–91

Topic:Positive and negative attitudes

•Behaviorsofpositiveandnegativepeople

•Discussingpositiveandnegativeattitudes

•Positiveandnegativewordsandphrases

•Suffixesfordifferentpartsofspeech

•Adverbclausesofconcession:althoughandeven though

•Thepowerofpositivethinking

•Avoidinganegativeattitude

•Writingacollegeadmissionsessay

Unit 10Writing at work and schoolpages 92–101

Topic:Writing

•Theimportanceofwriting

•Talkingaboutthingspeoplewriteatworkandschool

•Synonymsandantonyms

•Multiplemeaningsofwords

•Causativeverbs:make,have,andget

•E‑mailetiquette

•Goodbusinesswriting

•Writinganactionplan

viii

Unit / PaGes Casas eFF sCans best Plus Form a best Form b

Unit 1selling yourselfPages 2–11

0.1.2, 0.1.5, 0.1.6, 0.2.1, 0.2.4, 2.3.1, 2.3.2, 2.5.5, 2.7.6, 4.1.4, 4.1.7, 4.1.8, 4.1.9, 4.4.1, 4.4.2, 4.6.1, 4.8.1, 4.8.2, 4.8.3, 4.9.1, 6.0.1, 7.1.1, 7.1.4, 7.2.1, 7.2.2, 7.4.1, 7.4.2, 7.4.5, 7.5.1

MostEFFstandardsaremet,withparticularfocuson:• Conveyingideasinwriting• Speakingsootherscanunderstand• Takingresponsibilityforlearning• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandevaluatinginformation• Participatingasamemberofateam• Teachingothersnewskills• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Locator:W1,W2,W3,W4,W5• Level1:1.1,2.1,2.2,2.3,4.2• Level2:1.2,2.1,3.2,3.3• Level3:1.2,1.3,2.1,2.2,2.3

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation/identification• Readingpassages• Writingnotes• Time/Numbers• Readingsigns,ads,andnotices• Employment/Training

Unit 2building self‑confidencePages 12–21

0.1.1, 0.1.4, 0.1.6, 0.2.1, 0.2.4, 2.5.1, 2.8.2, 3.1.2, 3.1.3, 3.5.9, 3.6.4, 3.6.5, 4.1.1, 4.1.2, 4.4.1, 4.6.1, 4.8.1, 4.8.5, 4.8.7, 7.1.1, 7.1.4, 8.3.1

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Guidingothers• Advocatingandinfluencing• Resolvingconflictandnegotiating

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Teachingothersnewskills• Workingwithdiversity• Negotiating• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W3,W5‑6• Level1:3.3,4.2• Level2:2.3• Level3:4.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation• Communication• Directions/Clarification• Employment/Training

Unit 3VolunteeringPages 22–31

0.1.1, 0.1.4, 0.1.7, 0.2.1, 1.9.1, 2.2.1, 2.5.1, 2.7.2, 2.7.3, 2.8.3, 2.8.9, 4.3.2, 4.6.1, 4.6.4, 4.8.1, 4.8.2, 7.3.1, 7.3.2, 7.3.3

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Cooperatingwithothers• Guidingothers• Solvingproblemsandmakingdecisions• Planning

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Teachingothersnewskills• Exercisingleadership• Workingwithdiversity• Acquiringandusinginformation• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Level1:3.2,3.3,4.2• Level2:2.2,2.3• Level3:2.2,4.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation• Communication• Directions/Clarification• Listeningcomprehension• Reading• Writing

Unit 4effective job applicationsPages 32–41

0.1.4, 0.2.1, 0.2.4, 1.9.1, 2.1.1, 2.2.1, 2.3.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.2.1, 4.2.3, 4.4.1, 4.4.7

MostEFFstandardsaremet,withparticularfocuson:• Readingwithunderstanding• Conveyingideasinwriting• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Humanresources• Servingcustomers• Exercisingleadership• Negotiating• Workingwithdiversity• Acquiringandusinginformation• Understandingcomplexinter‑relationships

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W1,W2,• Level1:3.2,4.2• Level2:1.2,1.3,5.2• Level3:3.1

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Reading• Writing• Fluency• Communication• Personalinformation• Time/Numbers

Unit 5successful interviewsPages 42–51

0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.2.1, 0.2.2, 0.2.3, 2.3.1, 4.1.1, 4.1.2, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.1.9, 4.2.1, 4.2.5, 4.4.1, 4.4.4, 4.4.5, 4.5.1, 4.5.2, 4.5.4, 4.8.1, 6.0.1, 7.1.3, 7.2.1

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Takingresponsibilityforlearning

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandusinginformation• Understandingcomplexinter‑relationships



Correlations

ixCorrelations


Unit 1selling yourselfPages 2–11

0.1.2, 0.1.5, 0.1.6, 0.2.1, 0.2.4, 2.3.1, 2.3.2, 2.5.5, 2.7.6, 4.1.4, 4.1.7, 4.1.8, 4.1.9, 4.4.1, 4.4.2, 4.6.1, 4.8.1, 4.8.2, 4.8.3, 4.9.1, 6.0.1, 7.1.1, 7.1.4, 7.2.1, 7.2.2, 7.4.1, 7.4.2, 7.4.5, 7.5.1

MostEFFstandardsaremet,withparticularfocuson:• Conveyingideasinwriting• Speakingsootherscanunderstand• Takingresponsibilityforlearning• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandevaluatinginformation• Participatingasamemberofateam• Teachingothersnewskills• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Locator:W1,W2,W3,W4,W5• Level1:1.1,2.1,2.2,2.3,4.2• Level2:1.2,2.1,3.2,3.3• Level3:1.2,1.3,2.1,2.2,2.3

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation/identification• Readingpassages• Writingnotes• Time/Numbers• Readingsigns,ads,andnotices• Employment/Training

Unit 2building self‑confidencePages 12–21

0.1.1, 0.1.4, 0.1.6, 0.2.1, 0.2.4, 2.5.1, 2.8.2, 3.1.2, 3.1.3, 3.5.9, 3.6.4, 3.6.5, 4.1.1, 4.1.2, 4.4.1, 4.6.1, 4.8.1, 4.8.5, 4.8.7, 7.1.1, 7.1.4, 8.3.1

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Guidingothers• Advocatingandinfluencing• Resolvingconflictandnegotiating

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Teachingothersnewskills• Workingwithdiversity• Negotiating• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W3,W5‑6• Level1:3.3,4.2• Level2:2.3• Level3:4.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation• Communication• Directions/Clarification• Employment/Training

Unit 3VolunteeringPages 22–31

0.1.1, 0.1.4, 0.1.7, 0.2.1, 1.9.1, 2.2.1, 2.5.1, 2.7.2, 2.7.3, 2.8.3, 2.8.9, 4.3.2, 4.6.1, 4.6.4, 4.8.1, 4.8.2, 7.3.1, 7.3.2, 7.3.3

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Cooperatingwithothers• Guidingothers• Solvingproblemsandmakingdecisions• Planning

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Teachingothersnewskills• Exercisingleadership• Workingwithdiversity• Acquiringandusinginformation• Understandingsystems

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Level1:3.2,3.3,4.2• Level2:2.2,2.3• Level3:2.2,4.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Oralinterview• Personalinformation• Communication• Directions/Clarification• Listeningcomprehension• Reading• Writing

Unit 4effective job applicationsPages 32–41

0.1.4, 0.2.1, 0.2.4, 1.9.1, 2.1.1, 2.2.1, 2.3.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.2.1, 4.2.3, 4.4.1, 4.4.7

MostEFFstandardsaremet,withparticularfocuson:• Readingwithunderstanding• Conveyingideasinwriting• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Humanresources• Servingcustomers• Exercisingleadership• Negotiating• Workingwithdiversity• Acquiringandusinginformation• Understandingcomplexinter‑relationships



Unit 5successful interviewsPages 42–51

0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.2.1, 0.2.2, 0.2.3, 2.3.1, 4.1.1, 4.1.2, 4.1.5, 4.1.6, 4.1.7, 4.1.8, 4.1.9, 4.2.1, 4.2.5, 4.4.1, 4.4.4, 4.4.5, 4.5.1, 4.5.2, 4.5.4, 4.8.1, 6.0.1, 7.1.3, 7.2.1

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Takingresponsibilityforlearning

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandusinginformation• Understandingcomplexinter‑relationships



x Correlations


Unit 6small talkPages 52–61

0.1.1, 0.1.2, 0.1.4, 0.1.6, 0.1.8, 0.2.1, 0.2.4, 2.2.1, 2.3.3, 2.6.1, 2.7.1, 2.7.2

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandusinginformation• Understandingcomplexinter‑relationships

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W1,W2,W3,W5• W6,W7,W8• Level1:1.2,3.2• Level2:1.2,3.1• Level3:1.1,3.1

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Fluency• Communication• Personalinformation

Unit 7improving relationshipsPages 62–71

0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.1.6, 0.2.1, 1.2.1, 1.2.6, 1.3.1, 1.4.1, 1.6.1, 2.1.7, 2.2.1, 2.6.3, 2.7.6, 2.7.7, 2.7.8, 2.7.9, 2.8.3, 2.8.4, 2.8.6, 4.2.1, 4.3.2, 4.4.1, 4.4.3, 4.4.4, 4.6.1, 4.6.2, 4.6.4, 4.8.1, 4.8.2, 4.8.5, 4.8.6, 7.3.1, 7.3.2, 7.3.3

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Solvingproblemsandmakingdecisions

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandusinginformation• Monitoringandcorrectingperformance

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W1,W2,W3,W4• Level1:2.1,2.3• Level2:2.1,2.3• Level3:1.2,3.3,4.1

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Fluency• Communication• Personalinformation• Directions/Clarification• Listeningcomprehension

Unit 8Giving and receiving criticismPages 72–81

0.1.1, 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 4.4.1, 4.4.2, 4.4.4, 4.6.1, 4.8.1, 4.8.2, 4.8.5, 4.8.6

MostEFFstandardsaremet,withparticularfocuson:• Listeningactively• Cooperatingwithothers• Reflectingandevaluating

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandevaluatinginformation

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Level1:2.3• Level2:2.3,3.2• Level3:1.3,2.1,2.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Fluency• Communication• Personalinformation• Listeningcomprehension

Unit 9the right attitudePages 82–91

0.1.1, 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 0.2.1, 4.4.1, 4.4.2, 4.4.4, 4.4.7, 4.6.1, 4.6.5, 4.8.1, 4.8.3, 4.8.5, 4.8.6, 4.8.7

MostEFFstandardsaremet,withparticularfocuson:• Listeningactively• Cooperatingwithothers• Guidingothers• Advocatingandinfluencing• Resolvingconflictandnegotiating• Solvingproblemsandmakingdecisions

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Negotiating• Workingwithdiversity• Acquiringandevaluatinginformation

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W4,W7,W8• Level1:2.2,2.3,4.2,4.3• Level2:1.3,2.1,2.2,3.2,3.3• Level3:1.2,1.3,2.1,2.2,2.3,3.3,4.2


Unit 10Writing at work and schoolPages 92–101

0.2.2, 0.2.3, 1.7.6, 2.3.4, 2.4.1, 3.2.1, 4.4.7, 4.5.2, 4.5.5, 4.6.2, 4.6.5, 4.7.1, 4.7.4, 5.4.1, 7.1.4, 7.4.2, 7.7.2, 7.7.4

MostEFFstandardsaremet,withparticularfocuson:• Conveyingideasinwriting• Solvingproblemsandmakingdecisions• Takingresponsibilityforlearning• Learningthroughresearch• Reflectingandevaluating• Usinginformationandcommunicationstechnology

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandevaluatinginformation• Organizingandmaintaininginformation• Interpretingandcommunicatinginformation

• Usingcomputerstoprocessinformation• Understandingsystems• Monitoringandcorrectingperformance• Workingwithavarietyoftechnologies

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W6,W7,W8• Level1:2.3,4.2,4.3• Level2:2.3,3.2,3.3,4.2• Level3:1.2,1.3,2.1,2.2,2.3,3.2,3.3,4.2,5.1,5.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Writingnotes• Reading• Writing• Fluency• Communication

xiCorrelations


Unit 6small talkPages 52–61

0.1.1, 0.1.2, 0.1.4, 0.1.6, 0.1.8, 0.2.1, 0.2.4, 2.2.1, 2.3.3, 2.6.1, 2.7.1, 2.7.2

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandusinginformation• Understandingcomplexinter‑relationships

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W1,W2,W3,W5• W6,W7,W8• Level1:1.2,3.2• Level2:1.2,3.1• Level3:1.1,3.1

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Fluency• Communication• Personalinformation

Unit 7improving relationshipsPages 62–71

0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.1.6, 0.2.1, 1.2.1, 1.2.6, 1.3.1, 1.4.1, 1.6.1, 2.1.7, 2.2.1, 2.6.3, 2.7.6, 2.7.7, 2.7.8, 2.7.9, 2.8.3, 2.8.4, 2.8.6, 4.2.1, 4.3.2, 4.4.1, 4.4.3, 4.4.4, 4.6.1, 4.6.2, 4.6.4, 4.8.1, 4.8.2, 4.8.5, 4.8.6, 7.3.1, 7.3.2, 7.3.3

MostEFFstandardsaremet,withparticularfocuson:• Speakingsootherscanunderstand• Listeningactively• Cooperatingwithothers• Solvingproblemsandmakingdecisions

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandusinginformation• Monitoringandcorrectingperformance

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W1,W2,W3,W4• Level1:2.1,2.3• Level2:2.1,2.3• Level3:1.2,3.3,4.1

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Fluency• Communication• Personalinformation• Directions/Clarification• Listeningcomprehension

Unit 8Giving and receiving criticismPages 72–81

0.1.1, 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 4.4.1, 4.4.2, 4.4.4, 4.6.1, 4.8.1, 4.8.2, 4.8.5, 4.8.6

MostEFFstandardsaremet,withparticularfocuson:• Listeningactively• Cooperatingwithothers• Reflectingandevaluating

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Acquiringandevaluatinginformation

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• Level1:2.3• Level2:2.3,3.2• Level3:1.3,2.1,2.2


Unit 9the right attitudePages 82–91

0.1.1, 0.1.2, 0.1.3, 0.1.6, 0.1.7, 0.1.8, 0.2.1, 4.4.1, 4.4.2, 4.4.4, 4.4.7, 4.6.1, 4.6.5, 4.8.1, 4.8.3, 4.8.5, 4.8.6, 4.8.7

MostEFFstandardsaremet,withparticularfocuson:• Listeningactively• Cooperatingwithothers• Guidingothers• Advocatingandinfluencing• Resolvingconflictandnegotiating• Solvingproblemsandmakingdecisions

MostSCANSstandardsaremet,withparticularfocuson:• Participatingasamemberofateam• Exercisingleadership• Negotiating• Workingwithdiversity• Acquiringandevaluatinginformation

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W4,W7,W8• Level1:2.2,2.3,4.2,4.3• Level2:1.3,2.1,2.2,3.2,3.3• Level3:1.2,1.3,2.1,2.2,2.3,3.3,4.2


Unit 10Writing at work and schoolPages 92–101

0.2.2, 0.2.3, 1.7.6, 2.3.4, 2.4.1, 3.2.1, 4.4.7, 4.5.2, 4.5.5, 4.6.2, 4.6.5, 4.7.1, 4.7.4, 5.4.1, 7.1.4, 7.4.2, 7.7.2, 7.7.4

MostEFFstandardsaremet,withparticularfocuson:• Conveyingideasinwriting• Solvingproblemsandmakingdecisions• Takingresponsibilityforlearning• Learningthroughresearch• Reflectingandevaluating• Usinginformationandcommunicationstechnology

MostSCANSstandardsaremet,withparticularfocuson:• Acquiringandevaluatinginformation• Organizingandmaintaininginformation• Interpretingandcommunicatinginformation

• Usingcomputerstoprocessinformation• Understandingsystems• Monitoringandcorrectingperformance• Workingwithavarietyoftechnologies

Overalltestpreparationissupported,withparticularimpactonthefollowingitems:• W6,W7,W8• Level1:2.3,4.2,4.3• Level2:2.3,3.2,3.3,4.2• Level3:1.2,1.3,2.1,2.2,2.3,3.2,3.3,4.2,5.1,5.2

Overalltestpreparationissupported,withparticularimpactonthefollowingareas:• Writingnotes• Reading• Writing• Fluency• Communication

Scope and sequenceUnit title

topic FUnctionslistening

and speaking VocabUlarygrammar

FocUs reading Writing liFe skills pronUnciation

Welcomepages 2–5

■ identifying the letters of the alphabet

■spelling names■ identifying classroom

directions■ identifying numbers

■saying classroom directions

■saying the alphabet■saying numbers

■classroom directions

■the alphabet with capital and lowercase letters

■numbers

■reading classroom directions

■reading the alphabet■reading numbers

■Writing the alphabet■Writing numbers

■Understanding classroom directions

■pronouncing the alphabet■pronouncing numbers

Unit 1Personal informationpages 6–17

topic:Describing people

■ identifying names■ identifying area

codes and phone numbers

■ identifying countries of origin

■exchanging personal information

■asking and answering questions about personal information

■personal information

■countries■months of the

year

■possessive adjectives (my, your, his, her)

■reading a paragraph about a new student

■completing sentences giving personal information

■completing an id card

■reading an id card ■pronouncing key vocabulary■pronouncing area codes and phone

numbers

Unit 2At schoolpages 18–29

topic:the classroom

■ identifying classroom objects

■describing location■Finding out location

■asking what someone needs

■asking about and giving the location of things

■classroom furniture

■classroom objects

■days of the week

■prepositions of location (in, on, under)

■reading a note about school supplies

■reading a memo about class information

■completing sentences about class information

■reading a class schedule

■pronouncing key vocabulary

Review: Units 1 and 2pages 30–31

■Understanding conversations

■pronouncing a as in name and o as in phone

Unit 3Friends and familypages 32–43

topic:Family

■ identifying family relationships

■describing a family picture

■asking and answering questions about family relationships

■Family relationships

■Family members■people

■Yes / No questions with have

■reading a paragraph about a family

■completing sentences about a family

■completing sentences about your family

■reading a housing application


Unit 4Healthpages 44–55

topic:Health problems

■describing health problems

■asking and answering questions about health problems

■the doctor’s offi ce

■body parts■Health problems

■singular and plural nouns

■reading a paragraph about a visit to the doctor’s offi ce

■completing a sign-in sheet at the doctor’s offi ce

■reading a label on a box of medicine




■pronouncing e as in read, i as in fi ve, and u as in June

Unit 5Around townpages 58–69

topic:places and locations

■ identifying buildings and places

■describing location

■asking and answering questions about where someone is

■asking and answering questions about the location of buildings and places

■describing your neighborhood

■buildings and places

■transportation

■prepositions of location (on, next to, across from, between)

■Where questions

■reading a notice about a library opening

■reading a description of someone’s street

■completing sentences describing your street

■reading a map ■pronouncing key vocabulary

iv SCope AND SeqUeNCe

Basic Student’s Book

Unit title topic FUnctions

listening and speaking VocabUlary

grammar FocUs reading Writing liFe skills pronUnciation

Welcomepages 2–5


■spelling names■ identifying classroom

directions■ identifying numbers

■saying classroom directions

■saying the alphabet■saying numbers

■classroom directions


■numbers

■reading classroom directions

■reading the alphabet■reading numbers

■Writing the alphabet■Writing numbers

■Understanding classroom directions

■pronouncing the alphabet■pronouncing numbers


topic:Describing people

■ identifying names■ identifying area

codes and phone numbers

■ identifying countries of origin

■exchanging personal information

■asking and answering questions about personal information


■countries■months of the

year

■possessive adjectives (my, your, his, her)

■reading a paragraph about a new student

■completing sentences giving personal information

■completing an id card

■reading an id card ■pronouncing key vocabulary■pronouncing area codes and phone

numbers


topic:the classroom

■ identifying classroom objects


■asking what someone needs

■asking about and giving the location of things



■days of the week

■prepositions of location (in, on, under)

■reading a note about school supplies

■reading a memo about class information

■completing sentences about class information

■reading a class schedule




■pronouncing a as in name and o as in phone


topic:Family

■ identifying family relationships

■describing a family picture

■asking and answering questions about family relationships


■Family members■people

■Yes / No questions with have

■reading a paragraph about a family

■completing sentences about a family

■completing sentences about your family

■reading a housing application




■describing health problems

■asking and answering questions about health problems

■the doctor’s offi ce

■body parts■Health problems

■singular and plural nouns

■reading a paragraph about a visit to the doctor’s offi ce

■completing a sign-in sheet at the doctor’s offi ce

■reading a label on a box of medicine




■pronouncing e as in read, i as in fi ve, and u as in June


topic:places and locations

■ identifying buildings and places

■describing location

■asking and answering questions about where someone is

■asking and answering questions about the location of buildings and places

■describing your neighborhood

■buildings and places

■transportation

■prepositions of location (on, next to, across from, between)

■Where questions

■reading a notice about a library opening

■reading a description of someone’s street

■completing sentences describing your street

■reading a map ■pronouncing key vocabulary

SCope AND SeqUeNCe v




Unit 6Timepages 70–81

topic:Daily activities and time

■asking the time■asking for and giving

information about the days and times of events

■asking and answering questions about the time

■asking and answering questions about events

■clock time■activities and

events■times of the day

■Yes / No questions with be

■reading a paragraph about a person’s schedule

■reading someone’s daily schedule

■completing a schedule■completing sentences

about a schedule

■reading an invitation ■pronouncing key vocabulary■pronouncing times



■pronouncing a as in at and o as in on

Unit 7Shoppingpages 84–95

topic:Clothes and prices

■ identifying clothing items

■reading prices■ identifying colors

■asking and answering questions about prices

■ identifying the colors of clothing

■clothing■prices■colors

■How much is? / How much are?

■reading an e-mail about a shopping trip

■completing a shopping list

■reading a store receipt ■pronouncing key vocabulary■pronouncing prices

Unit 8Workpages 96–107

topic:Jobs and skills

■ identifying jobs■ identifying job duties

■asking and answering questions about jobs

■asking and answering questions about job duties

■names of jobs■Job duties

■Yes / No questions with simple present

■short answers with does and doesn’t

■reading an article about the employee of the month

■reading a letter about people’s jobs

■completing sentences about people’s jobs

■reading help-wanted ads




■pronouncing e as in red, i as in six, and u as in bus

Unit 9Daily livingpages 110–121

topic:Home responsibilities

■ identifying family chores

■asking and answering questions about family chores

■asking and answering questions about people’s activities

■chores■rooms of a house

■What questions with the present continuous

■reading an e-mail about problems with family chores

■reading a chart of family chores

■completing a chart about family chores

■completing sentences about family chores

■reading a work order ■pronouncing key vocabulary

Unit 10Free timepages 122–133

topic:Free-time activities

■ identifying free-time activities

■describe what people like to do

■asking and answering questions about free-time activities

■Free-time activities

■ like to + verb■What questions with

like to + verb

■reading an e-mail to a friend

■completing sentences about free-time activities

■reading a course description




■reviewing pronunciation of a, e, i, o, and u in key vocabulary

Self-assessments pages 136–145Reference pages 146–152

Grammar charts pages 146–148Useful lists pages 149–151Map of North America page 152

Self-study audio script pages 153–155

vi SCope AND SeqUeNCe

Sc

op

e a

nd

S

equ

enc

e






■asking the time■asking for and giving

information about the days and times of events

■asking and answering questions about the time

■asking and answering questions about events

■clock time■activities and

events■times of the day

■Yes / No questions with be

■reading a paragraph about a person’s schedule

■reading someone’s daily schedule

■completing a schedule■completing sentences

about a schedule

■reading an invitation ■pronouncing key vocabulary■pronouncing times



■pronouncing a as in at and o as in on


topic:Clothes and prices

■ identifying clothing items

■reading prices■ identifying colors

■asking and answering questions about prices

■ identifying the colors of clothing

■clothing■prices■colors

■How much is? / How much are?

■reading an e-mail about a shopping trip

■completing a shopping list

■reading a store receipt ■pronouncing key vocabulary■pronouncing prices



■ identifying jobs■ identifying job duties

■asking and answering questions about jobs

■asking and answering questions about job duties

■names of jobs■Job duties

■Yes / No questions with simple present

■short answers with does and doesn’t

■reading an article about the employee of the month

■reading a letter about people’s jobs

■completing sentences about people’s jobs

■reading help-wanted ads




■pronouncing e as in red, i as in six, and u as in bus



■ identifying family chores

■asking and answering questions about family chores

■asking and answering questions about people’s activities

■chores■rooms of a house

■What questions with the present continuous

■reading an e-mail about problems with family chores

■reading a chart of family chores

■completing a chart about family chores

■completing sentences about family chores

■reading a work order ■pronouncing key vocabulary



■ identifying free-time activities

■describe what people like to do

■asking and answering questions about free-time activities


■ like to + verb■What questions with

like to + verb

■reading an e-mail to a friend

■completing sentences about free-time activities

■reading a course description




■reviewing pronunciation of a, e, i, o, and u in key vocabulary




SCope AND SeqUeNCe vii


topic FUnctionslistening and

speaking VocabUlarygrammar


Welcomepages 2–5


■ identifying numbers■ identifying days and

months■ identifying

abbreviations

■saying the alphabet and numbers

■spelling numbers and names

■saying days and months

■saying your birth month


■numbers■months and days

■reading the alphabet■reading numbers■reading months and

days

■Writing the alphabet■Writing names■Writing numbers■Writing days

■Understanding dates ■pronouncing the alphabet■pronouncing numbers■pronouncing days and months


topic:introductions

■ identifying names■ identifying numbers■Using greetings■ identifying countries

of origin■exchanging personal

information

■clarifying spelling■Using greetings■Using appropriate

language to introduce self and others


■countries and nationalities

■personal titles

■possessive adjectives

■subject pronouns■simple present

of be■contractions

■reading a paragraph describing a student’s personal information

■Writing sentences giving personal information

■ identifying and using capital letters

■reading a registration form

■Understanding cultural differences in names

■Using personal titles■Using a directory■reading an id card

■pronouncing key vocabulary■saying telephone numbers■saying addresses


topic:the classroom


■asking and giving location of things

■saying excuse me



■prepositions of loca-tion (in, on, under)

■Where is?■singular and plural

nouns■Yes / No questions■This / that and

these / those■contractions

■reading sentences describing a classroom

■Using pictorial cues

■Writing sentences about the location of items in the classroom

■Using capitalization and periods

■reading an inventory list

■counting objects



■Understanding a conversation

■recognizing syllables


topic:Family

■describing actions■talking about family

members

■asking and answering questions about current activities

■answering questions about your family


■daily activities■descriptive

adjectives

■present continuous■Wh- questions■Yes / No questions■object pronouns

(him, her, it, them)

■reading a paragraph describing a family birthday party

■Using a passage’s title for comprehension

■Writing sentences about your own family

■Writing number words

■reading an insurance application form

■Using family trees■Using formal and

informal family titles




■describing health problems and suggesting remedies

■expressing sympathy

■asking about someone’s health

■expressing sympathy■suggesting a remedy

■body parts■Health problems■descriptive

adjectives

■simple present of have

■Questions with have■have and need■contractions

■reading a paragraph describing a sick family’s visit to a doctor’s offi ce

■ interpreting exclamation points

■Writing an absence note to a child’s teacher

■Writing dates

■Using an appointment card

■matching remedies to ailments

■showing concern for someone’s health



■Understanding a narrative

■pronouncing strong syllables


topic:places and directions

■describing location■giving directions■asking for directions■confi rming by

repetition

■asking about a location■describing your

neighborhood■clarifying directions

■building and place names

■ imperatives for directions

■prepositions of location (on, next to, across from, between, on the corner of)

■Where questions■affi rmative and

negative imperatives

■reading an e-mail describing a neighborhood

■ interpreting pronoun referents

■Writing a description of your neighborhood

■capitalizing proper nouns

■reading and drawing maps

■giving and getting directions

■Understanding what a dmV is


iv Scope AND SeqUeNce

Student’s Book 1




Welcomepages 2–5


■ identifying numbers■ identifying days and

months■ identifying

abbreviations

■saying the alphabet and numbers

■spelling numbers and names

■saying days and months

■saying your birth month


■numbers■months and days

■reading the alphabet■reading numbers■reading months and

days

■Writing the alphabet■Writing names■Writing numbers■Writing days

■Understanding dates ■pronouncing the alphabet■pronouncing numbers■pronouncing days and months


topic:introductions

■ identifying names■ identifying numbers■Using greetings■ identifying countries

of origin■exchanging personal

information

■clarifying spelling■Using greetings■Using appropriate

language to introduce self and others


■countries and nationalities

■personal titles

■possessive adjectives

■subject pronouns■simple present

of be■contractions

■reading a paragraph describing a student’s personal information

■Writing sentences giving personal information

■ identifying and using capital letters

■reading a registration form

■Understanding cultural differences in names

■Using personal titles■Using a directory■reading an id card

■pronouncing key vocabulary■saying telephone numbers■saying addresses


topic:the classroom


■asking and giving location of things

■saying excuse me



■prepositions of loca-tion (in, on, under)

■Where is?■singular and plural

nouns■Yes / No questions■This / that and

these / those■contractions

■reading sentences describing a classroom

■Using pictorial cues

■Writing sentences about the location of items in the classroom

■Using capitalization and periods

■reading an inventory list

■counting objects




■recognizing syllables


topic:Family

■describing actions■talking about family

members

■asking and answering questions about current activities

■answering questions about your family


■daily activities■descriptive

adjectives

■present continuous■Wh- questions■Yes / No questions■object pronouns

(him, her, it, them)

■reading a paragraph describing a family birthday party

■Using a passage’s title for comprehension

■Writing sentences about your own family

■Writing number words

■reading an insurance application form

■Using family trees■Using formal and

informal family titles




■describing health problems and suggesting remedies

■expressing sympathy

■asking about someone’s health

■expressing sympathy■suggesting a remedy

■body parts■Health problems■descriptive

adjectives

■simple present of have

■Questions with have■have and need■contractions

■reading a paragraph describing a sick family’s visit to a doctor’s offi ce

■ interpreting exclamation points

■Writing an absence note to a child’s teacher

■Writing dates

■Using an appointment card

■matching remedies to ailments

■showing concern for someone’s health




■pronouncing strong syllables


topic:places and directions

■describing location■giving directions■asking for directions■confi rming by

repetition

■asking about a location■describing your

neighborhood■clarifying directions

■building and place names

■ imperatives for directions

■prepositions of location (on, next to, across from, between, on the corner of)

■Where questions■affi rmative and

negative imperatives

■reading an e-mail describing a neighborhood

■ interpreting pronoun referents

■Writing a description of your neighborhood

■capitalizing proper nouns

■reading and drawing maps

■giving and getting directions

■Understanding what a dmV is


Scope AND SeqUeNce v






■describing habitual activities

■asking for dates and times

■giving information about dates and times

■Using usually vs. always

■Using has vs. goes to for classes

■talking about daily schedules

■times of the day■Habitual activities

■simple present tense

■Wh- questions■prepositions of time

(at, in, on)■start / end and

open / close

■reading a paragraph describing a person’s schedule

■Using Wh- questions to interpret a reading

■Writing a description of your schedule

■Using indents for paragraphs

■Using class and other schedules

■Understanding parent-teacher associations

■Understanding volunteerism

■Using calendars■reading clocks


Review: Units 5 and 6 pages 82–83


■Understanding intonation in questions


topic:Food and money

■asking about quantity

■reading prices■asking the location

of items

■asking and answering How many? and How much?

■talking about what there is and isn’t

■Using quantifiers

■grocery store items

■U.s. currency

■count and non-count nouns

■How many? / How much?

■There is / There are■Quantifiers with

non-count nouns■some and any

■reading a paragraph describing a shopping trip

■looking for clues to understand new words

■Writing a note about a shopping list

■Using commas in a list

■reading supermarket ads

■reading receipts and using basic consumer math

■Using U.s. currency■Using multiple payment

methods




■ identifying past and present jobs

■describing skills

■talking about your job■talking about skills

■occupations■Work locations

■simple past of be (statements and questions)

■Can■contractions■be with and and but

■reading a letter describing a person’s job and work history

■ interpreting narrative time through verb tense

■Writing a paragraph about your skills

■checking spelling

■completing job applications

■ identifying skills■Understanding job

certification■reading e-mail




■pronouncing the -s ending with plural nouns



■describing past actions

■discussing chores■expressing

appreciation

■talking about household activities

■chores■Household items■time words

■simple past tense of regular and irregular verbs

■Or questions

■reading a letter describing daily events

■ interpreting the narrative voice

■Writing a letter describing household chores

■Using the simple past in writing

■Using a job-duties chart

■Understanding household chores and tools used for them





■describing future actions

■discussing plans

■talking about free-time activities


■sports

■simple past of irregular verbs

■Future with be going to

■contrasting past, present, and future

■reading an e-mail and a letter describing a vacation

■ interpreting time words in a passage

■Writing a letter describing a past and future vacation

■creating new paragraphs as the tense changes

■reading a tV schedule■Using schedules■Understanding the

cultural features of sports




■pronouncing the -ed ending in the simple past




vi Scope AND SeqUeNce

Sc

op

e a

nd

S

equ

enc

e






■describing habitual activities

■asking for dates and times

■giving information about dates and times

■Using usually vs. always

■Using has vs. goes to for classes

■talking about daily schedules

■times of the day■Habitual activities

■simple present tense

■Wh- questions■prepositions of time

(at, in, on)■start / end and

open / close

■reading a paragraph describing a person’s schedule

■Using Wh- questions to interpret a reading

■Writing a description of your schedule

■Using indents for paragraphs

■Using class and other schedules

■Understanding parent-teacher associations

■Understanding volunteerism

■Using calendars■reading clocks




■Understanding intonation in questions


topic:Food and money

■asking about quantity

■reading prices■asking the location

of items

■asking and answering How many? and How much?

■talking about what there is and isn’t

■Using quantifiers

■grocery store items

■U.s. currency

■count and non-count nouns

■How many? / How much?

■There is / There are■Quantifiers with

non-count nouns■some and any

■reading a paragraph describing a shopping trip

■looking for clues to understand new words

■Writing a note about a shopping list

■Using commas in a list

■reading supermarket ads

■reading receipts and using basic consumer math

■Using U.s. currency■Using multiple payment

methods




■ identifying past and present jobs

■describing skills

■talking about your job■talking about skills

■occupations■Work locations

■simple past of be (statements and questions)

■Can■contractions■be with and and but

■reading a letter describing a person’s job and work history

■ interpreting narrative time through verb tense

■Writing a paragraph about your skills

■checking spelling

■completing job applications

■ identifying skills■Understanding job

certification■reading e-mail




■pronouncing the -s ending with plural nouns




■discussing chores■expressing

appreciation

■talking about household activities

■chores■Household items■time words

■simple past tense of regular and irregular verbs

■Or questions

■reading a letter describing daily events

■ interpreting the narrative voice

■Writing a letter describing household chores

■Using the simple past in writing

■Using a job-duties chart

■Understanding household chores and tools used for them





■describing future actions

■discussing plans

■talking about free-time activities


■sports

■simple past of irregular verbs

■Future with be going to

■contrasting past, present, and future

■reading an e-mail and a letter describing a vacation

■ interpreting time words in a passage

■Writing a letter describing a past and future vacation

■creating new paragraphs as the tense changes

■reading a tV schedule■Using schedules■Understanding the

cultural features of sports




■pronouncing the -ed ending in the simple past




Scope AND SeqUeNce vii





Welcomepages 2–5

■ describing skills■ giving personal

information

■ talking about what classmates can do

■ asking and answering questions about personal information

■ review of regular and irregular verbs

■ review of be − present and past

■ review of present and past of regular and irregular verbs

■ reading a story about someone’s family

■ Writing verb forms in past and present

■ talking about your skills

■ pronouncing key vocabulary


topic:describing people

■ describing height, hair, and eyes

■ describing clothing■ describing habitual

actions■ describing actions in

the present

■ describing what people look like

■ asking and describing what people are wearing

■ asking and describing what people are doing at the present time

■ asking and describing people’s habitual actions

■ accessories■ adjectives of size,

color, and pattern

■ adjective order■ present continuous

vs. simple present■ and… too, and…

either, and but

■ reading an e-mail about a family member

■ scanning to fi nd the answers to questions

■ Writing a descriptive paragraph about a classmate

■ Using a comma after time phrases at the beginning of a sentence

■ reading an order form ■ pronouncing key vocabulary


topic:School services

■ offering advice■ describing wants■ describing future

plans

■ asking and describing what people want and need

■ asking about and describing future plans

■ computer terms■ Vocational

courses

■ Want and need■ the future with will,

be going to, and the present continuous

■ reading a short essay on an application form

■ skimming for the main idea

■ Writing an expository paragraph about goals

■ Using First, Second, and Third to organize ideas

■ reading course descriptions

■ setting short-term goals



■ Understanding a narrative

■ recognizing and pronouncing strong syllables


topic: Friends

■ describing past actions

■ describing daily activities

■ asking and answering questions about past actions

■ asking and answering questions about daily habits

■ parts of a car■ daily activities

■ review of simple past with regular and irregular verbs

■ simple present vs. simple past

■ collocations with make and do; play and go

■ reading a personal journal entry

■ scanning for First, Next, and Finally to order events

■ Writing a personal journal entry about the events of a day

■ Using a comma after sequence words

■ reading a cell phone calling-plan brochure



topic:Accidents

■ identifying appropriate action after an accident

■ asking for and giving advice

■ expressing necessity■ showing

understanding


■ clarifying meaning

■ Health problems■ accidents■ terms on

medicine packaging

■ Should■ Have to + verb■ Must, must not,

have to, not have to

■ reading a warning label

■ Understanding a bulleted list

■ Filling out an accident report form

■ Using cursive writing for a signature

■ reading medicine labels

■ Understanding a warning label




■ recognizing and emphasizing important words


topic:Transportation

■ identifying methods of transportation

■ describing number of times

■ describing length of time

■ asking and answering questions about train, bus, and airline schedules

■ asking and answering questions about personal transportation habits

■ describing personal habits

■ train station terms

■ travel activities■ adverbs of

frequency

■ How often and How long questions

■ adverbs of frequency

■ prepositions (into, out of, through, and toward)

■ reading a personal letter

■ scanning for capital letters to determine names of cities and places

■ Writing a personal letter about a trip

■ spelling out hours and minutes from one to ten in writing

■ reading a bus schedule

■ reading a train schedule

■ reading an airline schedule


iv SCope ANd SeqUeNCe

Student’s Book 2




Welcomepages 2–5

■ describing skills■ giving personal

information

■ talking about what classmates can do

■ asking and answering questions about personal information

■ review of regular and irregular verbs

■ review of be − present and past

■ review of present and past of regular and irregular verbs

■ reading a story about someone’s family

■ Writing verb forms in past and present

■ talking about your skills



topic:describing people

■ describing height, hair, and eyes

■ describing clothing■ describing habitual

actions■ describing actions in

the present

■ describing what people look like

■ asking and describing what people are wearing

■ asking and describing what people are doing at the present time

■ asking and describing people’s habitual actions

■ accessories■ adjectives of size,

color, and pattern

■ adjective order■ present continuous

vs. simple present■ and… too, and…

either, and but

■ reading an e-mail about a family member

■ scanning to fi nd the answers to questions

■ Writing a descriptive paragraph about a classmate

■ Using a comma after time phrases at the beginning of a sentence

■ reading an order form ■ pronouncing key vocabulary


topic:School services

■ offering advice■ describing wants■ describing future

plans

■ asking and describing what people want and need

■ asking about and describing future plans

■ computer terms■ Vocational

courses

■ Want and need■ the future with will,

be going to, and the present continuous

■ reading a short essay on an application form

■ skimming for the main idea

■ Writing an expository paragraph about goals

■ Using First, Second, and Third to organize ideas

■ reading course descriptions

■ setting short-term goals




■ recognizing and pronouncing strong syllables


topic: Friends

■ describing past actions

■ describing daily activities

■ asking and answering questions about past actions

■ asking and answering questions about daily habits

■ parts of a car■ daily activities

■ review of simple past with regular and irregular verbs

■ simple present vs. simple past

■ collocations with make and do; play and go

■ reading a personal journal entry

■ scanning for First, Next, and Finally to order events

■ Writing a personal journal entry about the events of a day

■ Using a comma after sequence words

■ reading a cell phone calling-plan brochure



topic:Accidents

■ identifying appropriate action after an accident


■ expressing necessity■ showing

understanding


■ clarifying meaning

■ Health problems■ accidents■ terms on

medicine packaging

■ Should■ Have to + verb■ Must, must not,

have to, not have to

■ reading a warning label

■ Understanding a bulleted list

■ Filling out an accident report form

■ Using cursive writing for a signature

■ reading medicine labels

■ Understanding a warning label




■ recognizing and emphasizing important words


topic:Transportation

■ identifying methods of transportation

■ describing number of times

■ describing length of time

■ asking and answering questions about train, bus, and airline schedules

■ asking and answering questions about personal transportation habits

■ describing personal habits

■ train station terms

■ travel activities■ adverbs of

frequency

■ How often and How long questions

■ adverbs of frequency

■ prepositions (into, out of, through, and toward)

■ reading a personal letter

■ scanning for capital letters to determine names of cities and places

■ Writing a personal letter about a trip

■ spelling out hours and minutes from one to ten in writing

■ reading a bus schedule

■ reading a train schedule

■ reading an airline schedule


SCope ANd SeqUeNCe v





topic:Time lines and major events

■ describing major events in the past

■ inquiring about life events

■ asking and answering questions about major life events in the past

■ ordering events in the past

■ life events■ time phrases

■ When questions and simple past

■ time phrases■ Someone, some,

anyone, everyone, and no one

■ reading a magazine interview

■ skimming interview questions to determine the focus

■ Writing a narrative paragraph about important life events

■ Using a comma after a time phrase at the beginning of a sentence

■ reading an application for a marriage license

■ describing important life events in sequence



■ Understanding a conversation

■ pronouncing intonation in questions


topic:Comparison shopping

■ comparing price and quality

■ comparing two things

■ comparing three or more things

■ asking and answering questions to compare furniture, appliances, and stores

■ Furniture■ descriptive

adjectives

■ comparatives■ superlatives■ One, the other,

some, the others

■ reading a short newspaper article

■ guessing the meaning of new words from other words nearby

■ Writing a descriptive paragraph about a gift

■ Using because to answer Why and to give a reason

■ reading a sales receipt ■ pronouncing key vocabulary


topic: Work history and job skills

■ identifying job duties■ describing work

history

■ asking and answering questions about completed actions

■ connecting ideas

■ Hospital terms■ Job duties

■ What and Where questions and simple past

■ conjunctions and, or, but

■ past and present ability with could, couldn’t, can, and can’t

■ reading a letter of recommendation

■ scanning text for names and dates

■ Writing a summary paragraph about employment history

■ capitalizing the names of businesses

■ reading a time sheet ■ pronouncing key vocabulary



■ pronouncing the -ed ending in the simple past


topic:Solving common problems

■ asking for recommendations

■ requesting help politely

■ agreeing to a request

■ refusing a request politely

■ asking for and making recommendations

■ explaining choices■ making polite requests■ agreeing to and

refusing requests politely

■ Home problems■ descriptive

adjectives

■ requests with Can, Could, Will, Would

■ Which questions and simple present

■ Let’s and let’s not

■ reading a notice on a notice board

■ determining if new words are positive or negative in meaning

■ Writing a letter of complaint

■ identifying the parts of a letter

■ reading a customer invoice for service and repairs



topic:Special occasions

■ making offers politely

■ responding to offers politely

■ making offers politely■ responding to offers

politely ■ asking and answering

questions involving direct and indirect objects

■ celebrations■ party food■ gifts

■ Would you like . . . ?■ direct and indirect

objects■ There is / there are

and there was / there were

■ reading a first-person narrative paragraph about a party

■ looking for examples of the main idea while reading

■ Writing a thank-you note for a gift

■ indenting paragraphs in an informal note

■ reading a formal invitation to a party




■ pronouncing the -s ending in the simple present




vi SCope ANd SeqUeNCe

Sc

op

e a

nd

S

equ

enc

e





topic:Time lines and major events

■ describing major events in the past

■ inquiring about life events

■ asking and answering questions about major life events in the past

■ ordering events in the past

■ life events■ time phrases

■ When questions and simple past

■ time phrases■ Someone, some,

anyone, everyone, and no one

■ reading a magazine interview

■ skimming interview questions to determine the focus

■ Writing a narrative paragraph about important life events

■ Using a comma after a time phrase at the beginning of a sentence

■ reading an application for a marriage license

■ describing important life events in sequence




■ pronouncing intonation in questions


topic:Comparison shopping

■ comparing price and quality

■ comparing two things

■ comparing three or more things

■ asking and answering questions to compare furniture, appliances, and stores

■ Furniture■ descriptive

adjectives

■ comparatives■ superlatives■ One, the other,

some, the others

■ reading a short newspaper article

■ guessing the meaning of new words from other words nearby

■ Writing a descriptive paragraph about a gift

■ Using because to answer Why and to give a reason

■ reading a sales receipt ■ pronouncing key vocabulary


topic: Work history and job skills

■ identifying job duties■ describing work

history

■ asking and answering questions about completed actions

■ connecting ideas

■ Hospital terms■ Job duties

■ What and Where questions and simple past

■ conjunctions and, or, but

■ past and present ability with could, couldn’t, can, and can’t

■ reading a letter of recommendation

■ scanning text for names and dates

■ Writing a summary paragraph about employment history

■ capitalizing the names of businesses

■ reading a time sheet ■ pronouncing key vocabulary



■ pronouncing the -ed ending in the simple past


topic:Solving common problems

■ asking for recommendations

■ requesting help politely

■ agreeing to a request

■ refusing a request politely

■ asking for and making recommendations

■ explaining choices■ making polite requests■ agreeing to and

refusing requests politely

■ Home problems■ descriptive

adjectives

■ requests with Can, Could, Will, Would

■ Which questions and simple present

■ Let’s and let’s not

■ reading a notice on a notice board

■ determining if new words are positive or negative in meaning

■ Writing a letter of complaint

■ identifying the parts of a letter

■ reading a customer invoice for service and repairs



topic:Special occasions

■ making offers politely

■ responding to offers politely

■ making offers politely■ responding to offers

politely ■ asking and answering

questions involving direct and indirect objects

■ celebrations■ party food■ gifts

■ Would you like . . . ?■ direct and indirect

objects■ There is / there are

and there was / there were

■ reading a first-person narrative paragraph about a party

■ looking for examples of the main idea while reading

■ Writing a thank-you note for a gift

■ indenting paragraphs in an informal note

■ reading a formal invitation to a party




■ pronouncing the -s ending in the simple present




SCope ANd SeqUeNCe vii





Welcomepages 2–5

■discussing goals■Filling out a goal

form■discussing past and

future events

■listening and asking about goals

■asking about daily routines

■listening about events in the past and future

■review of time phrases

Verb tense review:■present and present

continuous■past and future

■reading a paragraph about goals

■Writing your goal and steps to reach it

■talking about your goal and steps to reach it



topic:personality traits

■describing and comparing likes and interests

■describing and discussing personality types

■asking about and comparing preferences

■describing personality types

■personal interests■personality types■adjectives that

describe people

■Verbs + gerunds■comparisons with

more than, less than, as much as

■must for logical conclusions

■reading an article about personality and jobs

■predicting content from titles and pictures

■Writing a descriptive paragraph with a topic sentence and supporting sentences

■Using adjectives

■Understanding a bar graph

■scanning a Web page for information



topic:Study skills

■discussing study problems and learning strategies

■offering advice■ inquiring about

people’s experiences

■asking about study problems and learning strategies

■asking about someone’s recent past

■study problems■learning

strategies

■present perfect with how long, for, since

■present perfect questions with ever; short answers

■simple past and present perfect

■reading an article about strategies for learning english

■Using context to identify parts of speech

■locating examples that support statements

■Writing a paragraph with examples to support ideas

■Using examples to support your ideas

■reading and understanding tips for taking tests

■talking about strategies for learning english




■stressing content words


topic:neighbors

■offering help■agreeing and

disagreeing■giving reasons■making a complaint

■asking about and describing problems

■giving reasons■discussing borrowing

and lending

■borrow vs. lend ■two-word verbs

■because of phrases and because clauses

■too and enough■be able to

■reading a newsletter about a neighborhood watch

■ identifying the main idea, facts, and examples

■Writing a letter of complaint

■supporting the main idea with examples

■reading and understanding an ad for volunteers




topic:Healthy habits

■discussing healthy foods and exercise

■describing events in the recent past

■describing past habits

■asking about staying healthy

■asking about past and present health habits

■Healthy habits and routines

■benefi cial plants

■present perfect with recently and lately

■used to■reported

commands

■reading an article about benefi cial plants

■ identifying the topic from the introduction and conclusion

■ identifying parts of word families

■Writing a descriptive paragraph

■Writing a topic sentence

■completing a chart

■completing a medical history form

■talking about how to stay healthy




■Voiced and voiceless th sounds


topic:Community resources and events

■discussing future plans

■describing actions based on expectations

■describing community events

■asking about people’s plans

■asking about people’s expectations

■talking about community events

■entertainment■positive and

negative adjectives

■Verbs + infi nitives■present perfect with

already and yet■Verbs + infi nitives

and verbs + gerunds

■reading a review of a concert

■Using context to distinguish between positive and negative words

■Writing an e-mail■completing a graphic

organizer

■reading and understanding announcements about community events



iv SCope and SequenCe

STUDENT’S BOOK 3




Welcomepages 2–5

■discussing goals■Filling out a goal

form■discussing past and

future events

■listening and asking about goals

■asking about daily routines

■listening about events in the past and future

■review of time phrases

Verb tense review:■present and present

continuous■past and future

■reading a paragraph about goals

■Writing your goal and steps to reach it

■talking about your goal and steps to reach it



topic:personality traits

■describing and comparing likes and interests

■describing and discussing personality types

■asking about and comparing preferences

■describing personality types

■personal interests■personality types■adjectives that

describe people

■Verbs + gerunds■comparisons with

more than, less than, as much as

■must for logical conclusions

■reading an article about personality and jobs

■predicting content from titles and pictures

■Writing a descriptive paragraph with a topic sentence and supporting sentences

■Using adjectives

■Understanding a bar graph

■scanning a Web page for information



topic:Study skills

■discussing study problems and learning strategies

■offering advice■ inquiring about

people’s experiences

■asking about study problems and learning strategies

■asking about someone’s recent past

■study problems■learning

strategies

■present perfect with how long, for, since

■present perfect questions with ever; short answers

■simple past and present perfect

■reading an article about strategies for learning english

■Using context to identify parts of speech

■locating examples that support statements

■Writing a paragraph with examples to support ideas

■Using examples to support your ideas

■reading and understanding tips for taking tests

■talking about strategies for learning english




■stressing content words


topic:neighbors

■offering help■agreeing and

disagreeing■giving reasons■making a complaint

■asking about and describing problems

■giving reasons■discussing borrowing

and lending

■borrow vs. lend ■two-word verbs

■because of phrases and because clauses

■too and enough■be able to

■reading a newsletter about a neighborhood watch

■ identifying the main idea, facts, and examples


■supporting the main idea with examples

■reading and understanding an ad for volunteers




topic:Healthy habits

■discussing healthy foods and exercise

■describing events in the recent past

■describing past habits

■asking about staying healthy

■asking about past and present health habits

■Healthy habits and routines

■benefi cial plants

■present perfect with recently and lately

■used to■reported

commands

■reading an article about benefi cial plants

■ identifying the topic from the introduction and conclusion

■ identifying parts of word families

■Writing a descriptive paragraph

■Writing a topic sentence

■completing a chart

■completing a medical history form

■talking about how to stay healthy




■Voiced and voiceless th sounds


topic:Community resources and events

■discussing future plans


■describing community events

■asking about people’s plans

■asking about people’s expectations


■entertainment■positive and

negative adjectives

■Verbs + infi nitives■present perfect with

already and yet■Verbs + infi nitives

and verbs + gerunds

■reading a review of a concert

■Using context to distinguish between positive and negative words

■Writing an e-mail■completing a graphic

organizer

■reading and understanding announcements about community events



SCope and SequenCe v





topic:Time management

■prioritizing■discussing how to

manage time■giving advice■describing habits

■prioritizing tasks■asking about habits

and daily activities■contrasting qualities

and habits of good and weak time managers

■time-management

■prefixes meaning not

■ idioms with time

■adverb clauses with when

■adverb clauses with before and after

■one / some / any and it / them

■reading an article about cultural time rules

■recognizing dashes that introduce examples

■ identifying words with prefixes meaning not

■Writing a descriptive paragraph about a good or weak time manager

■Using a signal before the conclusion

■reading and understanding a pie chart

■talking about how to manage time




■ initial st sound


topic:Saving and spending

■making suggestions■asking for and giving

advice ■discussing financial

concerns■comparing banking

services

■asking and answering questions about buying on credit

■making suggestions and giving advice

■banking and finances

■compound nouns

■could and should■gerunds after

prepositions■collocations with

get and take

■reading an article about credit card debt

■ identifying problems and solutions discussed in a text

■giving advice about saving money

■Using first, second, third, and finally to organize ideas

■reading and understanding a brochure comparing checking accounts

■talking about credit, credit cards, and debt



topic:Finding a job

■discussing work-related goals

■discussing ways to find a job

■ identifying procedures involved with a job interview

■talking about a job interview

■asking about ongoing activities

■employment■separable phrasal

verbs

■present perfect continuous

■separable phrasal verbs

■present continuous and present perfect continuous

■reading a blog about a job search

■scanning for specific information

■Using a dictionary to select the best definition for a context

■Writing a formal thank-you letter

■Understanding what to include in a thank-you letter

■reading and understanding a chart comparing job growth

■preparing for a job interview

■reading and understanding a blog




■linking sounds


topic:Community action

■describing past activities

■describing past events

■describing a crime■describing past actions■asking about an

emergency■discussing safety

items

■crimes■emergency

situations■time phrases

■past continuous■past continuous

and simple past with when and while

■three uses of the present continuous

■reading an article about an emergency

■recognizing time phrases

■guessing meaning from context

■Writing about an emergency

■Using Who, What, When, Where, Why, and How

■reading and understanding a chart comparing safety in various U.s. states

■talking about emergency situations



topic:Vacation plans

■describing future possibility

■describing a sequence of events in the future

■describing vacation plans

■asking about future possibility

■describing the sequence of future events

■travel and vacation

■Future real conditionals

■Future time clauses with before and after

■three uses of the present perfect

■reading an article about alcatraz

■Using clues to guess the meaning of words

■Writing about a tourist attraction

■Using complex sentences to add variety

■reading and understanding hotel brochures

■talking about travel arrangements



■Understanding a news report

■Unstressed vowel sound


Grammar charts pages 141–145Irregular verbs page 146Grammar explanations pages 147–148


vi SCope and SequenCe

Sc

op

e a

nd

S

equ

enc

e





topic:Time management

■prioritizing■discussing how to

manage time■giving advice■describing habits

■prioritizing tasks■asking about habits

and daily activities■contrasting qualities

and habits of good and weak time managers

■time-management

■prefixes meaning not

■ idioms with time

■adverb clauses with when

■adverb clauses with before and after

■one / some / any and it / them

■reading an article about cultural time rules

■recognizing dashes that introduce examples

■ identifying words with prefixes meaning not

■Writing a descriptive paragraph about a good or weak time manager

■Using a signal before the conclusion

■reading and understanding a pie chart

■talking about how to manage time




■ initial st sound


topic:Saving and spending

■making suggestions■asking for and giving

advice ■discussing financial

concerns■comparing banking

services

■asking and answering questions about buying on credit

■making suggestions and giving advice

■banking and finances

■compound nouns

■could and should■gerunds after

prepositions■collocations with

get and take

■reading an article about credit card debt

■ identifying problems and solutions discussed in a text

■giving advice about saving money

■Using first, second, third, and finally to organize ideas

■reading and understanding a brochure comparing checking accounts

■talking about credit, credit cards, and debt



topic:Finding a job

■discussing work-related goals

■discussing ways to find a job

■ identifying procedures involved with a job interview

■talking about a job interview

■asking about ongoing activities

■employment■separable phrasal

verbs

■present perfect continuous

■separable phrasal verbs

■present continuous and present perfect continuous

■reading a blog about a job search

■scanning for specific information

■Using a dictionary to select the best definition for a context

■Writing a formal thank-you letter

■Understanding what to include in a thank-you letter

■reading and understanding a chart comparing job growth

■preparing for a job interview

■reading and understanding a blog




■linking sounds


topic:Community action

■describing past activities

■describing past events

■describing a crime■describing past actions■asking about an

emergency■discussing safety

items

■crimes■emergency

situations■time phrases

■past continuous■past continuous

and simple past with when and while

■three uses of the present continuous

■reading an article about an emergency

■recognizing time phrases

■guessing meaning from context

■Writing about an emergency

■Using Who, What, When, Where, Why, and How

■reading and understanding a chart comparing safety in various U.s. states

■talking about emergency situations



topic:Vacation plans


■describing a sequence of events in the future

■describing vacation plans

■asking about future possibility

■describing the sequence of future events

■travel and vacation

■Future real conditionals

■Future time clauses with before and after

■three uses of the present perfect

■reading an article about alcatraz

■Using clues to guess the meaning of words

■Writing about a tourist attraction

■Using complex sentences to add variety

■reading and understanding hotel brochures

■talking about travel arrangements



■Understanding a news report

■Unstressed vowel sound


Grammar charts pages 141–145Irregular verbs page 146Grammar explanations pages 147–148


SCope and SequenCe vii





Welcomepages 2–5

■exchanging information

■discussing study habits and strategies

■listening to people talk about study habits and strategies

■asking about study habits and strategies

■talking about classmates’ study habits and strategies

■study habits and strategies

■contrasting psst continuous and simple past

■contrasting simple past and present perfect

■reading a paragraph about bad weather

■Writing sentences about your partner

■discussing study habits and strategies for learning english



topic:Ways to be smart

■describing personal strengths

■expressing opinions■expressing

agreement and disagreement

■asking about aptitudes■discussing multiple

intelligences■giving opinions

■adjectives and adverbs

■multiple intelligences

■prefi xes and roots

■nouns, verbs, adjectives, and adverbs

■noun clauses with that

■so and that

■reading an article about multiple intelligences

■skimming to predict what a reading is about

■Writing a descriptive paragraph about a primary intelligence

■Using a topic sentence and supporting details

■Using a dictionary■reading and

understanding a visual diagram



topic:planning for success

■ inquiring about educational opportunities

■describing educational goals

■describing successful people

■asking about courses and classes

■discussing how to continue one’s education

■discussing obstacles and successes

■education and careers

■educational requirements

■the present passive■ infi nitives after the

passive■be + supposed

to and be + not supposed to

■reading an article about an immigrant family

■scanning to fi nd specifi c information

■Writing a descriptive paragraph about a successful person

■Using specifi c details such as facts, examples, and reasons

■Using a dictionary or thesaurus to identify synonyms

■reading and understanding a chart about the location of vocational classes




■-ed verb endings


topic:parents and children

■discussing appropriate behaviors at home and school

■Using polite forms of language

■asking about rules at home and at school

■asking questions indirectly

■talking about past events and experiences

■rules and expectations

■Word families

■ indirect Wh- questions

■ indirect Yes / No questions

■say and tell with reported speech

■reading an article about barriers between generations

■noticing words that repeat to get an idea of what a reading is about

■Writing an expository paragraph about a difference between generations

■Using a transition within a paragraph


understanding a chart■ interpreting census

bureau information



topic:Stressful situations

■discussing stress■expressing necessity

and lack of necessity■making suggestions■expressing past

regrets

■asking about stress■discussing ways to

cope with stress■giving advice about

past actions

■stress and ways to cope

■suffi xes

■should, shouldn’t, have to, don’t have to

■should have and shouldn’t have

■must and may / might

■reading an article about stress

■relating the title and section heads to personal experience

■Writing a descriptive paragraph about how to cope with stress

■Using causes and effects to organize a paragraph

■reading and understanding a bar graph

■discussing stress in the workplace



■Understanding a phone conversation

■contrasting intonation of direct and indirect Wh- questions


topic:Community involvement

■describing volunteer responsibilities

■describing a sequence of events

■describing repeated actions in the past and present

■asking about volunteer activities

■discussing personal experiences of volunteering or helping people

■discussing schedules

■Volunteerism■Words with

positive and negative meanings

■clauses with until and as soon as

■repeated actions in the present and past

■contrasting used to and be used to

■reading an article about volunteers

■Using context clues to guess if the meaning of a word is positive or negative

■Writing a descriptive paragraph about someone who made a difference

■making writing more interesting by including details that answer Wh- questions

■reading and understanding ads for volunteer positions

■discussing volunteer activities


iv SCope and SequenCe

STUDENT’S BOOK 4




Welcomepages 2–5

■exchanging information

■discussing study habits and strategies

■listening to people talk about study habits and strategies

■asking about study habits and strategies

■talking about classmates’ study habits and strategies

■study habits and strategies

■contrasting psst continuous and simple past

■contrasting simple past and present perfect

■reading a paragraph about bad weather

■Writing sentences about your partner

■discussing study habits and strategies for learning english



topic:Ways to be smart

■describing personal strengths

■expressing opinions■expressing

agreement and disagreement

■asking about aptitudes■discussing multiple

intelligences■giving opinions

■adjectives and adverbs

■multiple intelligences

■prefi xes and roots

■nouns, verbs, adjectives, and adverbs

■noun clauses with that

■so and that

■reading an article about multiple intelligences

■skimming to predict what a reading is about

■Writing a descriptive paragraph about a primary intelligence

■Using a topic sentence and supporting details


understanding a visual diagram



topic:planning for success

■ inquiring about educational opportunities

■describing educational goals

■describing successful people

■asking about courses and classes

■discussing how to continue one’s education

■discussing obstacles and successes

■education and careers

■educational requirements

■the present passive■ infi nitives after the

passive■be + supposed

to and be + not supposed to

■reading an article about an immigrant family

■scanning to fi nd specifi c information

■Writing a descriptive paragraph about a successful person

■Using specifi c details such as facts, examples, and reasons

■Using a dictionary or thesaurus to identify synonyms

■reading and understanding a chart about the location of vocational classes




■-ed verb endings


topic:parents and children

■discussing appropriate behaviors at home and school

■Using polite forms of language

■asking about rules at home and at school

■asking questions indirectly

■talking about past events and experiences

■rules and expectations

■Word families

■ indirect Wh- questions

■ indirect Yes / No questions

■say and tell with reported speech

■reading an article about barriers between generations

■noticing words that repeat to get an idea of what a reading is about

■Writing an expository paragraph about a difference between generations

■Using a transition within a paragraph


understanding a chart■ interpreting census

bureau information



topic:Stressful situations

■discussing stress■expressing necessity

and lack of necessity■making suggestions■expressing past

regrets

■asking about stress■discussing ways to

cope with stress■giving advice about

past actions

■stress and ways to cope

■suffi xes

■should, shouldn’t, have to, don’t have to

■should have and shouldn’t have

■must and may / might

■reading an article about stress

■relating the title and section heads to personal experience

■Writing a descriptive paragraph about how to cope with stress

■Using causes and effects to organize a paragraph

■reading and understanding a bar graph

■discussing stress in the workplace



■Understanding a phone conversation

■contrasting intonation of direct and indirect Wh- questions


topic:Community involvement

■describing volunteer responsibilities

■describing a sequence of events

■describing repeated actions in the past and present

■asking about volunteer activities

■discussing personal experiences of volunteering or helping people

■discussing schedules

■Volunteerism■Words with

positive and negative meanings

■clauses with until and as soon as

■repeated actions in the present and past

■contrasting used to and be used to

■reading an article about volunteers

■Using context clues to guess if the meaning of a word is positive or negative

■Writing a descriptive paragraph about someone who made a difference

■making writing more interesting by including details that answer Wh- questions

■reading and understanding ads for volunteer positions

■discussing volunteer activities


SCope and SequenCe v





topic:Time and technology

■expressing agreement and disagreement

■giving opinions and reasons

■talking about time-saving devices

■discussing the advantages and disadvantages of technology

■technology and time-saving devices

■Words with multiple definitions

■although■contrasting

because and although

■so and such

■reading a magazine article about the impact of technology

■recognizing the difference between facts and opinions

■Writing an expository paragraph about a time-saving device or activity

■Using advantages and disadvantages to organize a paragraph


understanding a table■discussing internet use■discussing survey

results



■Understanding a radio interview

■stressed and unstressed words


topic:Buying and returning merchandise

■explaining problems with a purchase

■discussing preferences

■explaining mistakes■asking for

information about store policies

■asking about returning merchandise

■asking about store policies

■talking about shopping mistakes

■describing people, places, and things

■buying and returning merchandise

■compound nouns

■that and who as the subject of an adjective clause

■that as the object of an adjective clause

■clarifying questions

■reading a newspaper advice column about return policies

■recognizing synonyms in a reading

■Writing a persuasive paragraph about shopping online

■Using transition words such as first, second, next, furthermore, moreover, and finally to signal a list of reasons in a paragraph

■reading and understanding a returned-merchandise form

■talking about returning or exchanging merchandise



topic:Success at work

■giving advice■making suggestions■explaining job

responsibilities■describing the

duration of an activity

■discussing work schedules

■talking about workplace problems and their solutions

■asking questions about work experiences

■Job responsibilities and skills

■prefixes and roots

■contrasting present perfect and present perfect continuous

■adjectives ending in -ed and -ing

■polite requests and offers

■reading an article about hard and soft job skills

■reading a cover letter to apply for a job

■recognizing quotations and reasons for using them

■Writing a cover letter to apply for a job

■ including information about skills and experience in a cover letter


understanding a table about the fastest-growing occupations

■discussing work skills



■Understanding a class lecture

■stressing function words


topic:Living green

■describing environmental issues and concerns

■giving advice■making suggestions■describing actions

one can take

■asking questions about “living green”

■discussing causes and effects of environmental problems

■discussing actions that could help the environment

■the environment■antonyms

■present unreal conditional

■since and so■contrasting present

real and present unreal conditionals

■reading a fable about how all things in life are connected

■asking questions to identify a cause-and-effect relationship

■Writing a paragraph about an environmental problem

■Using cause and effect to organize a paragraph

■Using a dictionary or thesaurus

■reading and understanding a chart about reasons to “live green”

■discussing ways to help the environment



topic:Celebrations



■expressing hopes and wishes

■comparing customs and celebrations

■asking about and comparing wedding customs

■discussing possible and hypothetical holiday plans

■talking about hopes and wishes

■celebrations■Words with

multiple meanings

■contrasting future real and present unreal conditionals

■hope and wish■tag questions

■reading an article about special birthday celebrations around the world

■Using punctuation as a clue to meaning

■Writing a descriptive paragraph about a favorite holiday or celebration

■concluding a paragraph by relating it to your personal life


understanding a recipe■discussing traditional

meals and recipes



■Understanding a street interview

■linking consonant-vowel sounds

Self-assessments pages 136–140Reference pages 141–149 Grammar explanations pages 141–148 Irregular verbs page 149Self-study audio script pages 150–156

vi SCope and SequenCe

Sc

op

e a

nd

S

equ

enc

e





topic:Time and technology

■expressing agreement and disagreement

■giving opinions and reasons

■talking about time-saving devices

■discussing the advantages and disadvantages of technology

■technology and time-saving devices

■Words with multiple definitions

■although■contrasting

because and although

■so and such

■reading a magazine article about the impact of technology

■recognizing the difference between facts and opinions

■Writing an expository paragraph about a time-saving device or activity

■Using advantages and disadvantages to organize a paragraph


understanding a table■discussing internet use■discussing survey

results



■Understanding a radio interview

■stressed and unstressed words


topic:Buying and returning merchandise

■explaining problems with a purchase

■discussing preferences

■explaining mistakes■asking for

information about store policies

■asking about returning merchandise

■asking about store policies

■talking about shopping mistakes

■describing people, places, and things

■buying and returning merchandise

■compound nouns

■that and who as the subject of an adjective clause

■that as the object of an adjective clause

■clarifying questions

■reading a newspaper advice column about return policies

■recognizing synonyms in a reading

■Writing a persuasive paragraph about shopping online

■Using transition words such as first, second, next, furthermore, moreover, and finally to signal a list of reasons in a paragraph

■reading and understanding a returned-merchandise form

■talking about returning or exchanging merchandise



topic:Success at work

■giving advice■making suggestions■explaining job

responsibilities■describing the

duration of an activity

■discussing work schedules

■talking about workplace problems and their solutions

■asking questions about work experiences

■Job responsibilities and skills

■prefixes and roots

■contrasting present perfect and present perfect continuous

■adjectives ending in -ed and -ing

■polite requests and offers

■reading an article about hard and soft job skills

■reading a cover letter to apply for a job

■recognizing quotations and reasons for using them

■Writing a cover letter to apply for a job

■ including information about skills and experience in a cover letter


understanding a table about the fastest-growing occupations

■discussing work skills



■Understanding a class lecture

■stressing function words


topic:Living green

■describing environmental issues and concerns

■giving advice■making suggestions■describing actions

one can take

■asking questions about “living green”

■discussing causes and effects of environmental problems

■discussing actions that could help the environment

■the environment■antonyms

■present unreal conditional

■since and so■contrasting present

real and present unreal conditionals

■reading a fable about how all things in life are connected

■asking questions to identify a cause-and-effect relationship

■Writing a paragraph about an environmental problem

■Using cause and effect to organize a paragraph

■Using a dictionary or thesaurus

■reading and understanding a chart about reasons to “live green”

■discussing ways to help the environment



topic:Celebrations



■expressing hopes and wishes

■comparing customs and celebrations

■asking about and comparing wedding customs

■discussing possible and hypothetical holiday plans

■talking about hopes and wishes

■celebrations■Words with

multiple meanings

■contrasting future real and present unreal conditionals

■hope and wish■tag questions

■reading an article about special birthday celebrations around the world

■Using punctuation as a clue to meaning

■Writing a descriptive paragraph about a favorite holiday or celebration

■concluding a paragraph by relating it to your personal life


understanding a recipe■discussing traditional

meals and recipes



■Understanding a street interview

■linking consonant-vowel sounds

SCope and SequenCe vii

esl curriculum guide - denton isd curriculum guide . ... if an examinee pretests into the nrs...

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