Académique Documents
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English US Level 1
Teacher’s Guide
English US Level 1
MAN-TG-ENG-L1-V2.2
ISBN 978-1-58022-533-5
All information in this document is subject to change without notice. This document is provided for
informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties,
either express or implied, about the information contained within the document or about the document
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Rosetta Stone Ltd. Copyright © 2007 Rosetta Stone Ltd. All rights reserved.
T2 Teacher’s Guide
The The
Original
Original
Rosetta
Rosetta
StoneStone
In 1799 French soldiers uncovered a large piece of carved basalt. The discovery was extraordinary, for the writing
on the stone appeared in two languages and three scripts. The stone was nearly 2000 years old. It was named Rosetta,
the English translation for the town where it was discovered, Rashid, Egypt.
A group of priests created the stone in 196 BC to honor Ptolemy V Epiphanes and to recognize his accomplishments
as pharaoh of Egypt.
The Rosetta Stone solved the mystery of ancient Egyptian hieroglyphics. The writing, in Egyptian and Greek, was
divided into three sections. Each contained the same message.
At the time of the inscription, Egyptians wrote in three scripts: hieroglyphic Egyptian, demotic Egyptian, and Greek.
Each script had a specific use. Religious and other important documents were composed in hieroglyphs, everyday
writings used the demotic script, and the rulers spoke and wrote Greek. The writers of the Rosetta Stone ensured that
all priests, government officials, and rulers could read the message and appreciate its significance.
Jean-Francois Champollion, a French linguist, first deciphered both the ideograms (pictures that represent things or
ideas) and phonograms (pictures that represent sounds) engraved on the Rosetta Stone. He took the first steps toward
understanding ancient Egyptian culture and language.
This priceless artifact, housed in the British Museum in London, represents the key to solving any great mystery.
Just as the stone unlocked the mysteries of ancient Egypt, our software will unlock new languages and cultures.
Teacher Information
Before beginning the program it is recommended that you review:
Student Management System (SMS) Manual
After reading this book, install the system and set up your class so they are ready to use the computer software
program.
SMS Instructional Video
This multimedia presentation provides information for both administrators and teachers and instructions on
using the SMS.
Handbook for Teachers
This will explain the methodology of this handbook and of Rosetta Stone.
Teacher’s Guide T3
TEACHER’S
Teacher’s
GUIDE
Guide TO
to Rosetta
ROSETTA Stone
STONE
Our Goal
That’s our goal with this guide: to enhance your effectiveness in the classroom with the best technology tools
available for teaching new languages. By linking our expertise with yours, we together can help students develop
and master language skills for listening comprehension, reading, speaking, and writing.
T4 Teacher’s Guide
Scope Stone
Blended Learning: Rosetta and Sequence
and the Language Classroom
Complementary Strengths
Rosetta Stone is designed to enhance language instruction by combining the strengths of computer-based learning
and classroom-based learning. In this blended model, the computer and the language classroom play distinct yet
complementary roles. Consider the following diagram.
The rectangle below represents the time devoted to new language acquisition, from novice to native proficiency. In
a blended solution, Rosetta Stone and the language classroom each provide part of the instruction, represented by
segments to the left and right of the diagonal line, respectively.
Conclusion
Rosetta Stone and the language classroom combine their respective strengths, experience, and expertise to provide
an unparalleled blended solution for language learning needs. Used from the very beginning of the language-learning
process, Rosetta Stone’s computer-based instruction quickly prepares students for the classroom, allowing you to
focus your time and expertise on classroom activities that prepare students for using the language in real life. Together,
Rosetta Stone and your classroom provide the flexibility, efficiency, and effectiveness to ensure language-learning
success.
Teacher’s Guide T5
Rosetta Stone Teacher’s Guide Instructional Strategy
The Rosetta Stone Teacher’s Guide was written for experienced as well as novice language educators. The text,
written primarily in English, is appropriate for substitute teachers also.
Each section contains headings that are taken directly from nationally recognized foreign language curriculum
requirements. The headings are:
Enrichment/Unit Projects:
These activities help you increase the level of difficulty of the language lesson. This section is designed to meet
the needs of students that are working at or above grade level.
Themes:
The main theme(s) of each lesson.
Materials:
A list of materials you may need for the lesson.
Pre-Lesson Activity:
Systematically introduces or reinforces vocabulary words.
Content Integration:
Relates the language content to core subjects such as language arts, math, science, and social studies.
Using Multiple Intelligence Strategies:
The activities written in this section accommodate students with various learning styles. The types of activities are
from Howard Gardner’s Multiple Intelligence Theories.
Post-Lesson Activities:
These activities are meant to be completed after the student has completed the lesson in the Rosetta Stone software.
Conversation:
These activities are designed for speaking practice.
Modifications:
Suggestions for adapting language lessons.
We wrote the activities in this handbook to appeal to the largest number of students possible. You should take from
this handbook what works for your students and leave what doesn’t work. The Rosetta Stone language learning
program naturally customizes to the abilities of your students, and we ask you to do the same with the Rosetta Stone
Teacher’s Guide.
Supplementary Material Descriptions
Rosetta Stone provides a range of printed supplemental materials that extend the learning content of the Rosetta
Stone lessons to the classroom. These supplemental materials are developed in response to customer demand and
are available for the most requested languages and program levels. Please refer to Table 1 for a complete list of
available supplemental materials.
Curriculum Text: The Curriculum Text lists the content of each lesson, in sequence, and includes an index to all
words in the program. This reference allows teachers to see at a glance what their students are learning in each
lesson, and enables them to incorporate Rosetta Stone content into the classroom curriculum. The index to all words
in the program identifies the units and lessons where words are first introduced and then reinforced.
Workbook: The Workbook includes a worksheet for each lesson in the Rosetta Stone program and includes
an answer key. A variety of exercises reinforces the students’ learning while helping them to expand their
comprehension and writing skills. The Workbook can be used as added practice in class or at home, as daily
quizzes, or as a quick check for comprehension in each lesson.
T6 Teacher’s Guide
Student Study Guide: The Student Study Guide provides detail on new vocabulary, grammar, and usage in each
Rosetta Stone lesson. The Student Study Guide also allows teachers to highlight points of grammar and usage as
they occur in the program, and incorporate these highlights into classroom study.
Quizzes & Tests: The Quizzes & Tests represent a collection of quizzes and tests covering material from each
lesson of the Rosetta Stone program. The Quizzes & Tests can be utilized for placement and assessment of learning.
An answer key is provided.
Teacher’s Guide T7
Student Management System
The Student Management System (SMS) allows teachers to control and monitor student study in Rosetta Stone.
Instructors design the course of study for students, and students are guided through that work automatically. Through
the SMS, the instructor can create lessons that focus on individual language skills or combinations of different skills
as needed. The SMS records the progress of students and allows instructors the ability to generate reports based on
student information.
Student Features:
• Students log into the SMS with unique, instructor-assigned user IDs and passwords.
• At the end of every session, the SMS bookmarks the students’ place in the material. When the students log in again,
they are taken to this bookmark and start where they left off in the previous session.
• Student preferences for settings, like volume and sound effects, are restored at each login.
Instructor Features:
• Instructors can create lesson plans for entire classes or for individualized study. Instructors are able to create
special study tracks for students within classes. These tracks can be used to quickly transition a set of students
from one assignment to another.
• Instructors assign exercises and tests for student study along with a proficiency level that students must meet
before completing a lesson. Instructors set proficiency levels that must be achieved before new material can be
studied.
• The SMS provides pre-programmed sequences of study aids, or activity sets, that aid in presenting the Rosetta
Stone material. This allows instructors to control the activities that present and test the material. Instructors
can also choose to design their own activities used in lesson plans.
• Instructors are able to produce reports of student progress and test results. The SMS allows teachers to analyze
student achievement by recording each student’s number of attempts at an assigned lesson plan, time on task, and
scores. Reports can be printed or exported for use in another program.
• Instructors can view and control student activity by class, by tracks within a class, or by individual students.
• Instructors and students can work on the SMS at the same time. The SMS protects records that are currently in
use from being modified.
• Instructors can enroll students in multiple classes.
• The SMS automatically guides student study according to the instructor’s design and tracks students’ work.
The Student Management System (SMS) Instructional Video and Student Management System (SMS) Manual
provide instructors information regarding the step-by-step setup and utilization of the program.
T8 Teacher’s Guide
Scope
Rosetta andOnline
Stone Sequence
Delivery
The Rosetta Stone Online Language Learning Center (OLLC) provides an online solution to delivery of Rosetta
Stone. The OLLC allows schools to connect multiple users via the Internet to a personalized networked program
from any location. All that is required of users is a computer with Shockwave installed and an Internet connection.
Instructors register students and monitor the progress of student learning through several reporting options. One or
more languages can be provided through the OLLC.
Student Features:
• Students can access the easy-to-use interface with an Internet connection via login with an assigned username
and password.
• Color coding for each assignment is provided to indicate whether or not an assignment has been started, is in
progress, or has been completed.
• Units are broken down into a series of assignments for each lesson that cover a variety of language skills. A
recommended goal is provided as a requirement for student performance. Students are given feedback as to
whether their performance has met the requirement.
Administrator Features:
• A school receives its own OLLC, or web portal, that is unique to that school.
Example: http://abcschool.onlinelanguagelearning.com
• The language content on the OLLC is the same as the CD-ROM program, and all content is delivered online.
• Instructors have access to an Admin portal that will allow for the registration of users, deactivation of inactive
users, and progress tracking and reporting of existing users.
• The OLLC includes guided paths, allowing teachers to assign students to pre-programmed lesson plans based
on desired objectives (listening and speaking focus, reading and writing focus, or general path focusing on all
skills equally). Instructors assign a path of study for each user in the program. This feature eliminates the need
for instructors to design lesson plans.
• Instructors can access this easy-to-use interface with an Internet connection.
• Supplemental materials are provided in an electronic form for use in the classroom. These materials can be easily
downloaded and duplicated.
• Instructors can monitor and redirect student study by using the reporting features available. Reporting is provided
from the “all users” to the “individual” student level. Reports can be either printed directly from the site or
downloaded for use in another program.
• All language skills (Listening, Speaking, Reading, and Writing) are represented in the assignments.
The OLLC Guide for Teachers and Administrators provides detailed information regarding use and implementation
of the OLLC.
Teacher’s Guide T9
Table of Contents
Lesson 5-03 Present Progressive, Present Perfect and Future with “going to”............................................................ 112
Lesson 5-04 More Numbers.......................................................................................................................................... 114
Lesson 5-05 Direct and Indirect Objects ...................................................................................................................... 116
Lesson 5-06 Hot and Cold ............................................................................................................................................ 118
Lesson 5-07 Kinds of Things........................................................................................................................................ 120
Lesson 5-08 Furniture, Clothing, and Instruments ...................................................................................................... 122
Lesson 5-09 Few, Many, More, Less ............................................................................................................................ 124
Lesson 5-10 More Verbs; Human Gestures .................................................................................................................. 126
Lesson 5-11 Human Conditions.................................................................................................................................... 128
Lesson 5-12 Review of Unit Five ................................................................................................................................ 130
Unit Six Overview .................................................................................................................................. 134
Lesson 6-01 To Be and To Have: Present and Past Tenses .......................................................................................... 138
Lesson 6-02 Present Progressive, Present Perfect, and Future with “going to” .......................................................... 140
Lesson 6-03 More Descriptions of People; Demonstrative Adjectives........................................................................ 142
Lesson 6-04 Units of Things ........................................................................................................................................ 144
Lesson 6-05 Neither–Nor, Both, None, No One, Neither .......................................................................................... 146
Lesson 6-06 Verbs: Present Progressive and Imperfect................................................................................................ 148
Lesson 6-07 Names ...................................................................................................................................................... 150
Lesson 6-08 Present Progressive, Present Perfect, and Future with “going to”............................................................152
Lesson 6-09 More Units of Things .............................................................................................................................. 154
Lesson 6-10 Alone, Crowd, Friend, Surrounded .......................................................................................................... 156
Lesson 6-11 Professions and Human Conditions, Activities........................................................................................ 158
Lesson 6-12 Review of Unit Six .................................................................................................................................. 160
Unit Seven Overview.............................................................................................................................. 162
Lesson 7-01 More Verbs .............................................................................................................................................. 164
Lesson 7-02 More Verbs; Interrogative Adjectives and Pronouns; Usually ................................................................ 168
Lesson 7-03 Fast and Slow .......................................................................................................................................... 170
Lesson 7-04 Seasons .................................................................................................................................................... 172
Lesson 7-05 All, Some, Most, Both, Neither, and None .............................................................................................. 174
Lesson 7-06 None, Both and All: Demonstrative Adjectives ...................................................................................... 176
Lesson 7-07 Shapes and Locations; Prepositions; All and Most.................................................................................. 178
Lesson 7-08 Left and Right, Full and Empty .............................................................................................................. 180
Lesson 7-09 Prepositions: Above and Below, Coming Down, and Going up ..............................................................182
Lesson 7-10 More Verbs .............................................................................................................................................. 184
Lesson 7-11 Verb Conjugation...................................................................................................................................... 186
Lesson 7-12 Review of Unit Seven .............................................................................................................................. 188
Unit 8 Overview...................................................................................................................................... 190
Lesson 8-01 Ordinal and Cardinal Numbers ................................................................................................................ 192
Lesson 8-02 Am and Am Not: More Present Conditions ............................................................................................ 194
Lesson 8-03 Looks Like; Almost All, One, Several, Most, All.................................................................................... 196
Lesson 8-04 Space and Geography, Countries ............................................................................................................ 198
Lesson 8-05 Streets and Sidewalks .............................................................................................................................. 200
Lesson 8-06 Pets and Clothes; Belongs to; Possessive Adjectives and Pronouns ...................................................... 202
Lesson 8-07 Comparative and Superlative Adjectives; Interrogative Words ..............................................................204
Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................................................................................... 206
Lesson 8-09 Locations; Prepositions ............................................................................................................................ 208
Lesson 8-10 Directions: How do I get to...................................................................................................................... 210
Lesson 8-11 Activities; More Verbs.............................................................................................................................. 212
LessPon 8-12 Review of Unit Eight ............................................................................................................................ 214
Handouts ................................................................................................................................................ 219
2
Scope and Sequence
3
Unit 1, Lesson 1
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive
05 a boy and a dog 05 The man and the woman are walking.
a boy and an airplane The man and the woman are dancing.
a girl and a horse The woman is walking.
a girl and a dog The woman is dancing.
Themes: 06 a girl on a horse 06 The man is reading.
a man on a horse The woman is reading.
People, Animals, Transportation a ball on a boy
a boy on a horse
The man is dancing.
The woman is jumping.
Pre-Lesson Activity:
• After students complete Lesson 1-01 at the
computer, reinforce vocabulary by directing
Worksheet 1-01
them to answer Section I of Worksheet 1-01
in the Student Workbook. Encourage students I. Match the words with the pictures. A B
____ 1. a girl
to read phrases aloud as they offer answers. ____ 2. a man
____ 3. a ball
C D E
____ 4. a dog
Content Integration: ____ 5. a car
____ 7. an airplane F G
travel found in Lesson 1-01. Using a Y-chart ____ 8. a boy
transportation, the year it was created, and back- ____14. boy d. dog
Language Arts: Draw a T-chart with the 16. a boy and a girl ____________________________ a boat a woman
transportation and 10 animals not listed in the 20. a boy ____________________ a ball airplane
vocabulary. Using the lists the students just ENGLISH Introductory Nouns and Prepositions
4
Nouns and Prepositions
Introductory Nouns and Prepositions 1-01
New Vocabulary
Using Multiple Intelligence Strategies:
a
boat
an
boy
and
car
airplane
cat
ball
dog
Bodily-Kinesthetic: Direct students to sit under
elephant girl horse in man the desk, stand in the classroom, sit on the table,
on table under woman
Grammar: Nouns, Articles, and Prepositions
put your book in your backpack.
Nouns are words that name people, places, things and ideas. Unlike many
languages, English has no gender, except in pronouns, which you will learn later. Musical-Rhythmic: Encourage students to create
Most of the words above are nouns. Can you tell which words are not nouns? a song using the 19 vocabulary words from
The word “a” is called an article. So is “an”. They are indefinite articles; they don’t
refer to a specific thing, but an unspecific one. Lesson 1-01, and a melody of their choice. Use
The n on “an” is merely a link connecting “a” to a noun that begins with a vowel,
like an airplane, an elephant.
visual and auditory prompts as necessary.
On, under, and in are called prepositions. They are positioned in front of a noun,
and they tell something about location.
What do these phrases mean? Post-Lesson Activities:
on a horse
under an airplane, under a table • Using vocabulary index cards and magazine
in a car, in a boat, in an airplane
The word “and” joins two or more elements in a sentence that are equal. For
pictures, have students match words and
example, in “a boy and a dog,” and simply signals that two things of equal
significance are talked about: a boy plus a dog.
pictures.
• Ask students to categorize pictures and/or
words according to People/Animals/
Transportation.
• Use poster board to make a large Y-chart with
the categories Land/Sea/Air.
1 • Have students cut out magazine pictures and
glue them on the appropriate places for this
class-wide project. Display the finished
product in the classroom.
The Rosetta Stone English I
Quiz Unit 1 Lessons 1 and 2 • Challenge students to draw pictures comic-
I. Fill in the blank with the word or words that best describe the photograph. strip style and tell a story, using words and
actions.
1. 2. 3. 4. 5. Conversation:
• In pairs, have students discuss and describe
people, animals, and transportation.
6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat
4.
and a
under
a. boy, horse
a. a boy, a car
b. girl, horse
b. a boy, an
c. boy, dog
c. a dog, a car
d. girl, dog
d. a dog, an
• Provide highlighters for students to mark
airplane airplane
passages and key words.
5. a boy a table a. under b. in c. on d. is
6. a boy and a girl a boat a. under b. in c. on d. is • Provide extended time for assignments.
7. The woman is . a. falling b. running c. walking d. jumping
1. 2. 3.
1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.
5
Unit 1, Lesson 2
1-01 Introductory Nouns and Prepositions 1-02 Verbs: Present Progressive
least 10 action verbs. Instruct students to create ____ 6. The man and the woman
are walking.
F G
their own superhero using original names, super ____ 7. The woman is reading.
powers, abilities, and appearances. Tell students ____ 8. The man is running after the boy.
their story. Allow students to create a drawing ____11. The man and the woman are dancing.
of their superhero for display in the classroom. ____12. The fish is walking.
students to describe these actions for the class or 18. The ____________________________ are reading. jumping
to demonstrate the actions for the class. List the 19. The girls are running ____________________________. girls
6
Verbs: Present Progressive
Verbs: Present Progressive 1-02
New Vocabulary
Using Multiple Intelligence Strategies:
after
falling
are
fish
bird
flying
bull
girls
dancing
is
Bodily-Kinesthetic: Write vocabulary words on
jumping reading running swimming the separate pieces of paper and place in a
walking
Grammar: The Definite Article
container. Have each student select a piece of
English has only one definite article: the. In Lesson 1-01 you learned about paper from the container. Instruct students to
indefinite articles. A definite article, in contrast, refers to a specific noun or thing,
not just any noun or thing. take turns acting out vocabulary words for
the boy
the horse others to identify.
“The man is running after the boy” says something quite different from “A man is
running after a boy.” Can you explain the difference? Verbal-Linguistic: Have students use target
Grammar: Present Progressive words to create clues for a crossword puzzle.
People normally speak in what is called the present progressive tense of a verb.
The verb is the word that expresses the action in a sentence. For example, a
present tense sentence would be, “The girl walks.” There are few situations in which Visual-Spatial: Instruct students to create a
one would say that sentence. Instead, we say, “The girl is walking.” She is doing it
now (present), and it is in progress now (progressive), which is why it is called layout for the crossword puzzle.
“present progressive tense.” This is the usual verb form we use.
The present progressive tense is formed by is or are plus a verb ending in -ing:
is jumping
are running
Post-Lesson Activity:
What other examples can you find in this lesson? Practice them. If just one person • Write the vocabulary words fish, bird, and
or thing is doing the action, use “is”; if two or more persons or things are doing it,
use “are.” In this way, you match the subject in number with its verb. bull in separate columns on the board. In each
column, list the verb(s) that describe the
actions of each animal. Instruct students to
create sentences using words from the chart.
2
Conversation:
• Have students work with a partner and
describe the actions of different animals.
The Rosetta Stone English I
Quiz Unit 1 Lessons 1 and 2
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Provide students with graph paper for
crossword puzzles.
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. a. a woman b. a ball c. a man d. a boat
9. The man and the woman are . a. falling b. running c. walking d. jumping
1. 2. 3.
1. The airplane is falling. 2. The boy is swimming. 3. The man and the woman
are reading.
7
Unit 1, Lesson 3
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five
Science and Social Studies: Instruct students to ____ 2. The fish is white.
other countries are facing. Have students research ____ 6. The cat is black.
tion in one country to that of another country. ____10. The woman has long hair.
H I J
Instruct students to draw pictures of the flags ____14. The house is red.
and write a brief description that explains the ____15. The horse is blue.
significance of the colors, designs, and basic III. Fill in the blank.
history of the flag. This information can be shared 16. The girl has ____________________________ hair.
black
with the class or displayed in the classroom. 18. The ____________________________ is red. white
8
Descriptive Adjectives
Descriptive Adjectives 1-03
New Vocabulary
Using Multiple Intelligence Strategies:
black
long
blue
new
hair
old
has
pink
house
red
Visual-Spatial: Using lesson vocabulary, give
short very white yellow young directions for students to draw a picture of:
Grammar: Adjectives
“a woman with long hair, a man with short hair,”
Adjectives are words that describe people and things. They give more information
about the noun that follows. In this way, they modify the noun. For example, “an old
house” is different from “a new house.” Old and new modify “house.” Unlike many
etc. After students complete this, instruct them
other languages, English adjectives do not change form to match the number or
gender of the noun. There is only one form.
to add to their picture using color words from
Adjectives come before the noun they modify. this lesson, for example: “Color the woman’s
an old car
hair red. Color the man’s hair black.” Use visual
But there is another kind of sentence commonly used in English that uses is or are
followed by an adjective. and verbal prompts as necessary, to reinforce
The car is old.
Old is an adjective that tells you something about the car; it modifies car. “The car
concepts.
is old” means the same as “the old car.” It is just another way of saying the same
thing but in a complete sentence. Bodily-Kinesthetic: Instruct students to pick up
In this lesson, you will also practice sentences using has. In these sentences the
person or subject possesses (has) something.
or point to classroom objects that are: white,
red, yellow, old, new, etc., using various lesson
vocabulary words.
Post-Lesson Activities:
• Have students take turns describing the colors
that another person is wearing.
• Write lesson vocabulary color words on the
3
board. Ask students to list items that contain
these colors. Then, have students write at
least one sentence using this information.
The Rosetta Stone English I
Quiz Unit 1 Lessons 3 and 4
Conversation:
I. Match each word with its opposite.
1. old a. short
• Ask students to discuss and describe the
2. black b. new different colors in the room.
3. long c. white
5. nine
airplane, house, red, blue, etc.
6. zero
9
Unit 1, Lesson 4
1-03 Descriptive Adjectives 1-04 Cardinal Numbers and
Counting 1–10
01 The fish is white. 01 three
The car is white. two
New Vocabulary The car is red.
The bird is red.
six
five
Content Integration:
Language Arts: Before class, cut out several Worksheet 1-04
slips of paper and write simple subject + verb I. Match the words with the pictures. A B
sentences; for example, “The boy jumped. The ____ 1. four and four
____ 3. ten
popular game of Taboo. Divide the class into ____ 4. one, two, three
C D E
group will choose a slip of paper with the ____ 6. four, five, six
____ 7. two F G
sentence written on it. He/she then gives up to ____ 8. three, three, three
five adjectives to describe the subject written ____ 9. six, seven, eight
on the slip of paper. The team then tries to guess ____10. three
H I J
12. 2 __________________________
misses either the subject or verb, the next team
13. 4 __________________________
has an opportunity to “steal” the points by having 14. 9 __________________________
one of their members give one clue. The player 15. 6 __________________________
19. 1 __________________________
10
The Numbers 1–10
Cardinal Numbers and Counting 1–10 1-04
New Vocabulary
Using Multiple Intelligence Strategies:
zero
one
Bodily-Kinesthetic: After writing the names
two and symbols for the numbers 1–10 on the
three
four board, ask students to arrange themselves
five
six according to the numerals you select. Direct
seven
eight students to announce the number of people in
nine
ten their groups.
Listen carefully and learn to say each number correctly. Knowing how to say and
hear the numbers is very important, because we use them every day when we buy
things or when we tell someone our telephone number.
Post-Lesson Activities:
The th on “three” may require special attention, and eight has an unusual spelling.
• Direct students to count (in unison as a class)
from one to 10, and also by odd numbers and
even numbers.
• Have students practice writing numerals and
their corresponding names.
• Direct students to review basic math facts,
such as addition and subtraction of one-digit
numbers.
Conversation:
4
• Encourage students to discuss the different
ways that numbers are used in daily life.
3. long c. white
• Post lesson vocabulary words for easy access
II. Yes or No?
and reference.
• Encourage peer review and peer tutoring.
1. 2. 3.
1. The car is old. 2. The woman is young. 3. The woman has long hair.
III. Write the number that comes immediately after the given number.
Example: seven eight
1. eight
2. one
3. three
4. four
5. nine
6. zero
11
Unit 1, Lesson 5
1-05 Singular and Plural: Nouns and 1-06 Numbers and Clock Time
Present Indicative Verbs
01 a girl 01 One girl is riding a horse.
girls Two men are riding horses.
New Vocabulary a boy
boys
One man is riding a motorcycle.
Two boys are jumping.
students can use to find articles. Have students ____ 3. The horses are walking.
C D E
____ 4. a baby
find an article of interest, and instruct them to ____ 5. A bird is flying.
cut it out of the newspaper. Have the student ____ 6. The car is white.
G
paste the article on a separate piece of paper ____ 7. girls
singular and plural, from the article. Have students ____10. bicycles
H I J
is a systematic method used to diversify, cate- 11. The horse is / are walking.
objects. Ask students to brainstorm items that 14. Women is / are singing.
are found in a grocery store. List 10–15 of the 15. The children is / are sitting.
student responses on the board. Ask students III. Fill in the blank.
is flying
Divide students into small groups, two to three 18. The cars _________________________________. is blue
students per group. Give students the pictures 19. The flower _________________________________. is sitting
12
Singular and Plural: Nouns and
Singular and Plural: Nouns and Present Indicative Verbs 1-05 Present Progressive Verbs
New Vocabulary
Content Integration (continued)
babies baby bicycle bicycles birds
boys cars child children dogs Group B, each animal reflects the characteristic
egg eggs eye eyes flower
flowers horses men singing sitting
of the group in which it is placed. Have
women students explain their classification system to
Grammar: Forming Plurals
Singular means one. Plural means more than one. Whether a word is singular or
the rest of the class.
plural is called number. Most nouns can be named in their singular or plural form.
In fact, it is important to say the right one in English.
When using a singular noun, like girl, always use an article with it. Use either a or Using Multiple Intelligence Strategies:
the, as in a girl or the girl. Do you remember what these articles mean?
If you mean to say more than one, as in more than one girl, convert girl to its plural Bodily-Kinesthetic: Divide vocabulary index
form by adding -s to make girls.
a bicycle bicycles
cards into “singular” and “plural” stacks,
an egg eggs
a car cars ensuring that each word corresponds to another.
Most plurals of nouns are formed this way in English, by adding -s. However, some
words change a vowel in their stem instead of adding -s.
Shuffle cards and place them face down on a
man (singular) men (plural) flat surface. Have students play the Memory
Can you find another noun that changes a vowel instead of adding -s? game and find matches of “singular” and
The word child has a special plural form; it adds -ren to form its plural.
child (singular) children (plural)
“plural” words.
If a noun ends in y, as in baby, change the y to i and add -es to form its plural.
This will always be true with nouns that end in y. Visual-Spatial: Have students divide a piece
baby (singular) babies (plural) of paper into two equal sections, with the
Finally, remember to match the noun in number with the verb.
The boy is jumping. The boys are jumping.
labels Singular and Plural at the top of the page.
Challenge them to illustrate lesson vocabulary
words, using the appropriate number of items
5 in each column. Instruct students to label
drawings using the correct spelling and form
of singular and plural words.
1. 2. 3.
Conversation:
• Have students work with a partner to take
turns sharing the sentences they wrote in the
4. 5. 6.
1. a. an egg b. eggs c. flowers d. a flower
Post-Lesson Activity. If a student uses a
2. a. children b. a child c. a woman d. women sentence with a singular noun, the partner
3. The children . a. are sitting b. is sitting c. are running d. is running
4. 5. 6.
1. The women are singing. 4. There are two plates.
• Move the hands of an analog clock and name I. Match the words with the pictures. A B
the corresponding time on the hour for ____ 1. Two men are riding horses.
students. Reinforce current and previous ____ 2. One man is riding a motorcycle.
– Distribute lists with words from Lessons ____ 5. The time is four o’clock.
– Have students write their words on the ____10. The time is seven o’clock.
H I J
board and pronounce them for the class.
– Recite the completed list in unison.
II. Circle the bigger number.
time zones around the world and list ten cities 14. twenty / two
from all over the world that fall into different 15. three / thirty
time zones. Using the research from the time III. Fill in the blank.
zone activity, instruct students to record the 16. There are two ____________________________.
blue
current time for each city. 18. One girl is ____________________________. plates
14
Numbers and Clock Time
Numbers and Clock Time 1-06
New Vocabulary
Using Multiple Intelligence Strategies:
balls
o’clock
fifteen
orange
fingers
plate
motorcycle
plates
number
riding
Bodily-Kinesthetic: Set the time to different
there thirty time twenty window hours (1:00 through 7:00), using an analog
windows
Grammar: “There is” and “There are”
clock. Have students practice saying the correct
There usually gives an answer to the question, where? “There are two plates” is a time. If there are not enough clocks for every-
little like pointing to where the plates are sitting. As in the previous lesson, if only
one plate is sitting there, say, “There is one plate,” or, “There is a plate.” one to practice in pairs, let students take turns
Usage: Telling Time
This lesson introduces how to say the time of day. You will often hear, “It is two
setting the clock.
o’clock.” It stands for the time, as in “The time is two o’clock.”
O’clock is an old form for saying “of the clock.”
Verbal-Linguistic: Instruct students to write
sentences about what they think people might
be doing around the world in their specific
time zones.
Post-Lesson Activities:
• Have students practice counting using
previously learned and current vocabulary.
• Using the paper plates colored by students,
display several of the same color. Ask
students to complete the following sentence:
“There are _________ _________ plates.”
6
number color
Ask students to share their answers. Repeat
several times.
The Rosetta Stone English I
Quiz Unit 1 Lessons 5 and 6
• Divide students into groups of three or four.
I. Fill in the blank with the word or words that best describe the photograph.
Pass out several colored plates to each group.
Encourage students to practice sentences that
describe various combinations of the color
1. 2. 3.
and number of plates, using lesson vocabulary
as a guide.
4. 5. 6. Conversation:
1. a. an egg b. eggs c. flowers d. a flower
4. The number is
.
.
a. are sitting
a. three
b. is sitting
b. four
c. are running
c. five
d. is running
d. six
• Describe the colors of classroom items.
5. The time is . a. two o’clock b. three o’clock c. five o’clock d. seven o’clock
• Count the number of people around them.
6. fingers a. ten b. fifteen c. twenty d. thirty
Modifications:
• Select two time zones in the United States for
1.
4.
The women are singing.
5.
4. There are two plates.
6.
students to compare and contrast.
2. The horses are walking. 5. The number is four.
• Direct students to use flashcards with:
3. Boys are jumping. 6. The time is seven o’clock.
15
Unit 1, Lesson 7
1-07 Questions and Answers; Personal
Pronouns; Present Indicative of “To Be”
01 Is the fish white? 06 Is the car old?
Yes, it is white. Yes, it is old.
New Vocabulary Is the car white?
Yes, it is white.
Is the car old?
No, the car isn’t old.
Include words from earlier lessons for addi- I. Match the words with the pictures. A B
Before they write the paragraph, have students ____ 8. Is the car white?
____ 9. Is he eating?
pick out a product such as a car, a house, or a ____10. Is the car old?
H I J
boat. As a class, brainstorm potential products
and make a list of student responses on the
board. Then, have students write a paragraph
II. Match the words.
persuading someone to buy the product of his
11. Is the boy jumping? Yes, _________________________________. it is not
or her choice. Have students exchange papers 12. Is the car white? Yes, _________________________________. she is not
with a partner and interview each other about 13. Is the woman sitting? No, _________________________________. it is
she is
Science: Have students work with a partner III. Fill in the blank with the correct question.
and play a game of Twenty Questions. One 16. _________________________________? Yes, it’s red.
student will choose an object in the classroom. 17. _________________________________? No, the car is not black. The car is pink.
characteristics of the item. The questions can 20. _________________________________? No, the car isn’t old.
only be answered with yes or no responses. ENGLISH Questions and Answers; Personal Pronouns; Present Indicative of “To Be”
16
Questions and Answers;
Questions and Answers; Personal Pronouns;
Present Indicative of “To Be” 1-07 verb “to be”
New Vocabulary
Using Multiple Intelligence Strategies:
eating
it’s
green
no
he
not
isn’t
she
it
they
Verbal-Linguistic: Develop a Twenty Questions-
this yes type game with students, to encourage mastery
Usage: Forming a Question
of question and answer formats.
A common way to form a question is to begin a sentence with the verb. In this
lesson we practice questions in which the verb is is or are. To form a question,
simply exchange the order of the subject and verb. Musical-Rhythmic: Have students create and
In the sentence, “The car is red,” the car is the subject and it comes first; is is the
verb, and it comes second. Word order of sentences is very important in English.
perform a rap-style song using a question-and-
The order in this example is normal word order: subject first, verb second. If the
order is changed, the meaning changes to make a question.
answer format.
The car is red. Is the car red?
The question mark at the end is an obvious sign that the sentence is a question,
but the verb in first position also tells you that the sentence is a question. Practice Post-Lesson Activities:
forming questions in this way.
An answer to the question, “Is the car red?” must be “yes” or “no,” but single word • Divide students into small groups. Pass out
answers are sometimes too blunt. We may want to add something to it in order
to be more polite or clear in communicating. For example, say, “Yes, it is red,” paper plates to each group. Have students
or “Yes, it is.”
Is the car red? Yes, it is.
take turns asking questions about the quantity
On the other hand, if the car is white, not red, extend your “no” answer by adding and color of the paper plates.
“it is not”: “No, it is not red.” To complete the correction, say, “It is white.”
Is the car red? No, it is not red. It is white. • Direct students to create posters that illustrate
The word it stands for the car. It is a pronoun, a short word that replaces a noun
and avoids annoying repetition. Use it only when replacing things, like cars, not the correct format for asking questions.
people. English has a set of personal pronouns that are used to refer to people.
She refers to a female, he refers to a male, and they refers to more than one of Display posters for student use as references
any gender. In English, the personal pronouns are the only words that use gender.
Remember to match the plural they with the plural verb are: “Yes, they are.” and resources.
Conversation:
7
• Ask students to prepare interview questions
for use with classmates.
1. 2. 3.
1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating.
III. Answer the questions below with one of the given responses.
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.
1. 2. 3.
4. 5. 6.
17
Unit 1, Lesson 8
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
apples cheese meat 02 The man is eating.
The man is drinking.
some gray hats
a purple hat
The woman is eating.
a white hat
bags drinking milk The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
bananas food pears The man is drinking water.
The girl is drinking milk.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
basket fruit strawberries 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
boxes grapes tomatoes The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
The man is drinking.
bread hat water 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
carrot juice with The man is drinking water.
The boy is eating bread and the girl is drinking
One woman is wearing a yellow raincoat and
one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 yellow bananas 06 One boy is wearing a blue shirt and one boy is
wearing a red shirt.
green apples and red apples
Both women are wearing blue shirts.
red tomatoes
Themes: yellow cheese
The woman is wearing a white shirt and a black
skirt.
The woman is wearing a white shirt and blue
07 red strawberries
Food and Drink red grapes
green pears 07
jeans.
The man and the woman are wearing bathing
yellow apples suits.
The man and the woman are not wearing bathing
08 Strawberries are food. suits.
Bread is food. The woman is wearing glasses.
Materials: Balls are not food.
A hat is not food.
08
The woman is not wearing glasses.
The girl is wearing one shoe.
The girl is wearing two shoes.
Index cards with vocabulary words from 09 bananas in a basket
bread in bags
The boy is wearing one hat.
The boy is wearing two hats.
apples in boxes
Lesson 1-08 tomatoes in a basket 09 The girls are wearing white shirts and black
skirts.
10 a table with food One girl is wearing a white dress and one is
Research materials a table with no food
a plate with food
wearing a red and white dress.
The girls are wearing dresses and hats.
Paper for painting a plate with no food
10
The girls are wearing black pants.
The girl is not wearing socks.
Paints The girl is wearing white socks.
The boy is not wearing shoes.
The boy is wearing shoes.
Graph paper 7
Paper plates
Magazines
Scissors
Worksheet 1-08
overhead projector. Ask students to tell you ____ 3. The man is eating.
C D E
____ 4. The man is drinking milk.
which of these items they enjoy by naming ____ 5. apples in boxes
Content Integration:
Social Studies: Students will research the II. Match the words.
another country. Have students compare the III. Fill in the blank.
prices of these particular products. 16. The girl is drinking _________________________________. are not food
are food
may work in groups or individually. Have
students re-design a restaurant menu. Give Food, Eating and Drinking; Direct Objects ENGLISH
18
Food, Eating, and Drinking;
Food, Eating and Drinking; Direct Objects 1-08 Direct Objects
New Vocabulary
Content Integration (continued)
apples
bread
bags
carrot
bananas
cheese
basket
drinking
boxes
food
sound more appetizing such as “heavenly,
fruit grapes hat juice meat delightful, juicy, etc.” Have students choose
milk pears strawberries tomatoes water
with five items from the menu and have them
Vocabulary: With
change the original title of the item to one
A new preposition is introduced in this lesson: with. It doesn’t tell where the action
occurs, as in and on do, but serves a more descriptive function. “A table with food” they choose. Have the students underline the
is a table that has food on it.
Grammar: Direct Objects
adjectives they use.
In Lesson 1-02 you learned to form present progressive verbs with -ing. Now you
may add objects to most sentences in present progressive tense. But be careful,
because not all verbs can take objects. You have learned, “The boy is jumping.” In
this sentence the boy is not jumping something. But if you say, “The boy is jumping
Using Multiple Intelligence Strategies:
rope,” you have added a direct object, rope. If another verb, like eating, is used,
as in “The boy is eating,” you may again add an object: “The boy is eating bread.” Verbal-Linguistic: Have students create a game
What is the boy eating? Bread. Bread is the object of his eating.
What other objects can you find in this lesson?
that uses the vocabulary words and their meanings.
Visual-Spatial: Instruct students to paint or
draw a still-life picture using various food items
and containers from this lesson.
Visual-Spatial: Direct students to cut out food
pictures from magazines. Hand students paper
plates, and ask them to fill these plates with the
“food” they have selected. Have students
describe their “meals” to each other.
9
Post-Lesson Activities:
• Have students write three sentences using
The Rosetta Stone English I
vocabulary words. Ask for volunteers to read
Quiz Unit 1 Lessons 7 and 8
aloud or write a sentence on the board. Help
I. Fill in the blank with the word that best describes the photograph. students determine whether or not there is a
direct object in each sentence.
• Ask students to describe various food items
1. 2. 3.
1. a. fruit b. milk c. meat d. bread
on food photos.
2.
3. The woman is .
a. strawberries
a. walking
b. apples
b. jumping
c. bananas
c. drinking
d. pears
d. eating
• Have students write down the food and
II. Yes or No?
beverage items presented in this lesson. Ask
them to take their lists home and mark the
items they have in their houses.
1. 2. 3.
1. The boy is eating bread. 2. The woman is drinking. 3. The man is eating. Conversation:
III. Answer the questions below with one of the given responses. • Encourage students to discuss their favorite
a. No, it is not. b. No, she is not. c. No, he isn’t. d. Yes, they are. e. Yes, it is. f. Yes, she is.
foods and beverages with their peers.
Modifications:
1. 2. 3.
• Use graphing software or websites to help
students create bar graphs.
4. 5. 6.
19
Unit 1, Lesson 9
1-08 Food, Eating and Drinking; 1-09 Clothing and Dress; Affirmative and
Direct Objects Negative Verb Forms; Direct Objects
01 fruit 01 a white hat
milk a black hat
New Vocabulary meat
bread
some black hats
some white hats
02 a black hat and a brown hat
bathing dresses purple skirt 02 The man is eating.
The man is drinking.
some gray hats
a purple hat
The woman is eating.
a white hat
both glasses raincoat skirts The woman is drinking.
03 The girl is wearing a white shirt.
03 The woman and girl are drinking milk. The woman is wearing a blue shirt.
brown gray shirt socks The man is drinking water.
The girl is drinking milk.
The woman is wearing a white shirt.
The woman is wearing a black hat.
The woman is drinking milk.
coat hats shirts some 04 The boy is eating bread.
04 The boy is wearing white pants.
The men are wearing blue jeans.
The men are wearing dark shirts and dark pants.
dark jeans shoe suits The horse is eating a carrot.
The man is eating. The woman is wearing a white shirt and blue
jeans.
The man is drinking.
dress pants shoes wearing 05 The man is drinking orange juice.
05 The woman is not wearing a coat.
One woman is wearing a red raincoat and one
The man is drinking milk. woman is wearing a purple raincoat.
The man is drinking water. One woman is wearing a yellow raincoat and
The boy is eating bread and the girl is drinking one woman is wearing a blue raincoat.
milk. The woman is wearing a black coat.
06 One boy is wearing a blue shirt and one boy is
Themes: 06 yellow bananas
green apples and red apples
red tomatoes
wearing a red shirt.
Both women are wearing blue shirts.
The woman is wearing a white shirt and a black
yellow cheese
Clothing 07 red strawberries
skirt.
The woman is wearing a white shirt and blue
jeans.
red grapes
green pears 07 The man and the woman are wearing bathing
yellow apples suits.
Materials: 08 Strawberries are food.
Bread is food.
The man and the woman are not wearing bathing
suits.
The woman is wearing glasses.
Balls are not food. The woman is not wearing glasses.
Clothing catalogs A hat is not food.
08 The girl is wearing one shoe.
The girl is wearing two shoes.
09 bananas in a basket
Scissors bread in bags
apples in boxes
The boy is wearing one hat.
The boy is wearing two hats.
tomatoes in a basket 09 The girls are wearing white shirts and black
Card stock 10 a table with food
skirts.
One girl is wearing a white dress and one is
a table with no food wearing a red and white dress.
Paper a plate with food
a plate with no food
The girls are wearing dresses and hats.
The girls are wearing black pants.
10 The girl is not wearing socks.
The girl is wearing white socks.
Mathematics: Give each student $250 and a ____ 4. The girl is not wearing socks.
catalog. Each student has to buy a complete ____ 5. The woman is wearing a white
shirt and blue jeans.
G
F
outfit with their money. Students need to list ____ 6. The woman is wearing glasses.
their outfits. Have each student label the ____10. some white hats
provide information about the traditional ____13. The girls are wearing raincoats.
clothing worn in that culture, its history, and ____14. The boy is wearing three shoes.
ENGLISH Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects
20
Clothing and Dress; Direct Objects
Clothing and Dress; Affirmative and Negative Verb Forms; Direct Objects 1-09
New Vocabulary
Using Multiple Intelligence Strategies:
bathing
dress
both
dresses
brown
glasses
coat
gray
dark
hats
Bodily-Kinesthetic: Instruct students to
jeans pants purple raincoat shirt organize and conduct a fashion show with
shirts shoe shoes skirt skirts
socks some suits wearing peers volunteering as models and narrators.
Usage: Numbers of Things
English uses a variety of words to indicate numbers of things. Some indicate a Musical-Rhythmic: Have students write song
definite number and others an indefinite number. Look for the following words in
this lesson. lyrics using vocabulary from this lesson and
some
a
more than two; several (indefinite)
one, just any one (indefinite)
previous lessons.
the one, a certain one (definite)
one just one, but not which one
both two, a certain two
two a certain number of items or people, but not which two Post-Lesson Activities:
-s more than one
Usage: Affirmatives and Negatives
• Display pictures of clothing items and have
Expressing contrasts is a useful method of making meaning clear. To do so, we students identify them.
often state the negative of what is real, what something is not or when something
is not occurring. Simply insert not before the -ing verb in present progressive
sentences. • Describe the clothing of someone in the
The girl is not wearing socks.
The woman is not wearing glasses.
room and have students guess the person
who is being described.
• Direct students to cut out pictures of
clothing from magazines or catalogs.
Encourage students to write descriptions
about each item.
10
Conversation:
• Ask students to pair up and describe their
own clothing, as well as their partner’s clothes.
The Rosetta Stone English I
Quiz Unit 1 Lessons 9 and 10
I. Fill in the blank with the word or words that best describe the photograph.
Modifications:
a. a white shirt b. dresses c. a white skirt d. white socks e. glasses • Reinforce vocabulary words in this lesson
using real clothing items whenever possible.
1. 2. 3. 4.
1. The girl is wearing . 3. The woman is wearing .
A. B. C.
D. E. F.
2. What are the women wearing? They are wearing white shirts.
21
Unit 1, Lesson 10
1-10 Who, What, Where, Which;
Interrogative Pronouns and Adjectives
01 Who is reading? 06 What color is this car?
The woman is reading. This car is red.
New Vocabulary Who is dancing?
The man is dancing.
What color is this car?
This car is yellow.
a student may answer #4 as Nicole has long I. Match the words with the pictures. A B
hair. Direct students to write down their question ____ 1. Who is reading?
and answer, in preparation for presentation to ____ 3. Who is under the table?
C D E
the class. ____ 4. Who is drinking milk?
a famous person they would like to interview. ____ 9. Where are the bananas?
any answers for their famous person’s questions 12. What food is this? ____________________________ are strawberries. the boy
through Internet research. 13. Where is the man? The man is ____________________________. the man has
14. Which child is eating bread? ____________________________ is eating bread. the airplane
Mathematics: Have students list the words: 15. What is flying? ____________________________ is flying. on the old house
Instruct them to keep track of the number of 16. ____________________________ horse is running? This horse is running. a. where
one day. Instruct students to place tally marks 19. ____________________________ is the white car? Here is the white car. d. who
in the appropriate column each time they hear 20. What are the women wearing? ____________________________ are wearing shirts. e. what
that question asked. Use this information to Who, What, Where, Which; Interrogative Pronouns and Adjectives ENGLISH
22
Who, What, Where, Which;
Who, What, Where, Which; Interrogative Pronouns and Adjectives 1-10 Interrogatives
New Vocabulary
Using Multiple Intelligence Strategies:
color
where
doing
which
here
who
these what Verbal-Linguistic: Instruct students to write
Usage: Forming Questions clues in a question format for a crossword puzzle.
In Lesson 1-07, you learned how to form questions by inverting the order of the
subject and verb in a sentence. That kind of question calls for a “yes” or “no” Visual-Spatial: Distribute graph paper for
answer. Another kind of question asks for information as an answer. The so-called
W-words or interrogative words ask for information. These words are: students to use when they create their crossword
who?
what?
asks
asks
for
for
the identity of a person or persons
the identity of an object puzzle answer sheet.
where? asks for location
which? asks for a distinction between choices
Sometimes these words function as pronouns and sometimes as adjectives. Post-Lesson Activities:
Who? can only be a pronoun. It substitutes for the name of a person.
Who is reading? Tom is reading. • Instruct students to list the words: Who?
What? may be a pronoun or an adjective. What? Where? Which? in columns at the top
What is flying? The bird is flying.
In the sentence, “What is flying?” what is a pronoun; it stands for “the bird.” of a sheet of paper. Have students write at
What food is this? This is bread. least two of each type of question.
But in the sentence, “What food is this?” what seeks to specify or name the food.
It modifies “food,” which makes it an adjective. • Direct students to cut out newspaper articles
Where? is not a pronoun or an adjective. It simply refers to the location of
something. A common answer uses “Here…” and answer the Who? What? Where? Which?
Where is the boy? The boy is under the table.
or, Here he is. questions that appear in these stories.
Which? is normally an adjective. A noun follows it.
Which car is blue? The old car is blue.
“Which car is blue?” asks for a name or description of the car.
Conversation:
• Instruct students to share their news articles
with each other. Encourage them to ask at
11
least two questions about the stories their
peers have chosen.
A. B. C.
D. E. F.
2. What are the women wearing? They are wearing white shirts.
2. black b. girl
3. long c. young
4. woman d. white
• Use index cards to review vocabulary. II. Fill in the blank with the word that best describes the photograph.
practice.
• Encourage role-play of scenes that require
students to use language skills. 6. 7. 8. 9. 10.
1. The boy is an airplane. a. seven
9. The woman is
the boy.
the car.
h. five
i. in
vocabulary words from past lessons. 10. The girls are . j. falling
Possible Assessments:
©2002 Fairfield Language Technologies
for accuracy. III. Change the words below from singular to plural.
Example: flower flowers
• Observe students as they participate in 1. egg
4. is
of the software lessons. 5. woman
fashion shows, reports, and other projects. Example: three + one four
1. two + six
4. ten – four
24
The Rosetta Stone English I
Test Unit 1 Lessons 6–10
2. apples
a. time
b. old woman
Tests
3. red c. number
2. book b. reading
3. horses c. riding
4. airplane d. drinking
5. pants e. wearing
1. 2. 3. 4. 5.
1. Is the cat white?
5. Is he eating?
1. 2. 3. 4. 5.
1. Who is drinking?
V. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
25
Crossword 1: 1-5
Unit 1 Review
ENGLISH
J D R B L A C K F E Y E M
AIRPLANE HAIR I C U E B I C Y C L E Z H
BABY HOUSE
BICYCLE READING
A U N D E R S O R Y R E H
BIRD RUNNING W N N Q L P F L O W E R A
BLACK SITTING
EGG UNDER A V I Y E L L O W B A O I
EIGHT WALKING
ELEPHANT WHITE
L S N O V A Y E O A D V R
EYE WOMAN K I G U B N I V W H I T E
FISH YELLOW
FLOWER YOUNG I T Y N A E N F S A N R W
FLYING ZERO
GIRL
N T T G E I G H T W G B O
G I E L E P H A N T N E M
O N G I R L G H O U S E A
P G G W F B I R D T Q J N
B A B Y D B X F I S H Q I
C D A R K K H E R E B R F
BOTH PANTS T C I W I W H O A D R U H
BREAD SHIRT
COAT SHOES S T R A W B E R R I E S F
COLOR STRAWBERRIES G T M T H E R E M N A W O
DARK THERE
DRINKING THESE L H O E E G M B T U D H O
EATING THEY
FOOD WATER A E T R R O P I H M T A D
GLASSES WHAT S Y O E E A A P E B O T H
HERE WHERE
MEAT WHICH S Z R Y W X N Q S E E M Q
MOTORCYCLE WHO
NUMBER E S C O A T T W E R A W N
S H Y A X M S H I R T P P
G O C O L O R N W H I C H
D E L N M E A T Y K N E I
D S E D R I N K I N G S A
ENGLISH ENGLISH
26
Across
1 3
4 6 7
Word Searches and Crosswords
1 8 10 13
9 15
16
8
19
5 21
Down
1
2 2 3
10 4 5
6 7 9 11
12
7 14 17
6 3
18 20
ENGLISH
Across
1 3 5 6 7
9 10 12 17
20
021 22 23
Down
1 2 4 8 10
11
30 13 14
15 15 16
20 18 19
ENGLISH
27
Unit 2 Overview
Lesson 2-02 People and Animals; Relative Pronouns: Who, That .................. 32
Seven new words.
Establishing larger categories and membership in these categories: animals, people, adult, and child.
Definitions, Negation.
Lesson 2-10 Verbs: Present Perfect and Future with “going to” .................... 48
14 new words.
Introduction of the present perfect tense.
Introduction of the going to future tense.
28
Scope and Sequence
29
Unit 2, Lesson 1
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
catching lying telephone The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
down pointing throwing The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
kicking rake writing The boy is catching the ball.
The boy in white is kicking the ball.
one adult and one child
two children
The boy in red is kicking the ball. three children
laughing smiling 04 The girl is riding. 04 one adult and two children
little talking The boy is riding.
The girl is jumping.
two adults
three adults
The boy is running. two children
05 The boy is smiling. 05 A dog is an animal.
The boy is drinking. A fish is an animal.
The woman is sitting. A girl is a person.
Themes: 06
The woman is running.
The woman is smiling. 06
A woman is a person.
A dog is not a person. A dog is an animal.
The woman is pointing. A fish is not a person. A fish is an animal.
People, Animals, Transportation The woman is reading.
The woman is talking on the telephone.
A girl is not an adult. A girl is a child.
A woman is not a child. A woman is an adult.
Pre-Lesson Activity: 10
the following on the board: I. Match the words with the pictures. A B
The bird is flying. The bird is ________. ____ 3. The man is riding.
C D E
____ 4. The girl is writing.
Ask students: “What other actions can these ____ 5. The birds are swimming.
animals perform?” List terms on the board; II. Match the words.
have volunteers read sentences aloud, filling in ____ 6. throwing a. laughing
burn the most calories: catching the ball, lying 14. The woman _________________________________.
15. The bird _________________________________.
talking
catching
down, throwing the ball, kicking the ball, IV. Describe each picture with a complete English sentence.
writing, smiling, talking, running, flying,
walking, reading, swimming, dancing, and
sitting. In small groups, have students research 16. 17. 18. 19. 20.
18. __________________________________________________________________________________________
30
More Verbs: Present Progressive
More Verbs: Present Progressive 2-01
Post-Lesson Activities:
• Write lesson vocabulary words on slips of
paper. Place in a small container and have
students select one piece of paper from the
container. Ask students to take turns acting
out their vocabulary word for the other
students to identify.
13
• Tell students to look at pictures in magazines
and explain them to each other.
1. 2. 3.
Modifications:
1. The man is the ball. a. riding b. catching c. throwing d. kicking
1. 2. 3.
4. 5. 6.
1. The girl is riding. 4. A dog is a person.
III. Fill in the blank with the word that best describes the photograph.
a. who b. that
1.
2. 3.
1. an animal is not a horse.
31
Unit 2, Lesson 2
2-01 More Verbs: Present Progressive 2-02 People and Animals; Relative
Pronouns: Who, That
01 The boy is throwing the ball. 01 He is a boy.
The woman is throwing the ball. She is a girl.
New Vocabulary The man is throwing the ball.
The man is throwing the boy.
He is a man.
She is a woman.
02 The woman is catching the yellow ball. 02 The boy is a child.
adult animal people that The man is throwing the ball.
The woman is catching the white ball.
The girl is a child.
The man is an adult.
adults animals person The boy is catching the rake. The woman is an adult.
03 The boy is throwing the ball. 03 two adults
The boy is catching the ball. one adult and one child
The boy in white is kicking the ball. two children
The boy in red is kicking the ball. three children
________ is a person.
________ is an animal.
10
Have students work individually to write ten
singular nouns (five for each category) that
correctly complete these sentences. Direct
students to take turns reading answers aloud. Worksheet 2-02
Science: Discuss the types of people and ____ 2. one person and one animal
students to list at least ten examples of each II. Match the words.
category. Students will then glue the pictures ____ 9. animals d. children
story placing the character in a situation. Have IV. Describe each picture with a complete English sentence.
32
People and Animals; Relative
People and Animals; Relative Pronouns: Who, That 2-02 Pronouns: Who, That
New Vocabulary Using Multiple Intelligence Strategies:
adult adults animal animals people
person that Visual-Spatial: Ask students to create an art
Grammar: Relative Pronouns project that features an adult, a child, and an
A relative pronoun connects a noun with a phrase that gives more information
about the noun. It functions as the subject of the phrase, and it matches the noun animal.
that it describes.
a person who is not a child Naturalist: Using the Y-chart from the previous
an animal that is not a cat
If the noun being described is a human being, use who. If the noun is not a human
activity, instruct students to label the different
being, but is an animal or thing, use that. species of the animals in the pictures they cut
from the magazines.
Post-Lesson Activities:
• List names of people and animals on the
board. Instruct students to use the words who
or that to write at least three sentences to
share with the class.
• Ask students “How many?” of a certain item
to review numbers.
Conversation:
14
• Have students discuss a trip to the zoo.
Modifications:
• Enlarge graphic organizers as needed.
The Rosetta Stone English I
Quiz Unit 2 Lessons 1 and 2 • Use poster board for a large Y-chart that
I. Fill in the blank with the word that best describes the photograph. categorizes objects for adult, child, and
animal. Cut out and glue pictures in the
appropriate places. Post the complete list for
1. 2. 3. student reference.
1. The man is the ball. a. riding b. catching c. throwing d. kicking
1. 2. 3.
4. 5. 6.
1. The girl is riding. 4. A dog is a person.
III. Fill in the blank with the word that best describes the photograph.
a. who b. that
1.
2. 3.
1. an animal is not a horse.
33
Unit 2, Lesson 3
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
big sofa tool wheel a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
box television truck a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
small tent umbrella a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: 05
a small umbrella
a small animal 05
The biggest circle is black.
The smallest square is red.
a big animal The smallest square is blue.
Sizes (Big and Small) and Colors a small person
a big person
The smallest square is yellow.
The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
a small box a yellow rectangle
a small boat a white rectangle
Materials: 07 a big television 07 a big rectangle
a big truck a small rectangle
Index cards with vocabulary words from a small hat
a big hat
a red circle
a green circle
Write the list of animals on the board or chart III. Fill in the blank.
paper for student use. Ask students to write a 11. a big wheel and a _________________________________ a big fish
12. a small number ________________________________ two
paragraph about an animal from the zoo 13. a big ________________________________ wheel umbrella
Language Arts: Have students write a IV. Describe each picture with a complete English sentence.
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
34
Big and Small; Nouns,
Big and Small; Nouns, Descriptive Adjectives 2-03 Descriptive Adjectives
New Vocabulary Using Multiple Intelligence Strategies:
big box small sofa television
tent tool truck umbrella wheel Verbal-Linguistic: Instruct students to choose
Grammar: Adjectives three items from the list and write them at the
Adjectives describe a noun; they modify or change a noun so that we have a better
picture of it in our minds. You may use more than one. top of their paper, creating three columns.
a big white wheel
a small animal
Instruct students to write adjectives in the
In English, adjectives come before the noun they modify. columns that describe each noun.
a small horse
a big blue wheel Visual-Spatial: Ask students to draw items they
consider big and small.
Post-Lesson Activity:
• Have students use imagery to write a
paragraph about an object listed on the board.
Conversation:
• Lead a discussion about students’ favorite
television shows.
Modifications:
15
• Provide students with a list of figurative
language to use while writing their
paragraphs.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
5. 6. 7. 8.
1. a horse a. big b. small
1. 2. 3. 4.
35
Unit 2, Lesson 4
2-03 Big and Small; Nouns, Descriptive 2-04 Shapes and Colors; Descriptive Adjec-
Adjectives tives: Comparative Nouns, Pronouns
01 a big car 01 a big circle
a man with a big fish a small circle
New Vocabulary a man with a big hat
a man with a big tool
a big square
a small square
02 a small car 02 The red circle is bigger than the blue circle.
bigger longer smaller than a small horse
a small tent
The blue circle is bigger than the red circle.
The square is bigger than the circle.
biggest rectangle smallest triangle a big ball and a small ball The circle is bigger than the square.
03 a big number two 03 The blue circle is smaller than the red circle.
circle shorter square a small number two
a big number one
The red circle is smaller than the blue circle.
The circle is smaller than the square.
a small number one The square is smaller than the circle.
04 a big horse 04 The biggest circle is red.
a small horse The biggest circle is blue.
a big umbrella The biggest circle is yellow.
Themes: a small umbrella The biggest circle is black.
05 a small animal 05 The smallest square is red.
Shapes and Colors a big animal
a small person
The smallest square is blue.
The smallest square is yellow.
a big person The smallest square is white.
06 a big box 06 a blue rectangle
a big boat a red rectangle
Materials: a small box
a small boat
a yellow rectangle
a white rectangle
items that match the shapes listed on the board. 12. The biggest _________________________________ is blue.
13. The smallest square _________________________________.
biggest
is bigger than
Record student answers underneath the 14. The _________________________________ circle is red. long
15. a woman with _________________________________ hair circle
corresponding shape.
IV. Describe each picture with a complete English sentence.
yellow
yellow
blue red
yellow
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
36
Shapes and Colors; Descriptive
Shapes and Colors; Descriptive Adjectives:
Comparative Nouns, Pronouns 2-04 Adjectives; Comparisons
New Vocabulary Using Multiple Intelligence Strategies:
bigger biggest circle longer rectangle
shorter smaller smallest square than Bodily-Kinesthetic: Prepare a scavenger hunt.
triangle
After students have completed this activity,
Usage: Comparison
Many adjectives can describe nouns in three gradations:
divide them into small groups. Each group will
big bigger biggest share objects they found by saying:
short shorter shortest
Big box simply describes the size of one box. We call it indicative. “This is a __________ _____________.”
Bigger box compares two boxes in size. We call this comparative.
color name of object
Biggest box compares several boxes, of which none is larger than this one. We call
this form superlative.
In making comparisons between two items, use the comparative -er and add than.
Visual-Spatial: Have students use shapes to
The blue circle is bigger than the red circle. create abstract art.
The square is smaller than the circle.
Post-Lesson Activities:
• Use an art print from Picasso or Mondrian to
have students identify colors and shapes.
• Direct students to identify the various shapes
that can be found in the classroom or
outdoors. Then, have students compare the
sizes of the various shapes and colors.
16
Conversation:
• Have students play the following guessing
game: One student describes an object in the
room using shape words and descriptive
The Rosetta Stone English I adjectives, while the others guess based on
Quiz Unit 2 Lessons 3 and 4
the given descriptions.
I. Fill in the blank with the word or words that best describe the photograph.
Modifications:
1. 2. 3. 4.
• Provide students with a list of items to
describe for the conversation activity.
5. 6. 7. 8.
1. a horse a. big b. small
1. 2. 3. 4.
37
Unit 2, Lesson 5
2-05 Left and Right; His and Her; 2-06 Verbs: Negative Forms
Possessive Adjectives
01 Two yellow balls are in her right hand. 01 The woman is running.
A yellow ball is in her left hand. The woman is not running.
New Vocabulary One yellow ball is in her right hand.
Two yellow balls are in her left hand.
This man has hair.
This man does not have hair.
02 The cup is in the woman’s right hand. 02 The girl is drinking.
clock microphone round The pen is in the woman’s right hand. The paper
is in her left hand.
The girl is not drinking.
This man is wearing a hard hat.
The woman has two balls in her left hand and This man is not wearing a hard hat.
cows neither sign two balls in her right hand.
The ball is in the woman’s right hand.
03 This woman is wearing a white hat.
This woman is wearing a black hat.
cup or singer’s 03 Where is the ball? The ball is in her left hand.
Where is the ball? The ball is in her right hand.
The boy is wearing a white hat.
The boy is wearing a black hat.
Where is the hat? The girl is holding the hat in 04 This woman is not wearing a black hat. She is
deer other something her right hand.
Where is the hat? The girl is holding a hat in her wearing a white hat.
This woman is not wearing a white hat. She is
left hand.
guitar paper turn 04 The woman is holding the telephone in her left
wearing a black hat.
The boy is not wearing a black hat. He is
hand. wearing a white hat.
hand parking U-turn The woman is holding the telephone in her right
hand.
The boy is not wearing a white hat. He is
wearing a black hat.
The girl has something in her right hand.
her pen warning The girl has something in her left hand.
05 This woman is not wearing a black hat.
This woman is not wearing a white hat.
05 One woman is pointing. She is pointing with her The boy is not wearing a black hat.
holding playing woman’s right hand.
One woman is pointing. She is pointing with her
The boy is not wearing a white hat.
06 This airplane is flying.
left hand.
kangaroos rectangular Both women are pointing. One is pointing with
her right hand and the other one with her left
This airplane is not flying.
The boys are jumping.
The boys are not jumping.
left right hand.
Neither woman is pointing. 07 This boy is not swimming. He is sitting in the
06 The microphone is in the singer’s right hand. airplane.
The microphone is in the singer’s left hand. This boy is not sitting in the airplane. He is
The man has one guitar in the right hand and one swimming.
This girl is not walking. She is riding the horse.
in the left hand. This girl is not riding the horse. She is walking.
Themes: 07
The man is playing the guitar.
No left turn
08 This boy is not swimming.
This boy is not sitting in the airplane.
No right turn
This girl is not walking.
Left and Right No parking
No U-turn
This girl is not riding the horse.
09 The woman is using the phone.
08 This clock is round. The girl is using the phone.
This clock is square.
This window is square. The woman is pointing.
The woman is not using the phone and she is not
Materials: 09
This window is round.
This sign is rectangular. 10
pointing.
The woman is not using the phone.
This sign is round.
The woman is not pointing.
Index cards with vocabulary words from This sign is square.
This sign is not rectangular, round or square.
The man is riding the bike.
The man is not riding the bike.
10 Warning, kangaroos
Lesson 2-05 Warning, cows
Warning, children
Traffic Signal Handout Warning, deer
12
Pre-Lesson Activities:
• Have students predict how many students in
Worksheet 2-05
the class are left-handed and how many are
right-handed. Take a quick survey and ask I. Match the words with the pictures.
____ 1. She is pointing with her
A B
– Distribute classroom items that represent 11. She is _________________________________ with her right hand. holding
12. The girl is _________________________________ a hat in her left hand. pointing
lesson words a pen, paper, a hat, a coat, etc. 13. Two yellow balls are in her _________________________________ hand. rectangular
14. No U-_________________________________. right
– Have one partner place an item to his/her 15. This sign is _________________________________. turn
left or right; instruct the other partner to IV. Describe each picture with a complete English sentence.
20. __________________________________________________________________________________________
38
Left and Right; Possessive
Left and Right; His and Her; Possessive Adjectives 2-05 Adjectives
New Vocabulary Content Integration:
clock cows cup deer guitar
hand her holding kangaroos left Language Arts: Ask students to research the
microphone neither or other paper
parking pen playing rectangular right
number of people throughout the world who are
round
U-turn
sign
warning
singer’s
woman’s
something turn left-handed, right-handed, or ambidextrous.
Grammar: Possessive Forms Instruct students to write a paragraph containing
The primary method of signaling that someone or something possesses something
is to add ’s.
interesting information about each category.
The ball is in the woman’s right hand.
The microphone is in the singer’s left hand.
Mathematics: Using data from the above
Another way is to use a possessive pronoun. Remember, pronouns in English must research, have students convert the numbers to
match the gender of the nouns they replace.
The ball is in her right hand. Whose right hand? The woman’s. percentages and create a circle graph to display
The microphone is in his left hand. Whose left hand? The male singer’s.
Here is a list of possessive pronouns. We will introduce them to you now, but you
the data.
will practice them in later lessons.
Personal Pronoun Possessive Pronoun
I my Using Multiple Intelligence Strategies:
you your
she her Bodily-Kinesthetic: With a partner, have
he his
it its students take turns holding objects in their
we
they
our
their
hands and asking: “How many _____________
The woman is pointing. She is pointing with her right hand. do I have in my right/left hand?” “In which
Where is the ball? It is in his right hand.
Both of the pronouns in the first example refer to “woman.” They match each other
hand am I holding the __________?”
in gender and number.
Designating right or left is very important in English, especially when giving
directions. Practice using them now. Which is your left hand? Which is your right?
Point to your neighbor’s right arm. Point to your neighbor’s left ear.
Post-Lesson Activities:
17
• Instruct students to write directions using the
words left and right. Ask students to create a
map that illustrates these directions.
The Rosetta Stone English I
• Hold up traffic signs and ask the meaning and
Quiz Unit 2 Lessons 5 and 6
shape of each one.
I. Fill in the blank with the words that best describe the photograph.
Conversation:
• Have students use possessive adjectives to
1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in . describe items they own.
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand
Modifications:
• Display vocabulary words that are color-
3.
3. The man is holding the microphone in . coded by parts of speech, to be used for
a. his right hand b. her right hand
c. his left hand d. her left hand student reference.
II. Yes or No?
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.
using magazine pictures that illustrate types of ____ 5. This man is wearing a hard hat.
activities. Ask students to describe their choices II. Fill in the blank.
using sentences like, “He is eating/not eating,” 6. The woman is wearing _________________________________.
7. The man is riding _________________________________.
not flying
are not jumping
“She is wearing/not wearing a hat,” etc. 8. The airplane is _________________________________. a black hat
9. The woman is using the _________________________________. has hair
Social Studies: Have students research the 10. The boys _________________________________. the bike
11. This man _________________________________. phone
evolution of telephones and bicycles over the
III. Fill in the blank.
last 50 years. 12. The boy is not wearing a black hat. _________________________________. He is swimming.
13. The boy is not sitting in the airplane. ________________________________. She is wearing a black hat.
14. The woman is not wearing a white hat. ______________________________. He is wearing a white hat.
15. This girl is not walking. _________________________________. She is riding the horse.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
40
Negation of Verbs
Verbs: Negative Forms 2-06
Post-Lesson Activity:
• Have students create a story using the
following sentence starter:
I am not wearing a___________ but I am
wearing a ___________________.
Conversation:
• Encourage students to practice proper
telephone etiquette.
18
Modifications:
• Have students work with a peer to match
sentences and magazine pictures.
I. Fill in the blank with the words that best describe the photograph.
1. 2.
1. The woman is pointing with . 2. Where is the hat? The girl is holding the hat in .
a. her right hand b. his right hand a. her right hand b. his right hand
c. his left hand d. her left hand c. his left hand d. her left hand
3.
3. The man is holding the microphone in .
a. his right hand b. her right hand
c. his left hand d. her left hand
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. The microphone is in the singer’s left hand. 6. The boy is not wearing a black hat.
He is wearing a white hat.
2. One woman is pointing with her right hand.
7. The airplane is not flying.
3. The clock is square.
8. The girl is not walking.
4. The woman is not running. She is riding the horse.
41
Unit 2, Lesson 7
2-07 Compound Subjects 2-08 More Prepositions
01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
but front of their sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
chairs ground off tractor The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.
06 The man and the boy are in the airplane. 06 The two bowls are beside each other.
The woman is walking and the man is riding a This cup is on the plate.
The number five is between the one and the
bike. zero.
The boys and girls are jumping off the table.
The medium-sized bowl is between the big bowl
Materials: 07
The boys and girls are standing on the table.
The woman and the boy have balls on their
and the small bowl.
• As a class, read the vocabulary words aloud. 09 The men and the women are standing.
The women are standing and the men are sitting.
09 The airplane is on the ground.
The airplane is above the ground.
The women and one man are standing and one The fish are around the diver.
man is sitting. The chairs are around the table.
• Have students complete Section I of the Quiz The men and one woman are sitting and one
woman is standing. 10 The man is behind the bicycle.
The man is beside the bicycle.
page for Lessons 2-05 to 2-06 to reinforce 10 The man and the woman are standing on the
wall. The bicycle is beside the car.
The bicycle is behind the car.
The man and the women are standing in front of
previously learned vocabulary. Offer practice the wall.
The women are standing on the wall.
The women are standing in front of the wall.
of compound subjects by displaying a list of 13
those who need help selecting verbs. Divide I. Match the words with the pictures. A B
____ 1. The boy and the girl are sitting
students into small groups; have them read on the ground.
sentences to each other. Monitor for correct ____ 2. The man and the boy have balls
on their heads.
C D E
structure and pronunciation. ____ 3. The boy is lying on the ground.
on the board sentences you selected from ____ 9. red and blue
____10. the shirt and the pants
d. the fish and the bird
e. green and white
various reading material and ask students to III. Fill in the blank.
copy them on their own paper. Have students 11. The woman and the dog are_________________________________. airplane
12. The women are standing in front of _________________________________. are red
copy five simple sentences and five compound 13. The man and the woman _________________________________. the wall
sentences. Ask students to identify both the 14. The car and the airplane _________________________________.
15. The man and the boy are in the _________________________________.
are dancing
walking
subject and verb in the simple sentences. Then, IV. Describe each picture with a complete English sentence.
ask students to identify the subjects, verbs, and
coordinating conjunctions in the compound
sentences. Instruct students to write a paragraph 16. 17. 18. 19. 20.
17. __________________________________________________________________________________________
topics could include movies, music, sports, 18. __________________________________________________________________________________________
food, etc. After the students have written their 19. __________________________________________________________________________________________
42
Compound Subjects
Compound Subjects 2-07
Conversation:
• Discuss weekend activities, using as many
19
compound subjects as possible.
Modifications:
The Rosetta Stone English I • Encourage students to write and role-play
Quiz Unit 2 Lessons 7 and 8
three compund sentences.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing
2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running
3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl
1. 2. 3. 4.
1. The man is between two women.
3. The man and the women are standing in front of the wall.
43
Unit 2, Lesson 8
2-07 Compound Subjects 2-08 More Prepositions
01 The man and the woman are dancing. 01 The man is in the truck.
The men and the women are dancing. The bananas are in the basket.
New Vocabulary The men are dancing.
The women are dancing.
The people are in the boat.
The people are not in the boat.
02 The man is sitting on the bicycle and the boy is 02 The boy is on the fence, and the man is on the
above bowls medium-sized sitting on the fence.
The man and the boy are sitting on the bicycle,
bicycle.
The hat is on the boy.
but they are not riding the bicycle.
around candy shelf The man and the boy are riding the bicycle.
The man and the woman are riding bicycles.
The children are on the table.
The ball is on the boy.
The pen is under the table. I. Match the words with the pictures. A B
Ask volunteers to act out these sentences, using ____ 3. two people without glasses
C D E
____ 4. The hat is on the boy.
the people and classroom items mentioned. ____ 5. a boy with a stick
after a force has been applied to the object. 12. The people _________________________________ the boat. bananas
13. This boy _________________________________ the tree. the bicycle
prepositions when creating a short story about IV. Describe each picture with a complete English sentence.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
44
Prepositions
More Prepositions 2-08
Modifications:
The Rosetta Stone English I
• Using photos of various activities, ask
Quiz Unit 2 Lessons 7 and 8
students to tell you, for example, whether
I. Fill in the blank with the word or words that best describe the photograph.
or not the boy is on the bicycle or under
the bicycle.
1. 2. 3. 4.
5. 6. 7. 8.
1. The man and the woman . a. is sitting b. are sitting c. is dancing d. are dancing
2. The girls and the boy . a. are jumping b. is jumping c. are running d. is running
3. are walking. a. The man and the woman b. The woman and the dog
c. The boy and the girl d. The girl
1. 2. 3. 4.
1. The man is between two women.
3. The man and the women are standing in front of the wall.
45
Unit 2, Lesson 9
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
The horse is jumping.
The horse has jumped.
02 human feet 02 The boy is falling.
arms elbow hands knees an ear
The man is touching the horse’s ear.
The boy has fallen.
The cowboy is falling.
brushing elbows head mouth elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
chin face his nose a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
combing feet horse’s to 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
ear girl’s human touching four arms
three arms
The horse is jumping.
The horse has jumped.
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Body Parts The man’s hand is on his head.
The young man’s elbows are on the table.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
an ear
The rider has fallen.
The boy is falling.
08 The girls are not going to jump. The boy is going
Large sheets of paper 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
The girls are not jumping. The boy is jumping.
This young man has food in his mouth. The girls have not jumped. The boy has jumped.
This young man does not have food in his The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
Pre-Lesson Activity: 09 He is touching his nose.
He is touching his mouth.
The man is drinking the milk.
The man has drunk the milk.
She is touching her eye. The boy is going to eat the bread.
• Direct students to complete Section I of She is touching her chin.
10 The boy is going to eat the bread.
10 The woman is brushing her hair. The boy is eating the bread.
Worksheet 2-09 in the Student Workbook, to The woman is brushing the girl’s hair.
The woman is combing her hair.
The boy has eaten some bread.
The boy is wearing a hat.
reinforce lesson vocabulary. Provide practice The woman is combing the girl’s hair.
five hands and six mouths I. Match the words with the pictures. A B
Ask students to share drawings and describe ____ 1. The man’s hands are on his knees.
Science: Have students research the skeletal II. Match the words.
the skeletal system and ask them to label ____ 8. two people’s fingers
____ 9. eyes
c. 5
d. 10
Language Arts: Provide students with a list III. Fill in the blank.
human body and ask them to look up the 13. The man’s hands _________________________________.
14. The woman is combing _________________________________.
c. on her knees
d. are on his knees
definition for each word. Then have students 15. The woman’s arms are _________________________________. e. the girl’s hair
use their definitions to create a personal IV. Describe each picture with a complete English sentence.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Head, Face, Hands and Feet; Possessive Nouns and Pronouns
46
Head, Face, Hands, and Feet;
Head, Face, Hands and Feet; Possessive Nouns and Pronouns 2-09 Possession
New Vocabulary Using Multiple Intelligence Strategies:
arms brushing chin combing ear
elbow elbows face feet girl’s Musical-Rhythmic: Ask students to create a
hands head his horse’s human
knees mouth nose to touching
song using a familiar melody, and lyrics from
Grammar: Possessive Forms (Review) past and present vocabulary.
Lesson 2-05 introduced possessive forms. Please review them now.
Remember that you show possession by adding ’s to the possessor.
The woman’s arms are on her knees. Post-Lesson Activity:
The young man’s elbows are on the table.
You can also use a possessive pronoun. • Divide the class into groups. Have each
He is touching his nose.
She is touching her eye.
group chose a leader and play Simon Says.
Conversation:
• Invite students to describe various action
photos using current and previously learned
vocabulary.
Modifications:
• Reinforce lesson vocabulary by asking
students to write a three-sentence story
about the creature they drew in the
Pre-Lesson Activity.
21
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth
2. She is touching . a. his eye b. her eye c. his mouth d. her mouth
3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .
II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet
1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .
III. Change the words in italics from present progressive to present perfect.
1. The boy is jumping. a. was jumping b. has jumped c. is going to jump
2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten
47
Unit 2, Lesson 10
2-09 Head, Face, Hands and Feet; 2-10 Present Progressive, Present Perfect
Possessive Nouns and Pronouns and Future with “Going To”
01 an eye 01 The woman is jumping.
a nose The woman has jumped.
New Vocabulary a mouth
a face
The horse is jumping.
The horse has jumped.
02 human feet 02 The boy is falling.
cowboy eat into an ear
The man is touching the horse’s ear.
The boy has fallen.
The cowboy is falling.
cut eaten jump elephant feet The cowboy has fallen.
03 a woman’s head 03 The girl is cutting the paper.
cutting fall jumped a hand
a man’s head
The girl has cut the paper.
The boy is jumping into the water.
hands and feet The boy has jumped into the water.
drink fallen rider 04 three hands 04 The horse is going to jump.
four hands The child is going to jump.
drunk going four arms
three arms
The horse is jumping.
The horse has jumped.
05 The man’s hands are on his knees. 05 The girl is going to cut the paper.
The man’s head is in his hands. The girl is cutting the paper.
The man’s hands are on the table. The girl has cut the paper.
Themes: One hand is on the man’s face and one is on his
elbow.
06
This girl is jumping.
The boy is going to jump into the water.
06 The woman’s arms are on her knees. The boy is jumping into the water.
Verb Tenses The man’s hand is on his head.
The young man’s elbows are on the table.
The boy has jumped into the water.
These boys are jumping into the water.
The man’s hands are on the table.
07 The rider is going to fall.
07 two eyes and a nose The rider is falling.
Materials: a nose and a mouth
a face
The rider has fallen.
The boy is falling.
an ear
08 The girls are not going to jump. The boy is going
Research materials 08 The child is holding a cup to her mouth.
The woman is holding a cup to her mouth.
to jump.
The girls are not jumping. The boy is jumping.
Paper This young man has food in his mouth.
This young man does not have food in his
The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
mouth.
09 The man is going to drink the milk.
09 He is touching his nose. The man is drinking the milk.
He is touching his mouth. The man has drunk the milk.
Pre-Lesson Activity: She is touching her eye.
She is touching her chin.
The boy is going to eat the bread.
10 The boy is going to eat the bread.
• Review current and previous vocabulary by 10 The woman is brushing her hair.
The woman is brushing the girl’s hair.
The boy is eating the bread.
The boy has eaten some bread.
The woman is combing her hair. The boy is wearing a hat.
challenging students to write Subject-Verb The woman is combing the girl’s hair.
– Divide students into groups of four; advise ____ 1. The boy and the girls are jumping.
them to work together as they develop four ____ 2. The girl has cut the paper.
the class list. Remind groups to check for ____ 5. The man is going to drink
the milk.
____10. is drinking
d. has eaten
e. have drunk
Language Arts: Explain to the students the III. Fill in the blank.
difference between past, present, and future verb 11. The boy is going to jump ____________________________.
12. The horse is ____________________________.
into the water
are not jumping
tenses. Write the following sentences on the 13. The girls ____________________________. has jumped
14. The woman ____________________________. jumping
board for the students to use as a reference: 15. The girl is going to ____________________________. cut the paper
17. __________________________________________________________________________________________
When you want to talk about tomorrow, use the 18. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Write a list of sentences on the board. Have the Present Progressive, Present Perfect and Future with “Going To” ENGLISH
48
Verbs: Present Perfect and
Present Progressive, Present Perfect and Future with “Going To” 2-10 Future with “going to”
New Vocabulary Content Integration (continued)
cowboy cut cutting drink drunk
eat eaten fall fallen going Social Studies: Have students research how
into jump jumped rider
various cultures have used natural resources
Grammar: Verb Tenses
English uses different verb tenses to express different times when something
in the past, how they are currently being used,
occurs: past, present and future.
and how they might be used in the future.
As we learned in Lesson 1-05, the present progressive tense is used to indicate
something that is happening right now and is continuing to happen. It is in
progress. Use is or are with a present participle (verb stem plus -ing) to form the
present progressive.
Using Multiple Intelligence Strategies:
The woman is jumping.
The boy is eating the bread. Visual-Spatial: Instruct students to create a
The present perfect tense expresses something that already happened and whose
state is true up to the present. It is “perfected” now, “present perfect.” To form the comic strip that illustrates the before, during,
present perfect, use the helping verb has (singular) or have (plural) with the past
participle of the main verb. and after of an activity.
The woman has jumped.
The boy has eaten the bread.
The girls have jumped into the water.
Note that the past participle is often formed by adding -ed to the verb, but not Post-Lesson Activity:
always. There are two classes of verbs, “weak” and “strong”. The -ed verbs are
weak. They are always formed in this way. • Ask students to share the comic strip they
The woman has jumped.
The girls have jumped into the water. created earlier with a peer.
Strong verbs, on the other hand, are irregular, and they must simply be memorized.
Often the vowel or the ending changes.
The boy has eaten.
The man has drunk the milk.
Conversation:
• Discuss past, present, and future tenses with
students by conversing about a variety of
events.
22
Modifications:
• Encourage students to role-play sentences
The Rosetta Stone English I from this lesson, to highlight the distinction
Quiz Unit 2 Lessons 9 and 10
among past, present, and future tenses.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. He is touching . a. his nose b. his mouth c. her nose d. her mouth
2. She is touching . a. his eye b. her eye c. his mouth d. her mouth
3. The man’s a. arm, knee b. hand, arm c. arm, head d. hand, head
is on his .
II. Fill in the blank with one of the following body parts.
a. hands b. arms c. mouth d. hair e. feet
1. 2. 3.
1. four . 2. hands and . 3. The woman is brushing her .
III. Change the words in italics from present progressive to present perfect.
1. The boy is jumping. a. was jumping b. has jumped c. is going to jump
2. The boy is eating the bread. a. is going to eat b. was eating c. has eaten
2. person
a. big
b. short
3. child c. animal
4. long d. left
5. right e. adult
Review Activities:
II. Fill in the blank with the word that best describes the photograph.
• Use index cards to review vocabulary.
• Review workbook pages.
• Choose activities that target skills in need of 1. 2. 3. 4. 5.
practice.
• Encourage role-play of scenes that require
6. 7. 8. 9. 10.
students to use language skills. 1. The boy is . a. circle
various lessons and seek answers as a class. 7. The circle is than the square. g. bigger
• Play question-and-answer games using 9. The boy in white is the rake. i. throwing
vocabulary words from past lessons. 10. The circle is than the square. j. smiling
• Note the amount and quality of class 2. Two balls are in her left / right hand.
• Check accuracy of completed Workbook 5. This is an animal who / that is not a dog.
3. She is a woman.
50
The Rosetta Stone English I
Test Unit 2 Lessons 6–10
I. Fill in the blank with the word that best describes the photograph.
Tests
1. 2. 3. 4.
5. 6. 7. 8.
III. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
1. The woman . a. is jumping b. is going to jump c. has jumped
1. 2. 3. 4.
1. The man and the woman are dancing.
51
Word Search 2: 1-5
W F V G H F E N C E B T E
ABOVE FRONT I N T O A R O K O A E A T
AROUND GOING
BEHIND HAVE
T H E I R O X H A C S E G
BESIDE HEAD H A R O U N D B E H I N D
BETWEEN HIS
BIKE HUMAN O V K M V T R U X C D Q O
CANDY INTO
COMBING KNEES
U E C O M B I N G I E P E
DOES MOUTH T J A A G E N M O U T H S
DRINK THEIR
EACH USING K U N D A T K O I D S A U
EAT WITHOUT
FENCE
C M D V A W H R N H A U S
N O Y K N E E S G N A R I
I A B O V E A Y U S I K N
N H U M A N D A H P W Q G
B U T H I S U H B I K E A
ENGLISH
52
Crossword 2: 1-5
Across Down
ENGLISH
Crossword 2: 6-10
Across Down
ENGLISH
53
Unit 3 Overview
54
Scope and Sequence
55
Unit 3, Lesson 1
2-11 Unit Two Review 3-01 Descriptions of People: Descriptive
Adjectives
01 The woman is smiling. 01 an older woman
The woman is pointing. a younger woman
New Vocabulary The woman is reading.
The woman is talking on the telephone.
a younger man
an older man
02 a person who is not a child
bald dancers runners younger a person who is not an adult
an animal that is not a cat
02 a group of dancers
two dancers
an animal that is not a dog a group of runners
blond fat straight 03 a big box
two runners
a big boat 03 This young man has short hair.
clown group tall a small box
a small boat
This young man has long hair.
The two young women have long hair.
One young woman has long hair and one young
curly older thin 04 The blue circle is smaller than the red circle.
The red circle is smaller than the blue circle. woman has short hair.
The circle is smaller than the square. 04 Who has short, black hair?
The square is smaller than the circle. Who has long, blond hair?
05 One woman is pointing. She is pointing with her Who has long, brown hair?
right hand. Who is bald?
06 The woman is using the phone. 06 Who has short, straight, black hair?
The girl is using the phone. Who has long, curly, black hair?
Who has short, curly, black hair?
The woman is pointing.
Materials: The woman is not using the phone and she is not
pointing. 07
Who has long, straight, black hair?
The man on the right is fat. The man on the left
07 The men and the women are standing. is thin.
Container The women are standing and the men are sitting.
The women and one man are standing and one
The women are thin.
The women are very fat.
Index cards man is sitting.
The men and one woman are sitting and one
The man on the left is fat. The man on the right
is thin.
woman is standing.
08 The man is beside two women. 08 The clown on the left is short. The clown on the
right is tall.
The man is between two women. The clown on the left is tall. The clown on the
The dog is between two people.
right is short.
Pre-Lesson Activity: 09
The dog is beside two people.
He is touching his nose.
The woman in red is short.
The woman in red is tall.
He is touching his mouth.
• Review vocabulary by directing students She is touching her eye.
She is touching her chin.
09 Which tall man is wearing glasses?
Which tall man is not wearing glasses?
Which short person is not wearing glasses?
to write three sentences about a fictional 10 The girls are not going to jump. The boy is going
to jump.
Which short person is wearing glasses?
The girls are not jumping. The boy is jumping.
character of their choice (person or animal), The girls have not jumped. The boy has jumped.
The boy and the girls are jumping.
10 The woman has black hair.
The woman has straight, blond hair.
The woman has curly, blond hair.
using descriptive terms from the current and The woman has gray hair.
on their paper. Then, have students describe their ____ 4. left d. short
7. __________________________________________________________________________________________
They tell what kind. 11. Who has short, ____________________________, black hair? bald
short hair
that shows an effective use of adjectives. (This ____16. Fat people are thin.
class is reading, a newspaper article, a speech ____19. Boys are shorter than men.
56
Descriptions of People:
Descriptions of People: Descriptive Adjectives 3-01 Descriptive Adjectives
New Vocabulary
Content Integration (continued)
bald
fat
blond
group
clown
older
curly
runners
dancers
straight
Have students write two paragraphs demonstrating
tall thin younger their ability to use adjectives effectively. Instruct
Usage: Descriptive Adjectives
students to trade these student-generated writings
As we learned in Lesson 1-03, adjectives modify nouns. They describe people,
places and things in a way that sharpens their images in our minds and helps us with another classmate who will review it. Have
to communicate more precisely. Let’s focus now on how to describe people.
The simplest construction places an adjective before the noun it describes. the student reviewer circle all adjectives contained
the old woman
a young man
in the writing.
As Lesson 2-04 showed, you can also express comparisons.
the older woman
a younger man Using Multiple Intelligence Strategies:
Further clarity can be expressed by indicating position, “right” or “left”.
Logical-Mathematical: Have students to create
the older woman on the right
the clown on the left data tables with the following headings: short
Note the differences between uses of has and is in these sentences:
This young man has curly hair.
hair, long hair, straight hair, curly hair, and
The man on the left is fat. bald. Ask students to count the classmates who
In the first example, the young man possesses hair that is curly. “Curly” modifies
“hair” as an adjective. In the second example, “fat” modifies “man,” as in “the fat fit into each category.
man,” but “fat” follows “is.” “Fat” is still an adjective. An adjective that follows is
or are is called a predicate adjective. Predicate is another word for verb. “Is” is a
predicate; therefore, the adjective that follows it is a predicate adjective. Visual-Spatial: Challenge students to make a
chart displaying the results of their data.
Post-Lesson Activity:
• Distribute to each student index cards with
24 another classmate’s name. Have students
write physical descriptions of their classmate
on the card. After students place the folded
cards in a container, ask them to select a
The Rosetta Stone English I
Quiz Unit 3 Lessons 1 and 2 different card and read descriptions aloud,
I. Fill in the blank with the word or words that best describe the photograph. while peers guess whom they are describing.
Conversation:
1. 2. 3.
• Have students describe their classmates using
vocabulary words.
4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair Modifications:
2. The man on the left is
The man on the right is
.
.
a. thin, fat b. thin, thin c. fat, fat d. fat, thin
• Display a list of descriptive words for student
3. The clown on the left is
The clown on the right is
.
.
a. short, tall b. tall, short c. short, short d. tall, tall
reinforcement and reference.
4. There are marbles. a. two b. few c. many d. no
1. 2. 3.
4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.
2. This woman has straight blond hair. 5. There are more people than horses.
3. This short person is not wearing glasses. 6. There are the same number of girls as boys.
57
Unit 3, Lesson 2
3-02 Quantities: Quantity Relationships 3-03 More Clothing
Instruct students to write down sentences and II.Describe each picture with a complete English sentence.
8. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Social Studies: Explain to the students that they III. Fill in the blank.
will be researching money and its historical origin. 11. There are the same number of girls ____________________________. than people
students will explore the cultural and historical 14. There are ____________________________ people than umbrellas. tables
in civilizations such as Egypt, China, Greece, ____17. There are fewer apples than bananas in a basket.
timeline, present their reports to the class, and ____20. The man has more hands than fingers.
(continued)
58
Quantities and Comparison
Quantities: Quantity Relationships 3-02 of Quantity
New Vocabulary
Content Integration (continued)
as
few
balloons
fewer
buses
how
coins
loaf
cowboys
loaves
Science: Instruct students to choose three items
many
several
marble
tables
marbles
umbrellas
more same from the new vocabulary. For each item students
Usage: Quantity Comparisons will list five properties.
We classify nouns as “countable” and “non-count” nouns. Water, for example, can-
not be counted; it is a non-count noun. In this lesson, we use only countable nouns.
The quantity of a countable noun can be designated by a counting number. Using Multiple Intelligence Strategies:
one boy
two loaves of bread Visual-Spatial and Logical-Mathematical:
ten bananas
Many and a few may also be used if the exact number is not known. Perhaps
Invite students to write fractions that describe
there are too many to count.
individual groups of apples, tomatoes, bananas,
many boys
a few loaves of bread
many bananas
balloons, and marbles as compared to the total
We can also express that there are none, using no. number of these items. Ask students to convert
no boys
no loaves of bread
this data into chart and graph forms.
no bananas
In Lesson 1-10 we learned the interrogative words who, what, when, where,
and which. We may add to that group the interrogative for asking about quantity:
how many…?
How many coins are there? Post-Lesson Activity:
How many marbles are there?
Note the use of there are. In the questions above, the two words are inverted in • Group bananas, apples, and tomatoes
order: …are there? The answers to the questions begin with There are or There is.
There are many coins.
together, and challenge students to write a
There is one marble. descriptive paragraph about these items.
25 Conversation:
• Have students discuss the quantities of
objects in the room.
The Rosetta Stone English I
Quiz Unit 3 Lessons 1 and 2
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Encourage students to write three sentences
using current and previous vocabulary words.
Ask students to read their entries aloud to you.
1. 2. 3.
4. 5. 6.
1. This young man has . a. long hair b. curly hair c. no hair d. short hair
2. The man on the left is . a. thin, fat b. thin, thin c. fat, fat d. fat, thin
The man on the right is .
3. The clown on the left is . a. short, tall b. tall, short c. short, short d. tall, tall
The clown on the right is .
1. 2. 3.
4. 5. 6.
1. This young man has curly hair. 4. There are many apples and no bananas.
2. This woman has straight blond hair. 5. There are more people than horses.
3. This short person is not wearing glasses. 6. There are the same number of girls as boys.
59
Unit 3, Lesson 3
3-02 Quantities: Quantity Relationships 3-03 More Clothing
is not wearing, using color nouns and clothing I. Match the words.
____ 1. socks a. eyes
vocabulary. Create two appropriate sentences ____ 2. shirt b. feet
Content Integration: II. Describe each picture with a complete English sentence.
clothing. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
Language Arts: As a class, describe the process III. Fill in the blank.
of doing laundry. Ask students to name the steps 11. The man ____________________________ is wearing a sweater. dress
Encourage student responses such as (1) Sort, 14. He is ____________________________ pants. with glasses
(2) Repair, (3) Pre-treat, (4) Wash, (5) Care, 15. The boy is wearing ____________________________. putting on
describing how to do laundry. Encourage students ____19. The woman is wearing a yellow top.
to be as specific as possible. Have students trade ____20. The baby is not wearing anything.
their directions with a partner to verify all the ENGLISH More Clothing
60
More Clothing
More Clothing 3-03
New Vocabulary
Using Multiple Intelligence Strategies:
another
sweater
anything putting shorts sock
Visual-Spatial: Challenge students to design
Vocabulary: Clothing and Colors an outfit and create an advertisement for it.
Practice using names of clothing and colors. What are you wearing today? Describe
each piece of clothing you are wearing by naming its color. What are the people
around you wearing?
Post-Lesson Activities:
• Have students create a display for their
clothing designs.
• Divide students into pairs. Ask each group to
describe their partner’s clothing to the class.
Conversation:
• Invite students to practice using the names of
clothing and colors by describing the features
of different articles of clothing.
Modifications:
• When designing outfits, divide students into
groups of four. Each group must design an
27
outfit for each one of the seasons.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat
1. 2. 3.
4. 5. 6.
61
Unit 3, Lesson 4
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers
01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
at church outside turning Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
building inside rope 03 How many children are jumping? Three children
are jumping.
Which is the black horse?
How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
How many children are jumping? Four children a brown dog
are jumping. a brown and white cat
How many children are standing on the table?
Themes: One girl is. 04 green grass and a green cap
yellow flowers
04 How many girls are wearing white shirts?
a red shirt
Inside, Outside, Under, On One is.
How many girls are wearing white shirts?
a white building
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
The horse is on purple.
How many boys are sitting down? Two are. The horse is on blue.
05 The girl is on the table. She is jumping rope. The horse is on red.
Materials: Three children are playing. They are playing
jump rope. 06 blue water
The children are on the table. They are not orange and yellow
Cardboard box playing jump rope.
The boy is running. He is not jumping rope.
yellow and black
green grass
06 The girl on the table is jumping rope.
Step stool The boy is turning the rope and the girl is
jumping.
07 two red flowers
two white and yellow flowers
The boy who is not jumping rope is running. a yellow, a red and a pink flower
The boy who is not running is jumping rope. pink flowers
07 This cat is outside. 08 three
Pre-Lesson Activity: This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
• Reinforce Lesson 3-04 vocabulary by 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
This is the outside of the church.
discussing the separate words for “inside,” This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
“interior,” “outside” and “exterior.” Have The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
students supply examples of the appropriate 10
This is the inside of the building.
Which boy is inside?
eight fingers
five
Which boy is outside?
use of inside, the inside, outside, and the Which children are outside?
Which children are inside?
outside. Suggest computer lessons, study
17
guides, worksheets, and word lists for
guidance.
students that they will be creating their own ____ 2. throwing b. a ball
maps. Discuss different types of maps and their ____ 3. talking c. a skirt
prepositions are used when giving directions. II. Describe each picture with a complete English sentence.
Have students create a treasure map that provides
directions to an imaginary location and an
imaginary treasure. Students should write the 6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
directions to the treasure on the back of their 7. __________________________________________________________________________________________
map; for example, “Start next to the tree,” or 8. __________________________________________________________________________________________
directions must have at least five steps and use 10. __________________________________________________________________________________________
Social Studies: Instruct students to research five 12. The children are ____________________________ the table.
outside
buildings in the community, writing sentences 14. Which children ____________________________? are
describing their purpose and location. 15. The children ____________________________ playing jump rope. standing on
62
Inside and Outside; Prepositions
Inside, Outside; Prepositions 3-04
New Vocabulary
Using Multiple Intelligence Strategies:
at
rope
building
turning
church inside outside
Visual-Spatial: Challenge students to create a
Grammar: Inside and Outside comic strip that features at least one preposition
Inside and outside are adverbs that tell where the action occurs. They tell where
something happens in relation to a building or other enclosure.“The cat is outside”
in each frame.
tells you that it is not in the house.
But be careful: inside and outside can also be nouns if preceded by the. In this
case, they express the interior or exterior of an enclosure. Complete the expression
with a prepositional phrase using of....
Post-Lesson Activities:
This is the inside of a house.
This is the outside of the church.
• Ask students to create a chart with the following
headings: inside, outside, under, on, and in.
Under each heading have students list objects
that are found in these places. Encourage
students to share and compare their charts, and
ask them to use complete sentences when
describing their choices.
• Give the students oral instructions of where
to place a pencil. This can also be done using
other classroom objects; for example, “Place
your pencil in your desk.”
Conversation:
28
• Have students discuss activities that occur
inside and outside.
I. Fill in the blank with the word or words that best describe the photograph.
• Provide local maps to help students locate
buildings in the community.
1. 2. 3.
4. 5. 6.
1. The man is wearing . a. a skirt b. a coat c. a sweater d. a hat
1. 2. 3.
4. 5. 6.
63
Unit 3, Lesson 5
3-04 Inside, Outside; Prepositions 3-05 More Colors and Numbers
01 The boy is sitting at the table. 01 What color is the egg? It is blue.
The boy is under the table. What color is the egg? It is yellow.
New Vocabulary The children are standing on the table.
The children are playing jump rope.
What color is the egg? It is red.
What color is the egg? It is pink.
02 Who is running? The men are running. 02 Which horse is the girl brushing? The brown
Who is sitting down? The boy is sitting down.
cap grass Who is running? The girls are running.
Who is jumping? The children are jumping.
horse.
Which is the white horse?
Which horse is eating? The gray horse is eating.
03 How many children are jumping? Three children Which is the black horse?
are jumping.
How many children are standing? Three children 03 a black and white dog
are standing. a black and white cat
Themes: How many children are jumping? Four children
are jumping.
How many children are standing on the table?
a brown dog
a brown and white cat
One girl is. 04 green grass and a green cap
Colors and Numbers 04 How many girls are wearing white shirts? yellow flowers
a red shirt
One is. a white building
How many girls are wearing white shirts?
Two are.
How many boys are sitting down? One is. 05 The horse is on yellow.
Materials: 05
How many boys are sitting down? Two are.
The girl is on the table. She is jumping rope.
The horse is on purple.
The horse is on blue.
The horse is on red.
Three children are playing. They are playing
Number line jump rope.
The children are on the table. They are not
06 blue water
orange and yellow
playing jump rope. yellow and black
The boy is running. He is not jumping rope. green grass
06 The girl on the table is jumping rope.
Pre-Lesson Activity: The boy is turning the rope and the girl is
jumping.
07 two red flowers
two white and yellow flowers
a yellow, a red and a pink flower
The boy who is not jumping rope is running.
pink flowers
• Direct students to complete Section I of the 07
The boy who is not running is jumping rope.
This cat is outside. 08 three
Quiz page for Lessons 3-03 to 3-04 for This cat is inside.
These flowers are outside.
seven
nine
These flowers are inside. four
vocabulary practice. Reinforce color words, 08 This is the outside of a house.
This is the inside of a house. 09 ten
nine
clothing terms, and the placement of This is the outside of the church.
This is the inside of the church. five balls
six balls
09 The boy is lying down outside.
compound adjectives by having students The boy is lying down inside.
This is the outside of the building.
10 one ball
two balls
describe clothing that is dual-colored; for 10
This is the inside of the building.
Which boy is inside?
eight fingers
five
Content Integration:
Science: Instruct students to write a brief report
explaining light refraction and how it occurs. Worksheet 3-05
that describes what their lives would be like if ____ 2. banana b. red
6. 7. 8. 9. 10.
6. __________________________________________________________________________________________
7. __________________________________________________________________________________________
8. __________________________________________________________________________________________
9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
64
More Colors and Numbers
More Colors and Numbers 3-05
New Vocabulary
Using Multiple Intelligence Strategies:
cap grass
Visual-Spatial: Help students devise color wheels
Vocabulary: Colors and Numbers
Practice asking questions and giving answers using colors and numbers.
with primary, secondary, and tertiary colors.
Here is a list of colors you have learned so far.
red
pink Post-Lesson Activities:
orange
yellow
green
• Challenge students to list all the color words
blue
purple
they have learned so far. Ask them to name
brown
gray
classroom objects that match these colors.
black
white • Use a number line to review the numerals one
Find each of these colors in the room you are in.
to 10.
Conversation:
• Encourage students to practice asking
questions using colors and numbers.
Modifications:
• Display a number line for reference and
reinforcement of numeral terms.
29
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
4. 5. 6.
1. The number is . a. seven b. three c. four d. nine
1. 2. 3.
4. 5. 6.
2. The cat is black and white. 5. These two cows are real.
Pre-Lesson Activity:
• Review terms for numbers, colors, animals, 18
Science: Discuss the life cycles of the various ____ 5. eight legs e. a fish
animals. Ask students to classify animals according II. Describe each picture with a complete English sentence.
7. __________________________________________________________________________________________
fication exercise to create a graph. Display the 8. __________________________________________________________________________________________
graph in the classroom for student reference. 9. __________________________________________________________________________________________
10. __________________________________________________________________________________________
66
Animals; Real and Not Real
Animals; Real, Not Real 3-06
New Vocabulary
Using Multiple Intelligence Strategies:
bear
goats
camel
herd
climbing
kangaroo
dragon
legs
giraffe
lion
Visual-Spatial: Instruct students to identify and
pigs
tiger
real
turtle
rocking sheep swan illustrate a food web or chain.
Vocabulary: Animals
If you can, go to a zoo today and name the animals in English. Or look at a nature
program on TV or read a nature magazine. How many of each kind of animal did Post-Lesson Activity:
you see? Did you see any animals that are not real? What were the animals doing?
In English we have names for groups of certain animals.
• Ask students to create an animal collage using
a herd of goats pictures from several magazines. Have them
a herd of cows
a
a
herd of elephants
herd of horses
take turns describing their choices to the class.
a flock of birds
a flock of sheep
a
a
pride of lions
school of fish
Conversation:
a pack of dogs
• Discuss students’ experiences with trips to
zoos or animal parks.
Modifications:
• Provide students with word lists and pictures
to foster retention of newly learned terms.
30
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
4. 5. 6.
1. The number is . a. seven b. three c. four d. nine
1. 2. 3.
4. 5. 6.
2. The cat is black and white. 5. These two cows are real.
67
Unit 3, Lesson 7
3-06 Animals; Real, Not Real 3-07 Being Human: Descriptive Adjectives
7. __________________________________________________________________________________________
use adjectives that describe emotion. Have 8. __________________________________________________________________________________________
students write two paragraphs about the person, 9. __________________________________________________________________________________________
those emotions in the pictures. Allow students III. Fill in the blank.
11. She is tired. ____________________________ is not tired. a. they
to present their paragraphs to the class. 12. Someone is ____________________________. b. and the dog
68
Being Human: Descriptive
Being Human: Descriptive Adjectives 3-07 Adjectives
New Vocabulary
Using Multiple Intelligence Strategies:
beautiful
hot
cold
hungry
full
rich
happy
sad
healthy
sick
Interpersonal: Ask students to design a “people
someone
weak
strong thirsty tired ugly collage” using pictures from various magazines.
Grammar: Predicate Adjectives Invite students to describe the people they
A predicate adjective is created by connecting a noun and an adjective with a to be
verb, like is or are.
chose to feature.
The woman is hungry.
The boy and the dog are happy.
Verbal-Linguistic: Challenge students to write
Usage: Opposites about their favorite fictional character.
Knowing the opposites of adjectives may help you to remember them.
hungry full
cold
strong
hot
weak
Post-Lesson Activity:
sick healthy
beautiful ugly • Invite students to describe a superhero using
happy sad
rich poor as many adjectives as they can think of.
Thirsty has no opposite other than not thirsty. Of course, using the negative form
“not” is always an option: not hungry, not strong, not happy, etc.
Conversation:
• Lead a discussion about opposites. Encourage
students to use many vocabulary words.
Modifications:
• Provide sentence starters for students to use
31
as they fill in the blanks with appropriate
adjectives.
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4.
5. 6. 7.
1. The man is . a. sick b. weak c. rich d. tired
2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy
2. beautiful b. healthy
3. happy c. strong
4. hungry d. full
5. weak e. ugly
69
Unit 3, Lesson 8
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
Descriptive Adjectives
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms
Research materials
19
Pre-Lesson Activity:
• Reinforce vocabulary with the following
assignment:
Worksheet 3-08
– Distribute index cards (one per student) I. Match the words.
10. __________________________________________________________________________________________
– Have students stand together when a match
III. Fill in the blank.
is made; call on pairs to read their combined 11. The mechanic is fixing the ____________________________. of his son
– Check for correct responses. 14. This man is getting money ____________________________. taking care
enough for the class. ____17. The nurse is taking care of a woman.
70
Professions and Human Conditions:
Professions and Conditions: Descriptive Adjectives 3-08 Descriptive Adjectives
New Vocabulary
Content Integration:
afraid
carpenter
baker
cook
baking
cooking
bank
dentist
care
doctor
Social Studies: Ask students to name some
embarrassed
nurse
fixing
officer
getting
pain
mechanic
police
money
proud
popular jobs. Encourage students to include
scientist
students
secretary
taking
son
teacher
station
teaching
student
teeth
some of the occupations from their vocabulary.
typing waiter working List the responses on the board. Have students
Usage: Professions
describe the jobs they recognize from the list.
Which words above name a person’s profession? Can you say what each one does?
Note that many names of professions have certain suffixes. Help them by describing the occupations no
-ist dentist
scientist
one understands. You can use famous people
-er baker (from to bake) or companies to help introduce some of the
teacher (from to teach)
waiter (from to wait on tables or customers in a restaurant) occupations. For instance, for “writer” you can
But be careful. Someone who cooks is not a “cooker.”
say “Shakespeare.” For “flight attendant” you
Usage: Idioms
Like other languages, English has many idioms. Idioms are phrases which mean
may say, “could work for American Airlines or
something different from their literal meaning or which have special meanings.
Here are some from this lesson.
British Airways.” Have students copy the list of
to be in pain He is in pain. (something hurts) occupations and descriptions from the board.
to be proud of The man is proud of his car. (to admire, to think a lot
of something or someone)
to take care of The nurse is taking care of the man. (to treat, make Language Arts: Ask students to name some
well; also to care for)
to work on The dentist is working on the man’s teeth. (to fix, repair occupations they would like to have in the future.
or manipulate)
Each of these idioms uses a particular preposition. The prepositions cannot be
Using present simple tense, have students write
replaced with another or switched around.
at least two paragraphs describing their dream
job and what a typical day would include. Allow
32
time for students to research their dream jobs.
Post-Lesson Activities:
5. 6. 7. • Give students a Venn diagram to compare
1. The man is . a. sick b. weak c. rich d. tired
professions from the student information.
2. They are and a. happy, cold b. cold, tired c. hot, tired d. strong,
. happy
3. happy c. strong
Modifications:
©2002 Fairfield Language Technologies
71
Unit 3, Lesson 9
3-08 Professions and Conditions: 3-09 Body Parts and Pictures
Descriptive Adjectives
01 a doctor 01 one arm
a nurse two arms
New Vocabulary a mechanic
a student
three arms
four arms
– Give extra credit to those who used all four ____ 2. real flowers b. a statue of a horse
d. a picture of a man
Content Integration: II. Describe each picture with a complete English sentence.
10. __________________________________________________________________________________________
sentences about one animal. These sentences 13. Her ____________________________ are covering her eyes. c. the wall
could include where the animal lives, what it 14. The pictures are on ____________________________. d. is a statue
72
Body Parts and Pictures
Body Parts and Pictures 3-09
New Vocabulary
Using Multiple Intelligence Strategies:
arm
foot
cats
person’s
covering
picture
elephant’s
pictures
floor
rabbit
Bodily-Kinesthetic and Musical-Rhythmic:
statue Play the “Hokey Pokey” with the class.
Grammar: “There is” and “There are”
Practice the special English construction there is…, there are… These phrases Linguistic: Read information to the class about
simply declare that something exists. The question form is Is there…? or
Are there…? the various body parts.
Are there six fingers? Yes, there are (six fingers).
Is there a picture of cats on this shirt? Yes, there is (a picture of…).
Grammar: Demonstrative Pronouns Post-Lesson Activities:
Note the use of this and these. They are demonstrative pronouns. They point to
something or demonstrate which particular item or person is being discussed. • Divide the class into pairs or groups of four
This is singular and these is plural; they must match what they refer to in number.
This is a picture of flowers. and have them play the game Operation and
These are real flowers.
identify the body parts as they remove them.
Conversation:
• Invite students to work with a partner asking
each other questions using an “Are there?” or
“Is there?” format: “Are there three dogs in
the picture? Yes, there are three dogs in the
picture. Is there a book on the table? No,
there is not a book on the table.”
33
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
1. . a. a horse’s b. a person’s c. a person’s d. an elephant’s
legs arms legs legs
1. 2. 3.
4. 5. 6.
1. These are real flowers. 4. It is six thirty.
A. B. C.
73
Unit 3, Lesson 10
3-10 Clock Time, Time of Day 3-11 Unit Three Review
Quiz page for Lessons 3-09 and 3-10 to 10 It is almost ten thirty. It is morning.
It is almost eleven thirty in the morning.
10 It is seven o’clock.
It is a quarter past seven.
reinforce the concept of clock time. Reinforce It is a little past five o’clock. It is afternoon.
It is a quarter to nine. It is night.
It is seven thirty.
It is seven forty-five.
instead of a 12-hour clock. Explain that military ____ 3. a quarter past seven c. 4:15
time numbers the 24 hours of the day from 1 to ____ 4. three thirty d. 2:00
7. __________________________________________________________________________________________
74
Clock Time, Time of Day
Clock Time, Time of Day 3-10
New Vocabulary
Using Multiple Intelligence Strategies:
afternoon
morning
almost
night
eleven
past
forty-five
quarter
just
Logical-Mathematical and Visual-Spatial:
Usage: Telling Time Using the hands of an analog clock as an angle,
Remember, “o’clock” is an old form for “of the clock.” It refers to time on the hour,
when the minute hand is on 12, not some time before or after the hour.
ask students to identify the angle as acute, obtuse,
There are a variety of ways to express time in English, which must be confusing to or right. Then ask them to estimate and measure
the learner. Here are some tips.
To express the half hour, simply say “thirty” after the number of the hour. Always the angles.
think thirty minutes after the hour, not before.
It is three thirty. 3:30 Intrapersonal: Ask students to identify their
It is five thirty. 5:30
You may also say, “It is half past three,” or “It is half past five.”
favorite time of day. Challenge students to draw
Minutes past an hour can be stated very precisely by giving the hour followed by an illustration depicting their favorite part of the
the minutes.
It is two fifteen. 2:15
day and then to write a paragraph describing it.
It is seven forty-three. 7:43
“To,” “past” and “after” tell time on either side of the hour.
It is a quarter to nine. 8:45 Post-Lesson Activities:
It is ten past five. 5:10
It is twenty after nine. 9:20 • Instruct students to use the analog clock to
Times of fifteen minutes before or after the hour are usually expressed using
“quarter”. identify the correct time while you adjust the
It is a quarter to eight. 7:45
It is a quarter past seven. 7:15 clock to different time settings.
But also:
It is seven forty-five.
It is seven fifteen.
7:45
7:15
• Ask students questions about the time. Example:
“What time do you go to bed? If it is 2:00 p.m.
in the Central Time Zone, what time is it in
the Pacific Time Zone?” List the responses on
34
the board.
Conversation:
The Rosetta Stone English I • Invite students to discuss their daily routines.
Quiz Unit 3 Lessons 9 and 10
Example: “I wake up at 7 o’clock. I eat
I. Fill in the blank with the word or words that best describe the photograph.
breakfast at 8 o’clock.”
1. 2. 3.
Modifications:
1. . a. a horse’s
legs
b. a person’s
arms
c. a person’s
legs
d. an elephant’s
legs
• Use a map that illustrates time zones.
2. The hat is on his . a. head b. foot c. hand d. mouth
1. 2. 3.
4. 5. 6.
1. These are real flowers. 4. It is six thirty.
A. B. C.
2. fat
a. few
b. more
3. tall c. short
4. older d. straight
7. outside g. on
students to use language skills. 1. There are more runners than eggs. Yes or no?
• Provide time for conversation practice with 3. There are as many horses as runners. Yes or no?
• Challenge students to create questions from 6. What color are the umbrellas?
various lessons and seek answers as a class. 7. How many horses does the woman have?
Possible Assessments:
• Conduct Mini-Assessments in Lessons 3-05 ©2002 Fairfield Language Technologies
and 3-10.
• Observe students as they participate in
activities. Note areas of difficulty and Test Unit 3 Lessons 1–5
pages, Quizzes, and Tests. IV. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. The man is a sweater. a. dress
5. He is wearing . e. skirt
76
The Rosetta Stone English I
Test Unit 3 Lessons 6–10
3. sad c. cold
4. hot d. thin
5. ugly e. proud
6. fat f. strong
7. teacher g. sick
8. embarrassed h. happy
A. B. C. D. E.
1. It is eight o’clock.
2. It is seven thirty.
3. It is two fifteen.
4. It is a quarter to three.
III. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4.
1. Many are standing. a. cows b. horses c. camels d. sheep
IV. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
5. 6. 7. 8.
1. She is a . a. arms
7. She is a . g. doctor
8. He is a . h. real
77
Word Search 3: 1-5
A S B M G R P O L I C E P
AFRAID PAIN H I E Q T T I R E D O N A
AFTERNOON POLICE
ALMOST QUARTER
U C A N E Z R D S P H W I
BEAUTIFUL SICK N K U I A N U O O M A E N
COLD SOMEONE
DOCTOR STRONG G P T G C L M C M O P A W
FIXING STUDENT
HAPPY TEACHER
R C I H H S O T E R P K F
HEALTHY THIRSTY Y A F T E R N O O N Y S H
HUNGRY TIRED
MONEY UGLY Z Q U A R T E R N I U T E
MORNING WEAK
NIGHT
R D L F N K Y X E N G U A
R S T R O N G S S G L D L
V J A A L M O S T F Y E T
F I X I N G R U C W N N H
C O L D C W T H I R S T Y
ENGLISH
78
Crossword 3: 1-5
Across Down
ENGLISH
Crossword 3: 6-10
Across Down
ENGLISH
79
Unit 4 Overview
Lesson 4-01 Questions and Answers: Questions with “to be” and “what” .... 82
Nine new words.
Inquiries about conditions and activities. Questions answered affirmatively and negatively.
Explanations in response to general questions. Inquiries to identify animals.
Lesson 4-10 Prepositions and Objects of Prepositions: With and Without.. 100
Six new words.
With and without.
Use and not use.
80
Scope and Sequence
Enrichment/Unit Projects: 3. Explain to the class that they will be doing a role-
playing activity that will help them practice making
1. Begin by discussing holidays that are celebrated
plans. Divide the class into two groups: callers and
in different cultures. Challenge students to create a
receivers. Set up the classroom so that there are two
new holiday and describe the purpose of the holiday.
rows of chairs. The receivers will sit in the chairs
Why would people celebrate it? Encourage students
facing the wall and the callers will sit behind them.
to generate ideas by discussing ways they feel their
The receivers should have their names taped onto
culture, gender, or generation needs to be better
the back of their chairs if the students are not too
understood, appreciated, or celebrated. Tell students
familiar with each other.
they can also combine aspects of other cultures into
the creation of the new holiday. After the initial Callers will sit behind a receiver and tap on that
brainstorming, have students work in pairs to develop receiver’s shoulder. Receivers will answer, and they
the holiday. Have students construct a booklet that will either make plans to do something with the
explains the elements of their holiday. Each booklet caller or provide a reason explaining why they are
should include the following: unavailable. After they hang up the phone, the caller
stands up and waits for the next available chair
a. Purpose of the holiday
behind a receiver and tries the conversation again. As
b. Background/history/founders more and more phone calls are made, the schedules
c. Date(s) of the holiday should start filling up, and it will become harder and
d. Decorations and/or colors involved harder for the students to negotiate a time to meet.
e. Foods associated with the holiday List possible activities on the board. Have the callers
choose at least five things they would like to ask
f. Symbol to represent the holiday the other person to do. The receivers will make a list
g. International or U.S. holiday of at least five things they would not like to do; for
Along with the above requirements, students can example, watch a movie, watch a play, play tennis,
include any other pertinent information about their play golf, eat lunch, drink coffee, have dinner, go to a
holiday. Booklets should be constructed by folding concert, go to a museum, go to an art gallery, go to
construction paper in half lengthwise. The symbol the beach, dance, shop, swim, etc.
for the holiday should be on the front of the booklet. Callers will make calls and ask receivers to do the
When the booklets are completed, have students activities that they listed. If the receivers are not busy
share their creations with the class. and they want to do the activity (i.e., the receivers
2. Family Tree — Have each student research their didn’t list the activity), then the receivers accept the
family. Students may use poster board or construction proposal and both parties negotiate a time and place.
paper to create a visual to illustrate each family tree Have students keep a schedule of when they have
along with written information in a report format. made plans to meet.
Have each student share a story about their family,
providing information about where the people in their
family are from, their ages, and the different cultures
that are present in their family tree.
81
Unit 4, Lesson 1
4-01 Questions and Answers:
Interrogative Form of Verbs
01 Is the woman walking? 06 What is the boy doing?
Yes, she is walking. He is playing with his father.
New Vocabulary Is the boy smiling?
Yes, he is smiling.
What is the boy doing?
He is walking.
Are the children playing? What is the boy doing?
can pony up Yes, they are playing. He is lying down.
Is the woman smiling? What is the boy doing?
father side upside Yes, she is smiling. He is playing with his dog.
article from a newspaper. When they have 6. Is a fish drinking milk? ________________________________________________________________________
completed the article, ask the students to write 7. Is a statue playing with a dog?__________________________________________________________________
four questions, each one containing Who?, 8. Is a fish riding a bicycle? ______________________________________________________________________
interview questions for a famous person. Have 15. Is an elephant putting on a sweater? ____________________________________________________________
students work with a partner, each one taking II. Describe each picture with a complete English sentence.
turns being the interviewer and the famous
person. Instruct students to conduct an interview
of their partner and record their answers on 16. 17. 18. 19. 20.
paper. Students will switch roles when all the 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
questions are asked and answered. 18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
82
Questions and Answers: Questions
Questions and Answers: Interrogative Form of Verbs 4-01 with “to be” and “what”
New Vocabulary
Using Multiple Intelligence Strategies:
can
smile
father
up
may
upside
pony
violin
side
Visual-Spatial: Have students make their own
Usage: Questions and Answers crossword puzzle using a question-and-answer
There are several ways to form questions. format. Students can trade and solve each
The first way is to use the present progressive tense and invert the usual order of
the subject and verb. other’s puzzles.
The woman is walking. Is the woman walking?
The children are playing. Are the children playing? Verbal-Linguistic: Ask students questions about
The answer to these questions is either “yes” or “no”. A short answer is acceptable.
Yes, she is. (Walking is understood to follow, but doesn’t need to be stated.)
the pictures from the magazines or newspapers.
No, they aren’t. (Playing is understood.)
Sometimes answers of “no” may be followed by the correct information.
Is the bike upside down? No, it is right side up.
Is the man riding a horse? No, he is walking.
Post-Lesson Activity:
What plus is/are… doing? calls for an answer regarding someone’s activity.
Answer in the present progressive tense.
• Instruct students to participate in a question-
What is she doing? She is running. and-answer game in the style of Jeopardy.
What are they doing? They are riding horses.
What is the man doing? He is putting on his sweater.
Is without a companion -ing verb forms a question that asks about identity, about
something’s existence. Conversation:
Is it a pony? Yes, it is a pony.
Is it a dog? No, it is a cat. • Have students discuss what someone is doing
in a magazine advertisement.
Modifications:
• Allow students to use graph paper to construct
35 crossword puzzles.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. What are they doing? a. They are running. b. They are riding.
c. They are jumping. d. They are walking.
2. He is playing with his dog. a. Who is the man? b. Who is the boy?
c. What is the man doing? d. What is the boy doing?
3. His hands are and his feet a. together, apart b. apart, apart
are . c. together, together d. apart, together
2. bent b. straight
3. open c. apart
1. 2. 3. 4.
1. Are the children jumping?
83
Unit 4, Lesson 2
4-02 Open–Closed, Together–Apart, 4-03 Numbers to One Hundred
Straight–Bent
01 The car door is open. 01 one
The car door is closed. two
New Vocabulary This woman’s eyes are open.
This woman’s eyes are closed.
three
four
(some of these objects need to be able to bend) The feet are apart. 07 sixty
seventy
07 The man’s legs are together. eighty
Magazines The man’s legs are apart.
The boy’s legs are together.
ninety
The boy’s legs are apart. 08 seventy-five
eighty-five
08 The hands are apart and the feet are apart. ninety-five
The hands and feet are together. one hundred
Pre-Lesson Activities: The feet are apart and the hands are together.
The feet are together and the hands are apart. 09 twenty-two
thirty-two
• Use vocabulary from Lesson 4-02 and earlier 09 The man and woman are together.
The horses are together.
forty-two
fifty-two
The man and woman are apart.
lessons to create an “exercise routine” for The horses are apart. 10 forty-six
sixty-six
10 The woman’s arms are straight. eighty-six
students. Give directions (see below for The woman’s arms are bent.
The man’s legs are bent.
one hundred
Example: Are the woman’s feet apart? No, the woman’s feet are not apart.
Language Arts: Prepare word-cards by writing 2. Are the woman’s eyes closed? Yes, ______________________________________________________________
opposite on another index card. Make sure 5. Is the man’s hand closed? Yes, ________________________________________________________________
there is a card for each student and there is an 6. Are the man’s hands together? No, ______________________________________________________________
down on each student’s desk. Tell the students 9. Are the boys together? Yes, ____________________________________________________________________
that each word-card has a partner word-card. 10. Are the woman’s arms straight? Yes, ____________________________________________________________
their partner word. Once their partners have 13. How many legs does a lion have? ______________________________________________________________
been located, the students will sit together and 14. How many eyes does a person have? ____________________________________________________________
write clues about their words. Have students 15. How many arms does a person have?____________________________________________________________
read their clues to the rest of the class and when II. Describe each picture with a complete English sentence.
18. __________________________________________________________________________________________
the students label each column with opposites: 19. __________________________________________________________________________________________
Ask students to create a list of things that fit Open–Closed, Together–Apart, Straight–Bent ENGLISH
84
Open–Closed, Together–Apart,
Open–Closed, Together–Apart, Straight–Bent 4-02 Straight–Bent
New Vocabulary
Using Multiple Intelligence Strategies:
apart
open
bent
toes
boy’s
together
closed door
Musical-Rhythmic: Instruct students to create
Usage: Open–Closed, Together–Apart, Straight–Bent a song with their new vocabulary words:
Opposites may help you to remember these adjectives. opposites: open/closed, together/apart, and
open closed
together apart straight/bent.
straight bent
These kinds of descriptions of people and objects in relation to each other or Verbal-Linguistic: Using the pairs of opposites
to position use predicate adjectives. That is, they take the form: subject + is or
are + adjective. the students just learned, have the class brainstorm
The feet are apart.
The woman’s arms are straight.
sentences using both words in the same sentence.
Post-Lesson Activities:
• Ask students to use objects as well as their
hands, feet, legs, and arms to demonstrate
the new vocabulary.
• Have students use magazine pictures to
identify examples of the new vocabulary.
Conversation:
• Ask students to describe objects in the class-
36
room using new lesson vocabulary words.
Modifications:
The Rosetta Stone English I • Help students create an exercise routine that
Quiz Unit 4 Lessons 1 and 2
uses lesson vocabulary words.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
1. What are they doing? a. They are running. b. They are riding.
c. They are jumping. d. They are walking.
2. He is playing with his dog. a. Who is the man? b. Who is the boy?
c. What is the man doing? d. What is the boy doing?
3. His hands are and his feet a. together, apart b. apart, apart
are . c. together, together d. apart, together
2. bent b. straight
3. open c. apart
1. 2. 3. 4.
1. Are the children jumping?
85
Unit 4, Lesson 3
4-02 Open–Closed, Together–Apart, 4-03 Numbers to One Hundred
Straight–Bent
01 The car door is open. 01 one
The car door is closed. two
New Vocabulary This woman’s eyes are open.
This woman’s eyes are closed.
three
four
Pre-Lesson Activity:
• Reinforce number vocabulary by asking
students to write their: Worksheet 4-03
1. 8 ________________________________ 6. 5 ________________________________
– Phone number. 2. 11 ________________________________ 7. 15 ________________________________
4. 4 ________________________________ 9. 80 ________________________________
Add additional information for further practice.
5. 13 ________________________________ 10. 50 ________________________________
11. __________________________________________________________________________________________
solve 5 . 12. __________________________________________________________________________________________
14. __________________________________________________________________________________________
five dates in history they believe to be important. 15. __________________________________________________________________________________________
Ask the students to provide reasons why they 16. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
86
Numbers 1–100
Numbers to One Hundred 4-03
4. 5. 6.
1. These men are talking. 4. This man is not on the phone.
II. Write the number that comes immediately after the given number.
Example: seventeen eighteen
1. eight 4. thirty-six
2. eleven 5. seventy-four
3. nineteen 6. ninety-nine
87
Unit 4, Lesson 4
4-04 People and Talking 4-05 Coming and Going, Asleep and
Awake
01 Gorbachev is talking. 01 The women are coming.
Three men are talking. The women are going.
New Vocabulary The man in the yellow shirt is talking.
The woman is talking.
The horses are coming.
The couple is going.
Pre-Lesson Activity:
• Instruct students to complete Section II of 23
– Allow time for the review of computer 1. Can a plant talk? ____________________________________________________________________________
lessons and resource materials. 2. Can a boy talk on a mobile phone? ______________________________________________________________
– Ask students to write down words and phrases 4. Can a woman who is underwater talk? __________________________________________________________
that express likes, dislikes, favorite activities, 5. Can a turtle talk? ____________________________________________________________________________
and other areas of personal interest. 6. Can a mannequin talk on the phone? ____________________________________________________________
– Encourage students to share an entry with 8. Can a dog talk to a boy? ______________________________________________________________________
Content Integration: 13. Can some men wear yellow shirts? ______________________________________________________________
Social Studies: Have students create a timeline 14. Can some girls wear bathing suits? ______________________________________________________________
17. __________________________________________________________________________________________
a phone call. Remind students to be descriptive 18. __________________________________________________________________________________________
in their instructions. 19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
88
People and Talking
People and Talking 4-04
New Vocabulary
Using Multiple Intelligence Strategies:
about
chess
all
mannequins
because
mobile
book
now
can’t
plant
Visual-Spatial and Verbal-Linguistic: Have
underwater walkie-talkie students cut out magazine pictures of people
Vocabulary: Because
The term because has a special function in English. It sometimes serves as a
talking and glue them on construction paper.
conjunction, as it does in this lesson, joining two sentences that could stand alone.
Instruct students to write a sentence describing
The man can’t talk now. He is drinking.
The man can’t talk now because he is drinking. each picture.
Because gives the cause or reason for a situation.
Usage: Contractions Bodily-Kinesthetic: Divide students into groups
We make several contractions in English. A contraction joins two words together to
make one word while dropping one or more letters. Often contractions are made of
and give each group a set of sentence parts you
a verb plus not. created to make five or more sentences. These
is not isn’t
can not can’t sentence parts should be sentences you wrote
It is done as a matter of convenience or ease of articulation.
and cut into three parts: the first half of the
Usage: On the Phone
Here is an idiom: to be on the phone. “Phone” is short for “telephone”. If you sentence, the word because, and the second half
have a mental picture of someone sitting or standing on top of the telephone,
you have made a logical response. But this idiom means conversing with someone of the sentence. For example, you might use
by telephone, being occupied talking by telephone.
The man is on the phone.
the sentence, “The boy can’t talk because he is
The woman is talking on the mobile phone. drinking.” “The boy can’t talk” is one sentence
Grammar: Complements
Note the possibilities for expression that the principle of building blocks allows.
part, “because” is the second part, and “he is
The boy is talking to the man about the airplane. drinking” is the third part. You will want to leave
This is a complete sentence in normal word order: subject first, verb second,
followed by two complements. Complements are objects or phrases that complete
off capital letters and periods in your sentence
the idea one wants to express; they “complement” the subject and verb. In this
example, two prepositional phrases complete the idea. Can you think of more parts but allow students to add capital letters
complements to add to this sentence like building blocks?
38
and punctuation to their sentences to make them
grammatically correct. Have students put the
sentences together correctly in their groups.
Conversation:
• Have students work with a partner and describe
4. 5. 6. an action of a person. Students should include
1.
2.
These men are talking.
5.
This man is not on the phone.
II. Write the number that comes immediately after the given number.
Modifications:
Example: seventeen eighteen
• Invite students to role-play a telephone
1. eight 4. thirty-six
2. eleven 5. seventy-four
conversation.
3. nineteen 6. ninety-nine
89
Unit 4, Lesson 5
4-04 People and Talking 4-05 Coming and Going, Asleep and
Awake
01 Gorbachev is talking. 01 The women are coming.
Three men are talking. The women are going.
New Vocabulary The man in the yellow shirt is talking.
The woman is talking.
The horses are coming.
The couple is going.
and asleep.
– Activities that students perform during 23
Content Integration:
Worksheet 4-05
Language Arts: Instruct students to use the
I. Answer with Yes or No.
prepositions to write about people getting into 1. Can a horse come out of a van? ________________________________________________________________
students to write down the average time they go 6. Can people go down an escalator? ______________________________________________________________
to bed at night and the average time they wake 7. Can cars go down an escalator? ________________________________________________________________
figures to compute the average total number of 10. Can girls come out of the water? ________________________________________________________________
hours they sleep. Note by a show of hands how 11. Can men go up a ladder?______________________________________________________________________
many class members get seven or less hours of 12. Can babies go up a ladder? ____________________________________________________________________
and so on in increments of half an hour. Have a 15. Can flowers sleep? __________________________________________________________________________
student record this data on the board stopping at II. Describe each picture with a complete English sentence.
nine hours of sleep. After all the data has been
recorded, ask students to estimate how many
average hours of sleep per night health pro- 16. 17. 18. 19. 20.
fessionals advise teenagers to get. Ask students 16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
to make several guesses. Reveal to the class that
18. __________________________________________________________________________________________
the correct answer is nine hours of sleep a night. 19. __________________________________________________________________________________________
Refer to the data on the board showing how many 20. __________________________________________________________________________________________
class members get adequate rest. Have students ENGLISH Coming and Going, Asleep And Awake
90
Coming and Going, Asleep
Coming and Going, Asleep and Awake 4-05 and Awake
New Vocabulary
Using Multiple Intelligence Strategies:
asleep
couple
awake
entering
carriage
escalator
come
kissing
coming
ladder
Bodily-Kinesthetic: Play charades with the
leaving sleeping stairs steps van class using the actions of going, coming, awake,
Vocabulary: Asleep and Awake
English uses a few very old traditional expressions, some of which may be dying
and asleep.
out. One of them is the prefix a- attached to a verb. School children sometimes
learn the old folk song, “Froggy did a-courting go” about a frog who wanted to Intrapersonal and Visual-Spatial: Have students
marry a mouse. This a- prefix was once very common. In this lesson it makes
adverbs out of verbs, as in awake and asleep. write a story based on a dream they have had
Usage: Coming and Going, Into and Out Of
using the lesson vocabulary. Instruct students
Expressing direction of movement is a little complex. “Coming” expresses movement
toward you or toward the speaker, while “going” expresses movement away. One to illustrate the story.
can add words that tell the time, manner or place of the action. For example, up and
down tell direction in relation to the speaker.
He is going up the stairs.
He is going down the stairs. Post-Lesson Activity:
He is coming up the stairs.
He is coming down the stairs. • Ask students to create a collage of people and
Where is the speaker standing in relation to “him” in each of these sentences?
animals who are awake and asleep.
These prepositional phrases are serving an adverbial function; they tell the time,
manner or place of the action.
Note the opposite expressions into and out of. Used with “coming,” “going,”
and “getting,” they express direction in or out of an enclosure, such as a building Conversation:
or vehicle.
The boy is going into the water. • Ask students to share their dreams, hopes,
The man is getting into the airplane.
The people are coming into the house. and goals.
The man is getting out of the truck.
This boy is getting out of the water.
Modifications:
39
• Invite students to role-play a visit to their
favorite places.
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
4. 5. 6.
1. The baby is . a. going b. kissing c. sleeping d. sitting
1. 2. 3.
4. 5. 6.
1. He is coming down the stairs. 4. The man is getting out of the truck.
2. The cat is awake. 5. One girl is holding her hat while walking.
3. This boy is getting out of the water. 6. The boy is smelling the flowers while
playing the piano.
91
Unit 4, Lesson 6
4-06 Multiple Verbs; While
01 The girl is smelling a flower. 10 The boy is climbing the steps while the man is
The boy is watching television. watching.
New Vocabulary The boy is smelling a flower.
The girl is watching TV.
The boy is climbing the steps while no one is
watching.
These men are carrying guns while they are
carrying hoof reaching 02 The woman is going to drive the car.
The woman is riding the horse.
walking through the water.
These men are carrying guns while they are
The woman is kissing the horse. marching in a parade.
drive listening shovel The woman is driving the horse.
03 The boy is smelling the flower.
driving marching smelling The boy is not smelling the flowers.
The girl is brushing her hair.
The girl is dancing.
electric onto through 04 The woman is wearing a hat.
for parade TV The man is touching the horse’s hoof.
The man is touching the horse’s ear.
The man is putting on gloves.
gloves piano watching 05 The man is climbing onto the carriage.
The man is climbing into the truck.
guns purse while The woman is kissing the man.
The woman is kissing the horse.
06 The girl is not watching TV.
The girl is wearing a hat while watching
television.
The girl is brushing her hair while watching TV.
Themes: The girl is dancing while watching TV.
07 The woman is singing while playing the electric
What People Are Doing piano.
The woman is drinking while playing the electric
piano.
The woman is brushing her hair while holding
her purse.
Materials: 08
The woman is writing while holding her purse.
The man is reaching for a shovel while holding
a book.
Construction paper The man is pointing while holding a shovel.
The man is reading a book while the dog is
standing between his legs.
Colored pencils or crayons The man is reading a book while the boy is
listening.
Index cards 09 One girl is holding her hat while walking.
The man is drinking while sitting on the
carriage.
The man is sitting on the bicycle while the boy is
climbing the fence.
Pre-Lesson Activity: The children are watching while the man is
writing.
– Have two members perform two different 1. Can men climb steps? ________________________________________________________________________
actions (i.e., pointing, reading). 2. Can men climb steps while putting on their shoes?__________________________________________________
for example, She is pointing while he is 5. Can boys smell flowers? ______________________________________________________________________
Content Integration: 9. Can people sing while playing the piano? ________________________________________________________
Language Arts: Ask students to write 10 com- 10. Can some people play the guitar? ______________________________________________________________
students write sentences about what they do in 13. Can boxes march in a parade? ________________________________________________________________
a typical day or what their friends do in a 14. Can a baby drive a car? ______________________________________________________________________
typical day. 15. Can a goat eat flowers while reading a book? ______________________________________________________
19. __________________________________________________________________________________________
smell: nose. 20. __________________________________________________________________________________________
When you smell a flower, you use your nose. Multiple Verbs; While ENGLISH
92
Multiple Verbs; While
Multiple Verbs; While 4-06
New Vocabulary
Using Multiple Intelligence Strategies:
carrying
gloves
drive
guns
driving
hoof
electric
listening
for
marching
Visual-Spatial: Have students illustrate the
onto
shovel
parade
smelling
piano
through
purse
TV
reaching
watching
compound sentences they have written.
while
Grammar: While
Naturalist and Verbal-Linguistic: Many of the
Precise action can be expressed using while plus a verb that ends in -ing. lesson vocabulary words describe actions that
“While” expresses time, duration or “at the same time as.”
The girl is wearing a hat while watching television.
can be observed in animals. Using their lesson
The girl is wearing a hat and watching television at the same time. vocabulary words, instruct students to write
What two actions do you find going on at the same time in the sentences in
this lesson? a story or report using an animal as the main
character or subject.
Post-Lesson Activity:
• Encourage students to act out the sentences
they wrote and choose someone to say a
sentence to describe the actions. Compare
the written sentence to the spoken sentence.
Conversation:
• Have students create sentences or questions
using the new vocabulary. Students should
40
include in their conversation the use of the
word while.
I. Fill in the blank with the word that best describes the photograph.
• Ask students to write a three-sentence
paragraph about their favorite movie or
TV show.
1. 2. 3.
4. 5. 6.
1. The baby is . a. going b. kissing c. sleeping d. sitting
1. 2. 3.
4. 5. 6.
1. He is coming down the stairs. 4. The man is getting out of the truck.
2. The cat is awake. 5. One girl is holding her hat while walking.
3. This boy is getting out of the water. 6. The boy is smelling the flowers while
playing the piano.
93
Unit 4, Lesson 7
4-07 Family Relationships 4-08 Everybody, Somebody, Someone,
Nobody, Anybody
01 a girl and her mother 01 Everybody is wearing a yellow hat.
a girl and her father Everybody is running.
New Vocabulary a boy and his mother
a boy and his father
Everybody is sitting down.
Everybody is dancing.
Language Arts/Social Studies: Have students 1. Are a brother and a sister in the same family? ____________________________________________________
choose a relative to learn about their family’s 2. Are a mother and a father parents? ______________________________________________________________
record parts of the interview. Have students 6. Are two girls a brother and sister? ______________________________________________________________
write at least 10 questions they would like to 7. Can parents have more than one child? __________________________________________________________
questions from the following categories: childhood, 10. Is a father older than his daughter? ______________________________________________________________
family traditions, growing up, historical events, 11. Is a boy younger than his mother? ______________________________________________________________
occupation, religion, education, pets, traveling, 12. Can a father talk to his child? __________________________________________________________________
have completed the interview, have them prepare 15. Is a mother a boy? __________________________________________________________________________
a presentation showing the information they have II. Describe each picture with a complete English sentence.
gathered from their interview.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
94
Family Relationships
Family Relationships 4-07
New Vocabulary
Using Multiple Intelligence Strategies:
brother
him
brothers
husband
chair
mother
daughter
parents
family
sister
Logical-Mathematical: Ask students to calculate
sisters wife the average size of their classroom family,
Usage: Family Relationships
Family relationships are important in every culture. This lesson practices naming
including the number of brothers and sisters.
family members in English. Do you find anything unusual in English as compared
to your first language in the way English speakers refer to family relationships?
family
parents
= mother, father and their own children
= mother and father
Post-Lesson Activity:
child = one daughter or one son; a young person
• Divide students into small groups. Have them
Here is a list of terms by gender.
Female Male share their pictures and descriptions of their
woman
wife
man
husband
families with one another.
girl boy
daughter son
sister brother
Conversation:
• Have students discuss and describe the
members of their family.
Modifications:
• Display a list of adjectives for students to use
as reinforcement and reference.
41
I. Match the family member on the left with his female counterpart.
1. brother a. wife
2. husband b. daughter
3. father c. sister
4. son d. mother
II. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
1. a and a. husband, wife, daughter b. sister, brother, mother
and their . c. husband, wife, son d. sister, brother, father
1. 2. 3. 4. 5.
1. These people are not in the same family.
95
Unit 4, Lesson 8
4-07 Family Relationships 4-08 Everybody, Somebody, Someone,
Nobody, Anybody
01 a girl and her mother 01 Everybody is wearing a yellow hat.
a girl and her father Everybody is running.
New Vocabulary a boy and his mother
a boy and his father
Everybody is sitting down.
Everybody is dancing.
Content Integration:
Worksheet 4-08
Social Studies: Discuss world populations with
I. Answer with Yes or No.
students. Ask students how many people they 1. Can anybody sleep?__________________________________________________________________________
think live in different parts of the world. Have 2. Can everybody ride a horse? __________________________________________________________________
students research the continents and provide 3. Can anybody talk on the phone? ________________________________________________________________
recent population data for each continent. Instruct 4. Can a fish talk on the phone? __________________________________________________________________
annual growth rate for the national population 7. Can everybody jump rope? ____________________________________________________________________
of the United States for each 10-year period of 8. Can anybody jump rope? ______________________________________________________________________
historical census data starting with 1900. Have 9. Can somebody ride a horse? __________________________________________________________________
population growth and an estimation of the 12. Can everybody swim underwater? ______________________________________________________________
population of the United States in 10 years. 13. Can a horse run while nobody is riding it? ________________________________________________________
Have students organize their data in a 14. Can cats sleep while nobody is watching? ________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
96
Everybody, Somebody, Nobody
Everybody, Somebody, Someone, Nobody, Anybody 4-08
New Vocabulary
Using Multiple Intelligence Strategies:
any
none
anybody
nothing
empty
somebody
everybody nobody
Verbal-Linguistic: Instruct students to read a
Vocabulary: Compound Words newspaper and highlight the following words:
Again we have building blocks. -One and -body can be combined with any of the everybody, some, somebody, and nobody. Have
following words to form a compound word.
every = all, each, no exceptions
students use context to make sure the word is
some = here meaning an unspecified single individual
any = an indefinite, unspecified individual; no criteria for selecting whom used correctly each time.
no = a closed case, all possibilities excluded
everyone everybody Intrapersonal: Instruct students to use each of
someone somebody
anyone anybody the following words in a sentence: everybody,
no one nobody
These pairs of terms mean exactly the same and are completely interchangeable.
some, somebody, and nobody. Ask students to
Similarly, -thing may be combined with each of the above terms to refer to reflect on time spent with others, as well as
inanimate objects.
everything time spent alone.
something
anything
nothing
Post-Lesson Activity:
• Have students break into small groups.
Instruct students to ask each other questions
using one of the following words: everybody,
some, somebody, and nobody.
Conversation:
42
• Invite students to work with a partner to
create a conversation using the new
vocabulary words.
The Rosetta Stone English I
Quiz Unit 4 Lessons 7 and 8
I. Match the family member on the left with his female counterpart.
1. brother a. wife
2. husband b. daughter
3. father c. sister
4. son d. mother
II. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
1. a and a. husband, wife, daughter b. sister, brother, mother
and their . c. husband, wife, son d. sister, brother, father
1. 2. 3. 4. 5.
1. These people are not in the same family.
97
Unit 4, Lesson 9
4-09 Vehicles; Related Verbs and 4-10 Prepositions and Objects of
Prepositions Prepositions: With and Without
01 a motorcycle 01 He is jumping with a pole.
motorcycles She is singing with a microphone.
New Vocabulary a yellow bus
two yellow buses
The boy in the red sweater is playing. He is
playing with his friends.
He is riding a bike using his hands.
accident moving submarine 02 a little red car
a white limousine 02 He is jumping without a pole.
a red boat She is singing without a microphone.
antique parked tow a big black truck He is playing without his friends.
He is riding without using his hands.
03 The truck is pulling the car.
boats passing train Someone is driving a car.
The red car is behind the truck.
03 He is jumping with a pole.
He is jumping without a pole.
The truck is pulling a boat. She is singing with a microphone.
bridge pulling trolley 04 The truck is on one bridge and under the other
She is singing without a microphone.
09 The red and gray cars were in an accident. 09 The man with a cap is writing.
The submarine is in the water. The man with a hat is pointing.
Materials: The ship has sails.
The red and white cars are parked.
The man without a hat is pointing.
The man without a cap is writing.
Construction paper
Glue 26
Pre-Lesson Activity:
• Reinforce lesson vocabulary through the
following activity: Worksheet 4-09
– Ask each group to read their adventure to 10. Can anybody put a bike on a van? ______________________________________________________________
18. __________________________________________________________________________________________
should include information about when the
19. __________________________________________________________________________________________
vehicle was invented and information about 20. __________________________________________________________________________________________
98
Vehicles; Related Verbs and
Vehicles; Related Verbs and Prepositions 4-09 Prepositions
New Vocabulary
Using Multiple Intelligence Strategies:
accident
convertible
antique
limousine
boats
motorcycles
bridge
mountain
bus
moving
Visual-Spatial: Direct students to cut out pictures
parked
ship
passing
snow
pulling
sports
river
submarine
sails
tow
of various vehicles and make a collage. Have
train trolley was were wrecked students label each vehicle.
Usage: Terms Used with Vehicles
Note in this lesson the verbs used frequently with various vehicles. Interpersonal: Divide students into small groups.
park
pull
Each group will work together to create a short
turn
drive
report about the invention of one of the vehicles
get (into)
pass
listed in the lesson vocabulary. These reports
wreck
move should include the name of the person who
An important idiom used with the theme of travel is to be in an accident. invented the vehicle, the date and location of its
The red car was in an accident.
The red and gray cars were in an accident. first use, and the specific purpose of the vehicle.
When the report is complete, ask groups to
present their information to the class.
Post-Lesson Activities:
• Have students use newspapers and magazines
to identify types of vehicles and their uses.
• Ask students to write a sentence about each
type of vehicle.
43
• Instruct students to design a vehicle. Then have
students draw it and describe its purpose.
1. 2. 3.
1. This car was 2. Someone is 3. The boats
not in an accident. driving these cars. are on the river.
III. Fill in the blank with the word that best describes the photograph.
a. with b. without
1. 2. 3.
4. 5. 6.
1. He is jumping a pole. 4. The people umbrellas are walking.
99
Unit 4, Lesson 10
4-09 Vehicles; Related Verbs and 4-10 Prepositions and Objects of
Prepositions Prepositions: With and Without
01 a motorcycle 01 He is jumping with a pole.
motorcycles She is singing with a microphone.
New Vocabulary a yellow bus
two yellow buses
The boy in the red sweater is playing. He is
playing with his friends.
He is riding a bike using his hands.
friends parachute sand 02 a little red car
a white limousine 02 He is jumping without a pole.
a red boat She is singing without a microphone.
helmet pole sunglasses a big black truck He is playing without his friends.
He is riding without using his hands.
03 The truck is pulling the car.
Someone is driving a car. 03 He is jumping with a pole.
The red car is behind the truck. He is jumping without a pole.
The truck is pulling a boat. She is singing with a microphone.
She is singing without a microphone.
Themes: 04 The truck is on one bridge and under the other
bridge. 04 He is playing with his friends.
A truck and a car are under the bridge. He is playing without his friends.
Activities and Prepositions a big bridge
The car is parked in front of a house.
He is riding a bike without using his hands.
He is riding a bike using his hands.
09 The red and gray cars were in an accident. 09 The man with a cap is writing.
the Quiz page for Lessons 4-09 and 4-10 to The submarine is in the water.
The ship has sails.
The man with a hat is pointing.
The man without a hat is pointing.
review vocabulary. Reinforce use of the words The red and white cars are parked. The man without a cap is writing.
10 The red car is wrecked. 10 The boy with a sweater is playing in the sand.
with and without by directing students to The red car is not wrecked.
The big ship is moving through the water.
The boy without a sweater is playing in the sand.
The boy with a sweater is playing in the grass.
The tow truck is pulling the car. The boy without a sweater is on the grass.
brain-storm, as a class, descriptions of
activities that occur with and without something.
26
Content Integration:
Language Arts: Discuss different aspects of an
autobiography with the class. Ask students to Worksheet 4-10
name any autobiographies they have read. List
I. Answer with Yes or No.
the student responses on the board. Explain that 1. Can some singers use a microphone?____________________________________________________________
an autobiography is a story that is written about 2. Can children play with their friends? ____________________________________________________________
a particular person by that person. Have students 3. Can some children play without their friends? ______________________________________________________
cluster their ideas, they should write a five- 7. Can apples run? ____________________________________________________________________________
paragraph autobiography. Paragraph one should 8. Can some people eat shirts? __________________________________________________________________
two should include their likes, and paragraph 12. Can anybody sit on a box? ____________________________________________________________________
three will include their dislikes. Paragraph four 13. Can anybody wear a bathing suit? ______________________________________________________________
19. __________________________________________________________________________________________
(continued) 20. __________________________________________________________________________________________
100
Prepositions and Objects of
Prepositions and Objects of Prepositions: With and Without 4-10 Prepositions: With and Without
New Vocabulary
Content Integration (continued)
friends helmet parachute pole sand
sunglasses Mathematics: Write a list of shapes that the
Usage: With and Without students will be looking for on their shape
Try to become familiar with using the prepositions with and without with a lot of
different objects. (How many times did with appear in that sentence?) scavenger hunt. List the following shapes
Every preposition must have an object. Remember, it is pre-positioned before a
noun. The noun is the object of the preposition.
on the board: circle, square, rectangle, triangle,
with a pole sphere, cone, pentagon, etc. Have students find
in the red sweater
without his friends everyday objects that represent the geometric
without a parachute
Prepositional phrases serve an adverbial function; they express time, manner or
figures. You may take students outside or have
place of the action.
them find objects in the classroom. Have students
make a list of at least five items of each shape.
Post-Lesson Activity:
44
• Draw a line down the middle of the board or
a large sheet of paper. One side is for pictures
with _______, and the other side is for
The Rosetta Stone English I
pictures without _______. Instruct students to
Quiz Unit 4 Lessons 9 and 10
copy the chart and have them fill in the blank;
I. Fill in the blank with the word or words that best describe the photograph.
for example, “Trees with leaves” and “Trees
without leaves.”
1. The car is
1.
.
2.
a. behind the boat b. beside the boat
3.
Conversation:
c. behind the truck d. beside the truck
2. The woman is getting into the . a. truck b. boat c. limousine d. van • Using the new vocabulary, have students
3. Someone is the car. a. passing b. parking c. driving d. wrecking
create a conversation using the prepositions
II. Yes or No?
with and without.
Modifications:
1. 2. 3.
1. This car was
not in an accident.
2. Someone is
driving these cars.
3. The boats
are on the river.
• Have students use pictures from magazines,
III. Fill in the blank with the word that best describes the photograph.
newspapers, the Internet, or actual photos to
a. with b. without create the with and without poster.
1. 2. 3.
4. 5. 6.
1. He is jumping a pole. 4. The people umbrellas are walking.
2. together
a. coming
b. open
3. straight c. bent
4. going d. apart
• Use index cards to review vocabulary. II. Write the number in English.
1. 16
3. 50
• Choose activities that target skills in need of 4. 75
practice. 5. 86
• Encourage role-play of scenes that require III. Choose the correct answer to each question.
1. What are they doing? a. They are smiling. b. No, they are running. c. They are walking.
• Challenge students to create questions from 2. Is he playing the violin? a. Yes, he is. b. No, he is not. c. No, he is riding a bike.
various lessons and seek answers as a class. 3. Are the boys jumping? a. No, they are standing. b. They are pointing. c. Yes, they are jumping.
vocabulary words from past lessons. 5. Is it a dog? a. Yes, it is a fish. b. No, it is a cat. c. No, it is a fish.
• Check accuracy of completed Workbook V. Fill in the blank with the word or words that best describe the photograph.
pages, Quizzes, and Tests.
• Keep portfolios of student work.
1. 2. 3. 4. 5.
1. The couple is . a. kissing
102
The Rosetta Stone English I
Test Unit 4 Lessons 6–10
I. Connect the sentences below using “while.” The first sentence has been done
for you as an example.
Tests
Example. 1. 2. 3. 4.
Example: The woman is singing while playing the electric piano.
II. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4.
5. 6. 7.
1. is behind the man. a. nobody
1. 2. 3. 4.
1. She is singing with / without a microphone.
IV. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
2. This is a . b. parents
6. This is a . f. sisters
103
Word Search 4: 1-5
A L E A V I N G V F V L U
Unit 4 Review ABOUT
ALL
FATHER
FOURTEEN
S H A B E C A U S E D N P
APART LEAVING
T J P S L E E P I N G A S
ASLEEP NOW A W A K E C F A U T A S I
AWAKE OPEN
BECAUSE PLANT I O R D I O A P F E H L D
BOOK SLEEPING
CLOSED SMILE
R I T O G E T H E R W E E
COME STAIRS S C T O H L H S M I L E D
COUPLE STEPS
DOOR TOGETHER F O U R T E E N Y N X P A
EIGHTEEN
ENTERING
O U I I E O R H S G R A B
O P E N E B S C T N O W O
A L L W N C O M E U S J U
G E B B O O K D P L A N T
S B I R U C L O S E D G I
O N G W R B R I D G E G E
ACCIDENT NOBODY N O T H I N G L U S L B V
ANY NONE
BRIDGE NOTHING
O N R I V R M O T H E R E
BROTHER ONTO N E E L E J O F X E C O R
DAUGHTER PARENTS
ELECTRIC PURSE W I F E R P U R S E T T Y
EVERYBODY RIVER
FAMILY SAND
T L I S T E N I N G R H B
FRIENDS THROUGH A D A U G H T E R E I E O
HUSBAND WATCHING
LISTENING WHILE F A M I L Y A N Y O C R D
MOTHER WIFE
MOUNTAIN
C Q T A C C I D E N T K Y
N O B O D Y N S Y T O S B
P A R E N T S F X O Q A B
T H R O U G H U S B A N D
W A T C H I N G P F Y D M
ENGLISH
104
Crossword 4: 1-5
Across Down
ENGLISH
Crossword 4: 6-10
Across Down
4. husband and ____ 1. The car is ___ a truck on the road;
6. bigger than a car, smaller than a truck it is going to be in front of the truck.
7. She is writing while holding her ___. 2. She is playing the _____.
8. not no 3. longer than a truck; has many cars
9. There is ___ on the plate. 4. not strong
12. These men are carrying ___ while they are 5. not full
walking through the water. 9. ___ of the boys are jumping.
13. a piece of furniture to sit on 10. a horse’s foot
15. This man can’t talk ___. 11. He is cold and is wearing ______.
18. They are wearing helmets while riding 14. The car is very old; it is an _____ car
their ___________. 16. This car has been in an accident.
20. mother and father It is _______.
22. twenty, thirty, _____ 17. She is going down the _____.
18. a woman who has a child
19. smaller than a sofa
21. ____ is white and cold.
ENGLISH
105
Unit 5 Overview
106
Scope and Sequence
107
Unit 5, Lesson 1
5-01 Addition, Subtraction, Multiplication 5-02 Possessive Nouns and Pronouns
and Division
01 six 01 a boy
one the boy and his father
New Vocabulary twenty
nine
the boy and his dog
the boy’s dog without the boy
02 two 02 a blond-haired woman and her dog
by equals plus five
eleven
a man and his dog
a dark-haired woman and her dog
eight a boy and his dog
divided minus times 03 three 03 The woman is walking her dog.
four The boy is walking his dog.
seven Someone is walking three dogs.
ten The women are walking their dogs.
04 One plus one equals two. 04 The woman’s hat is black.
Themes: One plus two equals three.
One plus three equals four.
The man’s hard hat is white.
The woman’s horse is jumping.
One plus four equals five. The man’s horse is bucking.
Math 05 Three plus four is seven. 05 The girl’s socks are white.
Three plus five is eight. The girl’s shirt is white.
Six minus two is four. The man’s dog is small.
Six minus four is two. The man’s dog is reading.
07 Eight minus two equals six. 07 The man is wearing his own shirt.
Dice or cube with x, /, +, –, and = symbols. Eight minus four equals four.
Seven minus three equals four.
This shirt is not the boy’s shirt. It is too big.
The man’s shirt is on the table.
Seven minus five equals two. This shirt is not the man’s shirt. It is too small.
Math book 08 Twelve minus five equals seven. 08 a woman’s hat
Twelve minus six equals six. a man’s hat
Twelve minus seven equals five. a man’s hand
Twelve minus eight equals four. a woman’s hand
Pre-Lesson Activity: 09 Twelve divided by two equals six. 09 a child’s car
Two times six equals twelve. an adult’s car
• Instruct students to complete Section III of Six divided by three equals two.
Two times eight equals sixteen.
children’s clothing
adults’ clothing
Worksheet 5-01 in the Student Workbook to 10 Ten divided by five equals two.
Fifteen divided by five equals three.
10 a woman’s gloves
men’s gloves
Twenty divided by five equals four. women’s legs
practice math vocabulary. Direct students to Four times five equals twenty. a woman’s legs
fits into the scheme of things in the real world. 1. One plus three equals ____________________________.
2. Eight minus two equals ____________________________.
two
one
Ask students if they have ever wondered when 3. Ten divided by five equals ____________________________. six
4. Two times six equals ____________________________. five
math is actually used on the job. If so, how is it 5. Six minus five is ____________________________. eight
used? What occupations require math courses as 6. Three plus four is ____________________________.
7. Four times ____________________________ equals twenty.
four
three
not require math? List the student responses on 10. Six plus ____________________________ is seventeen. seven
least 10 jobs on the board. Have students answer III. Write in English.
the following questions about the jobs in com- 16. 20 ________________________________________________________________________________________
19. 12 – 7 = 5 __________________________________________________________________________________
108
Addition, Subtraction,
Addition, Subtraction, Multiplication and Division 5-01 Multiplication and Division
New Vocabulary
Using Multiple Intelligence Strategies:
by
times
divided equals minus plus
Bodily-Kinesthetic: Direct students to use the
Usage: Arithmetic dice to write number sentences. Students will
To indicate addition of numbers, use plus or and.
To indicate the result of adding, use equals or is.
roll one die for single-digit number sentences
1 + 1 = 2 and two for double digits. Have students write
One plus one equals two.
One and one is two. number sentences in standard and word form.
3 + 4 = 7
Three plus four
Three plus four
equals seven.
is seven.
Logical-Mathematical: Instruct students to
While the numbers being added represent more than one item, the set of numbers write full-sentence math problems similar to the
being added together is considered to be just one set, and therefore the verbs
equals and is are singular. examples in the student book, without including
To indicate subtraction of one number from another, use minus. It means “take away.”
Again, the result is expressed by equals or is.
the answer. Encourage students to use two- and
8 – 2 = 6 three-digit numbers. Then, ask students to trade
Eight minus two equals six.
12 – 5 = 7 papers with each other to solve one another’s
Twelve minus five is seven.
To indicate multiplication of one number by another, use times.
mathematical problems. Have them write their
2 x 8 = 16 answers in word form.
Two times eight equals sixteen.
4 x 5 = 20
Four times five is twenty.
To indicate division of one number by another, say divided by.
Post-Lesson Activities:
12 ÷ 2 = 6 • Instruct students to use a math book to
Twelve divided by two equals six.
10 ÷ 5 = 2 practice reading problems aloud.
Ten divided by five is two.
• With a partner, have students practice reading
45
and answering problems on flashcards with
addition, subtraction, multiplication, and
division facts.
The Rosetta Stone English I
Quiz Unit 5 Lessons 1 and 2
Conversation:
I. Fill in the blank.
1. Three plus four equals . a. six b. seven c. eight d. one
• Have students ask each other mathematical
2. Eight plus two is . a. six b. four c. twelve d. ten questions using number sentences.
3. Twelve minus five equals . a. seventeen b. sixteen c. seven d. six
4. 5.
4. The women are walking their dogs. 5. The boy is wearing his own shirt.
1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
109
Unit 5, Lesson 2
5-01 Addition, Subtraction, Multiplication 5-02 Possessive Nouns and Pronouns
and Division
01 six 01 a boy
one the boy and his father
New Vocabulary twenty
nine
the boy and his dog
the boy’s dog without the boy
02 two 02 a blond-haired woman and her dog
adult’s child’s haired too five
eleven
a man and his dog
a dark-haired woman and her dog
eight a boy and his dog
adults’ children’s men’s women’s 03 three 03 The woman is walking her dog.
bucking clothing own four
seven
The boy is walking his dog.
Someone is walking three dogs.
ten The women are walking their dogs.
04 One plus one equals two. 04 The woman’s hat is black.
One plus two equals three. The man’s hard hat is white.
One plus three equals four. The woman’s horse is jumping.
Themes: One plus four equals five. The man’s horse is bucking.
05 Three plus four is seven. 05 The girl’s socks are white.
Possession Three plus five is eight.
Six minus two is four.
The girl’s shirt is white.
The man’s dog is small.
Six minus four is two. The man’s dog is reading.
06 Six plus five is eleven. 06 someone with her cat
Six plus six is twelve. someone with her horse
Materials: Four plus three equals seven.
Four plus five equals nine.
someone with his cat
someone with his horse
07 Eight minus two equals six. 07 The man is wearing his own shirt.
Short story Eight minus four equals four.
Seven minus three equals four.
This shirt is not the boy’s shirt. It is too big.
The man’s shirt is on the table.
Seven minus five equals two. This shirt is not the man’s shirt. It is too small.
08 Twelve minus five equals seven. 08 a woman’s hat
Pre-Lesson Activity: Twelve minus six equals six.
Twelve minus seven equals five.
Twelve minus eight equals four.
a man’s hat
a man’s hand
a woman’s hand
• Reinforce lesson vocabulary by asking students 09 Twelve divided by two equals six.
Two times six equals twelve.
09 a child’s car
an adult’s car
to describe articles of clothing and classroom Six divided by three equals two.
Two times eight equals sixteen.
children’s clothing
adults’ clothing
items that belong to peers or the teacher: for 10 Ten divided by five equals two.
Fifteen divided by five equals three.
10 a woman’s gloves
men’s gloves
Twenty divided by five equals four. women’s legs
example, the girl’s hat, the teacher’s pen. Four times five equals twenty. a woman’s legs
Content Integration:
28
Language Arts: Read a short story aloud to the
class. Instruct the students to identify the main
character of the story. Ask students to make a
list of the character’s possessions. After that, Worksheet 5-02
ask students to use their list to analyze the I. Fill in the blank.
character and to write three sentences 1. The woman is walking her ____________________________. girl’s
about the character. 4. This shirt ____________________________ the boy’s shirt. It is too big. black
to divide a piece of paper in half and make a 7. The man is wearing ____________________________ shirt. his own
students to walk around the room and ask each 10. The man’s box is on the ____________________________. is not
of the five people they listed to name one item II. Write a complete English sentence using one or more words from the list.
dark haired too children’s women’s
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Possessive Nouns and Pronouns ENGLISH
110
Possessive Nouns and Pronouns
Possessive Nouns and Pronouns 5-02
New Vocabulary
Using Multiple Intelligence Strategies:
adult’s
clothing
adults’
haired
bucking
men’s
child’s
own
children’s
too
Intrapersonal: Instruct students to make a list
women’s of things they would like to own. The list should
Usage: Possession
Lesson 2-09 introduced the notion of possession and presented ways to express it
contain a description of the item and a reason
in English. Let’s practice them again and add a few clarifications. why they would like to have this particular item.
One way to indicate possession is to use a possessive pronoun: his, her, their or its.
a boy and his dog Naturalist: Ask the class to name 10 different
The woman is walking her dog.
The women are walking their dog. animals. Write the names of the animals on the
Another possessive construction is the use of an apostrophe plus s (’s) at the end
of a noun. board. Ask students to describe one aspect of
a man’s hat
The girl’s socks are white.
each animal. Using the notion of possession,
If the possessor is plural and already ends in s, add ’ after the plural s, and don’t ask students to provide sentences about the
add another s.
adults adults’ clothing
animals. Let them write their sentences on
Plurals that are formed by a change to the word and that do not add s show the board.
possession with ’s.
children children’s clothing
men men’s gloves
Post-Lesson Activities:
• Have students use items from the classroom
to practice saying sentences that show
possession.
• Instruct students to write sentences describing
the items they would like to own, using the
46
correct written form of possession.
Conversation:
The Rosetta Stone English I • Have students discuss the things they would
Quiz Unit 5 Lessons 1 and 2
like to own, using the lists they created in
I. Fill in the blank.
1. Three plus four equals . a. six b. seven c. eight d. one
earlier activities.
2. Eight plus two is . a. six b. four c. twelve d. ten
4. 5.
4. The women are walking their dogs. 5. The boy is wearing his own shirt.
1. a woman, a hand
2. men, gloves
3. he, father
4. she, socks
111
Unit 5, Lesson 3
5-03 Present Progressive, Present Perfect 5-04 More Numbers
and Future with “Going To”
01 The girl is jumping. 01 seventeen
The girl is walking. twenty-seven
New Vocabulary The girl is riding.
The girl is laughing.
thirty-seven
thirty-eight
02 The boy is going to jump. 02 forty-three
back flapping opened thrown The boy is going to fall.
The boy is going to eat.
thirty-four
sixty-three
The boy is going to ride. thirty-six
catch frisbee pick use 03 The woman has jumped. 03 seventy-eight
caught gone picked walked The woman has opened the drawer.
The woman has thrown the ball.
eighty-seven
ninety-five
The woman has gone to sleep. fifty-nine
climb hug pocket will 04 The man and the woman are going to hug. 04 one hundred and forty-five
The man and the woman are hugging. one hundred and fifty-four
done hugging ride wings This work was done by Picasso.
This work was not done by Picasso.
two hundred and seventy-eight
two hundred and eighty-seven
drawer its sleep work 05 The bird is swimming. 05 three hundred and twenty-five
The bird is flying. three hundred and fifty-two
The bird is walking. four hundred and twenty-five
The bird is flapping its wings, but it is not flying. four hundred and fifty-two
06 The dog is going to catch the frisbee. 06 five hundred and forty-nine
Themes: The dog has caught the frisbee.
The dog is going to pick up the hat.
five hundred and fifty-nine
six hundred and sixty-nine
The dog has picked up the hat. six hundred and ninety-six
Verb Tense 07 The horse has jumped. 07 seven hundred and thirty-four
The horse has thrown the cowboy off its back. seven hundred and forty-three
The horse has walked up. eight hundred and thirty-four
The horse has walked down. eight hundred and forty-three
materials as needed. After students finish their 4. The children are going to _________________________ off the table. opened
adventure and read the final product to a peer. 7. The bird is ____________________________ its wings. going to
Content Integration: 10. The man in the white shirt is ___________________________ the wall.
II. Write a complete English sentence using one or more words from the list.
gone
13. __________________________________________________________________________________________
topics: elections, school board decisions, and 14. __________________________________________________________________________________________
college. 15. __________________________________________________________________________________________
Science: Direct students to divide a piece of III. Describe each picture with a complete English sentence.
20. __________________________________________________________________________________________
“Past,” a cell phone for “Present,” and an ultra- ENGLISH Present Progressive, Present Perfect and Future with “Going To”
112
Present Progressive, Present Perfect,
Present Progressive, Present Perfect and Future with “Going To” 5-03 and Future with “going to”
New Vocabulary
Using Multiple Intelligence Strategies:
back
drawer
catch
flapping
caught
frisbee
climb
gone
done
hug
Intrapersonal: Direct students to divide a piece
hugging
pocket
its
ride
opened
sleep
pick
thrown
picked
use
of paper into three columns, labeling the columns
walked will wings work past, present, and future. Tell students to make
Grammar: Verb Tenses (Review)
This lesson reviews the tenses that were introduced in Lesson 2-10 and enlarges
lists of things they have done, are doing, or
on them. would like to do in the future.
Present progressive is used to indicate something that is happening right now.
It uses a to be verb and a present participle. Logical-Mathematical: Instruct students to
The girl is jumping.
The bird is flying. create a word search for another student using
The children are walking around the table.
Present perfect is used to indicate something that happened previously and whose the lesson vocabulary words.
completed state is true up to the present. It is a two-part verb that uses have or
has as a helping verb with a past participle.
The dog has picked up the hat.
The horse has thrown the cowboy off its back.
Post-Lesson Activities:
The children have jumped off the table.
The future tense indicates something that has not yet happened but will. A common
• Write a verb on the board. Then, have each
future construction uses a form of to be plus going plus an infinitive (to plus a verb). student write a sentence using the verb in its
The boy is going to fall.
The man is going to use the mobile phone. past, present, and future tenses. Repeat the
The children are going to jump off the table.
activity several times using different verbs and
encourage students to share their sentences with
the class.
• Read an article aloud to the class and ask
students to determine if the event happened
47
in the past or present, or if it will occur in
the future.
113
Unit 5, Lesson 4
5-03 Present Progressive, Present Perfect 5-04 More Numbers
and Future with “Going To”
01 The girl is jumping. 01 seventeen
The girl is walking. twenty-seven
New Vocabulary The girl is riding.
The girl is laughing.
thirty-seven
thirty-eight
02 The boy is going to jump. 02 forty-three
twenty-five forty-three sixty-three The boy is going to fall.
The boy is going to eat.
thirty-four
sixty-three
The boy is going to ride. thirty-six
twenty-six forty-seven sixty-nine 03 The woman has jumped. 03 seventy-eight
twenty-seven forty-nine seventy-eight The woman has opened the drawer.
The woman has thrown the ball.
eighty-seven
ninety-five
The woman has gone to sleep. fifty-nine
thirty-four fifty-four eighty-seven 04 The man and the woman are going to hug. 04 one hundred and forty-five
The man and the woman are hugging. one hundred and fifty-four
thirty-six fifty-seven ninety-six This work was done by Picasso.
This work was not done by Picasso.
two hundred and seventy-eight
two hundred and eighty-seven
thirty-seven fifty-nine thousand 05 The bird is swimming. 05 three hundred and twenty-five
The bird is flying. three hundred and fifty-two
thirty-eight sixty-two The bird is walking.
The bird is flapping its wings, but it is not flying.
four hundred and twenty-five
four hundred and fifty-two
06 The dog is going to catch the frisbee. 06 five hundred and forty-nine
The dog has caught the frisbee. five hundred and fifty-nine
The dog is going to pick up the hat. six hundred and sixty-nine
Themes: The dog has picked up the hat. six hundred and ninety-six
6. 425 ____________________________________________________________________________________
9. 926 ____________________________________________________________________________________
Science: Write five numbers from the vocabulary
10. 1,078 __________________________________________________________________________________
lesson on the board. Ask students to copy the 11. 2,857 __________________________________________________________________________________
of classroom items that would logically fit into 13. 3,123 __________________________________________________________________________________
16. 59 ____________________________________________________________________________________
114
More Numbers
More Numbers 5-04
New Vocabulary
Using Multiple Intelligence Strategies:
twenty-five
twenty-six
thirty-six
thirty-seven
forty-seven
forty-nine
fifty-nine
sixty-two
seventy-eight
eighty-seven
Verbal-Linguistic: Instruct students to write a
twenty-seven
thirty-four
thirty-eight
forty-three
fifty-four
fifty-seven
sixty-three
sixty-nine
ninety-six
thousand
poem about numbers.
Usage: Numbers Interpersonal: Invite students to present their
Numbers above twenty are hyphenated:
twenty-one
word poems to the class.
forty-three
eighty-seven
Numbers of hundreds and thousands are not: Post-Lesson Activities:
two hundred
nine thousand • Instruct students to create a number line.
Numbers are stated beginning with the largest unit (e.g. thousands) and ending with
the lowest unit. Have them use it to count by multiples of
three thousand one hundred and twenty-five two, three, and five.
Some languages write such numbers as one word. English separates each word
with a space.
Note the spelling of “forty;” the u in four is dropped.
• Direct students to write the lesson vocabulary
words in numeral and word form.
Conversation:
• Have students discuss the ages of their older
family members, using some of the new
vocabulary number words.
48
Modifications:
• Use cards and/or pictures as extra prompts
and reinforcements while working with
students.
The Rosetta Stone English I
Quiz Unit 5 Lessons 3 and 4 • Invite students to use a calculator.
I. Change the words in italics from present progressive to present perfect.
• Display the written and standard form of
1. The girl is walking. a. was walking b. has walked c. is going to walk
2. The boy is throwing the ball. a. was going to throw b. is going to throw c. has thrown
numbers in the classroom.
3. The woman is going to sleep. a. has gone b. is gone c. was gone
III. Write the number that comes immediately after the given number.
1. fifty-nine
115
Unit 5, Lesson 5
5-05 Direct and Indirect Objects 5-06 Hot and Cold
Content Integration:
Science: Ask students to identify types of forces.
List the answers on the board or a large sheet of Worksheet 5-05
paper. Ask students to describe what can cause I. Fill in the blank.
an object in motion to change direction or stop 1. The woman is giving the boy ____________________________. from
when they have had to take medicine or a time 6. The woman is climbing ____________________________. hat
10. The man ____________________________ a glass of milk to the woman. the stairs
many vocabulary words as possible into their
II. Write a complete English sentence using one or more words from the list.
sentences. Ask students to underline the direct pushing mat giving from
cart glass medicine gave
object once and the indirect object twice. 11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
15.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Direct and Indirect Objects
116
Direct and Indirect Objects
Direct and Indirect Objects 5-05
New Vocabulary
Using Multiple Intelligence Strategies:
cart
mat
from
medicine
gave
pushing
giving glass
Interpersonal: Instruct students to make a list
Grammar: Objects of chores that need to be done around the house.
Earlier we discussed objects of prepositions. In this lesson we talk about objects
of verbs.
Classify chores by the person who performs
A direct object is the person or thing that receives the action of a verb. It tells you each task. Identify why each person is
whom or what.
The man is pushing the bicycle. (What is he pushing? The bicycle.) responsible for a particular activity.
The pony is pulling the cart. (What is the pony pulling? The cart.)
The boy is taking money from the woman. (What is he taking? Money.) Verbal-Linguistic: Research a famous person in
Recognizing an indirect object is not so easy. It is called “indirect” because it might
appear that it is a direct object of the verb, but logically we know it cannot be. Look the medical profession and list his/her
at the following example.
The man is giving the woman medicine.
accomplishments on the chalkboard. Ask
At first glance it appears that the man is giving the woman (as a direct object). students to write a summary based on this
But the man is giving medicine to the woman. What is really the direct object?
Medicine. So we call the woman an indirect object. information. Invite students to share finished
The recipient of the medicine becomes very clear if we put woman in a
prepositional phrase: products with the class.
The man is giving medicine to the woman.
But constructions with indirect objects are very common in English and do not
result in confusion. Practice the following sentences. Post-Lesson Activities:
The woman is giving the boy money.
The man is giving the girl the guitar. • Discuss direct and indirect objects. Using the
Someone is giving the man a plate of food.
Which words are direct objects and which are indirect objects in these sentences?
sentences from the curriculum text, ask students
to identify the direct and indirect objects.
• Have each student write at least three sentences
with a direct object and three sentences with
49
an indirect object. Ask students to share their
sentences with the class and to identify the
direct and indirect objects.
The Rosetta Stone English I
Quiz Unit 5 Lessons 5 and 6
Conversation:
I. Match each word with its opposite.
1. push a. give
• Working in pairs, ask students to use the
2. hot b. pull curriculum text to create sentences using
3. take c. cold indirect and direct objects. Have students
II. Fill in the blank with the word or words that best describe the photograph. practice asking each other questions, with
one student reading the question and the
other student identifying the direct and
1. 2. 3. indirect objects.
Modifications:
5. 6.
1. The man is
4.
. a. pushing the boxes b. pulling the bicycle
• Invite students to share their work with a peer
c. pulling the boxes d. pushing the bicycle
5. The is making black a. sun, fire b. fire, snow b. sun, snow d. fire, smoke
.
3. Ice is hot.
Pre-Lesson Activity: 30
Science: Have students research the temperature 5. People play in the snow when ____________________________. ice
Mathematics: From the research over temperature 10. It is hot in ____________________________. makes
extremes, have students convert the temperatures II. Write a complete English sentence using one or more words from the list.
fire candle burning making match scarves day
sun trees clouds makes summer play shining
into both Fahrenheit and Celsius degrees. Have ice mountains smoke stove winter when
11. __________________________________________________________________________________________
students list their findings and add to the chart 12. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
118
Hot and Cold
Hot and Cold 5-06
New Vocabulary
Using Multiple Intelligence Strategies:
burning
ice
candle
makes
clouds
making
day
match
fire
mountains
Intrapersonal: Using a color wheel, identify
play
summer
scarves
sun
shining
trees
smoke
when
stove
winter
and discuss warm and cool colors. Use art prints
Grammar: “It” as an Indefinite Pronoun Subject to identify the feelings associated with each
To refer to the temperature of the day or to the weather generally we say in English,
“It is hot,” or “It is cold.” The pronoun it may be puzzling. What does it refer to? We
print. Have each student draw a picture using
sometimes call it when used this way an indefinite pronoun subject. It has a general
reference to the day or to the weather, but to no specific antecedent.
either warm or cool colors.
It is hot in the summer.
It is cold in the winter. Visual-Spatial: As a class, keep track of the
People play in the water when it is hot.
People play in the snow when it is cold.
outside temperature for a two-week period.
Create a graph to display the data. Also keep
track of the outside temperature in another part
of the world and create a graph for this data.
Compare the temperature data for the two
areas. Display the findings in the classroom.
Post-Lesson Activities:
• Instruct students to divide a piece of paper
into two equal sections. Have students label
one section Cold and one Hot. Ask students to
brainstorm a list of activities they can do in
50 the cold and activities they can do in the heat.
• Instruct students to divide a piece of paper
into two equal sections. Have students label
The Rosetta Stone English I one section Things that are cold and the other
Quiz Unit 5 Lessons 5 and 6
Things that are hot. Ask students to brain-
I. Match each word with its opposite.
storm and list objects that would go in each
1. push a. give
2. hot b. pull
section.
3. take c. cold
II. Fill in the blank with the word or words that best describe the photograph. Conversation:
• Have students use lesson vocabulary
words to discuss the current condition of
1. 2. 3.
the weather.
Modifications:
4. 5. 6.
1. The man is . a. pushing the boxes
c. pulling the boxes
b. pulling the bicycle
d. pushing the bicycle
• Allow students to use a Venn diagram for the
2. The man is . a. pushing the cart
c. pulling the mat
b. pushing the mat
d. pulling the cart
activities for cold and hot. Use the section
3. The woman is
the boy the guitar.
a. giving b. fixing c. holding d. wearing where the two circles overlap to write activities
4. The girl is a plate. a. giving b. pushing c. climbing d. taking that can be done in both the cold and hot
5. The is making black
.
a. sun, fire b. fire, snow b. sun, snow d. fire, smoke
temperatures.
6. The is behind the clouds. a. fire b. snow c. sun d. ice
3. Ice is hot.
119
Unit 5, Lesson 7
5-07 Kinds of Things 5-08 Furniture, Clothing and Instruments
Content Integration:
Science: Write the following headings on the Worksheet 5-07
the lists, have students further break down the 2. Bread is a kind of ____________________________.
a flower
objects into more specific categorizations; for 4. Horses and cats are ____________________________. ducks
cheese
has in regulating plants, food, and animals. 10. Grass ____________________________. are kinds of plants
II. Write a complete English sentence using one or more words from the list.
kind duck ice cream
kinds ducks cattle
plants bushes
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
120
Kinds of Things
Kinds of Things 5-07
New Vocabulary
Using Multiple Intelligence Strategies:
bushes
kind
cattle
kinds
cream
plants
duck ducks
Musical-Rhythmic: Ask students to revise the
Usage: Kinds of Things song “Old MacDonald” to include different
Learning vocabulary words in groups will help you remember them. We understand
the world around us by categorizing and grouping things according to kinds or
types of plants, food, and animals.
types such as plants, animals, flowers, etc. Each item within a group may be called
“a kind of” its group. Intrapersonal: Instruct students to make a list
Be sure to match singular constructions with single items and plural constructions
with more than one item. of their favorite plants, food, and animals. Have
one kind of flower
A flower is a kind of plant.
students write a paragraph explaining why these
two kinds of dogs
several kinds of plants
items are their favorites.
one kind of dog
Some categories are named with non-count nouns, like food and fruit. They remain
singular. Post-Lesson Activity:
Grapes are fruit, but dogs are animals.
Bananas are food, and flowers are plants. • Instruct students to plan a meal using items
Why is fruit not plural if animals is? The answer lies in whether you refer to a non-
count group, like fruit or food, or to a countable group, like animals or plants. from all of the basic food groups.
Conversation:
• Have students use the meal plan they created
from the previous activity. Ask students to
discuss the foods and beverages they included
in their meals.
51
Modifications:
• Encourage students to make their own lists on
a large piece of construction paper. Pictures
The Rosetta Stone English I
may also be added, drawn, or cut out from
Quiz Unit 5 Lessons 7 and 8
magazines.
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
1. Tables are . a. clothing b. musical instruments c. furniture d. food
121
Unit 5, Lesson 8
5-07 Kinds of Things 5-08 Furniture, Clothing and Instruments
Pre-Lesson Activity: 31
Social Studies: Ask students to describe their 8. Someone is playing an ____________________________. bed
responses on the board. After talking about their II. Write a complete English sentence using one or more words from the list.
furniture bed bench holds dressed musical violins bass
favorite types of music, ask students to name piece
pieces
desk
sit
clothes
dresser
jacket
tie
formal
music
instruments
saxophone
flute
flutes
drums
drummer
12. __________________________________________________________________________________________
favorite types of music. Explain to the students 13. __________________________________________________________________________________________
environments throughout the world. Ask students III. Describe each picture with a complete English sentence.
19. __________________________________________________________________________________________
instruments they chose from their own culture. 20. __________________________________________________________________________________________
Have students explain the similarities and Furniture, Clothing and Instruments ENGLISH
122
Furniture, Clothing, and
Furniture, Clothing and Instruments 5-08 Instruments
New Vocabulary
Content Integration (continued)
bass
desk
bed
dressed
bench
dresser
clothes
drummer
clowns
drums
Language Arts: Ask students to list five different
flute
holds
flutes
instruments
formal
jacket
furniture
music
guitars
musical
countries they would like to visit and in what
piece
violins
pieces saxophone sit tie season they would like to visit. Have students
Usage research the different types of weather they
Like Lesson 5-07, this one uses vocabulary that pertains to certain groups and
categories. The categories used here are furniture, clothing and musical
would experience on their travels to these other
instruments. countries. Have students make a list of 10 items
While one could just as well say, “A bench is a kind of furniture,” or “A jacket is
a kind of clothing,” it is customary to refer to singular items belonging to these of clothing they would need during their
categories as a piece.
A chair is a piece of furniture.
travels. Have students write a few paragraphs
A jacket is a piece of clothing.
using the sentences they have already written.
If the items are plural, “a piece of” is dropped.
A table and chairs are furniture.
Tables are furniture.
A shirt and tie are clothing.
children’s clothing
Using Multiple Intelligence Strategies:
Interestingly, a dress is a piece of clothing, while the verb for putting on clothing Musical-Rhythmic: Invite students to bring
is to dress.
The woman is wearing a red dress. instruments and play them for the class.
The clown is getting dressed.
The woman is dressed in white. Bodily-Kinesthetic: Use the furniture catalogs
One cannot say, “A guitar is a piece of musical instrument,” but one may say,
“A guitar is a kind of musical instrument.” to identify pieces of furniture. Instruct students
Guitars are musical instruments.
Violins are musical instruments.
to cut out and glue the pictures of furniture on
What makes the difference? Furniture and clothing are non-count nouns, or a piece of paper and label each item.
collective singulars, whereas instruments is a count noun. That is the difference.
52
Post-Lesson Activity:
• Listen to music and identify what type of
instrument is being played.
The Rosetta Stone English I
Quiz Unit 5 Lessons 7 and 8
Conversation:
I. Fill in the blank with the word or words that best describe the photograph.
• Have students discuss their favorite types of
music, or if they have ever played an
instrument. Students may also discuss the
1. 2. 3.
1. Tables are . a. clothing b. musical instruments c. furniture d. food types of furniture in their home.
2. Someone is playing . a. clothing b. a musical instrument c. furniture d. food
123
Unit 5, Lesson 9
5-09 Few, Many, More, Less 5-10 More Verbs; Human Gestures
map and ask students to compare the area of 7. ____________________________ are on one bicycle. fewer
the amounts of estimated water in each body of 10. There is ____________________________ amount of milk in the glasses. couple
II. Write a complete English sentence using one or more words from the list.
water. Have students graph their information amount lot
count candles
less land
accordingly. tray boys
we only
11. __________________________________________________________________________________________
14. __________________________________________________________________________________________
board: many, few, more, less, and too much. Ask 15 __________________________________________________________________________________________
students to write sentences and make number III. Describe each picture with a complete English sentence.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
124
Few, Many, More, Less
Few, Many, More, Less 5-09
New Vocabulary
Using Multiple Intelligence Strategies:
amount
less
boys
lot
candles
only
count
tray
land
we
Visual-Spatial: Place M&M’s in a clear container.
Usage: Amounts Ask students to predict whether there are more
Number designations are needed every day in English speech, especially relative
numbers and comparatives. Note the following expressions and try to use them today.
or less of a particular color. Sort and count the
many M&M’s by individual colors. Make a circle
a few
a lot of graph to illustrate the data.
a little
more… than…
same…as… Logical-Mathematical: Group the M&M’s
fewer…than…
less…than… in various amounts to practice the concept of
too many
a couple many and a few.
One may add emphasis by doubling, as in “many, many,” or extend the comparison
with “many more,” “far fewer,” or “far less.”
Many and a few are used only with countable nouns.
Post-Lesson Activity:
many people a few balloons
many birds a few apples • Pour the same amount of water into each of
More and less are used with non-count nouns, collective singulars and things
measured in volume rather than numbers. the drinking glasses. Label the glasses A and
more sand more milk
less sand less milk B. Let each student determine whether they
More also works with countable nouns. think one glass has more liquid than the other
more people more balloons
or if they have the same amount. Pour the
water from the glass into the measuring cup
and record the amount. Do the same with the
other glass and show the students that each
53 glass had equal amounts. Discuss why some
students thought one glass contained more or
less water than the other.
The Rosetta Stone English I
Quiz Unit 5 Lessons 9 and 10 Conversation:
I. Fill in the blank with the word that best describes the photograph.
• Have students discuss the amounts of
different objects in the classroom. Students
should use words from the vocabulary list
1. 2. 3. 4. such as many, few, more, less, and too much.
1. The children are . a. waving b. coughing c. sneezing d. pointing
2. There is more candy in the left hand than in the right hand.
125
Unit 5, Lesson 10
5-09 Few, Many, More, Less 5-10 More Verbs; Human Gestures
Social Studies: Explain to students that they 1. This man is scratching ____________________________. is crying
the template for the poem on the board and have 4. This man is ____________________________ his shoe. off the ground
about a famous individual from another culture. 9. The child is picking up something ____________________________. in a race
Sample Template: II. Write a complete English sentence using one or more words from the list.
waving sticking tying thinking picking win neck string
First Name coughing
sneezing
yawning
blowing
scratching
crying
stretching
finishing
funeral
race
won
medals
forehead
kite
tongue
folded
11. __________________________________________________________________________________________
3 adjectives that describe themselves 12. __________________________________________________________________________________________
14. __________________________________________________________________________________________
Who fears _________ 15 __________________________________________________________________________________________
Who would like to ____________ III. Describe each picture with a complete English sentence.
Son/Daughter of ______________
Resident of ______________ 16. 17. 18. 19. 20.
16. __________________________________________________________________________________________
Last Name 17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
Language Arts: Ask students to make a list of
19. __________________________________________________________________________________________
different emotions. List the responses on the 20. __________________________________________________________________________________________
board. Ask students to describe how people More Verbs; Human Gestures ENGLISH
126
More Verbs: Human Gestures
More Verbs; Human Gestures 5-10
New Vocabulary
Content Integration: (continued)
blowing coughing crying finishing folded
forehead funeral kite medals neck emotions, cut slips of paper and write one of
picking pockets race run scratching
sneezing sticking stretching string thinking
the emotions on each piece of paper. Bring in
tongue
yawning
tying waving win won
music that exemplifies these emotions. Hand
Usage: Human Gestures out slips of paper with an emotion on each slip.
You will find the new terms in this lesson very helpful in expressing the everyday,
normal actions we do without thinking about them: coughing, sneezing, yawning,
Play an excerpt from music piece #1. Do the
being tired, being happy or sad, etc. Enjoy practicing them.
same for pieces #2, #3, and #4. Ask students to
Grammar: Future Tense
One new grammatical construction occurs in this lesson: will win.
identify the emotion on their slip of paper with
The one in the red shirt will win. the song number that best fits by raising their
This is the true future tense in which will plus an infinitive is used.
hand when their specific emotional music is
The true future tense has the same meaning as is going plus an infinitive, which
we have seen before. played. Play excerpts again to give students the
The one in the red shirt will win.
The one in the red shirt is going to win. chance to make their choices. Have all students
with emotions that fit with the first piece, get
into a group, and likewise, do the same with
pieces #2, #3, and #4. Have students work in
groups to discuss times when they have felt these
particular emotions and how they were able to
identify the emotions. Have students make a list
of songs that exemplify their group’s assigned
emotion.
54
Post-Lesson Activities:
1. 2. 3. 4. • Ask students to give verbal clues to their peers
1. The children are . a. waving b. coughing c. sneezing d. pointing
describing gestures and feelings. Their peers
2. The boy is . a. waving b. yawning c. sneezing d. pointing
Conversation:
• Ask students to look through magazines to
5. 6. 7. 8.
find different pictures of people making the
1. There are more chairs than tables.
2. There is more candy in the left hand than in the right hand.
gestures described in the new vocabulary.
3. There are too many boys to count. Students can take turns describing the
4. There is a lot of food on this tray.
pictures to each other.
5. There are only a few flowers.
127
Unit 5, Lesson 11
5-11 Human Conditions 5-12 Unit Five Review
books. 33
II. Write a complete English sentence using one or more words from the list.
I hungry unhappy thirsty healthy
you full who we weak
am tired cold not sick
11. __________________________________________________________________________________________
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15 __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
128
Human Conditions
Human Conditions 5-11
New Vocabulary
Using Multiple Intelligence Strategies:
am I unhappy you
Visual-Spatial: Have students use comic strips
Grammar: Predicate Adjectives
This lesson uses mostly predicate adjectives, that is, a linking verb (to be) connects
to describe how the people are feeling. Instruct
a subject with a descriptive adjective.
students to write sentences about the people in
I am tired.
We are happy. the comic strip.
Grammar: Personal Pronouns
Personal pronouns are grouped into first, second and third persons in both singular Intrapersonal and Interpersonal: Ask students
and plural. Learn the forms of to be that go with each personal pronoun.
First person I am we are
to describe how they are feeling today. Instruct
Second person
Third person
you are
he is
you are
they are
students to write how they are feeling in the
she is
it is
first person. Then have students ask someone
Note how useful these structures are in talking about human conditions. else how they are feeling. Students will write
about the other person in both the second and
third person.
Post-Lesson Activities:
• Read aloud a description of a person and
have the students draw the person. Compare
and contrast the students’ final drawings.
Read the description again to determine what
was drawn accurately.
55
• Direct students to write a poem about feelings.
Conversation:
• Have students ask a partner what he or she
The Rosetta Stone English I
Quiz Unit 5 Lesson 11, Unit 6 Lesson 1
is doing in the present tense. One student
I. Fill in the blank with the words that best describe the photograph.
will ask a question, and the other student
will answer in either the first, second, or
third person.
1. 2. 3.
1. a. I am cold. b. I am not cold.
c. We are cold. d. We are not cold. Modifications:
2. a. I am bald. b. I have black hair.
3. who is hungry.
c. We are bald.
1. 2. 3.
4. 5. 6.
1. The children in the park. 4. This man in a bike race.
3. The boy on the left a rake in his hands. 6. The girls a rope.
III. Fill in the blanks below with the letter matching the correct pronoun.
a. I b. we
1. are unhappy.
2. am cold.
I. Add, subtract, multiply, or divide. Write out the answer in the space provided.
10. six hundred and eighty-six plus one hundred and eleven
• Choose activities that target skills in need II. Fill in the blank with the words that best describe the photograph.
of practice.
• Encourage role-play of scenes that require
students to use language skills. 1.
1. The man
2.
.
3.
a. is riding
4.
b. is going to ride
5.
c. has ridden
• Provide time for conversation practice with 2. The dog the frisbee. a. is catching b. is going to catch c. has caught
• Challenge students to create questions from 5. The bird . a. is flying b. is going to fly c. has flown
various lessons and seek answers as a class. III. Form the possessive according to the model below:
Example: a woman, a hat a woman’s hat
3. women, legs
4. he, horse
additional practice time in appropriate modes IV. Fill in the blank with the word that best describes the photograph.
Example.
1. 2. 3. 4. 5.
1. cart the the is man pulling .
130
The Rosetta Stone English I
Test Unit 5 Lessons 7–11
2. a dress
a. plant
b. animal
Tests
3. fruit c. furniture
4. ducks d. clothing
5. a flower e. food
7. a table
8. a guitar
9. apples
10. meat
II. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
4. 5. 6.
III. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4. 5.
6. 7. 8. 9.
4. I am . d. sneezing
5. am hungry. e. you
7. The man is . g. we
9. We are . i. waving
131
Word Search 5: 1-5
N W D M U S I C P I E C E
AMOUNT ONLY O F R G S C S U M M E R F
COUGHING PIECE
COUNT SCRATCHING F U E D C O U N T X Y A O
DRESSED SUMMER I N S T R U M E N T S D R
FINISHING THINKING
FOREHEAD TIE N E S W A G T N Y O U I E
FUNERAL TONGUE
FURNITURE UNHAPPY I R E I T H I N K I N G H
ICE WHEN S A D N C I E J M C H F E
INSTRUMENTS WINTER
JACKET YAWNING H L D T H N K H T E A A A
LAND YOU
MUSIC I U S E I G W H E N P E D
N F U R N I T U R E P L T
G T O N G U E O N L Y A D
J A C K E T G A M O U N T
W O Y A W N I N G O B D D
ENGLISH
132
Crossword 5: 1-5
Across Down
ENGLISH
Crossword 5: 6-11
Across Down
1. The tie is around his ____. 1. She was running, but ___ she isn’t.
4. They go in the water ____ it is hot. 2. Grass is a ____ of plant.
6. There are ___ a few flowers. 3. a long, thin musical instrument
9. coat 5. A dresser is a piece of furniture that
12. Guitars are musical _____. ___ clothes.
14. ___ is cold. 7. table, bed, and chair
15. not hot 8. A match ____ fire.
17. a piece of furniture to sleep on 10. a ____ of furniture
20. The fire is making black ____. 11. The ___ is hot.
21. They ran in a ____. 13. The ___ is around his neck.
22. The boy is holding the kite ____ 16. a kind of bird
in his mouth. 17. a piece of furniture to sit on
18. not night
19. Someone is playing the ___.
20. He will ___ on the sofa.
ENGLISH
133
Unit 6 Overview
Lesson 6-01 To Be and To Have: Present and Past Tenses ............................ 136
Three new words.
Demonstrative pronouns.
134
Scope and Sequence
135
Unit 6, Lesson 1
6-01 To Be and To Have: Present and 6-02 Present Progressive, Present Perfect
Past Tenses and Future with “Going To”
01 The children are in the park. 01 The man is going to get into the car.
The boy is in the airplane. The man is getting into the car.
New Vocabulary The dog has a frisbee in its mouth.
The cup is full.
The man is going to get into the carriage.
The man is getting into the carriage.
02 These are the children who were in the park. 02 The boy is going to jump.
had notebook park The boy was in an airplane.
The dog had a frisbee in its mouth.
The boy is jumping.
The boy has jumped.
The cup was full. The boy is going to throw the ball.
03 The boy’s mouth is open. 03 The woman is going to write.
The children are on the table. The woman is writing.
The boy’s mouth was open. The boy is falling.
Themes: The children were on the table. The boy has fallen.
04 The woman has the box. 04 The boy is going to climb out of the water.
Verb Tenses This is the woman who had the box.
The girls have a rope.
The boy is going to slide.
The boy is sliding.
These are the girls who had a rope. The boy has slid into the water.
05 The man has a hat on his head. 05 The boy is going to jump.
This is the man who had the hat on his head. The boy is jumping.
Materials: The boy in blue has a rake in his hands.
The boy in blue had a rake in his hands.
The people are going to cross the street.
The people are crossing the street.
Content Integration:
Social Studies: Allow students to select a Worksheet 6-01
historical event from another country and have
I. Fill in the blank.
students create a timeline of the event. Instruct 1. This man is in a bike ____________________________. hat
students to write a paragraph about the event 2. The boy is on ____________________________. mouth is
underline all the past tense verbs used. 5. The boy’s ____________________________ open. clown
from the lesson, instruct students to create a short 8. The boy is in ____________________________. full
story using the past and present tenses and to 9. The ____________________________ were in a parade. the airplane
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
136
To Be and To Have: Present and
To Be and To Have: Present and Past Tenses 6-01 Past Tenses
New Vocabulary
Using Multiple Intelligence Strategies:
had notebook park
Verbal-Linguistic: Instruct students to write a
Grammar: Present and Past Tenses
All verbs have a present tense and a past tense form. The verbs to be and to have
story about a person doing various activities. On
are the most frequently used verbs in the English language. Both are irregular.
one page of the book make the activity current
Present Past
Singular The cup is cold. The cup was cold. and on the opposite page write about the same
Plural The children are on the table. The children were on the table.
activity in past tense.
Singular The man has a hat. The man had a hat.
Plural The girls have a rope. The girls had a rope. Bodily-Kinesthetic: Divide students into pairs
Another past tense is past progressive:
The woman was holding a notebook.
and give each pair a copy of the handout for
And yet another past tense is present perfect: this memory game. Direct students to cut out
He has fallen off the wall.
the pictures of people on the handout, mix them
up, and place them face down in rows. Students
then attempt to find a match by taking turns
flipping over two pictures at a time. A match
will consist of the same activity, but one is
happening in the present and the other in the past.
Post-Lesson Activities:
• Display pictures of various people. Have
students write a sentence to go with each
56 picture using either present or past tense verbs.
• Read a page from three different books. Use a
graphic organizer to list present and past tense
verbs. Which book had the most of each type
The Rosetta Stone English I
Quiz Unit 5 Lesson 11, Unit 6 Lesson 1 of verb? Make a graph to compare the results.
I. Fill in the blank with the words that best describe the photograph. Display this graph in the classroom.
Conversation:
1. 2. 3.
1. a. I am cold. b. I am not cold.
• Have students discuss an activity in the
c. We are cold. d. We are not cold.
Modifications:
1. 2. 3.
• Encourage students to write a three-sentence
paragraph about a historical event that is
meaningful to them.
4. 5. 6.
1. The children in the park. 4. This man in a bike race.
3. The boy on the left a rake in his hands. 6. The girls a rope.
III. Fill in the blanks below with the letter matching the correct pronoun.
a. I b. we
1. are unhappy.
2. am cold.
137
Unit 6, Lesson 2
6-01 To Be and To Have: Present and 6-02 Present Progressive, Present Perfect
Past Tenses and Future with “Going To”
01 The children are in the park. 01 The man is going to get into the car.
The boy is in the airplane. The man is getting into the car.
New Vocabulary The dog has a frisbee in its mouth.
The cup is full.
The man is going to get into the carriage.
The man is getting into the carriage.
02 These are the children who were in the park. 02 The boy is going to jump.
bag get slid throw The boy was in an airplane.
The dog had a frisbee in its mouth.
The boy is jumping.
The boy has jumped.
The cup was full. The boy is going to throw the ball.
close go slide trunk 03 The boy’s mouth is open. 03 The woman is going to write.
The children are on the table. The woman is writing.
cross kiss sliding write The boy’s mouth was open.
The children were on the table.
The boy is falling.
The boy has fallen.
crossing looking store 04 The woman has the box. 04 The boy is going to climb out of the water.
This is the woman who had the box. The boy is going to slide.
enter put street The girls have a rope.
These are the girls who had a rope.
The boy is sliding.
The boy has slid into the water.
05 The man has a hat on his head. 05 The boy is going to jump.
This is the man who had the hat on his head. The boy is jumping.
The boy in blue has a rake in his hands. The people are going to cross the street.
The boy in blue had a rake in his hands. The people are crossing the street.
Themes: 06 These people are in a bike race. 06 The boy is looking at the ball.
These people were in a bike race. The boy is going to throw the ball.
Verb Tenses This man is in a bike race.
This man was in a bike race.
The man is going to throw the boy.
The man has thrown the boy.
07 The boy is on the table. 07 The woman is going to put something into
The boy was on the table. the bag.
The woman is holding a notebook. The woman has put something into the bag.
Materials: The woman was holding a notebook. The woman is going to kiss the man.
The woman is kissing the man.
08 This person is in the water.
Plot Analysis Handout 6-02 This person was in the water.
The boy is on the wall. He is climbing the wall.
08 The woman is going to enter the store.
The woman is entering the store.
The boy was on the wall. He has fallen off The man is going to close the trunk of the car.
Sequencing Handout 6-02 the wall. The man has closed the trunk of the car.
09 These people are in a parade. 09 The people are going to go up the steps.
Construction paper These people were in a parade.
The man is in the truck.
The people are going up the steps.
The people have gone up the steps.
The man was in the truck. The people are coming down the steps.
10 The boy is inside. 10 The people are going to come down the steps.
Pre-Lesson Activity: The boy was inside. Now he is outside.
The clown has a hat on his head.
The people are coming down the steps.
The people have come down the steps.
The clown had a hat on his head. The people are going up the steps.
• Reinforce present progressive, present
perfect, and future tenses by asking students
to write a paragraph about things they want to 34
the plot of a story by listing things that have 2. The woman ____________________________ the man. put
happened to the character, what is currently 3. The boy is ____________________________ at the ball.
enter
happening to the character, and what they 5. The woman has ____________________________ something into the bag. is kissing
predict might happen to the character. 6. The woman is going to ____________________________ the store. trunk
7. The man has closed the ____________________________ of the car. has slid
Social Studies: Ask students to make a list 8. The people are going up ____________________________. throw
of the streets they must take in order to get 9. The boy has ____________________________. the carriage
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
Present Progressive, Present Perfect and Future with “Going To” ENGLISH
138
Present Progressive, Present Perfect,
Present Progressive, Present Perfect and Future with “Going To” 6-02 and Future with “going to”
New Vocabulary
Bodily-Kinesthetic: Demonstrate the various
bag close cross crossing enter verb tenses by performing an activity listed in
get go kiss looking put
slid slide sliding store street the vocabulary. Ask students to perform these
throw trunk write
Grammar: Verb Tenses
activities for the class.
Lessons 2-10 and 5-03 present the same tenses as this lesson. Do you remember
them? Perhaps it is time to review them, this time with some new vocabulary and Visual-Spatial: Using street names and directions,
expanded sentence forms.
have students draw a map of the route they
Present progressive is a two-part verb tense that uses a form of to be with a verb
ending in -ing, or the present participle. It expresses an action that is going on now. must take to get to school including different
The woman is writing.
The boy is looking at the ball. landmarks: post office, supermarket, etc.
The people are coming down the steps.
Present perfect is also a two-part verb tense that uses the present tense of have
as a helping verb with a past participle. Only the forms of have change to match
the number of the subject; the past participle never changes its form. Present Post-Lesson Activities:
perfect expresses a past event that is still true in the present.
The man has closed the trunk of the car. • Cut out pictures from the sequencing
The people have gone up the steps.
The woman has put something into the bag. handout. Pass out pictures to each student or
You can express the future using a three-part verb that consists first of a form of
to be, then going, and then an infinitive (to plus a verb). It predicts an event that
a group of students. Have students sequence
will happen in the future. pictures and write a sentence using the
The woman is going to write.
She is going to put something into the bag. correct verb tenses for each picture.
The people are going to go up the steps.
In rapid speech you will hear people run “going to” together so that it sounds • Divide a large sheet of construction paper
like “gonna”.
She is gonna put something into the bag. into three equal sections. Draw a picture in
each section to illustrate the verb tenses.
57
Conversation:
• Have students interview each other about
what they are going to do after school.
The Rosetta Stone English I
Quiz Unit 6 Lessons 2 and 3
Modifications:
I. Fill in the blank with the words that best describe the photograph.
• Use the graphic organizer handout to help
students analyze plots of stories.
1. 2. 3.
1. This person has . a. a moustache, but no beard b. a beard, but no moustache
c. a moustache and a beard d. no moustache and no beard
3. This person has . a. light skin and short hair b. light skin and long hair
c. dark skin and short hair d. dark skin and long hair
II. Change the words in italics from present progressive to present perfect.
1. The people are going up the steps. a. are gone b. have gone c. were gone
2. The man is throwing the boy. a. is going to throw b. is thrown c. has thrown
2. The man is throwing the boy. a. is thrown b. has thrown c. is going to throw
3. The people are coming down the steps. a. have come b. are going to come c. were coming
1. 2. 3.
1. This couple is dressed up.
139
Unit 6, Lesson 3
6-03 More Descriptions of People; 6-04 Units of Things
Demonstrative Adjectives
01 The old man has a white beard. 01 a bag of fish
The bald man is looking at a rug. a bag of grapes
New Vocabulary The bald man has a beard.
The man with a red tie has a beard.
bags of bread
an empty paper bag
02 The man has a beard. 02 a roll of paper towels
beard moustache uniform The man is bald.
The man does not have a beard.
a paper towel
a bag of potato chips
The woman does not have a beard. a plastic bag of grapes
earring rug uniforms 03 These people are wearing uniforms. 03 a full bottle of juice
These people are not wearing uniforms. half a bottle of juice
light skin This man is wearing a uniform.
This man is not wearing a uniform.
an empty glass bottle
a roll of toilet paper
04 This person has a moustache, but no beard. 04 two rolls of paper towels
This person has a beard, but no moustache. a full paper bag
This person has a moustache and a beard. an empty plastic bag
The person does not have a moustache or a beard. an empty paper bag
Themes: 05 This statue has a moustache. 05 an empty glass bottle
This statue has a beard. a full bottle
People The woman with long hair has an earring.
The woman with short hair is wearing an earring.
lots of bread
six loaves of bread
06 This couple is dressed up. 06 a roll of paper towels
This couple is not dressed up. a roll of toilet paper
Materials: These men are dressed up.
These men are not dressed up.
a full paper bag
an empty paper bag
• Review lesson vocabulary by instructing 09 The woman has light skin and short hair.
The woman has light skin and long, blond hair.
09 a pair of sunglasses
a pair of gloves and a pair of shoes
students to write three sentences. Each This person has dark skin and short hair.
This person has dark skin and long hair.
a pair of boots
a pair of dice
sentence will describe one of the following: 10 This man has dark skin and a moustache.
This man has light skin and a beard.
10 a bouquet of flowers
three bouquets of flowers
This man has light skin and no beard or a banana
moustache. bunches of bananas
– A family member. This man has dark skin and no beard or
moustache.
– A peer.
– A famous person (past or present). 35
Content Integration:
Language Arts: Provide students with a short
Worksheet 6-03
story that is well-known in another culture.
Instruct students to choose a character in a story I. Fill in the blank.
1. The woman with ____________________________ has an earring. is bald
and write a description of the character. 2. The girl has black hair and dark ____________________________. long hair
different professions wear specific uniforms. 5. These people are wearing ____________________________. dressed
Have students identify professions that have to 6. The man ____________________________. does not
the board. Ask students to research five pro- 9. The ____________________________ man has a beard. moustache
fessions that require uniforms. Instruct students 10. The ____________________________ has a moustache. uniforms
to research these jobs and write a brief II. Describe each picture with a complete English sentence.
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
140
More Descriptions of People;
More Descriptions of People; Demonstrative Adjectives 6-03 Demonstrative Adjectives
New Vocabulary Using Multiple Intelligence Strategies:
beard earring light moustache rug
skin uniform uniforms Bodily-Kinesthetic: Have students sort pictures
Grammar: Demonstrative Adjectives of people into different categories and then
This and these are demonstrative adjectives. They are often used in contrast to
that and those. share the criteria they used to create these
this and that
these and those
categories.
These people are wearing uniforms. (Those people are not.)
This person has a beard. (That person does not.)
Interpersonal: Invite students to share their
These men are dressed up. (Those men are not.)
This girl has black hair. (That girl does not. She has blond hair.)
research about professions and uniforms with
The demonstrative adjective must agree in number with its noun. the class.
this couple
these people
While couple refers to two people, it is just one couple, so it is singular. Post-Lesson Activity:
Prepositional phrases can help point out which one.
The boy in the red sweater has dark skin. • Cut out pictures of 25 men from magazines.
The woman with long hair has an earring.
Put these pictures on display for the class. On
a large sheet of paper or the board, write
down the following categories: he does not
have a beard or a moustache, he does not
have a mustache, he does not have a beard,
he has a beard and a moustache. Ask
students to help match the pictures to the
proper categories. Instruct them to use tally
58 marks to record data. Convert data to
percentages and make a circle graph to
display the data.
.
a. light skin b. a moustache
2. The man is throwing the boy. a. is thrown b. has thrown c. is going to throw
3. The people are coming down the steps. a. have come b. are going to come c. were coming
1. 2. 3.
1. This couple is dressed up.
141
Unit 6, Lesson 4 6-03 More Descriptions of People; 6-04 Units of Things
Demonstrative Adjectives
01 The old man has a white beard. 01 a bag of fish
The bald man is looking at a rug. a bag of grapes
The bald man has a beard. bags of bread
New Vocabulary The man with a red tie has a beard. an empty paper bag
02 The man has a beard. 02 a roll of paper towels
The man is bald. a paper towel
banana dice slices The man does not have a beard.
The woman does not have a beard.
a bag of potato chips
a plastic bag of grapes
baskets half toilet 03 These people are wearing uniforms. 03 a full bottle of juice
These people are not wearing uniforms. half a bottle of juice
boots lots tomato This man is wearing a uniform.
This man is not wearing a uniform.
an empty glass bottle
a roll of toilet paper
09 The woman has light skin and short hair. 09 a pair of sunglasses
Materials: The woman has light skin and long, blond hair.
This person has dark skin and short hair.
a pair of gloves and a pair of shoes
a pair of boots
This person has dark skin and long hair. a pair of dice
Research materials 10 This man has dark skin and a moustache. 10 a bouquet of flowers
This man has light skin and a beard. three bouquets of flowers
This man has light skin and no beard or a banana
moustache. bunches of bananas
This man has dark skin and no beard or
Pre-Lesson Activity: moustache.
Have students share list items as you write 3. a ____________________________ of paper towels bag
Language Arts: Instruct students to research II. Describe each picture with a complete English sentence.
14. __________________________________________________________________________________________
types of animals are in a herd, flock, colony, 15. __________________________________________________________________________________________
and pack. After giving students time to III. Match the words.
research, ask students to share their information ____16. loaves a. toilet paper
with the class and record student answers on ____17. roll b. flowers
142
Units of Things
Units of Things 6-04
59
Conversation:
• Have students describe a trip to the grocery
store, making sure they use their shopping list
and other new vocabulary words.
The Rosetta Stone English I
Quiz Unit 6 Lessons 4 and 5
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Ask students to list or name five items they
would purchase for a specific event. Possible
1. 2. 3.
event choices:
– Back to School
– A Birthday Party
4. 5. 6.
1. a of fish a. bottle b. bag c. pair d. roll – Valentine’s Day
2. a. an empty plastic bag b. an empty paper bag
c. a full plastic bag d. a full paper bag
II. Fill in the blank with the letter matching the correct word.
a. anymore b. only c. both d. neither e. none f. nor g. all
1. 2. 3.
4. 5. 6.
1. people are singing. 4. This man is talking on the phone
nor eating.
2. four of these people are walking.
5. The clown is not dressing .
3. The men are not running .
6. of these three people are walking.
143
Unit 6, Lesson 5 6-05 Neither–Nor, Both–And 6-06 Verbs: Present and Past Tenses;
Relative Pronouns
01 The woman is riding the horse. 01 These people are in a bike race.
The woman is not riding the horse anymore. These people were in a bike race.
The men are riding bicycles. The clown has a hat on his head.
New Vocabulary The men are not riding anymore. The clown had a hat on his head.
02 The men are running. 02 The young woman is reading.
The men are not running anymore. The young woman was reading.
anymore nor them The young men are singing.
The young men are not singing anymore. The boy is fishing.
The boy was fishing.
dressing sidewalk 03 The man and woman are singing.
The man and woman are not singing anymore. 03 The girl is jumping rope.
The clown is dressing. The girls were jumping rope.
The clown is not dressing anymore. The woman is drinking.
04 This woman is eating. The woman was drinking.
This woman is talking on the phone. 04 The father and his sons are digging.
This woman is neither talking on the phone nor
Themes: eating.
This man is neither talking on the phone nor
The father and his sons were digging.
The dog is looking at the book.
The dog was looking at the book.
eating.
What Am I Doing? 05 This woman is singing and playing the piano.
This woman is neither singing nor playing the
05 The man is wearing a shirt that is too small.
The man was wearing a shirt that was too small.
piano. The man is wearing his own shirt.
These women are playing drums and smiling. The man was wearing this shirt, but now the
These women are neither playing drums nor boy is.
Materials: 06
smiling.
Both people are singing. 06 The man is playing the guitar.
Neither of these people is singing. The man was playing the guitar.
The woman is holding the guitar.
Magazine or newspaper pictures Only one of these people is singing.
All six of these people are singing.
The woman was holding the guitar, but now the
boy has it.
07 The man in white is standing on the sidewalk.
The man in white is not standing on the sidewalk 07 The traffic light is red.
anymore. The traffic light was red.
Pre-Lesson Activity: The bus is up on the sidewalk.
The bus is not on the sidewalk anymore.
The man is climbing the ladder.
The man has climbed the ladder.
08 All four of these people are walking.
08 Some people are driving.
• Direct students to complete Section I of None of these four people are walking.
All three of these people are walking.
Some people were driving, but not anymore.
Someone is going to drive.
None of these three people are walking.
Worksheet 6-05 in the Student Workbook to 09 Both the young men are singing. Neither of them
car keys
is kissing a woman. 09 This dog is yawning.
reinforce vocabulary. Review Lesson 6-05 Neither the man nor the woman is talking.
Neither the man nor the woman is kissing.
This dog is carrying the frisbee.
This young man is yawning.
The man in the black shirt is standing. None of This young man is eating.
terms in the following way: his friends are.
10 This is the dog that was yawning.
10 Both the man and the woman are carrying
This is the dog that was carrying the frisbee.
umbrellas.
– Divide students into groups of three. Neither the man nor the woman is carrying an
umbrella.
This is the young man who was yawning.
This is the young man who was eating.
Both the man and the boy are wearing hats.
– Instruct groups to observe others in the Neither the man nor the boy is wearing a hat.
both, and none to describe historical things or 4. The woman is ____________________________ on the phone. both
students to write sentences describing these 7. The men are riding _____________________________. playing
events. For example, if the students wanted to 8. ____________________________ of these people is singing. talking
Columbus and Magellan were explorers.” Write II. Describe each picture with a complete English sentence.
some of the student sentences on the board or
large sheet of paper.
Language Arts: Instruct students to write five 11. 12. 13. 14. 15.
11. __________________________________________________________________________________________
sentences using the following words: none, not 12. __________________________________________________________________________________________
15. __________________________________________________________________________________________
144
Neither–Nor, Both, None,
Neither–Nor, Both–And 6-05 No One, Neither
New Vocabulary Using Multiple Intelligence Strategies:
anymore dressing nor sidewalk them
Bodily-Kinesthetic: Act out an activity and
Usage: Not…Anymore, Neither…Nor, and Both
Not…anymore expresses the discontinuance of an action. The action was once have one student say what is happening and
occurring, but now it has stopped.
The men are running. The men are not running anymore.
another student say what is not happening.
The woman is riding the horse. The woman is not riding the horse anymore.
Neither…nor is a useful expression indicating negation of two things. “Neither”
Logical-Mathematical: Instruct students to
sometimes appears without “nor.” They have various grammatical functions,
sometimes adverbial, sometimes adjectival and sometimes as the subject.
create riddles to share with a partner using
As a subject, “neither” is singular (“neither is…”).
the following words: none, not anymore,
Adverbial This woman is neither singing nor playing the piano.
As subject
Adjectival
Neither of these people is singing. (Neither is singing.)
Neither the man nor the woman is talking. (Neither is talking.)
neither–nor, and both. Have students take
Both means “the two together.” Often neither is its opposite. Their grammatical turns solving their partner’s riddle.
functions are parallel: adverbial, adjectival and as a subject. As a subject, of course,
both is plural (“Both are…”).
Adverbial
As subject
The woman is both singing and playing the piano.
Both the man and the boy are wearing hats. Post-Lesson Activity:
Adjectival Both people are singing.
Where more than two items are involved, use all. “None” negates “all.” • Direct students to use pictures from newspapers
All four of these people are walking.
None of these people are walking.
or magazines to write sentences describing
what the people are and are not doing. Use
the vocabulary none, neither–nor, and both.
Conversation:
• After students finish working through this
lesson, ask them to describe two to three
60
scenes that were memorable.
Modifications:
The Rosetta Stone English I
• Invite students to describe the actions
Quiz Unit 6 Lessons 4 and 5
from several magazine photographs and
I. Fill in the blank with the word or words that best describe the photograph.
advertisements.
1. 2. 3.
4. 5. 6.
1. a of fish a. bottle b. bag c. pair d. roll
II. Fill in the blank with the letter matching the correct word.
a. anymore b. only c. both d. neither e. none f. nor g. all
1. 2. 3.
4. 5. 6.
1. people are singing. 4. This man is talking on the phone
nor eating.
2. four of these people are walking.
5. The clown is not dressing .
3. The men are not running .
6. of these three people are walking.
• Remind students about the Word Journal they 08 All four of these people are walking.
None of these four people are walking.
All three of these people are walking.
08 Some people are driving.
Some people were driving, but not anymore.
Someone is going to drive.
began in Lesson 4-04. Provide time for 09
None of these three people are walking.
Both the young men are singing. Neither of them
car keys
Content Integration:
Language Arts: Instruct students to write a
paragraph about what they do in a typical day Worksheet 6-06
only using present tense.
I. Fill in the blank.
Social Studies: Allow students time to research 1. The man is playing the _____________________________. traffic
of the causes of the American Revolution by 4. The man has ____________________________ the ladder. frisbee
writing a paragraph using past tense verbs. 5. These people are in a bike ____________________________. climbed
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
146
Verbs: Present Progressive
Verbs: Present and Past Tenses; Relative Pronouns 6-06 and Imperfect
New Vocabulary
Using Multiple Intelligence Strategies:
climbed digging fishing keys sons
traffic
Verbal-Linguistic: Direct students to create two
Grammar: Present and Past Progressive word searches, one with past tense verbs and
The present progressive uses the present tense of the helping verb to be (is or are)
with a verb ending in -ing. It indicates something happening now.
one with present tense verbs.
The girl is jumping rope.
Some people are driving. Interpersonal: Invite students to read the story
The past progressive uses the past tense of the helping verb to be (was or were)
with a verb ending in -ing. It indicates something that was in progress in the past,
written in the present tense aloud to the class.
but no longer is.
The girl was jumping rope.
Some people were driving, but not anymore. Post-Lesson Activity:
Grammar: Relative Pronouns
A relative pronoun begins a dependent clause in which more information is given
• Put students in small groups and instruct
about its antecedent. What is a dependent clause? It is like a sentence in that it has
a subject and a verb, but it cannot stand alone. It is dependent on a main clause.
them to discuss something that is happening
That and who are relative pronouns in the following examples.
to them now and something that previously
…that was yawning.
…who was eating. happened to them.
What is an antecedent? “Antecedent” means “comes before”. An antecedent is the
term that comes before the relative clause, that the clause refers back to. What is
the antecedent in the following examples?
The man was wearing a shirt that was too small.
Conversation:
This is the dog that was yawning.
This is the young man who was eating. • Have students discuss activities they or
someone else is doing (present progressive)
and activities they or someone else have done
(present perfect).
61
Modifications:
• Use graph paper to organize the word search.
II. Fill in the blank with the words that best describe the photograph.
a. who is b. who was c. that is d. that was
1. 2. 3.
1. The man is wearing a shirt 2. This is the dog yawning. 3. This is the young man
too small. eating.
1. 2. 3.
4. 5. 6.
1. The man on the left is Ronald Reagan. 4. Pranav is holding a balloon.
2. Mikhail Gorbachev is talking. 5. Melissa and Pranav are standing on the wall.
147
Unit 6, Lesson 7
6-07 Names 6-08 Present Progressive, Present Perfect
and Future with “Going To”
01 two men and one woman 01 The man is going to kiss his wife.
four men The man is kissing his wife.
New Vocabulary one man
three men and a woman
The woman is going to throw the ball.
The woman has thrown the ball.
02 The man on the left is Prince Charles. 02 The girl is talking to the man.
balloon prince stepping The man on the left is Ronald Reagan.
The man speaking is Mikhail Gorbachev.
The woman is not talking to anyone. She is
preparing food.
The woman with the singers is Nancy Reagan. The woman is sitting on the man.
look says touched 03 The man on the left is named Charles.
The woman is sitting on the rocking chair.
The name of the man on the left is Ronald. 03 The woman is riding the horse.
my shaking twenty-three The man’s name is Mikhail.
The woman in front of the singers is named
No one is riding the horse.
No one is riding the bicycle.
Nancy.
name singers walk 04 Prince Charles is shaking hands with Ronald
Someone is riding the bicycle.
05 This is Sandra. She is a girl. 05 The woman is being kissed by the horse.
This is Jake. He is a boy. No one is kissing the woman.
This is Melissa. She is a woman. The boy is kicking the ball.
Themes: This is Pranav. He is a man. The boy is not kicking anything.
06 The girl says, “My name is Sandra and I am four 06 The boy is falling.
Names years old.”
The boy says, “My name is Jake and I am ten
The boy has fallen.
The man is climbing the ladder.
years old.” The man has climbed the ladder.
The woman says, “My name is Melissa and I am
twenty-two years old.” 07 The men are going to run.
The man says, “My name is Pranav and I am The men are running.
Materials: twenty-three years old.” The men have run.
The women are going to run.
07 Melissa is going to walk up the steps.
Construction paper Melissa is walking up the steps.
Melissa is walking down the steps.
08 The woman is going to pick up the cat.
The woman is picking up the cat.
Melissa has walked down the steps. The woman has picked up the cat and is holding
Crayons or colored pencils 08 Sandra is holding a balloon.
it in her arms.
The woman is reading the newspaper.
Jake is holding a balloon.
Social studies book with pictures Pranav is standing in a tree.
Melissa is standing in a tree.
09 The woman is going to put on the dress.
The woman is putting on the dress.
09 Sandra says, “Look at my balloon!” The woman has put on the dress.
Jake says, “Look at my balloon!” The man is putting on a shirt.
Pranav says, “Look, I am standing in a tree!”
Pre-Lesson Activity: Melissa says, “Look, I am standing in a tree!” 10 The girl is going to pour water on her head.
The girl is pouring water on her head.
10 Melissa and Pranav are stepping onto the wall. The woman is going to read the book.
• Reinforce lesson vocabulary by asking students Melissa and Pranav are standing on the wall.
Melissa and Pranav have just jumped off the
The woman is reading the book.
Content Integration:
Worksheet 6-07
Mathematics: Instruct students to write their full
I. Fill in the blank.
formal name. Have students count the number 1. Jake is _____________________________ a balloon. in a tree
of vowels and the number of consonants in 2. The man on the left is ____________________________ Charles. the wall
to use the divisibility rules to determine if one 6. Pranav is standing ________________________________. named
have students find the greatest common factor 9. The man’s name is _____________________________. is shaking hands
and the least common multiple of the two 10. Melissa and Pranav are stepping onto ____________________________. walk
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
ENGLISH Names
148
Names
Names 6-07
Post-Lesson Activity:
62
• Provide students with extra time to research
the history of their family name as well as
their first name. Allow students to design a
coat of arms for their family name. Display
The Rosetta Stone English I
Quiz Unit 6 Lessons 6 and 7 in the classroom.
I. Change the words in italics from present to past tense.
1. The people are in a bike race.
1. 2. 3.
Modifications:
1. The man is wearing a shirt
too small.
2. This is the dog yawning. 3. This is the young man
eating. • Give students a list of everyone in the class
III. Yes or No? for the acrostic name poems.
1. 2. 3.
4. 5. 6.
1. The man on the left is Ronald Reagan. 4. Pranav is holding a balloon.
2. Mikhail Gorbachev is talking. 5. Melissa and Pranav are standing on the wall.
149
Unit 6, Lesson 8
6-07 Names 6-08 Present Progressive, Present Perfect
and Future with “Going To”
01 two men and one woman 01 The man is going to kiss his wife.
four men The man is kissing his wife.
New Vocabulary one man
three men and a woman
The woman is going to throw the ball.
The woman has thrown the ball.
02 The man on the left is Prince Charles. 02 The girl is talking to the man.
anyone kissed pouring The man on the left is Ronald Reagan.
The man speaking is Mikhail Gorbachev.
The woman is not talking to anyone. She is
preparing food.
The woman with the singers is Nancy Reagan. The woman is sitting on the man.
being newspaper preparing 03 The man on the left is named Charles.
The woman is sitting on the rocking chair.
The name of the man on the left is Ronald. 03 The woman is riding the horse.
kicked pour read The man’s name is Mikhail.
The woman in front of the singers is named
No one is riding the horse.
No one is riding the bicycle.
Nancy. Someone is riding the bicycle.
04 Prince Charles is shaking hands with Ronald
Reagan. 04 The horse is kissing the woman.
Ronald Reagan is standing with three other men. No one is being kissed by the horse.
The ball is being kicked by the boy.
Themes: Mikhail Gorbachev is talking.
Nancy Reagan is smiling at the singers. No one is kicking the ball.
05 This is Sandra. She is a girl. 05 The woman is being kissed by the horse.
Verb Tenses This is Jake. He is a boy.
This is Melissa. She is a woman.
No one is kissing the woman.
The boy is kicking the ball.
This is Pranav. He is a man. The boy is not kicking anything.
06 The girl says, “My name is Sandra and I am four 06 The boy is falling.
Materials: years old.”
The boy says, “My name is Jake and I am ten
years old.”
The boy has fallen.
The man is climbing the ladder.
The man has climbed the ladder.
The woman says, “My name is Melissa and I am
Handout of Verb Tenses for Lesson 6-08 twenty-two years old.”
The man says, “My name is Pranav and I am
07 The men are going to run.
The men are running.
twenty-three years old.” The men have run.
Scissors 07 Melissa is going to walk up the steps.
The women are going to run.
Melissa is walking up the steps.
Roll of calculator paper or paper cut in long, Melissa is walking down the steps.
Melissa has walked down the steps.
08 The woman is going to pick up the cat.
The woman is picking up the cat.
The woman has picked up the cat and is holding
thin strips 08 Sandra is holding a balloon.
it in her arms.
The woman is reading the newspaper.
Jake is holding a balloon.
Crayons or colored pencils Pranav is standing in a tree.
Melissa is standing in a tree.
09 The woman is going to put on the dress.
The woman is putting on the dress.
Shoebox 09 Sandra says, “Look at my balloon!”
Jake says, “Look at my balloon!”
The woman has put on the dress.
The man is putting on a shirt.
Pranav says, “Look, I am standing in a tree!”
Melissa says, “Look, I am standing in a tree!” 10 The girl is going to pour water on her head.
The girl is pouring water on her head.
10 Melissa and Pranav are stepping onto the wall. The woman is going to read the book.
Pre-Lesson Activity: Melissa and Pranav are standing on the wall.
Melissa and Pranav have just jumped off the
The woman is reading the book.
appropriate for the class. Have students write a 9. The woman is going to ____________________________ the book. newspaper
synopsis and a review of the movie. 10. The girl is _____________________________ to the man. is riding
13. __________________________________________________________________________________________
underline the different verb tenses: present 14. __________________________________________________________________________________________
Present Progressive, Present Perfect and Future with “Going To” ENGLISH
150
Present Progressive, Present Perfect,
Present Progressive, Present Perfect and Future with “Going To” 6-08 and Future with “going to”
New Vocabulary Using Multiple Intelligence Strategies:
anyone being kicked kissed newspaper
pour pouring preparing read Bodily-Kinesthetic: Give the handout for Verb
Grammar: Verb Tenses Tenses Lesson 6-08 to each student. Have them
Present progressive The woman is picking up the cat.
The man is kissing his wife. cut out each picture. Instruct students to sort
The woman is putting on a dress.
Note that up and on in the phrases is picking up and is putting on do not function
pictures into categories and then sequence them.
as prepositions, as they might at first appear to do. They are part of the verb as
adverbial particles. To pick up and to put on have special meanings as verbs.
Students can either recite or write a sentence to
Present perfect The woman has picked up the cat. go with each picture and identify the verb tense
The boy has fallen.
The woman has put on the dress. for each.
Future with “going to” The woman is going to pick up the cat.
The woman is going to read the book.
The girl is going to pour water on her head.
Visual-Spatial: Instruct students to create a
film strip with three to six panels. The film
strip must emphasize the verb tenses from this
lesson. Display completed film strips in the
classroom.
Post-Lesson Activity:
• Divide students into pairs. Give the handout
for Verb Tenses Lesson 6-08 to each group.
Have them cut each picture out, mix the
pictures up, and place them face down in one
63 stack. Partners will take turns drawing one
picture at a time from the stack. The student
will then say a sentence to go with the picture
and identify the verb tense.
The Rosetta Stone English I
Quiz Unit 6 Lessons 8 and 9
I. Fill in the blank with the word that best describes the photograph. Conversation:
• Show film clips of comedy routines and ask
students to describe actions in a “before-
1. 2. 3. during-after” sequence.
Modifications:
4. 5. 6.
1. a of bananas a. set b. bouquet c. pair d. bunch
• Using flashcards with the words “first,”
2. a grape a. set b. single c. group d. bunch “second,” and “third,” ask students to
3. a
4. a
of runners
of knives
a. pair
a. set
b. single
b. bouquet
c. group
c. pair
d. bouquet
d. bunch
describe the sequence of an action.
5. a of dolls a. single b. bunch c. group d. couple
II. Change the words in italics from present progressive to present perfect.
1. The men are running. a. have run b. were running c. are going to run
3. The woman is putting on the dress. a. has put on b. is going to put on c. was putting on
2. The man is kissing his wife. a. is kissed b. was going to kiss c. is going to kiss
3. The woman is reading the book. a. has read b. is going to read c. was reading
151
Unit 6, Lesson 9 6-09 More Units of Things 6-10 Alone, Crowd, Friend; Passive Voice
of Verbs
01 many bunches of bananas 01 The girl is alone.
a bunch of bananas The girl is with her friends.
many bunches of grapes The girl is with her mother and father.
New Vocabulary a bunch of grapes The girl is with her puppy.
02 a bunch of bananas 02 The singer with the red microphone is singing
a single banana alone.
biker dolls runner a bunch of grapes
a single grape
The singer is singing with a friend.
The woman is singing with the choir.
The woman is singing alone while playing the
bikers flags Russian 03 a couple of dolls piano.
a group of dolls 03 Flowers surround the woman.
bunch grape set a few flowers
many bunches of flowers
Bushes surround the woman.
Books surround the woman.
People surround the woman.
candles knives silverware 04 a pair of candles
many pairs of candles 04 The woman is surrounded by flowers.
The woman is surrounded by bushes.
couples luggage single a pair of gloves
many pairs of gloves The woman is surrounded by books.
The woman is surrounded by people.
a set of silverware
The girl is walking with her teacher and her
friend.
a pair of twins 09 Someone is walking alone down the steps.
Vocabulary Chart Lesson 6-09 a chess set
a set of plates
Several people are walking down the steps.
A whole crowd of people are standing on the
steps.
Dictionary 10 a couple going down an escalator
two couples
A whole crowd of people are walking on the
sidewalk.
Thesaurus a doll couple
a set of Russian dolls
10 A huge crowd of people is racing.
Several people are racing against each other.
These two people are racing, but not against
each other.
This person is running alone, but he is not
Pre-Lesson Activity: racing.
Have students take turns reading lists aloud as 3. a couple going down an _____________________________ few
13. __________________________________________________________________________________________
board. Ask students to brainstorm occasions 14. __________________________________________________________________________________________
when these words are used and in what context. 15. __________________________________________________________________________________________
152
More Units of Things
More Units of Things 6-09
New Vocabulary
Using Multiple Intelligence Strategies:
biker bikers bunch candles couples
dining doll dolls flags grape
Visual-Spatial: Have students draw a picture
knives
Russian
luggage
set
pairs
silverware
room
single
runner
tools
to illustrate the meaning of each of these words:
twins many, groups, couple, pair, bunch, and game.
Usage: Units of Things
Let’s review groupings and add some new types of groupings to your vocabulary. Logical-Mathematical: Have students write
a
a
bunch of
couple of
questions using the vocabulary word as the
a
a
pair of
bouquet of
answer. The question should describe the
a set of
vocabulary word without directly stating the
Note what kinds of things come in which groupings. “A pair” usually refers to
two matched items, such as a pair of gloves or a pair of twins. “A bouquet of…”
can only be of flowers, but the flowers can be named, like “a bouquet of roses.”
name of the item. Students should take turns
“A set” is a group of matched items belonging together to make a complete
group, like “a set of luggage.” Grapes and bananas normally come in “bunches.”
guessing the answer to each other’s questions.
Post-Lesson Activity:
• Write the lesson vocabulary on the board.
Give each student a Vocabulary Chart Handout.
Ask each student to choose two words from
the lesson vocabulary to use to complete
the chart.
Conversation:
64
• Ask students to use vocabulary words as a
basis for discussion about items they would
like to buy.
The Rosetta Stone English I
Quiz Unit 6 Lessons 8 and 9 Modifications:
I. Fill in the blank with the word that best describes the photograph.
• Using flashcards or photos of everyday
items and situations, encourage students to
converse about these events using lesson
1. 2. 3. vocabulary.
4. 5. 6.
1. a of bananas a. set b. bouquet c. pair d. bunch
II. Change the words in italics from present progressive to present perfect.
1. The men are running. a. have run b. were running c. are going to run
3. The woman is putting on the dress. a. has put on b. is going to put on c. was putting on
2. The man is kissing his wife. a. is kissed b. was going to kiss c. is going to kiss
3. The woman is reading the book. a. has read b. is going to read c. was reading
153
Unit 6, Lesson 10
1
6-09 More Units of Things 6-10 Alone, Crowd, Friend; Passive Voice
of Verbs
01 many bunches of bananas 01 The girl is alone.
a bunch of bananas The girl is with her friends.
New Vocabulary many bunches of grapes
a bunch of grapes
The girl is with her mother and father.
The girl is with her puppy.
02 a bunch of bananas 02 The singer with the red microphone is singing
alone.
against crowd singer a single banana
a bunch of grapes The singer is singing with a friend.
The woman is singing with the choir.
a single grape
alone desert stands 03 a couple of dolls
The woman is singing alone while playing the
piano.
a group of dolls 03 Flowers surround the woman.
away friend surround a few flowers
many bunches of flowers
Bushes surround the woman.
Books surround the woman.
books hill surrounded 04 a pair of candles
04
People surround the woman.
The woman is surrounded by flowers.
many pairs of candles The woman is surrounded by bushes.
buildings huge whole a pair of gloves
many pairs of gloves The woman is surrounded by books.
The woman is surrounded by people.
castle puppy 05 a bouquet of flowers
a single flower
05 The castle stands alone on a hill, away from
other buildings.
choir racing a couple of flags
lots of flags
The fort stands alone in the desert, away from
other buildings.
The castle is surrounded by other buildings.
06 many balloons The church is surrounded by other buildings.
a few balloons 06 The woman is alone.
a single biker The woman is with another person.
a group of bikers
Themes: 07 a pair of dice
The woman is surrounded by people.
The table is surrounded by chairs.
two pairs of dice 07 one person alone
Who or What Am I With? a single runner
a group of runners
a couple of people
several people
a crowd of people
08 a set of tools
a set of dining room furniture 08 The girl is reading alone.
The girl is playing with a friend.
a set of luggage
Materials: a set of knives The girl is playing with her teacher.
The girl is walking with her teacher and her
friend.
09 a set of silverware
Magazines a pair of twins
a chess set
09 Someone is walking alone down the steps.
Several people are walking down the steps.
a set of plates A whole crowd of people are standing on the
steps.
10 a couple going down an escalator A whole crowd of people are walking on the
two couples sidewalk.
Pre-Lesson Activity: a doll couple
a set of Russian dolls
10 A huge crowd of people is racing.
Several people are racing against each other.
These two people are racing, but not against
• Encourage students to write a journal-style each other.
This person is running alone, but he is not
entry about activities they prefer to do alone racing.
Science: Discuss the desert as an ecosystem. 3. The woman is _____________________________ with the choir. surrounded
desert and how people have interacted with the 6. The _____________________________ is singing with a friend. buildings
puppy
Language Arts: Instruct students to think about 9. The girl is with her ____________________________. racing
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
154
Alone, Crowd, Friend,
Alone, Crowd, Friend; Passive Voice of Verbs 6-10 Surrounded
New Vocabulary
Using Multiple Intelligence Strategies:
against
castle
alone
choir
away
crowd
books
desert
buildings
friend
Intrapersonal: Write the words: alone, crowd,
hill
stands
huge
surround
puppy
surrounded
racing
whole
singer surrounded, and friend on the board. Discuss
Vocabulary: Alone and A Crowd Of the meaning of these words with the students.
Alone is an adverb. It follows the verb and modifies it; it indicates “how” it is (manner). Ask them how they feel when they are in these
The girl is alone.
The castle stands alone on a hill. situations.
Someone is walking alone down the steps.
A crowd of is another grouping. It only applies to people. “A crowd of people…” Verbal-Linguistic and Visual-Spatial: Using
Grammar: Passive Voice
the sentences on the board, ask students to copy
A sentence is in the active or passive voice depending on whether its subject
performs or receives the action. If the sentence is in the active voice, its subject two of the sentences and illustrate them.
performs the action. Most sentences are in active voice.
Other buildings surround the church. (Buildings do the surrounding.)
Flowers surround the woman. (Flowers perform the surrounding.)
But sometimes we want to focus on the recipient of the action. In this case we use
Post-Lesson Activity:
passive voice, in which the subject receives the action. To do so, change the word
order, moving “woman” from its position as the last word in the sentence, where • Divide the students into groups of two. Give
it is an object, to the first position in the sentence, to serve as the subject. Second,
change the verb by using a form of to be with the past participle of the verb surround. each group a magazine. Using the learned
The woman is surrounded by flowers.
The church is surrounded by other buildings.
vocabulary, students should identify pictures
The agent or performer of the action is stated in the prepositional phrase “by…”. of objects or people. They should then state
whether the object or person is alone, or in
a crowd.
Conversation:
65
• Write vocabulary words on the board and
divide the class into groups of two. Tell
students they must use each lesson vocabulary
word in a conversation with their partner.
The Rosetta Stone English I
Quiz Unit 6 Lessons 10 and 11
I. Fill in the blank with the word or words that best describe the photograph. Modifications:
• Use photos of people who are alone and in
groups as conversation starters, to reinforce
1. 2. 3. 4. 5.
newly learned vocabulary.
6. 7. 8. 9.
1. The girl is with her . a. friends b. family c. puppies d. flowers
3. The girl is playing with . a. her flowers b. her friend c. her books d. her teacher
1. 2. 3.
1. The girl is alone. 2. The girl is reading alone. 3. The woman is alone.
155
Unit 6, Lesson 11
1
6-11 Professions and Conditions, 6-12 Unit Six Review
Activities
01 I am a doctor. 01 These people are in a parade.
I am a nurse. These people were in a parade.
New Vocabulary I am a mechanic.
I am a student.
The man is in the truck.
The man was in the truck.
02 I am a policeman. 02 The woman is going to enter the store.
heavy hurts policeman someone’s I am a dentist.
I am a carpenter.
The woman is entering the store.
The man is going to close the trunk of the car.
I am a scientist. The man has closed the trunk of the car.
hurt ouch repairing typewriter 03 I am a secretary. 03 This couple is dressed up.
I am a cook. This couple is not dressed up.
I am a teacher. These men are dressed up.
I am a waiter. These men are not dressed up.
04 I am embarrassed. 04 two rolls of paper towels
Themes: My foot hurts.
I am not afraid. He is afraid.
a full paper bag
an empty plastic bag
I am sick. an empty paper bag
Jobs and Activities 05 I am cold. 05 Both people are singing.
I am hot and thirsty. Neither of these people is singing.
I am afraid. Only one of these people is singing.
I am a doctor. I am with a sick man. All six of these people are singing.
Have students compare and contrast these hobbies 1. I am ____________________________ the bank. typewriter
8. I am a _____________________________. thirsty
12. __________________________________________________________________________________________
13. __________________________________________________________________________________________
14. __________________________________________________________________________________________
15. __________________________________________________________________________________________
156
Professions and Human
Professions and Conditions, Activities 6-11 Conditions, Activities
New Vocabulary
Using Multiple Intelligence Strategies:
heavy
repairing
hurt
someone’s
hurts
typewriter
ouch policeman Verbal-Linguistic: Have students read about
Vocabulary: Ouch various types of jobs. Direct students to write
“Ouch!” is a common expression of sudden pain in English. It cannot be used as a
building block to create other words.
a few sentences about the different jobs they
Usage: Conditions researched.
This lesson reviews human conditions, like sick, proud, embarrassed and afraid.
The phrase “My foot hurts” locates the pain. Practice the body parts by saying,
Interpersonal: Invite students to share the
“My head hurts,” “My back hurts,” etc., until you have named all the parts that
you know.
research they conducted about a specific job.
Post-Lesson Activities:
• List these words on the board: ashamed, hurt,
I am afraid, sick, I am cold, I am hot, I am
thirsty, and I am proud. Ask students to name
an activity that would make them feel like
one of the words.
• Divide students into groups of four. Give each
group eight index cards. Instruct students to
write one of the following: ashamed, hurt,
I am afraid, sick, I am cold, I am hot, I am
thirsty, and I am proud on an index card. Mix
66
up the cards and pass out two cards to each
person. Students will take turns identifying the
words and then telling about a time they
__________. Fill in the blank with the word(s)
The Rosetta Stone English I
Quiz Unit 6 Lessons 10 and 11 on the index cards.
I. Fill in the blank with the word or words that best describe the photograph.
Conversation:
• Divide the students into small groups and
1. 2. 3. 4. 5.
have them discuss the job(s) they might have
in the future.
6.
1. The girl is with her
7.
. a. friends b. family
8.
c. puppies
9.
d. flowers
Modifications:
2. The woman is surrounded by . a. flowers b. bushes c. books d. people • Have students work in pairs or small groups
3. The girl is playing with . a. her flowers b. her friend c. her books d. her teacher
1. 2. 3.
1. The girl is alone. 2. The girl is reading alone. 3. The woman is alone.
157
The Rosetta Stone English I
Test Unit 6 Lessons 1–6
2. paper towels
a. roll
b. bouquet
3. sunglasses c. pair
4. bananas d. bunch
• Use index cards to review vocabulary. II. Fill in the blank with the words that best describe the photograph.
• Encourage role-play of scenes that require 3. The boy at the ball. a. is looking b. is going to look c. has looked
vocabulary words from past lessons. 2. The woman has / had the box.
and 6-11.
• Observe students as they participate in
activities. Note areas of difficulty and provide Test Unit 6 Lessons 1–6
V. Yes or no?
1. 2. 3. 4. 5.
1. This man has a beard but no moustache. 4. This man is wearing a uniform.
2. This person has light skin and long hair. 5. This girl has dark skin.
158
The Rosetta Stone English I
Test Unit 6 Lessons 7–11
I. Who am I?
1. I have many tools. I am repairing some cars. Some of the cars are wrecked; they were in accidents.
I am a .
Tests
2. I am with a sick man. I am wearing white. I am talking to the nurse. I am a .
3. I am teaching the students. They are reading and writing. I am very proud of them. I am a .
4. I am talking to the man and the woman about many kinds of food. I am giving some water to the woman.
I am taking a plate from the man. I am a .
II. Fill in the blank with the words that best describe the photograph.
1. 2. 3. 4. 5.
2. flowers b. bouquet
3. gloves c. pair
4. tools d. bunch
5. silverware
IV. Fill in the blank with the word that best describes the photograph.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The woman is ; nobody is with her. a. surrounded
3. The fort stands alone in the desert, from other buildings. c. alone
8. I am a . h. single
10. I am . j. name
159
Word Search 6: 1-5
H U R T S P A I R S B P U
AGAINST PAIRS E Z E R E P A I R I N G L
ALONE POLICEMAN
ANYONE POUR
A H P A L O N E S N A I V
AWAY PUPPY V E U F T L F M N G M G S
BEING REPAIRING
CROWD SAYS Y S P F R I E N D L E V U
FRIEND SINGLE
HEAVY SURROUND
U L P I M C H G S E D B R
HUGE TOOLS W J Y C N E W S P A P E R
HURTS TRAFFIC
KEYS WHOLE A Z P H Y M X L B K B N O
NAMED YEARS
NEWSPAPER
W H O L E A G A I N S T U
A U U R A N Y O N E L O N
Y G R C R O W D Z F Q O D
K E Y S S A Y S K T G L E
F B N O K B E I N G W S B
ENGLISH
160
Crossword 6: 1-5
Across Down
1. loaves of _____ 1. The apples are in a ___.
4. The boy ___ jumped. 2. not full
6. a kind of fruit 3. Children play in the _____.
7. The man is closing the ____ of the car. 4. The man has a hat on his ____.
10. not dark 5. The woman is entering a clothing ____.
13. He has a beard but no _____. 8. He is wearing a _____.
15. The woman is going to ____ the man. 9. She is ____ at him with her eyes.
18. hair on a man’s chin 11. He is climbing the ____.
21. She is going to _____ the store. 12. not more
22. potato ____ 14. They are going to ____ into the water.
16. The people are crossing the ___.
17. People will ___ the street.
18. A person with no hair is ____.
19. a pair of ____
20. The sun makes her ____ dark.
ENGLISH
Crossword 6: 6-11
Across Down
1. The _______ light is red. 2. She is not with other people. She is _____.
4. She is going to read some _____. 3. The man is closing the ___ of the car.
9. very big 5. a father and several of his ____
10. a ____ is using a microphone 6. “Ouch! That ____ my foot!”
11. There are more birds ____ tigers. 7. a ____ in a race
14. Flowers ________ the woman. 8. She is reading the _________.
17. husband and ____ 10. Jake ___, “Look at my balloon!”
19. My ____ is Sandra. 12. a _____ of grapes
20. a set of ____ 13. There is only one grape; it is a _____ grape.
22. The runners are ______ against 14. a ___ of tools
each other. 15. She will ___ the newspaper.
23. She is going to ____ up the cat. 16. ___ room furniture
18. There are many singers; it is a _____
of singers
21. The girl is lying on her ____.
ENGLISH
161
Unit 7 Overview
Lesson 7-05 All, Some, Most, Both, Neither, and None .................................. 172
Four new words.
Generalizations, strong generalizations, weak generalizations. Contrasts and similarities.
Lesson 7-07 Shapes and Locations; Prepositions; All and Most .................. 176
Four new words.
Relative positions.
Strong and weak generalizations. Most but not all.
Four geometric shapes.
The geometry of structures and objects.
Lesson 7-08 Left and Right, Full and Empty .................................................. 178
Two new words.
And contrasted with but. Interrogative pronouns.
Two patterns of questions and answers.
Right and left from the stance of the person on screen and from the stance of the viewer.
162
Scope and Sequence
163
Unit 7, Lesson 1
7-01 More Verbs 7-02 More Verbs; Interrogative Adjectives
and Pronouns; Usually
01 The girl is getting into the boat. 01 The swan is flapping its wings.
The boy is getting out of the water. These birds have spread their wings.
New Vocabulary The boy has gotten out of the water.
The boy is going to get out of the water.
The bird on the man’s hands has its wings
spread.
This bird does not have its wings spread.
02 The man and woman are pointing.
been fly hay Both women are pointing.
The boy on the left is pointing.
02 Camels have four legs.
People have two legs.
Ducks have two legs.
One woman is pointing and one woman is not
cow give hit pointing.
03
Elephants have four legs.
Astronauts wear space suits.
cow’s given kites 03 The man is flying a kite.
The man is trying to fly a kite.
Sometimes, girls wear dresses.
Airplanes have wings.
There are three kites on the ground. Birds have wings.
dirt gotten trying The boy is flying a kite. 04 Clocks have hands.
Bicycles have wheels.
04 The boy is looking down. Sailors live on ships.
The boy is looking up. Soldiers carry guns.
The clown is looking down.
The clown is looking up. 05 Who wears space suits?
Who wears dresses?
Themes: 05 The boy in the red shirt is flying a kite.
The boy is drinking from a cup and flying a kite.
Who carries guns?
Who lives on a ship?
The man is trying to open the cow’s mouth. 06 Which animal has only two legs?
Verbs A man is trying to fly a kite. Which animal has four legs on the ground?
Which animal has two legs on the ground and
06 The boy in blue is going to be hit by dirt. two legs off the ground?
The boy has been hit by dirt. Which animal has all four legs off the ground?
The man is working.
The man is not working. 07 This person sells bread.
Materials: 07 The father is reading to his sons.
This person sells sunglasses.
This person sells tomatoes.
The father is working with his sons. This person sells plants.
Illustrated books The father has a shovel in one hand and a book
in the other.
08 Horses carry people, but this horse is not
carrying anyone.
The father is reading to the dog.
Index cards 08 The horses are working.
This horse is carrying someone.
Airplanes fly, but this airplane is not flying.
The horses are not working. Airplanes fly and this airplane is flying.
The father is pointing. 09 The workman is wearing a hard hat.
The father and the boys are working. The workman usually wears a hard hat, but he is
Pre-Lesson Activity: 09 The boys are pulling on the rake.
The boy is digging.
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
The boy wearing white is catching the rake. Soldiers carry guns and these soldiers are
• Reinforce lesson vocabulary by asking students The boy wearing blue is catching the rake. carrying guns.
10 The young men in the blue suits are singing.
to draft four sentences as the text for a comic 10 The girl is going to give hay to the horses.
The girl is giving hay to the horses.
The young men in the blue suits sing, but they
aren’t singing now.
The girl has given hay to the horses.
Dogs don’t usually wear clothing and this dog is
strip. If possible, collaborate with art teachers The cowboy is going to give hay to the cow. not wearing clothing.
Dogs don’t usually wear clothing, but this one is
to have students illustrate panels according to wearing clothing.
Worksheet 7-01
Content Integration:
I. Fill in the blank.
Social Studies: Have students research the voting 1. The father is reading to his ____________________________. by dirt
process in their country and another country. 2. The boy is flying a ____________________________. ground
voting age, women and voting, and the impor- 5. The father has a shovel in one hand and a book _______________________. down
tance of voting in each culture. 6. The girl is going to give hay ____________________________. working
role in science and history. After giving a short II. Answer the question with Yes or No.
amount of time for research, ask students to 11. Do people read newspapers? __________________________________________________________________
share their findings and responses with the class. 12. Do birds fly kites? ____________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
164
More Verbs
More Verbs 7-01
Post-Lesson Activities:
• Divide the students into pairs. Give each pair
an illustrated book and have them look at the
67 pictures and describe what is happening.
• Write some of the sentences from the curriculum
text on the board. Ask for volunteers to read
each sentence aloud. Identify new vocabulary
The Rosetta Stone English I
Quiz Unit 7 Lessons 1 and 2 words from Lesson 7-01.
I. Fill in the blank with the word or words that best describe the photograph.
Conversation:
• Have students create sentences that use
1. 2. 3.
multi-part verbs as described in the student
text. Students can trade sentences and ask
each other questions about the sentences.
4. 5. 6.
1. The girl is the boat. a. getting into b. getting out of c. flying d. trying
2. The boy is
3. The man is
a kite.
to fly a kite.
a. working
a. working
b. catching
b. catching
c. flying
c. flying
d. trying
d. trying
Modifications:
4. Sometimes, girls wear . a. wings b. legs c. wheels d. dresses • Work one-on-one with students as they are
5. This animal has . a. two legs b. two arms c. four legs d. four arms
writing the compound and complex sentences.
6. Dogs don’t wear clothing, a. sometimes b. usually c. only d. some
but this dog is wearing clothing.
• Allow students to work with a partner when
II. Yes or No?
creating their sentences.
1. 2. 3.
4. 5. 6.
3. The father is working with his sons. 6. This person sells bread.
165
Unit 7, Lesson 2 7-01 More Verbs 7-02 More Verbs; Interrogative Adjectives
and Pronouns; Usually
01 The girl is getting into the boat. 01 The swan is flapping its wings.
The boy is getting out of the water. These birds have spread their wings.
The boy has gotten out of the water. The bird on the man’s hands has its wings
New Vocabulary The boy is going to get out of the water. spread.
This bird does not have its wings spread.
02 The man and woman are pointing.
Both women are pointing. 02 Camels have four legs.
airplanes elephants sometimes The boy on the left is pointing.
One woman is pointing and one woman is not
People have two legs.
Ducks have two legs.
Elephants have four legs.
aren’t live space pointing.
03 Astronauts wear space suits.
03 The man is flying a kite. Sometimes, girls wear dresses.
astronauts lives spread The man is trying to fly a kite.
There are three kites on the ground.
Airplanes have wings.
Birds have wings.
The boy is flying a kite.
camels sailors usually 04 The boy is looking down.
04 Clocks have hands.
Bicycles have wheels.
Sailors live on ships.
carries sells wear The boy is looking up.
The clown is looking down. Soldiers carry guns.
The clown is looking up. 05 Who wears space suits?
carry ships wears 05 The boy in the red shirt is flying a kite.
Who wears dresses?
Who carries guns?
The boy is drinking from a cup and flying a kite. Who lives on a ship?
clocks sing wheels The man is trying to open the cow’s mouth.
A man is trying to fly a kite.
06 Which animal has only two legs?
Which animal has four legs on the ground?
don’t soldiers workman 06 The boy in blue is going to be hit by dirt.
The boy has been hit by dirt.
Which animal has two legs on the ground and
two legs off the ground?
Which animal has all four legs off the ground?
The man is working.
The man is not working. 07 This person sells bread.
This person sells sunglasses.
07 The father is reading to his sons. This person sells tomatoes.
The father is working with his sons. This person sells plants.
Themes: The father has a shovel in one hand and a book
in the other.
08 Horses carry people, but this horse is not
The father is reading to the dog. carrying anyone.
Animals and People 08 The horses are working.
This horse is carrying someone.
Airplanes fly, but this airplane is not flying.
The horses are not working. Airplanes fly and this airplane is flying.
The father is pointing. 09 The workman is wearing a hard hat.
The father and the boys are working. The workman usually wears a hard hat, but he is
Materials: 09 The boys are pulling on the rake.
The boy is digging.
not wearing a hard hat now.
Soldiers carry guns, but these soldiers are not
carrying guns.
The boy wearing white is catching the rake. Soldiers carry guns and these soldiers are
Index cards The boy wearing blue is catching the rake. carrying guns.
10 The young men in the blue suits are singing.
10 The girl is going to give hay to the horses. The young men in the blue suits sing, but they
The girl is giving hay to the horses.
The girl has given hay to the horses. aren’t singing now.
Dogs don’t usually wear clothing and this dog is
Pre-Lesson Activity: The cowboy is going to give hay to the cow. not wearing clothing.
Dogs don’t usually wear clothing, but this one is
wearing clothing.
• Review question-and-answer vocabulary by
40
directing each student to develop a question
for a class guessing game. Have students take
turns as the “teacher” as they lead peers in
generating lists of answers to their questions. Worksheet 7-02
Language Arts: Write 15 sentences using verbs 4. The workman is wearing ____________________________. carrying someone
volunteers to read each sentence aloud. Have 7. This horse is ____________________________. ships
students identify the verbs in each sentence. 8. Astronauts wear ____________________________. its wings
the verbs into past, present, and future tenses. II. Answer the question with Yes or No.
11. Do clocks have hands? ______________________________________________________________________
Social Studies: Ask students to name three 12. Do camels have four legs? ____________________________________________________________________
famous astronauts from their country and three 13. Do dogs usually wear clothing? ________________________________________________________________
astronauts from another country. Allow students 14. Do birds have wings? ________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
166
More Verbs; Interrogative
More Verbs; Interrogative Adjectives and Pronouns; Usually 7-02 Adjectives and Pronouns; Usually
New Vocabulary Using Multiple Intelligence Strategies:
airplanes aren’t astronauts camels carries
carry clocks don’t elephants live Bodily-Kinesthetic: Divide the class into
lives sailors sells ships sing
soldiers sometimes space spread usually partners. Pass out 24 index cards to each pair.
wear wears wheels workman
Grammar: Simple Present
Have the partners write the lesson vocabulary
So far we have emphasized the present progressive form to express what is words on their index cards. Put the index cards
happening now. The simple present tense is also frequently used. It is “simple”
because it consists of only one part. in a stack. Have each student draw five cards
Note that the verb stays the same except in the third person singular, which adds -s
to the base verb (he wears, astronauts wear).
and read the words aloud. Then, each student
Camels have four legs. should write a sentence trying to incorporate as
Sailors live on ships.
Soldiers carry guns. many of the words they drew as possible. The
Who wears dresses?
This person sells bread. students should then set aside the index cards of
Note that the simple present tense carries a meaning that is generally true but
might not be true at the moment. “This person sells bread” for a living, but perhaps the words they were able to use correctly. On
the store is closed now. “This person is selling bread” states that she is selling it
right now and you can buy some. their next turn, students should draw the
Grammar: Adverbs number of cards equal to the number of words
Adverbs are often formed from adjectives by adding the suffix -ly. Usually is such
an adverb. Something that is “usual” happens most of the time, but not always. correctly used.
The workman usually wears a hard hat, but he is not wearing one now.
Usage: Who and Which
Interpersonal: Invite students to share their
The interrogative pronoun who? is always singular; use a singular verb with it, even astronaut report with the class.
if the expected answer is plural.
Who wears space suits?
Who lives on a ship?
Intrapersonal: Instruct students to write a
paragraph about what they think it would be
like to be an astronaut and travel into space.
68
Post-Lesson Activitiy:
• Ask Who? questions about people. Ask
The Rosetta Stone English I Which? questions about animals. Write the
Quiz Unit 7 Lessons 1 and 2
questions on the board or a large sheet of
I. Fill in the blank with the word or words that best describe the photograph.
paper. Have students copy the sentences
and provide answers to the questions.
1. 2. 3.
Conversation:
• Direct students to work with a partner and
4. 5. 6. create questions for each other using the
1. The girl is the boat. a. getting into b. getting out of c. flying d. trying
new vocabulary.
2. The boy is a kite. a. working b. catching c. flying d. trying
3. The man is to fly a kite. a. working b. catching c. flying d. trying Example: Q: Who lives on ships?
4. Sometimes, girls wear . a. wings b. legs c. wheels d. dresses
5. This animal has . a. two legs b. two arms c. four legs d. four arms
A: Sailors live on ships.
6. Dogs don’t wear clothing, a. sometimes b. usually c. only d. some
but this dog is wearing clothing.
4. 5. 6.
3. The father is working with his sons. 6. This person sells bread.
167
Unit 7, Lesson 3
7-03 Fast and Slow 7-04 Seasons
01 The woman is running fast. 01 The house is in front of many green trees.
New Vocabulary The men are riding fast.
The boy is skiing fast.
The horse is running fast.
The car is on a road between the green trees.
The cars are in a parking lot between the white
and pink trees.
A green tree is in front of the white building.
02 The horse is not running fast. It is walking
across skater slowly slowly.
The car is going slowly.
02 It is not cold. The trees are green.
It is cold. The trees are covered with snow.
It is not cold. There is one pink tree in front of
downhill skates still The car is going fast.
The woman is riding fast. the white building.
It is warm. There is one pink tree and one white
fast skating swimmer 03 The horse is going fast.
The horse is going slowly. 03
tree.
There is snow on the mountain behind the red
The horse is not going at all. airplane.
moves skier The bull is going fast. There is no snow on the mountain where the
man in the red shirt is standing.
quickly skiing 04 The woman is swimming fast.
The swimmer is in the water, but he is not
There is snow on the mountain behind the man
with the red shirt.
swimming now. There is no snow on the mountain and no man
The skier is skiing very fast. on the mountain.
The skier is skiing very slowly. 04 It is wintertime. Snow is on the mountain.
05 The girl is putting on her skates. It is wintertime. Snow is on the trees.
It is fall. The trees are yellow.
Themes: The girl is skating.
The skier is skiing downhill.
The skier has jumped. 05
It is springtime. The trees are pink and white.
It is wintertime. Snow is on the trees.
It is summer. The trees are green.
Activities and Speed 06 an ice skater
a skier
It is summertime. The people are in the
swimming pool.
a swimmer It is fall. The trees are yellow and the leaves are
a runner on the ground.
06 winter
Materials: 07 The biker is riding slowly.
The swimmer is moving through the water.
The statue is not moving.
summer
spring
Someone is moving quickly across the street. fall
Magazines 08 The soldiers in red are standing still.
07 summer
fall
The soldiers in black are holding still. winter
Newspapers The astronauts are standing still.
The skater is holding still.
spring
08 The sun is going down. We call this sunset.
Construction paper 09 The bikers are moving fast. a bridge at night
daytime
The bikers are moving slowly.
Glue The airplane is moving fast.
The airplane is moving slowly. 09
a city at night
The sun is coming up. We call this sunrise.
We see the moon at night.
Scissors 10 This is not an animal and it moves slowly.
This is not an animal and it moves fast.
a building at night
a building in the daytime
Venn diagram handout Lesson 7-03 This is an animal that moves slowly.
This is an animal that moves fast.
10 It is winter. It is day.
It is winter. It is night.
It is summer. It is day.
Sentences written on strips of paper and cut It is summer. It is night.
into parts 41
Envelopes to place the sentence parts
Pre-Lesson Activity:
Worksheet 7-03
• Have students complete Sections I and II of
I. Fill in the blank.
Worksheet 7-03 in the Student Workbook to 1. The ____________________________ is skiing very slowly. walking slowly
reinforce lesson vocabulary. Generate a class 2. ____________________________ moving quickly across the street. is not moving
list of animals that move fast and slowly, 3. This is an ____________________________ moves fast. skier
slowly, instruct students to write five sentences 15. Can a bird fly fast? __________________________________________________________________________
using these words as adverbs. Using a topic III. Describe each picture with a complete English sentence.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
168
Fast and Slow
Fast and Slow 7-03
New Vocabulary
Using Multiple Intelligence Strategies:
across downhill fast moves quickly
skater skates skating skier skiing
Visual-Spatial and Bodily-Kinesthetic: Have
slowly still swimmer each student divide a piece of construction
Grammar: Adverbs
Adverbs modify verbs; they tell about the time, manner or place of the action
paper into two equal sections. One side should
expressed in the verb. Many adverbs do not vary in form. They do not show plurality
or gender. Fast is one of these adverbs.
be labeled slow and the other side labeled fast.
The woman is running fast. Students should look through a newspaper or
The horse is going fast.
The skier is skiing very fast. magazine and cut out pictures that would go in
Other adverbs are formed from adjectives by adding -ly, as in slowly and quickly.
These adverbs are formed from their adjective counterparts, slow and quick. each category. Glue the pictures in the appropriate
The slow horse is walking. (adjective)
The horse is walking slowly. (adverb)
places and then share in small groups.
Which adverbs require -ly and which do not must simply be memorized. Those
without -ly can be used as adjectives, too, with no change in form.
Verbal-Linguistic and Interpersonal: Pair
The fast horse is running. (adjective) students and direct them to divide a piece of
The horse is running fast. (adverb)
Here are some other adverbs in this lesson. paper into three columns, one wide and two
now
downhill
(time)
(place)
narrow. Label the wide column Action. Label
quickly
still
(manner)
(manner)
the narrow columns fast and slow. Then, in the
Remember that all prepositional phrases serve adverbial functions as well. In this wide column, think of an action such as “running
lesson, they include at all, through the water, and across the street.
Words that modify adverbs are also adverbs. Very is an intensifier that modifies
a mile.” In the fast column, ask students to write
adverbs.
a time that would be considered fast for that
The skier is skiing very fast.
action, and in the slow column, they should
write a time that would be considered slow.
70
When running a mile, four minutes is fast and
15 minutes is slow. The pairs of students will
discuss each action and agree on the fast and
slow times.
The Rosetta Stone English I
Quiz Unit 7 Lessons 3 and 4
I. Fill in the blank with the word that best describes the photograph.
Post-Lesson Activity:
• Have students use the handout of the Venn
diagram to classify activities that can be done
1. 2. 3. quickly, slowly, or both ways.
Conversation:
5.
1. It is .
4.
a. springtime b. summertime c. fall d. wintertime • Have students describe the actions of people
Snow is on the trees.
2. It is . a. springtime b. summertime c. fall d. wintertime by using adverbs. Students can take turns
The leaves are on the ground.
3. It is . The people a. springtime b. summertime c. fall d. wintertime creating sentences from the vocabulary.
are in the swimming pool.
4. It is
Snow is on the mountain.
. a. springtime b. summertime c. fall d. wintertime
The man is running quickly.
5. It is . It is . a. winter, day b. winter, night c. summer, day d. summer, night
The skater is skating slowly.
II. Yes or No?
Modifications:
• Invite students to write five sentences using
1. 2. 3. 4.
new vocabulary words.
5. 6. 7.
1. The horse is running fast. 5. The airplane is moving fast.
169
Unit 7, Lesson 4
7-03 Fast and Slow 7-04 Seasons
01 The woman is running fast. 01 The house is in front of many green trees.
The men are riding fast. The car is on a road between the green trees.
New Vocabulary The boy is skiing fast.
The horse is running fast.
The cars are in a parking lot between the white
and pink trees.
A green tree is in front of the white building.
02 The horse is not running fast. It is walking
call pool sunrise slowly.
The car is going slowly.
02 It is not cold. The trees are green.
It is cold. The trees are covered with snow.
It is not cold. There is one pink tree in front of
The car is going fast.
city road sunset The woman is riding fast. the white building.
It is warm. There is one pink tree and one white
tree.
covered see warm 03 The horse is going fast.
The horse is going slowly. 03 There is snow on the mountain behind the red
The horse is not going at all. airplane.
daytime spring wintertime The bull is going fast. There is no snow on the mountain where the
man in the red shirt is standing.
04 The woman is swimming fast. There is snow on the mountain behind the man
leaves springtime The swimmer is in the water, but he is not
swimming now.
with the red shirt.
There is no snow on the mountain and no man
moon summertime The skier is skiing very fast.
The skier is skiing very slowly. 04
on the mountain.
It is wintertime. Snow is on the mountain.
05 The girl is putting on her skates. It is wintertime. Snow is on the trees.
The girl is skating. It is fall. The trees are yellow.
It is springtime. The trees are pink and white.
The skier is skiing downhill.
The skier has jumped. 05 It is wintertime. Snow is on the trees.
Themes: 06 an ice skater
a skier
It is summer. The trees are green.
It is summertime. The people are in the
swimming pool.
a swimmer It is fall. The trees are yellow and the leaves are
Seasons and Time of Day a runner on the ground.
07 The biker is riding slowly. 06 winter
summer
The swimmer is moving through the water. spring
The statue is not moving. fall
Materials: Someone is moving quickly across the street.
07 summer
08 The soldiers in red are standing still. fall
The soldiers in black are holding still. winter
Construction paper The astronauts are standing still.
The skater is holding still.
spring
08 The sun is going down. We call this sunset.
Art prints or pictures of landscapes 09 The bikers are moving fast. a bridge at night
daytime
The bikers are moving slowly. a city at night
The airplane is moving fast.
The airplane is moving slowly. 09 The sun is coming up. We call this sunrise.
We see the moon at night.
Pre-Lesson Activity: 10 This is not an animal and it moves slowly.
This is not an animal and it moves fast.
a building at night
a building in the daytime
This is an animal that moves slowly.
10 It is winter. It is day.
• Review lesson vocabulary by instructing This is an animal that moves fast. It is winter. It is night.
It is summer. It is day.
students to record their observations about It is summer. It is night.
Worksheet 7-04
Content Integration:
I. Fill in the blank.
Science: Have students research how the 1. It is _____________. The trees are yellow and the leaves are on the ground. green
distance from the earth to the sun affects the 2. It is ____________________________. Snow is on the trees. sunrise
occurs during the winter and summer solstices 5. It is not cold. The trees are ____________________________. wintertime
in relation to Earth–sun distance and have 6. It is cold. The trees are ____________________________. a road
Social Studies/Language Arts: Have students 9. We see the ____________________________ at night. springtime
10. The car is on ____________________________ between the green trees. covered with snow
research the importance of the sundial and its
II. Answer the question with Yes or No.
relation to seasons and time. Instruct students 11. Is there snow on the trees in the summer? ________________________________________________________
the research the history of the sundial and its 12. Do we see the moon at night?__________________________________________________________________
importance to different cultures. 13. Are leaves yellow in the spring? ________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
Seasons ENGLISH
170
Seasons
Seasons 7-04
Conversation:
1. 2. 3. • Divide students into small groups and have
them talk about their favorite season. Ask
them to explain why it is their favorite season.
4. 5.
1. It is . a. springtime b. summertime c. fall d. wintertime
Snow is on the trees.
1. 2. 3. 4.
5. 6. 7.
1. The horse is running fast. 5. The airplane is moving fast.
171
Unit 7, Lesson 5
7-05 All, None, Some, Most, Both, Neither, 7-06 None and Both; Demonstrative
Other Adjectives
01 The flowers are white. 01 This person is a woman.
The flowers are red. This animal is a dog.
New Vocabulary The flowers are yellow.
The flowers are blue.
This person is a girl.
This animal is a horse.
02 All of the flowers are white. 02 This person is not a child.
All of the flowers are red.
dishes most others part All of the flowers are yellow.
All of the flowers are blue.
This animal is not a horse.
This child is not a boy.
This animal is not a dog.
03 Some of the flowers are white.
Some of the flowers are blue. 03 These people are men.
Some of the dishes are yellow. These people are women.
Some of the people are wearing hats. These animals are fish.
Themes: 04 Some of the flowers are yellow and some are
white.
These animals are horses.
04 None of these people are women.
Some of the flowers are yellow and some are
How Many? blue.
Some of the apples are red and some are green.
None of these people are men.
None of these animals are horses.
Some of the people are women and some are None of these animals are fish.
men. 05 All of these children are boys.
05 Most of the people are wearing yellow hats, but None of these children are boys.
Materials: one is not.
Most of the flowers are white, but some are
All of these animals are cows.
None of these animals are cows.
yellow.
Most of the flower is red, but part of it is black. 06 None of these children are girls.
Pictures (Have students bring pictures of Most of the flower is red, but part of it is yellow. All of these children are girls.
None of these animals are fish.
06 Both animals are horses.
people or animals) Both flowers are white and yellow.
Both children are girls.
All of these animals are fish.
different types of plants and flowers and list One of these animals is a bird, but the other
is not.
both
different countries, their significance to that 4. All of the ____________________________ yellow. girl
country, and the importance of the flower 5. ____________________________ the people are wearing yellow hats. are white
Science: Draw a Venn diagram on the board. 8. ____________________________ are ducks. flowers are
to compare. Record the responses on the Venn II. Answer the question with Yes or No.
diagram. Instruct students to write sentences 11. Are all flowers blue? __________________________________________________________________________
using the words all, none, some, most, both, and 12. Are some flowers yellow? ______________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
172
All, Some, Most, Both, Neither,
All, None, Some, Most, Both, Neither, Other 7-05 and None
New Vocabulary Using Multiple Intelligence Strategies:
dishes most others part
Visual-Spatial: Divide students into small groups
Usage: Quantifiers
The terms in this lesson are all quantifiers. They help us sort and organize and have them describe their pictures by using
information that we want to communicate. They tell how many or how much.
all each one, no exceptions
the words all, none, some, most, both, and other.
both
most
exactly two, no exceptions; only two are being discussed
more than half, nearly all
For example: “All of the animals have four
neither
none
the opposite of both; negates exactly two, no exceptions
the opposite of all; not one, no exceptions
legs.”
some more than two but less than half
With most of these terms you have the choice whether to use them with a Logical-Mathematical: Play a guessing game as
prepositional phrase, of the… or not. Used with the prepositional phrase, more
specificity is gained. Compare the meanings of the following phrases. a class, asking the students questions about an
All of the flowers are white.
All flowers are white. (This is not true, is it?)
animal, a person, and an item in the room using
Both of the animals are horses. quantifying words. Call on students to guess
Both animals are horses. (No change in meaning.)
Neither of the children is a girl.
what you are describing.
Neither child is a girl. (No change in meaning.)
Some of the flowers are blue. (Some specific flowers.)
Some flowers are blue. (Flowers in general.) Post-Lesson Activity:
Most of the people are wearing hats. (Most of a specific group.)
Most people are wearing hats. (People in general.) • Have students write the words all, none,
The other is similar to the terms above. Used with one of…, it expresses a
contrast between two items. Like “both” and “neither,” only two are being discussed. some, most, both, and other on a piece of
One of these ducks has a white head and the other has a green head.
One person is pointing, but the other is not.
paper. Beside each word, have the students
write a sentence to describe to the class what
begins with that word.
72 Conversation:
• Have students create sentences using quantifiers
from the lesson. Ask students to use the words
from the lesson vocabulary to ask each other
The Rosetta Stone English I
Quiz Unit 7 Lessons 5 and 6 questions about the quantity of different objects.
I. Fill in the blank with the word that best describes the photograph.
Modifications:
• Encourage students to create a word search
1. 2. 3.
using lesson vocabulary words.
4. 5. 6.
1. of these children are boys. a. none b. some c. all d. most
6. person is pointing, a. no, neither b. no, other c. one, neither d. one, other
but the is not.
1. 2. 3.
4. 5. 6.
1. None of these people are men. 4. Both of these people are pointing.
2. All of these children are boys. 5. Neither of these people is drinking milk.
3. All of these animals are cows. 6. None of these animals are horses.
©2002 Fairfield Language Technologies
Content Integration:
Science: Ask the class to name different types Worksheet 7-06
of ecosystems in the world. Record student
I. Fill in the blank.
responses on the board. Divide the students into 1. All of ____________________________ are boys. is not
groups of four. When the students are in their 2. One person is drinking ____________________________. orange juice
from the following choices: 5. One of these people ____________________________. of these people
6. The woman is drinking milk, but the girl ____________________________. riding horses
a. desert 7. All of these animals ____________________________. animal
b. tropical rain forest 8. ____________________________ of these people are women. is drinking milk
Explain to students that they will be inventing 11. Are all animals fish? ________________________________________________________________________
ment. They will decide on a name for the 14. Can some people ride horses? ________________________________________________________________
animal and make sketches of their animal. 15. Are both men and women people? ______________________________________________________________
Instruct the groups to come up with ideas that III. Describe each picture with a complete English sentence.
19. __________________________________________________________________________________________
a. environment 20. __________________________________________________________________________________________
c. animal’s adaptations
d. animal’s behavior
(continued)
174
None, Both and All:
None and Both: Demonstrative Adjectives 7-06 Demonstrative Adjectives
New Vocabulary
Content Integration (continued)
There is no new vocabulary in this lesson.
Have the groups prepare a brief report that
Usage
This lesson practices the same structures as those we learned in Lesson 7-05.
combines all their data into paragraph form.
Look for new variations for using quantifiers.
Remember to match the demonstratives this (singular) and these (plural) with Have students read their presentations to the
their verbs (is or are) in number.
This person is a woman.
class and allow other students to ask questions
These people are men. about their animals and environments.
Language Arts: Have students write these
sentence starters on a piece of construction paper.
This person is _________________.
This animal is __________________.
These people are ____________.
These animals are __________.
None of these people are_______.
None of these animals are _______.
All of these people are_________.
All of these animals are _________.
Both of these people are_______.
Both of these animals are ________.
73
5.
animal is a horse.
a. most
b. both
b. both
c. neither
c. neither
d. none
d. none
• Divide the students into small groups. Have
6. person is pointing, a. no, neither b. no, other c. one, neither d. one, other students write the words: all, none, some,
but the is not.
most, and both on a piece of paper. Instruct
II. Yes or No?
the students to write sentences that would
describe their group using two of the words
in each sentence. For example: “Both Lori
1. 2. 3.
and Kim are wearing a dress, but neither
Luke nor Matt is wearing a dress.”
4. 5. 6.
1. None of these people are men. 4. Both of these people are pointing. Conversation:
2. All of these children are boys. 5. Neither of these people is drinking milk.
3. All of these animals are cows. 6. None of these animals are horses.
• Ask students to discuss pictures using the
©2002 Fairfield Language Technologies
words all, none, some, most, and both on a
piece of paper.
175
Unit 7, Lesson 7
7-07 Shapes and Locations; Prepositions; 7-08 Left and Right, Full and Empty
All, Most
01 a green circle 01 The man is pointing with his right hand.
a green rectangle The man is pointing with his left hand.
New Vocabulary a blue square
a blue rectangle
The boy is kicking with his right foot.
The boy is kicking with his left foot.
02 The circle is in front of the rectangle. 02 The man has candy in his left hand.
below circles squares triangles The square is in front of the triangle.
The circle is behind the rectangle.
The man has candy in his right hand.
The glass on the left has milk in it.
The square is behind the triangle. The glass on the right has milk in it.
03 The boy is behind the tree. 03 The man’s left hand is full of candy.
The boy is in front of the tree. The man’s right hand is full of candy.
The water is behind the milk. The glass on the left is full of milk.
Themes: The water is in front of the milk. The glass on the right is full of milk.
04 A circle is round. 04 The man’s left hand is full of candy, but his right
Shapes and Locations A ball is round.
A square is not round.
hand is empty.
The man’s right hand is full of candy, but his left
This building is not round. hand is empty.
The glass on the left is full of milk, but the glass
05 This window is round. on the right is empty.
This window is square. The glass on the right is full of milk, but the
Materials: This clock is round.
This clock is square.
glass on the left is empty.
Mathematics: Introduce students to the art of 1. There is a circle around ____________________________. are wearing yellow hats
students with square paper to fold and provide 4. The chairs are around the ____________________________. is round
directions. Have students follow the directions 5. This building is not ____________________________. are wearing
rectangles, and circles from red, green, yellow, 10. A ball ____________________________. round
and blue construction paper. Divide the students II. Answer the question with Yes or No.
into small groups. Give each group some of the 11. Is a ball square? ____________________________________________________________________________
on the board for students to follow for creating 14. Are some clocks square? ______________________________________________________________________
a collage. The following is an example: 15. Are some windows round? ____________________________________________________________________
19. __________________________________________________________________________________________
176
Shapes and Locations;
Shapes and Locations; Prepositions; All, Most 7-07 Prepositions; All and Most
New Vocabulary
Using Multiple Intelligence Strategies:
below circles squares triangles
Visual-Spatial/Logical-Mathematical: Instruct
Usage: Shapes and Locations
Practice the terms that apply to the different shapes in this lesson. Naming shapes
students to divide their paper into four columns,
of things we talk about helps us to communicate more precisely and vividly what
we mean. labeling each column with the name of forms:
Note that square is both a noun and an adjective: a circle is round, while a square
is square, a rectangle is rectangular, and a triangle is triangular.
circle, triangle, square, and rectangle. Ask
Use prepositional phrases to indicate place. Remember, prepositional phrases students to list as many things as they can in
indicate time, manner or place of the action. This lesson practices those prepositions
that indicate location (place), always in relation to another item. three minutes of each shape. The student who
in front of
behind
lists the largest amount of correct items in this
around
beside
time period is the winner.
above
inside
below
Visual-Spatial: Instruct students to draw a
Look around you now. Describe the location of several items in relation to another simple picture using only shapes. The picture
item. For example, “The picture is beside the window.”
What shapes do you see around you? What is round? What is square? What is a
must include 10 of each of the four shapes in
rectangle, a triangle? any of the colors, patterns, and designs. Instruct
students to outline the shapes with a black marker.
Post-Lesson Activity:
• Instruct the students to draw a picture using a
circle, triangle, square, and rectangle, and to
color the shapes yellow, red, blue, and green.
74 Have the students describe the locations of the
shapes using the words in front of, behind,
around, next to, above, inside, and under.
2. both
a. all
b. neither
where circles, triangles, squares, and rectangles
3. left c. empty can be seen in the world.
4. full d. in front of
5. behind e. right
Modifications:
II. Yes or No?
• Instead of drawing, allow students to cut out
shapes and glue them on their paper.
1. 2. 3. 4.
5. 6. 7.
2. All of the circles are around the rectangle. 6. The glass is empty.
3. The circle is in front of the square. 7. The glass on the right is full of water,
but the glass on the left is empty.
4. The circle is above the square.
177
Unit 7, Lesson 8
7-07 Shapes and Locations; Prepositions; 7-08 Left and Right, Full and Empty
All, Most
01 a green circle 01 The man is pointing with his right hand.
a green rectangle The man is pointing with his left hand.
New Vocabulary a blue square
a blue rectangle
The boy is kicking with his right foot.
The boy is kicking with his left foot.
02 The circle is in front of the rectangle. 02 The man has candy in his left hand.
doors middle The square is in front of the triangle.
The circle is behind the rectangle.
The man has candy in his right hand.
The glass on the left has milk in it.
The square is behind the triangle. The glass on the right has milk in it.
03 The boy is behind the tree. 03 The man’s left hand is full of candy.
The boy is in front of the tree. The man’s right hand is full of candy.
The water is behind the milk. The glass on the left is full of milk.
Themes: The water is in front of the milk. The glass on the right is full of milk.
04 A circle is round. 04 The man’s left hand is full of candy, but his right
Left and Right, and Full and Empty A ball is round.
A square is not round.
hand is empty.
The man’s right hand is full of candy, but his left
This building is not round. hand is empty.
The glass on the left is full of milk, but the glass
05 This window is round. on the right is empty.
This window is square. The glass on the right is full of milk, but the
Materials: This clock is round.
This clock is square.
glass on the left is empty.
Content Integration:
Science: Have students describe how to find
constellations in a picture or the night sky by Worksheet 7-08
using the words right and left. Instruct students I. Fill in the blank.
to research one constellation and write a brief 1. The boy is kicking with his ____________________________. the left
students to write five sentences using right, left, 6. The man’s left hand is full ____________________________. orange juice
full, and empty to describe items in the room. 7. The glass on ____________________________ has milk in it. right
write directions to the item using the above 10. The glass on the right ____________________________. of candy
words. Students should work with a partner to II. Answer the question with Yes or No.
describe where the item is while the other 11. Do many people write with their right hands? ______________________________________________________
giving directions to. 14. Do most people kick with their hands? __________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
178
Left and Right, Full and Empty
Left and Right, Full and Empty 7-08
Post-Lesson Activities:
• Give each student a piece a paper and instruct
them to draw a bird and a tree on the right
side of the paper and a flower on the left side
of the paper.
75
• Draw a drinking glass on the board. Ask
the students if it is full or empty. What type
of drink could you pour in the cup to make
it full?
The Rosetta Stone English I
Quiz Unit 7 Lessons 7 and 8
5. behind e. right
school or classroom using the words right
II. Yes or No?
and left.
Modifications:
1. 2. 3. 4. • Give students fewer sentences to write.
• Label a picture with right and left and have
students orally describe directions.
5. 6. 7.
2. All of the circles are around the rectangle. 6. The glass is empty.
3. The circle is in front of the square. 7. The glass on the right is full of water,
but the glass on the left is empty.
4. The circle is above the square.
179
Unit 7, Lesson 9
7-08 Continued 7-09 Prepositions: Above and Below, etc.
09 Is the woman writing with her right hand? 01 The bridge is above the road.
Yes, she is. The woman is holding a ball above her head.
New Vocabulary Is the woman writing with her left hand?
Yes, she is.
A statue of a lion is above the man.
Above the door is written the number “three
Which woman is pointing with her right hand? hundred and three.”
The one on the left.
leaning taken written Which woman is pointing with her left hand?
The one on the right.
02 The road is below the bridge.
The woman is below the ball.
setting telephones 10 Someone is walking in front of the doors on
The man is below a statue of a lion.
The door is below the number “three hundred
the right. and three.”
sky used Someone is walking in front of the doors on
the left. 03 The young man is reaching for a hat that is
Someone is walking in front of the doors on the above his head.
left and someone is walking in front of the The young man is holding a hat below his head.
doors on the right. We see the train below.
Someone is walking in front of the doors in the We see the train above.
middle.
Themes: 04 The airplane is flying above the clouds.
The airplane is flying below the clouds.
The airplane is flying in front of the
Prepositions snow-covered mountain.
The airplane is flying in front of the setting sun.
vocabulary words in alphabetical order. 07 Many people are coming down, but only a few
are going up.
Only a few people are coming down, but many
are going up.
• Reinforce lesson vocabulary by borrowing There are many balloons in the sky.
There are only a few balloons in the sky.
prints from the art department of scenes that 08 Many people are sitting on chairs.
Only two people are sitting on chairs.
allow students to describe objects that are Only one person is sitting in a chair.
Nobody is sitting in a chair.
Social Studies: Ask students to choose three 1. The airplane is flying in front of ____________________________. are adults
country. Have students create a report and 4. The airplane is flying ____________________________. taken
timeline about one aviator from each country. 5. The bridge is above the ____________________________. nobody
poster board. 8. Most of these people are children, but a few __________________________. in a chair
9. Most of the chairs are __________________________. Only a few are empty. road
Language Arts: Write 10 sentences in the 10. There are ____________________________ balloons in the sky. above the clouds
passive voice. Ask students to change the II. Answer the question with Yes or No.
sentences into the active voice. 11. Are all telephones being used? ________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
180
Prepositions: Above and Below,
Prepositions: Above and Below, etc. 7-09 Coming Down, and Going up
New Vocabulary
Using Multiple Intelligence Strategies:
leaning
used
setting
written
sky taken telephones
Visual-Spatial: Instruct students to create a
Grammar: Passive and Active Voice (Review) book with the concepts above, below, up, down,
Passive voice describes the structure of a sentence in which the subject receives
the action rather than performing it.
coming down, and going up. Each page should
Above the door is written the number “three hundred and three.” have a sentence like the example below:
Put into normal word order, this sentence would be:
The number “three hundred and three” is written above the door. Example: “This bird is flying above the tree and
(subject) (verb) (adverbial complement)
In this example, the word order changes the emphasis, but not the meaning, of
this bird is standing below the tree.”
the sentence. The writer (agent or performer of the action) is not named. Number
(the subject) receives the action. This is passive voice. The verb consists of a form Naturalist/Verbal-Linguistic: Using different
of to be with a past participle.
Another example in this lesson is: animals or plants as the subject, write five
Only one of these telephones is being used. sentences using above, below, up, down, coming
Usage: Above and Below, Up and Down
down, and going up.
Below and above are opposites used as prepositions.
Up and down are opposites used as adverbs of direction (place). Note “sitting down,”
“going up,” “going down,” “coming up,” etc.
Which quantifiers are practiced in this lesson? Make a list of them.
Post-Lesson Activity:
• Have the students use the words above, below,
up, down, coming down, and going up to
describe the locations of various objects in
the classroom.
Conversation:
76
• Divide students into pairs to describe the sky.
Students should try to use the words above,
below, up, down, coming down, and going up.
The Rosetta Stone English I
Quiz Unit 7 Lessons 9 and 10
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Display a map of constellations in the classroom
for student reference and discussion. Encourage
1. 2. 3.
students to describe the features of this map.
4. 5. 6.
1. The boy is . a. swimming b. lifting c. jumping d. using
4. The dog’s mouth is a. open, full b. open, empty c. closed, full d. closed,
and . empty
II. Fill in the blank with the word or words that best describe the photograph.
a. above b. below c. most d. in front of e. against f. few
1. 2. 3.
4. 5. 6.
1. The ball is the woman’s head. 4. The airplane is flying the sun.
2. of the people are sitting down. 5. None of these guns are leaning a wall.
3. There are only a balloons in the sky. 6. The woman is the ball.
181
Unit 7, Lesson 10
7-10 More Verbs
Themes: 05
He is looking at the window.
• Instruct students to complete Section III of 09 He is using a rope to climb the mountain.
She is using a camera to take a picture.
Worksheet 7-10 in the Student Workbook to He is using a pen to write.
They are using a boat to cross the water.
practice writing lesson vocabulary. Have 10 The cowboy is using a rope to catch the calf.
The cowboy is using a rope to tie up the calf.
The cowboy is catching the calf without using
students select a photo from this Workbook a rope.
The cowboy is lifting the calf.
section and create a five-sentence adventure
about the scene.
45
Content Integration:
Language Arts: Ask students to write a short
paragraph about where they see themselves in Worksheet 7-10
10 years. Encourage students to describe how
I. Fill in the blank.
they think things will have changed from the 1. The boy is ____________________________ a mountain. to jump over
Social Studies: Instruct students to work with 4. She is using a ____________________________ to take a picture. up the tree
a partner and research the invention of the 5. The boy is going ____________________________ the sticks. swimming
the camera, when it was invented, and how it 8. The dog is trying to ____________________________ the frisbee. climbing
camera
students to underline the different verb tenses II. Answer the question with Yes or No.
in their report using different colors for each 11. Can you look through a window? ______________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
182
More Verbs
More Verbs 7-10
Post-Lesson Activity:
• Instruct the students to write sentences
using the new lesson vocabulary words as
well as verbs from previous lessons. Read
the sentences aloud and ask students to
identify the verb tense in each sentence.
Conversation:
• Have students ask each other questions,
using the different verb tenses that have
been introduced in previous lessons.
77
Modifications:
• Display a poster that lists different verb
tenses and sentences that exemplify how
The Rosetta Stone English I
tenses are used.
Quiz Unit 7 Lessons 9 and 10
I. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. The boy is . a. swimming b. lifting c. jumping d. using
4. The dog’s mouth is a. open, full b. open, empty c. closed, full d. closed,
and . empty
II. Fill in the blank with the word or words that best describe the photograph.
a. above b. below c. most d. in front of e. against f. few
1. 2. 3.
4. 5. 6.
1. The ball is the woman’s head. 4. The airplane is flying the sun.
2. of the people are sitting down. 5. None of these guns are leaning a wall.
3. There are only a balloons in the sky. 6. The woman is the ball.
183
Unit 7, Lesson 11 7-11 Verb Conjugation 7-12 Unit Seven Review
Language Arts: Provide students with a 2. We are all jumping ____________________________. we have
students underline past, present, and future 5. ____________________________ eaten some of the bread. going to eat
verbs in different colors. Have students make 6. I am going to drink ____________________________. they
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
184
Verb Conjugation
Verb Conjugation 7-11
New Vocabulary
Using Multiple Intelligence Strategies:
There is no new vocabulary in this lesson.
Bodily-Kinesthetic: Divide students into small
Grammar: Personal Pronouns (Review)
Practice the personal pronouns with the verb tenses you know. Remember, the
groups. Give each group 20 index cards. Have
personal pronouns are in first, second or third person, singular and plural.
students write the types of verb tenses
First person I we
Second person you you on individual index cards and place on a flat
Third person he they
she
it
surface. Divide the rest of the cards among the
Usage: Contractions Using Personal Pronouns students in each group. Instruct the students to
At this point, we want to speak clearly and formally. However, in rapid, normal
speech you may hear words differently, and you will want to speak them as you
write sentences with different verb tenses on
hear them. One major difference is the use of contractions. Contractions are a
kind of abbreviation or shortening of words by combining them and dropping parts.
each index card, mix the index cards together,
This is common, especially with personal pronouns. and place them face down. Tell the students to
I am I’m I’m going to fall.
I have I’ve I’ve drunk the milk. take turns drawing an index card, reading the
you are you’re You’re sick.
he is he’s He’s going to jump. sentence aloud, and then placing it with the
he has he’s He’s jumped!
she is
it is
she’s
it’s
She’s using a camera to take a picture.
It’s summer.
index card that has the correct verb tense.
we are
we have
we’re
we’ve
We’re not going to jump.
We’ve not jumped.
Verbal-Linguistic: Provide students with a
you are you’re You’re all hungry.
they are they’re They’re not jumping. short paragraph from a book. Ask students to
they have they’ve They’ve not jumped.
In the case of negatives using not, the contraction may shift from the pronoun to
copy the paragraph and to change it by using
the verb with not. The choice is yours depending on where you want to place the
emphasis. Compare the following sentences.
contractions and negatives.
We aren’t going to jump. We’re not going to jump.
We haven’t jumped. We’ve not jumped.
They aren’t jumping.
They haven’t jumped.
They’re not jumping.
They’ve not jumped.
Post-Lesson Activity:
78 • Instruct students to write sentences using all
forms of verb tenses.
4. 5. 6.
Modifications:
1. I falling. a. was b. were c. am d. are
II. Fill in the blank with the word that best describes the photograph.
a. first b. second c. third d. fourth e. last
1. 2. 3.
4. 5. 6.
1. The number is five. 4. The number is six.
2. The number is zero. 5. The three numbers are one.
3. The number is two. 6. The number is eight.
Unit 7 Review
A. B. C. D. E.
• Choose activities that target skills in need of II. Circle the correct answer.
practice.
• Encourage role-play of scenes that require
students to use language skills. 1. 2. 3. 4. 5.
1. The airplane is moving fast / slowly.
• Provide time for conversation practice with 2. The horse is going fast / slowly.
peers; monitor conversational skills. 3. Someone is moving quickly / slowly across the street.
• Challenge students to create questions from 5. This is an animal that moves fast / slowly.
various lessons and seek answers as a class. III. Match the words.
1. soldiers a. wheels
4. sailors d. ships
5. elephants e. wings
Possible Assessments:
• Conduct Mini-Assessments in Lessons 7-05 ©2002 Fairfield Language Technologies
and 7-11.
• Observe students as they participate in
activities. Note areas of difficulty and provide Test Unit 7 Lessons 1–6
2. Some trees are pink and others are white; there are many flowers, and the birds are singing.
4. The trees are yellow, red, and orange; some leaves are on the ground.
186
The Rosetta Stone English I
Test Unit 7 Lessons 7–11
Tests
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
4. I am .
6. I am the milk.
7. I am the paper.
8. The boy is .
1. 2. 3. 4. 5.
1. The boy is kicking with his right / left foot.
III. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The boy is the tree. a. all
2. A ball is . b. in front of
4. of the circles are around the rectangle, but not all of them. d. most
7. of the circles are in front of the rectangle, but not all of them. g. above
187
Word Search 7: 1-5
E L E A N I N G O C L X C
ABOVE OVER C M Y P C K B R R I G H T
ACROSS RIGHT
BELOW ROUND
C A N N O T E N U O V E R
BOTH SETTING M C A L F D L U Y W O I I
CALF SKY
CAMERA SQUARES I R O U N D O C A M E R A
CANNOT STICKS
CIRCLES TAKEN
D O O R S C W R I T T E N
DOORS TELEPHONES D S N K T I S E T T I N G
FELL TRIANGLES
LEANING USED L S Q U A R E S S A D U L
LIFTING WRITTEN
MIDDLE
E T Y N K C F H L B X S E
S I U T E L E P H O N E S
N C J E N E L T J V Z D H
S K Y K V S L Z O E U B E
V S B O T H L I F T I N G
ENGLISH
188
Crossword 7: 1-5
Across Down
ENGLISH
Crossword 7: 6-11
Across Down
ENGLISH
189
Unit 8 Overview
Lesson 8-03 Looks Like, Almost All, One, Several, Most, All........................ 196
Six new words.
Appearances contrary to reality.
Locations right, left, up, and down from the point of view of the student.
Weak and strong generalizations.
Lesson 8-08 Near and Far; Comparative Forms of Adjectives .................... 206
Four new words.
Objects near and far from each other. Objects near and far from the student.
190
Scope and Sequence
191
Unit 8, Lesson 1
8-01 Ordinal Numbers
01 The first number is two. 10 The first person and the third person are
The first number is one. standing.
New Vocabulary The first number is four.
The first number is nine.
The first person and the last person are standing.
The second person and the third person are
standing.
02 The second number is nine. The third person and the fourth person are
first last fourth The second number is eight.
The second number is five.
standing.
Content Integration: 47
students to interview each other to find out the I. Describe each picture with a complete English sentence.
ages of the other student’s immediate family
members. After the students have collected the
information, have them create graphs or charts 1. 2. 3. 4. 5.
3. __________________________________________________________________________________________
in the class. 4. __________________________________________________________________________________________
____ 7. Five and elephant are numbers. ____12. We count: one, two, three, four, five, six.
____ 8. Five is the third number in 115. ____13. We count: five, six, eight, nine, ten.
____10. Six is the first number in 674. ____15. A cat is not a number.
III. Write a complete English sentence using one or more words from the list.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
192
Ordinal and Cardinal Numbers
Ordinal Numbers 8-01
79
Conversation:
• Ask students to discuss when to use ordinal
numbers and when to use cardinal numbers.
The Rosetta Stone English I
Quiz Unit 7 Lesson 11, Unit 8 Lesson 1
Modifications:
I. Fill in the blank with the word or words that best describe the photograph.
• Encourage students to use lesson vocabulary
to identify the placement of items in the
1. 2. 3.
classroom.
4. 5. 6.
1. I falling. a. was b. were c. am d. are
II. Fill in the blank with the word that best describes the photograph.
a. first b. second c. third d. fourth e. last
1. 2. 3.
4. 5. 6.
1. The number is five. 4. The number is six.
2. The number is zero. 5. The three numbers are one.
3. The number is two. 6. The number is eight.
193
Unit 8, Lesson 2
8-02 Am and Am Not: More Present 8-03 Looks Like, Almost All, One, Others,
Conditions Most, All; Demonstrative Pronouns
01 I am riding a horse. 01 This is a square.
I am not riding a horse anymore. This looks like a square, but it is not.
New Vocabulary We are riding bicycles.
We are not riding anymore.
This is a triangle.
This looks like a triangle, but it is not.
02 We are running. 02 These people are women.
These people look like women, but they are
There is no new vocabulary in this lesson. We are not running anymore.
We are singing. not. They are mannequins.
These people are astronauts.
We are not singing anymore. These people look like astronauts, but they are not.
03 We are singing. 03 All these shapes are circles.
We are not singing anymore. All these shapes are triangles.
I am dressing. Three of these shapes are circles and one is a
Themes: I am not dressing anymore. triangle.
Two of these shapes are red and two are blue.
04 I am eating.
04 The black circle is in the upper right.
Present Tense I am talking on the phone.
I am the woman who is neither talking on the
The black circle is in the upper left.
The black triangle is in the lower right.
phone nor eating.
I am a man who is neither talking on the phone The black triangle is in the lower left.
nor eating. 05 Several of the circles are black.
Almost all the circles are yellow, but one is
Materials: 05 I am singing and playing the piano.
I am neither singing nor playing the piano.
black.
Several triangles are black.
We are playing drums and smiling. Almost all the triangles are yellow, but one is
Fictional story We are neither playing drums nor smiling.
06
black.
Almost all the circles are yellow.
06 We are both singing. Almost all the circles are black.
Neither of us is singing. All the triangles are yellow.
Only one of us is singing.
All six of us are singing. Almost all the triangles are yellow.
Pre-Lesson Activity: 07 I am standing on the sidewalk.
07 Almost all the circles are black.
Almost all the circles are yellow.
I am not standing on the sidewalk anymore. One circle is blue, and the others are red.
• Direct students to complete Sections II and III We are carrying umbrellas.
None of us are standing.
Only one circle is red.
08 Almost all the circles are yellow and two are
of Worksheet 8-02 in the Student Workbook 08 All four of us are walking.
There are four of us. None of us is walking.
blue.
One circle is black and the others are yellow.
Most of the circles are black and one is green.
to review lesson vocabulary. Ask students to All three of us are walking.
There are three of us. None of us is walking.
Most of the circles are red, and some are green.
09 The blue circles are big and the red ones are
use a word or phrase from these exercises as a 09 Both of us are singing.
We are kissing.
small.
The red circles are big and the blue ones are
Neither of us is kissing and neither of us is small.
story starter for a paragraph about a real-life singing.
I am standing. None of my friends are.
The triangles are on top of the circles.
The circles are in front of the triangles.
or fictional adventure. Have students take 10 Both the man and I are carrying umbrellas.
10 Most of the black squares are big, and all the
white ones are small.
Neither I nor the man is carrying an umbrella.
All of the black squares are big, and most of the
turns reading final products to the class. Both my son and I are wearing hats.
My son and I are not wearing hats.
white ones are small.
Some of the big triangles are green, and all the
small triangles are gray.
All of the big triangles are green, and some of
the small triangles are gray.
Content Integration: 48
2. __________________________________________________________________________________________
day in their own culture and in another culture. 3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
____ 7. Some people can ride horses. ____12. Nobody can sit.
____ 8. Some people can sing. ____13. All statues are smiling.
____ 9. Animals can play drums. ____14. Nobody can ride a bicycle.
____10. Hats can talk on the phone. ____15. Everybody has a moustache.
III. Write a complete English sentence using one or more words from the list.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
194
Am and Am Not: More Present
Am and Am Not: More Present Conditions 8-02 Conditions
New Vocabulary Using Multiple Intelligence Strategies:
There is no new vocabulary in this lesson.
Visual-Spatial: Have students write a sentence
Usage: Not Anymore, Neither…Nor, None (Review)
Anymore is an adverb that means “no longer.” Usually it is used with not, indicating beginning with I am and one beginning with
that an activity that was once in progress is no longer going on.
We are not singing anymore.
I am not. Students should then illustrate the
I am not standing on the sidewalk anymore. sentences and share them with a partner.
Neither can be used alone as a pronoun, as the negative of two items or persons,
or as an adverb with nor, indicating the negative of two activities. Intrapersonal/Interpersonal: Using the future
I am neither singing nor playing the piano.
I am a man who is neither talking on the phone nor eating. tense, ask students to write a short paragraph
Note that the singular verb is is used in the sentences below.
describing where they see themselves in 20
Neither of us is singing.
Neither I nor the man is carrying an umbrella. years. Invite students to share their paragraphs
Note that English speakers are in confusion as to how to regard none. Is it plural
or singular? Can it be singular one time and plural another? with the class.
None of us are standing.
None of us is walking.
I am standing. None of my friends are.
While neither is consistently singular, none remains ambiguous. Until usage
Post-Lesson Activity:
clarifies whether it is singular or plural, you can use either none is or none are.
• Write I am and I am not on the board.
Ask the students to say a sentence for each.
Then have students write the sentences on
the board.
Conversation:
• Have students discuss different actions.
81
Practice using the words I am and I am not.
Modifications:
The Rosetta Stone English I
• Encourage students to use the game Charades
Quiz Unit 8 Lessons 2 and 3
as a means for practicing the description
I. Fill in the blank with the word or words that best describe the photograph. of actions.
1. 2. 3.
1. of the circles are black. a. several b. all c. one d. none
3. of the black squares are big, a. several, most b. most, all c. all, most d. several, all
and of the white ones are small.
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. We are not riding anymore.
2. We are running.
195
Unit 8, Lesson 3
8-02 Am and Am Not: More Present 8-03 Looks Like, Almost All, One, Others,
Conditions Most, All; Demonstrative Pronouns
01 I am riding a horse. 01 This is a square.
I am not riding a horse anymore. This looks like a square, but it is not.
New Vocabulary We are riding bicycles.
We are not riding anymore.
This is a triangle.
This looks like a triangle, but it is not.
02 We are running. 02 These people are women.
These people look like women, but they are
like lower shapes We are not running anymore.
We are singing. not. They are mannequins.
These people are astronauts.
We are not singing anymore.
looks ones upper 03 We are singing. 03
These people look like astronauts, but they are not.
All these shapes are circles.
We are not singing anymore. All these shapes are triangles.
I am dressing. Three of these shapes are circles and one is a
I am not dressing anymore. triangle.
Two of these shapes are red and two are blue.
04 I am eating.
Themes: I am talking on the phone.
I am the woman who is neither talking on the
04 The black circle is in the upper right.
The black circle is in the upper left.
phone nor eating. The black triangle is in the lower right.
Shapes and Colors I am a man who is neither talking on the phone
nor eating. 05
The black triangle is in the lower left.
Several of the circles are black.
Almost all the circles are yellow, but one is
05 I am singing and playing the piano. black.
I am neither singing nor playing the piano. Several triangles are black.
Materials: We are playing drums and smiling.
We are neither playing drums nor smiling.
Almost all the triangles are yellow, but one is
black.
06 Almost all the circles are yellow.
06 We are both singing.
Index cards or construction paper Neither of us is singing.
Only one of us is singing.
Almost all the circles are black.
All the triangles are yellow.
All six of us are singing. Almost all the triangles are yellow.
Crayons or colored pencils 07 I am standing on the sidewalk.
07 Almost all the circles are black.
Almost all the circles are yellow.
I am not standing on the sidewalk anymore. One circle is blue, and the others are red.
We are carrying umbrellas. Only one circle is red.
None of us are standing.
08 Almost all the circles are yellow and two are
Pre-Lesson Activity: 08 All four of us are walking.
There are four of us. None of us is walking.
blue.
One circle is black and the others are yellow.
All three of us are walking. Most of the circles are black and one is green.
• Remind students about the Word Journal they There are three of us. None of us is walking.
09
Most of the circles are red, and some are green.
The blue circles are big and the red ones are
began in Lesson 4-04. Provide time for 09 Both of us are singing.
We are kissing.
small.
The red circles are big and the blue ones are
Neither of us is kissing and neither of us is small.
students to add words and phrases to their singing.
I am standing. None of my friends are.
The triangles are on top of the circles.
The circles are in front of the triangles.
journal using computer lessons and resource 10 Both the man and I are carrying umbrellas.
Neither I nor the man is carrying an umbrella.
10 Most of the black squares are big, and all the
white ones are small.
All of the black squares are big, and most of the
materials as needed. After students finish Both my son and I are wearing hats.
My son and I are not wearing hats.
white ones are small.
Some of the big triangles are green, and all the
small triangles are gray.
their entries, encourage them to write about All of the big triangles are green, and some of
the small triangles are gray.
a favorite weekend activity. 48
Content Integration:
Mathematics: Have students identify the colors Worksheet 8-03
of clothing that the other students are wearing.
I. Describe each picture with a complete English sentence.
Have students create a chart with six colors and
ask them to list what item of clothing correlates
with that color. Have students create their own 1. 2. 3. 4. 5.
graphs or charts showing their data. 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Language Arts: Find a video or article about 3. __________________________________________________________________________________________
each artist’s style and instruct students to ____ 7. Mannequins are not real women. ____12. All shapes are circles.
create their own piece of artwork using only ____ 8. Astronauts are mannequins. ____13. All squares look like triangles.
____ 9. A triangle is a shape. ____14. Almost all astronauts have blue hair.
geometric shapes. ____10. Red, blue, and green are colors. ____15. All shapes are squares.
III. Write a complete English sentence using one or more words from the list.
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
ENGLISH Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns
196
Looks Like; Almost All, One,
Looks Like, Almost All, One, Others, Most, All; Demonstrative Pronouns 8-03 Several, Most, All
New Vocabulary Using Multiple Intelligence Strategies:
like looks lower ones shapes
upper
Verbal-Linguistic: Let each student give oral
Usage: Demonstrative Pronouns, Several, Almost All clues about an object in the room for the others
The demonstrative pronouns are:
to identify. The clues must include colors and
this
these shapes as well as the phrase “looks like.”
that
those
Several is a quantifier meaning more than two, but probably not more than five. It is
Naturalist: Ask students to use five sentences
indefinite. to describe their favorite animal. Then ask
Several of the circles are black.
Several triangles are black. students to draw this animal using square,
Note that “of the” can often be omitted without changing the meaning.
rectangle, triangle, and circle.
Almost all of the circles are black.
Almost all the circles are black.
Almost all is a degree greater than most, which is also indefinite.
Most of the circles are red.
Post-Lesson Activities:
Almost all of the circles are red.
• Review the words looks like, almost all, one,
several, most and all by making flashcards
with index cards or construction paper. Have
each student draw a picture to illustrate the
meaning of each word.
• Give each student a piece of construction
paper. Have them divide the paper into four
equal pieces. Read four sentences that give
82
directions about colors, shapes, and locations
for the students to draw in each section of the
paper. Either create new directions or choose
four sentences from the curriculum text.
The Rosetta Stone English I
Quiz Unit 8 Lessons 2 and 3
I. Fill in the blank with the word or words that best describe the photograph. Conversation:
• Encourage students to describe various pieces
of artwork using lesson vocabulary words.
1. 2. 3.
1. of the circles are black. a. several b. all c. one d. none
2. of the circles are white. a. one b. a few c. some d. almost all Modifications:
3.
and
of the black squares are big,
of the white ones are small.
a. several, most b. most, all c. all, most d. several, all
• Invite students to describe the colors and
II. Yes or No? shapes of classroom items.
1. 2. 3. 4. 5.
6. 7. 8. 9.
1. We are not riding anymore.
2. We are running.
197
Unit 8, Lesson 4
8-04 Space and Geography, Countries 8-05 Streets and Sidewalks
colored Mexico Venezuela Japan is colored red on this map. 07 The birds are walking across the sidewalk.
He is running across the street.
08 Nigeria is the country colored red on this map. He is riding his bicycle across the street.
continent Nigeria Vietnam Egypt is the country colored red on this map.
Algeria is the country colored red on this map.
He is going across the street in a wheelchair.
Tanzania is the country colored red on this map. 08 There is an alley between the two buildings.
The train track crosses over the street.
09 Germany is in Europe. It is colored red on this The bus is driving on the sidewalk.
map. The bus is driving over the bridge.
Italy is in Europe. It is colored red on this map.
Themes: India is in Asia. It is colored red on this map.
Vietnam is in Asia. It is colored red on this map.
09 The man is sweeping the street with a broom.
The tractor is sweeping the road.
The man is digging in the hole in the street.
Continents and Countries 10 China is the Asian country colored red on this
map.
The machine is digging a hole in the street.
Korea is the Asian country colored red on this 10 The road is full of people riding bicycles.
map. The street is full of people running.
Spain is the European country colored red on The street is almost empty.
this map. The sidewalk is full of people.
Materials: Russia is colored red on this map. Russia is in
Europe and Asia.
World map 49
Card stock
Crayons
Scissors
Worksheet 8-04
Glue
I. Describe each picture with a complete English sentence.
Pre-Lesson Activity:
• Reinforce lesson vocabulary by asking 1. 2. 3. 4. 5.
students to write a travelogue about a place 1. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
Social Studies: Provide each student with a map II. Yes or No?
of the world. Assign a different color to each ____ 6. Asia is a continent. ____11. The United States is a country.
its specific color and ask students to find ____ 9. China is a planet. ____14. Vietnam is a person.
information about the number of countries and ____10. Africa is a country. ____15. Egypt is on Saturn.
general population in each continent. III. Write a complete English sentence using one or more words from the list.
18. __________________________________________________________________________________________
tion about popular foods, popular music, sports, 19. __________________________________________________________________________________________
198
Space and Geography, Countries
Space and Geography, Countries 8-04
Conversation:
• Have students work with a partner and
The Rosetta Stone English I
Quiz Unit 8 Lessons 4 and 5 discuss places where they might want to take
I. Fill in the blank with the word or words that best describe the photograph. a trip. Have students use the adjectives listed
in the student book to discuss the people they
would meet in these different countries.
1. 2. 3.
Modifications:
• Use individual world desk maps and work
4. 5. 6.
1. This is called Saturn. a. person b. planet c. country d. continent one-on-one with students as they complete
2. This is called China. a. person b. planet c. country d. continent lesson activities.
3. This is called Africa. a. person b. planet c. country d. continent
1. 2. 3. 4.
1. This continent is called Europe.
199
Unit 8, Lesson 5
8-04 Space and Geography, Countries 8-05 Streets and Sidewalks
49
Content Integration:
Social Studies: Instruct students to make a map
of the route they take to get from their house to Worksheet 8-05
school. Have students list streets, highways, etc.
I. Describe each picture with a complete English sentence.
that they must travel to get to school. After the
map is drawn, have students provide written
directions from their house to school using 1. 2. 3. 4. 5.
directional words. 1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
Language Arts: Provide each student with a 3. __________________________________________________________________________________________
can follow directions and name the location that II. Yes or No?
you gave directions to. ____ 6. Most cars drive on the sidewalk. ____11. A wheelchair can fly.
____ 7. Some bridges cross over roads. ____12. People walk on the sidewalk.
____ 8. People can cross railroad tracks. ____13. Some cars are parked on the street.
____ 9. Birds can cross sidewalks. ____14. All streets are empty.
____10. A cow can cross a street on a bicycle. ____15. All sidewalks are full of people.
III. Write a complete English sentence using one or more words from the list.
highway railroad sweeping
crosses track hole
bridges wheelchair machine
goes alley
toward broom
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
200
Streets and Sidewalks
Streets and Sidewalks 8-05
Conversation:
84
• Have students discuss a time when they went
on a road trip with their family. Encourage
students to include words from the new
vocabulary.
The Rosetta Stone English I
Quiz Unit 8 Lessons 4 and 5
I. Fill in the blank with the word or words that best describe the photograph. Modifications:
• Invite students to make flashcards of lesson
vocabulary to promote review and retention of
1. 2. 3.
new terms.
4. 5. 6.
1. This is called Saturn. a. person b. planet c. country d. continent
1. 2. 3. 4.
1. This continent is called Europe.
201
Unit 8, Lesson 6
8-06 Pets and Clothes; Possessive 8-07 Comparative and Superlative
Adjectives and Pronouns Adjectives
01 Someone is wearing a gray sweater. 01 The woman is older than the man.
Someone is wearing a blue shirt. The man is older than the woman.
New Vocabulary The girls are wearing black skirts.
The boy has a black dog.
The boy is taller than the girl.
The girl is taller than the boy.
02 Someone’s sweater is gray. 02 a young woman
belong farmer girl’s petting Someone’s shirt is blue.
The girls’ skirts are black.
an older woman, but not the oldest
the oldest woman
The boy’s dog is black. a young boy
belongs farmer’s pet 03 This shirt belongs to the man. 03 the oldest boy
This shirt does not belong to the man. a younger boy, but not the youngest
The drums belong to the man. the youngest boy
The dog belongs to the boy. He is older than all the boys. He is a man.
04 This hat belongs to the woman. 04 This airplane is flying the highest.
Themes: This hat does not belong to the woman.
This shirt does not belong to the boy.
This airplane is flying low, near the ground.
This airplane is flying low, but it is not flying
This shirt belongs to a boy. the lowest.
Pets and Clothes 05 The dog belongs to the boy. It is the boy’s pet.
This airplane is not flying. It is on the ground.
The dog belongs to the woman. It is the 05 Which dog has the darkest color?
woman’s pet. Which dog has the shortest nose?
The bear does not belong to anyone. It is not Which dog has the lightest color?
Materials: a pet.
The cow belongs to a farmer, but it is not the
farmer’s pet. 06
Which dog is going the fastest?
Which child looks the happiest?
Which child looks the most unhappy?
Paper 06 This animal is a big pet.
This animal is a little pet.
Which child is running the fastest?
Which child has the longest hair?
This animal is not a pet, but it is a real, live
animal. 07 This dog has fewer spots than the other dog.
This animal is not real. This dog has more spots than the other dog.
2. __________________________________________________________________________________________
short story, using personification of what life 3. __________________________________________________________________________________________
____ 7. A bear does not belong to anyone. ____12. Some women’s dresses are blue.
____ 8. All dogs are black. ____13. All birds are pets.
____ 9. A woman’s pet belongs to the woman. ____14. Almost all umbrellas are green.
____10. A boy’s dog belongs to the boy. ____15. All animals are pets.
III. Write a complete English sentence using one or more words from the list.
belong petting girl’s
belongs farmer girls’
pet farmer’s
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
202
Pets and Clothes; Belongs to;
Pets and Clothes; Possessive Adjectives and Pronouns 8-06 Possessive Adjectives and Pronouns
New Vocabulary Using Multiple Intelligence Strategies:
belong belongs farmer farmer’s girl’s
pet petting
Visual-Spatial: Instruct students to illustrate an
Usage: Possession (Review) adventure from the short story they created.
Remember to show possession by adding ’s to the owner, and just ’ to plurals that
already end in -s. Verbal-Linguistic/Interpersonal: Invite students
Someone’s sweater is gray.
The girls’ skirts are black. to create a short poem about their pet. Have
The verb to belong means possessed or owned by, to be the property of someone. students share their poems with the class.
The dog belongs to the woman. It is the woman’s dog.
The cow belongs to a farmer, but it is not the farmer’s pet.
Post-Lesson Activity:
• Ask students to read a short story about
animals and write a one-paragraph summary.
Conversation:
• Encourage students to share their experiences
with pets, farm animals, or zoo animals.
Modifications:
• Invite students to describe the features of
animals depicted in books or magazines.
85
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
1. The girls are wearing black . a. pants b. sweaters c. shirts d. skirts
2. The dog belongs to the woman. It is the a. boy b. hat c. pet d. cat
woman’s .
A. B. C.
1. Which dog has the darkest color?
1. 2. 3.
4. 5. 6.
1. The man is petting the cat. 4. The man is older than the woman.
2. This jacket belongs to the boy. 5. Sitting on a chair at home is not dangerous.
3. This shirt does not belong to the man. 6. This tiger has stripes, but no spots.
203
Unit 8, Lesson 7
8-06 Pets and Clothes; Possessive 8-07 Comparative and Superlative
Adjectives and Pronouns Adjectives
01 Someone is wearing a gray sweater. 01 The woman is older than the man.
Someone is wearing a blue shirt. The man is older than the woman.
New Vocabulary The girls are wearing black skirts.
The boy has a black dog.
The boy is taller than the girl.
The girl is taller than the boy.
02 Someone’s sweater is gray. 02 a young woman
coldest home shortest Someone’s shirt is blue.
The girls’ skirts are black.
an older woman, but not the oldest
the oldest woman
The boy’s dog is black. a young boy
dangerous leopard spots 03 This shirt belongs to the man. 03 the oldest boy
darkest lightest spotted This shirt does not belong to the man.
The drums belong to the man.
a younger boy, but not the youngest
the youngest boy
The dog belongs to the boy. He is older than all the boys. He is a man.
either longest striped 04 This hat belongs to the woman. 04 This airplane is flying the highest.
This hat does not belong to the woman. This airplane is flying low, near the ground.
fastest low stripes This shirt does not belong to the boy.
This shirt belongs to a boy.
This airplane is flying low, but it is not flying
the lowest.
This airplane is not flying. It is on the ground.
fewest lowest taller 05 The dog belongs to the boy. It is the boy’s pet.
The dog belongs to the woman. It is the 05 Which dog has the darkest color?
fight near wettest woman’s pet.
The bear does not belong to anyone. It is not
Which dog has the shortest nose?
Which dog has the lightest color?
a pet. Which dog is going the fastest?
happiest oldest youngest The cow belongs to a farmer, but it is not the
farmer’s pet. 06 Which child looks the happiest?
Which child looks the most unhappy?
highest rather 06 This animal is a big pet.
This animal is a little pet.
Which child is running the fastest?
Which child has the longest hair?
This animal is not a pet, but it is a real, live
animal. 07 This dog has fewer spots than the other dog.
This animal is not real. This dog has more spots than the other dog.
This leopard has more spots than either dog.
07 a woman’s hat This tiger has stripes, but no spots.
Materials: a man’s hat
This jacket belongs to the boy. 08 This animal has the fewest number of spots.
This jacket does not belong to the boy. This animal is more spotted, but not the most
World record books 08 The woman is petting her dog.
spotted.
This is the most spotted animal of all.
The girl is petting her dog. This animal is striped rather than spotted.
The man is petting the cat.
The man is petting his dog. 09 It is dangerous to jump off a horse onto a calf.
Soldiers fight and that is dangerous.
Pre-Lesson Activities: 09 The man’s umbrella is black.
The men’s umbrellas are black.
Riding a horse is not very dangerous.
Sitting on a chair at home is not dangerous at all.
The woman’s dress is blue.
• Have students choose two items in the room The women’s dresses are blue. 10 Who is flying the highest?
Who is running the fastest?
10 the boy’s dog Who is getting the wettest?
and compare them. the boy’s father
the girl’s father
Who is getting the coldest?
the girl’s mother
• Encourage students to practice vocabulary
terms by writing a journal-style entry about a 50
Language Arts: Using the vocabulary, write the I. Describe each picture with a complete English sentence.
word “dangerous.” Ask students to give you
their definition of the word. Ask students to list
activities that they consider dangerous. Instruct 1. 2. 3. 4. 5.
from the list and have them explain why or why 2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
not they would do that activity. 4. __________________________________________________________________________________________
the board and instruct students to make a list II. Yes or No?
on their own paper: coldest, smallest, oldest, ____ 6. A woman is older than a girl.
happiest, tallest, shortest, fastest, and slowest. ____ 8. A baby is older than an adult.
other people.
____13. A dog can run faster than a cow.
Have students walk around the room and ____ 9. A tiger can run faster than a turtle.
____14. Most men are taller than trees.
____10. A tiger has more spots than a leopard.
interview each other by asking questions that ____15. Motorcycles have fewer wheels than trucks.
fall into any of the categories. When the students III. Write a complete English sentence using one or more words from the list.
20. __________________________________________________________________________________________
204
Comparative and Superlative
Comparative and Superlative Adjectives 8-07 Adjectives; Interrogative Words
New Vocabulary Using Multiple Intelligence Strategies:
coldest dangerous darkest either fastest
fewest fight happiest highest home
Bodily-Kinesthetic: Ask students to line
leopard
near
lightest
oldest
longest
rather
low
shortest
lowest
spots
themselves up from smallest to tallest, and
spotted
youngest
striped stripes taller wettest oldest to youngest.
Usage: Comparisons (Review) Verbal-Linguistic: Instruct students to write
Comparison ranks two items against each other according to a particular criterion.
The woman is older than the man. (woman vs. man; criterion: age)
a short story about themselves using as many
The boy is taller than the girl. (boy vs. girl; criterion: height)
vocabulary words as possible.
Comparison is expressed by adding -er to the adjective plus than.
Superlative is the highest rank among more than two items or persons according to
a particular criterion.
Which dog is going the fastest? (among many dogs; criterion: speed)
Post-Lesson Activity:
This airplane is flying low, but it is (of several airplanes;
not flying the lowest. criterion: altitude) • Using a world record book, students may
Which dog has the shortest nose? (among several dog’s noses;
criterion: length) research who is the fastest runner, fastest
Superlative is expressed by the plus an adverb or adjective with -est. animal, the coldest place in the world, the
the youngest boy
Some comparisons are created by more plus a past participle.
oldest person in the world, etc.
This animal is more spotted. (One cannot say “spotteder.”)
Another form uses has more…. with a direct object plus than.
This animal has more spots than either dog.
Conversation:
• Invite students to talk about family members
using the comparative and superlative
adjectives learned in this lesson.
86
Modifications:
• Ask students to compare and contrast items
using lesson vocabulary words.
The Rosetta Stone English I
Quiz Unit 8 Lessons 6 and 7
I. Fill in the blank with the word that best describes the photograph.
1. 2. 3.
1. The girls are wearing black . a. pants b. sweaters c. shirts d. skirts
2. The dog belongs to the woman. It is the a. boy b. hat c. pet d. cat
woman’s .
A. B. C.
1. Which dog has the darkest color?
1. 2. 3.
4. 5. 6.
1. The man is petting the cat. 4. The man is older than the woman.
2. This jacket belongs to the boy. 5. Sitting on a chair at home is not dangerous.
3. This shirt does not belong to the man. 6. This tiger has stripes, but no spots.
205
Unit 8, Lesson 8
8-08 Near and Far; Comparative Forms 8-09 Locations; Prepositions
of Adjectives
01 The airplane is on the ground. 01 a bank
The airplane is near the ground. a restaurant
New Vocabulary The airplane is far from the ground.
The ship is in the water.
an airport
a playground
02 The runners are standing close together. 02 The library is beside the bank.
closer far farther houses The runners are standing far apart.
The airplanes are flying close together.
The church is beside the bank.
The hospital is beside the playground.
The airplanes are flying far apart. The gas station is beside the playground.
03 The sheep are close together. 03 The synagogue is across the street from the
The sheep is alone. restaurant.
The cows are close together. The shoe store is across the street from the
Themes: The cows are far apart. restaurant.
The pharmacy is across the street from the gas
04 The people are walking close to each other. station.
Distance, Near and Far The people are walking apart from each other.
The people are sitting close to each other.
The supermarket is across the street from the gas
station.
The people are sitting apart from each other.
04 The hotel is beside the hospital.
05 The boy in white is close to the boy in blue. The hotel is across the street from the hospital.
2. __________________________________________________________________________________________
to a specific place. The directions should be 3. __________________________________________________________________________________________
written in another language. Have students 4. __________________________________________________________________________________________
____ 7. An airplane can fly on the ground. ____12. It is dangerous to get too close to a lion.
____ 8. People can stand close together. ____13. It is dangerous to get too close to a sofa.
____ 9. A girl can have a pet. ____14. A bird can fly near the ground.
____10. It is dangerous to walk too close to a fire. ____15. A couple can sit close to each other.
III. Write a complete English sentence using one or more words from the list.
far houses closer
farther close apart
16. __________________________________________________________________________________________
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
206
Near and Far; Comparative
Near and Far; Comparative Forms of Adjectives 8-08 Forms of Adjectives
New Vocabulary Using Multiple Intelligence Strategies:
closer far farther houses
Bodily-Kinesthetic: Create a scavenger hunt
Usage: Close, Far
Note the following word combinations; they are often used together. for the students in the classroom. Instruct
close together
far apart
students to find certain objects based on
far away descriptions only.
The comparative form of far is farther; farther apart, farther away. You will also hear
“further,” which is completely interchangeable with “farther.” Logical-Mathematical/Verbal-Linguistic:
Instruct students to create a scavenger hunt
for another student in the class using only
descriptions. Students can trade their clues
and find the items on the list.
Post-Lesson Activity:
• Using the words near, far, and farther ask
students to write sentences on the board.
Conversation:
• Have students work with a partner and discuss
distances. Have the students describe locations
in reference to their house or school and
87
identify whether they are near, far from, or
nearest to their chosen destinations.
4. 5. 6.
1. The airplane is near the ground. 4. The horse is far away.
3. The cows are far apart. 6. The two cowboys are far apart.
II. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. The church is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
2. The hotel is the hospital. a. across the street from b. around the corner from
c. beside d. a block down the street from
3. The bakery is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
4. The bakery is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
5. The mosque is a. across the street from b. around the corner from
the playground. c. beside d. a block down the street from
6. The synagogue is a. across the street from b. around the corner from
the playground. c. beside d. a block down the street from
207
Unit 8, Lesson 9
8-08 Near and Far; Comparative Forms 8-09 Locations; Prepositions
of Adjectives
01 The airplane is on the ground. 01 a bank
The airplane is near the ground. a restaurant
New Vocabulary The airplane is far from the ground.
The ship is in the water.
an airport
a playground
02 The runners are standing close together. 02 The library is beside the bank.
airport hotel stop The runners are standing far apart.
The airplanes are flying close together.
The church is beside the bank.
The hospital is beside the playground.
The airplanes are flying far apart. The gas station is beside the playground.
bakery library subway 03 The sheep are close together. 03 The synagogue is across the street from the
block mosque supermarket The sheep is alone.
The cows are close together.
restaurant.
The shoe store is across the street from the
The cows are far apart. restaurant.
corner movie synagogue 04 The people are walking close to each other.
The pharmacy is across the street from the gas
station.
The people are walking apart from each other. The supermarket is across the street from the gas
factory pharmacy temple The people are sitting close to each other.
The people are sitting apart from each other.
station.
04 The hotel is beside the hospital.
gas playground theater 05 The boy in white is close to the boy in blue.
The boy in white is not close to the boy in blue.
The hotel is across the street from the hospital.
The playground is beside the hospital.
Hindu prison university The kite is close to the man.
The kite is far away from the man.
The playground is across the street from the
hospital.
2. __________________________________________________________________________________________
information about what they already know 3. __________________________________________________________________________________________
important issues that are being addressed in II. Yes or No? ____ 6. The mosque is beside the hospital.
their specific country. Have students research ____ 7. The bakery is around the corner from the bank.
____13. The bakery is a block down the street from the bank.
hospital church
Language Arts: Ask the students to choose ____14. The church is across the street from the hospital.
16. __________________________________________________________________________________________
describe the different types of people that may 17. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
208
Locations; Prepositions
Locations; Prepositions 8-09
Post-Lesson Activity:
• Instruct students to make a list of every
location listed in the vocabulary. Give the
students about three or four minutes to list
as many specific locations in or outside their
city. Ask students to name their locations. If
students have the same location listed they
will not receive a point. If their location is
different from those listed by the other
students, they will receive a point. The
88 student with the most points at the end of
the game is the winner.
Conversation:
The Rosetta Stone English I
Quiz Unit 8 Lessons 8 and 9 • Ask students to describe a time they visited the
I. Yes or No? locations listed in the vocabulary.
Modifications:
1. 2. 3.
• Encourage students to describe their
locations in the classroom using lesson
5. 6.
vocabulary words.
4.
1. The airplane is near the ground. 4. The horse is far away.
3. The cows are far apart. 6. The two cowboys are far apart.
II. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. The church is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
2. The hotel is the hospital. a. across the street from b. around the corner from
c. beside d. a block down the street from
3. The bakery is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
4. The bakery is the bank. a. across the street from b. around the corner from
c. beside d. a block down the street from
5. The mosque is a. across the street from b. around the corner from
the playground. c. beside d. a block down the street from
6. The synagogue is a. across the street from b. around the corner from
the playground. c. beside d. a block down the street from
209
Unit 8, Lesson 10
1
8-09 Continued 8-10 Directions: How Do I Get To…
09 The factory is beside the train station. 01 How do I get to the train station?
The university is beside the playground. Go to the bank and turn right. Go one block.
New Vocabulary The restaurant is beside the train station.
The hospital is beside the playground. How do I get to the train station?
Go to the bank and turn left. Go one block.
10 The airport is beside the factory. How do I get to the train station?
ahead do forks until The bakery is across the street from the hotel.
The bakery is across the street from the movie
Go to the library and turn left. Go two blocks.
How do I get to the train station?
theater.
blocks ends school your The university is across the street from the hotel. Go to the library and turn right. Go one block.
Text as a guide.
– Circulate the room and monitor students’
progress as you listen for correct
Worksheet 8-10
vocabulary use.
I. Describe each picture with a complete English sentence.
Content Integration:
Language Arts: Have students watch a video 1. 2. 3. 4. 5.
3. __________________________________________________________________________________________
of the video and that person’s importance to 4. __________________________________________________________________________________________
board. Ask students to find the distance to that ____ 6. Streets can end. ____11. Going around the corner is farther than going
five blocks.
____ 7. Streets can fork.
specific location from the school. Write the ____ 8. Two blocks is more than three blocks.
____12. Going three blocks is farther than going
one block.
number of miles on the board. Instruct students ____ 9. A hospital is bigger than a house.
____13. Going across the street is farther than going
four blocks.
____10. When a street forks, you do not go ____14. A gas station is bigger than a hospital.
to choose three of their own locations and straight ahead.
____15. All subway stops are four blocks away from
students create a chart that shows the number of III. Write a complete English sentence using one or more words from the list.
18. __________________________________________________________________________________________
the student charts include time changes when 19. __________________________________________________________________________________________
210
Directions: How Do I Get to…
Directions: How Do I Get To… 8-10
Conversation:
89
• Ask students to give each other directions
from different locations in the school or in
their community.
The Rosetta Stone English I
Quiz Unit 8 Lessons 10 and 11
Modifications:
I. Fill in the blank with the word that best describes the photographs.
a. left b. right c. blocks d. straight
• Invite students to give directions to a peer for
different locations within the school.
1. 5.
2. 6.
3.
4.
II. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. I reading. a. was b. were c. am d. are
4. I picked up the cat and a. had, was b. had, am c. have, was d. have, am
I holding it in my arms.
211
Unit 8, Lesson 11
8-10 Continued 8-11 Activities; More Verbs
Content Integration:
54
Language Arts: Read a short story (written in
the target language) aloud to students. Have
students write a summary of the story describing
the main character. Do not provide students Worksheet 8-11
with a copy of the story. Collect student papers I. Describe each picture with a complete English sentence.
to check listening comprehension. Next, provide
students with a copy of the passage and have
them check to see if they remembered the story 1. 2. 3. 4. 5.
3. __________________________________________________________________________________________
the different verb tenses by underlining present, 4. __________________________________________________________________________________________
by asking what month and year they were born. ____ 6. Climbing a ladder is not dangerous at all. ____11. Most people wear a shirt that is too small.
____ 7. Riding a bicycle is not dangerous at all. ____12. Some children can jump rope.
Have students record all other student responses ____ 8. Playing the guitar is very dangerous. ____13. Some children play the guitar.
from their interviews. Instruct students to create ____ 9. Putting on a shirt is dangerous. ____14. Babies can read books.
charts showing how many students were born ____10. Wearing a hat is dangerous. ____15. Nobody can climb a ladder.
17. __________________________________________________________________________________________
18. __________________________________________________________________________________________
19. __________________________________________________________________________________________
20. __________________________________________________________________________________________
212
Activities; More Verbs
Activities; More Verbs 8-11
I. Fill in the blank with the word that best describes the photographs.
a. left b. right c. blocks d. straight
1. 5.
2. 6.
3.
4.
II. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3.
4. 5. 6.
1. I reading. a. was b. were c. am d. are
4. I picked up the cat and a. had, was b. had, am c. have, was d. have, am
I holding it in my arms.
Unit 8 Review
1. 2. 3. 4. 5.
• Choose activities that target skills in need II. Match the words.
1. China a. planet
of practice. 2. Europe b. continent
3. Saturn c. country
• Encourage role-play of scenes that require 4. The United States
• Provide time for conversation practice with III. Fill in the blank with the word that best describes the photograph.
vocabulary words from past lessons. 4. of the white squares are small. d. most
additional practice time in appropriate modes IV. Fill in the blank with the word or words that best describe the photograph.
• Note the amount and quality of class 2. The dog to the boy. b. lower
• Check accuracy of completed Workbook 5. The black triangle is in the right. e. upper
V. Fill in the blank with the word that best describes the photograph.
pages, Quizzes, and Tests.
• Keep portfolios of student work.
1. 2. 3. 4. 5.
1. The number is nine. a. first b. second c. third d. fourth
A. B. C. D. E.
1. The man is crossing the street. 4. The sidewalk is empty.
2. Which people are riding on the sidewalk? 5. Which people are riding on the road?
214
The Rosetta Stone English I
Test Unit 8 Lessons 7–11
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
1. The airplane is near / far from the ground. 6. I am / was reading.
3. The car is closer / farther away than the man. 8. We are running / have run.
4. The car is closer / farther away than the man. 9. I am reading / am going to read the book.
II. Fill in the blanks with the words that best describe the photograph.
How do I get to the university?
Go down the street (1) the church on your (2) .
Go to the gas station and turn (3) .
Go two (4) and there on your (5) is the university.
1. a. left
2. b. right
3. c. blocks
4. d. past
5.
III. Fill in the blank with the word or words that best describe the photograph.
1. 2. 3. 4.
1. The playground is the hospital. a. beside
4. The police station is the bank. d. a block down the street from
A. B. C.
1. Who is getting the coldest?
A. B. C.
1. Which child looks the happiest?
215
Word Search 8: 1-5
R H S Y U P H A R M A C Y
AHEAD HOSPITAL Q O C I F A R M E R D V W
AIRPORT LOW
BELONGS PHARMACY
G M S V A H E A D F P P L
CORNER PLAYGROUND Q E T V H O S P I T A L T
DANGEROUS PRISON
EITHER RATHER A I R P O R T S U B W A Y
FACTORY RESTAURANT
FAR SCHOOL
S U P E R M A R K E T Y O
FARMER SUBWAY C O R N E R U S B H B G U
FIGHT SUPERMARKET
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O L O W D A N G E R O U S
L U N T I L T A Q H N N H
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F I G H T H I G H E S T G
ENGLISH
216
Crossword 8: 1-5
Across Down
1. It looks ___ a triangle. 1. not first
5. not sunset 2. ___ of the singers are girls, but some
7. Most of the flower is red, but ___ are women.
of it is white. 3. She is ________ the sidewalk with
10. a musical instrument a broom.
11. Beside the street is the ________. 4. This planet is ______ Saturn.
12. The road ___ toward the house. 6. Cars drive on a ____.
14. not that 8. not above
17. She is neither talking ___ eating. 9. The _____ number in 503 is a five.
20. She was wearing a sweater, but she is 13. second, third, _____
not wearing it ___. 15. digging a ____
22. Saturn is a ______. 16. father and ___
24. She is _______ talking nor eating. 18. ___ one of us is singing.
19. first, second, ____
21. __, two, three
23. It looks like a square, but it is ___.
ENGLISH
Crossword 8: 6-11
Across Down
ENGLISH
217
Lesson 1-08
Menu
Salads Beverages
Dinner Salad . . . . . . . . . . . . . . . . . $2.00 Water . . . . . . . . . . . . . . . . . . . . . . . Free
Lettuce, Tomato, and Cheese Milk . . . . . . . . . . . . . . . . . . . . . . . . . $1.00
Chef Salad . . . . . . . . . . . . . . . . . . . $4.00 Tea . . . . . . . . . . . . . . . . . . . . . . . . . . $1.25
Lettuce, Tomato, Ham, and Cheese
Orange Juice . . . . . . . . . . . . . . . . . $1.00
Fruit Salad . . . . . . . . . . . . . . . . . . . $3.25
Apples, Grapes, Bananas, Soft Drinks . . . . . . . . . . . . . . . . . . . $1.75
Strawberries, and Pears Coke, Dr Pepper, Pepsi, Sprite
Coffee . . . . . . . . . . . . . . . . . . . . . . . $1.00
__________________
Subject #1
_________________________, _________________________
Two adjectives describing subject #1
_________________________, _________________________
Two adjectives describing subject #2
__________________
Subject #2
People Animals
Both