& with a ‘6 | Light-hearted Stories and Reading Skills for High begining and Low-intermediate Students : ] Barbara Zaffran _ David Krulik ENGLISH Light-hearted Stories and Reading Skills for High-beginning and Low-intermediate Students Barbara Zaffran ‘Staff Development Specialist in ESL and Native Languages, New York City David Krulik ly, Director of ESL Programs, New York City & National Textbook Company FTG 3 division of NTC Publishing Group © Lincolnwood, Mlina's USA Contents Introduction Story 1 ‘Teacher's Pest Sin 2 Think before You Speak Storr 3 Speak Faster, Please stop 4 Nothing for Nothing Stoyy 5 A Big Mouth Stor 6 The Last Laugh Stor ¥ Honesty Is the Best Policy Story 10 Story 11 Story 12 Story 15 Story Story 15 Story 16 Story 17 story 18 Stamp of Approval Where's the Hitch? match The Picture of Confusion All Keyed Up Grand Delusions A Communication Problem Inside Out Which Date Is Which? The Perfect Arrangement Problems, Anyone? Story 19 EL Knew You Were Coming. . Story 20 Something’s Fishy Here ‘The Greedy Dog Alphabetized Vocabulary by Page 127 134 142 149 Introduction To the Student This is a collection of short stories. Most of the stories talk about students like you. ‘They tell about mary inleresting people and funny events. Maybe you can see yourself in the stories. Maybe you can think of your own stories to tell or write about. We hope you enjoy the stories in English with » Smile. Afler you finish this book, we hope you will read Mare English with a Smile a well as many other books. You'll build your English-language skills and have fun as well. ‘To the Teacher ‘The stories in this book are based on commonly encountered humorous incidents and experiences. We expect that readers will be able to identify with many of the characters and situations described in the stories. Bach story develops listening, speaking, reading, and writing skills throug a communicative approach. Studenss are asked to take an active part in each chapter by developing personal vocabulary lists, role playing situations based on the stories, contributing prior knowledge, interacting with the characters, and comparing the stories to their feelings and experiences. There is a structural base to the sequence of stories thet can be ‘emphasized at the teacher's discretion. All structures are taken from the stories and are presented in meaningful contexts. We have taken care to present a variety of activities to foster student-student interaction, In addition, learners will become familiar with various questioning formats often used on tests. In some instances, provers, puns, and idioms have been used as titles or as bases of story plots. You may want students to explore the meanings and usages of the phrases and check their own heritage for similar ideas or sayings, We sincerely hope that both you and your students enjoy reading the stories and that your students use them as bases for expanding their knowledge of themselves and the English language. Before You Read ‘A. What do you think of when you see the word school? Write some words for each category in the map. people subjects Now write four sentences about school using the ideas fram your map. B. Look at the picture on page 3. Answer the questions. 1, What do you see in the picture? 2. What do you think is going to happen? .. Read these sentences with a partner, Can you guess the meanings of the underlined works? Use a dictionary if you need help. di Definitions Josie agrees to be the teacher. Mr, Rula is annoyed with Josie because she doesn’t listen to him _ 2 English with a Smile Definitions, 3. Sit down and be quiet! 4. Come to the front of the room and be the teacher. 5. Josie isn’t quiet, but Mr. Rula continues with the lesson. He doesn’t stop. 6. Tdon’t want to hear a word from anyone. Everyone, be quiet. Josie gets up from her seat. - 8. It is hot in the summer. eo 9. Quiet! Stop making noise! - 10. Josie talks to 2 friend. D. Match the synonyms (words that have the same meaning). A B 1. gets up a, doesn’t stop, 2, continues 3. quiet 4, annoyed 5. alk ‘Teacher's Pest 3 Teacher's Pest It is June. The sun is in the sky. It is very hot. Josie is tired of school, She wants to he at the beach, She cannot sit in her seat. She cannot stop talking, While the teacher writes on the board, Josie gets up and talks to a friend, The teacher. Me, Rula, bears the noise and says, ‘Josie, sit down and be quiet.”* Josie sils down, Mr. Rula continues with the lesson, Josie gots up and talks to another friend, “Sil down and be quiet,” says Mr. Rula, He is very annoyed with her. Josie continues talking. OX.." says Mr. Rula, “if you want to talk, then come to the front of the classroom and be (he teacher.” “All right,” agrees Josie, She comes Lo the front of the lagsroom and says, ‘“Quict, everyorte, I am the new teacher, and 1 say ‘class dismissed. class dismissed? a 4 Rosh with a Suile While You Read A. 1. Write notes about the story. ‘month weather —__. teacher hot, —_ students, | tired, . Tise your notes to help you write a paragraph about Josie’s story. 2. Now write ideas for new story. month weather a | teacher students —, Lise your notes to help you write a new story. Teacher's Fest § 3. Compare your story wilh the story about Josie. ——__— ry about Jusi your story month weather —___ teacher students —_— Now find 4 partner, Tell your partner about. your chart. B. Think about these questions while you read, Then answer the questions. L. Why do you think Josie is a pest? 2. What happens after Josie says ‘class dismssed’"? 3. How do you think Mr, Rula feels? 4, Do you think Mr. Rula’s idea was « good one? Why or why not? Do you think Josie is a good student? Why or why aot? Sit in groups of three. Ask each other questions 1 through 5 and write the answers in the chart on page 6. Share your group's answers with the class.