Teacher’s Guide

English (American) – Level 2

 ISBN 978-1-60391-427-7

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ii Rosetta Stone Teacher’s Guide–English (American) Level 2

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Unit 6: Past and Future. . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Leveraging Technology for Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . v Grammar & Usage: Verb Tenses, Periods of Time . . . . . . . . . . . . . . . . . . . . . . 47
About Rosetta Stone Inc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson 1a: Past and Future Tenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Welcome, Teachers!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Lesson 1b: Giving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Rosetta Stone Foundations Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Lesson 1c: Letter Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Inside the Teacher’s Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Lesson 1d: Journal Activity–Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Supplementary Materials Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Grammar & Usage: Indirect Object Pronouns, Asking for Repetition. . . . 55
Lesson Adaptability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Lesson 2a: School Subjects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 2b: Meaning and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Unit 5: Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 2c: Past Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Grammar & Usage: Prepositions, Pronoun Contractions. . . . . . . . . . . . . . . . . 5
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 1a: Travel and Destinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 2e: Journal Activity–Subjects of Discussion. . . . . . . . . . . . . . . . . . . . 63
Lesson 1b: Spatial Relationships–Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Grammar & Usage: The Habitual Past, Punctuation . . . . . . . . . . . . . . . . . . . . 65
Lesson 1c: Spatial Relationships–Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 3a: The Habitual Past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Lesson 1d: Journal Activity–My View. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 3b: When and Was. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Grammar & Usage: The Imperative, Ordinal Numbers. . . . . . . . . . . . . . . . . . . 13
Lesson 3c: International Cultural Activity–Haiku. . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 2a: Exploring Ordinal Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 3d: Work Roles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 2b: Directions and Location. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 3e: Journal Activity–Going to College. . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 2c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Grammar & Usage: Present and Past Tenses, Polite Phrases. . . . . . . . . . . . 76
Lesson 2d: International Cultural Activity–Subway Scramble. . . . . . . . . . . 20
Lesson 4a: Practice the Simple Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson 2e: Journal Activity–How Do I Get There?. . . . . . . . . . . . . . . . . . . . . . 21
Lesson 4b: Manners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Grammar & Usage: Telling Time, Clock Times. . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 4c: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 3a: Telling Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 4d: American Cultural Activity–Post Office Murals . . . . . . . . . . . . . 84
Lesson 3b: Arriving and Departing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 4e: Journal Activity–Before and After. . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 3c: Travel and Distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 5a: Enrichment Activity–Treasure Hunt . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson 3d: Journal Activity–Traveling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 5b: Focused Activity–Reading All Together. . . . . . . . . . . . . . . . . . . . 88
Grammar & Usage: Future Tense, Indefinite Subject Pronoun. . . . . . . . . . . 31
Lesson 5c: Focused Activity–Writing Around the World. . . . . . . . . . . . . . . . 89
Lesson 4a: Weather Today. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 5d: Focused Activity–Grammar and Travel Chat . . . . . . . . . . . . . . . 90
Lesson 4b: Weather Tomorrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 4c: American Cultural Activity–Visiting a U.S. City. . . . . . . . . . . . . . 36
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 5a: Focused Activity–Listen Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 5b: Focused Activity–Reading a Newspaper . . . . . . . . . . . . . . . . . . . 40
Lesson 5c: Focused Activity–Speaking in Rounds. . . . . . . . . . . . . . . . . . . . . . 41

Table of Contents iii

Table of Contents (continued)
Unit 7: Friends and Social Life . . . . . . . . . . . . . . . . . . . . . 91 Unit 8: Dining and Vacation. . . . . . . . . . . . . . . . . . . . . . . 137
Grammar & Usage: Direct and Indirect Objects, Calendar Terms . . . . . . . 95 Grammar & Usage: Adverb of Degree, Preposition Use. . . . . . . . . . . . . . . 141
Lesson 1a: Formal Imperatives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Lesson 1a: Expectations About the Future . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 1b: Giving and Following Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Lesson 1b: Asking and Answering. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson 1c: Months of the Year. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Lesson 1c: Dining In and Dining Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 1d: Journal Activity–Party Helpers . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Lesson 1d: Journal Activity–Dinner at My House. . . . . . . . . . . . . . . . . . . . . 148
Lesson 1e: American Cultural Activity–Every Month Is Different. . . . . 103 Grammar & Usage: Negation, Types of Things. . . . . . . . . . . . . . . . . . . . . . . . 149
Grammar & Usage: Prepositional Phrases, Numbers. . . . . . . . . . . . . . . . . . 105 Lesson 2a: Music and Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 2a: Social Interaction Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Lesson 2b: Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 2b: Timeliness and Numbers Greater Than 100. . . . . . . . . . . . . . 108 Lesson 2c: Seek and Find. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson 2c: Contact Information, Calendar Dates, and Imperatives . . 110 Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 2e: Journal Activity–Music Review . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson 2e: Journal Activity–My Circle of Friends . . . . . . . . . . . . . . . . . . . . . 113 Grammar & Usage: Expressing Emotions, Sequencing Events . . . . . . . . 159
Grammar & Usage: Demonstrative Adjectives, Courtesies. . . . . . . . . . . . 115 Lesson 3a: Worship Sites and Basic Emotions . . . . . . . . . . . . . . . . . . . . . . . 160
Lesson 3a: Parties and Meals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Lesson 3b: Length of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 3b: Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Lesson 3c: Sequencing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 3c: Celebrations and Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Lesson 3d: American Cultural Activity–Traditional American Music. . . 166
Lesson 3d: Journal Activity–Minding Your Ps and Qs. . . . . . . . . . . . . . . . . 122 Lesson 3e: Journal Activity–Travel Agent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Lesson 3e: International Cultural Activity– Grammar & Usage: Possession, Modal Verbs. . . . . . . . . . . . . . . . . . . . . . . . . 169
Celebrate Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Lesson 4a: Vacations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Grammar & Usage: Expressing Politeness, Preferences. . . . . . . . . . . . . . . 125 Lesson 4b: Quantity and Ability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Lesson 4a: Music and Forms of Good and Bad. . . . . . . . . . . . . . . . . . . . . . . 126 Lesson 4c: Going to the Beach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 4b: Busy and Free. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 4c: Apology and Acceptance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Lesson 4e: Journal Activity–Stranded on an Island. . . . . . . . . . . . . . . . . . . 178
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Lesson 4f: International Cultural Activity–Ancient Rome. . . . . . . . . . . . . 179
Lesson 4e: Journal Activity–The Good Arts. . . . . . . . . . . . . . . . . . . . . . . . . . 133 Lesson 5a: Enrichment Activity–Lost and Found. . . . . . . . . . . . . . . . . . . . . 180
Lesson 5a: Focused Activity–Reading Articles. . . . . . . . . . . . . . . . . . . . . . . 134 Lesson 5b: Focused Activity–Reading Paragraphs . . . . . . . . . . . . . . . . . . . 182
Lesson 5b: Focused Activity–Rows of Grammar Fun. . . . . . . . . . . . . . . . . 135 Lesson 5c: Focused Activity–Vocabulary Mobile. . . . . . . . . . . . . . . . . . . . . 183
Lesson 5c: Focused Activity–Listening Carefully. . . . . . . . . . . . . . . . . . . . . 136 Lesson 5d: Focused Activity–Find the Error. . . . . . . . . . . . . . . . . . . . . . . . . . 184
Lesson 5e: Level 2 Review: Radio Broadcast–Part 1. . . . . . . . . . . . . . . . . . 185
Lesson 5f: Level 2 Review: Radio Broadcast–Part 2. . . . . . . . . . . . . . . . . . 186

Index of Lesson Activities. . . . . . . . . . . . . . . . . . . . . . . . 187

Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Samples and Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . 197

iv Rosetta Stone Teacher’s Guide–English (American) Level 2

Leveraging Technology for Welcome,
Language Learning Teachers!
Our solutions unlock understanding of new languages and
cultures. At the core of the Rosetta Stone Foundations
philosophy of language learning are two principles: (1) an
immersive approach as a highly effective and engaging way
for beginners to learn language, and (2) interactive
technology as a powerful tool for activating that process.
By leveraging technology in the classroom, teachers can
provide access to tools that help students build their
foundational language skills. This expands teachers’
instructional reach and allows for increased focus on higher Welcome to the Rosetta Stone Foundations Teacher’s Guide.
order learning in the classroom. We are pleased to work with you to achieve your English-
language classroom goals.
About Rosetta Stone, Inc. English is the most sought-after language in schools across the
nation. In 2013, more than four million students were enrolled as
Today, Rosetta Stone produces the world’s leading language- English-language learners in U.S. public schools—representing
learning solutions. Rosetta Stone has a long history in language more than 9 percent of all students enrolled. These children are
learning and has had strong relationships with thousands of among the 62 million people five years of age and older living in
schools and districts across the globe for two decades. For the United States who speak a language other than English at
more than 20 years, Rosetta Stone has helped educators in K-12 home—62 percent of whom speak Spanish, with the rest
schools deliver innovative solutions to expand ESL and World speaking one of 450 other languages.
language programs essential for students to succeed in a global
economy. Since the early days of the first language computer Given diverse student needs, and as student enrollment
labs, Rosetta Stone has helped forge and leverage the role of increases and education standards rise, your work as a teacher
technology in the field of language acquisition and learning, a in the English-language classroom becomes all the more
field that continues to expand dramatically. valuable—and all the more demanding. To support that work,
Rosetta Stone provides flexible and scalable solutions for
Our goal is to provide the best research-based language- teaching English learners. Our personalized, intuitive, and
learning technology and ensure the success of students, structured language-learning programs—together with your
teachers, and administrators. More than 20,000 educational guidance—can help ensure student success.
institutions have used our interactive solutions that provide a
path that schools and districts can follow with confidence.
For more information, visit [Link].

Introduction v
 Rosetta Stone Foundations
Pedagogy
There is no universally agreed-upon “right” way to teach or
learn a new language. We understand that learners have
different preferences and needs based upon their goals, their
learning environments, their timelines, their ages, and other
personal characteristics.
With this in mind, language learning in our immersion
environment makes it possible for your students to build
confidence and develop a solid foundation in everyday
conversational skills with a guided, self-paced approach.
Rosetta Stone Foundations enables your students,
regardless of their ages, abilities, or language backgrounds, to
acquire new language skills easily in a rich and dynamic
environment.
Rosetta Stone achieves this result by merging immersion
instruction with interactive multimedia technology in a
step-by-step sequence of Lessons. We combine the voices
of native speakers, written text, and vivid real-life images to
teach new words and grammar inductively through a process
of creative discovery. Students indicate comprehension at
every step and the program provides instant feedback—
features that enable your students to monitor their own
progress and take ownership of their Lessons and their
learning.
This individualized, building-block approach gives learners a
continuous experience of success from the start. Day after
day, they will come to class with the confidence and the
language skills to participate in classroom activities. This
allows you to focus on using the social, conversational
environment of the classroom to prepare learners for
communicating in English in everyday life.

vi Rosetta Stone Teacher’s Guide–English (American) Level 2

Inside the
Teacher’s Guide
The Lesson Plans in this Teacher’s Guide offer imaginative connections between what they learn while interacting with
strategies to help you integrate the Rosetta Stone ®
the computer and what they practice during hands-on
Foundations program into your classroom. Addressing classroom activities. Each Lesson is presented in an easy-to-
multiple learning styles, the engaging activities in each Lesson follow format showing that day’s learning objectives, featured
challenge students to communicate in their new language vocabulary, recommended materials, difficulty level,
during real-world situations they may encounter at home, in approximate time span, and more. We tell you how to prepare
their communities, across the country, and around the globe. ahead, and then guide you through every step of each activity.
Lessons in the Teacher’s Guide go hand in hand with those in You’ll even see suggestions along the way as to instructional
the Rosetta Stone software, allowing you to guide your options you may wish to consider.
students as they make those all-important seamless

Lesson Identification

Lesson Title
Lesson Objectives

Recommended Materials

Lesson Words Taught

or Reviewed Activity Category

Activity Title

Activity Instructions

Featured Vocabulary Sample Response

Minutes to Complete Learning Domains

this Activity

Level of Difficulty

Introduction vii
 Unit Guidance Word of the Day
At the beginning of each Unit, Software Lesson Descriptions One featured word appears in the lower right-hand corner of
summarize the vocabulary, grammar features, and each A, B, and C Lesson in the Teacher’s Guide and is used to
conversational language taught in each of the corresponding highlight themes from corresponding Core Lessons of the
Rosetta Stone® Foundations software Lessons. The Featured Rosetta Stone Foundations software. The Word of the Day
Dialogue offers a quick overview of thematic conversations can be a springboard for a variety of classroom activities.
within the Unit that present new vocabulary and grammatical For example:
structures in real-life contexts.
• Discuss the meaning of each term and encourage
Following the Software Lesson Descriptions is an Introduction students to use the target word in written sentences.
to the Unit’s Lessons, featuring tips for teaching the Unit and
• Use target terms in questions that inspire students to
summaries of all the Lessons.
share their personal experiences (What type of vaca-
tion do you prefer: camping by a lake or staying in an
expensive hotel?).
Vocabulary Taught or Reviewed
These word lists appear in each A, B, and C Lesson of
the Teacher’s Guide and showcase terms that are taught or
reviewed in the corresponding Core Lessons of the Rosetta
Stone Foundations software. Consider using these lists to
enhance students’ recognition and understanding of English
words in the following ways:
• Enhance pronunciation and reading skills by writing vo-
cabulary on the board and engaging students in choral
recitations.
• Invite students to create their own flashcards for
personal practice and easy reference during Lesson
activities.
• Encourage students to explore the meaning of English
words and their use in context by writing sentences or
short stories with the target vocabulary.

viii Rosetta Stone Teacher’s Guide–English (American) Level 2

Bloom’s Taxonomy Many Lesson activities in the Teacher’s Guide are labeled with
one of Dr. Gardner’s intelligences:
In his 1956 Taxonomy of Educational Objectives: The
• Bodily-Kinesthetic
Classification of Educational Goals, University of
Chicago educational psychologist Benjamin Bloom • Interpersonal
described three learning domains:
• Intrapersonal
• Cognitive
• Logical-Mathematical
• Affective
• Musical-Rhythmic
• Psychomotor
• Naturalist
Most Lessons in the Teacher’s Guide are classified
• Verbal-Linguistic
according to the skills that characterize the cognitive
domain, according to Bloom’s Taxonomy. These skills • Visual-Spatial
span the continuum from concrete to abstract
thinking: Level of Difficulty
• Knowledge Most Lesson activities in the Teacher’s Guide are rated on a
continuum from simple to difficult, with ratings represented by
• Comprehension
red check marks:
• Application
• Analysis 44444
Simple
• Synthesis
• Evaluation
44444
Easy
Multiple Intelligences
The definition of learning intelligences, commonly 44444
known as Multiple Intelligences, was developed by Dr. Medium
Howard Gardner, Harvard University professor of
education. In his 1983 book, Frames of Mind: The 44444
Theory of Multiple Intelligences, Dr. Gardner identified Moderate
various ways in which people best understand and
interact with their world. He encouraged educators to 44444
identify and reinforce students’ diverse learning talents Difficult
by providing classroom activities that tap into these
strengths and stimulate retention.

Introduction ix
 Supplementary
Materials Description
Rosetta Stone® provides a range of supplementary
materials that extend the learning content of the
Rosetta Stone Foundations software Lessons to the
classroom. These additional materials have been
developed in response to customer demand and are
available for the most requested languages and
program levels.

Course Content
The Course Content details the content of each
Lesson, as presented in the software, and includes an
index to all words in the program. This valuable
reference allows you to see at a glance what your
students are learning as they work on Lessons at the
computer, and it enables you to incorporate Rosetta
Stone Foundations content into your classroom
curriculum. The index to all words in the program
identifies the Units and Lessons where words are first
introduced and then reinforced.

Student Workbook
The Student Workbook includes a quiz and a variety of
worksheets for each Lesson in the Rosetta Stone
Foundations program. These materials help reinforce
students’ learning and boost their comprehension
and writing skills. You may choose the appropriate
worksheets to provide your students with additional
practice in class or at home.

Student Tests
The Tests include Listening and Reading focused
tests for each Lesson in the Rosetta Stone
Foundations program, as well as a comprehensive
Test for each Unit. You may use these materials to
support your ongoing assessment of your students’
language-learning process.

x Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson
Adaptability
Learning Styles and Skills Enrichment Activities
The language-learning process is unique for each student, so The Enrichment Activities in this Teacher’s Guide were created
Lessons in the Rosetta Stone Foundations software and for students with exceptional language-learning abilities.
Teacher’s Guide offer a broad range of flexibility. You will find it These unique independent-study projects challenge gifted
easy to adapt activities in the Teacher’s Guide according to language learners with eye-opening, real-world issues, and
your students’ learning styles and strengths. Activities are require in-depth research, creative problem solving,
classified according to their placement along the Bloom’s establishment of timelines, and adhering to deadlines. Taking
Taxonomy learning continuum (application, analysis, synthesis, ownership of such broad-scale projects allows students to
and others). They also address the various learning styles explore different perspectives of the language they are
(bodily-kinesthetic, logical-mathematical, naturalist, and learning. You will find Enrichment Activities ideally suited for
others) that align with Gardner’s Multiple Intelligences theory. modification based on each student’s strengths.
Consider these classifications when adapting Lessons to
Gifted language learners may be more productively engaged
target the diverse learning styles and abilities found among
when involved in activities that target the higher-order thinking
your students.
skills of analysis, synthesis, and evaluation. Additionally, Journal
Activities allow these students to express unique opinions,
Focused Activities
elaborate on ideas, examine possibilities, and explore the
Learners who may need extra help in their language studies nuances of their newly learned language.
should be evaluated to assess their individual learning
strengths and challenges. After the assessment, set aside Raise the Bar
time periodically for these students to work through the
Found in the sidebar, Raise the Bar offers ideas to expand
recommended Focused Activities in the Rosetta Stone
activities in challenging ways for stronger learners. Tasks may
Foundations software. These special Lessons in the Teacher’s
extend Unit vocabulary, use technology to execute and
Guide provide additional reinforcement of concepts introduced
present a project, propose a fresh angle in order to research
in the software and practiced in classroom activities. Focused
and discuss a topic, or connect the lesson with a cultural
Activity Lessons are designed to ensure success and build
context. These additional options can stimulate stronger
confidence through small-group activities centering on
learners with activities that develop their comprehension,
reading, writing, listening, speaking, and vocabulary. These
analysis, synthesis, and evaluation skills.
activities target knowledge, comprehension, and application
skills (as identified in the Bloom’s Taxonomy listings) to help
students form a solid foundation of basic concepts. Often, an
approach that taps into students’ strengths can be the key to
learning a language.

Introduction xi
 Teaching to Standards Build knowledge through texts. Whenever possible, use
content-rich texts that support both language learning and
Today’s academic learning standards aim to prepare students knowledge building in specific content domains. Engaging with
for college and career readiness in the 21st century. However, written or spoken texts that use appropriately leveled language
learners need not first achieve English-language proficiency to explore topics and ideas in social studies, the sciences, and
before beginning to develop standards-based academic the arts can build language and broader academic skills
competencies. Learners can be supported in building college simultaneously. This also creates opportunities to teach and
and career readiness skills within the context of language discuss domain-specific vocabulary and concepts that occur in
learning. By enriching time-tested language pedagogy with a the texts.
few additional strategies, you can provide a bridge between
language learning and academic content standards. Elementary Students
Teach general academic vocabulary. Rosetta Stone The goal of Rosetta Stone Foundations language-learning
Foundations’ language-learning curriculum focuses primarily software is to enable learners to acquire a language the same
on social and functional vocabulary. However, language way they learned their first language—through complete
learners can benefit from additional classroom vocabulary immersion. Our immersion environment allows students to
instruction that targets the academic language they are likely experience language learning much the same way as they learn
to encounter in a broader educational context. You can naturally: through constant exposure to the language,
support learners’ academic achievement by looking for consistent correction in pronunciation and vocabulary
opportunities to address these concepts in the context of their definition, and manipulations (associating words and objects
language-learning activities. Particular standards may have with meanings). According to the American Council on the
specific, targeted vocabulary, but most concepts are Teaching of Foreign Languages, people who are exposed to
universally applicable, including sentence, essay, compare, another language at a young age have the advantage of being
purpose, and effect. more proficient than those who study another language later in
Ask text-dependent questions . Language learners are life. The early years of life are an excellent period in which to
commonly asked to relate spoken or written texts to their own build a language-learning foundation.
knowledge or experiences. It is important to supplement this With modifications to the Lessons in this Teacher’s Guide,
approach with a range of text-dependent questions that younger learners can be guided to make the most of their
require students to pay close attention to the particulars of a natural ability to grasp languages. As you shape Lessons to
written or spoken text. Today’s academic standards emphasize address young students’ unique learning style, you prepare a
comprehension that is grounded in text evidence rather than solid foundation for new language acquisition. Younger
prior knowledge or personal experience. You can support students gain priceless exposure to the language and explore it
learners’ academic progress by ensuring that that reading, in a communicative environment when their unique learning
writing, listening, and speaking activities provide opportunities styles are addressed.
for them to draw text-based conclusions.

xii Rosetta Stone Teacher’s Guide–English (American) Level 2

You should take into account the skill and language levels of Encourage your students to use the Rosetta Stone software on
your students when planning Lesson adaptations. For their own time and to incorporate language-learning
preliterate students, use Lessons in which pictures and sound experiences into their fields of study, interests, or hobbies.
accompany text. For emergent readers, focus on highly College is an ideal time to gain exposure to different cultures, so
meaningful and communicative words. Brief activities are more urge learners to participate in language clubs, film festivals, and
likely to keep students productively engaged. By emphasizing cultural and international events. You may wish to assign them
the basic themes of the Lessons and focusing on pictures and to document their experiences in these extracurricular
tangible items, you will help your students grasp the connection activities through writing or other media. College students can
between vocabulary words and their meanings. Imitative also transport the classroom into the community by
activities and choral recitations are excellent ways to encourage volunteering to use their first- and second-language skills at
students to practice pronunciation individually and in group community service functions, such as voter registration drives.
settings. You will want to lead older students through basic
With the Rosetta Stone Foundations program as the heart of
sentence and phrase constructions, accompanied by modified
their language-learning experiences inside and outside the
Journal Activities for learners who seem ready for them.
classroom, college students will be able to communicate more
To make language learning more personal, encourage students effectively, more comfortably, and with more understanding of
to use their language skills in their communities, with English- the linguistic foundations of their new language.
speaking neighbors and friends, for example. Language use in
real-life settings will reinforce Lesson concepts. As students
successfully use their language skills outside the classroom, they
may decide to continue practicing and learning on their own.

College Students
With class participation an overarching element of most
Lessons in the Teacher’s Guide, college students are already
one step ahead. They are likely already accustomed to class
discussions, giving presentations, and speaking aloud
extemporaneously. Consider modifying Lesson activities to be
more relevant to actual situations that college students
encounter and to incorporate more advanced topics, such as
local and global current events. Group work should include
longer-term, more complex assignments that can be
accomplished outside the classroom. And, for learners who are
excelling in English, Enrichment Activities should inspire ideas
for projects similar to independent studies.

Introduction xiii
xiv Rosetta Stone Teacher’s Guide–English (American) Level 2
Unit 5

Travel
Grammar & Usage: Prepositions, Pronoun Contractions. . . . . . . . . . . . . . . 5
Lesson 1a: Travel and Destinations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 1b: Spatial Relationships–Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1c: Spatial Relationships–Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 1d: Journal Activity–My View . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Grammar & Usage: The Imperative, Ordinal Numbers. . . . . . . . . . . . . . . . 13
Lesson 2a: Exploring Ordinal Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 2b: Directions and Location . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 2c: Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 2d: International Cultural Activity–Subway Scramble. . . . . . . . . 20
Lesson 2e: Journal Activity–How Do I Get There?. . . . . . . . . . . . . . . . . . . 21
Grammar & Usage: Telling Time, Clock Times. . . . . . . . . . . . . . . . . . . . . . . . 23
Lesson 3a: Telling Time. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Lesson 3b: Arriving and Departing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Lesson 3c: Travel and Distance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 3d: Journal Activity–Traveling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Grammar & Usage: Future Tense, Indefinite
Subject Pronoun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson 4a: Weather Today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 4b: Weather Tomorrow. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 4c: American Cultural Activity–Visiting a U.S. City . . . . . . . . . . . 36
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 5a: Focused Activity–Listen Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Lesson 5b: Focused Activity–Reading a Newspaper. . . . . . . . . . . . . . . . . 40
Lesson 5c: Focused Activity–Speaking in Rounds . . . . . . . . . . . . . . . . . . . 41

1
Unit 5:
Travel
Introduction to Unit 5 Lesson 1c: Spatial Relationships–Part 2
Learning how to give and follow directions is important for all language
This first Unit in Level 2 of the Rosetta Stone® software and Teacher’s learners. In this Lesson, your students will practice both skills, as well as
Guide instructs students in some of the most-needed English describe and ask questions about the spatial relationships of objects and
communication skills for anyone venturing past the comfort of their landmarks. You will challenge them to give reasons for choices they make.
own home. Travel and spatial relationships of people, places, and objects
are overarching themes that mesh frequently as students learn to give Lesson 1d: Journal Activity–My View
and follow directions, navigate through cities using maps, tell time and Today, students will practice writing directions and describing the locations
differentiate between units of time, and talk about the weather and of people and objects.
destinations. Lesson 2a: Exploring Ordinal Numbers
This Lesson expands upon the topics of directions and location through
Teaching Unit 5 introduction of ordinal numbers and modes of transportation. Today,
Many of the Lesson plans you will encounter in this Unit challenge students a series of activities will give your students practice in sequencing and
to collaborate with their fellow learners in scriptwriting, games, interviews, describing the order in which people and objects are arranged.
and other activities designed to augment English communication skills Lesson 2b: Directions and Location
and enhance interpersonal learning. There will be numerous kinesthetic Your students will continue to assimilate new English vocabulary by
learning activities, which should appeal to nearly all students and help the describing objects in greater detail and giving more advanced directions
more inhibited ones develop confidence in communicating through physical than they have to date.
expression while interacting with you and their peers.
You will have opportunities to discuss travel to international and U.S. Lesson 2c: Review
cities during two cultural activities in which students write an American city This lively Review activity gives students the opportunity to use humor in
travelogue and interpret the subway maps of international cities. class to create a dialogue that incorporates giving directions, describing
landmarks, and other elements from this and Lesson 1. Students’ new skills
Lesson 1a: Travel and Destinations will be challenged in real-life situations when they must pose direction-
The first Lesson introduces the verb to go through questions that challenge related questions to family members and report their findings during
students to respond orally and in writing about their travel plans and dest- a future class session.
inations. In groups, they will prepare to-do lists and make presentations
about their errands to the rest of the class. Lesson 2d: International Cultural Activity–Subway Scramble
In what will likely be an eye-opening experience for many of your students,
Lesson 1b: Spatial Relationships–Part 1 this Cultural Activity brings the world of international subway systems into
Today’s Lesson gives students opportunities to describe where they and focus. Students will learn how to interpret a subway map and will practice
others are in relation to people and places. This also provides practice asking and giving directions to points along the maze of subterranean lines.
in using pronouns and introduces students to the difference between
wanting and needing to go somewhere. Lesson 2e: Journal Activity–How Do I Get There?
Today, students will use their imaginations when writing about travel on
various modes of transportation.

2 Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson 3a: Telling Time Lesson 4d: Review
Learning to tell time in English will be invaluable for your students. During this Being able to scan printed material is a good skill for readers of any
class, they will use a clock to practice telling time, and will use vocab-ulary proficiency level. In today’s activity that reviews Unit 5, your students
from this and previous Lessons to describe their daily routines. will scan magazines and newspapers in search of familiar Lesson vocab-ulary
words, then speculate as to their context within the publication. Extending
Lesson 3b: Arriving and Departing
this activity outside the classroom, they will use some of the words they
In today’s Lesson, the world of time expands for your students—from
found to create sentences about family, friends, or happenings in their
seconds and minutes through months and years. In a series of exercises,
community.
they will apply these time intervals to arrival and departure schedules and in a
timeline they create with their peers. Lesson 5a: Focused Activity–Listen Up
Today, learners must pay close attention as they listen to a one-paragraph
Lesson 3c: Travel and Distance
story. They will have a copy of the script to follow as you read and they must
When it comes to travel, time and distance are closely related. Today,
fill in blanks that appear throughout the version they have before them.
students will begin using the terms near and far and will apply their math
skills to reach conclusions about relative distance and travel time. Lesson 5b: Focused Activity–Reading a Newspaper
Bring in copies of newspapers today because students needing extra help
Lesson 3d: Journal Activity–Traveling
will get further practice in the art of scanning. They will scan the papers
The world is at their fingertips as students write in English about traveling.
for known vocabulary, then hypothesize about the context in which the
Lesson 4a: Weather Today words appear.
In addition to introducing can and a new contraction—can’t—this first
Lesson 5c: Focused Activity–Speaking in Rounds
of a two-part Lesson lets students practice weather and environmental
Today’s relaxed class will allow learners to talk with each other in small groups
vocabulary as they plan and present a mock television weather report about
using questions you provide to guide them through their conversations.
today’s conditions.
Lesson 4b: Weather Tomorrow
What better way to introduce the future tense than by talking about the
weather forecast? In this Lesson, your students will continue their mock
television weather broadcasts by forecasting future weather conditions.
They will also talk and write about upcoming plans, focusing on phrases with
the word on, as in On Friday I am going to the theater.
Lesson 4c: American Cultural Activity–Visiting a U.S. City
A map of the United States is the springboard to an imaginary journey your
students will write about in this Cultural Activity. This travelogue exercise
is sure to elicit countless scenarios as students write about destinations,
modes of transportation, distances, arrival and departure times, and the fun
of getting to where they are going.

Unit 5 3
4 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 5, Lesson 1
Grammar
Prepositions
Discuss with learners that prepositions connect elements of a sentence and express relationships
of time, manner, or place.
In the sentences that follow, note the function of the preposition:
The woman is sitting in the theater.
The post office is beside the bookstore.
The horse is in front of the museum.
I want to pay with a credit card.
Use the following definitions, as needed, to further clarify the concept of prepositions:
in inside an enclosure
on resting on top of something
beside next to or to one side
under below another object or place
behind in back of an object or place
in front of placed before an object or place
with having, possessing, plus, or together

Usage
Pronoun Contractions
Explain to learners that in conversational speech and informal writing, words may be contracted.
A contraction is an abbreviation or shortening of two words by combining them and replacing
one or more letters with an apostrophe. Note the following personal pronouns and their
contracted forms with the verb to be:
I am I’m
you are you’re
he is he’s
she is she’s
we are we’re
they are they’re

Unit 5 5
 Unit 5, Lesson 1, Part A
Travel and Destinations
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use the verb go to describe task-related travel.

or Practiced: • Answer questions about travel destinations.
bank
buy
Skill Builder
gas
go After-School Destinations
going
1. Call on one student to answer the question “Where are you going after school today?”
home
library
2. After the learner answers in a complete sentence using going (“I am going to the
museum grocery store.”), she should then ask the same question of a peer.
post office
stadium 3. Continue until all students have answered and asked the question.
station
theater Third-person and plural option: Students ask questions about others in the class.
For example:
Where is Matthew going this afternoon?
Where are Paolo and Andrea going after dinner?
The destinations in students’ answers may be real or fictitious.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

6 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore RAISE THE BAR
Running Errands Have students write
4-5 paragraphs, one
1. Divide the class into groups of four students. for each destination,
plus an introduction
2. Learners will list 10 places where they might go to run errands on a weekend. and conclusion.
Challenge students to use new vocabulary terms such as: They can draw from
cafe informational texts
gas station to give reasons why
library they want to go
each place and what
3. Learners should be prepared to describe the tasks associated with the errands at each place. they will do there.
Remind them to
4. Each group should present its to-do list to the class by describing where each student is check their work for
going and the tasks that will be performed. For example: correct word use,
I am going to the cafe to buy coffee. grammar, spelling,
Tony is going to the gas station to buy gas. and sentence
Gail and Carolyn are going to the library to read books. structure.
Introduce how to
Bloom’s Taxonomy: Analysis cite references,
44444 Multiple Intelligences: Interpersonal including underlining
titles, giving the
author’s and
Assessment publisher’s names,
Holiday Travel and the date of
publication and
1. Challenge students to describe (in a five-sentence paragraph) where they would like to go and page number.
what they would like to do during their next school break. Advise students
that they should
2. Essays should include a minimum of three destinations. always cite their
sources.
3. After several volunteers read their essays aloud to the class, collect papers and evaluate for correct
word use, grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Intrapersonal

Word of
the Day:
goodbye

Unit 5 7
 Unit 5, Lesson 1, Part B
Spatial Relationships–Part 1
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use spatial terms to describe their locations.

or Practiced: • Describe landmarks using directional and spatial terms.
behind
beside Materials:
Card stock
front
left
right Jump Start
Learning About Locations
1. Ask each student this question: “Where are you?”

2. Learners will respond with the terms behind, beside, and in front of, and should
describe locations in relation to peers and classroom objects. For example:
I am sitting beside Carlos and in front of Teresa.
I am standing behind the table.

3. Continue until everyone has had a turn.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Engage and Explore

On Location
Prepare Ahead:
• Card stock to be used as signs for locations.

1. As a class, generate a list of building landmarks to display on the board. Be sure

to include the following Lesson terms:
stadium bank
post office museum
library cafe
hotel theater

2. Divide the class into groups of three students.

8 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Direct each group to write five sentences, using the previous landmark terms and
the following location terms:
left behind
right in front of
beside
Sample sentences include:
The cafe is on the left.
The theater is on the right.
The post office is beside the bookstore and behind the hotel.
I am sitting in front of the museum.
We are going to the stadium to play soccer.

While students work, label card stock with location terms.

4. Have each group take turns reading sentences, using signs as needed to illustrate the
locations of landmarks. For instance, a student with a post office sign stands beside a peer
holding a bookstore sign and behind a peer holding a hotel sign to illustrate the sentence:
The post office is beside the bookstore and behind the hotel.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Assessment
Preferred Places
1. Direct students to write a short story that describes a location of their choosing.

2. Stories should include vocabulary terms for:

age (old/new)
spatial relationship (in front of/behind/beside)
directions (left/right)
colors
sizes

3. After learners take turns reading their stories, collect papers and evaluate for correct word use,
grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

Word of
44444 Multiple Intelligences: Verbal-Linguistic
the Day:
stadium

Unit 5 9
 Unit 5, Lesson 1, Part C
Spatial Relationships–Part 2
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use directional and spatial terms to describe the locations of people and objects.
or Practiced: • Discuss the correct placement of landmarks on a map, using directional and spatial terms.
map
maps Materials:
Mapmaking materials: collage paper, poster board, markers, colored pencils

Skill Builder
Left and Right
Prepare Ahead:
• Classroom objects to be used as props (pens, books, newspapers).

1. Explain to students that they will be using the terms left and right to describe peers and
classroom objects in ways such as:
Javier is on my left. Danielle is on my right.
My pen is in my left hand.
The newspaper is beside my right foot.

2. After modeling several examples, allow two or three minutes for students to obtain the props they
may want to use in their descriptions.

3. Learners then take turns performing their descriptions for the class.

Provide a few examples while facing away from the class, to address the confusion that sometimes results
when the speaker’s left is the observer’s right. Allow students to do the same during their presentations, to
clarify left/right orientation.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Real-Life Learning
Community Map
Prepare Ahead:
• Mapmaking materials: collage paper, poster board, markers, colored pencils.

1. Generate, as a class, a list of known terms for building landmarks. Display the list on the board.

2. Divide the class into groups of three or four students.

10 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. After learners design and draw buildings that represent known terms, they should place these
landmarks on a community map.

4. Assign each group one or two landmarks and offer guidelines for uniform size. Students should then
discuss the colors, shapes, and features of their landmarks.

5. After students design and label their landmarks, they will decide (as a class) the position
of each landmark on the map. Conversations should include use of the terms:
left in front of
right behind
beside

6. Once landmarks are in place, challenge each student to describe a landmark using known
location terms.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

Assessment
Directional Chain
1. Place a chair at the front of the classroom.

2. Give the following direction to a student (calling him by name):

Alberto is standing beside the chair.

3. After the learner takes his place beside the chair, continue giving directions to each student.
Use the following pattern to develop a chain of learners:
Emily is standing behind Alberto.
Luke is standing beside Emily.
Jillian is standing in front of Luke.

4. Once everyone is in place, call on volunteers to describe their positions using two of the
following terms:
left in front of
right behind
beside
For example, Emily might say, “Alberto is in front of me, and Luke is on my right.” Word of
Bloom’s Taxonomy: Application the Day:
44444 Multiple Intelligences: Bodily-Kinesthetic right

Unit 5 11
 Unit 5, Lesson 1, Part D
Journal Activity–My View
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Describe the locations of people, animals, and objects in their home environments.

Learning For Life

My View
Have students use their journals to record observations about the locations of
family members, pets, and objects in their homes. Students should check their work for
correct word use, grammar, spelling, and sentence structure.

Sample entry:
I am sitting on my bed and my cat is beside me. My blanket is on the left
and my pillows are on the right. My dog is sleeping in front of the bed. My
mother is going to the grocery store, and my brothers are going to the park.

12 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Grammar & Usage
Unit 5, Lesson 2
Grammar
The Imperative
Explain that the grammatical term for a command is an imperative. As an adjective, the word
imperative means necessary. To state an imperative is to command someone to do something.
An imperative is formed by beginning a sentence with a verb and omitting the subject.
The subject is an “understood” you; it is understood to be there, but it is not stated.
Turn right. (You turn right.)
Go straight ahead to the park. (You go straight ahead to the park.)

Usage
Ordinal Numbers
Explain to students that 1, 2, 3, 4, 5, and so on are cardinal numbers, or counting numbers.
Ordinal numbers, or words that name the order of items in a sequence, are first, second,
and third, for example.
Cardinal Ordinal
one first 1st
two second 2nd
three third 3rd
four fourth 4th
five fifth 5th
six sixth 6th
seven seventh 7th
eight eighth 8th
nine ninth 9th
ten tenth 10th
Ordinal numbers have varying forms, so advise learners to pay close attention to individual
constructions. Ordinal numbers are also commonly abbreviated (as shown in the third column above),
by adding the ending of the ordinal number to the Arabic numeral.
Note that ordinal numbers over 20 are formed by terms such as twenty, thirty, and so
on plus the ordinal term for the “ones” place: twenty-third, thirty-second, fifty-fourth
For numbers that end in y, direct students to change the y to an i and add -eth to form
the ordinal number:
Cardinal Ordinal
forty fortieth
fifty fiftieth
sixty sixtieth

Unit 5 13
 Unit 5, Lesson 2, Part A
Exploring Ordinal Numbers
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Identify the ordinal terms first, second, third, and fourth.
Reviewed: • Use ordinal terms to describe people, objects, and numbers.
line
number Materials:
four sheets of paper
first
second Jump Start
third
Orderly Ordinals
fourth
1. Write the following terms on the board:
first
second
third
fourth

2. Divide the class into groups of four students.

3. Have the members of each group take turns standing beside each other as you ask the class:
Who is the ____ person in line?
Students should answer in complete sentences.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Extending the Text

Who’s First? What’s Second?
Prepare Ahead:
• Four sheets of paper labeled first, second, third, fourth.
• Small classroom objects that represent known terms (pen, newspaper, book).

1. Display each sheet of paper as students read the ordinal term aloud.

2. Place pages on the floor at the front of the classroom, beside each other and in order.

14 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Write the words first, second, third, and fourth on the board, above each page.

4. Write the words who and what on the board, above the ordinal numbers. Remind
students that who refers to people, and what refers to objects.

3. Ask two volunteers to each stand on one page. Place one object each on the remaining two pages.

4. Direct students to answer questions such as the following:

Who is first?
What is second?
What is third?
Who is fourth?

5. Activity continues until everyone has answered a question and volunteered to stand on a page.

Option: Students take turns asking ordinal-number questions.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
Number Sense
1. Write a series of four-digit numbers on the board.

2. Have students take turns answering questions about the first, second, third, and fourth
numerals in each number. For example:
What is the first number?
What is the second number?

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Logical-Mathematical

Word of
the Day:
restroom

Unit 5 15
 Unit 5, Lesson 2, Part B
Directions and Location
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use imperative verb forms, directional terms, and ordinal numbers to direct others to a destination.
Reviewed: • Accurately restate directions given by peers.
ahead
bus Materials:
Photos of taxis, buses, and subways
drive
Art materials
get
getting
off Skill Sharpener
restroom
Types of Travel
seat
stop 1. Display photos of taxis, buses, and subways.
straight
subway 2. Have students name each form of transportation.
take
taking 3. Ask questions such as:
taxi Which has the most seats?
turn Where do you get on the bus?
turning Where do you get off the subway?
walk What color is this taxi?

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Curriculum Connection
From Here to There
1. Divide the class into pairs of students.

2. Direct each group to write a script about two people giving and receiving directions.

3. Groups should also draw a basic map that shows beginning and ending landmarks,
as well as the route that corresponds to their script.

4. Scripts should include:

The opening line “Excuse me, how do I get to the ____?”
A minimum of two directions.
The closing line “You’re welcome.”

16 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Sample script:
Student 1: Excuse me, how do I get to the library?
Student 2: Take the bus to the third bus stop. Get off the bus, and walk
  to the second street. The library is on the right.
Student 1: Thank you.
Student 2: You’re welcome.

5. Have partners take turns practicing each role before performing their skit for the class.
Each group should also display its map.

6. After all projects have been presented, collect scripts and maps for evaluation.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Interpersonal

Assessment
How Do You Get to School?
1. Divide the class into pairs of students.

2. Direct partners to interview each other about their home-to-school routes.

3. After students take notes during their interview, they should write a set of directions
(in sentence form) that begins and ends with:
____ is at home, but he is going to school.
____ is at school.

4. Sentences should include:

mode(s) of transportation
landmarks
ordinal numbers
directional terms
imperatives (turn left, turn right, go straight ahead)

5. Ask for several volunteers to read directions.

6. Collect papers and evaluate.

Word of
Bloom’s Taxonomy: Analysis
44444 Multiple Intelligences: Verbal-Linguistic the Day:
bus

Unit 5 17
 Unit 5, Lesson 2, Part C
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write, read, and speak dialogues with directional vocabulary.

• Use information from home interviews to describe directions.

Classroom Community
In-Class Activity–Scenario Skits
1. Divide the class into small groups of students.

2. Each group will write and perform a skit about a scenario that involves transportation, ordinal
numbers, landmarks, directional terms, or other concepts learned in Lessons 1 and 2.
Sample scenarios:
The bus driver has amnesia! Your group must direct her to the school
by telling her the route to drive.
Your group has just arrived at the seats that are listed on your concert
tickets, but another group is already sitting there.
You are a group of celebrities riding in a taxi, on your way to a ceremony
that is being held in your honor. When you realize that the taxi driver is lost,
you must direct him to your destination.
While you are standing in line, others keep cutting in and changing your
position from first to second, second to third, and so on.
While you are working at a grocery store, people keep coming up to you to
ask where certain products are located.

18 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Community Connection RAISE THE BAR
Out-of-Class Activity–Routine Interviews Divide students into
groups to present
1. Direct students to interview two family members about a routine trip. Examples include: their reports. Group
the commute to and from work members then
errand-running summarize the
traveling to and from school reports by
Learners should include questions about directions, landmarks, and modes of transportation. comparing and
contrasting the
2. Students should then use their interviews to write a report (2-3 paragraphs) about their family various trips
members’ trips, including as much detail as possible. Students should check their work for described by their
correct word use, grammar, spelling, and sentence structure. peers.

3. Collect reports after students present their interviews to the class.

Unit 5 19
 Unit 5, Lesson 2, Part D
International Cultural Activity–Subway Scramble
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss the layout of a city, using information obtained from maps of international subways.

Connecting to Culture
Subway Scramble
1. Assign each student the name of an international city whose subway system map
they must find. Learners may find their maps at this website:
[Link]/~reyn/[Link]

Color prints of maps should be used.

2. After introducing new terms as necessary, have learners answer questions such
as the following:
How many different colored lines does this subway have?
What country is this subway system in?
What city is this subway system in?
Which line is the longest?
Which line is the shortest?
Which line has the most stops?
Which line has the least stops?

3. Students should then list landmarks and circle them on the map. Sites may include:
library bank
cafe hotel
stadium theater

4. Have each student pair up with a peer after selecting one subway station as a starting point.

5. Partners should then ask each other questions such as:

How do you get to the library?
How do you get to the bank?
When responding, students should explain which subway lines to take to get to that destination.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

20 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 5, Lesson 2, Part E
Journal Activity–How Do I Get There?
After completing this Rosetta Stone Lesson and today’s activities, students will be able to: RAISE THE BAR
• Write about different modes of transportation and explain when they are useful. Have students
research and then
compare/contrast
Being Creative different modes of
How Do I Get There? transportation in
their journals.
Students should write two sentences each about situations in Alternatively, have
which they would use the following types of transportation: students write an
taxi argument and
car support a position
subway on the use of a
bicycle particular mode of
bus transportation and
its environmental
impact. They should
include (and define)
new vocabulary
relevant to the
topic. Remind them
to check their work
for correct word
use, grammar,
spelling, and
sentence structure.

Unit 5 21
22 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 5, Lesson 3
Usage
Telling Time
Explain to learners that o’clock is a form of of the clock. It refers to time on the hour,
when the minute hand is exactly on 12.
It is two o’clock. 2:00
It is nine o’clock. 9:00
To express time on the half hour, learners should say “thirty” after the number of the hour.
It is three thirty. 3:30
It is five thirty. 5:30
Learners may state minutes past an hour by giving the hour followed by the minutes.
It is five fifteen. 5:15
It is eight thirty-seven. 8:37
It is twelve forty-five. 12:45

Usage
Clock Times
Explain how a twenty-four hour clock is a system of time-telling in which the hours of the day
are numbered from 0000 hours (12:00 a.m.) to 2300 hours (11:00 p.m.). Have learners note
that the United States does not use the twenty-four hour clock, but instead divides the day into
a.m. and p.m. The hours from 12 o’clock midnight to 12 o’clock noon are referred to as a.m.,
and the hours from 12 o’clock noon to 12 o’clock midnight are called p.m.
To more clearly express a period of time, learners may add a time-of-day prepositional phrase:
It is nine twenty-five a.m. or It is nine twenty-five in the morning.
It is three forty-two p.m. or It is three forty-two in the afternoon.
It is ten thirty p.m. or It is ten thirty at night.

Unit 5 23
 Unit 5, Lesson 3, Part A
Telling Time
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use correct terms for time on the hour.

Reviewed: • Connect activities to appropriate hours of the day.
a.m.
clock Materials:
Wrist watch
hour
World map with time zones clearly displayed
hours
minutes
o’clock Quick Start Review
p.m.
What Time Is It?
seconds
time Prepare Ahead:
watch • Analog clock with movable clock hands.
• Wrist watch.

1. Set the clock hands to various times on the hour. Call on volunteers to tell the time.

2. Point to a clock and a wrist watch, and ask students to identify each of these objects.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Real-Life Learning
Timetable
Prepare Ahead:
• World map with time zones clearly displayed.

1. Direct students to prepare a personal, daily timetable by listing eight activities and their
corresponding times, beginning and ending with the sentences:
I wake up at _____.
I go to bed at ____.
All entries should fall on the hour and include an a.m. or p.m. designation.

24 Rosetta Stone Teacher’s Guide–English (American) Level 2

 2. Students will then choose a city outside of the United States and, using time
zone data from the world map, write a timetable that compares activities and
times with the information from Step 1. For example:
I wake up at six o’clock a.m. in Denver.
In Rome, it is two o’clock p.m. People are eating lunch.
I eat breakfast at six o’clock a.m. in Denver.
In Beijing, it is eight o’clock p.m. Children are studying.

3. As students take turns reading their timetables to the class, they should point
out their cities on the map.

Times may be written as numerals or words.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Logical-Mathematical

Assessment
Round-the-Clock Round Robin
1. Start the round-robin exercise by asking one student a question such as,
“What do you do at 6:00 p.m.?”

2. After the student answers (“I eat dinner at 6:00 p.m.”), she will then ask a peer
about another time of day.

3. Activity continues until everyone has had a turn asking and answering a question.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
o’clock

Unit 5 25
 Unit 5, Lesson 3, Part B
Arriving and Departing
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Discuss travel details with a peer.

Reviewed: • Describe events on a travel timeline.
airplane
airport Materials:
Analog clock (real or prop)
arrive
Copies of travel scenario (see Step 2, Assessment activity), one per student (see Appendix A)
arrives
delayed
depart Skill Builder
departs
Increments of Time
flight
passport Prepare Ahead:
suitcase • Analog clock (real or prop).
suitcases
tickets 1. Set the clock hands to various times and ask volunteers to tell the time by:
train beginning with times on the hour
waiting continuing with times on the half-hour
ending with times on the quarter-hour

2. To generate a.m. and p.m. designations, set the clock hands to 6:30 and say, “I am
eating breakfast.” Students should respond with “You are eating breakfast at 6:30 a.m.”
Continue with additional times and task-related statements, while students respond with
appropriate a.m. or p.m. descriptions.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Logical-Mathematical

Learning for Life

Traveling Abroad
1. Generate, as a class, an arrival and departure schedule for an airport or train station.
For example:
Arrivals Departures
Rome–8:00 a.m. Paris–9:37 a.m. Moscow–11:02 a.m. New York–12:46 p.m.

2. Divide the class into pairs of students.

26 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Each group will write a script for a dialogue about traveling, and should include
information such as the following:
arrival and departure times
modes of transportation
terms for travel necessities:
on time seat number
delayed suitcase
waiting hotel
passport room number
ticket

4. After groups perform their dialogues, collect scripts and evaluate.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
In a Hurry
Prepare Ahead:
• Copies of travel scenario (see Step 2), one per student.

1. Divide the class into groups of four students; distribute a scenario to each member.

2. Read the following scenario aloud as students follow along:

You are in Paris and are going to Rome on the 8:01 a.m. train. This train is expected
to arrive in Rome at 5:35 p.m. You overslept and woke up at 7:00 a.m. There is a 20-
minute bus ride to the train station from your home; that bus departs at 7:32 a.m.

3. Direct each group to create a timeline of events from 7:00 a.m. to 5:35 p.m. For each time
listed, learners should include where they are, what they are doing, or why they are doing
something. The beginning of a timeline may look like the following:
7:00 a.m. - I am waking up.
7:01 a.m. - I am washing my face and brushing my teeth in the bathroom.
7:05 a.m. - I am in the kitchen because I am eating breakfast.
7:10 a.m. - I need my suitcase, ticket, and passport from the bedroom.
7:15 a.m. - I am running to the bus stop.

4. After groups present their timelines to the class, collect papers and evaluate for correct word use, Word of
grammar, spelling, and sentence structure.
the Day:
Bloom’s Taxonomy: Knowledge time
44444 Multiple Intelligences: Verbal-Linguistic

Unit 5 27
 Unit 5, Lesson 3, Part C
Travel and Distance
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use numbers appropriately in sentences that describe travel and cost.
Reviewed: • Use known terms to describe the illustrations of a travel story.
for
mile Materials:
Art materials
miles

seventy Quick Start Review

eighty
Number Recognition
ninety
Prepare Ahead:
• Selected Lesson photos from this Lesson and previous Units.

1. List 10 numerals ranging from 70–99 on the board.

2. Have each student write a travel- or cost-related sentence that uses one of these numerals.
For example:
I am waiting for flight 74.
My seat number is 82.
It is 70 miles to New York.
My camera costs 98 dollars.

3. Learners should recite their sentences aloud to the class.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Curriculum Connection
Traveling Travelogues
Prepare Ahead:
• Art materials.

1. Divide the class into groups of four students.

2. Each group member should draw a wordless comic strip (minimum six panels) that
illustrates an airplane or a train trip.

28 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Students should then write a description of their illustrations on a separate sheet of paper.

4. Have each learner pass his comic strip to the peer seated on his left.

5. Direct students to write sentences (below their own descriptions) describing their peer’s illustrations.

6. Comic strips are again passed to the left, as students repeat Step 5.

7. Activity continues until students once again have their own comic strips.

8. Each student takes a turn describing his comic strip to his small group, as you circulate around
the room and listen to the stories.

Illustrations and students’ descriptions will be used for the following Assessment activity.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

Assessment
Travelogue Interpretations
Prepare Ahead:
• Use students’ comic strip illustrations and descriptions from the previous Curriculum
Connection activity.

1. Each student should display and describe her comic strip to the class. After she is finished,
her group mates from the previous activity should share their descriptions of her drawings
with the class.

2. After everyone has had a turn, lead a brief discussion about similarities and differences in
the interpretation of art.

3. Collect comic strips and descriptions for evaluation.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Word of
the Day:
miles

Unit 5 29
 Unit 5, Lesson 3, Part D
Journal Activity–Traveling
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write about pleasant travel experiences.

Being Creative
Traveling
Have students write in their journals about the ways they enjoy traveling. Topics may include
visits with relatives, everyday travels, or long-distance scenarios. Students should use transition
words correctly to connect ideas in sentences and paragraphs; and check their work for correct
word use, grammar, spelling, and sentence structure.

30 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Grammar & Usage
Unit 5, Lesson 4
Grammar
Future Tense
Explain to students that one way of expressing future events is to use the present progressive
form of go plus an infinitive (to + verb):
Tomorrow I am going to study.
It is going to rain today.
They are going to eat dinner.
Learners can now express occurrences in two tenses, distinguishing when actions happen.
Present progressive They are eating dinner.
Future They are going to eat dinner.
Present progressive Today I am buying an umbrella.
Future Tomorrow it is going to rain.

Grammar
Indefinite Subject Pronoun
Explain that it is a pronoun. A pronoun replaces a noun that has already been named.
Call learners’ attention to the use of it in this sentence:
It is ten miles to the restaurant.
Note that it generally means the same as the noun phrase that follows is. In the above sentence,
it is linked to ten miles to the restaurant by way of the linking verb to be (is), and therefore this
is a predicate noun construction. Encourage learners to think of it as an “empty” or indefinite
subject. This pattern occurs often in English.
When English speakers refer to the temperature of the day or night, or to the weather, they generally
say, “It is hot” or “It is cold.” Students may find this use of the pronoun it puzzling, and might ask what it
refers to. Explain that when it is used this way, we often refer to it as an indefinite subject pronoun. It
refers generally to the day or to the weather, but to no specific antecedent.
It is raining at the lake.
It is snowing in the mountains.
It is cold at the beach today.
It is hot in the woods today.

Unit 5 31
 Unit 5, Lesson 4, Part A
Weather Today
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use the terms can and can’t appropriately when answering questions.
Reviewed: • Combine knowledge of weather and environmental vocabulary to describe current
Barcelona weather conditions.
be
Materials:
can
Art materials
can’t
Wall map of the world
cloudy
beach
lake Jump Start
mountains What Can You Do?
rain
raining 1. Ask questions such as:
snow Can you cook?
snowing Can you play soccer?
sunny Can you drive a car?
tomorrow
weather 2. Students should answer in complete sentences, using can or can’t.
woods
Bloom’s Taxonomy: Application
44444 Multiple Intelligences: Verbal-Linguistic

Engage and Explore

Today’s Weather Report
Prepare Ahead:
• Art materials.
• Wall map of the world.

1. Divide the class into groups of four or five students.

2. Each group should prepare a mock television weather report about current weather conditions in
various international cities and areas such as mountains, lakes, and beaches. Students should
choose places that allow them to use most of the vocabulary from this Lesson, including the
terms hot and cold.

32 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Inform students that this activity is the first of a two-part assignment. Groups should only report
on current weather conditions and save other information for a subsequent Lesson, when they
will report on future weather conditions.
4. One student from each group will be the newsroom anchor; the others will be correspondents
reporting from outside locations.

5. Encourage the use of maps with graphics for the following weather conditions:
hot cloudy
cold raining
sunny snowing

6. Have each group take turns reporting to the class.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Interpersonal

Assessment
Environmental Scenarios
1. Write the following words on the board:
beach rain sunny
lake raining weather
mountains snow cloudy
woods snowing

2. Have students write a three-paragraph scenario using all of the listed words. Learners
might describe a favorite day or an imaginary situation involving the above locales and
weather conditions. Remind them to check their work for correct grammar, spelling,
and sentence structure.

3. Collect papers and evaluate for overall quality and appropriate use of new vocabulary.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
can

Unit 5 33
 Unit 5, Lesson 4, Part B
Weather Tomorrow
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Correctly use on as a preposition when describing their upcoming activities on specific
Reviewed: days of the week.
cold • Combine knowledge of weather and environmental vocabulary to describe future
going to weather conditions.
hot
Materials:
study
Art materials
Wall map of the world

Focus and Motivate

On and On–Plans for Days of the Week
If possible, have the class arrange their chairs in a circle. If this is not feasible, questions
may be asked in order by rows.

1. Begin this round-robin exercise by asking a question such as the following:

Anna, what are you going to do on Tuesday?

2. After Anna answers the question, she should pose a similar question to her peer. For example:
On Tuesday I am going to go to the doctor. Lucas, what are you going to do on Friday?

3. Questions and answers should follow this pattern, with students using the preposition on
before the days of the week. For example, Lucas may respond:
On Friday I am going to go to a concert. Pablo, what are you going to do on Sunday?

4. The chain of questions and answers continues until all students have answered, with the
last student completing the chain by calling on you, the teacher.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

34 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore
Tomorrow’s Weather Report
Prepare Ahead:
• Art materials.
• Wall map of the world.

1. Students should work with the same weather-reporting groups and locations as in
the previous Lesson.

2. Groups will prepare an expanded version of their TV weather reports with additional
forecasts for tonight, tomorrow, and next week.

3. As in the earlier Lesson, each group will designate one student as the anchor reporter;
the others will be field correspondents.

4. Groups should present their reports to the class.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Classroom Community
What Is Everyone Doing?
1. Direct each student to interview two peers about their plans for the weekend.

2. Learners should write a minimum of three sentences about each peer.

3. Advise students to also include three sentences about their own weekend plans.

4. Remind students to use the future tense when writing their descriptions, for example:
Eric is going to play soccer on Saturday afternoon. On Sunday afternoon
he is going to watch a movie. On Sunday evening he is going to eat dinner
with his family.

5. After several volunteers read their interviews, collect papers and evaluate for correct
word use, grammar, spelling, and sentence structure. Word of
Bloom’s Taxonomy: Synthesis
the Day:
44444 Multiple Intelligences: Verbal-Linguistic tomorrow

Unit 5 35
 Unit 5, Lesson 4, Part C
American Cultural Activity–Visiting a U.S. City
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss travel to American cities.

Materials:
Art materials
Map of the United States

Connecting to Culture
Visiting a U.S. City
1. Display the map of the United States.

2. Generate, as a class, a list of the major American cities. Take this opportunity to introduce the
names of cities that may be unknown to learners.

3. Each student will design a personal travel journal, selecting destinations from the class list of cities.

4. Learners should choose four different destinations and write about:

the order in which they will visit cities
the way they will travel (by train, subway, car, taxi, bus, or airplane)
the time differences between cities

5. After students present their travel journals to the class, lead a brief discussion about travel in
the United States.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

36 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 5, Lesson 4, Part D
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to: RAISE THE BAR
• Identify known terms in magazines. Have students
• Use known terms to write about home and community events. identify 10 unknown
words and phrases
Materials: from the magazines,
Magazines, one per student and then try to
Colored markers determine their
meanings from the
context, writing
Classroom Community down what they
In-Class Activity–Marvelous Magazines think is the
definition. Using
Prepare Ahead: dictionaries, they
• Magazines, one per student. should confirm the
• Colored markers. meanings, revising
the definitions they
1. Distribute magazines. first noted.

2. Have learners scan their magazines for known terms (minimum 15) and use colored
markers to highlight these words, phrases, and sentences.

3. Call on several volunteers to read their highlighted terms in the context of the phrase,
sentence, or paragraph in which they appear.

4. In preparation for the take-home activity, students should write 10 of their highlighted
terms on a separate sheet of paper for use as a reference.

Community Connection
Out-of-Class Activity–Community News
1. Have students take home their reference sheets from the previous activity.

2. Learners should use the terms on their reference sheets to write two paragraphs about activities
and events that take place at home, with family, with friends, or in the community.

3. Direct students to bring their articles to class and share them with the group.

4. Collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

Unit 5 37
 Unit 5, Lesson 5, Part A
Focused Activity–Listen Up
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Identify known terms in the context of a story.

Materials:
Copies of Version 1 script, one per student (see Appendix B)
Copies of Version 2 script, one per student (see Appendix C)
Download Version 1 script Track 9

Extra Help
Listen Up
1. Play Version 1 script while student listen. Suggest they close their eyes so they can
concentrate on the story. Then ask general comprehension questions such as: Who is
this story about? Where is she going? Who does she see? What else did you hear?

2. Distribute Version 1 scripts and play the audio again as students read along silently.

3. Collect Version 1 scripts and distribute Version 2 scripts.

4. Play the story again as students fill in the blanks.

5. Redistribute Version 1 scripts for students to check their work.

6. Read the story aloud as a group.

38 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Version 1 Script:

Today is Wednesday and Heather is taking the bus to school. She is sitting at the bus stop with a
big umbrella, waiting for the bus. She is wearing a red sweater because she is cold, and a blue
raincoat with a rain hat. The hat covers her short black hair. The bus is delayed because of the rain
and Heather is getting hungry. The bus stop is in front of a cafe, so Heather wants to buy a
sandwich. The sandwich costs three dollars. The bus arrives at the bus stop, and it is blue and
white. People are getting on and off the bus. Heather gets on the bus, and she is eating her
sandwich. She is taking her books to school. She is studying Arabic. Heather is sitting beside a man
with a yellow jacket, and she is sitting behind a young woman with blue pants and a green shirt. The
man is 55 years old, and the young woman is 27 years old. They are going to the airport. He works
at the airport, and she is going to China. Her parents are from China, and she is studying Chinese.

Version 2 Script:

Today is __________ and Heather is taking the bus to school. She is __________ at the bus stop
with a big umbrella, waiting for the __________. She is wearing a red sweater because she is
__________, and a blue raincoat with a rain hat. The hat covers her short black __________. The
bus is delayed because of the __________ and Heather is getting hungry. The bus stop is in front
of a cafe, so Heather __________ to buy a sandwich. The sandwich costs __________ dollars. The
bus arrives at the bus stop, and it is __________ and white. People are getting on and off the bus.
Heather gets on the bus, and she is __________ her sandwich. She is taking her books to school.
She is studying __________. Heather is sitting beside a man with a yellow _________, and she is
sitting behind a young woman with blue pants and a green shirt. The man is 55 years old,
__________ the young woman is __________ years old. They are going to the airport. He
__________ at the airport, and she is going to China. Her parents are from ___________, and she
is studying Chinese.

44444

Unit 5 39
 Unit 5, Lesson 5, Part B
Focused Activity–Reading a Newspaper
RAISE THE BAR After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Have students • Identify known words, phrases, and sentences in newspapers.

select an article of
interest from the
newspaper and Extra Help
choose 10 unknown Reading a Newspaper
words or phrases
relevant to the Prepare Ahead:
context. They • Newspapers (one copy per student).
should try to • Colored markers.
determine their
meanings from the 1. Distribute newspapers.
context, then
confirm the 2. Direct students to scan their newspapers (including advertisements) to find
definitions by known words, phrases, and sentences. Learners should then highlight these
referring to a terms with colored markers.
dictionary.
3. Have students take turns reading their highlighted words, phrases, and
sentences in the context of which they appear.

44444

40 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 5, Lesson 5, Part C
Focused Activity–Speaking in Rounds
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Ask and answer questions in a small-group setting.

Extra Help
Speaking in Rounds
1. Divide the class into groups of three students, and instruct learners to ask each
other some of the questions you have listed on the board (these can be taken
from the Course Content). For example:
Where are you going?
Where are you?
Where do you want to go?
Where is the restroom?
Do you want this seat?

2. On the other side of the board, write possible answers for students to choose.

3. Students should focus on one question at a time until they feel comfortable
asking and answering it. Learners can then move on to the next question.

44444

Unit 5 41
42 Rosetta Stone Teacher’s Guide–English (American) Level 2
Unit 6

Past and Future

Grammar & Usage: Verb Tenses, Periods of Time . . . . . . . . . . . . . . . . . . . 47
Lesson 1a: Past and Future Tenses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 1b: Giving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 1c: Letter Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson 1d: Journal Activity–Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Grammar & Usage: Indirect Object Pronouns, Asking
for Repetition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 2a: School Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 2b: Meaning and Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Lesson 2c: Past Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 2e: Journal Activity–Subjects of Discussion . . . . . . . . . . . . . . . . . 63
Grammar & Usage: The Habitual Past, Punctuation. . . . . . . . . . . . . . . . . . 64
Lesson 3a: The Habitual Past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Lesson 3b: When and Was. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 3c: International Cultural Activity–Haiku. . . . . . . . . . . . . . . . . . . . . 70
Lesson 3d: Work Roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 3e: Journal Activity–Going to College . . . . . . . . . . . . . . . . . . . . . . . 74
Grammar & Usage: Present and Past Tenses, Polite Phrases. . . . . . . . . 76
Lesson 4a: Practice the Simple Past. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Lesson 4b: Manners. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 4c: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Lesson 4d: American Cultural Activity–Post Office Murals. . . . . . . . . . . 84
Lesson 4e: Journal Activity–Before and After. . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 5a: Enrichment Activity–Treasure Hunt. . . . . . . . . . . . . . . . . . . . . . 87
Lesson 5b: Focused Activity–Reading All Together. . . . . . . . . . . . . . . . . . 88
Lesson 5c: Focused Activity–Writing Around the World . . . . . . . . . . . . . 89
Lesson 5d: Focused Activity–Grammar and Travel Chat. . . . . . . . . . . . . 90

43
Unit 6:
Past and Future
Introduction to Unit 6 Lesson 1c: Letter Writing
Be sure to prepare ahead for this class by bringing a blank envelope for each
As new English speakers, your students will cross over a major plateau student. After you introduce the class to the basics of letter writing and
in Unit 6 as they learn to communicate in both the past tense, which was relevant English vocabulary, students will write consumer letters. At the end
encountered briefly at the end of Unit 5, and the future tense. These give of the class, they will evaluate letters written by their peers.
learners a foundation from which to describe events and plans in greater
detail and with more nuances than ever before. In addition to these new Lesson 1d: Journal Activity–Goals
tenses, Lessons revolve around letter writing, giving and receiving, school This Activity is two-fold: students will have the opportunity to reflect on their
and workplace environments, and time management. Manners and social personal goals and then will write about them in three tenses.
pleasantries emerge in dialogues and Lesson activities, and there will be Lesson 2a: School Subjects
more “ah-ha!” moments as your students begin to grasp more complex In today’s busy world, being able to manage one’s time effectively is a must.
subtleties of the English language. During this Lesson, while your students create a mini-version of a personal
planner, they will be practicing vocabulary related to subjects they study
Teaching Unit 6 in school and past, present, and future activities they have planned. The
By this time, you will likely be noticing that your students are exhibiting terms next and last are especially useful as students consider what to enter in
more poise and assertiveness as they communicate with you and fellow their planners.
classmates. Their vocabulary and range of verb tenses are now sufficient Lesson 2b: Meaning and Understanding
to carry on meaningful dialogue with English speakers outside of the class- Signs are excellent tools to use when teaching mean and understand.
room as well. You should encourage students to strike up conversations This Lesson allows students’ creativity to have free rein as they design signs
with salesclerks, waiters, fellow sports enthusiasts, and people they meet with unique meanings. A class competition adds excitement to the design
in social settings. Every opportunity to practice their new language in real challenge.
settings is going to work wonders at building their confidence and moving
them toward someday being a fluent English speaker. Lesson 2c: Past Tense
Today’s Lesson is bound to draw out even the shyest members of your
Lesson 1a: Past and Future Tenses class as student groups create stories round-robin style, adding more and
This Lesson introduces the future tense and provides practice with past more details to the plot with each rotation. This activity encourages group
and present progressive tenses by focusing on yesterday, today, and collaboration and provides more practice with past tense.
tomorrow. In writing and speaking exercises, students will be challenged
to describe their future and past activities. Lesson 2d: Review
Personal letters are generally chock full of statements and questions in
Lesson 1b: Giving past, present, and future tenses. Letters that students write in class today
Today, practicing the new verb give, your students will take part in a hands- will contain a variety of tenses, as well as questions posed to the letter
on activity in which they physically give and receive objects and describe in recipients. This assignment will carry over to the students’ homes, where they
English what they are doing and have just done. This will get your students up will conduct interviews.
and moving and will ensure that everyone participates.

44 Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson 2e: Journal Activity–Subjects of Discussion Lesson 4c: Review
In their journals, students will have the opportunity to step out of your As students create find-a-word puzzles in English, they exercise their
language-learning classroom and write about what intrigues them in command of spelling and definitions and have fun coming up with clues that
another teacher’s subject area. may stump their peers.
Lesson 3a: The Habitual Past Lesson 4d: American Cultural Activity–Post Office Murals
Be sure you are familiar with the tricky distinction between used to and History and art go hand in hand with English today as your students explore
use to as students practice the habitual past form. They will pantomime verb and present information about murals that were created on public buildings
forms and do other exercises that will help them contrast the habitual past in the United States during the Great Depression.
and the simple present.
Lesson 4e: Journal Activity–Before and After
Lesson 3b: When and Was Self-reflection sets the stage as students focus on personal changes
The passage of time changes all, and in this Lesson your students will be over the past year and write about them using verbs in present and past
challenged to listen, write, and speak about the past and current states of imperfect forms.
being.
Lesson 5a: Enrichment Activity–Treasure Hunt
Lesson 3c: International Cultural Activity–Haiku In this activity, designed to provide an enhanced learning opportunity,
Spend enjoyable class preparation time finding examples of haiku to read students will plan and implement a treasure hunt, in the classroom or
aloud to your students, then encourage their imaginations to soar as they throughout the school. They will create clues and a map to lead fellow
write their own haiku in English. students to the location of a prize.
Lesson 3d: Work Roles Lesson 5b: Focused Activity–Reading All Together
In this Lesson students will get extensive vocabulary practice as they play As they view photos of people doing a variety of activities, students
a question-and-answer game about stores and shopping. needing extra reading practice will participate in choral reading and individual
reading aloud.
Lesson 3e: Journal Activity–Going to College
This two-fold Journal Activity combines a writing exercise with Internet Lesson 5c: Focused Activity–Writing Around the World
research as students explore institutions of higher education. With a world map to focus on, pairs of students needing extra speaking and
grammar practice will ask questions of each other, and reply, about traveling
Lesson 4a: Practice the Simple Past
to selected countries. This exercise will challenge students in
Chanting and clapping in unison to a rhythmic beat should help your
the use of various tenses.
students focus on the nuances of sentences containing verbs in past
tense forms. Lesson 5d: Focused Activity–Grammar and Travel Chat
An important skill is being able to put words into appropriate categories.
Lesson 4b: Manners
In this team-based extra-help activity, students will be asked to recall and
Your students will certainly encounter real-life English-language situations
place vocabulary words into certain categories.
that demand courteous queries and responses. Activities today focus
on social phrases—such as would you like—that may occur in settings
including restaurants, stores, or homes.

Unit 6 45
46 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 6, Lesson 1
Grammar
Verb Tenses
Review with learners the three verb tenses they have learned so far:
1. The present progressive tense is used to indicate something that is happening now.
It uses a form of to be and a present participle.
She is buying clothes.
He is swimming.
I am visiting my friends.
2. The future tense indicates something that has not yet happened but will. A common future
construction uses the present progressive form of go plus an infinitive.
She is going to buy clothes.
He is going to swim.
We are going to visit our friends next month.
3. The past simple tense refers to completed actions. It is expressed in one word with the
past form of the verb. Regular past simple verbs are formed by adding –ed to the base word.
She played tennis yesterday.
Irregular past simple verbs change in various ways.
I bought a newspaper last Friday. She swam a mile last Tuesday.
You wrote a book! They ate chocolate.
Remind learners that regular and irregular past simple verbs use the same form for all persons:
I played tennis yesterday. You swam a mile last Tuesday.
We played tennis yesterday. They swam a mile last Tuesday.

Vocabulary
Periods of Time
Explain to students that different verb tenses are used with the words yesterday, today,
and tomorrow. For example:
The past tense is used with yesterday: She played tennis yesterday.
The present tense is used with today: Today I am swimming.
The future tense is used with tomorrow: They are going to visit their grandmother tomorrow.

Unit 6 47
 Unit 6, Lesson 1, Part A
Past and Future Tenses
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use the past and future tenses when describing their personal schedules.
Reviewed: • Discuss images using correct sentence forms and various verb tenses.
ate
bought Materials:
Lesson and magazine photos that depict past, present, and future actions
played
ran
sold Skill Sharpener
swam
Yesterday, Today, and Tomorrow
visit
wrote
Prepare Ahead:
yesterday
• Lesson and magazine photos that depict past, present, and future actions.

1. Write the terms yesterday, today, and tomorrow on the board.

2. Display Lesson and magazine photos. Call on students to describe the

action depicted in each photo, while pointing to one of the words written
on the board. For example, students might answer:
The girl is swimming today.
The girl swam yesterday.
The girl is going to swim tomorrow.

3. Students will repeat the exercise using these verbs:

buy drive cook
run play drink
eat read walk
sell sleep

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

48 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Curriculum Connection
What Am I Doing and When?
1. Have students write one sentence each (three sentences total) about what they did yesterday,
what they are doing today, and what they are going to do tomorrow. For example:
Yesterday I bought meat and vegetables.
Today I am cooking dinner.
Tomorrow I am going to run to the park.

2. Call on volunteers to share their sentences with the class. After each sentence is read,
ask a peer to restate the information. For example:
Student 1: Tomorrow I am going to the museum.
Student 2: Tomorrow Sarah is going to the museum.

3. Divide the class into pairs of learners, with partners taking turns making statements
in the first person and restating the information in the second person.

4. For additional practice, call on learners to tell the class about their partner’s schedule.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Conjugation
1. Read the following words aloud as students write them in their journals:
buy drive cook
run play drink
eat read walk
sell sleep

2. Ask students to select five words and use them in sentences with past, present progressive,
and future forms. Advise students that you will be assessing their use of person, number,
tense, spelling, and vocabulary.

Bloom’s Taxonomy: Knowledge

44444 Multiple Intelligences: Verbal-Linguistic
Word of
the Day:
dictionary

Unit 6 49
 Unit 6, Lesson 1, Part B
Giving
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Describe actions using past and present progressive forms of give.
Reviewed: • Collaborate with others in a hands-on exercise that requires input from and action
desk by all participants.
dictionary
Materials:
e-mail
Lesson or magazine photos showing people in the act of giving
envelope
envelopes
gave Focus and Motivate
give
The Act of Giving
giving
last Prepare Ahead:
letter • Lesson or magazine photos showing people in the act of giving.
letters
next 1. Display photos.
notebook
stamps 2. Call on students to describe the actions in the photos. Examples might include:
wrote The man is giving jewelry to his wife.
He gave a book to the student.

3. Continue until all students have discussed at least one photograph.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Visual-Spatial

50 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Extending the Text RAISE THE BAR
Give and Be Given In the assessment
activity, have
1. Instruct students to select a classroom object that represents a known vocabulary term students write a
(pen, book, apple, umbrella, envelope). story that develops
as a sequence of
2. Divide the class into groups of two or three learners, and instruct them to stand side by side events using
in a line, with their objects in hand. transition words
correctly. Remind
3. Starting with the first in line, students should state what object they are holding, then hand students to check
it to the person next to them. The dialogue should follow this pattern, emphasizing give their work for
in present and past tense: correct word use,
Jenny: I have a book. I am giving my book to Tom (as she hands the book to Tom). grammar, spelling,
Tom: Jenny gave me her book. I have a pen. I am giving my pen to Laura and sentence
(as he hands his pen to Laura). structure.
Laura: Tom gave me his pen. I have keys. I am giving my keys to Carol
(as she hands her keys to Carol).

4. Activity continues until everyone has had a turn.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Assessment
Recalling the Action
1. Have students write a description of the order of events from the previous Extending the Text
activity. For example:
I had a pen. I gave my pen to Cindy. Cindy had a book, and she gave her book to Laurie.

2. Collect papers and evaluate for correct word use, grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
notebook

Unit 6 51
 Unit 6, Lesson 1, Part C
Letter Writing
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use Lesson vocabulary when writing personal and business letters.
Reviewed: • Use their knowledge of letter-writing principles to evaluate another student’s writing.
ate
bought Materials:
Envelopes
desk
dictionary
did Jump Start
envelope
Quick Vocabulary Review
envelopes
gave 1. Label three columns on the board with the following category headings:
giving Writing Letters
letter Wearing Clothes
letters Eating Lunch
mail
notebook 2. Assign a student to stand by the board.
played
ran 3. Have one student call out a known word that relates to a category (stamps, jeans, rice).
sold
stamps 4. The standing student will then write this word on the board beneath the appropriate
column, then hand the chalk to the student who called out the word.
swam
visit
5. Repeat until all students have had a turn.
wrote
yesterday Bloom’s Taxonomy: Analysis
44444 Multiple Intelligences: Bodily-Kinesthetic

52 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Real-Life Learning
Writing a Consumer Letter
1. Lead a classroom discussion about the art of writing a traditional letter. Identify the parts of a letter
(including salutations and closings), format, content, and the proper way to address an envelope. Talk
about the difference between personal and consumer (business) correspondence.

2. Students should write a consumer letter to a company or store, giving positive feedback or lodging a
complaint about a product or service. Offer students the option of writing their letters to real or
imaginary companies or stores.

3. Instruct students to address an envelope and insert their letter.

4. Collect envelopes and use them for the Assessment activity below.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Assessment
Letter Perfect
Prepare Ahead:
• A standard procedure (or worksheet; one per student) for recording comments and corrections.

1. Have each learner select one envelope from those collected during the previous Real-Life
Learning activity.

2. Instruct students to open their envelope and evaluate the letter inside. Advise students
to check the letter for correct spelling and grammar, use of vocabulary, and format.

3. Students should also check to see how well the envelope was addressed.

You will most likely want to monitor the students as they work on this part of the Lesson,
perhaps by circulating around the room or calling on students occasionally for feedback
as to what types of issues they are finding.

4. Collect papers and assess the letter-writers’ and evaluators’ work.

Word of
Bloom’s Taxonomy: Knowledge
the Day:
44444 Multiple Intelligences: Verbal-Linguistic
yesterday

Unit 6 53
 Unit 6, Lesson 1, Part D
Journal Activity–Goals
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write about their previous, current, and future goals.

Skill Sharpener
Goals
1. Have students create three columns in their journals with the following titles:
Yesterday
Today
Tomorrow

2. Learners should then write (in complete sentences) their previous goals in the
Yesterday column, current goals in the Today column, and future goals in the
Tomorrow column. Remind students to use the appropriate past, present, and
future verb tenses in their sentences.

54 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Grammar & Usage
Unit 6, Lesson 2
Grammar
Indirect Object Pronouns
Remind students that pronouns replace nouns; using them allows speakers and writers of
English to communicate in more varied and efficient ways. The following pronouns function
as indirect objects:
The doctor gave me medicine. (To whom did the doctor give medicine? Me.)
The teacher gave him a notebook. (To whom did the teacher give a notebook? Him.)
Explain that when people, animals, and “gender-assigned” inanimate objects, such as ships,
are referred to with pronouns and used as either direct or indirect objects, the pronoun forms
are as follows:
Singular Plural
First person me us
Second person you you
Third person him, her them
In cases where a pronoun refers to an inanimate object, the third person pronouns used
are it (singular) and them (plural).

Usage
Asking for Repetition
Discuss with students the fact that language learners are often hesitant to ask fluent speakers to
repeat what they have said. They may think the speaker will be annoyed, but, in actuality, that
person may welcome the request. Ask students to share whether this rings true for them. Explain
that knowing how to phrase such requests will give them confidence in real-life situations.
Ask pairs of students to practice these short dialogues:
Student 1: Excuse me, what time is it? Student 1: Excuse me, where is the bank?
Student 2: It’s three fifteen. Student 2: The bank is beside the library.
Student 1: I did not understand you. Can Student 1: I didn’t understand you. Can
you repeat that, please? you repeat that, please?
Student 2: It’s three fifteen. Student 2: Yes, the bank is beside the library.
Student 1: Thank you. Student 1: Thank you.
Student 2: You’re welcome. Student 2: You’re welcome.

Unit 6 55
 Unit 6, Lesson 2, Part A
School Subjects
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Discuss their past, present, and future activities using proper verb forms.
Reviewed: • Discuss images using correct sentence forms and various verb tenses.
art
him Materials:
Magazines
history
Art materials
math
Double-sided tape
music Copies of students’ school planners, one per student (see Appendix A)
science
studied
that Jump Start
understand School Time
understands
went 1. Call on students to answer questions about their academic courses and school activities
(past, present, and future). For example:
What time did you go to math yesterday?
What did you study in history yesterday?
How many hours are you in school today?
Where you going in two hours?
What are you going to do this afternoon?
What are you going to study in science tomorrow?

2. Briefly discuss the concept of time management and the value of using a personal
planner to stay organized.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

56 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Learning For Life
Time Management
Prepare Ahead:
• Magazines.
• Art materials, double-sided tape.
• Students’ school planners.

1. Direct learners to use magazine photos or their own drawings to create reminder stickers
for school-related activities. Advise students to make stickers small enough to fit on the grids
of their school planners.

2. Have students place stickers in their planners on appropriate days; they should include past, present,
and future activities.

3. Divide the class into pairs of learners and have them trade planners. Partners should ask
each other questions about what their stickers mean (focusing on the verb to mean) and
about the activities highlighted in their planners. For example:
Student 1: What does this mean?
Student 2: This means I have history class next week.
Student 1: What are you going to do in history class next week?
Student 2: Next week I am going to study the history of China.
Student 1: Did you go to the game Friday night?
Student 2: No, I went to a play.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
My Plans
1. Have students refer to their planners and write three sentences in response to these questions:
What did I do yesterday?
What am I doing today?
What am I going to do tomorrow?

2. Collect sentences and evaluate for content, correct word use, grammar, spelling, and sentence
structure. Word of
Bloom’s Taxonomy: Analysis
the Day:
44444 Multiple Intelligences: Verbal-Linguistic music

Unit 6 57
 Unit 6, Lesson 2, Part B
Meaning and Understanding
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Design symbols that convey messages.

Reviewed: • Work cooperatively to interpret and describe signs and symbols.
mean
means Materials:
Photos or illustrations of common signs (bus stop, hospital, restroom)
repeat
Construction paper
sign
us
Focus and Motivate
Meaning and Understanding
Prepare Ahead:
• Photos or illustrations of common signs (bus stop, hospital, restroom).

1. Display signs and ask questions focusing on their meaning, such as:
What does this sign mean?
Do you understand this sign?

2. Occasionally, ask students to repeat their answers to stress the idea of stating something
more than once to reinforce understanding.

3. For additional practice in the use of the third person, call on students to answer questions
such as “Does Melinda understand what this sign means?”

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

58 Rosetta Stone Teacher’s Guide–English (American) Level 2

 RAISE THE BAR
Being Creative Have students use
What’s Your Sign? technology to
research the
1. After distributing construction paper, challenge students to create signs without words. differences
Encourage the class to be as creative as possible, while keeping in mind that learners will between particular
be explaining the meaning of their signs to their peers. For example, a sign with a picture traffic signs or
of a horse in a circle with a diagonal line drawn across it could indicate that the person symbols as they are
does not like horses or that no horses are allowed. represented in
different countries,
2. Divide the class into two teams of students. Each team will take turns trying to guess the using multiple
meaning of another team’s signs. For example, a student from Team A should stand up, sources. Students
show his sign to Team B, and ask, “Do you understand what this sign means?” Team B should present their
members will collaborate to arrive at one group answer. If their answer is correct, they findings,
receive one point; if not, Team A gets the point. summarizing and
quoting their
3. The activity continues until all have had a turn and a winning team is declared. sources accurately,
and use visuals to
Bloom’s Taxonomy: Synthesis help illustrate their
44444 Multiple Intelligences: Logical-Mathematical points. Remind
them to cite their
sources.
Assessment
Describing Signs
1. Students should write three paragraphs, each describing a different sign seen in the previous
Being Creative activity. Have learners describe what the signs look like, explain their meaning,
and critique how well the signs communicate the intended meaning.

2. Collect papers and evaluate for content, correct word use, grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
sign

Unit 6 59
 Unit 6, Lesson 2, Part C
Past Tense
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Speak extemporaneously using one word as a prompt.

Reviewed: • Collaborate to create stories using known words of their choosing.
word
words Materials:
Lesson vocabulary words on slips of paper with sentences containing the words (see Appendix B)
Container

Skill Builder
Sentences in Motion
Prepare Ahead:
• Cut Lesson vocabulary words so that each student has one on a slip of paper, and place
them in the container.
• Have ready the list of sentences that contain the vocabulary.

1. After each student selects a slip of paper, read one sentence at a time from the prepared list.

2. Students should raise their hands each time they hear their word. After you finish reading
each original sentence, call on students to use their word in a new sentence.

Bloom’s Taxonomy: Knowledge

44444 Multiple Intelligences: Bodily-Kinesthetic

Being Creative
Group Stories
1. Divide the class into groups of four or five students.

2. Each group should write a story using the past tense and known vocabulary in the following way:
Using one sheet of paper per group, the first student writes a phrase or sentence. She then passes
the paper to the next student, who continues the story by writing a second phrase or sentence
that relates to the first. For example:
Student 1 writes: Yesterday, I went to the store.
Student 2: I bought…
Student 3: …fifteen apples. Next I…
Student 4: …went to school.
Student 5: I studied history and…

Activity continues with each group member adding to the story until it is complete.

60 Rosetta Stone Teacher’s Guide–English (American) Level 2

 3. Groups should review their stories by checking them for continuity and correct use
of vocabulary and grammar. They should also check spelling and punctuation.

4. Representatives of each group will then take turns reading stories aloud to the class.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Interpersonal

Assessment
Rounds of Reading
Prepare Ahead:
• Stories from the previous Being Creative activity.

1. Have students return to their groups from the previous activity.

2. Distribute stories, ensuring that each group has another’s story.

3. Direct students to create a different ending for their new story. Advise groups to
review their revised stories for continuity and appropriate word and grammar use.

4. Each group representative should then take a turn reading the story to the class.

5. Collect papers for evaluation.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
repeat

Unit 6 61
 Unit 6, Lesson 2, Part D
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write a letter about daily activities and personal experiences.

• Use information from an interview to write a response to a letter.

Classroom Community
In-Class Activity–Writing Home
1. Direct students to write a letter to someone who lives in their home.

2. Letters should begin with information about the student’s activities and include questions for
the recipient. For example:
Yesterday I bought a sweater and gave it to my sister. Today it is sunny, and I’m
writing this letter at school. Tomorrow I’m going to play tennis in the park. How are
you? Did you play soccer last week? What are you doing today? Are you going to
wash the car tomorrow?

3. If time permits, ask several volunteers to read their letters to the class.

Community Connection
Out-of-Class Activity–Pen Pals
1. Each student should take his letter home and give it to the intended recipient. Advise students that, if
necessary, they should read their letters aloud.

2. As students converse with their home partner about the activities in their letter, they should
take notes.

3. Before the next class session, students will then write a response to their own letter that
includes comments from their partner, answers to questions, and a possible question that continues
the dialogue. For example:
Thank you for the letter. I am fine. I did not play soccer last week, but I am going to play today.
When it is sunny, I am going to wash the car. Where did you go after you played tennis?

62 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 6, Lesson 2, Part E
Journal Activity–Subjects of Discussion
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Write about interesting class topics and describe plans for future study.

Extending the Text

Subjects of Discussion
Direct students to write about topics of interest from their classes. For example,
learners may describe an experiment they performed in science class, a classical
piece they sang in music class, or a portrait they painted in art class. They should
reflect on their interests and write about their plans for further study. Remind them
to check their work for correct grammar, spelling, and sentence structure.

Unit 6 63
 Grammar & Usage
Unit 6, Lesson 3
Usage
The Habitual Past
Explain to learners that the verb use is used in the past tense with an infinitive to indicate past
conditions or habits.
We used to live in an apartment.
They used to play soccer.
The phrase used to also describes past facts that are no longer true.
I used to have a bicycle. Now I have a car.
She used to work in a bakery. Now she works in a restaurant.

Usage
Punctuation
Explain to students that written English uses certain signals called punctuation to tell the reader how to
comprehend sentences or, at times, individual words or groups of words that are not considered
complete sentences. Every new sentence begins with a capital letter and ends with some form of
punctuation.
Review with students the forms of punctuation encountered in the Rosetta Stone software.
®

Period [.] A period shows that an idea is finished. It appears at the end of declarative sentences.
We waited for the bus.
This high school student likes history.
Question Mark [?] A question mark indicates that an idea formed a question. It appears at the
end of interrogative sentences.
What are you studying?
Can you repeat that, please?
Exclamation Point [!] An exclamation point shows emotion and excitement. It appears at the
end of exclamatory sentences.
You read three books!
You bought a dog!

64 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Explain that sometimes punctuation appears within sentences.
Comma [,] The comma has many uses in written English, but in this course learners will
encounter it primarily as a divider between parts of a sentence or phrase. In these cases, the
comma helps the reader easily understand the intended meaning of the sentence or phrase.
Excuse me, where is the bank?
When I was in Brazil, I taught English. When I was in Egypt, I taught history.
A comma is also used to separate a series of words or phrases. For example:
Dogs, cats, and horses are animals.
We sell metal, paper, and wooden plates.
Tell students that they are learning the serial comma style, in which a comma plus and
or or precede the final word or phrase in the list.
Quotation Marks [“ ”] Quotation marks, too, have a wide variety of uses. Most often they appear
in pairs at the beginning and end of words, phrases, and sentences to indicate that those words
are being emphasized or to signify that they are the precise words that someone has spoken
or written.
This is “stadium.”
It means “The airport is on the right.”
Susan said, “I love my daughter.”
Apostrophe [’] Discuss with learners that the apostrophe has two primary uses in written English:
An apostrophe is inserted to indicate that one or more letters have been omitted. A contraction
is formed when two words are combined and an apostrophe is inserted to indicate that one or
more letters have been omitted from one of the two words.
Now I’m an adult. (Now I am an adult.)
Tomorrow it’s going to rain. (Tomorrow it is going to rain.)
An apostrophe is also used to create the possessive form of a noun (introduced in
Unit 7 Lesson 3). Most often (and in all cases within the Rosetta Stone software) this is
accomplished by adding ‘s.
This is the doctor’s office.
This is Mr. Smith’s living room.

Unit 6 65
 Unit 6, Lesson 3, Part A
The Habitual Past
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Engage in conversations about past and present activities.

Reviewed: • Demonstrate and describe past and present actions in relation to each other.
college
elementary
Jump Start
elementary school
e-mails Then and Now
had
Take this opportunity to discuss the proper use of use to and used to. For example:
high school
Did you use to live in a house?
liked
No, I used to live in an apartment.
live
now 1. Students should pair up and practice use to by asking questions about previous
studies actions. For example:
taught Where did you use to live?
teach What school did you use to go to?
use What sport did you use to play?
used Did you use to have a dog?
waited Did you use to go to the mountains?
writes Did you use to play soccer as a child?

2. Learners should answer with terms such as used to and now. For example:
I used to play soccer, but now I play tennis and golf.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Being Creative
Acting Up
1. Divide the class into groups of two or three students.

66 Rosetta Stone Teacher’s Guide–English (American) Level 2

 2. Have learners take turns pantomiming 2 actions in a row from the examples below,
as team members guess the actions.
writing waiting jumping eating walking
swimming smelling drinking riding skiing
cooking teaching washing running finding
reading looking singing watching listening
driving dancing playing soccer working

3. After guessing both actions, student should then create complete sentences using the actions,
putting the first verb in the habitual past and the second in the simple present. For example:
He used to cook at home, but now he eats at restaurants.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Assessment
The Changing You
1. Direct students to write an article of 2-3 paragraphs about themselves and their family
members, describing what they enjoyed doing five years ago and what they enjoy
doing today. For example:
When I was eight years old, I used to play soccer. Now I play golf and tennis. When
my brother was three years old, he used to read at home. Now he reads at home, at
school, and at the library. When my sister was twelve years old, she used to walk to
school. Now she drives to school.

2. Collect assignments and evaluate for correct word use, grammar, spelling, and sentence
structure, including transition words and phrases.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
factory

Unit 6 67
 Unit 6, Lesson 3, Part B
When and Was
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Distinguish between past and present states of being.

Reviewed: • Create a dialogue about real-life interactions using simple past and habitual past forms.
employee
employees Materials:
Lesson photos or other images showing objects, animals, and people now and in previous states
factory
(to emphasize was/were and am/are)
manager
Download sample script Track 10
was
were Focus and Motivate
States of Being
Prepare Ahead:
• Pairs of magazine or Lesson photos showing objects, animals, and people in current and
previous states (to emphasize was/were and am/are). For example, pairs could be images
of a sapling and a mature tree or baby girls and elderly women.

1. Show pairs of images to the class, and call on students to say two complete sentences describing
each pair of photos. The emphasis should be on past and current states of being (using was/were,
am/are, and then/now). Model examples, such as:
The tree was short. Now it is tall.
They were babies. Now they are women.

2. Ask students for alternate descriptions such as: “The tree was young. Now it is old.”

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Naturalist

Being Creative
Creating a Script
1. Write the following words and phrases on the board:
used to now was
use to am were
when are did

68 Rosetta Stone Teacher’s Guide–English (American) Level 2

 2. Initially, the script should set the stage (either through dialogue or via a narrator) by describing the RAISE THE BAR
characters, setting, and other details. Students should use the words on the board in their dialogues, Use technology to
and focus on statements, questions, and replies that compare life as it was previously versus now. record students’
performances on
3. Instruct learners to practice among themselves, as they will be presenting their dialogues audio or video for
in front of the class in the following Assessment activity. later use or as an
addition to their
Sample script: portfolios. The
Narrator: Two students, John and Ana, are sitting at a table in a cafe. recordings could
They are drinking coffee and eating chocolate. also be used for
John: Are you from Italy? peer evaluations.
Ana: No, I’m from France, but my family used to live in Italy.
John: What does your father do?
Ana: He used to be a teacher, but now he’s a manager in a restaurant.
John: Did he use to teach cooking when he was a teacher?
Ana: No, he taught math. How about your father? What does he do?
John: He used to be a manager in a factory.
Ana: Was it a big factory?
John: Yes, it used to have many employees, but it closed. Now he is a history teacher.
Narrator: After John and Ana eat all their chocolate, they walk to the library.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Lights, Camera, Action!
Have students take turns performing the dialogues they just created, using props if necessary.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Word of
the Day:
elementary

Unit 6 69
 Unit 6, Lesson 3, Part C
International Cultural Activity–Haiku
RAISE THE BAR After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Before students • Write a haiku using known vocabulary.

begin writing, • Discuss images using correct sentence forms and various verb tenses.
present 2 or 3 more
examples of haiku. Materials:
Have students Photos of different countries that feature outdoor scenes and natural settings
analyze and Course Content
compare how
specific word
choices, analogies, Connecting to Culture
and allusions impact Haiku
the meaning, tone,
and emotion of the Prepare Ahead:
image the poet is • Photos of different countries that feature outdoor scenes and natural settings.
communicating. • Course Content.

1. Explain the haiku form of poetry, focusing on its Japanese origins and nature-based themes. Provide
examples such as the following:
It rains at the lake
Where we used to watch the fish.
Now we are all wet.

2. Display photos, noting the countries they represent and the scenes that may inspire haiku.

3. Advise students that they are to work in small groups to write their own haiku, using the
displayed photos for inspiration. Each haiku should contain use to or used to. Have the
Course Content available for reference.

3. Ask for volunteers to read their haiku to the class.

4. Collect haiku and evaluate for appropriate form and word use.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

70 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6 71
 Unit 6, Lesson 3, Part D
Work Roles
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Categorize known terms according to the objects they describe.

• Use known terms to compare and contrast the schools they have attended.

Materials:
Photo of a school
Photo of a store
Sticky notes
Handouts of Unit 6 Lesson terms, one per student (see Unit 6 Lesson Word Lists)

Focus and Motivate

Word Categories
Prepare Ahead:
• Photo of a school, photo of a store, sticky notes.
• Copies of handouts with Unit 6 Lesson terms, one per student

1. Distribute handouts.

2. Fasten school and store photos to the board, and ask students to call out
vocabulary words that pertain to the photos.

3. As learners call out terms, write the words on the sticky notes and place
them where students tell you to do so.

4. Conclude the activity by having students check to be sure the notes are
properly categorized.

Bloom’s Taxonomy: Naturalist

44444 Multiple Intelligences: Visual-Spatial

72 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Curriculum Connection
Going Shopping
1. Students will role-play working at a store. Select four students to wait in the hallway
while the remaining students prepare themselves for their roles.

2. Divide the class into groups of three. Each group will decide what type of store it
would like their business to be.

3. When the four students return to the classroom, each should approach a group of
merchants and ask yes/no questions to determine the type of store they are in
(grocery store, bookstore, clothing store).

4. The four students should also ask about items in the stores. They will not know the
items, but will have to question the merchants about their features. For example:
Can I eat it?
Can I wear it when I am cold?
Can I drink it?
Can I wear it on my head?

5. Continue the activity until the four students determine where they are.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
School Years
1. Direct students to write three paragraphs that compare and contrast the schools
they have attended.

2. Learners should describe their teachers, classmates, subjects of study, and other
features that are important to them.

3. After several volunteers read their stories to the class, collect papers and
evaluate for content, correct word use, grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis Word of

44444 Multiple Intelligences: Intrapersonal
the Day:
manager

Unit 6 73
 Unit 6, Lesson 3, Part E
Journal Activity–Going to College
RAISE THE BAR After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Have each student • Research and write about the qualities of colleges.
compare and
contrast two Real-Life Learning
universities, then Going to College
write a formal
argument as to why 1. Direct students to list their interests (sports, arts, languages) in their journals.
one is better than
another for the 2. Learners should then use the Internet to research these topics as possible
student’s chosen fields of study in college.
field of study. They
should quote and 3. After students identify colleges that offer these fields of study, they should
cite reference write about the features of the particular colleges that interest them. Remind
material to support them to check their work for correct grammar, spelling, and sentence structure.
the arguments.

74 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6 75
 Grammar & Usage
Unit 6, Lesson 4
Grammar
Present and Past Tenses
Review with students the fact that whenever a verb is used, it always appears in a tense. The tense
indicates when an action or state of being takes place.
All verbs have present tense and past tense forms, among others. Discuss with students some
examples from the Rosetta Stone software:
®

Present tense is used to indicate a current action or state of being. Explain to students that, for regular
verbs, the root verb is all that is needed to express present tense for all singular and plural subjects
except third person singular, for which either -s or -es is added to the root verb. Point out
that, in some cases, the root verb’s final letters change to accommodate the addition of -es
(as in studies).
I teach history.
It costs thirty dollars.
She studies art.
I am a teacher.
Simple past tense: Discuss with students the fact that, for regular verbs, the simple past tense is
formed by adding -d or -ed to the end of the root verb. But, irregular verbs are just that—irregular
in terms of how they are formed. There are no easy rules for forming them, so memorization and
continual practice is a necessity.
I lived in Rome. [regular]
We waited for the bus. [regular]
He played soccer. [regular]
They wrote letters to me. [irregular]
Yes, I taught English. [irregular]
I was a student. [irregular]
They were students. [irregular]
You had bicycles when you lived in Paris. [irregular]
Past progressive tense is used to show that action or a state of being was ongoing during a particular
point in the past. Explain that this tense uses the past tense of be + the present participle of the root
verb. Present participles are formed by adding -ing to the root verb.
It was raining when we waited for the bus.
When I was drinking coffee, I wrote this letter.
When he was sleeping, the airplane departed.

76 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Usage
Polite Phrases
Discuss and practice with students these polite phrases and their uses in the English language:
Thank you. Formal expression of gratitude.
Thank you very much. Formal expression of gratitude.
Thanks a lot. Informal expression of gratitude.
Many thanks. Informal expression of gratitude.
You’re welcome. A polite response upon receiving a “thank you.”
Please. Used to form a polite request. Also used as a response
to a request; in such a situation, it means “Yes, go ahead”
or “Yes, of course.”
Yes, please. Polite response to an offer.
Yes, thank you. Polite response to an offer.
No, thank you. Polite response to an offer.

Unit 6 77
 Unit 6, Lesson 4, Part A
Practice the Simple Past
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use present and past tenses to describe actions.

Reviewed: • Ask and answer questions that involve choices.
departed
kissed Materials:
A ball
listened
2 groups of 10 sentences from this Lesson (see Appendix C)
watched
Jump Start
Having a Ball
1. Ask students sit in a circle and pass a ball around to one another. Each student describes an action he
has performed when it is his turn to hold the ball. All phrases should begin with when. For example:
When I was in Russia…
When we were at the beach…

2. When the learner is finished with her phrase, she should toss the ball to another student in
the circle. He should finish the sentence with a simple phrase using the past tense, such as:
…she bought this.
…it was sunny.

3. Repeat the exercise until everyone has had a turn.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Bodily-Kinesthetic

Engage
Clapping Time
Prepare Ahead:
• Have ready the handouts with two groups of ten sentences from this Lesson.
Group 1 focuses on when:
When I was in Russia, I bought this.
When we were at the beach, it was cloudy.
Group 2 focuses on would you:
Would you like some chocolate?
Would you like tea or coffee?

78 Rosetta Stone Teacher’s Guide–English (American) Level 2

 1. Distribute the handout with the 20 sentences to your students.

2. Discuss the proper use of when and would you in these contexts.

3. Ask learners to come up with their own sentences using when and would you.
Write these on the board.

4. Lead the class in clapping and chanting these sentences aloud to a steady beat.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Musical-Rhythmic

Assessment
How About Now?
1. Students will write five sentences about themselves, using the present tense such as:
I am studying art.
I like to play soccer.
Make sure students leave two spaces below each sentence for revisions.

2. Instruct learners to switch papers with a partner. In the spaces beneath their partner’s
writing, each student should rewrite the sentences using simple past or habitual past forms
and then add a second clause in present tense. For example:
I used to study art, but now I am studying music.
I played soccer yesterday, but I am playing tennis today.

3. Collect papers and evaluate for correct tense use.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
watched

Unit 6 79
 Unit 6, Lesson 4, Part B
Manners
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Respond to questions with appropriate answers.

Reviewed: • Write and perform a script about a dinner scenario.
would

Jump Start
Questions and Answers
1. Explain to students that they will participate in an exercise involving the phrase Would you like...? On
the board, write phrases learners can use when forming their sentences. These may include
Yes, I would like ... and No, thank you. I would like ... You might also list foods that you will
be “offering.”

2. Model an example:
Teacher: Would you like chocolate or fruit?
Student 1: I would like chocolate, please.
Teacher: Would you like some orange juice?
Student 2: No, thank you. I would like tea.

3. Continue asking questions until everyone has had a turn.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Extending the Text

Role-Playing
1. Divide the class into pairs of students. Each pair should develop a dialogue about a hostess and
guest, restaurant server and customer, or store employee and patron. Advise students to include
phrases and sentences such as:
Would you like…
Yes, please.
No, thank you.
I did not understand you.
Can you repeat that, please?
Hostess: Good evening! Would you like a table for one?
Customer: No, thank you. I would like a table for 20. I’m waiting for my sister.
Hostess: Do you need a magazine to read while you wait?
Customer: I’m sorry. Can you repeat that, please? I did not understand you.
Hostess: Would you like a magazine to read while you wait for your sister?
Customer: Yes, please. She is late because it is raining.

80 Rosetta Stone Teacher’s Guide–English (American) Level 2

 2. Peers should read their scripts to each other for practice, first in one role and then in the other. RAISE THE BAR
During Role-Playing,
3. Students should then read their dialogues to the class. suggest variations
in scripts to
Bloom’s Taxonomy: Analysis demonstrate
44444 Multiple Intelligences: Bodily-Kinesthetic degrees of formality,
intention, or point of
view that students
Assessment can evaluate.
Written Scenarios In Written Scenarios,
encourage students
to use compound
Prepare Ahead:
and complex
• Lesson or magazine photos of people, animals, or objects, one per student.
sentences.
In groups, have
1. Have each student select one photo.
students evaluate
and critique their
2. Direct students to write 1-2 paragraphs about the subject of their photo,
peers’ paragraphs,
using Lesson phrases such as:
checking for correct
I bought this when…
verb tense use.
He used to… Now he…
They should be able
When they were…
to support their
For example, if a learner selects a photo of a desktop computer, she could write the following:
reasons for a
What is this? This is a desktop computer. I bought this when I lived in Rome. My brother
correction, and
used to have a desktop computer. Now he has a laptop.
rewrite any
sentences with
3. After students read their paragraphs aloud, collect papers and evaluate for correct verb tense use,
problems to effect
word use, grammar, spelling, and sentence structure.
the correct form.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
listened

Unit 6 81
 Unit 6, Lesson 4, Part C
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Arrange vocabulary words based on their spellings.

• Use known vocabulary to write a short story.

Classroom Community
In-Class Activity–Add-a-Word Acrostics

Prepare Ahead:
• Choose five or more long vocabulary words from this Lesson. For example: yesterday, notebook,
dictionary, envelope, understand.

1. Write your selected words vertically on the board. Explain to students that their goal in this class-wide
activity will be to think of English words they have learned that start with each of the letters in the
vertical words. As you demonstrate using the word yesterday, for example, write es horizontally
alongside the first y to form the word yes.
2. Call on one student at a time to come to the board. She should write a word alongside a letter in any
vertical word of her choosing, and then say the word aloud to the class.
3. This activity continues until letters in all vertical words have horizontal words alongside them.
Encourage students not to duplicate words, if possible, and explain that there should only be
one word beside each letter.
4. Leave all the words on the board for reference during the following Community Connection
take-home activity.

You may wish to challenge students further by having them come up with words that contain
or end with the letters in the vertical words.

Community Connection
Out-of-Class Activity–Unraveling an Acrostic
1. Ask students to individually choose their favorite acrostic (from among those listed on the board)
and copy all its words onto a sheet of paper.
2. Instruct learners to take their lists home and write a short story containing a minimum of five words
from their chosen acrostic.
3. During the next class period, call on students to read their stories aloud. Collect papers and evaluate.

82 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6 83
 Unit 6, Lesson 4, Part D
American Cultural Activity–Post Office Murals
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss historical murals and connect them to their cultural context.

• Plan a collaborative art project through group discussion.
• Explain personal symbol choices using present and past tense.

Materials:
Poster board
Large craft (butcher) paper
Markers or crayons

Connecting to Culture
Post Office Murals
During the Great Depression, the U.S. government sponsored many programs in the
arts, some of which included the production of murals in post offices, libraries, schools,
and other public buildings. These murals usually represented local culture and history.
Overviews of these projects may be found at government and museum websites,
and also at [Link].

This Lesson offers the opportunity to introduce the following new words: mural, government,
public, farmer, cowboy.

84 Rosetta Stone Teacher’s Guide–English (American) Level 2

 1. Divide the class into groups of three or four students. Provide background information RAISE THE BAR
about the Great Depression and the murals that were created during this time. Have students use
technology to
2. Learners should prepare a presentation about a mural. Advise groups to use government present their
and museum websites when conducting their research. research (slide show
or projected
3. Projects should include an image of the mural along with information about the artist, images). They
location (city, state, type of building), and date created. Groups should also describe should access
the subject of the mural and explain details about its features. information from
multiple sources,
4. After each group presents its project to the class, ask students to discuss their thoughts and cite them.
about the murals, including why they think the government funded such a project, why Optional: Have
the art would be created in public places like post offices, and what effects the images students compare
may have had on the citizens who viewed them. and contrast two
murals, supporting
Bloom’s Taxonomy: Application their findings with
44444 Multiple Intelligences: Visual-Spatial summarized,
paraphrased, or
quoted reference
sources, which are
cited.

Unit 6 85
 Unit 6, Lesson 4, Part E
Journal Activity–Before and After
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Compare and contrast their past and present traits.

Linking Past and Present

Before and After
1. Students should write about what they were like a year ago, as compared
with the way they are now.

2. Learners should use past and present tenses to describe their likes, dislikes,
behavior, and appearance. Remind them to check their work for correct
grammar, spelling, and sentence structure.

86 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 6, Lesson 5, Part A
Enrichment Activity–Treasure Hunt
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Take ownership of their own learning process by choosing the topic and direction of a large project.
• Work independently outside the classroom setting.
• Meet a series of deadlines for a long-term project.

Stretching the Imagination

Treasure Hunt

Enrichment Activities engage advanced students in challenging language-learning projects that extend
beyond the traditional class period. Timetables should be adapted to fit the schedules of
the student or students involved, with weekly or periodic meetings keeping them on pace. Consider having
students review, edit, and critique each other’s work at different points during the projects.
Do your best to keep this activity as student-driven as possible.

Prepare Ahead:
• Determine whether students will hide treasures in the classroom or throughout the school,
and notify appropriate staff about the latter decision.

1. Each student should organize a treasure hunt by deciding on a prize that is worth finding and
determining an appropriate hiding spot for the prize.

2. The learner should then select the route that the prize-hunter(s) will follow, by listing a starting point
and places for clues on the way to the hiding spot. He should draw a map that marks
the starting point, clue places, and the hiding spot. The map should reflect the layout of the
classroom or school, and the student should number each location in the sequence of the route. For
example:
1 = the main school office
2 = the big dictionary on the desk in the library
3 = the third table in the library
Write one set of directions for each stop on the way to the prize. Directions should be written on
one side of a slip of paper, with a number corresponding to the sequence of the route written on
the other side. For example:
1 - Go to the main office, and turn right.
2 - Go straight ahead to the library, and walk to the big dictionary on the desk.
3 - Go to the third table, and turn left.

3. Arrange a time for each student to set up her treasure hunt. You, a peer, or a group of peers should
be the prize-hunter(s). Note the sequence and clarity of directions, as player(s) move
from the starting point to the prize.

Unit 6 87
 Unit 6, Lesson 5, Part B
Focused Activity–Reading All Together
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Read aloud in individual and group settings.

Materials:
Magazine photos of people performing actions such as writing, playing, and sleeping

Skill Builder
Reading All Together
Prepare Ahead:
• Magazine photos of people performing actions such as writing, playing, and sleeping.

1. Place photos on the board and, using Unit vocabulary, write two sentences that
describe each photo.

2. Have students read sentences aloud, in unison.

3. Underline one word in each sentence, and assign each student a minimum of one word.

4. Students should read the sentences as a group, stopping when a word is underlined
in order to allow the assigned student to read that word by herself.

5. Have learners switch their assigned sentences, in order to practice various words.

44444

88 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 6, Lesson 5, Part C
Focused Activity–Writing Around the World
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Write letters about traveling to various places.

Extra Help
Writing Around the World
1. Ask students to pretend they are traveling the world, and instruct them to write letters home
(in their journals) to their family and friends.

2. Encourage learners to write about the sights and activities of their travels. For example:
Hello, Mom! How are you? I’m fine. Yesterday I was in Paris. When I was in France,
I went to a museum. Its name is the Louvre. Today I am in Germany, and I’m going
to eat at a restaurant. Tomorrow I would like to go to England and visit Big Ben.

3. Students may choose to take their journals home and research their imaginary destinations.
As an option, they may wish to write their letters in poetry form. Encourage them illustrate
their entries if they so desire.

4. Remind learners to check their work for correct word use, grammar, spelling,
and sentence structure.

Unit 6 89
 Unit 6, Lesson 5, Part D
Focused Activity–Grammar and Travel Chat
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss the topic of travel using various verb tenses.

Extra Help
Grammar and Travel Chat

If possible, have students arrange their desks in a circle for this activity.

1. Have each student choose a city or country as a travel destination; he should then write
the name of the place in large letters on a piece of paper.

2. Call on one student at a time to hold up his paper to show his destination.

3. Going around the room, all students should either ask a question of the traveling student
or make a statement about his travels. Instruct students to use a variety of tenses in their
statements and questions. For example:
When did you go to ___?
It is cold in ___ and you need a coat.
Where will you eat in ___?

4. The traveling student should answer any questions that are asked of him. For example:
When did you go to ___? I went to ___ in the spring.
Where will you eat in ___? We will eat in a restaurant when we go to ___.

5. When all students have spoken about the first traveling student, call on another student to
hold up her paper so a second round can begin. The activity continues until the destinations
of all traveling students have been discussed.

44444

90 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 7

Friends and Social Life

Grammar & Usage: Direct and Indirect Objects, Calendar Terms . . . . 95
Lesson 1a: Formal Imperatives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Lesson 1b: Giving and Following Instructions. . . . . . . . . . . . . . . . . . . . . . . . 98
Lesson 1c: Months of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 1d: Journal Activity–Party Helpers. . . . . . . . . . . . . . . . . . . . . . . . . . 102
Lesson 1e: American Cultural Activity–Every Month Is Different. . . . 103
Grammar & Usage: Prepositional Phrases, Numbers. . . . . . . . . . . . . . . . 105
Lesson 2a: Social Interaction Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Lesson 2b: Timeliness and Numbers Greater Than 100 . . . . . . . . . . . . 108
Lesson 2c: Contact Information, Calendar Dates, and Imperatives . . . 110
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Lesson 2e: Journal Activity–My Circle of Friends . . . . . . . . . . . . . . . . . . . 113
Grammar & Usage: Demonstrative Adjectives, Courtesies. . . . . . . . . . 115
Lesson 3a: Parties and Meals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Lesson 3b: Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson 3c: Celebrations and Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Lesson 3d: Journal Activity–Minding Your Ps and Qs . . . . . . . . . . . . . . . 122
Lesson 3e: International Cultural Activity–Celebrate Around
the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Grammar & Usage: Expressing Politeness, Preferences. . . . . . . . . . . . . 125
Lesson 4a: Music and Forms of Good and Bad . . . . . . . . . . . . . . . . . . . . . 126
Lesson 4b: Busy and Free. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson 4c: Apology and Acceptance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson 4e: Journal Activity–The Good Arts. . . . . . . . . . . . . . . . . . . . . . . . . 133
Lesson 5a: Focused Activity–Reading Articles. . . . . . . . . . . . . . . . . . . . . . 134
Lesson 5b: Focused Activity–Rows of Grammar Fun . . . . . . . . . . . . . . . 135
Lesson 5c: Focused Activity–Listening Carefully . . . . . . . . . . . . . . . . . . . 136

91
Unit 7:
Friends and Social Life
Introduction to Unit 7 Lesson 1d: Journal Activity–Party Helpers
Today, you will ask your students to think back to a time when they
This Unit focuses on a wide variety of social situations and conversations helped at a party of any kind. Then ask them to write in their journals
that are encountered in everyday life. Students learn how to make and about their helpful roles.
accept apologies, state their opinions, and give and follow more specific
directions than they were challenged with in previous Units. Fine distinc-tions Lesson 1e: American Cultural Activity–Every Month Is Different
between closely-related concepts, as well as opposites, are stressed Regardless of the month or season, there is always a holiday just around
in Unit 7, bringing to light differences between such terms as beginning and the corner. For this Lesson, students will use the Internet and other sources
ending, leaving and arriving, busy and free, arrivals and departures, to identify holidays, special events, and designated heritage months in the
and good and well. United States. Then they will present their findings to the class.
Lesson 2a: Social Interaction Verbs
Teaching Unit 7 Get ready for a lively class period! The written, oral, and physical activities of
Parties are a featured theme in this Unit, and in the course of party-related this Lesson will help your students recognize the differences in meaning and
Lessons you will be guiding your students in discussions about planning appropriate social situations for the verbs help, meet, call, and talk.
parties and celebratory events. The weeks you devote to this Unit will pro- Lesson 2b: Timeliness and Numbers Greater Than 100
vide perfect opportunities for working with your students as they learn to This Lesson encompasses the concepts of being early for and late for, as
use new words and phrases that go hand in hand with manners, apologies, well as the next level of numbers your students are learning—those greater
formal and informal imperatives, and the art of gift-giving. If feasible in your than 100. The main classroom activity today will focus on the latter, with
school setting, you may wish to augment the Lesson activities by facilitating students playing a team-based game in which they guess prices of expen-
the planning of an actual party—complete with food, drinks, and games. sive items. By writing and verbalizing their estimates, students will gain
This would be a perfect occasions to stipulate that students converse only valuable practice with numbers in the hundreds and thousands.
in English during the organizational stages and at the party itself.
Lesson 2c: Contact Information, Calendar Dates, and Imperatives
Lesson 1a: Formal Imperatives In today’s busy world, learning the communication skills necessary to stay in
This first Lesson in Unit 7 challenges students to use formal imperatives touch, set appointments, and exchange contact information is critical. In this
to describe appropriate behavior and manners in various public settings. Lesson, students will listen to a conversation, then create and perform their
They will also practice vocabulary in a writing exercise involving the new word own scripted dialogues incorporating elements such as telephone numbers,
something. e-mail addresses, appointment times, and imperatives.
Lesson 1b: Giving and Following Instructions Lesson 2d: Review
Students will write a set of directions for their fellow classmates, instructing This Review Lesson will demand that your students practice active listening.
them what to do with common objects in the classroom. This is a good oppor- After individually writing plans for a party, students will pair up and exchange
tunity for kinesthetic learning, as those interpreting the directions will get questions and answers about their party plans. Their attentiveness will pay
up out of their seats and move around as instructed. off when they have to present information about their partner’s party to the
Lesson 1c: Months of the Year rest of the class.
During the main activity of this art-focused class period, your students Lesson 2e: Journal Activity–My Circle of Friends
will make colorful calendars for the 12 months of the year, and use their In their journals, students will write about interactions they have recently
creations as springboards to focus on activities and other characteristics had with other individuals—particularly those they have recently met,
for each month. This will be a time, too, to practice putting the words spoken with by telephone, or helped.
beginning, ending, leaving, and arriving into proper context.

92 Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson 3a: Parties and Meals Lesson 4b: Busy and Free
Being able to successfully categorize according to type will be key to your A calendar-based activity and party invitations are tools used in this Lesson
students’ success in this Lesson. They will first classify various types of foods to help students comprehend the concepts of busy and free, as the terms
and drinks according to the associated meal. Then, this Unit’s earlier party apply to a person’s availability
theme continues as students do a group activity and individual writing
Lesson 4c: Apology and Acceptance
exercises about types of parties.
Comic strips kick off today’s class as students have fun substituting the text
Lesson 3b: Requirements in characters’ speech bubbles. In this and a second activity, the focus is on
If practical, make an appointment for your class to go as a group to the apologizing with I’m sorry and accepting an apology with phrases like that’s okay.
school library or access the Internet for about 30 minutes during this class
Lesson 4d: Review
period. During that time, they will quickly research and write brief answers
As a wrap-up to Unit 7, students will be challenged to evaluate and contrast
to requirement-based questions you pose that include the phrase have to.
others’ opinions about the performances of musicians, singers, or dancers.
An answer to “What do you have to have to visit Paris?” might be: “I have
This will include an out-of-class activity in which they interview a friend or
to have a passport.”
family member about their favorite such artist, then judge for themselves
Lesson 3c: Celebrations and Culture and write their own review of that performer’s work.
To prepare for today’s Lesson, you will need to find photos or illustrations of
Lesson 4e: Journal Activity–The Good Arts
desserts from around the world. Students will discuss the variety of sweet
This activity provides an opportunity for your students to voice their opinions
concoctions, and may share about desserts from their cultural background.
in writing, as they describe in detail their likes and dislikes about artists or
Next, birthdays are the topic of conversation in a group activity in which
musicians about whom they have strong opinions.
students pretend it is your birthday. They will engage in birthday-related
conversations, including such topics as gift-giving, age, and birthdates. Lesson 5a: Focused Activity–Reading Articles
Reading a short, uncomplicated newspaper article will pave the way for
Lesson 3d: Journal Activity–Minding Your Ps and Qs
students to collaborate on summarizing and describing their opinions
What is considered polite and impolite varies in cultures around the world.
about the piece.
Today, your students will write in their journals about manners, using may,
may not, and have to. Lesson 5b: Focused Activity–Rows of Grammar Fun
Today, students will create a table listing verbs and phrases in a column.
Lesson 3e: International Cultural Activity–Celebrate Around the World
Then, they will fill in the rows with grammatically correct sentences using
Today, you and your students will discuss how birthday celebrations vary
those verbs and phrases.
around the world, and the song “Happy Birthday to You” will take center stage
as students practice singing it in unison. As this may be the first time some Lesson 5c: Focused Activity–Listening Carefully
students have sung this song, you will want to have copies of the lyrics so Note-taking and listening are critical skills in this extra-help Lesson as
everyone can read along as they sing. students listen to you describe characteristics of three imaginary people.
Lesson 4a: Music and Forms of Good and Bad
At this point in the Rosetta Stone software, students are becoming familiar
®

with terms such as good, well, bad, and worst that help them convey their
states of being and express their opinions about the world around them.
Today, in activities that incorporate reading, speaking, listening, and writing,
students will focus on reviews of popular forms of entertainment, including
movies, books, and concerts.

Unit 7 93
94 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 7, Lesson 1
Grammar
Direct and Indirect Objects
Explain that a direct object receives the action of a verb. It answers the questions what? or who?
about the verb.
The man is reading a newspaper.
(What is the man reading? a newspaper)
They are going to visit their grandmother tomorrow.
(Who are they going to visit? their grandmother)
An indirect object precedes the direct object and tells to whom or for whom something is done.
The dog is bringing the man a newspaper.
(To whom is the dog bringing a newspaper? the man)
The girl is bringing her parents breakfast.
(The girl is bringing breakfast to whom? her parents)
Note that constructions with indirect objects are very common in English.

Vocabulary
Calendar Terms
Discuss with students the fact that, in the United States, dates are typically written in the
order of month, day, and year. For example, the date 11-26-08 means:
11 = November, the 11th month
26 = the 26th day of the month
08 = the year 2008
11-26-08 = November 26, 2008
Explain to students that the Gregorian calendar is used in the United States. Its twelve
months, in chronological order, are:
1. January 7. July
2. February 8. August
3. March 9. September
4. April 10. October
5. May 11. November
6. June 12. December

Unit 7 95
 Unit 7, Lesson 1, Part A
Formal Imperatives
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Use Lesson vocabulary to describe details about a party.

Reviewed: • Write sentences about behaviors using the imperative tense.
blankets
dancing
Jump Start
families
games Guessing Games
parties
1. Write the word party on the board.
party
sing
2. Ask questions about parties. For example:
singing Is there singing at a party?
sit Is there dancing at a party?
something Do people eat at a party?
What music do you like for a party?
Who can come to a party?
Why is there a party?

3. Continue as time permits.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

96 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore RAISE THE BAR
Rules of the Game Have students write
a story using
1. Take some time to discuss manners and rules (in terms of what is allowed and not allowed). dialogue to
demonstrate
2. On the board, write the name of places such as: inappropriate
grocery store behavior. Encourage
theater them to create a
restaurant range of characters
school allowing students to
Students should write two sentences describing what people should and should not do in express different
those locations, such as: levels of politeness
In a grocery store, you can’t eat something before paying. through imperatives
In a restaurant, you can pay with a credit card. meant to correct an
action. They should
3. When learners have finished writing their sentences, they should transform them into formal use transition words
imperatives. For example: and phrases,
When in a grocery store, please do not eat something before paying. compound and
When in a restaurant, please pay with a credit card. complex sentences,
and an appropriate
style of writing for
4. Divide the class into groups of three or four students and instruct them to discuss their sentences
good storytelling.
and compare their use of the imperative.
Remind them to
Bloom’s Taxonomy: Synthesis check their
44444 Multiple Intelligences: Verbal-Linguistic grammar and
spelling.

Assessment
A Whole Lot of Something
1. Direct students to write eight sentences that include the word something. Have students use
the imperative for at least two of these sentences.

2. Collect and evaluate for content, word use, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
party

Unit 7 97
 Unit 7, Lesson 1, Part B
Giving and Following Instructions
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Develop a list of instructions for others to follow.

Reviewed: • Interpret directions to successfully carry out tasks.
bring
bringing Materials:
Index cards
desk
gives
names Jump Start
put
The Match Game
putting
Prepare Ahead:
• Vocabulary words from this Lesson written on index cards in the style of the
Memory game. (Each word should be written on two separate cards; that pair
constitutes a “match” during the game).

1. Tape index cards face down on the board, and explain the rules of the game
and the definition of a “match.”

2. Divide the class into teams of four or five students.

3. Have teams take turns choosing two cards, trying to find a match.

4. Team members should rotate each time it is their team’s turn so that everyone has
an opportunity to participate.

5. When a student makes a match, the next person on her team takes a turn. Members
of that team should continue taking turns until someone is unable to make a match.

6. Groups should keep matched cards to help with scoring.

7. Play continues until all matches have been made. The team with the most matches wins.

Retain cards for use in the following Assessment activity.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

98 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore
Constructive Instructions
1. Have students remain in their groups.

2. Focusing on using the words bring, put, and give, each group should write a list
of instructions (minimum of five steps) that will direct another group to move objects
around the classroom. For example:
Bring a book to the teacher.
Put a book on his desk.
Write your name on a paper, bring it to Simon, and put it in front of him.
Give a notebook to your friend.
Take a pen from your friend.

3. Have the groups trade lists of instructions and try to complete their set of tasks.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Assessment
Creative Paragraphs
1. Direct each student to choose four Memory word cards from the previous Jump Start activity.

2. Learners should then write a story (minimum eight sentences) that contains these words.

3. After students take turns reading their stories aloud, collect papers and evaluate for word use,
correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
end

Unit 7 99
 Unit 7, Lesson 1, Part C
Months of the Year
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use come, arrive, begin, end, and leave in context.

or Practiced: • Create a calendar using calendar-related vocabulary.
arriving
begin Materials:
Art paper
beginning
Rulers
begins
Magazines and newspapers
come Drawing materials
coming
eighth
end Jump Start
ending The Beginning and the End
ends
leaving 1. Model the use of come, arrive, begin, end, and leave by stating observations
rains and asking questions such as the following:
tenth Maria is coming to class.
Nicholas is arriving.
January Is Sophia going to come to class?
February Class is going to begin in two minutes.
March Class is beginning now.
What month is at the beginning of the year?
April
May
When does class end?
June Class is going to end in five minutes.
July Class is ending now.
August When are you leaving?
September Are you leaving now?
October What day is at the end of the week?
November
December 2. Direct students to practice the above words by using them in their own
statements and questions to others.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Interpersonal

100 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative
Calendar Creation
Prepare Ahead:
• Drawing materials, rulers, and art paper (one sheet per student).
• Magazines and newspapers.
• Sample calendar in the style described below.
1. Display the sample calendar and explain its components.
2. Distribute art paper, rulers, and drawing materials.
3. Instruct students to fold their sheets of paper in half and draw, on the lower half
of the page, a grid with seven columns and five rows.
4. Learners will then write the name of the current month above the grid, days of
the week above each column, and dates in each grid square.
5. After distributing magazines and newspapers, direct students to decorate the upper
half of their page with images that represent aspects of the month (weather, activities,
holidays, or other features). Learners may use cut-out images from magazines and
newspapers or their own drawings for illustrations.
6. Have students take turns displaying their calendars and explaining their illustrations.

If the schedule allows, repeat this activity at the beginning of each subsequent month.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
Human Calendar
Prepare Ahead:
• Slips of paper, each with the name of one month written on it.
1. Distribute slips of paper and explain that the month each student receives is her
assigned month. Depending on your class size, it may be necessary to assign more
than one month to a student, or to assign the same month to multiple students.
2. Students should interview each other to find out what month each person represents
and organize themselves in a line by month.
As class ends and students leave the classroom, you may wish to have the students
take turns saying, “Class is ending and I am leaving.” Word of
the Day:
Bloom’s Taxonomy: Synthesis
44444 Multiple Intelligences: Bodily-Kinesthetic bring

Unit 7 101
 Unit 7, Lesson 1, Part D
Journal Activity–Party Helpers
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write about parties they have planned, hosted, or attended.

Being Creative
Party Helpers
After students reflect on the parties they have planned, hosted, or attended,
they should write at least six sentences about the details of these celebrations.
Students may include tasks, materials, activities, guests, locations, and other
features in their descriptions. Remind them to check their work for correct grammar,
spelling, and sentence structure.

102 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 7, Lesson 1, Part E
American Cultural Activity–Every Month Is Different
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Properly order the months and then research and present information about events that
occur during the year.

Connecting to Culture
Every Month Is Different
Prepare Ahead:
• Write the names of the months on pieces of paper.

1. Tape the names of the months to the board in random order.

2. Call on students to organize the months in order, switching one piece of paper
at a time. When a piece of paper is in its proper spot, circle the paper to show
that it should not be moved anymore.

3. When the months are in proper order, divide the class into twelve groups of students,
one group for every month. If there are not enough students, assign more than one
month per group.

4. Students should use the library or Internet to research facts about their month(s),
including notable birthdays, events, holidays, and more.

5. Learners will present their findings to the rest of the class. If students have not
mentioned the heritages celebrated during specific months, be sure to discuss
them. The list of heritage months can be found at:
[Link]/heritage_month/[Link]

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Unit 7 103
104 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 7, Lesson 2
Grammar
Prepositional Phrases
Review with learners that a preposition functions to describe the relationship (of time,
manner, or place) among the other words in a sentence. A preposition comes before
the noun it modifies, and is the first word in a prepositional phrase. For example:
New York is cold in the winter. (time)
Would you like to pay with cash or a credit card? (manner)
She used to work in a bakery. (place)
An adverbial is a prepositional phrase that functions as an adverb to describe the action
expressed by a verb.
The manager is meeting her employee at the office (modifies meeting).
An adjectival is a prepositional phrase that functions as an adjective to describe a noun.
I studied art at a college in the United States (modifies college).

Usage
Numbers
Explain the following:
Numbers from twenty through ninety-nine are hyphenated:
thirty-six
seventy-four
eighty-nine
Numbers of hundreds and thousands are not hyphenated:
five hundred
two thousand
Numbers are stated beginning with the largest unit and ending with the smallest unit:
four hundred fifty-two
one thousand nine hundred thirty-one

Unit 7 105
 Unit 7, Lesson 2, Part A
Social Interaction Verbs
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Develop Lesson concepts by acting out new verbs.

Reviewed: • Recognize actions and define them using Lesson vocabulary.
call
calling
Jump Start
helping
meeting Verbs Around the Classroom
police
1. Write these verbs on the board: help, meet, call, talk.
talking
2. Instruct students to get in a circle. You should join the circle, too, and model
the format of this exercise.

3. Turn to the student on your right and say a sentence (statement or question) that uses one
of the words on the board. That student should reply to you with a sentence that has a word
from the board. He then turns to the student on his right and continues by saying another sentence.
For example:
Teacher (to Student 1): Are you going to call your friend?
Student 1 (to Teacher): Yes, I am going to call her.
Student 1 (to Student 2): I want to help you cook.
Student 2 (to Student 1): Thank you. We can talk and cook.
Student 2 (to Student 3): My mother wants to meet your mother.

4. Learners should continue this pattern until the last student says a sentence to you,
completing the circle.

Encourage students to be creative as they form sentences, and let them know that
nonsensical replies will add an element of fun to this exercise.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Verbal-Linguistic

106 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Focus and Motivate
Meet and Greet
1. Divide the class into pairs of students and give each a verb (help, meet, call,
or talk) to act out in the style of the game Charades.

2. Give students time to devise their strategies for acting out their verb.

3. Groups then take turns acting out their verbs before the class. The first person
to guess correctly wins a point for their team.

4. The team with the most points by the end of the activity wins.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Assessment
Writing Interactions
1. Direct students to write a short story (1-2 paragraphs) using the verbs help,
meet, call, and talk.

2. After several volunteers read their stories aloud, collect papers and evaluate for content,
correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
help

Unit 7 107
 Unit 7, Lesson 2, Part B
Timeliness and Numbers Greater Than 100
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Differentiate between various modes of contacting another person and other items that
or Practiced: use numbers.
address • Collaborate to find an answer that uses Lesson vocabulary and large numbers.
date
Materials:
early
Photos and prices of expensive items, such as a designer handbag, car,
fifth
top-of-the-line bicycle, and others
fourteenth
help
hundred Jump Start
late Vocabulary Drill
Main Street
nineteenth 1. On the board, write a date, an address, a price (make sure to use a dollar sign),
seventeenth an e-mail address, and a phone number. Read the examples aloud and call on
seventh students to read them after you. Ask students to identify each, explain how to
thirteenth differentiate between them, and tell where such identifying information appears
thousand (on envelopes and price tags, for example).
twelfth
twentieth 2. Write new examples of each and ask students to identify and read them aloud.
year
Bloom’s Taxonomy: Analysis
yen
44444 Multiple Intelligences: Verbal-Linguistic

108 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore
Guess the Price

Prepare Ahead:
• Photos of 15–20 expensive items, such as a designer handbag, car, and
top-of-the-line bicycle.

1. Group students into teams of three or four.

2. Display one photo at a time to the class. Team members should confer to
arrive at their team’s price estimate of the item on display.

3. A representative from each team should announce his team’s estimate.

4. Reveal the actual price of the item and award a point to the team with
the closest estimate.

5. As this guessing game continues, team members should rotate as

representatives to announce price estimates.

6. Continue until all items have been displayed. The team with the
most points wins.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
Early Birds
1. Instruct students to write about situations or events for which a person should
not be late—such as school or a wedding. They should use the phrases early for
and late for, and discuss why people should be on time and why someone might
be late for an event.

2. Collect papers and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Analysis Word of

44444 Multiple Intelligences: Intrapersonal the Day:
late

Unit 7 109
 Unit 7, Lesson 2, Part C
Contact Information, Calendar Dates, and Imperatives
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Act out directives when prompted.

or Practiced: • Create and perform scripted dialogues about setting an appointment with another person.
birthday
dance Materials:
Lesson photos
know
Magazine photos from Assessment activity in previous Lesson
knows
Download sample script Track 11
wear

Focus and Motivate

Do This, Do That!
Explain to students that you will be calling out different directives and that
they are to take turns acting them out. For example:
Please sit.
Turn left.
Turn right.
Read your book.
Wash your hands.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Engage and Explore

Let’s Get Together
1. Divide the class into groups of two or three students; assign each group a name or number.

2. Play sample script as students listen. Follow up with general comprehension questions such as:
What are they talking about? What do they want to do? What questions do they ask? What do they
decide? Play the audio again.

3. Direct groups to develop a script about getting together on the weekend; let them know
that they will be performing their skits later during this class session. Each student should
have her own copy of the completed script, which will include information about the date
of the event, at least one piece of contact information (e-mail address, street address, phone
number), and at least one imperative (Meet me at the cafe.).

110 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Sample Script:
Juan: Who are you calling?
Gina: I’m calling Lisa.
Lisa: (On the phone) Hello?
Gina: Hi, Lisa. This is Gina. Are you coming to the cafe next week?
Lisa: Yes.
Juan: When are you going to the cafe?
Gina: We’re going on July 14th.
Lisa: What is the date?
Gina: Meet me at the cafe on July 14th.
Juan: Do you know the address?
Gina: Yes, it’s 134 Main Street.
Lisa: I will meet you next week. Goodbye.
Gina and Juan: Goodbye!
Juan: Call me tomorrow. My phone number is xxx-xxxx.
Gina: Yes, I am going to call you at 11:30.
Juan: Goodbye.
Gina: Goodbye.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Skit Performances

1. Before skits are performed, write the following cues on the board: date,
address, phone number, e-mail address.
2. Instruct students to each create a grid on a sheet of paper. On the vertical
axis they should list the above terms; on the horizontal axis they should list
the groups’ names or numbers. Explain to students that they should fill in
the correct contact information they hear during each groups’ performance.
3. After each skit is performed, ask the audience questions about its content.
4. Collect grids and assess for accuracy.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

Unit 7 111
 Unit 7, Lesson 2, Part D
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Develop and organize an event and describe it in writing.

• Process information in relation to cost and acquisition of materials, and describe that
information using Lesson vocabulary.

Classroom Community
In-Class Activity–Planning a Party
1. Instruct students to each assume the role of a party planner.

2. Learners should make up a fictitious party and organize all details for the event.

3. Using as much vocabulary and creating as many details as they can, students
should list all of the specific information for their party. For example:
The party is going to be at night on Sunday, September 23, the first day of fall.
It is going to be at the park next to the lake.
People are going to arrive in the evening and leave at night.
Alfonso is bringing milk.
Terrance is bringing some games.
Put the chairs on the grass, next to the trees.
Put vegetables and fruits on the table.
There is going to be singing, dancing, and games.

Community Connection
Out-of-Class Activity–Budgeting for a Party
Have students choose two items from their party. Outside of class time, they should research
the cost for those two items, given the size of the party they have planned. For example:
We need chairs for fifty people. (The student might call a party supply store
to find out the rental fee for fifty chairs for one night.)
We need juice for fifty people. (The student may need to go to a store or consult an
advertisement to determine juice prices. He would then have to calculate a total
price based on an estimate of how much juice the partygoers will drink.)

112 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 7, Lesson 2, Part E
Journal Activity–My Circle of Friends
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Write about conversations with others.

Reflection
My Circle of Friends
Have students write (in their journals) about their recent face-to-face
and telephone conversations with others. Remind them to check their
work for correct grammar, spelling, and sentence structure.

Unit 7 113
114 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 7, Lesson 3
Grammar
Demonstrative Adjectives
Explain to students that the demonstrative adjectives this, that, these,
and those describe the relative position of a noun (near or far).
This cake is for her fifteenth birthday.
That watch is new.
These dresses are expensive.
Those cars are red.
Demonstratives must agree in number with their related nouns.

Usage
Courtesies
Lead a class discussion about the following social conventions among
English speakers in the United States:
Use the formal greeting Hello with strangers, persons of authority, and
in situations where some social distance is appropriate. Use the informal
greeting Hi with friends, relatives, and younger people. Hi may also be
used in situations where a degree of intimacy is appropriate.
The phrase You’re welcome is always appropriate as a response to Thank you.
In the United States, handshakes are common but not required.
Phatic expressions—questions of common courtesy that do not require detailed
answers—are used in everyday conversations. Examples of phatic expressions are:
How are you?
How are you doing?
Advise students that these brief responses are polite responses to such questions:
I’m fine.
I’m fine. How are you?

Unit 7 115
 Unit 7, Lesson 3, Part A
Parties and Meals
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Categorize types of food.

Reviewed: • Guess an event by its required preparation and activities.
dessert
desserts Materials:
Photos of different types of foods, such as orange juice, milk, soup, and salad.
fifteenth
fruits
here Skill Builder
salad
Sentences in Motion
salads
sorry Prepare Ahead:
soup • Photos of different types of foods, such as orange juice, milk, soup, and salad.
those
1. Write breakfast, lunch, and dinner in three columns on the board.

2. Distribute photos of food to the class. Instruct students to come to the board one
at a time, and place the photos in the most appropriate meal column. As they
do so, students should state the name of the food and the meal at which it is
usually served.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Naturalist

116 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative
Which Party?
1. Write these on the board: birthday party, beach party, costume party.

2. Divide the class into groups of three or four students, and instruct them to choose
one of the party types. For example, a birthday party would have a birthday cake,
games, radio, dancing, and singing.

3. Learners should list several items and activities they would have at their party.

4. Pair up the groups and direct them to alternate reading one entry at a time from
their lists. At the end of the list, students should guess what type of party the
other group was describing.

5. Continue switching groups until all have been paired with each other.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Interpersonal

Assessment
Different Parties
1. Direct students to write 2-3 paragraphs about the differences among a birthday party,
beach party, and costume party.

2. Collect papers and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
dessert

Unit 7 117
 Unit 7, Lesson 3, Part B
Requirements
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Answer questions about personal interests using have to.

Reviewed: • Research and determine the requirements for various topics.
bookstores
doctor’s Materials:
Research materials or library access
drove
police officer’s
stores Focus and Motivate
talk
Things to Do

1. Write this sentence format on the board: At [place], you have to [verb] and [verb].

2. Discuss the phrase have to. Call on students to create logical sentences using the
format you have written on the board. For example:
At school, you have to listen and study.
At the grocery store, you have to shop for food and pay with cash or a credit card.
At the airport, you have to have a ticket and wait to get on the airplane.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Verbal-Linguistic

118 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Skill Builder RAISE THE BAR
Requirements Research Have students
search multiple
1. Take a trip to the library or have research materials available. sources for their
information about
2. Explain to learners that they will be researching the requirements for two topics requirements.
of their choice from a list you provide. Among the topics could be: Students should
What do you have to do to be a teacher? compare the
What do you have to do to drive a car? sources and assess
What do you have to do to go to Japan? their accuracy and
credibility. Direct
3. Ask students to write the results of their research using have to. them to use
To be a teacher, you have to go to college. technology and the
Internet to write,
4. Learners should write at least four requirements for each of their two topics. and then present
their findings. They
Bloom’s Taxonomy: Application should include
44444 Multiple Intelligences: Logical-Mathematical summaries, quotes,
and paraphrasing
without plagiarizing.
Assessment Confirm that
Listen Up students have cited
their sources.
1. Students should present the information gathered in the previous Skill Builder
exercise to the rest of the class.

2. Lead a class discussion about the similarities and differences in the findings.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
sorry

Unit 7 119
 Unit 7, Lesson 3, Part C
Celebrations and Culture
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use Lesson vocabulary to describe popular and culture-specific desserts.

or Practiced: • Organize themselves as a group to prepare for a birthday party.
brought
costume Materials:
Photos of various desserts
dresses
Magazines
making
student’s
type Connecting to Culture
types
Let Them Eat Cake
Prepare Ahead:
• Photos of various desserts.

1. Discuss different types of desserts and their ingredients (fruit, milk, eggs, sugar).

2. Ask students to talk about their favorite desserts from their homes or countries of birth.
To help learners explain what the deserts look like, invite them to draw pictures of
delicacies on the board.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

120 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Focus
It’s My Birthday!
1. Distribute magazines to the class. Instruct students to each cut out an image of an
object; this will be their gift to take to an imaginary birthday party for you.

2. Tell the students that their goals are to acknowledge your birthday and give you a gift.

3. Explain that when you approach a student she should ask, “Is it your birthday?” After
you reply affirmatively, engage her in a conversation about birthdays. Ask questions
such as, “When is your birthday?” “How old will you be?”

4. During your conversation, the student should tell you she has a gift for you, hand it to
you, and explain what it is.

5. Continue the process until you have conversed with and received a gift from each student.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Intrapersonal

Assessment
Birthday Parties
1. Students should write a paragraph (8-10 sentences) about the gifts given to you during the
previous Focus activity. Encourage learners to vary the formats of their sentences and to provide
as many details as possible.

2. Collect the papers and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Word of
the Day:
birthday

Unit 7 121
 Unit 7, Lesson 3, Part D
Journal Activity–Minding Your Ps and Qs
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write about observed differences across cultures concerning manners.

Being Creative
Minding Your Ps and Qs
You may wish to take this opportunity to explain the term polite, which is taught
later in the Rosetta Stone program.

Direct students to describe (in their journals) differences they have observed
in terms of appropriate behavior—what can and can’t be done—in different
cultures they have experienced. (If a student is only familiar with one culture,
have her write about what is appropriate behavior in her culture.) Students
should use can, can’t, and have to in their journal entries. Remind them to
check their work for correct grammar, spelling, and sentence structure.

122 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 7, Lesson 3, Part E
International Cultural Activity–Celebrate Around the World
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Engage in conversations about birthday and coming-of-age customs.

Materials:
Photos of bar or bat mitzvah ceremonies
Photos of quinceañera celebrations
Photos of cotillions

Connecting to Culture
Celebrate Around the World
Prepare Ahead:
• Photos of birthday or coming-of-age events that occur in different cultures, such as bar or
bat mitzvah ceremonies, quinceañera celebrations, cotillions, and others.

1. Show photos of different birthday or coming-of-age celebrations that occur in other cultures.
Discuss the similarities, differences, traditions, and importance of these events.

2. Ask learners about their own birthday or coming-of-age customs.

3. Direct students to spend 20 minutes writing about these personal events and how they
reflect their cultural heritage. Encourage them to describe details about the ceremonies or festivities
associated with these customs, including food, gifts, clothing, music, and so on.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

Unit 7 123
124 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 7, Lesson 4
Usage
Expressing Politeness
Explain to students that English speakers use modal verbs to express politeness
and soften a request. For example:
I would like to go to your birthday party, but I’m busy on Friday.
Can I please speak to your father?
Would you like to go to the game?

Usage
Preferences
Share with learners these English language generalizations:
The word or calls for a choice among options.
They can go left, right, or straight ahead.
The phrase would like to softens the stated wish or preference.
I would like to go to your birthday party, but I’m busy on Friday.
The word best indicates the highest quality, standing, or degree among several options.
I sing well, she sings better, and he sings the best.
Better is a term used to state a preference between two options.
That restaurant is good, but this restaurant is better.
Clauses with because explain cause-and-effect reasons.
I am wearing sunglasses because it is sunny.

Unit 7 125
 Unit 7, Lesson 4, Part A
Music and Forms of Good and Bad
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Make a distinction and use the terms good and well in their proper context.
Reviewed: • Summarize a review and draw conclusions about the author’s opinion from
badly cues found in the text.
best
Materials:
better
Copies of newspaper or magazine reviews about a movie, play, book, or concert
dancer’s
Copies of handout with sentences containing blanks where well or good should be,
good one per student (see Appendix A)
musician’s
plays
well Skill Sharpener
worse It’s All Well and Good
worst
Prepare Ahead:
• Have copies of handout with sentences ready, one per student.

1. Write well and good on the board and discuss the difference between these 2 words.

2. Read the first two sentences on the handout aloud, one at a time, saying the word “blank”
in lieu of either well or good. For example:
Ellie sings ___.
The food is ___ in this restaurant.
Call on the students to fill in the blanks with either well or good.

3. Distribute the handouts and have students work in pairs to complete the sentences
with either well or good.

4. Discuss the answers together as a class, having students try to resolve any disagreements
they may have and give reasons.

If time permits, have students create fill-in-the-blank sentences to challenge their peers.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Interpersonal

126 Rosetta Stone Teacher’s Guide–English (American) Level 2

 RAISE THE BAR
Connecting to Culture Write the following
Critic’s Corner expressions on the
board:
Prepare Ahead: • better late than
• A newspaper or magazine article (one per pair of students) that reviews or contains opinions never
about a movie, play, book, or concert. • better than
expected
1. Divide the class into pairs of students and distribute newspaper or magezine articles. • better than
nothing
2. Each pair of students should read the article, with one student reading it aloud to the • Two heads are
other and his partner taking notes. better than one.
• Better (to be) safe
3. Together, the two learners should arrive at a conclusion as to the author’s opinion than sorry.
about the movie, play, book, or concert. Encourage students to note clues in the text • It’s better than a
that support their conclusion. stick in the eye.

4. Each pair will present its findings to the rest of the class, elaborating upon why Explain to the class
they reached their conclusion. that these
expressions are
Bloom’s Taxonomy: Evaluation examples of idioms
44444 Multiple Intelligences: Logical-Mathematical and adages and
discuss what that
means. Then ask
Assessment the class about how
Entertainment Sentences they are similar,
eliciting that they
1. Instruct students to write a sentence for each of these words: movie, play, concert, are all comparatives
using better. Divide
restaurant, book, and hotel.
your students into
groups and assign
2. Students should use a combination of the words good, well, bad, best, better, worse,
each group an
and worst to express an opinion related to each word. For example:
expression. Instruct
That movie is the best in the theater this month. them to discuss it,
The woman and the man in the movie speak well, but the child speaks the best. determine what it
means, then explain
3. Collect sentences and evaluate for content, correct grammar, spelling, and sentence structure. it to the class giving
examples.
Bloom’s Taxonomy: Evaluation
44444 Multiple Intelligences: Verbal-Linguistic
Word of
the Day:
best

Unit 7 127
 Unit 7, Lesson 4, Part B
Busy and Free
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Compare days of the week to decide which of their days are the busiest.
or Practiced: • Use Lesson vocabulary to describe someone’s availability.
busy
cooks Materials:
Art paper
drank
Colored markers, pens, or pencils
drives
Scissors
free
piano
swims Being Creative
Teófilo’s Calendar
1. On the board, create a calendar for an imaginary student named Teófilo. With
input from your students, assign activities to some days (swimming, running,
eating at a restaurant) and leave some days open.

2. Ask students if Teófilo is free or busy on certain days. Encourage students to

answer in complete sentences, adding details as appropriate. For example:
Yes, Teófilo is free on May 8.
He is not free on the 14th. He is busy because he is running in the park.

3. In pairs, have students take turns asking their partners about Teófilo’s schedule.
Walk around and check their question and sentence structure.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual–Spatial

128 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Focus
Busy Bee
1. Distribute construction paper, scissors, and pens. Explain to students that they will each be
constructing an invitation for a party that will take place next week. In the invitation, they
should include the time, place, date, and any extra information learners would like to provide.

2. When everyone is finished making their invitations, students should circulate around the
room, approaching their peers and showing them their invitations.

3. Upon handing her invitation to a classmate, a student should ask a question such as,
“Are you free on [date] to come to my party?”

4. The other person should accept or decline based on availability. Students should carry an
extra sheet of paper with them to keep track of invitations they have accepted; they should
refer to this when asked to attend a classmate’s party.

5. An exchange between two students might include:

Student 1: Are you free on April 16?
Student 2 (looking at the invitation and her list of obligations):
No, I’m sorry. I’m busy on April 16 at 7:30.
Student 1: That’s okay. (or, That’s okay. Please come late if you can.)

6. Make sure all students have invited each other to their parties.

7. Ask questions about students’ party schedules.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Interpersonal

Assessment
Comparing and Contrasting
1. Students should write 1-2 paragraphs about how busy their weekends are, as
compared to weekdays. Instruct them to address the activities that take up
most of their time (homework, reading, playing soccer).
2. Collect papers and evaluate for content, correct grammar, spelling, and sentence structure.
Word of
Bloom’s Taxonomy: Synthesis the Day:
44444 Multiple Intelligences: Verbal-Linguistic busy

Unit 7 129
 Unit 7, Lesson 4, Part C
Apology and Acceptance
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use Lesson vocabulary and comic strip images to create their own dialogue.
or Practiced: • Write a dialogue using a given topic and incorporating Lesson phrases.
dancer
dancers Materials:
Newspaper comic strips, one per student
dances
musician
musicians Focus and Motivate
okay
Comic Revision
singer
sings Prepare Ahead:
sure • Copies of a newspaper comic strip with three or four panels, one per student.
Use white correction fluid to hide the text in the comics.

1. Distribute copies of the comic strip.

2. Direct students to write a short dialogue between the characters that includes
the phrases I’m sorry and that’s okay.

3. Have learners read their dialogues aloud.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

130 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative
Contrite Characters
1. After dividing the class into pairs of students, direct each group to write a script
about two characters who use I’m sorry and that’s okay in their ongoing dialogue
throughout the course of a day.

2. Students should name their characters and attempt to use I’m sorry and that’s okay
as often as possible.

3. Allow time for students to practice before performing their dialogues for the class
in the following Assessment activity.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Assessment
Play Acting
1. Have learners take turns performing the dialogues they wrote during the previous
Being Creative activity.

2. After all groups have performed their dialogues, lead a discussion about the scenarios
in which I’m sorry and that’s okay were used. Highlight the meaning of these phrases
and their appropriate use.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Bodily-Kinesthetic

Word of
the Day:
okay

Unit 7 131
 Unit 7, Lesson 4, Part D
Review
RAISE THE BAR After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

When interviewing a • Summarize reviews and make judgments using these reviews.
family member or • Discuss the performances of singers, musicians, or dancers.
friend about a • Form opinions and state them in writing.
favorite musician,
singer, or dancer, Materials:
have students note Magazines or newspapers, one per student, with reviews of fine-arts events
what the
interviewee liked
most, and why. Ask Classroom Community
students to In-Class Activity–Reviewing the Reviews
evaluate the
soundness of the Prepare Ahead:
interviewee’s • Magazines or newspapers, one per student, with reviews of performances of musicians,
reasoning, and singers, or dancers.
whether it is based
in factual evidence, 1. Direct students to each find two reviews pertaining to musicians, singers, or dancers.
emotional
response, or other 2. Learners should then summarize the reviews in writing, focusing on keywords and
opinion-based phrases that reflect whether the reviewers felt the performances were good or bad.
reasons. After
seeing a 3. Ask several volunteers to share their summaries with the class, then collect papers
performance of the and evaluate.
artist, have the
students respond to
these arguments in
their review,
developing the topic
by comparing and Community Connection
contrasting, with Out-of-Class Activity–Interviews and Reviews
well-chosen facts
and examples. 1. Instruct learners to interview their family and friends to find out who their favorite
musicians, singers, or dancers are. Encourage them to discuss what the interviewees
like most about the performer.

2. Students should try to listen to or watch a performance of at least one of the artists
mentioned by their friend or relative.

3. Learners should then write a review of the performance and turn it in for your
evaluation at the next class session.

132 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 7, Lesson 4, Part E
Journal Activity–The Good Arts
After completing this Rosetta Stone Lesson and today’s activities, students will be able to: RAISE THE BAR
• State their opinions in writing about the arts and artists. Have students
research and write
Materials: arguments taking a
Magazines or newspapers, one per student, with reviews of fine-arts events viewpoint regarding
art. For example:
traditional arts
Connecting to Culture versus
The Good Arts contemporary art;
how performance
Students should write about a performing artist, stating their opinions about the art is considered
person’s musical, vocal, or dance talents. Suggest that learners be specific about different from
why they enjoy or dislike the artist’s work. Remind them to check their work for traditional visual arts
correct grammar, spelling, and sentence structure. (painting, sculpture)
or theater arts
(drama, comedy);
why the message of
one artist may be
more powerful than
another (Picasso’s
Guernica versus
Goya’s The Third of
May 1808).

Unit 7 133
 Unit 7, Lesson 5, Part A
Focused Activity–Reading Articles
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Read a newspaper article and discuss its message.

RAISE THE BAR Materials:

From the Copies of a brief newspaper article, one per student
newspaper articles,
have students
identify 10 unknown Skill Builder
words and phrases, Reading Articles
then try to
determine their Prepare Ahead:
meanings from the • Copies of a brief newspaper article, one per student.
context, writing
down what they 1. Distribute the article and direct students to scan it for familiar words,
think is the phrases, and sentences.
definition. Using
dictionaries, they 2. Instruct learners to read the article and jot down main points.
should confirm the
meanings, revising 3. Lead a class discussion about the article, calling on individual learners
the definitions they to voice their observations and opinions.
first noted.

44444

134 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 7, Lesson 5, Part B
Focused Activity–Rows of Grammar Fun
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Write grammatically correct sentences that use Lesson terms in context.

Extra Help
Rows of Grammar Fun
1. Instruct students to each fold a piece of paper in thirds so it has
three columns when opened up.

2. Write these pairs of words and phrases on the board:

come/go
leave/arrive
talk/to call
early for/late for
know/not know
here/there
this/that
these/those
well/badly
busy/free

3. Have students copy the pairs of terms down the left column of their
paper. Discuss possible related sentences using the first pair of words,
come and go. For example:
Will Tucker come to my party?
No, he wants to go to a movie.

4. Directly across from each word pair, in the middle and right-hand columns,
learners should write two sentences that relate to each other and that each
contain one of the paired words in the left-hand column.

5. Have students discuss their examples.

44444

Unit 7 135
 Unit 7, Lesson 5, Part C
Focused Activity–Listening Carefully
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Take note of important information using only aural cues.

Extra Help
Listening Carefully
1. Each student should have a blank sheet of paper in front of him. Explain that you will
be describing the traits of three imaginary people: Guadalupe Verdes, Naa-Young Kim,
and Antony Espartero.

2. Assign each learner one of these people.

3. Instruct students to write the information relating to their assigned person as you
read several sentences about the three people. For example:
Guadalupe Verdes is a college student.
Naa-Young Kim is dancing at the party.
Antony Espartero is going to the beach.
Naa-Young Kim is calling her mother.
Antony Espartero is going to be late.
Guadalupe Verdes’ birthday is September 3rd.

4. Ask students to compare their lists and discuss differences and similarities.

44444

136 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 8

Dining and Vacation

Grammar & Usage: Adverb of Degree, Preposition Use. . . . . . . . . . . . . 141
Lesson 1a: Expectations About the Future. . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 1b: Asking and Answering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson 1c: Dining In and Dining Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 1d: Journal Activity–Dinner at My House . . . . . . . . . . . . . . . . . . . 148
Grammar & Usage: Negation, Types of Things. . . . . . . . . . . . . . . . . . . . . . 149
Lesson 2a: Music and Art. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson 2b: Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 2c: Seek and Find. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson 2d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson 2e: Journal Activity–Music Review. . . . . . . . . . . . . . . . . . . . . . . . . . 158
Grammar & Usage: Expressing Emotions, Sequencing Events. . . . . . 159
Lesson 3a: Worship Sites and Basic Emotions. . . . . . . . . . . . . . . . . . . . . . 160
Lesson 3b: Length of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 3c: Sequencing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 3d: American Cultural Activity–Traditional American Music. . . . 166
Lesson 3e: Journal Activity–Travel Agent. . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Grammar & Usage: Possession, Modal Verbs. . . . . . . . . . . . . . . . . . . . . . . 169
Lesson 4a: Vacations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Lesson 4b: Quantity and Ability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Lesson 4c: Going to the Beach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 4d: Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 4e: Journal Activity–Stranded on an Island. . . . . . . . . . . . . . . . . . 178
Lesson 4f: International Cultural Activity–Ancient Rome. . . . . . . . . . . 179
Lesson 5a: Enrichment Activity–Lost and Found. . . . . . . . . . . . . . . . . . . 180
Lesson 5b: Focused Activity–Reading Paragraphs. . . . . . . . . . . . . . . . . . 181
Lesson 5c: Focused Activity–Vocabulary Mobile . . . . . . . . . . . . . . . . . . . 182
Lesson 5d: Focused Activity–Find the Error . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson 5e: Level 2 Review: Radio Broadcast–Part 1 . . . . . . . . . . . . . . . . 184
Lesson 5f: Level 2 Review: Radio Broadcast–Part 2 . . . . . . . . . . . . . . . . 186

137
Unit 8:
Dining and Vacation
Introduction to Unit 8 Lesson 2b: Cities
This Lesson revisits the topic of the city map, which students were
In this wide-ranging Unit, your students will learn to converse about a variety introduced to in Level 1 of the Rosetta Stone software. Now, students
®

of topics, including dining in restaurants and at home, vacations, stating are able to converse about landmarks, directions, and events that
predictions for the future, music and art, looking for and finding things, and happen or happened at certain locations represented on a city map.
describing actions in proper sequence. Students will also Today they are challenged to do so in tandem map-drawing and
learn how to ask questions that help them solve unknowns with deductive conversation assignments.
reasoning.
Lesson 2c: Seek and Find
Teaching Unit 8 A game of Hot and Cold and a script-writing and performance exercise
offer your students opportunities to practice writing and speaking about
By now, your students have ample vocabulary and grammar skills to looking for and finding items and locations. As well, these activities
compare and contrast things and ideas. As this new Unit progresses, encourage skill-building in terms of interpersonal collaboration toward
you will be helping them as they develop new ways to discuss their likes common goals.
and dislikes and express their points of view. No longer will conversations
seem two dimensional. As learners describe their opinions, they will have new Lesson 2d: Review
vocabulary to express their emotions. You will need to prepare ahead for this energetic and thought-provoking
review—disguised as a relay race—by filling envelopes with a variety of
Lesson 1a: Expectations About the Future written challenges that are detailed on the Lesson plan pages. Teams of
Laughs are sure to ensue today as your students have free rein to write students will compete against each other to see which can be the first to
fortunes for fortune cookies, as a means of practicing English vocabulary finish activities that put their vocabulary and grammar skills to the test.
used to state predictions about what will happen in the future.
Lesson 2e: Journal Activity–Music Review
Lesson 1b: Asking and Answering Almost everyone has a favorite musical group they enjoy listening to. In
The game Twenty Questions is an old favorite and in this lesson it will today’s Journal Activity, students will write a review of a performance of their
serve as a lively way for your students to form and use the interrogative favorite group.
and indicative moods. As they practice formulating questions, they will be
challenged to use deductive reasoning to zero in on mystery answers. Lesson 3a: Worship Sites and Basic Emotions
Vocabulary words for two diverse topics are introduced in separate
Lesson 1c: Dining In and Dining Out sections of today’s Lesson: types of buildings associated with world
This Lesson introduces more detailed vocabulary and real-life situations religions and basic human emotions. First, class discussion will re-
related to dining than students have encountered before. Today they will volve around images of mosques, temples, churches, and synagogues.
practice these new concepts through a table-setting exercise and role- Next, students will listen to a conversation and identify emotions they
playing in a mock restaurant. heard, and then groups will write and perform short skits incorporating
Lesson 1d: Journal Activity–Dinner at My House vocabulary and dialogue centering on emotions.
Eating at home versus eating in a restaurant are quite different experiences. Lesson 3b: Length of Time
Today students will compare these as they write in their journals. Three activities in today’s Lesson will help your students grasp the
Lesson 2a: Music and Art concepts of how long, as it relates to time engaged in performing an
Today’s Lesson lets students play the role of critic as they listen to music activity or being somewhere, and be in terms of being in a location.
and look at paintings or photos and communicate with you and their peers
about their personal tastes in music and the visual arts.

138 Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson 3c: Sequencing Lesson 4e: Journal Activity–Stranded on an Island
Visual cues—a map and illustrations of a mountain and hill—will be Students’ imaginations can set sail today as they write in their journals about
the focal points for activities in today’s Lesson. Your students will practice being a lone castaway on a small island.
talking about the actions of going up and going down, and will describe,
Lesson 4f: International Cultural Activity–Ancient Rome
in order, the comings and goings of an imaginary character by using the terms
Ancient Rome comes alive as small groups of learners conduct Internet
first, then, and finally.
or library research, write a report, and present their findings about
Lesson 3d: American Cultural Activity–Traditional American Music architecture, games, food, art, and other aspects of life in the Eternal
This is a toe-tapping opportunity for you and your students to listen to City two millennia ago.
and explore the rich history of traditional American music—jazz, blues,
Lesson 5a: Enrichment Activity–Lost and Found
and folk. Make the class period more all-embracing by asking learners their
For those students excelling in their command of English, this long-term
opinions about the various types of music, and to share with you
activity—writing a mystery story—will provide an engaging challenge that
and their peers traditional music from their home cultures.
they can do independently on a timetable best suited to their schedules.
Lesson 3e: Journal Activity–Travel Agent
Lesson 5b: Focused Activity–Reading Paragraphs
Let students wear the hat of a travel agent today as they choose a country
After sorting through five paragraphs on their desks, pairs of students will
and write a fact-loaded advertisement that will attract potential travelers.
read them, then decide which is the introduction and the conclusion, and
Lesson 4a: Vacations then put the puzzle together to make a story by connecting transition words
The concept of a vacation may be new to some students, so let your class and phrases.
know that their imaginations should run free today as they discuss and
Lesson 5c: Focused Activity–Vocabulary Mobile
write tales about vacations, using the wide of range of new vocabulary
Bring wire coat hangers, string, and other craft supplies to this class as
presented in this Unit.
students will each be designing a three-dimensional mobile highlighting
Lesson 4b: Quantity and Ability 20 English vocabulary words they have found challenging.
Today’s Lesson gets a jump start by incorporating photographs as tools to
Lesson 5d: Focused Activity–Find the Error
help students comprehend the concepts of uncountable amounts and the
Learners will have fun checking these sentences for various grammar
terms a lot and some. Next, students will participate in a category-based
errors and rewriting them in the correct forms.
activity that gives them practice with communicating about the sometimes
difficult concept of being able to do things. Lesson 5e: Level 2 Review: Radio Broadcast–Part 1
Bring a radio to class for this first of a two-part Review of Level 2. After
Lesson 4c: Going to the Beach
your students listen to a radio broadcast of news, commentary, and
You will need some art supplies for this Lesson, in which students will focus
commercials, they will discuss the content and format of the program.
on words and phrases that describe the sights, sounds, and pleasures of
Then, groups of students will collaborate to write a mock radio broadcast
spending time at the beach.
of their own to be performed during the next class session.
Lesson 4d: Review
Lesson 5f: Level 2 Review: Radio Broadcast–Part 2
This review will provide students with an opportunity to firm up their
command of travel-related words and concepts, and draw upon As a wrap-up to Level Two, your students will perform the radio scripts
vocabulary learned in earlier Lessons. After creating a paper suitcase they previously wrote. This is sure to be an engaging class as the novice
filled with imaginary items, students will describe the contents to their broadcasters report on local news and events and put their vocal talents
peers. Later, outside of class, they will interview two people about their travels, to the test with commercials.
then sum up the interviewees’ experiences in writing.

Unit 8 139
140 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 8, Lesson 1
Grammar
Adverb of Degree
Discuss with learners that the word very is an adverb of degree, which means that
it describes the intensity of an adjective or another adverb. Very is placed before
the adjective or adverb it modifies, as in this sentence:
This is a very small door.
In the above example, small is an adjective that describes the door and very is
an adverb that describes the degree of small.
Additional examples:
This jewelry is very expensive.
This is a very big clock.
Someday these trees will be very tall.
This is very sour. Can I have some sugar?

Grammar
Preposition Use
Explain to students that the preposition with has a broad range of meanings. In the
Rosetta Stone software, with is used to indicate:
®

Accompaniment: Will you dance with me?

By the use of: The girl is eating with a spoon.
And or plus: bread with butter

Unit 8 141
 Unit 8, Lesson 1, Part A
Expectations About the Future
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Make predictions about what may happen in the future.

Reviewed: • Create future expectations and goals for themselves.
beans
beef
Jump Start
butter
chicken What Will You Do?
goes
1. Introduce the word will by asking students:
lemon
What will you do after school today?
lemons
What will you do this Saturday?
lime
limes 2. Encourage students to answer using verbs in the future tense. For example:
pepper I will play soccer after school.
potato On Saturday, I will visit my grandmother.
potatoes
someday
Bloom’s Taxonomy: Application
will
44444 Multiple Intelligences: Interpersonal

Being Creative
Fortune Cookies
1. Have learners write one or two sentences to create text for imaginary fortune cookies.
For example:
You will have seven children when you are an adult.
Your dad will cook chicken for dinner tomorrow. It will not taste good.
Tomorrow it will rain and you will not have an umbrella.

2. Each student should cut out his fortune and place it in a jar.

3. Students should then take turns selecting a fortune from the jar and reading the
sentences aloud.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Intrapersonal

142 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Assessment RAISE THE BAR
What Do You Want to Be When You Grow Up? Have students write
1-2 paragraphs
1. Have students write three or four sentences about what they will be or achieve when comparing and
they are adults. Instruct them to be as creative as possible. For example: contrasting possible
Someday, I will visit the city in Russia where my parents went to school. options for the
After high school, I will study math in college because I want to be a teacher. future (what their
When I am an adult, I will eat at restaurants seven days a week. parents want them
I will have three children, a big house, and three dogs. to do versus what
they want to do
2. Collect sentences and evaluate for content, correct grammar, spelling, and sentence structure. versus what they will
do, etc.). Encourage
Bloom’s Taxonomy: Synthesis the use of
44444 Multiple Intelligences: Intrapersonal transitions and
complex sentence
structure. Remind
them to check their
work for correct
grammar and
spelling.

Word of
the Day:
question

Unit 8 143
 Unit 8, Lesson 1, Part B
Asking and Answering
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Form and use the interrogative mood, formulating questions to identify something unknown.
Reviewed: • Form and use the indicative mood to respond with statements of fact.
answering • Explain and assess an activity to demonstrate what they have learned.
any
asking
Jump Start
question
questions What Are Questions?
very
Introduce the words very, something, question, asking, and answering by asking your
students several questions. For example:
I have a question that needs answering. Is there something here that is very small?
I am asking a second question. Is there something here that is very expensive?

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Engage and Explore

Twenty Questions
1. Instruct students that they will be playing Twenty Questions in small groups.

2. Divide the class into groups of four students.

3. Have each group divide itself in half. Half of the students in each group will be asking
questions, the other will be answering them.

4. Each “asking group” should quietly decide on a mystery person, animal, place, or object.

5. Each “answering group” will be allowed up to 20 questions to determine the identity of

the other group’s mystery person, animal, place, or object. Questions should be phrased
so they can be answered only with “yes” or “no.”

144 Rosetta Stone Teacher’s Guide–English (American) Level 2

 6. In their respective groups, students should take turns asking questions or replying.
Each query or answer should be prefaced by “My question is” or “My answer is.”
The dialogue between groups should resemble:
Asking group: My question is: Is it something very big?
Answering group: My answer is: No, it is not something very big.
Asking group: My question is: Is it an animal?
Answering group: My answer is: No, it is not an animal.

The back-and-forth dialogue continues until the maximum of 20 questions has been
asked, or until a student correctly guesses the unknown person, animal, place, or object.
For example:
Asking group: My question is: Is it a horse?
Answering group: Yes, it is a horse.

7. Groups should switch roles and play again.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Logical-Mathematical

Assessment
Final Thoughts
1. Explain to students that in grammatical terms, sentences that ask questions use the
interrogative mood and statements that state facts, such as their responses in the game they
played, use the indicative mood.

2. Instruct students to write five sentences recalling or evaluating their experiences during today’s
Engage and Explore activity using the interrogative and indicative. For example:

When Patrick was asking his questions, I was answering them.

The pen was something very small in here.
I liked answering questions more than I liked asking questions.

Bloom’s Taxonomy: Evaluation

44444 Multiple Intelligences: Interpersonal
Word of
the Day:
spicy

Unit 8 145
 Unit 8, Lesson 1, Part C
Dining In and Dining Out
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use Lesson vocabulary to describe spatial placement.

or Practiced: • Converse about dining experiences.
bowl
cup Materials
Copies of Sample conversation, one per student (see Appendix A)
fork
knife
napkin Jump Start
pepper
Set the Table
salt
sour 1. Draw a rectangle on the board and tell your class that it represents a dinner table.
spicy
spoon 2. Call on one learner at a time to come to the board and help set the table by drawing
sugar one item in its proper place on the table. Items could include: fork, spoon, knife, napkin,
sweet salt, pepper, cup, plate, bowl, cup.
waiter
waiters 3. The first student, for example, might draw a plate. He should ask his classmates
waitress what it is, then call on volunteers to answer.
waitresses
4. When someone has answered correctly, that student should come to the board,
draw another item on the dinner table, and ask its identity.

5. Continue the exercise until the table is set.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

Focus
Dining Out
Prepare Ahead:
• Copies of Sample conversation, one for each student

1. Divide the class into groups of 3 students. Give each student a copy of the Sample conversation.
Advise each group to role-play a restaurant scenario, with one student as the waiter and the other
two students as patrons.

146 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Sample conversation:
Waiter: Hello, my name is Jack. I’ll be your waiter today. How can I help you?
Patron 1: Hi, Jack. What’s the soup of the day?
Waiter: The soup of the day is spicy chicken soup. Would you like to try it?
Patron 1: Yes, that sounds good.
Patron 2: Excuse me, I have a question.
Waiter: Yes?
Patron 2: Can I have a napkin and a knife?
Patron 1: I need a napkin, too. I have one, but it’s dirty.
Waiter: Yes, I have clean napkins. Do you want the soup, too?
Patron 2: Yes, please. What do you have for dessert?
Waiter: We have sweet lemon cake. Would you like dessert today?
Patron 2: Yes, I will have the cake and coffee.
Patron 1: I will have tea with sugar.
(Waiter serves the food.)
Waiter: Here is your soup, and the dessert will be here soon.
Patron 2: This is very good. The chicken is spicy. I like it!
Patron 1: Waiter? Do you have any sugar for my tea? (fade out)

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Restaurant Review
1. Ask students to reflect upon and write about a recent dining experience. They should
use Lesson vocabulary to describe the food and the service, if at a restaurant.

2. Collect papers and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Intrapersonal

Word of
the Day:
waiter

Unit 8 147
 Unit 8, Lesson 1, Part D
Journal Activity–Dinner at My House
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss the style of food and dining in their home.

Being Creative
Dinner at My House
1. Instruct students to write about mealtimes at home.

2. Learners should describe how their table is set, how and what
foods are typically served, and who is usually present.

3. Have students also write about the differences between dining

at home and at a restaurant.

4. Remind students to check their work for correct grammar, spelling,

and sentence structure.

148 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Grammar & Usage
Unit 8, Lesson 2
Usage
Negation
Explain that when English speakers wish to express the converse of something, indicate
that something is not occurring, or illustrate the lack of a characteristic, they may state
the negative of a statement by inserting:
The words do not or does not before a verb.
The dog and the cat do not live at the zoo.
He does not like this concert.
The term not between a 2-part verb.
I am not coming to work today.
The children are not cooking. Their father is cooking.
The term not before an adjective.
This bridge is not famous.
My glasses are not broken.

Usage
Types of Things
Remind students to use the word type when describing an item in relation to its category.
A drum is a type of instrument.
A statue is a type of art.
Paintings and photos are types of art.
These people are playing different types of instruments.

Unit 8 149
 Unit 8, Lesson 2, Part A
Music and Art
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Evaluate different types of music and art according to their personal tastes.
Reviewed: • Use writing and speech to communicate their opinions on the topics of art and music.
ancient
band Materials:
Radio
drum
Art books
drums
famous
fountain Jump Start
grandmother’s
Who Likes Art and Music?
guitar
guitars 1. Introduce Lesson vocabulary by discussing the concepts of art and music.
instrument Ask students if they are involved with either in any way. For example:
instruments Who studies art?
modern How many types of art are there?
painting What are they?
paintings Who studies music?
photo How many types of instruments are there?
photos What are they?
pianos Are you in a band?
stairs
2. Students will respond. For example:
statue
I am in the band because I like music. I play the drums.
I want to work with art when I am an adult. I will study painting in college.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Interpersonal

150 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Connecting to Culture RAISE THE BAR
Bands on the Radio Help students
develop discussion
1. Play a song on the radio for a few minutes. skills by having them
acknowledge new
2. While the song plays, ask students if they like it or not. Ask students to identify what information given by
types of instruments are being played on the radio. their peers, asking
questions and
3. Talk about the differences and similarities between the music that is playing and other offering comments
types of music on other stations. and observations
relevant to the
4. Invite students to describe the types of music they enjoy. For example: topic.
I do not like this music. The music that I like is fast and has drums and guitars.
I do not like pianos or music that is slow. The band that I like plays at a restaurant
downtown on Wednesday. We will watch the band and we will dance.

5. Ask learners whether they agree with their classmates who have expressed opinions.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Musical-Rhythmic

Assessment
Paintings and Photos
1. Display several art books with paintings and photographs.

2. Have students choose a photo or a painting they like and write a brief critique of it.
For example:
I like this painting because it is old and famous. In the painting, there are some
hills with grass, flowers, and trees. The grass is green and the trees are very big.
The flowers are very close, but the trees are not. The sky in the painting is blue
and it is not cloudy.

3. Collect critiques and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Visual-Spatial
Word of
the Day:
ancient

Unit 8 151
 Unit 8, Lesson 2, Part B
Cities
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Design a map of an actual or imaginary area using known vocabulary.

or Practiced: • Interpret a map and discuss content and spatial relations.
building
downtown Materials:
Rulers
hill
Large paper
mountain
City map
stadiums Art supplies
took
zoo
Jump Start
Our City’s Vocabulary
Have students recall Lesson vocabulary by taking turns writing words on
the board that relate to cities. Suggest that students focus on objects they
will be able to draw onto a map.

Leave the words written on the board for the remainder of class to serve
as a visual aid while students work on the next two activities.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Bodily-Kinesthetic

152 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative
Classroom Cartographers
1. Introduce the concept of a city map. If possible, show an example.

2. Explain to students that they will be drawing a map of a city. They may use a realistic style
or abstract interpretation.

3. Students should include as much known vocabulary as they can by labeling all of the
buildings, landmarks, and important monuments found around the city. Encourage them
to be as creative and original as possible. In addition to naming places (zoo, statue, park,
hospital), learners should personalize their maps. For example:
These are the restaurants I like.
The red streets are where I walk my dog.
There used to be an ancient statue here when my grandmother was a girl. Now, it is an airport.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
Reading Maps
1. Divide the class into groups of three or four students.

2. Have students trade their maps within their groups. As they locate different items
of interest on the map, students should notify the map’s designer. For example:
I found the zoo. It is next to your hospital.
I found your house. It is near the park.

3. Students should also discuss the differences and similarities in their maps. For example:
The park in your city is very small. My city has two parks and they are very big.
Three of us have hospitals in our cities.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Visual-Spatial

Word of
the Day:
instrument

Unit 8 153
 Unit 8, Lesson 2, Part C
Seek and Find
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Find a hidden object using known terms as clues.

or Practiced: • Develop and perform a dialogue that gives directions for finding something.
found
looking Materials:
A ball

Jump Start
Hot and Cold
1. To introduce finding and looking for, play a game of Hot and Cold with your class.

2. Send one student into the hallway.

3. Have a student hide a ball somewhere in the classroom.

4. Bring the student from the hallway back into the classroom. Tell him that he is
looking for a ball and that, as he searches he must ask the class if he is “hot”
or “cold.” Explain to learners that “hot” means they are near the hidden ball
and “cold” means they are far from it.

5. The searching student should take his cues from the class until he finds the ball.

6. If time permits, start again with different students.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Bodily-Kinesthetic

154 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative RAISE THE BAR
Help, I’m Lost! Suggest that
students create
1. Instruct your students to write a dialogue, with a partner, about being lost and looking for a location. characters that
Learners should write a minimum of six sentences total. For example: would require
Student 1: Please help me. I am looking for the school. My daughter is in a play, and I am late. varying degrees of
Student 2: I can help you. The school is not very far from here. It is near the grocery store. formality in the
Student 1: Thank you. How do I get there from here? conversation. For
Student 2: First, you go straight down this street. Then, when you have found the grocery store, example, when a
turn left. After the fifth street, the school will be on the right and you will be there. polite young person
Student 1: Thank you for your help. asks for directions
Student 2: You’re welcome. from a businessman
who is in a hurry, the
2. When finished writing, partners should quietly practice reading their dialogues to each other, response may not
in preparation for performing for the whole class. be friendly. Have
students write
Bloom’s Taxonomy: Synthesis imperatives into
44444 Multiple Intelligences: Interpersonal their scripts
expressed in a range
of formality suitable
Assessment for the characters
Dialogue Performance they create.

1. Have groups take turns performing their dialogues for the class.

2. Ask the performers questions and encourage other students to do the same. For example:
How much time will it take to get there from here?
Where do I put my car when I am watching the play?

3. Ask the rest of the class to answer questions about the content of the other groups’ dialogues.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

Word of
the Day:
modern

Unit 8 155
 Unit 8, Lesson 2, Part D
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Work with a team to follow instructions and complete tasks.

• Use known terms in various ways during a competitive activity.

Materials:
Sixteen envelopes

Classroom Community
In-Class Activity–Relay Race
Prepare Ahead:
• Write these game categories on the board: City, Dinner, Band, Art.
• Prepare four sets of envelopes for each of the above categories; label the outside of each
envelope accordingly.
• Envelopes for each game category should contain identical tasks for teams to complete.
See below and facing page for a list of instructions to include in each envelope.
• Fasten envelopes to the board beneath their corresponding categories.

1. Divide the class into four teams. Let them know that they will be competing in a relay race. Teams
will be challenged to complete four games that review concepts learned in Lessons 1 and 2. During
the games, you, the teacher, will be the judge to determine whether teams successfully complete
their games. Explain the procedure, which follows.

2. Tell students that the envelopes on the board contain the game instructions that each team must
complete before moving on to the next game in another envelope. The four categories are clues as
to the subject matter of each game.

[Link] you say “Go!” a member from each team should go to the board, select an envelope from
beneath any category, and return to her team.

4. Team members should open their envelope, read the enclosed instructions, and work together
to complete the required tasks. Remind students that they should only provide one set of answers
per team.

This might also be an opportune time to teach students the spellings of three words they have
undoubtedly heard you say numerous times: sentences, draw, and things. These words appear
in the game instructions.

5. When a team has completed all tasks in a game, one team member should show you the group’s
work. You will either give the team permission to advance to another game or you will say
“Try again!” This will require quick responses on your part.

156 Rosetta Stone Teacher’s Guide–English (American) Level 2

 6. A team that has the go-ahead to advance to another game should send one member to
the board to choose an envelope from a game it has yet to play.
7. Play continues until a team is declared the winner by completing all games successfully.
Include these instructions in each envelope per game category:
Game 1: City
Write answers to these questions:
What are two things you find at a cafe?
What are two things you find at a movie theater?
What are two things you find at a zoo?
What are two things you find at a hospital?
What are two things you find at a stadium?
What are two things you find at a pharmacy?
What are two things you find at a restaurant?
What are two things you find at a school?
What are two things you find at a factory?
What are two things you find at a bookstore?

Game 2: Dinner
Write 20 words about dinner.

Game 3: Band
Draw pictures of all these words: concert, singer, dancer, musician, drum,
piano, guitar, band, instruments, play.

Game 4: Art
Write eight sentences using these words, and please use each word once:
museum, statue, fountain, painting, photo, art, ancient, school.

Community Connection
Out-of-Class Activity–Why I Love My City
1. Instruct students to take note, during the coming weekend, of the features they love
about their city or town.

2. Learners should then write two or three paragraphs describing these features. Encourage them
to include suggestions about places to visit and activities to enjoy in their city or town.

3. Ask students to bring their paragraphs to the next class session, when you will call on
volunteers to share what they have written.

Unit 8 157
 Unit 8, Lesson 2, Part E
Journal Activity–Music Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write a critique of a musical performance.

Being Creative
RAISE THE BAR
Music Review
As a class, have
students determine
1. Have students choose a musical group they enjoy.
a set of criteria by
which to judge what
2. Learners should then write a review of one song or live performance by these artists.
makes a high quality
musical group. Then
3. Remind students to check their work for correct grammar, spelling, and sentence structure.
in their journals,
instruct students to
compare and
contrast two
musical groups.
Students should
write a critique of
the groups and, use
their criteria to
objectively support
their argument as to
which is the better
group.

158 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Grammar & Usage
Unit 8, Lesson 3
Usage
Expressing Emotions
Discuss terms that allow people to describe the way they feel. For example:
Someone who is smiling or laughing is likely to be fine or happy.
Someone who is crying may be sick, sad, tired, angry, or lost.

Usage
Sequencing Events
Explain to learners that the terms first, then, and finally describe the order of events.
What did you do today?
First, I ran for thirty minutes.
Then, I went to the grocery store.
Finally, I cooked dinner.
While ordinal terms (second, third, and so on) may also be used to indicate the
sequence of actions, the words first, then, and finally are more likely to be used
in conversational exchanges.

Unit 8 159
 Unit 8, Lesson 3, Part A
Worship Sites and Basic Emotions
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Identify buildings of worship through descriptions and visual recognition.

Reviewed: • Write a script that conveys emotions in various situations.
angry
church
Materials:
crying Download Sample script Track 12
girl’s
happy
find Jump Start
laughing Picture IDs
lost
mosque Prepare Ahead:
sad • Photos and information about mosques, synagogues, temples, and churches.
see
smiling 1. Distribute photos with short descriptions attached. Descriptions should
statues include the locations and ages of the buildings.
synagogue
2. Have students display photos to the class and read the accompanying
temple
descriptions aloud.
temples
3. Discuss the similarities and differences among mosques, synagogues,
temples, and churches.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

160 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Being Creative
Know Your Feelings
1. Divide the class into groups of three students.

2. Assign each group one of the following emotions:

happy sad angry

3. Play Sample script. Ask students what emotions the characters were feeling and why.
Elicit as much information about the audio as possible, giving emphasis to describing
the emotions. Play it again to confirm what they heard.
Anya: Hi, Joanna and Nikolai. How are you?
Joanna: This is a bad week for Nikolai and a bad day for me.
Nikolai: Yes, I’m sick and I am looking for my dog, Bella.
Anya: I’m sorry to hear that. Why are you sad, Joanna?
Joanna: First, Nikolai’s dog ran away. Then, I was looking for it and I fell down.
Nikolai: Yes, and then she lost her shoe.
Joanna: Now I am sad because we can’t find Bella and we can’t find my shoe.
Anya: That’s too bad. Maybe Bella is waiting for you at your house.
Nikolai: Well, now it is raining and we don’t have money for a taxi.
Anya: I have my car. I will drive you home.
Nikolai and Joanna: Thank you!

4. Direct learners to develop a script that illustrates the emotion they have been assigned.

5. Save scripts for the following Assessment activity.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Actions and Emotions
1. As students remain in their groups from the earlier exercise, have teams take turns
performing their skits about emotions, using the scripts they developed during the
previous Being Creative activity.

2. After each performance, encourage audience members to guess the emotion portrayed.

3. When all groups have performed, lead a brief discussion about the emotions on display
during the skits. Word of
the Day:
Bloom’s Taxonomy: Application
finally
44444 Multiple Intelligences: Bodily-Kinesthetic

Unit 8 161
 Unit 8, Lesson 3, Part B
Length of Time
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Answer questions concerning length of time.

or Practiced: • Derive answers about travel location and time from conversations.
down
long Prepare Ahead:
• Index cards with numerals, one per student.
nights
packed
Skill Builder
packing
reservation
Card Games
stay
1. Distribute one index card to each student.
staying
tonight 2. Ask questions with the phrase how long. For example:
unpacking How long can you swim?
How long will you be in class?

3. Students should answer according to the number on their card,

using the appropriate unit of time. For example:
I can swim for five minutes/hours.
I will be in class for one minute/hour.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

162 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage
Travels Abroad
1. Have learners choose a country they would like to visit. Students should then decide
when they would take their trip and how long they would stay.

2. Invite students to ask each other questions such as the following:

Student 1: Where are you going?
Student 2: I am going to [name of country].
Student 1: How long will you be in [name of country]?
Student 2: I am staying in [name of country] for [number] [days/weeks/months].

3. Advise learners to write down the information they have gathered. Then, ask several
volunteers to report on their peers’ travel preferences.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Verbal-Linguistic

Assessment
Information Recall
1. Ask questions that pertain to the information gathered in the previous Engage activity.
For example:
How long will Arturo be in China?
Who is going to Moscow?
How long will Svetlana be in France?

2. Call on learners to answer.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Interpersonal

Word of
the Day:
unpacking

Unit 8 163
 Unit 8, Lesson 3, Part C
Sequencing
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use visual cues to describe directions.

or Practiced: • Correctly order a sequence of events.
cooked
finally
Focus and Motivate
spoke
then Moving Up
washed
1. After drawing a mountain and a hill on the board, draw the figure of a boy,
girl, man, or woman running or walking up or down the mountain or the hill.

2. Students should describe the actions using sentences such as:

The man is running up the mountain.
The girl is walking down the hill.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

164 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage and Explore RAISE THE BAR
Where’s Antonio? Direct students to
write a story (2-3
Prepare Ahead: paragraphs) about a
• World map. problem, and using
the sequence words
1. After explaining that students should take turns describing the adventures first, then, and
of a fictional traveler named Antonio, ask three volunteers to approach the finally, describe
world map and point to a country or city. how they would go
about solving it.
2. Select a student to describe Antonio’s first activity, based on the location he Additionally, ask
chose. For example, a student who pointed to Italy might say, “First, Antonio them to describe
went to Italy. When he was there, he swam in the ocean.” their characters’
emotions as they
3. Follow with the second and second students chronicling Antonio’s adventures worked through
(based on their chosen locations) using the terms then and finally. each step. (For
example: Jill was
4. Repeat Steps 1–3 with three students at a time, until everyone has had a turn. angry because her
skateboard was
Bloom’s Taxonomy: Application broken. So first
44444 Multiple Intelligences: Visual-Spatial she… John lost the
tennis game and he
was sad. How could
Assessment he win the next
Recollection and Writing game? First he…)

1. Direct students to write nine sentences using first, then, and finally three times each.
One set of three sentences should describe morning activities, another set should
outline afternoon endeavors, and the third set should recount evening pastimes.

2. Collect sentences and evaluate for content, transition words, correct grammar, spelling,
and sentence structure.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Intrapersonal

Word of
the Day:
reservation

Unit 8 165
 Unit 8, Lesson 3, Part D
American Cultural Activity–Traditional American Music
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Discuss different types of music.

• Compare traditional American music with music from their home countries.

Materials:
Examples of traditional and modern American music
Computer with Internet access

Engage and Explore

Traditional American Music
1. Introduce American jazz, blues, and folk music with audio examples or websites
(such as the following) that showcase different types of traditional American music:
[Link]/[Link]
[Link]/[Link]

2. Lead a discussion about the history of American music and how it has been
influenced by music from other countries.

3. Additional topics of discussion:

Compare and contrast traditional and modern American music.
Compare American music with the music of students’ home countries.
Compare personal music preferences with jazz, blues, and folk music.
Discuss the music preferences of students’ relatives and friends.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Musical-Rhythmic

166 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 8, Lesson 3, Part E
Journal Activity–Travel Agent
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Create an advertisement that describes the amenities a particular country has to offer.

Being Creative
Travel Agent
1. Explain to students that, in their role as travel agents, they
should choose a country and write an advertisement to entice
potential travelers to visit this destination.

2. Advertisements should include information about weather,

transportation, lodging, dining, activities, and entertainment.

3. Remind students to check their work for correct grammar, spelling,

and sentence structure.

Unit 8 167
168 Rosetta Stone Teacher’s Guide–English (American) Level 2
 Grammar & Usage
Unit 8, Lesson 4
Grammar
Possession
Explain that adding the ending ’s to a noun indicates ownership, possession,
or a sense of belonging.
The man’s swimsuit is green.
the man’s swimsuit = the swimsuit of the man
The woman’s sandals have white flowers on them.
the woman’s sandals = the sandals of the woman
That is a painting of my grandmother’s house.
my grandmother’s house = the house of my grandmother

Grammar
Modal Verbs
Explain to learners that modal verbs are auxiliary verbs that express a mode
or mood of the main verb.
I would like to make a reservation.
You can swim for three hours.

Unit 8 169
 Unit 8, Lesson 4, Part A
Vacations
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Taught or • Compare two paragraphs and describe differences in content.

Reviewed: • Write an original paragraph using Lesson vocabulary.
camp
camping
Focus and Motivate
island
islands What Is a Vacation?
ocean
1. Introduce the concept of a vacation as an extended trip for leisure or time
rent
away from school and work.
renting
return 2. Ask questions about students’ vacations, for example, “What did you do last
returned summer when you were not in school?”
returning
ride 3. Lead a brief discussion about different types of vacations.
riding
sail Bloom’s Taxonomy: Application
sailboat 44444 Multiple Intelligences: Interpersonal
sailboats
sailing
sandals Being Creative
shorts Planning a Vacation
ski
1. Explain to learners that they will be writing about a vacation they would like to take with
skiers
their family and friends. Develop a class list of the words students might use in their
skiing
paragraph, and write these terms on the board.
skis
swimsuit 2. Advise students to answer questions such as the following when writing their paragraphs:
swimsuits Where am I going?
tent When am I arriving?
tents When am I returning?
windy How long will I stay?
How will I get there?
Who is going with me?
What will I do there?

170 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Sample paragraph:
In July we are driving to the lake to go camping for eight days. We will arrive on July 2
and will return on July 10. First we will camp next to the lake, cook outside, swim in the
lake, and ride our bicycles in the mountains. Then we will rent a sailboat, sail to one of
the islands on the lake, and sleep on the island. There is a small beach where at night
people sing and play instruments. I am going with my parents, sister, and friend. We like
to go camping at the lake.

3. Encourage students to use compound and complex sentences with transition words.
Remind them to use correct grammar and sentence structure. Have them save their
paragraphs for the following Assessment activity.

Bloom’s Taxonomy: Synthesis

44444 Multiple Intelligences: Intrapersonal

Assessment
Different Vacations
Prepare Ahead:
• Vacation paragraphs from the previous Being Creative activity.

1. Ask students to trade their paragraphs (from the earlier activity) with a partner.

2. Direct learners to write a minimum of five sentences that compare and contrast
their partner’s vacation with their own. For example:
Emily is going to the beach and I am going to the mountains.
Emily and I are driving to the beach and the mountains.
Emily and I are swimming in the ocean and the lake.
Emily likes to run and I like to sail.
Emily is going with her grandmother and brother, and I am going
with my parents, sister, and friend.

3. Collect paragraphs and sentences, and evaluate for content, correct grammar, spelling,
and sentence structure.

Bloom’s Taxonomy: Evaluation

44444 Multiple Intelligences: Interpersonal
Word of
the Day:
island

Unit 8 171
 Unit 8, Lesson 4, Part B
Quantity and Ability
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Use categories to describe vocabulary.

or Practiced: • Classify groups and amounts by size.
a lot
able Materials:
Photo of a large body of water
some
Glass of water, less than half full
Photos that illustrate a lot and some

Jump Start
A Lot of Water
1. Display the photo of the large body of water and ask, “How much water is there?”

2. Encourage students to respond using the term a lot.

3. Display the glass of water and ask, “How much water is there?”

4. Encourage students to respond using the term some.

5. Display photos that illustrate a lot and some. Encourage students to ask and
answer questions using these terms.

Bloom’s Taxonomy: Comprehension

44444 Multiple Intelligences: Visual-Spatial

172 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage
Categories
1. Write the following on the board:
can, do, able to (things that are possible)
can’t, don’t (things that are not possible)
weather (anything having to do with weather)
beach, mountains (any vacation destination)

2. After dividing the class into two teams of students, explain that learners will take turns
providing descriptions that match a selected category from the board. For example,
if Team 2 chooses the second category, learners might respond in the following way:
Team 1, Student 1: I can’t drive because I am nine years old.
Team 2, Student 1: I don’t eat grass because I am not a horse.
Team 1, Student 2: A fish can’t walk.
Team 2, Student 2: A dog can’t read.

3. A round of play continues until a team runs out of ideas. The opposite team then selects
a new category, as members from both teams again take turns with descriptions.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Logical-Mathematical

Assessment
I Think I Can
1. 1. Briefly explain to students the similarities and differences between can and able to, noting that
only able to can be used in infinitival constructions and the future tense. Then have students write a
paragraph about three things they are able to do or not do and why or how. Students should use both
can and able to in their paragraph. For example:
This summer I am going to a school to learn how to cook. Right now I can’t cook anything. I’m
only able to make cereal for breakfast and sandwiches for lunch. But I can’t cook an egg or bake
a cake. After I go to the school I will be able to make chicken soup, chocolate desserts, and
more! I can’t wait to be able to taste all the new foods I’ll know how to cook.

2. Collect paragraphs and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Application Word of

44444 Multiple Intelligences: Intrapersonal
the Day:
rent

Unit 8 173
 Unit 8, Lesson 4, Part C
Going to the Beach
Vocabulary After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

Introduced • Describe the sights and sounds of a beach.

or Practiced: • Convey what they like about the beach and what they enjoy doing there.
man’s
men’s Materials:
Magazines and newspapers
woman’s
Scissors
women’s
Glue or tape
Art paper

Skill Sharpener
Beach Conversations
Engage students in a conversation about what they would expect to see
at the beach. Ask questions such as:
What do people wear at the beach?
What is there to do at the beach?
Can my dog come to the beach?
Does the beach close at night?

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Interpersonal

174 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Engage RAISE THE BAR
Beach Collage Have students
write a story (2-3
Prepare Ahead: paragraphs) about a
• Magazines and newspapers. problem that occurs
• Scissors. while spending a day
• Glue or tape. at the beach and
• Art paper. how it is resolved.
Instruct students to
1. Write the following words on the board: develop the story
sandals beach ocean through the
swimsuit sailboat fish characters and their
towel swim sky dialogue.
shorts island sun

2. Distribute print materials, scissors, art paper, and glue or tape.

3. Direct students to create collages of the words on the board by cutting out
photos from print materials and affixing them to art paper.

4. Students may also add words and hand-drawn illustrations to their collages.

Bloom’s Taxonomy: Application

44444 Multiple Intelligences: Visual-Spatial

Assessment
A Day at the Beach
1. Have students write a paragraph about spending a day at the beach. Suggest
that learners include descriptions of their clothing, favorite foods, preferred
activities, and travel mates.

2. Collect paragraphs and evaluate for content, correct grammar, spelling, and sentence structure.

Bloom’s Taxonomy: Analysis

44444 Multiple Intelligences: Intrapersonal

Word of
the Day:
windy

Unit 8 175
 Unit 8, Lesson 4, Part D
Review
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Describe the contents of a suitcase and explain their uses.

Materials:
Art paper
Magazines
Scissors
Tape

Classroom Community
In-Class Activity–Practice Packing
Prepare Ahead:
• Art paper, magazines, scissors.

1. Divide the class into pairs of students, and direct groups to construct a 2-dimensional suitcase
out of art paper. Students should create a character and pack this character’s suitcase for an
extended trip. Learners may decorate the suitcase and write the character’s name on it.

2. Groups will also create suitcase items out of art paper or cut-out items from magazines.
Students should place at least 10 items in the suitcase.

3. After learners have finished packing their character’s suitcase, they will take turns explaining
its contents to the class. For example: “When Hari packed his suitcase, he put in a green suit because
when he is in Barcelona, he will go to museums.”

176 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Community Connection
Out-of-Class Activity–Family Travels
1. Have students interview two family members or friends (other than classmates)
about their travels. Learners should ask questions such as:
How long did you stay there?
What did you see?
Did you see any famous buildings?

2. Students should then write a minimum of two paragraphs about their interviews.

3. Collect papers and evaluate for content.

Unit 8 177
 Unit 8, Lesson 4, Part E
Journal Activity–Stranded on an Island
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Write a short story about an imaginary situation.

Being Creative
Stranded on an Island
Direct students to write a short story about being alone on a small island.
Possible topics for learners to include in their short stories would be:
items they would like to have
foods they would be able to eat
places to sleep
their opinion of daily life on a deserted island

Remind students to check their work for correct grammar, spelling, and sentence structure.

178 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 8, Lesson 4, Part F
International Cultural Activity–Ancient Rome
After completing this Rosetta Stone Lesson and today’s activities, students will be able to: RAISE THE BAR
• Research the topic of Ancient Rome and participate in a group project to report their findings. Introduce Latin, the
language of Ancient
Materials: Rome, and its
Research materials influence on
Information about Ancient Roman civilization modern languages.
Computer with Internet access Present some
examples of Latin
roots, prefixes,
Engage and Explore suffixes, and their
Ancient Rome meanings as they
are used in English
1. Introduce the topic of Ancient Rome to the class. words today. Use
the worksheet (see
2. Divide the class into groups of three or four students and have them research an Appendix B) to help
aspect of Roman culture. Topics may include architecture, vocations, leisure raise students’
pursuits, art, or cuisine. awareness about
Latin roots. As
3. Allow time for each student to conduct his own research. Suggest the some of these
following website as a possible resource: [Link]/[Link] words may be
unknown to your
Learners should then rejoin their groups and combine ideas to write a report. students, you may
want to pre-teach
4. After each group takes a turn reporting to the class, lead a discussion that them before they
compares the culture of Ancient Rome with other cultures your students start the activity.
have studied.
Answers:
Bloom’s Taxonomy: Synthesis 1. d
44444 Multiple Intelligences: Interpersonal 2. f
3. e
4. b
5. c
6. a

Unit 8 179
 Unit 8, Lesson 5, Part A
Enrichment Activity–Lost and Found
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Take ownership of their own learning process by choosing the topic and direction of a large project.
• Work independently outside the classroom setting.
• Meet a series of deadlines for a long-term project.

Being Creative
Lost and Found
Enrichment Activities engage advanced students in challenging language-learning projects that extend
beyond the traditional class period. Timetables should be adapted to fit the schedules of
the student or students involved, with weekly or periodic meetings keeping them on pace. Consider having
students review, edit, and critique each other’s work at different points during the projects.
Do your best to keep this activity as student-driven as possible.

1. Advise students that they will be writing a mystery story from the perspective of a dog that has
lost its owner during an afternoon of play at the park.

2. After students develop an outline, suggest that they list details about the characters and setting.
Students should create a storyline with a clear introduction that sets the scene, and a middle section
that takes the reader on a creative journey to find the missing human. The mystery’s ending should
reunite the main characters and answer the questions of when, where, how,
and why the human became lost in the first place.

3. Encourage students to use descriptive vocabulary to give a sensory impression of the scenes as the
reader moves through the story. Remind them to use transition words to connect events in complex
sentences, and to check their work for correct grammar and spelling.

4. Invite students to share their mysteries with the class.

180 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 8, Lesson 5, Part B
Focused Activity–Reading Paragraphs
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Identify the introduction and conclusion paragraphs of a story and use transition words
and phrases to clue the correct paragraph order of the story.

Materials:
Copies of the story, one per pair, cut into paragraphs (see Appendix C)
Envelopes, one per pair

Extra Help
Reading Paragraphs
Prepare Ahead:
• After making copies of the story, cut them so each paragraph is on a single piece of paper.
Then put the five slips of paper with the story’s paragraphs in an envelope. Have one envelope
ready for each pair of students

1. Divide the class into pairs and give each pair an envelope.

2. Ask the partners to open the envelopes and read each slip of paper aloud to each other.

3. Write the words introduction, body, and conclusion on the board and elicit from the class their
definitions. Then have the pairs identify which of the five paragraphs is the introduction and
conclusion of the story, and discuss why they think so. As a class discuss which paragraphs they
identified and why.

4. Now instruct the partners to order the remaining paragraphs. Have them underline the words and
phrases that gave them clues to the task. Ask pairs to join another pair and compare their answers.
Then discuss the answers as a class.

5. Have the pairs take turns reading the entire story aloud. Conclude the lesson by asking students
questions about the story’s theme and why it is important to Bethany to find the lemon tree.

44444

Unit 8 181
 Unit 8, Lesson 5, Part C
Focused Activity–Vocabulary Mobile
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Categorize vocabulary terms according to similar themes.

Materials:
Wire hanger
String or yarn
Scissors
Art paper
Tape

Extra Help
Vocabulary Mobile

1. Develop, as a group, a list of vocabulary words and display this list on the board.

2. Direct students to categorize words according to similar themes. Examples may include:
Activities
Vacation destinations
Worship sites
Weather conditions

3. After each student selects two themes, she should then write the words from these categories
on individual slips of paper. She may also draw pictures that represent these words.

4. Learners should then construct mobiles using art materials. Advise students to group words
and drawings according to similar themes, and hang these items near each other.

5. Have students take turns displaying their mobiles to the group and explaining the categories
of their words and drawings.

44444

182 Rosetta Stone Teacher’s Guide–English (American) Level 2

 Unit 8, Lesson 5, Part D
Focused Activity–Find the Error
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
• Identify and correct grammatical errors including verb tenses, punctuation, and word order.

Materials
Copies of Find the Error worksheet, one per student (see Appendix D)

Extra Help
Find the Error
1. On the board write these sentences with a short line in front as follows:
____ The man and woman are smiling in front of the hotel.
____ Like you to go to the restaurant with us?

2. Ask students if the first sentence is correct. Discuss the tense, the noun/verb number
agreement, prepositions, punctuation, etc. When everyone agrees, write a C on the line
in front of the sentence. In the same way, discuss the second sentence. When students
determine it is incorrect, write I on the line. Then ask a student to write the sentence
correctly on the board. Continue discussing as needed until everyone is in agreement.

3. Distribute the worksheet and ask students to work in pairs to determine if the sentences
are correct or incorrect. They should rewrite the incorrect sentences correcting the mistakes.
When they complete the worksheet, have two pairs join together and compare their answers.

4. As a class, go over the sentences. Have students write any problematic sentences on
the board, and discuss the issues until everyone clearly understands, and there are no
further questions.

44444

Unit 8 183
 Unit 8, Lesson 5, Part E
Level 2 Review: Radio Broadcast–Part 1
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Identify known vocabulary in a radio broadcast.

• Work together to write scripts for radio monologues and dialogues.

Materials:
A radio

Review
Radio Broadcast–Part 1
1. Have students listen to 15 minutes of a radio broadcast (choose a channel
or program that focuses more on speaking and less on music).

2. Learners should write down all the vocabulary they recognize during the broadcast.

3. Discuss, as a class, what students heard and how much they were able to understand.

4. Divide the class into pairs of students.

5. Explain that each group will assume the roles of local radio personalities and write
a script for a radio broadcast. The script will be performed during the next class.

6. Learners should prepare monologues and dialogues that are three to four minutes in length
about topics that are typically covered during radio shows:
current events (local, national, international)
sports
entertainment
community calendar
commercials

184 Rosetta Stone Teacher’s Guide–English (American) Level 2

 For example:
Do you like sweet desserts? You do. Then, tomorrow will be very good.
Cakes will cost two dollars tomorrow at the bakery next to the hospital.

There are going to be more than fifty dogs in the park next Saturday.
Will you come? You can bring your dog. It is going to be a dog party.
It will begin at eight o’clock in the morning; don’t be late.

In a letter to the newspaper today, a man wrote, “I want clean streets

in our city.” Will you help him clean our city?

Coming in June: a new stadium beside the lake. How many good
concerts will this bring to our city?

Unit 8 185
 Unit 8, Lesson 5, Part F
Level 2 Review: Radio Broadcast–Part 2
After completing this Rosetta Stone Lesson and today’s activities, students will be able to:
®

• Perform a dialogue using known vocabulary.

• Describe details of radio broadcast performances.

Review
Radio Broadcast–Part 2
1. Students should perform their radio broadcasts, using the scripts they developed
during the previous class.

2. Advise students to stand at the back of the class or behind a screen (where they
can be heard, but not seen) while performing their monologues and dialogues.

3. Advise audience members to listen for details and take notes while each group
performs its broadcast.

4. Ask follow-up questions (such as the following) after each performance:

How much will cakes cost tomorrow at the bakery next to the hospital?
What time will the dog party begin next Saturday?
Where will the new stadium be?

186 Rosetta Stone Teacher’s Guide–English (American) Level 2

Index of
Lesson Activities
Lesson Min. Level of Bloom’s Multiple
Pg# Lesson Title Activity Title
ID Time Difficulty Taxonomy Intelligences
5.1a 6 Travel and Destinations After-School Destinations 10 Medium Application Verbal-Linguistic
5.1a 7 Travel and Destinations Running Errands 25 Medium Analysis Interpersonal
5.1a 7 Travel and Destinations Holiday Travel 10 Medium Synthesis Intrapersonal
5.1b 8 Spatial Relationships–Part 1 Learning About Locations 10 Medium Application Verbal-Linguistic
5.1b 8 Spatial Relationships–Part 1 On Location 25 Medium Application Bodily-Kinesthetic
5.1b 9 Spatial Relationships–Part 1 Preferred Places 10 Medium Synthesis Verbal-Linguistic
5.1c 10 Spatial Relationships–Part 2 Left and Right 10 Medium Application Bodily-Kinesthetic
5.1c 10 Spatial Relationships–Part 2 Community Map 25 Moderate Analysis Visual-Spatial
5.1c 11 Spatial Relationships–Part 2 Directional Chain 10 Medium Application Bodily-Kinesthetic
5.1d 12 Journal Activity–My View My View
5.2a 14 Exploring Ordinal Numbers Orderly Ordinals 10 Medium Application Bodily-Kinesthetic
5.2a 14 Exploring Ordinal Numbers Who’s First? What’s Second? 25 Medium Application Visual-Spatial
5.2a 15 Exploring Ordinal Numbers Number Sense 10 Medium Application Logical-Mathematical
5.2b 16 Directions and Location Types of Travel 5 Medium Application Visual-Spatial
5.2b 16 Directions and Location From Here to There 25 Moderate Synthesis Interpersonal
5.2b 17 Directions and Location How Do You Get to School? 15 Moderate Analysis Verbal-Linguistic
5.2c 18 Review In-Class Activity–Scenario Skits 25
5.2c 19 Review Out-of-Class Activity–Routine Interviews
5.2d 20 International Cultural Activity–Subway Scramble Subway Scramble 45 Medium Application Visual-Spatial
5.2e 21 Journal Activity–How Do I Get There? How Do I Get There?
5.3a 24 Telling Time What Time Is It? 5 Medium Application Visual-Spatial
5.3a 24 Telling Time Timetable 30 Moderate Analysis Logical-Mathematical
5.3a 25 Telling Time Round-the-Clock Round Robin 10 Medium Application Verbal-Linguistic
5.3b 26 Arriving and Departing Increments of Time 10 Medium Application Logical-Mathematical
5.3b 26 Arriving and Departing Traveling Abroad 25 Moderate Synthesis Verbal-Linguistic
5.3b 27 Arriving and Departing In a Hurry 15 Medium Analysis Interpersonal
5.3c 28 Travel and Distance Number Recognition 10 Medium Application Verbal-Linguistic
5.3c 28 Travel and Distance Traveling Travelogues 25 Moderate Analysis Visual-Spatial
5.3c 29 Travel and Distance Travelogue Interpretations 10 Medium Knowledge Verbal-Linguistic
5.3d 30 Journal Activity–Traveling Traveling
5.4a 32 Weather Today What Can You Do? 5 Medium Application Verbal-Linguistic
5.4a 32 Weather Today Today’s Weather Report 25 Moderate Synthesis Interpersonal
5.4a 33 Weather Today Environmental Scenarios 15 Moderate Synthesis Verbal-Linguistic
5.4b 34 Weather Tomorrow On and On–Plans for Days of the Week 10 Medium Application Interpersonal
5.4b 35 Weather Tomorrow Tomorrow’s Weather Report 25 Moderate Synthesis Verbal-Linguistic
5.4b 35 Weather Tomorrow What Is Everyone Doing? 10 Medium Synthesis Verbal-Linguistic
5.4c 36 American Cultural Activity–Visiting a U.S. City Visiting a U.S. City 45 Moderate Synthesis Verbal-Linguistic
5.4d 37 Review In-Class Activity–Marvelous Magazines 25
5.4d 37 Review Out-of-Class Activity–Community News
5.5a 38 Focused Activity–Listen Up Listen Up 20 Easy
5.5b 40 Focused Activity–Reading a Newspaper Reading a Newspaper 30 Medium
5.5c 41 Focused Activity–Speaking in Rounds Speaking in Rounds 20 Easy

Index of Lesson Activities 187

Lesson Min. Level of Bloom’s Multiple
Pg# Lesson Title Activity Title
ID Time Difficulty Taxonomy Intelligences
6.1a 48 Past and Future Tenses Yesterday, Today, and Tomorrow 15 Easy Application Visual-Spatial
6.1a 49 Past and Future Tenses What Am I Doing and When? 20 Medium Application Verbal-Linguistic
6.1a 49 Past and Future Tenses Conjugation 10 Medium Application Verbal-Linguistic
6.1b 50 Giving The Act of Giving 10 Easy Comprehension Visual-Spatial
6.1b 51 Giving Give and Be Given 25 Medium Application Bodily-Kinesthetic
6.1b 51 Giving Recalling the Action 10 Medium Application Verbal-Linguistic
6.1c 52 Letter Writing Quick Vocabulary Review 5 Medium Analysis Bodily-Kinesthetic
6.1c 53 Letter Writing Writing a Consumer Letter 25 Moderate Application Interpersonal
6.1c 53 Letter Writing Letter Perfect 15 Medium Evaluation Verbal-Linguistic
6.1d 54 Journal Activity–Goals Goals
6.2a 56 School Subjects School Time 10 Medium Application Verbal-Linguistic
6.2a 57 School Subjects Time Management 25 Moderate Application Visual-Spatial
6.2a 57 School Subjects My Plans 10 Easy Analysis Verbal-Linguistic
6.2b 58 Meaning and Understanding Meaning and Understanding 5 Medium Analysis Visual-Spatial
6.2b 59 Meaning and Understanding What’s Your Sign? 35 Moderate Synthesis Logical-Mathematical
6.2b 59 Meaning and Understanding Describing Signs 5 Medium Application Verbal-Linguistic
6.2c 60 Past Tense Sentences in Motion 10 Medium Application Verbal-Linguistic
6.2c 60 Past Tense Group Stories 25 Medium Synthesis Interpersonal
6.2c 61 Past Tense Rounds of Reading 10 Medium Comprehension Verbal-Linguistic
6.2d 62 Review In-Class Activity–Writing Home 25
6.2d 62 Review Out-of-Class Activity–Pen Pals
6.2e 63 Journal Activity–Subjects of Discussion Subjects of Discussion
6.3a 66 The Habitual Past Then and Now 10 Medium Application Interpersonal
6.3a 67 The Habitual Past Acting Up 25 Medium Application Bodily-Kinesthetic
6.3a 67 The Habitual Past The Changing You 10 Medium Application Verbal-Linguistic
6.3b 68 When and Was States of Being 10 Medium Comprehension Naturalist
6.3b 68 When and Was Creating a Script 25 Moderate Synthesis Verbal-Linguistic
6.3b 69 When and Was Lights, Camera, Action! 20 Medium Application Bodily-Kinesthetic
6.3c 70 International Cultural Activity–Haiku Haiku 35 Medium Application Verbal-Linguistic
6.3d 72 Work Roles Word Categories 10 Medium Analysis Visual-Spatial
6.3d 73 Work Roles Going Shopping 25 Medium Application Verbal-Linguistic
6.3d 73 Work Roles School Years 10 Moderate Synthesis Intrapersonal
6.3e 74 Journal Activity–Going to College Going to College
6.4a 78 Practice the Simple Past Having a Ball 10 Medium Analysis Bodily-Kinesthetic
6.4a 78 Practice the Simple Past Clapping Time 25 Medium Application Musical-Rhythmic
6.4a 79 Practice the Simple Past How About Now? 10 Medium Analysis Verbal-Linguistic
6.4b 80 Manners Questions and Answers 10 Medium Application Verbal-Linguistic
6.4b 80 Manners Role-Playing 25 Medium Analysis Bodily-Kinesthetic
6.4b 81 Manners Written Scenarios 10 Easy Application Verbal-Linguistic
6.4c 82 Review In-Class Activity–Add-a-Word Acrostics 25
6.4c 82 Review Out-of-Class Activity–Unraveling an Acrostic
6.4d 84 American Cultural Activity–Post Office Murals Post Office Murals 45 Moderate Application Visual-Spatial
6.4e 86 Journal Activity–Before and After Before and After
6.5a 87 Enrichment Activity–Treasure Hunt Treasure Hunt
6.5b 88 Focused Activity–Reading All Together Reading All Together 30 Easy
6.5c 89 Focused Activity–Writing Around the World Writing Around the World 25 Medium
6.5d 90 Focused Activity–Grammar and Travel Chat Grammar and Travel Chat 25 Easy

188 Rosetta Stone Teacher’s Guide–English (American) Level 2

Lesson Min. Level of Bloom’s Multiple
Pg# Lesson Title Activity Title
ID Time Difficulty Taxonomy Intelligences
7.1a 96 Formal Imperatives Guessing Games 10 Medium Application Interpersonal
7.1a 97 Formal Imperatives Rules of the Game 25 Medium Synthesis Verbal-Linguistic
7.1a 97 Formal Imperatives A Whole Lot of Something 10 Medium Application Verbal-Linguistic
7.1b 98 Giving and Following Instructions The Match Game 10 Medium Analysis Visual-Spatial
7.1b 99 Giving and Following Instructions Constructive Instructions 20 Medium Application Interpersonal
7.1b 99 Giving and Following Instructions Creative Paragraphs 15 Medium Synthesis Verbal-Linguistic
7.1c 100 Months of the Year The Beginning and the End 5 Easy Comprehension Interpersonal
7.1c 101 Months of the Year Calendar Creation 25 Medium Application Visual-Spatial
7.1c 101 Months of the Year Human Calendar 15 Medium Synthesis Bodily-Kinesthetic
7.1d 102 Journal Activity–Party Helpers Party Helpers
7.1e 103 American Cultural Activity–Every Month Is Different Every Month Is Different 45 Medium Synthesis Verbal-Linguistic
7.2a 106 Social Interactions Verbs Verbs Around the Classroom 10 Medium Analysis Verbal-Linguistic
7.2a 107 Social Interactions Verbs Meet and Greet 25 Medium Application Bodily-Kinesthetic
7.2a 107 Social Interactions Verbs Writing Interactions 10 Medium Synthesis Verbal-Linguistic
7.2b 108 Timeliness and Numbers Greater Than 100 Vocabulary Drill 10 Medium Analysis Verbal-Linguistic
7.2b 109 Timeliness and Numbers Greater Than 100 Guess the Price 20 Medium Application Visual-Spatial
7.2b 109 Timeliness and Numbers Greater Than 100 Early Birds 15 Medium Analysis Intrapersonal
7.2c 110 Contact Information, Calendar Dates, and Imperatives Do This, Do That! 10 Medium Application Bodily-Kinesthetic
7.2c 110 Contact Information, Calendar Dates, and Imperatives Let’s Get Together 20 Moderate Synthesis Verbal-Linguistic
7.2c 111 Contact Information, Calendar Dates, and Imperatives Skit Performances 20 Moderate Application Bodily-Kinesthetic
7.2d 112 Review In-Class Activity–Planning a Party 30
7.2d 112 Review Out-of-Class Activity–Budgeting for a Party
7.2e 113 Journal Activity–My Circle of Friends My Circle of Friends
7.3a 116 Parties and Meals Sentences in Motion 10 Medium Comprehension Naturalist
7.3a 117 Parties and Meals Which Party? 20 Medium Analysis Interpersonal
7.3a 117 Parties and Meals Different Parties 10 Medium Application Verbal-Linguistic
7.3b 118 Requirements Things to Do 10 Medium Analysis Verbal-Linguistic
7.3b 119 Requirements Requirements Research 25 Moderate Application Logical-Mathematical
7.3b 119 Requirements Listen Up 10 Easy Application Verbal-Linguistic
7.3c 120 Celebrations and Culture Let Them Eat Cake 10 Medium Application Verbal-Linguistic
7.3c 121 Celebrations and Culture It’s My Birthday! 30 Medium Analysis Intrapersonal
7.3c 121 Celebrations and Culture Birthday Parties 10 Medium Synthesis Verbal-Linguistic
7.3d 122 Journal Activity–Minding Your Ps and Qs Minding Your Ps and Qs
7.3e 123 International Cultural Activity–Celebrate Around… Celebrate Around the World 45 Medium Analysis Visual-Spatial
7.4a 126 Music and Forms of Good and Bad It’s All Well and Good 10 Medium Analysis Interpersonal
7.4a 127 Music and Forms of Good and Bad Critic’s Corner 25 Medium Evaluation Logical-Mathematical
7.4a 127 Music and Forms of Good and Bad Entertainment Sentences 10 Medium Evaluation Verbal-Linguistic
7.4b 128 Busy and Free Teófilo’s Calendar 10 Medium Application Visual-Spatial
7.4b 129 Busy and Free Busy Bee 25 Medium Analysis Interpersonal
7.4b 129 Busy and Free Comparing and Contrasting 10 Medium Synthesis Verbal-Linguistic
7.4c 130 Apology and Acceptance Comic Revision 10 Medium Application Verbal-Linguistic
7.4c 131 Apoogy and Acceptance Contrite Characters 20 Medium Application Interpersonal
7.4c 131 Apology and Acceptance Play Acting 15 Medium Analysis Bodily-Kinesthetic
7.4d 132 Review In-Class Activity–Reviewing the Reviews 30
7.4d 132 Review Out-of-Class Activity–Interviews and Reviews
7.4e 133 Journal Activity–The Good Arts The Good Arts
7.5a 134 Focused Activity–Reading Articles Reading Articles 25 Medium
7.5b 135 Focused Activity–Rows of Grammar Fun Rows of Grammar Fun 25 Easy
7.5c 136 Focused Activity–Listening Carefully Listening Carefully 25 Easy

Index of Lesson Activities 189

Lesson Min. Level of Bloom’s Multiple
Pg# Lesson Title Activity Title
ID Time Difficulty Taxonomy Intelligences
8.1a 142 Expectations About the Future What Will You Do? 10 Easy Application Interpersonal
8.1a 142 Expectations About the Future Fortune Cookies 20 Medium Synthesis Intrapersonal
8.1a 143 Expectations About the Future What Do You Want to Be When You Grow Up? 15 Moderate Synthesis Intrapersonal
8.1b 144 Asking and Answering What Are Questions? 10 Easy Application Interpersonal
8.1b 144 Asking and Answering Twenty Questions 25 Medium Analysis Logical-Mathematical
8.1b 145 Asking and Answering Final Thoughts 10 Medium Evaluation Interpersonal
8.1c 146 Dining In and Dining Out Set the Table 10 Easy Analysis Visual-Spatial
8.1c 146 Dining In and Dining Out Dining Out 30 Medium Application Verbal-Linguistic
8.1c 147 Dining In and Dining Out Restaurant Review 10 Medium Synthesis Intrapersonal
8.1d 148 Journal Activity–Dinner at My House Dinner at My House
8.2a 150 Music and Art Who Likes Art and Music? 5 Medium Analysis Interpersonal
8.2a 151 Music and Art Bands on the Radio 20 Moderate Synthesis Musical-Rhythmic
8.2a 151 Music and Art Paintings and Photos 20 Moderate Synthesis Visual-Spatial
8.2b 152 Cities Our City’s Vocabulary 10 Easy Comprehension Bodily-Kinesthetic
8.2b 153 Cities Classroom Cartographers 20 Medium Application Visual-Spatial
8.2b 153 Cities Reading Maps 15 Medium Analysis Visual-Spatial
8.2c 154 Seek and Find Hot and Cold 10 Easy Application Bodily-Kinesthetic
8.2c 155 Seek and Find Help, I’m Lost! 20 Medium Synthesis Interpersonal
8.2c 155 Seek and Find Dialogue Performance 15 Medium Application Interpersonal
8.2d 156 Review In-Class Activity–Relay Race 30
8.2d 157 Review Out-of-Class Activity–Why I Love My City
8.2e 158 Journal Activity–Music Review Music Review
8.3a 160 Worship Sites and Basic Emotions Picture IDs 10 Easy Application Visual-Spatial
8.3a 161 Worship Sites and Basic Emotions Know Your Feelings 20 Moderate Synthesis Verbal-Linguistic
8.3a 161 Worship Sites and Basic Emotions Actions and Emotions 15 Medium Application Bodily-Kinesthetic
8.3b 162 Length of Time Card Games 10 Medium Application Interpersonal
8.3b 163 Length of Time Travels Abroad 30 Medium Analysis Verbal-Linguistic
8.3b 163 Length of Time Information Recall 5 Easy Analysis Interpersonal
8.3c 164 Sequencing Moving Up 10 Medium Application Visual-Spatial
8.3c 165 Sequencing Where’s Antonio? 20 Medium Application Visual-Spatial
8.3c 165 Sequencing Recollection and Writing 15 Medium Synthesis Intrapersonal
8.3d 166 American Cultural Activity–Traditional American Music Traditional American Music 45 Medium Analysis Musical-Rhythmic
8.3e 167 Journal Activity–Travel Agent Travel Agent
8.4a 170 Vacations What Is a Vacation? 10 Medium Application Interpersonal
8.4a 170 Vacations Planning a Vacation 25 Medium Synthesis Intrapersonal
8.4a 171 Vacations Different Vacations 10 Moderate Evaluation Interpersonal
8.4b 172 Quantity and Ability A Lot of Water 5 Easy Comprehension Visual-Spatial
8.4b 172 Quantity and Ability Categories 25 Medium Analysis Logical-Mathematical
8.4b 173 Quantity and Ability I Think I Can 15 Medium Application Intrapersonal
8.4c 174 Going to the Beach Beach Conversations 10 Medium Application Interpersonal
8.4c 175 Going to the Beach Beach Collage 20 Medium Application Visual-Spatial
8.4c 175 Going to the Beach A Day at the Beach 15 Medium Analysis Intrapersonal
8.4d 176 Review In-Class Activity–Practice Packing 40
8.4d 177 Review Out-of-Class Activity–Family Travels
8.4e 178 Journal Activity–Stranded on an Island Stranded on an Island
8.4f 179 International Cultural Activity–Ancient Rome Ancient Rome 45 Moderate Synthesis Interpersonal
8.5a 180 Enrichment Activity–Lost and Found Lost and Found
8.5b 181 Focused Activity–Reading Paragraphs Reading Paragraphs 40 Medium
8.5c 182 Focused Activity–Vocabulary Mobile Vocabulary Mobile 30 Easy
8.5d 183 Focused Activity–Find the Error Find the Error 30 Easy
8.5e 184 Level 2 Review: Radio Broadcast–Part 1 Radio Broadcast–Part 1 45
8.5f 186 Level 2 Review: Radio Broadcast–Part 2 Radio Broadcast–Part 2 45

190 Rosetta Stone Teacher’s Guide–English (American) Level 2

Word Lists

English (American) – Level 2

Unit 5 Word Lists
Unit 5 Lesson 1 Unit 5 Lesson 2 taxi o’clock Unit 5 Lesson 4
bank bus third p.m. Barcelona
behind bus stop turn passport be
beside drive room beach
buy first Unit 5 Lesson 3 second can
gas fourth a.m. suitcase can’t
gas station get off airplane ticket cloudy
go get on airport time kiss
home get to arrive train lake
in front of line bus station wait mountain
left number clock watch rain
library restroom delayed snow
map seat depart sunny
museum second fifty tomorrow
post office stop ninety-nine weather
right straight ahead flight woods
stadium subway for
theater subway station hour
take mile
minute

192 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6 Word Lists
Unit 6 Lesson 1 Unit 6 Lesson 2 Unit 6 Lesson 3 Unit 6 Lesson 4
ate art college or
bought Can you repeat elementary please
that, please? school
desk what’s
him employee
dictionary would like
history factory
did
math had
e-mail
mean high school
envelope
music manager
gave
science now
give
sign taught
last
understand teach
letter
us use
next
went was
notebook
word were
ran
sold
stamp
swam
visit
wrote
yesterday
Word Lists 193
Unit 7 Word Lists
Unit 7 Lesson 1 Unit 7 Lesson 2 Unit 7 Lesson 3 Unit 7 Lesson 4
April party address brought badly
August put birthday costume best
begin September call dessert better
blanket sing date drove busy
bring something early here dancer
come tenth help I’m sorry. drank
dance hundred salad free
December know soup musician
eighth late these okay
end meet those piano
February ordinal numbers type singer
for dates
game sure
talk
January well
thousand
July worse
yen
June worst
March
May
November
October

194 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 8 Word Lists
Unit 8 Lesson 1 sugar modern make a island
reservation
answer sweet painting a lot
mosque
any very photo ocean
pack
ask waiter stairs rent
reservation
beef waitress statue return
sad
butter will took ride
see
chicken zoo sail
smile
fork Unit 8 Lesson 2 sailboat
spoke
knife ancient Unit 8 Lesson 3 sandals
stay
lemon band angry shorts
synagogue
lime building church ski
temple
napkin downtown cry skier
then
pepper drum down skis
tonight
potato famous finally swimsuit
unpack
question found find tent
up
salt fountain first windy
someday guitar happy
Unit 8 Lesson 4
sour hill laugh
able
spicy instrument long
camp
spoon look for lost

Word Lists 195

196 Rosetta Stone Teacher’s Guide–English (American) Level 2
Samples &
Handouts
English (American) – Level 2
Unit 5, Lesson 3, Appendix A
You are in Paris and are going to Rome on the 8:01 a.m. train. This train is expected to arrive in Rome at
5:35 p.m. You overslept and woke up at 7:00 a.m. There is a 20-minute bus ride to the train station from
your home; that bus departs at 7:32 a.m.

Sample Timeline: Your Timeline:

7:00 a.m. I am waking up. 7:00 a.m.

7:01 a.m. I am washing my face and

brushing my teeth in the bathroom.

7:05 a.m. I am in the kitchen because I am

eating breakfast.

7:10 a.m. I need my suitcase, ticket, and

passport from the bedroom.

7:15 a.m. I’m running to the bus stop.

198 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 5, Lesson 5, Appendix B
Version 1 Script:

Today is Wednesday and Heather is taking the bus to school. She is sitting at the bus stop

with a big umbrella, waiting for the bus. She is wearing a red sweater because she is cold,

and a blue raincoat with a rain hat. The hat covers her short black hair. The bus is delayed

because of the rain and Heather is getting hungry. The bus stop is in front of a cafe, so

Heather wants to buy a sandwich. The sandwich costs three dollars. The bus arrives at the

bus stop, and it is blue and white. People are getting on and off the bus. Heather gets on

the bus, and she is eating her sandwich. She is taking her books to school. She is studying

Arabic. Heather is sitting beside a man with a yellow jacket, and she is sitting behind a young

woman with blue pants and a green shirt. The man is 55 years old, and the young woman is

27 years old. They are going to the airport. He works at the airport, and she is going to

China. Her parents are from China, and she is studying Chinese.

Appendix 199
Unit 5, Lesson 5, Appendix C
Version 2 Script:

Today is __________ and Heather is taking the bus to school. She is __________ at the bus

stop with a big umbrella, waiting for the __________. She is wearing a red sweater because

she is __________, and a blue raincoat with a rain hat. The hat covers her short black

__________. The bus is delayed because of the __________ and Heather is getting hungry.

The bus stop is in front of a cafe, so Heather __________ to buy a sandwich. The sandwich

costs __________ dollars. The bus arrives at the bus stop, and it is __________ and white.

People are getting on and off the bus. Heather gets on the bus, and she is __________ her

sandwich. She is taking her books to school. She is studying __________. Heather is sitting

beside a man with a yellow _________, and she is sitting behind a young woman with blue

pants and a green shirt. The man is 55 years old, __________ the young woman is

__________ years old. They are going to the airport. He __________ at the airport, and she

is going to China. Her parents are from ___________, and she is studying Chinese.

200 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6, Lesson 2, Appendix A
SCHOOL PLANNER – WEEK _________________________ NAME ___________________________

MON TUES WED THUR FRI MON TUES WED THUR FRI
MATH

MATH
ENGLISH
ENGLISH
SCIENCE

SCIENCE
Appendix 201
Unit 6, Lesson 2, Appendix B
Copy and cut along lines.

art didn't him history that understand us

math mean music please word dictionary notebook

repeat science sign studied went stamp

Sentences for teachers to read aloud I looked in the dictionary to learn what “elementary” means.

After we ate our lunch, we visited the science museum. She is going to math class next Wednesday.

He didn’t understand his math class. Yesterday Amy gave us a new notebook.

Did he give you the notebook? John loves his music class.

She studied the history of her family. Last week my brother ran from my house to school.

This is a new word. Please tell me what it means. The store sold art and music books.

He went with us to buy stamps. My friends visited me after history class last Tuesday.

What does that sign mean? I didn’t understand you. Can you repeat that, please?

202 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 6, Lesson 4, Appendix C

Group 1: when sentences Group 2: would you sentences

When I was in Russia, I bought this. Would you like tea or coffee?
When we were on the beach, it was cloudy. Would you like some chocolate?
When she lived in Australia, she studied Would you like to go to the museum?
English.
Would you like to play soccer?
When he went to Paris, he visited a
museum. Would you like to come to my house
for lunch?
When she saw the letter, she read it.
Would you like to read a book?
When I was in China, I watched this.
Would you like to study music?
When I was in the park, she kissed me.
Would you like to visit my brother?
When he was sleeping, the airplane
departed. Would you like to go to a restaurant
for dinner?
When I was at the train station, I listened
to the radio. Would you like to send me an e-mail?

When he was a teacher, he taught math.

Appendix 203
Unit 7, Lesson 4, Appendix A

1. Ellie sings __________. 9. The movie was __________.

2. The food is __________ in this 10. She can read maps __________.
restaurant.
11. This is a __________ suitcase.
3. Robert is a __________ soccer player.
12. Laura dances __________.
4. Amy plays tennis __________.
13. My dad is a __________ cook.
5. It was a __________ year.
14. The story didn’t end __________.
6. The dessert tastes __________.
15. She understands her homework
7. Apples are a __________ fruit. ___________.

8. The jeans fit __________.

204 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 8, Lesson 1, Appendix A
Sample Conversation:

Waiter: Hello, my name is Jack. I’ll be your waiter today. How can I help you?
Patron 1: Hi, Jack. What’s the soup of the day?
Waiter: The soup of the day is spicy chicken soup. Would you like to try it?
Patron 1: Yes, that sounds good.
Patron 2: Excuse me, I have a question.
Waiter: Yes?
Patron 2: Can I have a napkin and a knife?
Patron 1: I need a napkin, too. I have one, but it’s dirty.
Waiter: Yes, I have clean napkins. Do you want the soup, too?
Patron 2: Yes, please. What do you have for dessert?
Waiter: We have sweet lemon cake. Would you like dessert today?
Patron 2: Yes, I will have the cake and coffee.
Patron 1: I will have tea with sugar.
(Waiter serves the food.)
Waiter: Here is your soup, and the dessert will be here soon.
Patron 2: This is very good. The chicken is spicy. I like it!
Patron 1: Waiter? Do you have any sugar for my tea? (fade out)

Appendix 205
Unit 8, Lesson 4, Appendix B
Latin was the language spoken in Ancient Rome. The Romans settled across Europe and had an influence
on many languages, including English. Can you identify the Latin part of the English word by its meaning?

Latin Root Meaning Sentence

a. post- after 1. The machine will purify the water and make it pure.

b. sub- under 2. The team ___operated very well when they worked
together on the project.

c. -port carry 3. The boy looked at his mom in ___belief because he didn’t
think she could come to his game. But she did!

d. -ify make 4. The ____way is a train that travels under the street.

e. dis- not, not any 5. Trucks trans____ heavy equipment long distances.

f. co- together 6. The man wrote a _____script, a note after he signed

the letter.

206 Rosetta Stone Teacher’s Guide–English (American) Level 2

Unit 8, Lesson 5, Appendix C
Copy and cut along lines.

Bethany is driving down the street on her way to her grandfather’s new apartment. He makes
them a nice lunch of lemon chicken and potatoes. After they eat, Bethany stays for three hours
looking at her grandfather’s old photos of islands, statues, ancient temples, and cities. The best
photos are the ones of her grandmother and grandfather camping in a tent, sailing on a sailboat,
and skiing near a snowy mountain.
“You have been to so many different places, Grandpa. Which one was the best? Was it Rome?
Paris? Moscow?

With a smile, her grandfather says, “The best place was a park near our old house where your
grandmother and I used to live. Your grandmother and I loved to walk over there and sit under
the lemon tree, talking and talking. It was the only lemon tree in the whole park, but I never took
a photo of it.” It made him sad to think that he didn’t have a photo of the tree.

That’s why after she leaves her grandfather’s house, Bethany wants to try to find the park. She
wants to take a photo of the tree for her grandfather. The next morning she drives for hours
until she finds her grandfather’s old house and the park. She has to walk for a long time in the
hot sun all around the park looking for the lemon tree, but she can’t find it. This makes her sad
because she thinks that the tree her grandfather and grandmother used to sit under is not
there anymore.

Bethany sits down on the grass thinking about her grandfather, when she sees a lemon by her
shoe. She looks around her to see where it came from. There is the tree! She takes many
photos of it for her grandfather. As she returns to the car, she feels tired, but also happy,
because she knows that her grandfather will love the photos.

Appendix 207
Unit 8, Lesson 5, Appendix D

I 1. This is a building very small. This is a very small building.

C 2. I want you to go with me. _______________________________
_____ 3. Will you dance to me? ______________________________
_____ 4. Tomorrow, we went to the restaurant in John’s car. ________________________________
_____ 5. When I was a child I will learn to ride a bicycle. _________________________________
_____ 6. First I came home, finally, I did my homework, then I went to bed.
____________________________________________________
_____ 7. I will have two potatoes some chicken and a lot of cake. ______________________________
_____ 8. The cat and dog live not at my house. __________________________
_____ 9. We are going to visit my grandmothers house. ________________________________
_____ 10. I would like making a reservation. ____________________________
_____ 11. I want to go skiing sailing and swimming at camp. _________________________
_____ 12. Amy would like to play guitar with us. __________________________
_____ 13. We stayed near the beach. Please bring your swimsuit with you.
___________________________________________________
_____ 14. Where you going? ____________________________
_____ 15. When I grow up, I will travel a lot! ___________________________
_____ 16. The girls mother is laughing in front of the fountain. _____________________________
_____ 17. She’s unpack her suitcase in the hotel room. _____________________________
_____ 18. Do you have a questions? _____________________________

208 Rosetta Stone Teacher’s Guide–English (American) Level 2

Appendix 209
 About Rosetta Stone
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individuals, classrooms, and entire organizations.

Our scalable, interactive solutions have been

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