New Dynamic English teacher's guide for module 1

New Dynamic English
Level 1: Modules 1 & 2

Instructor’s Guide

Version 2.3

© Copyright 1998-2003, DynEd International, Inc.

www.dyned.com

January, 2003


New Dynamic English: Instructor’s Guide

Table of Contents
Scope and Sequence, Level 1............................ 3

Module 2 Lesson Map .......................................43

Introduction to Level 1...................................... 5

1. Family Schedule ...........................................44
Learning Points .......................................... 45
Classroom Activities and Extension........... 46
Key Sentences ........................................... 48
Focused Listening Tasks ............................ 50
Practice Exercises....................................... 52

Module 1 Lesson Map ...................................... 6

1. Names and Places ........................................ 7
Learning Points .......................................... 8
Classroom Activities and Extension........... 9
Key Sentences ............................................ 11
Focused Listening ...................................... 13
Practice Exercises....................................... 15

2. Matrix Vocabulary........................................55
Learning Points .......................................... 56
Classroom Activities and Extension........... 57
Key Sentences ........................................... 59
Focused Listening Tasks ............................ 61
Practice Exercises....................................... 63

2. Jobs and Family ........................................... 20
Learning Points .......................................... 21
Classroom Activities and Extension........... 22
Key Sentences ........................................... 24
Focused Listening ...................................... 25
Practice Exercises....................................... 27

3. Likes and Dislikes ........................................68
Learning Points .......................................... 69
Classroom Activities and Extension........... 70
Key Sentences ........................................... 72
Focused Listening Tasks ............................ 73
Practice Exercises....................................... 75

3. Numbers and Times ..................................... 32
Learning Points .......................................... 32

Classroom Activities and Extension........... 33
Key Sentences ........................................... 35
Focused Listening ...................................... 36
Practice Exercises....................................... 37

4. Review Exercises.......................................... 79
Dictations
Fill-Ins
Speech Practice Exercises

4. Review Exercises ......................................... 39
5. Video Interactions w/SR............................... 80

Dictations
Fill-Ins
Speech Practice Exercises

Telephone: Let’s Meet on
Thursday
Business Telephone w/SR
An Interview w/SR
Hot Seats w/SR

5. Video Interactions w/SR .............................. 40
Introductions
At a Party, At an Office
Telephone, Interview
Hot Seats w/SR

Module 2 Summary ........................................... 81

Answer Key ...................................................... 82

Module 1 Summary........................................... 42

2


Scope and Sequence, Level 1

Scope and Sequence, Module 1
Module 1, Unit
1. Names and Places
Hello, Max and Kathy!
Where is France?
Who Speaks English?
Question Practice w/SR
Focus Exercises

Main Learning Points
• Personal information: name, where from,
languages spoken, nationality
• Introductions (Hi, my name is…)
• Countries and cities of the world
• Relative location (here, left, right)
• Demonstratives (that, this)
• Pronouns (personal, possessive)
• be, do, Contractions, Negation
• Subject-verb agreement
• Present Simple tense (She speaks Spanish.)
• Yes/No and Wh- question formation.

Comments
• Students learn to give and
elicit basic information about
themselves and others.
• Builds recognition of simple
words and phrases in context.
• Introduces the most basic
structures in English.

2. Jobs and Family
Richard Chin
Sara Scott
Henry Thornton
Word Practice
Questions

• Presents the jobs, families and living
arrangements of three characters.
• Extends personal information: age, spelling
of name, job, salary, marital status.
• Present Simple verbs: have, live, work, etc.
• Subj/Verb/Object (He teaches science.)
• Object Pronouns (him, her)
• Adjectives and Prepositions of Location

• Students learn to ask and
answer basic questions about
each other in an interview
format.

3. Numbers and Time
One to One Hundred
Time

• Numbers 1-100
• Clock times and fractions
• Telephone numbers

• Prepares students for later
Units which use time and
numbers.

4. Review Exercises
Dictations
Fill-Ins w/SR
Speech Practice w/SR

• Gap-filling and speech recognition exercises
review key grammar and vocabulary.
• Develops fluency and reading skills.

• These lessons review Units 13 and focus on key points such
as Subject-Verb agreement.

• Introduces useful verbs and
daily vocabulary.

5. Video Interactions w/SR • Shows basic introductions, greetings, and use • Language review.
Introductions

of the telephone.
At a Party
• Students may interact with the actors through • Provides a model for roleAt an Office
Speech Recognition (SR) activities.
plays.
Telephone
Interview
Hot Seats

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New Dynamic English: Instructor’s Guide

Scope and Sequence, Module 2
Module 2, Unit

Main Learning Points

Comments

1. Family Schedule
The Harris Family
Bob and Sandra’s
Schedules
Collette and John’s

Schedules
Questions
Focus Exercises

• Family relationships (father, mother, etc.)
• Days of the week and weekly schedule
• Time and Duration (when and how long)
• Frequency (every day, on Mondays)
• Means (by bus, drives his car to work)
• Time expressions (after dinner, at night)
• Prepositions of Place and Time
• Sequence (before, after)
• Subj/Verb/Object: (She practices the violin.)
• Adverbs of Frequency (usually, never)

• Students learn how to ask and
answer questions about their
daily routines.

2. Matrix Vocabulary
Seasons
Times of Day
Weather
Times of Life
Types of People
Matrix Game

• Introduces basic vocabulary in five subject
• Students learn to describe the
areas: seasons, times of day, weather

phases of life and the basic
conditions, times of life, and types of people.
conditions in which people
• Adjective and Adverb phrases
live out their lives.
• Word relations/analogies (hot is to cold as
summer is to what?)
• Indefinite/Definite Reference
• Superlatives (the coldest time of year)

3. Likes and Dislikes:
A Survey
Food and Sports
What Can You Do?
Video Hot Seats w/SR

• Classification (what kind, such as)
• Adverbs of Manner (how well, well, a little)
• Quantification (a lot, some, any)
• Ability (can/can’t, know how to)
• Useful phrases (let’s see, for example, I
mean, not really)

• Students learn to express
personal preferences and
abilities.
• Presents an interview about
favorite foods, sports, hobbies
and other interests.

• Gap-filling and speech recognition exercises
review key grammar and vocabulary.
• Develops oral fluency and reading skills.

• Provides language practice
and review activities.

4. Review Exercises
Dictations
Fill-Ins w/SR
Speech Practice w/SR

• Focuses on specific times,
frequency, and duration of
habitual activities that make
up daily life.

5. Video Interactions w/SR • Presents language useful for making an
• Short videos illustrate the use
Telephone: Let’s Meet
of the language with a variety
appointment, suggestions, and using the
on Thursday
of characters.
telephone for business.
Business Telephone
• Students may interact with the actors through • Provides models for classroom
An Interview
role-play and interviews.
Speech Recognition (SR) activities.

Hot Seats

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Introduction to Level 1

Introduction to Level 1
New Dynamic English, Level 1 (Modules 1 & 2), introduces students to English. The main focus is on
understanding and expressing basic information about oneself and the natural framework within which we
live and describe our lives, such as times of day, the seasons, and weather conditions.
In the first lessons, students develop basic listening comprehension. The emphasis is on presenting
language in short phrases rather than isolated words, since isolated words seldom occur in real
communication. Text and Glossary support provide additional examples and explanation.
The use of icons throughout is especially important for students who are unable to read. These icons
serve to support the student’s memory and also provide a framework for showing concepts and phrases.
Once the language is introduced and basic comprehension is achieved, a limited number of exercises
require students to read simple words and short phrases. These exercises help reinforce oral
comprehension. and provide another form of language input. The record feature, along with the speech
recognition (SR) exercises, allow students to practice speaking. In this way, we proceed from listening to
speaking and reading -- and the three skills reinforce each other. The Classroom Activities and Practice
Exercises provide additional written activities as well, but these should not overwhelm the student. They
should be fun and easy to do. Their purpose is to reinforce and follow up, not frustrate.

Content for Level 1
The material presented in Level 1 provides the basis for 40-60 hours of study, depending on the language

background of the students, which may vary considerably.
This estimate assumes that the language presented in each level is used as a model that is systematically
extended and personalized in classroom activities and follow-up assignments as suggested in this manual.
The usual order is as follows:
1. Preview each lesson with a focus on general comprehension.
2. Analyze and practice the language in each lesson with a focus on the key language structures.
3. Extend and personalize the content of each lesson via student generated language, including roleplays, pair practice, written exercises, and group activities.
4. Review on a regular basis, (at least until the Completion Percentage is 80%) and then test.

General Language Specifications for Level 1
New Dynamic English Level 1 develops a useful spoken vocabulary of over 500 high-frequency words
that provide students with the ability to understand and communicate basic information about themselves.
Level 1 covers basic language structures required to understand and express basic personal information
and provides a foundation for preintermediate work. In addition, the video lessons provide useful
language models for the telephone and for other social situations.

Detailed Language Specifications for Level 1
The language focus for Level 1 is on the basic verb and phrase structures of English, as well as the
construction of Wh- and Yes/No questions.
Key language structures include personal, possessive, and object pronouns, verb-subject agreement, the
verb be, negation, the use of do, the present tense, prepositional phrases for expressing time and place,
and adjective and adverb phrases . Please see the Scope and Sequence for Level 1 and the Learning
Points at the beginning of each Unit for additional information and examples. The Index is also helpful in
locating where specific topics or structures are presented or developed in the course.

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New Dynamic English

Module 1 Lesson Map
Unit 1: Names and Places
Hello, Max and Kathy
Where is France
Who Speaks English?
Question Practice w/SR
Focus Exercises

Unit 2: Jobs and Family
Richard Chin
Sara Scott
Henry Thornton
Word Study
Questions

Unit 3: Numbers and Time
One-Ten
Eleven-Twenty
Ten-One Hundred
Time

Unit 4: Review Exercises (for Units 1-3)
Dictations
Fill-In Exericses w/SR
Speech Practice Exercises w/SR
Sentence Reading

Answering Questions
Speech Quiz

Unit 5: Video Interactions w/SR
Introductions
At a Party
At an Office
Telephone w/SR
Interview w/SR
Hot Seats w/SR

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Module 1: Unit 1, Names & Places

1. Names and Places
Hello, Max and Kathy; Where is France? Who Speaks English? Question Practice;
and Focus Exercises
Lesson 1 introduces the most basic structures in English. It is intended for beginners, with or
without basic reading skills, and also for students who have some knowledge of English but whose
listening ability is underdeveloped. Topics include giving and asking for personal information
(name, place of origin, sex, and languages spoken) and talking about different countries and
nationalities.
The Question Practice lesson reinforces the language of the Unit. It focuses
on Wh- questions and the use of do in questions with who and where.

Though most of the questions do not require the ability to read, a number of
comprehension activities help students see the relationship between spoken
and written words. Students who need to develop their reading skills should
use the record feature together with the ABC button to practice reading
aloud the text throughout the lessons.
In the Focus Exercise lesson students practice constructing sentences by arranging words in the
correct sequence. As in all lessons, the Help Screens provide instructions if needed.
Goals:
To be able to understand short phrases spoken at near normal speed.
To be able to read and understand short words, such as yes, no, name, and does.
To be able to identify themselves in English.
To be able to ask and answer simple Who, Where, and Yes/No questions regarding basic identity.
Objective 1:
Objective 2:
Objective 3:
Objective 4:

To understand that in English there is subject verb agreement.
To be able to use demonstrative and personal pronouns with the verb be.
To be able to express negation with do and be.
To be able to use do when asking a Yes/No question.

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New Dynamic English

Learning Points
be
I am from New York. He is from Paris. They aren't from France. France is in Europe. Who is from
France?
contractions (I'm, you're, she's, he's, we're, they're)
He's from France. She’s from New York. We’re not from France.
demonstratives (that, this, these)
This is Max. Who is that/this? That/this is Pierre. This is a map of Europe. What’s this?
do with questions and negation
Does she speak English? No, she doesn't. Where do they come from? They don't come from France.
Who doesn’t speak Japanese? I don’t speak French.
negation with be and do
He isn't from Japan. She doesn't speak Spanish. They don't come from France. They aren't from France.
I’m not from the US. I don’t come from the US. He doesn’t speak Japanese. He’s French, not American.
personal pronouns (I, he, she, we, they)
I come from San Francisco. She comes from New York. They come from the US. They don’t come
from France. I’m from Paris, France. She’s from New York.
possessive adjectives (my, your, his, her)
What is your/her/his name?
prepositions (in, from, of)
He's from France. It's in California. Here is a map of France. Paris is in France. Where does he come
from? Where is she from?
subject-verb agreement
I am/come from France. She is/comes from New York. They are/come from the US. This man speaks
English. I speak two languages.
wh- questions (what, where, who, which)
Where does she come from? What is your name? Who comes from France? Which of these three people
comes from France?

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Module 1: Unit 1, Names & Places

Classroom and Language Extension Activities
Step 1: Presentation (Day 1, 10-15 minutes)
Begin with Hello, Max and Kathy. Present the first part of the lesson in class. Focus on the first few
sentences only, and have the class practice repeating each sentence. Point out that each sentence has a
subject and a verb. Introduce the personal pronouns: I, you, he, she, my, your, his, and her.
Step 2: Oral Practice (5 minutes)
In pairs, or small groups, have students practice the following dialog: “What’s your name?” “My name
is....” “What’s his name?” “His name is ....” “What’s her name?” “Her name is ...”
Step 3: Listening Focus
Assign students to do Listening Focus 1 in the lab or at home.
Step 4: Presentation and Oral Practice (Day 2, 10-15 minutes)
Review the first few sentences. Focus on subject/verb agreement with come from, be and pronoun
contractions (I’m, he’s, she’s).
In pairs, or small groups, have students practice introducing Max, Kathy, and each other.
Step 5: Listening Focus
Assign students to do Listening Focus 2 in the lab or at home.
Step 6: Presentation and Oral Practice (Day 3, 10 minutes)
Introduce Where is France? Focus on negation with do and be. Then focus on
location: in, on the left, between (North America and Europe), and the names of
countries.
In pairs, or small groups, have students practice introducing Pierre. How is Pierre

different from Max and Kathy?
Step 7: Listening Focus
Assign students to do Listening Focus 3 in the lab or at home.
Step 8: Presentation and Oral Practice (Day 4, 10 minutes)
Introduce Who Speaks English? Focus on the verb speak and question formation (Yes/No and Whquestions).
In pairs, or small groups, have students practice asking and answering questions about Max, Kathy, Pierre,
and each other.
Step 9: Listening Focus
Assign students to do Listening Focus 4 in the lab or at home.

Follow-up
Once the presentation lessons of the Unit have been presented, introduce the Question Practice and Focus
Exercises lessons. Students should do these on their own, in the lab or at home, regularly. As homework,
assign the Practice Exercises. Then, once students attain an 80-100% Completion percentage, have them
take the Mastery Test.

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New Dynamic English

Language Extension
Once the lessons have been introduced, have the students personalize and extend the language with two or
more of the following classroom activities. If further preparation is necessary, have the students work in
pairs or groups first.
Classroom Activity 1: Introductions

From Unit 5, view the first two video interaction lessons, Introductions and At a Party. Have students
work in small groups of 3-5 to practice introducing each other.
Classroom Activity 2: Writing Practice
Write the name of a man on one side of the board and the name of a woman on the other side (or on two
different sheets of butcher paper). Invite students to come to the board and write sentences about the two
characters. Ask students to comment on similarities and differences between the two (e.g., Max and Kathy
are American. Max comes from San Francisco but Kathy comes from New York. She doesn’t come from
San Francisco). Write ten questions and answers, such as: Which one comes from ...? Where does ...
come from...? Is the person on the left a man or a woman? What language does the person on the right
speak? What country does ... come from? Is ... French? Does ... speak Chinese? Does ... come from
Brazil?
Classroom Activity 3: Places around the World
Post a map of the world in the classroom. Ask students to point out their home country or city on the map.
Practice the English names of cities and countries of the world. Write the names of the continents across
the top of the board and elicit from students countries located on each continent. Write the countries in list
form under the correct continent. When the lists are fairly full, practice pronunciation by having the class
repeat the countries out loud. What languages are spoken in each country?
Classroom Activity 4: Crazy Questions
Model and then have students practice asking questions that will elicit negative answers. For example,
"Are you from the moon? Does Sakae come from Mexico? Does Pierre come from Japan? Is this
woman's name Max? Is the US president from Argentina?"
Classroom Activity 5: They, They, They
If possible, pair students with similar nationalities, languages, gender. Have one pair interview another
pair. Have pairs report back to the class about the pair they interviewed using plural affirmative and
negative sentences, e.g., They aren't girls. They don't come from San Francisco. They speak Japanese, but
they don’t speak English.
Classroom Activity 6: What’s that? It’s mine!
Take objects, such as textbooks, and give them to each student. Review possessive pronouns, and have
students work in groups to practice the following: “What’s that?” “It’s a book.” “Is it yours?” “Yes, it is.
It’s my book. Is that your book?” Then have students exchange books so that the answers become: “No,

it isn’t. This is her book, not mine.” “No, it isn’t. This is (name’s) book.”

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Module 1: Unit 1, Names & Places

is a woman. Her name is Kathy. The person on the
right is a man.

Key Sentences (Partial Transcript)
Hello, Max and Kathy

Where is France?

This is Max. “Hello, my name is Max.” Max comes
from/is from the United States. “Yes, that’s right. I
come from/I’m from the United States.”

“Hello. My name is Pierre. I come from Paris,
France.”
Here is a map of France. France is in Europe. Paris
is in France. France is in Europe.

This is Kathy. “Hello, my name is Kathy.”
Kathy comes from/is from New York. “I come

from/I’m from New York.”

This man is from France, which is in Europe.

This is Pierre. Pierre comes from France. He’s
French. He doesn’t come from/isn’t from the United
States. “My name is Pierre. I come from/I’m from
France. I don’t come from/I’m not from the United.
States.”

Max comes from San Francisco, California. San
Francisco isn’t in Europe. San Francisco is in
California.
Here are two men. The one on the left comes from
the United. States.
“Hello, my name is Max, and I come from the
United. States.”
The one on the right comes from Europe. His name
is Pierre. “I come from Paris, France.”

“What is your name?”
“My name is Kathy. What is your name?”
“My name is Max.”
“Max?”
“Yes, that’s right. My name is Max.”
“Where do you come from, Max?”
“I come from/am from San Francisco.”
“San Francisco?”
“Yes. San Francisco, in California. How about
you?”

“I come from/I’m from New York.”

This is our world. “Where is France, Kathy?”
“Look. This is a map of the world, and here is
Europe. The US is here. The Atlantic Ocean is
here, between the US and Europe.”
“Oh, I see. Where is New York?”
“It’s here. New York is in the US.”

“Who is that?”
“His name is Pierre.”
“Does he come from the United States?”
“No, he doesn’t. He comes from/is from France.”
“Hello, my name is Pierre. I come from/I’m from
Paris, France. I don’t come from/I’m not from the
United States. I’m French, not American.”

Who Speaks English?
“Hello. My name is Kathy. I come from New York.
I speak two languages: English and Spanish.”
Here are four countries: the US, France, Japan, and
Australia. In these two countries, people speak
English. In Japan, Japanese people speak Japanese.
In France, French people speak French.

Max and Kathy come from/are from the US. They
don’t come from/aren’t from France. Max comes
from San Francisco, and Kathy is from New York.
“That’s right. Kathy and I don’t come from France.
We’re not from France.”

“Yes, that’s right. I come from/I’m from New York.”

“I speak French and English. I don’t speak
Japanese.”
This man speaks French, but he doesn’t speak
Japanese. This woman speaks Japanese, but she
doesn’t speak French.

Pierre comes from/is from France. He doesn’t come
from/isn’t from the US.
“I come from/I’m from France. I don’t come from
the US. I’m French, not American.”

“What languages do you speak?”
“I speak two languages: English and Spanish. I don't
speak Japanese.”

Here are three people, two men and a woman. The
person on the left is a man. The person in the middle

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“Look. What’s that?”

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New Dynamic English

“I don’t know. What is it?
“Maybe it’s a UFO.”
“That’s ridiculous. I don’t believe in UFOs.”
“Greetings. My name is Zork. I come from very far
away.”

Focus Exercises
I [come][from] San Francisco.
[I’m] [from] San Francisco.
Pierre [comes] [from] France.
He [doesn’t] [come] [from] the United States.
He [isn’t] [from] the United States.
She [doesn’t] [come] [from] Paris.
They [don’t] [come] [from] France.
They [are] [not] from France.
I [don’t] [come] [from] France.
[France] [is] [in] Europe.
Max and Kathy [are] [from] the US.
San Francisco [isn’t] [in] Europe.
The [person] [in] the [middle] is a [woman].
The [person] [on] the [right] is a [man].
In France, [French] [people] [speak] French.
In [Japan,] [Japanese] [people] [speak] Japanese.
I [speak] two [languages:] English [and] Spanish.
Kathy [speaks] English [and] Spanish, [but] she
[doesn’t] [speak] French.
The [one] [on] the [left] [comes] from Europe.
The [one] [on] the [right] [comes] from the US.

Comprehension Questions
Who is this? Who is this woman?
Where does Max come from? Where is Max from?
Does Kathy come from New York? Is Kathy from
New York?
Where do Max and Kathy come from? Where are
Max and Kathy from?
Does Max come from France or does he come from
the United States? Is Max from France or is he from
the United States? Who is from France? Who comes
from France? Max, Kathy or Pierre?
Which man comes from the US.? Which one isn't
from Europe? Which person is a woman?
Does Zork come from your country?
Where is San Francisco? Where is France?
In which country do people speak Japanese? Does
Kathy speak French? What languages do you speak?
Do you speak a European language? Do you speak
Japanese? Which part of the world do you come
from? Are you Japanese?
Question Practice
Who is this?
Where do Kathy and Pierre come from?
Who are these three people?
Who comes from\is from the US?
Where do Max and Kathy come from?
Where are Max and Kathy from?
Who doesn’t come from France?
Who isn’t from the US?
Where does Pierre/Max come from?

Where do you come from?
Where are you from?
Does Pierre come from the United States?
Which person is a woman?
Which man comes from the US?
Does Kathy come from New York?
Is Kathy from New York?
In which country do people speak Japanese?
Does Kathy speak French?
Which part of the world do you come from?
Which man comes from the United States?
Who comes from the United States?

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Module 1: Unit 1, Names & Places

Focused Listening

Focus 3

Focus 1

Review Hello, Max and Kathy and focus on Where is
France? Listen to each sentence several times. If

necessary, use the ABC button to look at the text. Click on
the highlighted words to study the Glossary examples.

Focus on Hello, Max and Kathy. Listen to each sentence
several times. If necessary, use the ABC button to look at
the text.

Language Focus

Goal
• Preview and orientation: Students will comprehend

Contrast be from and come from, personal pronouns, plural
(they, we), subject/verb agreement, and negation with do
and be:
He doesn’t come from France.
He isn’t from France.
They don’t come from France.

and become familiar with the basic sentence patterns of
the Unit and be able to repeat some of the phrases.

Student Follow-up
1. Repeat short sentences from the lesson: This is Max.
Hello, my name is Max. What is your name?
2. Write down a number of short sentences from the
lesson.

Listening Task
Listen for words that indicate location: between, in, on the

left.

Focus 2

Goals
• Students will be able to use do and not to express

Review Hello, Max and Kathy. Listen to each sentence
several times. Use the ABC button to look at the text.
Click on the highlighted words to study the Glossary
examples.

• Students will be able to use in and between to express

Language Focus

Student Follow-up

negation.
relative location.

1. Introduce yourself and two classmates. Use do and not
to express negation.
2. Write three sentences in the third person (She comes
from New York... He is from... Pierre is French.)
3. Do Practice Exercises C and D.

demonstrative pronouns (this, that), personal pronouns,
subject/verb agreement, and contractions

Listening Task
Notice the difference between sentences beginning with I
and sentences beginning with a name or 3rd person
pronoun: I come from San Francisco. He comes from San
Francisco. Kathy is from New York.

Focus 4
Review Where is France? and focus on Who Speaks
English? Listen to each sentence several times.

Goals
• Students will be able to introduce each character (name

Language Focus

and place of origin) in both 1st and 3rd person.

• Students will be able to specify a person or object with

Note how not is used with do, is, am, are, and the verb
speak.

this or that.
• Students will be able to use the personal pronouns I,
he, and she.

Listening Task
Listen for the names of countries, cities, nationalities, and
languages spoken.

Student Follow-up
1. Introduce Max, Kathy and Pierre:
This is Max. He comes from San Francisco.
San Francisco is in California.
2. Do Practice Exercises A and B.

Goals
• Students will be able to give a complete introduction of
Max, Kathy and Pierre.

• Students will be able to use basic negative
constructions.

• Students will be able to introduce themselves (name,
place of origin, languages spoken).

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New Dynamic English

Student Follow-up
Student Follow-up

•

1. Ask and answer questions about all three characters:
Which person isn't American? Who isn’t from the US?
Which person is a woman? Which person isn’t a
woman? Does Max come from New York? Does
Pierre speak Japanese? Is Zork from our world?
2. Make a list of five countries, the languages spoken in
each, the nationalities, and the location.
3. Write three negative sentences: Pierre doesn’t come
from the US. Kathy isn’t from France. Japan isn’t in
Europe.
4. Introduce yourself: My name is... I am from... I
speak... I don’t speak...
5. Do Practice Exercises E and F.

Make a short oral summary of this unit.
• Give a 30-second oral introduction of yourself.
• Write a two-paragraph description of yourself or a
classmate. Include nationality and languages
spoken.

Focus 5
Review all three lessons. Try saying each sentence and
recording yourself. Compare your recording with the
native speaker.

Language Focus
Oral fluency development and language input.

Listening Task
Focus on the questions. Notice the difference between

Yes/No questions and Wh- questions.

Goals
•

Students will be able to ask and answer simple Yes/No
and Wh- questions about themselves and their
classmates.

Student Follow-up
1. Write five Yes/No questions, and their answers.
2. Write five Wh- questions, and their answers.
3. Do Practice Exercises G and H.

Focus 6
Language Focus
Language Mastery

Listening Task
Review all of the lessons in this unit several times.
Practice recording 10~15 sentences each time, so that you
can say these sentences fluently.
Do the Question Practice and Focus Exercise lessons
everyday until your Completion Percentage is 80-100%.
Then take the Mastery Test.

Copyright (c) 1998-2003, DynEd International, Inc.

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Module 1: Unit 1, Names and Places

Practice Exercises

1(1) Names and Places: Exercise A
Make a sentence with these words.

Example:

Max / name / my / is

My name is Max.

1.

is / Kathy / name / my _______________________________________________

2.

come / New York / from / I ___________________________________________

3.

Max / is / this _______________________________________________________

4.

from / comes / San Francisco / he ______________________________________

5.

from / comes / New York / Kathy ______________________________________

1(1) Names and Places: Exercise B
Circle the correct word.

Example:
1. Max

This

is, am Max.

come, comes

from San Francisco.

2. "Hello. My name is, am Max."
3. "I come, comes from San Francisco.
4. Kathy come, comes
5. She

from New York.

come from, comes from

New York.

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New Dynamic English

Practice Exercises

1(1) Names and Places: Exercise C

Change each sentence to a sentence with she or her.

Example: "I come from New York."
1.

"My name is Kathy." ___________________________________________________

2.

"I’m from the US." _____________________________________________________

3.

Kathy is from New York. ________________________________________________

4.

"I’m a woman, not a man." _______________________________________________

5.

Kathy is a woman, not a man." ____________________________________________

1(1) Names and Places: Exercise D
Answer the questions.

Example: Where is Max from? __Max is from San Francisco.___
1.

Where does Max come from? ____________________________________________

2.

Where is Kathy from? __________________________________________________

3.

Who comes from New York? ____________________________________________

4.

Who is from San Francisco? _____________________________________________

5.

Which person is a woman? ______________________________________________

Copyright (c) 1998-2003, DynEd International, Inc.

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Module 1: Unit 1, Names and Places

Practice Exercises

1(1) Names and Places: Exercise E
Fill in the blank in the sentence with isn’t or doesn’t

Example: Max comes from the US. He doesn’t__ come from France.
1. His name _____________ Bob; his name is Max.
2. Pierre is from Paris. He _____________ come from the US.
3. Kathy speaks English. She _____________ speak Japanese.
4. Zork comes from far away. He _____________ from our world.
5. Pierre is French. He _____________ British.
I 1(1) Names and Places: Exercise F
Make these sentences into negative sentences using don’t, isn’t, or doesn’t.

Example:

Max is from New York. __Max isn’t from New York.__

1.

Kathy is from Paris. ____________________________________________________

2.

"I come from the US." __________________________________________________

3.

Pierre is American. _____________________________________________________

4.

Kathy speaks French. ___________________________________________________

5.

"I speak Japanese." _____________________________________________________

Copyright (c) 1998-2003, DynEd International, Inc.

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New Dynamic English

Practice Exercises
I 1(1) Names and Places: Exercise G
Circle the correct word.

Example:

Max come, comes from San Francisco.

1. Max and Kathy come, comes from the US.
2. Max and Pierre is, are
3. Kathy and Max

men.

speak, speaks

4. Pierre come, comes

English.

from France.

5. He doesn’t come, comes from the US.
6. Kathy and Max

is, are not from Europe.

7. Kathy doesn’t speak, speaks

French.

8. Pierre doesn’t

from Japan.

come, comes

9. They

am, is, are both from the United States.

10. They

don’t, doesn’t

speak Japanese.

1(1) Names and Places: Exercise H
Match each part of a sentence on the left with the rest of the sentence on the right.

Example:

h. What

____h____ is your name?

a. What is

1. _____ come from Europe.

b. Where do

2. _____ are you from?

c. Where

3. _____ is Kathy.

d. My name

4. _____ doesn’t speak French.

e. I’m not

5. _____ you come from?

f. She

6. _____ your name?

g. They don’t

7. _____ from the US.

Copyright (c) 1998-2003, DynEd International, Inc.

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Module 1: Unit 1, Names and Places

Practice Exercises
1(1) Names and Places: Exercise I
Read each answer ("A"), then write the question ("Q").

Example:

Q. Who __comes from France?__
A. Pierre comes from France.
Q. Where _do you come from?___
A. I come from New York.

1Q.

Who _____________________________________________________________

A.

That is Kathy.

2Q.

Where ____________________________________________________________

A.

I’m from San Francisco.

3Q.

Where ____________________________________________________________

A.

San Francisco is in California.

4Q.

Who ______________________________________________________________

A.

Kathy does (Kathy comes from New York.)

5Q.

Where _____________________________________________________________

A.

They are from the United States

6Q.

What ______________________________________________________________

A.

They come from Brazil.

7Q.

What ______________________________________________________________

A.

He speaks French and German.

8Q.

Does ______________________________________________________________

A.

No, she doesn’t. She doesn’t speak German.

Copyright (c) 1998-2003, DynEd International, Inc.

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New Dynamic English

2. Jobs and Family
Richard Chin, Sara Scott, Henry Thornton, Word Practice, and Questions
Lesson 3 extends the treatment of personal information from Unit 1 to include occupation, age, the
spelling of one’s name, marital status, family relationships, and where one resides. Three characters
are introduced: Richard Chin, Sara Scott and Henry Thornton. A particular emphasis is on
introducing useful verbs, the simple present tense, adjectives and daily vocabulary. Toward the end

of each lesson there are also short interviews. These are also followed up in the Video Interaction
Unit, which provides a model for a role-play.
The Word Practice lesson focuses on the reading of key words
from the lesson. Click on each word to hear it. Click on “Quiz”
for random selection of items which is scored.
The Questions lesson presents a series of comprehension
questions about the characters from the lessons. These questions
should not be attempted until the other lessons have been
completed.
Once students are able to ask and answer questions about these
three characters, the focus should move to extending the ability
of students to describe their own situations.
Goals:
To be able to understand short sentences spoken at near normal speed.
To be able to read and understand short sentences using contextual clues.
To be able to give basic information about themselves in English.
To be able to ask and answer simple Who, What, Where, and Yes/No questions about their living
situations.
Objective 1:
Objective 2:
Objective 3:
Objective 4:

To be able to understand and use sentences where there is subject verb agreement.
To be able to understand how an adjective describes something.
To be able to differentiate between the subject and the direct object of a sentence.
To be able to understand sentences which use adverbs to express amounts.

Copyright (c) 1998-2003, DynEd International, Inc.

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Module 1: Unit 2, Jobs & Family

Learning Points
adjectives
his first name, his family name, a good teacher; a high salary; a low salary; his salary isn’t very good, a
small apartment; they live on the fourth floor, an expensive house; a large hospital, the apartment is large
and comfortable; an expensive house, his rich parents; her older sister; her younger sister; He isn’t very
popular with women. He’s married. He’s single. She wants to be a great dancer.
family relationships
wife, husband, son, daughter, older sister, younger sister, parents. He and his wife have a son. His
parents are rich.
have
She has a high salary. He doesn’t have much money. He has a son.
negation (doesn’t, isn’t)
He doesn’t have much money. He doesn’t work hard. She isn’t married.
object pronouns (him, her)
He likes her. She doesn’t like him.
possessive adjectives (their, his, her)
His salary is low. Their son is five years old. Her boyfriend is a pilot. She lives with her older sister.
present simple
teach; like; have; live; write; work. She lives in an expensive apartment. I teach science and math.
She works in a large hospital.
questions about self and others
are/is; what; who; how old; where; whose; does. Who works in a hospital? Is Henry married? How
old is he? Whose sister is a dancer? Do you like your job? Are you a student?

spelling
first and last names
subject/verb/object pattern
He likes his job. He teaches science. I write stories. What do you teach?
pronunciation
third person (s): /z/ He has a son. /s/ He likes her.
amount/quantification (much, a lot)
not much money; has a lot of money

Copyright (c) 1998-2003, DynEd International, Inc.

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New Dynamic English

Classroom and Language Extension Activities
Step 1: Presentation
Present the first part of the Richard Chin lesson in class. Focus on the first few sentences only, and have the
class practice repeating each sentence. Stress the fact that each sentence has a subject and a verb. Introduce
the idea of spelling and lead the class in spelling aloud some names or words. Talk about the difference
between first and last names, and how this varies in some countries.
Step 2: Oral Practice
In pairs, or small groups, have students practice the following dialog: “What’s your name?” “My name
is....” “What’s your first name?” “My first name is...” “How do you spell that?” “M A X” etc. ”How about
your family name? How do you spell your family name?” “My family name is ...”
Step 3: Listening Focus
Assign students to do Listening Focus 1 in the lab or at home.

Step 4: Presentation and Oral Practice
Review the first few sentences. Focus on subject/verb agreement and family relationships. Make a list of
family relationships: father, mother, sister, brother, son, daughter, etc. Have students practice talking about
their family relationships: “Do you have a sister?” “Yes, I do. I have one sister.” “How old is she?” “My
sister is 18 years old.”
Step 5: Listening Focus
Assign students to do Listening Focus 2 in the lab or at home.
Step 6: Presentation and Oral Practice
Focus on occupations and housing. Note the use of direct objects and prepositions in key sentences. Make a
list of common occupations and places to live: teacher, banker, doctor, salesperson, policeman; city, country,
downtown, suburb, etc. Have students practice talking about the occupations of people in their family or
friends, where they live and with whom they live.
Step 7: Listening Focus
Assign students to do Listening Focus 3 in the lab or at home.
Step 8: Presentation and Oral Practice
Focus on adjectives and nouns. Make a list of common objects and adjectives used to describe them. Then
have students work in groups to come up with their own lists of adjectives and their opposites. Each group
can then present their list to the class.
Step 9: Listening Focus
Assign students to do Listening Focus 4, Listening Focus 5, and Listening Focus 6 in the lab or at home.
Step 10: Presentation and Oral Practice
Focus on the Interview and Hot Seats lessons in Video Interactions Unit 5, and have students practice roleplaying the situations.

Follow-up
Once the presentation lessons of the Unit have been completed, do several of the Classroom Activities listed
below and have the students complete the Word Study and Questions lessons. As homework, assign the
Practice Exercises. When they get an 80-100% Completion Percentage, give them the Mastery Test.

Copyright (c) 1998-2003, DynEd International, Inc.

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Module 1: Unit 2, Jobs & Family

Language Extension
Classroom Activity 1: Information Charts
Across the top of the board or a large piece of butcher paper, write the following categories: First name,
Family name, Age, Occupation, Marital status, Housing. Review with the class the meaning of each
category word filling in the appropriate information about yourself.
Example
First name
Family name
Age
Occupation
Marital status
Housing
_____________________________________________________________________________________
Laura

Jones

28

teacher

single

small apartment, with friend

Elicit from students information about the characters, Richard Chin, Sara Scott, Chris Scott, and Henry
Thornton and invite students to come up and fill in the information under each category. Using the chart,
have students ask questions about each character and answer in complete sentences.
Classroom Activity 2: Paired Interviews
Divide the class into pairs or groups of three. Have students interview each other and fill in the information
for the following categories: name, age, occupation, marital status, housing, family members. When this is
finished, invite several students to stand up and present the information about the persons they interviewed.
Classroom Activity 3: Who is this Person?
Post a large picture of a person the students have not seen before. Have students generate as many questions
as they can about this person. Write the questions on the board. Then answer the questions, either with real
facts, or with made-up, creative answers provided by the class.
Classroom Activity 4: Family Album
Ask students to bring photos of family or friends, or cut out pictures of families from magazines. Have
students orally introduce these people to a small group or to the whole class. Encourage members of the
groups or class to ask questions.
Classroom Activity 5: Match Game
Post a large piece of butcher paper prepared with a large grid of 20 squares on a bulletin board. Write one of
the antonyms introduced in the lesson in each of the squares in random order (large, small; high, low; old,
young; good, bad; comfortable, uncomfortable; rich, poor; married, single; expensive, inexpensive; men,
women; popular, unpopular). Cover each of the words with a separate sheet of paper or index card. Number
the cover sheets from 1 to 20.
Divide the class into four teams and let each team call out two numbers at their turn. Uncover the words
under the numbers. If the two squares are matching antonyms, the team gets a point and another turn. If the
words do not match, recover them and let the next team take a turn. When all the matches have been
uncovered, the team with the highest number of points is declared the winner.

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New Dynamic English

Key Sentences (Partial Transcript)

Henry Thornton

Richard Chin

This is Henry Thornton. His first name is Henry.
His family name is Thornton.

This is Richard Chin. His first name is Richard,
R I C H A R D. His family name is Chin, C H I N.
He is thirty years old.

Henry is a businessman. He’s thirty-five years old.
He doesn’t work hard, but he has lots of money. His
parents are rich. He has a large house. It’s a very
expensive house.

Richard is a teacher. He teaches science and math.
Richard is a good teacher, and his students like him.
Unfortunately, his salary is low. He doesn’t have
much money.

Henry is single. Henry isn’t married, but he is in love
with somebody. He likes a woman named Chris.
Unfortunately, she doesn’t like him. In fact, Henry
isn’t very popular with women.

Richard is married. He and his wife have a child, a
son. Their son is five years old. He and his family
live in a small apartment in a large apartment
building. Their apartment is on the fourth floor.

Henry’s interview:
K: Excuse me, but may I ask you a question?
H: Sorry, not right now. I’m busy.

Richard’s interview:
Kathy: Excuse me, may I ask you a question?
Richard: Sure, what is it?
K: Are you a teacher?
R: Yes, I am.
K: What do you teach?
R: I teach science and math.
K: Where do you teach?
R: I teach at a small college. How about you?
What do you do?
K: I’m a writer. I write stories. Now I’m writing
about you. Is that okay?
R: Sure, I don’t mind. Good luck.

Comprehension Questions
Who is a doctor? Is she a good doctor?

Who works in a hospital? Who has rich parents?
Who teaches in a college?
Does she have a sister? Where does Sara’s sister
live? Whose sister is a dancer?
Who is Chris’s sister? Who lives with Chris?
Who is married? Which of these three people is
married?
Is Henry married? Is he a teacher? Is he popular
with women?
Do Henry’s parents have a lot of money? Are his
parents rich?
Who has a lot of money but doesn’t work hard?
Who lives in an expensive house? Where does
Richard live?
Who has a low salary? Whose salary is low?
How old is he? Does he have children? How old is
their son?
Are they both writers? Who is she writing about?

Sara Scott
This is Sara Scott. Her first name is Sara. Her last
name is Scott.
Sara is a doctor. She’s twenty-eight years old. She
works in a large hospital. She’s a good doctor, and
she works hard. She has a high salary.
Sara isn’t married, but she has a boyfriend. Her
boyfriend is a pilot. She lives in an expensive
apartment. Her apartment is large and comfortable.
She lives with her younger sister, Chris. Chris is a
ballet dancer. She’s twenty-four years old. She loves

to dance, but she has to practice hard every day. She
wants to be a great dancer someday.
K:
S:
K:
S:
K:
S:

Do you have a job? Do you get a good salary? Do
you like your job?
Are you a student? Do you study hard? Do you do
your best?
Word Practice

Sara’s interview:
Excuse me, but may I ask you a question?
Sure, what is it?
Are you a teacher?
No, I’m not. I’m a doctor.
Thank you.
You’re welcome.
Copyright (c) 1998-2003, DynEd International, Inc.

teacher, student, school, doctor, hospital, office,
apartment, house, son, daughter, friend, family,
sister, brother, parents, high, low, salary, money,
large, small, expensive, inexpensive, single, married,
rich, poor, first, last

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Module 1: Unit 2, Jobs & Family

Student Follow-up

Focused Listening
Focus 1

1. Write three sentences about Richard, Sara, and yourself
using the verb be.
2. Do Practice Exercises A and B

Listen to all three lessons. Listen to each sentence several
times. If necessary, use the ABC button to look at the text.

Focus 3
Review all three lessons. Listen to each sentence several
times. Use the ABC button to look at the text. Click on
the highlighted words to study the Glossary examples.

Listening Task
Learn the names and ages of the characters in the lesson.
Practice spelling their names.

Language Focus

Goals
• Students will be able to identify the characters and

have, simple present, family relationships

spell their names.

Listening Task

• They will be able to distinguish between "first name"

Focus on Sara and Henry. Listen for and record sentences
(or parts of sentences) that tell what Sara or Henry has or
does.

and a "family name."
• Students will be able to spell their own names in
English.

Sara has a boyfriend. She works in a large hospital. She
has a high salary. She lives in an expensive apartment.

Student Follow-up
1. Spell the names of the characters.
2. Dictation: Write the names of the characters as the
instructor spells them.
3. Dictate the spelling of your name to a classmate.

Pay special attention to the |s| or |z| sound at the end of the
verbs (lives, works, has).

Goals
• Students will be able to introduce and answer questions

Focus 2

about all three characters.

• Students will be able to talk about the characters using

Review all three lessons. Listen to each sentence several
times. Use the ABC button to look at the text. Click on
the highlighted words to study the Glossary examples.

active verbs and the verb have.

• Students will be able to use vocabulary of family
relationships.

Language Focus

Student Follow-up

be, simple present, articles (a, the). Note that articles are
only used with nouns, or in front of an adjective which
describes a noun (a high salary).

1. Write about two or more of your family members.
2. Compare Richard and Sara: He has a low salary. She
has a high salary. He lives in a small apartment. Her

apartment is large and comfortable.
3. Compare Richard and Henry.
4. Do Practice Exercises C and D.

Listening Task
Focus on Richard and Sara. Listen for sentences with the
word is and practice saying them. Notice that the subject
of the sentence can be either the proper noun or the
pronoun he or she:

Focus 4
Review all three lessons. Record each sentence and
compare your recording with the native speaker. Focus on
the occupations of each character and focus on the
interviews.

Richard is a teacher. He is thirty years old. He is
married.

Goals

• Students will be able to introduce Richard and Sara and
describe them using the verb be.
• Students will be able to use be to talk about age: He is
thirty years old.
• Students will be able to use the indefinite article a
before a noun (He is a teacher) but not before an
adjective (He is married).

Copyright (c) 1998-2003, DynEd International, Inc.

Language Focus
asking questions, negation, and occupations

Listening Task
Listen for and record sentences with don’t/doesn’t or isn’t.
He doesn’t have much money. He doesn’t work hard. He
isn’t very popular with women.

25

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