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The I Speak English program of language instruction was created after a review of common classroom practices and recognized methods in second language instruction. The objective was to make both learning and teaching a second language more productive. We observed a linear relationship between successful acquisition of a second language and the number of high quality interactions achieved in the target language. We also noted that the four fundamentals of language (reading, writing, listening and speaking) are commonly taught without positive relationships between them. Based on these observations, we designed a teaching system to integrate the four fundamental elements into a structured and highly interactive process. The system combines technology and the efforts of the student to create the quality interactions necessary to master a second language. This interactive process has been patented in both the U.S. and Canada.

The following scope and sequence of instruction meets both state and Federal guidelines for the development of curricula to teach English as a second language. This scope and sequence has also been applied to teaching and learning other second languages. We elected to use content for beginner and intermediate learners that enabled them to communicate in matters concerning basic life skills. The content of the advanced levels is based on our analysis of the Test of English as a Foreign Language (TOEFL) which is required by many U.S. colleges and universities as evidence of sufficient proficiency to participate in their regular syllabus of instruction.

When designing the instructional strands of the course, we used techniques consistent with approved methods and current research. The multi-sensory nature of the program’s learning process addresses the various learning styles to better serve the individual needs of a diverse student population- aural, oral and kinesthetic. No attempt is made to duplicate or replace learning activities that are best accomplished with an instructor or with numerous other language opportunities available to the student.

Exercises of the type used in the Sentence and Grammar strands of Putting Words to Work were designed using a technique known as "pattern recognition". The design is structured so that the student must use the language techniques of the pattern illustrated in the model preceding each exercise to formulate a response. The exercises are not a test of knowledge. The intention is not for the student to memorize any individual response, but rather to become accustomed to both giving attention to the details of the model in relationship to the image and using a similar style to assemble his or her own responses. Allowing only a single response that must conform to the model is set by the design of the process. An appropriate metaphor is the way music students facilitate their musical ability through the methodical and frequently structured practice of exercises which are designed to strengthen their technical skills, but which are not necessarily intended for memorization or public performance.

Tests have proven that students using the I Speak English program learn twice the material in one third less time when compared with students using classroom instruction alone. However, the best implementation of the program is in combination with the skills of a qualified instructor. International Education Centers’ program is designed to supply a powerful interactive environment to quickly develop student confidence in the target language and relieve the instructor from the burden of supplying all of the routine, repetitive practice necessary for successful second language acquisition. Hence, the system allows instructors to effectively implement the program in a variety of teaching situations to benefit numerous students, each requiring a high level of interaction both technologically and instructionally, in the targeted language.

The Intechnica Language Literacy System is a comprehensive program for teaching English as a Second Language (E.S.L.). Through a unique, voice-interactive, multimedia language learning process, Intechnica’s Language Literacy System combines CD-ROM technology with sound educational methodology to create one of the most effective language literacy programs available today.

The program is easy to use, and prior computer experience is not necessary for the student to begin the language acquisition process.

The program’s goal is to integrate the four elements of communication—listening, speaking, reading and writing—and provide:

—visual and aural interaction

—listening, speaking, reading and writing components in every lesson

—student control over the pace and sequence of the lessons

—systematic review.

The content of Intechnica’s Language Literacy System is also designed to give the student confidence in the pursuit of day-to-day activities in North American English. The student’s confidence is enforced by learning the language at his or her own pace, as well as from the support materials provided by Intechnica including: easy-to-follow lesson plans, student books, and pronunciation tapes.

Intechnica’s I Speak English curriculum presents the English language as it is spoken in the United States. In order to get along successfully in the United States, ESL students must learn not only the language, but cultural patterns as well. They must be taught the circumstances in which the words and phrases they are learning are commonly employed and those instances in which they should be avoided. ESL teachers must, therefore, be sensitive to and aware of context while introducing students to U.S. culture.

The teacher’s awareness of diverse cultural patterns becomes a part of the instructional process. Cultural differences and similarities should be pointed out. In the classroom, simulated situations and activities can be used to encourage students to practice both the language and the appropriate behaviors for the situations in which the language is used. If the teacher is not familiar with the student’s culture, the student can be called upon to point out the differences and similarities. When ESL students are helped with cultural and linguistic patterns that they encounter outside of the classroom (what to do and how to act when shopping, on the job, while conducting a business appointment, in a restaurant, etc.), they become more confident in speaking English.

Language is acquired through the internalization of basic patterns. The mastery of those patterns is what allows the learner to focus on what he or she wants to say, as well as how to say it. The number of high level interactions that the student experiences in the target language is directly related to this internalization process.

The I Speak English curriculum offers high level listening, speaking, reading and writing interactions with immediate feedback that corrects the student’s errors before they become internalized. The student learns to compare his or her oral responses to those of the native speaker model.

The Intechnica Language Literacy curriculum offers all the aspects of learning English as a second language to each individual student. The overview of the curriculum is summarized on the following pages.

The figure below shows the options available on the Main Menu of each program available for the I Speak English curriculum.

Getting Started is an orientation to the Intechnica Language Literacy System. It introduces the student to the mechanics of operating the system. Students will need some assistance in this section, but should be able to work independently upon completion.

This program provides instruction in phonics and decoding skills. It teaches visual and auditory discrimination of vowels, vowel combinations, consonants, and consonant blends, using a rich, basic vocabulary.

This is an introduction to English for the beginning ESL student. From the beginning, the student will be able to communicate in English, as the lessons begin with the most basic and necessary structures and vocabulary words. Grammatical forms and structures taught in the High Beginner program include: singulars, plurals, and possessives of nouns; pronouns and their possessives; verbs (including "to have" and "to be") in the simple and continuous present and past tenses; adverbs; prepositions; affirmative and negative sentences; "wh" and yes/no questions; commands; and the "there is/there are" construction. Subjects for conversation include: the classroom, the countries of the world, money, clothing, family, relationships, sections of the United States, and measurements of size, weight and time.

The Low Intermediate program is designed to allow the student to build on what he or she has learned in the High Beginner program and to expand his or her knowledge and skills. The structures to which the student is introduced in the Low Intermediate program include the simple and progressive futures of verbs, the use of the most frequent modal auxiliaries, and the formation of the comparative and superlative degrees of adjectives and adverbs. The student will also increase his or her repertoire of idiomatic expressions. In Low Intermediate, the student also expands his or her vocabulary to include the days of the week, months and seasons of the year, education, the parts of the body and personal appearance, illness and injury, the weather, family relationships, locations, occupations, and animals, sea creatures, and insects.

This program is designed for the more advanced learners of English as a Second Language. The student builds on the knowledge he or she has achieved in the High Beginner and Low Intermediate programs to master some of the more complex constructions of English, including the use of indirect objects, phrases of purpose, noun and adverb subordinate clauses, and indirect speech. In addition, the student learns to use infinitives, gerunds, and past participles, the present and past perfect tenses, the passive voice, relative, reflexive, and intensive pronouns, and verb-preposition and adjective-preposition combinations.

The student’s vocabulary is expanded by the addition of names of fruits and vegetables, the rooms of a house, furniture, gardening, government functionaries, buildings, stores, driving, flying, games and sports. He or she is also taught to distinguish among some of the most commonly confused words in English.

Reading For Life stories are based on common situations in American life. The style of the stories is informal and provides the learner with common speech patterns. Idiomatic language is used to provide simulations of real life interactions. The stories provide both the cultural context and the conversational style needed to become literate in English. Each story is followed by a series of comprehension questions. Appropriate stories are included in the High Beginner, Low Intermediate and High Intermediate programs.

The Story of America option found on the Main Menu for the Low and High Intermediate programs contains stories of American history. The stories summarize important events that occurred in American history. Each story is followed by a series of comprehension questions that the student must answer to continue.

The Advanced Language Acquisition program provides an overview of advanced reading, writing and listening skills. It teaches the grammar and sentence structure skills necessary for formal English. There are ten modules containing six lessons each composed of vocabulary, sentence structure, grammar practice and grammar conversation exercises. The vocabulary and sentence lessons for each module contain twenty exercises and the grammar lessons contain ten exercises each, making a total of 120 exercises per module. The exercises build on what has been learned in the previous programs and expand the student’s knowledge and skills in communicating formally in the English language.

The Advanced Reading Comprehension program contains seven topics which in turn contain two modules each. Each module contains four different reading passages and comprehension questions the student must answer regarding the passage. The passages are used to strengthen the student’s reading skills and force the student to understand the passage and answer the questions.

Writing Practice takes the student into a simple Intechnica electronic notepad. The notepad allows for teacher creativity in assigning work. Students may be asked to write stories, edit, or continue a story on the word processor.

My Progress lets the student track their own accomplishments. When My Progress is selected, the student is shown the modules he or she has completed and the number of attempts it took them to get the correct answer. It also tracks time on task and displays the percentage of completed exercises and modules.

The Bookmark is an electronic placeholder that marks the place or exercise where the student will resume working the next time they sign on. The Bookmark is set automatically as the student exits a lesson. It may also be set by the teacher from the Student Management Utilities Menu.

There must be continuous review of previously taught items. The program’s instructional system provides consistent review. The teacher, however, may decide when to increase the review, when to reassign old material, and when to proceed with new material.

Students learn language through practice of basic patterns which must be internalized so that they may concentrate on the idea they wish to express without having to think of the grammatical construction. The best way to learn and internalize grammar is to learn concepts, skills, and vocabulary in meaningful, real-life situations in which the students have the need or desire to express themselves.

Teaching materials must suit the student’s age and maturity level, although the curriculum must ultimately fit the student’s "linguistic age." The Intechnica Language Literacy System has been developed for a wide-range of ages—both linguistic and chronological. Opportunities have been provided for teachers to design and implement additional review activities.

Students improve their control of vocabulary, grammar and concepts as they proceed through the curriculum. Language learning is NOT linear, but is built upon previous language experience. The program’s effectiveness is built on a developmental curriculum teamed with an innovative, computerized, voice-interactive, multimedia process.

Students should be made aware that language reflects custom and usage, as well as grammatical structures.

Students must:

• understand the meaning of a word and the principles involved in its construction and use,
• practice the word in numerous ways,
• and use the word to express his or her own ideas in real-life situations.

Teachers can encourage students to narrate their own experiences of the culture and language to other class members. When possible, these experiences should be discussed to achieve greater understanding of them. Create and take advantage of situations when a student has something important to say, and when others are interested in hearing it. Encourage students’ comments and observations; appeal to students’ interests. Extend the function of language as a means of everyday communication and expression.

• Identify the letters of the alphabet.
• Identify and reproduce the sounds of the consonants.
• Identify and reproduce the sounds of the vowels.
• Identify and reproduce the sounds of letters in the initial, medial and final position.
• Recognize seventeen words composed of fifty-one letters in three letter sets.
• Combine letters to create words.
• Type the letters of the alphabet.
• Type the words in each set.
• Reproduce the sound of the words in each set.

• Identify the long vowel sounds.
• Identify and use the thirteen sounds of the five vowels.
• Understand the markings designating the sounds of the vowels.
• Recognize and reproduce the vowel sounds.
• Recognize words using long vowels.
• Distinguish between short and long vowels.
• Type the letters representing vowel sounds.
• Fill in the blanks with new words.

• Sound out words using previously learned skills.
• Combine letters to make words.
• Identify ninety-six words from six groups of sixteen words.
• Record words and compare their pronunciation to the model voice.
• Type each word, reinforcing the sequence and visual.

• Identify two vowel combinations having the long A sound.
• Identify two vowel combinations having the long E sound.
• Identify two vowel combinations having the long I sound.
• Identify two vowel combinations having the long O sound.
• Identify two vowel combinations having the long U sound.
• Identify eight words using letter combinations for the long vowel sounds.
• Complete sentences using the correct word from the list presented.
• Type eighty words using long vowel sounds.
• Pronounce the eighty words using the long vowel sounds.

• Recognize two letter combinations called digraphs.
• Sound out thirty-two words using the digraphs sh, ch, th, and wh.
• Use the new words to complete a sentence.
• Type the thirty-two words using digraphs.
• Record correctly the sound of the digraphs and the new words.

At the conclusion of Module 1, the student will be able to:

• Identify and use ten English vocabulary words: number, telephone, name, last name, student, my, your, his, her, their.
• Spell and use numbers one through ten.
• Give his/her own name and ask for another person’s.
• Give his/her telephone number and ask for another’s.
• Greet someone and respond to a greeting from another person.
• Use singular possessives: my, your, his, her.
• Use future tense statements in writing and orally.
• Respond to statements and questions in the affirmative.
• Respond to statements and questions in the negative.

At the conclusion of Module 2, the student will be able to:

• Identify and use in English nine vocabulary words relating to classroom objects: pen, pencil, eraser, book, desk, chair, table, paper, clock.
• Identify and use the definite article "the."
• Identify and use indefinite articles "a" and "an."
• Match "this, that, these, and those" to singular and plural nouns within sentences.
• Form and use contractions: that’s, it’s, they’re.
• Use commas with the introductory word "yes."
• Answer questions beginning with "what, what’s, is, and are."
• Form statements from a given question.
• Form the plural for singular nouns.

At the conclusion of Module 3, the student will be able to:

• Use nine English words for more common classroom objects: lamp, notebook, paper clip, ruler, tape, blackboard, map, picture, chalk.
• Use singular personal pronouns: I, you, he, she, it.
• Use plural personal pronouns: we, you, they.
• Make sentences with the verb "to have" in the present tense.
• Ask yes/no questions with forms of "to have," using auxiliary verbs "do" and "does."
• Make nouns plural using "s" endings.
• Substitute "the" for "a" and "an" within a phrase.
• Make statements in the third person singular using "he" and "she."
• Ask questions using "he" and "she."

At the conclusion of Module 4, the student will be able to:

• Use fourteen new English vocabulary words: I, my, you, your, he, his, she, her, it, its, we, our, they, their.
• Use possessive adjectives: my, your, his, her, its, our, and their.
• Use possessive personal pronouns: I, you, he, she, it, we, they.
• Change pronouns to possessive adjectives.
• Express possession with the preposition "of."
• Express possession with the possessive form of common and proper nouns.
• Make sentences using the verb form of the verb "have."
• Change "the" to "a" and "an" within a phrase.

At the conclusion of Module 5, the student will be able to:

• Use eleven new vocabulary words in English: principal, teacher, librarian, counselor, secretary, nurse, janitor, boy, girl, who, what.
• Form sentences with the verb "to be" in the present tense.
• Form the plurals of nouns.
• Use an "apostrophe" and "s" (‘s) to show possession of common and proper nouns.
• Use possessive adjectives within phrases.

At the conclusion of Module 6, the student will be able to:

• Use fourteen English names for some important nations and their inhabitants: Spain-Spanish, France-French, Japan-Japanese, China-Chinese, Germany-German, Mexico-Mexican, United States-North American.
• Capitalize names of countries and nationalities.
• Use "by the way" and "really" as idioms.
• Form negative sentences with the verb "to be" in the present tense.
• Form contractions and use with the verb "to be."
• Make questions relating to countries and nationalities.
• Make sentences negative using "not."
• Complete sentences with possessive adjectives: my, her, our, his, their, her, and your.
• Make sentences plural using personal pronouns and contractions: they’re, we’re, we, and you’re.

At the conclusion of Module 7, the student will be able to:

• Spell and use numbers 11 through 21.
• Form the plurals of irregular nouns: man, woman, and child.
• Make sentences negative using "isn’t, doesn’t, aren’t, don’t, and not" with the verb "to have."
• Form questions using the verbs "to have" and "to be."
• Ask and answer questions beginning "how old."
• Make subjects plural by using contractions "they’re" and "we’re."
• Use possessive adjectives within sentences: his, her, and their.

At the conclusion of Module 8, the student will be able to:

• Use nine English words and word combinations for beginning sentences that ask information: who’s, what’s, how old, what’s - name, where - origin, where - location, how many, whose, what - identity.
• Use "some" and "any" in affirmative, negative, and interrogative sentences.
• Form questions using the verbs "do" and "are."
• Make sentences negative using the adverb "not" and contractions: isn’t, not, don’t, doesn’t, and aren’t.
• Replace subject nouns with pronouns: he, she, we, they, and you.

At the conclusion of Module 9, the student will be able to:

• Give the English names for nine articles of men’s clothing: jacket, suit, cap, pants, shoes, sandals, shirt, socks, shorts.
• Form sentences using "to wear" and "everyday."
• Ask and answer questions using tag endings: don’t you - I do, do you - I don’t, doesn’t he - he doesn’t, aren’t you - I am, isn’t he - he is.
• Make regular nouns plural: shoe, dress, and suit.
• Make regular nouns plural: woman and man.
• Make plural subjects singular: we, they, children, you, books, and women.
• Use possessive form of nouns: Mary, teacher, women, child, Bob, and students.

At the conclusion of Module 10, the student will be able to:

• Give the English names for nine articles of women’s clothing: dress, blouse, skirt, hat, coat, belt, stockings, sweater, gloves.
• Form sentences using "to put on" and "to take off."
• Form sentences with the verb "to be" in the continuous form.
• Ask questions with the right question word: where’s, who’s, how old, what, how many, whose, who.
• Make subjects plural: I, he, she, that, this, and it.
• Make questions by putting the verb before the subject pronoun.

At the conclusion of Module 11, the student will be able to:

• Identify and use the English names for twelve colors: blue, white, black, yellow, red, gray, gold, pink, orange, purple, green, brown.
• Substitute "one" and "ones" for nouns.
• Form sentences with three common English verbs (put on, wear, and like) in the third person singular.
• Make subject pronouns plural: I, his, my, her, she, and that.
• Use possessive adjectives: his, these, our, my, and their.
• Complete sentences using "some" or "any."

At the conclusion of Module 12, the student will be able to:

• Give the English names for seven more articles of clothing: handkerchief, apron, T-shirt, boots, scarf, pajamas, tie.
• Correctly use the words "right" and "left."
• Use possessive pronouns: yours, mine, hers, theirs, his, ours.
• Make sentences negative using contractions: isn’t, don’t, and doesn’t.
• Use the verb "to be" in the singular and plural forms.
• Form questions using: are, do, does, and is.

At the conclusion of Module 13, the student will be able to:

• Use English words and five symbols relating to numbers: addition, sum, subtraction, multiplication, division, to add, to subtract, to multiply, to divide, how much, plus (+), minus (-), times (x), divided by (÷), equals (=).
• Identify and use numbers 1 to 100.
• Write numbers one to one hundred.
• Count by tens to one hundred.
• Perform common arithmetic functions.
• Give affirmative and negative commands.
• Change subjects to "he" in the formation of new sentences.
• Ask questions with the right question word: what, whose, how old, who’s, and where.

At the conclusion of Module 14, the student will be able to:

• Use eighteen English words or phrases relating to money, prices, and cost: penny, nickel, dime, quarter, half-dollar, dollar, a dollar bill, hamburger, hot dog, french fries, pie, drink, price, expensive, cheap, to be worth, the cost, how much.
• Write and identify common denominators of American money to one dollar.
• Give equivalents of one dollar in "half-dollars, quarters, dimes, nickels, and pennies."
• Give equivalents of "pennies, nickels, dimes, quarters, half- dollars, and dollars in cents."
• Identify and use the names of some common American foods.
• Ask and answer questions beginning "how much."
• Ask for the price and cost of items.
• Make questions using the verb "to have."
• Make questions using "who" or "what."
• Form questions with the right question word: where, who, what, how, and whose.
• Answer questions with short answers.

At the conclusion of Module 15, the student will be able to:

• Use, spell and pronounce words one hundred to five thousand.
• Use eight English names of close family relations: father, mother, son, daughter, brother, sister, uncle, aunt.
• Use dollar signs.
• Form sentences using: "to earn," "to want," "to need," and "to make."
• Ask and answer questions beginning "how much" and "how many" relating to quantity and number.
• Use contractions: who’s, what’s, they’re, and it’s.
• Form sentences using verbs: do, does, am, and don’t
• Make sentences negative using contractions: don’t, isn’t, and doesn’t.

At the conclusion of Module 16, the student will be able to:

• Spell, abbreviate and use ordinal numbers first to tenth.
• Use five new vocabulary words: floor, street, work, live, neither.
• Use the "so is - does he" and "neither is - does he" constructions.
• Ask questions with the right question word: what, whose, how and much.
• Change subjects to "he."
• Make regular nouns plural.

At the conclusion of Module 17, the student will be able to:

• Use twelve common prepositions and prepositional phrases: on, on top of, over, above, under, below, in, out, inside, outside, by, against.
• Form sentences with the verb "to be" in the past tense.
• Change sentences from the present tense to the past tense using "was" and "were."
• Make sentences in the continuous form (-ing).
• Ask questions with the right question word: how, what, and who.
• Replace possessive adjectives with possessive pronouns: his, mine, yours, ours, theirs, and hers.

At the conclusion of Module 18, the student will be able to:

• Use ten additional common prepositions and prepositional phrases: ahead, in front of, behind, on the right, on the left, in the middle, in the back, in the corner, around, between.
• Use "here," "there," and "over there" to describe locations.
• Form negative sentences with "to be" in the past tense.
• Replace possessive adjectives with possessive pronouns: his, mine, yours, and ours.
• Correctly use contractions: wasn’t, I’m, they’re, it’s, map’s, weren’t, and doesn’t.
• Make questions beginning sentences with: was, does, do, are, and were.
• Change contractions from present tense to past tense.

At the conclusion of Module 19, the student will be able to:

• Use twelve English words for the points of the compass and sections of the United States: north, northern, south, southern, east, eastern, west, western, center, central, state, mile.
• Give the names of major United States cities and the distance between them.
• Form sentences with two additional common English verbs: go and belong.
• Use four additional common prepositions and adverbs: near, close to, away, and far.
• Ask and answer questions beginning "how far."
• Use possessive adjectives: his, her, and their.
• Make subjects singular: you, women, children, dresses, we’re, and they’re.
• Change declarative sentences to interrogative sentences using: do, does, and is.
• Write prepositions with opposite meanings.

At the conclusion of Module 20, the student will be able to:

• Use twenty-five English words for measurements of size and weight: height, length, width, foot, feet, inch, yard, weight, quantity, pound, ounce, liquids, gallon, quart, pint, number, dozen, wide, thick, long, high, much, little, many, few.
• Form sentences with three additional common English verbs: love, weigh, and measure.
• Ask and answer questions beginning "how long," "how much," "how wide," and "how many."
• Form sentences using the "there is/are" construction.
• Ask questions using the right question word: how, what, where, and whose.
• Complete sentences using prepositions "of," "from," "to," "near," "on," "of," and "in."

At the conclusion of Module 21, the student will be able to:

• Use ten English vocabulary words relating to time: hour, minute, quarter, watch, half, fast, slow, correct, when, until.
• Use the most common English expressions related to time: AM, PM, noon, night, midnight, morning, afternoon, and evening.
• Ask and answer questions relating to time.
• Make questions using the verb form "to have."
• Ask questions with the right question word: how, where, what, and when.
• Use verbs in past tense: are, is, and am.
• Use correctly the words "some" and "any."

At the conclusion of Module 22, the student will be able to:

• Form sentences using nine common English verb phrases relating to the daily schedule: to get up, to eat breakfast, to walk to school, to start the class, to have lunch, to finish school, to do homework, to come home, to go to bed.
• Use verbs learned in the third person singular, present tense (he, she, and it).
• Change verbs from first person singular to third person singular: go—goes, do—does, finish—finishes, dress—dresses, study—studies, and multiply—multiplies.
• Make sentences negative using contractions: doesn’t, don’t, and aren’t.
• Change "I" subjects to "he."
• Ask questions with the right question word: what, when, who, and how.
• Make questions using subject pronouns: he, she, they, and it.

At the conclusion of Module 23, the student will be able to:

• Use five expressions relating to "today’s schedule": late, early, soon, on time, and to know.
• Use four common English adverbs relating to time: late, early, soon, and on time.
• Form sentences using "to know."
• Use object pronouns: me, you, him, her, it, us, and them.
• Ask questions with the right question word: what, how, whom, who, when, and where.
• Form sentences replacing nouns with pronouns: she, it, he, they, and I.
• Put words in the right order to form complete sentences.

At the conclusion of Module 24, the student will be able to:

• Use three new vocabulary words: lake, river, and mountain.
• Correctly use nine adjectives: nice, awful, bad, terrible, good, perfect, comfortable, expensive, elegant.
• Form adverbs from the above adjectives.
• Correctly use the nine adverbs: nicely, awfully, badly, terribly, well, perfectly, comfortably, expensively, elegantly.
• Ask and answer questions beginning "how" and "how long."
• Ask questions beginning with "who" or "what."
• Change the formation of sentences by replacing "today" with "everyday."
• Form questions beginning with "is" and "are."

At the conclusion of Module 25, the student will be able to:

• Form the past tense of six regular verbs: divide, start, finish, dress, multiply, live.
• Form the past tense of eight irregular verbs: get, have, go, come, do, wear, eat, buy.
• Ask and answer "yes/no" questions using verbs in the past tense.
• Form questions using "did," "are," "does," and "were" at the beginning.
• Change nouns to plurals: hat, dress, child, classroom, woman, man, boy, sweater, pie.
• Change sentences to the past tense using the past tense forms of verbs: needs, am, multiplies, live, likes, belongs, paints, sits, is, work.

At the conclusion of Module 26, the student will be able to:

• Form the past tense of two additional regular verbs: enjoy and remember.
• Form the past tense of six additional irregular verbs: find, forget, grow, think, sit, stand.
• Make sentences negative using "doesn’t," "isn’t," "didn’t," "weren’t," and "wasn’t."
• Put words in the right order to form complete sentences.
• Ask questions with the right question word: whom, what, where, when, and how.
• Use short answers to respond to "yes/no" questions in the past tense.

At the conclusion of Module 27, the student will be able to:

• Form the past tense of three additional regular verbs: listen, watch, and paint.
• Form the past tense of three irregular verbs: ride, read, and write.
• Ask and answer questions beginning "(for) how long" and "how long ago."
• Answer questions using "more" or "less."
• Form negative sentences in the past tense using "isn’t," "aren’t," "didn’t," "not," and "doesn’t."
• Complete sentences using the right preposition: at, in, to, and on.
• Form sentences using subject pronouns "she," "he," "we," and "they."

At the conclusion of Module 28, the student will be able to:

• Form sentences with four additional common English verbs: fish, hunt, climb, and play.
• Use seven adverbs that express indefinite time: always, never, usually, rarely, often, hardly, almost always.
• Position the indefinite time adverbs in sentences with "to be" and other verbs.
• Position prepositional phrases of time in sentences.
• Ask and answer questions beginning "how often."
• Ask questions with the right question word: how, which, who, and what.
• Change subjects of sentences to "he."
• Change sentences to the past tense using past tense verbs, verb forms, and/or past tense contractions.

At the conclusion of Module 1, the student will be able to:

• Use twelve English words and phrases relating to the days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, next week, last night, tonight, this coming, be back.
• Use a calendar.
• Make sentences in the affirmative and negative using the future tense verb "will."
• Ask questions using future tense verbs "shall" and "will."
• Form questions beginning sentences with: do, did, will, am, and is.
• Make sentences negative using: doesn’t, not, didn’t, will not, there’s not, and won’t.

At the conclusion of Module 2, the student will be able to:

• Use English words or phrases for eight common activities: sing in church, clean the house, iron the clothes, go shopping, drive the car, run, wash the car, polish the car.
• Form affirmative sentences in the progressive future tense using the verb form "will be."
• Form negative sentences in the progressive future tense: will not be.
• Ask questions beginning with: will, do, is, did, don’t, and am.
• Form questions with the right question word: who’s, what, where, with whom, how long.
• Change expressions from the past tense to the future tense.

At the conclusion of Module 3, the student will be able to:

• Use and say in English the twelve months of the year: January, February, March, April, May, June, July, August, September, October, November, December.
• Form sentences using the verb "stay."
• Form affirmative expressions in the future tense using contractions: I’ll, you’ll, he’ll, she’ll, we’ll, and they’ll.
• Form negative expressions in the future tense using "won’t."
• Ask questions using tag endings: won’t you, will she, won’t they, I will, she won’t, and they won’t.
• Form new sentences by changing subjects to "he": I, we, they, you, and the children.
• Form affirmative and negative contractions in the future tense using "he will," "I am," "will not," "we will," and "I do not."
• Give short answers to questions in the future tense by changing subjects to pronouns: them, him, it, her, and they.

At the conclusion of Module 4, the student will be able to:

• Use nine English words and expressions in asking about birthdays: birthday, birthdate, return, come back, be born, plan, arrive, depart for, leave for.
• Use the English names for six important countries: Australia, Egypt, Argentina, Sweden, England, Cuba.
• Form affirmative and negative sentences using the "going to" form of the future tense.
• Answer questions using a "subject" and a "verb": she is, they are, he is, they aren’t, I’m not, and we aren’t.
• Make sentences negative using contractions: isn’t and aren’t.
• Answer questions with short answers that include the verbs: did, am, will, does, are, and do.
• Ask questions with the right question word combinations: how long, when will, where, and does.
• Ask and answer questions giving personal information.

At the conclusion of Module 5, the student will be able to:

• Use three English words related to academic pursuits: grade, quarter, and semester.
• Form sentences using eight common English verbs relating to education: understand, practice, prepare, take, learn, teach, speak, choose.
• Use nouns as modifiers of other nouns: math books, quarter grades, semester tests, and history class.
• Change affirmative sentences from the past tense to the future tense, using contractions: he’ll, she’ll, we’ll, they’ll, and Bob’ll.
• Make sentences plural by changing regular and irregular nouns to plural forms, and by changing verbs to agree with their plural subjects.
• Answer questions using the pronouns "I" as the subject.

At the conclusion of Module 6, the student will be able to:

• Use the English names of nine common school locations: restroom, cafeteria, playground, classroom, auditorium, library, gymnasium, lockers, attendance office.
• Use three additional English words relating to academic pursuits: course, test, and textbook.
• Form sentences using three additional common English verbs relating to education: pick up, sharpen, and wait.
• Express permission or possibility by using the auxiliary verb "may" in the affirmative as well as the negative.
• Make sentences negative using contractions: isn’t, wasn’t, won’t, don’t, and didn’t.
• Complete sentences by filling in blanks with the preposition "to."
• Use the correct pronoun in forming sentences.

At the conclusion of Module 7, the student will be able to:

• Use English names for four parts of a textbook: page, paragraph, exercise, and word.
• Use English words for positions in a vertical area: at the top of, in the middle of, and at the bottom of.
• Form sentences using seven additional common English verbs relating to education: underline, title, circle, erase, mistake, cross out, skip.
• Give affirmative and negative instructions or commands.
• Respond to a command with short answers.
• Ask questions with the right question word: whose, how long, what, and whom.

At the conclusion of Module 8, the student will be able to:

• Use English names for eleven parts of the body: head, neck, arm, shoulders, elbow, hand, fingers, leg, knee, foot, toes.
• Use English words to describe shape: round and square.
• Form sentences using two additional common English verbs: hurt and feel.
• Form sentences using nine English adverbs: a lot, much, some, any, too, either, still, no longer, anymore.
• Form questions and complete sentences using adverbs, adjectives, and prepositional phrases: always, green, usually, very late, often, and in the evening.
• Form questions using tag endings: does it, didn’t I, weren’t we, didn’t you, will they, doesn’t he, and won’t he.

At the conclusion of Module 9, the student will be able to:

• Use English names for eight facial features: hair, eyes, ears, nose, mouth, tongue, teeth, lips.
• Form sentences using six additional common English verbs: see, chew, hear, smell, look, lick.
• Use the auxiliary verb "can" in the affirmative and negative to express physical or mental ability.
• Use verbs "to be" and "able" in the affirmative and negative to express physical or mental ability.
• Form sentences changing the verb "can" to its equivalent.
• Ask and answer questions substituting pronouns for nouns.
• Ask questions with the right question word: what, how far, and where.

At the conclusion of Module 10, the student will be able to:

• Form sentences using five common English verbs relating to illness and injury: swell, break, twist, sprain, cut.
• Use the past tense form of the verb "can" in the affirmative and negative to express physical and mental ability.
• Use the past tense form of the verb "to be able" in the affirmative and negative to express mental and physical ability.
• Use the future tense of the verb "to be able" in the affirmative and negative to express mental and physical ability.
• Ask and answer questions beginning "what’s the matter."
• Form sentences replacing "could" for its equivalent.
• Make sentences possessive, plural.
• Use correct forms of the verbs "break" and "study."
• Use "and so" to combine dependent and independent clauses, making them one sentence.

At the conclusion of Module 11, the student will be able to:

• Use fourteen common English words relating to illness and injury: dose, fever, temperature, runny, headache, cough, teaspoon, aspirins, medicine, pill, tablet, capsule, syrup, normal.
• Form sentences using two additional common English verbs: increase and decrease.
• Correctly use the interjection "my goodness."
• Make statements in the affirmative and negative using the auxiliary verb "should" to express mild obligation.
• Form questions in the affirmative and negative using the auxiliary verb "should" to express mild obligation.

At the conclusion of Module 12, the student will be able to:

• Form sentences with four common English verbs relating to the weather: hail, rain, freeze, and snow.
• Use six common English adjectives relating to the weather: sunny, warm, hot, cold, cloudy, clear.
• Correctly use the adverb "indeed."
• Ask and answer questions about the weather.
• Form sentences using the auxiliary verb "ought" in the affirmative and negative to express mild obligation.
• Make sentences negative using contractions: doesn’t, shouldn’t, didn’t, can’t, don’t, and not.
• Change sentences substituting "should" for "ought."
• Change declarative sentences to interrogative sentences.
• Answer questions using pronouns "I," "it," "him," "they," and "them."

At the conclusion of Module 13, the student will be able to:

• Use eleven additional common English adjectives relating to the weather: windy, cool, calm, stormy, foggy, nice, awful, bad, fair, probable, extreme.
• Use the adverbs "probably" and "extremely."
• Form sentences using the verb "drizzle."
• Form sentences using the emphatic "do" in both present and past tenses.
• Complete sentences using "how much" and "how many."
• Make questions with the right question word: when, whose, what, what time, how long, and where.

At the conclusion of Module 14, the student will be able to:

• Use the English names for the seasons of the year: spring, summer, autumn, winter.
• Correctly use the conjunctions "in spite of" and "even if."
• Use the words "whole" and "part."
• Form affirmative and negative sentences using the auxiliary verb "must" in the present tense to express strong obligation.
• Form affirmative and negative sentences using the auxiliary verb "to have to" in the present, past and future tenses.
• Ask questions with the right question word: when, how far, where must, how old, who, and what.
• Replace "have to" with "must" in short sentences.
• Make words into contractions: will not, I am, did not, do not, does not, could not, there is, she will, and they are.

At the conclusion of Module 15, the student will be able to:

• Use English names for sixteen additional family relations: grandfather, grandmother, grandson, granddaughter, niece, nephew, cousins, parents, grandparents, sister-in-law, brother-in-law, wife, husband, relatives, uncle, aunt.
• Form sentences with three additional common English verbs: greet, meet, and talk.
• Give short answers to questions omitting the infinitive after forms of "have to."
• Complete sentences and make them negative using "shouldn’t," "don’t," "can’t," "mustn’t," "couldn’t," "ought," and "not."
• Use correct verbs.

At the conclusion of Module 16, the student will be able to:

• Use English names for six types of streets: avenue, lane, circle, street, place, boulevard.
• Use the English names for six occupations: lawyer, doctor, architect, engineer, judge, priest.
• Form sentences with four additional common English verbs: become, send, forgive, and catch.
• Form sentences using "used to" to express past habits.
• Form sentences using "no longer" and "any longer" to express past habits.
• Complete sentences, and make them into questions.
• Form questions using tag endings: will he, didn’t you, isn’t he, aren’t they, won’t she, was it, and does he.
• Form questions using the right question word: when, where, how, and what.

At the conclusion of Module 17, the student will be able to:

• Use twelve common English adjectives relating to personal appearance: fair, dark, beautiful, pretty, handsome, ugly, fat, slim, curly, straight, young, old.
• Use exclamations beginning with "what" as nouns, in the singular and plural.
• Write the full form of contractions: didn’t, she’ll, won’t, weren’t, what’s, and you’re.
• Replace the verb "must" with the verb "have to" in sentences.
• Change sentences making subjects and nouns plural.
• Answer questions using pronouns: her, them, it, him, us, and them.

At the conclusion of Module 18, the student will be able to:

• Use two additional common English words relating to family relationships: ancestors and descendants.
• Form affirmative and negative sentences using indefinite words: some, any, none, someone, anyone, no one, something, anything, and nothing.
• Form interrogative sentences using indefinite words: anyone, someone, any, some, anything, and something.
• Form sentences using the "of" possessive with pronouns.
• Form sentences using double possessive.

At the conclusion of Module 19, the student will be able to:

• Express higher degree of quality (comparative degree) of adjectives with one syllable, using "er" and "ier."
• Express higher degree of quality (comparative degree) of adjectives with more than two syllables, using "more ... than."
• Express less degree of quality using "less ... than."
• Express equal degree of quality using "as ... as."
• Place adverbs in the right place in questions: even, usually, slowly, often, still, and late.
• Make sentences negative using contractions: doesn’t, didn’t, won’t, isn’t, and wasn’t.
• Answer questions with short answers.

At the conclusion of Module 20, the student will be able to:

• Use the English names for twelve wild animals: lion, tiger, elephant, hippopotamus, giraffe, snake, wolf, bear, crocodile, monkey, eagle, buffalo.
• Use the English names for ten domestic animals: dog, cat, horse, pig, camel, chicken, hen, cow, ox, bird.
• Use the comparative forms for one syllable adjectives ending in a single consonant preceded by a single vowel (thin, big, hot).
• Use "fewer" with count nouns and "less" with non-count nouns.
• Use the correct adjective or adverb in sentences.
• Complete sentences using indefinite pronouns "someone" or "anyone."
• Ask questions with the right question word: whom, how, and what.

At the conclusion of Module 21, the student will be able to:

• Use English names of six sea creatures: fish, crab, shark, lobster, dolphin, whale.
• Use English names of six insects: butterfly, spider, bug, bee, ant, fly.
• Form the superlative degree of adjectives with one or two syllables, using "est."
• Form the superlative degree of adjectives with more than two syllables using "the most."
• Write the correct degree of the adjective.
• Complete sentences using "fewer" or "less."
• Ask questions with the right question word: which, where, and what.

At the conclusion of Module 22, the student will be able to:

• Form sentences in the present and past tenses with six additional common English verbs: work, fight, teach, sink, hit, dig.
• Use seven common English adverbs: badly, well, carefully, carelessly, quickly, softly, hard.
• Form the comparative degree of adverbs using "more ... than," "less ... than," and "as ... as."
• Form the superlative degree of adverbs using "(the) most ... of."
• Use the "s + adjective + that" construction.
• Use the superlative form.
• Write adjectives related to nouns.
• Form questions with the right question word: whose, who, what, and where.

At the conclusion of Module 1, the student will be able to:

• Identify and use English names for thirteen common fruits: cherry, strawberry, bananas, grapes, pears, peaches, plums, watermelon, pineapple, apple, orange, grapefruit, apricot.
• Form sentences with three additional common English verbs: give, drink, and show.
• Use infinitives without "to."
• Answer questions in the negative and affirmative.
• Use correct verb forms.
• Answer questions with short answers.
• Replace nouns with pronouns.

At the conclusion of Module 2, the student will be able to:

• Identify and use the English names for nine common vegetables: beans, cauliflower, lentils, peas, tomatoes, lettuce, potatoes, onions, garlic.
• Form sentences with three additional common English verbs: taste, smell, and run out.
• Form sentences using verbs preceded by gerunds (-ing).
• Form sentences using verbs preceded by infinitives (to ...).
• Answer questions in the affirmative and negative.
• Answer questions using "not really."
• Use the form "used to" in sentence structures.
• Use the form "suppose to" to make negative questions.
• Choose correct verb forms.

At the conclusion of Module 3, the student will be able to:

• Identify and use the English names for four common dried fruits (prunes, dates, figs, raisins) and two nuts (peanuts, almonds).
• Form sentences using the relative pronouns that refer to "people": who, that, whom, and whose.
• Form sentences using the relative pronouns that refer to "things": which, that, and of which.
• Answer questions in the negative and affirmative.
• Answer questions using the phrase "instead of."
• Make questions using tag endings: doesn’t it, do you, won’t she, didn’t they, don’t you, and will he.
• Make singular subjects plural.
• Make sentences negative using contractions: won’t, don’t, and didn’t.
• Differentiate and correctly use "fewer" and "less."

At the conclusion of Module 4, the student will be able to:

• Change regular verbs to the present perfect tense using "have (has)" + the past participle "ed."
• Form affirmative and negative sentences using the present perfect tense.
• Use the past participles of nineteen irregular verbs: eat, go, come, wear, tear, be, write, speak, see, know, drive, forget, do, choose, give, take, sing, freeze, begin.
• Answer questions in the affirmative and negative relating to "time and food."
• Make questions beginning sentences with "did," "have," "does," "didn’t," "do," and "will."
• Change verbs from the present and past tenses to the present perfect tense.
• Correctly use relative pronouns "that (which)", "who," and "which."

At the conclusion of Module 5, the student will be able to:

• Identify and use the English names of thirteen foods commonly eaten at breakfast: sausages, eggs, ham, bacon, toast, jam, butter, coffee, milk, honey, marmalade, cream, sugar.
• Use contractions in the present perfect tense.
• Complete questions with tag endings: have you, won’t you, aren’t you, hasn’t he, and didn’t they.
• Use the past participle of sixteen additional irregular verbs: hit, put, cut, let, bet, cast, quit, split, buy, feel, understand, find, have, teach, hear, make.
• Answer questions beginning clauses and phrases with "but," "yes," and "no."
• Change sentences to the present perfect tense, adding the word "just."
• Answer questions with short answers.
• Make sentences negative using: not, didn’t, has not, don’t, and didn’t.

At the conclusion of Module 6, the student will be able to:

• Identify and use the English names of eighteen foods commonly eaten at lunch, dinner, or supper: soup, salad, dressing, oil, vinegar, salt, pepper, sandwich, mustard, catsup, meat, gravy, fish, sauce, pastry, dessert, wine, tea.
• Change verbs to the past perfect tense using "had" + past participle.
• Use the construction "just + verb" in a sentence.
• Answer questions with short answers.
• Use contractions in forming the present perfect tense.
• Use the correct verb forms.

At the conclusion of Module 7, the student will be able to:

• Identify and use the English names for five rooms of a house: bedroom, bathroom, den, kitchen, living room.
• Identify and use the English names for three common building materials: brick, block, and wood.
• Identify and use the English names for four items which are frequently found outside houses: swimming pool, driveway, gate, and fence.
• Identify and use the words "upstairs" and "downstairs."
• Express conditions using "if" patterns in the present, past, and past perfect tenses.
• Make questions replacing nouns with pronouns.
• Change subjects from "I" to "he", and make sentences negative using: isn’t, hasn’t, wouldn’t, hadn’t, doesn’t, didn’t, and mustn’t.
• Use correct verb forms.

At the conclusion of Module 8, the student will be able to:

• Identify and use the English names for ten pieces of furniture and other items commonly found in bedrooms: bed, mattress, bedspread, sheets, blanket, pillow, pillow case, night table, dresser, drapes.
• Form sentences with the verbs "turn over," "spread," "cover," "place," and "match."
• Ask and answer conditional tag questions and form conditional sentences using contractions.
• Form indirect sentences with "had" and "got."
• Use "too" to mean "also" and "intensive."
• Change "too" for similar words or expressions.
• Answer questions with "of course + (pronouns) would."
• Form new sentences by changing "yesterday" to "many times before."
• Make singular nouns plural.
• Write the correct verb forms of the verbs in the past tense.
• Put adjectives in the superlative form: expensive, fast, awful, and dirty.
• Change sentences to have "somebody" do the action of the verb using "pronouns."

At the conclusion of Module 9, the student will be able to:

• Identify and use the English names of ten items commonly found in the garden: flowers, plants, shrubs, lawn, gardener, weeds, tree, branches, leaves, thorns.
• Form sentences with the verbs: bloom, water, feed, prune, become, and watch out for.
• Form sentences using the verb "to be" in the subjunctive mood in present, past, present perfect, and past perfect tenses.
• Use the verb "to be" after condition contrary to fact.
• Use the verb "to be" to express "doubt" (as if, as though) in the present, past, and past perfect tenses.
• Use the verb "to be" to express "wish" in the present and past tenses.
• Answer questions using the construction "in that case + (pronoun) might."
• Answer questions using "I guess so."
• Answer questions using the construction "If I were + (pronoun)."
• Change verbs from the present and past tenses to the present perfect tense.
• Correctly use relative pronouns: which, whom, and that.
• Answer questions with short answers.
• Use correct forms of the verbs "see" and "know."

At the conclusion of Module 10, the student will be able to:

• Identify and use the English names for six items commonly found in the bathroom: bathtub, sponge, soap, towel, razor, hairdryer.
• Use words for two activities commonly performed in the bathroom: bath and shower.
• Form sentences with the verbs: wake up, fill up, scrub, dry, shave, and comb.
• Identify and use reflexive pronouns: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
• Use "myself," "yourself," "himself," "themselves," and "herself" as intensive pronouns.
• Correctly use the adverb "alone" and change it to its equivalent.
• Correctly use impersonal subjects "one" and "they."
• Answer questions using "and besides."
• Ask questions using the right question word: how much, how long, what, whom, how did, who, when, where.
• Form sentences using pronouns "I," "mine," "my," "myself," and "me."

At the conclusion of Module 11, the student will be able to:

• Identify and use the English names for eleven items commonly found in kitchens: stove, oven, broiler, saucepan, cabinets, dishes, sink, frying pan, refrigerator, leftovers, garbage.
• Form sentences with the verbs: cook, heat, broil, boil, store, fry, keep and throw.
• Form sentences in the active and passive voices in present, past, future, and present perfect tenses, as well as with the infinitive and the auxiliary "must."
• Answer question with "they’re usually" and "it’s usually."
• Change sentences from the active to the passive voice.
• Change sentences from the passive to the active voice.
• Use the correct verb forms.

At the conclusion of Module 12, the student will be able to:

• Identify and use the English names for ten items commonly found in the dining room and living room: glass, fork, spoon, knife, cup, toothpick, napkin, tablecloth, sofa, coffee table.
• Use the expressions "latter" and "former."
• Form sentences with the verbs "wipe" and "cover."
• Form sentences where prepositions follow verbs with relative object pronouns and with "wh" words.
• Answer questions using "I would," "latter," "former," and "yes."
• Ask questions with the right question word: where, whom, and what.
• Join two sentences with relative pronouns.
• Change sentences to the present perfect tense using the possessive form.

At the conclusion of Module 13, the student will be able to:

• Use the English names for five government functionaries: mailman, policeman, fireman, mayor, judge.
• Use the English names for six government buildings: post office, police station, fire station, city hall, courthouse, jail.
• Use the English names for eight common landmarks in cities: museum, main square, bank, bus station, downtown, theater, subway, hospital, and for one store (pharmacy).
• Form sentences with "tell and say."
• Ask questions with the right question word: when, what, how many, and how.
• Ask questions adding "else" to the question word.
• Form sentences making the second verb negative.

At the conclusion of Module 14, the student will be able to:

• Use the English names for eleven additional stores: shoe store, department store, bakery, book store, jewelry store, clothing store, hardware store, furniture store, appliance store, laundry, barbershop.
• Form sentences expressing purpose with "to," "in order to," and "for."
• Form conditional sentences without "if."
• Form sentences omitting the relative pronoun "if" when possible.
• Form adverbs from: slow, quiet, fast, careful, quick, good, and bad.
• Make sentences negative using contractions: didn’t, haven’t, isn’t, hasn’t, and wouldn’t.
• Form plurals of nouns.
• Use the superlative form of adjectives: good, excellent, sharp, harmful, swollen, dirty, bad, thin, and big.

At the conclusion of Module 15, the student will be able to:

• Use eight English words relating to driving: laws, intersections, lanes, horn, vehicle, crosswalk, pedestrians, red light.
• Form sentences with "keep in mind," "go through," "change," "sound," "speed up," "pass," "slow down," "yield," "notify," and "hit."
• Form subordinate clauses with "before," "as soon as," "unless," and "until."
• Form sentences using "whatever," "wherever," "whoever," and "whenever."
• Ask questions using "what should," "I should," "you should," and "he should."
• Make sentences negative using "didn’t," "doesn’t," "don’t," and "won’t."
• Use the correct verb forms: say, work, go, study, stop, jump, scrub, see, sing, meet, and come in.
• Change verbs to past tense: eats, leaves, wait, drive, rest, happens, clean, and works.
• Use prepositions "to" and "for."

At the conclusion of Module 16, the student will be able to:

• Use the English names for five games or sports (basketball, soccer, skiing, mountain climbing, chess) and four terms relating to games or sports (score, goals, wins, lose).
• Form sentences using indirect speech sentences for question and commands.
• Form sentences expressing opinions with "hope," "be afraid," "believe," and "think."
• Answer questions using "think so," "believe so," "hope so," and "afraid so."
• Form sentences expressing the opposite.

At the conclusion of Module 17, the student will be able to:

• Use the English names for seven holidays: New Year’s Day, Washington’s Birthday, Memorial Day, Independence Day, Labor Day, Thanksgiving Day, Christmas Day.
• Form sentences using the verbs "pay," "shake hands," "fly," "shoot," "hang," "shut," and "ring."
• Form sentences in the present, past, and future tenses using "be necessary for."
• Form sentences in the present, past, and future tenses using "wish."
• Form sentences in the present and past tenses using the expression "be nice of."
• Form sentences using "it’s necessary."
• Change sentences by adding "had to" and changing verb forms.
• Express opinions using "was afraid," "thought," "hoped," and "believed."
• Form sentences and answer questions using "I wish."

At the conclusion of Module 18, the student will be able to:

• Use the English names for eight words relating to flying: airport, ticket, counter, flight, seat, stewardess, airsick, refueling.
• Use the expressions "in advance," "booked up," "available," and "takeoff."
• Form sentences using the verbs "make stops," "takeoff," "land," "check in," "fasten," and "loosen."
• Form sentences using infinitives with "order," "tell," "ask," "expect," "let," "help," "see," and five similar verbs.
• Form sentences using gerunds with "mind," "appreciate," "deny," and three similar verbs.
• Form subordinate "that" clauses as direct objects of "insist," "suggest," "demand," "hope," and three similar verbs.
• Answer questions in the affirmative and negative.
• Ask questions adding "else" to the right question word.
• Form sentences using reflexive pronouns: himself, myself, themselves, ourselves, and herself.
• Form adverbs from: quick, bad, good, quiet, and polite.
• Make questions with the right question word: what, who, and where.
• Change sentences to the present perfect, adding the word "just."

At the conclusion of Module 19, the student will be able to:

• Form sentences with thirty-five common verb-preposition combinations: to smile at me, laugh at him, have you heard about him, I didn’t agree to, I agree on, I don’t agree with, look at, I’m looking forward to, look out for, look it up, etc.
• Form sentences starting with "I was afraid that."
• Use the correct prepositions: at, about, for, and from.
• Change verbs to the past tense: think, say, suggest, hear, insist, want, and tells.
• Write the opposite adjective or adverb: wrong, inside, up, late, west, strong, and sick.
• Make verbs negative using "not," "don’t," and "let’s not."

At the conclusion of Module 20, the student will be able to:

• Form sentences with eighteen additional verb-preposition combinations: I differ with, it differs from, I don’t refer to, he’s arriving in, she objects to, don’t quarrel over, to quarrel with, etc.
• Use twelve common adjective-preposition combinations: clothed in, is similar to, disappointed in, disappointed at, composed of, afraid of, surprised at, fond of, angry at, angry about, unable to, good at.
• Answer questions using verb-preposition combinations.

At the conclusion of Module 21, the student will be able to:

• Form thirty-two combinations of the verb "get" with prepositions: he gets away, to get back, I got down, get off, get out of, I get by, he doesn’t get over, I’m getting ahead of, got through, I’m getting sleepy, etc.
• Answer questions relating to time: dates, year, week, and weekdays.

At the conclusion of Module 22, the student will be able to:

• Distinguish between seventeen pairs of commonly confused words: forget - leave, full - drop, make - do, can - may, rise - raise, win - beat, rob - steal, spill - pour, break - tear, lay - lie, teach - learn, sit - set, bring - take, among - between, beside - besides, despite - in spite of, good - well.
• Correctly use "tell" and "say."
• Change sentences to direct speech.
• Form sentences using commonly confused words.

Reading Comprehension is divided into two parts:

Reading for Life—stories based on common situations in American life.

The Story of America—stories about American history (only in Low Intermediate and High Intermediate).

Both components provide the student with idiomatic expressions, common speech patterns, new vocabulary, and historical points. The stories provide cultural context and the conversation style needed to become literate in English.

The vocabulary words introduced in the Putting Words to Work program are used in the context of the stories in Reading for Life. The stories become more challenging and contain more idiomatic expressions as the student progresses.

Reading for Life presents forty-four stories that are correlated to the vocabulary in the Putting Words to Work section for the High Beginner, Low Intermediate and High Intermediate programs. The stories are based on common American life. Idiomatic language is used, and important basic reading skills are developed. The stories can be heard and read by the students at their own pace. After each story is completed, the student is given multiple choice comprehension questions. These questions target reading skills including those on the following page.

• finding the main idea
• using inferences
• recalling details
• comparing and contrasting
• determining cause and effect
• identifying the story sequence
• drawing conclusions
• identifying idiomatic language
• using context clause such as synonyms, to determine meaning in context

Refer to Table 4-1 for the list of stories in Reading for Life. The recommended reading level for each story is indicated in the table.

HB = High Beginner, LI = Low Intermediate, HI = High Intermediate

The Story of America program is found in the Low and High Intermediate series of the I Speak English curriculum. The objective of the stories is to improve reading skills and improve student awareness of American history and government.

The stories in this section present a brief overview of important periods of American history. History often evolves into myths. Most commonly encountered myths are usually a shortened version which extract an element of behavior which instills pride in its people. These stories are such shortened versions. It is assumed that serious students will continue their exploration of American history through a number of different information sources. Listed below (Table 4-2) are story choices found when selecting The Story of America in the Low or High Intermediate programs.

At the conclusion of Module 1, the student will be able to:

• Use vocabulary words verbally and in written expression.
• Use regular verbs and verb phrases in the (a) simple present and (b) simple past tenses.
• Use irregular verbs in the (a) simple present and (b) simple past tenses (feel, leave, take, spend, drive, begin, buy).
• Use verbs in the present progressive tense.
• Use modal auxiliaries.
• Use infinitives (to go, to be, to have, to get).
• Use "hope/wish."
• Use causative verbs: have, make, let, get.
• Use verbs to form contrary-to-the fact sentences (if _____ were), (as if ______ were...).
• Use "would rather."
• Use the linking verb "be" in its various forms.
• Use the expression "used to."
• Make modals negative using "not."
• Make modals negative using contractions.
• Use verb phrases to form questions (would you, do you, did you).
• Use verb phrases to form tag endings (is it, do they, will you).
• Use contractions to form tag endings (aren’t, isn’t, didn’t, haven’t, don’t).

At the conclusion of Module 2, the student will be able to:

• Use vocabulary words, verbally and in written expression.
• Use "kind of" and "type of" with nouns.
• Use ordinal and cardinal numbers with nouns.
• Use countable and uncountable nouns.
• Use correct subject/verb agreement.
• Use nouns and adjectives—both common and proper.
• Use singular and plural nouns.
• Use possessive common nouns to show ownership.
• Use compound nouns.
• Use regular and irregular verbs in the present perfect tense.
• Use regular and irregular verbs in the past perfect tense.
• Use a colon before listed items.

At the conclusion of Module 3, the student will be able to:

• Use vocabulary words, verbally and in written expression.
• Use pronouns as subjects (nominal or subjective case).
• Use pronouns as objects (objective case).
• Use possessive pronouns.
• Use relative pronouns.
• Use pronouns which agree in person.
• Use pronouns which agree in gender.
• Use pronouns which agree in number.
• Use pronouns which agree with the antecedent.
• Use a singular personal pronoun when the antecedent is a singular indefinite pronoun, with the exception of many and both, which require a plural pronoun.

At the end of Module 4 you will be able to:

• Use vocabulary words verbally and in written expression.
• Use intensive and reflexive pronouns: myself, himself, itself, themselves, yourself, herself, ourselves.
• Use reciprocal pronouns: each other (refers to two), one another (refers to more than two).
• Use singular verbs with singular indefinite pronouns: another, either, everyone, no one, anybody, each, neither, somebody, anyone, everybody, nobody, someone.
• Use plural verbs with plural indefinite pronouns: many, both.
• Use demonstrative pronouns: this, these, what (when it means "that which"), that, those.
• Use pronouns in contractions.
• Use second person pronoun before first person and third person. Use third person before first person in compound positions.
• Use first person before second person or third person when the first person wishes to take the blame for an error.
• Use either to mean one of two.
• Use anyone to mean one of more than two.
• Identify (a) adjectives and (b) adverbs and distinguish between their use.
• Use adjective clauses.
• Use adverbial clauses.
• Use (inflected) adjective and adverbs to make comparisons positive, comparative, and superlative degrees.

At the end of Module 5, the student will be able to:

• Use vocabulary words verbally and in written expression.
• Use introductory verbals.
• Use time modifiers.
• Correct dangling modifiers.
• Form sentences using common verbs followed by a gerund.
• Form sentences using common verbs followed by a participle.
• Form sentences using common verbs followed by an infinitive.
• Form sentences using common verbs with no change in meaning (begin, continue, hate, like, love, prefer, start).
• Form sentences using common verb/preposition combinations followed by a gerund.
• Form sentences using common adjectives followed by an infinitive.
• Form sentences using common adjective/preposition combinations followed by a gerund.
• Form sentences using common verbs followed by the short infinitive (the infinitive without "to"): let, make, have, use.

At the conclusion of Module 6, the student will be able to:

• Use vocabulary words verbally and in written expressions.
• Use comparatives as nouns.
• Use comparatives to show general differences.
• Use pseudo comparatives (as ... as ...).
• Use comparative estimates: more than, less than.
• Use expressions referring to quantity or extent.
• Use the phrases "a number" and "the number" correctly.
• Use "that" to introduce information about a person, place or thing. (Use "that" with restrictive adjective clauses which modify a noun).
• Use collective nouns.

At the conclusion of Module 7, the student will be able to:

• Use vocabulary words verbally and in written expression.
• Use connectors as inclusive and exclusives (as well as, and, not only, but also, not - but).
• Use "besides" to