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4 Skill-building writing exercisesfor each lesson in Challenger 4 of the Challenger Adult Reading Series McVey & Associates, Inc. New Readers Press

Lesson 111  Use These Words in Sentences. Use some of the words below to write three sentences that tellsomething about the reading “Accepting Who You Are.” accepting friendship happiness hope relaxed angry growth health impress slouched1. 2. 3. 2  What Do You Think? Answer these questions in complete sentences that tell what you think.1. If you felt that people didn’t accept you, what would you try to do about it?2. What would you say to a friend who acted phony to please other people? © New Readers Press. All rights reserved.24    Lesson 11

© New Readers Press. All rights reserved. 3  Combine the Sentences. Combine each set of sentences below to make one sentence. 1. Patrick is an unhappy person. He is often angry. He is lonely. Other people stay away from Patrick.  2. Sue has many friends. Sue is a happy person. She impresses other people as being friendly. She impresses them as being open, too.  3. Tommy accepts himself. He accepts other people, too. Tommy doesn’t often get upset. He’s not often angry, either.  4  Write a Three-Paragraph Summary. On a separate sheet of paper, write three paragraphs that tell about “Accepting Who You Are.” Use the questions below to guide you. Paragraph 1. Why is it important to feel good about yourself? What are some ways that you show how you feel about yourself? Paragraph 2. How does the person who accepts himself or herself stand? How does he or she dress? How does that person behave toward others? Paragraph 3. When you accept yourself, do you accept others? When you accept yourself, what do you say about yourself? Is changing for the better an easy, straight process? What do growing pains show about change? Lesson 11     25

Chart 1 Lesson 1 © New Readers Press. All rights reserved.     Lesson 1 bird b b b cup c c c dish d d d fish f f f girl g g g hand h h h

© New Readers Press. All rights reserved. The girl This is a bird. This is a cup. This is a dish. This is a fish. This is a girl. This is a hand. The girl has a bird. The girl has a cup. The girl has a dish. The girl has a fish. The girl has a bird in her hand. The girl has a cup in her hand. The girl has a dish in her hand. The girl has a fish in her hand. Lesson 1 7

Writing Lesson © New Readers Press. All rights reserved.bbbhhhfffdddgggccc     Lesson 1

Lesson 1     Homework bb hh ff dd gg cc© New Readers Press. All rights reserved.

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2 Write an essay about money a Talk about the questions with your class. 1. Name three famous people who have a lot of money. What do you think their lives are like? 2. What have these three people done to change the world or to help others? 3. Name someone who has changed the world. Did the person use money to make changes? D Write an essay about money. Read the directions. Use the model in 1 B and the questions below to help you. Topic Tell why you agree or disagree with this statement: \"Money makes the world go around.\" Limit your essay to I 25 words.Paragraph 1: How does money change the world? Mone..y,.__ What would most people probably The statement that say that money can do?Paragraph 2: What are some things in the world \"money makes the world g.E._that money cannot change? around\" is ...Paragraph 3: Is it true that money makes the worldgo around? If not, what \"makes the world go around\"?a Use the checklist to edit your writing. Check (v') the true sentences. Editing checklist 1. I wrote about the topic in the directions. 2. I gave my opinions without using /. 3. I used commas between items in lists. 4. My essay is not more than 125 words.GJ Exchange essays with a partner. Read and comment on your partner's work. 1. Point out one sentence you think is interesting. 2. Ask a question about one idea in your partner's essay.TEST YOURSELFThink about a popular saying about money in your first language. Translate the sayingand write a new essay that explains why you agree or disagree with the saying. Unit 7 Lesson 2 91

[:J Get the form. Work with your class. Correct the sentences. 1. Sunny would spend less money if she '.)hops at garage sales.___________ 2. If she did that, she will also meet her neighbors.--------------- 3. She can start this weekend if she wanted to.-----------------�������- -�����������������2 Learn present unreal conditional questions ltj Study the charts. Circle the correct words in the questions below. Yes/No questions and short answers A: Would Molly go to college if she didn't have to work? 8: Yes, she would. A: If your son wanted a credit card, would you give him one? B: No, I wouldn't. Information questions A: What would Molly do if she had enough money? B: She would go to college. A: If you could live anywhere, where would you live? B: I would live in Hawaii.Don't use contracted forms (she'd, he'd, etc.) in affirmative short answers.1. Who would you call if you ( have I had) a money emergency?2. Would he save a lot of money if he ( walked I would walk) to work?[J Complete the questions and answers. Use the verbs in parentheses.1. A: If you didn't need money, would you keep your second job? (not need, keep) B: Yes, I would . I like that job.2. A: If you ____ a car, ____ you ____ to work? (have, drive) B: No, I _______.Gas is too expensive.3. A: How much money ____ she ____ if she _______ atexpensive stores? (save, not shop)B: She fifty or sixty dollars a month.(save)4. A: What ____ you ____ first if you ____ to buy a house? (do, want) B: I some information on home loans. (get) Unit 7 Lesson 3 93

3 Grammar listeningl'J Listen to the conversations. Check (II) the true sentences.1. a. She has a credit card. b. She has to carry cash. � a. He uses a credit card. b. He doesn't use a credit card.2. a. She has to study. b. She rents a movie every night.3. a. He has to study. b. He would like to rent a movie every night.4.4 Practice present unreal conditionals f.J Think about your answers to these questions. 1. If you had $100 to spend on your classroom or school, how would you spend the money? Why? 2. What would you do if you had $1,000 to spend on your classroom or school? Why? 3. If you could make one change in your school, what would you change? IJ Work with a partner. Ask and answer the questions in 4A. A: If you Juul $100 to spend 011 our classroom, how would you spend the 111011ey? B: I would buy a dictionary for every student. A: Why would you do tlznt? B: Well, I'd do it because... B Talk about your ideas with the class. Which ideas do you like best? I( we Juul $100 to spend 011 our clossroo1J11 we would... TEST YOU RSELF Close your book. Write 5 sentences about how you and your classmates would spend money on your classroom or school. Use present unreal conditionals.94 Unit 7 Lesson 3

4LESSON Everyday conversation 1 Learn to negotiate and compromise on a budget iJ £1 Look at the picture. Listen to the conversation.AUDIO Then answer the questions below with your classmates. 1. How much do Julia and Roberto agree to spend on food? 2. How much do they agree to spend on entertainment? Listen and read. What do Julia and Roberto decide?AUDIO Julia: You know, if you didn't buy coffee on the way to work, we'd save a lot of money. In other words... Roberto: You mean quit drinking coffee? Making suggestions Julia: No, but those coffee places are expensive. Roberto: What if I made coffee at home and took it to What if I/you + (simple past verb)... ? work? And how about if you stopped buying snacks at work? How about if I/you + JuJia: Let's compromise. I'll bring my own snacks... (simple past verb)...? How about ...? Let's make it .... Roberto: ...And I'll make my own coffee. And we'll save about $100 a month. Julia: It's a deal!* *Idiom note: lt's a deal = I agree; let's do it B Role-play a compromise with a partner. Use the example in 1 B to make a new conversation. Partner A: You and your roommate want to save money. Suggest that if your roommate stopped buying fresh fruit at Helson's, you'd save a lot of money. Explain that Helson's is an expensive grocery store. Offer a compromise. You'll buy fewer microwave meals and do more cooking. Agree with your roommate. Partner B: Check to see if your roommate wants you to stop buying fresh fruit. Offer to buy fruit on sale and suggest that your roommate stop buying so many expensive microwave meals. Come to an agreement. � Ask and answer questions about expenses in order to plan a budget 95

4 Focus on listening a Talk about the questions with your class. 1. What advice would you give a friend who wants to save money? 2. What do you think fi11m1cial pln1111i11g means?Q D,,. u04-, Listen to the conversation. Answer the questions. AUDIO 1. What is Ms. Ogun's job? 2. What is Mr. Moreno's problem? IJ B Listen again. Circle a or b.1. Mr. Moreno pays __ on his credit 4. If he followed Ms. Ogun's suggestions, he'd save about __ a year. card each month. a. $1,000 b. $5,000 a. the total due (b) the minimum payment2. His total debt is about __ 5. Ms. Ogun thinks he should __. a. $5,000 a. get a home loan b. $15,000 b. get a low-interest loan3. He spends about __ a day for lunch. 6. Ms. Ogun also thinks that he should a. $3 b. $5 a. cut up his credit cards b. put his cards away for one year5 Real-life math a Read the story and answer the question. Veronica's paycheck is $1,050 a month after deductions. She pays $450 a month for rent, $75 a month for utilities, and $45 a month for health insurance. If she put $90 a month into a savings account, how much would she have left for other expenses? _____ D Explain your answer to your classmates.TEST YOURSELFRole-play a conversation between co-workers planning a party at work. Partner A:You want each employee to give $20 for food and drinks. Partner B: You think $20is too much. You think it would be better if everyone brought food. Compromiseand make a plan with your co-worker. Then change roles. Unit 7 Lesson 4 97

D Combine the sentences with adjective clauses. Use which or who. 1. The manager made a suggestion. The suggestion helped Alonso. The manager made a suggestion which helped Alonso. 2. Alonso has learned many skills. The skills are important in his job. 3. He always remembers the customers. The customers sit at his tables. 4. He is getting better at solving problems. Problems happen in the kitchen.E Work in a team. Edit the sentences. Write the corrected sentence. 1. Tyra's manager gave her feedback who helped her. 2. He wants her to work on managing conflict with some of the people which work with her. 3. Tyra is happy to work on a skill who will help her and her team. 4. Her manager knows that Tyra is tolerant of people which don't share her opinions.E) Use adjective clauses inside main clauses A Study the chart. Combine the sentences below with adjective clauses. Two answers are possible for each.r Adjective clauses inside main clauses The manager The skills who I that Main clause l l Adjective clause made a suggestion did Alonso's evaluation which /that he learned on the job helped him get a promotion.1. The manager was very happy. She had hired Alonso. The manager who/that had hired Alonso was very happy.2. The suggestion was about making eye contact. It helped Alonso.3. The job opening was just filled. It was listed at the career center.4. The woman quit after two days. She was hired last week.B Complete the sentences with adjective clauses. Use your own ideas. Compare your opinions with a partner.1. A company _________ is a good place to work.2. People are good employees.3. A manager is a good person to work for.4. A person is not a good manager.5. A company is not a good place to work.6. People are the best co-workers. Unit 6 Lesson 3 89

D Listen for adjective clauses to determine the meaningO> Listen to the conversations. Match the parts of the sentences.2-15 __ 1. We're looking for people a. who work well on a team.__ 2. We need systems b. who gets the job must be reliable.__ 3. She got an evaluation c. that can work independently.__ 4. We're hiring people d. who have the right experience.__ 5. The person e. that are reliable.__ 6. We'll interview the applicants f. which will help her improve.rJ Use adjective clauses to talk about your opinions A A hotel has a full-time opening for a front-desk clerk. Look at the list of applicants for the job. How many have hotel experience? A Ii ants for Desk Clerk Position: Notes s· hasn't workhas a lot of ex eri nee in hotels in Eurohouseke er here now· ver reliablene hew of the own r· has never had a ·obB Work in a team. You are managers at the hotel in 4A. Talk about which applicant to hire. Give your opinion. Create a chart with the opinions. Maya: I think we should hire the person who... Thi: The person that...would be better because...C Tell the class which applicant you have decided to hire and why. We want to hire the applicant who...hern11se... �TEST YOURSELF Close your book. Refer to your chart and write six sentences about your hiring decisions using the applicants in 4A. Use adjective clauses. We don't want to hire the applicant who ... because ...90 Unit 6 Lesson 3

\\ LESSON 4 EVERYDAY CONVERSATIOND Learn ways to ask for informationG> A Look at the organizational chart. Listen to the conversations. Who should Lilia see?2-16 Who should Jamal talk to? Martinez '•#tffl/M,tf{j George Martinez, General Manager Marilyn Reese, Warehouse Manager Gina Anderson, Human Resources Supervisor Martin Gupta, Benefits OfficerTeresa Bell, Payroll Clerk Jun Kim, Payroll ClerkG> B Listen again for the answers. Compare answers with your partner.2-16 1. Who takes care of schedules? 2. Who wrote the memo about benefits? 3. How would you describe Ernest?G> C Listen. Write the words Ernest uses to offer to help.2-17 1. Hey, Lilia. _____ ? 2. _____ , Jamal? 3. I can _____fJ Practice your pronunciationA Practice the conversations with a partner. Talk about how the speakers say Yes and No.1. A: Do I talk to my manager first? SPEAKING NOTE B: Uh-uh. You go to Ms. Bell. Don't use Uh-uh or2. A: Does Mr. Sosa work here? Uh-huh in formal B: Uh-huh. Do you need to talk to him? situations.G> B Listen and check. Repeat the sentences in 2A.2-18 C Work with a partner. Ask and answer the questions. Use Uh-huh and Uh-uh to say Yes or No. Then add more information, as in 2A.1. Do you work in an office? 3. Have you ever gotten an award?2. Were you in class yesterday? 4. Do you like working with a team? Ask for information 91

D Use adjective clauses with whose GRAMMAR NOTE A Study the chart. Who are Mr. and Mrs. Lopez? Adjective clauses with whose show who something Adjective clauses with whose belongs to.Ms. Bell is the clerk whose office is next to the cafe.Mr. and Mrs. Lopez are the people whose son works here.B Work with a partner. Ask questions with Who is ... ? Combine the sentences with whose in your answer. 1. Margaret is one of the team leaders. Her feedback is the most helpful. A: Who is Margaret? B: She's the team leader whose feedback is the most helpful. 2. Mr. Edwards is one of the teachers. His class is really popular. 3. Natasha and Jim are the employees. Their wedding was this weekend. 4. Julia is one of the students. She lived in Italy last year. 5. Sima is one of our co-workers. She always tries to help everyone.E Building conversation skillsA Look at the picture and the conversation in 48. What is the purpose of the conversation? How do you know?G B Listen to the sample conversation. How will Lu find IN OTHER WORDS...2-19 Ms. Bell's office? Asking for information A: Hey, Lu! You look upset. What's wrong? Who do I see about... ? B: There's a big problem with my automatic deposit. Who Who do I talk to? do I see about it? How can I find out... ? What do I do about... ? A: Oh, sorry to hear it. Go see Ms. Bell. She's the one whose office is so messy-papers are everywhere. B: Oh, right, Ms. Bell is the person who takes care of payroll problems. OK, thanks, Nur. C Role-play the situation below.Talk about Roles Instructions RememberDiscussing 1-C-lass-ma-te-1 +-fYoor-uirn-cfolarsm-s ast-cihoen-d. Tuh-leanis_k.w:y.-roounr-gc.lAa-ssskm-yaot-uer. c-las-sm-ate-1 Use key phraseshow to get from 48help with aproblem Classmate 2 Tell your classmate to see Mr. Ang, the advisor. Ask for information He takes care of schedule problems.92 Unit 6 Lesson 4

E Focus on listening for details A Brainstorm reasons customers and employees contact a company. B Prepare to listen. Look at the web page. Predict what you will hear.CD C Listen to the automated phone menu. Number the offices in the order you hear them.2-20 __ Business Services __ Main Office __ Human Resources __ Customer Service _1_ Sales and Service __ WarehouseCD D Listen again. Complete the phone directory for Martinez Electronics. Compare your2-20 answers with a partner. • •';..:..J\"E--x-·.t�e-..nsio-n·-.� -. Extension Business Services Main Office Customer Service Sales and Service 111 Human Resources Warehousem Discuss A Work with a group to make a chart. List actions and words you can use to demonstrate each interpersonal skill. • work on a team • make a suggestion • give feedback • ask for clarification • respond to feedback B Report the results of your discussion to the class. You can show that you are good at working on a team by asking for others' opinions. ��TEST YOURSELF Assess your participation in the group and class discussions. Today I was able to... D listen effectively D use language to demonstrate interpersonal skills D Dspeak accurately ask questions Unit 6 Lesson 4 93

D Read A Talk about the questions with your classmates. 1. How would you define people skills? Give some examples of these skills. 2. What is a team player? Give an example. 3. How can you have good interpersonal skills in a language you don't know well?B Read the definitions. pay off: (v) to produce a benefit diverse: (adj) including a lot of differences enthusiastic: (adj) excited, very positiveC Skim the title and the first sentence of each paragraph in the reading. What can you guess that the main idea of the article will be? Circle the answer. a. The People Skills class has been offered once and will be READER'S NOTE offered again. The main idea of a text is the b. Three participants are quoted in the article. central point the writer wants to c. Participants learned a number of valuable skills in the class. make. Supporting details make the main idea clear and give the readerD Read the article. Why did the center decide to offer this more information about the writer's information, idea, or opinion. course? This week the Pasco Career Center celebrated Now I know that when people work together, they the end of its first People Skills training course. The actually get more work done. I'm more tolerant and participants were enthusiastic about the program more flexible now-and a better team player!\" and its results. 25 \"I really appreciated the emphasis1 on language5 Sula Duarte, the center's director, said that the and communication;' said Musa Tahri, 45. \"I needed center offered the training program as a way to to learn the right English to work in a group and help people who are looking for work develop manage conflict. Everything that we did in class the skills they need in today's workplace. is paying off. The skills I learned are helping me \"Whether you call them soft skills, essential skills, 30 at work, in my community, and even at home. I'm10 or 21st century skills, employers agree on the helping my kids learn to resolve disagreements and importance of these skills for their employees;' find solutions to problems by talking about them. Duarte said. \"Completing this program will allow Those skills are helping them in school, too:' our participants to demonstrate that they have what today's employers are looking for:' Diego Rosario, 56, was also enthusiastic. \"I've met 35 men and women from all over the world, and I've1s Participant Daniela Victor, age 23, said, learned a lot about working with diverse groups \"Before I took this of people:' class, I thought that people who worked Pasco Career Center's next People Skills training class is scheduled to begin in September. For20 in groups never 40 more information, call (250) 555-1800. got anything done. 1emphasis: a strong focus on something94 Identify main idea and supporting details

E Read the article again. Underline three details that support the main idea of the )> (') article. Explain your answers to a partner. )>F Mark the statement T (true}, F (false}, or NI (no information}. For each true or false s:CmJ answer, write the line number(s} where you found the answer. (') __ 1. Soft skills, essential skills, and 21st century skills all have similar meanings. (line __) __ 2. Only three people participated in the first People Skills course. (line __) __ 3. Daniela Victor learned about working on a team. (line __) __ 4. Diego Rosario's experience in the class was negative. (line __) __ 5. The career center will not offer another People Skills course. (line __)D Word studyA Study the chart. Complete the sentences below.The prefixes dis-, in-, and un-Add dis-, in-, ir-, and un- to the beginning of some adjectives to make theirmeaning opposite, or negative.Being irresponsible is the opposite of working well on a team.Our workplace doesn't tolerate disrespectful behavior.Words with these prefixes are not always negative. Independent means able toact alone.Adjective Negative Adjective Negativeresponsible irresponsible reliable unreliableflexible inflexible honest dishonesttolerant intolerant respectful disrespectful1. Some of my co-workers come late and are very ( dependable I unreliable), but Laura is ( responsible I irresponsible) and always finishes her work on time.2. Edward is ( flexible I inflexible); he can't make changes. And sometimes he's ( honest I dishonest) and breaks the company rules. The company shouldn't hire someone who's this ( reliable I irresponsible).B Write a sentence about each topic. Use the underlined word in your sentence. 1. something an irresponsible person might do2. something that happens when a co-worker is unreliable3. a possible consequence of being dishonest Unit 6 Lesson 5 95

D Talk it over A Look at the graph and read the note. Complete the sentences and answer the questions.Attributes employers are looking forEmployers often say that they can train employees in 'hard'job skills, like technical skills or skillsspecific to the job, as long as the employees have good interpersonal skills and personal qualities.In this survey, 60% of employers said they were looking for technical skills, and 55% of employerssaid that they were looking for computer skills. Leadership and other 'soft' skills were much moreimportant to these employers.Attributes employers seek on a candidate's resume; 2015 survey of 200 employersATIRIBUTE % OF RESPONDENTSLeadership ••••••••••••••••- 80.1%Ability to work in a team 78.9%Communication skills (written) 70.2%Problem-solving skills 70.2%Communication skills (verbal) 68.9% Strong work ethic 68.9% 90% 100% Initiative 65.8% 58.4% Interpersonal skillsFriendly/outgoing personality •••••••• 35.4% 60% 70% 80% Creativity ••••• 23.6% 0 10% 20% 30% 40% 50%Source: National Association of Colleges and Employers1. Employers considered written communication skills and equally important.2. was considered the least important skill.3. About 1 out of __ employers were looking for employees who were friendly.4. Leadership skills were 1st on the list; computer skills were ___5. Which attributes were less important than technical skills? ____6. employers said they were looking for leadership skills.B Imagine you own a small business. What skills are important to you when you hire anemployee? Rank the skills from #7 (most important) to #5 (least important).1. ability to work individually __ 4. communication skills in writing __2. ability to work on a team __ 5. communication skills in speaking __3. computer skills __C Talk about your answers with your classmates. (!) BRING IT TO LIFE Search online. What skills do people in diverse groups need to live and work together?96 Unit 6 Lesson 5

G> A Listen to the supervisors' conversation. What are they discussing?2-21G> B Listen to the conversation again. Then put a check next to the qualities, skills, or2-21 experience each person has.Ana David Tina__ responsible __ quiet __ solves problems__ quiet __ makes suggestions__ flexible __ good listener __ reliable __ had diversity trainingG> C Listen again. Which employee do you think the supervisors prefer so far? Why do you2-21 think so? Tell a partner your ideas.D Read the chart. Discuss the questions below with your class.When you want to show that you are listening actively, you canDo this Say this• Lean forward Really?• Nod your head slowly Uh-huh• Make eye contact Go on...• Tilt your head to one side Oh!• Take notes [in a meeting or in class] Hmmmm..• Avoid interrupting1. What message does it send if you lean toward a speaker?2. What else can you say to encourage a speaker to continue?3. When is it appropriate to take notes when someone is speaking?E Work with a partner. Talk about the employees in B. Use the notes. Ana: reliable; responsible; quiet. Needs communication skills training. David: makes suggestions; loud; good at speaking, not at listening. Give feedback. Tina: solves problems; good at teamwork; had diversity training. Consider for promotion.F Have a supervisors' meeting. 1. Work with a group to make a list of three employees you are considering for a promotion. Write qualities for each one. 2. Take turns bringing up the employees and considering their qualities, skills, and experience. Use the ideas from your list and from this page. A: W hat do you think about...? B: Well, she's very...and... A: Go on... B: Well, she's very...and... A: Go on... Listen actively at work 97

A Work with a team. Look at the picture and decide who the employees are. Write questions and answers based on your decisions. new employee janitor nursing supervisor physical therapy aide social worker dietician receptionist physical therapist Which one is the new employee? He's the one who is wearing tlze green scrubs. B Assign each team member one or more of the pairs of sentences below. Take turns combining the sentences using adjective clauses with who, which, that, or whose. Tell your teammates if you agree or disagree with their choice and say why. 1. Disagreements can cause big problems on the job. The disagreements aren't resolved. Disagreements that aren't resolved can cause big problems on the job. 2. Mr. Freeman is the art therapist. His patients drew the pictures in the hall. 3. Emilio is good at giving feedback. It helps employees. 4. The team won $100. The team solved the problem. 5. Sarah's background is in engineering. Sarah helped the team win. 6. I like working with people. People can resolve disagreements. 7. Sean is the physical therapy aide. His patients complained. 8. Mr. Diaz was the supervisor. His suggestions really helped me. 9. Mrs. Tanaka was the dietician. Her meals were very creative. 10. Emilio supervises 10 employees. The 10 employees work well together. C Work with your class. Write a paragraph about the picture. Use who, that, whose, and which.98 Review unit language

D Work in a team. Follow the steps below to complete • an excellent leader • a good politician the task. • a good supervisor 1. Assign team roles: manager, writer, editor, presenter.2. Identify the characteristics or attributes of one of the types of people.3. Decide on someone you all know who has the characteristics you've named.4. Collaborate on a paragraph describing this person and his or her attributes, but do not put his or her name in the paragraph.5. Read your paragraph to the class. Have the class guess who you are describing.E Interview three classmates. Write their answers. 1. Do you know someone who gets along with everyone? Who is it? How does he/she do it? 2. Which interpersonal skill would you like to develop? Why? 3. What are three things that every manager (or teacher or parent) should do to help employees/students/children? Why?F Report your results for Exercise E, #2 to the class. What percent of your class gave each answer? Make a graph with your class results. PROBLEM SOLVING AT HOME \ \/ I� A Listen and read about Lana.2-22 Lana has just gotten a promotion at work. She is a team manager for a group of six employees. Lana really wants to be a success in her new job, but her group isn't really a team. Two of the people in her group don't like each other and argue a lot. There is one team member who talks all the time and another one who never says a word. The team members are from six different countries, and two of the countries they come from don't get along. Lana doesn't know what to do. B Work with your classmates. Respond to the prompts. 1. Identify Lana's problem. 2. Make a list of possible solutions Lana could try. 3. Role-play a conversation between Lana and a friend. Offer advice. Unit 6 Teamwork and Language Review 99