New Dynamic English
Level 1: Modules 1 & 2
Instructor’s Guide
Version 2.3 © Copyright 1998-2003, DynEd International, Inc. January, 2003
www.dyned.com
New Dynamic English: Instructor’s Guide
2
Table of Contents

Scope and Sequence, Level 1 3

Introduction to Level 1 5

Module 1 Lesson Map 6

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

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

3. Numbers and Times 32
Learning Points 32

Classroom Activities and Extension 57
Key Sentences 59
Focused Listening Tasks 61
Practice Exercises 63

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

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

5. Video Interactions w/SR 80
Telephone: Let’s Meet on
Thursday
Business Telephone w/SR
An Interview w/SR
Hot Seats w/SR

Module 2 Summary 81

Answer Key 82

Scope and Sequence, Level 1
3


• Introduces the most basic
structures in English.
2. Jobs and Family
Richard Chin
Sara Scott
Henry Thornton
Word Practice
Questions • Presents the jobs, families and living
arrangements of three characters.
• Extends personal information: age, spelling
of name, job, salary, marital status.
• Present Simple verbs: have, live, work, etc.
• Subj/Verb/Object (He teaches science.)
• Object Pronouns (him, her)
• Adjectives and Prepositions of Location • Students learn to ask and
answer basic questions about
each other in an interview
format.

• Introduces useful verbs and

as Subject-Verb agreement.

5. Video Interactions w/SR
Introductions
At a Party
At an Office
Telephone
Interview
Hot Seats • Shows basic introductions, greetings, and use
of the telephone.
• Students may interact with the actors through
Speech Recognition (SR) activities.

• Language review.

• Provides a model for role-
plays.
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
New Dynamic English: Instructor’s Guide
4
Scope and Sequence, Module 2
Module 2, Unit Main Learning Points Comments 1. Family Schedule
The Harris Family
Bob and Sandra’s

2. Matrix Vocabulary
Seasons
Times of Day
Weather
Times of Life
Types of People
Matrix Game • Introduces basic vocabulary in five subject
areas: seasons, times of day, weather
conditions, times of life, and types of people.
• Adjective and Adverb phrases
• Word relations/analogies (hot is to cold as
summer is to what?)
• Indefinite/Definite Reference
• Superlatives (the coldest time of year)
• Students learn to describe the
phases of life and the basic
conditions in which people
live out their lives. 3. Likes and Dislikes:
A Survey
Food and Sports
What Can You Do?

and review activities.

5. Video Interactions w/SR
Telephone: Let’s Meet
on Thursday
Business Telephone
An Interview
Hot Seats • Presents language useful for making an
appointment, suggestions, and using the
telephone for business.
• Students may interact with the actors through
Speech Recognition (SR) activities.

• Short videos illustrate the use
of the language with a variety
of characters.
• Provides models for classroom
role-play and interviews.

Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Introduction to Level 1
5
Introduction to Level 1
New Dynamic English, Level 1 (Modules 1 & 2), introduces students to English. The main focus is on
understanding and expressing basic information about oneself and the natural framework within which we
live and describe our lives, such as times of day, the seasons, and weather conditions.
In the first lessons, students develop basic listening comprehension. The emphasis is on presenting

construction of Wh- and Yes/No questions.
Key language structures include personal, possessive, and object pronouns, verb-subject agreement, the
verb be, negation, the use of do, the present tense, prepositional phrases for expressing time and place,
and adjective and adverb phrases . Please see the Scope and Sequence for Level 1 and the Learning
Points at the beginning of each Unit for additional information and examples. The Index is also helpful in
locating where specific topics or structures are presented or developed in the course.
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
New Dynamic English
6
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RCopyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 1, Names & Places
7
1. Names and Places
Hello, Max and Kathy; Where is France? Who Speaks English? Question Practice;
and Focus Exercises

Lesson 1 introduces the most basic structures in English. It is intended for beginners, with or
without basic reading skills, and also for students who have some knowledge of English but whose
listening ability is underdeveloped. Topics include giving and asking for personal information
(name, place of origin, sex, and languages spoken) and talking about different countries and
nationalities.

The Question Practice lesson reinforces the language of the Unit. It focuses
on Wh- questions and the use of do in questions with who and where.
Though most of the questions do not require the ability to read, a number of
comprehension activities help students see the relationship between spoken
and written words. Students who need to develop their reading skills should
use the record feature together with the ABC button to practice reading

demonstratives (that, this, these)
This is Max. Who is that/this? That/this is Pierre. This is a map of Europe. What’s this?

do with questions and negation
Does she speak English? No, she doesn't. Where do they come from? They don't come from France.
Who doesn’t speak Japanese? I don’t speak French.

negation with be and do
He isn't from Japan. She doesn't speak Spanish. They don't come from France. They aren't from France.
I’m not from the US. I don’t come from the US. He doesn’t speak Japanese. He’s French, not American.

personal pronouns (I, he, she, we, they)
I come from San Francisco. She comes from New York. They come from the US. They don’t come
from France. I’m from Paris, France. She’s from New York.

possessive adjectives (my, your, his, her)
What is your/her/his name?

prepositions (in, from, of)
He's from France. It's in California. Here is a map of France. Paris is in France. Where does he come
from? Where is she from?

subject-verb agreement
I am/come from France. She is/comes from New York. They are/come from the US. This man speaks
English. I speak two languages.

wh- questions (what, where, who, which)
Where does she come from? What is your name? Who comes from France? Which of these three people
comes from France?


In pairs, or small groups, have students practice introducing Pierre. How is Pierre
different from Max and Kathy?

Step 7: Listening Focus
Assign students to do Listening Focus 3 in the lab or at home.

Step 8: Presentation and Oral Practice (Day 4, 10 minutes)
Introduce Who Speaks English? Focus on the verb speak and question formation (Yes/No and Wh-
questions).

In pairs, or small groups, have students practice asking and answering questions about Max, Kathy, Pierre,
and each other.

Step 9: Listening Focus
Assign students to do Listening Focus 4 in the lab or at home.

Follow-up
Once the presentation lessons of the Unit have been presented, introduce the Question Practice and Focus
Exercises lessons. Students should do these on their own, in the lab or at home, regularly. As homework,
assign the Practice Exercises. Then, once students attain an 80-100% Completion percentage, have them
take the Mastery Test.
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
New Dynamic English
10
Language Extension
Once the lessons have been introduced, have the students personalize and extend the language with two or
more of the following classroom activities. If further preparation is necessary, have the students work in
pairs or groups first.

Classroom Activity 1: Introductions


Classroom Activity 6: What’s that? It’s mine!
Take objects, such as textbooks, and give them to each student. Review possessive pronouns, and have
students work in groups to practice the following: “What’s that?” “It’s a book.” “Is it yours?” “Yes, it is.
It’s my book. Is that your book?” Then have students exchange books so that the answers become: “No,
it isn’t. This is her book, not mine.” “No, it isn’t. This is (name’s) book.”

Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 1, Names & Places
11
Key Sentences (Partial Transcript)

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

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

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

“What is your name?”
“My name is Kathy. What is your name?”
“My name is Max.”

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

Where is France?
“Hello. My name is Pierre. I come from Paris,
France.”

Here is a map of France. France is in Europe. Paris
is in France. France is in Europe.

This man is from France, which is in Europe.

Max comes from San Francisco, California. San
Francisco isn’t in Europe. San Francisco is in
California.

Here are two men. The one on the left comes from
the United. States.
“Hello, my name is Max, and I come from the
United. States.”
The one on the right comes from Europe. His name
is Pierre. “I come from Paris, France.”

This is our world. “Where is France, Kathy?”
“Look. This is a map of the world, and here is
Europe. The US is here. The Atlantic Ocean is
here, between the US and Europe.”

“Oh, I see. Where is New York?”


Comprehension Questions
Who is this? Who is this woman?
Where does Max come from? Where is Max from?
Does Kathy come from New York? Is Kathy from
New York?
Where do Max and Kathy come from? Where are
Max and Kathy from?
Does Max come from France or does he come from
the United States? Is Max from France or is he from
the United States? Who is from France? Who comes
from France? Max, Kathy or Pierre?
Which man comes from the US.? Which one isn't
from Europe? Which person is a woman?
Does Zork come from your country?
Where is San Francisco? Where is France?

In which country do people speak Japanese? Does
Kathy speak French? What languages do you speak?
Do you speak a European language? Do you speak
Japanese? Which part of the world do you come
from? Are you Japanese?

Question Practice
Who is this?
Where do Kathy and Pierre come from?
Who are these three people?
Who comes from\is from the US?
Where do Max and Kathy come from?
Where are Max and Kathy from?

The [person] [on] the [right] is a [man].
In France, [French] [people] [speak] French.
In [Japan,] [Japanese] [people] [speak] Japanese.
I [speak] two [languages:] English [and] Spanish.
Kathy [speaks] English [and] Spanish, [but] she
[doesn’t] [speak] French.
The [one] [on] the [left] [comes] from Europe.
The [one] [on] the [right] [comes] from the US.
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 1, Names & Places
13
Focused Listening
Focus 1
Focus on Hello, Max and Kathy. Listen to each sentence
several times. If necessary, use the ABC button to look at
the text.

Goal
• Preview and orientation: Students will comprehend
and become familiar with the basic sentence patterns of
the Unit and be able to repeat some of the phrases.

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

Focus 2
Review Hello, Max and Kathy. Listen to each sentence

Review Hello, Max and Kathy and focus on Where is
France? Listen to each sentence several times. If
necessary, use the ABC button to look at the text. Click on
the highlighted words to study the Glossary examples.

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

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

Goals
• Students will be able to use do and not to express
negation.
• Students will be able to use in and between to express
relative location.

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


each, the nationalities, and the location.
3. Write three negative sentences: Pierre doesn’t come
from the US. Kathy isn’t from France. Japan isn’t in
Europe.
4. Introduce yourself: My name is I am from I
speak I don’t speak
5. Do Practice Exercises E and F.

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

Language Focus
Oral fluency development and language input.

Listening Task
Focus on the questions. Notice the difference between
Yes/No questions and Wh- questions.

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

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



1. is / Kathy / name / my _______________________________________________

2. come / New York / from / I ___________________________________________

3. Max / is / this _______________________________________________________

4. from / comes / San Francisco / he ______________________________________

5. from / comes / New York / Kathy ______________________________________ 1(1) Names and Places: Exercise B

Circle the correct word.

Example: This is, am Max.

1. Max come, comes from San Francisco.

2. "Hello. My name is, am Max."

3. "I come, comes from San Francisco.

4. Kathy come, comes from New York.

5. She come from, comes from New York.
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
New Dynamic English
16


1. Where does Max come from? ____________________________________________

2. Where is Kathy from? __________________________________________________

3. Who comes from New York? ____________________________________________

4. Who is from San Francisco? _____________________________________________

5. Which person is a woman? ______________________________________________

Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 1, Names and Places
17
Practice Exercises

1(1) Names and Places: Exercise E

Fill in the blank in the sentence with isn’t or doesn’t
Example: Max comes from the US. He doesn’t__
come from France.

1. His name _____________ Bob; his name is Max.

2. Pierre is from Paris. He _____________ come from the US.

3. Kathy speaks English. She _____________ speak Japanese.

4. Zork comes from far away. He _____________ from our world.


2. Max and Pierre is, are men.

3. Kathy and Max speak, speaks English.

4. Pierre come, comes from France.

5. He doesn’t come, comes from the US.

6. Kathy and Max is, are not from Europe.

7. Kathy doesn’t speak, speaks French.

8. Pierre doesn’t come, comes from Japan.

9. They am, is, are both from the United States.

10. They don’t, doesn’t speak Japanese. 1(1) Names and Places: Exercise H

Match each part of a sentence on the left with the rest of the sentence on the right.
Example: h. What ____h____
is your name?

a. What is 1. _____ come from Europe.
b. Where do 2. _____ are you from?
c. Where 3. _____ is Kathy.
d. My name 4. _____ doesn’t speak French.
e. I’m not 5. _____ you come from?

A. San Francisco is in California.

4Q. Who ______________________________________________________________

A. Kathy does (Kathy comes from New York.)

5Q. Where _____________________________________________________________

A. They are from the United States

6Q. What ______________________________________________________________

A. They come from Brazil.

7Q. What ______________________________________________________________

A. He speaks French and German.

8Q. Does ______________________________________________________________

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

Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
New Dynamic English
20
2. Jobs and Family
Richard Chin, Sara Scott, Henry Thornton, Word Practice, and Questions

Lesson 3 extends the treatment of personal information from Unit 1 to include occupation, age, the
spelling of one’s name, marital status, family relationships, and where one resides. Three characters

Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 2, Jobs & Family
21

Learning Points

adjectives
his first name, his family name, a good teacher; a high salary; a low salary; his salary isn’t very good, a
small apartment; they live on the fourth floor, an expensive house; a large hospital, the apartment is large
and comfortable; an expensive house, his rich parents; her older sister; her younger sister; He isn’t very
popular with women. He’s married. He’s single. She wants to be a great dancer.

family relationships
wife, husband, son, daughter, older sister, younger sister, parents. He and his wife have a son. His
parents are rich.

have
She has a high salary. He doesn’t have much money. He has a son.

negation (doesn’t, isn’t)
He doesn’t have much money. He doesn’t work hard. She isn’t married.

object pronouns (him, her)
He likes her. She doesn’t like him.

possessive adjectives (their, his, her)
His salary is low. Their son is five years old. Her boyfriend is a pilot. She lives with her older sister.

present simple
teach; like; have; live; write; work. She lives in an expensive apartment. I teach science and math.

In pairs, or small groups, have students practice the following dialog: “What’s your name?” “My name
is ” “What’s your first name?” “My first name is ” “How do you spell that?” “M A X” etc. ”How about
your family name? How do you spell your family name?” “My family name is ”

Step 3: Listening Focus
Assign students to do Listening Focus 1 in the lab or at home.

Step 4: Presentation and Oral Practice
Review the first few sentences. Focus on subject/verb agreement and family relationships. Make a list of
family relationships: father, mother, sister, brother, son, daughter, etc. Have students practice talking about
their family relationships: “Do you have a sister?” “Yes, I do. I have one sister.” “How old is she?” “My
sister is 18 years old.”

Step 5: Listening Focus
Assign students to do Listening Focus 2 in the lab or at home.

Step 6: Presentation and Oral Practice
Focus on occupations and housing. Note the use of direct objects and prepositions in key sentences. Make a
list of common occupations and places to live: teacher, banker, doctor, salesperson, policeman; city, country,
downtown, suburb, etc. Have students practice talking about the occupations of people in their family or
friends, where they live and with whom they live.

Step 7: Listening Focus
Assign students to do Listening Focus 3 in the lab or at home.

Step 8: Presentation and Oral Practice
Focus on adjectives and nouns. Make a list of common objects and adjectives used to describe them. Then
have students work in groups to come up with their own lists of adjectives and their opposites. Each group
can then present their list to the class.


Thornton and invite students to come up and fill in the information under each category. Using the chart,
have students ask questions about each character and answer in complete sentences.

Classroom Activity 2: Paired Interviews
Divide the class into pairs or groups of three. Have students interview each other and fill in the information
for the following categories: name, age, occupation, marital status, housing, family members. When this is
finished, invite several students to stand up and present the information about the persons they interviewed.

Classroom Activity 3: Who is this Person?
Post a large picture of a person the students have not seen before. Have students generate as many questions
as they can about this person. Write the questions on the board. Then answer the questions, either with real
facts, or with made-up, creative answers provided by the class.

Classroom Activity 4: Family Album
Ask students to bring photos of family or friends, or cut out pictures of families from magazines. Have
students orally introduce these people to a small group or to the whole class. Encourage members of the
groups or class to ask questions.

Classroom Activity 5: Match Game
Post a large piece of butcher paper prepared with a large grid of 20 squares on a bulletin board. Write one of
the antonyms introduced in the lesson in each of the squares in random order (large, small; high, low; old,
young; good, bad; comfortable, uncomfortable; rich, poor; married, single; expensive, inexpensive; men,
women; popular, unpopular). Cover each of the words with a separate sheet of paper or index card. Number
the cover sheets from 1 to 20.

Divide the class into four teams and let each team call out two numbers at their turn. Uncover the words
under the numbers. If the two squares are matching antonyms, the team gets a point and another turn. If the
words do not match, recover them and let the next team take a turn. When all the matches have been
uncovered, the team with the highest number of points is declared the winner.


R: Sure, I don’t mind. Good luck.

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

Sara’s interview:
K: Excuse me, but may I ask you a question?
S: Sure, what is it?
K: Are you a teacher?
S: No, I’m not. I’m a doctor.
K: Thank you.
S: You’re welcome.
Henry Thornton
This is Henry Thornton. His first name is Henry.
His family name is Thornton.

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

Are they both writers? Who is she writing about?

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

Word Practice
teacher, student, school, doctor, hospital, office,
apartment, house, son, daughter, friend, family,
sister, brother, parents, high, low, salary, money,
large, small, expensive, inexpensive, single, married,
rich, poor, first, last
Copyright (c) 1998-2003, DynEd International, Inc. All Rights Reserved
Module 1: Unit 2, Jobs & Family
25
Focused Listening
Focus 1
Listen to all three lessons. Listen to each sentence several
times. If necessary, use the ABC button to look at the text.

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

Goals
• Students will be able to identify the characters and
spell their names.
• They will be able to distinguish between "first name"
and a "family name."

describe them using the verb be.
• Students will be able to use be to talk about age: He is
thirty years old.
• Students will be able to use the indefinite article a
before a noun (He is a teacher) but not before an
adjective (He is married).
Student Follow-up
1. Write three sentences about Richard, Sara, and yourself
using the verb be.
2. Do Practice Exercises A and B

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

Language Focus
have, simple present, family relationships

Listening Task
Focus on Sara and Henry. Listen for and record sentences
(or parts of sentences) that tell what Sara or Henry has or
does.
Sara has a boyfriend. She works in a large hospital. She
has a high salary. She lives in an expensive apartment.

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

Goals