Stories Plus Teacher’s Guide

Stories Plus Teacher’s Guide

Stories Plus Teacher’s Guide

Readings and Activities for Language Skills

Ann Gianola Instructor, San Diego Community College District

San Diego, California

New Readers Press

Stories Plus Teacher’s GuideISBN 978-1-56420-519-3

Copyright © 2005 New Readers PressNew Readers PressProLiteracy’s Publishing Division104 Marcellus Street, Syracuse, New York 13204www.newreaderspress.com

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Contents

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Using the Stories Plus Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Using Easy Stories Plus and Stories Plus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Using More Easy Stories Plus and More Stories Plus . . . . . . . . . . . . . . . . . . . . . . . 7

Easy Stories Plus Lesson Notes . . . . . . . . . . . . . .8Lesson 1: My Name Is Grace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 2: A New Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Lesson 3: A Yard Sale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Lesson 4: A Good Cook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 5: A Laundry Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Lesson 6: Sun and Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Lesson 7: Noisy Neighborhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Lesson 8: It’s Payday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Lesson 9: A Bad Haircut . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Lesson 10: One Pig Is Lost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lesson 11: New Bed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Lesson 12: Late for Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Lesson 13: A Big Wedding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Lesson 14: Headache Medicine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Lesson 15: Happy Birthday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Stories Plus Lesson Notes . . . . . . . . . . . . . . . . .19Lesson 1: Pleased to Meet You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Lesson 2: Looking for Bargains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Lesson 3: Caffeine Dreams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Lesson 4: A Mean Boss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Lesson 5: Life on a Farm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 6: A Chef’s Secrets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 7: Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Lesson 8: Money Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Lesson 9: His Back Hurts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lesson 10: A Hot Day in the Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Lesson 11: Moving East . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 12: The Great Outdoors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Lesson 13: Language Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Lesson 14: An Ocean Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Lesson 15: No More Bugs! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

More Easy Stories Plus Lesson Notes . . . . . . . . .30Lesson 1: An Honest Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Lesson 2: Confusing Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Lesson 3: Rainy Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Lesson 4: Spicy Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Lesson 5: Parking Ticket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lesson 6: Noisy Neighbor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Lesson 7: A Funny Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Lesson 8: A Doctor Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 9: Borrow and Lend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Lesson 10: The Cell Phone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Lesson 11: An Expensive Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 12: A Good Assistant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Lesson 13: White Socks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 14: A Call for Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Lesson 15: Graduation Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

More Stories Plus Lesson Notes . . . . . . . . . . . . .40Lesson 1: Expecting a Baby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 2: Always on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Lesson 3: Buying Souvenirs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Lesson 4: A Dentist Appointment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 5: Speeding Ticket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Lesson 6: Late with the Rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Lesson 7: More Towels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 8: A Bus Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Lesson 9: A Beautiful Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Lesson 10: Birthday Sweater . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Lesson 11: A Baseball Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 12: Her Messy Desk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Lesson 13: Yard Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Lesson 14: Terrible Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Lesson 15: Spending Too Much . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Easy Stories Plus Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Stories Plus Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53More Easy Stories Plus Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57More Stories Plus Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

4 Contents

Stories Plus is a set of four student books that provide stories and activities specifically designed for low- and high-beginning-level adult English language learners . The primary goal is to provide entertaining and relevant reading material that motivates students to read and develop fluency while building vocabulary and language skills . The stories incorporate a wide variety of the everyday life themes commonly used in adult ESL classes . The books therefore can supplement any core curriculum, or they can be used independently . These are the titles and levels of the four Stories Plus books: • Easy Stories Plus (low beginning) • Stories Plus (high beginning) • More Easy Stories Plus (low beginning) • More Stories Plus (high beginning) The 15 stories in each book portray diverse characters in interesting, often familiar, and sometimes amusing situations . The lessons are not designed to be sequential, so they can be taught in any order . Although a key purpose of these books is to help students develop reading skills, they include focused practice in vocabulary expansion, listening, and grammar . Each lesson also includes activities and prompts to foster speaking and writing skills . The accompanying audiotape provides a reading of each story, the dialog for each lesson that includes one, and prompts for all listening activities . This teacher’s guide contains notes for using each of the four Stories Plus books . The notes for each lesson have two sections, Preview and Exercises . Preview lists the main themes of each story . It also suggests warm-up activities, focusing on key concepts and vocabulary needed to understand the story . Preview activities let students draw on prior experiences and share ideas or knowledge about issues in the story . The Exercises section suggests ways to prepare for, carry out, and expand on exercises that follow the stories . The exercises are generally easy to

follow; these suggestions are provided to spark additional ideas .

Using the Stories Plus BooksPreview Activities The illustrations that accompany each story are a useful prompt for warm-up or preview activities . They can help create interest in the story, provide a starting point for discussion, and help introduce new vocabulary . Have students look at the illustrations, particularly the one that precedes the story . Encourage students to describe what they see, or prompt them with questions (e .g ., “What do you see? Is this a man or a woman? Where are these people? Do you think they know each other? Is he happy? What is she wearing?”) . If possible, have students use the illustration to guess what the story is about . Keep in mind that at the lower level, students’ responses may be only phrases or single words . As you introduce or review vocabulary and concepts from the story, write the words on the board and explain them through pictures (including the story illustrations) or, when possible, real items . Encourage students to use synonyms, antonyms, or simple definitions to explain words they already know .Stories To present the stories, you can have students first listen to the audiotape one or more times to get a sense of the story line . Or you may prefer to have students initially follow the written text while listening to the taped reading . Pose a general comprehension question to focus students’ listening (and reading) . On repetitions of the story, you may want to add other, more specific questions .Comprehension Activities After each story there are questions or a Yes/No activity to check comprehension . Encourage students to respond to questions in complete sentences . In the Yes/No activity, if an answer is No, have students provide a correct statement . These activities can be done either orally or in writing . A useful follow-up to the comprehension checks is to have students retell the story in their own words . This can be done by

Overview

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individuals or as a group effort . You can also write down what students say, which creates another version of the story for additional reading practice .Vocabulary Exercises These exercises, which follow the comprehension checks in each lesson, help students reinforce their understanding of words from the story and expand their vocabulary with related words . These exercises call for using context clues to fill in the correct word in a sentence; matching words to pictures; categorizing words according to themes in the story; matching synonyms, antonyms, or definitions; and recalling the correct word from the story . Encourage students to master the words in the exercises: They could explain the vocabulary in their own words, use it in creating new sentences, or comment on the sentences in the exercises .Dialogs Some lessons contain a dialog based on the story, which can be heard on the audiotape . Have students listen before reading the dialog . Play the tape several times if necessary . Check comprehension and discuss content . Then play the tape again; stop after each line and have students repeat what was said . This activity prepares students to act out the dialog themselves and provides useful pronunciation modeling and practice . Students can then practice with partners, using their books if necessary . Encourage them to improvise their own conversation based on the dialog and to create simple new conversations on related topics . For additional support, these new conversations can be written on the board for students to copy and practice . Cloze Stories Some lessons include a cloze story on a topic related to, but sometimes contrasting with, the story . Students can fill in missing words from the word box . This is an effective pair or group activity, since to work together students must discuss meaning and share knowledge of new vocabulary . Alternatively, you may prefer to present the story as a cloze dictation . If so, have students cover the word choices . Ask questions and discuss content to check comprehension of the completed story .Listening Exercises One or more listening exercises—either word- or picture-based—are

included in each lesson . The prompts for these exercises are on the audiotape . They are also printed at the end of the student book so that you can read them if a tape is not available, or you can have students prompt each other . The printed prompts also provide a way for students to check their responses and do follow-up activities . These exercises help students develop listening discrimination skills, focus on key grammatical features, and accurately hear and transcribe numerical information such as times and prices . Listening exercises also include identifying pictures, making choices between words that have similar sounds, and transcribing spelled-out words . Partner Activities The last page of a lesson may include a partner activity . Questions in Discuss with a Partner may be answered individually if you prefer but are most effective when they stimulate discussion between students . After partners discuss the question, students can report back to the class about their partner’s responses, or they can create a comparison/contrast report incorporating information that both partners provide . At the lower level, the student book provides response frameworks as models . Beginning students need only provide a one-word answer or select between Yes and No or short-answer choices . However, as much as possible, encourage students to go beyond simple short answers and to explain or give details . Point out ways in which they can follow up on a partner’s answer with questions of their own . Some lessons include a question/answer activity in which students use lists of prompts to ask questions and respond appropriately . These activities generally involve making choices or solving problems . Whenever possible, encourage students to add their own ideas to the list of prompts . Discussion Topics The Topics for Discussion or Writing can be used to stimulate whole-class or small-group discussion . Select topics that relate to themes students are working on in other class activities, or allow students to select topics that they are most interested in . The topics can also stimulate written response . Write down what students say if they are not yet ready to write independently . Keep in mind that

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students at the lower level may respond to a writing topic with only a few sentences or even a few words or phrases . For more advanced students, these writing activities can provide an opportunity to introduce basic paragraph construction, beginning with a topic sentence and adding supporting points .

Using Easy Stories Plus and Stories PlusMost of the characters in Easy Stories Plus also appear in Stories Plus, thus providing smooth continuity between low-beginning and high-beginning levels . The two books can also be used in a multi-level group, allowing students to work at their own levels but share information about the characters . In Easy Stories Plus, students meet Alfredo, who lives in a noisy neighborhood, and Mimi, who gets a terrible haircut . They also get to know Sam, who is happy on payday; Mike and Fiona, who dream of a big expensive wedding; and several other characters . In Stories Plus, students are introduced to Juana, who drinks too much coffee and can’t sleep at night . They meet Tanya, who moves to a big city and must pay higher rent for a smaller apartment . They also get to know Parvin, a secretary, who doesn’t like her job because of a disagreeable boss; Ernie, a mail carrier who has an occasional problem with dogs; and several others . The lessons are not designed to be sequential, so the stories can be taught in any order . The first two stories in Easy Stories Plus, “My Name Is Grace” and “A New Student” and the first story in Stories Plus, “Pleased to Meet You,” however, are useful places to begin . Since these stories deal with the themes of meeting people and making new friends, they provide a context for practicing introductions and for letting students get to know one another .

Grammar Some lessons also include a grammar exercise . These exercises focus on the use of prepositions and on present tense subject-verb agreement and verb forms .

Using More Easy Stories Plus and More Stories PlusIn More Easy Stories Plus students read about Daniel, who returns a lost wallet; Yosef, who works at the front desk of a busy hotel; Liza, who is always borrowing things from her classmate; and Alma, who worries about her grandmother going out alone . More Stories Plus features the same characters in different situations . Daniel and his wife are expecting a baby, Yosef deals with a complaint from a hotel guest, Liza helps her partner with a school project, and Alma gets a birthday present from her grandmother . Problem-Solving Activities Each lesson includes a checking or problem-solving exercise that focuses attention on a situation in the story . For the checking exercises have students compare and discuss their lists either in small groups or with the class . The problem-solving activities are particularly effective when students work in small groups . Delegate responsibilities to a leader, recorder, and reporter in each group . Ask students to discuss the suggestions and to come up with new ones . Then have the reporters tell the class their best solutions to the problem . Expressing Opinions An activity on the last page of every lesson (What about you?) personalizes various experiences in the stories . It offers an opportunity for students to give answers or to express opinions regarding different issues in the readings . The exercise also gives students some guided writing practice as well as the opportunity to ask a partner questions—all of this sparking information sharing and conversation .

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Lesson 1: My Name Is Grace

PreviewThis story addresses themes of occupations, health, introductions, asking for and making clarifications, and marital status . Review the letters of the alphabet . Write the names of students in the class on the board, and practice the spelling of their names orally . Review the question How do you spell your name/his name/her name? Review making introductions by introducing yourself to students in the class . Add the spelling of your name for clarification: “My name is Julie. J-U-L-I-E.” Then have students practice introducing themselves to each other and spelling their names . Teach and practice the structure too ______ for me, e .g ., “This hat is too large for me .” Introduce or review other key vocabulary as needed (e .g ., nurse, hospital, downtown, job, bed, hip, single, married) .

Exercises (pages 6–9)

Complete Each Sentence Have students make new sentences, using the exercise sentences as models (e .g ., “How do you spell your name? How do you say your name?”) .Matching: Opposites Have students create contrasting sentences with the matching opposites (e .g ., “Jim lives in a big house, but Jack lives in a small house .”) . If possible, have students make sentences about themselves (e .g ., “I can’t ski, but I can play soccer .”) or use the opposites in questions (e .g ., “Do you live in a big house or a small house?”) .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “Where does Hamid go every day? What does he see in the window? What does he want to buy? What is the manager’s name? Can she give Hamid a job?”) . Hamid in the cloze story is different from Grace in the main story . Discuss the differences between

the two characters (e .g ., “Grace is a woman . Hamid is a boy . Grace is 29 . Hamid is 15 .”) . Encourage students, if possible, to create contrasting sets of sentences (e .g ., “Grace is not too young to have a job, but Hamid is . Grace has a job, but Hamid doesn’t .”) .Write Each Name You Hear To prepare for the exercise, review some names in the class and in the story and how to spell them . Have students say and spell their names aloud .Write the Age You Hear Review numbers 1 through 90 . Write some one- and two-digit numbers on the board, then say them at random and have students practice identifying them before doing the listening activity .Underline the Correct Word Elicit students’ ideas on what ages are “young” or “old” and if there is a difference for men and women .Answer the Questions Discuss with students when certain personal questions are culturally inappropriate in the U .S . (e .g ., questions about age or salary) . Discuss whether these questions are appropriate in their native countries .Topics for Discussion or Writing Have students ask each other the questions in topic 1 . They can work in pairs . Then have them introduce their partners to the rest of the class . Encourage them to add more information to explain what their partner does at work (e .g ., “Paulo is a fisherman . He catches fish . Susanna is a baby-sitter . She takes care of children .”) . If students are not working, provide alternative questions (e .g ., “What do you study? Do you like your class? What do you do in your free time?”). Topic 2 can elicit interesting social and cultural ideas . Help students compare how various cultures look upon age differences . Encourage them to express their opinions (e .g ., “No, I don’t think 29 is too old for a woman to get married . Yes, I think 94 is too old for a man to get married .”) . For expansion, elicit students’ opinions on how old children should be to have a job . Discuss other things children should not do because they are “too young .”

Easy Stories Plus Lesson Notes

8 Easy Stories Plus Lesson Notes

Lesson 2: A New Student

PreviewThis story addresses themes of immigration, enrolling in an English class, introductions, and encouragement . Elicit names of the countries represented by the students in class . Encourage students to introduce themselves and include where they came from, e .g ., “My name is Elsa . I am from Germany .” On a map, identify their native countries and the countries mentioned in the story . Review days of the week and expressions of time (hours and minutes), particularly expressions for periods of time (e .g ., from ______ to ______, ______ through ______) . Also practice expressions of place (on the left, on the right, behind) that appear in the story . Discuss students’ class schedules . Ask which days they attend classes; when they come to school; if they study in the morning, afternoon, or evening; and what time their classes begin and end . Introduce or review other key vocabulary as needed (e .g ., school, class, desk, country, teacher, student, happy, English) .


Complete Each Sentence Encourage students to create new sentences, using the exercise sentences as models (e .g ., “My friend needs to learn English . My mother needs to learn English . My neighbor needs to learn English .”) .Matching: Opposites Have students use the matching antonyms to create new sentences, using information about themselves or their classmates when possible (e .g ., “Karin sits on my left . Cesar sits on my right .”) .Enrolling in Class After students listen to the dialog, ask questions to check comprehension (e .g ., “Does this student want a morning or an evening class? What does the student need to fill out? Does the class meet every evening? What time is the class?”) . Students can adapt the dialog by using information about themselves .Complete Each Sentence After students complete the exercise, encourage them to say or write other

sentences using the same five words . Introduce the word preposition if appropriate .Underline the Times You Hear After students complete the exercise, help them calculate the length of each underlined time period (e .g ., “The office is closed from 4:00 to 6:00 . How long is the office closed? It is closed for two hours .”) .Underline the Day You Hear Review the days of the week and pronunciation as needed .Topics for Discussion or Writing Discuss greetings and how they vary from country to country . Elicit and discuss appropriate greetings between men and women and between adults and children in students’ native countries and in the U .S .

Lesson 3: A Yard Sale

PreviewThis story addresses themes of neighborhood, yard sales, shopping, and bargaining . Review numbers, terms for money, and how to read and say prices . Elicit or teach names of clothing and items for the home . Use illustrations from a picture dictionary, ads, or catalogs, or bring in items . Review the names of colors, and have students identify colors of items (pictured or real) . Discuss culturally different attitudes about bargaining . Make sure students understand when it is acceptable in the U .S . (e .g ., at a yard sale) and when it is not (e .g ., in a department store) . Introduce or review other key vocabulary as needed (e .g ., window, neighbor, yard sale, money, small, beautiful, businesswoman) .


Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions (e .g ., “I have a lamp in my living room . I turn on the lamp at night .”) .

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At a Yard Sale After students listen to the dialog, ask questions to check comprehension (e .g ., “Does the lamp work? Does the radio work? How much is the radio? How much does the person pay?”) .Underline the Amount You Hear Review numbers and the expression of prices . Review answers to help students distinguish similar-sounding numbers .Write the Amount You Hear Play the audio recording more than once if necessary . Review answers to identify difficulties in distinguishing similar-sounding numbers .Topics for Discussion or Writing Ask students how they can find yard sales in their community . If appropriate, elicit discussion of ways for people to be sure they get a good deal at a yard sale . In topic 2, remind students that your neighbor can refer to more than one person .

Lesson 4: A Good Cook

PreviewThis story addresses themes of occupations, types of restaurants, food and food preparation, and relations with co-workers . Elicit or teach names of food items referred to in the story . Use illustrations from a picture dictionary or from supermarket ads . Elicit names of the various jobs in a restaurant (e .g ., cook, chef, waiter, waitress, dishwasher, bus person, manager, host or hostess) and descriptions of what people in those positions do . Teach names of the senses and the associated verbs . In this story, the sense verbs see, hear, smell, and taste are used . Discuss adding spices or other flavorings to food . Elicit names of flavorings commonly used in food . Ask students if salt is commonly used in cooking in the U .S . and in their native countries . Teach the structure I know how to ______ or I don’t know how to ______ . Elicit and list various responses from students . Introduce or review other key vocabulary as needed (e .g ., restaurant, soup, hours, pots, pans, angry) .


What Is the Category? Encourage students to add other items to the categories (e .g ., corn, host/hostess, feel) .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions (e .g ., “My apartment has a large kitchen . I cook dinner in the kitchen .”) .Complete the Story Review or introduce new words from the exercise, for example, new food items . After students complete the cloze story, ask questions to check comprehension (e .g ., “What is the name of the restaurant? What is Rosa making? How long does it cook? What is the waiter’s name? What does Jorge say the rice needs? Is Rosa angry?”) .Check the Correct Picture Prepare for the listening activity by having students identify what they see in the pictures .Underline the Word You Hear After students listen and identify the correct word, make sure they understand the meaning of both words in the pair . Elicit explanations, or ask students to draw or find pictures that show meanings .Answer the Questions If students do not work, provide alternative questions for numbers 5, 6, and 7, e .g ., asking about a friend or a family member .Topics for Discussion or Writing Encourage students to share recipes for dishes they cook or for soups they enjoy . If appropriate, collect students’ recipes in a class cookbook .

Lesson 5: A Laundry Problem

PreviewThis story addresses themes of washing clothes, saving time and money, and making mistakes . Have students discuss ways to wash clothes (e .g ., going to a Laundromat, using a washing machine at home or in an apartment building, washing clothes by hand) . Generally people divide washable clothing into two groups: white clothes and colored clothes .


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Discuss the purpose of this . Note what might happen if white and colored clothes are washed together . Review or teach names of clothing . Use illustrations from a picture dictionary, ads, or catalogs . Also review names of colors . Have students identify items of clothing and their colors, using pictures and clothing worn by people in the classroom . Introduce or review other key vocabulary as needed (e .g ., afternoon, clothes, Laundromat, boring, people, loads, laundry, colors, whites, empty, money, together, cheaper) .


What Is the Category? Encourage students to add other words to each category (e .g ., green, lifting, carrying, skirt, socks) . Matching: Opposites Have students create contrasting sentences with the matching opposites (e .g ., “He puts in the dirty clothes . He takes out the clothes when they are clean .”) . If possible, have students make sentences from their own experience .Match Words and Pictures Elicit complete sentences about the objects in the pictures (e .g ., “I put detergent in the washing machine . My sweater is red .”) . Encourage students to create a simple story or process using the words in the exercise .In a Laundromat After students listen to the dialog, ask questions to check comprehension (e .g ., “What does the person want to put into one washing machine? Is this a good idea? What color will the T-shirt turn? Is it better to wash whites and colors together or separately? Why?”) .Underline the Color You Hear After completing the activity, elicit sentences about the colors of clothing worn by students in the class (e .g ., “Ranya is wearing brown shoes . Jaime is wearing a yellow shirt .”) .Write the Number of Minutes You Hear Review numbers if necessary . Check answers by repeating the sentences from the tape and asking volunteers to write their answers on the board .Topics for Discussion or Writing In topic 3, elicit situations in which students often wait for something (e .g ., standing in line at a bank, waiting

for a bus) . Encourage students to share ideas for activities to do while waiting (e .g ., read a magazine, talk to someone, study) .

Lesson 6: Sun and Rain

PreviewThis story addresses themes of car problems, exercise, weather, and getting a ride . Review terms for methods of transportation . Use illustrations from a picture dictionary or magazines . Ask students what forms of transportation they use . Teach the structure The ______ is broken (e .g ., “The car is broken. The TV is broken. The watch is broken.”) . Ask students about their experiences with broken things, and elicit ideas on where to take things to get them fixed . Review weather words, especially the terms in the story: sunny, raining, cold, and cloudy. Introduce or review other key vocabulary as needed (e .g ., garage, mechanic, morning, walk, exercise, birds, grass, umbrella, friend, ride) .


Underline the Word from the Story After students complete the exercise, have them practice using the correct word from the pair in other complete sentences . Encourage them to create sentences from their own experience .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions, e .g ., “I usually drive my car to work . I park my car in the company parking lot .”Match Words and Pictures Elicit complete sentences about the objects in the pictures (e .g ., “There is a garage near my house .”) . Encourage students to create a simple story using the words in the exercise .Talking to a Mechanic After students listen to the dialog, ask questions to check comprehension (e .g ., “Who is the person talking to? Is the car making a funny sound? What’s the problem? Can the mechanic fix it? How long will it take?”) . If


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appropriate, elicit or teach terms for other car or engine parts and help students create new conversations using the dialog as a model .Underline the Word You Hear Play the audio recording more than once if necessary to help students distinguish similar-sounding words .Underline the Correct Word Use the meaning clue in the first sentence of each item to help students complete the exercise . Discuss the times at which the activity in each sentence usually occurs .Answer the Questions If students do not have cars, suggest alternatives for question 2 (e .g ., “If someone’s car is broken, where can that person take it?”).Topics for Discussion or Writing In addition to having students discuss or write about topic 1, you may wish to create a chart or grid based on students’ responses . Then ask follow-up questions (e .g ., “How many people in the class drive to work? How many take the bus/train/subway?”). Both topics can elicit discussion of the public transportation options available to students . Ask questions about which forms are the most expensive, most reliable, most comfortable, and so on . Discuss how students traveled from one place to another in their native countries .

Lesson 7: Noisy Neighborhood

Preview This story addresses themes of marriage, neighbor-hood, housing, complaints, noise, and emotions . Discuss where students live . Ask students about their house or apartment, their street, their neighbors, etc . Find out whether or not they like their neighborhood . Ask about noise or other problems in their neighborhood . In the story, Alfredo “wakes up and puts his hand over his heart . He feels afraid .” Ask students what makes them feel afraid and how they respond . Discuss ambulance service in the students’ community . Review calling 911 and reporting a medical emergency . Elicit the location of hospitals near students’ homes .

Introduce or review other key vocabulary as needed (e .g ., wife, neighbors, ambulance, siren, noise, terrible, scare, heart, afraid, heart attack) .


Complete Each Sentence Have students make new sentences, using the exercise sentences as models (e .g ., “I live near a supermarket . It’s down the street .”) . Provide extra practice with the vocabulary by eliciting comments on the sentences or asking follow-up questions (e .g ., “Do you like your neighborhood? Do you live on a busy street? Do you want to move?”) .Matching: Opposites Have students create contrast-ing sentences with the matching antonyms (e .g ., “I live near a hospital, but my sister lives far from one .”) .Noises at Night Check comprehension of the dialog by asking questions (e .g ., “What does the person hear? Is it a terrible noise? What does the person want to do? Where is the hospital?”) .Complete Each Sentence Review preposition use, referring back to the story and eliciting other examples using the prepositions in the exercise . After completing the exercise, check correct usage by asking questions (e .g ., “Where do ambulances go? Where does Alfredo put his hand?”) .Underline the Word You Hear After students listen and identify the correct word, elicit explanations to make sure they understand the meaning of both words in the pair .Check the Correct Picture Prepare for the listening activity by having students identify what they see in the pictures .Topics for Discussion or Writing In topic 1, elicit the time of day or night that various noises can be heard in students’ neighborhoods . Ask how they feel about the various noises (e .g ., angry, can’t sleep, don’t care) .

Lesson 8: It’s Payday

PreviewThis story addresses themes of occupations, receiving a paycheck, paying bills, and going out to dinner .


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Review names of occupations . If necessary, use illustrations from a picture dictionary or other visuals . Ask students the names of their own occupations . Create a master list . Discuss the term payday. Elicit or provide the meaning . In the story, Sam is paid every other Friday, or approximately twice a month . Ask students who have jobs how often they are paid and whether they are paid by check or in cash . Elicit and discuss various bills that students need to pay . Rent, telephone, gas and electric, and credit card bills are referred to in the story . Have students name other types of bills . Discuss basic banking terminology, such as deposit and withdrawal. In the story, Sam goes to the bank to deposit his paycheck . Ask students if it is always necessary to go to the bank in person . Encourage them to describe their common banking transactions . Elicit or provide names of typical bank employees . Ask students which bank employees they have dealt with . Review telling time . Discuss what hours banks are usually open . In the story Sam keeps $40 to take his family to dinner . Ask students if they think he is going to an expensive restaurant or an inexpensive one . Discuss eating out as opposed to cooking at home . If appro-priate, ask students how often they go out to dinner . Introduce or review other key vocabulary as needed (e .g ., truck driver, city, Friday, paycheck, money, bills, office, boss, desk, envelope, check, tonight, family) .


What Is the Category? Have students add words to each of the categories (e .g ., department store, ice cream, car loan) .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions (e .g ., “It’s healthy to eat a lot of fruit . My favorite fruits are strawberries and bananas .”) . If applicable, discuss regional U .S . differences in the meanings of dinner and supper.Complete the Story Review or introduce vocabulary from the story . After students complete the cloze story, ask questions to check

comprehension (e .g ., “What is Rachel’s job? How many children does she have? What bills does she need to pay? Where is the family going tonight? Why is Rachel happy?”) . If possible, expand the exercise by having students create a conversation between Rachel and her husband .Check the Correct Picture Prepare for the listening activity by having students identify what they see in the pictures .Answer Each Question Encourage students to add other items for which they need money .Topics for Discussion and Writing Use the list of occupations created in the Preview to discuss what kinds of salaries people in those occupations get . In topic 2, elicit tasks that need to be done around a house . See how many housework and home maintenance activities students can name .

Lesson 9: A Bad Haircut

PreviewThis story addresses themes of occupations, getting a haircut, misunderstanding what people say, and dissatisfaction with service . Help students identify places in the community where people can get haircuts . Review or teach terms for people who cut hair (hairdressers, barbers, hair stylists, cosmetologists, etc .) . Review the adjectives long and short. Use students in the class as examples of how the adjectives apply to length of hair (e .g ., “Pilar has long hair, and Fernando has short hair.”) . Review the prepositions above and below. Teach the structure Cut it ______ my ears, using your own ears as a point of reference . Use other examples to reinforce the meaning of the prepositions (e .g ., above or below a desk, a skirt that falls above or below the knees) . Introduce or review other key vocabulary as needed (e .g ., hair, man, behind, finished, glasses, mirror, angry, sorry, terrible, haircut) .


Complete Each Sentence Check comprehension of new words by asking questions (e .g ., “If you want


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to see yourself, where do you look? If you want to dry your hair, what can you use?”) .Matching: Opposites Have students use the matching antonyms to create new sentences, using information about themselves or their classmates when possible (e .g ., “Pilar has long hair, but I have short hair .”) .Underline the Word from the Story After students identify the correct word from the story, have them review their responses by answering questions with complete sentences (e .g ., “Does a man go to a hairdresser? No, a woman goes to a hairdresser .”) .Getting a Haircut After students listen to the dialog, ask questions to check comprehension (e .g ., “Does the person ask for long hair or short hair? Does he want it above or below the ears? Above or below the neck? Above or below the shoulders? Does this person really want short hair?”) .Underline the Word You Hear After students identify the correct word, make sure they also understand the meaning of the other word in each pair . Elicit explanations and practice pronunciation .Check the Correct Picture After students listen and identify the correct picture, elicit statements about the other picture as well .Answer the Questions If appropriate, follow up these questions on haircuts by asking students how they feel if they get a bad haircut . Elicit terms for emotions (e .g ., angry, sad, embarrassed) .Topics for Discussion or Writing In topic 3, see how many other services students can name that a hairdresser or salon might offer . If students are interested, invite a speaker to class to talk about hairdressing or cosmetology .

Lesson 10: One Pig Is Lost

Preview This story addresses themes of occupations, work responsibilities, and looking for something that is missing . Review numbers, particularly the numbers 1 through 12 . Make sure students can understand and pronounce the numbers .

Review or teach names of common farm animals . Use illustrations from a picture dictionary, other pictures, or toy animals to clarify meaning . Review names of vegetables using similar visual resources . Teach or review meanings of prepositions, particularly around, into, under, between, and next to. Teach the structure My ______ is/are lost or One ______ is lost. Practice by substituting names of familiar items that are sometimes lost . Introduce or review other key vocabulary as needed (e .g ., husband, country, animals, outside, food, number, pigpen, diet) .


What Is the Category? Encourage students to add words to each of the categories (e .g ., sheep, squash, twelve) .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions (e .g ., “I grow corn and tomatoes in my vegetable garden .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “What is Jayna’s job? What is she cleaning today? How many spoons are lost? Where does Jayna look? Where is the lost spoon?”) .Check the Correct Picture After students complete the listening activity, have them state the position of the spoon in each of the pictures .Write the Word for the Number You Hear Review spelling of numbers 1 through 12 . If necessary, prepare a list of the spellings for students to copy and practice .Complete the Sentence Encourage students to add other places in the home where John can look for his keys . Students can follow up by making their own statements of something that is lost and asking for suggestions of where to look (e .g ., “My notebook is lost . Where can I look for it?” “You can look under your desk, in your car, etc .”) .Topics for Discussion or Writing In topic 1, if necessary, prompt responses from students by asking about commonly lost items (e .g ., “Do you ever lose your key, your glasses, your umbrella?”) .


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Encourage students to write or tell stories about looking for lost items, using the main story and the cloze story as models .

Lesson 11: New Bed

PreviewThis story addresses themes of shopping, buying furniture and other household items, and visiting relatives . Elicit or teach names of furniture . Use illustrations from a picture dictionary, store ads, or other pictures . Teach or elicit adjectives that can describe a bed (e .g ., hard, soft, large, small) . You may also wish to explain bed sizes (e .g ., twin, full, queen, king) . Review names for linens and accessories for the bed, particularly pillow, sheets, blanket, and bedspread. You may also wish to review the process of making a bed . Introduce the structure She doesn’t mind ______ . Practice with common examples (e .g ., “She doesn’t mind cooking in a small kitchen. She doesn’t mind waking up early in the morning.”) . Introduce the idiom take up space (e .g ., “My sofa doesn’t take up a lot of room in my apartment. I don’t want that table. It takes up too much room.”) . In the story, Parvin wants to make her mother comfortable during her visit . Elicit from students what they might do to make a visitor in their home feel more comfortable . In particular, ask them what they would do if the visitor is their mother or father . After reading the story, review these answers and ask students if they think Parvin behaved appropriately toward her mother . Review names of parts of the body, using illus-trations from a picture dictionary or other visuals . Teach or review the structure My ______ hurts. Introduce or review other key vocabulary as needed (e .g ., bed, sofa, space, sleep, stores, costs, tired, lie down, floor) .


What Is the Category? Encourage students to add other items to the categories (e .g ., sister, comforter, desk) .

Matching: Opposites After students match words with opposites, have them create sentences that demonstrate the definition (e .g ., “I get very tired after English class . When I get tired, I take a nap .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “Where does Ruth live? When is Tom coming for a visit? What is Ruth’s problem? How much is the sofa? Why doesn’t Tom want to sit on the new sofa?”) .Check the Correct Picture Prepare for the listening activity by having students identify what they see in the pictures . After students choose the correct picture, have them repeat the sentences from the audio recording for pronunciation practice .Underline the Amount You Hear Review dollar amounts up to $800 as needed . After students complete the activity, practice the pronunciation of each pair of prices .Answer Each Question Encourage students to add to the list of prompts actions or activities that they do or do not mind doing .Topics for Discussion or Writing In topic 1, elicit examples of both big cities and small towns, including examples of both in your geographical area and in students’ native countries . Name other types of communities that do not fit in either category (e .g ., small city, large town, village) . For topic 2, elicit and discuss ways in which people can develop back problems . If appropriate, discuss ways students can prevent back problems, particularly on the job .

Lesson 12: Late for Work

Preview This story addresses themes of occupations, daily routine, getting up in the morning, and being late for work . Discuss what time students generally wake up . Ask whether or not they rely on an alarm clock, and if so, what time they set the alarm clock for . Ask students to describe their daily routines, particularly focusing on what they do in the


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morning before leaving the house . Provide vocabulary as needed . Ask students with jobs about the time of day or night they need to be at work . Review expressions of time, and teach or review the difference between a.m. and p.m. Bring in an alarm clock, if possible . Show the various settings and buttons . Demonstrate the alarm going off and, if available, the function of the snooze button . Teach the idiom He has time to/doesn’t have time to______ . Introduce or review other key vocabulary as needed (e .g ., mail carrier, post office, minutes, tired, button, rings, late, front door, tomorrow) .


Complete Each Sentence Have students make new sentences using the exercise sentences as models (e .g ., “My friend is a clerk . My neighbor is a doctor . My uncle is a teacher .”) .Matching: Meanings After students match words with meanings, have them create sentences that demonstrate the definitions (e .g ., “I take a shower and wash my hair every morning .”) .Match Words and Pictures Encourage students to create a simple story using the phrases in the exercise .Time to Get Up After students listen to the dialog, ask questions to check comprehension (e .g ., “Does the person want to get up? How many more minutes does he want to sleep? What time is it? Is he late for work?”) .Write the Time You Hear After students complete the listening activity, have them practice saying time expressions by asking, “What time is it in number 3?” and having them say the answer clearly .Answer Each Question Encourage students to add more activities from their daily routine and talk about what they do or do not have time for .Topics for Discussion or Writing In topic 2, encourage students to explain why they need to wake up and leave the house at certain times .

Lesson 13: A Big Wedding

PreviewThis story addresses themes of planning a big wedding, spending money, and using credit cards . Ask students to describe wedding customs in their native country . Elicit whether a particular month is popular for weddings, what people wear, and whether weddings are typically very expensive . Discuss the importance of rituals and whether it is appropriate to ignore costs for certain activities regardless of your personal economic situation . Discuss the western custom of a honeymoon . Ask if there is a similar custom in your students’ cultures . Elicit and discuss different ways of paying for things (e .g ., cash, checks, credit cards) . Elicit ideas on the advantages and disadvantages of using a credit card, for example, “You can pay for things without cash . You have to pay interest .” Introduce or review other key vocabulary as needed (e .g ., love, wedding, party, band, diamond ring, wedding dress, honeymoon, cheaper, bill) .


Complete Each Sentence Have students create new sentences, using the exercise sentences as models (e .g ., “A big wedding costs a lot of money . A big wedding is very expensive . A big wedding is fun .”) .Match Words and Pictures Elicit sentences about the items in the pictures (e .g ., “The bride wore a long white wedding dress .”) . Encourage students to create a simple story using the words in the exercise .They Love Each Other After students listen to the dialog, ask questions to check comprehension (e .g ., “What kind of wedding does she want? What kind of diamond does she want? What kind of honeymoon does she want? What kind of bill will she have?”) .Matching Have students refer to the story if necessary to check their answers . Ask questions to check comprehension (e .g ., “What is in a store window? What is on her finger? How many people are on their guest list?”) .


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Underline the Word You Hear After students identify the correct word, make sure they also understand the meaning of the other word in each pair .Topics for Discussion or Writing In topic 2, encour-age students to make contrasting sentences about weddings in their native country and weddings in the U .S . (e .g ., “In my country women wear kimo-nos, but in this country they wear white dresses .”) .

Lesson 14: Headache Medicine

PreviewThis story addresses themes of illness (particularly headaches), going to a pharmacy, asking about medicine, and understanding directions . Review words for common health problems . Use a picture dictionary or pictures from ads for medications to clarify terms . Teach or review the structure I have a ______ . He/She has a ______ . Discuss headaches in particular . Elicit things that cause headaches . Teach the causes of head-aches that are referred to in the story (fever, allergy, toothache, migraine) . Discuss buying medicine . Ask students to name some pharmacies in the community . Discuss the kinds of medicine you can buy without a prescription and medicines that are available only with a prescription . Ask students to compare pharmacies in this country with pharmacies in their native country . Discuss forms and packaging of medicines . Particularly distinguish tablets and capsules . Bring in examples or show pictures to clarify terms . Introduce or review other key vocabulary as needed (e .g ., feel, inside, aisle, cough, confused, pharmacist, jacket, normal, bottle, hours) .


Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Match Words and Pictures Elicit complete sentences using the words in the exercise (e .g .,

“The headache medicine is in aisle 3 . At the supermarket, the bread is in the first aisle .”) .Complete the Story Review or introduce any new health and pharmacy terms used in the cloze story . Ask questions to check comprehension (e .g ., “What’s the matter with Hannah? What is her temperature? How many kinds of medicine does she have in her cabinet? Why does she take allergy medicine? How many capsules does Hannah need to take? Who does Hannah call?”) .Underline the Directions You Hear Play the audio recording more than once if necessary for students to distinguish the correct directions .Topics for Discussion or Writing In topic 2, elicit students’ ideas on the best way to cure a headache . Encourage them to share home remedies and remedies typical of their native countries .

Lesson 15: Happy Birthday

PreviewThis story addresses themes of birthdays, buying baked goods, inviting friends to a party, and making mistakes . Review ordinal numbers in dates . Teach or review the structure My birthday is on the ______ or on (March) ______ . Elicit or teach names for foods available in bakeries (cake, pie, cookies, bread, rolls, etc .) . Discuss the celebration of birthdays and the custom of birthday parties . Ask students to describe how birthdays are celebrated in their native countries . Discuss typical foods eaten at birthday parties (e .g ., cake and ice cream in the U .S .) . In the story, Paul Swanson’s favorite food is apple pie . Ask students about their favorite food . Teach or review the structure My favorite food is ______ . Introduce or review other key vocabulary as needed (e .g ., birthday, bakery, box, apartment, party, friends, hungry, fork, mouth, pineapple, mistake) .


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Underline the Word from the Story After students identify the word from the story, have them review the answers by answering questions in complete sentences (e .g ., “When is Paul’s birthday? Paul’s birthday is September 10th . Is the bakery on Fourth Avenue or Fifth Avenue? The bakery is on Fifth Avenue .”) .Match Words and Pictures Elicit complete sentences using the words in the exercise (e .g ., “I buy cake at a bakery . There is a bakery on Main Street .”) .Complete the Story Review or introduce new vocabulary from the cloze story . Ask questions to check comprehension (e .g ., “What is the date

today? Whose birthday is it? What is Mary’s favorite food? Where is the bakery? When can Mary pick up the cake?”) .Check the Correct Picture After students complete the listening activity, elicit complete sentences using the words for the objects or actions in each of the pictures .Topics for Discussion or Writing In these topics, encourage students to elaborate on celebrations and customs unique to their native country . If birthdays, for example, are celebrated, have them describe typical food, activities, songs, decorations, etc . If any students have attended birthday parties in the U .S ., ask them to describe typical foods and activities .


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Lesson 1: Pleased to Meet You

PreviewThis story addresses themes of occupations, housing, neighborhood, and meeting new friends . Review making introductions by introducing yourself to students in the class: “Hello. My name is ______ .” Each student responds: “Hello, ______ . My name is ______ . It’s nice to meet you .” Then have students practice introducing themselves to each other: “Jorge, please introduce yourself to Su-Lan. Su-Lan, please introduce yourself to Mohammed.” Review cardinal and ordinal numbers between 1 and 10 . Help students distinguish numbers for counting (cardinal numbers) and numbers to express place in a series (ordinal numbers), for example, “I have two children . I live on the second floor . Liza has five apples . She lives on Fifth Avenue .” Introduce or review other key vocabulary as needed (e .g ., nurse, building, convenient, downstairs, beautiful, nervous, smiles, wonderful) .


Complete the Sentences Have students make new sentences, using the exercise sentences as models (e .g ., “Please open the window . It’s hot in here . Please open the door . It’s hot in here . Please close the door . It’s cold in here .”) .Matching: Antonyms Have students create contrasting sentences with the matching antonyms (e .g ., “John’s kitchen is clean, but Laura’s kitchen is dirty .”) .Making Plans for Dinner After students listen to the dialog, ask questions to check comprehension (e .g ., “Where are Tom and Grace going? Where is the restaurant? Why does Grace need to be home at ten o’clock? When are they meeting in front of the building?”) . In conversations based on the dialog, students may want to include greetings, introductions, an invitation to go somewhere, accepting an invitation, the need to return at a certain time for a

specific reason, and agreeing on a place to meet . Encourage students also to practice declining invitations (e .g ., “No, thank you . I’m busy tonight . Maybe some other time .”) . Discuss reasons for declining invitations .Underline the Word You Hear Have students focus on number words with similar sounds, such as first and fifth or second and seventh. If students need additional practice, provide more contrasting sentences .Underline the Correct Preposition Prepare for the grammar exercise by reviewing preposition use . You may want to help students create a chart showing, for example, the use of at with a time of day, in with the name of a city, and on with a floor .Topics for Discussion or Writing In topic 3, if any students are unable to express what they might see out of their window, encourage them to draw a picture and then describe it with help from other students or from you .

Lesson 2: Looking for Bargains

PreviewThis story addresses themes of shopping, prices, advertising, clothing, family relations, and sports . Review numbers, terms for money, and how to read and say prices . Elicit or teach names of articles of clothing, focusing on types of shoes . Use illustrations from a picture dictionary, clothing advertisements, or catalogs, or bring in articles of clothing . Have students identify sizes and colors . You may also want to review terms for family members (son, mother, husband, daughter, sister, etc .) and for common sports (football, basketball, soccer, etc .) . Introduce or review other key vocabulary as needed (e .g ., shop, spend, sale, bargain, ad, mailbox, sign, athletic, check, cashier) . Although the story is written in the simple present tense, there is one sentence with the past tense: “Athletic shoes were $90, and now they are

Stories Plus Lesson Notes

Stories Plus Lesson Notes 19

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$45 .” You may want to introduce or review past-tense forms of the verb to be. After reading the story, students can practice creating sentences with both past and present tenses, using sale prices from various ads . Prompt them to use both singular and plural forms (e .g ., “The dress was $54, and now it is $38 . The pants were $27, and now they are $19 .”) .


Which Category Is It? Encourage students to add other items to the categories (e .g ., hockey, uncle, wife, billboard) .Matching: Synonyms Have students use the matching synonyms to create pairs of sentences (e .g ., “It’s a bargain . It’s a good price . Football starts soon . Football begins soon .”) .A Customer and a Clerk After students listen to the dialog, ask questions to check comprehension (e .g ., “What size football shoes does the customer need? What color are the shoes? Where is Alex now? How much are the shoes? Is there any tax?”) . Discuss the importance of keeping a receipt . In conversations based on the dialog, students may want to include questions and answers about different articles of clothing, who the item is for, color, size, and price . Discuss whether there is tax on clothing in your state, and have the conversations reflect that information . Encourage students to create dialogs about buying other types of products .Write the Price You Hear After students complete the exercise, review which articles of clothing are singular and which are plural .Underline the Correct Preposition Review preposition use as needed . Review and expand the chart from Lesson 1 .Shopping in a Department Store After students decide which items can be found in a department store and which cannot, they can create a chart listing the items in three columns: Yes, No, and Maybe. Encourage them to list additional items found in a department store . They may also be able to identify where to find items that cannot be found in department stores .Topics for Discussion or Writing Encourage students to bring in advertisements for stores they

shop in or for things they buy . Discuss what they want to buy, whether it is available at a good price, and whether they can find any bargains in the ads .

Lesson 3: Caffeine Dreams

PreviewThis story addresses themes of drinking too much coffee, health problems, advice from a doctor, and changes in habit . Elicit discussion on what students eat and drink for breakfast . Review or elicit words for their choices of foods and beverages . Ask how many students drink either tea or coffee in the morning and how many drink sodas or other beverages with caffeine . You may want to have students put this information in chart form . Ask those who drink beverages with caffeine how much they drink each day . Discuss how they feel if they drink too much and how they feel if they do not drink any of these beverages . Review words for common health problems (e .g ., headache, backache, stomachache, fever, sore throat) . To clarify meaning, use illustrations from a picture dictionary or elsewhere, or act out the problems . Review terms for meals and the times of day they are eaten . Have students compare what times meals are eaten in the U .S . and in their native countries . Introduce or review other key vocabulary as needed (e .g ., cup, eyes, tired, headache, pot, doctor, prescription, sleeping pills, caffeine, bedtime) .


Which Category Is It? It may be helpful to bring in examples of the drink containers listed in the exercise . Students can discuss which containers in the second column are used with each of the drinks in the first column .Matching: Definitions After students match words with definitions, have them create sentences that demonstrate the definitions, for example, “I cook in the kitchen . My kitchen is large . The kitchen is next to the living room . The stove is in the kitchen .”

20 Stories Plus Lesson Notes

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Conversation with the Doctor After students listen to the dialog, ask questions to check comprehension (e .g ., “How does this person feel? Can he sleep at night? How many cups of coffee does he drink every day? How many cans of soda? Does he need a prescription?”) .Underline the Correct Word If necessary, review present-tense verb forms to prepare students for the exercise . Remind students of the final s in the third person singular . Demonstrate interrogative forms . Review the present-tense forms of to be.

I Can’t Sleep! If students have difficulty under-standing should, ask them to tell what activities are a good idea for Juana . Or they can discuss what she can or cannot do . If possible, have students explain their responses to the suggestions for Juana . Encourage them to suggest other ways for Juana to relax (e .g ., “She should listen to classical music . She should stop drinking coffee .”) .Topics for Discussion or Writing Expand on the first topic by having students find someone in the class who drinks coffee, doesn’t drink coffee, drinks tea, doesn’t drink tea, drinks soda, doesn’t drink soda, drinks fruit juice, doesn’t drink fruit juice, and so forth . Students must practice asking questions and supplying short answers . Then they can report their findings to the class or create a class chart .

Lesson 4: A Mean Boss

PreviewThis story addresses themes of employment, job responsibilities, job dissatisfaction, work schedule, and family responsibilities . Ask how many students are working . List some of their occupations on the board . Discuss work schedules . Ask who works full-time and who works part-time . Elicit and record what various students do in their jobs, for example, “Rumiko is an architect . She designs buildings . Esteban is a painter . He paints houses and apartment buildings . Gina is a baby-sitter . She takes care of children . Hoa is a teacher’s assistant . He helps the teacher in a classroom .”

Ask how many students like their jobs . Elicit and record reasons why they are satisfied or dissatisfied, for example, “I don’t like the hours . The salary is too low . I don’t like the boss . I like my co-workers . The job is interesting .” Discuss reasons for needing to work, such as supporting a family and having bills to pay . Introduce or review other key vocabulary as needed (e .g ., secretary, insurance, paperwork, owns, bad mood, afraid, quit, salary, bills) .


Complete the Sentences Provide extra practice with the vocabulary by eliciting comments on the sentences or asking follow-up questions (e .g ., “Do you have insurance for your car? She wants to quit her job. Do you think that’s a good idea?”) .I Want a New Job After students listen to the dialog, ask questions to check comprehension (e .g ., “Does the woman like her job? Can she quit? Why not?”) .Matching: Definitions After students match words with definitions, have them use the words to create sentences that demonstrate the definitions, for example, “Yasuko is single . Yasuko is unmarried . William works full-time . William works 40 hours a week .”Underline the Days and Hours You Hear Review the days of the week and ways to express time before doing the exercise . If possible, demonstrate times on a clock with movable hands .Use in, on, or at Review use of in, on, and at. Review and expand the chart from Lesson 1 . Add use of on before a day of the week .Topics for Discussion or Writing Ask students what kinds of things can put them in a bad mood . List possibilities on the board (e .g ., bad weather, missing the bus, waiting a long time for someone, paying bills, being in traffic) . Encourage students to share ideas for getting out of a bad mood . Elicit and record ways to find a job, such as looking in the newspaper, responding to “help wanted” signs, word of mouth, etc . If appropriate, discuss the pros and cons of each suggestion . Expand on this story with practice in filling out job applications and writing resumes . You may


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want to share samples of applications or resumes . Create these items for a fictional applicant if actual samples are not available . Ask questions to check students’ comprehension of the information (e .g ., “What is the applicant’s name? What is his/her telephone number? Where did he/she go to school? What is his/her zip code? What is his/her occupa-tion now? What is his/her supervisor’s name?”) .

Lesson 5: Life on a Farm

PreviewThis story addresses themes of city and country living, nationality, family relations, work responsibilities, and lifestyle . Elicit or explain the meaning of city and country. Ask where students are from . Have them include in their answer whether the place is in the city or the country . Also make sure students understand the difference between country meaning “rural area” and its meaning in the phrase your native country. Write the words City and Country on the board . Have students provide as many adjectives, positive or negative, as they can to describe each place, for example, noisy, busy, polluted, interesting (for city); quiet, boring, clean, peaceful (for country) . Review terms for family members, especially husband, wife, and daughter, which appear in the story . You can preview names for the various farm animals and vegetables that appear in the story, or clarify meanings as students read the story . If possible, bring in illustrations from a picture dictionary or elsewhere to clarify meaning . Introduce or review other key vocabulary as needed (e .g ., farmers, crowded, traffic, take care of, easy, sell, supermarket, move) .


Complete the Sentences Have students create new sentences, using the exercise sentences as models (e .g ., “Don’t forget to feed the dog twice a day . Don’t forget to feed the cat . Remember to feed the chickens .”) .

Matching: Antonyms Have students create contrast-ing sentences with the matching antonyms (e .g ., “The farm is quiet, but the city is noisy . Jack is outside in the snow, but Iris is inside near the fire .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “Do Eva and Armando live on a farm now? Is Miami a big city? What do Eva and Armando like to do on Saturday night? Do they want to move back to the farm? Do they like supermarkets?”) . Eva and Armando Diaz in the cloze story are very different from Trinh and An Nguyen in the main story . Discuss the differences in the lives of the two sets of characters . Encourage students to create contrasting sets of sentences (e .g ., “Trinh and An like a quiet life, but Eva and Armando like a lot of noise and activity .”) .Write the Price You Hear To prepare for the exercise, review how to say and write amounts of money . After students write the correct prices for the various vegetables, you may want to have them compare the prices of the different vegetables or have them bring in ads from local supermarkets and compare the prices in the exercise to the ones in the stores .Two Farmers Have students refer to the story if necessary to answer questions about Trinh and An .Topics for Discussion or Writing If possible, have students from rural communities talk about life in the country or on a farm . Encourage them to bring in photographs or draw a picture of their homes . Encourage students from urban areas to do the same . Topic 2 can be a prompt to help students discuss and evaluate the supermarkets and other food stores in their neighborhoods .

Lesson 6: A Chef’s Secrets

PreviewThis story addresses themes of occupations, types of restaurants, food, and relations with co-workers . Discuss some of the positions necessary to staff a restaurant . Elicit names of the various jobs (chef, cook, waiter or waitress, dishwasher, bus person,


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manager, host or hostess, etc .) and descriptions of what people in those positions do . Review the names of items commonly found in a kitchen . Use pictures or bring in items such as a fork, a knife, a spoon, a pot, a pan . Ask students how often they eat out; review frequency words such as usually, often, sometimes, rarely, and never. You may also want to introduce more specific terms (once a week, once a month, twice a month, etc .) . Discuss the range of prices at different restau-rants . Introduce terms such as inexpensive, moder-ately priced, and expensive. Elicit examples of different types of restaurants in your community and compare their price ranges, for example, “Pizza Palace is cheap; Antonio’s is expensive.” If students eat out, have them describe their favorite restaurants . Review names of food if necessary . It may be useful to collect menus from various restaurants for students to read . Ask questions about choices and prices (e .g ., “How much is a hamburger at Burger Bash? Can you get onion soup at El Pollo? How much is a salad at Oscar’s?”) . Introduce or review other key vocabulary as needed (e .g ., downtown, desserts, expensive, customers, recipes, secret, mess, sink) .


Complete the Sentences Have students make new sentences, using the exercise sentences as models (e .g ., “My favorite vegetables are peas and carrots . My favorite fruits are apples and oranges . My favorite foods are pizza and ice cream .”) .The Chef Has a Secret After students listen to the dialog, ask questions to check comprehension (e .g ., “What is in the soup? Does the chef write down the recipe? Why not?”) .Write the Amount You Hear The exercise gives students practice in interpreting prices that they hear and writing those prices accurately . You may want to prepare for this by reviewing numbers, amounts of money, and format for writing prices .Write the Number for Each Price and Write the Price in Words These exercises give students practice in interpreting prices written in words and in numerals . These activities can be expanded to practice writing

checks . In both exercises, have students say the prices aloud for pronunciation practice .In the Kitchen As students answer questions about what Marcel needs, they can expand their answers to practice using the third person singular -s (e .g ., “Yes, he does . Marcel needs a spoon in his kitchen .”) . If possible, have students explain their responses . Encourage them to add other items that Marcel needs in his kitchen .Topics for Discussion or Writing Expand on the story by discussing the custom of leaving tips in restaurants . Explain that it is customary to leave between 15 and 20 percent of the cost of a meal . Discuss types of restaurants where it is not necessary to leave a tip . You may also want to create math problems in which students select items from a menu, add up the cost of the meal, and then calculate an appropriate tip . If necessary, help them also calculate what the tax would be . Topic 2 can provide an opportunity for students to share favorite recipes .

Lesson 7: Letters

PreviewThis story addresses themes of occupations, daily routine, weather, and occupational hazards . Discuss receiving mail and the kinds of things that are delivered in the mail . Elicit and list terms such as letters, packages, advertisements, and bills. Ask students questions about their mail delivery (e .g ., “What time is your mail delivered every day? Do you know your mail carrier? Does your mail carrier deliver the mail on foot or while driving a truck? Does he or she wear a uniform? If so, what color is it?”) . Review color words if necessary . Introduce or review other key vocabulary as needed (e .g ., mail carrier, uniform, customers, neighborhood, route, delivers, exercise, check, bills, chase) .


Which Category Is It? Encourage students to add other items to the categories (e .g ., partly cloudy, snowing, magazines) .


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Matching: Definitions After students match words with definitions, have them create sentences that demonstrate the definitions (e .g ., “I wear a uniform for my job . I wear a special jacket and pants for my job .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “Where is Zoya waiting? Where does her sister live? How much is her Social Security check? How often does she receive it? Where is Zoya’s son? What did she order from a catalog?”) . To the list that was made during the categorizing exercise, add any new words from the story for things in the mail .Write the Time or Times You Hear To prepare students for the exercise, review ways to say and write times . Point out that some items mention more than one time .Underline the Colors You Hear Review names of colors . Help students prepare for the exercise by practicing naming combinations of colors . Have students describe their clothes for practice in identifying colors and color combinations .Uniforms Make sure students understand the meanings of the occupations in the question/answer activity . Help with pronunciation as needed . Encourage students to describe the uniforms of workers who wear uniforms . Topics for Discussion or Writing For topic 1, ask students what their jobs are, and list those jobs . Ask several of them to discuss problems they have in their jobs . Introduce the term occupational hazard. Expand the discussion by eliciting occupational hazards of some jobs listed in the question/answer exercise, for example, “cooks: cuts or burns; hair-dressers: allergies or rashes from chemical products .”

Lesson 8: Money Problems

PreviewThis story addresses themes of spending habits, money problems, use of credit cards, occupations, salary, and asking for a raise . Elicit and discuss different ways of paying for things, especially cash, checks, and credit cards .

Ask students, “Which are commonly used in your country? How do you pay for things now? Are credit cards easy to get?” Have students name some credit card companies . Elicit ideas on the advantages and disadvantages of using a credit card, for example, “You can buy something without cash . You have to pay interest .” Introduce or review other key vocabulary as needed (e .g ., problems, teller, receptionist, earn, spend, extravagant, expensive, appliances, bills, manager, raise, supervisor) .


Complete the Sentences Have students create new sentences, using the exercise sentences as models, for example, “Patricia is a receptionist for an insurance company . Patricia is a manager for an insurance company .”Asking for a Raise After students listen to the dialog, ask questions to check comprehension (e .g ., “What is Mr. Green’s position? Is Mr. Green busy? What does the worker want? Why does he need more money? What kind of bills does he have? Does he get a raise?”) . In conversations based on the dialog, students may want to practice asking for a raise or for changes in working conditions (e .g ., different hours, a new computer) . Encourage them to give clear reasons for their request . They can include different ways for the boss or supervisor to respond .Underline the Verb You Hear As students underline the form of the verb they hear in each sentence, have them pay attention to the form of the subject of the sentence . Then have them practice making sentences with the form that was not underlined . Discuss how the subject of a sentence changes .Underline the Correct Word After students choose the correct word from each similar sounding pair, have them say the sentences aloud for pronunciation practice .Topics for Discussion or Writing Use topics 1 and 2 to stimulate discussion of budgets and money management . For example, put the amount of a monthly salary (e .g ., $1,500 a month) on the board . Say, “This is Jacob’s salary.” Have students suggest monthly amounts for rent, food, automo-bile or other transportation, entertainment, clothes,


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and other expenses . Add a few extra purchases, such as a new TV or sofa . After deducting those amounts, ask, “What happens to Jacob’s salary? How is it possible to buy these things? What will happen next month?” Have students divide Jacob’s spending into two categories: Necessities and Extras . Encourage them to express their opinions on the things Jacob really needs and to suggest ways that he could save money .

Lesson 9: His Back Hurts

PreviewThis story addresses themes of occupations, daily routine, health problems, occupational hazards, and leisure time . Ask students what time they get up in the morning . Discuss whether they get up early for work and what time they begin work . Review expressing time and reading times . Review or teach the names of body parts, including appropriate possessive adjectives (my, your, his, their, etc .) . Use pictures of people with pains or injuries or have students mime physical problems and practice different ways to express pain or injury (e .g ., “My knee hurts . His shoulder hurts . She cut her finger . I have a headache .”) . Include plural examples (e .g ., “My ears hurt . His feet hurt .”) . Review terms for methods of transportation (truck, automobile, taxi, bus, etc .) and names of fruit, particularly those used in the story . Introduce or review weights . Point out that weights in the U .S . are generally expressed in pounds . If appropriate, help students understand the relation between pounds and kilograms, and have them convert sample weights . Introduce or review other key vocabulary as needed (e .g ., truck driver, boxes, fruit, supermarkets, early, lifting, heavy, relax, weekends, hot dogs, hamburgers) .


Which Category Is It? Have students add words to each of the categories (e .g ., leg, head, grapes, van) .

Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Complete the Story Review or introduce common drugstore terminology in the cloze story . Check comprehension with questions (e .g ., “Where is the pharmacy? What kind of medicine does Mrs. Park need? What’s the matter with Sam? Where is the antacid?”) . You may want students to expand on the exercise by creating a conversation between Liang and one of his customers .Write the Weight You Hear Introduce or review additional terms for weights (ounce, gram) . Use the listening exercise to check comprehension of numbers and students’ accuracy in writing numbers that they hear .Underline the Word You Hear After students identify the body part they hear in each sentence, check that they understand the meanings of all terms, even those that were not used in the listening exercise .My Back Hurts! If students have difficulty under-standing should, ask them to tell what activities are a good idea for Sam . Or they can discuss what Sam can or cannot do to feel better . Encourage students to come up with other suggestions for Sam .Topics for Discussion or Writing In topic 2, discuss what students like to do (or have to do) on days off or weekends . List and compare their ideas of ways to relax and enjoy leisure time .

Lesson 10: A Hot Day in the Summer

PreviewThis story addresses themes of seasons, weather, problem solving, work conditions, and neighbors . Review the names of the seasons: winter, spring, summer, and fall. Name the months of the year in random order and have students tell which season or seasons a particular month is in (in the northern hemisphere) . Elicit descriptions of the weather for each season in your area, including average high and low temperatures, if possible . Review temperature words (e .g ., hot, warm, cool,


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cold) and weather words (e .g ., sunny, cloudy, rainy, windy) . (You can refer to the categorizing exercise in Lesson 7 if students have done that already .) Introduce the terms humid and sticky. Clarify use of the Fahrenheit scale in the U .S . Contrast it to the Celsius scale, which students may be more familiar with . Help them convert sample temperatures . Ask students how they keep cool in hot weather . List and discuss their ideas . Introduce or review other key vocabulary as needed (e .g ., degrees, miserable, air conditioning, fan, beach, pool, plastic, grass, outside, hose, neighbors, laugh, crazy, smart, anymore) .


Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Matching: Definitions After students match words with definitions, have them create sentences that demonstrate the definitions, for example, “It’s 102 degrees today . Sarita feels miserable . She is very hot and sticky and is sweating .”It’s Hot Today Encourage students to create conversations about weather conditions . They can include comments about how they feel and suggestions about how to cope with various weather conditions .Write the High and Low Temperatures You Hear Elicit or explain the concept of high and low temperatures as used in weather reports . Use the exercise to introduce well-known cities in the U .S . and Canada . Have students find each city on a map and identify its state or province . Remind students that daily high and low temperatures for many cities can be found in newspapers .The Temperature Is 101 Degrees After students decide which suggestions in the question/answer exercise are good ideas and which are not, have them add the good ideas to the list generated in the preview .Topics for Discussion or Writing Expand the activity by discussing ideas for handling other types of weather . Have students ask and answer questions,

for example, “It’s winter . It’s very cold . Is it a good idea to wear a jacket? Is it a good idea to wear sandals? Is it a good idea to turn on the heat?”

Lesson 11: Moving East

PreviewThis story addresses themes of moving, housing, cost of living, weather, and transportation . Have students look at a large map of the U .S . and find Arizona and New York . Help them use the map scale to estimate the distance between the two places . Discuss ways of traveling from one place to another . Ask students to guess how long it would take to travel from Arizona to New York by airplane, train, bus, or automobile . Compare living in a small town to living in a big city . Elicit examples of differences in housing, employment, cost of living, entertainment, and so forth . Discuss the meaning of attorney or lawyer. Elicit ideas on what a lawyer does or situations in which one might need legal services (e .g ., writing a will, a housing complaint, a divorce, a child custody case) . Review clothing vocabulary if necessary . Make sure students know the names of various winter clothing items . Introduce or review other key vocabulary as needed (e .g ., town, moving, backyard, cheap, expensive, driving, alone, trip, truck, furniture) .


Which Category Is It? Encourage students to add other words to each category . You may want to have them further categorize clothes (clothes for hot or cold weather, indoor or outdoor clothing, etc .) and furniture (e .g ., furniture for various rooms) .Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Complete the Story After students complete the cloze story, ask questions to check comprehension (e .g ., “When is Roberto moving? How many


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bedrooms does the new house have? What does Roberto need to rent? How long is the trip between the apartment and the house?”) .Write the Distance You Hear Use the exercise to check comprehension of numbers and students’ accuracy in writing numbers that they hear .Underline the Number You Hear Review use of cardinal and ordinal numbers . After students complete the exercise, have them say the sentences aloud to practice pronouncing the numbers distinctly .Topics for Discussion or Writing In topic 1, keep in mind that some students may find it emotionally difficult to discuss moving from their native country to the U .S .

Lesson 12: The Great Outdoors

PreviewThis story addresses themes of working conditions, exercise, shopping, weather, and nature . Elicit discussion of what students do for exercise . Ask where they go and what things they need for their exercise choices . Review the names of different sports or activities . Be sure to include hiking. List ways to stay in shape . Ask students if they sit, stand, walk, lift, climb ladders, and so forth, at work . Discuss the costs of some sports . For example, a swimmer may need to buy a bathing suit and goggles; a person who runs may require athletic shoes, shorts, and a T-shirt . Discuss where a person can buy athletic clothes and equipment . Identify some sporting goods stores in your community . Ask if students sometimes shop there, and if so, what they buy and what the prices are like . Introduce or review other key vocabulary as needed (e .g ., office, downtown, desk, mountains, sporting goods, equipment, mirror, backpack, sleeping bag, uphill, tired, snake, lizards, mosquitoes, buzzing, relax) .


Matching: Antonyms Have students create contrast-ing sentences with the matching antonyms (e .g .,

“Beatriz looks healthy, but Natasha looks sick . It’s hot in the summer and cold in the winter .”) .Two Friends on a Hike After students listen to the dialog, ask questions to check comprehension (e .g ., “Is it hot or cold? What is the temperature? Is the backpack light? Where do the speakers want to go? Where is the car?”) . In conversations based on the dialog, students may want to include comments on the weather, discussion of a sport or other recreational activity, comments on how people feel, and suggestions for doing something different .Underline the Word You Hear Stress that students will have to distinguish words that sound very similar . After students complete the exercise, pronounce each pair of words to model the con-trasting sounds . Have students listen and repeat .Underline the Correct Verb If necessary, review use of verb forms with singular and plural subjects, including do or does in questions and forms of the verb to be. After students complete the exercise, have them change singular sentences to plural and plural to singular, making any necessary changes in the subject of the sentence as well as the verb form .A Two-Day Hike Review the list of items a hiker may or may not need . Practice pronunciation of the terms, and explain any unfamiliar words . Encourage students to add additional ideas to the list of needed items .Topics for Discussion or Writing Expand on the story by discussing hiking . Ask students if there are places to hike near their community . Ask, “Where is a good place to walk or hike? Do people in your native country enjoy hiking? Where do people go? Is it fun? Is it dangerous?” Relate this discussion to topics 1 and 2 .

Lesson 13: Language Problem

PreviewThis story addresses themes of occupations, immigration, family relations, language problems, going to school, and plans for the future .


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Review the names of various countries and the names of the languages spoken in them, for example, “People in Russia speak Russian. People in Korea speak Korean. People in France speak French. People in Mexico speak Spanish.” Include all the countries and languages represented in your class . If the subject is not too sensitive, ask students why they came to the U .S . Ask if any of them joined family members who were living here . Discuss students’ class schedules . Ask which days they attend classes, when they come to school, if they study in the morning, afternoon, or evening, and what time their classes begin and end . Ask if they are taking other classes, and if so, what those classes are . Elicit and list reasons they are studying English (e .g ., to get a job, to meet people, to talk to their children’s teachers) . Introduce or review other key vocabulary as needed (e .g ., computer, near, another, company, fluently, hires, class, terminology, difficult, nervous, unhappy, important, earn) .


Which Category Is It? Expand the categories Countries and Languages with items practiced in the Preview and any other suggestions students can provide .Underline the Word from the Story As students underline the correct word, encourage them to recall facts and afterward refer to the story to check their answers .Complete the Story The cloze story presents a language problem . After students complete the exercise, check comprehension . Then expand the discussion . Ask students if many people in their native countries speak English, and if so, when and how they learn it . Ask if English is a useful language to know in those countries .Write the Day of the Week You Hear After students correctly write the names of the days, have them say the sentences aloud for pronunciation practice .Underline the Word You Hear Make sure students understand that the second word in each pair can refer to a language or to a person’s nationality .

Topics for Discussion or Writing Encourage students to talk about their difficulties in learning English . Ask, “What is your biggest problem? Is listening, speaking, reading, or writing the most difficult for you?” Elicit and record suggestions and advice they would give a person trying to learn English . List things they find helpful in addition to taking a class .

Lesson 14: An Ocean Adventure

PreviewThis story addresses themes of wealth, possessions, travel, and skills . Discuss the word rich. Ask students their ideas on how much money a person needs to have to be rich . Elicit and list ideas on the kinds of things a rich person has (e .g ., a big house, a boat, an airplane, jewelry, expensive clothes) . Discuss how someone can become rich . Review or teach the names of the oceans . Have students find them on a map of the world . Explain island or show a picture of an island . Have students give examples of some islands . Discuss different kinds of flags . Have students describe or draw pictures of the flags of their native countries . Identify other uses of flags (e .g ., to stop traffic, or to get attention—like the flag in the story) . Introduce or review other key vocabulary as needed (e .g ., boat, sailing, binoculars, alone, waving, help, coconuts, housekeeper, hungry) .


Complete the Sentences Encourage students to create new sentences, using the exercise sentences as models (e .g ., “I’m hungry . Let’s eat something . I’m thirsty . Let’s get something to drink . I’m bored . Let’s go to a movie .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension, for example, “Is Sally rich? Where does Sally live? Where is her apartment? Where does Sally work? How does Sally feel after work?”Matching: Antonyms Have students use the matching antonyms and the information in the


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main story and the cloze story to create contrasting sentences about Carolina and Sally, for example, “Carolina has a large house, but Sally lives in a small apartment .”Underline the Word You Hear After students complete the exercise, have them practice pronunciation of the words in each pair . Discuss the meanings of both words, and make sure students can distinguish them clearly .Underline the Correct Word Model and have students practice pronunciation of similar sounding words, particularly woman/women, man/men, and this/these.What Can You Do? Help students discuss what they can and cannot do . Add to the list skills that might be necessary or useful in different types of jobs . Follow up on the question/answer exercise with conversations in which students practice telling a job interviewer about their skills and the skills they are willing to learn .

Lesson 15: No More Bugs!

PreviewThis story addresses themes of seasons, insects and similar creatures, and emotions . Discuss the word bug. Show pictures of bugs from a picture dictionary or elsewhere . Ask students, “Which ones are commonly found in or around your house? Are there flies, cockroaches, ants, or mosquitoes? Where do you see them?” Ask students if they notice more bugs in the summer or winter . (Note that the word bug is used in this story to refer to creatures such as spiders and scorpions as well as true insects .) Encourage students to talk about being afraid of

something . Elicit and list things that people might be afraid of (e .g ., snakes, dogs, spiders, or some of the dangers of modern society, such as muggers) . Review words for emotions (e .g ., happy, sad, angry, scared, upset) . You may also want to review terms for areas in and around a house (e .g ., kitchen, bathroom, garden) and for things in those areas (lights, table, shelves, shower, sink, etc .) . Introduce or review other key vocabulary as needed (e .g ., everywhere, spiders, ants, bees, moths, lights, flies, mosquitoes, inside, outside, bite, jumps up, screams, nature, afraid, newspaper, slaps, crawl, cabinets, shower) .


Which Category Is It? Encourage students to add items to each category . Have them create sentences using the words for emotions (e .g ., “I feel angry when I miss the bus .”) .Complete the Story After students complete the cloze story, ask questions to check comprehension, for example, “Is Petra afraid of bugs? What is her occupation? Where does she work? Is she upset if a bug crawls on her sandwich? What do bees make?” Have students create contrasting pairs of sentences about Petra and Alfredo .Bugs Everywhere Make sure students understand each possible response . Students can say what they would actually do or create imaginative or humorous answers . Encourage them to use more than one option in their responses (e .g ., “I don’t run . I put it outside .” or “I cry and then call 911 .”) .Topics for Discussion or Writing In topic 2, identify bugs that may be dangerous, such as scorpions . Mention any dangerous bugs found in your area . Discuss what to do and where or how to get help if a person is bitten or stung .


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Lesson 1: An Honest Man

PreviewThis story addresses themes of losing and finding things, honesty and integrity, and rewards . Details in this story offer the opportunity to teach or review vocabulary pertaining to money, personal identification, time, and emotions . Elicit from students various items people keep in their wallets . Discuss what kind of personal information can be found on a driver’s license or other forms of identification (e .g ., first name, last name, address, city, state, zip code) . Elicit locations where people sometimes lose things (e .g ., restaurant, park, classroom, movie theater, rest room, bus) . Encourage students to share stories about lost or found articles . Elicit responses about specific items and where they were either lost or found (e .g ., “I lost a ring at the beach . I found a dollar on the bus .”) . Explain the meaning of reward and when it may be appropriate to offer one (e .g ., after the safe return of money, pet, jewelry) . List and review some common expressions of gratitude (e .g ., “Thank you very much! I appreciate this so much! I can’t thank you enough!”) . Using the main illustration in the story, show what it means to have lunch alone . Later in the story, a woman offers to take a man to lunch . Explain that the woman is paying to express her appreciation, and encourage students to share their thoughts and opinions on this arrangement . Discuss the emotions one might feel after the loss of something valuable . Review words for those emotions (e .g ., sad, upset, worried) . Discuss how one feels when the lost item is recovered and review terms (e .g ., happy, relieved, thankful) . Introduce or review other key vocabulary as needed (e .g ., alone, wallet, identification, address, near, knock, give, found, reward, honest, paying) .


Returning the Wallet Consider expanding this

dialog by changing wallet to another lost item . Also model language that might be appropriate when accepting a reward .Check the items in your wallet . If possible, show examples of items on the checklist to reinforce understanding . In addition to a wallet, consider having students list the contents of a purse, backpack, pocket, etc . (Tell them they only need to discuss items they are comfortable talking about .) Encourage students to identify items that are the most valuable or important .What about you? In number 4, discuss other acts that can be described as honest (e .g ., returning change to a cashier who gave you too much, paying the difference when you are undercharged at a restaurant) .

Lesson 2: Confusing Internet

PreviewThis story addresses themes of using technology in everyday life, focusing on communication via e-mail, gathering information on the Internet, and teamwork . Details in this story offer the opportunity to teach or review vocabulary pertaining to family, communication, the world, and travel . Elicit from students various ways they keep in contact with family members (e .g ., telephone, e-mail, letters, visits) . Ask students if they have a computer and access to the Internet at home . Suggest other places where people can access the Internet (e .g ., public library, school, friend’s house, community center) . Discuss common ways people use the Internet (e .g ., “I can use the Internet to buy things . I can use the Internet to learn about something . I can use the Internet to reserve a hotel room .”) . Discuss advantages and disadvantages of using a computer in everyday life . Brainstorm reasons why some people do not like to use the computer (e .g ., “I can’t type . I don’t know how to use it . Sometimes the computer crashes . It’s confusing .”) .

More Easy Stories Plus Lesson Notes

30 More Easy Stories Plus Lesson Notes

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Discuss travel . Elicit responses about how students travel and review transportation terms (e .g ., plane, bus, train, car) . Ask students how they purchase tickets for travel (e .g ., in person at a terminal, over the telephone, through a travel agent, on the Internet) . Discuss which method students think is the best and why . Explain cheaper if students are not familiar with the term . Introduce or review other key vocabulary as needed (e .g ., sister, probably, confusing, fantastic, shakes, touch, message, visit, summer, telephone book, travel agent, ticket, Internet) .


Together at the Computer Consider expanding this dialog by changing the travel dates, destination, and price . If access to the Internet is possible, research airline ticket prices to other places of interest .Check the good ideas . Have students use the Internet to find a location for information about weather, hotels, restaurants, maps, etc . Practice teamwork by pairing students who have experience using the Internet with students who do not .What about you? In number 3, share printed examples of brief e-mail messages . Assign an activity where students practice writing and sending e-mail messages . Encourage the use of spelling and grammar checks on the computer .

Lesson 3: Rainy Weather

PreviewThis story addresses themes of the difficulties of living in a place with rainy weather and making plans to vacation in a sunnier climate . Characters also demonstrate sociability as they exchange information about the upcoming trip . Details in this story offer the opportunity to teach or review vocabulary pertaining to weather, seasons, recreation, clothing, and accessories . Discuss the climate in your area and in students’ native countries . Elicit information about the seasons and how they differ . Ask students to

estimate how much rain falls and which season produces the greatest amount . Identify and review terms for clothing and accessories that are appropriate for rainy weather (e .g ., raincoat, boots, umbrella) . Make another list of clothing terms appropriate for a warm and dry climate (e .g ., T-shirt, shorts, sandals, hat) . Check the items on each list that students regularly wear or use . Encourage students to consider places to go on a trip . After naming several places, have students give specific reasons for going (e .g ., “Paris has fantastic museums . Acapulco has beautiful beaches . Las Vegas has exciting shows .”) . Locate Cancun, Mexico, on a map . Ask if any students have been there . Talk about Cancun being a famous resort for tourists . Have students discuss or make a guess about the climate . Introduce or review other key vocabulary as needed (e .g ., city, rainy, weather, wet, umbrella, vacation, southern, excited, running, friend, trip, taking, season) .


Talking in the Park Consider modifying this dialog as two friends converse about the weather and about a trip to another place with a different weather condition .Check the things to pack . Brainstorm another list of items necessary for travel in any season (e .g ., money, toothbrush, identification, glasses) .What about you? In number 2, elicit from students several reasons why they like or do not like rainy weather (e .g ., “I like rainy weather because the grass looks green . I don’t like rainy weather because my shoes get wet .”) .

Lesson 4: Spicy Food

PreviewThis story addresses the theme of competency as a waiter makes a mistake by not serving a customer the right meal . Inattention to a particular verbal request leads to a painful dining experience .

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Details in this story offer the opportunity to teach or review vocabulary pertaining to restaurants, tastes, tableware, emotions, and physical reactions . Teach or review the word spicy, and suggest restaurants that may serve spicy food (e .g ., Mexican, Indian, Thai, Szechuan) . Ask students whether or not they like spicy food and which, if any, spicy dishes are common in their native countries . Ask students if they have a favorite local restaurant . Discuss the kind of foods that restaurant serves and what students like to eat there . Elicit responses about whether or not everyone in the family has the same preferences (e .g ., “I like sushi, but my daughter doesn’t .”) . Discuss the idea of specifying how food is prepared . Practice requesting changes in a standard menu item (e .g ., “I don’t want tomatoes on my hamburger . I don’t want dressing on my salad . I don’t want mayonnaise on my sandwich .”) . Have students imagine that they have just eaten a hot chili pepper . Brainstorm some remedies that can help sooth a burning mouth (e .g ., water, milk, ice, sugar, bread, citrus fruits, carbonated beverages, olive oil) . Elicit responses about common things that can bother students about restaurant service (e .g ., “The waiter doesn’t give me water . The waitress gives me the wrong food . It takes a long time to get my dinner .”) . Introduce or review other key vocabulary as needed (e .g ., spicy, favorite, menu, waiter, order, curry, same, mild, plate, surprised, tears, grabs, sorry, trades, napkin, wipe) .


Talking to the Waiter Consider modifying this dialog so that a customer has another problem with the food or service at a restaurant .Check the good ideas . Assist students in drafting a fictitious letter to a restaurant owner or manager . Describe the problems with the service or meal, including as many details as possible .What about you? In numbers 4 and 5, elicit from students the names of ethnic dishes they think are delicious . Have students list the ingredients including spices .

Lesson 5: Parking Ticket

PreviewThis story addresses themes of obeying parking regulations and the costly consequences of ignoring them . Messages include the importance of understanding the meaning of signs and symbols and complying with the law . Details in this story offer the opportunity to teach or review vocabulary pertaining to transportation, colors, physical descriptions, banking, laws, and emotions . Encourage students to name various businesses that typically have parking lots . Ask about the number of spaces that are available for disabled people and where those places are located (e .g ., near the entrance) . If possible, have students identify the sign or blue lines that may designate disabled parking areas . Teach or review the word disabled. Ask what the police look for when a car is parked in a disabled parking area (e .g ., label on license plate, sign hanging from the rearview mirror, placard in front window) . Discuss activities people do at the bank and explain common transactions such as the deposit or withdrawal of money . Teach or remind students that to deposit means to put in or save money . To withdraw means to take out money to spend . Ask students which process they use more often . Raise the issue of receiving a parking ticket . Ask students to list infractions that can result in citations (e .g ., parking in a disabled zone when you are not disabled, parking in a “red zone” or no parking zone, parking too close to a fire hydrant, parking on the wrong side of the street) . Discuss possible interactions with the police . Ask students about occasions when people might receive a warning for a parking or traffic violation instead of an actual ticket . Introduce or review other key vocabulary as needed (e .g ., around, parking lot, spaces, lines, fills out, deposit slip, save, line, police officer, parking ticket, too late, disabled, careful, withdrawal) .


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Talking to the Police Officer Consider modifying this dialog so that a person successfully convinces a police officer not to give him or her a ticket for a parking or traffic violation .Check the reasons for tickets . If access to the Internet is possible, suggest that students look up the ticket fees or fines for some of these violations in your community .What about you? In number 5, initiate responses from students about reasons they withdraw money (e .g ., “I withdraw money to pay my rent . I withdraw money to send to my family . I withdraw money to buy my children clothes .”) .

Lesson 6: Noisy Neighbor

PreviewThis story addresses themes of noisy tenants and eviction . A landlady exercises her authority by writing a letter that justifies her position on evicting a noisy tenant . Details in this story offer the opportunity to teach or review vocabulary pertaining to housing, ordinal numbers, adjectives that describe people, daily routines, and emotions . Discuss housing and brainstorm names of places to live (e .g ., apartment building, house, townhouse, condominium, dormitory, mobile home) . Ask students that live in apartments to talk about how many floors the building has and on which floor they live . Make sure students understand the terms landlady and landlord. Explain that a tenant is a person who rents a place to live . People who live close to you are your neighbors. Have students describe their neighbors as quiet or noisy (e .g ., “My next-door neighbor is quiet . She sleeps a lot . The neighbor above me is noisy . He plays loud music all the time .”) . Introduce the idiomatic expression _____ is driving me crazy. Ask students what kind of noise can drive someone crazy at home (e .g ., dog barking, music playing, baby crying, people arguing, car alarm going off) .

Name the people tenants can contact when there is a problem (e .g ., landlord, apartment manager, superintendent) . Discuss various ways to make contact (e .g ., in person, telephone call, letter) . Teach or review the word evict. Explain that it means to force a tenant to move out . Discuss reasons why a landlord might evict someone (e .g ., not paying rent, making too much noise, destroying property, subletting without permission) . Introduce or review other key vocabulary as needed (e .g ., landlady, building, tenant, quiet, noisy, party, music, dancing, upset, sleep, knock, turn down, turn up, letter, mailbox, bothering) .


No More Loud Parties Consider modifying this dialog by having the tenant complain about a neighbor with another annoying habit . Create a new dialog where students approach a neighbor directly . Encourage role-plays that avoid aggressive confrontation .Check the good ideas . Practicing calls to the police may be a useful extension of this section . Have students be prepared to give their own name, address, phone number, and specific reason for the complaint .What about you? In number 5, brainstorm a list of reasons to call a landlord or manager (e .g ., leaky faucet, broken window, faulty refrigerator) .

Lesson 7: A Funny Message

PreviewThis story addresses the theme of accuracy in relaying messages orally . A busy workplace is also highlighted as a hotel clerk interacts with guests and carries out various duties . Details in this story offer the opportunity to teach or review vocabulary pertaining to occupations, hotels, time, zoo animals, recreation, and feelings . Introduce the topic of work schedules, and elicit responses about what time students start and finish work . Make a list of the ways people can feel at the end of a workday (e .g ., tired, satisfied, anxious, sleepy, happy, exhausted) .


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Explain how the character in the story stands at the front desk, gives information, makes calls, and delivers messages . Discuss other occupations and what people do at work (e .g ., “A nurse checks on patients, gives medicine, and takes temperatures and blood pressures .”) . Discuss hotels and different jobs hotel workers can have (e .g ., front desk clerk, housekeeper, parking valet, doorman, bellman) . Have students name some other services that a large hotel may offer (e .g ., restaurant, clothing store, hair salon, gift shop) . Explain the process of taking a message and the importance of writing things down, particularly when there are details . Messages often include names, phone numbers, and other information . Ask students if they keep paper and a pencil next to the phone at home . Introduce or review other key vocabulary as needed (e .g ., front desk, guests, delivers, messages, tired, salon, resting, comfortable, gorillas, write down, remember, yawns) .


Message for a Guest Consider expanding this dialog by including a meeting at a specific restaurant in your area . Make sure the delivered message includes the name and location of a well-known place nearby . Have the message recipient write down the information .Write the time you hear . Select a few times and have students say or write what they do at that time (e .g ., “At 7:00, I take a shower . I start work at 9:00 . I eat lunch at 12:00 .”) .What about you? In number 1, have students name people to whom they speak English on the telephone (e .g ., boss, co-worker, teacher, friend, relative, neighbor) .

Lesson 8: A Doctor Visit

PreviewThis story addresses themes of personal responsi-bility and transportation . When the main character recognizes a health problem, he consults a doctor and reacts to the doctor’s recommendation .

Details in this story offer the opportunity to teach or review vocabulary pertaining to transporta-tion, the body, injuries, emotions, and doctor visits . Ask students to list places where they go when they leave their homes (e .g ., work, school, store, doctor’s office, library, friends’ apartments) . Discuss the transportation options that a person can use to get to these places . Have students rank these transportation choices in terms of expense, convenience, and personal preference . Have students consider bicycle riding in particular and gather opinions about it as a regular form of transportation . Ask students whether or not riding conditions in their community are favorable . Do the streets have bike lanes? Discuss the advantages and disadvantages of relying on a bicycle for transportation (e .g ., “I save money on gas . I get wet when it rains .”) . Talk about the benefits of exercise . Ask students to list some activities people can participate in (e .g ., riding a bicycle, walking, running, skating) . Discuss which forms of exercise are popular in the U .S . and in students’ native countries . Distinguish between something hurting a little and a lot. Demonstrate the facial expression of a person who is obviously worried about a health problem . Suggest that it is time to call a doctor . Discuss the steps of finding an appropriate physician and making an appointment . Introduce or review other key vocabulary as needed (e .g ., rides, everywhere, gas, pollute, exercise, transportation, never, knees, hurt, wor-ried, examines, serious, rest, impossible, telling) .


Anjay and the Doctor Consider changing this dialog by substituting another body part for knees. Have students in the role of the patient identify an activity that aggravates the area (e .g ., “I’m worried about my shoulders . They hurt when I swim .”) . Check the transportation you use . Extend this activity by encouraging students to explain why they like a particular form of transportation (e .g ., “I like motorcycles because they don’t use a lot of gas .”) .What about you? In number 4, distinguish serious and non-serious problems . Specify names of


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doctor’s offices or clinics in your community . Make a list of local hospitals where a person can go for a serious problem .

Lesson 9: Borrow and Lend

PreviewThis story addresses themes of self-reliance, borrowing, and lending . Details in this story offer the opportunity to teach or review vocabulary pertaining to class, school supplies, makeup, personal grooming, money, feelings, and clothing . Brainstorm vocabulary for items that students may need to bring to school (e .g ., book, notebook, pen, pencil, dictionary) . Have the class create a list of things that people often bring to school, but may not need to . Explain the words borrow and lend. Demonstrate the concepts by posing a question to a student (e .g ., “May I borrow your pencil?”) . Continue asking to borrow miscellaneous items from others . After a moment, return each item saying “Thank you for lending me your ______ .” Discuss the availability of snacks at school . Ask students to list places they can buy food or drinks at school (e .g ., cafeteria, student store, vending machine) . See how many students use these services . Ask what they typically buy at school and how much various things cost . Teach or review the expression I am tired of ______ . Generate a list of annoyances that make sense (e .g ., “I am tired of the traffic in this city . I am tired of hearing that song on the radio . I am tired of this hot weather .”) . Ask students how to tell when someone is angry . Identify some signs (e .g ., a red face, silence, no eye contact) . Elicit responses about positive ways to deal with anger (e .g ., talking about it, walking, listening to relaxing music) . Introduce or review other key vocabulary as needed (e .g ., adult, problem, borrow, cell phone, hairbrush, makeup, thirsty, dollar, angry, sweater, lend, child, take care of yourself, red) .


Conversation in Class Consider varying the borrowed items in this dialog . Have students suggest a possession, other than money, that they do not wish to lend .Check the things you borrow or lend . Encourage students to give reasons for why they can or cannot lend something (e .g ., “I can lend my pencil because I have another one . I can’t lend my car because my insurance doesn’t cover other drivers .”What about you? In number 3, have students discuss reasons for bringing money to class (e .g ., food, drinks, bus fare, shopping, emergency) .

Lesson 10: The Cell Phone

PreviewThis story addresses the theme of forcing technology on a person who does not want it or understand how to use it . Details in this story offer the opportunity to teach or review vocabulary pertaining to family, commu-nication, recreation, transportation, and safety . Introduce the expression keep in touch. Find out if students keep in touch by making or receiving phone calls, particularly when they are not at home . Ask students to list places where they sometimes go in the evening (e .g ., school, yoga class, work, movie theatre, shopping mall) . Elicit responses from students about whether or not they have cell phones . Discuss the advantages of having them (e .g ., “You can call someone in an emergency .”) . Then have students consider some disadvantages (e .g ., “You can get a call when you’re busy .”) . Name some common, modern devices that people may have trouble using (e .g ., cell phone, VCR, microwave, computer, DVD player) . Discuss ways of learning to use these items (e .g ., read the instruction manual, have someone demonstrate, push buttons and see what happens) . Have students consider other things people can take with them for safety when they go out alone (e .g ., whistle or personal alarm, pepper spray, dog) .


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Review some safety rules (e .g ., walking with another person, walking on a well-lit street) . Introduce or review other key vocabulary as needed (e .g ., alone, worries, hurt, lost, bingo, rings, answer, pushes, button, wrong, remember, sighs, knocks, gives back) .


Alma and Her Grandmother Consider changing this dialog by substituting other popular locations for the community center . Have students state what they are doing in each particular place .Check the good ideas . Expand this activity by having students report the frequency with which they make phone calls or send e-mail (e .g ., “I make three phone calls a week . I send two e-mail messages every day .”) .What about you? In number 1, have students list the people they often keep in touch with by cell phone (e .g ., daughter, friend, baby-sitter, boss, wife, grandson) . Elicit responses from students about how much money they spend each month on telephone or cell phone service .

Lesson 11: An Expensive Day

PreviewThis story addresses themes of budgeting money and figuring out ways to have fun without spending money . Details in this story offer the opportunity to teach or review vocabulary pertaining to seasons, descriptions of people, family, emotions, feelings, food, recreation, money, and animals . Ask students for the names of some local fairs or amusement parks . Elicit responses about various locations and whether or not students go to them . Encourage students to estimate the cost of admission as well as how much a family might spend during a visit . Assist students in listing things people can do at these places (e .g ., go on rides, see exhibits, buy souvenirs, eat, look at animals, play games, take pictures, listen to music) . Have students consider the activities that are often more appealing to children .

Review vocabulary for food choices commonly available at these venues (e .g ., hot dogs, popcorn, cotton candy, ice cream) . Ask which foods students like and approximate the cost of various items . If possible, demonstrate a game where the object is to throw a ball into a basket . Encourage students to try and determine its level of difficulty . Talk about the kind of prize one might win at a fair (e .g ., stuffed animal, goldfish, small toy) . Introduce or review other key vocabulary as needed (e .g ., summer, fair, city, fun, games, rides, plants, flowers, excited, tickets, hungry, thirsty, win, free) .


Buying Fair Tickets The first part of this dialog may be used as a model to request tickets for other things (e .g ., concert, sporting event, zoo, movie) . Encour-age students to ask if the price includes extras, if applicable (e .g ., program, souvenir, bus ride) .Check the things to do . Have students consider going to another place that can be fun for adults and children (e .g ., a baseball game or other sporting event) . Elicit some good ideas for saving money (e .g ., eat at home, buy the cheapest tickets, don’t buy souvenirs) .What about you? In number 5, have students name places in your area they think are very expensive .

Lesson 12: A Good Assistant

PreviewThis story addresses themes of following a boss’s instructions, operating within a tight budget, and making decisions about what to buy . Details in this story offer the opportunity to teach or review vocabulary pertaining to occupa-tions, weather, feelings, shopping, food, and money . Discuss the position of office assistant . Have students suggest some skills that this job may require (e .g ., answering telephones, using a computer, writing letters, running errands) . Elicit responses about emotions people can feel when they are interrupted . Review vocabulary for emotions (e .g ., angry, annoyed, irritated) . Teach or


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review some expressions to use when interrupting is absolutely necessary (e .g ., “Excuse me. Pardon me. Sorry for the interruption.”) . Talk about foods that people eat for lunch . Have someone describe the basic parts of a sandwich . Ask students if they like sandwiches and, if so, what kind . Have students name some places that sell sandwiches in your community . Encourage students to imagine that they are looking for a fan . Have students consider various types of fans (e .g ., electric, battery-operated, ceiling, and paper hand-held fans) . Brainstorm likely places where fans can be purchased in your area . Have students estimate the price range of an electric fan . If access to the Internet is possible, research various models and costs . Introduce or review other key vocabulary as needed (e .g ., fan, sandwich, drawer, interrupt, door, enough, electricity, batteries, paper, wave) .


Finding a Fan This dialog can be used as a model to ask the price of other items as well . Encourage students to ask the price of some things commonly found in an office . Check the things you buy . Expand this activity by having students select several inexpensive items that they need at home . Give students a $100 budget . Have them list items in order of importance . Ask students to report on how they have decided to spend the money . What about you? In number 1, have students describe what they do to assist their bosses at work (e .g ., “I use a cash register . I prepare food . I use a computer . I clean rooms . I talk to customers .”) .

Lesson 13: White Socks

PreviewThis story addresses themes of habit and the desire for change or variety . Details in this story offer the opportunity to teach or review vocabulary pertaining to colors, clothing, the calendar, time, shopping, and emotions .

Have students describe what they are wearing, identifying each article and the color (e .g ., “I am wearing gray pants . I am wearing a yellow sweater . I am wearing a white blouse . I am wearing a black skirt .”) . Discuss socks in particular . Encourage students to name the colors of socks they have at home . Ask which colors they like and usually wear . Talk about colors that go with or match other colors (e .g ., black, white, beige) . Teach or review the expression I am tired of my ______ . Have students consider an article of cloth-ing that may fall into this category (e .g ., “I am tired of my blue shoes . I am tired of my pink dress .”) . Ask students if they prefer to shop alone or with another person . Discuss terms for the things people consider when they buy something new (e .g ., color, style, texture, length, fit, washing instructions) . Introduce or review other key vocabulary as needed (e .g ., always, wears, like, doesn’t like, wife, variety, different, soft, length, great, clerk, colors) .


More White Socks This dialog can be used as a model for questioning a sales clerk about other clothing or accessories . Encourage students to adapt this dialog by substituting terms for other items that come as a pair (e .g ., earrings, shorts, sunglasses, shoes, pants) . Demonstrate how to request using the singular (e .g ., “Do you have this jacket in brown? Great. I’d like to buy it.”) .Check the colors . Expand this activity by having students look for classmates wearing these colors (e .g ., “Jose is wearing a gold watch . Alicia is wear-ing a green blouse . Yukio is wearing black pants .”) .What about you? In number 5, encourage students to discuss other things they like or do not like to shop for (e .g ., food, school supplies, furniture, household items) .

Lesson 14: A Call for Help

PreviewThis story addresses themes of attending to a difficult client in the workplace, responding


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appropriately to verbal messages, exhibiting self-control, and behaving professionally even when performing unpleasant or unnecessary tasks . Details in this story offer the opportunity to teach or review vocabulary pertaining to occupations, descriptions of people, opposites, health, and the bedroom . Teach or review the meaning of retirement home. Explain that some elderly people live in nursing homes because they need medical care . Ask students whether or not retirement homes, nursing homes, and similar facilities are familiar or common in their native countries . Discuss where elderly people generally live in their native countries and who helps take care of them . Elicit responses about why some people live in a retirement home (e .g ., “They can’t live alone . They have a disability . They want to live with other retired people . Their family can’t take care of them .”) . Have students identify an example of a retirement home in the community . Discuss a person who works in a retirement home . Ask students to list some ways that person may help the residents (e .g ., personal care, light housekeeping, meal delivery) . Have students identify someone who is elderly, but also very independent (e .g ., “My aunt is 86 years old . She lives alone and works in her garden . My neighbor is 79 . He drives everywhere .”) . There are several references to opposites in this story . Review opposites while having students state personal preferences (e .g ., “ Do you like your room dark or light? Do you like your curtain open or closed?”) . Introduce or review other key vocabulary as needed (e .g ., retirement, take care, elderly, healthy, strong, curtain, bell, comfortable, adjusts, moves, medicine, go ahead, independent) .


Helping Mrs . Stevens Modify the dialog so Mrs . Stevens calls for help for other reasons . Encourage students to create new dialogs where she complains about the food or other services in the retirement home .Check the things you do . Expand this activity by eliciting reasons why students need help doing

something (e .g ., “I need help painting the house because I can’t climb a ladder .”) .What about you? In number 2, discuss some things students can do to help elderly people in their family or community (e .g ., “I can read to him . I can deliver food to her . I can visit them .”) .

Lesson 15: Graduation Party

PreviewThis story addresses themes of a parent asking a child for help to prepare for a party and working on various household and party-preparation tasks . Details in this story offer the opportunity to teach or review vocabulary pertaining to life events, celebrations, family, food preparation, housework, daily routines, and emotions . Discuss events people can celebrate, and review vocabulary (e .g ., birthday, anniversary, wedding, graduation) . Ask students how they mark these occasions and whether or not they celebrate them at home . Discuss the event of graduation in particular . Elicit responses from students as to whether or not they have graduation ceremonies in their native countries . If so, have students describe them . Discuss the various stages in school when graduation is celebrated . Have students list people they would invite to a large event . Specify family members and other relationships people can regard as important (e .g ., co-worker, next-door neighbor, classmate) . Talk about the steps necessary in preparing for a party at home . Have students think about the tasks that need to be done (e .g ., cooking, cleaning, decorating) . Discuss who in the family assists with these things . Discuss the meaning of being considerate and what that can mean after a party (e .g ., clean up, wash dishes, empty trash, sweep the floor) . Introduce or review other key vocabulary as needed (e .g ., graduating, proud, ceremony, party, expecting, lasagna, dusting, vacuuming, carpet, dirty, towel, floor, mess, present, considerate) .


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Asking for Help This dialog can be used to talk about a mess in other rooms or areas of the house (e .g ., kitchen, living room, bedroom, backyard, garage) . Have students practice variations . Check the things you do . Expand this activity by having students discuss why they like or do not like certain activities (e .g ., “I like to wash the

dishes because I turn on the radio and sing . I don’t like to empty the garbage because sometimes it’s very cold outside .”) .

What about you? In number 1, assist students in forming descriptions of celebrations they may have (e .g ., “I have parties for my son’s birthday . I invite everyone in my family . We have a lot of food . The children like the piñata with candy inside .”) .


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Lesson 1: Expecting a Baby

PreviewThis story addresses themes of expecting a baby, receiving baby gifts, feeling overcrowded at home, and looking for a larger home . Details in this story offer the opportunity to teach or review vocabulary pertaining to life events, celebrations, baby equipment, and housing . Explain the meaning of baby shower and list people that may attend (e .g ., family, friends, neighbors, co-workers) . Ask students about particular celebrations or rituals for expectant parents or new babies in their culture (e .g ., “Do you celebrate an upcoming birth? Where are these celebrations? Who goes to them? What do guests bring?”) . Teach or review the names of various items that are intended for babies . Use pictures, if necessary, to assist students in understanding . Discuss the function of a particular object (e .g ., “A baby eats in a high chair . A baby sleeps in a crib . A baby rides in a stroller .”) . Have students name stores in the community where these things are available . Encourage students to offer opinions regarding items that are necessary (e .g ., car seat, crib) versus items that may be useful, but are not essential . Ask students to identify items that parents typically use and do not use in their native countries . Have students consider various places at home where several large boxes could be put . Brainstorm possible areas (e .g ., on the floor, in the closet, in another bedroom, on a table, under the bed, on a chair) . Discuss various types of housing and elicit opinions regarding what size apartment is comfortable for a couple with a baby . List resources that people can use to look for housing (e .g ., a friend, the newspaper, a rental office) . Discuss places outside of the home where people can read the newspaper (e .g ., the library, the park, the bus, the coffee shop) . Introduce or review other key vocabulary as

needed (e .g ., expecting, spring, guests, generous, gifts, crowded, boxes, floor, no room, walk, sit, apartment, newspaper, coffee shop, read) .


Opening a Shower Gift Consider expanding this dialog by substituting another baby item for car seat. Create new dialogs by practicing a return or exchange at a store when a gift is not wanted .Check the things they don’t need . Have students personalize a checklist by listing some nonessential items they may have at home . Direct them to some organizations in the community where these things can be dropped off or donated .What about you? In number 5, encourage students to discuss reasons why their current home may not be large enough . Assist students in listing some advantages of a larger home .

Lesson 2: Always on the Internet

PreviewThis story addresses themes of spending too much time at the computer, not getting out of the home often, and being healthy . Details in this story offer the opportunity to teach or review vocabulary pertaining to the Internet, household items, emotions, food, health, and weather . Elicit from students various ways that they can use a computer, or the Internet in particular . Ask students if they sometimes buy things on the Internet . Ask about the kind of information on the Internet that may be of personal interest . Have students consider the amount of time they or someone in their family spends at the computer each day . Encourage students to state opinions regarding how much is too much time on the computer . Ask students where they buy their groceries and how they get to the grocery store or food source in the community . Brainstorm the location of places

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to buy food that may be within walking distance of the students’ home or school . Elicit opinions about ways to stay healthy (e .g ., eating healthy food, exercising regularly, sleeping enough hours, drinking water) . Discuss the forms of exercise students routinely use to stay healthy . Teach or review words that describe weather conditions . Discuss resources people can use to get a weather report (e .g ., newspaper, Internet, TV, radio) . Introduce or review other key vocabulary as needed (e .g ., shop, furniture, articles, health, fitness, afraid, worried, groceries, inside, rain, weather) .


Discussing an Article Consider using the first four lines of this dialog and substituting magazine, newspaper, or book for the word Internet. Insert another student-generated health tip to replace Walking 30 minutes a day (e .g ., “Exercising regularly is good for your health . Sleeping eight hours a night is good for your health . Drinking eight glasses of water a day is good for you .”) .Check the things that are good for your health . Consider creating two lists of behaviors that are good and bad for your health . Encourage students to give reasons why something is good or bad (e .g ., “Vegetables are nutritious . Ice cream and cookies have a lot of fat .”) .What about you? In number 2, if access to the Internet or a newspaper is available, have students report on a piece of news or information they find . Encourage students to state the main idea in the story .

Lesson 3: Buying Souvenirs

PreviewThis story addresses themes of vacationing, shopping for souvenirs, communicating in another language, and converting currency . Details in this story offer the opportunity to teach or review vocabulary pertaining to travel, shopping, survival phrases, money, and banking .

Locate Cancun, Mexico, on a map and ask if any students have been there . Talk about Cancun being a popular destination for tourists and have students state or make a guess about its attractions (e .g ., culture, beaches, shopping, food) . Brainstorm other sites people visit and what they enjoy about these places . Teach or review the word souvenir, and explain that it is something people buy or keep to remember a particular place . Mention that some people prefer handicrafts as souvenirs because they are made by hand or are unique to that particular area . Ask students to make a list of adjectives that describe the kind of souvenirs they like to buy (e .g ., special, small, useful, inexpensive, interesting, pretty) . Have students name people (e .g ., father, sister, aunt, friend, neighbor) for whom they have bought or might buy souvenirs . Have students consider questions that may be useful for a tourist that does not speak the local language to know (e .g ., “Do you speak English? How much is it? Where is the rest room? What time does the train leave?”) . Get suggestions on good ways to study a foreign language (e .g ., go to school, buy a dictionary or phrase book, get a tutor) . Elicit from students the names of currency used in their native countries . If possible, convert a foreign currency to a U .S . dollar equivalent . Have students consider possible ways to pay for various items when traveling to another country (e .g ., local currency, U .S . dollars, credit card) . Introduce or review other key vocabulary as needed (e .g ., vacation, friendly, raining, shopping, souvenirs, local, market, handicrafts, tourists, phrase book, price tag, converts, wallet, ATM) .


Conversation at a Mexican Market Consider modifying this dialog by substituting the painting for other handicrafts suggested by the students (e .g ., basket, statue, carpet, bracelet) . Adjust the rest of the dialog as needed .How do you solve the problem? Discuss other problems that people may have on a vacation (e .g ., lose a passport, have an accident, get sick) . Encour-age students to offer solutions in these situations .

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What about you? In numbers 4 and 5, elicit from students some advantages and disadvantages of using cash or credit cards to pay for things .

Lesson 4: A Dentist Appointment

PreviewThis story addresses themes of going to a dentist, making a dental appointment, and making excuses to avoid potentially unpleasant appointments . Details in this story offer the opportunity to teach or review vocabulary pertaining to dental exams and problems, snack food, and making appointments . Elicit students’ opinions on how often people should visit the dentist (e .g ., every six months, every year, every two years) . Have students consider ways to find a dentist when someone is new to a community (e .g ., ask a friend, look in the phone book, look on the Internet) . Raise the issue of people making excuses to avoid things they do not want to do . Introduce the expression What a shame! Let students know that the expression can sometimes be used insincerely (e .g ., “What a shame I can’t go to the elementary school’s all-day violin concert . I’m busy that day .”) . Teach or review parts of the mouth, especially front and back teeth . Introduce the word molar and explain that molars are used for chewing. Gather opinions as to whether or not students view a broken tooth as serious. Have students consider other reasons that people see the dentist (e .g ., cleaning teeth, getting x-rays, filling a cavity, pulling a tooth, getting a crown) . Distinguish the difference between making and canceling appointments . Ask what kinds of appointments students make (e .g ., doctor, dentist, hairdresser, mechanic, appliance repairperson) . Consider how far in advance it may be necessary to either make or cancel an appointment . Introduce or review other key vocabulary as needed (e .g ., appointment, excuse, shame, cancel, popcorn, movie, handful, bites, spits, napkin, molar, tooth, emergency, chew, serious, haircut) .


Making an Appointment Consider expanding this dialog by having students make a medical or dental appointment for family members or themselves . Encourage students to convey the message that a condition is serious and requires the soonest possible appointment .Check the excuses you hear people say . Have students think of other things that people may make excuses to avoid (e .g ., going to the doctor, going to the gym, going to school) .What about you? In number 2, have students discuss the frequency that they see other professionals (e .g ., “I go to the doctor once a year . I go to the hairdresser every three months . I go to the optometrist every two years .”) .

Lesson 5: Speeding Ticket

PreviewThis story addresses themes of driving a car, disobeying traffic laws, being pulled over by a police officer, and getting a traffic ticket . Details in this story offer the opportunity to teach or review vocabulary pertaining to transportation, colors, traffic lights and signs, parts of a car, and traffic violations . Teach or review the meaning of red, yellow, and green traffic lights . Elicit responses regarding posted speed limits on various streets and highways in your community . Explain that an intersection is where two streets cross . Have students suggest what to do if a light is yellow at an intersection (e .g ., slow down, prepare to stop, don’t go) . Have students describe how police cars look in your community . Ask students how a driver knows when to pull over for a police officer (e .g ., flashing light, siren) . Then have students make suggestions about what to do once they are stopped (e .g ., wait inside car, roll down window, show driver’s license) . Explain the term gas pedal or accelerator. Ask students to name other parts of a car . Discuss what the gas pedal does and what other parts do .


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Discuss items drivers need to carry and what they may be asked to show during a traffic stop (e .g ., driver’s license, registration, evidence of insurance) . Teach or review the word speeding and explain that it means driving faster than the speed limit . Explain that some drivers get tickets for speeding because it isn’t safe. Have students discuss other activities in traffic that are unsafe (e .g ., running a red light, tailgating, driving without a seat belt, driving under the influence of drugs or alcohol) . Reinforce the unpleasant consequences of a speeding ticket by researching fine amounts in your community . Discuss other things that may occur as a result of speeding or other serious infractions (e .g ., increased insurance rates, court appearance, loss of license, time in jail) . Introduce or review other key vocabulary as needed (e .g ., waiting, hurry, miles per hour, approaches, intersection, presses, gas pedal, pulls over, side, speeding ticket, safe, never, agree) .


Conversation with a Police Officer Consider modifying this dialog by substituting another traffic violation .How do you solve the problem? Students may expand this activity by discussing common exchanges between the police and drivers in their native countries .What about you? In number 4, brainstorm other things drivers may carry (e .g ., spare tire, flashlight, jack, cell phone) and the purposes these items serve .

Lesson 6: Late with the Rent

PreviewThis story addresses themes of habitually being late paying rent, making excuses, and personal responsibility . Details in this story offer the opportunity to teach or review vocabulary pertaining to housing, ordinal numbers, money and banking, adjectives that describe people, and emotions .

Elicit responses about the person or place renters pay each month (e .g ., landlord, apartment manager, rental agency) . Ask how rent can be paid (e .g ., delivered in person, mailed, collected by landlord, electronic transfer) . Also list the names of common forms of payment (e .g ., cash, check, money order, credit card) .

Teach or review ordinal numbers, and discuss which day the rent is often due (e .g ., first, second, third) . Have students discuss what can happen when the rent is late and whether or not landlords are usually understanding about a renter’s personal problems . Explain that when people get along they are on good terms with each other . Discuss whether or not getting along is important for tenants in an apartment building .

Discuss how a checking account works and elicit responses from students about the consequences of writing a check for more money than is in an account . Make clear that a bad check has unpleasant results for the writer and the receiver .

Raise the issue of making excuses for not doing things on time . Have students create excuses for people who do not pay rent on time (e .g ., “I got laid off . My roommate hasn’t paid me . I don’t get my paycheck until Friday .”) . Introduce the phrase It isn’t my fault. Gather opinions about who is responsible in these cases .

Introduce or review other key vocabulary as needed (e .g ., collects, tenants, responsible, on time, late, excuses, problem, fault, annoyed, pleasant, knocks, checkbook, cash) .


Asking for the Rent For additional practice, consider altering this dialog by having students change the due date, excuse, and dollar amount .

How do you solve the problem? Assist students in writing a letter to Miss Walker, discussing her payment record and telling her what she needs to do in the future .

What about you? In number 2, have students consider other bills and when they pay them .


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Lesson 7: More Towels

PreviewThis story addresses themes of complaints, ethics, unreasonable requests from hotel guests, and speaking English in the workplace . Details in this story offer the opportunity to teach or review vocabulary pertaining to hotel occupations, items in a hotel room, competency in English, and responding to complaints . Distinguish between the different occupations mentioned in the story (e .g ., front desk clerk, parking attendant, bellman, and housekeeper) . Encourage students to define the duties of various positions (e .g ., “The parking attendant parks cars . The housekeeper cleans rooms .”) . Teach or review the word complain, and explain it as something people do when they are unhappy about something . Have students consider why someone staying at a hotel might complain (e .g ., “The room service delivery brought me the wrong food . The front desk clerk gave me the wrong key .”) . Teach or review the word compliment, and explain it as the opposite of complain . Demonstrate how people can compliment someone to express approval (e .g ., “The bellman was very helpful. The housekeeper did an excellent job.”) . Encourage students to think about language that would be useful for a housekeeper to know . Provide examples of what a housekeeper hears (e .g ., “I need more shampoo.”) . Then cite examples of what a housekeeper may need to say (e .g ., “I’ll bring some right away.”) . Ask students to name items commonly found in a hotel room . Have students identify things that are OK to take home (e .g ., soap, shower cap, lotion) . Introduce or review other key vocabulary as needed (e .g ., front desk, service, guests, complain, pleasant, speak, understand, towels, apologizes, compliment, suitcase, full) .


Conversation with Another Guest Consider changing this dialog by replacing towels with other items in hotel rooms (e .g ., ice bucket, soap, shampoo, sewing kit, blankets) .

How do you solve the problem? If students agree that tell your manager is a good solution, have students imagine that they are the manager of the hotel . Brainstorm good ideas for handling the guest in room 785 .What about you? In number 4, have students list reasons why speaking English well is sometimes important at work .

Lesson 8: A Bus Ride

PreviewThis story addresses themes of daily routine, reading the newspaper, annoying behavior, and traveling to work . Details in this story offer the opportunity to teach or review vocabulary pertaining to transportation, the newspaper, portable music devices, breakfast foods, and irritating habits . Elicit types of public transportation (e .g ., bus, train, trolley, subway) . Discuss which forms are common in your community . Have students talk about activities people sometimes do while traveling to work or other places (e .g ., read, knit, eat, listen to music, talk, sleep) . If possible, bring in your local newspaper and show the different parts mentioned in the story (e .g ., front page, sports, local, entertainment, comics, weather, and advertisements) . Discuss the type of news and information that can be found in the different sections . Have students imagine that they are on a crowded bus . Teach or review the expression Is this seat taken? Tell students that this may be a polite way to ask if you can sit in an empty seat next to another person . Ask students about other ways to ask the same question (e .g ., “May I sit here? Is anyone sitting here? Is it OK if I sit down?”) . Consider bringing in a portable CD player . Put on headphones to demonstrate that you are listening . Hum a tune so students can picture the character humming in the story . Pretend to remove some food from a bag and demonstrate chewing loudly . Use the above actions to help explain the expression getting on my nerves.


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Ask students to list some examples of simple breakfast foods that someone can carry on a bus (e .g ., bagel, banana, donut, yogurt, muffin) . Introduce or review other key vocabulary as needed (e .g ., alone, newspaper, front page, sports, local, entertainment, comics, weather, advertise-ments, crowded, headphones, hums, CD player, turn pages, donut, chews, loudly, folds up, stands up) .


Talking on the Bus Consider changing this dialog by substituting other lines (e .g ., “I prefer reading . But I forgot my book . I prefer knitting . But I forgot my knitting needles .” Encourage students to ask for different sections of the newspaper and for partners to give other, possibly negative, responses to the request .Check the sounds that get on your nerves . Extend this activity by encouraging students to give details about where and when these sounds get on their nerves (e .g ., “The car alarms outside my apartment at night get on my nerves .”) .What about you? In number 1, have students talk about other places where they may enjoy sitting alone (e .g ., in the library, at the park, at a café) .

Lesson 9: A Beautiful Presentation

PreviewThis story addresses themes of personal accountability at school and teamwork . Details in this story offer the opportunity to teach or review vocabulary pertaining to school assignments, adjectives that describe people, emotions, and research . Have students consider assignments that English students may receive (e .g ., writing, vocabulary and grammar exercises, class projects, oral reports) . Discuss different ways that students can work in class (e .g ., alone, in pairs, in a small group, as a whole class) . Ask students which way they prefer to do activities . Have students consider people who spend a lot of time on their looks or appearance. List things people do to improve their appearance (e .g ., style

hair, wear makeup, get a manicure, wear fashionable clothing, put on jewelry) . Ask students what they typically notice about another person’s appearance . Discuss how a person can learn more about a particular city . Have students consider sources for research (e .g ., library, Internet, bookstore) . Ask what kind of information they like to learn about different places . Teach or review the meaning of trust and have students consider relationships where trust may be very important (e .g ., family member, friend, teacher, co-worker, doctor, attorney, religious leader) . Introduce or review other key vocabulary as needed (e .g ., adult, assignment, presentation, pairs, together, organized, disorganized, lazy, appearance, schoolwork, divide, type, notes, trust, finished, manicure, admire) .


Discussing an Assignment with the Teacher Consider modifying this dialog by changing where the student can get information and how long students are expected to talk .How do you solve the problem? Think about a longer assignment that may be given in class . Have students devise a plan for two or more students to complete an assignment in a fair way . What about you? In number 3, have students think about their strengths in school . Encourage students to be specific about ways they are organized or hardworking .

Lesson 10: Birthday Sweater

PreviewThis story addresses themes of birthday gifts, handmade clothing, and expressing appreciation . Details in this story offer the opportunity to teach or review vocabulary pertaining to birthday celebrations, family, clothing, describing clothing, writing thank-you notes, emotions, and shopping . Discuss the annual event of a birthday . Ask students if or how a birthday is observed in their native countries . Elicit names of family members


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who might give birthday gifts (e .g ., mother, brother, aunt, grandfather) . Encourage students to consider gifts they have received and not liked . Have students describe a specific item (e .g ., clothing of the wrong size and color, an impractical object for the home, an unat-tractive decorative object) . Ask how they reacted to the gift and whether or not they still have it . If possible, hold up an article of clothing that is knitted. Brainstorm other clothing or accessories that may be knitted (e .g ., scarf, sweater, mittens, blanket) . Discuss the benefits of things that are knitted (e .g ., warm, attractive, soft, durable) or possible drawbacks (e .g ., too warm, lose shape, itchy) . Review other adjectives that describe clothing . Have students think about appropriate things to say after receiving a gift (e .g ., “Thank you! It’s beautiful! I really needed one of these!”) . Ask about the follow-up custom of writing thank-you notes and whether or not this is practiced in their native countries . Elicit responses about students’ preference for handmade clothing versus mass-produced clothing purchased from a store . Ask students if they appreciate people selecting clothing for them . Discuss the option of giving someone money or a gift card to a store . Get opinions from students about whether or not these types of gifts are pleasant to give or receive . Introduce or review other key vocabulary as needed (e .g ., birthday, gift, grandmother, sweater, long, short, wide, narrow, color, style, itchy, closet, thoughtful, gift card, fits, soft, package, hat) .


Opening a Present If possible, bring in some peculiar items for students to practice reactions to . Substitute other items for the sweater (e .g ., “Oh, it’s a beautiful, very large piggy bank! This will help me save a lot of money!”) . Have students modify dialog accordingly .How do you solve the problem? Have students think of other constructive ways to dispose of unwanted items . List some charitable organizations in the community where these things can be dropped off or donated .

What about you? In number 5, have students compose an original thank-you note for a gift received at some time in the past . Make sure they include the name of the item, the occasion it was received, and the way they intend to use it .

Lesson 11: A Baseball Game

PreviewThis story addresses themes of attending a major-league baseball game, a parent budgeting money for an event, and unexpected expenses . Details in this story offer the opportunity to teach or review vocabulary pertaining to sports, items that cost money at a sporting event, basic computation, introductions and requests, and buying things on the Internet . Teach or review the word fan, and explain it as someone who is very enthusiastic about something (e .g ., “My son is a baseball fan. He loves the New York Yankees!”) . Elicit responses about specific games that people attend in your area (e .g ., baseball, football, soccer, basketball, hockey) . Ask about particular team names and where people can watch them play . Ask students if they attend sporting events and, if so, how often . Have students make a list of things that cost money at a sporting event (e .g ., parking, tickets, food, drinks, souvenirs) . Select a team and calculate the amount of money it may cost for various items on the list . As a class, add up approximately how much two people can expect to spend at a game . Have students think about team souvenirs in particular . Ask what things some people like to buy (e .g ., cap, jersey, coffee mug, poster). Ask where these things are available (e .g ., gift shop, stadium vendor, Internet) . Brainstorm names of well-known professional athletes . Have students think of questions fans may ask particular players (e .g ., “May I have your autograph? May I take your picture? Will you sign my ball?”) . Introduce or review other key vocabulary as needed (e .g ., fan, major-league, game, expensive,


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ballpark, park, tickets, program, allowed, adds up, seats, spending, favorite, player, autograph, railing, leans over, Web site, picture) .


Conversation at the Concession Stand Have students create new dialogs with other vendors at sporting events . Have students consider conversations with people selling tickets, programs, various food options, and souvenirs .How do you solve the problem? Have students think about other entertainment venues (movies, concerts, theater, amusement parks, etc .) . Brainstorm other ways to save money when attending .What about you? In number 3, have students discuss which sporting events they enjoy and what they like about the events .

Lesson 12: Her Messy Desk

PreviewThis story addresses themes of organization, a boss giving specific instructions and later evaluating her assistant’s work, and an assistant self-managing while the boss is out of the office . Details in this story offer the opportunity to teach or review vocabulary pertaining to occupations, task descriptions, time, office supplies, following instructions, and positive feedback . Teach or review the meaning of office assistant and name other occupations that share similar duties (e .g ., secretary, administrative assistant, office clerk) . Explain the tasks mentioned in the story that an office assistant may need to perform (e .g ., answer telephones, take messages, address envelopes, file papers, organize items) . Invent names and addresses and have students practice the correct way to address an envelope . Remind students to pay attention to the placement of the name, address, city, state, and zip code . Check for accuracy and legibility . Brainstorm a list of office supply vocabulary (e .g ., scissors, stapler, tape, rubber bands, paper

clips) . Have students think of places where things in an office belong (e .g ., in a drawer, on a desk, in a filing cabinet, on a bookshelf, in a box) . Encourage students to think of comments that indicate someone has done a good job (e .g ., “That’s great . You did a good job . It’s wonderful . That was done very well .”) . Have students think about qualities a boss appreciates in a good assistant (e .g ., organized, accurate, neat, punctual, reliable, friendly, hardworking) . Introduce or review other key vocabulary as needed (e .g ., boss, leave, a while, messages, address, envelopes, mess, office supplies, organized, right, sorts, files, filing cabinet, wonderful) .


Asking for Things Change this dialog by inserting the names of other office supplies or things that students or their employers use at their jobs .Check the office supplies you have . Expand this activity by explaining the function of a particular item (e .g ., “I use scissors for cutting. I use pens for writing. I use a ruler for measuring.”) .What about you? In number 1, have students give reasons why someone may need to leave work for a while . Distinguish between acceptable and unacceptable reasons for being out .

Lesson 13: Yard Work

PreviewThis story addresses themes of yard work, regular household chores, exchanging chores, and working together . Details in this story offer the opportunity to teach or review vocabulary pertaining to days of the week, household chores, yard work, routine, directions, emotions, conflict, and making an agreement . Elicit responses about common household chores (e .g ., cooking, cleaning, laundry, yard work) . Discuss the frequency with which various jobs are performed (e .g ., every day, once a week, every other week) . Ask students to name different


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tasks and who usually does them (e .g ., “I always cook . My daughter usually does the dishes .”) . Have students consider jobs they do alone either because they enjoy them or because they do a better job . Encourage students to give examples (e .g ., “I like doing the laundry because it’s relaxing . I like doing the laundry because my son mixes the colors .”) . Also have students discuss order and the way things need to be done (e .g ., “You need to put the laundry detergent in the washing machine before you add the clothes .”) . Teach or review the yard work terms mentioned in the story (e .g ., mowing the lawn, pulling the weeds, trimming the bushes, and watering the plants) . Ask students if they enjoy these jobs and if they are necessary where they live . Have students express opinions about various jobs (e .g ., “I like watering the plants . I don’t like pulling the weeds .”) . Ask students to list names of tools and other things that are useful when a person does yard work (e .g ., lawn mower, clippers, rake, hose, trash can, gloves) . Discuss the function of some items (e .g ., “I use a hose to water the plants and lawn . I use gloves to protect my hands .”) . Introduce or review other key vocabulary as needed (e .g ., yard, jobs, outside, stop, try, change, left, right, frustrated, smiling, way, turns off, you win, go ahead) .


Conversation in the Kitchen This dialog can be used as a model to express a difference of opinion regarding other household tasks . Have students consider creating new dialogs about cooking, laundry, cleaning, etc .How do you solve the problem? In addition to what to say in this situation, have students consider what to do. Brainstorm a list of ideas (e .g ., “Say nothing . Leave them alone . Do the job myself . See what happens .”) .What about you? In number 5, have students give an example of a time someone told them how to do something . Ask what it was and how they felt .

Lesson 14: Terrible Food

PreviewThis story addresses themes of trying to please someone who is overly critical, and remaining calm and pleasant while dealing with a critical or cranky person . Details in this story offer the opportunity to teach or review vocabulary pertaining to occupations, food, adjectives that describe food, offering criticism, recipes, utensils, and emotions . Teach or review the meaning of retirement home. Explain that meals are prepared by a cook and served to residents . Introduce the word criticize and then list words people use when food does not taste good (e .g ., terrible, awful, tasteless, unappetizing, disgusting) . Write the specific foods mentioned in the story on the board (e .g ., meat, vegetables, butter, and bread) . In front of each word, insert the adjectives that describe each food (e .g ., tough, overcooked, hard, stale) . Explain what they indicate about the quality of each food . Discuss the meal chicken noodle soup. Share an example of a recipe and ask students if they have a particular one they use . If possible, compare your example with others . Ask which ingredients are the same or different . Have students write down a recipe for practice . Ask students to give opinions about the importance of following a recipe exactly as in the story . Have students consider things you may need for eating chicken noodle soup (e .g ., bowl, spoon, napkin, salt, pepper) . Brainstorm other items that are routinely on a table at mealtime . Encourage students to think about other matters that people living in a retirement home may complain about (e .g ., “My bed is uncomfortable . This room is too cold . The water in the shower isn’t hot enough .”) . Have students indicate which complaints are more important . Have students talk about a time when someone complained at work or at home and what they did to please that person (e .g ., “My wife complained about our leaky faucet . I went to the hardware store and bought a part to fix it .”) .


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Introduce or review other key vocabulary as needed (e .g ., retirement, take care, elderly, complaining, criticizes, tough, overcooked, hard, stale, recipe, better, excited, tastes, never) .


Discussing the Food Use this dialog to have Mrs . Stevens complain about other food choices . Assist students in expressing complaints about other foods (e .g ., “The milk is sour . The eggs are runny . The chicken is salty .”) .How do you solve the problem? If students agree that ask what you can do better is a good solution, elicit responses as to why this is a good thing (e .g ., “It lets the person know that his feelings are important .”) . What about you? In number 2, discuss possibilities of why some people complain a lot (e .g ., “They need attention . They are unhappy . They don’t feel well .”) .

Lesson 15: Spending Too Much

PreviewThis story addresses themes of spending money frivolously, college expenses, money management, and personal responsibility . Details in this story offer the opportunity to teach or review vocabulary pertaining to shopping, benefits at work, clothing and accessories, colors, and college expenses . Elicit responses about department stores in your community . Ask students to guess about benefits employees may have . Introduce the word discount and explain it as a reduction in price for merchandise, or things in the store . Review the word percent and practice pronunciation (e .g ., 15%, 20%, 30%) . Brainstorm a list of clothing and accessory

vocabulary (e .g ., dress, pants, blouse, T-shirt, shoes) . Elicit responses about the kinds of things students enjoy shopping for . Ask students if they sometimes buy things they do not really need . Have students consider the expenses that a college student has (e .g ., books, tuition, meals, housing, transportation) . Encourage students to estimate how much a full-time college student might spend on books each semester, or half of a school year . Introduce the idiomatic expression I’m running a little short right now. Explain it as something a person says to mean they have very little money . Have students consider a time during the month or year when people may be running short and why . Teach or review colors, especially pink as it appears in the story . In class, point out examples of things that match or go together (e .g ., “Irma’s black shoes match her black purse.”) . Have students think about accessories that women in particular like to wear with their clothes (e .g ., purse, shoes, belt, scarf, jewelry) . Introduce or review other key vocabulary as needed (e .g ., college student, department store, earns, discount, merchandise, paycheck, spends, expenses, semester, adorable, angry, ridiculous, match) .


Asking for Money This dialog can be a model for a college student requesting money for other expenses . Have students vary the amounts needed and substitute the pink shoes and accessories for other nonessential items .Check the expenses you have . Expand this activity by having students number each item on their list in order of importance .What about you? In number 2, have students discuss any benefit they may receive at work (e .g ., free meals, paid vacation, sick leave, discount on services) .


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Easy Stories Plus Answer Key

Lesson 1Check Yes or No (p . 5) 1 . yes 5 . yes 8 . yes 2 . yes 6 . no 9 . no 3 . no 7 . yes 10 . no 4 . no

Complete Each Sentence (p . 6) 1 . spell 4 . married 2 . broken 5 . nurse 3 . beautiful 6 . hospital

Matching: Opposites (p . 6) 1 . d 3 . a 5 . b 2 . f 4 . e 6 . c

Complete the Story (p . 7) school; sign; money; boy; store; job; old; answers; year; young

Write Each Name You Hear (p . 8) 1 . Claire 5 . Haruko 2 . Sabri 6 . Anton 3 . Maria 7 . Elena 4 . Naomi 8 . Zhen

Write the Age You Hear (p . 8) 1 . forty-one 2 . nine 3 . twenty-eight 4 . sixty-seven 5 . fourteen 6 . fifty-three 7 . thirty 8 . twelve

Underline the Correct Word (p . 8) 1 . young 3 . young 2 . old 4 . old

Lesson 2Answer the Questions (p . 11) 1 . Russia 2 . in the United States 3 . no 4 . no 5 . India 6 . Nina Ratner 7 . yes 8 . He can go to school and study hard .

Complete Each Sentence (p . 12) 1 . English 5 . desk 2 . class 6 . turn 3 . shake 7 . country 4 . where 8 . enroll

Matching: Opposites (p . 12) 1 . e 3 . c 5 . a 2 . b 4 . d 6 . f

Complete Each Sentence (p . 13) 1 . at 3 . on 5 . in 2 . through 4 . from

Underline the Times You Hear (p . 14) 1 . 4:00 to 6:00 2 . 9:00 to 11:00 3 . 3:00 to 5:00 4 . 1:00 to 6:00 5 . 4:00 to 8:00 6 . 1:00 to 2:00 7 . 6:00 to 9:00 8 . 8:00 to 4:00 9 . 7:00 to 11:00 10 . 8:00 to 10:00

Underline the Day You Hear (p . 14) 1 . Sunday 2 . Thursday 3 . Monday 4 . Wednesday 5 . Monday 6 . Tuesday 7 . Saturday

Lesson 3Answer the Questions (p . 17) 1 . Dominguez 2 . Irina is Teresa’s neighbor . 3 . She is having a yard sale . 4 . at Irina’s house 5 . yes 6 . no 7 . no 8 . yes 9 . ten dollars 10 . seven dollars and fifty cents

Underline the Word from the Story (p . 18) 1 . Saturday 2 . neighbor; yard 3 . doesn’t like 4 . house 5 . blouse 6 . plate 7 . fifty 8 . businesswoman

Matching: Meanings (p . 18) 1 . b 4 . h 7 . g 2 . f 5 . e 8 . c 3 . d 6 . a

Complete Each Sentence with “in” or “on” (p . 19) 1 . on 4 . on 6 . on 2 . in 5 . in 7 . in 3 . in

Underline the Amount You Hear (p . 20) 1 . $7 .50 6 . $1 .70 2 . $4 .60 7 . $3 .98 3 . $9 .24 8 . $5 .06 4 . $2 .02 9 . $10 .10 5 . $8 .26 10 . $6 .41

Write the Amount You Hear (p . 20) 1 . $8 .57 4 . $4 .63 2 . $5 .40 5 . $9 .74 3 . $12 .21 6 . $11 .09

Underline the Word You Hear (p . 20) 1 . small 4 . plate 2 . yard 5 . businessman 3 . out

Lesson 4Check Yes or No (p . 23) 1 . no 4 . no 7 . no 2 . no 5 . yes 8 . yes 3 . yes 6 . no 9 . no

What Is the Category? (p . 24)Things in Marcel’s Soup 1 . butter 3 . pepper 2 . chicken 4 . water

Jobs in a Restaurant 1 . cashier 3 . dishwasher 2 . chef 4 . waiter

Ways to Sense 1 . hear 3 . smell 2 . see 4 . taste Matching: Meanings (p . 24) 1 . c 4 . h 7 . a 2 . d 5 . f 8 . e 3 . g 6 . b

Complete the Story (p . 25)Mexican; English; kitchen; adds; minutes; smells; waiter; rice; needs; happy Check the Correct Picture (p . 26) 1 . cook 3 . oil 2 . potatoes 4 . making soup

Underline the Word You Hear (p . 26) 1 . potatoes 4 . a little 2 . celery 5 . angry 3 . soup 6 . chicken

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Lesson 5Answer the Questions (p . 29) 1 . Saturday 2 . Tanya needs to wash her clothes . 3 . no 4 . The people are washing clothes . 5 . two 6 . no 7 . no 8 . no 9 . pink

What Is the Category? (p . 30)Colors 1 . blue 3 . red 2 . pink 4 . white

Actions 1 . going 3 . waiting 2 . sitting 4 . washing

Clothes 1 . dress 3 . shirt 2 . pants 4 . sweater

Matching: Opposites (p . 30) 1 . e 5 . c 2 . g 6 . d 3 . b 7 . f 4 . a

Match Words and Pictures (p . 31)sweater; laundry basket; washing machine

Underline the Word You Hear (p . 32) 1 . inside 4 . jeans 2 . two loads 5 . shirt 3 . waiting

Underline the Color You Hear (p . 32) 1 . green 5 . orange 8 . white 2 . brown 6 . blue 9 . red 3 . pink 7 . purple 10 . gray 4 . yellow

Write the Number of Minutes You Hear (p . 32) 1 . twenty-five 2 . forty 3 . ten 4 . fifteen 5 . forty-five 6 . twenty

Lesson 6Check Yes or No (p . 35) 1 . no 4 . yes 7 . no 2 . yes 5 . no 8 . yes 3 . no 6 . yes 9 . yes

Underline the Word from the Story (p . 36) 1 . car 6 . umbrella 2 . evening 7 . car 3 . sunny 8 . friend 4 . walking 9 . ride 5 . office

Matching: Meanings (p . 36) 1 . b 4 . d 7 . a 2 . h 5 . f 8 . e 3 . g 6 . c

Match Words and Pictures (p . 37)mechanic; car; garage

Underline the Word You Hear (p . 38) 1 . works 2 . doesn’t 3 . outside 4 . next to 5 . running

Underline the Word You Hear (p . 38) 1 . car 2 . talk 3 . garage 4 . pick 5 . mechanical 6 . walk 7 . birds 8 . grass 9 . rain 10 . stops

Underline the Correct Word (p . 38) 1 . morning 3 . evening 2 . evening 4 . morning

Lesson 7Check Yes or No (p . 41) 1 . no 5 . yes 8 . no 2 . no 6 . no 9 . yes 3 . yes 7 . yes 10 . no 4 . no Complete Each Sentence (p . 42) 1 . noise 2 . near 3 . heart attack 4 . neighbors 5 . sirens 6 . night 7 . hospital 8 . ambulance

Matching: Opposites (p . 42) 1 . f 3 . a 5 . d 2 . e 4 . b 6 . c

Complete Each Sentence (p . 43) 1 . up 4 . over 2 . around 5 . on 3 . in

Underline the Word You Hear (p . 44) 1 . noise 6 . worry 2 . There 7 . move 3 . heart 8 . terrible 4 . on 9 . neighbor 5 . Serena 10 . across

Check the Correct Picture (p . 44) 1 . scare 2 . wakes up 3 . ambulances 4 . hand over heart

Lesson 8Answer the Questions (p . 47) 1 . Sam is a truck driver . 2 . no 3 . It’s payday . 4 . no 5 . Sam has to pay telephone, gas and electric, and credit card bills . 6 . She is Sam’s boss . 7 . behind a desk 8 . an envelope with a check inside 9 . 2:00 10 . He deposits the check . 11 . $40

What Is the Category? (p . 48)Places 1 . bank 3 . restaurant 2 . office 4 . supermarket

Food 1 . fruit 3 . salad 2 . pizza 4 . vegetables

Bills 1 . cable TV 3 . gas and electric 2 . credit card 4 . telephone

Matching: Meanings (p . 48) 1 . g 5 . a 2 . c 6 . h 3 . e 7 . b 4 . f 8 . d

Complete the Story (p . 49)children; cleans; bills; telephone; happy; payday; deposits; restaurant; supermar-ket; whole

Check the Correct Picture (p . 50) 1 . boss 3 . cooks dinner 2 . check 4 . children

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Underline the Word You Hear (p . 50) 1 . he 5 . 12:00 2 . fourteen 6 . happy 3 . behind 7 . all 4 . inside

Lesson 9Check Yes or No (p . 53) 1 . no 5 . no 8 . yes 2 . yes 6 . yes 9 . no 3 . yes 7 . no 10 . no 4 . no

Complete Each Sentence (p . 54) 1 . mirror 2 . hair dryer 3 . comb/brush 4 . shampoo 5 . scissors 6 . hairstyle 7 . glasses 8 . ears

Matching: Opposites (p . 54) 1 . f 3 . e 5 . d 2 . c 4 . a 6 . b

Underline the Word from the Story (p . 55) 1 . woman 5 . twenty 2 . a little 6 . doesn’t like 3 . below 7 . Take off 4 . can’t

Underline the Word You Hear (p . 56) 1 . His 6 . minutes 2 . hair 7 . haircut 3 . in 8 . without 4 . men 9 . below 5 . behind 10 . ears

Check the Correct Picture (p . 56) 1 . long hair 2 . sitting 3 . doesn’t like her haircut 4 . happy

Lesson 10Answer the Questions (p . 59) 1 . Trinh is a farmer . 2 . She has chickens, cows, horses, and

pigs . 3 . outside 4 . no 5 . yes 6 . all around the farm 7 . no 8 . no

9 . next to the lettuce 10 . no

What Is the Category? (p . 60)Animals 1 . chickens 3 . horses 2 . cows 4 . pigs

Vegetables 1 . carrots 3 . lettuce 2 . corn 4 . potatoes

Numbers 1 . eleven 3 . six 2 . one 4 . three

Matching: Meanings (p . 60) 1 . b 5 . g 2 . f 6 . a 3 . e 7 . d 4 . c

Complete the Story (p . 61)works; counts; five; spoons; number; lost; around; between; finds; cup

Check the Correct Picture (p . 62) 1 . spoon on the table 2 . spoon next to cup 3 . spoon between the forks and knives 4 . spoon in the cup

Write the Word for the Number You Hear (p . 62) 1 . four 5 . one 9 . five 2 . seven 6 . eight 10 . ten 3 . nine 7 . eleven 11 . two 4 . twelve 8 . three 12 . six

Lesson 11Check Yes or No (p . 65) 1 . no 4 . no 7 . yes 2 . yes 5 . no 8 . no 3 . no 6 . yes 9 . no

What Is the Category? (p . 66)Family Members 1 . daughter 3 . mother 2 . father 4 . son

Things for a Bed 1 . bedspread 3 . pillow 2 . blanket 4 . sheets

Furniture 1 . bed 3 . sofa 2 . chair 4 . table

Matching: Opposites (p . 66) 1 . f 4 . h 7 . e 2 . d 5 . b 8 . g 3 . a 6 . c

Complete the Story (p . 67)small; visit; apartment; store; long; finds; pillow; brother; arrives

Check the Correct Picture (p . 68) 1 . brother 3 . long sofa 2 . table 4 . sitting down

Underline the Amount You Hear (p . 68) 1 . $400 5 . $700 8 . $39 2 . $25 6 . $59 9 . $129 3 . $200 7 . $350 10 . $50 4 . $165

Lesson 12Answer the Questions (p . 71) 1 . no 2 . Ernie is a mail carrier . 3 . the post office 4 . take a shower, shave, eat breakfast, read the newspaper 5 . 6:00 a.m. 6 . yes 7 . 6:10 a.m. 8 . under the bed 9 . no 10 . get dressed

Complete Each Sentence (p . 72) 1 . carrier 5 . rings 2 . unplug 6 . late 3 . button 7 . door 4 . morning

Matching: Meanings (p . 72) 1 . c 3 . b 5 . d 2 . f 4 . a 6 . e

Match Words and Pictures (p . 73)run out the door; eat breakfast; read the newspaper

Underline the Word You Hear (p . 74) 1 . shaves 6 . six 2 . late 7 . alarm bell 3 . sleep 8 . read 4 . unplugs 9 . now 5 . dressed 10 . on

Write the Time You Hear (p . 74) 1 . six ten 2 . seven thirty 3 . nine forty-five 4 . eleven o’clock 5 . four twenty 6 . ten fifteen 7 . five thirty 8 . six o’clock 9 . six fifteen10 . one thirty

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Lesson 13Answer the Questions (p . 77) 1 . Duffy 5 . $2000 2 . in June 6 . in Hawaii 3 . no 7 . no 4 . 300 8 . with credit cards

Complete Each Sentence (p . 78) 1 . money 5 . perfect 2 . father 6 . music 3 . married 7 . tomorrow 4 . bill

Match Words and Pictures (p . 78)diamond ring; credit cards; wedding dress

Matching (p . 79) 1 . d 4 . e 2 . f 5 . b 3 . a 6 . c

Underline the Word You Hear (p . 80) 1 . June 6 . hotel 2 . love 7 . list 3 . large 8 . white 4 . ones 9 . think 5 . people 10 . card

Underline the Word You Hear (p . 80) 1 . like 6 . mother 2 . pretty 7 . today 3 . is 8 . worried 4 . wide 9 . exciting 5 . hotel 10 . store

Lesson 14Check Yes or No (p . 83) 1 . no 6 . yes 2 . yes 7 . no 3 . no 8 . yes 4 . no 9 . no 5 . no 10 . no

Underline the Word from the Story (p . 84) 1 . headache 2 . medicine 3 . a lot of 4 . confused 5 . doesn’t know 6 . pharmacist 7 . allergy 8 . normal 9 . tablets 10 . two

Match Words and Pictures (p . 84)pharmacist; aisle; headache

Complete the Story (p . 85)feel; thermometer; degrees; fever; cabinet; allergic; headache; capsules; water; boss

Check the Correct Picture (p . 86) 1 . headache 2 . aisle 13 3 . bottle 4 . capsules

Underline the Directions You Hear (p . 86) 1 . 2 tablets every four hours 2 . 1 capsule every day 3 . 1 tablet after each meal 4 . 2 pills four times a day 5 . 1 tablet three times a day 6 . 3 pills two times a day

Lesson 15 Answer the Questions (p . 89) 1 . September 10th 2 . Paul Swanson’s 3 . on Fifth Avenue 4 . no 5 . yes 6 . 8:00 7 . “Happy birthday!” 8 . no 9 . no10 . cake and ice cream

Underline the Word from the Story (p . 90) 1 . September 6 . mouth 2 . Fifth 7 . apple 3 . woman 8 . mistake 4 . food 9 . cake 5 . tonight

Match Words and Pictures (p . 90)ice cream; pie; cake

Complete the Story (p . 91)birthday; favorite; please; bakery; pick up; inside; chocolate; mistake; cake

Check the Correct Picture (p . 92) 1 . drives 2 . chocolate birthday cake 3 . young woman 4 . cutting the apple pie

Underline the Word You Hear (p . 92) 1 . bakery 7 . Put 2 . Please 8 . pay 3 . hungry 9 . pineapple 4 . favorite 10 . glad 5 . tonight 11 . hungry 6 . May 29th 12 . cut

Stories Plus Answer Key

Lesson 1Answer the Questions (p . 5) 1 . Warner 2 . one 3 . It is safe . 4 . The neighbors are very friendly . 5 . no; salesman 6 . yes 7 . on the corner 8 . ten o’ clock; She has to get up very early for work .

Complete the Sentences (p . 6) 1 . window 5 . beautiful 2 . friendly 6 . dinner 3 . restaurant 7 . early 4 . nurse 8 . apartment

Matching: Antonyms (p . 6) 1 . d 5 . a 2 . f 6 . c 3 . e 7 . b 4 . g

Underline the Word You Hear (p . 8) 1 . fifth 5 . likes 2 . bathroom 6 . green 3 . seventh 7 . apartment 4 . friendly 8 . upstairs

Underline the Correct Preposition (p . 8) 1 . on 5 . in 2 . at 6 . in 3 . in 7 . on 4 . for 8 . on

Lesson 2Check Yes or No (p . 11) 1 . yes 5 . no 8 . no 2 . no 6 . no 9 . no 3 . yes 7 . no 10 . yes 4 . yes Which Category Is It? (p . 12)Sports 1 . baseball 3 . football 2 . basketball 4 . soccer

Family Members 1 . daughter 3 . sister 2 . husband 4 . son

Places for Ads 1 . newspaper 3 . sign 2 . radio 4 . TV

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Matching: Synonyms (p . 12) 1 . h 4 . c 7 . a 2 . f 5 . i 8 . b 3 . g 6 . e 9 . d

Write the Price You Hear (p . 14) 1 . $37 .99 8 . $28 .15 2 . $46 .80 9 . $46 .54 3 . $4 .25 10 . $17 .82 4 . $12 .60 11 . $83 .59 5 . $54 .90 12 . $21 .53 6 . $11 .34 13 . $9 .00 7 . $149 .08 14 . $62 .76

Underline the Correct Preposition (p . 14) 1 . on 4 . in 7 . in 2 . in 5 . in 8 . in 3 . on 6 . in 9 . on

Lesson 3Check Yes or No (p . 17) 1 . no 4 . no 7 . yes 2 . no 5 . no 8 . no 3 . no 6 . no

Which Category Is It? (p . 18)Drinks 1 . coffee 3 . soda 2 . milk 4 . water

Drink Containers 1 . bottle 3 . cup 2 . can 4 . glass

Health Problems 1 . fever 3 . sore throat 2 . headache 4 . stomachache

Matching: Definitions (p . 18) 1 . c 4 . a 7 . i 2 . d 5 . h 8 . f 3 . e 6 . b 9 . g

Underline the Word You Hear (p . 20) 1 . much 8 . coffee 2 . pills 9 . cups 3 . drink 10 . kitchen 4 . pot 11 . tired 5 . walk 12 . says 6 . many 13 . now 7 . water 14 . well

Underline the Correct Word (p . 20) 1 . drink 6 . is 2 . gets up 7 . does 3 . are 8 . has 4 . Do 9 . makes 5 . feel

Lesson 4Answer the Questions (p . 23) 1 . Parvin is a secretary . 2 . no 3 . She speaks to customers on the telephone and does a lot of paperwork . 4 . five 5 . 8:00 a.m. to 5:00 p.m. 6 . no 7 . no; He is mean and is always in a bad mood . 8 . no 9 . 36; no 10 . no

Complete the Sentences (p . 24) 1 . full-time 2 . supports; bills 3 . quit 4 . insurance 5 . paperwork 6 . bad mood 7 . afraid 8 . Sometimes 9 . company 10 . Everyone 11 . another 12 . single 13 . mean

Matching: Definitions (p . 25) 1 . f 5 . e 2 . c 6 . a 3 . g 7 . d 4 . b

Underline the Days and Hours You Hear (p . 26) 1 . Sunday through Thursday 2 . Saturday through Wednesday 3 . Tuesday and Wednesday 4 . 8:30 to 5:00 5 . 9:00 to 4:30 6 . 11:00 to 7:00 7 . 10:30 to 6:30

Use in, on, or at (p . 26) 1 . in 4 . in 7 . on 2 . on 5 . on 8 . at 3 . at 6 . at 9 . in

Lesson 5Check Yes or No (p . 29) 1 . no 5 . no 2 . no 6 . yes 3 . no 7 . no 4 . yes 8 . no

Complete the Sentences (p . 30) 1 . feed 5 . grow 2 . daughter 6 . supermarket 3 . grass 7 . takes care 4 . animals

Matching: Antonyms (p . 30) 1 . g 4 . a 7 . f 2 . e 5 . h 8 . d 3 . b 6 . c

Complete the Story (p . 31)years; exciting; noise; retired; night; restaurants; dancing; relative; farm; quiet; like; cows

Underline the Word You Hear (p . 32) 1 . life 6 . daughters; call 2 . inside 7 . two 3 . she 8 . tomatoes 4 . thirty 9 . at 5 . isn’t

Write the Price You Hear (p . 32) 1 . 76 cents 2 . 82 cents 3 . 1 dollar 78 cents 4 . 42 cents 5 . 65 cents 6 . 1 dollar 19 cents 7 . 2 dollars and 21 cents 8 . 54 cents 9 . 85 cents10 . 1 dollar 7 cents11 . 98 cents12 . 2 dollars and 78 cents13 . 89 cents14 . 69 cents

Lesson 6Answer the Questions (p . 35) 1 . chef 2 . no 3 . Plaza Boulevard; Les Fleurs 4 . Marcel cooks chicken, beef, fish, and soups . 5 . yes; yes 6 . no 7 . Pierre 8 . no 9 . Pierre wants to be a chef .

Complete Sentences (p . 36) 1 . vegetables 2 . kitchen 3 . evening 4 . secret 5 . busy 6 . job

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7 . delicious 8 . bakes 9 . downtown10 . chef11 . restaurant12 . mess13 . recipe14 . sink

Write the Amount You Hear (p . 38) 1 . $8 .99 7 . $2 .45 2 . $2 .19 8 . $5 .75 3 . $3 .85 9 . $6 .00 4 . $3 .35 10 . $10 .97 5 . $8 .98 11 . $9 .99 6 . $3 .18 12 . $1 .75

Write the Number for Each Price (p . 38) 1 . $27 .11 2 . $31 .90 3 . $12 .25 4 . $42 .15 5 . $54 .67

Write the Price in Words (p . 38) 1 . fifty-one dollars and forty-five cents 2 . twenty-nine dollars and fourteen cents 3 . thirty-six dollars and eighty cents 4 . forty-three dollars and seventy-seven cents 5 . fifteen dollars and sixty-eight cents

Lesson 7Check Yes or No (p . 41) 1 . no 5 . yes 2 . yes 6 . yes 3 . no 7 . no 4 . no 8 . no

Which Category Is It? (p . 42)Weather Words 1 . cloudy 2 . foggy 3 . sunny 4 . windy

Pets 1 . birds 2 . cats 3 . dogs 4 . fish

Things in the Mail 1 . bills 2 . letters 3 . packages 4 . postcards

Matching: Definitions (p . 42) 1 . b 4 . i 7 . c 2 . e 5 . h 8 . d 3 . f 6 . g 9 . a

Complete the Story (p . 43)carrier; pieces; afternoon; sister; check; month; postcard; send; bills; mail; package; English

Write the Time or Times You Hear (p . 44) 1 . 6:45 2 . 7:30 3 . 10:00 4 . 9:15; 10:30 5 . 4:00; 4:30 6 . 5:40 7 . 11:20 8 . 7:00; 7:30 9 . 3:30; 11:30

Underline the Colors You Hear (p . 44) 1 . blue and black 2 . red and green 3 . yellow and brown 4 . pink and green 5 . orange and brown 6 . silver and green 7 . red and white

Lesson 8Answer the Questions (p . 47) 1 . They earn a little, but spend a lot . 2 . Mike is a bank teller; Fiona is a receptionist . 3 . expensive appliances and beautiful clothes; no 4 . no 5 . yes 6 . no 7 . no 8 . every week; They tell Mike and Fiona to send money .

Complete the Sentences (p . 48) 1 . receptionist 2 . bills 3 . appliance 4 . salary 5 . teller 6 . spend 7 . raise 8 . extravagant 9 . vacation10 . problems11 . high12 . credit card13 . cash14 . expensive

Underline the Verb You Hear (p . 50) 1 . has 5 . take 9 . see 2 . spend 6 . pay 10 . say 3 . wants 7 . tell 11 . calls 4 . work 8 . earn 12 . need

Underline the Correct Word (p . 50) 1 . money 6 . his 2 . cash 7 . every 3 . cards 8 . on 4 . bank 9 . clothes 5 . new 10 . salary

Lesson 9 Check Yes or No (p . 53) 1 . no 6 . no 2 . no 7 . no 3 . yes 8 . no 4 . no 9 . no 5 . yes 10 . yes

Which Category Is It? (p . 54)Body Part 1 . arm 3 . neck 2 . back 4 . stomach

Fruit 1 . apple 3 . orange 2 . banana 4 . strawberry

Transportation 1 . airplane 3 . train 2 . car 4 . truck

Underline the Word from the Story (p . 54) 1 . truck 5 . back 2 . fruit 6 . weekends 3 . gets up 7 . outside 4 . box 8 . stomach

Complete the Story (p . 55)drugstore; medicine; prescription; cashier; calls; delivers; eats; hurts; stomachache; recommends; tablets; aisle; job; custom-ers

Write the Weight You Hear (p . 56) 1 . 3 pounds 2 . 11 ounces 3 . 2 pounds 4 . 15 ounces 5 . 6 pounds 6 . 14 ounces 7 . 2 kilograms 8 . 500 grams 9 . 5 kilograms 10 . 800 grams 11 . 1 1/2 kilograms 12 . 400 grams

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Underline the Word You Hear (p . 56) 1 . back 6 . ear 2 . neck 7 . hand 3 . elbow 8 . toe 4 . chin 9 . finger 5 . skin 10 . throat

Lesson 10Answer the Questions (p . 59) 1 . summer; The weather is hot, humid, and sticky . 2 . 101 degrees . 3 . miserable 4 . yes; yes 5 . no 6 . a small plastic pool 7 . $29 .95 8 . on the grass outside in front of his apartment building 9 . yes

Underline the Word from the Story (p . 60) 1 . summer 4 . buys 7 . crazy 2 . hot 5 . outside 8 . Where 3 . beach 6 . fills 9 . boss

Matching: Definitions (p . 60) 1 . g 5 . b 2 . e 6 . d 3 . f 7 . c 4 . a

Write the High and Low Temperatures You Hear (p . 62) 1 . 80; 65 7 . 79; 63 2 . 44; 36 8 . 24; 7 3 . 58; 49 9 . 77; 60 4 . 54; 37 10 . 64; 56 5 . 86; 72 11 . 53; 38 6 . 92; 81 12 . 110; 89

Underline the Correct Verb (p . 62) 1 . isn’t 6 . doesn’t 2 . don’t 7 . is 3 . live 8 . like 4 . don’t 9 . feels 5 . is

Lesson 11Answer the Questions (p . 65) 1 . a small town in Arizona; attorney 2 . no 3 . on the 19th floor of an old building; $1,400 a month 4 . a heavy coat, scarf, boots, and hat; the winter is very cold 5 . about 2,500 miles 6 . Tanya’s furniture

Which Category Is It? (p . 66)Temperatures 1 . cold 3 . hot 2 . cool 4 . warm

Clothes 1 . coat 3 . jacket 2 . dress 4 . sweater

Furniture 1 . bed 3 . sofa 2 . chair 4 . table

Underline the Word from the Story (p . 66) 1 . small 2 . sad 3 . backyard 4 . expensive 5 . one-bedroom 6 . warm 7 . heavy 8 . alone

Complete the Story (p . 67)moving; apartment; building; rent; place; bedrooms; backyard; truck; furniture; drive; trip; friends; return; company; home

Write the Distance You Hear (p . 68) 1 . 584 miles 2 . 361 miles 3 . 27 miles 4 . 930 miles 5 . 1,139 miles 6 . 40 miles 7 . 822 miles 8 . 468 miles 9 . 2,700 miles10 . 103 miles

Underline the Number You Hear (p . 68) 1 . fourteenth 2 . first 3 . seventh 4 . Thirtieth 5 . second 6 . twenty-fifth 7 . tenth 8 . Eighteenth 9 . third10 . nineteenth11 . seventeenth

Lesson 12Answer the Questions (p . 71) 1 . no 2 . yes

3 . hiking in the mountains 4 . healthy, strong, and handsome 5 . no 6 . $325 7 . after work on Friday 8 . 10 minutes; one snake and three lizards 9 . no; sit in his office downtown and relax

Complete the Sentences (p . 72) 1 . boots 5 . temperature 2 . weather 6 . equipment 3 . exercise 7 . mountains 4 . mirror 8 . backpack

Matching: Antonyms (p . 72) 1 . d 4 . e 6 . b 2 . f 5 . c 7 . a 3 . g

Underline the Word You Hear (p . 74) 1 . leaves 8 . sits 2 . stove 9 . pays 3 . things 10 . boots 4 . walks 11 . busy 5 . dozen 12 . snack 6 . tree 13 . tired 7 . big 14 . hot

Underline the Correct Verb (p . 74) 1 . live 6 . drive 2 . are 7 . feel 3 . walks 8 . is 4 . isn’t 9 . works 5 . Does

Lesson 13Answer the Questions (p . 77) 1 . Platov; Russia 2 . yes 3 . Lev wanted to live near his brother, Leonid . 4 . Columbus, Ohio 5 . yes 6 . no 7 . to a computer class 8 . yes 9 . no

Which Category Is It? (p . 78)Countries 1 . Brazil 3 . England 2 . Canada 4 . India

Languages 1 . Chinese 3 . Russian 2 . English 4 . Spanish

Family Members 1 . brother 3 . uncle 2 . mother 4 . wife

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Underline the Word from the Story (p . 78) 1 . computer 2 . near 3 . English 4 . afternoon 5 . Thursday 6 . difficult 7 . now 8 . hire

Complete the Story (p . 79)computer; manager; office; salary; problem; Japanese; fluently; nervous; difficult; language; city; car

Write the Day of the Week You Hear (p . 80) 1 . Saturday 2 . Monday 3 . Friday 4 . Wednesday 5 . Monday; Thursday 6 . Sunday 7 . Tuesday 8 . Friday

Underline the Word You Hear (p . 80) 1 . Russian 2 . France 3 . Portugal 4 . Vietnamese 5 . Swedish 6 . German 7 . Japan 8 . Greece 9 . English 10 . Italian 11 . Thailand 12 . Spanish

Lesson 14Answer the Questions (p . 83) 1 . rich 2 . yes 3 . no 4 . sunny and warm; very happy 5 . sitting alone on the island; a flag 6 . no 7 . he can cook and clean 8 . yes 9 . fish and coconuts

Complete the Sentences (p . 84) 1 . ocean 2 . binoculars 3 . hungry 4 . housekeeper 5 . clothes

6 . boat 7 . flag 8 . fish 9 . island 10 . warm 11 . pool 12 . money 13 . Coconuts 14 . rich

Complete the Story (p . 85)money; poor; small; old; coat; shoes; job; salary; walks; morning; tired

Matching: Antonyms (p . 85) 1 . c 4 . f 2 . a 5 . d 3 . e 6 . b

Underline the Word You Hear (p . 86) 1 . women 8 . very 2 . health 9 . selling 3 . thank 10 . work 4 . boat 11 . fish 5 . rich 12 . sitting 6 . through 13 . smell 7 . angry 14 . clothes

Lesson 15Answer the Questions (p . 89) 1 . no 2 . in the summer 3 . in the bathroom; in the kitchen 4 . in the flower garden; on his food 5 . He jumps up and screams . 6 . no 7 . no 8 . a newspaper 9 . “Get out! This is my shower!”

Which Category Is It? (p . 90)Emotions 1 . afraid 3 . happy 2 . angry 4 . upset

Bugs 1 . ants 3 . moths 2 . bees 4 . spiders

Rooms 1 . bathroom 3 . kitchen 2 . bedroom 4 . living room

Matching: Definitions (p . 90) 1 . g 6 . b 2 . d 7 . c 3 . h 8 . a 4 . f 9 . e 5 . i

Complete the Story (p . 91)afraid; scientist; university; everywhere; screams; upset; sandwich; bites; inter-ested; important; honey; slap; angry; newspaper

Underline the Verb You Hear (p . 92) 1 . like 8 . runs 2 . jump 9 . understand 3 . studies 10 . make 4 . crawl 11 . slaps 5 . pick up 12 . scream 6 . listen 13 . fly 7 . bite 14 . sees

Underline the Word You Hear (p . 92) 1 . doesn’t 2 . he’s 3 . bathroom 4 . everywhere 5 . garden 6 . bags 7 . inside 8 . angry 9 . food 10 . aren’t 11 . very 12 . scientist 13 . student 14 . flower 15 . kitchen 16 . lights

More Easy Stories Plus Answer Key

Lesson 1Check yes or no. (p . 5) 1 . No 6 . Yes 2 . Yes 7 . No 3 . No 8 . No 4 . Yes 9 . Yes 5 . Yes

Complete each sentence . (p . 6) 1 . floor 5 . reward 2 . license 6 . worry 3 . address 7 . honest 4 . wallet 8 . lunch

Match the opposites . (p . 6) 1 . f 4 . a 2 . e 5 . c 3 . b 6 . d

Match the words and pictures . (p . 7)money; credit card; identification

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Check the correct picture . (p . 8) 1 . alone 2 . leaving 3 . on the floor 4 . giving the woman her wallet

Lesson 2Check yes or no. (p . 11) 1 . yes 6 . no 2 . no 7 . yes 3 . no 8 . yes 4 . yes 9 . yes 5 . no 10 . no

What is the category? (p . 12)Family Members 1 . aunt 3 . sister 2 . mother 4 . son

Types of Communication 1 . e-mail 3 . letter 2 . fax 4 . telephone

Places to Look for Information 1 . Internet 3 . newspaper 2 . library 4 . telephone book

Match the meanings . (p . 12) 1 . c 5 . e 2 . a 6 . b 3 . f 7 . d 4 . g

Complete each sentence . (p . 13) 1 . probably 5 . look for 2 . sits down 6 . better 3 . message 7 . Internet 4 . visit

Check the correct picture . (p . 14) 1 . watch 3 . sleeping 2 . e-mail 4 . travel agent

Lesson 3Check yes or no. (p . 17) 1 . no 4 . no 7 . yes 2 . yes 5 . yes 8 . no 3 . yes 6 . yes 9 . no

What is the category? (p . 18)Weather Words 1 . dry 3 . sunny 2 . rainy 4 . warm

Four Seasons 1 . fall 3 . summer 2 . spring 4 . winter

Clothes for Warm Weather 1 . hat 3 . shorts 2 . sandals 4 . T-shirt

Match the meanings . (p . 18) 1 . b 3 . f 5 . a 2 . d 4 . c 6 . e

Complete the story . (p . 19)lives; happy; many; vacation; southern; weather; take; season

Check the correct picture . (p . 20) 1 . unhappy 3 . T-shirt, shorts 2 . city 4 . pack an umbrella

Lesson 4Check yes or no. (p . 23) 1 . no 6 . yes 2 . yes 7 . yes 3 . no 8 . yes 4 . yes 9 . no 5 . no 10 . no

What is the category? (p . 24)How Food Tastes 1 . delicious 3 . mild 2 . hot 4 . spicy

Things on a Table 1 . fork 3 . napkin 2 . glass 4 . plate

Types of Restaurants 1 . Chinese 3 . Italian 2 . Indian 4 . Mexican

Match the meanings . (p . 24) 1 . f 3 . e 5 . c 2 . d 4 . b 6 . a

Underline the word from the story . (p . 25) 1 . India 4 . spicy 7 . water 2 . order 5 . forks 8 . eyes 3 . hot 6 . surprised

Check the correct picture . (p . 26) 1 . take their order 2 . extra hot 3 . trading plates 4 . drinking water

Lesson 5Check yes or no. (p . 29) 1 . yes 6 . yes 2 . no 7 . yes 3 . no 8 . no 4 . yes 9 . no 5 . no 10 . yes

Underline the word from the story . (p . 30) 1 . around 4 . between 7 . car 2 . blue 5 . out 8 . into 3 . disabled 6 . money

Match the meanings . (p . 30) 1 . c 3 . f 5 . a 2 . d 4 . e 6 . b

Complete the story . (p . 31)car; mirror; bank; deposit; driving; spaces; disabled; ticket

Write the dollar amount you hear . (p . 32) 1 . $500 5 . $385 9 . $45 2 . $95 6 . $115 10 . $70 3 . $180 7 . $140 11 . $154 4 . $30 8 . $65 12 . $400

Lesson 6Check yes or no. (p . 35) 1 . yes 5 . no 8 . yes 2 . no 6 . yes 9 . no 3 . no 7 . no 10 . yes 4 . yes

Complete each sentence . (p . 36) 1 . bothering 5 . landlady 2 . letter 6 . tenant 3 . upset 7 . evict 4 . party 8 . midnight

Match the opposites . (p . 36) 1 . c 3 . b 5 . d 2 . f 4 . a 6 . e

Match the words and pictures . (p . 37)knock; call; write

Check the correct picture . (p . 38) 1 . dancing 2 . upset 3 . too loud 4 . find another place to live

Lesson 7Check yes or no. (p . 41) 1 . no 5 . no 8 . no 2 . yes 6 . yes 9 . yes 3 . no 7 . no 10 . yes 4 . no

Complete each sentence . (p . 42) 1 . resting 2 . comfortable 3 . getting 4 . restaurant 5 . information 6 . remember 7 . message 8 . write down

Match the meanings . (p . 42) 1 . c 3 . e 5 . f 2 . b 4 . d 6 . a

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Complete the story . (p . 43)room; wife; hotel; hair; phone; front; funny; delivers

Check the correct picture . (p . 44) 1 . making a call 2 . salon 3 . lunch 4 . write down

Write the time you hear . (p . 44) 1 . 3:00 5 . 7:00 9 . 2:00 2 . 1:00 6 . 5:00 10 . 4:00 3 . 10:00 7 . 11:00 11 . 8:00 4 . 6:00 8 . 9:00 12 . 12:00

Lesson 8Check yes or no. (p . 47) 1 . no 6 . no 2 . yes 7 . no 3 . no 8 . no 4 . no 9 . yes 5 . yes 10 . yes

Underline the word from the story . (p . 48) 1 . bicycle 2 . gas 3 . transportation 4 . knees 5 . worried 6 . a while 7 . rest 8 . car

Match the opposites . (p . 48) 1 . e 3 . a 5 . b 2 . c 4 . f 6 . d

Match the words and pictures . (p . 49)ride; examine; hurt

Check the correct picture . (p . 50) 1 . likes riding 2 . saving money 3 . examines knees 4 . resting your knees

Lesson 9Check yes or no. (p . 53) 1 . no 6 . yes 2 . yes 7 . no 3 . no 8 . yes 4 . no 9 . no 5 . yes 10 . yes

What is the category? (p . 54)Feelings 1 . angry 3 . thirsty 2 . cold 4 . tired

School Things 1 . book 3 . pen 2 . paper 4 . pencil

Warm Clothes 1 . coat 3 . jacket 2 . gloves 4 . sweater

Underline the word from the story . (p . 54) 1 . next to 2 . everything 3 . book 4 . soda 5 . cold 6 . lending 7 . yourself

Match the words and pictures . (p . 55)lend, borrow

Check the correct picture . (p . 56) 1 . pencil 3 . dollar 2 . makeup 4 . sweater

Lesson 10Check yes or no. (p . 59) 1 . yes 6 . no 2 . yes 7 . yes 3 . no 8 . yes 4 . no 9 . yes 5 . no 10 . yes

Complete each sentence . (p . 60) 1 . alone 5 . button 2 . worries 6 . remember 3 . lost 7 . apartment 4 . playing 8 . knocks

Match the meanings . (p . 60) 1 . d 4 . f 2 . c 5 . a 3 . b 6 . e

Match the words and pictures . (p . 61)push a button; answer; ring

Check the correct picture . (p . 62) 1 . old 2 . hurt 3 . taxi 4 . giving the cell phone back

Lesson 11Check yes or no. (p . 65) 1 . no 6 . yes 2 . yes 7 . yes 3 . yes 8 . no 4 . no 9 . no 5 . no 10 . yes

What is the category? (p . 66)Feelings 1 . bored 3 . hungry 2 . excited 4 . thirsty

Farm Animals 1 . cow 3 . horse 2 . goat 4 . pig

Rides 1 . bumper cars 2 . carousel 3 . Ferris wheel 4 . roller coaster

Match the meanings . (p . 66) 1 . d 4 . f 2 . e 5 . c 3 . b 6 . a

Match the words and pictures . (p . 67)pay; throw; win

Write the dollar amount you hear . (p . 68) 1 . $12 7 . $9 .50 2 . $3 .50 8 . $15 3 . $6 9 . $8 4 . $4 10 . $7 .50 5 . $2 .75 11 . $1 .50 6 . $5 12 . $110

Lesson 12Check yes or no. (p . 71) 1 . no 6 . yes 2 . yes 7 . no 3 . no 8 . no 4 . yes 9 . no 5 . no 10 . yes

Underline the word from the story . (p . 72) 1 . assistant 5 . phone call 2 . hungry 6 . not enough 3 . drawer 7 . batteries 4 . hour 8 . eat

Match the meanings . (p . 72) 1 . e 4 . d 2 . c 5 . a 3 . b 6 . f

Complete the story . (p . 73)assistant; office; sandwich; fan; desk; important; only; paper

Check the correct picture . (p . 74) 1 . hot 2 . desk drawer 3 . paper fan 4 . waving the fan

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Lesson 13Check yes or no. (p . 77) 1 . yes 5 . yes 8 . yes 2 . no 6 . no 9 . no 3 . no 7 . yes 10 . yes 4 . no

What is the category? (p . 78)Times of Day 1 . afternoon 3 . morning 2 . evening 4 . night

Colors 1 . black 3 . brown 2 . blue 4 . white

Days of the Week 1 . Monday 3 . Thursday 2 . Sunday 4 . Tuesday

Match the meanings . (p . 78) 1 . f 3 . d 5 . a 2 . b 4 . e 6 . c

Complete the story . (p . 79)husband; Wednesday; Saturday; afternoon; tired; shopping; department; length

Check the correct picture . (p . 80) 1 . at home 2 . different pairs 3 . soft 4 . sales clerk

Lesson 14Check yes or no. (p . 83) 1 . yes 5 . no 8 . no 2 . no 6 . yes 9 . yes 3 . yes 7 . yes 10 . no 4 . no

Underline the word from the story . (p . 84) 1 . works 5 . closed 2 . people 6 . bell 3 . difficult 7 . bed 4 . light 8 . medicine

Match the opposites . (p . 84) 1 . c 3 . f 5 . e 2 . b 4 . d 6 . a

Match the words and pictures . (p . 85)help someone; hear a bell

Check the correct picture . (p . 86) 1 . healthy and strong 2 . closed 3 . too low 4 . dinner

Lesson 15Check yes or no. (p . 89) 1 . no 4 . no 7 . yes 2 . yes 5 . yes 8 . yes 3 . no 6 . no 9 . yes

What is the category? (p . 90)Housework 1 . cleaning 2 . cooking 3 . dusting 4 . vacuuming

Family Members 1 . aunt 2 . cousin 3 . grandparent 4 . uncle

Reasons for a Party 1 . anniversary 2 . birthday 3 . graduation 4 . wedding

Match the meanings . (p . 90) 1 . e 3 . b 5 . f 2 . c 4 . d 6 . a

Complete the story . (p . 91)high school; proud; ceremony; hard; vacuuming; shower; angry; considerate

Check the correct picture . (p . 92) 1 . cake 3 . vacuum 2 . shower 4 . sleeping

More Stories Plus Answer Key

Lesson 1Answer the questions . (p . 5) 1 . this spring 2 . very excited 3 . a crib, a high chair, a playpen, a baby swing, a car seat, and a stroller 4 . all of the guests 5 . one 6 . on the floor 7 . to a larger apartment 8 . a two-bedroom apartment 9 . at the coffee shop

Which category is it? (p . 6)Places to Live 1 . apartment 3 . house 2 . condo 4 . townhouse

Baby Things 1 . car seat 3 . high chair 2 . crib 4 . stroller

Ways to Find Housing 1 . Internet 3 . real estate office 2 . newspaper 4 . signs

Match the parts of the sentences . (p . 6) 1 . f 3 . a 5 . e 2 . c 4 . b 6 . d

Complete the thank-you note . (p . 7)shower; appreciate; important; crowded; room; excited; spring; generous

Write the word you hear . (p . 8) 1 . apartment 2 . stroller 3 . shower 4 . bedroom 5 . expecting 6 . guests 7 . newspaper 8 . crowded 9 . high chair 10 . spring 11 . appreciate 12 . receive

Lesson 2Answer the questions . (p . 11) 1 . Emma 2 . furniture, clothes, books, and many other things 3 . that she is not afraid of the computer anymore 4 . that she spends so much time sitting in front of the computer 5 . go out more 6 . buying groceries on the Internet 7 . see people and walk around 8 . It’s going to rain . 9 . She checked it on the Internet .

Complete each sentence . (p . 12) 1 . Internet 5 . afraid 2 . shops 6 . health 3 . interesting 7 . rain 4 . son 8 . report

Match the meanings . (p . 12) 1 . e 4 . a 2 . f 5 . d 3 . b 6 . c

Who says that? (p . 13) 1 . Hans 5 . Hans 2 . Emma 6 . Emma 3 . Hans 7 . Emma 4 . Emma 8 . Hans

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Write the word you hear . (p . 14)glad; read; fitness; out; weather; rain; supermarket; book; Internet

Lesson 3Answer the questions . (p . 17) 1 . Cancun, Mexico 2 . the friendly people, beautiful beaches, and delicious Mexican food 3 . his family and friends 4 . The prices are high, and he can buy the same perfume and jewelry at home . 5 . special things made by the local people 6 . He takes a taxi . 7 . a hat 8 . Cuánto cuesta? 9 . $30 10 . on the corner

Which category is it? (p . 18)Ways to Get Money 1 . ATM 3 . credit card 2 . bank 4 . debit card

Souvenirs 1 . hat 3 . painting 2 . necklace 4 . perfume

Descriptive Words 1 . beautiful 3 . friendly 2 . delicious 4 . special

Match the meanings . (p . 18) 1 . d 3 . e 5 . a 2 . c 4 . f 6 . b

Complete the postcard . (p . 19)enjoying; friendly; delicious; phrase book; souvenirs; picked up; cash; accepted

Write the dollar amount you hear . (p . 20) 1 . $60 7 . $100 2 . $125 8 . $35 3 . $75 9 . $19 4 . $20 10 . $90 5 . $80 11 . $50 6 . $45 12 . $10

Lesson 4Answer the questions . (p . 23) 1 . every six months 2 . He’s busy that day . 3 . popcorn 4 . something very hard 5 . part of his back molar 6 . the dentist 7 . an appointment

8 . in six months 9 . on the other side

Complete each sentence . (p . 24) 1 . mouth 5 . emergency 2 . spits 6 . months 3 . tooth 7 . serious 4 . office 8 . dentist

Match the meanings . (p . 24) 1 . e 4 . f 2 . d 5 . c 3 . b 6 . a

Who says that? (p . 25) 1 . his wife 5 . Colin 2 . Colin 6 . Colin 3 . Colin 7 . his wife 4 . his wife 8 . Colin

Write the time you hear . (p . 26) 1 . 9:00 7 . 1:00 2 . 4:30 8 . 10:30 3 . 11:00 9 . 8:00 4 . 3:30 10 . 12:00 5 . 5:00 11 . 4:45 6 . 2:15 12 . 6:00

Lesson 5Answer the questions . (p . 29) 1 . in his car at a red light 2 . because he needs to be at work in 10 minutes 3 . 35 miles per hour 4 . yellow 5 . 50 miles per hour 6 . a flashing light 7 . to the side of the road 8 . his license and registration 9 . 15 miles an hour 10 . a speeding ticket Which category is it? (p . 30)Parts of a Car 1 . gas pedal 2 . rearview mirror 3 . speedometer 4 . window

Lights 1 . flashing 2 . green 3 . red 4 . yellow

Things Drivers Carry 1 . insurance card 2 . license 3 . registration 4 . road map

Match the parts of the sentences . (p . 30) 1 . d 4 . e 2 . f 5 . b 3 . a 6 . c

Complete the story . (p . 31)police; limit; fast; yellow; presses; flashing; pulls over; speeding

Write the word you hear . (p . 32) 1 . intersection 2 . mirror 3 . flashing 4 . license 5 . yellow 6 . officer 7 . registration 8 . ticket 9 . speeding 10 . hurry 11 . limit 12 . gas pedal

Lesson 6Answer the questions . (p . 35) 1 . every month 2 . Miss Walker 3 . It is late . 4 . There is a problem . 5 . “Sorry . It isn’t my fault .” 6 . annoyed 7 . on the first day of the month 8 . $500 9 . not before the tenth 10 . There is no money in Miss Walker’s checking account .

Complete each sentence . (p . 36) 1 . collects 2 . responsible 3 . on time 4 . excuses 5 . fault 6 . knocks 7 . due 8 . cash

Match the meanings . (p . 36) 1 . c 3 . f 5 . d 2 . e 4 . b 6 . a

Write a check for rent . (p . 37)

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Louise Walker719 D Street, Apt. 3-BMiami, FL 02134 today’s date

$500Vera PetersFive Hundred and 00/100

rent Louise WalkerSOUTHEAST SAVINGS BANK

Write the ordinal number you hear . (p . 38) 1 . seventh 5 . sixth 2 . tenth 6 . third 3 . first 7 . fourth 4 . fifth 8 . second

Lesson 7Answer the questions . (p . 41) 1 . at the front desk of a very busy hotel 2 . to complain 3 . very pleasant 4 . I’m sorry . 5 . the housekeeper 6 . Gloria 7 . well 8 . why the guest needs more towels 9 . hotel towels

Which category is it? (p . 42)Hotel Employees 1 . bellman 2 . front desk clerk 3 . housekeeper 4 . parking attendant

Languages 1 . English 3 . Japanese 2 . Italian 4 . Spanish Things in a Hotel Room 1 . ice bucket 3 . soap 2 . shampoo 4 . towels

Match the opposites . (p . 42) 1 . b 3 . a 5 . c 2 . e 4 . f 6 . d

Complete the phone message to Gloria’s supervisor . (p . 43)guest; towels; full; room; English; complain; bring; away

Write the word you hear . (p . 44) 1 . desk 2 . complaining 3 . understand 4 . promises 5 . English 6 . guest 7 . towels

Lesson 8Answer the questions . (p . 47) 1 . He takes the bus . 2 . sit alone and read 3 . the front page, the sports section, the local and entertainment news, the comics, and the weather report 4 . “Is this seat taken?”

5 . next to Anjay 6 . headphones 7 . turns the pages of his newspaper 8 . a donut 9 . very loudly 10 . the sound of Anjay’s newspaper

Which category is it? (p . 48)Parts of a Newspaper 1 . advertisements 2 . comics 3 . front page 4 . local news

Transportation 1 . bicycle 2 . bus 3 . car 4 . train

Things to Do on a Bus 1 . hum 2 . listen to music 3 . read 4 . sit

Match the parts of the sentences . (p . 48) 1 . b 3 . f 5 . e 2 . c 4 . a 6 . d

Complete the story . (p . 49)crowded; empty; taken; headphones; pages; chews; nerves; newspaper

Write the word you hear . (p . 50) 1 . turns 2 . loudly 3 . advertisements 4 . listen 5 . taken 6 . headphones 7 . donut 8 . empty 9 . nerves 10 . sound 11 . alone 12 . humming

Lesson 9Answer the questions . (p . 53) 1 . an assignment 2 . an oral presentation about their city 3 . Olga and Liza 4 . organized and works hard 5 . disorganized and lazy 6 . not happy 7 . to the library 8 . on the Internet

9 . books, articles, pictures, and notes 10 . beautiful hands

Complete each sentence . (p . 54) 1 . assignment 2 . together 3 . organized 4 . appearance 5 . library 6 . pictures 7 . ready 8 . manicure

Match the meanings . (p . 54) 1 . e 3 . d 5 . a 2 . c 4 . b 6 . f

Who says that? (p . 55) 1 . Olga 5 . Liza 2 . Liza 6 . Olga 3 . Liza 7 . Liza 4 . Olga 8 . Liza

Write the word you hear . (p . 56) 1 . presentation 2 . organized 3 . beautiful 4 . assignment 5 . manicure 6 . library 7 . appearance 8 . dividing 9 . lazy 10 . admire 11 . adult 12 . together

Lesson 10Answer the questions . (p . 59) 1 . every year on her birthday 2 . a knitted sweater 3 . It is too long, too short, too wide, or too narrow . 4 . no 5 . very itchy 6 . in the closet 7 . knit her a sweater 8 . very happy 9 . a sweater that fits 10 . a very itchy hat Which category is it? (p . 60)Knitted Clothes 1 . hat 3 . socks 2 . scarf 4 . sweater

Ways to Pay 1 . check 3 . gift card 2 . credit card 4 . money

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Clothing Features1 . color 3 . fit2 . feel 4 . style

Match the opposites . (p . 60)1 . c 3 . f 5 . d2 . a 4 . e 6 . b

Complete the thank-you note . (p . 61)Grandmother; knitting; thoughtful; winter; perfect; purple; sweater; knees Write the word you hear . (p . 62)

1 . gift 5 . grandmother2 . sweater 6 . money3 . long 7 . department4 . writes

Lesson 11Answer the questions . (p . 65)

1 . Beth’s son Ryan2 . one3 . They are very expensive .4 . $205 . $35 each6 . $107 . $228 . Hank Harper9 . his autograph

Complete each sentence . (p . 66)1 . game 5 . spending2 . afford 6 . adds up3 . expensive 7 . favorite4 . tickets 8 . costs

Match the meanings . (p . 66)1 . b 3 . d 5 . a2 . f 4 . e 6 . c

Answer the questions about the ticket . (p . 67)

1 . $352 . July 22, 20053 . 7:00 p.m.4 . section G, row 12, seat 345 . Jamestown Field

Write the dollar amount you hear . (p . 68)

1 . $14 5 . $39 9 . $1572 . $98 6 . $42 10 . $243 . $169 7 . $40 11 . $1124 . $17 8 . $86 12 . $78


1 . Miss Benson2 . envelopes3 . a mess

4 . papers, books, and office supplies5 . 2:306 . in the filing cabinet7 . on the bookshelf8 . puts them away9 . neat and organized

Complete each sentence . (p . 72)1 . boss 5 . supplies2 . answer 6 . sorts3 . envelopes 7 . neat4 . mess 8 . wonderful

Match the opposites . (p . 72)1 . b 3 . d 5 . c2 . f 4 . a 6 . e

Complete the note to Ed . (p . 73)office; assistant; filing; books; messages; desk; a while; return

Write the word you hear . (p . 74)1 . messages2 . assistant3 . everywhere4 . office5 . envelopes6 . cabinet7 . supplies8 . wonderful9 . bookshelf

10 . filing 11 . scissors12 . boss


1 . every other Saturday2 . mowing the lawn3 . pulling the weeds, trimming the

bushes, and watering the plants4 . mowing the lawn5 . He is not happy .6 . She is starting from the left, and he

always starts from the right .7 . pull the weeds and trim the bushes8 . that he can do it the way he likes9 . the lawn mower

10 . cooking dinner and washing thedishes

Which category is it? (p . 78)Tools for Yard Work

1 . clippers 3 . lawn mower2 . hose 4 . rake

Things That Grow1 . bushes 3 . plants2 . lawn 4 . weeds

Yard Work1 . mowing 3 . watering2 . trimming 4 . weeding

Match the parts of the sentences . (p . 78)

1 . e 3 . a 5 . c2 . b 4 . f 6 . d

Who says that? (p . 79)1 . Susie 4 . Jack 7 . Susie2 . Jack 5 . Jack 8 . Jack3 . Susie 6 . Susie

Write the word you hear . (p . 80)1 . yard 5 . change2 . different 6 . pulls3 . waters 7 . job4 . mowing


1 . in a retirement home2 . helps take care of the elderly

people3 . Mrs . Stevens4 . the food5 . overcooked6 . chicken noodle soup7 . the cook8 . next Tuesday

Complete each sentence . (p . 84)1 . retirement2 . complaining3 . overcooked4 . soup5 . recipe6 . exactly7 . bowl8 . tastes

Match the opposites . (p . 84)1 . b 3 . f 5 . c2 . d 4 . e 6 . a

Complete Chan’s note to the cook . (p . 85)noodle; home; complaining; much; happy; week; follow; Finally

Write the word you hear . (p . 86)1 . recipe2 . vegetables3 . complaining4 . tastes5 . followed6 . overcooked7 . soup8 . excited

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9 . retirement 10 . tough 11 . elderly12 . exactly

Lesson 15Answer the questions . (p . 89) 1 . 19 2 . in a large department store 3 . about $200 4 . 20% 5 . at the department store 6 . college expenses 7 . $500 8 . books

9 . because she just bought new pink shoes 10 . the matching belt and purse

Which category is it? (p . 90)College Expenses 1 . books 3 . meals 2 . housing 4 . tuition

Colors 1 . green 3 . purple 2 . pink 4 . yellow

Things in a Department Store 1 . belts 3 . purses 2 . jewelry 4 . shoes

Match the meanings . (p . 90) 1 . e 3 . d 5 . f 2 . a 4 . b 6 . c

Answer the questions about the receipt . (p . 91) 1 . Norville’s Emporium 2 . $155 3 . $9 .61 4 . 5:52 p .m . on 8/31/2005

Write the word you hear . (p . 92) 1 . student 5 . college 2 . part-time 6 . books 3 . discount 7 . short 4 . spending

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Transcript of Stories Plus Teacher’s Guide