Handouts and Appendix B

7/30/2019 Handouts and Appendix B

1/18

HANDOUT #1 (Lesson 1.4)Where does your money go? Two different ways of thinking about it!

Step 1: Individual workThink about how you spent your money in the last month. You can name

individuals items that you purchased. Example: a vacuum cleaner.List 5 important items you bought.

ITEMS BOUGHT

1.

2.

3.

4.

5.

You can also think about a wider category the purpose for your purchase.Example: If you bought a vacuum cleaner(ora broom, or a lawnmower), thebroader purpose for your purchase could be: to take care of the house. Listin the box at least three purposes for your purchases the broader reasonsyou buy something.

PURPOSES

1.

2.

3.

Step 2: Group Work

Share your thinking in a group of three people. See where your thinking is the same ordifferent from others. Make a combined list ofyour groupspurposes for makingpurchases and share them with the whole class.

ITEMS BOUGHT

1.

2.

3.

4.

5.

6.


2/18

(Lesson 1.5)

Simple Present Present Progressive

infinitive

(3rd person singular: infinitive + 's')

I speak

you speak

he / she / it speaks

we speak

they speak

form of 'be' and verb + ing

I am speaking

you are speaking

he / she / it is speaking

we are speaking

they are speaking

in general (regularly, often, never)

Bill plays football every Tuesday.

present actions happening one after another

First Colin plays football, then he watches TV.

Right now!

Look! Bill is playing football now.

also for several actions happening at the same time

Bill is playing football and Anne is watching.

Signal words

always

every ...

often

normally

usually

sometimes

seldom

never

first

then

at the moment

at this moment

today

now

right now

Listen!

Look!

Note: The following verbs are usually only used in Simple Present:

be, have, hear, know, like, love, see, smell, think, want

--From English Grammar Online (www.ego4u.com)

Handout #2: Present Progressive


3/18

HANDOUT #3: Word Families(Lesson 1.11)Suffixes

Suffixes are added to the ends of words.

Some suffixes change the word from one form to another:A verb + the suffix -ment turns into a noun.

A noun + the suffix -ful turns into an adjective.An adjective + the suffix -ness turns into a noun.

ADJECTIVE NOUN VERB Suffix

pay+ment pay -ment

place+ment placestate+ment state

joy+ful joy -fulplenti+ful plentyhope+ful hope

kind kind+ness -nesshappy happi+ness

sad sad+ness


4/18

HANDOUT #4 (Lesson 2.4)What do you need to know about it?

Step 1: Individual work

You have identified the major item you want to purchase. Think about (1)

things you need to know before you buy; and (2) things you need to do beforeyou buy.Write the most important ones in the box.

Things I need to knowbefore I buy

Things I need to dobefore I buy

Step 1: Group WorkCompare and consolidate your lists. Make one combined checklist of things toknow and do before making a major purchase. Share it with the class.

Things a person needs to knowbefore buying

Things a needs to dobefore buying


5/18

HANDOUT #5 (Lesson 2.5)Activity: Good Warranty or not?

Note: This handout would be developed afterthe teacher has a sense of what types of

major purchases students are interested in making. If most are interested in purchasinga car, the materials inAll-Star 3 (p. 62-63) can be used. If students are interested intalking about other major purposes (e.g., telephone, television, washer), other warrantylanguage samples would be provided. A good source: http://www.squaretrade.com/tv-warranty.

The listening activity would also have to be adjusted if the class is not interested in carpurchases, with the teacher making a recording of an appropriate dialogue between L1speakers about another product.
http://www.squaretrade.com/tv-warrantyhttp://www.squaretrade.com/tv-warrantyhttp://www.squaretrade.com/tv-warrantyhttp://www.squaretrade.com/tv-warrantyhttp://www.squaretrade.com/tv-warranty


6/18

HANDOUT #6: Reading (Gerunds) (Lesson 2.7.a)

Buying a Car

Purchasing a car can be an exciting experience or a frustrating one.

What makes the difference is being prepared. Knowing what you want in a

car is important. Answering these few questions can help:

Is buying a new car something you really want to do, or is getting a

used car OK with you?

Is getting good gas mileage important to you? Or is the style and

look of the car more important than the miles-per-gallon a car gets?

Do you plan on purchasing the car by getting a car loan? Or do youplan on paying in cash? If financing a car is in your future, understanding

how interest rates work is reallyimportant! Avoiding a high annual interest

rate can save a lot of money over the life of the loan!

Finally, how much will you pay for the car? How will you know if you

are getting a good deal? Consulting the car price calculatorat

www.edmunds.combefore starting to car shop will help you know how

much a car is worth. Knowing what car dealer actually paid for the car can

help you avoid getting ripped off!
http://www.edmunds.com/http://www.edmunds.com/http://www.edmunds.com/


7/18

HANDOUT #7 (Lesson 2.7.d)Game: Gerund Charades

The students are familiar with charades, so no written explanation isneeded. The following gerunds (related to money) are to be written on

slips of paper. A student pulls one out of the hat, and then has to act it outand get her group to guess what it is. If they do (and use the correct

gerund form), that team gets a point. (This process alternates betweengroups, ensuring that no student acts out more than one charade).

Or, if time permits, groups could themselves come up with gerunds that theother group could act out.

Spending money

Buying a car

Going to the bank

Cashing a check

Bouncing a check

Paying the bills

Returning a purchase

Shopping for groceries


8/18

HANDOUT #8 (a) : A Gerund Way of Doing Banking(reference A ll-Star 3, p . 65)

Balancing my account

Bouncing a check

Getting a cashiers check

Opening a checking account

Paying with a credit card

Getting money from an ATM with a debit card

Getting paid by direct deposit

Having insufficient funds in my account

Paying interest

Getting a loan

Doing my banking online

Avoiding an overdraft

Paying a service charge

Reading my bank statement


9/18

HANDOUT #8 (b) : Bank Service Vocabulary Exercises(Less on 3.5)

Fill in each blank with one of the following banking vocabulary words:

statement bounced check online bankingchecking service charge overdraft

If you write a check for a larger amount of money than you have in your

_____________ account, the result will be a ____________________.

The official banking term for this is an __________________. This is not

just an unpleasant situation that uses up your time. It can cost you a lot of

money, because you will have to pay a __________________ , usually

around $30 per check! So it really does pay to read your bank

_____________ , because it lists how much money has come into your

account and what has been spent . Or you can double check on your

phone or computer, if you do ___________________________.


10/18

HANDOUT #9 (a), (b), (c) (Less on 3.7)

Identity Theft

Your identity is who you are. How can someone steal this?

They can do this by getting important information about you,

then pretending to be you. This can cause you lots of trouble.

If a thief finds out your name, address, birth date and Social

Security number, he or she may be able to pose as you. How

could thieves get this information?

They could steal your wallet, purse or mail. They could take

papers from your home. They could pose as someone who has a

right to ask you for this information (like a government worker).

Some even look in garbage bins for old credit card bills and other

papers. Then they can open bank accounts and get credit cards

in your name. Or they may get a phone or electricity. If they

dont pay their bills, it will hurt your credit rating.

Directions:Read twice. Read quickly the first time, looking for the main idea.Read again a second time, looking fordetails:

What are three ways does identity theft happen? What are three ways you can prevent identity theft?

Compare your answers with a partner. Then share whether youknow anyone who has been a victim of Identity Theft.
http://eslfreepress.typepad.com/.shared/image.html?/photos/uncategorized/2008/07/29/id_card.gif


11/18

How can you stop this from happening? Of course, you have

to be careful about giving out important information. Here are

some other things to do:

Dont carry your Social Security card with you. Carry only

the ID and credit cards youll need.

Dont use your mothers maiden (family) name to be the code

for identifying you. In English-speaking countries, this does not

appear on your ID. But it can be easy to find out. Use a

password instead.

Know when to expect your bills. A crook can get your credit

card number, then make a fake change of address so your bills

go to them, not you. Then they buy things with your card and

you dont find out for a long time when the person who sold the

items tried to collect the purchase price from you.

If your identity is stolen, call the police. Its important to act

quickly.

Copyright Manna Computer Services, Inc. Reproducible for personal or classroom use. Images byClipartisland.com, used with permission.


12/18

HANDOUT #10 (Lesson 3.9)

Activity/Game: Jeopardy Finances(see PowerPoint)


13/18

HANDOUT #11 (Lesso n 4.4)Learning from Experience:Things to do/Things not to do

Part 1 Directions Individual Work.

Write down notes to answer these two questions:(1) What is one really smart thingyou have done as you managed yourmoney? (What? When? Where? Why?)

(2) What is one thing you have done that was not so wise? (What? When?Where? Why?)

Part 2 Directors Group Work: Financial Advice

From your own experience and the experiences of others you have justheard, develop together in your group one checklist ofth ings to doas youmanage money and th ings not to do.

Things to do Things not to do


14/18

HANDOUT #12 (Less on 4.5 (a))Word Families part of speech shift

Suffixes: Now Build Your Own Words!

We learned earlier: suffixes are added to the ends of words.Some suffixes change the word from one form to another:

A verb + the suffix -ment turns into a noun.A noun + the suffix -ful turns into an adjective.

An adjective + the suffix -ness turns into a noun.

Make more words fill in the blanks!

ADJECTIVE NOUN VERB Suffix

pay+ment Pay -mentplace+ment Placestate+ment State

joy+ful joy -fulplenti+ful plenty

hope+ful hope

kind kind+ness -nesshappy happi+ness

sad sad+ness


15/18

HANDOUT #13 (Lesso n 4.6)Task: Dear Abby Advice Writing

GIRL FEARS SHE'LL LOSE TOUCH WITH BESTFRIEND FAR AWAY

04/20/2013

DEAR ABBY: I am a 16-year-old girl from Serbia. I have been in U.S. fortwo years and I'm studying English in an ESL class. I read your columnand could use some help to solve my problem because I am very upset.I have known my best friend, "Vanessa," for a year and a half. She is my

age and we were very close. She had to leave school because herfamily moved. I can't visit her because she is too far away. I cried

because I don't know if she is going to remember me or if she is going to forget all about

me. I'm so afraid I am going to lose her. Can you help me? -- SAD IN BUFFALO

DEAR SAD: You are obviously doing well in your ESL studies, and for that I congratulateyou. Because you and Vanessa no longer live close does not mean that you can't still befriends. Although she has moved to a different geographical location, you can maintain a

friendship because she is as near as your phone or computer.Because you want to still be a part of her life, keep her updated on what is going on in yourlife and ask her to do the same. That is the way long-distance relationships are maintained,

and some of them have been known to last a lifetime.

Main Idea

Reasons, examples
http://www.uexpress.com/dearabby/http://www.uexpress.com/dearabby/http://www.uexpress.com/dearabby/http://www.uexpress.com/dearabby/


16/18

HANDOUT #14 (Lesso n 5.3)Task: Dear Abby Advice Writing (Part 2)

This handout will be the typed up and formatted questions andstudent answers from Lesson 4.6. This will be distributed as written

input for Lesson 5 activities.

HANDOUT #15 (Lesso n 5.4)

Task: Writing Paragraph using Diagram and OutlineXeroxes of AS, p. 75, as worksheet multiples for each student;reproduce the actual paragraph prompt on the reverse side, so

students can just use outline side when they are doing their oralsharing.

HANDOUT #16 (Lesso n 5.6)Activity: Reading for Main Idea

HO #16

This handout is will be developed after input is received duringLesson 1.4 and during other unit discussions about areas related to

the unit theme that are of interest to students, which might not beaddressed elsewhere. This handout will replace All-Star, p. 72-73 and

will include: (1) one longer reading (authentic text) chosen from aninterest area identified by students, with questions following the formon All-Star, 73, #1; and (2) three very short paragraphs, also reflecting

areas of student interest, following the form onAS, p. 73, #2)


17/18

HANDOUT #17 (Lesso n 5.7)

Unit QuizContains brief and reading listening elements, with comprehensionexercises (e.g., cloze, matching); vocabulary review including word

family relationships (AS, p . 71, #2),adapted to reflect actual keywords in unit).

Note on assessment (from reflection paper): Since there are no externalfunders, the parents ESL program can choose to do assessment as it deemsbest; it need not utilizeAll-Stars standardized testing formats. The adaptationanticipates a unit-final quiz that documents student learning (summativeassessment); such an assessment would be carefully crafted to avoiddemotivating learners. However, such an end-of-unit quiz provides an incentivefor students to review, helps them chart their progress, and provides teachers

and administrators information needed to assess whether learning outcomes arebeing realized. Summative assessment is augmented by ongoing formativeassessment (in particular relating to speaking). The end-of-the-unit writingtasks/activities provide a blend: a structured way to assess learning and a non-test-based vehicle for learners to receive written teacher feedback.


18/18

Appendix B

B-1: StorycorpsProject

The unit adaptation indicates that a major four-skills projectelement is a regular threadwithin this unit, with a half-hour dedicated to project work every other lesson. But thisproject also spans several units. Its focus and a substantial part of its external inputcomes from the NPR Storycorps project(http://storycorps.org/). This project canprovide a wealth of authentic input (the voices/stories of everyday people, told in theirown words both in audio and available transcribed, in written form, in two books). Theanticipated output students telling stories to each other, and possibly interviewingothers will be authentic, personalized, and highly relevant to the students. Studentswill interview with each other, and these interviews will ultimately be recorded andtranscribed. Many of the other outputs of the project will be determined by the students

as will the presentation possibilities. One possibility might be for a student(s) toactually sign up to record an interview at Storycorps; this woulddepend on studentinterest and Storycorps Chicago schedule. At this early, idea-generating stage in theproject process, student attention is given to listening to some of the interviews (a few ofwhich have animated video, which aids in comprehension), along with early reflectionon the interview process. Every effort will be made to utilize computer technology in thisprocess, though this could be somewhat difficult, given the limited access of somestudents to the internet.

B-2: Language Journal

Langu age Jou rnal . The Language Journal is a regular part of this class. Students areasked to not ice and record interesting, difficult, funny, or perplexing elements ofEnglish. At the end of every Thursday class, students hand in a paragraph describingan element they encountered during the previous week, and then share what theyobserved in cocktail hour type exchanges (meaningful output about languageawareness/fluency building). This sequence creates a natural pre-planning (paragraphwriting) phase that undergirds informal oral production.
http://storycorps.org/http://storycorps.org/http://storycorps.org/http://storycorps.org/

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Handouts and Appendix B

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