Upper English Speaking Course

UPPER SPEAKING COURSE
ENGLISH CONNECT
UPPER SPEAKING COURSE
E NGLISH C ONNECT
LESSONS 1–24
Pilot Use Only

February 2017
Published by
The Church of Jesus Christ of Latter-day
Saints Salt Lake City, Utah
© 2016 by Intellectual Reserve, Inc.

All rights reserved.
Printed in the United States of America
English approval: xx/xx
ii
ENGLISH-
PATHWAY L
SPEAK UP! 1 SPEAK UP! 2 CONNECT
VERSION
INTERMEDIATE
Welcome to Speak UP! The ability to speak English will be a great blessing in
your life. English skills can improve your daily life, help you pursue
educational opportunities, lead to better employment, and expand your
circle of friends.
EnglishConnect is made up of several English courses. Speak UP! is for novice

speakers and helps learners build conversational skills through both classroom
and online study. For individuals without internet access, Learn English Now is
used to teach similar skills. EnglishConnect Intermediate is an online course for
learners who have mastered the conversational skills taught at the novice level.
It includes instruction in reading and writing in preparation for academic course
work in Pathway L. Pathway L Version builds more advanced English skills while
helping learners pursue higher education and better employment. These courses
also give learners opportunities to learn more about the fundamental teachings
of The Church of Jesus Christ of Latter-day Saints if they desire to do so.
This book will help you during the Speak UP! course. It contains activities for
each lesson and other helpful resources. However, you cannot learn English
from this book alone. For this reason, it is important that you complete all out-
of-class tasks and practice English diligently.
As learners and instructors work together in EnglishConnect classes, each

experiences the blessings of sacrifice, work, self-reliance, and love. Your positive
attitude, preparation, and dedication to these lessons will improve your life and
the lives of others.
Best wishes!
vii
CONTENTS
Introduction vi
Lesson 1: Introductions 2
Lesson 2: Interests 4
Lesson 3: Family and Friends 6
Lesson 4: Family and Friends 8
Lesson 5: Feelings and Emotions 10
Lesson 6: Interests 12
Lesson 7: At Home 14
Lesson 7: At Home 16
Lesson 9: Daily Routines 18
Lesson 10: Daily and Weekly Routines 20
Lesson 11: Past Experiences, Part 1 22
Lesson 12: Past Experiences, Part 2 24
Lesson 13: Money, Shopping for Food 26
Lesson 14: Money and Shopping 28
Lesson 15: In the Community 30
Lesson 16: In the Community 32
Lesson 17: Holidays 34
Lesson 18: Going on Vacation 36
Lesson 19: Health and Sickness 38
Lesson 20: Health and Sickness 40
Lesson 21: Special Occasions 42
Lesson 22: Special Occasions 44
Lesson 23: Goals and Dreams 46
Lesson 24: Review 48
Speak Up! 2 Grammar Principles 50
Speak Up! 2 Lesson and Homework Vocabulary 55
v
INTRODUCTION: SPEAK UP! 2
ENGLISHCONNECT
WHY ARE YOU LEARNING ENGLISH? WHAT WILL YOU STUDY?
Welcome to Speak UP! Learning English can help you The Speak UP! Learner’s Manual
pursue educational opportunities, seek better em- This book will help you during your Speak UP! course.
ployment, and expand your circle of friends. The Speak
It contains activities for each lesson and other helpful
UP! lessons will help you build speaking and conversa-
resources. However, you cannot learn English from
tion skills. These lessons do not teach English reading
this book alone. For this reason, it is important that
and writing. You can learn English reading and writing
you attend class each week.
skills in other EnglishConnect courses.
○ Bring this book to class each week.
Before you begin, decide why you are learning English ○ Write in this book to take notes and to
and write down your reasons. When you feel discour- complete activities.
aged, look at what you wrote. Remembering why you
○ Review the current lesson vocabulary and learn the
are learning English can help you stay motivated.
homework vocabulary in the vocabulary appendix.
I’m learning English because ○ Preview the lesson for next week’s class.
○ Use the grammar appendix (in the back of the
book) to review the grammar you use in class.
In order to successfully learn English, it is
important that you: My English Practice Plan
○ Practice English every day. A little practice every day Speak UP! courses come with a plan to help you
is better than a lot of practice on only a few days. practice English 10+ hours every week and keep
○ Make weekly English goals. These should be specific, track of your practice time. Use this plan to record
such as “I will learn 20 new words.” Write down the hours you spend practicing and to track your
your goals and record your progress. progress. “My English Practice Plan” suggests
several ways you can practice.
It is also important to decide what, when, where,
○ Practice and listen to spoken English by attending
and how you will study.
class each week.
○ Complete the Invitation to Act included at the end
of each Speak UP! lesson. This gives you an
opportunity to apply what you have learned in
class.
○ Review and practice the vocabulary from each
lesson. Practice writing the words as well as saying
them.
○ Practice the homework vocabulary at the back of
the manual. The homework vocabulary is an
expansion of the lesson vocabulary.
vi
○ Practice the conversation from the lesson with a WHEN, WHERE, AND HOW WILL
partner or by yourself. YOU STUDY?
○ Preview the vocabulary for the next class. This
Study tips
pre- pares you for what you will be learning.
○ Choose a place that works best for your
○ Duolingo is an online resource available for free for
study habits.
both Android and Apple users. Visit the correspond-
○ Choose a consistent time of day to study and
ing app stores. Please note that Duolingo uses your
practice English.
cellular data so you might want to use it when you
○ Find a native speaker or someone who is learning
are connected to WiFi on your handheld device.
English to practice with outside of class.
Duolingo is also available for free at www.duolingo.
○ Speak English as much as possible, both in and
com. It is recommended that you spend about 10
outside of class. If you don’t know how to
to 15 minutes a day practicing with Duolingo.
say something in English, try to describe it using
○ Participate in Speaking Partners, a program that
words you know.
pro- vides you with the opportunity to speak
○ Make a list of the new words you learn. Review this
weekly with a native English speaker through video
list often, perhaps by making flash cards or by
chat such as Skype or Facetime.
using a vocabulary notebook.
○ Other English practice activities include watching
○ If you have access to the internet, you can review
English movies, television, or podcasts or listening
each week’s lesson by watching the video from each
to English radio or other audio. It also includes
Listening section online.
practicing English with classmates or others.
Learning a new language is a process that requires

My Foundation time, patience, and persistence. It can also be exciting
In many areas, My Foundation is a class taught as a and fun! Congratulations on your decision to learn
companion to Speak UP! English classes. My Foundation and practice English with Speak UP!
helps individuals learn and live principles that lead to
spiritual and temporal self-reliance. This 20-minute
class is usually run by a class president who assigns
group members to facilitate a discussion of a principle
from the My Foundation manual.
vii
MY ENGLISH PRACTICE PLAN
WEEK ATTEND COMPLETE REVIEW PRACTICE PRACTICE

CLASS THE VOCABULARY HOMEWORK CONVERSATION
INVITATION FROM LAST VOCABUALRY FROM LAST
TO ACT CLASS CLASS
Example 1 hour .5 hours 1 hour 1 hour .5 hours
viii
PREVIEW DUOLINGO SPEAKING OTHER TOTAL HOURS
VOCABULARY PARTNERS ENGLISH SPENT
FOR NEXT PRACTICE LEARNING
CLASS ENGLISH
.5 hours 3 hours 1 hour 2 hours 10.5 hours
ix
SPEAK UP! 2
INTRODUCTORY LESSON
Why am I learning English?
INTRODUCTION TO SPEAK UP!

Objectives
1. I will learn how the Speak UP! course can help me learn English
2. I will learn how to use My English Practice Plan.
3. I will learn to respond to classroom requests.
4. I will learn to make classroom requests.
Why are you studying English?
1. After you write why you are learning English on the Introduction page, explain to a partner why you want
to learn English. You may do this in your native language.
2. Write a specific goal that you will try to achieve while you are in this English course. For example, “I will
learn 20 new vocabulary words each week.” You may do this in your native language.
Goal:
What will you study?

Read about the Speak UP! 2 learner manual and My English Practice Plan in the Introduction and look at the
My English Practice plan chart on pages viii and ix. Ask questions if you do not understand any part of My
English Practice Plan. You may do this in your native language.
Where, when, and how will you study?

Think about where, when, and how you study best. Write down your thoughts. Share your thoughts with
a partner. You may do this in your native language.
Where:
When:
How:
x
WARM-UP
Target Phrases
Please Could you spell that, please?

Thank you Could you repeat that, please?
Vocabulary
Nouns Verbs
desk computer look at repeat quiet down practice
chair screen listen to sit down settle down
board return to stand up focus
LESSON CONVERSATION AND ACTIVITY

Conversation
A = Instructor, B = Learner
A: Please settle down and return to your seat.
B: Okay.
A: Look at page 1 in your book. Listen to the sentence and then repeat: “I’m from Germany.”
B: I’m from Germany.
Activity
Give commands to a partner.
A: Please look at the board.
B: Okay. (partner looks at the board)
WRAP-UP
Summary
Now I can . . . Now I know . . .
◯ 1. say how the Speak UP! course can help me learn

English.
◯ 2. tell someone how to use My English Practice Plan.
◯ 3. respond to classroom requests.
◯ 4. make classroom requests.
Invitation to Act
Review and fill out My English Practice Plan this week. Make flash cards with the vocabulary words you don’t
know and practice them.
xi
LESSON 1: INTRODUCTIONS
What do you like to do?
WARM-UP
Objectives
1. I will learn to introduce myself. 3. I will learn expand my answers
2. I will learn to introduce other people.
Grammar
I
you like
we don’t like
to V because/ so______
they
likes
he/she/it
doesn’t like
Vocabulary
Japan Verbs
Germany watch (sports, TV)
Mexico play (soccer, the
The United States violin) cook
Write some countries shop
near your country: sing
sew
listen (to
music) travel
LESSON CONVERSATION AND ACTIVITIES

Conversation
A: Hi! I’m Susan. What’s your name? A: I’m from Canada. How about you?
B: I’m Romy. Where are you from, B: I’m from Germany, and this is my friend, Ashley.
Susan? She’s from the United States. She likes to travel
and so do I. How about you? What do you like to
do?
Useful structure
Be V Be + Ving
- S + be + N/Adj - S + V + (O) - S + be + Ving (O)
- S + be not + N/Adj - S + Au not + V + (O) - S + be not + Ving + (O)
- Be + S + N/Adj? - Au + S + V + (O)? - Be + S + Ving + (O)?
Set a language learning goal that is meaningful.

2
Instructor-Guided Practice
“I’m . I’m from . I like to . What about you? Where are you from? What do you like to
do?” “This is . He’s from . He likes to , but he doesn’t like to
.”
“We like to , but we don’t like to .”

“They like to , but they don’t like to .”
Activity 1
Talk about the people in the pictures. Where do you think each person is from? What does each person like to do?
Raul Kota Lisa
Activity 2
Interview your partner what you like and what you don’t like. Try to expand the answer.
I like to . . . I don’t like to . . .
My partner likes to . . .
My partner doesn’t like to . . .
Now introduce your partner to another group.
Activity 3
Reflection
1. Describe your hobby in your mother tongue (Use clauses of reason, result, purpose, concession)
2. Describe your country in your mother tongue (Use clauses of reason, result, purpose, concession)
WRAP-UP
Summary
◯ 1. introduce myself.
◯ 2. introduce other people.
◯ 3. expand my answers.
Homework: Make a presentation about your hobbies
3
SPEAK UP! 2
LESSON 2: INTERESTS
What do you like doing?
WARM-UP
Objectives
1. I will learn to talk about my likes and 3. I will learn to talk about others’ likes and dislikes.
dislikes.
2. I will learn to ask others what they like
doing.
Grammar
I I
you like you like
we don’t like we don’t like
to (verb) (verb) + ing
they they
likes likes
he/she/it he/she/it
doesn’t like
Vocabulary
Verbs Adjectives
swim paint jog fun relaxing
play (games, sports) cook read interesting tiring
write dance boring challenging

Conversation
A: So, what do you like doing? B: I don’t like playing sports.
B: Well, I like writing. A: Why not?
A: Really? Why do you like doing that? B: Because it’s tiring. What are some things you don’t
B: I like it because it’s relaxing. What do you like doing? like doing?
A: I like playing basketball because it’s good exercise. A: I don’t like reading because it’s boring.
Pronunciation Principle: Syllables

Write the number of syllables in each word next to it in the box.
swimming exciting games writing
challenging jogging piano sports
LEARNING STRATEGY
Set a language learning goal that is specific, such as “I want to learn 20 new words weekly.”
4
A: So, what do you like doing? B: I don’t like
B: Well, I like .
.
A: Really? Why do you like doing that?
A: Why not?
B: I like it because . What do you like doing?
B: Because . What are some things you
A: I like because . don’t like doing?
A: I don’t like because .
Activity 1
What do these people like doing?
Ahmad Cho David
Activity 2
Find someone who . . .
likes writing doesn’t like playing sports
likes playing games doesn’t like jogging
likes dancing doesn’t like reading
likes cooking doesn’t like painting
Listening
www.mormon.org/sunday
1. Name three things Sunday likes doing.
WRAP-UP
Summary
◯ 1. talk about my likes and dislikes.
◯ 2. ask others what they like doing.
◯ 3. talk about others’ likes and dislikes.
Invitation to Act
Ask someone what they like doing and what they don’t like doing.
5
SPEAK UP! 2
LESSON 3: FAMILY AND FRIENDS

Who is in your extended family?
WARM-UP
Objectives
1. I will learn to talk about my extended family.
2. I will learn to ask questions about others’ extended families.
Target Phrases
Who is in your extended family? I have two uncles and one cousin .
Tell me about your uncle . He/She is intelligent .
How old is My cousin is 7 years old.
he/she? Does Yes, he/she does. No, he/she
he/she work? doesn’t. He/She works at the
Where does he/she work? bank .
Vocabulary
Extended Family stepmother Personality
great-grandmother stepfather funny
great-grandfather stepbrother intelligent
grandmother/grandm stepsister athletic
a aunt artistic
grandfather/grandpa uncle Appearance
father-in-law cousin tall/short
mother-in- niece fat/thin
law brother- nephew old/young
in-law sister-
in-law

Conversation
A: So, tell me about your extended family. A: Oh really? How old is she?
B: Well, I have two uncles, an aunt, and a cousin . . B: She’s 20 years old, a little younger than me.
. She actually works in the same building as I
A: Oh, just one cousin? I have 10 cousins. do.
B: Yeah, she and I actually live together. A: Oh! Where does she work?
B: She works at the bank.
Pronunciation Principle: Question Intonation

Part 1 Part 2
Does your uncle work? How old is your cousin? What about you? Do you like to read?
Is your mother tall? Where does he work? What do you like to do? Do you play the piano?
6
Does he work at a bank? Who is in your extended Do you have any uncles? Where do you work?
family? What are their names?
LEARNING STRATEGY
Start a vocabulary notebook. Write down the words and phrases you learned today. Use them during the
week.
7
SPEAK UP! 2
A: Who is in your extended family? B: Yes, he/she does.
B: I have . A: Where does he/she work?
A: How old is your ? B: He/She works at
B: He/She is years old. .
A: Does your work? A: Tell me about your .
B: He/She is .
Activity 1
Choose a family to describe. Your partner will listen to you and guess the family.
Activity 2
Part 1: Ask questions and describe James and Part 2: Draw your own family tree.
Mary’s family.
James Mary
Steven Karen Samuel Jill Cindy
Nate Sarah Ty Matthew Stacy Adam
Jonathan Megan Mindy Molly
Listening
www.mormon.org/nelisa
1. Name three family members living with Nelisa.
WRAP-UP
Summary
◯ 1. talk about my extended family.
◯ 2. ask questions about others’ extended family.
Invitation to Act
Ask a friend about his or her extended family. Practice describing your family in English.
8
SPEAK UP! 2
LESSON 4: FAMILY AND FRIENDS

What is your family like?
WARM-UP
Objectives
1. I will learn to describe and compare myself to 3. I will learn to compare myself, my family, and
you. my friends.
2. I will learn to describe my family and friends.
Grammar (pattern only for 1-syllable adjectives)

I am you
him
you
her
we are (adjective) +er than them
my sister
they
my uncle
he/she is my mother
Vocabulary
1-Syllable Adjectives Longer Adjectives
married/single taller/shorter more/less intelligent
bald bigger/smaller more/less beautiful
blue/brown/green eyes younger/older more/less athletic
beard louder/quieter more/less generous
long/short hair more/less thoughtful
glasses more/less patient
more/less shy
more/less outgoing

Conversation
A: My mom is taller than my dad. My dad is short and he has a beard. He’s really funny.
B: Really? What’s your mom like?
A: She is quiet and thin. I’m more like my mom, but I’m shorter than her.
B: Is your dad quiet?
A: No he isn’t. He’s outgoing. He always makes jokes. He’s bald and he wears glasses.
Pronunciation Principle: Sentence Stress

Repeat with the instructor: “My dad is short.”
“My dad has a beard.”
“My mom is taller than my dad.” “He’s really funny.”
“He’s bald and he wears glasses.”
LEARNING STRATEGY
8
Make flash cards for new vocabulary so you can practice new words during the day.
9
SPEAK UP! 2
1. tall “I am than .” 6. outgoing “He/she is more than .”
2. short “I am than .” 7. athletic “He/she is more than .”
3. old “I am than .” 8. patient “He/she is more than my mother.”
4. loud “I am than .” 9. intelligent “He/she is more than a professor.”
5. young “I am than .” 10. beautiful “He/she is more than a model.”
Activity 1
Talk about the people in the pictures. Compare them to each other.
Susan and her mom Sam and Helen Damian and Maya
Activity 2
Describe yourself and your partner.
Put adjectives in the boxes (for example, “I am tall,” “We are both quiet,” “My partne r is short”).
I am . .
. We are both . . . My partner is . .
.
Now talk to another group. Talk about how your partner compares to you.
Listening
www.mormon.org/vance
1. How does Luis Vance describe his two daughters?
2. How does Luis’s wife describe him?
WRAP-UP
Summary
◯ 1. describe and compare myself to you.
◯ 2. describe my family and friends.
◯ 3. compare myself, my family, and my

friends.
Invitation to Act
Teach someone how to compare two people in English.
10
SPEAK UP! 2
LESSON 5: FEELINGS AND EMOTIONS

How are you?
WARM-UP
Objectives
1. I will learn to talk about my feelings and 2. I will learn to ask you how you feel.
why I feel them. 3. I will learn to show empathy.
Target Phrases
Are you all right? Is something wrong? Showing Empathy

Is everything okay? How are you feeling?
Why are you feeling sad ? What happened? I’m sorry that you feel sad .
I’m sad because my grandmother is sick . Sorry about your grandmother .
I feel nervous when I speak in front of people
.
Vocabulary
Feelings and Emotions
happy upset
surprised embarrassed
bored afraid
tired sad
frustrated angry

Conversation
A: Hey Andrea, are you all right? You look sad. A: Wow! *I’m sorry. Is he mad at you?
B: Well, I’m kind of frustrated. B: Yeah, it’s because I broke the TV.
A: Oh, no! What happened? Why are you * People often say “I’m sorry” in American culture to
frustrated? show compassion and empathy. When you say, “I’m
B: I just had a fight with my father, but it’s okay. I’ll sorry,” it does not always mean that you did something
be all right. wrong.
Pronunciation Principle: Sounds of the Letter a

1. Listen to and repeat these words with your instructor.
mad sad can am had
hat, hot an, on last, lost
2. Listen to the difference between these two sentences. Then practice the words below.
The child is lost. The child is last.
and dance from soccer had shop at not ask hot dad black
LEARNING STRATEGY
10
A useful phrase to use in class is “How to do you say in English?”
11
SPEAK UP! 2
1. I feel happy when I see my family . 6. I’m embarrassed because .
2. I feel bored when . 7. I’m upset because .
3. I feel nervous when . 8. I’m sad because .
4. I feel frustrated when 9. I’m angry because .
. 10. I’m surprised because .
5. I feel afraid when .
Activity 1
Your instructor will assign an emotion to you. Think about why you would feel this emotion.
1. happy 4. tired 7. afraid

2. surprised 5. frustrated 8. sad
3. bored 6. embarrassed 9. angry
Activity 2
Partner A Partner B
happy bored
tired upset
Listening
www.mormon.org/shawni
1. What does Shawni like to do?
2. How does Shawni feel if she doesn’t “catch the moments”?
WRAP-UP
Summary
◯ 1. talk about my feelings and why I feel them.
◯ 2. ask you how you feel.
◯ 3. show empathy.
Invitation to Act
Learn 5 new words for emotions and write a sentence with each word. Bring them back next time
12
to show your instructor.
13
SPEAK UP! 2
LESSON 6: INTERESTS
Will you help me?
WARM-UP
Objectives
1. I will learn to ask for help.
2. I will learn to understand commands.
Target Phrases
Polite Requests More Direct Requests Some Possible Answers
Will you clean this room ? I need you to clean your room . Yes, I will/can clean my room .
Would you fix my bicycle ? I want you to pick up your sister No, I won’t/can’t pick her up
Can you lend me your pencil ? . because I have a meeting .
Could you pick up your sister ?
Vocabulary
clean take care of take (someone to a place)

fix pick up send
give (a drop off run an errand
ride) lend contact make a phone call

Conversation: Asking for Help
A: Hey, can you pick Sarah up after school today? B: But what about tomorrow afternoon? Maybe
B: Actually I can’t because I have a meeting at I could pick her up then?
that time. Sorry. A: Oh, can you?
A: Okay. Could you give her a ride to school B: Yeah.
tomorrow morning? I need to take John to the A: That would be wonderful! I’ll take John to the
doctor. doctor tomorrow afternoon then.
B: Unfortunately, that won’t work either. I’ve got B: All right, sounds like a plan.
to make an important phone call at 8:00
a.m.
A: Okay, I’ll drop her off tomorrow.
Pronunciation Principle: Sounds of the Letter a
Listen to and repeat these words after your instructor:

say may hay a-ble A-my Da-vid
hay, had may, mad pay, pad
With a partner, read these words out loud:

a-g ent hap-py play pa-per cap-tain gram-mar
na-tion tray ap-ple
LEARNING STRATEGY
12
Don’t be afraid to ask someone to repeat something. For example, “Could you repeat that, please?”
13
SPEAK UP! 2
A: Will you ? A: Can you ?
B: Yes/No, . B: Yes/No, .
A: Would you ? A: Could you ?

B: Yes/No, . B: Yes/No, .
Activity 1
Use “Will you . . . ?” “Would you . . . ?” “Can you . . . ?” and “Could you . . . ?” to ask other learners for help.
I need someone to help me . . . Name of the person who will help:
1. 1.
2. 2.
3. 3.
4. 4.
Activity 2
Act it out! What questions would you use in these situations? What vocabulary would you use? Act out
the situation with a partner.
Situation 1 Situation 4
A parent asks a child to clean her room. A boy wants help on schoolwork from a parent.
A boy wants to borrow a toy from a friend. A boss wants a worker to send an email.
A business woman needs to set a meeting with A woman wants help from a friend.
her boss.
Listening
www.mormon.org/erick
1. What were Erick’s jobs in Iraq?
2. What happened to Erick?
3. Why did the other soldiers tease Erick?
WRAP UP
Summary
◯ 1. ask for help.
◯ 2. understand commands.
Invitation to Act
14
Ask questions this week using the polite forms (will you, would you, can you, and could you).
15
SPEAK UP! 2
LESSON 7: AT HOME
Where do you live?
WARM-UP
Objectives
1. I will learn to describe where I 3. I will learn to talk about why I like or don’t like
live. living where I live.
2. I will learn to ask where you live.
Grammar
Where do you live? I live on 251 West Third street.
Do you like living there? It’s in a safe part of
Why do you like living there? Philadelphia. My home is noisy.
I like/don’t like living there because it’s lively.
Vocabulary
Places Adjectives to Describe Places
city safe /
town unsafe quiet
village / noisy
neighborhood not crowded / crowded
street historic / new
avenue peaceful / lively
road beautiful /
ugly

Conversation
A: Where do you live? A: That’s too bad. I live on 1612 Orange Grove Road.
B: I live on 231 Baker Street. Do you know that It’s in a historic part of Gulfport.
area? B: Oh yeah. How do you like it?
It’s in a lively part of Jackson.
A: I love it! The neighborhood is quiet, and the
A: Oh yeah. Do you like living there? houses are old and beautiful.
B: Not really. My house is small, and there’s a lot B: That sounds nice! I’d like to move to a place like
of traffic. It’s pretty noisy and not very safe. that someday.
Pronunciation Principle: the letter o

The letter o in English can have two sounds:
no – not go – got so – sock
Practice
doc-tor hel-lo of-fice o-kay off soc-cer Mex-i-co jog shop o’-clock con-tact his-to-ric jog-ging
LEARNING STRATEGY
14
Take small opportunities to practice English. Write lists in English, or if you use a computer or cell phone,
switch the language to English. Watch English TV.
15
SPEAK UP! 2
A: Where do you live?

B: I live on . It’s in a part of .
A: Do you like living there?
B: Yes [or No], because . Where do you live?
A: I live on . It’s in a part of .
B: Do you like living there?
A: Yes [or No], because .
Activity 1
Talk with a partner about what you like and what you don’t like about where you live.
I like where I live because . . . I don’t like where I live because . . .
My partner likes where

he or she lives because . . .
My partner doesn’t like where

he or she lives because . . .
Activity 2
Draw a map of where you live. What is close to your home?
Listening
www.mormon.org/julie
1. Where would Julie go if she could go anywhere in the world?
2. Why does she feel this way?
WRAP-UP
Summary
◯ 1. describe where I live.
◯ 2. ask where you live.
◯ 3. talk about why I like or don’t like living where I

live.
Invitation to Act
Draw a map of where a friend lives. Bring it next time and be ready to explain to the class what is close to where
the friend lives.
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SPEAK UP! 2
LESSON 8: AT HOME
Where did you grow up?
WARM-UP
Objectives
1. I will learn to describe where I grew up.
2. I will learn to talk about what I was like when I was younger.
Grammar
To Be (Past) To Have (Past)
Adjective
I was I
happy Noun
you you
outgoing a dog
we were we
had a lot of friends
Prepositional Phrase
they they a big house
in front of the house
a small car
he/she/it was near the park he/she/it
Vocabulary
Adjectives mean Prepositions (review)
outgoing angry next to
kind obedient / disobedient across from
happy respectful / disrespectful near to
athletic wild close to
energetic far from
well-behaved Past Tense Phrases between
silly There was . . . in front
shy There were . . of
.

Conversation
A: Where did you grow up? A: I don’t remember much about my house when I
B: I’m from Utah. Have you heard of Orem? was younger, but we lived near a grocery store. So,
what were you like when you were little?
A: Yes! Where in Orem?
B: I was actually kind of shy, mostly well-behaved. I
B: Honestly, I don’t remember exactly where. I was
had a lot of friends though.
pretty young. My house was next to a big park and
there was a school across the street. But later we
moved.
Pronunciation Principle: the letters i and y
Practice
Chi-na lit-tle Fri-day in-ter-est pri-vate mis-ter sis-ter ty-ping win-dow si-lent
LEARNING STRATEGY
16
Think to yourself in Practice
Instructor-Guided English. Practice describing or naming things you have learned.
17
SPEAK UP! 2
1. When I was younger I athletic. 6. There a park next to my house.

2. When I was younger I a big house. 7. There a lot of kids at my school.
3. When I was younger I one friend. 8. There a hotel close to my school.
4. When I was younger I shy. 9. There some trees outside my house.
5. When I was younger I short hair. 10. There roses in our backyard.
Activity 1
Use there was and there were and had to describe these pictures in the past tense.
Activity 2
Draw a picture of the house or the neighborhood you grew up in and then describe to your partner what it was
like. Also, draw a picture of yourself as a child and talk about what you were like when you were younger.
Listening
www.mormon.org/frank
1. Where did Frank hang out as a kid?
2. Describe his grandmother’s house.
3. What did his grandparents call him when he was young?
WRAP-UP
Summary
◯ 1. describe where I grew up.
◯ 2. talk about what I was like when I was

younger.
Invitation to Act
Ask a friend about where he or she grew up. Write about your friend in English. Next time you come to
18
class, share some things about your friend with a partner.
17
SPEAK UP! 2
LESSON 9: DAILY ROUTINES

What do you do every day?
WARM-UP
Objectives
1. I will learn to talk about my daily routines. 2. I will learn to ask about the daily routines of others.
Grammar
subject frequency verb subject verb frequency
word phrase
I always go shopping on Thursdays. I go shopping once a month.
Vocabulary
a lot Frequency Words Actions Review Words

always eat get up
always usually study take a shower
sometimes work get dressed
usually never listen to music eat breakfast
brush my teeth
sometimes Frequency Phrases go to work
every day eat lunch
never every weekend go to school
not at all once a week go home
once a month eat dinner
once in a while watch TV
right now go to bed

Conversation 1 Conversation 2
A: Tell me what you do every day. A: What do you do for fun?
B: I usually get up at 7:00 and then I always go to B: I go dancing every weekend.
work at 8:00. Sometimes I go out with friends A: Every weekend?! Wow! So, do you play sports as well?
after work.
B: Once in a while I play basketball.
A: So, when do you go shopping?
B: I only go about once a month.
Pronunciation Principle: the letter e
me–met be–bet we–wet
Write the words you hear Practice
bed, be, best, help, he, hen, let, ten, we, rest
LEARNING STRATEGY
18
Find a partner! Having a partner will push you both to try harder and not give up.
19
SPEAK UP! 2
A: Tell me what you do every day. A: What do you do for fun?

B: I usually at and then I always B: I every weekend.
at . Sometimes I . A: Every weekend?! Wow! So, do you as well?
A: So, when do you ? B: Once in a while I .
B: Well, I never during the week.
I only about once a month.
Activity 1
Ask 5 of your classmates to respond to this request: “Tell me what you do every day.” Write the answers and
report them to a partner.
Person Answer to “Tell me what you do every day.”
1.
2.
3.
4.
5.
Activity 2
Write down activities you do during a typical day (weekday or weekend). Write down at least 8 activities.
(Example: On weekdays I get up at 7 o’clock.).
1. 5.
2. 6.
3. 7.
4. 8.
Listening
www.mormon.org/kirk
1. What time does Kirk get up every day?
2. What does he do every day?
3. Why does he do this every day?
4. What is an Ironman?
WRAP-UP
Summary
◯ 1. talk about my daily routines.
◯ 2. ask about the daily routines of others.
Invitation to Act
Pay attention to what you do every evening before you go to bed. Come next class prepared to tell
someone what you usually do before you go to bed.
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SPEAK UP! 2
LESSON 10: DAILY AND WEEKLY ROUTINES

What did you do over the weekend?
WARM-UP
Objectives
1. I will learn to talk about what I did over the weekend. 2. I will learn to ask about what others did yesterday.
Grammar
Target Phrases Grammar: Past Tense Verbs
What did you do over the weekend? For regular past tense verbs, “add -d or -ed to the end of the
How was your weekend? verb: wanted liked exercised worked
It was great ! watched TV stayed home shopped studied
Yesterday I watched TV, exercised, For irregular past tense verbs, you need to memorize their forms:
and read a book.
go ► went sleep ► slept have ► had buy ► bought
I went out with some friends last
week . read ► read see ► saw teach ► taught come ► came
Vocabulary
Time Phrases last weekend
yesterday last week / month /
over the weekend year a week ago

A: What did you do yesterday? A: How was your weekend?
B: I went shopping. B: It was pretty good. I washed the car, exercised,
A: Oh, how was it? What did you buy? and had dinner with my grandparents. On
Saturday, I went out with some friends. What
B: It was great! I bought some new shoes.
did you do?
A: Oh really? I actually just bought some shoes a
A: I just stayed home, cleaned my room, and watched TV.
week ago. What kind did you buy?
B: That doesn’t sound very exciting.
Pronunciation Principle: Pronouncing Regular Past Tense -ed Endings
Try to say these words with regular past tense -ed endings.
1. The letter e in the -ed endings of these words is not pronounced (example: cleaned sounds like [cleend]):
worked shopped hiked watched liked cooked helped picked dressed
played studied cleaned exercised happened prayed planned learned
2. The -ed endings of these words are pronounced with an [id] sound, because they end in t or d
(example: wanted sounds like [want-id]):
wanted needed painted visited extended adopted decided
LEARNING STRATEGY
Don’t be afraid to speak the language. Making mistakes is normal and OK. You will learn better by using
20
the language as much as you can.
21
SPEAK UP! 2
When was the last time you . .

. went to the movies? exercised? Example:
watched TV? read a book? I went to the movies .
cleaned your home? went shopping?
visited a friend? saw with your family?
Activity 1
Ask and answer these questions with different people in your class. Talk to 3 different people.
1. What did you do yesterday? Answer: I
2. What did you do over the Answer: I
weekend? Answer: I
3. What did you do last week? Answer: I
4. What did you do last month? Answer: I
5. What did you do last year? Answer: I
6. What did you do two weeks ago?
Activity 2
With a partner, create a conversation using the past tense. Prepare to perform your conversation in front of
your classmates.
A: A:
B: B:
A: A:
B: B:
Listening
www.mormon.org/devin
1. What job did Devin have?
2. What happened to change his life?
3. What happened as a result of this?
4. What does he do now?
WRAP-UP
Summary
◯ 1. talk about what I did over the weekend.
◯ 2. ask about what others did yesterday.
Invitation to Act
After this coming weekend, write in your journal about what you did over the weekend. Bring your journal
to class next time to share what you wrote with your classmates.
22
SPEAK UP! 2
LESSON 11: PAST EXPERIENCES, PART 1

What did you do?
WARM-UP
Objectives
1. I will learn to ask questions about the past. 3. I will learn to talk about where you were in the past.
2. I will learn to talk about what I did and where I
was in the past.
Grammar
Common Past Tense How was . . . the party?
Questions: the movie?
Why did . . . she go home early?
you go to the store?
What did . . . you do over the weekend?
she do last night?
Vocabulary
Review Past Tense Verbs Past Tense Time Phrases
eat ► yesterday
take ► one / two / a few days
ago one / two / a few
see ►
years ago last week
read ►
last month
travel ► last year
visit ► on Saturday

Conversation
A: Hey, where were you on Friday? Why didn’t you come to the party?
B: I wanted to come, but I had to work. How was it? What did you guys do?
A: It was fun. We played some games and then we watched a movie.
B: Did you see Halina there?
A: Yes, I did, but I didn’t talk to her much ’cause she left pretty early.
Pronunciation Principle: the letters i and y

Read these words with a partner, practicing the pronunciation (some of them are review words):
U-su-al-ly dur-ing hap-py win-dy driz-zle fif-teen win-dow

will din-ner vis-it snow-y Chi-na ty-ping si-lent
LEARNING STRATEGY
Consistent practice is better than studying a lot for one day. Find time each day to practice.
22
1. Question: What yesterday? 1. Answer: I went to a movie yesterday.
2. Question: What last night? 2. Answer: We went shopping last night.
3. Question: How the party? 3. Answer: The party was really fun!
4. Question: at the party? 4. Answer: No, I didn’t see Sam at the party.
5. Question: Why early? 5. Answer: I went home early because I was tired.
Activity 1
Tell your partner what Raul did yesterday. Tell your partner what Janet did yesterday.
Activity 2
You are the suspect. Tell the detective why you are not guilty. What did you do at 10 p.m. last night?
1. At 10 p.m. last night, I
2. At 10 p.m. last night, I
You are the detective:
1. Suspect Suspect’s Story
2. Suspect Suspect’s Story
Listening
www.mormon.org/kirk
1. What was Kirk’s first job?
2. What did he do after that?
3. Why did he change jobs?
WRAP-UP
Summary
◯ 1. ask questions about the past.
◯ 2. talk about what I did and where I was in the

past.
◯ 3. talk about where you were in the past.
Invitation to Act
Write down 4 or 5 questions that you can use to ask a partner about what he or she did during the week.
23
SPEAK UP! 2
For the next class, come prepared to ask a partner the questions you created.
24
SPEAK UP! 2
LESSON 12: PAST EXPERIENCES, PART 2

What happened?
WARM-UP
Objectives
1. I will learn to describe a past experience. 2. I will learn to ask about others’ past experiences.
Grammar
1. Time Phrase 2. What happened (options) Example Sentences
When I was 18 years I went to New York City. 1. When I was 18 years old, my family and
old, I went on a trip.
My family and I went on a trip.
When I graduated, 2. When I finished my last year of
I was so happy to be done with
school. university, I moved out of my
My friends and I went to a parents’ house.
When I finished my
concert. I moved out of my 3. When I graduated, I was so happy to
last year of
be
university, parents’ house.
done with school!
Vocabulary
Holidays Review Past Tense Verbs
Christmas be ►
New Year’s Eve graduate ►
work ►
New Verbs
travel ►
remember

Conversation
A: John, where were you yesterday? B: Yeah. I remember when I graduated, we had a big
B: I went to my son’s graduation at the university. party afterward. We all stayed up all night long. I
was so happy to be done with school.
A: Oh really, how was it?
A: Wow! We didn’t do anything like that when I
B: It went really well. It brought back memories. I
graduated. We had a family dinner, but after that
actually graduated from that same school 23
I just went home and slept. I was so tired.
years ago.
A: When was that, 1993? I graduated just one
year after that in ’94.
Pronunciation Principle: the letter a + silent e

at–ate Sam–same can–came plan–plane
make late take same place came face game save date made state
Read these words with a partner, practicing the pronunciation (some of them are review words):
a-gent ate gave mar made tion
name pa-per gram- na-
24
place g
ap-ple a
m
e
c
a
m
e
LEARNING STRATEGY
Listen to English audio while you do other activities such as walking, jogging, cooking, shopping, or household chores.
25
SPEAK UP! 2
1. When I was 18 years old, I 6. I started my first job when I was .

7. I traveled to a different country when I was .
.
8. I bought a house when I was .
2. When I graduated from university, I
9. My first child was born when I was .
.
3. When I was little, I
.
4. When I was a teenager, I
.
5. When I got married, I
.
Activity 1
What did you do on New Year’s Eve? Write down 4 different things you did on New Year’s Eve.
Activity 2
Tell your partner about an important event in your life. Write some notes
below to help you be prepared to talk about it.
When I was
Listening
www.mormon.org/clark
1. What happened when Clark was 14 years old?
2. What happened on New Year’s Eve that year?
3. Who helped him when this happened?
WRAP-UP
Summary
26
1. describe a past
Instructor-Guided
◯ experience.
Practice
◯ 2. ask about others’ past experiences.
Invitation to Act
Write about a past experience in your journal. Use things you learned from this lesson and the previous lesson.
Come prepared to share it with a partner during the next class.
27
SPEAK UP! 2
LESSON 13: MONEY, SHOPPING FOR FOOD

How much is this?
WARM-UP
Objectives
1. I will learn to talk about shopping for food. 3. I will learn to understand how much
2. I will learn to ask how much something something costs.
costs.
Grammar
Target Phrases Grammar: Count and Non-Count Nouns
How much does this ground meat cost? Count egg, banana, tomato, apple, carrot, potato
How much do these bananas cost? Nouns: These nouns can be made plural by adding -s or -
How much is a bag of apples ? es: egg ► eggs tomato ► tomatoes
It’s 2 dollars a bag . Use these or those: These eggs are delicious!
These grapes are 2 dollars a pound .
Non-Count lettuce, milk, meat, fish, flour, sugar, cereal, bread,
Nouns: cheese These nouns usually cannot be plural.
Use this or that: That bread smells good!
Vocabulary
Count nouns Non-count nouns Measure and quantity words with nouns
egg apple lettuce sugar a liter of milk a head of lettuce

banana carrot fish cereal a bag of apples a kilo of meat
tomato potato meat bread a loaf of bread a pound of fish
flour cheese a bunch of bananas

A: Do you want to go to the market with me? We need A: Excuse me. How much are these carrots?
to pick up some vegetables. B: They’re 2 dollars a kilo.
B: Yes. We also need eggs and a loaf of bread. A: I’ll take half a kilo. Do you have fresh eggs?
A: Let’s make a list. I’m planning to get tomatoes, B: Yes, we just got some in this morning.
carrots, lettuce, and some fruit. I may buy meat as
A: How much do they cost?
well.
B: They’re 2 dollars a dozen.
Pronunciation Principle: The Letter o

1. not/now, pot/pow, hot/how, moth/mouth, shot/shout
2. ground, pound, mouth, house, how, now, allow, down, flour
Practice: flour, cost, house, down, noun, hello, from, about, now, lost, long, pound
LEARNING STRATEGY
28
Write in a journal every day in English. This will help you learn to express your thoughts in English.
29
SPEAK UP! 2
1. How much cheese? 1. a kilo.

2. How much potatoes? 2. a bag.
3. How much apples? 3. a pound.
4. How much grapes? 4. a bunch.
5. How much lettuce? 5. a head.
6. How much milk? 6. a liter.
Activity 1
1. How much milk cost? 1. about a liter.

2. How much eggs cost? 2. about a dozen.
3. How much carrots cost? 3. about a bag.
4. How much sugar cost? 4. about a kilo.
5. How much bread cost? 5. about a loaf.
6. How much bananas cost? 6. about a pound.
Activity 2
First, invent a price for each item and write it down. You will sell things and shop at the same time. Buy things
from your classmates. You have . Buy as much as you can for and sell as
much as you can. Try to make a profit.
a kilo a dozen a loaf What did you sell? To whom? For how much?
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
a head a bag a liter What did you buy? From whom? How much was it?
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Listening
www.mormon.org/frank
1. What is the couple making?
2. Name 3 of the ingredients.
WRAP-UP
Summary
◯ 1. talk about shopping for food.
◯ 2. ask how much something costs.
◯ 3. understand how much something costs.
Invitation to Act
Write down a shopping list in English and estimate (guess) how much each thing will cost. Be prepared for
30
next class to talk about your shopping list with a partner.
31
SPEAK UP! 2
LESSON 14: MONEY AND SHOPPING

Do you have anything cheaper?
WARM-UP
Objectives
1. I will learn to describe and compare items and prices.
Grammar
Using Adjectives to Compare
1-Syllable good ► better This phone is better than that one.

Adjectives: cheap ► This TV is cheaper than the black one.
cheaper big ► That chair is bigger that this one.
bigger
Longer expensive ► more / less This smartphone is less expensive.

Adjectives: expensive affordable ► more / The rent is more affordable here than it was at our old
less affordable compact ► more apartment. This microwave is more compact. It fits on the
/ less compact high-tech ► more counter better.
/ less high-tech The new TV is more high-tech than the old one.
Note: 2-syllable adjectives that end in y follow the rule for 1-syllable adjectives; healthy ► healthier (the y
changes to an i).
Vocabulary
General vocabulary Adjectives
afford expensive / cheap high-tech / simple comfortable / uncomfortable
good deal affordable modern / old-fashioned dressy / casual
price compact tight / loose

A: Hi, I’m looking for a smartphone. A: Hi, I would like to get some running shoes.
B: Do you know what kind you want? B: Okay, we have a few different kinds. These red
A: I want one that’s compact and has a lot of ones are a good deal.
memory. A: Are they less expensive than the blue ones?
B: Well, let’s see, the M33 is more compact than the B: Yes, they are. Do you want to try them on?
Z44, but it’s more expensive.
A: Sure. I like them, but I think I need a smaller size.
A: How much is it?
B: No problem. Here, these are size 9.
B: On sale, it’s $500. That’s a pretty good deal . . .
A: Great! Thanks.
A: Oh! I can’t afford that. I guess I’ll have to go with
the cheaper one.
Pronunciation Principle: The Letter i in Words with Silent e
1. fin/fine, Tim/time, bit/bite 2. fine, like, five, nine, wife, drive, write, white
Practice: five, six, this, write, it, is, drive, side, big, size, with, life
28
LEARNING STRATEGY
Review vocabulary whenever you find yourself waiting (for the doctor, at the store, on the phone, and so on).
29
SPEAK UP! 2
1. This phone is good. ► That phone is .

2. These vegetables are cheap. ► Those vegetables are .
3. His TV is big. ► Her TV is .
4. This microwave is compact. ► That microwave is .
5. This phone is high-tech. ► That phone is .
6. My watch is expensive. ► Your watch is .
7. These cars are affordable. ► That car is .
Activity 1
A: I like this M33 smartphone ! B: Yeah, but it’s too high-tech . I want a more simple one .
1. 2. 3. expensive / cheap
modern / old-
fashioned
4. 5. 6. uncomfortable / comfortable
big / small
high-tech / simple
tight / loose
dressy / casual
Activity 2
Choose 1 item that you want to sell (phone, car, TV, and so on). Draw 2 different examples of the item for your
“store” and give each a price. Talk about your items to your classmates who will buy 1 of them from you.
price: price:
Listening
www.mormon.org/sterling
1. What did Sterling buy his wife?
2. Why did he buy it?
3. Was it more or less expensive than the other one?
WRAP-UP
Summary
◯ 1. describe and compare items and prices.
Invitation to Act
Next time you go shopping, compare 2 items at the store (for example, 2 shirts). Write down some
30
comparisons. Be prepared to talk about the comparison in the next class.
31
SPEAK UP! 2
LESSON 15: IN THE COMMUNITY

Do you know where the museum is?
WARM-UP
Objectives
1. I will learn to talk about where places are.
Grammar
preposition Prepositions (Review)
across from far from

Do you know where the park Yes. It’s next to the grocery store behind in front of
is? .
*between next to
* The preposition between is a little different. Use it like this: It’s close to
between the grocery store and the movie theater. down the street from
Vocabulary
Places library store
neighborhood hospital bakery
movie theater mall police station
museum post office restaurant
park bank bus stop

Conversation
A: Hey, Adam, do you know where the movie theater is? A: Yes, I do.
B: Yes, I just went there yesterday. It’s the large building B: Okay. The movie theater is right across from the
between the park and the mall. It’s down the street art museum.
from the bank. A: Oh! Okay. I know where it is! Thank you!
A: Hmm, I don’t know where that is. Is it close to the B: You’re welcome.
river?
B: No. Do you know where the art museum is?
Pronunciation Principle: The Letter u

1. [you] or [oo] su-per, mu-sic, huge
2. [uh] fun, run, cut, up
3. [you] mu-sic, huge, com-pu-ter, use, mu-seum
4. [oo] su-per, stu-dent, pro-duce, tu-na, blue
5. [uh] fun, much, hus-band, sta-di-um, but-ter
Practice: just, sup-per, su-per, u-su-al, but-ter, u-nit, un-der, sun-ny, mu-se-um, huge, stu-dent,
mu-sic, com-pu-ter, ex-cuse, pro-duce, u-ni-ver-si-ty, run
LEARNING STRATEGY
32
Don’t be afraid to speak the language. Making mistakes is normal and okay. You will learn better by using the
language as much as you can.
33
SPEAK UP! 2
1. 2. 3.
Store Store Store Bank
State Street
State Street
State Street
Main Street Main Street Main Street
Bank Bank
4. 5. 6. Bank
Store Museum Store Bank
State Street
eet
Bank Museum Main Street Store Museum Str
Main Street Main Street S

ta
te
Activity 1
A: Label your neighborhood however you want. Use the B: Cover the map on the left and listen carefully to your
places your instructor writes on the board. Explain it partner. Try to draw your partner’s map accurately as
to your partner so he or she can draw a map, but do you listen, but do not look at your partner’s map.
not show your map to your partner.
3rd Street
3rd Street
Park Park
Main Street Main Street
1st Street
2nd Street
2nd Street
1st Street
Activity 2
Describe the location of a place in town. See if your partner can guess what place you are talking about. For example:
Partner A: “This place is across from the movie theater and down the street from the police station.”
Partner B: “Is it the grocery store?”
Listening
www.mormon.org/mark
1. What city does Mark love?
2. Why does he love it?
3. Why does he love the Millennial Bridge?
4. What is Mark’s job?
WRAP-UP
Summary
◯ 1. talk about where places are.
Invitation to Act
Write about your favorite place in the city where you live. Describe where it is. Be prepared to share what
34
you have written during the next class.
35
SPEAK UP! 2
LESSON 16: IN THE COMMUNITY

When is the party?
WARM-UP
Objectives
1. I will learn to talk about future events.
Grammar
How to speak about the future Present ► Future
will + base form of verb There is . . ► There will be a play next Saturday night.
. It is . . . ► It will be at the theater.
I will study after school. It’s . . . ► It’s going to be great!
be going to + base form of verb Sometimes we use time phrases (like next week) to talk about the
future, but we use a present tense verb:
I am going to study after school. The festival is today. ► The festival is next week.
Ways to invite someone
Do you want to come to the party? Would you like to come to the movie (with me)?
Vocabulary
Verb Time phrases
come in [1/2/3]
[days/weeks/months] in a few
[days/weeks/months] next
[week, month, year]

Conversation
A: Hey Steve, are you going to come to A: Actually, I talked to him yesterday. He’s
Emily’s birthday party on Saturday? already planning on it.
B: Nobody told me about it. Where is it going to be? B: Should I bring anything?
A: It will be at Christin’s house at 7:00. It’s a A: I’m going to bring a salad. Could you bring hot dogs?
surprise, so don’t say anything to Emily. B: Sure!
B: Oh, okay! Do you think it will be all right if I A: Great! Well, I have to get going. See you on Saturday.
invite Adam to come too?
B: See you!
Pronunciation Principle: The Letters er, ir, and ur

1. her, birthday, nurse
2. (words with er) her, person, per, clerk, dessert, teacher, computer
3. (words with ir) birthday, circus, bird, third, shirt, skirt, birth
4. (words with ur) nurse, hurt, turn, further, purse, sure, burnt
Practice: teacher, person, nurse, circus, dessert, Saturday, clerk, shirt, turn
LEARNING STRATEGY
32
Read short news articles in English. Look up words you don’t know. This will increase your vocabulary.
33
SPEAK UP! 2
1. What are you going to do in a few days? Answer: I in a few days.

2. What are you going to do this weekend? Answer: I his weekend.
3. What are you going to do next week? Answer: I next week.
4. What are you going to do next weekend? Answer: I next weekend.
5. What are you going to do in a few weeks? Answer: I in a few weeks.
6. What are you going to do next month? Answer: I next month.
Activity 1
Event: Concert Event: Event:
Time: 5:00 pm Time: Time:
Day: Sunday Day: Day:
Date: September 14 Date: Date:
Cost: £15 Cost: Cost:
Location: South Park Location: Location:
Details: A folk band Details: Details:
will
perform. Their music is
influenced by jazz. There
will be refreshments.
Activity 2
Surprise Birthday Party Plans—Make plans for a surprise birthday party for a friend. What will you do to cele-
brate your friend’s birthday? Write down some plans and then invite your classmates to come to the party.
Listening
www.mormon.org/sarah
1. What does Sarah like to do at her parties?
2. Would you like to come to her party? Why or why not?
WRAP-UP
Summary
◯ 1. talk about future events.
Invitation to Act
Write about what you are going to do next week. Write down at least 6 different things that you are going to do.
34
Be prepared to share what you wrote in the next class.
35
SPEAK UP! 2
LESSON 17: HOLIDAYS

What are you going to do on New Year’s?
WARM-UP
Objectives
1. I will learn to talk about what I usually do on holidays.
2. I will learn to talk about what I plan to do on a holiday.
Grammar
Using will probably Review of how to speak about the future
Dave: “I will probably go to a dance.” will + base form of verb

(This means that Dave thinks he will go to a dance, but he is
not completely sure.) I will be out of
Other Examples:
town be going to + base form of
I will probably travel to Europe next year.
There will probably be a parade on New Year’s Day.
verb
I am going to have a party!

Vocabulary
Verbs Frequency words (review) Other words
celebrate A lot Not at all traditions

spend time always usually often sometimes rarely never every
relax once in a while
visit

A: Hey Dave, what are you going to do on New B: What do you usually do for New Year’s Eve?
Year’s Eve? A: I often watch fireworks and spend time with my
B: I will probably watch the fireworks and spend friends, but this year my friends have other
time with my family. plans.
A: That sounds like fun. B: Would you like to come to my party?
B: What about you? Do you have any plans? A: Really? Thank you. It’s nice of you to invite me. First,
A: I’m not sure yet—I will probably go to a party I need to find out how late I will have to work.
or something. B: Well, you’re welcome to come.
Pronunciation Principle: The Letter a
1. (al) call, also, salt, all, small, tall, walk, talk
2. (ar) party, park, far, smart, hard, part, large
3. (other [ah] sound words) wash, water, father, squash, taco, pasta, llama, nacho
Practice: salt, agent, happy, party, what, small, paper, captain, large, walk, grammar, call, daddy, small, hard
LEARNING STRATEGY
36
When you’re reading something
Instructor-Guided Practice in English, don’t look up every word. You can understand some words from the context.
37
SPEAK UP! 2
I usually on , but this year I will probably

. I usually on
, but this year I will probably
. I usually on
. I usually on
. I usually on
. I usually on
.
Activity 1
Interview 2 classmates and find out what each of them usually does on their favorite holiday. Be prepared
to report to the class.
Classmate 1: Classmate 2:
Activity 2
Think of the next major holiday that will happen. With a partner, create a conversation about your plans.
Talk about what each of you will probably do on the holiday. You will share your conversation with the
class.
A: B:
B: A:
A: B:
Listening
www.mormon.org/dave
1.How does Dave describe the feeling at a holiday party?
2.Who comes to holiday parties?
WRAP-UP
Summary
38
1. talk about what
Instructor-Guided
◯ I usually do on holidays.
Practice
◯ 2. talk about what I plan to do on a holiday.
Invitation to Act
Write about some things that you will probably do on the next big holiday. Be prepared to share what you
wrote with a partner in the next class.
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SPEAK UP! 2
LESSON 18: GOING ON VACATION

Where are you going on vacation?
WARM-UP
Objectives
1. I will learn to describe where I am going on vacation.
Grammar
Where are you going on vacation? How to talk about the future:
I’m going camping. I am
We’re going to Hawaii. you / we / they are going to
We go on vacation every year. travel.
he / she / it is
We will travel by bus.
I / you / we / they / he / she will
We will take a vacation.
/ it
Vocabulary
Transportation Places Nouns hike
by train beach scenery fish
by bus lake sites swim
by car campsite tour unwind
by plane mountain relax
by boat museum Verbs explore
flying amusement park travel get away
theater camp try new food

A: Are you going to take a vacation this year? A: Guess what! We’re going to Hawaii this summer!
B: Yes, we go on vacation every year. I will leave in B: Wow! That’s great! Tell me about it.
July. A: We will travel by bus around the island so we can see
I am very excited!
the sites.
A: So, where will you go this year?
B: What sites will you visit?
B: I’m going camping with my family in the
A: We are going to see volcanoes and local villages. We
mountains.
will also go swimming with dolphins!
A: That sounds like fun! What will you do there?
B: That sounds like so much fun!
B: We are going to hike and fish during the day. At
night, we will just unwind and enjoy the
scenery.
A: Well, I hope you have a great time!
Pronunciation Principle: The Letters ea and ee
1. please, each, beach, leave, deal, cheap 3. great, break, steak

2. bread, head, dead, read (past tense verb) 4. street, tree, need, three, see, week
Practice: please, great, each, bread, three, teach, dead, break, feel, read (past), deal, week, cheap, meat, easy, need
36
LEARNING STRATEGY
Memorize short poems, sayings, or speeches in English. This can help you practice pronuncation, learn new
vocabulary, and become used to English grammar.
37
SPEAK UP! 2
I’m going to the beach . . because I want to relax and swim I’m going by bus
. lake . hike . car
city fish train
mountains have fun
amusement park visit museums
explore the scenery
Activity 1
Use the pictures below to plan a weekend vacation. Tell your partner where you will go, when you will go, what
you will do there, and how you will get there.
Amusement Park Shopping Museum Theater Beach
Activity 2
The Plans for Your 4-Day Vacation—In this activity you will first write out plans for your 4-day dream vacation.
Then, you will share your plans with a partner. Try to think of details that you can talk about.
Day 1 Day 2 Day 3 Day 4
Listening
www.mormon.org/lacey
1. What sport does Lacey do?
2. Why is swimming perfect for Lacey?
WRAP-UP
Summary
◯ 1. describe where I am going on vacation.
Invitation to Act
Using the plan that you created in class for a 4-day vacation, write a paragraph describing this vacation. Be
38
prepared to share this with the class.
39
SPEAK UP! 2
LESSON 19: HEALTH AND SICKNESS

How often do you visit the doctor?
WARM-UP
Objectives
1. I will learn to talk about healthy habits. 2. I will learn to give health advice.
Grammar
Giving advice
Using should: Different ways to give advice: Example sentences:
“You should go to the doctor.” You should . . . You should go to the doctor.
The verb that comes after should will You shouldn’t . . You shouldn’t eat so much junk
always be in the base form. This . You need to . . food. You need to sleep more
sentence means “I think it will be
. often.
good for you to go to the doctor.”
I think you should . . . I think you should avoid playing sports.
Vocabulary
Phrases Verbs Other Words Frequency Words
You should . . . rest swollen once a week
You shouldn’t . . . exercise red twice a day
You need to . . . put heat on it bruised 3 times a day
I think you should . . . take some medicine sprained
ice it
wrap it

A: Hey Lisa, how are you today? A: Hey John, is something wrong?
B: I’m okay I guess, but honestly, I feel really tired. I B: Yeah, I have a headache and I started feeling
felt really tired yesterday too. sick this morning.
A: Oh, that’s not good. Do you feel sick? A: I’m sorry to hear that. You probably shouldn’t be
B: I don’t know. I didn’t sleep very well last night. at work. You need to go to the doctor!
A: If you’re not feeling well, you should go home

and get some rest.
Pronunciation Principle: -tion and -sion

1. [shun] comprehension, education, location, vacation, discussion, permission
2. [zhun] confusion, decision, vision, persuasion, revision
Practice: comprehension, prescription, vision, prevention, decision, education, vacation
LEARNING STRATEGY
After you listen to English radio or TV, try to summarize what you heard. This can help you pay attention while
40
you listen. It will also help you practice speaking.
41
SPEAK UP! 2
1. A: “I broke my leg.” B: You play sports.

2. A: “I have a fever.” B: You go to work today.
3. A: “I have a headache.” B: You take some medicine.
4. A: “I feel sick.” B: You come to the party.
5. A: “I feel light-headed.” B: You rest until you feel better.
6. A: “I feel really tired.” B: You take a nap.
Activity 1
Tell your partner what you think each person should do. You can use should, shouldn’t, need to, and I
think he/she should. (For example, “I think she should put some ice on it.) Use the phrases at the right to
help you.
1. John sprained his 2. Carlos fell down the 3. Paul is exhausted. • put some ice on it
• take some medicine
ankle. It is swollen stairs. His knee He keeps falling
• sleep more often
and hurts asleep
• stay home from work
he can’t walk. very badly. at work. • go to a doctor
4. Stephanie woke up 5. Lisa is overweight. She 6. Becca feels sick to • avoid playing sports
with a headache. She is always tired at her stomach. She • eat more vegetables
• exercise regularly
feels awful. work. doesn’t want to eat.
Activity 2
Each person has a problem and needs help. You will work with a partner. One of you will be the person in the
picture and the other will try to give the person advice. Role-play a conversation for each person.
Brittany started Juan was Beth is pregnant.
feeling sick a playing soccer She feels sick
month ago. She yesterday to her stomach
can’t sleep at with some every day and
night and feels friends. He hurt has lost a lot of
sad all the time. his leg. Now he weight. She feels
She also doesn’t can’t walk. It is light-headed at
feel like eating. very swollen. work.
Listening
www.mormon.org/lola
1. What health problem does Lola have?
2. What emergency procedure did Lola need?
3. What did Lola learn to be more grateful for?
WRAP-UP
Summary
◯ 1. talk about healthy habits.
◯ 2. give health advice.
40
Invitation to Act Practice
Instructor-Guided
Write down a list of things that you think a person should do in order to live a healthy life (for example, “You
should . . .”). Come prepared to share your list with a partner in the next class.
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SPEAK UP! 2
LESSON 20: HEALTH AND SICKNESS

How are you feeling?
WARM-UP
Objectives
1. I will learn to describe how I feel to a doctor.
Grammar
Imperatives (commands) Doctors’ questions and instructions Review: Giving advice
The imperative form is the base How long have you felt sick? Use these phrases to give
form of the verb. You usually Where does it hurt? advice:
don’t use pronouns with Take two pills once a day. You should . . .
imperatives.
Examples: You shouldn’t . . .
Take this medication with food.
“Take this medication every day.” Take this medication with water. I think you should . . .
“Don’t exercise for two weeks.”
Take this medication on an empty stomach. You need to . . .
Vocabulary
Problems sharp pain broken [bone, Adjectives dizzy Other
cold pull a muscle arm, leg] awful tired medication
fever sick scrape terrible pills
headache sore throat burn weak
stomachache cut bruise light-headed

Conversation
A: Hello, Susan, how are you feeling today?
B: Hi, Doctor Green. I don’t feel very well. I have had a headache for three days and my back really hurts. I’m in
a lot of pain and I can’t sleep.
A: Hmmm, that doesn’t sound good. Where does your back hurt?
B: It hurts up here, in between my shoulders. I feel a sharp pain every time I move my neck.
A: Did you do something that hurt your back?
B: Well, I tried to lift a heavy box on Monday. [The doctor carefully checks Susan’s back and neck.]
A: I think you pulled a muscle. I want you to take this medication twice a day with food. You should take it
right after you eat in the morning and evening. Come back and see me in a week.
Pronunciation Principle: The Letters oa

1. [o] throat, soap, loaf, boat, goal
Practice: coat, stop, cold, soap, throat, home, box, long, sore, loaf, rose, boat, older, toad
LEARNING STRATEGY
Read out loud to yourself in English. This is a great way to practice pronunciation.
40
1. Patient: “I pulled a muscle” Doctor: . Rest for three days.
2. Patient: “I have a fever.” Doctor: . Don’t exercise for a few days.
3. Patient: “I have a headache.” Doctor: . Drink plenty of water.
4. Patient: “I have a cold.” Doctor: . Take this medication.
5. Patient: “I feel light-headed.” Doctor: . Stay home and rest.
6. Patient: “I have a sharp Doctor: . Don’t go in to work tomorrow.
pain.”
Activity 1
Your partner will be the doctor. Pick a situation and tell the doctor (your partner) about the problem that
you have. Describe how you feel. Tell the doctor when the problem started and what happened.
1. You ate some bad food. 5. You fell down the stairs.
2. You got in a car crash. 6. You were attacked by an animal.
3. You got hurt playing soccer. 7. You got in a fight.
4. You started feeling sick at 8. You hurt yourself while cooking.
work.
Activity 2
Think of a past injury or problem that you had. If you had to talk to a doctor, how would you describe what
happened? Write down some notes. You will be the patient and your partner will be the doctor. Practice
describing the experience to the doctor (your partner) and he or she will give you some advice.
Notes about your problem or injury: What did the doctor tell you to do?:
Listening
www.mormon.org/athelia
1. How did Athelia feel when she started to get sick?
2. How did her illness change her life?
WRAP-UP
Summary
◯ 1. describe how I feel to a doctor.
Invitation to Act
41
SPEAK UP! 2
Ask a friend to tell you about a time he or she was injured or sick. Write down some notes and come to the
next class prepared to describe your friend’s experience to a partner.
42
LESSON 21: SPECIAL OCCASIONS
When is the celebration?
WARM-UP
Objectives
1. I will learn to ask for information about future 3. I will learn to invite others to
celebrations. future celebrations.
2. I will learn to answer questions about future celebrations.
Grammar
Ways to invite someone Present tense for future time
Would you like to . . If you are talking about a planned event or the schedule for
. Do you want to . . an event, you can use present tense to mean the future.
.
Examples: There is a party on Friday. = There will be a party on Friday.
“Would you like to go to the party with me?” The wedding is at the church. = The wedding will be at the
“Do you want to come to a wedding reception church.
with me?”
Vocabulary
Event vocabulary anniversary Questions Time phrases (review)
wedding celebration Would you like to . . . in a few days/weeks/months
graduation party ? Do you want to . . . next week
reception invitation ? When . . . ? tomorrow night
birthday refreshments What time . . . ? soon
Where . . . ?
A: Hey Brian, did you hear about the wedding? A: Hey Jenny, did you hear? There will be a birthday
B: No—who is getting married? party for Tom on Saturday.
A: Brett and Alisha are! B: I hadn’t heard anything about it yet. Are you going to go?
B: Really? That’s great. When is the wedding? A: Yeah. Would you like to go with me?
A: It will be on August 15th at 1:00. They are going B: Sure, I would love to. What time will it be?
to have a reception that evening. A: It will be at 7:00. I can come by and pick you
B: I hope they send me an invitation. up around 6:45. Will that work?
B: Sounds good!
Pronunciation Principle: The Letters w and v
1. [w] we, wedding, weeks, wish, way, will, water, wind, watch
2. [v] vocabulary, verb, very, vacation, violin, volleyball, vegetables, fever, cover, severe, invitation, invite,
every, travel, seven
Practice: will, vocabulary, would, invite, work, evening, five, weak, very
LEARNING STRATEGY
Don’t try to memorize every new English word you hear. This can be overwhelming. Choose words and phrases
43
SPEAK UP! 2
to learn that are most important for your English learning.
44
1. Question: ? Answer: There will be dancing at the
2. Question: ? party. Answer: The wedding will be at 6
3. Question: ? p.m.
4. Question: ? Answer: The reception will be at the
5. Question: ? church. Answer: The graduation will start
6. Question: ? at 2 p.m. Answer: There will be
refreshments.
Answer: The birthday party will be at my house.
Activity 1
Create two special events (wedding, reception, graduation, and so on) and write down information about them.
Event: Wedding Reception Event: Event:

Time: 7:00 p.m Time: Time:
Day: Saturday Day: Day:
Date: May 22 Date: Date:
Location: Golf Club Location: Location:
Details: There will be dinner, Details: Details:
dancing, and fun!
Activity 2
Work with your group to make a plan for the end-of-class celebration. Write down the things that you think
you will do. Write down details. For example: How many activities will you do? What order will they be in?
What time will it be? Will there be refreshments? Will there be dancing? Prepare to talk about your plans with
a partner.
Listening
www.mormon.org/jasons
1. What did Jason’s wife dream of when she was a little girl?
2. What was the one problem with how her dream happened?
WRAP-UP
Summary
◯ 1. ask for information about future celebrations.
◯ 2. answer questions about future celebrations.
◯ 3. invite others to future celebrations.
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SPEAK UP! 2
Invitation to Act
Write down what you think you will do for your next birthday party. Next class, come prepared to share your
plans with a partner.
46
SPEAK UP! 2
LESSON 22: SPECIAL OCCASIONS

How was the wedding?
WARM-UP
Objectives
1. I will learn to talk about and describe a past event. 2. I will learn to talk about what I did at an event.
Grammar
How did the wedding go? What did you do?
How was the wedding? We ate a wonderful meal and danced.
It was boring . I saw my cousin .
We had a good time! We gave some gifts to John .
Vocabulary
Adjectives Nouns
tiring beautiful wedding bride
long fun reception groom
boring bittersweet graduation gift
exciting strange ceremony

Conversation
A: Hey Robyn, how was the wedding?
B: Oh, it was a beautiful ceremony. The bride and groom looked so happy. I cried, of course. It was kind of
bittersweet.
A: Did everything go well for the reception?
B: Yes. We did most of the work before the reception so I was able to relax and enjoy it. It was so much fun! We
ate a wonderful meal and everyone danced. So many people came! I visited with lots of friends and family
members. At the end, there were fireworks. It was great!
A: Well, it sounds like it was a success!
Pronunciation Principle: -ight, -ind, and -ild

1. right, light, might, night, high
2. find, kind, mind, wild, child
Practice: Say these words with your partner. Notice that not all of the words have the same vowel sound for
the letter i. Circle the words that are pronounced with the vowel like the word hi.
kind usually right will night during

dinner might happy light visit child
snowy high drizzle China sight find
LEARNING STRATEGY
When you are listening to English radio or TV, try to repeat out loud what you hear. Imitate the sound of
44
the speaker. This can help you practice English pronunciation.
45
SPEAK UP! 2
1. There will be a party next week. ►

2. We are going to dance at the party. ►
3. We will have cake and ice cream. ►
4. My friends will cook some food. ►
5. The band will play some music. ►
6. I am going to sing a song. ►
Activity 1
The Wedding The Graduation
There will be a big, beautiful cake. The bride will be Thousands of people will be watching. When the
wearing a long, white dress. All of the bride’s family will graduates walk up to the stage, everyone will clap and
be there. Her father will walk her down the aisle and cheer! Everyone will be taking pictures, smiling, and
there will be beautiful music. Many people will be laughing. The graduation speech will be long and bor-
smiling. It will be such a beautiful day! ing. When the ceremony is finished, the graduates will
throw their hats in the air.
Activity 2
Scene: When you walk into the church, you see:
1. The bride is sitting on the floor, and she is crying.
2. The groom is lying on the floor and has a black eye.
3. The police are taking the father of the bride away.
4. There is a frying pan on the floor in the middle
of the room.
What do you think happened? With your group, write
a short news article. Talk about what happened at the
wedding.
Listening
www.mormon.org/patrice
1. What happened 3 days before Patrice was supposed to get married?
2. How did this affect her wedding?
3. Why was it an “amazing way to start a relationship”?
WRAP-UP
Summary
◯ 1. talk about and describe a past event.
◯ 2. talk about what I did at an event.
Invitation to Act
Write down a detailed description of what you did at the last birthday celebration you attended. Come to the
46
next class prepared to talk about it with a partner.
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SPEAK UP! 2
LESSON 23: GOALS AND DREAMS

What do you want to do in the future?
WARM-UP
Objectives
1. I will learn to talk about my goals and plans for the future.
Grammar
Talking about future plans I’ll, you’ll, he’ll, she’ll, we’ll
I want to . . . be married | a father/mother | a businessman/woman I’ll = I will

I hope to . . . get married | a degree | a job | a house | a raise | a new you’ll = you will
car
I plan to . . . + study business | education | chemistry | English he’ll = he will
I would like to go to school | another country she’ll = she will
... we’ll = we will
Vocabulary
Future plans get married get a job Areas of study biology
I want to . . . have children get a raise business engineering
I hope to . . . move to London go to college education math
I plan to . . . buy a house study engineering chemistry English
I would like to . . . travel science construction

Conversation
A: So, what do you plan to do after you graduate?
B: Actually, I’m going to move to Hawaii! I got a job there. I’ll be moving in July.
A: Wow! That sounds wonderful! What will you be doing out there?
B: I’ll be teaching at the university.
A: What a great opportunity! Do you plan to stay there for a few years?
B: I’m not completely sure. I really love teaching—I want to be a professor—so, if I can stay there, then I
will. A: But if you receive a good job offer somewhere else, will you take it? You know, to be closer to your
family? B: Honestly, I’m not sure. We’ll see how things turn out.
Pronunciation Principle: The Letters th

1. They will come soon. 2. Day will come soon.
Practice: Repeat these pairs of words with a partner. there/dare, those/dose, then/den, these/Dee’s, other/udder
LEARNING STRATEGY
What will you be able to do when you learn English? Imagine what you will do, say, and feel. When you
48
feel discouraged, imagine this again. This can help you stay motivated!
49
SPEAK UP! 2
1. When I finish studying English, I plan to .

2. When I graduate from college, I plan to .
3. When I get married, I plan to .
4. When I get a good job, I plan to .
5. When I travel to , I plan to .
6. When I retire, I plan to .
Activity 1
Choose 2 people in the pictures below. With a partner, act out a conversation between them. Each person talks
about what their future plans are. After finishing, choose 2 different people. Have a new conversation.
Activity 2
Write about what you would like to do 1 year from now, 5 years from now, and 10 years from now. Use phrases
like I want to, I hope to, I plan to, and I would like to to talk about your future plans.
1 year from now . . . 5 years from now . . . 10 years from now . . .
Listening
www.mormon.org/jasons
1. What health condition does Jason have?
2. What is his goal?
WRAP-UP
Summary
◯ 1. talk about my goals and plans for the future.
Invitation to Act
Go home and write in your journal about your future plans. Set some goals and write down some things that
50
you will do in order to accomplish your goals.
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SPEAK UP! 2
LESSON 24: REVIEW
Vocabulary Review Activity
1. Hobbies 7. Past tense verbs 13. Vacations

2. Family 8. Measurements for food 14. Holidays
3. Describing people 9. Comparing words 15. Medical advice
4. Feelings and emotions 10. Places in town 16. Health problems
5. Describing a neighborhood 11. Describing a place 17. Celebrations
6. Past time phrases 12. Future time phrases 18. Goals and dreams
Review Activity 1
Choose a picture to describe to your partner. Describe the family in your picture, mentioning their relationships
to each other. Invent information to describe 2 people in detail (name, hobbies, and so on). After both you
and your partner describe a family, make 10 comparisons between the people in the pictures.
Review Activity 2
With your partner, plan an event that could be held somewhere in the community. Think of 5 things that you will
do (for example, eat dinner, dance). Invite another partnership to come to your event. Give them directions to the
event and describe what you will be doing. You can write notes while you plan the event.
48
Review Activity 3
Imagine that you attended one of these events. Describe to your partner what you did using past tense verbs.
All Files were inaccessible.
Reflection
Reflect on the previous English lessons you have participated in this program.
Name 3 things you learned that were the most helpful to
you. How will you continue improving your English?
What could be better about the program?
Prepare to briefly share your thoughts with the class.
Now I can . . .
◯ make introductions. ◯ talk about prices.
◯ talk about likes and dislikes. ◯ describe items and compare their prices.
◯ talk about extended families. ◯ talk about the location of places.
◯ describe and compare people. ◯ talk about future events.
◯ describe feelings. ◯ talk about typical holiday activities.
◯ ask for help. ◯ talk about vacation plans.
◯ describe where I live. ◯ talk about healthy habits.
◯ describe where I used to live. ◯ give health advice.
◯ talk about daily routines. ◯ describe health problems.
◯ talk about past events. ◯ invite someone to a celebration.
◯ describe past experiences. ◯ talk about my future goals.
49
SPEAK UP! 2 GRAMMAR PRINCIPLES
GRAMMAR PRINCIPLES
Unit 1, Lesson 1
like
I, you, we, they
don’t like
to (verb)
likes
he, she, it
doesn’t like
Unit 1, Lesson 2
like
I, you, we, they
don’t like
(verb) + ing
likes
he, she, it
doesn’t like
Unit 1, Lesson 3
Target phrases about family, including:
Tell me about your (sister, uncle, etc.)

How old is she (or he)?
Does he (or she) work?
Where does he (or she)
work?
Unit 1, Lesson 4
I am
(adjective) + er + than .
you, we, they are
person/people
he, she, it is
Unit 1, Lesson 5
Target phrases about emotions, including:
Are you all right? How are you feeling?

Is everything okay? What happened?
Unit 1, Lesson 6
Polite requests More direct requests
Will you . . . I need you to . . .

Would you . . . I want to . . .
Can you . . .
Answers
Could you . . .
Yes, I will/can . . .
50
No, I won’t/can’t . . .
51
GRAMMAR PRINCIPLE
GRAMMAR PRINCIPLES
Unit
Unit4, 2,
Lesson 217
Lesson
Where do you live?

Do you like living there?
Why do you like living
there?
Unit 2, Lesson 8
To Be (Past)
I was adjective
happy, outgoing
you, we, they were OR
prepositional phrase
he, she, it was in front of the house, near the park
To Have (Past)
I
noun
you, we, they had
a dog, a lot of friends, a big house
he, she, it
Unit 2, Lesson 9
subject frequency word verb
I always study in my room.
subject verb frequency phrase
I go shopping once a month.
Unit 2, Lesson 10
Past tense verbs
For most regular verbs, add ed to the end.

wanted liked exercised worked
Memorize the forms of irregular past tense verbs.

go ► went sleep ► slept have ► had teach ► taught
52
GRAMMAR PRINCIPLE
Unit 4, Lesson 21
Common past tense questions
How was . . . (the party, the movie)?

Why did . . . (she go home early, you go to the store)?
What did . . . (you do over the weekend, she do last
night)?
Unit 2, Lesson 12
Time phrase What happened
When I graduated, I moved out of my parents’

When I was 18 years home. my family and I went on
old, a trip.
Unit 3, Lesson 13
Count and non-count nouns
How much does this ground beef cost? (singular/non-count)

How much do these bananas cost? (plural/count)
Can pluralize count nouns Can’t pluralize non-count nouns
Examples: eggs , tomatoes , carrots , Examples: lettuce, milk, meat,

bananas flour
Unit 3, Lesson 14
Comparatives
1-syllable adjectives: + Longer adjectives: less / more +

er adjective
Examples: big bigger, cheap cheaper Examples: expensive ► more
expensive
affordable ► less affordable
Unit 3, Lesson 15
Prepositions review and expansion
across from
behind
between
close to
far from
in front of
next to
down the street from
52
GRAMMAR PRINCIPLE
Unit 3, Lesson 16
Simple future
Will + base verb Be going to + base verb
Example: I will study after Example: I am going to study after

school. school.
Unit 3, Lesson 17
Using will probably with future verbs
Example:
I will probably travel to Europe next year.
There will probably be a parade on New Year’s day.
Unit 3, Lesson 18
Going + by + mode of transportation
We are going by Review of future

bus.
Going to + verb
We will go by car.
Will + verb
Unit 4, Lesson 19
Giving advice
You should . . . Example

You shouldn’t . . . You should go to the doctor.
You need to . . . You shouldn’t eat so much junk food.
I think you should . . . You need to sleep more often.
I think you should avoid playing sports.
Unit 4, Lesson 20
Target Phrases (doctor’s questions and instructions)
How long have you felt sick? Where does it hurt?

Imperatives (Commands) Example
Use the base form of the Take this medication daily.
verb. There usually is not a Don’t exercise for two weeks.
subject.
53
GRAMMAR PRINCIPLE
Unit 4, Lesson 21
Ways to invite someone
Would you like to . . .

? Do you want to . . .
?
Using present tense for future time
There is a party on Saturday. = There will be a party on Saturday.

The wedding is at the church. = The wedding will be at the church.
Unit 4, Lesson 22
Target Phrases
How did the (wedding)

go?
How was the (party)?
It was (beautiful) .
Unit 4, Lesson 23
Future plans
I want to . .
. I hope to .
+ verb
. . I plan to .
..
I would like to . .
.
Unit 4, Lesson 24
Review
54
SPEAK UP! 2 LESSON AND HOMEWORK VOCABULARY
SPEAK UP! 2 LESSON AND

HOME WORK V OC A BUL AR Y
LESSON AND HOMEWORK (HW) VOCABULARY
Unit 1, Lesson 1
Countries: Japan, Germany, Mexico, the United States, nearby countries
Verbs: watch (sports, TV), play (soccer, the violin), cook, shop, sing, sew, listen (to music), travel
Unit 1, Lesson 1 HW
Countries: Canada, Nigeria, Ethiopia, Egypt, South Africa, India, Israel, Turkey, Taiwan, Korea, Cambodia,
Philippines, Australia, France, Germany, England, Italy, Switzerland, Austria, Russia, Brazil, Peru, Colombia
Unit 1, Lesson 2
Verbs: swim, play (games, sports), write, paint, cook, dance, jog, read
Adjectives: fun, interesting, boring, relaxing, tiring, challenging
Unit 1, Lesson 2 HW
Verbs: going dancing, going bowling, going fishing, going to [museums/the park], visiting my friends, socializing,
doing crossword puzzles, playing card games, playing basketball, playing soccer, playing baseball, playing volleyball
Unit 1, Lesson 3
Extended family: great-grandmother, great-grandfather, grandmother/grandma, grandfather/grandpa, father-
in-law, mother-in-law, brother-in-law, sister-in-law, stepmother, stepfather, stepbrother, stepsister, aunt,
uncle, cousin, niece, nephew
Adjectives: funny, intelligent, athletic, artistic, tall, short, fat, thin, old, young
Unit 1, Lesson 3 HW
Nouns: grandparents, granddaughter, grandson, grandchildren, family gathering, family reunion, relatives,
newlyweds
Adjective: adopted
Phrases: My parents are divorced. My parents are separated.
Unit 1, Lesson 4
Words used to describe someone: married, single, bald, blue/brown/green eyes, beard, long/short hair,
glasses
1-syllable adjectives: taller, shorter, bigger, smaller, younger, older, louder, quieter,
Longer adjectives: more/less intelligent, more/less beautiful, more/less athletic, more/less generous, more/less
55
thoughtful, more/less patient, more/less shy, more/less outgoing
56

Unit 1, Lesson 4 HW
1-syllable adjectives: kinder, nicer, stronger, weaker, balder, darker, lighter
Longer adjectives: energetic, cheerful, competitive, funnier, prettier
Unit 1, Lesson 5
Feelings and emotions: happy, surprised, bored, tired, frustrated, upset, embarrassed, afraid, sad, angry
Unit 1, Lesson 5 HW
Feelings and emotions: amused, arrogant, calm, competitive, courageous, creative, distracted, enthusiastic,
exhausted, grouchy, guilty, jealous, patient, responsible, rude, selfish, uneasy, uplifting, wild,
youthful
Unit 1, Lesson 6
Verbs: clean, fix , give (a ride), lend, take care of , pick up, drop off, contact, take (someone to a place),
send, run an errand, make a phone call
Unit 1, Lesson 6 HW
Requests: Will you . . . Would you . .
. I need you to . . . I want you to . .
Can you . . . Could you . . .
Please . . . need to, have to, can, can’t

Unit 2, Lesson 7
Places: city, town, village, neighborhood, street, avenue, road
Adjectives: safe, unsafe, quiet, noisy, not crowded, crowded, historic, new, peaceful, lively, beautiful,
ugly
Unit 2, Lesson 7 HW
Adjectives: busy, expensive, inexpensive, popular, polluted, modern, dry, humid,
Prepositions of location: on the coast, in the mountains, near a lake, near the ocean, by the desert
Unit 2, Lesson 8
Adjectives: outgoing, kind, happy, athletic, energetic, well-behaved, silly, shy, mean, angry, obedient, disobedient,
respectful, disrespectful, wild
Past tense phrases: There was, There were
57

Unit 2, Lesson 8 HW
Adjectives: friendly, funny, helpful, honest, neat, patient, creative, talkative, brave, careful, bossy
Unit 2, Lesson 9
Frequency words: always, usually, sometimes, never
Frequency phrases: every day, every weekend, once a week, once a month, once in a while, right now
Actions: eat, study, work, listen to music, get up, take a shower, get dressed, eat breakfast, brush my
teeth, go to work, eat lunch, go to school, go home, eat dinner, watch TV, go to bed
Unit 2, Lesson 9 HW
Actions: go grocery shopping, do laundry, do chores, exercise, go to the doctor/dentist/mechanic, go on a date,
go dancing, visit relatives, go ice skating (ice skate), go snowboarding (snowboard), go to a concert, get my hair
cut, get sick
Unit 2, Lesson 10
Time Phrases: yesterday, over the weekend, last weekend, last week/month/year, a week ago
Unit 2, Lesson 10 HW
Unit 2, Lesson 11
Past tense verbs: ate (eat), took (take), saw (see), read (read), traveled (travel), visited (visit)
Past tense time phrases: yesterday, one/two/a few days ago, one/two/a few years ago, last week, last month,
last year, on Saturday
Past tense irregular verbs: went (go), did (do), said (say), made (make), got (get), found (find), had
(have), gave (give), came (come), told (tell), caught (catch), fell (fall), left (leave), brought
(bring)
Unit 2, Lesson 12
Holidays: Christmas, New Year’s Eve
Verbs: remember, be (was, were), graduate (graduated), work (worked), travel (traveled)
58

Past tense irregular verbs: wrote (write), taught (teach), spent (spend), ran (run), paid (pay), built
(build), kept (keep), held (hold), forgot (forget), thought (think), known (know), began (begin), met
(meet), sat (sit), became (become)
Unit 3, Lesson 13
Count nouns: egg, banana, tomato, apple, carrot, potato Noncount Nouns: fish, lettuce, meat, flour,
sugar, cereal, bread, cheese,
Measure and quantity words: a liter of milk, a loaf of bread, a bag of apples, a bunch of bananas, a head
of lettuce, a kilo of meat, a pound of fish, ounce, pound, kilogram
Count nouns: strawberries, nuts
Noncount nouns: meat, chicken, beef, pork, cheese, butter, juice, soup, rice, wheat, flour, corn, noodles, broccoli
Can be count or noncount nouns: mango, pineapple, coconut, kiwi, watermelon, beans
Measure and quantity words with nouns: a cup of tea, a glass of water, a quart of ice cream, a bag of chips, a
can of soup
Unit 3, Lesson 14
General vocabulary: afford, good deal, price
Adjectives: expensive, cheap, affordable, compact, high-tech, simple, modern, old-fashioned, tight, loose,
comfortable, uncomfortable, dressy, casual
General vocabulary: charge, expenses, fee, saving, payment, fine, penalty, estimated, rate, toll, taxes, tuition,
payment
Unit 3, Lesson 15
Places: neighborhood, movie theater, museum, park, library, hospital, mall, post office, bank, store, bakery,
police station, restaurant
Places: airport, church, cathedral, fire station, gas station, garage, grocery store, convenience store, book store,
department store, stadium, health club, bus stop, bowling alley, city hall, government building, embassy
59

Unit 3, Lesson 16
Verb: come
Time phrases: in (1/2/3) (days/weeks/months), in a few (days/weeks/months), next (week/month/year)
Nouns: play, picnic, fair, parade, race, school performance, concert, rodeo, fundraiser, circus, elections,
celebration
Unit 3, Lesson 17
Verbs: celebrate, spend time, relax, visit
Other vocabulary: traditions, every, once in a while
Frequency words (review): always, usually, often, sometimes, rarely, never
Nouns: independence holiday, festival, vacation, national holiday, religious holiday, festivities
Frequency words: frequently, seldom
Unit 3, Lesson 18
Transportation: by train, by bus, by car, by boat, by plane, flying
Places and nouns: beach, lake, campsite, mountain, museum, amusement park, theater, scenery, sites, tour
Verbs: travel, camp, hike, fish, swim, unwind, relax, explore, get away, try new food
Activities: backpacking, biking, boating, sightseeing, surfing, skiing, sailing, rock climbing
Places: fair, summer camp, water park, zoo, nightclub, art gallery, aquarium, national park, island
Unit 4, Lesson 19
Phrases: You should . . . , You shouldn’t . . . , You need to . . . , I think you should . . .
Verbs: rest, exercise, put heat on it, ice it, wrap it, take some medicine
Adjectives: swollen, red, bruised, sprained Frequency words: once a week, twice a day, 3 times a day
60

Verbs: elevate, stretch, bathe, rub, cover, take it easy, avoid
Nouns: specialist, doctor’s note, referral, prescription, drugs, physician, prevention, diet, surgery, treatment,
ointment
Adjectives: mild, severe

Unit 4, Lesson 20
Problems: cold, fever, headache, stomachache, sharp pain, pull a muscle, sore throat, broken (bone, leg, arm),
cut, scrape, burn, bruise
Adjectives: sick, awful, terrible, weak, light-headed, dizzy, tired
Other nouns: medication, pills

Problems: flu, chills, runny/stuffy nose, cough, sore muscle, stiff muscles, diarrhea, gas, cramps, ulcer, sprain,
heartburn, sunburn, rash, earache, body aches, insomnia, allergies, dry/watery eyes
Adjectives: dizzy, nauseous, constipated
Unit 4, Lesson 21
Nouns: wedding, graduation, reception, birthday, anniversary, celebration, party, invitation, refreshments
Questions: Would you like to . . . ? Do you want to . . . ? When . . . ? Where . . . ? What time . . . ?
Time phrases (review): soon, next week, in a few days/weeks, tomorrow night
Nouns: announcement, funeral, condolences, best wishes, congratulations, gift, special occasion, engagement,
bridal shower, baby shower, retirement
Verbs: invite, announce
Places: at the church, at the park, at the school
Unit 4, Lesson 22
Adjectives: tiring, long, boring, exciting, beautiful, lots of fun, bittersweet, strange
Nouns: wedding, reception, graduation, ceremony, bride, groom, gift
Adjectives: wonderful, amazing, awesome, surprising, strange, awful, frightening, horrible, creepy
Activities: got together, visited, watched fireworks, dressed up, chatted, danced
Activities (wedding, reception): walked down the aisle, toasted the bride and groom, threw the bouquet
61

Unit 4, Lesson 23
Future plans: I want to . . . , I hope to . . . , I plan to . . . , I would like to . . . (get married, have children,
move to . . . , buy a house, travel, get a job, get a raise, go to college, study . . .)
Areas of study: business, education, chemistry, science, biology, engineering, math, English
Areas of study: teacher, scientist, bank teller, cashier, sales person, fisherman, architect, doctor, nurse,
artist, photographer, restaurant owner, engineer, farmer, politician
Unit 4, Lesson 24
Review
62
NOTES
63
64
ENGLISH
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UPPER SPEAKING COURSE

Pilot Use Only

© 2016 by Intellectual Reserve, Inc.

English approval: xx/xx

EnglishConnect is made up of several English courses. Speak UP! is for novice

As learners and instructors work together in EnglishConnect classes, each

Lesson 3: Family and Friends 6

Lesson 4: Family and Friends 8

Lesson 5: Feelings and Emotions 10

Lesson 9: Daily Routines 18

Lesson 10: Daily and Weekly Routines 20

Lesson 11: Past Experiences, Part 1 22

Lesson 12: Past Experiences, Part 2 24

Lesson 13: Money, Shopping for Food 26

Lesson 14: Money and Shopping 28

Lesson 15: In the Community 30

Lesson 16: In the Community 32

Lesson 17: Holidays 34

Lesson 18: Going on Vacation 36

Lesson 19: Health and Sickness 38

Lesson 20: Health and Sickness 40

Lesson 21: Special Occasions 42

Lesson 22: Special Occasions 44

Lesson 23: Goals and Dreams 46

Lesson 24: Review 48

Speak Up! 2 Grammar Principles 50

Speak Up! 2 Lesson and Homework Vocabulary 55

Learning a new language is a process that requires

WEEK ATTEND COMPLETE REVIEW PRACTICE PRACTICE

Example 1 hour .5 hours 1 hour 1 hour .5 hours

.5 hours 3 hours 1 hour 2 hours 10.5 hours

INTRODUCTION TO SPEAK UP!

Why are you studying English?

What will you study?

Where, when, and how will you study?

Please Could you spell that, please?

LESSON CONVERSATION AND ACTIVITY

◯ 1. say how the Speak UP! course can help me learn

◯ 2. tell someone how to use My English Practice Plan.

◯ 3. respond to classroom requests.

◯ 4. make classroom requests.

LESSON CONVERSATION AND ACTIVITIES

Set a language learning goal that is meaningful.

“We like to , but we don’t like to .”

Raul Kota Lisa

My partner doesn’t like to . . .

Now introduce your partner to another group.

◯ 2. introduce other people.

Homework: Make a presentation about your hobbies

LESSON CONVERSATION AND ACTIVITIES

Pronunciation Principle: Syllables

swimming exciting games writing

challenging jogging piano sports

Ahmad Cho David

likes writing doesn’t like playing sports

likes playing games doesn’t like jogging

likes dancing doesn’t like reading

likes cooking doesn’t like painting

1. Name three things Sunday likes doing.

◯ 1. talk about my likes and dislikes.