INTRODUCTORY VOCABULARY

Module 2
INTRODUCTORY VOCABULARY
As Students Arrive, Pre-Class & Class Learning Activity
Teacher/Assistant Teachers: Plan to be at your teaching post 15-20 minutes before the start of
class. As students arrive, do not lose this valuable time. Regularly engage the early students
and those on time in a warm-up learning activity before and during the first part of class. The
content should usually be based on the prior class content. Make it fun and useful.
Pre Lesson 3 Warm Up Activity based on Lesson 2 Introductory Vocabulary Content
Write on the white board some of the following word sequences (or provide a copy of this
page on their chair) and ask the students as they arrive to write them. Then, help them pronounce them properly:
To Be-present tense (this is the most irregular verb in English and most languages):
I am
You are
We are
They are
He is
She is
It is
You might choose to continue this as part of Lesson 2 for 15-30 minutes.
As Students Arrive, Pre-­‐Class & Class Learning Activity Teacher/Assistant Teachers: Plan to be at your teaching post 15-­‐20 minutes before the start of class. As students arrive, do not lose this valuable time. Regularly engage the early students and those on time in a warm-­‐up learning activity before and during the first part of class. The content should usually be based on the prior class content. Make it fun and useful. Pre-­‐Class Warm-­‐Up and During Class Activity. Write on the white board some of the following word sequences (or provide a copy of this page on their chair) and ask the students as they arrive to write them. Then, help them pronounce them properly: To Be-­‐present tense (this is the most irregular verb in English and most languages): I am You are We are They are He is She is It is You might choose to continue this as part of Lesson 2 for 15-­‐30 minutes. Introductory Vocabulary
(3 classes with subsequent review)
2
The teacher and assistants, and English speakers at home, help the Spanish
speaker with this English Dialog. First, they read the whole dialog. Then,
they read two or three words and leave time for the students to repeat the
words until the students can pronounce them well.
El maestro de la clase y sus asistentes, tanto como los miembros de la familia
que hablan inglés, enseñan con este diálogo. Primero, lean el diálogo entero.
Entonces, lean dos o tres palabras, dejando tiempo para que los alumnos las
repitan hasta que puedan pronunciarlas bien.
C
The students should MEMORIZE the dialog in English.
Los alumnos deben aprender de memoria el diálogo en inglés.
Dialog
Do you know which days we have
our English classes?
Diálogo
¿Sabe usted cuáles días tenemos las
clases de inglés?
Ben:
Yes, they are on Tuesday and
Thursday evenings.
Sí, son los martes y jueves en la
tarde.
Camilla:
What time do they begin?
¿A qué hora empiezan?
Ben:
They begin at 7:00 p.m. and end
at 8:30 p.m.
Empiezan a las 7:00 y terminan
a las 8:30.
Camilla:
What month do they begin?
¿En qué mes empiezan?
Ben:
In September, September 1 (first).
Camilla:
Thank you. Do you also know what
time church services start on
Sunday?
Ben:
Yes, they start at 9:00 a.m. every
Sí, empiezan a las 9:00 de la
week and last until 12:00 p.m. (noon). mañana cada semana y terminan
al medio día.
Camilla:
Empiezan el primero de Septiembre.
Gracias. ¿También sabe la hora
que empiezan los servicios de la
iglesia el domingo?
17
P
Pronunciation Practice
RETURN to practice vowels and other sounds SLOWLY in Module 1.
Listen and repeat SLOWLY.
Escuche y repita LENTAMENTE.
jy-end
-ay
d-
P
January, June, July
yes, yesterday, year, you
bend, send, lend
bay, say, May
do, day, December
Fill in the missing letters and say the sounds.
En los espacios escriba las letras que faltan, y pronuncie los sonidos.
___ anuary
___ es
b _____
b _____
___ o
___ une
___ esterday
s _____
s _____
___ ay
___ uly
___ ear
l _____
M _____
___ ecember
Rhyming Words (usually starting from a word in the dialog)
Palabras con Sonido Similar (usualmente empezando con una palabra del diálogo)
Listen and repeat SLOWLY. -Assistants- help students write and say sentences using a few of these words. When correct,
teach them to the other students in your group. Escuche y repita LENTAMENTE.
Word
day
start
time
week
Rhyming Words
say
lay
art
dart
dime
rhyme
meek
leak*
May
cart
crime
peek
way
chart
lime
seek
pay
chime
weak
*Teach where the two vowels go a walking, generally the first vowel does the talking.
V
Vocabulary Practice (starting with a word from the dialog, match to a related word)
Práctica del Vocabulario (empezando con palabra del diálogo, únala con palabra relacionada)
Match the words in pencil.
Con lápiz, una las palabras que se relacionan.
evening •
time •
start •
every •
morning •
end •
18
• begin
• finish
• each
• night
• hour
• a.m.
Write the words you matched in pencil.
Con lápiz, escriba las palabras que unió.
evening
______________
______________
______________
______________
______________
Module 2
night
______________
______________
______________
______________
______________
© 2014
V
Vocabulary Practice: Write the words in pencil. Also, pronounce them with your assistant teacher.
Práctica del Vocabulario: Con lápiz, escriba las palabras. También, pronuncie las palabras con su
maestro asistente.
Dialog Words
Writing Practice
Related Words
Writing Practice
evening
__________________
night
__________________
time
__________________
hour
__________________
start
__________________
begin
__________________
every
__________________
each
__________________
morning
__________________
a.m.
__________________
end
__________________
finish
__________________
Word Webs (with words from the dialog in the center and related words surrounding)
12. twelve
1. one
11. eleven
2. two
10. ten
8. eight
She
He
4. four
6. six
season
month
midnight
year
night
day
Parts of the
Year
evening
week
Sunday
Monday
Saturday
Days of the
Week
Friday
Thursday
We
They
5. five
7. seven
You
Pronouns
3. three
Numbers
9. nine
I
It
Tuesday
morning
Time of Day
afternoon
noon
December
January
November
February
October
March
Months
April
September
May
August
July
Wednesday
June
Assistants- help students write and say sentences using a few of these words. When correct, teach them to the other students.
© 2014
Module 2
19
C
Fill in the missing words in pencil from the dialog.
Con lápiz, escriba en los espacios las palabras del diálogo que faltan.
Camilla:
Do you ____________ which ____________ we have our English
classes?
Ben:
Yes, they are on ____________ and Thursday evenings.
Camilla:
What ____________ do they begin?
Ben:
They begin at 7:00 p.m. and ____________ at 8:30 p.m.
Camilla:
What ____________ do they begin?
Ben:
In September, _________________________.
Camilla:
__________________. Do you also know what time church services
start on _______________ ?
Ben:
Yes, they ____________ at 9:00 a.m. ____________ week and last until
12:00 p.m (noon).
C
From the dialog, circle the correct word.
Write the complete sentence in pencil.
Encierre con lápiz en un círculo la palabra correcta. Escriba las oraciones completas con lápiz.
Teachers- project the exercise. Have the students fill in the blanks in their notebooks and then
repeat the sentences after the teacher.
Do you ( now / know ) what days we
_________________________________
have our English classes?
_________________________________
Yes, they are ( on / an ) Tuesday and
_________________________________
Friday evenings.
_________________________________
3.
What ( time / tame ) are they?
_________________________________
4.
They start at 7:00 p.m. ( an / and )
_________________________________
end at 8:30 p.m.
_________________________________
5.
What ( moth / month ) do they begin?
_________________________________
6.
In January, next ( hear / year ),
_________________________________
January 3rd.
_________________________________
( Thank / Tank ) you. Do you also know
_________________________________
what time church services start on
_________________________________
Sunday?
_________________________________
1.
2.
7.
8.
Yes, they start at 9:00 a. m. ( every / ever ) _________________________________
week and last until 12:00 p.m.
20
_________________________________
Module 2
© 2014
C
Respond to the statements or questions in pencil from the dialog.
Responda a las declaraciones o preguntas del diálogo con lápiz.
What days are the English classes? They are on
What time are the classes?
They start at
What month do they begin?
They begin in
What day do they begin?
They begin on
What time does church start?
It starts at
LF
Language Focus: Days of the Week-Assistants- help students write and
say sentences using a few of these words. When correct, teach them to the other
students in your group.
Days of the Week
Weekend
Sunday
domingo
1
day before
yesterday
anteayer
Weekdays
Monday
lunes
Tuesday
martes
2
3
yesterday
today
ayer
hoy
Wednesday
miércoles
Weekend
Thursday
jueves
4
5
tomorrow
mañana
Friday
day after
tomorrow
Saturday
viernes
6
sábado
7
pasado mañana
Practice: Write the correct name of the day in the blanks. Escriba los nombres correctos de los días en los espacios.
1. Today is Tuesday, so tomorrow is _________________ and yesterday was _________________.
2. Today is Friday, so tomorrow is _________________ and yesterday was _________________.
3. Today is Thursday, so tomorrow is _________________ and yesterday was _________________.
4. Today is Sunday, so tomorrow is _________________ and yesterday was _________________.
5. Today is Wednesday, so tomorrow is _________________ and yesterday was
_________________.
6. Today is Monday, so tomorrow is _________________ and yesterday was _________________.
7. Today is Saturday, so tomorrow is _________________ and yesterday was _________________.
8. On _________________ , we go to church.
© 2014
Module 2
21
LF Language Focus: Months of the Year-
Assistants- help students write and say
sentences using a few of these words. When correct, teach them to the other students in your group.
Practice writing and saying the months of the year. Practique escribiendo y diciendo los meses del año.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
January
February
March
April
May
June
July
August
September
October
November
December
enero
febrero
marzo
abril
mayo
junio
julio
agosto
septiembre
octubre
noviembre
diciembre
January
Teacher and assistants ask questions and students answer in full sentences.
Practice: Write the correct name of the month in the blanks.
Escriba los nombres correctos de los meses en los espacios.
Word Key:
last
this
next
1.
Last month was ______________________ .
2.
This month is ______________________ .
3.
Next month is ______________________ .
4.
This month is July. Next month is ______________________ .
5.
This month is May. Last month was ______________________ .
6.
Next month is December. This month is ______________________ .
7.
Last month was March. This month is ______________________ .
8.
Christmas is in ______________________ .
9.
The 1st month of the year is ______________________ .
10.
The 7th month of the year is ______________________ .
11.
Valentine’s Day is in ______________________ .
12.
The 3rd month of the year is ______________________ .
13.
The 9th month of the year is ______________________ .
14.
In what month is your birthday? My birthday is in ___________________ .
22
Module 2
pasado
este
próximo
© 2014
LF
Language Focus: Parts of Speech
Nouns (Sustantivos)
Persons (Personas)
teacher
sister
Camila
Places (Lugares)
school
lake
Utah
The teacher is nice.
I see a car.
Things (Cosas)
pencil
car
idea
Camila walks to school.
*A noun is often preceded by the words a / an, but not always.
(Muchas veces se usa “a” o “an” antes de un sustantivo, pero no siempre.)
Personal Pronouns
replace the names with pronouns (Pronombres toman el lugar de nombres.)
I You
We
He is a teacher.
They
He
She
They read a book.
It
Camila and I like ice cream.
Adjectives
describe nouns (Adjetivos describen sustantivos.)
blue
pretty
I see a blue car.
funny
good
The teacher is nice.
*Adjectives ususally come before the noun or after am / is / are.
( Adjetivos usualmente vienen antes del sustantivo o después de am/is/are. )
Verbs
show an action (Muchos verbos significan acción.)
read
walk
I walk to school.
talk
run
Camila reads a book.
* Change the verb based on the noun or pronoun subject. Add -s for he/she/it subjects.
(Cambie el verbo según el sustantivo o pronombre. Se agrega s cuando la oración incluye una
persona o he/she/it. )
© 2014
Module 2
23
LF
Language Focus: Parts of Speech Practice
A. Circle the nouns in the sentences below.
Encierre en círculo los sustantivos.
1.
The pig is pink.
2.
A jet is big.
3.
The bug is small.
4.
It is a green apple.
5.
My sister and mom are nice.
B. Circle the pronouns in the sentences below.
Encierre en círculo los pronombres.
1.
We are happy.
2.
She has a bag.
3.
They walk to school.
4.
He goes to class.
5.
You are a student.
C. Circle the verbs in the sentences below.
Encierre en círculo los verbos.
She is a teacher.
2.
I am happy.
3.
They like to read.
4.
Ben goes to class. He is a student.
5.
Camila and I go to school. We are students.
D. Circle the adjectives in the sentences below.
Encierre en círculo los adjetivos.
She is a happy teacher.
2.
It is my blue pencil.
3.
The pig is pink.
4.
The food is good.
5.
The big jet is nice.
24
Write the pronouns on the line.
Escriba los pronombres.
Write the verbs on the line.
Escriba los verbos.
1.
1.
Write the nouns on the line.
Escriba los sustantivos.
Module 2
Write the adjectives on the line.
Escriba los adjetivos.
© 2014
LF
Language Focus: Basic Sentence Structure
The basic structure of a sentence, unless it is a question, is often:
La estructura básica de una oración, que no sea pregunta, en inglés usualmente es:
Subject
Verb
Adjective
He
is
tired.
Subject
Verb
Adverb
Adjective
He
is
very
tired.
Subject
Verb
Adjective
Noun
I
throw
the
ball.
Subject
Verb
Adjective
Adjective
Noun
I
want
some
good
fruit.
Subject
Adverb
Verb
Adjective
Adjective
Noun
I
really
want
some
good
fruit.
Remember: In English, we always use a name, noun or personal pronoun before the verb.
En inglés, siempre usamos un sustantivo, nombre, o pronombre antes del verbo.
LF
Language Focus: Adjectives
Unlike in Spanish, in English, the adjectives usually come before a noun. Look at the examples below.
En inglés, los adjectivos usualmente vienen antes del sustantivo. Mire los ejemplos abajo.
Adjective
1. good
2. large
3. happy
Noun
fruit
ball
children
Pronoun
4. It
5. We
6. They
Verb
is
have
are
Adjective
a cold
a brown
tired
Noun
day.
table.
students.
Draw a line between one adjective and one noun. Then write the words in the correct order.
Adjective
green verde
Noun
window ventana
old
anciano
book
glass
vidrio
teacher maestro
tall
alto
building edificio
Write in Correct Order
glass window
libro
Assistants- help students write and say sentences using a few of these words. When correct, teach them to the other students
in your group.
© 2014
Module 2
25
LF
Language Focus: Saying the Date
To say the year, divide the number as two numbers. Para decir el año, divida el
número y decirlo en dos números.
1920
1716
1820
1904
1986
19
“nineteen
| 20
twenty”
seventeen sixteen
eighteen twenty
nineteen o four
nineteen eighty-six
* Do not divide the numbers for the years 2000-2009
2000*
2003*
2012
2014
two thousand
two thousand (and) three
twenty twelve or two thousand twelve
twenty fourteen or two thousand fourteen
Practice writing and saying the years. Practique escribiendo y diciendo los años.
2004
two thousand four
2011
2018
1945
1976
1856
2015
To say the date, use the ordinal number for the day and cardinal number (see above) for the year.
Example: Written: January 3, 2015
Spoken: “Today is January third, two thousand fifteen.”
Practice writing and saying the dates below.
March 11, 2014
Today is March eleventh, two thousand fourteen.
May 18, 2013
Today is
July 21, 2014
Today is
September 1, 2014
Today is
October 22, 2014
Today is
Assistants- help students write and say sentences using a few of these words. When correct, teach them to the other students
in your group.
26
Module 2
© 2014
C
Mini-Conversations related to the dialog
Explain the meaning, then demonstrate and get repitition. Maestro, explique los significados y
ayude por demonstrar la pronunciación.
1. When is the class?
Every Tuesday at 7:00 p.m.
2.
Classes begin next month.
Great! I’m excited!
3. Is church in the morning or the
afternoon?
It’s* in the morning at 9:00 a.m.
4.
What time do classes end?
At 8:30 p.m.
* It’s is the shortened form of it is-- more to come.
V
Expressions related to the dialog
Explain the meaning, then demonstrate and get repitition. Maestro, explique los significados y
ayude por demonstrar la pronunciación.
1. Expression:
I can’t wait!
Meaning:
I’m very excited!
Example:
I can’t wait for class to start!
Meaning:
I’m very excited for class to start!
V
Cognates
Cognados- palabras parecidas que se pueden reconocer y traducir.
Listen and repeat. Escuche y repita. Maestro, explique los significados y ayude por demonstrar la
pronunciación.
February
febrero
August
agosto
March
marzo
September
septiembre
April
abril
October
octubre
May
mayo
November
noviembre
June
junio
December
diciembre
July
julio
© 2014
Module 2
27
ACTING OUT VERB CONJUGATIONS WITH GESTURES
It is very important that all teachers model and regularly use this gesture practice.
Learn and use gestures for the persons and tense conjugation practice. Students, you should learn and use
in the first or at least by the end of the second class the gestures for the persons of “I” (point to self with both
hands), “You” (reach out in front of you with one hand open faced and up), “We” (reach both arms and hands
in front in an inclusive gesture, “They” (stretch both hands out in front with both hands facing a group of
people), “He” (point sideways with hand face down towards a man), “She” (point sideways with hand face
down towards a woman), and “It” (point down toward an imaginary cat or dog). As you, the student, learn the
tenses, do so giving the gestures. Put your books down and make the same gestures as the Teacher and
Assistant Teachers while you give the appropriate responses. This is very important so you internalize the
communication as your own. Soon, when you hear a simple sentence pattern such as “I write the letter,” you
will be able to repeat the phrase and do the same appropriately merely when seeing the gesture for “You” or
“We” or “They” or “He” or “She” or “It”. This is very effective and helps you retain your learning! Remember
that a class or train or anything singular (other than a person) is an “It”, but that two “Its” require the
conjugation for “They”.
DEMONSTRANDO LA CONJUGACIÓN DE VERBOS CON GESTOS
Aprender y usar gestos para las personas y conjugacion de tiempos. Alumnos deberían aprender y utilizar
en la primera o por lo menos por el final de la segunda clase los gestos de las personas de la “I” (apuntar a sí
mismo con las dos manos), “Usted” (apuntar hacia alguien delante de usted con una mano abierta frente y
arriba), “Nosotros” (llegar a los brazos y las manos en frente en un gesto inclusivo, “Ellos” (estirar ambas
manos en frente con ambas manos frente a un grupo de personas) , «Él» (apuntar de costado con la mano
hacia abajo hacia un hombre), ‘Ella’ (apuntar de costado con la mano hacia abajo hacia una mujer) y “It”
(apuntar hacia abajo hacia un perro o gato imaginario). Como usted, el estudiante, aprende los tiempos hagalo
dando así los gestos. Ponga sus libros en su sallia y haga los mismos gestos como el Maestro y Maestros
Asistentes mientras Ud. da las respuestas apropiadas. Esto es muy importante para internalizar la
comunicación como su propia. Pronto, cuando escuche un simple frase como “Escribo la carta”, usted será
capaz de repetir la frase y conjugando lo mismo apropiadamente simplemente al ver el gesto de “Usted” o
“Nosotros” o “Ellos” o “El” o ‘Ella’ o ‘Lo’. Esto es muy eficaz y ayuda a conservar tu aprendizaje! Recuerde que
una clase un tren o cualquiera cosa singular (excepto una persona) es un “It”. Pero de dos, seria plural y
requiere la conjugación para “Ellos”.
28
Module 2
© 2014
Dialog Flash Fold Card- Tarjeta Doblada del Diálogo con Flash
Cut out the box(es) on the solid lines. Memorize the Dialog by folding on the dotted line and
twisting the wrist back and forth until you have memorized it. Recorte la quadra en las líneas
sólidas. Memorize el Diálogo doblando en la línea quebrada y gire la muñeca hacia atrás y
adelante a la práctica hasta que lo haya memorizado.
Card 2A
29
Module 2
Camilla:
Dialog
Do you know which days
we have our English classes?
Diálogo
¿Sabe usted cuáles días tenemos las
clases de inglés?
Ben:
Yes, they are on Tuesday and
Thursday evenings.
Sí, son los martes y jueves de la
tarde.
Camilla:
What time do they begin?
¿A qué hora empiezan?
Ben:
They start at 7:00 p.m.
and end at 8:30 p.m.
Empiezan a las 7:00 y terminan
a las 8:30.
Camilla:
What month do they begin?
¿En qué mes empiezan?
Ben:
In September, September
1 (first).
Empiezan el primero de septiembre.
Camilla:
Thank you. Do you also
know what time church
services start on Sunday?
Gracias. ¿También sabe la hora
que empiezan los servicios de la
iglesia el domingo?
Ben:
Yes, they start at 9:00 a.m.
every week and last until
12:00 p.m. (noon).
Sí, empiezan a las 9:00 de la
mañana cada semana y terminan
al medio día.
Module 2
30
Module 2
© 2014
Vocabulary Flash Fold Card- Tarjeta Doblada del Vocabulario con Flash
Cut out the box(es) on the solid lines. Fold on the dotted lines and twist the wrist back and forth to
practice until you know the Vocabulary/ the Grammar/ and proper pronunciation. Recorte la quadra
en las líneas sólidas. Aprenda el Vocabulario doblando en la línea quebrada y gire la muñeca hacia
atrás y adelante a la práctica hasta que sepa que lo sepa.
Card 2B
Cardinal
Ordinal
1
one
uno
1st
first
primero
2
two
dos
2nd
second
segundo
3
three
tres
3rd
third
tercero
4
four
cuatro
4th
fourth
cuarto
5
five
cinco
5th
fifth
quinto
6
six
seis
6th
sixth
sexto
7
seven
siete
7th
seventh
séptimo
8
eight
ocho
8th
eighth
octavo
9
nine
nueve
9th
ninth
noveno
10
ten
diez
10th
tenth
décimo
Card 2C
Cardinal
Cardinal
11
eleven
once
22
twenty-two
veintidós
12
twelve
doce
23
twenty-three
veintitrés
13
thirteen
trece
24
twenty-four
veinticuatro
14
fourteen
catorce
25
twenty-five
veinticinco
15
fifteen
quince
26
twenty-six
veintiséis
16
sixteen
dieciséis
27
twenty-seven
veintisiete
17
seventeen
diecisiete
28
twenty-eight
veintiocho
18
eighteen
dieciocho
29
twenty-nine
veintinueve
19
nineteen
diecinueve
30
thirty
treinta
20
twenty
veinte
31
thirty
treinta y uno
21
twenty-one
veintiuno
© 2014
Module 2
31
32
Module 2
© 2014
Greetings and Introductions
Present Tense
3
(4 classes with subsequent review)
The teacher and assistants, and English speakers at home, help the
Spanish speaker with this English Dialog. First, they read the whole
dialog. Then, they read two or three words and leave time for the
students to repeat the words until the students can pronounce them
well.
El maestro de la clase y sus asistentes, tanto como los miembros de la
familia que hablan inglés, enseñan con este diálogo. Primero, lean el
diálogo entero. Entonces, lean dos o tres palabras, dejando tiempo para
que los alumnos las repitan hasta que puedan pronunciarlas bién.
C
The students should MEMORIZE the dialog in English.
Los alumnos deben aprender de memoria el diálogo en inglés.
John:
Dialog
Good morning, Sharon. How
are you?
Diálogo
Buenos días, Sharon. ¿Cómo está
usted?
Sharon:
I am fine, and you?
Estoy bien. ¿Y usted?
John:
Great! This is my new friend,
Sam.
¡Fantástico! Éste es mi nuevo
amigo, Sam.
Sharon:
I am pleased to meet you.
Es un placer conocerle.
Sam:
It is nice to meet you,
Sharon.
Es un gusto conocerle,
Sharon.
Assistants should help intermediate students write and participate in greetings in various
settings. (Eg. school, church, workplace, supermarket etc.)
© 2014 Glen W. Probst and Von G. Packard
33
P
Pronunciation Practice
RETURN to practice vowel and other sounds SLOWLY in Module 1.
Listen and repeat SLOWLY.
Escuche y repita LENTAMENTE.
Fill in the missing letters and say the sounds.
En los espacios escriba las letras que faltan, y pronuncie los sonidos.
-oogrsh-ing
y-end
a
ee
-ew
good, hood, wood
great, grand, grow
Sharon, shoe, show
morning, evening, being
you, your, yes
friend, send, bend
Sam, hat, man
meet, feet, need
new, blew, crew
g _____ d
_____ eat
_____ aron
morn _____
_____ ou
fri _____
S ___ m
m _____ t
n _____
V
Vocabulary Practice: Listen, repeat, and write.
h _____ d
_____ and
_____oe
even _____
_____ our
s _____
h _____ t
f _____ t
bl _____
w _____ d
_____ ow
_____ow
be _____
_____ es
b _____
m _____ n
n _____ d
cr _____
Práctica del Vocabulario: Escuche, repita, y escriba.
Dialog Words
Writing Practice
Related Words
Writing Practice
good morning __________________
hello
__________________
I
__________________
me
__________________
fine
__________________
well
__________________
great
__________________
very good
__________________
friend
__________________
companion
__________________
I’m
__________________
I am
__________________
pleased
__________________
happy
__________________
to meet
__________________
to know
__________________
nice
__________________
good
__________________
my
__________________
belongs to me
__________________
this (person) __________________
that
__________________
Assistants- help students write and say sentences using a few of these words. When correct,
teach them to the other students in your group.
34
Module 3
© 2014
P
Rhyming Words (usually starting from a word in the dialog)
Palabras con Sonido Similar (usualmente empezando con una palabra del diálogo)
Listen and repeat SLOWLY.
Escuche y repita LENTAMENTE.
Word
good
fine
and
meet
nice
V
Rhyming Words
hood
wood
dine
line
band
brand
beet
feet
dice
lice
stood
mine
hand
sweet
price
should
nine
land
tweet
mice
would
pine
sand
sheet
rice
could
wine
stand
street
twice
Word Webs (with words from the dialog in the center and related words surrounding)
Red de Palabras (con palabras del diálogo y palabras relacionadas alrededor)
nice to meet
pretty good
well
okay
pleased to meet
fine
nice
not bad
happy to meet
good to meet
great to meet
good
it’s a pleasure to meet
very good
excellent
wonderful
fantastic
super
great
outstanding
marvelous
Assistants- help students write and say sentences using a few of these words. When correct,
teach them to the other students in your group.
© 2014
Module 3
35
V
Vocabulary Practice (starting with a word from the dialog, match to a related word)
Práctica del Vocabulario (empezando con palabra del diálogo, únala con palabra relacionada)
Match the words in pencil.
Con lápiz, una las palabras que se relacionan.
Write the words you matched in pencil.
Escriba las palabras que unió con lápiz.
good morning •
I’m •
fine •
great •
my •
friend •
I•
pleased •
to meet •
nice •
good morning
______________
______________
______________
______________
______________
______________
______________
______________
______________
C
• well
• hello
• good
• to know
• I am
• happy
• belongs to me
• very well
• me
• buddy
hello
______________
______________
______________
______________
______________
______________
______________
______________
______________
Fill in the missing words in pencil from the dialog.
Con lápiz, escriba en los espacios las palabras del diálogo que faltan y diganlas.
John:
Good ___________________ , Sharon. ______________ are you?
Sharon:
I _________ fine, and ____________ ?
John:
Great! This ____________ my new friend, Sam.
Sharon:
I am __________________ to meet ______________ .
Sam:
It is nice _______________________ you, Sharon
36
Module 3
© 2014