A1 Teacher Book Functional English by MARIO ALBERTO GONZALEZ GARCIA

Teacher´s Book

Mario González. Licenciado en Lengua, Literatura y Lingüística de la Universidad Francisco Marroquín. Diplomados de enseñanza de idiomas y literatura de habla inglesa en la Universidad de Cambridge en Inglaterra y Postdam en Alemania. Créditos Mario González, CEO, Curriculista y Editor de Acción Humana. Ben Buckwold, CEO de ESL Library Tanya Truslet, Directora de Desarrollo de Lenguaje de ESL Library Robyn Shesterniak, Directora Creativa de ESL lIbrary Eduardo Prauze, Jefe de Ingenieria de ESL Library Julia González, Diagramadora de Acción Humana.

www.accionhumanaong.site Email: mario@accionhumanaong.info Acción Humana ONG Eje Educativo Academia de Inglés Colección Functional English Libro: Functional English 1 Este libro es propiedad de Acción Humana

MODELO BASADO EN EL CIRCULO LINGUISTICO DE PRAGA

English Basics

The Letters Aâ&#x20AC;&#x201C;Z 1

Listen and Repeat

Say the Uppercase Letters

Say the Lowercase Letters

The Alphabet Song

Letter Cards Game Speaking Assessment Reading Assessment Learner Reflection Teachers' Notes

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The Letters Aâ&#x20AC;&#x201C;Z English Basics

Listen and Repeat A

(ay)

(bee)

(see)

(dee)

(ee)

(ef)

(jee)

(aytch)

(eye)

(jay)

(kay)

(el)

(em)

(en)

(oh)

(pee)

(kyew)

(ar)

(es)

(tee)

(yew)

(vee)

(double yew)

(eks)

(why)

Z (zee)

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The Letters Aâ&#x20AC;&#x201C;Z English Basics

Say the Uppercase Letters

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The Letters Aâ&#x20AC;&#x201C;Z English Basics

Say the Lowercase Letters

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The Letters A–Z English Basics

The Alphabet Song

ABCD EFG HIJK LMNOP QRS TUV WX YZ

The Alphabet Song

A B

H I

C D

J K L

E F G

S T U

W X

Now

N O

know my

Next time won't you

sing

with

me?

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The Letters A–Z English Basics

Letter Cards Game

I have the letter . Who has the letter ? Example:

I have the letter B. Who has the letter G? I have the letter G. Who has the letter T? I have the letter T. Who has the letter E?

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The Letters A–Z English Basics

Learner Reflection Name: Topic Skills

Date:

The English Alphabet Speaking Reading

I can...

Yes

(very well)

(with help)

Not Yet

say all of the letter names read uppercase letters read lowercase letters sing "The Alphabet Song"

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The Letters A–Z English Basics

Speaking Assessment Name: Task

Date:

Saying Letter Names

The student can...

Yes

(very well)

(with help)

Not Yet

pronounce the letters say the letters in alphabetical order sing along with "The Alphabet Song"

Next Steps

Score

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The Letters A–Z English Basics

Reading Assessment Name: Task

Date:

Recognizing Letters

The student can...

Yes

(very well)

(with help)

Not Yet

identify uppercase letters identify lowercase letters follow along with "The Alphabet Song"

Next Steps

Score

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The Letters A–Z English Basics

Teachers’ Notes Note: We recommend printing out large-sized Letters flashcards from the Flashcard library. You will find uppercase, lowercase, and combined letters. Choose the sets you want to use and size them to how you need them for the Letter Cards Game and any assessments you choose to do.

• Uppercase Letters: https://esllibrary.com/flashcard_genres/23/flashcard_categories/122 • Lowercase Letters: https://esllibrary.com/flashcard_genres/23/flashcard_categories/123 • Uppercase & Lowercase: https://esllibrary.com/flashcard_genres/23/flashcard_categories/124

1 Listen and Repeat Help your students learn how to say the alphabet in order with the correct pronunciation. Play the recording or read out the letters for your students.

2 Say the

Uppercase Letters

Have your students read out the uppercase letters as a class, in pairs or groups, or individually. See the suggestions under the Reading and Speaking Assessments on page 11 for more ideas for review/ assessment.

3 Say the

Lowercase Letters

Have your students read out the lowercase letters as a class, in pairs or groups, or individually. See the suggestions under the Reading and Speaking Assessments on page 11 for more ideas for review/ assessment.

4 The Alphabet Song The alphabet song can help your students learn the alphabet order with the correct pronunciation. Preview two versions of "The Alphabet Song" on our YouTube channel: http://bit.ly/ESLLiteracy. You may prefer to sing the song yourself to teach it to your students. (continued on the next page...)

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The Letters A–Z English Basics

Teachers’ Notes cont. 5 Letter Cards Game Print out uppercase letter cards from the Flashcards section and hand them out randomly. Give students more than one card. You can model the game by holding up a card and saying, "I have the letter A. Who has the letter B?" The student with the letter B will say, "I have the letter B. Who has the letter C?" You can play the game in order (for alphabetizing practice) or in random order (for letter recognition and letter name practice). To make the game last longer, have students switch cards after they get a chance to speak. Later, when your students learn the sounds that go with the letters, you can use the cards again to play the Letter Sound Game: "Who has a letter that sounds like EYE?"

Speaking Assessment The assessment criteria relate to this lesson as a whole. You can choose how to assess your students. Use any of the following suggestions or come up with your own ideas. Here are a few ideas for speaking assessments you could do with the letter charts and flashcards: Say the Letter Names Have students point to random uppercase and lowercase letters from the Flashcards or reference charts on pages 3 and 4. Can they say them by name using the correct pronunciation?

I have the letter . Who has the letter ? Play I have the letter... Who has the letter...? with a small group of students. Can they recognize their own letters? Do they know the order of the alphabet? Can they ask a simple question?

Reading Assessment The assessment criteria relate to this lesson as a whole. You can choose how to assess your students. Use any of the following suggestions or come up with your own ideas. Here are a few ideas for reading assessments you could do with the letter charts and flashcards: Point to the Letter Say alphabet letters out of order and have students point to them on pages 3 or 4. Test their ability to identify uppercase and lowercase letters. Put the Letters in Alphabetical Order Give your students a set of mixed-up alphabet cards and have them put the letters in the correct order. This could be an individual or group assessment. The Alphabet Song Have students point to the letters as they listen to "The Alphabet Song."

Sing the Alphabet Have students sing along with a recording of "The Alphabet Song."

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Grammar & Usage

The Phonetic Spelling Alphabet Introduction When talking on the phone, it is useful to spell out names and other important details. The phonetic spelling alphabet is used by the police, the military, and other essential services. You can use it too.

A. When to Use Phonetic Spelling Use phonetic spelling for names and important details: • • • • • •

if you’re giving important information over the phone if you’re giving important information in a busy or loud place if the listener has poor hearing skills if the listener’s first language is not English if your pronunciation skills are not strong if the speaker asks you to repeat the information

B. How to Spell Using the Phonetic Spelling Alphabet To spell out a name or word, follow these steps: 1. First, say the word you plan to spell in full (e.g., Sarah). 2. Then say the first letter (e.g., S). 3. Then say “as in” + the phonetic word that corresponds to the letter (e.g., as in Sierra). See the list on page 2. 4. Complete the spelling of the word by slowly saying each letter this way (e.g., S as in Sierra, A as in Alfa, R as in Romeo, A as in Alfa, H as in Hotel).

1.1)

The Phonetic Spelling Alphabet Grammar & Usage

Introduction cont. C. The Phonetic Spelling Alphabet A as in Alfa

J as in Juliett

S as in Sierra

B as in Bravo

K as in Kilo

T as in Tango

C as in Charlie

L as in Lima

U as in Uniform

D as in Delta

M as in Mike

V as in Victor

E as in Echo

N as in November

W as in Whiskey

F as in Foxtrot

O as in Oscar

X as in X-ray

G as in Golf

P as in Papa

Y as in Yankee

H as in Hotel

Q as in Quebec

Z as in Zulu

I as in India

R as in Romeo

Note: People often use other basic English words to clarify the spelling of a name or other word, such as “A as in Apple” or “B as in Bob.”

Practice Can you pronounce the words in the phonetic spelling alphabet properly? Memorize the list above. Then practice spelling your name, address, and email address using the steps on page 1.

1.1)

English Basics

The Numbers 0â&#x20AC;&#x201C;10 1

Tracing

Listen and Repeat

Read and Write

Counting

Number Cards Game Learner Reflection Reading/Writing Assessment Speaking Assessment Teachers' Notes

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The Numbers 0â&#x20AC;&#x201C;10 English Basics

Tracing

Trace the numbers.

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The Numbers 0â&#x20AC;&#x201C;10 English Basics

Listen and Repeat

Listen to the number. Then say the number.

zero

one

two

three

four

five

six

seven

nine

eight

ten

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The Numbers 0â&#x20AC;&#x201C;10 English Basics

Read and Write

Read the word. Then write the number.

zero

one

two

three

four

five

six

seven

eight

nine

ten

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The Numbers 0–10 English Basics

Counting

How many? Count the items out loud. Write the number under the picture.

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The Numbers 0–10 English Basics

Number Cards Game

I have the number . Who has the number ? Example:

I have the number 0. Who has the number 1? I have the number 1. Who has the number 2? I have the number 2. Who has the number 3?

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The Numbers 0–10 English Basics

Learner Reflection Name: Topic

Date:

The Numbers 0–10 Writing

Skills

Speaking Reading

I can...

Yes

(very well)

(with help)

Not Yet

write the numbers 0–10 say the numbers 0–10 in order read the numbers zero–ten say the numbers 0–10 out of order (count items)

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The Numbers 0–10 English Basics

Reading/Writing Assessment Name: Task

Date:

Recognizing Numbers

The student can...

Yes

(very well)

(with help)

Not Yet

write the numbers 0–10 read the numbers zero–ten

Next Steps

Score

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The Numbers 0–10 English Basics

Speaking Assessment Name: Task

Date:

Saying the Numbers 0–10

The student can...

Yes

(very well)

(with help)

Not Yet

say the numbers 0–10 in order say the numbers 0–10 out of order (count items)

Next Steps

Score

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The Numbers 0–10 English Basics

Teachers’ Notes Note: We recommend printing out largesized Numbers flashcards (0–10) from the Flashcard library. Choose the size you want for the Number Cards Game and any assessments you choose to do. Depending on the size of your class, you may want multiples of each number.

• Numbers: https://esllibrary.com/flashcard_genres/23/flashcard_categories/125

1 Tracing Introduce or review the numerical forms 0–10 and have students trace the numerals.

2 Listen and Repeat Play the recording or read the numbers out loud. Have students listen and repeat the numbers. After doing this activity in numerical order, you can practice in random order.

3 Read and Write Introduce or review the written forms zero–ten and have students write the corresponding numerical forms. (Skip this task if your students aren't ready.)

4 Counting Have students write the number that corresponds with each image. You can choose to have them write the numerical form, the written form, or both. (Answers from left to right in numerical form: 1, 2, 4, 5, 7, 10)

5 Number Cards Game Print out Numbers cards from the Flashcards section and hand them out randomly. For smaller classes, you may need to give students more than one card, or you may need to divide students into groups of 11 for larger classes (or 10 if you're modeling the number 0). You can model the game by holding up a card and saying, "I have the number 0. Who has the number 1?" The student with the number 1 should say, "I have the number 1. Who has the number 2?" You can play the game in numerical order or in random order (to ensure number recognition). To make the game last longer, have students switch cards after they get a chance to speak. Later you can add higher numbers. (continued on the next page...)

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The Numbers 0–10 English Basics

Teachers’ Notes cont. Learner Reflection Have students fill out the self-assessment form on page 7.

Speaking Assessment Here are a few ideas for speaking assessments you could do with the number charts and flashcards: Say the Numbers

Assessment Tools The assessment criteria relate to this lesson as a whole. You can choose how to assess your students. Use any of the following suggestions or come up with your own ideas.

Reading/Writing Assessment

Hold up flashcards or point to numbers on the chart. Can they say them using the correct pronunciation? Number Cards Game Play I have the number... Who has the number...? (from page 6) with a small group of students. Can they recognize their own numbers? Do they know the correct order of the numbers 0–10? Can they ask a simple question?

Here are a few ideas for reading/writing assessments you could do with the number charts and flashcards: Point to the Number Say a number and have students point to it on the number chart. Test their ability to identify written and numerical numbers. Put the Numbers in Numerical Order Give your students a set of mixed-up flashcards and have them put the numbers in the correct order (0–10). This could be an individual or group assessment. Label the Flashcards Print word versions of the Numbers flashcards and have your students write the numerals on the backs.

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English Basics

The Numbers 0â&#x20AC;&#x201C;100 1

Tracing

Listen and Repeat

Read and Write

Counting Patterns

Pattern Practice

Counting Game Learner Reflection Reading/Writing Assessment Speaking Assessment Teachers' Notes

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The Numbers 0â&#x20AC;&#x201C;100 English Basics

Tracing

Trace the numbers.

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The Numbers 0â&#x20AC;&#x201C;100 English Basics

Listen and Repeat

Listen to the number. Then say the number.

zero

thirty

ten

forty

sixty

seventy

100

ninety

twenty

fifty

eighty

Now you can count by tens.

one hundred

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The Numbers 0â&#x20AC;&#x201C;100 English Basics

Read and Write

Read the number. Then write the word.

100

What comes next?

one hundred

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The Numbers 0â&#x20AC;&#x201C;100 English Basics

Counting Patterns

A. Continue the Pattern Listen and say the next three numbers in each pattern out loud. #

Pattern

Numbers

ones

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, ...

twos

2, 4, 6, 8, 10, 12, 14, 16, 18, ...

fives

5, 10, 15, 20, 25, 30, 35, ...

tens

10, 20, 30, 40, 50, 60, 70, ...

hundreds

100, 200, 300, 400, 500, ...

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The Numbers 0â&#x20AC;&#x201C;100 English Basics

Counting Patterns cont.

B. Name the Pattern Look at the numbers. Then write the name of each pattern. #

Numbers

8, 10, 12, 14...

40, 50, 60, 70...

300, 400, 500...

10, 11, 12, 13...

15, 20, 25, 30...

Pattern

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The Numbers 0–100 English Basics

Pattern Practice

Write three more numbers for each counting pattern. Then write the name of the pattern. #

Numbers

Pattern

4, 5, 6, 7 , 8 , 9

10, 20, 30, , ,

300, 400, 500, , ,

15, 25, 30, , ,

38, 40, 42, , ,

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ones

The Numbers 0–100 English Basics

Counting Game

Let's count by . (pattern) I'll begin! Example:

Let's count by tens. I'll begin! Ten. Twenty.

Thirty.

Forty.

Fifty.

(VERSION 1.1)

The Numbers 0–100 English Basics

Learner Reflection Name: Topic

Date:

The Numbers 0–100 Writing

Skills

Speaking Reading

I can...

Yes

(very well)

(with help)

Not Yet

read and write by tens from 0–100 count by tens from 0–100 in order count in common groupings name the counting patterns

(VERSION 1.1)

The Numbers 0–100 English Basics

Reading/Writing Assessment Name: Task

Date:

Recognizing Numbers and Counting Patterns

The student can...

Yes

(very well)

(with help)

Not Yet

read by tens (0–100) write by tens (ten–one hundred) name common counting patterns

Next Steps

Score

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The Numbers 0–100 English Basics

Speaking Assessment Name: Task

Date:

Counting by Tens from 0–100

The student can...

Yes

(very well)

(with help)

Not Yet

count by tens from 0–100 in order count in common groupings

Next Steps

Score

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The Numbers 0–100 English Basics

Teachers’ Notes Note: We recommend printing out large-sized Numbers flashcards (0–100) from the Flashcard library. Choose the size you want for any assessments you choose to do. Depending on the size of your class, you may want multiples of each number.

• Numbers: https://esllibrary.com/flashcard_genres/23/flashcard_categories/125

1 Tracing Introduce or review the numerical forms for the tens (0–100) and have students trace the numerals.

2 Listen and Repeat Play the recording or read the numbers out loud. Have students listen and repeat the numbers. After doing this activity in numerical order, you can practice in random order. Then challenge your students to count by tens from 0–100 without looking at the lesson.

3 Read and Write Review the numerical forms of the tens (0–100) and have students write the corresponding written forms. If your students seem ready, challenge them to get out a blank piece of paper and write the tens from 100–200 using the same pattern.

4 Counting Patterns If your students seem ready, introduce them to basic counting patterns. A. Continue the Pattern Play the recording and have students continue the pattern by saying the next three numbers. 1. 10, 11, 12 2. 20, 22, 24 3. 40, 45, 50

4. 80, 90, 100 5. 600, 700, 800

B. Name the Pattern Have students write the counting patterns names. 1. twos 2. tens 3. hundreds

4. ones 5. fives

(continued on the next page...)

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The Numbers 0–100 English Basics

Teachers’ Notes cont. 5 Pattern Practice

Assessment Tools The assessment criteria relate to this lesson as a whole. You can choose how to assess your students. Use any of the following suggestions or come up with your own ideas.

Have students practice completing and naming the counting patterns. 1. 2. 3. 4.

40, 50, 60; tens 600, 700, 800; hundreds 35, 40, 45; fives 44, 46, 48; twos

Reading/Writing Assessment

6 Counting Game Gather in a circle. Choose one student to start. This student will identify a pattern to try (e.g., Let's count by tens) and provide any number in that pattern from 0–100 to start with (e.g., Twenty). Encourage students to not always begin at the lowest number. Go around the circle so each student gets a chance to add to the pattern (or until you get to 100). Then start a new pattern. For smaller groups, you could have students say two numbers each. You could also have students pick from a random pile of flashcards. Include numbers that would allow them to count by twos, fives, and tens, plus a few higher odd ones that would encourage them to count by ones.

Learner Reflection Have students fill out the self-assessment form on page 9.

Here are a few ideas for reading/writing assessments you could do with the number charts and flashcards. Point to the Number Say a number and have students point to it on the number chart on page 2. Test their ability to identify written and numerical tens. You can also ask them to write the numbers on the board for you as you say them (or hold up flashcards). Label the Flashcards Print word versions of the tens flashcards and have your students write the numerals on the backs. Arrange the Numbers by Patterns Give your students a set of mixed-up flashcards of the numbers 0–10. Have them arrange the numbers by ones or twos. Repeat with 0–50 for fives and 0–100 for tens. (continued on the next page...)

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The Numbers 0–100 English Basics

Teachers’ Notes cont. Speaking Assessment Here are a few ideas for speaking assessments you could do with flashcards: Continue the Pattern Say three numbers or hold up three flashcards (or write them on the board) and have students continue the pattern out loud until they reach 100 or another number you choose. For example: Teacher: 10, 20, 30. Student: 40, 50, 60, 70, 80, 90, 100. Name the Pattern Start counting in a pattern and have students name it. For example: Teacher: 8, 10, 12, 14. What am I counting by? Student: You are counting by twos. Counting Game Play the Counting Game (from page 8) with a small group of students. Can they continue the patterns effortlessly with numbers 0–100?

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English Basics

Phone Numbers 1

Vocabulary

Parts of a Phone Number

Phone Number Formats

Questions and Answers

Emergency Numbers

Practice

The Telephone Game Reading/Writing Assessment Listening/Speaking Assessment Self-Assessment Teachers' Notes

(VERSION 1.1)

Phone Numbers English Basics

Vocabulary

A. Phones

telephone / phone

cell (mobile) phone

pay phone

cell (mobile) number

work / business number

B. Phone Numbers

home number

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Phone Numbers English Basics

Parts of a Phone Number

A. Area Codes A 3-digit area code comes first. Read the area codes out loud. 1

(213)

(619)

(941)

(509)

B. Local Phone Numbers A 7-digit phone number comes next. Read these numbers out loud. 1

893-2134

338-3190

220-1235

771-0042

C. Long-Distance Numbers The number 1 goes before a long-distance number. Read these numbers out loud. 1

1 (619) 893-2134

1 (941) 338-3190

1 (830) 220-1235

1 (509) 771-0042

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Phone Numbers English Basics

Phone Number Formats

Here are some symbols used in phone numbers.

() .

hyphens 1-800-771-0042

round brackets 1 (800) 771 0042

periods 1.800.771.0042

This is a common way to format a phone number in the US and Canada:

1 (800) 771-0042

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Phone Numbers English Basics

Questions and Answers

A. Questions • What is your phone number? • What's your number? • What's his/her phone number? • Do you know the phone number for the pizza place? B. Answers • My phone number is 619-695-2103. • 619-695-2103. • His/Her number is 213-229-3945. • I don't know the number for the pizza place.

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Phone Numbers English Basics

Questions and Answers cont.

C. Practice #

Question & Answer

Information

What is her number? Her number is .

What is his phone ? His phone is .

662-998-0098

is the number for ? The is .

793-2134

719-555-7000

What is phone number? My is .

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(your phone number)

Phone Numbers English Basics

Emergency Numbers

A. Emergency Do you need help? Call 9-1-1!

a fire truck

an ambulance

a police officer

B. Emergency Contacts In an emergency, contact my: • husband / wife (spouse) • mother / father (parent) • brother / sister (sibling) • neighbor / roommate

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Phone Numbers English Basics

Practice

A. Writing Complete the chart with your own numbers. #

My...

Home #

Cell #

Work / School #

Emergency Contact Name and #

Fire / Police / Ambulance #

Information

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Phone Numbers English Basics

Practice cont.

B. Listening Listen to the recording. Write the phone numbers down. You will hear each number two times. #

Phone Number

A B C D E

C. Listen Again Which is her home number?

Which is her cell number?

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Phone Numbers English Basics

The Telephone Game

A: My cell number is . B: Can you repeat that, please? A: That's . Example:

[Anja whispers to Mae] My cell number is 224-5698. Can you repeat that, please? [writes it down as Anja repeats] [whispers again] That's 224-5698. [Mae whispers to Max] Anja's cell number is 224-5698.

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Phone Numbers English Basics

Reading/Writing Assessment A. My Number What is your phone number?

B. Formats Write this phone number in two other ways: 1-800-771-0042 1 2

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Phone Numbers English Basics

Reading/Writing Assessment cont. C. Area Codes Draw round brackets around the area codes.

619 889-2990

775 585-0088

D. Error Correction Fix the mistakes. #

Phone Number with Mistakes

(1)(912)-4209911

.1-21(3)610,00-99

Corrected Phone Number

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Phone Numbers English Basics

Reading/Writing Assessment Tool Name: Task

Date:

Reading/Writing Phone Numbers

The student can...

Yes

(very well)

(with help)

Not Yet

write his/her phone number copy phone numbers use proper formatting for phone numbers

Next Steps

Score

(VERSION 1.1)

Phone Numbers English Basics

Listening/Speaking Assessment (Student A) Work with a partner. Ask and answer questions to complete the contact page. Example: What is Jada's home number?

Andy

Home Phone #

(509) 889-0058

Cell Phone #

(509) 881-9980

Emergency Contact Name and #

Parents 1 (458) 889-8895

Home Phone #

Cell Phone #

Jada

Emergency Contact Name and #

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Phone Numbers English Basics

Listening/Speaking Assessment (Student B) Work with a partner. Ask and answer questions to complete the contact page. Example: What is Andy's home number?

Jada

Home Phone #

218-321-0047

Cell Phone #

218-981-9283

Emergency Contact Name and #

Sister 1-715-289-8475

Home Phone #

Cell Phone #

Andy

Emergency Contact Name and #

(VERSION 1.1)

Phone Numbers English Basics

Listening/Speaking Assessment Tool Name: Task

Date:

Hearing/Saying Phone Numbers

The student can...

Yes

(very well)

(with help)

Not Yet

say phone numbers hear and write phone numbers

Next Steps

Score

(VERSION 1.1)

Phone Numbers English Basics

Self-Assessment Name: Topic Skills

Date:

Phone Numbers Reading/Writing Listening/Speaking

I can...

Yes

(very well)

(with help)

Not Yet

say phone numbers clearly identify phone number parts copy phone numbers hear and repeat phone numbers

(VERSION 1.1)

Phone Numbers English Basics

Teachers’ Notes Note: We recommend printing out largesized Numbers flashcards (0–9) from the Flashcard library to make sure your students can quickly say all of the numbers. You might also want to bring in a phone list or flyers that have phone numbers to practice reading phone numbers out loud.

• Numbers: https://esllibrary.com/flashcard_genres/23/flashcard_categories/125

1 Vocabulary Go over some basic words related to phones and phone numbers. Have your students ever used a pay phone? How many students have a home phone? Ask for a show of hands. Which word is preferred, cell or mobile?

2 Parts of a Phone Number Go over the basic parts of an American/Canadian phone number. Tell your students that international numbers look different. Listen to students as they read the numbers out loud. Correct any mistakes you hear.

3 Phone Number Formats Go over the different symbols used in written phone numbers and make sure that students can identify them. Review the words hyphen, round brackets (or parentheses), and period. Have students circle or point to these symbols as you say them. Explain the importance of dividing phone numbers into parts for ease of reading.

4 Questions and Answers Review the basic questions and answers students will need for asking for and providing phone numbers. You can also have students practice these questions by asking their classmates questions. If your students are uncomfortable sharing their real phone numbers, have them invent fictional numbers for this lesson (home, work/school, cell, and emergency contact numbers). C. Practice Answers may vary. 1. 2. 3. 4.

phone/cell/mobile, phone/cell/mobile, 793-2134 number, number, 662-998-0098 What, the pizza place, number, 719-555-7000 your, phone number/number, (answers will vary)

(continued on the next page...)

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Phone Numbers English Basics

Teachers’ Notes cont. 5 Emergency Numbers If you're teaching in the US or Canada, make sure that your students know to call 9-1-1 for an emergency that requires a fire, ambulance, or police response. Your students should also know the number of their own emergency contact. Explain that this number is required on most forms. You might want to go around the room and have students tell you who their emergency contact is. Do they know the number? Challenge your students to memorize their emergency contact number.

Answers: Phone number format may vary. A. B. C. D. E.

C. Listen Again Her home number is 595-6075 (A). Her cell number is 225-874-7840 (C).

7 The Telephone Game

6 Practice A. Writing Have students complete the chart. If they are comfortable writing their real phone numbers, they can use their own. Encourage them to try different ways to format phone numbers. B. Listening Play the recording or read the numbers out loud. The recording says the sentence slowly first (My home number is 595-6075.) and then repeats it more naturally (That's 595-6075.). Your students may need to hear the recording more than once.

595-6075 448-9078 225-874-7840 550-334-9900 1-800-448-0055

Have students sit in a circle with a pen and notepad. Student A whispers his/her number (home, cell, work, emergency contact) to Student B. Student B writes it down and asks Student A to repeat it. Then Student B whispers Student A's number to Student C. Student C writes it down and asks Student B to repeat it. You may want to stop after two or three students and start again with a new number. (continued on the next page...)

Transcript: A. B. C. D.

My home number is 595-6075. My work number is 448-9078. My cell number is 225-874-7840. My emergency contact number is 550-334-9900. (That's my parents' number.) E. The number for the hotel is 1-800-448-0055.

(VERSION 1.1)

Phone Numbers English Basics

Teachers’ Notes cont. Reading/Writing Assessment If you want to assess your students on their ability to read and write phone numbers, you can use the ready‑made tasks and tool provided on pages 11–13. A. My Number Answers will vary. B. Formats Answers will vary. Possible answers include: • 1 (800) 771 0042 • 1.800.771.0042

Listening/Speaking Assessment If you want to assess your students on their ability to hear and say phone numbers, you can use the ready‑made task and tool provided on pages 14–16. Place students in pairs and sit with each pair as they do this exercise. Hand out page 14 to Student A and page 15 to Student B. Have students practice asking about and writing the phone numbers that they hear to complete the chart. Remind students to use complete sentences to ask and answer the questions. Students should also provide and write down the relationship for the emergency contact person.

Self-Assessment

C. Area Codes 1. (619) 889-2990 2. (775) 585-0088

Have students fill out the self-assessment form on page 17.

D. Error Correction Answers will vary. Possible answers include:

Spelling Note:

• 1 (912) 420-9911 • 1-213-610-0099

This lesson shows the American spelling of the word Neighbor. Most other English-speaking countries spell it this way: Neighbour. Make it a challenge for students to find this word in the lesson and see if they know the alternate spelling.

(VERSION 1.1)

English Basics

Money 1

Symbols

Bills

Coins

Money

How Much Do You Have?

How Much Is It?

Review Learner Reflection Assessment Teachers' Notes

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Money English Basics

Symbols $ is a dollar sign. It goes before a dollar amount. $1 / $1.00

¢ is a cent sign. It goes after amounts less than $1. 25¢*

. is a decimal point. It goes after the dollar(s) and before the cent(s). $1.25

*Note: 25¢ is often written as $0.25.

(VERSION 1.1)

Money English Basics

Bills

Paper money is called "bills." In the US, the common bills are:

$10

a dollar / one dollar

five dollars

ten dollars

$20

$50

$100

twenty dollars

fifty dollars

a hundred dollars / one hundred dollars

(VERSION 1.1)

Money English Basics

Coins

Metal money is called "coins." In the US, the common coins are:

1¢

5¢

a penny

a nickel

$0.01 one cent

$0.05 five cents

25¢

10¢ a dime

a quarter

$0.10 ten cents

$0.25 twenty-five cents

(VERSION 1.1)

Money English Basics

Money

Listen and repeat these amounts of money. Numbers

Words

$0.00

no money / free

$0.01

one cent / a penny

$0.05

five cents / a nickel

$0.10

ten cents / a dime

$0.25

twenty-five cents / a quarter

$1.00

a dollar / one dollar

$2.00

two dollars

$4.25

four twenty-five / four dollars and twenty-five cents

$5.50

five fifty / five dollars and fifty cents

$7.99

seven ninety-nine / seven dollars and ninety-nine cents

$100.00 $1000.00

a hundred dollars / one hundred dollars a thousand dollars / one thousand dollars

(VERSION 1.1)

Money English Basics

How Much Do You Have?

Count the money. Write the amounts.

$10

25¢

$10

5¢

$10

1¢

$100 1¢

$20

(VERSION 1.1)

Money English Basics

How Much Is It?

Read the prices. Write the prices on the tags.

Prices hat: $5 apple: $0.85 dog: $300 dress: $14.50 candy: 25¢

(VERSION 1.1)

Money English Basics

Review

Complete the chart. Numbers $0.00

Words no money / free

$0.01 $0.05 ten cents / a dime $0.25 a dollar / one dollar $2.00 $7.25 eight fifty / eight dollars and fifty cents nine ninety-nine / nine dollars and ninety-nine cents $100.00 a thousand dollars / one thousand dollars

(VERSION 1.1)

Money English Basics

Learner Reflection Name: Topic

Date:

Money Reading

Skills

Writing Speaking

I can...

Yes

(very well)

(with help)

Not Yet

name types of coins name types of bills write amounts read prices

(VERSION 1.1)

Money English Basics

Assessment Name: Task

Date:

Recognizing Money

The student can...

Yes

(very well)

(with help)

Not Yet

identify money symbols identify coins and bills write amounts read prices

Next Steps

Score

(VERSION 1.1)

Money English Basics

Teachers’ Notes Note: We recommend reviewing basic numbers before trying this lesson. You may want to bring in some real bills and coins to use. Flyers and/ or flashcards of items that you can buy will also be useful.

• Numbers: https://esllibrary.com/flashcard_genres/23/flashcard_categories/125

1 Symbols Introduce students to basic money symbols. Show them what the cent sign looks like, but emphasize that it is rarely used.

2 Bills

4 Money Play the recording and have students listen and repeat the amounts of money. For $0.00, you may want to point out that we can say "I have no money" for an amount and "It's free" for a price. More examples of amounts and prices are on pages 6 and 7.

5 How Much Do You Have?

Introduce students to America's paper money. Bring in examples if you can.

3 Coins Introduce students to American coins. Bring in examples if you can.

Here your students will practice recognizing coins and bills. You can decide if your students are ready to ask and answer the question: How much do you have? I have... (Answers: $30, $0.30, $0.02, $120. Forms may vary.)

6 How Much Is It? Here your students will practice reproducing prices. You may need to go over the word "tag." You can decide if your students are ready to ask and answer the question: How much is it? It is... (continued on the next page...)

(VERSION 1.1)

Money English Basics

Teachers’ Notes cont. Learner Reflection

7 Review Have your students practice reproducing information to complete the chart. Encourage them to use page 5 as a reference. Warn them that the information is not identical. Answers may vary. You can tell them if you want to see only one of the possible answers for each amount or all of them (when more than one is possible). Answers:

Have students fill out the self-assessment form on page 9.

Assessment Tool The assessment criteria relate to this lesson as a whole. You can choose how to assess your students. Use any of the following suggestions or come up with your own ideas.

Numbers

Words

$0.00

no money / free

$0.01

one cent / a penny

$0.05

five cents / a nickel

$0.10

ten cents / a dime

$0.25

twenty-five cents / a quarter

$1.00

a dollar / one dollar

$2.00

two dollars

$7.25

seven twenty-five / seven dollars and twenty-five cents

$8.50

eight fifty / eight dollars and fifty cents

$9.99

nine ninety-nine / nine dollars and ninety-nine cents

$100.00

a hundred dollars / one hundred dollars

Point to prices in a flyer or catalog and have students tell you the price.

$1,000.00

a thousand dollars / one thousand dollars

(continued on the next page...)

Assessment Here are a few ideas for speaking, reading, and writing assessments that you could do with this learning target. Identify the Money Spread out real money on a table or put some money in a wallet or purse. Have students identify each coin and bill. Count the Money Spread out some real money in small groups on a table. Have students tell you how much each pile has. Say the Prices

(VERSION 1.1)

Money English Basics

Teachers’ Notes cont. Assessment cont. Write the Prices Choose five to ten items from a catalog or flyer. Print out the flashcards that go with each item. Have students find the prices in the flyer and write them on the back of the flashcards. You can follow up by pointing to the flashcard and asking Yes/No questions (e.g., Is the hat $20? Is the coat $45.99?). Your students can answer yes or no. If your students are capable, you can ask How much is the ?

(VERSION 1.1)

Super Simple Questions

When Is Your Birthday? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

How old are you?

Student B:

I am 18 years old.

Student A:

So am I. When is your birthday?

Student B:

y birthday is on September 5th. M When is your birthday?

Student A:

My birthday is on March 19th.

Dialogue 2 Practice the dialogue again with your own information. Student A:

How old are you?

Student B:

I am . How about you?

Student A:

I am .

Student B:

When is your birthday?

Student A:

My birthday is on . When is your birthday?

Student B:

My birthday is on .

B E G – B E G / V E R S I O N 2 .1)

When Is Your Birthday?

Super Simple Questions

Let's Learn! CALENDAR DATES

B. Listening & Writing

A. Speaking

Listen to some dates. Write them down.

Repeat these calendar dates, months, and years.

Numbers 1st

first

11th

eleventh

21st

twenty-first

2nd

second

12th

twelfth

22nd

twenty-second

3rd

third

13th

thirteenth

23rd

twenty-third

4th

fourth

14th

fourteenth

24th

twenty-fourth

5th

fifth

15th

fifteenth

25th

twenty-fifth

6th

sixth

16th

sixteenth

26th

twenty-sixth

7th

seventh

17th

seventeenth

27th

twenty-seventh

8th

eighth

18th

eighteenth

28th

twenty-eighth

9th

ninth

19th

nineteenth

29th

twenty-ninth

10th

tenth

20th

twentieth

30th

thirtieth

31st

thirty-first

Months

3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

C. Reading

Jan

January

May

Sept

September

Feb

February

Jun

June

Oct

October

Mar

March

Jul

July

Nov

November

Apr

April

August

Dec

December

Aug

Read these sentences. Use on for a date and in for a month. • My birthday is on January 1st (first). • His birthday is on August 2nd (second).

Years 1940

Nineteen forty

1994

Nineteen ninety-four

• I was born on June 3rd, 1985.

1950

Nineteen fifty

2000

Two thousand

• My birthday is in June.

1980

Nineteen eighty

2005

Two thousand five / two thousand and five

• Her birthday is in December.

• It's my birthday today.

B E G – B E G / V E R S I O N 2 .1)

When Is Your Birthday?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Practice the next dialogue.

Student A:

How old are you?

Student A:

Is it your birthday today?

Student B:

I'm 74 years old.

Student B:

Yes.

Student A:

Really? What year were you born?

Student A:

Happy birthday!

Student B:

I was born in 1942. How about you?

Student B:

Thank you.

Student A:

I was born in 1990.

Student A:

How old are you now?

Student B:

When is your birthday?

Student B:

I am 20 years old.

Student A:

My birthday is in April.

Dialogue 5 Practice the dialogue again with your own information. Student A:

How old are you?

Student B:

I am .

Student A:

When is your birthday?

Student B:

My birthday is in . When is your birthday?

Student A:

My birthday is on .

Student B:

What year were you born?

Student A:

I was born in .

(age)

(month) (date)

(year)

Today's Questions & Answers • When is your birthday? • My birthday is on January 2nd.

• What year were you born? • I was born in 1996.

• How old are you now? • I am 22 years old.

B E G – B E G / V E R S I O N 2 .1)

When Is Your Birthday?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to tell someone their

TIME:

date of birth and wish someone a happy birthday. This lesson also introduces or reviews calendar dates (days and months).

1 hour

TAGS: functional English, absolute beginner, true beginner, age, numbers, personal information, birthday, date of birth, calendar, month, months, dates, years, dialogue

Let's Begin!

C. READING

In Dialogue 1, have students listen to the recording of the dialogue. Then have students read the dialogue out loud in pairs. Next, ask students to switch roles (A and B) and read it out loud again. In Dialogue 2, have them read the dialogue out loud in pairs with their own information, and then get them to switch roles.

Review or introduce how to express a birthday using in and on. Have the students read the examples silently. Follow up with some questions.

Let's Practice! In Dialogues 3 and 4, have students listen to the dialogues before

Let's Learn!

they read the dialogues out loud in pairs. Then have them switch roles (A and B) and read them out loud again.

A. SPEAKING Review or introduce the calendar dates (numbers), months, and

DIALOGUE 5

years in English by having students repeat after the recorded voice

Have students read the dialogue out loud in pairs with

(or after you). Your students should already know how to count to 31 easily.

their own information, and then get them to switch roles. Make sure that your students can say their birthdates easily. If you think your students can handle it, have them walk around

B. LISTENING & WRITING Play the recording of the following dates (or read them out loud yourself). If you know your students' birthdays, you could use those instead and read them out loud. You may want to reinforce the

the classroom and practice the dialogue with various partners. (continued on the next page...)

tricky spelling and pronunciation of February. 1.

January 1st, 1980

April 13th, 1997

March 24th, 1994

July 31st, 2003

May 9th, 2001

August 9th, 2011

November 20th, 2005

10. September 5th, 2006

December 8th, 1999

11. February 6th, 1945

October 22nd, 1930

12. June 19th, 1974

B E G – B E G / V E R S I O N 2 .1)

When Is Your Birthday?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson. • •

TASK 3 Teach students how to sing Happy Birthday in English. (Use a video if they are unfamiliar with the tune.) Make sure that students are correctly pronouncing the /th/ in birthday. Practice singing it each

Have students read these questions and

day that a student has a birthday. Your class can sing to classmates,

answers out loud with a partner or as a class.

teachers, or famous people. See ESL Library's Lesson Plan Calendar

Have students copy these questions

for famous people's birthdays. https://esllibrary.com/calendar

and answers into their notebooks.

Lyrics:

•

Have students review these questions and answers at home.

•

Review these questions and answers in class the next day.

Happy birthday to you.

•

Encourage students to use these questions

Happy birthday to you.

and answers outside of the classroom.

Happy birthday dear .

Encourage students to add these questions

Happy birthday to you.

•

and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

SPELLING NOTE: This lesson shows the American spelling of the word Practice.

Assessment / Review Tasks

Most other English-speaking countries spell it this way: Practise

Here are some suggested review or evaluation tasks.

challenge for your students to find this word in the lesson and

Find Assessment Task forms in our Resources section.

see if they know the alternate spelling.

(when used as a verb; Practice when used as a noun). Make it a

https://esllibrary.com/resources TASK 1 Print and photocopy the Our Birthdays worksheet from the Resources section. Students will take turns telling their classmates their birthdays. Encourage students to raise their hands and ask for clarification on dates and the spelling of names. https://esllibrary.com/resources/2317 TASK 2 Cut up an old calendar and ask students to put it in the correct order. Alternatively, ask students to put the dates from the Listening task on page 2 into the correct order.

B E G – B E G / V E R S I O N 2 .1)

Word Bank

Countries 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.1)

Countries Word Bank

Picture Dictionary

United States

Canada

United Kingdom

Australia

Mexico

China

France

Korea

India

Japan

Saudi Arabia

Brazil

(VERSION 1.1)

Countries Word Bank

Matchup

5. France

E H 1. United Kingdom

7. United States

C 4. Saudi Arabia

6. Canada

G D

2. Japan

8. Korea 3. Brazil

(VERSION 1.1)

Countries Word Bank

3 1

Word Choice China

Brazil

Korea

Mexico

Japan

Canada

India

United Kingdom

Saudi Arabia

France

Korea

United Kingdom

India

Korea

Mexico

United States

Brazil

China

United States

Japan

United Kingdom

Saudi Arabia

Australia

(VERSION 1.1)

Countries Word Bank

Word Search

n d

a b

n d

b b

a m

n m

a o

n d d

m e

d e

(VERSION 1.1)

e a

Countries Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _ S _t __ __ __ __ __ __ __

_ a _t __ __ __ __ __ __ __

_ e _s _ _ __ _____ __ _ _

t a s t e s

h i a n c

o a e k r

c o e m i x

i a u s t a r a l

c n e a r f

i d i a n

a p a j n

Use the letters in the circles to make a new word.

Letâ&#x20AC;&#x2122;s _ _ _ _ a _ _ _ _ to another country!

(VERSION 1.1)

Countries Word Bank

Spelling Bee

1 Japan

(VERSION 1.1)

Countries Word Bank

Question Time

Do you like to travel?

Where have you traveled to?

What was that country like?

Where do you want to study English?

What is France famous for?

What is Australia famous for?

What is Japan famous for?

Which country do you want to travel to?

What do you think that country is like?

(VERSION 1.1)

Countries Word Bank

Listening

Write the number next to the picture.

(VERSION 1.1)

Countries Word Bank

Answer Key

2 Matchup 1. H 2. C

5 Word Scramble

3. G 4. A

5. D 6. B

3 Word Choice 1. China 2. Canada 3. United States 4. Japan

5. Mexico 6. India 7. Brazil 8. Australia

4 Word Search i

a n c e a

a u n

c o

o u

n d

a b

z s n d o

c o a

c n a t

c a n h r

k b b

a m i

n m

7. E 8. F

1. States 2. China 3. Korea 4. Mexico 5. Australia

6. France 7. India 8. Japan 9. Let’s take a trip to another country!

6 Spelling Bee 1. Japan 2. United Kingdom 3. Brazil 4. Australia 5. Canada

6. Saudi Arabia 7. Korea 8. United States 9. Mexico

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

a o x c p a n n d d u e r a s

a x e

m e j e n n f i d e s y t r a l o o a a

(continued on the next page...)

(VERSION 1.1)

Countries Word Bank

Answer Key cont.

8 Listening Play the recording or read the following out loud: 1. Brazil 2. China 3. Mexico 4. United Kingdom 5. Japan 6. India

7. United States 8. Canada 9. Korea 10. Saudi Arabia 11. Australia 12. France

Spelling Note: This lesson shows the American spelling of the word Traveled. Most other Englishspeaking countries spell it this way: Travelled. Make it a challenge for your students to find this word in Exercise 7 and see if they know the alternate spelling.

Editor’s Note: Remind students to capitalize the first letter of a country’s name. If a country name has two parts, the first letter of both words needs to be capitalized.

(VERSION 1.1)

Super Simple Questions

Where Are You From? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

Hi, Pablo.

Student B:

Hey, Marie.

Student A:

Where are you from?

Student B:

I'm from Mexico. What about you?

Student A:

I'm from France.

Dialogue 2 Practice the dialogue again with your own information. Student A:

Hi, .

Student B:

Hey, .

Student A:

Where are you from?

Student B:

I'm from . What about you?

Student A:

I'm from .

B E G / V E R S I O N 1. 2)

Where Are You From?

Super Simple Questions

Let's Learn! NATIONALITIES

A. Speaking

B. Writing

Repeat these countries and nationalities.

Practice writing all of the countries and nationalities of your classmates. Countries and nationalities begin with a capital (big) letter.

Flag

Sentences

• I am from the US. (country) • I am American. (nationality)

• She is from Iran. • She is Iranian.

• I am from Australia. • I am Australian.

• She is from Italy. • She is Italian.

• I am from Britain. • I am British.

• They are from Japan. • They are Japanese.

• I am from Canada. • I am Canadian.

• They are from Korea. • They are Korean.

• He is from Brazil. • He is Brazilian.

• They are from Pakistan. • They are Pakistani.

• He is from China. • He is Chinese.

• They are from Russia. • They are Russian.

• He is from Croatia. • He is Croatian.

• We are from Saudi Arabia. • We are Saudi Arabian.

• He is from France. • He is French.

• We are from Spain. • We are Spanish.

• She is from Germany. • She is German.

• We are from Syria. • We are Syrian.

• She is from Greece. • She is Greek.

• We are from Thailand. • We are Thai.

Flag

B E G / V E R S I O N 1. 2)

Sentences

Where Are You From?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Hello, Neve.

Student A:

Student B:

Hi, Miguel.

Nice to meet you, Keiko. What's your nationality?

Student A:

What's your nationality?

Student B:

I am Japanese. How about you?

Student B:

I'm French. How about you?

Student A:

I am American. My mom and dad are from Poland.

Student A:

I'm Spanish.

Student B:

Poland? What languages do you speak?

Student B:

Oh, you're from Spain.

Student A:

I speak Polish, French, and English.

Student A:

Yes, I am.

Dialogue 5

Today's Questions & Answers

Practice the dialogue again with your own information.

• Where are you from? • I am from Canada.

Student A:

Hi, .

Student B:

Hi, .

Student A:

Where are you from?

Student B:

I'm from .

Student A:

Oh. You're .

Student B:

Yes. How about you?

Student A:

I'm . I speak .

(name) (name)

• What's your nationality? • I am Canadian. • What languages do you speak? • I speak English and French.

(country)

(nationality)

(language / languages)

B E G / V E R S I O N 1. 2)

Where Are You From?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg

After doing this lesson, students will be able to answer where they

TIME:

are from and what their nationality is. They will also be able to ask others about their nationality and the languages they speak.

1 hour

TAGS: functional English, absolute beginner, true beginner, name, introductions, basic nouns, nouns, dialogue

This lesson introduces nations, nationalities, and languages.

Let's Begin!

Let's Practice!

In Dialogue 1, have students listen to the recording of the dialogue.

In Dialogues 3 and 4, have students listen to the dialogues before

Then have students read the dialogue out loud in pairs. Next,

they read the dialogues out loud in pairs. Then have them switch

ask students to switch roles (A and B) and read it out loud again.

roles (A and B) and read them out loud again. In Dialogue 5, have

In Dialogue 2, have them read the dialogue out loud in pairs with

them read the dialogue out loud in pairs with their own information,

their own information, and then get them to switch roles.

and then get them to switch roles. Make sure that your students

Let's Learn! Review or introduce the countries and nationalities in English by having students repeat after the recorded voice (or after you). Tell your students that countries are nouns and nationalities are adjectives, but they both take capital letters. Tell them that languages also take capital letters. If you want to teach your students when to use lowercase and uppercase letters, check out: https://esllibrary.com/resources/2152. Next, get students to practice writing the countries and nationalities of the students in your class. If all of the students are from one country, ask them to practice writing the countries and nationalities of famous people. Use ESL Library's Famous People flashcards as prompts. (E.g., Where is Malala Yousafzai from? Where is Madonna from? Where is Nelson Mandela from?) https://esllibrary.com/flashcard_genres/5/flashcard_categories/119

can say their own country, nationality, and language(s) easily. If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners.

Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson. •

Have students read the questions and answers out loud with a partner or as a class.

•

Have students copy the questions and answers into their notebooks.

•

Have students review the questions and answers at home.

•

Review the questions and answers in class the next day.

•

Encourage students to use the questions and answers outside of the classroom.

•

Encourage students to add the questions and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

(continued on the next page...)

B E G / V E R S I O N 1. 2)

Where Are You From?

Super Simple Questions

Answer Key cont. Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1 Have students write out the country and nationality of ten famous people. TASK 2 Ask students to tell you what languages people traditionally speak

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

EDITOR'S NOTE: It is common for Americans to say "I'm from the US" or "I'm from the United States." You may want to point out that the nationality (American) is based on the full name of the country, "The United States of America."

in certain countries. (e.g., What language do people speak in France? What languages do people speak in Australia? What languages do people speak in Poland?) TASK 3 Place a Famous People flashcard on the back of each student. https://esllibrary.com/flashcard_genres/5/flashcard_categories/119 Play "Who Am I?" and assess your students as they play. Students have to guess who they are by asking each other Yes/No questions. (e.g., Where am I from? What language do I speak? How old am I? Am I a girl? Am I an actress? Am I a politician?) Place the questions on the board. Classmates can estimate the age when they respond. (E.g., You are in your thirties. You are in your twenties.) When students are ready to guess who they are, they have to come up to the teacher to guess. They have to state their country and nationality and at least one other fact. Then they can take a guess. (e.g., I am from Pakistan. I am Pakistani. I am a young girl. Am I Malala Yousafzai?) If your students guess correctly, they can receive a new famous person, or they can help answer other classmates' questions.

B E G / V E R S I O N 1. 2)

Word Bank

Telling Time 1

Picture Dictionary

Matchup

Word Choice

Spelling Bee

Clocks

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.0)

Telling Time Word Bank

Picture Dictionary

4:00 four oâ&#x20AC;&#x2122;clock

4:05 four oh five five after four

4:10 four ten ten after four

4:15 four fifteen quarter after four

4:20 four twenty twenty after four

4:25 four twenty-five twenty-five after four

(VERSION 1.0)

Telling Time Word Bank

Picture Dictionary cont.

4:30 four thirty half past four

4:35 four thirty-five twenty-five to five

4:40 four forty twenty to five

4:45 four forty-five quarter to five

4:50 four fifty ten to five

4:55 four fifty-five five to five

(VERSION 1.0)

Telling Time Word Bank

Picture Dictionary cont.

Draw hands on the blank clocks. What time is it? Write the times on the lines.

12:00 twelve oâ&#x20AC;&#x2122;clock noon / midnight

(VERSION 1.0)

Telling Time Word Bank

Matchup

A 4. 12:00

6. 4:00

3. 4:45

2. 4:15

G B

D C

8. 4:50 1. 4:05

7. 4:10

5. 4:35

(VERSION 1.0)

Telling Time Word Bank

3 1

Word Choice 4:30

4:15

4:45

4:05

4:20

4:10

4:55

4:50

4:05

4:30

4:10

4:40

4:30

4:50

4:00

4:10

4:50

4:00

4:05

4:25

4:45

4:35

4:55

4:45

(VERSION 1.0)

Telling Time Word Bank

4 Ex

Spelling Bee 4:40

four forty or

twenty to five

5 or or or

6 or

7 or

(VERSION 1.0)

Telling Time Word Bank

Spelling Bee cont.

11 or

12 or

or or or or

(VERSION 1.0)

Telling Time Word Bank

Clocks

four fifty

four thirty

twenty to five

noon

quarter to five

quarter after four

four oh five

four thirty-five

(VERSION 1.0)

ten after four 9

Telling Time Word Bank

6 1

Question Time What time do you wake up in the morning? I wake up at

When do you eat breakfast?

What time do you go to school?

What time do you eat lunch?

What time do you do your homework?

When do you eat dinner?

What time do you watch TV?

What time do you brush your teeth?

When do you go to bed?

(VERSION 1.0)

Telling Time Word Bank

Listening

Write the number next to the picture.

(VERSION 1.0)

Telling Time Word Bank

Answer Key

2 Matchup 1. C 2. A

3. H 4. E

5 Clocks 5. D 6. B

7. G 8. F

3 Word Choice 1. 4:30 2. 4:05 3. 4:00 4. 4:55

5. 4:15 6. 4:40 7. 4:10 8. 4:25

4 Spelling Bee 1. 4:00 / four o’clock 2. 4:05 / four oh five / five after four 3. 4:10 / four ten / ten after four 4. 4:15 / four fifteen / quarter after four 5. 4:20 / four twenty / twenty after four 6. 4:25 / four twenty-five / twenty-five after four 7. 4:30 / four thirty / half past four 8. 4:35 / four thirty-five / twenty-five to five 9. 4:40 / four forty / twenty to five 10. 4:45 / four forty-five / quarter to five 11. 4:50 / four fifty / ten to five 12. 4:55 / four fifty-five / five to five 13. 12:00 / twelve o’clock / noon / midnight

(continued on the next page...)

(VERSION 1.0)

Telling Time Word Bank

Answer Key cont.

6 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

7 Listening Play the recording or read the following out loud: 1. 12:00 2. 4:10 3. 4:40 4. 4:00 5. 4:25 6. 4:35

7. 4:05 8. 4:30 9. 4:55 10. 4:15 11. 4:20 12. 4:45

Author’s Note: You can use the flashcards on the following pages to quiz students before, during, or after this lesson.

(VERSION 1.0)

Super Simple Questions

How Old Are You? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

Hi, I'm Alice.

Student B:

Hi, Alice. I'm Kenny. How old are you?

Student A:

I am 15 years old. How old are you?

Student B:

I am 17.

Dialogue 2 Practice the dialogue again with your own information Student A:

Hello, I'm

Student B:

Hi,

. How old are you?

Student A:

I'm How

years old. are you?

Student B:

I'm

B E G / V E R S I O N 2 . 0)

How Old Are You?

Super Simple Questions

Let's Learn! NUMBERS

A. Speaking Repeat these numbers. 1

one

eleven

twenty-one

forty

two

twelve

twenty-two

fifty

three

thirteen

twenty-three

sixty

four

fourteen

twenty-four

seventy

five

fifteen

twenty-five

eighty

six

sixteen

twenty-six

ninety

seven

seventeen

twenty-seven

100

one hundred

eight

eighteen

twenty-eight

101

nine

nineteen

twenty-nine

one hundred and one

ten

twenty

thirty

102

one hundred and two

B. Listening & Writing

C. Reading

Listen to some numbers. Write the numbers you hear.

Read these sentences.

• I am 25 years old.

• My son is 14 years old.

• My puppy is 3 months old.

• Kayla is 64 years old.

• He is 4 years old.

B E G / V E R S I O N 2 . 0)

How Old Are You?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Do you have any brothers or sisters?

Student A:

Do you have any brothers or sisters?

Student B:

Yes, I have one brother and two sisters.

Student B:

No I don't. I have one cousin.

Student A:

How old are they?

Student A:

How old is your cousin?

Student B:

My brother is 9 years old and my sisters are 7 and 4.

Student B:

He is 18 years old.

Dialogue 5 Practice the dialogue again with your own information. Student A:

Hi, . Do you have any brothers or sisters? (name)

IF YES:

IF NO:

Student B:

Yes, I have .

No, I don't have any brothers or sisters.

Student A:

How old ?

Oh, you are an only child.

Student B:

(number)

(is / are)

(brother / brothers / sister / sisters)

(he / she / they)

(He / She / They) (is / are)

(age / ages)

Yes, I am.

Today's Questions & Answers • How old are you? • I am 20 years old.

• How old is he? • He is two years old.

• How many brothers and sisters do you have? • I am an only child.

B E G / V E R S I O N 2 . 0)

How Old Are You?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg

After completing this lesson, students will be able to say their

TIME:

age and the age of a friend or family member. This lesson also introduces or reviews numbers from 1–102. We recommend

1 hour

TAGS: functional English, absolute beginner, true beginner, age, old, questions, numbers, number

using this lesson after the lesson called What's Your Name? We recommend following up with the lesson When Is Your Birthday?

Let's Begin!

C. READING

Have your students read the sentences silently to themselves. Follow up with some oral questions (e.g., How old is Kayla?).

Let's Practice! In Dialogues 3 and 4, have students listen to the dialogues before they read the dialogues out loud in pairs. Then have them switch

Let's Learn!

roles (A and B) and read them out loud again. In Dialogue 5, have them read the dialogue out loud in pairs with their own information,

A. SPEAKING

and then get them to switch roles. Make sure that your students

Review or introduce basic numbers in English by having students

can express numbers easily.

repeat after the recorded voice (or after you). Next, get students to practice writing the numbers. When your students are ready to learn more advanced ways to say and write numbers, check out Saying & Writing Numbers: https://esllibrary.com/courses/92/ lessons/1957

If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners. (continued on the next page...)

B. LISTENING & WRITING Use these numbers or choose your own that your students may be having difficulty with. Play the recording or read the numbers out loud yourself. It's your choice whether you want to see the numbers written numerically or alphabetically. A.

4 / four

60 / sixty

17 / seventeen

G. 13 / thirteen

40 / forty

H. 22 / twenty-two

D. 80 / eighty

105 / one hundred and five

44 / forty-four

99 / ninety-nine

B E G / V E R S I O N 2 . 0)

How Old Are You?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson. • •

Have students read these questions and

Ask students to walk around the room and ask each other about the ages of their siblings, cousins, and/or pets. Observe students as they report the ages. Tell them it is okay to make up information.

answers out loud with a partner or as a class.

SPELLING NOTE:

Have students copy these questions

This lesson shows the American spelling of the word Practice.

and answers into their notebooks. •

Have students review these questions and answers at home.

•

Review these questions and answers in class the next day.

•

Encourage students to use these questions and answers outside of the classroom.

•

TASK 3

Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Encourage students to add these questions and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1 Have students survey each other and find out each other's ages. If your students don't want to give out their real ages, that's okay! They can make up any age. Ask them to write five to ten sentences about the ages of their classmates (e.g., I am 30 years old. Ellie is 18 years old. Said and Micah are 24 years old.). TASK 2 Dictate a list of numbers or play the recording from page 2 (Exercise B) and ask students to write what they hear. Can they write the numbers correctly without any repetition? If your students are ready, say simple sentences with numbers and have them write the number they hear (e.g., Casey is 7 years old. Yumi's mom is 43. Miles has 18 cousins.).

B E G / V E R S I O N 2 . 0)

Functional English

Asking about Days & Dates Warm-Up Work with your class to brainstorm lots of different English words and phrases related to days and dates. Think of days of the week, months of the year, and English words and phrases like tomorrow and last week. • • • • • • • • •

•

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Dialogues Read the dialogues, and practice with a partner. Then try changing the words in bold to other days and dates.

A. W hen Is Your Birthday?

B. When Can We Meet?

When is your birthday?

When can we meet for coffee?

My birthday is on September 5th. When is yours?

Are you available on Tuesday?

Do you mean this Tuesday or next Tuesday?

Oh, I guess Tuesday is tomorrow.

Yes. I’m working tomorrow. How about a week from tomorrow?

Mine is on Friday.

This Friday?

Yes, on July 15th.

That’s my dad’s birthday!

I’m working next Tuesday.

I thought your dad’s birthday was in the winter.

No, my mom’s birthday is on January 1st.

Hmm. Are you available in the evenings?

Oh, her birthday is on New Year’s Day. Fun!

Sure! Let’s meet tomorrow evening.

It’s a date!

C. When’s the Due Date? A:

When is your sister’s baby due?

She’s due in February.

Really? When in February?

Sometime in mid-February. I think she’s due on the 12th.

The 12th. That’s a Saturday.

How do you know it’s a Saturday?

I just know Valentine’s Day is on a Monday.

Oh, are you doing something special this Valentine’s Day?

No, but we’re going skiing the weekend before.

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Time Expressions for Days & Dates There are a number of words and expressions that you can use to explain which day you are talking about. Learn the proper spelling of the English days, months, and seasons. You also need to learn which prepositions of time go with each time expression.

A. Seasons, Days & Months

B. U seful Time Expressions (Days & Dates)

Seasons

Months

Present

Future

• • • •

• • • • • • • • • • • •

• • • •

• • • • • • • • • • • •

winter spring summer fall / autumn

Days • • • • • • •

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

January February March April May June July August September October November December

today right now this week this year

Past • • • • •

yesterday the day before yesterday four days ago a few years ago last week

tomorrow the day after tomorrow three days from now next week in a few days this Tuesday (upcoming) this weekend (upcoming) next weekend (after this one) in two weeks’ time mid-month early next month next year

Other • • • •

on Wednesdays on the weekend* every Wednesday every other month

*Note: British English: “at the weekend”

C. Prepositions of Time (Days & Dates) For specific dates or days, we use “on”:

For seasons, we use “in the”:

• My birthday is on September 7th. • I’ll be there on Monday.

• I was born in the fall.

For months (without specific days), we use “in”: • My birthday is in September.

We don’t use “on” or “in” with time expressions that include this, next, last, or every: • I go swimming every Monday. • Sarah saw her sister last Tuesday. • I’ll see you next month.

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Sentence Building A. Matching Match the dialogues and practice them with a partner. 1.

When is Halloween this year?

a) She’s due in mid-June.

Is your birthday in the summer?

b) Today is Tuesday, the 27th of June.

When is Lizzie’s baby due?

c) Halloween is on a Thursday this year.

When is the deadline for your project?

d) No, my birthday is in the springtime.

What’s the date today?

e) The deadline is early next week.

B. Complete the Dialogues Complete the responses in the following dialogues. Be sure to use complete sentences. Practice the completed dialogues with a partner. 1.

A: Is your book coming out this year?

A: What day is New Year’s Eve on?

A: When is your sister coming to town?

A: When is it supposed to snow?

A: When is your birthday?

When, Again? Imagine today is Monday. To talk about what’s happening on Wednesday, you can say: two days from now, on Wednesday, this Wednesday, not tomorrow but the next day, in two days, or in a few days.

Use today’s date as your guide. Think of different ways to describe the following date in relation to today: 1. Saturday 2. the 12th of this month 3. your birthday 4. Christmas Day 5. the year 2017 6. the weekend

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

How to Write the Date A. Writing the Date There are a few different ways to write the date in English. In the US, the date is usually written in this order: month, day, year. Here are some different ways to write the date:

• • • • • • •

January 3, 2015 January 3rd, 2015 Jan 3, 2015 Saturday, January 3, 2015 01/03/2015 01/03/15 01-03-15

Note: In some other parts of the world, the day and month are switched around. This may be confusing if the date is written numerically: 01/03/2015 (January 3rd or March 1st?)

B. Abbreviations

C. Practice

Days

Months

What is the date today? How many ways can you write it?

• • • • • • •

• • • • • • • • • • • •

Mon Tues Wed Thurs Fri Sat Sun

Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Review Task 1 LISTEN & RESPOND Listen to your teacher read out a question. Respond with an appropriate answer in a complete sentence. (Your teacher will tell you whether to speak or write your answer.) 1. 2. 3. 4. 5.

Task 2 CORRECT THE ERRORS Spot the error and rewrite each sentence correctly. 1. I have basketball at Wednesdays.

2. We’re going swimming of the weekend.

3. I call home all Saturday.

4. You will get a bill every either month.

5. You can start on the 5ve of June.

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Review cont. Task 3 A. Speaking Use the answers below to ask your teacher or partner six questions about days and dates. 1. I was born on September 25th, 1985. 2. We practice on Saturday evenings. 3. Yes, Halloween is on a Sunday this year. 4. No, my birthday is in the winter. 5. Today is Wednesday, January 5th. 6. Sorry, I’m busy this Tuesday. How about next Tuesday?

B. Writing Write today’s date three different ways. Use at least one abbreviation that you learned. 1. 2. 3.

I N T / V E R S I O N 3 .1)

Functional English

Assessment Tool Student:

Date

Level

Criteria

Assessed By

Task Types

Skills

• Asking about days and dates • Writing the date

• Speaking • Writing

Meets the Mark

Getting There

Needs Improvement

uses proper question formation to ask about days and dates

uses prepositions of time correctly

asks to meet on a certain day or date

writes the date in a variety of ways

Notes

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Learner Reflection ASKING ABOUT DAYS & DATES Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

ask and respond about special dates?

schedule a date with others? use a variety of time expressions for days and dates? use prepositions of time correctly? write the date in a variety of ways (with/without abbreviations)?

My Notes

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int

Students review language and useful time expressions for

TIME:

describing days and dates. They review prepositions of time for days, months, and seasons and learn how to write the

1–2 hours

TAGS: functional English, useful expressions, time, prepositions, date, day, week, month, year,

date in English.

calendar, holiday, birthday, sharing information

Warm-Up

When, Again?

Discuss together as a class.

Answers will vary depending on the date you do this lesson. Encourage your students to use more than one way of

Dialogues

expressing the day if possible.

Have students read out loud in pairs. Encourage your students

How to Write the Date

to try changing the words in bold to other time expressions. For lower-level students, just use the first few lines rather

Review the different ways to write the date and

than the whole dialogue.

have your students practice writing a variety of dates.

Time Expressions for Days & Dates

Review (Assessment Tasks)

Review useful time expressions and prepositions for

The following three tasks can be used for assessment purposes

expressing days and dates. See our Functional English lesson,

and/or review practice. You can save all of the tasks until the

Asking for the Time, for time expressions related to times of

end or assess your students throughout the lesson.

the day: https://esllibrary.com/courses/92/lessons/1742 TASK 1

Sentence Building

Ask your students these questions orally.

Give students time to practice the dialogues out loud in pairs.

Ask them to respond orally or in writing.

Remind students to use complete sentences when they write the

What is today’s date?

responses in Exercise B.

When is this school term over?

What season is it?

When is it supposed to be warm/cool/sunny/rainy?

A. MATCHING 1. c

2. d

3. a

B. COMPLETE THE DIALOGUES Answers will vary.

4. e

5. b

(Choose an appropriate question for this season.) 5.

When is your mother/father/sister/brother’s birthday? (Choose an appropriate question for your student.)

(continued on the next page...)

I N T / V E R S I O N 3 .1)

Asking about Days & Dates

Functional English

Answer Key cont. Review (Assessment Tasks) cont. TASK 2 Assess your students’ understanding of the errors. 1.

I have basketball at on Wednesdays.

We’re going swimming of on the weekend.

I call home all on Saturdays. I call home all every Saturday.

You will get a bill every either other month.

You can start on the 5ve 5th of June.

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Other English-speaking countries spell it this way: Practise (when used as a verb, Practice when used as a noun). Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling. EDITOR’S NOTES: 1.

This lesson uses dates with “st,” “nd,” and “th” to help students with pronunciation. You may want to point out that it’s more common to write the number without the ending

TASK 3

(e.g., Jan 5 is more common to write than Jan 5th).

If you want to use this task for summative assessment, hand out the ready-made Assessment Tool (page 8), or

Note that abbreviations for days and months are considered

personalize your own from a template in Shared Criteria

correct either with or without the period. Jan 5 could also

for Success: https://esllibrary.com/resources/2352

be written as Jan. 5 and Mon as Mon., for example. For this lesson, we followed Merriam-Webster’s Dictionary, which doesn’t recommend the period for these abbreviations.

A. Speaking Assess your students’ ability to form questions orally about days and dates. 1.

When were you born? / What’s your birthdate?

When do you practice?

Is Halloween on the weekend this year? / Is Halloween on a Saturday or Sunday this year?

Is your birthday in the summer/spring/fall?

What’s the date today? / What day is it today?

Are you available to meet this Tuesday? /

While you are practicing time expressions, you may also want to teach our related Functional English lesson on Asking for the Time (https://esllibrary.com/courses/92/ lessons/1742). You can also try a Grammar Practice Worksheets lesson on Prepositions of Time (https://esllibrary.com/courses/88/lessons/2110) or Prepositions (https://esllibrary.com/courses/88/ lessons/1617).

Do you want to get together this Tuesday? B. Writing Check for proper formatting of today’s date.

I N T / V E R S I O N 3 .1)

Word Bank

City 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.0)

City Word Bank

Picture Dictionary

bank

theater

hospital

gas station

library

grocery store

shopping mall

park

traffic light

crosswalk

bus stop

bridge

(VERSION 1.0)

City Word Bank

Matchup F

8. shopping mall

3. bridge

H B 1. library 5. hospital

4. gas station

E C 6. traffic light

D 7. grocery store

(VERSION 1.0)

2. bus stop

City Word Bank

3 1

Word Choice park

traffic light

bank

grocery store

bridge

gas station

bus stop

library

bridge

crosswalk

grocery store

theater

shopping mall

library

gas station

hospital

traffic light

bank

bus stop

library

crosswalk

(VERSION 1.0)

City Word Bank

Word Search

(VERSION 1.0)

City Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _ _ sh __ __ __ __ __ __ __

_ o _ _ _ _ _ _ _

__ _g _ ma _ _ _l _l p p _i n ____ _____ _ _____ ______ ___ ____ ____

ppohsign lmal

ecyrogr setor

knab

soialpht

raworclkss

digrbe

sub psto

rarylib

Use the letters in the circles to make a new word.

My _ _ _ _ _ _ _ is near my house.

(VERSION 1.0)

City Word Bank

Spelling Bee

1 traffic light

(VERSION 1.0)

City Word Bank

Question Time

What is the name of your hometown?

Do you like studying in the library?

Do you like going to the theater?

Do you like going to the park?

How many bridges are there in your hometown?

How many grocery stores are there in your hometown?

How many shopping malls are there in your hometown?

Is there a bus stop near your house?

What other cities do you want to visit or live in?

(VERSION 1.0)

City Word Bank

Listening

Write the number next to the picture.

(VERSION 1.0)

City Word Bank

Answer Key

2 Matchup 1. H 2. D

5 Word Scramble

3. G 4. B

5. A 6. E

7. F 8. C

3 Word Choice 1. park 2. bridge 3. theater 4. bank

5. gas station 6. crosswalk 7. grocery store 8. bus stop

4 Word Search h

o p o

m k

c w m b

q b

g o

o p b

1. shopping mall 2. grocery store 3. bank 4. hospital 5. crosswalk

6. bridge 7. bus stop 8. library 9. school

6 Spelling Bee 1. traffic light 2. theater 3. park 4. grocery store 5. bridge

6. library 7. shopping mall 8. hospital 9. crosswalk

o p

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

(continued on the next page...)

(VERSION 1.0)

City Word Bank

Answer Key cont.

8 Listening Play the recording or read the following out loud: 1. park 2. hospital 3. theater 4. grocery store 5. traffic light 6. library

7. bank 8. bridge 9. shopping mall 10. gas station 11. crosswalk 12. bus stop

Spelling Note: This lesson shows the American spelling of the word Theater. Most other Englishspeaking countries spell it this way: Theatre. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Editor’s Note: Note that supermarket and green grocer’s are common variants of grocery store. Traffic lights, traffic signal, and stoplights are variants of traffic light. A shopping mall is often called a mall for short. Gas station and crosswalk are preferred in North American English, while petrol station and pedestrian crossing or zebra crossing are preferred in British English.

(VERSION 1.0)

Super Simple Questions

Where Do You Live? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

Where do you live?

Student B:

I live in Manhattan. Where do you live?

Student A:

I live in Queens.

Student B:

Which street do you live on?

Student A:

I live on Mulberry Street.

Dialogue 2 Practice the dialogue again with your own information. Student A:

Where do you live?

Student B:

I live in . Where do you live?

Student A:

I live in .

Student B:

Which street do you live on?

Student A:

I live on . How about you?

Student B:

I live on .

(city / town / neighbourhood)

(street) (street)

B E G – B E G / V E R S I O N 2 . 0)

Where Do You Live?

Super Simple Questions

Let's Learn! REGIONS & ADDRESSES

A. Speaking Repeat these sentences about cities, streets, and addresses. Cities (in)

Streets (on)

Addresses (at)

• • • • •

I live in New York City. He lives in Delhi. She lives in Montreal. We live in Sydney. They live in Milan.

I live on Mill Street. He lives on Summerhill Lane. She lives on George Avenue. We live on Park Road. They live on Waverly Place.

I live at 22 Mill Street, Unit B. He lives at 22550 134th Street. She lives at 44 George Avenue. We live at 22–1345 Park Road. They live at 7 Dorchester Street.

B. Writing

C. Listening & Writing

Practice filling out an address form with your own information.

Now find out a classmate's address.

's Address My Address House / Building Number House / Building Number Street Name Street Name Apartment / Unit Number Apartment / Unit Number City / Town City / Town

Questions • • • • •

What's your address? What's your house/building number? What street do you live on? What is your apartment/unit number? What city/town do you live in?

B E G – B E G / V E R S I O N 2 . 0)

Where Do You Live?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Hi, Melanie. What's your address?

Student A:

Hi, Allan. What's your address?

Student B:

I live at 44 Front Street.

Student B:

7345 Brown Boulevard.

Student A:

Is that in Toronto?

Student A:

Is that a house or an apartment?

Student B:

Yes. What's your address?

Student B:

It's an apartment.

Student A:

I live at 88 Queen Street West.

Student A:

What's your unit number?

Student B:

It's unit 470.

Dialogue 5 Practice the dialogue again with your own information.

Today's Questions & Answers

Student A:

Hi, .

• •

Where do you live? I live in Toronto.

Student B:

Hi, .

• •

What's your address? My address is 34 Charles Street.

Student A:

Where do you live?

•

Student B:

I live in .

Is that a house or an apartment? It's a house.

Student A:

What's your address?

Student B:

Student A:

Is that a house or an apartment?

Student B:

(name) (name)

•

(city / town)

(street / house or apartment number)

(house / apartment)

B E G – B E G / V E R S I O N 2 . 0)

Where Do You Live?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to answer questions

TIME:

about where they live (city/town/neighbourhood). They will also be able to give their address and ask for an address. This lesson

1 hour

TAGS: functional English, absolute beginner, true beginner, live, residence, house, apartment, city, neighbourhood,

introduces a few basic prepositions of place (in, on, at).

prepositions, prepositions of place, address, addresses

Let's Begin!

Let's Practice!

In Dialogue 1, have students listen to the recording of the dialogue.

In Dialogues 3 and 4, have students listen to the dialogues before

Then have students read the dialogue out loud in pairs. Next,

they read the dialogues out loud in pairs. Then have them switch

ask students to switch roles (A and B) and read it out loud again.

roles (A and B) and read them out loud again. In Dialogue 5,

In Dialogue 2, have them read the dialogue out loud in pairs with

have them read the dialogue out loud in pairs with their own

their own information, and then get them to switch roles.

information, and then get them to switch roles. Make sure that

Let's Learn! Introduce the proper format for saying cities/towns and street addresses in spoken English. Have students repeat after the recorded voice or after you. Your students can also practice subbing in their own information. Tell them that cities, towns, and streets begin with a capital letter. Explain that we use "in" before cities and towns (I live in Cambridge) and "on" for streets (I live on

your students can say their own address easily. They should also be able to easily ask for someone's address. If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners.

Today's Questions & Answers There are many ways you could use these questions and

Blair Road). For full addresses we use "at" (I live at 22 Blair Road).

answers to review what students have learned in this lesson.

You could follow up with the Grammar Practice Worksheets

•

lesson on Prepositions of Place: https://esllibrary.com/courses/88/ lessons/2112 Next, get students to practice writing their own address and the address of another student in the class. If all of the students are from one area, ask them to look up a business and write the address.

Have students read the questions and answers out loud with a partner or as a class.

•

Have students copy the questions and answers into their notebooks.

•

Have students review the questions and answers at home.

•

Review the questions and answers in class the next day.

•

Encourage students to use the questions and answers outside of the classroom.

•

Encourage students to add the questions and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

(continued on the next page...)

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Where Do You Live?

Super Simple Questions

Answer Key cont. Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1

SPELLING NOTE: This lesson shows the American spelling of the words Neighborhood and Practice. Most other English-speaking countries spell these words this way: Neighbourhood and Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

Have students write out the addresses of three businesses they may need to go to (e.g., the school, a government office, a community center). TASK 2 Ask students to tell you what prepositions go with cities/towns/ streets and addresses near your community. Say the word or phrase and have students shout the preposition. (E.g., Toronto (In!), Jane Street (On!), 55 Water Street (At!).) TASK 3 Read out real-life addresses from flyers or phone books and have students reproduce the information on a piece of paper. Ask them to confirm the spelling if they don't hear you properly. Place these useful questions on the board. •

Did you say road or place?

•

How do you spell that?

•

Which city did you say?

•

Can you repeat the house number?

B E G – B E G / V E R S I O N 2 . 0)

Pre-Employment in Canada

Strengths & Interests Table of Contents 2

Lesson Objective About This Lesson

Warm-Up Small Group Discussion & Checklist

Exercise 1 A Good Fit

Exercise 2 Vocabulary Practice

Exercise 3 Gerund Practice

Exercise 4 Listening

Exercise 5 Listening Comprehension

Exercise 6 Pair Work

Assessment Assessment Tasks & Tool

Answer Key

Gerunds Optional Grammar Review

Exercise 2 Cut-Outs Cut-out strips for Exercise 2

Listening Transcript Audio Transcript

I N T / V E R S I O N 1. 2)

Strengths & Interests

Pre-Employment in Canada

Lesson Objective In this lesson, you will review your strengths and interests. You will also think about your weaknesses. Throughout this lesson, you will practise using gerunds. By the end of this lesson, you may discover a job that is a good fit for you. Let’s begin!

Warm-Up Get into small groups. How did you answer this question when you were five years old?

What do you want to be when you grow up? My Interests An interest is something you like doing or learning about. Check any box that applies to you. Add at least two of your own interests. Then compare your interests with a partner’s interests. I enjoy/like: � reading

� working with numbers

� exercising

� writing

� managing others

� cooking

� helping people

� learning new things

�

� talking to people

� drawing

�

� making things

� researching

�

� being outdoors

� advertising

�

� working with machines

� selling

�

I N T / V E R S I O N 1. 2)

Strengths & Interests

Pre-Employment in Canada

Exercise 1 A GOOD FIT Read about the following people, and then choose a job that matches their interests: 1. Janis: I love learning new things. I hate being creative, and I enjoy collecting facts. What should I be? a) a painter b) a janitor c) a scientist d) an actor

2. Doug:

4. Gerald: I hate being outdoors. I love playing computer games and reading fantasy novels. I like pretending that I live in a different world with lots of strange creatures and people. What should I be? a) a game designer b) a carpenter c) a park ranger d) a doctor 5. Igor:

I like being outside. I like working with other people. I like being competitive, and I hate losing. What should I be?

I love working with my hands and creating things. I enjoy using machines and learning about how things are built. What should I be?

a) a singer b) a football player c) a receptionist d) a nurse

a) a dancer b) a teacher c) a taxi driver d) a carpenter

3. Ali: I love helping people. I like wearing comfortable clothes, and I can’t stand dressing up. I don’t mind working for long hours at a time. What should I be? a) a model b) a lawyer c) a healthcare aide d) a chef

6. Helena: I don’t like being alone, and I really enjoy talking to people. I like being helpful, and I also enjoy working on a computer. I don’t like exercising. What should I be? a) a construction worker b) a receptionist c) a gym teacher d) a janitor

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Exercise 2 VOCABULARY PR ACTICE Find the words that are placed around the room. Match the words to the correct definitions below.

Definition

a good match to something

when something or someone deserves respect

a conclusion or resolution reached after consideration

absolutely necessary

motivated or determined to do something

to communicate with someone

to think carefully about something

a choice

to be unsuccessful

a quality that is a disadvantage

something a person wants to achieve

to quit

to confess

to recognize the value of something

Word

I N T / V E R S I O N 1. 2)

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Pre-Employment in Canada

Exercise 3 GERUND PR ACTICE Choose a verb from the list and write the gerund form for each of the following sentences. You can only use each verb once. Applying 1. for a job usually requires you to fill out an application form.

Verb List:

2. Sarah hopes that a teacher will be the right choice for her.

• • • • • • • • • • • • • • •

3. Patrick loves people, so he became a police officer. 4. the driving test is very difficult. 5. I don’t enjoy computer work. 6. Yana hates cover letters. 7. Harris practises the newspaper every morning. 8. I don’t mind you to your job interview. 9. Gary hates new employees. It’s a stressful process. 10. Let’s talk about shifts. Is it possible with your current schedule?

become read apply speak take hire look write pass protect do help work give change

11. more than one language is sometimes beneficial when looking for a job. 12. I like outside, but not during the winter! 13. We discussed him more hours at work because he wants to work full-time. 14. Nora talks about for a job, but I don’t think she has yet. 15. I love people, so I want to be a nurse.

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Exercise 4 LISTENING Listen to the interview and fill in the blanks. Mr. Gordon

Good afternoon, Ms. Peterson. Thanks for coming in today.

Ms. Peterson

Thank you for seeing me.

Mr. Gordon

I have a few questions I’d like to ask you. It shouldn’t take long.

Ms. Peterson

No problem.

Mr. Gordon

All right, let’s get started then. What makes you a good fit for our company?

Ms. Peterson

Well, first of all, I enjoy with others and strong work relationships. I believe that a company is only as strong as the people within it.

Mr. Gordon

I completely agree with you. well with others is essential within our company. What would you say is your greatest strength?

Ms. Peterson

I don’t give up. I don’t failing an option. If something doesn’t work the first time, I continue other options and plans until I succeed.

Mr. Gordon

You’re driven.

Ms. Peterson

Yes. I going until I reach my goals. I failing, so I don’t let it happen.

Mr. Gordon

And what would you say is your greatest weakness?

Ms. Peterson

Well, my greatest strength can be my greatest weakness too. I can’t stand , and this sometimes stops me from moving on when I should. I am working on this, though.

Mr. Gordon

your weaknesses is an admirable quality. You seem to have many admirable qualities.

Ms. Peterson

Thank you.

Mr. Gordon

Well, that’s about all I have to ask you for now. Thank you so much for coming in.

Ms. Peterson

No, thank you. I really appreciate you the time to speak with me.

Mr. Gordon

We’ll be making our decision in the next few days, so we’ll be in touch.

Ms. Peterson

Okay. Thanks again. I look forward to hearing from you. Goodbye.

Mr. Gordon

Goodbye.

I N T / V E R S I O N 1. 2)

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Pre-Employment in Canada

Exercise 5 LISTENING COMPREHENSION Listen to the interview again. Then answer the following questions.

A. True or False? If the statement is true based on the interview, write T beside the sentence. If it is false, write F. 1. Mr. Gordon thinks the interview will take a long time. 2. Mr. Gordon thinks Ms. Peterson is driven. 3. Ms. Peterson thinks it’s okay to fail.

B. Written Responses 1. What is Ms. Peterson’s greatest strength?

2. Is Mr. Gordon impressed or unimpressed with Ms. Peterson? How do you know this?

C. Multiple-Choice 1. Ms. Peterson thinks she is a good fit because... a) she enjoys working hard. b) she enjoys managing others. c) she enjoys working with others. d) she enjoys listening to others.

3. This conversation is... a) polite and formal. b) casual and boring. c) informal and fun. d) impolite and long.

2. Ms. Peterson’s greatest weakness is... a) she is lazy. b) she doesn’t like winning. c) she doesn’t always move on when she should. d) she fails a lot.

I N T / V E R S I O N 1. 2)

Strengths & Interests

Pre-Employment in Canada

Exercise 6 PAIR WORK Look at the following dialogue with a partner. Together, fill in the blanks with your own ideas, using gerunds and infinitives when possible. When you are finished, read it out loud. Switch roles and read it again. Interviewer:

Good afternoon, . Why do you want to work for our company?

Interviewee:

Thanks for having me in. First, I love , and I .

Interviewer:

What kind of experience do you have?

Interviewee:

Well, I used to work . When I worked there, I learned .

Interviewer:

What would you say is your greatest ?

Interviewee:

I . This makes me a good fit for your company because .

Interviewer:

And what would you say is your greatest weakness?

Interviewee:

. I am .

Interviewer:

Thank you. I think . We’ll be in touch as soon as we’ve reached a decision.

Interviewee:

Thank you. I . Have a good afternoon.

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Assessment SPEAKING

A. My Interests I ENJOY/LIKE + GERUND Your interests tell an interviewer if you are a good fit for a job. How will you describe your interests in an interview? Read the example and prepare a similar answer. Then record your answer or say it for your teacher. Use at least three gerunds in your answer.

Example: Interviewer:

Let’s find out if you are a good fit for our company. What interests do you have?

Interviewee:

I enjoy researching and learning new things. I believe education doesn’t stop after college or university. I like knowing everything about my industry and staying up to date with new technology.

B. My Greatest Strength & Weakness Sharing your strengths is an important part of an interview. Admitting your weaknesses is important too. How will you describe your strengths and weaknesses in an interview? Read the example and prepare a similar answer. Record your answer or say it out loud for your teacher. Use at least three adjectives in your answer.

Example: Interviewer:

What strengths do you have that make you a good fit for our company?

Interviewee:

My greatest strength is that I’m punctual. I always arrive on time, and I come to work every day. I never take sick days. I am also loyal and trustworthy. I always put my work first.

Interviewer:

What would you say is your greatest weakness?

Interviewee:

My greatest strength is also my greatest weakness. I can’t stand being late or missing a deadline, and this sometimes causes me to feel anxious and stressed. I am learning relaxation techniques, though. I’m also reading books about having a work-life balance.

I N T / V E R S I O N 1. 2)

Strengths & Interests

Pre-Employment in Canada

Speaking Assessment Tool Student:

Date

CLB Level

Criteria

Assessed By

Speaking Task

Skill Competency

Sharing interests, strengths & weaknesses for employment purposes

IV. Sharing Information

Goes Beyond

Meets the Mark

On the Right Path

Needs Direction

answers all parts of the question

uses gerunds to describe interests

uses adjectives to describe strengths and weaknesses

speaks loudly and clearly

shows evidence of preparedness

I N T / V E R S I O N 1. 2)

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Answer Key STUDENT OUTCOMES:

GR AMMAR FOCUS:

THEME: P re-Employment & Interests

Students will be able to use adjectives

Review of gerund usage.

TIME:

and gerunds to talk about strengths,

3+ hours

LEVEL: Low Int / CLB 4

weaknesses, and interests related to employment.

Warm-Up

CLB Skill Competencies

Get your students talking about jobs they thought

Reading: IV. Comprehending Information

they wanted when they were children. What were their interests then compared to now?

Exercise 2 CLB Skill Competencies

Before class, cut out the vocabulary words on page 17 and place

Speaking: I. Interacting with Others

them around the class. Have students match these words to the definitions in Exercise 2. When they are done, have them partnercheck their answers, and then go over the answers as a class.

My Interests Give students a few moments to fill in a very basic checklist of interests. Invite them to add a few of their own. Encourage them to use gerunds. Then place them in pairs or small groups to compare interests.

good fit

be in touch

11. goal

admirable

consider

12. give up

decision

option

13. admit

essential

fail

14. appreciate

driven

10. weakness

CLB Skill Competencies

Reading: IV. Comprehending Information

Speaking: IV. Sharing Information

(continued on the next page...)

Exercise 1 Have students read about the people and have them choose a job that matches each person’s interests. Alternatively, you could ask for volunteers to stand up and pretend to be these people as they read out the descriptions. 1. c

2. b

3. c

4. a

5. d

6. b

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Answer Key cont. Exercise 3

Mr. Gordon

I completely agree with you. Working well with others is essential within our company. What

If your students are unfamiliar with gerunds or need a review, hand out the grammar review on pages 16–17 and go over it as

would you say is your greatest strength? Ms. Peterson

If something doesn’t work the first time, I continue

a class. It’s a good idea to mention that gerunds are complex and have many uses, and that at this point they will only be learning the most common uses of gerunds. When your students are comfortable with gerunds, have them complete Exercise 3. Go over the answers as a class. You can download the audio file or stream it. The listening transcript is available on page 19.

I don’t give up. I don’t consider failing an option. trying other options and plans until I succeed.

Mr. Gordon

You’re driven.

Ms. Peterson

Yes. I keep going until I reach my goals.

Mr. Gordon

And what would you say is your greatest weakness?

Ms. Peterson

Well, my greatest strength can be my greatest

I can’t stand failing, so I don’t let it happen.

Applying

writing

11. Speaking

weakness too. I can’t stand losing, and this

becoming

reading

12. working

sometimes stops me from moving on when

protecting

taking

13. giving

I should. I am working on this, though.

Passing

hiring

14. looking

doing

10. changing

15. helping

Mr. Gordon Ms. Peterson Mr. Gordon

CLB Skill Competencies

Admitting your weaknesses is an admirable quality. You seem to have many admirable qualities. Thank you. Well, that’s about all I have to ask you for now. Thank you so much for coming in.

Ms. Peterson

No, thank you. I really appreciate

Mr. Gordon

We’ll be making our decision in

Ms. Peterson

Okay. Thanks again. I look forward

Writing: II. Reproducing Information

you taking the time to speak with me. the next few days, so we’ll be in touch.

Exercise 4

to hearing from you. Goodbye. Students will now hear a brief job interview . Play the audio clip

Mr. Gordon

Goodbye.

and have students fill in the gaps. If needed, play twice, then go over answers as a class. Answers are in bold below.

CLB Skill Competencies

Mr. Gordon

Listening: IV. Comprehending Information

Good afternoon, Ms. Peterson. Thanks for coming in today.

Ms. Peterson

Thank you for seeing me.

Mr. Gordon

I have a few questions I’d like to ask you. It shouldn’t take long.

Ms. Peterson

No problem.

Mr. Gordon

All right, let’s get started then.

(continued on the next page...)

What makes you a good fit for our company? Ms. Peterson

Well, first of all, I enjoy working with others and developing strong work relationships. I believe that a company is only as strong as the people within it.

I N T / V E R S I O N 1. 2)

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Pre-Employment in Canada

Answer Key cont. Exercise 5

Assessment

Students will now listen to the job interview again before answering

Use this task to assess your students’ preparedness for an

a set of comprehension questions. Go over the answers as a class.

interview. Give your students a little bit of time to prepare what they want to say. If you decide to do this task orally, you or another

A. TRUE OR FALSE?

student can play the role of the interviewer. Alternatively, have

F – He thinks it shouldn’t take long.

F – She can’t stand failing.

students record and submit a video or audio recording of their answers. Students should use gerunds to describe their interests and adjectives to describe their strengths and weaknesses (review from a previous lesson). A ready-made assessment tool is available on page 10. Share this with your students before the

B. WRITTEN RESPONSES 1.

She doesn’t give up.

Yes, because she is driven and he

formal assessment.

CLB Skill Competencies

admires that she can admit her weakness.

Speaking: IV. Sharing Information

C. MULTIPLE-CHOICE 1. c

2. c

3. a

CLB Skill Competencies Listening: IV. Comprehending Information

Exercise 6

Gerunds You will find this optional grammar review sheet for gerunds on pages 16–17. This review includes an introduction to gerunds, uses for gerunds, and common verbs that follows gerunds.

Grammatical Knowledge: Gerunds

Put students in pairs and have them fill in the blanks to create their own dialogues. Then get them to practise reading it out loud. As an option, they can present their dialogue to another group when finished. Answers will vary.

CLB Skill Competencies Writing: II. Reproducing Information Speaking: III. Getting Things Done

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Answer Key cont. Canadian Language Benchmarks Summary OVERVIEW Stage: 1

PAGE

CLB Range: 4*

Primary Skill Competency: Speaking – IV. Sharing Information

TASK

SKILL COMPETENCIES

Warm-Up

Speaking: I. Interacting with Others

My Interests

Speaking: IV. Sharing Information

Exercise 1

Reading: IV. Comprehending Information

Exercise 2

Reading: IV. Comprehending Information

Exercise 3

Writing: II. Reproducing Information

Exercise 4

Listening: IV. Comprehending Information

Exercise 5

Listening: IV. Comprehending Information

Exercise 6

9–10 16–17

Assessment Task / PBLA** Includes Assessment Tool Gerunds

Writing: II. Reproducing Information Speaking: III. Getting Things Done Speaking: IV. Sharing Information Grammatical Knowledge: Gerunds

*Note:

**Note:

This CLB range is suggested by ESL Library based on

PBLA refers to portfolio-based learning assessment

the descriptors in the Canadian Language Benchmarks

in the LINC program (though any teacher can use the

guide: http://www.cic.gc.ca/english/pdf/pub/language-

review tasks for assessment). Visit our Resources section

benchmarks.pdf

for additional Assessment Tools that you can print and personalize for PBLA: https://esllibrary.com/resources

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Answer Key cont. Canadian Language Benchmarks Summary cont. PROFILES OF ABILIT Y The following descriptors from the Canadian Language Benchmarks apply to this lesson and are used with permission. For more detailed information see: http://www.cic.gc.ca/english/pdf/pub/ language-benchmarks.pdf and visit: https://www.language.ca/

BENCHMARK Reading

THE LEARNER CAN: •

(4)

Understand the purpose, main idea, key information, and specific details in simple, short texts related to everyday familiar and personally relevant situations and topics.

Speaking

•

Give information about needs and feelings related to common everyday activities.

(4)

•

Use a range of courtesy formulas and some casual small talk in short, one-on-one, or small group interactions.

Listening

•

Understand short descriptive or narrative communication on topics

(4) Writing (4)

of personal relevance (identify details, key words, and expressions). •

Copy text with no major omissions and only occasional copying mistakes.

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Gerunds GR AMMAR REVIEW

A. Form Pattern: base verb + -ing ending Example: I like working outside.

B. Function A gerund is a verb that acts like a noun. Gerunds are used to turn a verb into the subject or object of a sentence. • C ooking is my favorite hobby, so I want to be a chef. (cooking is the subject of the sentence) • We discussed hiring another office worker. (hiring is the object of the verb discussed)

C. Uses #

Use

Examples

As the subject of a sentence

• Learning another language could help you get a better job. • Working as a lawyer is a great dream of mine.

After certain verbs (see the list on page 17)

• He considered applying overseas. • She enjoys helping other people.

After a preposition

• I am thinking about emailing the CEO of that company. • They plan on finishing the report tonight.

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Gerunds cont. D. Common Verbs Followed by Gerunds There are many verbs that can be followed by gerunds. The list below is only a small sample of the most common ones. Verb

Example

consider

She considered applying for a job at the new pub, but she went travelling instead.

discuss

Let’s discuss working under pressure. How do you stay calm in stressful situations?

enjoy

Jim enjoys drawing, so he wants an artistic and creative job.

finish

When Fiona finishes writing her resume, she will take it to the mall.

Let’s go shopping when you get off work tonight.

keep (on)

Hayden keeps applying for jobs, but he hasn’t gotten an interview yet.

Jay likes working with his hands. (or Jay likes to work with his hands.)

love

Chloe loves taking pictures. (or Chloe loves to take pictures.)

mind

Would you mind telling me about your previous work experience?

practise

If I practise speaking in front of a mirror, I will feel more confident during my interview.

talk about

Can we talk about giving him a raise? He is a very hard worker.

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Exercise 2 Cut-Outs

good fit

admirable

essential

decision

driven

be in touch

consider

option

fail

weakness

goal

give up

admit

appreciate

I N T / V E R S I O N 1. 2)

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Pre-Employment in Canada

Listening Transcript This is the listening transcript for Exercise 4 (page 6). Mr. Gordon

Good afternoon, Ms. Peterson. Thanks for coming in today.

Ms. Peterson

Thank you for seeing me.

Mr. Gordon

I have a few questions I’d like to ask you. It shouldn’t take long.

Ms. Peterson

No problem.

Mr. Gordon

All right, let’s get started then. What makes you a good fit for our company?

Ms. Peterson

Well, first of all, I enjoy working with others and developing strong work relationships. I believe that a company is only as strong as the people within it.

Mr. Gordon

I completely agree with you. Working well with others is essential within our company. What would you say is your greatest strength?

Ms. Peterson

I don’t give up. I don’t consider failing an option. If something doesn’t work the first time, I continue trying other options and plans until I succeed.

Mr. Gordon

You’re driven.

Ms. Peterson

Yes. I keep going until I reach my goals. I can’t stand failing, so I don’t let it happen.

Mr. Gordon

And what would you say is your greatest weakness?

Ms. Peterson

Well, my greatest strength can be my greatest weakness too. I can’t stand losing, and this sometimes stops me from moving on when I should. I am working on this, though.

Mr. Gordon

Admitting your weaknesses is an admirable quality. You seem to have many admirable qualities.

Ms. Peterson

Thank you.

Mr. Gordon

Well, that’s about all I have to ask you for now. Thank you so much for coming in.

Ms. Peterson

No, thank you. I really appreciate you taking the time to speak with me.

Mr. Gordon

We’ll be making our decision in the next few days, so we’ll be in touch.

Ms. Peterson

Okay. Thanks again. I look forward to hearing from you. Goodbye.

Mr. Gordon

Goodbye.

I N T / V E R S I O N 1. 2)

Super Simple Questions

What Do You Do? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

It's nice to meet you, Ali. What do you do?

Student B:

I am a chef. How about you?

Student A:

I am a gym teacher.

Student B:

A gym teacher! That is a fun job.

Dialogue 2 Practice the next dialogue with your partner. Student A:

Nice to meet you, Karen. Do you have a job?

Student B:

No, I am unemployed. I am a student. How about you?

Student A:

I am a stay-at-home dad.

Student B:

A stay-at-home dad! That is a difficult job.

B E G â&#x20AC;&#x201C; B E G / V E R S I O N 2 . 0)

What Do You Do?

Super Simple Questions

Let's Learn! JOBS & WORKPLACES

A. Listening

B. Speaking

Listen to some sentences about jobs. Write the number below the picture.

Use a dictionary to learn these adjectives. Adjectives • • • • • •

a difficult job an easy job a boring job an interesting job a great job a terrible job

C. Point to the pictures. Describe the jobs. Examples • That is a difficult job. • That is a boring job.

B E G – B E G / V E R S I O N 2 . 0)

What Do You Do?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

What does your sister do for a living?

Student A:

What do you do for a living?

Student B:

She is a receptionist.

Student B:

I am a sales clerk.

Student A:

What does your brother do?

Student A:

Where do you work?

Student B:

He is a dentist.

Student B:

I work at a clothing store. How about you?

Student A:

That is an interesting job!

Student A:

I work at the airport. I'm a security guard.

Dialogue 5 Practice the dialogue again with your own information. Student A:

Hi, . Do you have a job? (name)

IF YES:

IF NO:

Student B:

Yes.

No, I am unemployed.

Student A:

What do you do?

Are you a ?

Student B:

I work a .

I am a . How about you?

Student A:

That is job.

I am a .

(at / in)

(a / an)

(student / stay-at-home mom/dad)

(place)

(adjective)

Today's Questions & Answers • What do you do? • I am a receptionist.

• What does he do for a living? • He is a police officer.

• Do you have a job? • No, I am unemployed. I am a student.

B E G – B E G / V E R S I O N 2 . 0)

• Where do you work? • I work at the hospital.

What Do You Do?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to identify a

TIME:

number of jobs and workplaces in English. They will also be able to express what they do for a living. If your students are unemployed,

1 hour

TAGS: functional English, absolute beginner, true beginner, name, job, occupation, workplace, work, employment,

they will be able to express their employment status and say if

what do you do, unemployment

they are students or stay-at-home parents. You can follow-up with the Simple Sentences lesson on Jobs: https://esllibrary.com/courses/91/lessons/1815.

Let's Begin! In Dialogues 1 and 2, have students listen to the recording of the dialogue. Then have students read the dialogue out loud

Answers: A. 3

C. 7

E. 4

G. 8

B. 2

D. 1

F. 9

H. 6

in pairs. Next, ask students to switch roles (A and B) and read

You may want to use ESL Library's

it out loud again.

Job & Occupations flashcard set first:

I. 5

https://esllibrary.com/flashcard_genres/8/flashcard_categories/64

Let's Learn! A. LISTENING Read the sentences or play the recording. Pause the recording to give students time to find the correct pictures. Sentences:

B. SPEAKING Next, get students to practice describing jobs using very basic adjectives. Explain when to use a/an before adjectives that describe nouns (a difficult job, an easy job).

Let's Practice!

A doctor works in a hospital.

A teacher works at a school.

A receptionist works in an office.

they read the dialogues out loud in pairs. Then have them switch

A hairdresser works at a hair salon.

roles (A and B) and read them out loud again. In Dialogue 5,

A mechanic works in a repair shop.

have them read the dialogue out loud in pairs with their own

A librarian works in a library.

information, and then get them to switch roles. Make sure that

A waitress works at a restaurant.

your students can express numbers easily.

A cashier works at a store.

A police officer works in a city.

If you think your students can handle it, have them walk around

In Dialogues 3 and 4, have students listen to the dialogues before

the classroom and practice the dialogue with various partners. (continued on the next page...)

B E G – B E G / V E R S I O N 2 . 0)

What Do You Do?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson.

TASK 3 Observe students as they "pretend" to meet each other at a party. Tell them to say hello and find out each other's names. Then they can ask each other about their jobs and occupations (they can

Have students read these questions and

make up fictional jobs if they wish). This could also be done using

answers out loud with a partner or as a class.

ESL Library's Famous People flashcard set: https://esllibrary.com/

Have students copy these questions

flashcard_genres/5/flashcard_categories/119. Hand out a flashcard

and answers into their notebooks.

to each student and tell students to introduce themselves at an

•

Have students review these questions and answers at home.

international event. (I am Madonna. I am a singer.) You will need to

•

Review these questions and answers in class the next day.

teach some new jobs, such as politician or writer.

•

Encourage students to use these questions

• •

•

and answers outside of the classroom.

SPELLING NOTE:

Encourage students to add these questions

This lesson shows the American spelling of the word Practice.

and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

Assessment / Review Tasks

Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1 Have students identify ten jobs and workplaces in their community that are different from the ones introduced on page 2. Encourage students to write in full sentences. (A dentist works in a dental office.) TASK 2 Hold up full-page flashcards from ESL Library's Job & Occupations set. (https://esllibrary.com/flashcard_genres/8/flashcard_ categories/64) Ask students to give (or shout out if done as a class) one adjective that describes each job.

B E G – B E G / V E R S I O N 2 . 0)

Super Simple Questions

Where Is It? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

I need the hammer.

Student B:

Where is it?

Student A:

It's in the basement.

Student B:

Is it in the toolbox?

Student A:

Yes, it is.

Dialogue 2 Practice the next dialogue with a different partner. Student A:

You need a hairbrush!

Student B:

Where is it?

Student A:

It's in the bathroom.

Student B:

Is it in the cabinet?

Student B:

No, it's not. It's on the counter.

B E G â&#x20AC;&#x201C; B E G / V E R S I O N 1.1)

Where Is It?

Super Simple Questions

Let's Learn! ROOMS OF THE HOUSE

A. Speaking Repeat these rooms of the house. Then repeat the sentences about household items.

Room

Item

kitchen

Sentences

Room

The kettle is in the kitchen.

Item

bedroom

Sentences The pillow is in the bedroom.

living room

The TV is in the living room.

office

dining room

The table is in the dining room.

laundry room

The towels are in the laundry room.

bathroom

The hairbrush is in the bathroom.

basement

The toolbox is in the basement.

The laptop is in the office.

B. Reading

C. Listening & Writing

Read these sentences. Use in + containers (room, box, drawer). Use on + surfaces (wall, floor, bed).

Listen for the household item. Where is it? Write the room. 1.

• The kettle is on the counter. • The hammer is in the toolbox. • The laptop is on the table. • The towel is on the floor. • The hairbrush is in the drawer.

2. 3. 4. 5. 6.

• The pillow is on the bed. • The TV is on the wall. • The table is in the living room.

B E G – B E G / V E R S I O N 1.1)

Where Is It?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Alex needs his towel.

Student A:

I need the laptop.

Student B:

Where is it?

Student B:

Okay.

Student A:

It's in the laundry room.

Student A:

Is it in the kitchen?

Student B:

No, it's not.

Student B:

No, it's in the office.

Student A:

Yes, it is. It's in the basket.

Student A:

No, it's not.

Student B:

No, it's not. Oh, it's in the cabinet.

Student B:

Yes, it is. It's on the desk.

Student A:

No, it's not.

Student B:

Really? Oh, it's in the car!

Dialogue 5

Today's Questions & Answers

Practice the dialogue again with your own information. Student A:

I need .

Student B:

Where is it?

Student A:

It's in the .

Student B:

No, it's not.

Student A:

Yes, it is.

Student B:

Really? Oh, it's .

(household item)

• I need the laptop. Where is it? • It's in the kitchen. • Is it in the drawer? • No, it's on the counter. • No, it's not. • Yes, it is.

(room)

(place)

B E G – B E G / V E R S I O N 1.1)

Where Is It?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to say where an item

TIME:

is in a home. They will learn a useful tip for learning when to use in or on before a location. This lesson introduces rooms of the house

TAGS: functional English, absolute beginner, true beginner, rooms, house, household, prepositions, in, on

and household items. The main verb used in this lesson is need.

Let's Begin! In Dialogues 1 and 2, have students listen to the recording of the dialogues. Then have students read the dialogues out loud

1 hour

C. LISTENING & WRITING Play the recording or read the sentences out loud. Remind your students that they are listening for the room that the item is in.

in pairs. Next, ask students to switch roles (A and B) and read

The TV is in the bedroom.

them out loud again.

The toolbox is on the counter in the basement.

The hairbrush is in the drawer in the bathroom.

Let's Learn!

The kettle is on the counter in the kitchen.

The laptop is on the table in the dining room.

A. SPEAKING

The pillow is in the living room.

Review or introduce rooms and household items in English by

Let's Practice!

having students repeat after the recorded voice (or after you). Explain to your students that we use in + the before a room.

In Dialogues 3 and 4, have students listen to the dialogues before

You could follow up by getting students to practice writing the

they read the dialogues out loud in pairs. Then have them switch

rooms of the house on the back of page 2 or in their notebooks.

roles (A and B) and read them out loud again. In Dialogue 5, have them read the dialogue out loud in pairs with their own

B. READING Explain to your students when to use in (for containers) and on

information, and then get them to switch roles. Make sure that your students are using the correct prepositions.

(for surfaces). Then have students read the sentences silently.

If you think your students can handle it, have them walk around

After, you could ask a few questions about the items in Part B

the classroom and practice the dialogue with various partners.

and have students answer using containers or surfaces. (E.g., Where is the laptop? The laptop is on the table.)

(continued on the next page...)

B E G – B E G / V E R S I O N 1.1)

Where Is It?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson. •

Have students read the questions and answers out loud with a partner or as a class.

•

Have students copy the questions

TASK 3 Invite a small group of students to a corner to have a chat. Assess their understanding of rooms and placement of items by asking about the placement of household items in their own homes. Example Teacher: Let's talk about things in our homes.

and answers into their notebooks.

Tell me where things are in your home.

•

Have students review the questions and answers at home.

Do you have a TV?

•

Review the questions and answers in class the next day.

•

Encourage students to use the questions and answers outside of the classroom.

•

Encourage students to add the questions

[students say yes]

Teacher: Where is it? Allie:

It's in the living room.

and answers to their Vocabulary Word Bank:

Teacher: Is it in the living room at your house, Andy?

https://esllibrary.com/resources/2173

Andy:

No, it's not. It's in the basement.

Assessment / Review Tasks

Teacher: What about you, Juanita? Is the TV in the living room?

Here are some suggested review or evaluation tasks.

(You may need to put the phrase "I don't have a..." on the board

Find Assessment Task forms in our Resources section:

in case your students don't own the item you ask about.)

https://esllibrary.com/resources TASK 1

Juanita: Yes, it is.

After you lead the conversation for a little while, ask one of the students to start asking questions to the others. E.g. Where is the coffee in your home? Where are the books in your home? You

Have some fun this week by putting your coffee cup (or water

could also hold up flashcards of household items to get your

bottle) in strange places around the classroom. Say to your

students to ask and answer questions about certain words, such

students, I need my coffee! Where is it? Listen for correct usage

as TV, laptop, hairbrush, etc. Try the flashcards in our Housing,

from your students as they answer you. You can ask specific

Tools & Toys section: https://esllibrary.com/flashcard_genres/10/

students to answer you if you need to check their understanding

flashcard_categories

of in/on. Teach your students some new vocabulary if they can't express the location properly. This could be a fun way to introduce under. You can also ask yes/no questions to reinforce correct usage of in/on and prompt students to say, Yes, it is and No, it's not.

SPELLING NOTE: This lesson shows the American spelling of the word Practice.

E.g., Is it in the coat closet? Is it on the bookshelf?

Most other English-speaking countries spell it this way: Practise

TASK 2

challenge for your students to find this word in the lesson and

(when used as a verb; Practice when used as a noun). Make it a see if they know the alternate spelling.

Bring in a house and home magazine. Invite students up one at a time to talk with you. Point at household items and ask your students to identify the room and location. E.g., The chair is in the living room.

B E G – B E G / V E R S I O N 1.1)

Super Simple Questions

What Color Is It? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

I got you an apple.

Student B:

Thanks. What color is it?

Student A:

It's red.

Student B:

I like green apples.

Student A:

Sorry. Here's a red one.

Dialogue 2 Practice the next dialogue with a different partner. Student A:

Do you want some grapes?

Student B:

What color are they?

Student A:

They are green.

Student B:

I like red grapes.

Student A:

Really? I like green grapes.

Student B:

I like green apples, but not green grapes.

Student A:

Really? I like red apples and green grapes.

B E G â&#x20AC;&#x201C; B E G / V E R S I O N 2 . 0)

What Color Is It?

Super Simple Questions

Let's Learn! COLORS

A. Speaking Repeat these colors, likes, and dislikes. Colors

Likes & Dislikes Apples are red.

I like red apples.

Oranges are orange.

I like orange oranges.

Bananas are yellow.

I like yellow bananas.

Avocados are green.

I don't like brown avocados.

Blueberries are blue.

I don't like green blueberries.

Plums are purple.

I don't like purple fruit.

The inside of a watermelon is pink.

I like pink watermelon.

The outside of a coconut is brown.

I like white coconuts.

The inside of a pear is white.

I don't like brown pears.

Blackberries are black.

I don't like red berries.

B. Writing

C. Listening

Now turn your paper over and write 10 sentences about the colors of many types of fruit.

Listen to the types of fruit. Give a thumbs up if you like the fruit. Give a thumbs down if you don't.

• Pears are green. • The inside of a watermelon is pink.

B E G – B E G / V E R S I O N 2 . 0)

What Color Is It?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Practice the phone conversation with your partner.

Student A:

My sister has a new car!

Student A:

Hi, dear.

Student B:

Nice! What color is it?

Student B:

Hi, Auntie Becky. What's up?

Student A:

It's yellow.

Student A:

I want to make you a sweater.

Student B:

What color is your car?

Student B:

Okay, thanks!

Student A:

My car is black.

Student A:

What color are your eyes?

Student B:

Black?

Student B:

Green.

Student A:

Yes, I like black cars.

Student A:

Oh, good. I like green. I will make you a green sweater.

Dialogue 5 Practice the phone conversation with your own information. Student A:

Hi, . It's .

Student B:

Hi, . What's up?

Student A:

I have a question for you. What color are your eyes?

Student B:

My eyes? They are . What color are your eyes?

Student A:

My eyes are .

Student B:

Do you like eyes?

Student A:

Yes / No, I like / don't like eyes.

(name)

(color)

Today's Questions & Answers • What color is it? • It's pink.

• What color are your eyes? • I like green.

• Do you like green eyes? • No, I like blue eyes.

B E G – B E G / V E R S I O N 2 . 0)

What Color Is It?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to identify many

TIME:

colors and types of fruit. They will also be able to express basic likes and dislikes. It is best to print or display this lesson in color.

TAGS: functional English, absolute beginner, true beginner, color, colors, fruit, fruits, eye color, likes, dislikes

To save on color copies, you could do this lesson in groups.

Let's Begin! In Dialogues 1 and 2, have students listen to the recordings of the dialogues. Then have students read the dialogues out loud in pairs. Next, ask students to switch roles (A and B) and read them out loud again.

Let's Learn! A. SPEAKING Review or introduce colors and fruit in English by having students repeat after the recorded voice (or after you). You may want to introduce the words "strawberry" and "raspberry" for the last image in the Likes & Dislikes section. B. WRITING

1 hour

C. LISTENING Now play the recording or say the following fruit names and colors. Pause the recording and question any student who puts a thumb up when it should be down. (E.g., Do you like green bananas?) You can also question students who say no about types of fruit that are usually well liked, such as red apples. (E.g., You don't like red apples?) 1.

green bananas

yellow watermelon

pink pears

orange oranges

red apples

purple coconut

green blackberries

white blueberries

Let's Practice! In Dialogues 3 and 4, have students listen to the dialogues before they read the dialogues out loud in pairs. Then have them switch roles (A and B) and read them out loud again. In Dialogue 5,

Next, get students to practice writing about colors

have them read the dialogue out loud in pairs with their own

and fruit. Use ESL Library's Fruit flashcards as prompts.

information, and then get them to switch roles.

(https://esllibrary.com/flashcard_genres/13/flashcard_ categories/42) (E.g., Hold up the pineapple and say, What color is it? Your students will write or say, Pineapples are yellow.) These flashcards include cross sections of fruits so that students can see the inside and outside colors. Alternatively, ask students to bring in real fruit.

If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners. They can pretend that they are on the telephone and can't see each other's eyes. (continued on the next page...)

B E G – B E G / V E R S I O N 2 . 0)

What Color Is It?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson.

TASK 3 Tell your students they are going to play a game called Fruit Salad. Place a Fruit flashcard on the back of each student. (https:// esllibrary.com/flashcard_genres/13/flashcard_categories/42)

Have students read the questions and

Play "What Am I?" and assess your students as they play.

answers out loud with a partner or as a class.

Students have to guess what fruit they are by asking each other

Have students copy the questions

Yes/No questions (e.g., What color am I? What color is my inside? Do I

and answers into their notebooks.

have a pit? Do I have seeds? Do I have a shell? Can you peel me?). You

•

Have students review the questions and answers at home.

may need to place some questions on the board. Tell your students

•

Review the questions and answers in class the next day.

not to guess until they are 100% sure which fruit they are. Those

•

Encourage students to use the questions

who guess correctly get to go in the fruit salad bowl. Those who

and answers outside of the classroom.

guess incorrectly become the rotten fruit. At the end of the game,

Encourage students to add the questions

describe the fruit salad. (E.g., What is in our fruit salad? We have a red

and answers to their Vocabulary Word Bank:

apple, a yellow banana, some green grapes, etc.) Then describe the

https://esllibrary.com/resources/2173

rotten fruit!

• •

•

Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1

SPELLING NOTE: This lesson shows the American spelling of the words Color and Practice. Most other English-speaking countries spell these words this way: Colour and Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

Have students write out the color of the inside and outside of a piece of fruit as you hold up a flashcard. For higher-level learners, you can teach the words peel, shell, skin, flesh, seeds, pit, and juice. Lower-level learners can describe the inside and outside of a fruit. TASK 2 Ask students to tell you what color cars they see as the cars drive by a window. If you don't have a window with a street on it, go to a parking lot. For higher-level learners, you can introduce color shades. (E.g., What color is that car? It's blue. What shade of blue? It's light blue. Yes. We also call that baby blue.) See Visual Learning Resources: https://esllibrary.com/resources/2320

B E G – B E G / V E R S I O N 2 . 0)

Simple Sentences

Clothing Vocabulary What item of clothing is this? Who often wears this item? Write sentences with words from the boxes below.

Item • • • • • •

polo shirt tracksuit cap gloves blazer uniform

Picture

Person • • • • • •

jeans overalls tuxedo flip-flops cowboy boots dress

• • • • • •

farmer runner groom golfer police officer office worker

• • • • • •

skier teenager baseball player lifeguard cowboy model

Sentences This is a tracksuit. A runner wears a tracksuit. These are flip-flops. A lifeguard wears flip-flops.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Vocabulary cont. # 4

Picture

Sentences

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Expressions A. Styles & Patterns  Listen to the sentences. Match each sentence to the correct picture. 1.

It is dark.

It is dressy.

It is light.

It is casual.

It is plaid.

It is floral.

It is striped.

It is heavy.

It is polka-dotted.

10. It is light.

c b

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Expressions cont. B. Size & Fit  Listen to the sentences. Match each sentence to the correct picture. 1.

They are wide.

They are too short.

They are narrow.

They are loose.

They are low.

They are tight.

They are high.

It is large.

They are too long.

10. It is small.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Questions & Answers Read the questions and answers about clothing and accessories. On the next two pages, practice asking and answering questions using complete sentences. Use the words in parentheses to help you. #

Picture

Questions & Answers What does Kent wear under his vest? (shirt) He wears a shirt under his vest. What does Kent wear over his vest? (jacket) He wears a jacket over his vest.

Does Kent’s vest have buttons? (yes)

Kent’s Vest

Yes, it does. What does Kent’s vest have on the sides? (pockets) It has pockets on the sides.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers What is Lucia wearing to the wedding? (gown)

What color is Lucia’s gown? (blue) 2

What length is Lucia’s gown? (floor-length)

Lucia’s Gown

Does Lucia’s gown have straps? (no)

What are you wearing today? (shorts)

Why are you wearing shorts? (hot) 3

What are you wearing with your shorts? (T-shirt)

Your Shorts

What will you change into later? (jeans)

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers What does Grandpa wear to bed? (pajamas)

What pattern is on Grandpa’s pajamas? (stripes) 4

Do Grandpa’s pajamas have pockets? (yes)

Grandpa’s Pajamas

What time does Grandpa put on his pajamas? (8:00 pm)

Yes, he’s wearing socks.

He is wearing sneakers over them. 5

Jesse’s Socks

No, he isn’t missing one.

His socks are brown.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Pair Work (Student A) A. Complete the Chart Find out the missing information by asking your partner. #

Name

Accessory

Tracey

mittens

Maya

Grandpa

gloves

Auntie Kim

scarf

Jose

Hannah

Franco

Liz

Andre

Janette

Style / Fit

Wearing with... hat

wide

striped

jeans

gold

belt

dress

sweatband

red, white, and blue casual

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Pair Work (Student B) A. Complete the Chart Find out the missing information by asking your partner. #

Name

Accessory

Tracey

Maya

Grandpa

Auntie Kim

Jose

cowboy boots

Hannah

bracelet

Franco

Liz

Andre

Janette

Style / Fit

Wearing with...

soft

slippers

pajamas

too big for him

hat and coat

winter coat

too tight

wedding gown

leather

purse

suit

large

tracksuit

flip-flops

bathing suit

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Pair Work cont. B. Writing Work together to make sentences using the information from Part A.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Clothing, Footwear, or Accessory? A. What Is This? What is in each picture? Is it an item of clothing, a type of footwear, or an accessory?

jacket 1.

clothing / footwear / accessory

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Clothing, Footwear, or Accessory? cont. A. What Is This? cont.

clothing / footwear / accessory

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Clothing, Footwear, or Accessory? cont. A. What Is This? cont.

10.

clothing / footwear / accessory

11.

12.

clothing / footwear / accessory

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Clothing, Footwear, or Accessory? cont. B. Writing Work with a partner to make sentences about all of the items in Part A. What does each item go well with? 1. A jacket goes well with a pair of jeans. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Class Survey Fill in the details about your own clothing preferences. Then walk around the class and find out what your classmates wear. What do you wear... Classmate

on weekdays?

on special occasions?

What is your favorite... item of clothing?

accessory?

shoes?

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary What clothing item or accessory do you see in the picture? Add some more pictures of your own.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary cont.

10.

11.

12.

13.

14.

15.

16.

17.

18.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary cont.

19.

20.

21.

22.

23.

24.

25.

26.

27.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary cont.

28.

29.

30.

31.

32.

33.

34.

35.

36.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary cont.

37.

38.

39.

40.

41.

42.

43.

44.

45.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Picture Dictionary cont.

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Assessment Student / Group:

Date

Level

Criteria

Theme

Skills

Clothing

� Speaking � Listening � Reading � Writing

Achieved

Achieved with Help

Needs Improvement

identifies items of clothing, footwear, and accessories uses the present progressive to describe what someone is wearing describes the style, pattern, size, and fit of an item of clothing asks questions about what someone is wearing answers questions about what someone is wearing

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Self-Assessment CLOTHING

Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say and write words for clothing, footwear, and accessories? use the present progressive to describe what someone is wearing? say and write words that describe the style, pattern, size, and fit of an item of clothing? ask and answer questions about what someone is wearing? My Notes

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

Students learn vocabulary associated with clothing and accessories.

TIME:

They practice describing clothing through various speaking and writing activities.

2–3 hours

TAGS: clothing, accessories, shoes, footwear, vocabulary, writing, speaking, sentences, questions, descriptions

Vocabulary

Questions & Answers

This is a tracksuit. A runner wears a tracksuit.

These are flip-flops. A lifeguard wears flip-flops.

Her gown is blue.

This is a tuxedo. A groom wears a tuxedo.

Her gown is floor-length.

These are overalls. A farmer wears overalls.

This is a uniform. A police officer wears a uniform.

This is a dress. A model wears a dress.

I’m wearing shorts because it’s hot.

This is a blazer. An office worker wears a blazer.

I’m wearing a T-shirt with my shorts.

These are gloves. A skier wears gloves.

This is a cap. A baseball player wears a cap.

She is wearing a gown to the wedding.

No, it doesn’t. 3.

I’m wearing shorts today.

I will change into jeans later. 4.

He wears pajamas to bed.

10. This is a polo shirt. A golfer wears a polo shirt.

There are stripes on his pajamas.

11. These are cowboy boots. A cowboy wears cowboy boots.

Yes, they do.

12. These are jeans. A teenager wears jeans.

He puts on his pajamas at 8:00 pm. 5.

Is Jesse wearing socks? What is Jesse wearing over his socks?

Expressions

Is Jesse missing a sock?

Play the recordings for Parts A and B. Have students complete the task. As a review, listen to the recording again and have students repeat the sentences out loud.

What color are Jesse’s socks? (continued on the next page...)

A. ST YLES & PATTERNS 1. j

3. f

5. a

7. e

9. d

2. i / b

4. g

6. h

8. c

10. i / b

1. h

3. c

5. d

7. e

9. a

2. g

4. j

6. b

8. i

10. f

B. SIZE & FIT

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Answer Key cont. Pair Work

Clothing, Footwear, or Accessory?

A. COMPLETE THE CHART

A. WHAT IS THIS?

Have students ask what kind of accessory each person is wearing,

Answers may vary.

what the accessory is like, and what they are wearing it with. Model possible spoken/written questions and answers. For example:

jacket, clothing

tank top, clothing

•

What accessory is Tracey wearing? She is wearing mittens.

earrings, accessory

•

What are Tracey’s mittens like? They are soft.

dress, clothing

•

What is Tracey wearing them with? She is wearing them

belt, accessory

with a hat.

bow tie, accessory

boots, footwear

skirt, clothing

sandals, footwear

Accessory

Style/Fit

What he/she wore it with

mittens

soft

hat

slippers

wide

pajamas

gloves

too big for him

hat and coat

scarf

striped

winter coat

B. WRITING

cowboy boots

too tight

jeans

Have students work in pairs to write sentences about what the

bracelet

gold

wedding gown

items in Part A would go well with. Answers will vary, but possible

belt

leather

suit

purse

large

dress

sweatband

red, white, and blue

tracksuit

flip-flops

casual

bathing suit

B. WRITING Answers will vary.

10. shorts, clothing 11. sneakers, footwear 12. pajamas, clothing

answers include: 1.

A jacket goes well with a pair of jeans.

A tank top goes well with a pair of shorts.

Earrings go well with a necklace.

A dress goes well with high-heeled shoes.

A belt goes well with a pair of pants.

A bow tie goes well with a shirt.

Boots go well with a skirt.

A skirt goes well with a blouse.

Sandals go well with a pair of shorts.

10. Shorts go well with a T-shirt. 11. Sneakers go well with a pair of jeans. 12. Pajamas go well with a pair of slippers. (continued on the next page...)

– LO W I N T / V E R S I O N 3 . 0)

Clothing

Simple Sentences

Answer Key cont. Class Survey

Assessment Tools

Have students complete the survey by talking to their

You will find an assessment and self-assessment tool at the

classmates. You may want to follow up with a class discussion.

end of the lesson. You can assess your students as they work

Take up the results and find out which types of clothing your

through the skill-using activities, or you can use the flashcards or

students like to wear.

one of the tasks to create your own summative assessment for this theme based on the criteria provided. Hand out the selfassessment tool at the end of the unit and have your students

Picture Dictionary

reflect on their own learning.

Answers may vary. This vocabulary review and expansion task can be used in multiple ways: to elicit vocabulary before starting the

SPELLING NOTE:

lesson, to give faster students something to work on, for homework

This lesson shows the American spelling of the words Color,

after the lesson, for review the next day, etc. 1.

sweater

16. vest

Favorite, Pajamas, and Practice. Most other English-speaking 31. slippers

countries spell these words this way: Colour, Favourite, Pyjamas,

T-shirt

17. jeans

32. boxer shorts

and Practise (when used as a verb; Practice when used as a noun).

belt

18. sneakers

33. panties

Make it a challenge for your students to find these words in the

jacket

19. cowboy boots

34. bra

lesson and see if they know the alternate spellings.

earrings

20. coat

35. socks

shorts

21. blazer

36. mittens

scarf

22. bow tie

37. tuxedo

flip-flops

23. boots

38. bracelet

tie

24. gloves

39. gown

10. suit

25. purse

40. uniform

11. dress

26. sandals

41. overalls

12. cap

27. tank top

42. skirt

13. polo shirt

28. pajamas

43. backpack

14. dress shirt

29. nightgown

44. sweatband

15. tracksuit

30. bathrobe

45. blouse

– LO W I N T / V E R S I O N 3 . 0)

Simple Sentences

Food Vocabulary What kind of food is this? Complete two sentences for each picture using words from the boxes below.

Sentence 1 • • • • • •

hamburger cauliflower mushroom turkey peach banana

Picture

Sentence 2 • • • • • •

taco muffin corn pineapple cake pizza

• • • • • •

fast food Thanksgiving baked peel yellow raw

• • • • • •

pepperoni Mexican don’t like blueberry fruit juicy

Sentences hamburger This is a . fast food I like . This is a . It’s a muffin. This is a . I like food.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Vocabulary cont. # 4

Picture

Sentences This is a slice of . It’s pizza. This is a . You have to it before you eat it. This is a . It is . This is a . It is a type of . This is an ear of . It’s . This is a . I raw mushrooms. This is a . I it myself. I love . I eat it . This is a . We’re eating it for .

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Expressions A. Likes & Dislikes  Listen and repeat the sentences. Then listen and repeat the food types, cuisines, and food adjectives. After that, talk with a partner about your likes and dislikes. 1. I like + food/cuisine.

3. I like/don’t like + adjective + food.

• I like cake.

• I like spicy food.

• I like Chinese food.

• I don’t like greasy food.

2. I don’t like + food/cuisine.

4. I have never tried + food.

• I don’t like cauliflower.

• I have never tried sushi.

• I don’t like Mexican food.

• I have never tried frog legs.

Food Types 

Cuisines 

Food Adjectives 

• fruit

• Mexican food

• spicy

• vegetables

• Chinese food

• bland

• meat

• Italian food

• greasy

• grains

• Japanese food

• salty

• dessert

• Indian food

• sweet

• junk food

• Korean food

• sour

• dairy products

• Thai food

• crunchy

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Expressions cont. B. What Did You Eat?  Listen and repeat the sentences. Then listen and repeat the types of meals. I had + food + for + meal. • I had a banana for breakfast. • They had rice for lunch. • We had spaghetti for dinner.

Meals  • breakfast • lunch • dinner

• brunch • snack

• Joey had crackers for a snack.

C. Ordering Food at a Restaurant  Listen and repeat the sentences. Then listen and repeat the menu items. 1. I’ll + have + a + type of food. • I’ll have a cheeseburger. • I’ll have a piece of apple pie.

Menu Items  • appetizer • main/main dish • side dish

• dessert • beverage • special

2. I’ll + have + the + menu item. • I’ll have the side salad. • I’ll have the lunch special. • I’ll have the lasagna.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Questions & Answers Read the questions and answers about ordering food at a restaurant. On the next two pages, practice asking and answering questions using complete sentences. Use the words in parentheses to help you. #

Picture

Questions & Answers Would you like an appetizer? (yes) Yes, I would. What would you like? (shrimp cocktail) I’ll have the shrimp cocktail, please.

Would you like cocktail sauce or tartar sauce? (cocktail sauce)

Appetizer

I’d like cocktail sauce, please. Would you like the shrimp cocktail before the salad? (salad first) No, I would like the salad first.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers What kind of salad would you like? (what options?)

We have spinach, garden, or Caesar salad. (garden, please) 2

What kind of dressing would you like? (ranch)

Salad

Would you like bacon bits and cheese? (bacon bits)

Did you see our pasta special? (no)

It’s penne with tomato sauce. (add mushrooms?) 3

Sure. Would you like a full or half size? (half is fine)

Main

How do you like your pasta cooked? (al dente)

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers Can I interest you in a cup of coffee or tea? (kinds of tea?)

We have orange pekoe, chamomile, and mint. (a cup of coffee) 4

Would you like regular or decaf? (decaf)

Beverage

Do you take cream or sugar in your coffee? (milk)

The dessert of the day is chocolate cake.

No, it’s not baked here. We buy it from a local bakery. 5

Dessert

Yes, it comes with ice cream.

Yes, you may have whipped cream instead.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Pair Work (Student A) A. Complete the Chart Find out the missing information by asking your partner. #

Name

Ray

Bella

Bob

Kris

Kahn

Marilyn

Sonia

Bianca

Andrew

Beverage

Appetizer

Main

cheese sticks

orange juice

Dessert brownie

roast beef

baked potato

soda

caramel cake

cheeseburger vanilla ice cream

spinach salad

lemonade

steak

tossed salad

coffee

nothing

fish

shrimp cocktail

water

coffee

stir-fry

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Pair Work (Student B) A. Complete the Chart Find out the missing information by asking your partner. #

Name

Beverage

Ray

tea

Bella

Bob

Kris

Kahn

Marilyn

Sonia

Bianca

Andrew

Appetizer

Main

Dessert

pasta

Caesar salad

chocolate milk

apple pie

hamburger

chicken soup

iced tea

ice cream

tacos

nachos

fresh fruit

red wine

chicken fingers

chicken wings

beer

chocolate cake

nachos

potato skins

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 .1)

fruit salad

Food

Simple Sentences

Pair Work cont. B. Writing Work together to make sentences using the information from Part A.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Food Verbs A. Identify the Verbs Which verb do you see in the picture?

1. bake

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Food Verbs cont. A. Identify the Verbs cont.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Food Verbs cont. A. Identify the Verbs cont.

10.

11.

12.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Food Verbs cont. B. Writing Work with a partner to make sentences about all of the food verbs in Part A. Write sentences that you would see in a recipe. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Class Survey Complete the first column with types of food or beverages of your choice. Then walk around the classroom and chat with your classmates. Fill in the chart below. Food / Beverage

Classmate

pizza

Dislike

– LO W I N T / V E R S I O N 3 .1)

Never Tried

Food

Simple Sentences

Picture Dictionary What food or beverage do you see? Write the word below each picture. Place a  beside food you like. Place an  beside food you don’t like. Place a  beside food you have never tried. Add some more pictures of your own at the end.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Picture Dictionary cont.

10.

11.

12.

13.

14.

15.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Picture Dictionary cont.

16.

17.

18.

19.

20.

21.

22.

23.

24.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Picture Dictionary cont.

25.

26.

27.

28.

29.

30.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Picture Dictionary cont.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Assessment Student / Group:

Date

Level

Criteria

Theme

Skills

Food

� Speaking � Listening � Reading � Writing

Achieved

Achieved with Help

Needs Improvement

identifies many types of food and menu items describes food likes and dislikes uses a variety of adjectives to describe food uses a variety of food prep verbs uses words for different cuisines asks and answers questions about different parts of a meal

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Self-Assessment FOOD

Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say and write many types of food? describe my food likes and dislikes? use adjectives to describe food? make sentences about food using have and had? ask questions about meals? answer questions about meals? use different verbs for food preparation?

My Notes

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

Students learn food vocabulary through various writing and

TIME:

speaking activities. They also practice question formation and learn common expressions used when ordering and talking about food.

Vocabulary

2–3 hours

TAGS: food, breakfast, lunch, dinner, dessert, restaurant, menu, food vocabulary, simple present, questions, answers

Questions & Answers

hamburger, fast food

pineapple, fruit

muffin, blueberry

corn, yellow

taco, Mexican

mushroom, don’t like

pizza, pepperoni

10. cake, baked

banana, peel

11. cauliflower, raw

peach, juicy

12. turkey, Thanksgiving

Answers may vary. 2.

I’ll have the garden salad, please. I’ll have ranch dressing, please. I’ll have bacon bits, please. 3.

brainstorm common food likes and dislikes as a class. You can also

The half size is fine, thank you. I like my pasta al dente. 4.

What kinds of tea do you have? I’ll have a cup of coffee, please.

discuss exotic foods that students would likely have never tried.

I’d like decaf, please.

Follow up by having students discuss their own likes and dislikes in pairs or small groups.

No, I didn’t. Can I add mushrooms?

Expressions After listening and repeating the items in Part A, you may want to

What are my options?

I take milk. 5.

What is the dessert special?

For Part B, you could follow up by asking students what they had

Is it baked here?

for breakfast that day, dinner the night before, and so on.

Does it come with ice cream?

For Part C, you can let students know they will see more examples of ordering food at a restaurant in the Questions & Answers and Pair Work tasks that follow this task. You may also

Can I have whipped cream instead? (continued on the next page...)

wish to point out that “entrée ” is another common word for “main” in some areas, especially in North America. In other regions, “entrée” can mean “appetizer.”

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Answer Key cont. Pair Work

Food Verbs

A. COMPLETE THE CHART

A. IDENTIFY THE VERBS

Model possible spoken/written questions and answers.

Answers may vary.

For example:

bake

stir

slice

pour grill

•

What did Ray have to drink? He had tea.

•

What did Ray order as an appetizer? He ordered cheese sticks.

cut

•

What did Ray order for a main? He ordered pasta.

grate

10. heat up/microwave

•

What did Ray have for dessert? He had a brownie.

boil

11. fry

peel

12. chop/dice

Beverage

Appetizer

Main

Dessert

tea

cheese sticks

pasta

brownie

orange juice

Caesar salad

roast beef

apple pie

chocolate milk

baked potato

hamburger

caramel cake

soda

chicken soup

cheeseburger

ice cream

iced tea

spinach salad

tacos

lemonade

nachos

red wine

B. WRITING Have students work in pairs to write sentences about the verbs in Part A. Answers will vary. Possible answers: 1.

Bake the cake.

Stir the soup.

Slice the bread.

Pour the batter.

Cut the cheese.

Grill the steaks.

Grate the cheese.

10. Heat up the cake.

Boil the water.

11. Fry the potatoes.

vanilla ice cream

Peel the orange.

12. Chop the beet.

steak

fresh fruit

Class Survey

tossed salad

chicken fingers

nothing

coffee

chicken wings

fish

chocolate cake

beer

shrimp cocktail

nachos

coffee

water

potato skins

stir-fry

fruit salad

Have the students complete the survey by talking to their classmates. You may want to follow up with a class discussion. Take up the results and find out which foods your students like and dislike. Are there any foods that everyone likes or that nobody has tried? Consider having a classroom potluck! (continued on the next page...)

B. WRITING Answers will vary.

– LO W I N T / V E R S I O N 3 .1)

Food

Simple Sentences

Answer Key cont. Picture Dictionary Answers may vary. This vocabulary review and expansion task can be used in multiple ways: to elicit vocabulary before starting the lesson, to give faster students something to work on, for homework after the lesson, for review the next day, etc. 1.

bread

16. French fries/fries

broccoli

17. cake

milk

18. pasta/penne

pineapple

19. taco

muffin

20. cauliflower

soup

21. hamburger

coffee

22. turkey/turkey dinner

mushroom

23. sushi

corn

24. apple

10. watermelon

25. orange

11. pizza

26. tea

12. steak/beef

27. onion

13. rice

28. water

14. peach

29. ice cream

15. shrimp/prawn

30. lemon

Assessment Tools You will find an assessment and self-assessment tool at the end of the lesson. You can assess your students as they work through the skill-using activities, or you can use the flashcards or one of the tasks to create your own summative assessment for this theme based on the criteria provided. Hand out the selfassessment tool at the end of the unit and have your students reflect on their own learning.

– LO W I N T / V E R S I O N 3 .1)

Word Bank

Body Parts 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.0)

Body Parts Word Bank

Picture Dictionary

arm

shoulder

hand

finger

back

chest

neck

head

leg

knee

foot

toe

(VERSION 1.0)

Body Parts Word Bank

Matchup

D 6. head

2. neck 4. chest

7. toe

5. arm

B 8. foot

E C

3. back

1. finger

(VERSION 1.0)

Body Parts Word Bank

3 1

Word Choice arm

foot

leg

hand

knee

foot

knee

leg

neck

toe

head

shoulder

chest

neck

chest

arm

back

shoulder

finger

(VERSION 1.0)

Body Parts Word Bank

Word Search

(VERSION 1.0)

Body Parts Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _ _ ba __ __ __ __ __ __ __

_ c _ _ _ _ _ _ _

_ k

ckab

eto

_ ___ _ _____ _ _

ndah

grenif

edah

l shoduer

eekn

tofo

Use the letters in the circles to make a new word.

We must take care of our _ _ _ _ _ _ .

(VERSION 1.0)

Body Parts Word Bank

Spelling Bee

1 hand

(VERSION 1.0)

Body Parts Word Bank

Question Time

How many fingers do you have?

How many feet do you have?

How many toes do you have?

Whatâ&#x20AC;&#x2122;s on top of your neck?

Can you touch your back?

Are your arms long or short?

Do you like your feet?

What can you use your legs for?

What can you use your hands for?

(VERSION 1.0)

Body Parts Word Bank

Listening

Write the number next to the picture.

(VERSION 1.0)

Body Parts Word Bank

Answer Key

6 Spelling Bee

2 Matchup 1. C 2. D

3. B 4. G

5. A 6. H

7. E 8. F

3 Word Choice 1. hand 2. neck 3. chest 4. back

5. knee 6. leg 7. head 8. shoulder

4 Word Search h

r m

a m d

r m

o p

g d

a m h

b g g g

r m

1. hand 2. knee 3. back 4. head 5. shoulder

6. neck 7. foot 8. chest 9. finger

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

8 Listening Play the recording or read the following out loud: 1. hand 2. chest 3. shoulder 4. finger 5. leg 6. foot

7. neck 8. head 9. knee 10. arm 11. back 12. toe

Editor’s Note:

5 Word Scramble 1. back 2. toe 3. hand 4. finger 5. head

6. shoulder 7. knee 8. foot 9. bodies

Note that there is a separate Word Bank lesson on the Face, and it would be a good follow-up to this lesson. https://esllibrary.com/courses/113/ lessons/2417

(VERSION 1.0)

Simple Sentences

Health Vocabulary The people below aren’t feeling well. Write a question and an answer for each person.

Illnesses • • • • • •

stiff neck cramps earache hiccups stomachache cold

Picture

• • • • • •

fever rash laryngitis backache headache sore throat

Sentences What’s the matter with him? a stiff neck. He has What’s the matter with you? have laryngitis. I She

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Vocabulary cont. # 4

Picture

Sentences He I He He He I She She I

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Expressions A. Questions 

B. I Feel... 

Listen and repeat these questions.

Listen and repeat these sentences.

• How are you feeling?

• I feel sick.

• How are you doing today?

• I’m not feeling good.

• You don’t look so good. Are you sick?

• I’m not feeling that great.

• You look sick. Are you feeling okay?

• I don’t feel well.

• What’s the matter? You don’t look well.

• I’m a little under the weather today.

• What’s wrong? You look sick.

• I feel nauseous.

C. I Have...  Listen and repeat these sentences. • I have a cold.

• I have the flu.

• I have a runny nose.

• I have a really bad stomachache.

• I have a cough.

• I have a sore throat.

• I have a bad headache.

• My back is killing me.

D. Practice Practice asking and answering questions with a partner. Ex. A: What’s the matter? You don’t look well. B: I have a bad headache.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Injuries A. Matching Match the injuries with the pictures below. Then write the past tense of each verb. Letter

Injury

bruise

cut

sprain

scrape

get a sunburn

burn

break

dislocate

Past Tense

g h

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Injuries cont. B. Writing Sentences The people below were injured recently. Write questions and answers using the vocabulary from Part A. # 1

Picture

Sentences What happened to you? cut my finger. I What happened to him? He I He She I She He

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Questions & Answers Read the questions and answers about injuries. On the next two pages, practice asking and answering questions using complete sentences. Use the words in parentheses to help you. #

Picture

Questions & Answers What happened to Juan? (cut) He cut his finger. Where did it happen? (kitchen) It happened in the kitchen.

Is he okay? (yes)

Juan

Yes, he is. Did it hurt? (yes, very painful) Yes, it was very painful.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers What happened to Anya? (scrape)

Where did it happen? (street) 2

Is she okay? (yes)

Anya

Did it hurt? (yes, a little)

What happened to you? (break)

Where did it happen? (mountain) 3

Are you okay? (no)

Did it hurt? (yes, a lot)

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Questions & Answers cont. #

Picture

Questions & Answers

She sprained her ankle.

It happened at home. She fell down the stairs. 4

Tomiko

Yes, she’s okay, but now she can’t walk.

Yes, it did. It hurt a lot.

I dislocated my shoulder.

It happened at the gym. 5

Yes, I’m okay, but I have to wear a shoulder brace.

Yes, it was very painful. It still hurts now.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Pair Work (Student A) A. Injuries These people hurt themselves. Find out what happened to everyone. Jon

Benji

Ricardo

Amir

Eric

Sophia

Mena

Lee

B. Illnesses These people aren’t feeling well. Find out what’s wrong with everyone. Elena

Takashi

Jacob

Scott

Alfonso

Liam

Tyrone

Zoe

Jordana

Anna

Rajesh

Jamal

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Pair Work (Student B) A. Injuries These people hurt themselves. Find out what happened to everyone. Jon

Benji

Ricardo

Amir

Eric

Sophia

Mena

Lee

B. Illnesses These people aren’t feeling well. Find out what’s wrong with everyone. Elena

Takashi

Jacob

Scott

Alfonso

Liam

Tyrone

Zoe

Jordana

Anna

Rajesh

Jamal

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Pair Work cont. C. Writing Work together to make sentences using the information from Parts A and B.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Class Survey A. Your Illness or Injury Choose one of the illnesses or injuries below. Pretend this is your illness or injury. Fill in what is wrong with you.

I have .

I .

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Class Survey cont. B. Survey Walk around the class and find out what’s wrong with everyone. If someone has an injury, find out how it happened. Classmate

Illness or Injury

– LO W I N T / V E R S I O N 3 . 0)

Injury Notes

Health

Simple Sentences

Picture Dictionary Describe each illness or injury. Add some more illnesses or injuries in the empty boxes.

1. fever

5. sprain

7. laryngitis

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Picture Dictionary cont.

10.

11.

12.

13.

14.

15.

16.

17.

18.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Picture Dictionary cont.

19.

20.

21.

22.

23.

24.

25.

26.

27.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Picture Dictionary cont.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Assessment Student / Group:

Date

Level

Criteria

Theme

Skills

Health

� Speaking � Listening � Reading � Writing

Achieved

Achieved with Help

Needs Improvement

describes various illnesses in speaking and writing describes various injuries in speaking and writing uses the simple present correctly to describe illnesses uses the simple past correctly to describe injuries asks and answers questions about illnesses and injuries Notes

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Self-Assessment HEALTH

Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say and write many types of illnesses? say and write many types of injuries? use the simple present and simple past to describe illnesses and injuries? ask and answer questions about illnesses and injuries? My Notes

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

Students learn vocabulary associated with illnesses and injuries

TIME:

through individual, pair, and group activities. They also practice the past tense through various writing and speaking exercises.

2–3 hours

TAGS: illness, injury, injuries, health, sick, sickness, accidents, hurt, be, feel, have, simple present, simple past, picture dictionary, grammar, health vocabulary

Vocabulary

Injuries

What’s the matter with him? He has a stiff neck.

A. MATCHING

What’s the matter with you? I have laryngitis.

What’s the matter with her? She has a fever.

What’s the matter with him? He has a backache.

What’s the matter with you? I have a cold.

What’s the matter with him? He has an earache.

What’s the matter with him? He has a stomachache.

What’s the matter with him? He has a sore throat.

What’s the matter with you? I have a rash.

Letter

Injury

Past Tense

bruise

bruised

cut

sprain

sprained

scrape

scraped

get a sunburn

got a sunburn

burn

burned/burnt

break

broke

dislocate

dislocated

10. What’s the matter with her? She has a headache. 11. What’s the matter with her? She has cramps. 12. What’s the matter with you? I have the hiccups.

Expressions Play the recordings for Parts A, B, and C or have students repeat after you. Pair students up for Part D to practice talking about how they’re feeling (real or imagined).

B. WRITING SENTENCES 1.

What happened to you? I cut my finger.

What happened to him? He broke his leg.

What happened to you? I dislocated my shoulder.

What happened to him? He got a sunburn.

What happened to her? She sprained her ankle.

What happened to you? I burned/burnt my hand.

What happened to her? She scraped her knee.

What happened to him? He bruised his knee.

(continued on the next page...)

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Answer Key cont. Questions & Answers

Class Survey

A. YOUR ILLNESS OR INJURY

She scraped her knee. It happened on the street.

Have students choose one illness or injury from the chart, or cut

Yes, she is.

out the boxes and hand one out to each student. Have students fill

Yes, it hurt a little. 3.

in the missing information for that illness or injury.

I broke my leg. It happened on a mountain.

B. SURVEY

No, I’m not. 4.

Yes, it hurt a lot.

Have students complete the survey by talking to their classmates.

What happened to Tomiko?

They should answer questions using the illness or injury they chose

Where did it happen?

in Part A. Students can ask “What’s the matter?” or “What’s wrong?”

Is she okay? Did it hurt? 5.

Picture Dictionary

What happened to you? Where did it happen?

Answers may vary. This vocabulary review and expansion task can

Are you okay?

be used in multiple ways: to elicit vocabulary before starting the

Did it hurt?

lesson, to give faster students something to work on, for homework after the lesson, for review the next day, etc.

Pair Work A. INJURIES

fever

15. broken leg

chest pain

16. cold / flu

earache

17. backache / back pain

Student A:

Student B:

stiff neck / sore neck

18. hiccups

Benji bruised his knee.

Jon broke his leg.

sprain / sprained ankle

19. blister

Amir dislocated his shoulder.

Ricardo burned/burnt his hand.

scrape / scraped knee

20. cough

Sophia sprained her ankle.

Eric got a sunburn.

laryngitis

21. toothache

Lee cut his finger.

Mena scraped her knee.

burn / burned/burnt hand

22. cut

sore throat

23. headache / migraine

B. ILLNESSES

10. dislocated shoulder

Student A:

Student B:

Takashi has a backache. Scott has a sore throat. Liam has the hiccups.

Alfonso has a stomachache.

Tyrone has an earache.

Zoe has a cold.

Jordana has a fever.

Anna has a headache.

Rajesh has a stiff neck.

Jamal has laryngitis.

11. cramps

24. stomachache / upset stomach

12. diarrhea / constipation

25. rash

Elena has cramps.

13. bruise / bruised knee

26. nausea / nauseous

Jacob has a rash.

14. runny nose

27. sunburn

(continued on the next page...)

C. WRITING Answers will vary.

– LO W I N T / V E R S I O N 3 . 0)

Health

Simple Sentences

Answer Key cont. Assessment Tools You will find an assessment and self-assessment tool at the end of the lesson. You can assess your students as they work through the skill-using activities, or you can use the flashcards or one of the tasks to create your own summative assessment for this theme based on the criteria provided. Hand out the selfassessment tool at the end of the unit and have your students reflect on their own learning.

– LO W I N T / V E R S I O N 3 . 0)

Word Bank

Feelings 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.0)

Feelings Word Bank

Picture Dictionary

happy

sad

angry

scared

excited

worried

sick

tired

surprised

jealous

bored

confused

(VERSION 1.0)

Feelings Word Bank

Matchup

F 2. confused

1. bored

3. worried

B A 5. happy

C 7. angry

4. jealous

D 6. sad 8. tired

(VERSION 1.0)

Feelings Word Bank

3 1

Word Choice tired

happy

confused

angry

bored

scared

tired

confused

sick

tired

sad

jealous

angry

excited

worried

confused

tired

sick

angry

happy

surprised

jealous

confused

(VERSION 1.0)

Feelings Word Bank

Word Search

(VERSION 1.0)

Feelings Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _j _ _ _ _ _ _ _

_ e _ _ _ _ _ _ _

_ a _ _ _ _ _ _ _

_l o _u __ s __

l j e o a u s

r d b o e

d s a

_ _ _ _ _

k i c s

_____ _ _ _

u r i s d p s e r

i d r t e

n g r a y

p a p h y

Use the letters in the circles to make a new word.

I _ _ _ _ _ a lot when Iâ&#x20AC;&#x2122;m happy.

(VERSION 1.0)

Feelings Word Bank

Spelling Bee

1 happy

(VERSION 1.0)

Feelings Word Bank

Question Time

What makes you feel happy?

Are you tired today? Why or why not?

What are you worried about?

When did you last feel surprised?

Are you scared of spiders? Anything else?

Do you get bored on weekends?

What makes you feel sad?

What are you excited about?

What makes you feel angry?

(VERSION 1.0)

Feelings Word Bank

Listening

Write the number next to the picture.

(VERSION 1.0)

Feelings Word Bank

Answer Key

6 Spelling Bee

2 Matchup 1. B 2. E

3. C 4. F

5. A 6. D

7. H 8. G

3 Word Choice 1. tired 2. sick 3. excited 4. jealous

5. scared 6. confused 7. worried 8. surprised

4 Word Search i

c x

e a c e

o o p x u c

a b

d a n a x

a y

h o a n d c

c p p g c k

e o d

a d y d

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

z d d c d r

6. worried 7. sick 8. jealous 9. surprised

8 Listening

h a p p y r

1. happy 2. angry 3. excited 4. confused 5. scared

Play the recording or read the following out loud: 1. worried 2. excited 3. sick 4. bored 5. jealous 6. confused

7. happy 8. sad 9. scared 10. tired 11. angry 12. surprised

e e e n d g t

e d About the Emoji:

5 Word Scramble 1. jealous 2. bored 3. sad 4. sick 5. surprised

6. tired 7. angry 8. happy 9. laugh

The emoji (and their derivatives) used in this lesson are from Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

(VERSION 1.0)

Grammar Practice Worksheets

Prepositions of Direction Table of Contents 2

Picture Dictionary Prepositions & Places in the City

Grammar Notes Prepositions of Direction

Exercise 1 Matchup

Exercise 2 Fill in the Blanks

Exercise 3 Listen & Draw

Exercise 4 Writing

Reference Asking for & Giving Directions

Exercise 5 Unscramble the Sentences

Exercise 6 Map & Dialogues

Exercise 7 Quiz: Find the Errors

Answer Key

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Picture Dictionary A. Prepositions of Direction

across from

around the corner from

at 123 Main Street

behind

between

far from

in front of

kitty-corner to

near

next to / beside

on Main Street

on the corner of

I N T â&#x20AC;&#x201C; I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Picture Dictionary cont. B. Places in the City

bank

theater

hospital

gas station

library

grocery store

shopping mall

bakery

laundromat

bus stop

park

parking lot

I N T â&#x20AC;&#x201C; I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Grammar Notes PREPOSITIONS OF DIRECTION

A. Introduction Prepositions of direction are words (such as on, between, and other prepositions of place) and expressions (such as around the corner from and kitty-corner to) that show the location of an object. They are common to use when giving directions.

B. Pattern Here is a common sentence pattern to use when describing the location of a building in the city:

The + [noun] + is + [preposition] + the + [noun]. Examples: • The bank is between the grocery store and the bakery. • The bank is around the corner from the theater.

Summer Street

Theater

Bakery

Bank

Grocery Store

Bus Stop

Smith Street

• The bus stop is across from the library.

Main Street

Library

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 1

MATCHUP Match the prepositions with the matching pictures. i

Ex. in front of 1.

between

around the corner from

far from

on the corner of

kitty-corner to

behind

across from

next to

near

i k g

10. on Main Street

a h

I N T â&#x20AC;&#x201C; I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 2 FILL IN THE BLANKS Write the correct preposition from the box in the blanks. next to Ex. The bank is the grocery store. Word List:

1. The grocery store is the gas station.

• • • • • • • • • • •

2. The bus stop is the grocery store. 3. The library is the grocery store. 4. The bank and the grocery store are Main Street. 5. The library is 123 Main Street. 6. The hospital is Main Street and Smith Street. 7. The car is parked the bank.

on the corner of behind next to on beside across from at between in front of far from kitty-corner to

8. The shopping mall is the bakery. 9. The gas station is the shopping mall.

Grocery Store

Hospital

Park

Bus Stop

Pine Street

Bakery

Bank

Main Street

Library

Smith Street

Summer Street

10. The bank is the bakery and the grocery store.

Gas Station

Shopping Mall

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 3 LISTENING

Library

Smith Street

Listen to the recording. Draw the missing items on the map.

Main Street

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 4 WRITING Describe your hometown. What useful places are there? Where are they located? Use prepositions of direction.

Example: I live in a big city. There are two grocery stores on Main Street. My bank is also on Main Street. The bank is between the laundromat and the bakery...

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Reference ASKING FOR & GIVING DIRECTIONS

A. Asking for Directions There are a few different ways to politely ask for directions in English. Examples: • Excuse me. Where is the nearest bank? • Do you know where the bank is? • Could you please tell me where the bank is?

• Can you tell me where the nearest bank is? • Sorry to bother you, but I’m looking for the bank.

B. Giving Directions There are many ways to give someone directions in English. The verbs walk, go, and head are common and have the same meaning. Turn and make also have the same meaning. Examples: • Walk two blocks up Main Street. • Go one and a half blocks down Main Street. • Walk up Main Street to the corner. Turn left and go half a block. • Just go down Main Street. You can’t miss it! • Walk up 41st Avenue. You’ll see the gas station across from the movie theater. • Go up 41st Avenue for three blocks. It’s between the bakery and the laundromat. • Head down Main Street. The park is only a few minutes from here. • Go along Main Street until you see the mall. The parking lot is behind the mall. • The nearest bus stop is in front of the laundromat. Just head down 41st Avenue for about five minutes. • Go straight up Main Street until you get to the corner. It’s kitty-corner to the theater.

• Walk two blocks. Turn right on Main Street. It’s around the corner from the mall. • When you get to 41st Avenue, make a right and go one more block. You’ll see it. • Walk along Main Street. It’s on your left. • The nearest parking lot is behind the grocery store. Just go up Main Street and make a right.

Note: When giving directions in English, up, down, and along can have the same meaning. If the street is flat, use any one of these prepositions: • Go up/down/along Main Street for two blocks. When there is a hill, use up and down. • Go up Main Street (up the hill). • Go down Main Street (down the hill).

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 5 UNSCR AMBLE THE SENTENCES Rewrite the sentences in the correct order. Ex. blocks / on / two / walk / Jones / Street Walk two blocks on Jones Street. 1. walk / Main / along / Street

2. right / turn / Avenue / on / Sunset

3. down / Union / head / Street

4. on / Avenue / First / left / turn

5. up / Mission / until / see / bank / Street / you / the / head

6. left / three / go / make / a / and / blocks

7. one / walk / and / block / turn / right

8. straight / and / up / go / Street / turn / left / Cherry

9. you / 35th / turn / get / to / Avenue / right / when

10. go / and / 22nd / along / Avenue / just / left / make / a

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 6 MAP & DIALOGUES

A. Map

Theater

Bakery

Grocery Store

Laundromat

Hospital

Pine Street

Bank

Smith Street

Summer Street

Look over the map. You will use it in the dialogues in Part B on page 12.

Park

You are here

Bus Stop

Parking Lot

Main Street

Library Gas Station

Shopping Mall

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 6 cont. B. Dialogues With a partner, read Dialogues 1 and 2 out loud. Then write Dialogues 3 and 4 together using the map from Part A on page 11. Dialogue 1

Dialogue 2

Excuse me. Could you please tell me how to get to the bakery?

Excuse me. Can you tell me how to get to the theater?

Certainly. Go along Main Street for two blocks. The bakery is on the corner of Main Street and Summer Avenue.

Sure. Walk one block to Smith Street. Turn right and go half a block. It’s on your left next to the grocery store.

Thanks. I appreciate it.

Thanks a lot.

You’re welcome.

No problem.

Dialogue 3

Dialogue 4

Excuse me. Could you please tell me how to get to the ?

Sure. .

. I appreciate it.

You’re .

A: B:

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Exercise 7 QUIZ: FIND THE ERRORS Find one error in each sentence. Rewrite the correct sentences. Ex. The hospital is kitty-corner of the shopping mall. The hospital is kitty-corner to the shopping mall. 1. The bank is in the corner of Pine Street and 2nd Avenue.

2. Turn left and walk Station Street down.

3. The park is near gas station.

4. The bus stop is in front on the park.

5. Walk three block down Pine Street.

6. Turn right and heads up Seymour Avenue.

7. The parking lot behind the bakery.

8. Laundromat is far from the bank.

9. Turn left on the Smith Street.

10. Go along Oak Street and make right.

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Answer Key Exercise 1

Exercise 4

If your students are struggling with this exercise, allow them to

Answers will vary. Check that your students are using prepositions

refer back to the Picture Dictionary on page 2.

correctly. Students may write about a fictional city if they choose.

1. c

3. f

5. j

7. g

9. b

2. e

4. h

6. d

8. a

10. k

You may want to follow up by having students discuss their hometowns in pairs of groups.

Exercise 5

Exercise 2 1.

kitty-corner to

beside

in front of

on the corner of

10. between

across from

behind

far from

Exercise 3

Walk along Main Street.

Turn right on Sunset Avenue.

Head down Union Street.

Turn left on First Avenue.

Head up Mission Street until you see the bank.

Go three blocks and make a left. / Make a left and go three blocks.

Play the recording or read the transcript out loud. Give students a minute to draw each building in the appropriate location. To correct it, you may want to sketch the map below on the whiteboard or hold up the Answer Key so that students can check their work.

Walk one block and turn right. / Turn right and walk one block.

Go straight up Cherry Street and turn left. / Turn left and go straight up Cherry Street.

When you get to 35th Avenue, turn right. / Turn right when you get to 35th Avenue.

10. Just go along 22nd Avenue and make a left. /

Transcript:

Just make a left and go along 22nd Avenue.

The hospital is beside the library.

The park is kitty-corner to the library.

The bus stop is in front of the hospital.

The grocery store is across from the library.

The hospital is between the library and the bank.

Exercise 6 A. MAP Have students study the map individually for a few minutes.

Hospital

Library

Smith Street

Bank

Alternatively, pair students up and have them take turns describing the location of the buildings using prepositions of place. B. DIALOGUES Answers will vary. Monitor your students for correct pronunciation

Bus Stop

and preposition usage. You could also have each pair act out one

Main Street

of their dialogues in front of the class. You may want to teach them how to politely tell someone that they can’t give directions.

Grocery Store

Park

(E.g., Sorry, I’m not sure where the bank is. I’m not from around here.) (continued on the next page...)

I N T – I N T / V E R S I O N 1.1)

Prepositions of Direction

Grammar Practice Worksheets

Answer Key cont. Exercise 7 1.

The bank is on the corner of Pine Street and 2nd Avenue.

Turn left and walk down Station Street.

The park is near the gas station.

The bus stop is in front of the park.

Walk three blocks down Pine Street.

Turn right and head up Seymour Avenue.

The parking lot is behind the bakery.

The laundromat is far from the bank.

Turn left on Smith Street.

10. Go along Oak Street and make a right. SPELLING NOTE: This lesson shows the American spelling of the word Theater. Most other English-speaking countries spell it this way: Theatre. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling. GR AMMAR NOTE: Note that far from is technically an adverb, but we’ve included it in this lesson as a preposition expression in contrast with near. For a discussion on prepositions vs. adverbs, see our blog post: http://blog.esllibrary.com/2013/05/09/preposition-or-adverb/ EDITOR’S NOTE: Consider making a treasure hunt-style activity for your students if your school is in a suitable area and your students are an appropriate age. Have a list of 10 instructions where students (in pairs or small groups) have to write what they see. (For example, #1 could be: Leave the school. Turn left. Walk two blocks to the corner of Main Street and Robson Avenue. Which building is on your left beside the bank? ) Alternatively, have students pair up and draw a map of the area around your school. You could tell them they have to map out five blocks or so.

I N T – I N T / V E R S I O N 1.1)

Word Bank

Weather & Seasons 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.1)

Weather & Seasons Word Bank

Picture Dictionary

Draw your own picture in the empty box.

spring

summer

fall / autumn

winter

sun

rain

clouds

wind

hail

snow

storm

(VERSION 1.1)

Weather & Seasons Word Bank

Picture Dictionary cont. My favorite season is spring. Flowers bloom in the springtime.

There are a lot of clouds in the sky. It’s cloudy.

My favorite season is summer. It’s hot in the summertime.

The wind is blowing. It’s windy.

My favorite season is fall. The leaves turn yellow and red in the fall.

The hail is loud on the roof. It’s hailing.

My favorite season is winter. It’s cold in the wintertime.

I love the snow! The snowy mountains look beautiful. It’s snowing.

The sun is shining. It’s sunny.

Are you afraid of storms? It’s a stormy day.

I don’t like the rain. It’s a rainy day. It’s raining.

(VERSION 1.1)

Weather & Seasons Word Bank

Matchup 8. spring

6. winter

1. storm

5. clouds

3. sun

7. rain

2. wind

4. fall

(VERSION 1.1)

Weather & Seasons Word Bank

3 1

Word Choice spring

clouds

fall

wind

winter

rain

wind

sun

storm

clouds

wind

snow

spring

rain

fall

hail

summer

rain

fall

hail

winter

snow

(VERSION 1.1)

Weather & Seasons Word Bank

Word Search

(VERSION 1.1)

Weather & Seasons Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _ _i w __ __ __ __ __ __ __

_ n _ _ _ _ _ _ _

_ d ___ _ __ _ ___ _

dinw

umrsme

l afl

msotr

ahil

nerwit

iarn

nus

Use the letters in the circles to make a new word.

Whatâ&#x20AC;&#x2122;s the _ _ _ _ _ _ _ like today?

(VERSION 1.1)

Weather & Seasons Word Bank

Spelling Bee

1 fall

(VERSION 1.1)

Weather & Seasons Word Bank

Question Time

What’s your favorite season?

What’s your least favorite season?

Do you like walking in the rain?

What do you like to do on sunny days?

What do you like to do when it’s raining?

Do you like walking in the snow?

Are you afraid of storms?

What is hail?

Do you sometimes see shapes in the clouds?

(VERSION 1.1)

Weather & Seasons Word Bank

Listening

Write the number next to the picture.

(VERSION 1.1)

Weather & Seasons Word Bank

Answer Key

2 Matchup 1. C 2. G

6 Spelling Bee

3. H 4. D

5. E 6. B

7. A 8. F

3 Word Choice 1. spring 2. sun 3. snow 4. winter

5. wind 6. storm 7. summer 8. hail

4 Word Search m m s

n w

u w

m e

r m r

n m m o

o p p

w c

m m m o

u m m e

5 Word Scramble 1. wind 2. summer 3. fall 4. storm 5. hail

6. winter 7. rain 8. sun 9. weather

1. fall 2. rain 3. sun 4. wind 5. spring

6. storm 7. hail 8. clouds 9. snow

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

8 Listening Play the recording or read the following out loud: 1. fall 2. winter 3. clouds 4. sun 5. hail 6. spring

7. storm 8. wind 9. summer 10. rain 11. snow

Spelling Note: This lesson shows the American spelling of the word Favorite. Most other English-speaking countries spell it this way: Favourite. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spellings.

(VERSION 1.1)

Word Bank

Transportation 1

Picture Dictionary

Matchup

Word Choice

Word Search

Word Scramble

Spelling Bee

Question Time

Listening

Answer Key

Flashcards

(VERSION 1.0)

Transportation Word Bank

Picture Dictionary

car

truck

bus

taxi

airplane

helicopter

train

subway

boat

motorcycle

bicycle

wheelchair

(VERSION 1.0)

Transportation Word Bank

Matchup E

7. truck

1. motorcycle

4. bicycle

H 2. helicopter

5. taxi

8. airplane

3. wheelchair

6. subway

(VERSION 1.0)

Transportation Word Bank

3 1

Word Choice taxi

train

car

airplane

bus

boat

truck

motorcycle

bus

bicycle

train

taxi

airplane

bicycle

helicopter

car

boat

motorcycle

wheelchair

subway

bus

helicopter

subway

wheelchair

(VERSION 1.0)

Transportation Word Bank

Word Search

n m

u m c

m x

w e

a m

c m a

y m e

(VERSION 1.0)

Transportation Word Bank

5 1 2 3 4 5 6 7 8

Word Scramble _ b _ _ _ _ _ _ _

_ u _ _ _ _ _ _ _

_ s _ _ _ _ _ _ _

usb

_ _ _ _ _ _

_ ______

ckurt

lihepocret

xiat

obta

______ ____

omortyccel

iarnepl a

cra

Use the letters in the circles to make a new word.

How do you get to _ _ _ _ _ _ ?

(VERSION 1.0)

Transportation Word Bank

Spelling Bee

1 subway

(VERSION 1.0)

Transportation Word Bank

Question Time

How do you get to school?

How often do you ride a bicycle?

Do you like taking the bus?

Are you afraid of flying in an airplane?

Would you rather travel on a train or an airplane? Why?

Which do you prefer, cars or trucks? Why?

How often do you go on a boat?

Is there a subway in your city?

Is your school wheelchair-friendly? What about your city?

(VERSION 1.0)

Transportation Word Bank

Listening

Write the number next to the picture.

(VERSION 1.0)

Transportation Word Bank

Answer Key

2 Matchup 1. E 2. B

6 Spelling Bee

3. F 4. G

5. A 6. D

7. C 8. H

3 Word Choice 1. taxi 2. train 3. airplane 4. bus

5. boat 6. bicycle 7. motorcycle 8. subway

4 Word Search r

a b

b u

k n m

u m c b b a

u c k

z u x p c k

u b

y e i

l l

y p

r w e a

b b

a x

a m i

a c m a u n u

c d

l m x j

1. subway 2. wheelchair 3. boat 4. bicycle 5. train

6. motorcycle 7. truck 8. airplane 9. helicopter

7 Question Time Answers will vary. This task can be completed individually with written answers, orally in pairs or groups, or both.

8 Listening Play the recording or read the following out loud: 1. train 2. bus 3. taxi 4. motorcycle 5. airplane 6. wheelchair

7. bicycle 8. helicopter 9. car 10. boat 11. subway 12. truck

e y m e u n i

b k e

5 Word Scramble 1. bus 2. truck 3. helicopter 4. taxi 5. boat

6. motorcycle 7. airplane 8. car 9. school

(VERSION 1.0)

Adverbs of Frequency

Grammar Practice Worksheets

Adverbs of Frequency Table of Contents 2

QUICK AND HANDY GR AMMAR REVIEW Adverbs of Frequency

EXERCISE 1: Fill in the Blanks Write an adverb in each blank.

EXERCISE 2: Patterns Rewrite the sentences in the correct order.

EXERCISE 3: Interview Your Partner Ask and answer questions.

EXERCISE 4: Writing Describe a typical day.

EXERCISE 5: Class Survey Ask your classmates questions.

EXERCISE 6: Quiz Circle the correct answer.

ANSWER KEY

EXTR A PR ACTICE: How Often? Optional activity.

Adverbs of Frequency

Grammar Practice Worksheets

Quick and Handy Grammar Review ADVERBS OF FREQUENCY

A. Introduction to Adverbs An adverb is a word that describes a verb, an adjective, another adverb, or a complete sentence. #

Example

Explanation

They always walk to school.

The adverb always describes the verb walk.

My motorcycle is really fast.

The adverb really describes the adjective fast.

My teacher speaks very quickly.

The adverb very describes the adverb quickly, and quickly describes the verb speaks.

I like the rain, actually.

The adverb actually describes the whole sentence.

B. Adverbs of Frequency Adverbs of frequency (also known as frequency adverbs or adverbs of time) answer the question how often. Frequency

Adverb

100%

always

95%

almost always

80%

usually, often, frequently

50%

sometimes, occasionally

20%

not very often, seldom

10%

rarely

almost never

never

Examples: • He goes shopping. How often does he go shopping? He sometimes goes shopping. • My sister eats breakfast. How often does she eat breakfast? She usually eats breakfast.

Adverbs of Frequency

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. C. Patterns Adverbs of frequency have three sentence patterns in English.

Examples Pattern

Adv + V

BE + Adv

V + Adv + V

Notes

Adverbs of frequency are usually placed before the verb they describe.

With the verb to be (is, am, are, was, were, will be, etc.), adverbs of frequency come after the Be verb. In this position, the adverb usually describes an adjective.

When the verb has two or more parts, the most common spot for an adverb of frequency is after the first part of the main verb.

Sentence

Explanation

She never studies.

Never describes how often she studies.

My friend usually plays baseball with us.

Usually describes how often my friend plays baseball.

I always watch TV before bed.

Always describes how often I watch TV before bed.

My brother is always hungry.

Always describes how often he is hungry.

You are almost never late.

Almost never describes how often you are late.

Her children are often tired.

Often describes how often her children are tired.

I have never been to Europe.

Never describes how often I have been to Europe.

Older books are usually found at the back of the library.

Usually describes how often the books are found at the back of the library.

She has never been told to keep quiet.

Never describes how often she has been told to keep quiet.

Adverbs of Frequency

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. D. Exceptions Exception #1

Exception #2

Because they’re so common, some frequency adverbs can be moved around in the sentence and assume other adverb positions. Sometimes, often, and usually fall into this category. These examples are all correct and have the same meaning:

The position of not very often is an exception to the normal rule. Add not to the auxiliary verb do (before the main verb) and place very often at the end of the sentence.

• Sometimes he is late. • He is sometimes late. • He is late sometimes.

• She doesn’t go to parties very often.

E. Notes Note #1

Note #2

Though usually used with the simple present tense, it is possible to discuss frequency using other tenses. For example, we can say:

Most adverbs of frequency are very common in English, but seldom, occasionally, and frequently are more formal and less commonly used. � We frequently visit our grandparents. (formal)

� � We often/usually visit our grandparents. (more common)

• I always ate breakfast when I was a child. (simple past)

� They seldom drink coffee. (formal)

� � They don’t drink coffee very often. (more common)

• I will never eat broccoli when I grow up. (simple future) • He is always reading. (present progressive) • She has never cried during a movie. (present perfect)

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 1 FILL IN THE BLANKS Write one adverb in each blank that matches the percentage below the blank. Note that the adverb in number 8 is divided up. Look back at the chart on page 2 if you need to. usually Ex. My parents drink coffee in the morning. (80%)

1. My brother drives to school. (50%)

2. They walk their dog after dinner. (80%)

3. She is sad. (5%)

4. Melissa practices the piano after school. (80%)

5. My neighbor goes swimming in his pool . (50%)

6. Daniela texts me. (10%)

7. Chris is bored. (0%)

8. He does forget his homework . (20%)

9. Your cat wants to sit on me. (100%)

10. She has seen the ocean. (0%)

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 2 PATTERNS Rewrite the sentences in the correct order. There may be more than one correct adverb position. Ex. tests / difficult / English / are / often English tests are often difficult. 1. she / never / swimming / goes

2. is / friendly / he / always

3. shower / sing / I / often / in / the

4. sister / my / angry / gets / never / almost

5. movies / he / sometimes / likes / scary

6. delicious / almost / mother / your / food / always / cooks

7. often / don’t / call / other / each / very / they

8. classmates / come / class / my / usually / time / on / to

9. we / go / vacation / on / in / always / summer / the

10. doesn’t / she / do / homework / very / her / often

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 3 INTERVIEW YOUR PARTNER

A. Ask Questions Ask your partner the following questions. Write his or her answers using adverbs of frequency. Ex. How often do you check your email?

3. How often do you go to the dentist?

He rarely checks his email. 1. How often do you wear running shoes?

4. How often do you go to bed before 10:00 pm?

2. How often do you eat junk food?

5. How often do you go camping?

B. Write Questions Now write three more questions with “how often,” and then write your partner’s answers. 1.

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 4 WRITING Describe a typical day. Write at least 10 sentences. Use adverbs of frequency.

Example When I wake up, I always brush my teeth. I often wear jeans to class. InÂ class, we usually study grammar during the first hour...

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 5 CLASS SURVEY Walk around your class and ask your classmates the questions below. Try to talk to as many of your classmates as you can. You only need to write the adverb of frequency, but use complete sentences when you are speaking. #

How often do you...

do your homework?

go out for dinner?

go to the movies?

read books?

study English?

play sports?

text your friends?

call your family?

brush your teeth?

sleep in?

Example Robyn: Tara, how often do you do your homework? Tara: I always do my homework. Robyn writes Tara’s name and the adverb of frequency always in the chart.

Name

Adverb of Frequency

Adverbs of Frequency

Grammar Practice Worksheets

Exercise 6 QUIZ Circle the correct answer. 1. The bus arrives on time.

7. My parents go on vacation to Hawaii.

(10%)

(80%)

a) sometimes b) rarely c) always

a) very often b) often c) never

2. Our teacher gives us homework. (95%)

a) almost always b) never c) always

9. She brushes her teeth before bed.

(5%)

(100%)

a) almost never b) sometimes c) often

a) almost never b) almost always c) always

4. She doesn’t read books . (20%)

a) usually b) seldom c) (not) very often

10. She is nervous before a presentation. (80%)

a) usually b) rarely c) sometimes

5. My friend cries during movies . (50%)

a) sometimes b) often c) almost always 6. They are tired on Mondays. a) usually b) always c) rarely

(50%)

a) rarely b) always c) sometimes

3. He is on time for class.

(80%)

8. I babysit my younger cousins.

11. I get hungry before lunch. (95%)

a) always b) almost never c) almost always 12. He goes skiing. He prefers snowboarding. (0%)

a) not very often b) never c) always

Adverbs of Frequency

Grammar Practice Worksheets

Answer Key Exercise 1

Exercise 5

sometimes / occasionally

Answers will vary. If your students can handle it,

usually / often / frequently

have them ask a follow-up question.

almost never

usually / often / frequently

sometimes / occasionally

rarely

never

not, very often

You may want to follow up by having students report on their

always

findings. (E.g., John: Mary doesn’t go to the movies very often

10. never

Exercise 2 1.

She never goes swimming.

He is always friendly.

I often sing in the shower. / Often, I sing in the shower. / I sing in the shower often.

My sister almost never gets angry.

He sometimes likes scary movies. / Sometimes he likes scary movies. / He likes scary movies sometimes.

Your mother almost always cooks delicious food.

They don’t call each other very often.

My classmates usually come to class on time. / Usually, my classmates come to class on time. / My classmates come to class on time, usually.

We always go on vacation in the summer.

10. She doesn’t do her homework very often.

John: How often do you go to the movies? Mary: I don’t go to the movies very often. John: Why not? Mary: Because it’s too expensive.

because it’s too expensive.)

Exercise 6 1. b

3. a

5. a

7. b

9. c

11. c

2. a

4. c

6. a

8. c

10. a

12. b

Extra Practice Optional activity. Cut up the premade question cards (Part A), or have students make their own using the blank cards (Part B), or both. Cards can be used for a variety of activities. One suggestion is to put students in groups and have a student choose a question card and answer using an adverb of frequency in a complete sentence. If that student answers correctly, he or she gets a point. The student with the most points wins. SPELLING NOTES: This lesson shows the American spelling of the words Neighbor, Color, Jewelry, and Practice. Most other English-speaking countries

Exercise 3

spell these words this way: Neighbour, Colour, Jewellery, and Practise (when used as a verb; Practice when used as a noun).

Answers will vary. Monitor your students for correct spoken and written sentences.

Exercise 4 Answers will vary.

Adverbs of Frequency

Grammar Practice Worksheets

Extra Practice HOW OFTEN?

A. Question Cards How often do you exercise?

How often do you play tennis?

How often do you go snowboarding?

How often do you go shopping?

How often do you walk your dog?

How often do you go to the movies?

How often do you cook dinner?

How often do you watch TV?

How often do you buy flowers for someone?

How often do you listen to music?

How often do you make a mistake?

How often do you play an instrument?

How often do you go skiing?

How often do you do laundry?

How often do you arrive early to class?

How often do you talk on the phone?

How often do you arrive late to class?

How often do you wear bright colors?

How often do you do your homework?

How often do you wear jewelry?

How often do you speak in English?

How often do you go hiking?

How often do you look up a word in your dictionary?

How often do you go swimming?

How often do you drink tea?

How often do you text your friends or family?

Adverbs of Frequency

Grammar Practice Worksheets

Extra Practice cont. B. Make Your Own Cards

Super Simple Questions

What Size Is It? Let's Begin! Dialogue 1 Practice the dialogue with your partner. Student A:

I don't like my wallet.

Student B:

What size is it?

Student A:

It's small.

Student B:

How small is it?

Student A:

Look at it. It's tiny!

Student B:

That's a change purse!

Student A:

Yes. I need a bigger one for my cash and cards.

Dialogue 2 Practice the next dialogue with a different partner. Student A:

Grandpa's suitcase won't work.

Student B:

What size is it?

Student A:

It's big.

Student B:

How big?

Student A:

It's huge!

Student B:

Let me see. Oh, you're right. It's too big.

Student A:

Yes. I need a smaller one to use as a carry-on.

/ V E R S I O N 1. 0)

What Size Is It?

Super Simple Questions

Let's Learn! SIZES

A. Adjectives Repeat these sizes. Then repeat the sentences about these wallets and bags.

tiny

small

My change purse is tiny.

Your wallet is small.

medium-sized / average-sized Her purse is medium-sized.

big

huge

His backpack is big.

Their suitcase is huge.

/ V E R S I O N 1. 0)

What Size Is It?

Super Simple Questions

Let's Learn! cont. B. Too + Adjective Use too + adjective to show that something is not the right size:

Spelling Tip:

• This change purse is too small.

Remember that the adverb "too" with two o's means overly.

• That suitcase is too big.

C. Comparative Adjectives Use smaller + than or bigger + than to compare sizes: • My change purse is smaller than your wallet. • Her purse is bigger than your wallet.

D. The Same Size Use the same size as to describe equal sizes: • Your backpack is the same size as mine. • My purse is the same size as your briefcase.

/ V E R S I O N 1. 0)

What Size Is It?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Practice the conversation with your partner.

Student A:

Do you have any pockets in your coat?

Student A:

Your backpack is too small for a laptop.

Student B:

I have one.

Student B:

What size is your laptop?

Student A:

What size is your pocket?

Student A:

It's the same size as yours.

Student B:

It's small.

Student B:

No. Mine is small.

Student A:

Let me see. Oh, it's smaller than my wallet. I'll bring my purse.

Student A:

How small is it?

Student B:

It's tiny.

Student B:

What size is your purse?

Student A:

It's huge.

Let me see. Oh, that's a tablet! No wonder this bag is so small.

Dialogue 5 Practice the conversation with your own information. Student A:

Hey. What size is your ?

Student B:

My ? It's .

Student A:

How is it?

Student B:

It's than your .

Student A:

Let me see. Can you fit my cell phone in it?

Student B:

What size is your cell phone ?

Student A:

It's .

(wallet/purse/pocket)

(size)

(comparative)

(wallet/purse/pocket)

(size)

Today's Questions & Answers • What size is it? • It's medium-sized.

• How small is it? • It's tiny.

• How big is it? • It's too big.

/ V E R S I O N 1. 0)

What Size Is It?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

After doing this lesson, students will be able to identify

TIME:

and compare basic sizes. They will also review some names for wallets and bags.

Let's Begin! In Dialogues 1 and 2, have students listen to the recordings of the dialogues. Then have students read the dialogues

1 hour

TAGS: functional English, beginner, size, purses, bags, luggage, adjectives, comparatives, too

C. COMPAR ATIVES Introduce your students to very basic comparatives (smaller than / bigger than). Practice with some items in the classroom.

out loud in pairs. Next, ask students to switch roles

Another theme that works well for practicing sizes is

(A and B) and read them out loud again. Help them

Animals. Use our Animals Flashcards for extra practice:

place emphasis on the correct words (e.g., tiny, huge).

https://esllibrary.com/flashcard_genres/14/flashcard_categories/6

Let's Learn!

Here are some related grammar lessons to try: •

https://esllibrary.com/courses/116/lessons/2496

A. ADJECTIVES Check your student's knowledge of the theme-based vocabulary. Then review or introduce sizes of wallets and bags in English by having students repeat after the recorded voice (or after you).

Adjectives:

•

Comparative Adjectives: https://esllibrary.com/courses/116/lessons/2531

Let's Practice!

B. TOO + ADJECTIVE Now introduce how to use the adverb "too" before big and small. Use a small bag or pocket with items in your class to practice. Ask the question: Does it fit? For more examples and teaching tips for this adverb, see our blog post: http://blog.esllibrary.com/2014/02/27/so-such-too/

In Dialogues 3 and 4, have students listen to the dialogues before they read the dialogues out loud in pairs. Then have them switch roles (A and B) and read them out loud again. In Dialogue 5, have them write their own information and then read the dialogue out loud in pairs. Then get them to switch roles. If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners. They can try both dialogues. (continued on the next page...)

/ V E R S I O N 1. 0)

What Size Is It?

Super Simple Questions

Answer Key cont. Today's Questions & Answers There are many ways you could use these questions and answers to review what students have learned in this lesson. • •

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell this word this way: Practise (when used as a verb; Practice when used as a noun).

Have students read the questions and

Make it a challenge for your students to find this word in the

answers out loud with a partner or as a class.

lesson and see if they know the alternate spelling.

Have students copy the questions and answers into their notebooks.

•

Have students review the questions and answers at home.

•

Review the questions and answers in class the next day.

•

Encourage students to use the questions and answers outside of the classroom.

•

Encourage students to add the questions and answers to their Vocabulary Word Bank: https://esllibrary.com/resources/2173

Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section: https://esllibrary.com/resources TASK 1 Give students flashcards of wallets and bags from this lesson. Ask them to identify the words and describe the size (orally or in writing) using adjectives and comparatives. (E.g., A change purse is tiny. A change purse is smaller than a purse.) TASK 2 Ask each student to bring in an empty purse, wallet, or bag. Place all of the bags on a table at the front of your class. Encourage students to bring different types. Assess your students individually to see if they can identify each type of bag and describe the size. Then check if they can compare different sizes accurately. Choose a few items such as a cell phone or large book and ask if these things fit in some of the bags. For example: Teacher: Does the globe fit in the backpack? Student: No, the backpack is too small. / No, the globe is too big.

/ V E R S I O N 1. 0)

Grammar Practice Worksheets

Singular & Plural Nouns Table of Contents 2

Grammar Notes Singular & Plural Nouns

Exercise 1 Proper & Common Nouns

Exercise 2 Regular Nouns

Exercise 3 Listening & Speaking

Exercise 4 Spelling & Pronunciation

Exercise 5 How Many?

Exercise 6 Irregular Nouns

Exercise 7 Fill in the Blanks

Exercise 8 Find the Errors

Exercise 9 Picture This!

Exercise 10 Quiz

Grammar Assessment Tool

Self-Assessment

Answer Key

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Grammar Notes SINGULAR & PLUR AL NOUNS

A. Introduction to Nouns A noun is a person, place, or thing. Nouns are usually the subject (before the verb) or object (after the verb) of a sentence. • Julia likes puppies. • The students are taking a test.

B. Proper & Common Nouns Proper nouns are the names of people, places, or things. In English, proper nouns take a capital letter. Common Noun

Proper Noun

Common Noun

Proper Noun

a person

Ali

an ocean

Atlantic Ocean

a pet

Fido

a river

Amazon River

a city

London

a lake

Lake Baikal

a country

Brazil

a mountain

Mount Fiji

a building

Eiffel Tower

a park

Central Park

a company

Coca-Cola

a planet

Jupiter

C. Singular Nouns Singular means one. A singular common noun often has an article (a, an, or the) or the number one in front of it. • a truck • an umbrella • the bank • one sandwich

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Grammar Notes cont. D. Regular Plural Nouns Plural means two or more. To form the plural of most regular nouns, add the ending -s. A plural common noun often has the, a number (two or more), or no article in front of it. • a cat  cats • an apple  apples • the chair  the chairs • one banana  two bananas Look at the spelling patterns for regular plural nouns. Can you think of any more nouns to add to this chart? Rule

Singular

Plural

Add -s to most regular nouns.

• banana • flower • toy

• bananas • flowers • toys

If the noun ends in a consonant + -y, change -y to -i and add -es.

• candy • butterfly • puppy

• candies • butterflies • puppies

If the noun ends in -s, -z, -x, -ch, or -sh, add -es.

• kiss • box • dish

• kisses • boxes • dishes

If the noun ends in a consonant + -o, add -es.

• potato • tomato • hero

• potatoes • tomatoes • heroes

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Grammar Notes cont. E. Pronunciation Rules for Regular Plural Nouns How is the plural ending -s pronounced? That depends on the final sound of the singular noun. Listen to the recording and repeat the examples. #

Rule

Examples

If the noun ends with the voiceless (soft) sounds f, k, p, t, or θ, pronounce the -s ending as s.

• roofs • books

• maps • cats

• months

If the noun ends with the voiced (loud) sounds b, d, g, l, m, n, ŋ, r, ð, v, w, or any vowel sound, pronounce the -s ending as z.

• • • • • •

• • • • •

If the noun ends with the voiceless sounds s, ks, ∫, or t∫ or the voiced sounds dӡ, ӡ, or z, pronounce the -s ending as ız (as a separate syllable).

• kisses • boxes • wishes

cribs beds dogs girls plums vans

/ V E R S I O N 1. 3)

songs sisters clothes caves cows

• batches • bridges • garages

bananas trees plays pianos emus

• quizzes

Singular & Plural Nouns

Grammar Practice Worksheets

Grammar Notes cont. F. Irregular Plural Nouns Irregular nouns don’t take the -s ending to form the plural. Instead, there are various changes or no changes to these nouns. • a goose  geese • a die  dice • a fish  fish Look at the spelling patterns for irregular plural nouns. Can you think of any more nouns to add to this chart? Type of Change

Pattern

Singular

Plural

-a  -e

• man • woman

• men • women

• foot • tooth

• feet • teeth

Middle Vowel Change -oo  -ee

Middle Vowel + Consonant Change

(various)

• person • mouse

• people • mice

Ending Added

(various)

• child • ox

• children • oxen

-fe / -f  -ves

• knife • half

• knives • halves

• cactus • alumnus

• cacti • alumni

• crisis • thesis

• crises • theses

• bacterium • datum

• bacteria • data

• deer • species

-us  -i

Ending Change -sis  -ses

-um  -a

No Change

—

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 1 PROPER & COMMON NOUNS Write P if the noun is a proper noun. Write C if the noun is a common noun. Ex.

a child

an orange

a book

The Lord of the Rings

Fluffy

Taj Mahal

the car

Starbucks

a bird

a movie

10.

Pacific Ocean

11.

the school

12.

an elephant

13.

Harvard University

14.

Google

15.

the bus

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 2 REGULAR NOUNS Put a check mark () in the singular column if there is only one of the noun. Put a check mark () in the plural column if there are two or more of the noun. #

Noun

the book

a tree

shoes

the park

an apple

the vegetables

flowers

a dictionary

the TV

a pencil

an umbrella

bicycles

the people

leaves

a horse

the beach

Singular

Plural



/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 3 LISTENING & SPEAKING

A. Listening Practice What sound does the -s ending make? Listen to the following words and put a check mark () in the /s/, /z/, or /ız/ column. #

Plural Noun

surprises

paths

dogs

placemats

lids

rashes

watches

forks

lemons

cups

chairs

businesses

/s/

/z/

/ız/ 

B. Speaking Practice Listen and repeat the words in Part A. Pay attention to your pronunciation.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 4 SPELLING & PRONUNCIATION

A. Spelling Practice Write the plural form for the following nouns. #

Singular Noun

Plural Noun

Singular Noun

knife

knives

branch

coat

cake

party

dish

class

leaf

minute

bridge

play

box

lady

potato

month

Plural Noun

B. Pronunciation Practice With a partner, read the plural nouns in Part A out loud. Pay attention to your pronunciation.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 5 HOW MANY? Ask your partner these questions and write his or her answers in the chart. Can you think of more questions with “How many” to ask your partner? #

Question

Answer

How many hours of sleep do you get?

8 hours

How many brothers and sisters do you have?

How many pets do you have?

How many pairs of shoes do you own?

How many days a week do you study English?

How many hours do you spend on social media (e.g., Facebook) in a day?

How many phone calls do you make in a week?

How many texts do you send in a week?

How many TV shows do you watch in a week?

How many movies do you watch in a month?

How many books do you read in a year?

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 6 IRREGULAR NOUNS Write the plural forms of the irregular nouns in the chart. #

Singular

Plural

Singular

Plural

one alumnus

alumni two

one oasis

two

one woman

two

one foot

two

one fish

two

one wife

two

one child

two

one crisis

two

one goose

two

one half

two

one man

two

one ox

two

one mouse

two

one species

two

one die

two

one bacterium

two

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 7 FILL IN THE BLANKS Fill in the blanks with regular and irregular nouns from the list. Use plural forms. Use each word only once.

Noun List: • child • dish • baby

• bus • blanket • sheep

• fish • superhero • knife

• person • calf

children Ex. They have three sons and three daughters. They have six . 1. Baby cows are called . 2. It is dangerous to play with sharp . 3. I have to do the after dinner. 4. are animals that produce wool. 5. I need three strong to help me carry the refrigerator upstairs. 6. My friend caught four in the river. 7. Fourteen were born at that hospital yesterday. 8. You have to take two to get to the mall. 9. Here are some more in case you get cold. 10. My brother loves Marvel Comics. He has posters of all over his bedroom walls.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 8 FIND THE ERRORS Find one error in each sentence. Write the correct sentence below it. Ex. They found two new bird speciess on that island. They found two new bird species on that island. 1. I saw six butterflys in the garden.

2. There are three zoos in the four citys near my house.

3. We need more knifes and forks.

4. Those people are feeding the gooses.

5. There are many big oxes in the fields behind the barn.

6. I looked under the desks and saw many feets.

7. Woman usually live longer than men.

8. Have the children lost all their baby tooths?

9. Would you like some more carrots or potatos?

10. I asked my son to pick up his toyes.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 9 PICTURE THIS! Look at the pictures. Write a singular or plural noun for each image.

child

people

10.

11.

12.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 9 cont.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Exercise 10 QUIZ Circle the correct answer. 1. Do you want any on your salad? a) tomatoes b) tomatos 2. The children wanted to pet the . a) puppys b) puppies

7. How many until your birthday? a) monthes b) months 8. Three of my friends dressed up as for Halloween. a) witches b) witchs

3. How many English did you take last week? a) class b) classes

9. She goes to the gym on . a) Fridays b) Fridaies

4. Did you see the at the zoo? a) wolves b) wolfs

10. I cut the apple into two . a) halfs b) halves

5. There are two in my city. a) libraries b) librarys

11. The dentist pulled three out of his mouth. a) teeth b) tooths

6. The stole a lot of jewelry. a) thieves b) thiefs

12. There are a lot of in this garden. a) cactus b) cacti

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Target

Skill

Singular & Plural Nouns

Grammar

Achieved

Achieved with Help

Needs Improvement

differentiates common and proper nouns

differentiates singular and plural nouns

pronounces regular plural nouns correctly

forms the plural of regular and irregular nouns using the correct spelling

Notes

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Self-Assessment SINGULAR & PLUR AL NOUNS Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

tell the difference between common and proper nouns? pronounce regular plural nouns properly?

spell regular plural nouns correctly?

spell irregular plural nouns correctly?

My Notes

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

This lesson teaches students how to form regular and irregular

TIME:

plural nouns. Students will review and practice spelling and

TAGS: plural, singular, nouns, plural nouns, regular, irregular,

pronunciation rules for plural nouns in English.

spelling, pronunciation, grammar, assessment

Exercise 1 1. C

4. P

2. C 3. P

Exercise 4 7. P

10. P

13. P

5. P

8. C

11. C

14. P

6. C

9. C

12. C

15. C

Exercise 2 1.

2–3 hours

A. SPELLING PR ACTICE 1.

boxes

11. classes

cakes

potatoes

12. minutes

dishes

branches

13. plays

coats

14. ladies

leaves

bridges

10. parties

15. months

singular

plural

11. plural

plural

singular

12. plural

singular

13. plural

singular

14. singular

Monitor your students for the correct pronunciation

plural

10. singular

15. singular

of the plural endings. The correct pronunciation is:

B. PRONUNCIATION PR ACTICE

Exercise 3 A. LISTENING PR ACTICE 1. /ız/

3. /z/

5. /z/

7. /ız/

9. /z/

11. /z/

2. /s/

4. /s/

6. /ız/

8. /s/

10. /s/

12. /ız/

1. /z/

4. /z/

7. /z/

10. /z/

13. /z/

2. /s/ 3. /ız/

5. /ız/

8. /ız/

11. /ız/

14. /z/

6. /ız/

9. /s/

12. /s/

15. /s/

Exercise 5 Answers will vary. You may want to challenge pairs who complete

B. SPEAKING PR ACTICE You can choose to do this exercise as a class or by calling on individual students. Alternatively, put students in pairs. Monitor your students for the correct pronunciation of the plural endings.

the exercise quickly to think of more questions. Alternatively, have all students write five more questions for homework. (continued on the next page...)

/ V E R S I O N 1. 3)

Singular & Plural Nouns

Grammar Practice Worksheets

Answer Key cont. Exercise 6

Exercise 10

women

mice

11. crises

1. a

3. b

5. a

7. b

9. a

11. a

fish

dice

12. halves

2. b

4. a

6. a

8. a

10. b

12. b

children

oases

13. oxen

geese

feet

14. species

men

10. wives

Grammar Assessment

15. bacteria Use this tool for assessment purposes. Find alternative assessment

Exercise 7

tools that you can personalize in our Resources section: https://esllibrary.com/resources

calves

fish

knives

babies

dishes

buses

Sheep

blankets

people

10. superheroes

Self-Assessment Have your students fill out this form. Find alternative self-reflection tools that you can personalize in our Resources section: https://esllibrary.com/resources

Exercise 8

SPELLING NOTE: 1.

I saw six butterflies in the garden.

There are three zoos in the four cities near my house.

We need more knives and forks.

Those people are feeding the geese.

There are many big oxen in the fields behind the barn.

I looked under the desks and saw many feet.

Women usually live longer than men.

Have the children lost all their baby teeth?

Would you like some more carrots or potatoes?

This lesson shows the American spelling of the word Jewelry. Most other English-speaking countries spell it this way: Jewellery. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling. EDITOR'S NOTES: You may want to point out that there are some exceptions to

10. I asked my son to pick up his toys.

the “f  ves” rule. Words that don’t follow this change include roofs and beliefs. You may also wish to discuss the plural of words ending in -o in more detail. Here are the general rules:

Exercise 9

Some words ending in -o take the -es plural ending (e.g., potatoes, tomatoes, heroes).

Answers may vary. Have students work individually or in pairs. You could also cut up the cards and have students quiz each other. 1.

child

people

10. umbrella

tomatoes

18. buses

chairs

11. mice

19. dice

watches

12. dishes/plates

20. teeth

feet

13. babies

21. boxes

flowers

14. cacti

22. car

Some words ending in -o can take either the -es or -s plural ending (e.g.,mangoes/mangos, zeroes/zeros, volcanoes/volcanos).

17. deer 3. 4.

If a word ends in -oe, add -s (e.g., toe  toes, shoe  shoes). If the letter before the final -o is a vowel, add -s (e.g., patio  patios, video  videos).

If the word ending in -o is short for a longer word

cat

15. elephant

23. bananas

(e.g., photograph  photo, automobile  auto), add -s

fish

16. knives

24. dogs

(e.g., photos, autos).

/ V E R S I O N 1. 3)

What are you going to do tonight?

Basic Grammar Sentences

Vocabulary Everyone has a different plan for tonight. What are they going to do? Write the verb under each image.

What are you going to do tonight?

Basic Grammar Sentences

Target Structure Using today’s target structure, write one question and one answer for each image below.

(she, tomorrow) Q: What is she going to do tomorrow? A:

She’s going to relax tomorrow.

(he, tonight) Q: A:

(they, Friday) Q: A:

(Jen, tomorrow) Q: A:

(Mark, Wednesday) Q: A:

(he, Saturday) Q: A:

What are you going to do tonight?

Basic Grammar Sentences

Work in Pairs – Partner A What are Amanda and Fletch going to do next week? Ask your partner to find out the missing information.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

AMANDA

FLETCH

Now Work Alone After you’ve finished the pair work above, try answering these questions below on your own. 1. What’s Amanda going to do on Monday?

2. What’s Fletch

Friday?

3. Is Fletch going to see a movie on Thursday?

4. What are you going to do next weekend?

5. What are you going to do tonight?

What are you going to do tonight?

Basic Grammar Sentences

Work in Pairs – Partner B What are Amanda and Fletch going to do next week? Ask your partner to find out the missing information.

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

AMANDA

FLETCH

Now Work Alone After you’ve finished the pair work above, try answering these questions below on your own. 1. What’s Amanda going to do on Monday?

2. What’s Fletch

Friday?

3. Is Fletch going to see a movie on Thursday?

4. What are you going to do next weekend?

5. What are you going to do tonight?

What are you going to do tonight?

Basic Grammar Sentences

Listening Listen to what all these people are going to do tomorrow. Draw a line from their name to the correct verb. HIROSHI hang out with friends

DAN

clean the house

SAR A AMY

play soccer

exercise

study

JOSH MING

read a book

see a movie

LOU

Group Work Find people in your class who are going to do the things below. FIND SOMEONE WHO... ACTIVIT Y

NAME

1. is going to go swimming this week. 2. is going to watch TV tonight. 3. is going to talk on the phone tonight. 4. is going to study tomorrow. 5. is going to go fishing this month. 6. is going to send emails tomorrow.

What are you going to do tonight?

Basic Grammar Sentences

Review and Fun A. Fill in the Blanks Fill in the blanks below. Put an X on the lines where no words are necessary. (Try not to look at your notes.) 1. I’m going to

a movie.

7. I’m going to

TV.

2. I’m going to

the dog.

8. I’m going to

3. I’m going to

soccer.

9. I’m going to

relax.

4. I’m going to

study.

10. I’m going to

fishing.

5. I’m going to

a book.

11. I’m going to

exercise.

6. I’m going to

swimming.

12. I’m going to

the house.

with friends.

B. Word Search Now find the answers from above in the word search below.

What are you going to do tonight?

Basic Grammar Sentences

Teachers’ Notes Aim

Work in Pairs

The aim is to introduce students to “be going to”.

Have your students work in pairs to complete the information gap. They’ll need to ask each other what Amanda and Fletch are going to

New Vocabulary

do each day next week.

Verbs:

Now Work Alone

see a movie, watch TV, go swimming, go fishing, relax, walk the dog, clean the house, play soccer, read a book,

When they are finished the pair work, have your students try the

hang out with friends, study, exercise

follow up activity to review their writing skills for this structure. (Make sure they are not doing the follow-up activity and pair work

Target Structure

activity at the same time. These are meant to be done separately.)

Examples:

Listening

What is she going to do tomorrow? She’s going to relax.

Play the recording or read the transcript out loud. Once students

Teaching the Class (before the handouts) Use the flashcards to elicit and check your students’ understanding of the vocabulary and target structures. After you’ve gone over the vocabulary and target structures, hand out the worksheets. Write all the new words on the board and have your students copy them down on page 1. (They should write the new words below each image, and the new phrases on page 2.)

have drawn lines between all the people and the actions, review the answers as a class. Transcript (& Answers): 1.

Hiroshi is going to exercise tomorrow.

Dan is going to see a movie tomorrow.

Sara is going to study tomorrow.

Amy is going to play soccer tomorrow.

Josh is going to hang out with friends tomorrow.

Ming is going to read a book tomorrow.

Lou is going to clean the house tomorrow.

Group Work Students should walk around the class looking for people who are going to do the things from the list. When they find someone, they should write their name in the blank space on the right.

What are you going to do tonight?

Basic Grammar Sentences

Answer Key Vocabulary

Listening

1. see (a movie)

7. clean (the house)

Hiroshi is going to exercise tomorrow.

2. watch (TV)

8. play (soccer)

Dan is going to see a movie tomorrow.

3. go swimming

9. read (a book)

Sara is going to study tomorrow.

4. go fishing

10. hang out (with friends)

Amy is going to play soccer tomorrow.

5. relax

11. study

Josh is going to hang out with friends tomorrow.

6. walk (the dog)

12. exercise

Ming is going to read a book tomorrow.

Lou is going to clean the house tomorrow.

Target Structure 1. What is she going to do tomorrow? She’s going to relax. 2. What is he going to do tonight? He’s going to clean the house. 3. What are they going to do on Friday? They’re going to hang out. 4. What is Jen going to do tomorrow? Jen’s going to walk the dog. 5. What is Mark going to do on Wednesday? He’s going to study.

Group Work Answers will vary.

Review and Fun

6. What is he going to do on Saturday? He’s going to go fishing.

A. FILL IN THE BLANKS

Work in Pairs

1. see a movie

7. watch TV

2. walk the dog

8. hang out with friends

Amanda is going to...

Fletch is going to...

3. play soccer

9. x relax

...walk the dog on Monday.

...relax on Monday.

4. x study

10. go fishing

...see a movie on Tuesday.

...clean the house on Tuesday.

5. read a book

11. x exercise

...watch TV on Wednesday.

...exercise on Wednesday.

6. go swimming

12. clean the house

... hang out with

friends on Thursday. ...study on Friday.

friends on Thursday.

B. WORD SEARCH

...read a book on Friday.

Now Work Alone 1. Amanda is going to walk the dog on Monday. 2. W hat’s Fletch going to do on Friday? He’s going to read a book.

3. No, Fletch is not going to see a movie on Thursday. 4–5. Answers will vary.

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