Manual Never Too Late for Love (Eastman Family and Friends Book 2)

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Make sure students understood the reason Play-doh was an accidental invention. Tell them, for instance, that they may have wise to it ask students to think of situations where they can use the expressions. List the situations and give them prompts to start their dialogs. Encourage them to rehearse the situation before they do it in front of the class. Ask them they know of any accidental inventions or give them som synthetic d Baekeland. You can look these people up on the Interne meanings. Listen to a radio program and m Have students read the idioms and their meanin them to try to match them by inferring.

Ask stud 8 6. Also askized. One of the aims of the series is to work towards skill integration. Consequently, students have plenty of opportunities to be exposed to the language input through listening and reading, and to use the newly learned language of texts. Besides the integration of language skills, Viewpoints promotes cognitively challenging activities so that students are encouraged to have a problem- solving attitude towards language learning.

One of the most important ideas in the application activities is that students have the chance to make personal connections with language learning. Consequently, the idea that language is much more than a linguistic or a cognitive enterprise is reinforced by the idea of social relationships, which is present in every unit. The books in the series are always promoting teacher and student involvement and further practice by suggesting new scenarios for learning, such as practical activities or the use of online resources. Complete the conversation among Sandra,Martin and Monique by using the idioms above.

You may come up with examples using some of the idioms. Then have studentstell them to share the answers with their classmates tothem role-play the dialog. Ask them if ve them some synthetic dyes Leo n the Internet to ram and match heir meanings.

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Ask ng. Think of school-related experiences where you can use these idioms. Have students get together in pairs to think of school situations in which they can apply the idioms studied. Help them formulate some of the ideas, so that they can structure the dialogs including both the idioms and the Key Expressions. Tell them, for instance, that they may have get wise to it by studying, reviewing and getting help. You can ask students to think of situations where they can use the expressions. Have students read the ideas about their values.

Tell them Then ask them to do the matching exercise. Tells students of the object in the entry and the relevant information which may include examples. Encyclopedia entries have pictures,EXTRA IDEASYou may bring some encyclopedia entries that have parts missing so that students have to provide the missing information regarding the inventor, the invention, or other relevant data.

Once they are familiar with the text, you may have students work in groups. Give each group some information regarding a particular inventor or invention. He left college to become the founder and chairman computer programs, but later it developed other products, such as Internet service. He has won several awards for his excellence as a businessman and inventor. He left his company to work with several associations that help the underprivileged.

Makesurestudenttheir PowerPoint ppresentations so thproduction. SeriesComponents The series authors, editors and developers are well aware of the fact that students need constant exposure to the language as well as to a variety of exercises and evaluations. A workbook, tests and online support activities will soon be available. Additionally, there is a Review Unit at the beginning of each book, where students are given another opportunity to practice some of the contents and language aspects studied in the previous book.

Unit Opening Page Each unit begins with a description of the unit contents as well as a number of illustrations and questions. At the same time they provide an opportunity for students collaborative atmosphere. Lessons Grammar andVocabulary Each unit has four lessons in which to develop the unit topic. Lessons 1 and 2 are meant to introduce the target vocabulary and grammatical structures, which students are able to process through listening, speaking, reading and writing activities.

Lesson 3 Reading andWriting Lesson3isentirelydevotedtoworkingonthereadingprocess,whichissubdividedintoPre-Reading,While-Reading and Post-Reading Pre-Reading Activites ThepurposeofPre-Readingactivitiesistohelpstudents get ready to read a text and be better prepared to understand it. When students preview vocabulary, use prior knowledge and predict, they feel more motivated and connected to the text. While-Reading Activiities While-Readingactivitiesaredesignedtohelpthereader deal with the text while he or she is actively involved in comprehension, using strategies like: stopping to think, re-reading, asking themselves questions, visualizing, making inferences, underlining or using context clues to work out meaning.

Post-Reading Actiivities Students need to apply some Post-Reading strategies to achieve a deeper understanding of the text. To do so, they can ask questions, make inferences, idea, summarize, and hold mini-debates or discussions. This section also provides students with writing models and strategies. The idea is to help them determine writing elements and give form to their ideas in an generate, organize, connect, rephrase, and develop their.

Lesson T4Lesson 4. The purpose of this lesson is to help students widen their oral skills through the learning of idiomatic expressions associated to cultural aspects of the language. This page ends with a section, whose purpose is to make students aware of cultural aspects that underline the lesson contents and to help them learn to be self-critical about their attitudes and values. Share your Project Lesson 4 has a second section, Share Your Project, to help students wrap up their ideas about the class the nature of cooperative work and gives them extra presentation.

Comic Units 1, 3 and 5 have a Comic section that helps students look at the class topics, language structures up the unit in a memorable and relaxed way. The comic can be used for either reading or listening practice. Game Units 2, 4 and 6 have a full-page Board Game so that students have the opportunities to use the language are also confronted with the idea of collaboration in learning, since the games are meant to be played in pairs or groups.

The exercises are aimed at presenting students with new contexts so that they are able to see how much they have learned. At the same time, it encourages students to understand their strengths and to their learning. Glossary The unit ends with a Glossary and a number of Glossary Activities. References Gardner, H. Frames of Mind. TheTheory of Multiple Intelligences. Basic Books. Kagan, S. Cooperative Learning. San Clemente, CA. Kagan Publishing. Kumaravadivelu, B. Beyond Methods. New Haven.

Yale University Press. E lessons. Dear students, Welcome to Viewpoints, the new English program for teenagers. It will help you to: This series contains: social studies and others. Enjoy Viewpoints! The Editors 15 You will learn how to talk about achievements. Review 1. Listen to some people talk about free time activities. Check how they feel about them. Complete the following paragraph with the adverbs of frequency in the Word Bank. Pay attention to the frequency of the actions. Christmas is an important celebration in my family.

We have a big dinner, but this is not what we do every year. We need to make reservations quickly to have a table. People usually choose their own desserts. Word Bank often never usually sometimes always Love Prefer Like Paul Nancy Angela always to listen to music to see a movie to read a book to exercise to cook 6 Usually Sometimes never often 18 Describes free time activities.

Talks about the frequency of activities using adverbs of frequency. Talks about abilities. Uses quantifiers with both countable and uncountable nouns. Talks about life memories. Have students talk about their favorite free time activities in relation to what they love to do, they like to do and they prefer to do. Then have them guess what Paul, Nancy andAngela have to say about their free time activities.

Ask them to write down them. Play the audio again. This time have them pay attention to the chart which they will need to check. Then ask them to check the spaces they think are correct. Have them peer correct their answers 2.

First, have students notice the words in the Word Bank and ask them what these adverbs indicate. Give students examples with common activities such as going to work or going to school which will require the adverb always. You can use other activities such as going to the dentist or buying presents for other frequencies. Then ask students to describe what they do for Christmas. They should write down their ideas so that they are able to use them later on in the exercise.

Havethemsolvetheexercisebyaskingthemtopayattention to the percentages in parentheses. You can ask students to write their own paragraphs about Christmas traditions in their families using frequency adverbs. Review 19 Go around the class and ask your classmates about their talents. Make a chart with their answers. Follow the conversation starter. Before students start to solve the activity, ask them about their abilities. Have them mention what they can do in Have students read the conversation and get them to notice that it is a model interview for them to use in the activity.

Have students go around the class interviewing their classmates as in the model conversation. Make sure you mingle so that you are able to take part in some of the conversations. You can take this exercise a little bit further by making quick notes on what students are talking about. Look at the domino tokens. Use the numbers on the cards to pair them up.

Why Other People Won’t Listen or Aren’t Interested

Make sure students a have clear idea about their uses. Tellstudentsthattheywillputthetokenstogethersimulating a particular countable or uncountable noun. They need to write down the two words that go together. You: Can you play a musical instrument? Your partner:Yes, I can.

You:What instrument can you play? Your partner: I can play the guitar. You: Can you show me? Your partner: Sure, listen to this. What was life like in the past according to the text? Life was faster. Life was slower.

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Life was easier. Grandma was at home, grandpa was at work and the children were at school. Grandma was at work, grandpa was at home and the children were at school. Grandma was at school, grandpa was at work and the children were at home. People were not always ready for those moments. People were usually ready for those moments.

People were always ready for those moments. What are families like today? Their lives are a bit slower. They have moments of conversation with their relatives and children. Everyone seems to have their own schedule and agenda. What did the grandparents conclude about their lives in the past? They were happier when they were older. They were happier when they were younger. They were better when they were younger. Life Memories My grandparents are always talking about what life was like in the past.

I decided to talk to them one day to understand their ideas better. They said their lives were a bit slower. People were more relaxed about time and their responsibilities. My grandparents think people are running all the time. On a regular weekday, grandma was at home most of the time and grandpa was at work. Their children were at school most of the day, so they got together at night. They told stories and played games until it was time for them to go to bed. My grandparents always talk about their moments of conversation with their relatives and children. These days they feel families do not have time to get together and talk.

One last thing my grandparents told me was about the special celebrations they had. TheydidnotseethatChristmasstartedin November as happens these days. They feel there was a moment for everything. They did not do anything in a hurry as happens with most festivities now. My grandparents concluded that they were happier when they were younger.

They added that life does not have the same quality today. Books closed Askstudentsaboutmemoriesoftheirchildhood. Writedown their ideas so that you can guide their answers to particular life experiences with their parents and grandparents. Then years ago. Categorize the information the students give you in terms of everyday life, work life, school life, recreational activities and even festivities.

Tell them to open their books to page 8. Have them read and Solve the reading comprehension questions. Identifies specific details regarding people, places, times and reasons. Uses background knowledge to aid comprehension. Explores visual aids before listening with the purpose of activating previous knowledge. Reading texts with a large degree of independence. Locates main ideas and relevant details in a text. Predicts the content of a reading by taking a look at vocabulary first.

Answers information questions. Recognizes the structure of an encyclopedia entry. Oral Expression Can talk about an outstanding inventor or invention, including details such as who, when, where, what and why. Gives a presentation about an inventor or invention. Plans what to say and rehearses after collecting relevant information about the topic of a presentation.

Asks and answers questions about people and their achievements. Uses idioms to talk about everyday topics. Uses wh-questions to obtain extra details in dialogs. Written Can write clear and well-structured texts about general information. Writes an encyclopedia entry. Narrates and connects ideas chronologically when describing important events. What did he do? Simple Present Simple Past a. Lesson 1 AChangingWorld 1. Work with a classmate and number these inventions in chronological order. Then listen and check. Listening Strategy the chronological order of events.

Listening Strategy Use Wh words such as who what where when and why as a guide to listen for information related and purposes. Listen to the lecture again and complete the chart below. Look for some of the verbs from the listening in the Word Search and complete the Simple Past tense list. Then complete the grammar chart on the following page.

Johannes Gutenberg the printing press Germany b. United States c. Karl Benz d. Helen Murray Free United States f. Robert Noyce and Jack Kilby the microchip 6 10 5 4 2 3 Thomas Alva Edison Alexander Fleming electric lighting system the motor car Penicillin glucose test Germany England United States invented discovered created developed worked made found 26 Lesson 1 AChangingWorld Planning Learning Goals Indicators Vocabulary and Structures Strategies This lesson will enable learners to exchange information about inventors and their inventions in the past tense.

Identifies general ideas and details in a listening text. Makes interrogative and affirmative sentences. Asks and answers wh- questions in the past tense. Vocabulary inventors, inventions, household items: white-out, radio, television, Coca-Cola Structures wh-questions Regular and irregular past tense endings Listening for details WARM UP books closed Show students a picture of a famous inventor you are sure they know something about.

Tell students to think of the order in which the depicted inventions may have occurred. Then ask them to work in pairs and discuss to try and reach an agreement. Provide language expressions such as: What invention did you have Show students the use of timelines to seteventsinchronologicalorder youmaymodelanexample with some facts about general history and ask them to get in groups of 5 to place the inventions in activity 1 on a timeline.

Then have all the groups share their timelines. All this work will help them activate their previous knowledge out the right answer. After that, refer the students to the Listening Strategy. Ask someone to read it and explain to the class what he or she understands. Help students with otherexamplesiftheyhavenotfullyundestoodthestrategy. Play the audio once so that they get familiar with the text and form general impressions.

Play it again so that they can determine the chronological order of the inventions and are able to compare with their timelines to check if they got the right information. Ask students to register the strategy in their notebooks so that they can keep a strategy record along the course.

Initially, ask students what words related to countries and nationalities they could recognize in the audio. Also ask them what names they recognized. Then you could write some sentences like: or with the purpose of reviewing vocabulary and activating previous knowledge , for students to correct based on their previous knowledge. Tell students they are going to listen again, but this time and refer them to the Listening Strategy.

Have them read it and explain to you what they understand. Explain to them details and that a good way to do it is to listen out for wh- Have students make notes in their notebooks on the use of strategies so that by the end of the course they have experienced and recorded a good number of them. Then play the audio and check everybody has completed the chart correctly.

Repeat the audio once more if necessary. Ask them whether they noticed the expression in the audio. Ask someone to read its meaning and explain to you what he or she understands by it. Ask them what that invention was the electric system. Now write the sentence: The Now ask them to make similar sentences with information about the other inventors and their inventions. Look for some of the verbs from the listening activity in the Word Search and complete the Simple Past tense list. Tell students to look at the list of verbs on the left and look for the past tense form in the Word Search to complete the second list on the left.

Ask them whether they can use these verbs to express breakthroughs in science and technology they know of to rephrase what they heard in the audio. Remind them these verbs were used in the audio they just listened to. Then ask them to classify these verbs into regular and irregular ones, and drill pronunciation chorally and individually. Check pronunciation and spelling. Tell them to go chart. Tell them the focus now is on interrogative sentences. Make students aware of the examples used and the answers given as they are placed there to help them as clues.

Let them infer what goes in each box. Ask them to work After that, ask someone to read the questions aloud, while others to say whether they agree or not and why. Only talk at the end, even though the students themselves might do so, about the titles of the columns, the order of the elements, complement questions.

Useful note: subject questions, those in which the doer of an actionisunknown,donothaveanauxiliaryverbnorasubject as it is the unknown element. Object or complement questions do have an auxiliary verb, a subject and the main verb takes the base form. Check that everybody has understood and has the right information in their charts. Write the wh-questions for the following answers. Pay attention to the colored words. Make sure students understand that they need to pay attention to the word in italics in the answers to work out the wh-question the students so that they get familiar with the activity.

Have students compare their answers as a pair work activity in which they take turns to ask and answer the questions. Ask them to sit in groups and ask their partners questions about other inventors and their inventions. They can select some inventors studied previously. Monitor their work and make sure they use the interrogative structure properly. Ask and answer wh-questions about these inventors and their inventions.

Work with a partner. Write the name of one of the inventors on the board. Ask students the questions they could ask about this particular inventor. Then tell them the purpose of the exercise. Have wh-questions inventors or their inventions. Encourage students to ask why questions so that they direct their attention to the reasons or purposes behind an invention.

Students may go around the classroom listening to what their classmates say. First, help students select their classmates for the project. Then help them focus on ideas about a particular inventor or invention. Suggest ways to formulate their ideas.

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  • Encourage students to come forward with information about where, when and why something was invented or created. Students need to show a record of their research. Alexander Graham Bell invented the telephone. Johannes Gutenberg invented the printing press. What action the motor car.

    Where place Fleming? When time Thomas Alva Edison the electric lighting system? Why reasons and purpose work on the electric lighting system? Select an inventor or invention you think is interesting to know about. Immanuel Nobel dynamite? John Pemberton liquid paper? Emma: Did you do the history homework? John: a some very interesting information. Emma: John: I b c dynamite. Emma: make any discovery? John: d agriculture in many regions of the world at about the same time.

    Emma:And did you come across anything that man created? John:The rocket. Emma:Who e it? Lesson 2 CreativeIdeasinHistory 1. Listen to the dialog and fill in the blanks with the Simple Past tense form of the verbs. So for anyone interested in those subjects, please, read him. You and I have had beers before. How do you respond? So my initial instinct would be to duck under the table with you. Mailer, from what I learned from his friends and family, liked to spar a bit.

    How would you describe that quality, i. You have to combat your ego with humility I think. It takes an ego to think anyone would want to read what you write. What was it like studying the life and letters of a writer who moved during most of his career under the hot lights of literary celebrity and then to find that now, among the younger generation, he goes relatively unread?

    You see, Mailer was important in his day and people treated him with importance. He was a literary celebrity, and he could do anything he wanted artistically or in journalism. You get to know what they were really thinking about so and so. You get to see them at their most vulnerable and at their most proud. But the best letters were not those regarding celebrity or literary fights. The best letters were those he might have sent to his first wife while he was stationed in the Philippines.

    You discover love and passion, and then you fast-forward and they broke up. This stuff can be heartbreaking. What a debt I owe to the Ransom Center. Beautiful, unexpected little recorded moments of consciousness. And reconciling that, as you read, with both his outsized reputation then and where he stands with the readers of today. But I was writing a novel so I was looking for ways into a very hardened, unlikable character. Reconciling with the way readers feel about Mailer today is hard to change. He wrote what he wrote, said what he said, hurt some people along the way.

    A reputation is not yours to control. Is Eastman Was Here a feminist novel? And in the story you write, yes, it is. I will share one last story of mine that I will never forget. A Supervisor on one of our job sites was complaining that he could never get ahead. I bought him several books and spent hours explaining how to become successful - but it takes todays sacrifice for tomorrows benefit. He did not really like that part. We were working out of town so in the evenings- I would ride around looking for properties.

    I found a great lot in a superb location for about one half of market rate. Upon investigating it out- I learned the owner was fire selling this lot because of personal reasons. I jumped at it. He said well my wife wanted a new truck so- oh well- life is short. He answered- how did you know? Oh just guessing. Thanks for this comment Dennis — very wise. I think that it allludes to another point that many people miss. Many people really badly WANT a mentor like you. Thank you for the article! I can identify! We live in Europe as a full time missionary, born and raised in PA country side.

    Caught the dream of financial freedom some time in Bought our first three properties in Bought two more in May We are going under contract now on our next purchase right now. Will have 11 units, in 6 properties in 14 months. This next property will likely close sight unseen from Europe if all goes well! When this next purchase happens we will be half way to our 20 year goal for financial freedom that was set in Have new goals today, but well on the way!

    This passion is hard to contain, and even harder not to talk about, but finding the right audience has been key in my experience. Building a great team to work with has been instrumental, and our mentor has accelerated the growth! Great article Scott. Like you and the commenters stated, often it comes down to psychology, motivation, and behavior. I imagine this is even more frustrating when giving health advice, which is obviously far more important than financial advice. Great Article! It really hit home! I was willing to bring anyone along that wanted to learn this fascinating business but had very few takers.

    Yes x! Funny how that happens…. Great comment- Melissa- reminds me once when a worker on one of our rental projects asked me if I owned the complex- I said well Yes- Why? He responded- Man it must be nice. He stopped me! How can you argue with a comment like that? Do they do anything? Yep — People think that one becomes rich by accident or good fortune, rather than through a system of long-term saving, investing, and intelligent risk-taking. This is one of the best write ups I have come across on BP. I can absolutely relate with this.

    I was unable to understand why people were uninterested in becoming financial free. Your two reasons above has finally explained it to me!! I felt like this the entire week and your article came at the right time. I also found that people who were interested started making excuses for why they cnt do it. This was like de ja vu as i was also readying a book which talks about why people fight their own good ideas and eventually do nothing. I used to have it last year, but no more!! I have an urgency and I will buy a property before !

    With partner or alone! We being of the boomer generation have a little bit of hind sight of this topic. I honestly believe that most of the excuses we hear from folks could so in many cases be linked to the fact that both spouses might not be on the same playing field. Its todays sacrifice for tomorrows benefit and in that order. You know what we have learned over the years- You get in the habit of saving for a investment and after a while it just becomes the norm.

    It does seem like that could be a major challenge to overcome. As a young single man, I do not have this problem with my financial planning yet. Enjoy it while you can! Find a partner who is on the same page as you, for sure. Great read. If someone is completly happy with their current life… so be it. So I have a story to go along with exactly what you said. I told my friend about financial freedom and the steps to achieve it and how wonderful it is and that he should pursue it too. SCOTT — This is a great article and though I came late to the game retired from day job at 51 , I had been living below my means for awhile, so catapulted quickly in years to become a hard money lender which is what I do now.


    As has been stated in your article and in my observations, even if you are reserved in talking about how you got to where you are, the HARDEST part of attaining wealth in my opinion , is NOW choosing to live in the moment, when you have the financial ability to do so. They are either intimidated even though I offer to pay for them to join me with no strings attached or judgmental envious.

    So how do you end up with new friends you can relate to other than surfing BP all the time — Ha Ha. Hi Barry — I think that you make some great points here. I think that telling people that they will have to give up their friends in order to become financially free at an early age is very harsh news, and probably unnecessary. I was able to continue hanging out with my friends who are clearly NOT pursuing early financial freedom, yet still partake in many of the same activities.

    I just lived closer to work, and biked as my primary means of transportation. I still spent the money on a few trips, skiing, and probably too much on alcohol and bars, but I saved so much in other ways that I could still hang with them. However, now I do see myself drifting a bit apart from some of those friends. Not because of anything in particular, just a difference in priorities and interests that are steadily compounding.

    I think that the reason I was able to hang out with them for all those years, however, was becasue of what I read and listened to. So, it seems less abnormal. Barry H, I agree with you as much as Scott. Losing friends because of a misperceived social status gap sucks.

    Apparently intimidated by the mere thought of our goals we only own 3 rentals so far our status to our old friends seems to range from skeptical respect to straight up bitter envy. We live our friends but have definitely had to do an inventory and decide who to hang out with NOT based on economic status but on real friendship. Having to find new friends may be the part that sucks the most about finding financial freedom- and that is lamentable. Always love reading your articles Scott.

    I love the idea of an elevator pitch, allowing the conversation to move forward based on questions that might arise. Good stuff. Thank you for writing this Scott. I find myself in this very situation! As you said it does become un-relatable. Thus my circle of friends certainly is changing as I go through this process.

    As your brother I think your approach to talking about this got a lot better. I was definitely in the category of people who thought investing was a good idea but were too lazy to do anything. Teaching your brother how to communiucate looks like it paid off!! This is a great thread. Thanks for the reply! Looks like your investments worked out pretty well if your paying for college for your nieces and nephews! I have a long way to go before getting out of middle-classville myself, but hopefully in a few years I can buy a few more rentals!

    Thanks for perfect comment to this post. I am so glad that you are under contract on your first house hack. A lot of people on BP can relate to your situation. What a great article and comment conversation! After being way too enthusiastic in the past, I implemented the elevator speech. If they seem interested, I direct them to resources, share or recommend books, or invite them to the local REIA meetings. I also volunteer for the REIA. Just mention the elevator speech or maybe a little more based on interest. Then it has to be up to others to want to learn more.

    Not everyone has the interest or drive to do this. Wow, very well written! I suffer from the same problem and my family and friends are super annoyed with me. Thanks for the insight and the advice, very helpful! Trench, I like you more and more every time I listen or read what you have to say. Its my opinion that you are a practical thinker with a twist of real world reality.

    I read your book as soon as I could buy it on Audible and loved it. Keep up the good work and be sure to stay grounded once you become the Oracle of Colorado. I gave up trying to help my friends and family with financial advice, just tired of being labeled a know it all.