Coomunication Foundations Communication Foundations for English for Speakers of Other Languages (ESOL) Level 1 By Gary Affholter and Cheryl Garayta, Lansing Community College Communication Foundations for English for Speakers of Other Languages (ESOL) Level 1 by Gary Affholter and Cheryl Garayta is licensed under a Creative Commons Attribution 4.0 International License. Preface This text was made possible through Lansing Community College’s Open Educational Resources (OER) award program. This is the first of a five-level series of open textbooks for ESOL students created by the ESOL faculty team at Lansing Community College. Our goal was threefold. First, we wanted to create a set of texts for adult ESOL students that would integrate skills across language skill areas: Reading, Speaking, Vocabulary, Listening, Grammar, and Writing. Second, we worked to scaffold skill instruction across levels so that students would experience a connected instructional approach as they progressed through an ESOL program. Finally, we wanted to incorporate instruction focused on communication skills for life and work with academic preparation because our students’ goals include completing a postsecondary training program. This text is a mix of original work; readings from the public domain; reading selections licensed under Creative Commons CC-BY licenses; links to external websites for videos and other reading material; and images from Openclipart.org, Flickr.com, and Pixabay.com. Communication Foundations was created for students at the Low Beginning level. The companion texts, Communication Basics and Pre-Academic Communication, were written for students at the High Beginning and Low Intermediate skill levels . Bridge to College English Skills and College English Skills, designed for High Intermediate and Advanced-level students, shift to an English for Academic Purposes (EAP) instructional focus as students move into entry-level college courses at these levels. Our students include immigrants, refugees, permanent residents, U.S. citizens, and International F-1 visa holders and come from Central and South America, Asia, Africa, and Europe. We hope that this text will help you as you work with your students. Please revise, remix, and adapt to meet your students’ needs. Gary Affholter, Ed.S, Adjunct Professor, ESOL Cheryl Garayta, Ed.D, Director, Integrated English Area Lansing Community College September 2018 Communication Foundations for English for Speakers of Other Languages (ESOL) Level 1 by Gary Affholter and Cheryl Garayta is licensed under a Creative Commons Attribution 4.0 International License.  Table of Contents Part 1 – Reading and Speaking Foundations Unit 1………………………………………………………………………………………………5 Topics: Vocabulary – Personal Information; Speaking – Giving Personal Information, Using Greetings; Listening – Listening for Personal Information, Understanding Relaxed Speech, Listening for Short A Sound, Listening for Long A Sound, Listening for Long A Homonyms; Spelling and Pronunciation – Short A Spellings, Long A Spellings, Long A Homonyms, Relaxed Speech; Reading – Reading for Supporting Details Attributions Unit 1…………………………………………………………………………….22 Unit 2……………………………………………………………………………………………25 Topics: Vocabulary – Jobs, Numbers, Days of the Week, Time of Day; Speaking Describing Daily Routine, Asking Questions about Daily Routine; Listening – Listening for Day and Time, Understanding Relaxed Speech, Listening for Short E Sound, Distinguishing between Short A and Short E Sound; Spelling and Pronunciation – Short E Spellings, Relaxed Speech; Reading – Reading for Main Idea and Supporting Details Attributions Unit 2……………………………………………………………………………………43 Unit 3…………………………………………………………………………………….47 Topics: Vocabulary – Family, Colors, Descriptive Adjectives, Adverbs for Location; Speaking – Describing Family and Family Relationships, Describing People, Making Introductions, Asking for and Giving Directions, Arranging Meetings / Appointments, Giving Directions to Complete Process; Listening – Listening for Information about Family Relationships, Listening for Directions, Understanding Relaxed Speech, Listening for Short E Sound (Variant Spellings); Spelling and Pronunciation – Variant Short E Spellings, Relaxed Speech; Reading – Reading for Main Idea and Supporting Details, Using Context Clues Attributions Unit 3…………………………………………………………………………….68 Unit 4…………………………………………………………………………………….73 Topics: Vocabulary – Rooms, Household Items, Furniture, Food, Quantities, Money, Fractions, Math Terms, Cardinal and Ordinal Numbers; Speaking – Making Purchases, Giving Recipe Directions, Using Cardinal and Ordinal Numbers, Describing Household – Rooms / Furniture / Items, Use Polite Expressions in Conversation; Listening – Listening for Location, Listening for Price, Listening for Descriptions, Listening for Math Information, Listening for Cardinal and Ordinal Numbers, Understanding Relaxed Speech, Listening for Short I Sound, Distinguishing between Short A, Short E, and Short I Sound; Spelling and Pronunciation – Short I Sound, Relaxed Speech; Reading – Reading for Main Idea, Supporting Details, Statements of Fact and Opinion, Making Simple Inferences Related to Reading Passages Attributions Unit 4…………………………………………………………………………..102 Part 2 Grammar and Writing Foundations Unit 1……………………………………………………………………………………109 Topics: Grammar – Subject Pronouns; Verb “Be” Present – Statements, Questions, Negatives, Short Answers, Questions Words, Contractions; Writing – Capital Letters, Periods, Apostrophes, Writing Complete Sentences Attributions Unit 1…………………………………………………………………………123 Unit 2……………………………………………………………………………………128 Topics: Grammar – Present Tense – Statements, Questions, Negatives, Short Answers, Question Words, Contractions; Writing – Sentence Writing, Paragraph Format Attributions Unit 2…………………………………………………………………..158 Unit 3…………………………………………………………………………………..169 Topics: Grammar – Verbs “Have” and “Do” – Statements, Questions, Negatives, Short Answers, Question Words, Contractions, Prepositions, Possessive Adjectives; Writing – Simple Paragraphs Attributions Unit 3…………………………………………………………………..185 Unit 4…………………………………………………………………………………..186 Topics: Grammar – Word Order, Count / Non-Count Nouns, Quantities; Writing – Listing Steps in a Process, Simple Paragraphs Attributions Unit 4…………………………………………………………………………..194   Part 1 Reading and Speaking Foundations   Unit 1 Speaking Alphabet Practice 1 Repeat the alphabet. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz Practice 2 Listen and follow along with the song: Alphabet Song Practice 3 Write the letters of the alphabet you hear. Write both the capital and the small letter: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Practice 4 Spell the names you hear. Listen and write. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Vocabulary Listen and repeat after your teacher. Nouns (Names of People, Places, or Things) Address 335 South Washington Street Book City Country Name Maria, Lin, Yang, Hassam Mr. Mr. Hernandez Mrs. Mr. Saweja and Mrs. Saweja Ms. Ms. Yang Dr. Dr. Mohammed Number 1, 2, 3, 4 Paper Pencil Pen Language English, French, Farsi, Arabic, Vietnamese, Burmese, Russian Pronouns (Words That Substitute for a Noun) It They Verbs (Actions or Forms of Be) Ask Meet Adjectives (Describe Nouns or Pronouns) One 1 Two 2 Three 3 Four 4 Five 5 Six 6 Seven 7 Eight 8 Nine 9 Ten 10 Eleven 11 Twelve 12 Thirteen 13 Fourteen 14 Fifteen 15 Sixteen 16 Seventeen 17 Eighteen 18 Nineteen 19 Twenty 20 Nationality English, French, Somali, Burmese, Thai, Iraqi Adverbs (Show When, Where, Why, How, or To What Extent) When ? Where ? Expressions (Idioms) Goodbye / Bye Hello / Hi Me, too. Yes / Yeah No Ok Relaxed Pronunciation In everday conversation, people do not pronounce every letter and part of a word clearly. Speakers combine sounds and sometimes eliminate letter sounds. This type of speech is called relaxed pronunciation. It’s important to learn to understand relaxed pronunciation because this is the type of speech you hear in most daily situations, including when you watch tv, see movies, or listen to the radio. One of the best ways to learn to understand relaxed pronunciation is to practice speaking with this pronunciation style. Practice 5 Story Telling: Listen and repeat. Use relaxed pronunciation. 1. Maria and Ali are at school. 2. Ali says “Hello” to Maria. 3. Maria says “Hi” and asks Ali his name. 4. Ali tells Maria his name. 5. Ali asks Maria where she’s from. 6. Maria says she’s from Cuba and asks Ali where he is from. 7. Ali says he’s from Iraq and asks Maria if she is in the English class. 8. Maria says she is in Level 1. 9. Ali says he is, too. Practice 6 Dialogue 1: Practice with a partner. Practice using relaxed pronunciation. A: Hello, my name is ________________. B: Hello, I’m _______________. A: Where are you from? B: I’m from _____________. How about you? A: I’m from _____________. Are you in the English class? B: Yes, I’m in Level 1. A: Me, too. It’s nice to meet you. B: Nice to meet you. Let’s go to class. A: OK. Practice 7 Map Game: Find your country. State your name and tell where you are from. Example: My name is Marta. I am from Portugal. Practice 8 Map Game: Find a city. State where the city is located. Example: Cleveland is in Ohio. Practice 9 Conversation Practice: Practice meeting your classmates. Ask and answer questions with your classmates. Practice using relaxed pronunciation. A: Hi. My name is ___________________. What’s yours? B: I’m ________________. A: Nice to meet you, ______________. Where are you from? B: I’m from ______________________. How about you? A: I’m from _________________. Practice 10 Memory Game: Listen to your classmates describe themselves. Then restate their information. A: I’m Paolo. I’m from Brazil. I speak Portuguese. B. He’s Paolo. He’s from Brazil. He speaks Portuguese. Practice 11 Dialogue 2: Practice with a partner. Practice using relaxed pronunciation. A. Excuse me, I’m looking for Room ________________. B. I’m going there now. Let me show you where it is. A. Thank you. My name is __________________. I’m taking English Level 1. B. Nice to meet you, ________________. I’m ______________ (with title). I’m your teacher. Practice 12 List the name of the country and the language of the country. Countries: France, Vietnam, Iran, Saudi Arabia, Brazil, China, Turkey, Korea, Germany, Dominican Republic Languages: Portuguese, Korean, Arabic, German, Turkish, Chinese, Spanish, French, Vietnamese, Farsi 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Practice 13 Dictation: You will hear the sentences with the speaker using relaxed American pronunciation. Listen and write using correct spelling. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Reading Starting School Read the information in this school application. Practice 14 Comprehension: Answer questions about the information on the form. 1. What is the name of the school? ______________________________________ 2. What is the family name of the student? ________________________________ 3. What is the first name of the student? __________________________________ 4. Paul Renault has a middle name: François. The letter F. after the letters M.I. for middle initial means________________________________________________ 5. M.I. means Middle Initial. Since “F” is Paul’s middle initial, and “François” is Paul’s middle name, what does “initial” mean? ___________________________ 6. What country is Paul from? __________________________________________ 7. What is his birth date? ______________________________________________ 8. How old is Paul? __________________________________________________ Practice 15 View the ad for school supplies by clicking on the link. Then, answer questions about the ad. School Supplies 1. List the vocabulary items that you see pictured in the ad. ________________________________________________________________ 2. Notebooks are $4.99. How much are 3 notebooks? ________________________________________________________________ 3. A calculator is $15.79. Which is more money: a notebook or a calculator? ________________________________________________________________ 4. If one pencil is 79¢, how much are ten pencils? ________________________________________________________________ 5. How much is it to buy 1 calculator, five pencils, and a notebook? ________________________________________________________________ Spelling and Pronunciation Practice 16 Listen to the sound for each letter of the English alphabet: Practice repeating the letter sounds. Alphabet Song With Letter Sounds English spelling and pronunciation can seem complicated. That is mainly because the English alphabet has 26 letters, but many of the letters can make more than one sound. The sound depends on where the letter is in the word and on other letters near the word. English spelling and pronunciation is VERY regular. What is important is to understand the spelling patterns that make the sounds. English contains 5 letters that are vowels, but these letters can make 20 vowel sounds. Knowing the spelling patterns for the sounds, and the exception words that also make the sound, is the secret to understanding English spelling and pronunciation. Each vowel has a Short sound, a long sound, and a sound the letter makes when followed by “R”. There are also several unique sounds made by combinations of vowels. These sounds are called “dipthongs”. In this unit, we will focus on the Short and Long sounds for the letter A. Practice 17 Listen to the sound for short a: Practice repeating the letter sounds. Short A Pronunciation Here are some common words with this sound. Listen to your teacher pronounce the words: At, Bag, Back, Cat, Cab, Fast, Ask, Hat. In the words listed, you see this spelling pattern: Vowel Consonant. A consonant may come before the vowel “a”: bag, back, cat, cab, fast, hat. More than one consonant may come after the vowel “a”: back, fast. Practice 18 Write the words you hear: 1. 2. 3. 4. 5. Spelling and pronunciation rules for “c” and “k”. 1. “C” sounds like “k” before “a”, “o”, and “u”: cat, cot, cut. 2. After a short vowel sound like the “a” in “cat” or “bag”, use “ck” to spell the “k” sound: back, black, pack, sack, tack, hack. 3. The short A sound is made when you see the spelling pattern _A_ EXCEPT when the final letter is R, W or Y, or in words with the pattern ALL. Practice 19 Write the words you hear: 1. 2. 3. 4. 5. Exception The word “laugh” has the same sound as “cat”. This is the ONLY common English word with this spelling for this sound. Practice 20 Write the words you hear: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Practice 21 Now, listen to the sound for long a: Practice repeating the letter sounds. Long A Sound Here are some common words with this sound. Listen to your teacher pronounce the words: Main, Mane, Rain, Rein, May. In the words listed, you see several different spelling patters. All of these spelling patterns make the long a sound. Besides the few exceptions listed below, ONLY these spelling patterns make the long a sound: _A_E (the e is silent – not pronounced), AI, EI (after all letters EXCEPT C), AY, and EY (EXCEPT the word key). Long A Exception Words The words listed below have the long a sound. These are exceptions you must learn. Usually the vowel combinations in these words have another vowel sound. EA Bear Wear ERE There Where Practice 22 Write the words you hear: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Homonyms The term homonym, or homophone, means that two or more words sound EXACTLY the same but have different spellings AND different meanings. Some examples are below: Long A Homonyms Word Meaning Main Most Important: Main Street, Main Office, Main Idea Mane Maine State of Maine Rain Rein Reign Time a King or Queen Is in Power Pain Hurt Pane Tail Tale Story, Usually for Children Sail Sale Lower Price Than Usual They Their Their Book There Direction Because these words sound the same, the ONLY way to tell which word the speaker means is from the sentence, the context (meaning in sentence.) This is true for Native English speakers as well as for people learning English. Practice 23 Write the words you hear: Listen to the sentence to know which word is being used. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Practice 24 Listen to the difference between short a and long a. Practice repeating the sounds you hear. Short A and Long A Sounds Practice 25 Write the words you hear. The words may be Short A sounds, Long A sounds, Exception spelling for Short A, and may include homonyms. Listen to the sentence to help you know which word is being used. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.   Attributions: Unit 1 Reading and Speaking books – coloured by frankes is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/245570/bookes-coloured Colorful City Landscape by GDJ is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/253159/colorful-city-landscape Modern Art World Map by GDJ is licensed under a Creative Commons Zero 1.0 Public Domain Licensehttps://openclipart.org/detail/244835/modern-art-world-map Man in Suit by Gerald_G is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/395/man-in-suit Business man and woman – positive looking by Juhele is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/285001/business-mand-and-woman-positive-looking Confident Buisness Woman by ginkgo is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/251195/confident-buisness-woman Doctor holding clipboard by The Martin is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/262573/doctor-holding-clipboard Stack of white paper by maestrawalker is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/256933/stack-of-white-paper Colored Pencils by GDJ is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/244853/colored-pencils Pen remix by monsterbraingames is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/download/204996/pen-uliphant-remix-monsterBraingames.svg Phone Icon 2 by FX13 is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/294401/phone-icon-2 pronoun, I by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191099/pronoun-i pronoun, we by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191094/pronoun-we pronoun, you by loveandread https://openclipart.org/detail/191102/pronoun-youye https://openclipart.org/detail/191100/pronoun-you pronoun, you(ye) by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191102/pronoun-youye pronoun, he by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191097/pronoun-he pronoun, they by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191095/pronoun-they pronoun, she by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191096/pronoun-she pronoun, they by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191095/pronoun-they Book by Tibetan_Fox is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191668/book books – coloured by frankes is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/245570/bookes-coloured NEW: Questions Asked Clipart? by openclipart https://openclipart.org/detail/237835/NEW-Questions-Asked-Clipart Nice to meet you by Firkin is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/291563/nice-to-meet-you clock is pointing at three o’clock by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191014/clock-is-pointing-at-three-oclock World Cities Map by mapsopensource is licensed under a Creative Commons 3.0 Unported License http://www.mapsopensource.com/world-cities-map.html Smiley Waving Goodbyeby barnheartowl is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/download/215285/sad-face-waving.svg Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello Right or wrong 4 by Arnoud999 is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/15814/right-or-wrong-4 yes by skind is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/96283/yes No button. Boton No by Ehecatl1138 is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/158779/no-button-boton-no Right or wrong 4 by Arnoud999 is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/15814/right-or-wrong-4 World Cities Map by mapsopensource is licensed under a Creative Commons 3.0 Unported License http://www.mapsopensource.com/world-cities-map.html Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello School by eternaltyro is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/176546/school Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello Woman waving hello by anarres is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/283171/woman-waving-hello Woman waving hello by anarres is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/283171/woman-waving-hello Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello Woman waving hello by anarres is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/283171/woman-waving-hello Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hello Woman waving hello by anarres is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/283171/woman-waving-hello Man Hello by cyberscooty is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/247271/man-hellohttps://openclipart.org/detail/283171/woman-waving-hello World Cities Map by mapsopensource is licensed under a Creative Commons 3.0 Unported License http://www.mapsopensource.com/world-cities-map.html Usa Cities Map by mapsopensource is licensed under a Creative Commons 3.0 Unported License http://www.mapsopensource.com/usa-cities-map.html Majestic Running Horse (Cream) by Falco276 is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/303963/majestic-running-horse-cream lion by kwstasm83 is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/179198/lion rain – coloured by frankes is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/214409/rain-coloured Round Up Calgary by Bernard Spragg. NZ. Is in the Public Domain. https://www.flickr.com/photos/volvob12b/9632913301/ Window by ali2013 is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/173814/window Hunting Dog by j4p4n is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/234614/hunting-dog Red sail boat 1 by ejmillan is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/240535/red-sail-boat-1 pronoun, they by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191095/pronoun-they pronoun, they by loveandread is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/191095/pronoun-they   Unit 2 Vocabulary Nouns (Names of People, Places, Things) Waiter Cook Landscaper Mechanic Teacher Nurse Police Officer Firefighter Computer Technician Welder Driver Cashier Job / Work Teacher, Business Person, Driver, Welder Computer Monitor Keyboard Mouse Calendar Clock Verbs (Action or Form of Verb Be) Work Cook, Teach, Write, Drive, Weld Cook Clean Plant Drive Type Design Take Care Of Greet Put Out Wake Up Study Adjectives (Describe Nouns or Pronouns) Twenty-one 21 Thirty 30 Forty 40 Fifty 50 Sixty 60 Seventy 70 Eighty 80 Ninety 90 One Hundred 100 One Hundred One 101 One Thousand 1000 One Thousand One 1,001 One Thousand One Hundred OR Eleven Hundred 1,100 Two Thousand 2,000 Ten Thousand 10,000 One Hundred Thousand 1000,000 One Million 1,000,000 Days of the Week Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Telling Time – Hours Use numbers 1 through 12 for hours, followed by “o’clock”: 1 o’clock, 2 o’clock, 3 o’clock, 4 o’clock, 5 o’clock, 6 o’clock, 7 o’clock, 8 o’clock, 9 o’clock, 10 o’clock, 11 o’clock, 12 o’clock. Use “noon” for 12 o’clock in the middle of the day and “midnight” for 12 o’clock at night. The day begins at midnight. Use the expression “a.m.” for times before the middle of the day and “p.m.” for times after the middle of the day. 1 p.m. is one o’clock in the afternoon. 1 a.m. is one o’clock at night, because the next day begins at midnight. Practice 1 Name the times that are shown on each clock. Write the time expression using words and then using numbers. The first item is an example. Eleven o’clock. 11:00. (3 possible answers) Telling Time – Half Hours Use the expression _____:30 for the half hour. Some English speakers also say, “half past _________” or “30 minutes past __________”. Practice 2 Name the times that are shown on each clock. Write the time expression using words and then using numbers. The first item is an example. Seven thirty. 7:30. Half past seven. 7:30. Thirty minutes past seven. 7:30. Telling Time – 15 Minutes After an Hour Use the expression _____:15 for 15 minutes after the hour. Some English speakers also say, “a quarter past _________” or “15 minutes past __________” or “15 minutes after _______”. Practice 3 Name the times that are shown on each clock. Write the time expression using words and then using numbers. The first item is an example. Five fifteen. 5:15. A quarter past five. 5:15. Fifteen minutes five. 5:15. Telling Time – 45 Minutes After an Hour Use the expression “______:45” for 45 minutes after an hour. Some English speakers also say this time means 15 minutes BEFORE the next hour. So, 10:45 may also be expressed as “15 to 11” or “a quarter to 11”. Practice 4 Name the hours that are shown on each clock. Write the time expression using words and then using numbers. The first item is an example. Nine forty-five. 9:45. A quarter to ten. 9:45. Fifteen minutes to ten. 9:45. Telling Time – Minutes After or Before an Hour Give the number of minutes after an hour for other times. Example: 10:17 or 11:23 or 9:35. Some speakers say, “17 minutes after 10” or “17 past ten”. For single digit numbers, pronounce the letter “O” for the number zero (0) in speaking. Example: 10:01 sounds like 10 O 1. When the number is more than 30 after an hour, use the number: 10:32. Some speakers also express times that are more than 30 minutes after an hour as minutes BEFORE the next hour. So 10:32 may also be expressed as “28 minutes to 11” or “28 to 11”. Practice 5 Name the times that are shown on each clock. Write the time expression using words and then using numbers. The first item is an example. Five minutes past eight. 8:05. Eight O five. 8:05. Reading Times of Day Practice 6 Write the letter beside the time expression (numbers) next to the written words. Two past three A. 7:15 Ten to seven B. 6:30 Half past six C. 4:45 Twenty past two D. 8:17 Nine seventeen E. 3:02 Quarter past seven F. 2:53 Quarter to five G. 5:05 Eight seventeen H. 2:20 Ten to six I. 9:17 Two fifty-three J. 6:50 Listening Practice 7 Write the times that you hear. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Practice 8 Listening for Time Information: Listen to the video and answer the questions that you hear. Daily Routine with Times Practice 9 Listen to the video about movie times and fill in the times you hear. Movie Times 1. Don’t Open the Door! __________, ___________, _____________ 2. Scream in the Night ___________, ___________ , _____________ 3. Street Match – The Return _________, __________, ___________ 4. Lulu: It’s a Dog’s Life __________, _____________, ____________ Story Telling Listen and repeat. Use relaxed pronunciation. Practice 10 Work Work 1. Maria gets up at 6:00 a.m. every day from Monday to Friday. 2. She gets ready for school between 6:00 and 6:30. 3. She fixes breakfast between 6:30 and 6:45. 4. She eats breakfast between 6:45 and 7:00. 5. Maria takes the bus to school at 7:20. 6. Her English class goes from 8:00 to 12:00 noon. 7. After class, Maria studies in the library until 2 p.m. 8. She leaves for work at 2:15 and starts work at 3:00. 9. Maria works from 3:00 to 10:00, goes home, and goes to bed by 11:00 every night. Practice 11. Answer questions about the story. 1. What time does Maria get up? 2. She gets up at _________________. 3. When does she fix breakfast? 4. She fixes breakfast at ______________. 5. What time does her English class begin? 6. It begins at ________________-. 7. How long does the class last? 8. It lasts ____________________. 9. How long does it take for Maria to get to work? 10. It takes ______________________. 11. When does Maria get home after work? 12. She gets home at ______________________. 13. How many hours of sleep does Maria get at night? 14. She gets ________________hours of sleep. Practice12 Ask your partner questions about his or her daily routine. Write down your partner’s answers. Then, tell the group about your partner’s daily activities. 1. What time do you get up? 2. When do you go to school? 3. Do you work? 4. Where do you work? 5. When do you work? 6. How do you get to school? 7. What time do you study? 8. When do you eat dinner? Practice 13. Memory Game: One person will make a statement about his or her daily routine. Example: I get up at 7. The next person will repeat the first student’s statement and add a statement. Example: Ali gets up at 7, and I get up at 6. The next person will repeat both statements and add a statement. Example: Ali gets up at 7, Maria gets up at 6, and I get up at 7:30. Continue around the class, with each person adding a statement. See how many of your classmates’ statements you can remember. Practice 14. Dictation: Write the sentences you hear using standard spelling. The speaker will use relaxed pronunciation. 1. 2. 3. 4. 5.   Reading Reading About a Daily Routine The reading passage includes the daily routines of many famous people. Read the section by Maya Angelou. Note: The passage includes words that are new but also includes many words that you know. Do not stop reading because the words are new. Read to understand as much as you can. Maya Angelou Daily Routine Practice 15. Answer the questions about the reading. 1. What time does Maya wake up? ______________________________________________________. 2. Does she have coffee before her husband goes to work or after her husband goes to work? ______________________________________________________. 3. How many hours does Maya usually work each day? ______________________________________________________. 4. Why does Maya sometimes stop working at 12:30? ______________________________________________________. 5. When Maya comes home, does she cook dinner or take a shower first? ______________________________________________________. Practice 16. Create a daily schedule for Maya based on the information from the reading. First, arrange the actions in the correct order. Then, write the time for each action next to the item: Shower, Cook Dinner, Wake up, Have coffee, Leave for work, Work at writing, Husband leaves for work, Come home. 1. 2. 3. 4. 5. 6. 7. 8. Reading About Finding a Job Read the information on finding a job. Then answer the questions. Finding a Job Practice 17. List the steps to find a job in the correct order: Practice for interviews, Research jobs, Get a job offer, Update your social media profile, Attend job interviews, Prepare your cv or resume, Apply for jobs. 1. 2. 3. 4. 5. 6. 7. Spelling and Pronunciation Listen to the sound for short e. Short E Sound Here are some common words with this sound. Listen to your teacher pronounce the words: Bed, Best, Check, Desk, Debt, Get, Jet, Let, Pet, Well, Wet Practice 18. Write the words you hear. 1. 2. 3. 4. 5. Short E Exceptions A few words use the letters “EA” to spell the short e sound. Learn these words. This is a very small group of words. The words are listed below: Bread, Breath, Dead, Death, Dread, Feather, Head, Health, Healthy, Heather, Instead, Leather, Read, Steady, Stealth, Stealthy, Thread, Threat, Threaten, Wealth, Wealthy Practice 20. Write the words you hear. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. The word “said” also sounds like short e. This is the only word that spells the short e sound with “ai”. Practice 21. Now, the words you hear may use any of the spelling patterns we have practiced in Unit 2. The words may have the regular spelling for short e or obe ne of the exception words. Write the words you hear. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14 15. 16. 17. 18, 19, 20. Listen for the difference between short A and short E. Short A – Short E Practice 22. Write the words you hear. The words may have any of the short a or short e spellings you worked with in Unit 1 or Unit 2 or be one of the long a words from Unit 1 (main, mane, may). You will hear the word, a sentence using the word, and the word again. Listen to the sentence before you write the word. This will help you understand the meaning, which will help you know which word to write. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.   Attributions Reading and Speaking Unit 2 Waiter with Wine by j4p4n is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/294795/waiter-with-wine Cook by Juhele is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/253316/cook Mowing the lawn by rdevries is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/250912/mowing-the-lawn African Mechanic by j4p4n is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/269591/african-mechanic Teacher in a greener dress by The Martin is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/263350/teacher-in-a-greener-dress nurse with IV by cactus cowboy is licensed 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https://openclipart.org/detail/3174/clock-alarm analog clock by sivvus is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/27002/analog-clock Table clock, Time to wake up by ozant is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/214982/table-clock-time-to-wake-up Woman waving hello by anarres is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/search/?query=woman+waving+hello 6 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217068/6-oclock 6 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217068/6-oclock Half Past 6 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/search/?query=half+past+six+o%27clock Half Past 6 o’clock by hypocore is licensed 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License https://openclipart.org/detail/218241/bus-symbol-pictogram School by eternaltyro is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/176546/school Twenty Minutes After Seven – 7:20 by jonathan357 is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/219711/twenty-minutes-after-seven-720 Kids Classroom Colour by j4p4n is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/272477/kids-classroom-colour 8 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/217070/8-oclock 12 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217074/12-oclock books – coloured by frankes is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/245570/bookes-coloured 12 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217074/12-oclock 2 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://www.openclipart.org/detail/217064/2-oclock School by eternaltyro is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/176546/school Quarter past 2 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217693/quarter-past-2-oclock 3 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217065/3-oclock 3 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217065/3-oclock 10 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217072/10-oclock cool-home by netalloy is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/70453/coolhome Sleeping by oksmith is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/285174/sleeping 11 o’clock by hypocore is licensed under a Creative Commons Zero 1.0 Public Domain License https://openclipart.org/detail/217073/11-oclock   Unit 3 Vocabulary Nouns (Names of People, Places, or Things) Mother Father Parent / Parents Child / Children Son Daughter Grandfather Grandmother Grandchild / Grandchildren / Grandson / Granddaughter Sister Brother Aunt Sister of Mother or Father / Wife of Uncle Uncle Brother of Mother or Father / Husband of Aunt Niece Daughter of Sister or Brother Nephew Son of Sister or Brother Cousin Child of Aunt or Uncle Family Adjectives (Describe Nouns or Pronouns) Red Blue Green Yellow Orange Black White Brown Purple Turquoise Navy Blue Burgundy Beige Pink Happy Sad Describing Your Family Look at the diagram of Paolo’s family. This type of diagram is called a family tree. Then, read the description of Paolo’s family and answer the questions. Practice 1 Read the description of Paolo’s family and complete the statements. My name is Paolo. I’m from Brazil. I have a large family. My mother’s name is Marta, and my father’s name is Ricardo. My parents have four children: my brother, Jose; my sisters, Ana and Cristina; and me. I am their second child. Ana is the oldest. I’m 21, and she’s four years older than I am. Jose is two years younger than I am, and Cristina is the youngest. She’s 17. My grandparents’ names are Susana and Alberto. They are my mother’s father and mother. My father’s parents are Elena and Arturo. My grandparents on my mother’s side of the family had three children: my mother, her sister Anita, and her brother Julio. My Aunt Anita is not married. My Uncle Julio is married. His wife’s name is Juanita. My Uncle Julio and my Aunt Juanita have two children, my cousins Alberto and Maria. My grandparents on my father’s side have only two children, my father and his brother, my uncle Arturo. Uncle Arturo’s name is the same as my grandfather’s. Uncle Arturo isn’t married. 1. Ana is _________ years old? 2. Cristina is ________ years younger than Jose. 3. Susana and Alberto are Paolo’s grandparents. Susana is Alberto’s ___________ and Marta’s ____________. 4. Paolo’s cousin Alberto is his mother’s ___________. 5. Maria is Marta’s ______________. 6. Maria is Julio’s ______________. 7. Julio’s Grandfather Arturo is Elena’s ________________. 8. Julio is Susana’s and Alberto’s _________________. 9. Anita is Susana’s and Alberto’s __________________. 10. Paolo has ___________ cousins. Practice 2 Describing family members: Describe your family to a partner. Listen to your partner’s description and take notes. Then, describe your partner’s family to the class.   Practice 3 Picture Match: Listen to the statements about the pictures and choose the correct picture. Picture A Picture B Picture C 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Describing Age Review these sentences from the reading exercise in Practice 1. Ana is the oldest. I’m 21, and she’s four years older than I am. Jose is two years younger than I am, and Cristina is the youngest. She’s 17. In English, we use “be” to give age (how old someone or something is.) Some examples are listed below. Example: • I am 34. • My sister is 27. • My parents are 71 and 69. • The dog is 5. • The baby is 6 months old. • The car is 4 years old. To ask about age, use the questions “How old are you?”; “How old is he / she?”; “How old are they”; “How old is it?”. When giving ages, you can say the number alone, or you can add “years old, months old” after the number. It is very common to only give the number as an answer to the question “How old…?”. Note: In the United States, it is not considered polite to ask an adult about his or her age. The questions are mainly used for children and things (animals, houses, and so on.) Practice 4 For each picture, write a question asking about age. Then, write the answer using the number given. 1. 4 Years Old ______________________________________________________? ________________________________________________________________. 2. 50 Years Old _________________________________________________________? _________________________________________________________________. 3. 11 Years Old ¬¬¬¬¬¬¬¬¬¬¬¬___________________________________________________? __________________________________________________________________. 4. 240 Years Old _________________________________________________________? ____________________________________________________________________. 5. 15 Years Old _________________________________________________________? ____________________________________________________________________. Practice 5 Describing classroom objects: Look around the room. Describe something you see. Call on a classmate to see if he or she can guess what you described. If the person who answers is correct, it is that person’s turn to describe a classroom object. Example: I see something on the wall. It is big and white. What is it? Answer: Whiteboard. Practice 6 Dialogue: Listen and repeat. Then practice with a partner. A. Hi, My name is Maria. I’m in your English class. B. Hi, Maria. I’m Ali. A. Where are you from? B. I’m from Iraq. How about you? A. I’m from Cuba. I live in Lansing. Where do you live? B. In East Lansing. I work at Meijer. Do you work? A. Yes, I work at the airport. B. I’m married, and I have two children: a boy and a girl. Tell me about yourself. A. I’m not married. I live with my family: my mother, father, brother, and two sisters. B. You’re lucky you have such a big family here. Practice 7 Conversation: Use the dialogue from Practice 5 as a sample. Talk with a partner about yourself and your family. Practice 8 Describing Pictures: Bring a picture of a family member, a friend, or find a picture of a person you would like to describe. Show the class the picture and describe the person. Practice 9 Recognizing Color Names: Write the letter of the color next to the name of the color. A. B C D E F G H I J K L M N 1. Yellow 1. Burgundy 2. Pink 3. Brown 4. Green 5. Red 6. Orange 7. Beige 8. Turquoise 9. Purple 10. Navy Blue 11. Black 12. White 13. Blue Practice 10 What Color Is It? Take turns asking what color an object in your classroom is. Call on a classmate to answer. When someone answers, correctly, it is his or her turn to ask. Example: What color is the board? It’s white. Practice 11 Story Telling: Listen and repeat. Use relaxed pronunciation 1. Julio wants to meet Ali for lunch. 2. He calls Ali. 3. He asks Ali if he is free for lunch. 4. Ali asks “What time?” 5. Julio says at noon. 6. Ali says he is free and asks what restaurant. 7. Julio says the coffee shop near his apartment. 8. Ali asks for the address. 9. Julio gives Ali the address and directions to the coffee shop. Practice 12. Answer questions about the story. Write your answer in a complete sentence. 1. Who wants to have lunch? 2. Who does he invite to have lunch with him? 3. How does Julio invite Ali for lunch? 4. Is Ali free for lunch? 5. What time do they plan for lunch? 6. Where do they plan to meet for lunch? 7. What information does Ali ask for? 8. What information does Julio give Ali? Practice 13 Conversation: Ask your partner the questions from Practice 12. Answer using short answers. Practice 14 Dialogue: Practice the dialogue with a partner. Use relaxed pronunciation. Julio: Hi, Ali. This is Julio. Ali: Hi, Julio. How’s it going? Julio: Pretty good. How are you? Ali: Great! What’s up? Julio: Are you free for lunch? Ali: What time? Julio: Around noon. Ali: That works. Where? Julio: How about the coffee shop by my place. Ali: OK. What’s the address? Julio: 511 South Pennsylvania. Take Pennsylvania south from school to Mount Hope. It’s on the corner of Mount Hope and Pennsylvania. Ali: Great! See you in a little while. Giving Directions Watch the video to learn vocabulary for giving directions. Asking For and Giving Directions Prepositional phrases for directions: • Next to, Beside • Behind, In back of • In front of • In the back of • In the front of • Over, Above • Under, Below, Beneath, Underneath • On the Corner • On the Right • On the Left Verbs for directions: • Go • Turn • Walk • Drive Adverbs for directions: • Right • Left • Straight • Straight Ahead Polite Expressions for asking directions: • Excuse me, where is_________? • Can you help me find __________? • Where is ____________? • How do I get to _____________? • Could you please tell me where __________________? Practice 15 Giving and Following Directions: Draw a map to take you from school to your home. Then, change maps with a partner. Give your partner directions. See if your directions take your partner to your home. Then, listen to your partner’s directions and follow the directions to his or her home on the map. Practice 16 Following Written Directions: Your teacher will give you a slip of paper with directions written on it. With a partner, follow the directions, write the name of the location you reach, and come back to class to report. Practice 17 Conversation: Use the pattern from the dialogue in Practice 13to invite a partner for lunch. Use names of restaurants that you visit. Use addresses you know and give directions to that address from school. A: Hi, ______. This is __________. B: Hi, ________. How’s it going? A: Pretty good. How are you? B: Great! What’s up? A: Are you free for lunch? B: What time? A: Around noon. B: That works. Where? A: How about ______________. B: OK. What’s the address? A: __________________. Take ___________________________________________. It’s __________________________________________________________________. B: Great! See you in a little while.   Practice 18 Dictation: Write the sentences you hear using standard spelling. The speaker will use relaxed pronunciation. 1. 2. 3. 4. 5. Reading Reading a Map Practice 19 Click on the link to view the map. Answer the questions about the map. Map of Downtown Lansing Near Adodo Riverfront Park 1. What are the names of the streets that runs east to west? 2. List the names of 3 streets that run north to south. 3. What is the name of the river? 4. What 2 streets does the river run between? 5. The Lansing Center is on what street? 6. Name 3 landmarks besides the Lansing Center that are shown on the map. Practice 20 Read the article. Many of the words will be new to you, but you will recognize many words, too. Important new vocabulary is listed below. • Descendants – children, grandchildren, and so on • Domesticated – an animal that lives near and is friendly with people • Tough – strong • Unique – different from all others • Folklore – popular stories • Crop – plants that are grown for food • Abundance – a lot of • Corral – an area to keep horses in • Graze – eat grass, like a horse or a cow • Stature – how tall someone or something is • Pony – a small horse • Bloated – looking fat because of being filled with water • Foal – baby horse • Mare – female horse • Offspring – children • Stallion – male horse • Ferocious – strong and dangerous • Veterinary – medical care for animals Pay attention to phrases that give location or directions. Answer the questions that follow the article. FROM “THE WILD HORSES OF ASSATEAGUE ISLAND” by National Park Service, US Department of the Interior A NATIONAL TREASURE The wild horses of Assateague Island are descendants of domesticated animals brought to the island over 300 years ago. Horses tough enough to survive the scorching heat, abundant insects, stormy weather and poor quality food found on this windswept barrier island have formed a unique wild horse society. Enjoy their beauty from a distance, and you can help make sure these extraordinary wild horses will continue to thrive on Assateague Island. “My treasures do not click together or glitter. —They gleam in the sun and neigh in the night.” —Bedouin proverb WHERE DID THEY COME FROM? Were the horses shipwreck survivors… Local folklore describes the Assateague horses as survivors of a shipwreck off the Virginia coast. While this dramatic tale of struggle and survival is popular, there are no records yet that confirm it. …or settlers’ horses? During the 17th century free-roaming horses, cows, sheep and pigs caused expensive crop damage to local farms. Farmers were required to pay taxes on all mainland livestock and fence them in. Like people in the 21st century, these resourceful coastal residents looked for ways to avoid paying this tax. They turned to nearby Assateague Island with its abundance of food, shelter and a natural “corral” made of water to solve their problem. It is likely that modern Assateague horses are descendants of those hardy animals turned loose on the island to graze tax-free. LIVING THE WILD LIFE IN MARYLAND Assateague’s horses are uniquely adapted to survive on a barrier island. How do they do it? What do they eat? The horses spend most of their time grazing on abundant but nutrient-poor saltmarsh cordgrass, saltmeadow hay and beach grass. The horses’ short stature is a result of hundreds of years of adaptation to this low quality diet. Genetically they are considered horses, even though they are now pony size. The Assateague horses drink over twice the amount of water that domesticated horses will due to their salty food supply. All that drinking combined with a high salt diet contributes to their bloated appearance. Where do they live throughout the year? Spring brings cool, rainy weather and fresh plant growth to the island. Many of the horses live in the marshes close to their best food sources. Foals are usually born in late spring and live with their mothers in a family group called a “band.” Each band is usually made up of 2–10 mares, their offspring, and a stallion. Hot, humid, and full of insects, summer brings a new set of challenges. The horses escape the mosquitoes and flies of the marsh by spending more time on the beach and in the surf, letting the refreshing ocean breezes carry away airborne pests. Cooler fall weather and fewer insects allow the bands to move from the beaches back to the marshes and their abundant grasses. The horses prefer to browse in shrub thickets during the damp, chilly, winter season. Their thick, furry coats will protect them from ferocious winter winds and the occasional snowstorm. Do they receive veterinary care? While action may be taken to end the suffering of a gravely ill, seriously injured, or dying horse, no measures are taken to prolong the lives of Maryland’s wild horses. As with other species of Assateague wildlife, horses that are sick or weak do not survive. This helps maintain a hardy, healthy population of wild horses. Virginia’s horses are privately owned by the Chincoteague Volunteer Fire Department and receive some veterinary care. WHERE CAN YOU SEE THE WILD HORSES? In Maryland Maryland’s horses are owned and managed by the National Park Service. They are free-roaming wildlife and could be anywhere in the park. During the summer months many bands can be found on the beach. You can often see the horses and other wildlife by driving slowly along park roads. Protect island habitat by parking only in designated parking areas. The “Life of the Forest” and “Life of the Marsh” trails are good places to look, especially during spring, fall and winter seasons. Do not feed or pet the horses. Horses that learn to come up to the road are hit and killed by cars. In Virginia Virginia’s horses are