Module 8
HOW’S THE WEATHER?
As Students Arrive, Pre-­‐Class & Class Learning Activity Teacher/Assistant Teachers: Plan to be at your teaching post 15-­‐20 minutes before the start of class. As students arrive, do not lose this valuable time. Regularly engage the early students and those on time in a warm-­‐up learning activity before and during the first part of class. The content should usually be based on the prior class content. Make it fun and useful. Pre-­‐Class Warm-­‐Up and During Class Activity. You should probably have the class form cluster groups of 4-­‐6 students around an Assistant Teacher and continue this practice for a half hour during your class. Write on the white board one of the following subjects and proposed questions. Or provide a hard copy of this page on the chair of the students. Have the early students ask and answer the questions below for practice and warm-­‐up and for practice during the first half hour of class. Regarding Family/Children When are you going home? What are you doing with your family this weekend? Are your children playing soccer? When are you going on vacation? (Invent some of your own questions) Regarding Church Where are you attending Church? What do you like about Church? Do you like praying? Are you reading the Bible? (Invent some of your own questions) Regarding Work Where are you working? How long have you been working there? What kind of work are you doing? When is he going to work? (Invent some of your own questions) Regarding Friends/Activities Do you like hiking? How often do you go hiking? Who do you like hiking with? Are you good at making friends? (Invent some of your own questions) Regarding English learning How is he learning English? What are you doing to learn English? Are you listening and repeating the Audio materials? How is she using the Audio Practice? Are you filling out the exercises at home? How many English movies are you watching each week? (Invent some of your own questions) Teacher and Assistant Teachers: Circulate among the students to help them with this question and answer process. As your students progress, they will be re-­‐provided these same questions to ask and answer in the present progressive or other tenses, such as future, conditional, past, and past progressive. Do not include tenses they have not yet learned. Have the students share some of this conversation at the beginning of your class. Who’s Who & What’s What
& Other Questions
©2008 Glen W. Probst
Who is (Who’s) . . .
George Bush? the bishop? Pres. Monson? your best friend? the boss?
at home?
Whose . . .
book is this? money is this? keys are these? purse is this? etc.
Who are (Who’re) . . .
they helping? we going with? you talking to? they planning to nominate?
Who do (whom). . .
you like? they live with? you work with? you think will win? you trust?
you favor?
Who does (whom) . . .
he, she like? the work around here? does the laundry? the cooking? she
work with? etc.
What is (What’s) . . .
his, her name? the problem? the matter? the time? the hurry? the big
idea? Jim like?
What are (What’re) . . .
you doing? they thinking about? we going to do? they planning?
What does . . .
he like? John do for a living? it matter? she look like? it mean? it take?
it need? it say?
When is (When’s) . . .
the class? the party? the meeting? the test? the deadline? the
appointment? the game?
When are (When’re) . . .
they coming? you going to be here? we going home? John and Jill
getting married?
When do . . .
you study? we go to church? they eat breakfast? you get up? you work?
they eat?
When does . . .
the meeting begin? John study? Mary come home? it stop?
Where is (Where’s) . . .
the church? the school? the door? the address? the restroom? the
office? the money?
Where are (Where’re) . . .
the keys? you going? we working today? they headed? they planning to
live?
Where do I (you, we, they, John and Mary) . . .
shop? live? eat? go to church? work? go to school? study? find a job?
Where does he (she, one, it, John) . . .
(same as above)
Why is (Why’s) . . .
John at the store? it so hard to do? it always raining? he absent?
Why are (Why’re) . . .
you here? they crying? we waiting? you out of breath? we putting up
with this?
Why do I (you, we, they, John and Mary) . . .
worry? go to church? work so hard? go to school? study? etc.
Why does he (she, one, it, John) . . .
(same as above)
Which is (Which’s) . . .
the right one? the smooth side? the best school? yours? mine? his?
hers? ours? theirs?
Which are (Which’re) . . .
the right keys? the new parts? you planning to use, yours? mine? his?
hers? ours? theirs?
Which do I (you, we, they, John and Mary) . . .
like? choose? want? use?
Which does he (she, it, John) . . .
(same as above)
How is (How’s) . . .
the weather? the job going? the family? the food? the activity going?
the sore?
How are (How’re) . . .
you doing? we going home? they getting along? Jan and Jill doing in
school? you today?
How do (I, you, we, they, John and Mary) . . .
say “casa” in English? like school? like Orem? like your neighbor?
How does he (she, one, it, John . . .
(same as above)
Can I (you, we, they, John and Mary, she, one, it, John, everybody) . . . drive a car? play the piano? cook a meal? read a
book?
Will I (you, we, they, John & Mary, she, everybody) . . . come to class? say your prayers? give me $100 dollars? help me?
Do I (you, we, they, John and Mary) . . .
like oranges? like the teacher? like to study? want to play? have time?
Does he (she, one, it, John, everybody) . . .
(same as above)
Did I (you, we, they, John & Mary, John, she, one, it, everybody) . . . like the teacher? like to study? want to play? have time?
etc.
Will I (you, we, they, John, John & Mary, she, one, it, everybody . . . go home? leave? be quiet? stay here? talk louder? listen?
help out??
Could, Would, Should (you, we, they, John, John & Mary, she, one, it, everybody, somebody, nobody . . . (same as above)
How Is The Weather?
(3 classes with subsequent Review)
8
The teacher and assistants, and English speakers at home, help the Spanish
speaker with this English Dialog. First, they read the whole dialog. Then,
they read two or three words and leave time for the students to repeat the
words until the students can pronounce them well.
El maestro de la clase y sus asistentes, tanto como los miembros de la familia
que hablan inglés, enseñan con este diálogo. Primero, lean el diálogo entero.
Entonces, lean dos o tres palabras, dejando tiempo para que los alumnos las
repitan hasta que puedan pronunciarlas bién.
C
The students should MEMORIZE the dialog in English.
Los alumnos deben aprender de memoria el diálogo en inglés.
Sara:
Dialog
It’s a beautiful day.
Diálogo
Es un día hermoso.
Jorge:
It sure is, nice and cool.
Seguro que es, agradable y fresco.
Sara:
Does it get cold here?
¿Se pone frío aquí?
Jorge:
Not really, it doesn’t go below
twenty degrees.
En realidad, no. No se enfría más de.
veinte grados.
Sara:
How about the wind and rain?
¿Qué tal el viento y la lluvia?
Jorge:
We get a lot of wind in March
and rain in July.
Hay mucho viento en marzo y
lluvia en julio.
Sara:
How hot does it get here?
¿Cuánto calor hace aquí?
Jorge:
Around one hundred degrees,
but it’s a dry heat.
Más o menos cien grados, pero es un
calor seco.
Sara:
Sounds pretty nice. We’re
moving here from Florida.
Parece bastante bien. Estamos
mudándonos de Florida para acá.
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P
Pronunciation Practice
RETURN to practice vowel and other sounds SLOWLY in Module 1.
Listen and repeat SLOWLY.
Escuche y repita LENTAMENTE.
Fill in the missing letters and say the sounds.
En los espacios escriba las letras que faltan, y pronuncie los sonidos.
-eautw-oo-ind
hj-oes
-y
-lly
-ice
-n’t
ound
-ow
ow
beauty, beautiful
twenty, twin, twice
cool, pool, fool
find, kind, mind
here, hot, how
July, June, just, jump
does
dry, try, cry
really, totally
nice, twice, dice
doesn’t, can’t, won’t
sounds, around, pound
below, snow, blow
now, cow, how, brown
b _______ ty
_____ enty
c _____ l
f _____
_____ ere
_____ uly
d _______
dr _____
rea _____
n _____
does _____
s ________ s
bel _____
n _______
P
Rhyming Words (usually starting from a word in the dialog)
b _______ tiful
_____ in
p _____ l
k _____
_____ ot
_____ une
tr _____
tota _____
tw _____
ca _____
ar ________
sn _____
c ________
_____ ice
f _____ l
m _____
_____ ow
_____ ump
cr _____
d _____
wo _____
p ________
bl _____
h ________
Palabras con Sonido Similar (usualmente empezando con una palabra del diálogo)
Listen and repeat SLOWLY.
Escuche y repita LENTAMENTE.
Word
nice
rain
lots
dry
heat
sound
PB
Rhyming Words
dice
lice
drain
gain
dots
pots
cry
fry
beat
meat
bound found
mice
main
spots
pry
neat
ground
price
pain
plots
try
seat
round
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slice
plain
rots
wry
treat
vice
train
knots
wheat
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V
Vocabulary Practice (starting with a word from the dialog, match to a related word)
Práctica del Vocabulario (empezando con palabra del diálogo, únala con palabra relacionada)
Match the words in pencil.
Con lápiz, una las palabras que se relacionan.
Write the words you matched in pencil.
Escriba las palabras que unió con lápiz..
dry •
many •
cold •
degrees •
snow •
nice •
below •
around •
one hundred •
wind •
hot •
dry
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
• freezing
• wet
• points
• lots
• 100
• heat
• pleasant
• about
• rain
• breeze
• under
wet
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
______________
Make a sentence using some of these words. Ask for volunteers.
V
Vocabulary Practice: Write the words in pencil.
Práctica del Vocabulario: Con lápiz, escriba las palabras.
Dialog Words
beautiful
sure
below
around
nice
it’s
lots
hot
cool
we get
pretty nice
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Writing Practice
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
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Similar Words
nice
certainly
less than, under
about
good
it is
many, a bunch of
warm
cold, chilly
we have
very nice
Writing Practice
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
________________
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Word Webs (with words from the dialog in the center and related words surrounding)
Red de Palabras (con palabras del diálogo y palabras relacionadas alrededor)
cute
gorgeous
beautiful
fairly
very
wonderful
pretty
pretty
quite
extremely
rather
lovely
pleasing
pleasant
good
nice
fair
agreeable
moderate
Assistants- help students write and say sentences using a few of these words. When correct,
teach them to the other students in your group.
C
Fill in the missing words in pencil from the dialog.
Con lápiz, escriba en los espacios las palabras del diálogo que faltan.
Sara:
It’s a ______________________ day.
Jorge:
It _________________ is, nice and __________________.
Sara:
Does it ______________ cold _________________ ?
Jorge:
Not __________________ , it doesn’t go __________________
twenty degrees.
Sara:
How about the wind and rain?
Jorge:
We get __________________ of wind in March and _______________
in July.
Sara:
__________________ hot does it get here?
Jorge:
Around one hundred degrees,
but it’s a ____________________ heat.
Sara:
Sounds pretty nice. We’re moving here from Florida.
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C
From the dialog, circle the correct word.
Encierre con lápiz en un círculo la palabra correcta.
Write the complete sentence in pencil.
Escriba las oraciones completas con lápiz.
Teachers- project the exercise. Have the students fill in the blanks in their notebooks and then
repeat the sentences after the teacher.
1.
( Its / It’s ) a beautiful day.
_________________________________
2.
It ( shore / sure ) is, ( niece / nice ) and
________________________________
cool.
_________________________________
3.
( Do / Does ) it get cold ( here / hear ) ?
_________________________________
4.
How about the ( wind / wand ) and
_________________________________
( reign / rain ) ?
_________________________________
5.
How ( hot / hat ) does it get here?
_________________________________
6.
Around ( won / one / on ) hundred
_________________________________
degrees.
_________________________________
( Were / We’re ) moving ( hear / here )
_________________________________
from Florida..
_________________________________
7.
C
Respond to the statements or questions in pencil from the dialog or word webs.
Responda a las preguntas del diálogo o red de palabras con lápiz.
What kind of day is it?
It’s
Does it get cold here?
How about the wind?
How hot does it get here?
Where are you moving from?
We’re moving from
Does it go below ten degrees here?
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LF
Language Focus: Weather Expressions
Spring
Florida
Utah
Summer
Fall
Winter
la primavera
warm
rain
humid
el verano
hot
rain
humid
storm
el otoño
hot
humid
el invierno
warm
sunny
rain
wind
cool
hot
dry
sunny
cool
crisp
cloudy
cold
freezing
snowy
It’s sunny.
(soleado)
It’s rainy.
(lluvioso)
sun (sol)
rain (lluvia)
It’s cloudy.
(nublado)
clouds (nubes)
It’s windy.
(ventoso)
wind (viento)
It’s stormy.
(tempestuoso)
It’s snowy.
(nevoso)
snow (nieve)
storm (tormenta)
Rewrite the following sentences according to the example. Use the words below.
cloudy
freezing
sunny
nice
stormy
The sun is shining.
It’s sunny.
The rain is falling.
It’s
windy
snowy
chilly
hot
There are many clouds.
The snow is falling.
The wind is blowing.
It’s very cold outside.
The temperature is 100 degrees.
The temperature is 35 degrees.
It’s a beautiful day outside.
There’s a storm today.
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LF
Language Focus: Verb Practice
Fill in the blanks. Assistants- help students prepare sentences using the verbs and calling on volunteers.
*conseguir, obtener, poder, llegar a tener o llegar a ser.
TO GET
I
get
lonely.
I __________ a new prize.
You
get
a new prize.
You __________ together with friends.
You (all)
get
to go on vacation.
You (all) __________ hungry.
We
get
together with friends.
We __________ to attend class.
They
get
He/She/It
hungry in the morning. They __________ lonely.
He/She/It __________ to go on vacation.
gets to attend class.
*(to get) Palabra usada en muchas expresiones y tiene muchos significados diferentes en inglés
Other conjugations:
get
got
used to get
TO VISIT
I get lonely.
He got the job.
We used to get hungry.
will get
am/is/are getting
have got
They will get up early.
She is getting married.
I have got a cold.
visitar
I
visit Mexico.
I __________ the park today.
You
visit your sister.
You __________ with friends.
You (all)
visit New York City.
You (all) __________ the museum.
We
visit with our family.
We __________ Mexico tomorrow.
They
visit the park today.
They __________ their family.
He/She/It
visits the museum.
He/She/It __________ New York City.
TO FEEL
sentir
I
feel sick.
I __________ nervous about today.
You
feel excited about the job.
You __________ like walking in the park.
You (all)
feel nervous.
You (all) __________ tired today.
We
feel tired today.
We __________ satisfied with the job.
They
feel satisfied with it.
They __________ excited.
He/She/It
feels like eating ice cream.* He/She/It __________ sick today.
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* meaning she wants to
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TO BEGIN
empezar
I
begin
studying at 8 a.m.
I __________ preparing dinner.
You
begin
the presentation.
You __________ listening to the music.
You (all)
begin
watching TV.
You (all) __________ writing the letter.
We
begin
reading a new book.
We __________ a new TV show.
They
begin
attending class.
They __________ looking for a new job.
He/She/It begins snowing in December. He/She/It __________ a new job.
TO DO
do + verb (for emphasis)
I
do
want shoes.
I ________ want my money.
You
do
have athletic shoes.
You ________ know the lesson.
You (all)
do
know your shoe size
You (all) ________ study English.
We
do
feel big.
We ________ like it here.
They
do
have small feet.
They ________ need new shoes.
He/She
does
need new shoes.
He/She ________ have big feet.
It
does
seem like a good
price.
It ________ get hot in the summer.
Remember that the verb “to do” is excellent for asking questions. Review some
of the following examples and create some of your own questions.
Do you get lonely?
When does he visit Mexico? Where do they go on vacation?
______________________________________________________________________
Do you feel tired today?
How does he feel?
How do you like the food?
______________________________________________________________________
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C
Mini-Conversations related to the dialog
Explain the meaning, then demonstrate and get repitition. Maestro, explique los significados y
ayude por demonstrar la pronunciación.
1. What is the weather like outside? 2.
It’s not very nice out.
No, not usually.
Yes, all the time!
3. How about the winters?
4.
It gets very cold and snowy.
V
I love the sunshine today.
Yeah, it’s great.
Expressions related to the dialog
Explain the meaning, then demonstrate and get repitition. Maestro, explique los significados y
ayude por demonstrar la pronunciación.
1. Expression:
Sounds ______ .
Meaning:
It seems ______ . / I think it’s ______ .
Example:
Sounds nice.
Meaning:
I think it’s nice.
2. Expression:
© 2014
Is it always this windy here?
It gets ______ .
Meaning:
It becomes ______ .
Example:
It gets cold.
Meaning:
It becomes cold.
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C
Present Progressive Tense:
Sentence Practice-Have several students write on the projected white board or on a
separate page, and speak sentences using various subjects, proper conjugations and
appropriate prepositional phrases. Again, help them practice proper pronunciation.
At Home with Family or Friends:
Optional Pronouns
To Be + Verb conjugation
Optional Prepositional
Phrases
(arrive, come, go, eat, help,
(I/You/We/They/He/She/It) learn, laugh, listen, read, speak,
stay, talk, teach, think, walk,
write, study)
(to my/your/our/their/his/her home,
at home, in the home, with family, to
my/your/our/their/his/her family, with
my/your/their/his/her family, with my/
your/our/their/his/her children, to my/
your/his or her wife/husband, with
my/your/his/her wife/husband, to my/
your/our/their/his/her friends, with
my/your/our/their/his/her friends)
I
am eating
with my family.
I
______________________
____________________
You/ We/ They
are ___________________
____________________
He/ She
is ____________________
____________________
V
Cognados- palabras parecidas que se pueden reconocer y traducir.
Listen and repeat. Escuche y repita. Maestro, explique los significados y ayude por demonstrar la
pronunciación.
temperature
la temperatura
tornado
tornado
thermometer
el termometro
conversation
conversación
humid
húmedo
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Cognates
TeachersReturn to the 60 Common Verbs in Module 6 and play more charades and gesture the conjugations
as a review before the next two modules.
Module 8
© 2014
Dialog Flash Fold Card- Tarjeta Doblada del Diálogo con Flash
Card 8A
Module 8 Dialog
Sara:
It’s a beautiful day.
Diálogo
Es un día hermoso.
Jorge:
It sure is, nice and cool.
Seguro que es, agradable y fresco.
Sara:
Does it get cold here?
¿Se pone frío aquí?
Jorge:
Not really, it doesn’t go below
twenty degrees.
En realidad, no. No se enfría más de.
veinte grados
Sara:
How about the wind and rain?
¿Qué tal el viento y la lluvia?
Jorge:
We get a lot of wind in March
and rain in July.
Hay mucho viento en marzo y
lluvia en julio.
Sara:
How hot does it get here?
¿Qué tanto calor hace aquí?
Jorge:
Around one hundred degrees,
but it’s a dry heat.
Más o menos cien grados, pero es un
calor seco.
Sara:
Sounds pretty nice. We are moving
here from Florida.
Parece bastante bien. Estamos mudándonos
de Florida para acá.
Vocabulary Flash Fold Card- Tarjeta Doblada de Vocabulario con Flash
Card 8B
Spring
primavera
clouds
nubes
Summer
verano
cloudy
nublado
Fall
otoño
storm
tormenta
Winter
invierno
stormy
tempestuoso
cool
fresco
wind
viento
cold
frío
windy
ventoso
warm
caloroso
snow
nieve
hot
caliente
snowy
nevoso
dry
seco
chilly
friolento
humid
húmedo
temperature
temperatura
rain
lluvia
degrees
grados
rainy
lluvioso
sun
sol
sunny
soleado
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