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
“Todos los derechos reservados. Prohibida la reproducción parcial o total de la obra. Arts. Const. 24, 42 y 63; Dto. 33-98 22/01/98 y su reforma DT.56-2000 01/11/00”
Student Book 1,2,3,4,5, 6 Audio App Interactive Platforms Level Certificate
Grammar Practice Worksheets
Present Perfect Table of Contents 2
GR AMMAR NOTES
14
5
EXERCISE 1: Past Participles Complete the verb charts.
EXERCISE 8: Since & For Rewrite the sentences using since and for.
15
EXERCISE 2: Fill in the Blanks Choose the correct verbs to complete the sentences.
EXERCISE 9: How Long? Write questions and answers using how long, since, and for.
16
EXERCISE 10: Scrambled Sentences Put the words into the correct order.
17
EXERCISE 11: Writing Write about your childhood.
6
7
EXERCISE 3: Negative Sentences Choose the correct verbs to complete the sentences.
8
EXERCISE 4: Already, Still & Yet Make sentences about the schedules.
18
EXERCISE 12: Class Activity Interview your classmates.
10
EXERCISE 5: Ever & Never Ask and answer questions.
19
EXERCISE 13: Quiz Choose the correct answer.
11
EXERCISE 6: Present Perfect Vs. Simple Past Write the correct form of the verbs.
20
ANSWER KEY
23
VERB CARDS Use these cards to review common irregular past participle forms.
12
EXERCISE 7: Past Participle Bingo Write the past participle form and play bingo.
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Present Perfect
Grammar Practice Worksheets
Grammar Notes A. Introduction The present perfect tense is very common in English. It is unlike other verb tenses because it has two separate uses. One use is a finished past action and the other is a continuing action. Time markers (words that show a verb’s tense) show if the verb has a finished or continuing meaning. Let’s look at the finished action use (Use 1) of the present perfect first and compare it with the simple past. Then we’ll look at the continuing action use (Use 2).
B. Use 1 FINISHED ACTIONS
Present Perfect
Simple Past
Pattern
have / has + p.p. (past participle)
verb + -ed (or irregular forms)
Use
• shows a finished past action • does not show when it occurred
• shows a finished past action • shows when it occurred
Diagram
no “when”
“when”
No time marker is needed, but for emphasis it is possible to use: Time Markers
Examples
• already • yet • still
• ever • never
• recently • lately
• I have seen Iron Man. • She has never tried frog legs. • They’ve bought a new car.
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• • • • •
yesterday the day before yesterday last ago when (for joining two past sentences)
• I saw Iron Man last night. • She tried frog legs last month. • They bought a new car two weeks ago.
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Present Perfect
Grammar Practice Worksheets
Grammar Notes cont. B. Use 1 cont. Time Markers for Emphasis Already
Recently & Lately
Already emphasizes an action that has occurred in the past.
Recently and lately emphasize a recent past action.
have + already + p.p. • I have already read that book.
have + p.p. + O + recently / lately • Scientists have discovered a new species recently. • Have you spoken to her lately?
Yet & Still
Ever & Never
Yet and still emphasize the intention to do something.
Ever and never emphasize an action that could have occurred at any time in the past.
have + not + p.p. + O + yet • I haven’t read that book yet. still + have + not + p.p. • I still haven’t read that book.
have + (not) ever / never + p.p. • Have you ever been to Europe? • I haven’t ever been to Europe. • I have never been to Europe.
Repeated Actions
Use the present perfect even if a finished action happened more than once in the past. Do not mention when it occurred. • I have performed onstage many times. • We have been to Mexico twice. • She has given a presentation five times in her life.
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Present Perfect
Grammar Practice Worksheets
Grammar Notes cont. C. Use 2 CONTINUING ACTIONS
Present Perfect Pattern
have / has + p.p.
Use
shows an action that started in the past, continues to the present, and may continue into the future
For, Since & All
Diagram
Time Markers
F or and all show the duration of an action.
• for • since • all
• He has taught math for 15 years.
• She has worked in this office for two years. Examples
• He has lived in the same house since he was a child.
ince shows the starting S point of an action. • We have lived in France since 2012.
• I’ve studied English all my life.
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Present Perfect
Grammar Practice Worksheets
Exercise 1 PAST PARTICIPLES
A. Simple Past and Past Participle
B. Complete the Chart
Write the simple past and past participle of the following verbs in the chart below.
Complete the chart below with the correct forms of the verbs.
#
Simple Form
1
work
1
2
do
2
3
eat
3
4
call
4
5
begin
5
6
give
6
7
answer
7
8
see
8
9
have
9
Simple Past
Past Participle
Simple Form
#
Past Participle
knew met was/were fly wrote read live fell feel
10
go
10
11
study
11
12
teach
12
13
make
13
14
talk
14
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Simple Past
taken drove buy danced told
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Present Perfect
Grammar Practice Worksheets
Exercise 2 FILL IN THE BLANKS Choose the correct verb from the list to the right to complete the following sentences. Put the verb in the present perfect tense. 1. I met Barbara when we were in elementary school. We each other for over 20 years.
Word List:
2. We many new words since we started this course. 3. That’s a wonderful movie. I it three times. 4. Mr. and Mrs. Tanner married for ten years. 5. You are late! The class already . 6. Robert is my neighbor. He next door to me for five years. 7. Mary several emails to her parents since she left home. 8. We in that restaurant a few times. 9. Our teacher us a lot of help with the homework assignment. 10. She to her landlord many times about the broken window. 11. We have a new camera. We some beautiful pictures of the grandchildren.
• • • • • • • • • • • • • • • •
take work find see speak know begin finish learn eat have write give live buy be
12. They already all their homework. 13. Mrs. Baxter all her groceries for the week. 14. Tommy a bad cold for two weeks. 15. Frank for that company for many years. 16. After three months of looking, she a beautiful apartment to rent.
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Present Perfect
Grammar Practice Worksheets
Exercise 3 NEGATIVE SENTENCES
A. Choose the Correct Word Choose the correct verb from the list to the right to complete the following sentences. Put the verb in the negative form of the present perfect tense. 1. Matthew is waiting on the corner for his girlfriend, but she yet.
Word List:
2. My brother lives in a different country. I him for two years.
• • • • • • • • • •
3. E llie and Bill got a divorce five years ago. They to each other since then. 4. It is only 8:45. The class yet. 5. It started to snow last night, and it still . 6. She has finally decided which car she wants, but she it yet. 7. I heard that the movie at the Roxy Theater is great, but I it yet.
fix begin arrive be see stop speak buy read visit
8. I bought a newspaper today, but I still it. 9. He took his car to the service station yesterday, but they it yet. 10. The Andersons moved out of New York ten years ago, and they back to the city since then.
B. Matching Match each question on the left with the correct answer on the right. 1. Has he finished university yet?
a) No, he hasn’t. He’s still talking.
2. Have you eaten breakfast yet?
b) No, I haven’t. My wife’s still reading it.
3. Have they gotten married yet?
c) No, he hasn’t graduated yet.
4. Has the president finished speaking yet?
d) No, it hasn’t. The teacher isn’t here yet.
5. Has Mary watered the plants yet?
e) No, they haven’t finished yet.
6. Has the doctor seen you yet?
f) No, they haven’t. They’re still engaged.
7. Has the sun come out yet?
g) No, she hasn’t. They are still dry.
8. Have they finished their homework yet?
h) No, I haven’t. I’ll eat in a few minutes.
9. Has the class begun yet?
i) No, she hasn’t. She is with another patient.
10. Have you read the paper yet?
j) No, it hasn’t. It’s still raining.
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Present Perfect
Grammar Practice Worksheets
Exercise 4 ALREADY, STILL & YET
A. Mrs. Tanner’s School Day Schedule Read the schedule below and make ten positive and negative sentences using already, yet, or still and the present perfect tense. Assume it is now 12:00 pm. Time
Activity
Time
Activity
8:30
arrive at school
12:15
eat lunch, go for a walk
9:00
take attendance, teach French class
1:00
meet with Joe’s parents
10:00
meet with the principal
2:00
take students to the library
11:00
teach Spanish class
3:00
read students’ essays
11:30
write report cards
4:00
go home
Ex. Mrs. Tanner has already taken attendance. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Present Perfect
Grammar Practice Worksheets
Exercise 4 cont. B. Your Daily Schedule Follow the example on the previous page. Fill in the schedule with your own activities, and then write full sentences below. Assume it is now 12:00 pm. Time
Activity
Time
7:00
2:00
8:00
4:00
9:00
6:00
10:00
9:00
12:00
10:00
Activity
Ex. I have already had breakfast, but I haven’t had lunch yet. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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Present Perfect
Grammar Practice Worksheets
Exercise 5 EVER & NEVER Practice using the present perfect tense by asking questions beginning with “Have you ever...?” Use the words provided to make your questions. Then answer each question using either a positive or negative reply. 1. you / ever / be / to France Have you ever been to France? Yes, I have. I was there last year. / No, I haven’t. I’ve never been there. 2. the teacher / ever / be / late for class
3. the pilot / ever / fly / in a helicopter
4. your father / ever / make / dinner for your mother
5. you / ever / find / a lot of money on the street
6. the children / ever / go camping / in the forest
7. the baseball team / ever / win a championship game
8. the actress / ever / forget her lines
9. the police officer / ever / shoot anyone
10. the politicians / ever / break their promises
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Present Perfect
Grammar Practice Worksheets
Exercise 6 PRESENT PERFECT VS. SIMPLE PAST Complete the following sentences with the correct form of the verb provided (simple past or present perfect). 1. We 2. I 3. I
to Vancouver last year. We
(move)
to every hockey game this season. I
(be)
4. “When 5. Nora She
you
(not/find)
smoking?” “I
(quit)
to the game last night with my brother.
(go)
my house key last week and I still
(lose)
there since April.
(live)
(not/smoke)
never
this many souvenirs on a vacation before.
(buy)
Now he owns his own business. He
She
and
(fall)
9. My previous teacher
(be)
Now my teacher is Mrs. Carter. I 10. In my whole life, I
her hip last week.
(break)
Mr. Blair. (be)
already
(learn)
a famous person, but my
(meet)
through three Canadian provinces. Now we are traveling
(drive)
12. This French course
in her class for three months now.
to three famous actors when he was in Hollywood last year.
in Europe. We
already
three cups.”
it for six years.
(have)
never
(speak)
11. Last year, we
(have)
in the hospital since then.
(be)
brother
already
for ABC Electric from 1990 to 2002.
(work)
8. Grandma
for over five years now.”
a lot of souvenirs yesterday.
(buy)
6. “Would you like another cup of coffee?” “No thanks. I 7. Frank
it.
(start)
(drive)
through eight countries.
three months ago. We
several verb tenses and hundreds of new words.
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Present Perfect
Grammar Practice Worksheets
Exercise 7 PAST PARTICIPLE BINGO
A. Write the Past Participle Choose 24 words from the list below and write the past participle of each one in any space on your bingo card on the next page. Mix the verbs up. Do not write them in the same order as the list. Everyone should have a different card. • • • • • • • • • • • • •
become begin bet bite blow break bring build catch choose come cost cut
• • • • • • • • • • • • •
dig do draw drink drive eat fall feel fight find fly forget freeze
• • • • • • • • • • • • •
get give go grow hang have hear hide hit hold hurt keep know
• • • • • • • • • • • • •
leave let lose make mean meet pay quit ring read ride run see
• • • • • • • • • • • • •
sell send shake shoot shut sink sit sleep speak spend stand stick sweep
• • • • • • • • • • • •
swing swim take teach tell think throw wake wear win write understand
B. Play Bingo! Your teacher will call out certain past participles one by one. If you have that past participle on your board, cover it with a marker or draw an X on it. When you have one line in any direction covered, shout “Bingo!” (You must have the correct past participle form under each marker or X in order to win.)
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Present Perfect
Grammar Practice Worksheets
Exercise 7 cont. C. Bingo Card
Free Space
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Present Perfect
Grammar Practice Worksheets
Exercise 8 SINCE & FOR Rewrite the following sentences using since or for and the verb provided. You may have to change some of the words, but keep the same meaning. 1. Bill and Rita got married 20 years ago. (be) Bill and Rita have been married for 20 years. 2. Jordan moved into his apartment in 2005. (live)
3. Ellen and Rose met each other 40 years ago. (know)
4. The teacher came to school at 8:00 this morning. (be)
5. Robbie grew a beard six months ago. (have)
6. Dennis bought his car four years ago. (own)
7. Maria started to wear glasses when she was five years old. (wear)
8. David fell in love with Patricia when they were teenagers. (be)
9. Mark started to work at the bank three years ago. (work)
10. Sam learned how to swim three years ago. (know)
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Present Perfect
Grammar Practice Worksheets
Exercise 9 HOW LONG? Read the following sentences and write a how long question for each one. Then answer each question using since, for, or all. 1. I live in Toronto.
8. The teacher is in the classroom now.
How long have you lived in Toronto? I have lived in Toronto for 20 years. 2. Jane works at a travel agency.
9. Daniel and Sara are on vacation now.
3. Bill wears glasses.
10. Andrea speaks English very well.
4. Mark and Sharon are married.
11. Kerry believes in ghosts.
5. I know Ben very well.
12. The boss is angry at his secretary.
6. Margaret has a bad cold.
13. The fridge is empty.
7. John owns a Toyota.
14. I feel sick.
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Present Perfect
Grammar Practice Worksheets
Exercise 10 SCR AMBLED SENTENCES Put the words below in the correct order to make grammatically correct sentences. Each sentence is in the present perfect tense. 1. finished they yet homework their haven’t They haven’t finished their homework yet. 2. week I flu had the since have last
3. time divorced she for been long a has
4. been week absent all school from has he
5. this city apartment lived since I in this have I moved to
6. lesson already that has teacher taught the
7. Edith child since glasses was a worn has she
8. since she at broke work hasn’t her been leg she
9. new very happy the a children puppy they have since got been
10. anxious we morning have all been
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Present Perfect
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Exercise 11 WRITING Write five to ten sentences about your childhood. Use the present perfect, the simple past, and some of the following time markers: for, since, all, already, still, yet, ever, never.
Example I traveled a lot when I was a child. I’ve been to Europe many times, but I haven’t been to Africa yet. I have wanted to go to Africa since I was a child...
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Present Perfect
Grammar Practice Worksheets
Exercise 12 CLASS ACTIVITY Interview your classmates. Use the words provided to ask questions with the present perfect tense. Write the name of the classmate who gives you a “yes” answer. Then follow up with another question using the simple past tense.
Example You: Have you ever seen the Eiffel Tower? Mary: Yes, I have. You: When did you see it? Mary: I saw it two years ago.
#
Words
Classmate
1
ever / see / the Eiffel Tower
Mary
2
move / to a new house or apartment / recently
3
ever / have / a pet bird
4
receive / a gift / in the past week
5
read / any good books / lately
6
ever / go to a hospital / in an ambulance
7
own / a car / for more than two years
8
ever / win / money / in a lottery
9
ever / sleep / in a tent
10
have / more than one job / since you finished high school
11
ever / see / a ghost
12
ever / lose / your wallet
13
have / a cold / this month
14
ever / swim / in the ocean
15
wear / glasses / for more than ten years
16
ever / go fishing
17
live / in this city / for more than five years
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Present Perfect
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Exercise 13 QUIZ Choose the correct answer. 1. The students their assignments. a) have not completed b) hasn’t completed c) not have completed 2. to the party last night? a) Have you gone b) Has you gone c) Did you go 3. My neighbor English for 15 years. a) have taught b) has taught c) didn’t taught 4. Our dogs their food yet. a) have finished b) haven’t finished c) not finished
7. My brother hockey since he was a child. a) have loved b) has loved c) loved 8. He for work. a) already has left b) already hasn’t left c) has already left 9. I to that restaurant. a) never has been b) have never been c) have been never 10. They in the park yesterday. a) have jogged b) has jogged c) jogged
5. My coworker about the out-of-date software all month.
11. The employees on that report for three weeks.
a) have already complained b) has complained c) has already complained
a) have worked b) have already worked c) haven’t worked yet
6. The children their dinner. a) still haven’t eaten b) haven’t still eaten c) haven’t eaten still
12. She to many exotic places. a) have already traveled b) has traveled c) hasn’t traveled yet
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Present Perfect
Grammar Practice Worksheets
Answer Key Exercise 1
Exercise 3
A. SIMPLE PAST AND PAST PARTICIPLE
A. CHOOSE THE CORRECT WORD
1.
worked, worked
8.
saw, seen
1.
hasn’t arrived
6.
hasn’t bought
2.
did, done
9.
had, had
2.
haven’t visited
7.
haven’t seen
3.
ate, eaten
10. went, gone
3.
haven’t spoken
8.
haven’t read
4.
called, called
11. studied, studied
4.
hasn’t begun
9.
haven’t fixed
5.
began, begun
12. taught, taught
5.
hasn’t stopped
10. haven’t been
6.
gave, given
13. made, made
7.
answered, answered
14. talked, talked
B. COMPLETE THE CHART #
Simple Form
Simple Past
Past Participle
1
know
knew
known
2
meet
met
met
3
is
was/were
been
4
fly
flew
flown
5
write
wrote
written
B. MATCHING 1. c
3. f
5. g
7. j
9. d
2. h
4. a
6. i
8. e
10. b
Exercise 4 Answers will vary.
Exercise 5
6
read
read
read
7
live
lived
lived
Responses to questions will vary. You could also put students
8
fall
fell
fallen
into pairs and have them write their partner’s answers.
9
feel
felt
felt
1.
10
take
took
taken
Have you ever been to France? Yes, I have. I was there last year. / No, I haven’t. I’ve never been there.
11
drive
drove
driven
12
buy
bought
bought
2.
Has the teacher ever been late for class?
13
dance
danced
danced
3.
Has the pilot ever flown in a helicopter?
told
4.
Has your father ever made dinner for your mother?
5.
Have you ever found a lot of money on the street?
6.
Have the children ever gone camping in the forest?
7.
Has the baseball team ever won a championship game?
8.
Has the actress ever forgotten her lines? Has the police officer ever shot anyone?
14
tell
told
Exercise 2 1.
have known
7.
has written
13. has bought
9.
2.
have learned
8.
have eaten
14. has had
10. Have the politicians ever broken their promises?
3.
have seen
9.
has given
15. has worked
4.
have been
10. has spoken
5.
has/begun
11. have taken
6.
has lived
12. have/finished
16. has found
(continued on the next page...)
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Present Perfect
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Answer Key cont. Exercise 6
Exercise 8
1.
moved, have lived
7.
worked, has had
1.
Bill and Rita have been married for 20 years.
2.
have been, went
8.
fell, broke, has been
2.
Jordan has lived in his apartment since 2005.
3.
lost, haven’t found
9.
was, have been
3.
Ellen and Rose have known each other for 40 years.
4.
did, quit, haven’t smoked
10. have, met, spoke
4.
The teacher has been at school since 8:00 this morning.
5.
bought, has, bought
11. drove, have, driven
5.
Robbie has had a beard for six months.
6.
have, had
12. started, have, learned
6.
Dennis has owned his car for four years.
7.
Maria has worn glasses since she was five years old.
8.
David has been in love with Patricia since they were teenagers.
9.
Mark has worked at the bank for three years.
Exercise 7
10. Sam has known how to swim for three years.
A. WRITE THE PAST PARTICIPLE become
felt
let
spoken
begun
fought
lost
spent
bet
found
made
stood
bitten
flown
meant
stuck
blown
forgotten
met
swept
broken
frozen
paid
swung
brought
got/gotten
quit
swum
2.
How long has Jane worked at a travel agency?
built
given
rung
taken
3.
How long has Bill worn glasses?
caught
gone
read
taught
4.
How long have Mark and Sharon been married?
chosen
grown
ridden
told
5.
How long have you known Ben?
come
hung/hanged
run
thought
6.
How long has Margaret had a bad cold?
cost
had
seen
thrown
7.
How long has John owned a Toyota?
cut
heard
sold
woken/waked
8.
How long has the teacher been in the classroom?
dug
hidden
sent
worn
9.
How long have Daniel and Sara been on vacation?
done
hit
shaken
won
10. How long has Andrea spoken English?
drawn
held
shot
written
11. How long has Kerry believed in ghosts?
drunk
hurt
shut
understood
12. How long has the boss been angry at his secretary?
driven
kept
sunk
13. How long has the fridge been empty?
eaten
known
sat
14. How long have you felt sick?
fallen
left
slept
Exercise 9 Responses to questions will vary. 1.
How long have you lived in Toronto? I have lived in Toronto for 20 years.
(continued on the next page...)
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Present Perfect
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Answer Key cont. Exercise 10
SPELLING NOTE: This lesson shows the American spelling of the words Neighbor,
1.
They haven’t finished their homework yet.
2.
I have had the flu since last week.
3.
She has been divorced for a long time.
4.
He has been absent from school all week.
5.
I have lived in this apartment since I moved to this city.
6.
The teacher has already taught that lesson.
7.
Edith has worn glasses since she was a child.
8.
She hasn’t been at work since she broke her leg.
9.
The children have been very happy since they got a new puppy.
Theater, Traveling, Traveled, and Practice. Most other Englishspeaking countries spell these words this way: Neighbour, Theatre, Travelling, Travelled, 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. EDITOR’S NOTE: Find grammar charts and teaching tips for the Present Perfect on
10. We have been anxious all morning.
our blog: http://blog.esllibrary.com/2016/11/03/present-perfect-
Exercise 11
two-uses/ and in our Resource section: https://esllibrary.com/ resources/2331
Answers will vary.
Exercise 12 Answers will vary.
Exercise 13 1. a
3. b
5. b
7. b
9. b
11. a
2. c
4. b
6. a
8. c
10. c
12. b
Verb Cards Cut up the cards on pages 23–27 for review and practice with past participle forms of irregular verbs. You can adapt the activities from the following blog post to the past participle form instead of the simple past form: http://blog.esllibrary.com/2015/02/26/5-funactivities-for-irregular-verbs/ For a printable list of common irregular verbs, see our Grammar & Usage Resource: https://esllibrary.com/resources/2275
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Present Perfect
Grammar Practice Worksheets
Verb Cards A. Base Verbs
be
become
begin
break
bring
buy
catch
choose
come
cut
do
draw
drive
drink
eat
fall
feel
find
forget
get
give
go
grow
have
hear
hide
hit
hold
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Grammar Practice Worksheets
Verb Cards cont. A. Base Verbs cont.
keep
lay
lead
leave
let
lie
lose
make
meet
pay
put
read
ring
run
say
see
sell
send
shut
sleep
speak
spend
stand
take
teach
tell
throw
understand
wake
wear
win
write
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Verb Cards cont. B. Past Participle Irregular Verbs
been
become
begun
broken
brought
bought
caught
chosen
come
cut
done
drawn
driven
drunk
eaten
fallen
felt
found
forgotten
gotten, got
given
gone
grown
had
heard
hidden
hit
held
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Verb Cards cont. B. Past Participle Irregular Verbs cont.
kept
laid
led
left
let
lain
lost
made
met
paid
put
read
rung
run
said
seen
sold
sent
shut
slept
spoken
spent
stood
taken
taught
told
thrown
understood
woken
worn
won
written
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Grammar Practice Worksheets
Verb Cards cont. C. Blank Cards
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Past Perfect Stories
Grammar Stories
The Amusement Park A. Reading I went to a huge amusement park yesterday. I had never been to one before. I had visited small county fairs with Ferris wheels and merry-go-rounds, but this amusement park had huge roller coasters that went really fast. They even went upside down. I had never ridden a roller coaster before. I had seen them in movies, but I always thought they looked scary. When I rode it for the first time, I loved it. I rode it five times in a row! I had also hoped to ride the biggest roller coaster in the park, but the lineups were too long. I had always heard that amusement parks were fun, but I had never imagined I would like them this much.
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Past Perfect Stories
Grammar Stories
The Amusement Park cont. B. Questions 1. Had she ever been to an amusement park before?
2. Had she visited county fairs before?
3. Are there roller coasters at small county fairs?
4. Had she ever ridden a roller coaster before?
5. Had she always been scared of roller coasters?
6. Did she enjoy her first ride on a roller coaster?
7. What had she hoped to do at the amusement park but was not able to?
8. Had she ever imagined she would like amusement parks?
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Past Perfect Stories
Grammar Stories
My Boss Was Angry with Me A. Reading My boss was angry with me yesterday. She said that I had forgotten to write the finance report. I reminded her that we had agreed to finish the report next week. A few days earlier, I had asked her for one more week to prepare the report. She had agreed. I had needed more time because last week I was in San Francisco on business, and I had fallen behind in my work. Apparently, she had forgotten that conversation. Usually, my boss is quite understanding. Maybe she had had a bad week.
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Past Perfect Stories
Grammar Stories
My Boss Was Angry with Me cont. B. Questions 1. Why was his boss angry with him?
2. What had he told his boss during their previous conversation?
3. Who had actually forgotten something, him or his boss?
4. Why had he asked for more time to finish the report?
5. Why might his boss not have been very understanding?
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Past Perfect Stories
Grammar Stories
The Audition A. Reading Last Saturday, there was an audition for a play. Bill had spent the previous two weeks preparing for the audition. He had read the entire play and had memorized all his lines. He had booked the audition day off work. He had even learned to speak with a British accent because it was a Shakespearean play. He had practiced his lines in front of his girlfriend, his parents, and even his dog. He had really hoped to impress the directors. He had bought a new shirt to wear the day of the audition. Unfortunately, that day Bill woke up with a terrible fever. He couldn’t even get out of bed because he felt so sick. Bill was so upset about missing the audition because he had invested so much time and effort into it.
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Past Perfect Stories
Grammar Stories
The Audition cont. B. Questions 1. How long had Bill spent preparing for the audition?
2. What had Bill done to prepare for the audition? Name three things.
3. Who had Bill practiced his lines in front of?
4. Who had Bill hoped to impress?
5. What actually happened the day of the audition?
6. Why was Bill so upset about missing the audition?
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Past Perfect Stories
Grammar Stories
About You A. Questions Answer the following questions using the past perfect. 1. Have you been to an amusement park this year? Had you ever been to one before that?
2. Have you visited the United States recently? Had you ever visited before then?
3. Did someone get angry with you recently? What had you done (if anything) to deserve it?
4. Did someone recently accuse you of forgetting to do something? Had you really forgotten to do it or were they mistaken?
5. H ave you ever met someone after hearing a lot about them? Were they how you imagined them?
6. Did you ever speak or perform in front of an audience? How had you prepared yourself?
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Past Perfect Stories
Grammar Stories
About You cont. B. Drawing
C. Writing
Draw a picture of yourself in the box, or paste in a photograph.
Now use the questions and answers on page 7 to write a short paragraph about yourself.
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Past Perfect Stories
Grammar Stories
Your Own Story A. Drawing Draw a picture in the box, or paste in a photograph.
B. Writing Using the past perfect, write a short paragraph about the picture in the box. Use your notebook if you don’t have enough space below.
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Past Perfect Stories
Grammar Stories
Your Own Story cont. C. Questions Write five questions about your paragraph. 1. 2. 3. 4. 5.
D. Answers Give your story and questions to a classmate. Have them read your story and answer your questions below. 1. 2. 3. 4. 5.
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Past Perfect Stories
Grammar Stories
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students read three stories that use the past
TIME:
perfect in context. They answer comprehension questions and write two paragraphs of their own using the past perfect.
1.5 – 2 hours
TAGS: grammar in context, past perfect, simple past, before
The Amusement Park
The Audition
1.
No, she had never been to an amusement park before.
1.
Bill had spent two weeks preparing for the audition.
2.
Yes, she had visited small county fairs before.
2.
To prepare for the audition, Bill had read the entire play,
3.
No, there are no roller coasters at small county fairs.
memorized his lines, booked the audition day off work,
4.
No, she had never ridden a roller coaster before.
learned to speak with a British accent, practiced his
5.
Yes, she had always been scared of roller coasters.
lines, and bought a new shirt.
6.
Yes, she loved her first ride on a roller coaster.
3.
Bill had practiced in front of his girlfriend, parents, and dog.
7.
She had hoped to ride the biggest roller coaster
4.
Bill had hoped to impress the directors.
at the park, but the lineups were too long.
5.
On the day of the audition, Bill woke up with
8.
Yes, she imagined amusement parks would be fun, but she never imagined she would like them as much as she did.
a terrible fever and couldn’t get out of bed. 6.
Bill was upset about missing the audition because he had invested so much time and effort into it.
My Boss Was Angry with Me 1.
he had forgotten to write the finance report. 2.
His boss had actually forgotten that she had agreed to give him one more week to finish the report.
4.
Individual answers.
During their previous conversation, he had told his boss that he needed one more week to finish the report.
3.
About You
HIs boss was angry with him because she thought
He had asked for more time to finish the report
Your Own Story Individual answers.
because he was in San Francisco on business 5.
and had fallen behind on his work.
SPELLING NOTE:
His boss might have had a bad week.
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.
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Present Perfect Progressive
Grammar Practice Worksheets
Present Perfect Progressive Table of Contents 2
GR AMMAR NOTES
12
5
EXERCISE 1: For & Since Write sentences describing how long the situations have been happening.
EXERCISE 8: Class Activity Find someone who...
13
EXERCISE 2: Fill in the Blanks Complete the sentences with the correct form of the verbs.
EXERCISE 9: Writing Write three paragraphs using the present perfect progressive.
14
EXERCISE 10: Present Perfect & Present Perfect Progressive Write sentences using the present perfect and present perfect progressive.
15
EXERCISE 11: Present Perfect Vs. Present Perfect Progressive Complete the sentences with the present perfect or present perfect progressive.
16
ANSWER KEY
6
7
EXERCISE 3: Negative & Affirmative Write negative and affirmative sentences.
8
EXERCISE 4: Tell Me Why Match the situations and write responses.
9
EXERCISE 5: Questions & Answers Write information questions.
10
EXERCISE 6: Scrambled Sentences Unscramble the sentences.
11
EXERCISE 7: Ever Since Write sentences using “ever since.”
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Grammar Notes A. Introduction In English, we use the present perfect progressive (also known as the present perfect continuous) for continuing actions. These actions started in the past and will continue into the future. To understand when to use this tense compared to the present perfect, let’s look at two different time frames: shorter (within one day) and longer (days, weeks, months, or years).
B. Finished Vs. Continuing Actions SHORTER TIME FR AMES
Present Perfect
Present Perfect Progressive
Pattern
have / has + p.p. (past participle)
have / has + been + -ing verb
Use
• •
• show a continuing action that started in the past, continues to the present, and will continue into the future
shows a finished past action does not show when it occurred
Diagram
No time marker is needed, but for emphasis it is possible to use: Time Markers
Examples
• already • yet • still
• ever • never
• • • •
for since ever since all
• I have read The Hobbit. (I have finished reading it.)
• I have been reading The Hobbit all night. (I will continue to read it.)
• She has already written her report. (She has finished writing it.)
• She has been writing her report for two hours. (She will continue to write it.)
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Grammar Notes cont. B. Finished Vs. Continuing Actions cont. Repeated Past Action
Shorter Time Frames For shorter time frames (usually within one day), the present perfect progressive is the natural-sounding choice for a continuing action.
Use the present perfect even if a finished past action happened more than once. Do not mention when it occurred.
• My son has been eating for half an hour. • They have been writing emails since 7:00 am.
• I have performed onstage many times. • We have been to Mexico twice. • She has given a presentation five times in her life.
C. Continuing Actions LONGER TIME FR AMES
Present Perfect
Present Perfect Progressive
Pattern
have / has + p.p.
have / has + been + -ing verb
Use
shows an action that started in the past, continues to the present, and may continue into the future
shows an action that started in the past, continues to the present, and will continue into the future
for, since, ever since, all
for, since, ever since, all
• I have studied English for eight years.
• I have been studying English for eight years.
Diagram
Time Markers
Examples
• He has lived in the same house since he was a child. • She has talked about her new job for days.
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Grammar Notes cont. C. Continuing Actions cont. Longer Time Frames For longer time frames, the present perfect and the present perfect progressive have the same meaning. To emphasize that the action will continue into the future, use the present perfect progressive. • I have studied English for two years. (emphasis on the past to the present) • I have been studying English for two years. (emphasis also on the future) • I have lived in Tokyo for 12 years. (emphasis on the past to the present) • I have been living in Tokyo for 12 years. (emphasis also on the future)
Non-Action Verbs Remember that non-action verbs (states of being, possession, feelings, thought, and the five senses) can never take a progressive (-ing) form in English. � She has been here for an hour. � She has been being here for an hour. � They have loved each other since they met. � They have been loving each other since they met.
For, All, Since & Ever Since These time markers are used to show how long an action has been continuing for. They are commonly used with the present perfect and present perfect progressive tenses. For and all show the duration of an action. For is more common than all. • We have lived on Main Street for 30 years. • She has been studying other languages all her life. ince and ever since show the starting point of an action. Since is more S common, but ever since emphasizes the duration more than since. • They have been waiting for the package since Tuesday. • He has been singing in a choir ever since he was a toddler.
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Exercise 1 FOR & SINCE Read about each situation below, and write a sentence using the present perfect progressive tense and for or since. 1. The baby is crying. She started to cry 20 minutes ago. The baby has been crying for 20 minutes. 2. It is snowing. It began to snow last night.
3. The children are studying now. They started to study an hour ago.
4. Willie smokes. He started to smoke when he was a teenager.
5. Andrea works in a bank. She got her bank job last April.
6. Mrs. Neville teaches French. She started to teach French 15 years ago.
7. Sue and Joe are planning their vacation. They started planning last winter.
8. The mechanic is fixing my car. He started working on it this morning.
9. My classmates are taking a test. The test started two hours ago.
10. The employees are writing their reports. They started writing at 9:00 am.
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Exercise 2 FILL IN THE BLANKS Choose the correct verb from the word list to complete the following sentences. Use the present perfect progressive tense.
Word List:
has been waiting 1. Maria at the coffee shop for her boyfriend for the past half hour, but he still hasn’t arrived. 2. The students Spanish since the semester began. 3. I on this report for the past two days. 4. You should take your umbrella when you go out. It all day. 5. Your children television all evening. 6. John’s back hurts. He heavy boxes all morning. 7. The students in the classroom for 20 minutes, but the teacher hasn’t come yet. 8. The girls on the telephone for over an hour.
• • • • • • • • • • • • • • • •
talk look lift work wait feel rain deliver shop cry plan read drive study sit watch
9. Frank the same car for almost 20 years. 10. Mr. and Mrs. Barnes are very excited about going to China next summer. They this trip for over a year. 11. That mailman the mail in our neighborhood for nearly 25 years. He is going to retire soon. 12. Rita and Carly are at the mall. They since the stores opened this morning. 13. My eyes are getting tired. I all day. 14. Bill hopes to find a new job soon. He in the paper and on the Internet every day for the past month. 15. Andrea is planning to call the doctor this afternoon. She sick for several days. 16. Claire’s eyes are red. She all morning.
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Present Perfect Progressive
Grammar Practice Worksheets
Exercise 3 NEGATIVE & AFFIRMATIVE Write sentences (first in the negative and then in the affirmative) using the words provided and the present perfect progressive tense. Follow the example given below. 1. Terry / study French / study German Terry hasn’t been studying French. He’s been studying German. 2. Barbara / knit a sweater / knit a scarf
3. Ann / work overtime this week / go home early
4. Kevin / study for his exam / watch TV all evening
5. Jenny / send postcards to her friends / write emails
6. Robert / drive to work this week / take the bus
7. Lisa / feel well this week / cough a lot
8. Mrs. Anderson / clean the house / talk on the phone all morning
9. the children / do their homework / play cards
10. the Smiths / save for a house / shop for new furniture instead
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Exercise 4 TELL ME WHY
A. Matching Match the situations on the left with the causes on the right. e
1.
Mary’s eyes are very red.
a)
She’s been leaning against the blackboard.
2.
The streets are wet.
b)
She’s been exercising all month.
3.
The children aren’t hungry now.
c)
She’s been dancing for hours.
4.
He’s out of breath.
d)
It’s been raining for hours.
5.
Carol’s pants are dirty.
e)
She’s been crying all night.
6.
Both boys have black eyes.
f)
He’s been running for an hour.
7.
The teacher’s sweater is covered in chalk.
g)
She’s been working in the garden.
8.
Andrew coughs all the time.
h)
They’ve been eating cookies all day.
9.
Lily’s feet are sore.
i)
He’s been smoking for years.
10. Donna feels great.
j)
They’ve been fighting.
B. Writing Use the present perfect progressive tense and your own ideas to answer the following questions. 1. Why are you so tired?
3. Why does it smell so good in the kitchen?
all morning.
all afternoon.
2. Why did Daniel’s teacher phone Daniel’s parents?
4. Why haven’t you finished your homework yet?
for the past month.
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Exercise 5 QUESTIONS & ANSWERS Use the correct question word (who, what, where, why, how long) and the present perfect progressive tense to make information questions. The bold words are the answers to the questions. 1. How long has Ben been working for that company? Ben has been working for that company for 20 years. 2. She has been talking to her mother for the past hour. 3. Ruth has been waiting for Sara for over an hour. 4. The boys have been playing tennis all afternoon. 5. Annie has been waiting in the coffee shop for Robbie. 6. She’s been cooking all day because she’s having a big party tonight. 7. He’s been walking to work all week because he wants to get some exercise. 8. It’s been snowing since last night. 9. Mrs. Jones has been living in our old apartment since we moved out. 10. Maria and John have been practicing in the studio all month.
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Grammar Practice Worksheets
Exercise 6 SCR AMBLED SENTENCES Put the words below in the correct order to make grammatically correct sentences. Use the present perfect progressive tense. 1. has that he been for company working years for ten He has been working for that company for ten years. 2. piano lessons has she since taking a been was child she
3. fishing since they the came have sun been up
4. has an father he his been for arguing hour with
5. have neighborhood we same in been since the living we were children
6. Alex since he been came from business sleeping his has home trip
7. been the since students doing they to came class have exercise this
8. Peter hockey has the since it been game watching began
9. Dan been Luke two playing have and for tennis hours
10. morning been to we presentations all listening have
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Grammar Practice Worksheets
Exercise 7 EVER SINCE Use the information provided below to make sentences with the present perfect progressive tense and ever since. 1. John finished his business degree. Then he started to work for a large international company. John has been working for a large international company ever since he finished his business degree. 2. Bonnie got a very bad flu. After that, she began to take vitamins.
3. Dave’s car broke down. Then he began to walk to work.
4. Ellen’s doctor told her to lose weight. Then she began to diet.
5. Mary’s parents heard some bad news. Then they started to cry.
6. Diane’s husband died of cancer. Then Diane started to volunteer at the hospital.
7. Ross got a new dog. Then he started to take long walks every day.
8. Wayne got skates for his tenth birthday. Then he started to play hockey.
9. Clara joined an exercise class. Then she started to lose weight.
10. Bob and Lisa retired. Then they started traveling.
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Exercise 8 CLASS ACTIVITY Walk around the room and interview your classmates. Complete the chart. #
Find someone who...
1
...has been living in this city for less than two years.
2
...has been having trouble sleeping lately.
3
...hasn’t been feeling well this week.
4
...has been taking music lessons for several years.
5
...has been playing soccer since he/she was a young child.
6
...has been studying English for a very short time.
7
...has been planning a special trip for a long time.
8
...has been dating the same person for more than six months.
9
...has been waiting for an important phone call, letter, or email all week.
10
...has been watching the same TV series every week for the past several months.
11
...has been sitting in the same seat every day since this course began.
12
...has been taking vitamins every day for many years.
13
...has been exercising regularly for the past month.
14
...hasn’t been taking the bus to school this week.
15
...has been wearing the same brand of lipstick for years.
16
...has been driving the same car for over five years.
17
...has been thinking about moving to a new place.
18
...has been doing a lot of homework lately.
19
...has been reading a good book this week.
20
...has been looking forward to seeing friends this weekend.
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Exercise 9 WRITING What are some of your future goals? Write three paragraphs about three goals and the steps you are currently taking to reach those goals. Use the present perfect progressive tense as often as possible.
Example One of my goals is to be a fluent English speaker. I have been studying English for eight years. I have been living in Canada since 2015, and I have been working for a Canadian company for two months. I want to keep working there for at least a year. Another goal I have is to get in better shape. To reach this goal, I…
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Exercise 10 PRESENT PERFECT & PRESENT PERFECT PROGRESSIVE Read the information in the chart below, and then write at least two sentences about each person using the present perfect and present perfect progressive tenses. Person
Time Now
Activity in Progress
Began
Completed So Far
Doris
4:00 pm
writing emails
1:00 pm
20 emails
Judy
4:00 pm
meeting customers
early this morning
12 customers
Wayne
4:00 pm
playing tennis
3:00 pm
three games
Michael
4:00 pm
fixing computers
9:00 am
six computers
Bonnie
4:00 pm
baking
12:30 pm
two cakes and four dozen cookies
1. Doris
4. Michael
Doris has been writing emails for three hours. Doris has been writing emails since 1:00. She has written 20 emails so far. 2. Judy
5. Bonnie
3. Wayne
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Exercise 11 PRESENT PERFECT VS. PRESENT PERFECT PROGRESSIVE Complete the following sentences with the correct form of the verb in brackets (present perfect or present perfect progressive). have been writing have finished 1. I emails since 10:00 this morning. So far, I about 20. (write)
(finish)
2. I love that restaurant. I there many times. (eat)
3. Go and wake your father up. He all afternoon. (sleep)
4. Laura is at the mall. She all morning. (shop)
She three pairs of shoes, two dresses, and a coat. (buy)
5. They that office tower for almost two years. (build)
So far, it over $200 million dollars. (cost)
6. The boys all afternoon. They ten fish so far. (fish)
(catch)
7. Let’s sit down. I’m tired. We for hours. (dance)
8. Kelly is standing on the corner. She for her boyfriend for the past 20 minutes. (wait)
9. There is a police car parked on the street across from my house. I it for over an hour, but nothing yet. (watch)
(happen)
10. Please answer the phone. It for the past five minutes. (ring)
11. Anna in the hospital for over a month. She may come home next week. (be)
12. A: Sorry I’m late. B: That’s okay. I very long. (not / wait)
13. It steadily for the past two days. (rain)
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15
Present Perfect Progressive
Grammar Practice Worksheets
Answer Key Exercise 1
7.
1.
The baby has been crying for 20 minutes.
8.
2.
It has been snowing since last night.
Lisa hasn’t been feeling well this week. She’s been coughing a lot. Mrs. Anderson hasn’t been cleaning the house. She’s been talking on the phone all morning.
3.
The children have been studying for an hour.
4.
Willie has been smoking since he was a teenager.
5.
Andrea has been working in a bank since last April.
6.
Mrs. Neville has been teaching French for 15 years.
7.
Sue and Joe have been planning their vacation since last winter.
8.
The mechanic has been working on my car since this morning.
9.
My classmates have been taking a test for two hours.
10. The employees have been writing their reports since 9:00 am.
Exercise 2
The children haven’t been doing their homework. They’ve been playing cards.
10. The Smiths haven’t been saving for a house. They’ve been shopping for new furniture instead.
Exercise 4 A. MATCHING 1. e
3. h
5. g
7. a
9. c
2. d
4. f
6. j
8. i
10. b
1.
has been waiting
9.
2.
have been studying
10. have been planning
3.
have been working
11. has been delivering
4.
has been raining
12. have been shopping
5.
have been watching
13. have been reading
6.
has been lifting
14. has been looking
7.
have been sitting
15. has been feeling
1.
How long has Ben been working for that company?
16. has been crying
2.
Who has she been talking to for the past hour?
3.
How long has Ruth been waiting for Sara?
4.
What have the boys been doing/playing all afternoon?
5.
Where has Annie been waiting all day?
6.
Why has she been cooking all day?
7.
Why has he been walking to work all week?
8.
How long has it been snowing?
Terry hasn’t been studying French.
9.
Who has been living in our old apartment since we moved out?
He’s been studying German.
10. Where have Maria and John been practicing all month?
8.
have been talking
has been driving
9.
Exercise 3 Encourage your students to use contractions for all or at least some of their answers. 1. 2.
Individual answers.
Exercise 5
Barbara hasn’t been knitting a sweater. She’s been knitting a scarf.
3.
B. WRITING
(continued on the next page...)
Ann hasn’t been working overtime this week. She ‘s been going home early.
4.
Kevin hasn’t been studying for his exam. He’s been watching TV all evening.
5.
Jenny hasn’t been sending postcards to her friends. She’s been writing emails.
6.
Robert hasn’t been driving to work this week. He’s been taking the bus.
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16
Present Perfect Progressive
Grammar Practice Worksheets
Answer Key cont. Exercise 6
Exercise 8
1.
He has been working for that company for ten years.
Answers will vary.
2.
She has been taking piano lessons since she was a child.
3.
They have been fishing since the sun came up.
4.
He has been arguing with his father for an hour.
5.
We have been living in the same neighborhood since we were children.
6.
Alex has been sleeping since he came home from his business trip.
7.
The students have been doing this exercise since they came to class.
8.
Peter has been watching the hockey game since it began.
9.
Dan and Luke have been playing tennis for two hours.
Exercise 9 Answers will vary.
Exercise 10 Answers may vary. 1.
Doris has been writing emails since 1:00. /
10. We have been listening to presentations all morning.
Exercise 7
She has written 20 emails so far. 2.
2.
Wayne has been playing tennis for an hour. /
John has been working for a large international
Wayne has been playing tennis since 3:00. /
company ever since he finished his business degree.
Wayne has played three games of tennis so far.
Bonnie has been taking vitamins
4.
ever since she got a very bad flu. 3.
Dave has been walking to work ever since his car broke down.
4.
Ellen has been dieting ever since
5.
Judy has been meeting customers since early this morning. / She has met 12 customers so far.
3. 1.
Doris has been writing emails for three hours. /
Michael has been fixing computers for seven hours. / Michael has been fixing computers since 9:00. / He has fixed six computers so far.
5.
Bonnie has been baking for three and a half hours. /
her doctor told her to lose weight.
Bonnie has been baking since 12:30. /
Mary’s parents have been crying
She has baked two cakes and four dozen cookies so far.
ever since they heard some bad news. 6.
Diane has been volunteering at the hospital
(continued on the next page...)
ever since her husband died of cancer. 7.
Ross has been taking long walks every day ever since he got a new dog.
8.
Wayne has been playing hockey ever since he got skates for his tenth birthday.
9.
Clara has been losing weight ever since she joined an exercise class.
10. They have been traveling ever since they retired.
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17
Present Perfect Progressive
Grammar Practice Worksheets
Answer Key cont. Exercise 11 1.
have been writing, have finished
2.
have eaten
3.
has been sleeping
4.
has been shopping, has (already) bought
5.
have been building, has cost
6.
have been fishing, have caught
7.
have been dancing
8.
has been waiting
9.
have been watching, has happened
10. has been ringing 11. has been 12. haven’t been waiting 13. has been raining SPELLING NOTES: This lesson shows the American spelling of the words Neighborhood, Traveling, and Practice. Most other Englishspeaking countries spell these words this way: Neighbourhood, Travelling, 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. EDITOR’S NOTES: 1.
Find more practice on the Present Perfect in our Grammar Practice Worksheets lesson: https://esllibrary.com/courses/88/lessons/1597
2.
Find past participle lists and cards in our Grammar & Usage resources: https://esllibrary.com/resources
3.
For more information on Non-Action Verbs, see our Grammar & Usage resource: https://esllibrary.com/resources/2329
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18
Everyday Dialogues
Taking the Bus In this lesson, you will learn useful vocabulary and expressions for talking to a bus driver or another passenger at a bus stop. Have your bus fare ready, and remember to say hello and thank you to the driver.
Pre-Reading A. Warm-Up Questions 1. How often do you take a city bus? 2. W hat is the bus fare for students in major cities in your native country? 3. W hy do students and seniors often receive a reduced fare?
B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.
fare
a)
the amount of money you pay to ride public transportation
2.
ID
b)
a place where you wait for or get off the bus
3.
bus stop
c)
direct, without regular stops
4.
depot
d)
closed to passengers
5.
express
e)
the person who rides in the vehicle
6.
out of service
f)
identification
7.
route
g)
the path the vehicle takes
8.
driver
h)
a central place where buses meet
9.
passenger
i)
the person who operates the vehicle
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Taking the Bus
Everyday Dialogues
Dialogue Reading Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice.
Passenger:
Good morning. Is this the bus I take to get to the university?
Bus Driver:
No. This is an express bus to the shopping center.
Passenger:
Oh, sorry. Which bus will get me to the downtown campus?
Bus Driver:
You can take route #3 or #8. Bus #3 is express to the university.
Passenger:
Okay, thank you. How often does it come?
Bus Driver:
Bus #8 arrives at the depot on the hour. Bus #3 comes every 15 minutes.
Passenger:
Okay, thanks. Bus #8 will be here soon, then. How long does it take to get to the school?
Bus Driver:
It makes a lot of stops. It takes at least 50 minutes.
Passenger:
Fifteen minutes? That’s quick!
Bus Driver:
No, 50, as in five-oh. You’re better off to wait for the express.
Passenger:
Oh, okay. And what’s the fare?
Bus Driver:
Two dollars for students. You’ll have to show your student ID.
Passenger:
Thank you for your help!
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Taking the Bus
Everyday Dialogues
Practice Work with your partner. Role-play the dialogue on page 2, substituting the different expressions below. Then switch roles. 1. Is this the bus I take to get to the university? • Does this bus go down Main Street? • Does this bus go downtown? • This bus stops at the airport, right? 2. This is the express bus to the shopping center. • • • • •
This bus is not in service. This bus is full. This bus doesn’t take bikes. This is the airport bus. This bus goes downtown.
3. Which bus will get me to the downtown campus? • Which bus goes to the mall? • Which bus will take me to Smythe Street?
5. Bus #8 arrives at the depot on the hour. • The downtown bus comes every 15 minutes. • It comes at twenty past the hour. • A new bus comes every few minutes. 6. How long does it take to get to the school? • How far is it to the downtown core? • When will it reach the campus? • How long is the ride to the city center? 7. And what’s the fare? • How much does it cost? • What’s the student fare? • How much is it for a child? 8. You’ll have to show your student ID.
4. How often does it come? • Does it come every 15 minutes? • How often does it stop here?
• Have your student card ready. • You’ll need to show a student card. • They’ll need to see your discount card.
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Taking the Bus
Everyday Dialogues
Listening Practice Listen to the recording of the dialogue from page 2. Fill in the missing words as you listen. Listen again. Now look back at page 2 and check your work. Did you fill in the correct words? Did you spell everything correctly?
Passenger:
Is this the bus I take to get to the ?
Bus Driver:
No. This is an bus to the shopping center.
Passenger:
Oh, sorry. Which bus will get me to the downtown campus?
Bus Driver:
You can take route #3 or #8. Bus #3 is express to the university.
Passenger:
Okay, thank you. does it come?
Bus Driver:
Bus #8 arrives at the on the hour. Bus #3 comes every 15 minutes.
Passenger:
Okay, thanks. Bus #8 will be here soon, then. How to get to the school?
Bus Driver:
It makes a lot of stops. It takes at least 50 minutes.
Passenger:
Fifteen minutes? That’s quick!
Bus Driver:
No, 50, as in five-oh. to wait for the express.
Passenger:
Oh, okay. And what’s the ?
Bus Driver:
Two dollars for students. You’ll have to show your .
Passenger:
Thank you for your help.
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Taking the Bus
Everyday Dialogues
Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. One of you will be a bus driver and one of you will be a passenger. Practice and present the dialogue to your class.
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Taking the Bus
Everyday Dialogues
Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. Where does the passenger need to go?
2. What options does the passenger have?
3. How long does the non-express bus take to get to her destination?
4. How much do students pay to take the bus?
5. What does the passenger need to show the bus driver to get the lower fare?
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Taking the Bus
Everyday Dialogues
Review cont. Task 2 QUESTION FORMATION
A. Questions Write five questions you might ask a bus driver. 1. 2. 3. 4. 5.
B. Answers Write five possible answers to your questions. 1. 2. 3. 4. 5.
Task 3 ROLE-PLAY Find a partner. Imagine that you are the passenger and your partner is the bus driver. Use your questions to do a role-play for your teacher.
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Taking the Bus
Everyday Dialogues
Answer Key LESSON DESCRIPTION:
LEVEL: Low Int
In this lesson, students practice asking a bus driver questions.
TIME:
They learn and practice useful vocabulary and expressions for traveling on public transit in an English-speaking country.
1.5 hours
TAGS:  dialogues, bus, bus transit, bus driver, public transit, transportation
Pre-Reading
Listening Practice
A. WARM-UP QUESTIONS
Have students complete the dialogue by listening to the recording or by having two students read
Discuss as a class or in small groups. Answers will vary.
the completed dialogue from page 2.
B. VOCABULARY PREVIEW 1. a
3. b
5. c
7. g
2. f
4. h
6. d
8. i
Dialogue Reading
9. e
Write Your Own Dialogue Encourage your students to use vocabulary from the model. (continued on the next page...)
Give your students time to read the dialogue in pairs.
Practice Have your students read the dialogue again and practice subbing in some of the different expressions.
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Taking the Bus
Everyday Dialogues
Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until
SPELLING NOTES: This lesson shows the American spelling of the words Center and Practice. Most other English-speaking countries spell these words this way: Centre and Practise (when used
the end or assess your students throughout the lesson.
as a verb; Practice when used as a noun). Make it a challenge
TASK 1
see if they know the alternate spellings.
Play the audio from this lesson. Then assign the questions. You
Also note that Public Transportation or Public Transit
for your students to find these words in the lesson and
can decide if you want your students to say or write the answers.
are preferred in North American English, while
1.
Public Transport is preferred in British English.
T he student needs to get to the downtown campus of the university.
2.
T he passenger can take bus #3 (the express) or bus #8.
3.
T he non-express bus takes 50 minutes.
4.
The student fare is $2.00.
5.
T he passenger has to show her student ID.
TASK 2 Answers will vary. Assess your students’ understanding of how to talk to a bus driver by having them write common questions and answers that they learned in this lesson. Check for proper question formation. TASK 3 Assess two students at a time as they role-play the scenario.
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Everyday Dialogues
Taking the Bus
Everyday Dialogues
Meeting the Teacher In this lesson, you will practice talking to a teacher about your child’s progress at school.
Pre-Reading A. Warm-Up Questions 1. W hy do parents need to talk to their children’s teachers? 2. W hat questions do parents ask teachers at parent-teacher interviews? 3. How do you feel when you meet your child’s teacher?
B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.
a pleasure
a)
the first letter of one’s first and last names, a short signature
2.
improve
b)
to get better
3.
home reading
c)
a scale of measurement for skills such as reading
4.
initials
d)
a worry, a problem you think about a lot
5.
level
e)
a program for doing extra reading practice at home
6.
concern
f)
to tell someone the same thing another time
7.
remind
g)
a written record of a student’s marks or grades in one semester
8.
report card
h)
an enjoyable experience
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1
Meeting the Teacher Everyday Dialogues
Dialogue Reading Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice.
Teacher:
Hello! You must be Pedro’s mother.
Parent:
Yes. I’m Alexandra. You can call me Alex.
Teacher:
Nice to meet you, Alex. Pedro is a pleasure to have in the classroom.
Parent:
That’s good to hear. I’m a bit worried about his English.
Teacher:
He is improving quickly. We are giving him extra help in reading and listening.
Parent:
Okay. Is there anything we should be working on at home?
Teacher:
Yes, I’m glad you asked. Please make sure he reads his home reading every night. Write your initials in the homework book after he completes his reading.
Parent:
Sorry, could you repeat that, please? My English isn’t very strong.
Teacher:
No problem. Please remind Pedro to read his book every night. After he reads, sign his homework book. I will choose books at his reading level.
Parent:
Okay, thank you. We usually read together. I am learning English, too!
Teacher:
Excellent. Do you have any other questions or concerns?
Parent:
I don’t think so. Oh, yes...when will I get a report card?
Teacher:
Report cards go out three times a year. You’ll get the first one in December.
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Meeting the Teacher Everyday Dialogues
Practice Work with your partner. Role-play the dialogue on page 2, substituting the different expressions below. Then switch roles. 1. You must be Pedro’s mother. • You’re Pedro’s mother, aren’t you? • I’m guessing you’re Pedro’s mother. • I’m Pedro’s teacher, and you are...? 2. You can call me Alex. • • • •
Please call me Alex. Most people call me Alex. I usually go by Alex. Alex is fine.
5. I ’m a bit worried about his English. • I’m a bit concerned about his English. • I’ve noticed that his English level isn’t quite where it should be. 6. I s there anything we should be working on at home? • What should we be doing at home? • What can we do at home to help Pedro improve? • Do you have any suggestions for extra work?
3. Pedro is a pleasure to have in the classroom • Pedro is a pleasure to teach. • I’m enjoying having Pedro in my classroom. • Pedro is an excellent student.
7. Sorry, could you repeat that, please? • Would you mind saying that again? • I’m sorry, I missed that. • Pardon? I didn’t quite get that last part.
4. That’s good to hear. • • • •
That’s nice to know. That’s music to my ears. That’s kind of you to say. I’m glad to hear that.
8. Do you have any other questions or concerns? • Are there any other questions at this time? • Can I help you with anything else? • If you have any other questions, I’d be happy to answer them.
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Meeting the Teacher Everyday Dialogues
Listening Practice Listen to the recording of the dialogue from page 2. Fill in the missing words as you listen. Listen again. Now look back at page 2 and check your work. Did you fill in the correct words? Did you spell everything correctly?
Teacher:
Hello! You must be Pedro’s mother.
Parent:
Yes. I’m Alexandra. You can call me Alex.
Teacher:
, Alex. Pedro is a pleasure to have in the classroom.
Parent:
That’s good to hear. I’m a bit worried about his English.
Teacher:
He is quickly. We are giving him extra help in reading and listening.
Parent:
Okay. Is there anything we should be working on at home?
Teacher:
Yes, I’m glad you asked. Please make sure he reads his home reading every night. Write your initials in the book after he completes his reading.
Parent:
Sorry, could you repeat that, please? My English .
Teacher:
No problem. Please remind Pedro to read his book every night. After he reads, sign his homework book. I will books at his reading level.
Parent:
Okay, thank you. We read together. I am learning English, !
Teacher:
. Do you have any other questions or concerns?
Parent:
I don’t think so. Oh, yes...when will I get a report card?
Teacher:
Report cards three times a year. You’ll get the first one in December.
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Meeting the Teacher Everyday Dialogues
Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. One of you will be a teacher and one of you will be a parent. Practice and present the dialogue to your class.
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Meeting the Teacher Everyday Dialogues
Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. What is the main purpose of the conversation?
2. What is Pedro’s mom a bit worried about?
3. What does the teacher want Pedro to work on at home?
4. What do Pedro and Alexandra have in common?
5. What does Pedro’s mom remember to ask before the meeting ends?
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Meeting the Teacher Everyday Dialogues
Review cont. Task 2 QUESTION FORMATION
A. Questions Write five questions a parent might ask his/her child’s teacher. 1. 2. 3. 4. 5.
B. Answers Write five possible answers to your questions. 1. 2. 3. 4. 5.
Task 3 ROLE-PLAY Find a partner. Imagine that one of you is a teacher and the other is a parent meeting their child’s teacher for the first time. Use your questions to do a role-play for your class.
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Meeting the Teacher Everyday Dialogues
Answer Key LESSON DESCRIPTION:
LEVEL: Low Int
In this lesson, a parent meets her ESL child’s teacher. She shares
TIME:
her concerns and receives advice from the teacher. This lesson is designed for adult learners who have school-aged children.
Pre-Reading
1.5 hours
TAGS: parent, teacher, meet the teacher, school, interview, report cards, ESL
Practice
A. WARM-UP QUESTIONS
Have your students read the dialogue again and practice subbing in some of the different expressions.
Discuss as a class or in small groups. Answers will vary.
Listening Practice
B. VOCABULARY PREVIEW 1. h
3. e
5. c
7. f
Have students complete the dialogue by listening
2. b
4. a
6. d
8. g
to the recording or by having two students read
Dialogue Reading Give your students time to read the dialogue in pairs.
the completed dialogue from page 2.
Write Your Own Dialogue Encourage your students to use vocabulary from the model. (continued on the next page...)
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Meeting the Teacher Everyday Dialogues
Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until the end or assess your students throughout the lesson. TASK 1 Play the audio from this lesson. Then assign the questions. You can decide if you want your students to say or write the answers. 1.
T he main purpose of the conversation is for Pedro’s mother to meet his teacher.
2.
Pedro’s mom is a bit worried about her son’s English.
3.
T he teacher wants Pedro to work on his reading skills at home.
4.
Pedro and his mom are both learning English.
5.
Before the meeting ends, Pedro’s mom remembers to ask the teacher when report cards go home.
TASK 2 Answers will vary. Assess your students’ understanding of how to talk to a child’s teacher by having them write common questions and answers that they learned in this lesson. TASK 3 Assess two students at a time as they role-play the scenario. Check for proper question formation.
SPELLING NOTES: 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.
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Everyday Dialogues
Meeting the Teacher
Living in English
Family Table of Contents 2
Doug Frost’s Family Tree
3
Family Relationships
6
Pair Work
8
Families
9
Vocabulary, Idioms & Expressions
10
Class Activity
11
Review (Assessment Task)
12
Teachers' Notes
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Family
Living in English
Family Tree DOUG FROST’S FAMILY Imagine that you are Doug Frost. Match the words below to the correct images. (Some will not be used.) Then use the words to describe relationships between other family members. a) b) c) d)
grandfather grandmother father mother
e) f) g) h)
uncle aunt brother sister
i) j) k) l)
son daughter cousin grandson
m) n) o) p)
nephew niece brother-in-law sister-in-law
1. Jon Frost
2. Janis Frost
q) r) s) t)
husband wife mother-in-law daughter-in-law
3. Dave Bayes
4. Ann (Frost) Bayes
Doug Frost
7. Sara (Cash) Frost
me
5. Ben Bayes
6. Ruth Bayes
8. Andy Frost
9. Mel (Pitt) Frost
10. Joey Frost
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Family
Living in English
Family Relationships A. Vocabulary Male Relatives
Female Relatives
Either Gender
• • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • • • • • • •
• • • • • • • • • • • • • •
father grandfather husband son brother uncle great-grandfather grandson nephew son-in-law brother-in-law father-in-law stepfather stepson stepbrother half brother adopted son foster son godson
mother grandmother wife daughter sister aunt great-grandmother granddaughter niece daughter-in-law sister-in-law mother-in-law stepmother stepdaughter stepsister half sister adopted daughter foster daughter goddaughter
Marital Statuses
Additional Vocabulary
• • • • • • • •
• • • • • • • • • •
married single / unmarried engaged separated divorced a bachelor (male) a widow (female) a widower (male)
parent grandparent spouse child only child sibling great-grandparent cousin grandchild in-laws stepchild adopted child foster child godchild
relatives immediate family extended family ancestors descendants orphan twins triplets maternal paternal
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Family
Living in English
Family Relationships cont. B. Conversation Practice Ask your classmates questions about their families and complete the chart below. Which member of your group has the largest extended family?
Example Questions: • • • •
Are you married? • Are they older or Do you have children? younger than you? How many children do you have? • Are your maternal Do you have any siblings? grandparents still living?
Classmate’s Name Spouse
Children
Siblings
Nieces / Nephews
Cousins
Aunts / Uncles
In-Laws
Maternal Grandparents
Paternal Grandparents
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Family
Living in English
Family Relationships cont. C. Complete the Sentences Complete the following sentences using the list of family vocabulary on page 3. 1. Your brother or sister is your . 2. Your mother and father are your . 3. Your mother’s sister is your . 4. Your daughter’s husband is your . 5. Your sister’s son is your . 6. Your brother’s wife is your . 7. Your sister’s daughter is your . 8. Your father’s brother is your . 9. Your aunt’s or uncle’s children are your . 10. Your father, mother, sister, and brother are your . 11. Your husband’s mother is your . 12. Your daughter’s son is your . 13. A person who has no brothers or sisters is called an . 14. Your mother’s new husband (not your father) is your . 15. A child whose mother and father are dead is an . 16. An unmarried man is or a . 17. A woman whose husband has died is a . 18. Your mother’s parents are your grandparents. 19. Your father’s parents are your grandparents. 20. A child who you have legal custody of, but is not your biological child, is your child.
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Family
Living in English
Pair Work (Student A) ARJUN KUMAR’S FAMILY TREE You and your partner both have some information about Arjun Kumar’s family. Share the information and try to complete the family tree below. Write the correct names on the lines. Then draw the characters for fun.
Clues: • • • • • •
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Kusum is Arjun’s wife. Tanisha is Kusum’s daughter. Akil isn’t married. Kavita has two children. Manju is Tanisha’s husband. Naresh is Tara’s brother.
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Family
Living in English
Pair Work (Student B) ARJUN KUMAR’S FAMILY TREE You and your partner both have some information about Arjun Kumar’s family. Share the information and try to complete the family tree below. Write the correct names on the lines. Then draw the characters for fun.
Clues: • • • • • •
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Arjun is a grandfather. Tanisha’s sister is married to Jaideep. Kusum’s granddaughter is Tara. Akil is Arjun’s son. Kavita is Tanisha’s sister. Tanisha has no children.
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Family
Living in English
Families A. Reading
B. Discussion
1. It is difficult to describe a typical family nowadays. Depending on the country and the culture, families can range from a large extended group of relatives living together in one home to a single-parent family with only one child. While large extended families were once common in North America and many Western countries, nowadays it is unusual for grandparents, uncles, aunts, and cousins to all live together in one home.
1. How is family life here different from family life in your country?
2. I n Canada and the US, children are encouraged to be independent. Many young adults live by themselves or with roommates while going to college, and most of them move out of the family home permanently when they have completed their education. They choose their own careers and their own spouses. Arranged marriages are not part of Western culture. Most young married couples choose to live apart from their parents, and many even end up living in different cities. 3. W estern society also emphasizes the independence of the elderly. When senior citizens become too old to live independently, they often move into assisted living facilities or nursing homes. People from other cultures may find this aspect of Western society very strange because, in their cultures, they are used to caring for their elderly parents in their own homes. 4. A nother major change in the structure of the family results from the increase in divorce and remarriage in our modern society. Nowadays, blended families are becoming more and more common. Many households now include stepparents, stepbrothers and sisters, and half brothers and sisters. The number of single-parent homes is also increasing rapidly.
2. At what age do children usually leave home in your country? 3. In your country, do young adults often live with roommates when they leave home? 4. Do married couples often live with their parents in your country? 5. Are arranged marriages common in your country? 6. Are there many single-parent families in your country? 7. What is the rate of divorce in your country? 8. If parents are divorced in your country, who usually gets custody of the children? 9. Do you think joint custody is a good idea? 10. Who looks after elderly parents in your country? 11. What are the advantages and disadvantages of living in a multigenerational family? 12. What are the advantages and disadvantages of being an only child? 13. Do grandparents play an important role in raising grandchildren in your country? 14. Do most married women work outside the home in your country? 15. In your country, do husbands help with the housework and care of the children?
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Family
Living in English
Vocabulary, Idioms & Expressions VOCABULARY, IDIOM, OR EXPRESSION
DEFINITION
infant
a baby, a young child during the first year of life
toddler
a young child between about one and three who has learned to walk but is not yet very steady on his/her feet
adolescent
someone between the ages of about 12 or 13 and 18, a teenager, someone between childhood and adulthood
peer
someone of the same age group or social status
senior citizen
an elderly person, usually refers to someone over 65
baby of the family
the youngest child in the family
baby boom
the population explosion that took place after World War II
baby boomer
a person born between about 1946 and 1960
generation gap
the differences in values, beliefs, and attitudes between different generations (such as between parents and children)
sandwich generation
the people who are at the age when they have to look after their children and their elderly parents at the same time
be named after
to be given the same first name as someone else, usually a family member
take after
to be similar to an older member of your family in physical appearance, personality, or natural talent
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Family
Living in English
Class Activity FIND SOMEONE WHO... Walk around the classroom and ask your classmates questions. Write the questions in the spaces provided below and write your classmate’s name on the right if he/she answers “yes.” #
Find someone...
1
who gets along well with his/her mother-in-law.
2
who has a toddler.
3
who is a bachelor.
4
who is an only child.
5
whose maternal grandmother is still living.
6
who has two brothers.
7
who is a baby boomer.
8
who has twins in his/her family.
9
who has adolescent children.
10
who is the baby of his/her family.
11
who is named after his/her father or mother.
12
who takes after his/her mother.
13
who is the oldest sibling in his/her family.
14
who has all four grandparents still living.
Question
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Family
Living in English
Review Your teacher will now assess your ability to identify family members.
Task Complete the sentences. 1. My father’s brother is my . 2. My brother’s sister is my . 3. My mother’s father is my . 4. My son’s sister is my . 5. My grandfather’s daughter is my . 6. My aunt’s son is my . 7. My sister’s daughter is my . 8. My father’s mother is my . 9. My mother’s son is my . 10. My cousin’s brother is my . 11. My sister’s mother is my . 12. My uncle’s wife is my . 13. My grandmother’s son is my . 14. My mother’s mother is my . 15. My uncle’s daughter is my . 16. My nephew’s mother is my . 17. My brother’s uncle is my . 18. My daughter’s brother is my . 19. My brother’s son is my . 20. My mother’s husband is my .
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Family
Living in English
Teachers' Notes LESSON DESCRIPTION:
LEVEL: Low Int
In this lesson, students learn vocabulary for members of the family.
TIME:
5+ hours
TAGS:
family, family tree, relationships, relatives, living in English
They also practice reproducing information in a family tree.
FLASHCARDS: Family
Family Tree
C. COMPLETE THE SENTENCES Have students work individually or in pairs while you
On the day prior to introducing the theme of “family,” ask students to bring family pictures to class to share with their classmates. Bring pictures of your own and explain the concept
circulate and monitor their work. Correct orally with the class as a whole. Have students alternate giving the answers.
of a family tree. Ask a few students to show their pictures to the
1.
sibling
11. mother-in-law
class and indicate the relationships of the family members.
2.
parents
12. grandson
Go over Doug Frost’s family tree on page 2 in pairs or as a class.
3.
aunt
13. only child
4.
son-in-law
14. stepfather
1. c
3. o
5. m
7. r
9. t
5.
nephew
15. orphan
2. d
4. h
6. n
8. i
10. l
6.
sister-in-law
16. single, bachelor
7.
niece
17. widow
Family Relationships
8.
uncle
18. maternal
9.
cousins
19. paternal
A. VOCABULARY
10. immediate family
Before distributing the vocabulary sheet on family relationships, try to elicit as much vocabulary as possible from students by
20. adopted
(continued on the next page...)
putting a chart on the board with three columns: male, female, and either gender. Students may already be familiar with many of the more common terms. B. CONVERSATION PR ACTICE Break the class into groups of three. In order to practice the vocabulary on family relations, students will complete the chart provided. Before they begin their group work, ask the class as a whole to make questions for the words provided on the chart. (E.g., Are you married? Do you have children? How many children do you have? etc.) Put the questions on the board and practice repeating them. Have students share their pictures in their groups, encouraging real conversation while they complete their charts.
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Family
Living in English
Teachers' Notes cont. Pair Work
Class Activity
Break the class into pairs. Give one student sheet A and the other
Review the vocabulary, idioms, and expressions found on page 9
sheet B. The object of this exercise is to complete Arjun Kumar’s
before doing this Find Someone Who activity. Have students write
family tree. Remind students that this is an oral exercise. They are
the questions before they begin the oral practice and review the
not allowed to show their partner their information. They are only
questions together. This will ensure they are asking the questions
allowed to give their information orally. Encourage them to begin by
correctly as they circulate around the room. Have students circulate
asking, “What do you know about Arjun’s family?” One student may
around the class asking the questions on the sheet. When a student
say, “I know that Arjun is a grandfather.” The other may say, “I know
finds a classmate who can answer the question, he/she will then
that Kusum is Arjun’s wife.” When all the pairs have completed the
write that student’s name on the sheet and follow up with one
tree, go over it together as a class.
more question of his/her own. (E.g., “Is your maternal grandmother
Arjun Kavita
Jaideep
still living?” “Yes.” “How old is she? / Does she live with you?” Try
Kusum
Tanisha
to encourage students to engage in real conversation during this Manju
Akil
activity. Follow up by sharing the information with the whole class. This activity provides a good opportunity for students to practice the new vocabulary.
Naresh
Tara
Families
(continued on the next page...)
Have students take turns reading the passage aloud and monitor pronunciation. Check for comprehension by asking questions. (E.g., What are some different kinds of families described in the passage? What is a blended family? Do most elderly parents in Western society live with their children? etc.) Then divide the class into groups of three or four, trying to mix cultural backgrounds. Have students discuss the questions in their groups. When the group work is completed, share some of the information with the class as a whole. You can ask one student from each group to report back or allow a freer forum of discussion.
Vocabulary, Idioms & Expressions Encourage students to keep the vocabulary list as a reference sheet. Your students may want to quiz each other before trying the Find Someone Who activity.
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Family
Living in English
Teachers' Notes cont. Review (Assessment Task) Decide which skills you want to assess, listening (& speaking/ writing) or reading (& speaking/writing). Choose or adapt an appropriate tool from our Resources section based on the skills you want to assess: https://esllibrary.com/resources/2352. If you want to assess listening, read the transcript aloud (without the answers) and have students write the answers (1–20) on a piece of paper. If you want to assess reading, hand out page 11. If you are assessing students individually, you can decide whether students should write or say the answer. 1.
uncle
11. mother
2.
sister
12. aunt
3.
grandfather
13. father / uncle
4.
daughter
14. grandmother
5.
mother / aunt
15. cousin
6.
cousin
16. sister
7.
niece
17. uncle
8.
grandmother
18. son
9.
brother
19. nephew
10. cousin
20. father
If you’re covering in-laws and step relations, you can accept those answers where applicable (e.g., 16. sister-in-law, 20. stepfather, etc.). You can also use this worksheet in a fun, fast-paced family vocabulary activity! See the instructions on how to play in our blog post: http://blog.esllibrary.com/2018/05/02/family-vocabularyactivity/ Note: This review/assessment task is also available in our Resources section: https://esllibrary.com/resources/2721 EDITOR’S NOTE: Descendants (page 3) can also be spelled descendents, though the former is more common.
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Living in English
The News Table of Contents 2
The Media
6
The Newspaper
8
The Weather Forecast
12
Headline News
16
Newspaper Articles
18
Idioms, Expressions & Proverbs
20
Class Activity
21
Review (Assessment)
23
Teachers' Notes
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The News
Living in English
The Media A. Discussion Discuss the following questions with your classmates. 1. What is the name of your local newspaper? 2. Does this paper publish a daily print and online edition? 3. Which version do you prefer, print or online? 4. Do you know how much a weekly subscription costs? 5. Can you name a national newspaper? Do you know if it publishes the paper seven days a week? 6. Can you name several popular news magazines in your country? Do you subscribe to any of these? 7. Do you often pick up a newspaper or magazine at a newsstand or do you prefer to read the news online? 8. What does a journalist do? 9. Did you ever have a job delivering newspapers? If so, where was your paper route?
15. Do you enjoy watching documentary programs on TV? If so, discuss one of the most interesting shows you have seen. 16. Do you often watch TV talk shows? If so, who is your favorite talk show host? 17. Do you have a 24-hour local weather channel? Do you know what channel it is? 18. Do you think that the news nowadays is too sensationalized? 19. What is your favorite radio station? Why do you like this station? Do you listen to news on this station? Do you prefer to listen to AM or FM stations? 20. Where do you usually get your local weather forecast—from the radio, TV, newspaper, Internet, mobile app? 21. Where do you find the TV and movie listings?
10. Do you know what the circulation department of a newspaper takes care of?
22. Do you use social media networks as a news source? Which ones?
11. Do you often watch 24-hour news channels such as CNN on TV?
23. Do you have Internet access at your home / school / place of work? Who is your Internet provider?
12. Do you know what time your local TV channels broadcast the news?
24. Do you ever read tabloid newspapers or websites?
13. Do you get cable or satellite TV? How many channels do you get? 14. Do you have a favorite news anchor that you regularly watch?
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The News
Living in English
The Media cont. B. Vocabulary Word
Definition
media
methods of communication, such as TV, radio, newspapers, magazines, and the Internet
local
in or of a place or area
edition
specific version of a newspaper, book, or magazine
subscribe
to agree to have a paper or magazine delivered on a regular basis
publish
to make public, to print and make ready to sell
newsstand
a small booth or shop that sells newspapers and magazines
journalist
a person who writes for newspapers, magazines, TV, etc.
paper route
the particular area where one delivers newspapers
circulation
the number of copies of a newspaper sold to the public, the distribution of a newspaper or magazine, the number of readers
channel
a place from which TV messages are sent
broadcast
to send out in all directions by radio, TV, or Internet, to put on the public airwaves
news anchor
a person broadcasting on TV, radio, or Internet who is in charge of a program and who puts together and delivers the news from other reporters
documentary
a type of program or film that presents factual information about social topics, health, science, etc.
talk show
a type of TV or radio program in which interesting topics are discussed and the audience or callers are invited to join in the discussion with special guests
host
the on-air person in charge of a particular TV or radio show
sensationalized
made to create a very strong emotional reaction or intense interest
online
on the Internet
Internet provider
a company that provides Internet services
tabloid
a type of newspaper with many pictures and sensationalized topics
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The News
Living in English
The Media cont. C. Complete the Sentences Choose the correct word or expression from the list in Part B to complete the following sentences. 1. Our community newspaper is still in business, but the is declining every day. 2. I prefer to listen to the news. I want to know what's happening in our city. 3. Al Gore, former vice president of the US, produced a about climate change, called An Inconvenient Truth. 4. I have decided to to our local newspaper because I like to read a print copy of the morning paper when I have my coffee. 5. Please don't change the until the hockey game is over. 6. The Sunday of our local newspaper is always much smaller than the Saturday paper. 7. Our son has a very large , so he has to leave the house every day at 6:00 am in order to finish delivering the papers before going to school. 8. The newspapers publish many pictures and stories about movie stars and other famous people, but often the stories are not true. 9. We got a new when we moved. The Internet is much faster now.
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The News
Living in English
The Media cont. D. Survey HOW DO YOU GET YOUR NEWS? Complete the chart below by asking your classmates as many questions as possible.
Example Questions: • How often do you read the news? • Do you watch the national news on TV every day? • What's your favorite magazine?
Classmate Names News How often? Which one? Type of articles? Subscribe? Magazine Favorite? How often? Types of articles Subscribe? Etc. Radio Types of programs? How often? Favorite station? Etc. Television Types of programs? Favorite channel? Favorite anchor? Cable or satellite? How often? Etc. Internet Uses? How often? Internet provider? Etc. Social Media Networks / Apps Which ones? How often? Cell phone or computer?
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The News
Living in English
The Newspaper A. What's in the News? To the right is a list of several sections of a local Saturday newspaper.
• • • • • • •
National and International News Weather Editorials Local News Sports Business Travel
• • • • • •
Comics Horoscope Lifestyle Classified Obituaries Arts and Entertainment
B. Where Do I Find It? Work with your partner. Read the information below and decide in which section of a newspaper you would find this information. #
Information
1
information about a new school being built in your city
2
stock prices
3
date of Mary Smith's death and funeral announcement
4
review of film awards show
5
apartments for rent
6
precipitation in Chicago for the next three days
7
last night's baseball scores
8
story about a hijacking on a flight over France
9
letter to the editor about the traffic problem in your city
10
schedule of movies at local theaters
11
cruises on the Mediterranean starting at $900
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The News
Living in English
The Newspaper B. Where Do I Find It? cont. #
Information
12
help wanted
13
birth announcements
14
exchange rates on foreign currency
15
coach of basketball team is fired
16
weekend garage sales in your city
17
where to buy tickets for the jazz concert
18
what to expect will happen today if you were born on March 1
19
TV listings
20
wedding announcements
21
used cars for sale
22
humidity in your city today
23
movie review of new film showing in your city
24
a political cartoon
25
robbery at convenience store
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The News
Living in English
The Weather Forecast A. Sorting The words below the chart refer to different kinds of weather conditions. Put each word into the correct category. Some words may fit into more than one category. Temperature
Humidity
Wind
Precipitation
Visibility
Word List: • • • • • •
hail cool hazy sleet mild dry
• • • • • •
clear sprinkle breezy damp chilly smog
• • • • • •
downpour muggy Celsius gusting fog humid
• • • • • •
showers stifling cloudy rain gale force sticky
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• • • • • •
hurricane Fahrenheit degrees flurries thunderstorm drizzle
• • • • • •
record high low mist blizzard wind chill slush
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The News
Living in English
The Weather Forecast cont. B. Definitions Choose the correct word from the Word List to match the definitions below. #
Word
Definition
1
rather cold
2
extremely hot
3
balls of ice falling from the sky
4
a severe, heavy snowstorm
5
to rain very lightly (two possibilities)
6
hot and humid (two possibilities)
7
a light snowfall
8
the effect of wind in combination with low temperatures
9
fog with smoke, air pollution
10
very heavy rain
11
blowing
12
melting, dirty snow
13
the strength of a very strong, violent wind
Word List: • • • • • •
hail cool hazy sleet mild dry
• • • • • •
clear sprinkle breezy damp chilly smog
• • • • • •
downpour muggy Celsius gusting fog humid
• • • • • •
showers stifling cloudy rain gale force sticky
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• • • • • •
hurricane Fahrenheit degrees flurries thunderstorm drizzle
• • • • • •
record high low mist blizzard wind chill slush
9
The News
Living in English
The Weather Forecast cont. C. Abbreviations
D. Reading
Weather-related abbreviations such as those listed below often appear in newspapers.
Read the weather page below. Then answer the questions that follow in Part E. Note that the temperatures are given in Fahrenheit. 3-DAY LOCAL FORECAST
Abbr.
Full Word
c
cloudy
fg
fog
fr
freezing rain
hz
haze
r
rain
t
thunderstorm
pc
partly cloudy
sf
snow flurries
sh
showers
Amsterdam
48 / 37 r
51 / 37 pc
50 / 39 s
sn
snow
Athens
75 / 50 pc
75 / 51 s
73 / 57 r
w
windy
Barcelona
64 / 53 s
57 / 42 pc
55 / 39 c
s
sunny
Geneva
50 / 37 r
50 / 39 pc
53 / 42 s
n/a
not available
London
50 / 37 r
42 / 35 r
44 / 33 c
F
Fahrenheit
Madrid
60 / 50 s
64 / 50 s
68 / 57 pc
C
Celsius
Paris
42 / 30 sf
46 / 41 r
53 / 48 c
prob.
probability
precip.
precipitation
Today
Sunday
Cloudy with 60% chance of showers late in the day. Winds light. High 51 Low 44
Variably cloudy in the morning, becoming mostly sunny in the afternoon. Winds increasing overnight. High 53 Low 46
Monday 100% chance of rain. Strong winds. Clearing overnight. High 48 Low 41
3-DAY INTERNATIONAL FORECAST Europe
Asia – Pacific Beijing
n/a
66 / 46 pc
71 / 53 s
Hong Kong
68 / 60 r
68 / 57 hz
71 / 64 s
New Delhi
89 / 60 pc
86 / 66 r
82 / 60 c
Seoul
53 / 35 pc
51 / 35 r
59 / 46 c
Singapore
87 / 82 t
91 / 82 c
86 / 80 t
Tokyo
59 / 50 s
55 / 51 s
50 / 46 s
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The News
Living in English
The Weather Forecast cont. E. Comprehension Read the weather forecast in Part D on the previous page and then answer the following questions in your notebook. 1. Which day is going to be the nicest in the local area? 2. Which day will likely be the rainiest in the local area? 3. Which night will be the coolest in the local area? 4. Which day will be the windiest in the local area? 5. On which day can a local resident leave his/her umbrella at home? 6. On which day is the probability of precipitation 100%? 7. Read the international forecast. Is there any city that will be sunny all three days? 8. Which city will have the highest temperature in the next three days? 9. Which city may have snow today? 10. Which two European cities have the same forecast for today? 11. Of those two cities, which one will have better weather over the next two days? 12. Which city is expecting thunderstorms? 13. Which city will be hazy on Sunday? 14. What is the predicted high for Beijing today? 15. List three cities that will probably not have sunshine for the next three days.
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The News
Living in English
Headline News A. Pair Work (Student A) You and your partner have six different news headlines and a sentence from six different newspaper articles. Work with your partner to match the sentence to the correct headline. (Write the sentence below the headline and the headline above the sentence.) Headlines
Sentences
1. Grannies on Call Fill Day Care Need
a) One person has died of complications from a deadly bacterium at City Hospital and 20 others remain in serious condition.
2. New Tax on Gas Guzzlers
b) A 42-year-old woman who was reported missing last week has been found frozen to death beside her car along a major highway.
3. Strike Closes Schools c) Middle-class singles and couples without kids are not going to benefit from the new government budget.
4. Boy Still Missing in Woods d)
Authorities have still not determined why the Queen of the Northern Seas slammed into an island and sank last year.
5. Police Charge Husband in Woman's Disappearance e)
A Florida boat continues to leak diesel fuel into the ocean after colliding with another ship off the coast of Washington.
6. Heritage Building Destroyed f)
Gordon Yasman, the nine-year-old Canadian boy who had been held in a US immigration facility with his parents, arrived back in Toronto yesterday.
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The News
Living in English
Headline News A. Pair Work (Student B) You and your partner have six different news headlines and a sentence from six different newspaper articles. Work with your partner to match the sentence to the correct headline. (Write the sentence below the headline and the headline below the sentence.) Headlines
Sentences
7. Families with Children Win
g) Ten-year-old Sean Peters has been lost since wandering away from his family's campsite over the weekend.
8. Homecoming for Youngster
h) Thousands of teachers walked off the job yesterday while demanding higher salaries and smaller class sizes.
9. Cause of Ferry Sinking Still Unknown i) A shortage of day care spaces has led to the opening of a new business that is making use of the city's older population.
10. Woman's Body Found Beside Car j)
Three firefighters were injured yesterday when the 100-year-old Clarion Hotel burned to the ground. 11. Superbug Outbreak Kills One k) John Sebastian was arrested yesterday after neighbors had reported Mrs. Sebastian missing. 12. Oil Spill Endangers Sea Life
l) If you are planning to buy a new car soon, think fuel efficiency.
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The News
Living in English
Headline News cont. B. Complete the Sentences Choose the correct word or expression from the Word List to the right to complete the following sentences. 1. I had my roof repaired last year, so I hope it won't anymore when it rains. 2. He is an excellent worker, so the boss is planning to increase his . 3. There is an interesting in the newspaper today about the Olympics. 4. If you're not careful, you're going to your milk all over the floor.
Word List: • • • • • • • • • • • •
article on call day care strike charge budget leak spill destroyed efficiency salary injured
5. Maria works full-time, so she has to take her baby to a every day. 6. The house was completely in the fire. 7. Susan is a nurse, but she doesn't have regular hours at the hospital. She works . 8. I need to buy a new car. I don't really care what it looks like. For me, the most important thing is fuel . 9. The bus drivers went on when the management refused to increase their salaries. 10. Five people were seriously in the car accident yesterday. 11. The government is planning to announce major tax cuts in its new . 12. The police are going to Frank for the murder of his wife.
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The News
Living in English
Headline News cont. C. Matching Match the words on the left with the correct meanings on the right. 1.
headline
a) to hit very hard
2.
gas guzzler
b) the condition of not having enough
3.
woods
c) the title of a newspaper story
4.
heritage building
d) to take by the police
5.
complications
e) a car that uses a lot of fuel
6.
bacterium
f) a child, youth
7.
major
g) difficulties
8.
benefit
h) an old building with an important history
9.
slam
i) to walk without a particular destination
10. collide
j) an area of land covered with trees
11. ferry
k) the simplest and smallest form of plant life, sometimes causes disease
12. youngster
l) sudden start of something (e.g., illness, war)
13. outbreak
m) a boat that carries people and cars across water
14. shortage
n) big, important
15. wander
o) to crash into
16. arrest
p) to get help or something good
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The News
Living in English
Newspaper Articles A. Introduction Hard News Stories Usually the “hard” or pure news stories appear on the front pages of newspapers. These articles report the basic facts about the latest news events without giving the writer’s opinion. Usually, they are relatively short and well organized. The reader should be able to answer the five key “W” questions—who, what, where, when, and often why or how in the first few paragraphs. Other details of the event follow and the article ends with the least important information. Feature Stories Feature stories are different from hard news stories. Some feature articles may provide background or additional information related to an important news event. Others may focus on human interest topics and may be personal, emotional, or humorous. Feature stories often make the reader want to do something such as take some action, become involved in a cause, or change one’s behavior. Editorials Editorials express the opinions of the newspaper’s editors and journalists who write for the paper. Editorials appear on the editorial page, which is often at the back of the first section of the newspaper. Newspapers often have a particular political point of view, which is expressed in the editorials. Letters to the Editor also appear in this section of the paper. These letters are sent in by readers who want to express their opinions about certain events or situations. Political cartoons, which use art to express a certain opinion, also appear in this section.
B. Discussion In your group, look through a newspaper or news site and find a hard news story, a feature article, an editorial, a letter to the editor, and a political cartoon. Each member of your group should read one of these and then discuss it with the others.
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The News
Living in English
Newspaper Articles cont. C. Writing Choose one of the headlines from the Headline News section of this lesson (pages 12–13) and write a short, hard news story about the event. First, write the information that will answer the five Ws and How? in the space provided to the right. Then, in your notebook or on a separate piece of paper, write the whole article. You may use the first sentence from the Headline News activity to begin your article.
Who? What? Where? When? Why? How?
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The News
Living in English
Idioms, Expressions & Proverbs A. Guess the Meanings Many idioms and sayings come from words related to weather. In your groups, try to guess the meanings of the following idioms. Use your imaginations! #
Idiom / Expression / Proverb
1
be under the weather
2
weather the storm
3
When it rains, it pours.
4
shoot the breeze
5
It's raining cats and dogs.
6
Every cloud has a silver lining.
7
Don't rain on my parade.
8
a breeze
9
come rain or shine
10
fair-weather friend
11
have one's head in the clouds
12
save for a rainy day
13
snowed under
Meaning
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The News
Living in English
Idioms, Expressions & Proverbs cont. B. Matching Now match the idioms on the left with the correct meanings on the right. 1.
be under the weather
a) to be dreaming or to not really know what is going on
2.
weather the storm
b) to be very easy
3.
When it rains, it pours.
4.
shoot the breeze
c) When one bad thing happens, other bad things seem to also happen.
5.
It's raining cats and dogs.
6.
Every cloud has a silver lining.
7.
Don't rain on my parade.
8.
a breeze
9.
come rain or shine
d) to feel sick e) to have a lot of work to do f) It's raining very hard. g) no matter what happens h) to put money away for a time when you really need it i) Don't spoil my fun.
10. fair-weather friend
j) to pass through a difficult situation successfully
11. have one's head in the clouds
k) a person who doesn't help when a friend is having a bad time
12. save for a rainy day
l) You can find something good in every bad situation.
13. snowed under
m) to make small talk, to talk about unimportant things, to chat
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The News
Living in English
Class Activity FIND SOMEONE WHO... Walk around the classroom and ask your classmates questions. Write the questions in the spaces provided below and write your classmate’s name on the right if he/she answers “yes.” #
Find someone...
1
who read the newspaper this morning.
2
who watched CNN news last night.
3
who saw today's weather forecast on TV.
4
who has read a tabloid newspaper this week.
5
who can name a famous journalist.
6
who has been feeling under the weather recently.
7
who has a fair-weather friend.
8
who feels snowed under with work.
9
who weathered a storm recently.
10
who likes to save for a rainy day.
11
who likes to read political cartoons.
12
who has written a letter to the editor of a newspaper.
13
who can name a local TV anchor.
14
who usually gets his/her news from the Internet.
Question
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20
The News
Living in English
Review Your teacher will now assess your ability to comprehend weather forecasts.
Task LISTEN & RESPOND Your teacher will play a weather report for you. Answer the questions. Your teacher will tell you whether to write or respond orally. 1. What part of the week is the forecast for?
2. Which day would be the best for an outdoor party?
3. Explain the term "clearing overnight."
4. Did the forecast mention precipitation? If yes, what kind?
5. What season do you think it is, and why?
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The News
Living in English
Listening Task Assessment Student: Date
Level
Criteria
Assessed By
Rating
listens for the gist
5 4 3 2 1
listens for key information
5 4 3 2 1
demonstrates an understanding of vocabulary in context
5 4 3 2 1
identifies implied meanings
5 4 3 2 1
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Skill
Listening for information
Listening
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The News
Living in English
Teachers' Notes LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students discuss the sources of media they use.
TIME:
5+ hours
TAGS:
news, newspapers, media, weather,
They practice reading and finding information from the news and from weather reports. Students also analyze headlines
articles, idioms, headlines, wh- questions
and compare different types of news articles.
FLASHCARDS: Weather
Introduction & Recommended Visuals The main focus of this lesson is the news, but vocabulary related to other forms of media is also included. Different samples of newspapers and news sites (both local and international), magazines, or tabloid newspapers, including all the different sections are helpful visuals.
D. SURVEY Break the class into different groups. Before students begin interviewing each other, ask them to provide as many questions as possible for each aspect of the media. (For example: How do you usually get the news? How often do you read the newspaper? Do you watch the national news on TV every day? What's your favorite magazine? What TV channel do you watch most often? What's your favorite radio station? Do you read newspapers online? Do you use the Internet when you are
The Media
looking for a job? etc.) Write these questions on the board to ensure that students are asking them correctly in their group work. After
A. DISCUSSION
students have completed the survey, you may have them report
Break the class into small groups to discuss the questions. You may need to teach the vocabulary in Part B beforehand. When students have completed their discussions, have them share some of their information with the class as a whole.
back to the whole class to share some of their information.
The Newspaper This activity is intended to help familiarize students with the content of a newspaper or news site. Have students work in pairs
B. VOCABULARY
and encourage lots of conversation. Students may follow this
Before distributing this section, try to elicit as much vocabulary
activity with making their own list of news item or information
as possible from students about the media and put the words on
and asking other classmates where they would find them in a
the board. Introduce your pictures and the vocabulary. Repeat
newspaper or on a news site.
and monitor pronunciation. Give examples in sentences and ask students to give their own examples.
(continued on the next page...)
C. COMPLETE THE SENTENCES 1.
circulation
6.
edition
2.
local
7.
paper route
3.
documentary
8.
tabloid
4.
subscribe
9.
Internet provider
5.
channel
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The News
Living in English
Teachers' Notes cont. The Weather Forecast
Headline News
These exercises may be done individually as a review after you have
A. PAIR WORK
taught a lesson on the weather, or you may prefer to have students try them in pair work. Those students who are familiar with the vocabulary will be able to assist others during the categorizing exercise. Working in pairs also helps to stimulate conversation.
Humidity
Wind
versa. In order to do the matching exercise, each student will have
cool, chilly, mild, Celsius, Fahrenheit, degrees,
read through his/her sentences and determine which sentence
record high, low, wind chill, stifling
matches his/her partner's headline. Make sure that students write
dry, damp, muggy, fog, humid, showers, sticky, mist breezy, gusty, gale force, hurricane, flurries, blizzard, wind chill
hurricane, flurries, thunderstorm, drizzle, mist, blizzard, slush hazy, clear, smog, downpour, fog, showers,
Visibility
the first sentences from the corresponding news articles, and vice
speculate what the content of the article is. The partner will then
hail, sleet, sprinkle, downpour, showers, rain, Precipitation
other Sheet B. Student A has six news headlines, Student B has
to tell his/her partner what the headline is and together they can
A. SORTING
Temperature
Break the class into pairs and give one student Sheet A and the
cloudy, hurricane, flurries, thunderstorm, mist, blizzard
the sentences and headlines on their sheets because these will be needed to complete the following two exercises. 1. i
3. h
5. k
7. c
9. d
11. a
2. l
4. g
6. j
8. f
10. b
12. e
B. COMPLETE THE SENTENCES 1.
leak
5.
day care
9.
strike
2.
salary
6.
destroyed
10. injured
3.
article
7.
on call
11. budget
4.
spill
8.
efficiency
12. charge
C. MATCHING B. DEFINITIONS
1.
c
5.
g
9.
1.
chilly
6.
sticky/muggy
11. gusty
2.
e
6.
k
10. o
a
13. l 14. b
2.
stifling
7.
flurries
12. slush
3.
j
7.
n
11. m
15. i
3.
hail
8.
wind chill
13. gale force
4.
h
8.
p
12. f
16. d
4.
blizzard
9.
smog
5.
drizzle/sprinkle
10. downpour
(continued on the next page...)
E. COMPREHENSION 1.
Sunday
9.
2.
Monday
10. Geneva & London
Paris
3.
Monday night
11. Geneva
4.
Monday
12. Singapore
5.
Sunday
13. Hong Kong
6.
Monday
14. The information is not available.
7.
Yes, Tokyo
15. London, Singapore, Paris
8.
Singapore
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The News
Living in English
Teachers' Notes cont. Newspaper Articles
Class Activity
This short reading and activity introduces the
Distribute the worksheet. First, have students write the questions
students to the different types of articles that appear
they will ask before they begin the oral practice. Then review
in newspapers (hard news, features, and editorials).
the questions together. This will ensure that they are asking the questions correctly as they circulate around the room.
C. WRITING
When students circulate around the class asking the questions
Students will choose one of the headlines from the previous activity
they have written and find a classmate who can answer "yes" to
and write a short hard news article. You may choose to have
a question, they will write the student's name in the chart and
students work in pairs first to brainstorm for ideas before actually
follow up with one more question of their own. (For example:
writing the article.
"Did you read the newspaper this morning?" "Yes." "Was there anything interesting in the paper? / Did you read the weather
Idioms, Expressions & Proverbs
forecast? / Did you read the comics?", etc.) Try to encourage students to engage in real conversation during this activity. Follow up by
A. GUESS THE MEANINGS
having students share the information with the whole class.
Put students in groups and ask them to guess the meanings of
This activity provides a good opportunity for students
the idioms and proverbs. Do not hand out Part B yet because it
to practice the new vocabulary from the lesson.
contains the actual meanings. Let students use their imaginations and have fun with this exercise. Then have them share their ideas
(continued on the next page...)
with the whole class. B. MATCHING After sharing their ideas, hand out Part B. Have students do this exercise on their own. 1. d
3. c
5. f
7. i
9. g
11. a
2. j
4. m
6. l
8. b
10. k
12. h
13. e
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The News
Living in English
Teachers' Notes cont. Review (Assessment Task) Play the recording or read the transcript aloud for your students. You can decide whether you want your students to respond orally (one-on-one) or in writing. Use the Assessment Tool on page 22. Transcript:
SPELLING NOTE: This lesson shows the American spelling of the words Favorite, Theater, Neighbor, and Behavior. Most other Englishspeaking countries spell these words this way: Favourite, Theatre, Neighbour, and Behaviour. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.
This is Mandy Morris with your three-day forecast. Today we're looking at partly cloudy skies throughout the day with an 80% chance of thunderstorms in the afternoon. Strong winds are expected this evening. The high today is 60 and the low is 50. Things are looking up for Saturday with mostly sunny skies. We have a 10% chance of showers in the late afternoon with winds increasing overnight. The high tomorrow is 70 and the low is 60. On Sunday, we're looking at another chilly day with a 95% chance of rain in the morning and early afternoon. Skies are expected to clear up overnight. The high on Sunday is 55 and the low is 40, which is well below seasonal. Every cloud has a silver lining, though. Temperatures are not expected to go below freezing as we predicted earlier in the week. So for those of you who planted your vegetable garden last weekend, you don't need to worry about frost. If you're hoping to get out for a golf game or bike ride this weekend, Saturday looks like your best bet! That's it for weather. Back to the newsroom. Answers: 1.
This three-day forecast is for the weekend
2.
The best day for an outdoor party would be Saturday.
(Friday, Saturday, and Sunday). It's the warmest day with the lowest chance of rain. 3. "Clearing overnight" means the clouds will go away and it will probably be sunny the next day. 4.
Yes, the forecast mentions a possibility of rain on all three days, with a high chance of precipitation on Friday and Sunday and a low chance of showers on Saturday.
5.
It is probably (early) spring since people may have planted their vegetable gardens already but temperatures are fluctuating.
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Everyday Idioms 1
Episode 4:
The First Date Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What are good things to talk about on a first date? 2. Who do you spend time with? 3. What are some of your favorite things? 4. What activities do you like to do? 5. Who do you have a lot in common with?
B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.
be free
a) to be available, to have no plans
2.
get to know each other
b) a lot of money, expensive
3.
have two left feet
c) to go to, to attend
4.
hang out
d) at the present time
5.
have a knack for something
e) to not be able to dance
6.
not know the first thing
f) to have a talent or skill
7.
hit
g) to have no knowledge
8.
nowadays
h) I don’t believe it! / You’re joking!
9.
fortune
i) to learn things about each other
10. Get out!
j) to spend time with someone
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The First Date
Episode 4 of 20 | Everyday Idioms 1
Listening Fill in the blanks as you listen. Then read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand.
Jon
Amy
I’m glad you were tonight. Yeah. Me too. Why don’t we each other a little better? Okay. I know you love movies. What else do you like? I like reading books, riding my bike, and . I have ! But I like riding my bike, and reading is fun. We should go for a bike ride sometime. Sounds great! Where do you like to ? I like going to the park or the local cafés. Me too. I also like the new mall because it has some great stores and the movie . What other kinds of food do you like? I really like Chinese. I have a knack for cooking Chinese food. Really? I like to eat, but I don’t know the first thing about cooking. What kind of music are you ? I like a lot of different kinds of music, but rock is still my favorite. I as many concerts as I can. I love concerts too, but they’re usually a fortune. My friend Sara and I are going to see U2 next month. ! I’m so jealous!
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The First Date
Episode 4 of 20 | Everyday Idioms 1
Comprehension Answer and discuss these questions in pairs or as a class. 1. Where does Jon like to hang out?
2. What other types of food does Amy like?
3. Does Jon go to a lot of concerts?
4. Where are Amy and Sara going next month?
Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I about hockey. I’ve never even seen it played. 2. After the movie, we should the new night club that just opened. 3. , seeing a movie costs . It was much cheaper when I was a child. 4. ! Are you really moving to Paris? 5. I hate dancing. I . But I love listening to music. 6. tomorrow night? I want to with you.
Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.
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The First Date
Episode 4 of 20 | Everyday Idioms 1
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this episode, Jon and Amy have their first date.
TIME:
They get to know each other and discuss music, food, and hobbies. Students learn and review idioms and practice all four skills.
1–2 hours
TAGS: idioms, date, getting acquainted, expressing likes, likes, hobbies, cooking
Warm-Up
Dialogue Building
A. DISCUSSION
This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.
Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. a
3. e
5. f
7. c
9. b
2. i
4. j
6. g
8. d
10. h
Listening
1. d
4. a
7. c
10. i
13. m
2. k
5. g
8. j
11. n
14. f
3. o
6. l
9. b
12. e
15. h
SPELLING NOTE: This lesson shows the American spelling of the words Favorite, Theater, and Practice. Most other English-speaking countries spell
Have students fill in the blanks as they listen to the dialogue.
the words this way: Favourite, Theatre, and Practise (when used
After correction, have them practice reading it aloud in pairs.
as a verb; Practice when used as a noun). Make it a challenge for
The full transcript is on page 5 (optional handout).
your students to find these words in the lesson and see if they know the alternate spellings.
Comprehension 1.
Jon likes to hang out at the park or local cafés.
2.
Amy likes Chinese food.
3.
Yes, Jon hits as many concerts as he can.
4.
Amy and Sara are going to the U2 concert.
Vocabulary Review 1.
don’t know the first thing
4.
Get out!
2.
hit
5.
have two left feet
3.
Nowadays, a fortune
6.
Are you free, hang out
Writing Answers will vary.
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The First Date
Episode 4 of 20 | Everyday Idioms 1
Dialogue Transcript Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand.
Jon
Amy
I’m glad you were free tonight. Yeah. Me too. Why don’t we get to know each other a little better? Okay. I know you love movies. What else do you like? I like reading books, riding my bike, and dancing. I have two left feet! But I like riding my bike, and reading is fun. We should go for a bike ride sometime. Sounds great! Where do you like to hang out? I like going to the park or the local cafés. Me too. I also like the new mall because it has some great stores and the movie theater. What other kinds of food do you like? I really like Chinese. I have a knack for cooking Chinese food. Really? I like to eat, but I don’t know the first thing about cooking. What kind of music are you into? I like a lot of different kinds of music, but rock is still my favorite. I hit as many concerts as I can. I love concerts too, but nowadays they’re usually a fortune. My friend Sara and I are going to see U2 next month. Get out! I’m so jealous!
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The First Date
Episode 4 of 20 | Everyday Idioms 1
Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.
a
I like reading books, riding my bike, and dancing.
b
What other kinds of food do you like?
c
I like going to the park or the local cafés.
d
I’m glad you were free tonight.
e
What kind of music are you into?
f
I love concerts too, but nowadays they’re usually a fortune. My friend Sara and I are going to see U2 next month.
g
I have two left feet! But I like riding my bike, and reading is fun. We should go for a bike ride sometime.
h
Get out! I’m so jealous!
i
I really like Chinese. I have a knack for cooking Chinese food.
j
Me too. I also like the new mall because it has some great stores and the movie theater.
k
Yeah. Me too. Why don’t we get to know each other a little better?
l
Sounds great! Where do you like to hang out?
m
I like a lot of different kinds of music, but rock is still my favorite. I hit as many concerts as I can.
n
Really? I like to eat, but I don’t know the first thing about cooking.
o
Okay. I know you love movies. What else do you like?
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Grammar Practice Worksheets
Tag Questions Table of Contents 2
GR AMMAR NOTES
5
EXERCISE 1: Positive & Negative Verbs Write the correct tag for each question.
6
EXERCISE 2: Verbs with Auxiliaries Write the correct tag for each question.
7
EXERCISE 3: Listening Listen for rising or falling intonation.
8
EXERCISE 4: Writing Write tag questions based on the scrambled sentences.
9
EXERCISE 5: Class Survey Interview your classmates using tag questions.
10
EXERCISE 6: Quiz Write tag questions based on the prompts.
11
ANSWER KEY
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Tag Questions
Grammar Practice Worksheets
Grammar Notes A. Use When you are sure that someone will agree with what you are saying, use tag questions for emphasis or confirmation. • That was a great restaurant, wasn’t it? • The meeting starts at 9:00, doesn’t it?
B. Form There are a few basic guidelines for forming a tag question in English. #
Rules
Examples
1
The tag is always V-S (verb-subject), the opposite order of the main sentence.
• He is a student, isn’t he?
2
Use the same subject in the tag as in the main sentence.
• They speak English fluently, don’t they?
3
If the main subject is a noun, the tag subject changes to a pronoun.
• That book was good, wasn’t it?
4
The tag verb is always the opposite (positive/negative) of the main verb.
• This food looks delicious, doesn’t it? • The cheese didn’t taste good, did it?
5
If the main verb is the Be verb, the tag verb is the opposite (positive/negative) Be verb.
• They are happy, aren’t they? • You weren’t in class yesterday, were you?
6
If the main verb doesn’t have an auxiliary (helping verb), the tag verb is don’t or didn’t.
• You like pizza, don’t you? • My sister finished her homework, didn’t she?
7
If the main verb has an auxiliary, the tag verb takes the opposite (positive/negative) auxiliary.
• You haven’t heard back from them, have you? • He isn’t coming tonight, is he?
8
If the main verb has a modal, the tag verb takes the opposite (positive/negative) modal form.
• Your friend can ski, can’t she? • We should study tonight, shouldn’t we?
9
If the main verb has a modal expression (have to, have got to, be able to, ought to, had better, etc.), the tag verb follow the rules in 5 and 6.
• This meeting has to end soon, doesn’t it? • All the children are able to swim, aren’t they?
S
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Tag Questions
Grammar Practice Worksheets
Grammar Notes cont. C. Responses Responding to tag questions can be tricky. It depends on whether the person agrees with you (confirms what you expected) or disagrees with you (says the opposite of what you expected).
Agreeing
Rule
When someone asks you a tag question that you agree with, respond using the same form (positive/negative) as the main verb, not the tag.
A:
You are going to the dinner tonight, aren’t you?
B:
Yes, I am. (Yes, I am going. I agree.)
Disagreeing When someone asks you a tag question that you disagree with, respond using the opposite form (positive/negative) of the main verb. Note that it’s more polite to respond with “Actually, ...” and give a short explanation. A:
You are going to the dinner tonight, aren’t you?
B:
No, I’m not. (No, I am not going. I disagree.) OR
Actually, I can’t make it. I have to babysit tonight. (polite disagreement)
Examples
A:
This store doesn’t open until 10:00, does it?
B:
No, it doesn’t. (No, it doesn’t open until 10:00. I agree.)
A:
This store doesn’t open until 10:00, does it?
B:
Yes, it does. It opens at 9:00. (Yes, it does open before 10:00. I disagree.) OR
Actually, it opens at 9:00. (polite disagreement)
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Tag Questions
Grammar Practice Worksheets
Grammar Notes cont. D. Notes Rising Intonation
Falling Intonation
VOICE GOES UP DURING THE TAG
VOICE GOES DOWN DURING THE TAG
Use rising intonation to show that you’re about 80–90% sure that someone will agree with you.
Use falling intonation to show that you’re about 95% sure that someone will agree with you.
Note that rising intonation for tag questions is more common than falling intonation.
• That was a great movie, wasn’t it?
• This book had a good ending, didn’t it?
• It’s a beautiful sunset, isn’t it?
• The meeting won’t go on too long, will it?
Modals Not Used in Tags Other Types of Tags Other common words or phrases have the same meaning as tag questions (used for confirmation or emphasis). Some common expressions are right, don’t you think, and eh. Note that intonation is usually rising for these tags.
Be careful! Might and may are not used in tag questions, and must is also awkward. Don’t form tags using these modals. Use other types of tags instead, such as right or don’t you think. You might go out tonight, mightn’t you? You might go out tonight, right?
Also note that eh is mainly used in speaking, not writing. It is common in a few countries such as Canada and New Zealand. Intonation can be rising or falling. • That was a great movie, right? • That was a great movie, don’t you think? • That was a great movie, eh?
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Tag Questions
Grammar Practice Worksheets
Exercise 1 POSITIVE & NEGATIVE VERBS Write the correct tag for each question. doesn’t she Ex. She likes to read, ? 1. They need to raise more money, ? 2. We are ready for the big game, ? 3. Your son doesn’t have a pet, ? 4. Mr. Jones left at 3:00 pm, ? 5. This play has a great cast, ? 6. Their daughter isn’t allergic to peanuts, ? 7. Claire wants to be a doctor, ? 8. That movie wasn’t very good, ? 9. Classes start on September 6, ? 10. Brian speaks three languages, ? 11. That was such a good presentation, ? 12. You want to get a good mark on the test, ? 13. That car looks expensive, ? 14. You didn’t hand in your report already, ? 15. Summer is better than winter, ?
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Tag Questions
Grammar Practice Worksheets
Exercise 2 VERBS WITH AUXILIARIES Write the correct tag for each question. isn’t it Ex. Her pronunciation is getting better, ? 1. The children haven’t had a chance to rest, ? 2. You will be there at 8:00 pm, ? 3. Juan can play the guitar, ? 4. His grades aren’t improving, ? 5. You don’t have to work this weekend, ? 6. The research was completed yesterday, ? 7. Your parents won’t let you go out tonight, ? 8. Mika has to study tonight, ? 9. We shouldn’t let this problem come between us, ? 10. Those students are working hard this semester, ? 11. He was able to finish his report, ? 12. This recipe will take too long to make, ? 13. This number has been out of service for a while, ? 14. This light bulb was changed yesterday, ? 15. We don’t have to register today, ?
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Tag Questions
Grammar Practice Worksheets
Exercise 3 LISTENING Listen to the recording. Put a check mark () in the correct box.
#
Rising Intonation
Falling Intonation
1 2 3 4 5 6 7 8 9 10
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Tag Questions
Grammar Practice Worksheets
Exercise 4 WRITING Unscramble the sentences. Then write a tag question for each one. Ex. reads / your / books / many / sister Your sister reads many books, doesn’t she? 1. friends / love / your / pizza
2. try / you / didn’t / very / hard
3. is / she / soon / going / away
4. book / wasn’t / interesting / very / this
5. Sarah / tennis / can’t / play
6. hiking / we / going / go / to / are
7. taking / now / they / a / are / test
8. won’t / you / long / be
9. pasta / the / delicious / was
10. have / leave / at / 6:00 / you / to
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Tag Questions
Grammar Practice Worksheets
Exercise 5 CLASS SURVEY Use the prompts to make tag questions. Try to use traditional tags as well as right, don’t you think, etc. If a classmate agrees with your question, write their name in the column. Talk to as many of your classmates as you can. #
Find someone who...
1
doesn’t like Mondays.
2
cares about the environment.
3
doesn’t play a musical instrument.
4
has never met a celebrity.
5
will do his/her homework tonight.
6
studied last weekend.
7
usually eats healthy food.
8
loves Fridays.
9
won’t buy a lottery ticket this week.
10
didn’t sleep in this morning.
Name
Example 1:
Example 2:
A: You don’t like Mondays, do you?
A: You don’t like Mondays, do you?
B: No, I don’t. I’m always tired on Mondays.
B: Actually, I do. I look forward to starting a new week.
A: Thanks. [writes down B’s name]
A: Okay, thank you. [doesn’t write down B’s name and asks someone else]
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Tag Questions
Grammar Practice Worksheets
Exercise 6 QUIZ Write a tag question based on each situation below. Ex. You liked the movie you saw with your friend. That was a great movie, wasn’t it? 1. You like the TV show you are watching with your friend right now.
2. You didn’t like the restaurant that you and your date went to.
3. You want to make sure your friend is coming over tonight.
4. You want to confirm the start time of the baseball game.
5. You think that your daughter should study for her test.
6. You don’t think your son should play video games all the time.
7. You want to tell your book club you enjoyed the book.
8. You want to show your kids that you love their grandmother’s cooking.
9. You want to check that your roommate is buying milk today.
10. You want to make sure your teacher will give back the assignments tomorrow.
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Tag Questions
Grammar Practice Worksheets
Answer Key Exercise 1
Exercise 4
1.
don’t they
6.
is she
11. wasn’t it
1.
Your friends love pizza, don’t they?
2.
aren’t we
7.
doesn’t she
12. don’t you
2.
You didn’t try very hard, did you?
3.
does he
8.
was it
13. doesn’t it
3.
She is going away soon, isn’t she?
4.
didn’t he
9.
don’t they
14. did you
4.
This book wasn’t very interesting, was it?
5.
doesn’t it
10. doesn’t he
15. isn’t it
5.
Sarah can’t play tennis, can she?
6.
We are going to go hiking, aren’t we?
7.
They are taking a test now, aren’t they?
8.
You won’t be long, will you?
11. wasn’t he
9.
The pasta was delicious, wasn’t it?
10. You have to leave at 6:00, don’t you?
Exercise 2 1.
have they
6.
wasn’t it
2.
won’t you
7.
will they
12. won’t it
3.
can’t he
8.
doesn’t she
13. hasn’t it
4.
are they
9.
should we
14. wasn’t it
5.
do you
10. aren’t they
Exercise 5
15. do we Answers will vary.
Exercise 3
Monitor your students for correct tag question formation.
Transcript and answers:
Exercise 6
1.
The concert starts at 7:00, doesn’t it? (rising)
2.
This movie isn’t very funny, is it? (falling)
3.
Michael will be late again, won’t he? (falling)
1.
This is a good show, isn’t it?
4.
You should really try harder, shouldn’t you? (falling)
2.
That restaurant had terrible service, didn’t it?
5.
You didn’t buy that expensive dress, did you? (rising)
3.
You’re coming over later, aren’t you?
6.
They’re not coming over tonight, are they? (falling)
4.
The game starts at 7:00 pm, doesn’t it?
7.
This painting is beautiful, isn’t it? (rising)
5.
You should study more for you test, shouldn’t you?
8.
You haven’t had a chance to read it yet, have you? (rising)
6.
You shouldn’t play video games so often, should you?
9.
You forgot my birthday again, didn’t you? (falling)
7.
That was a really good book, wasn’t it?
10. We can still get together on Saturday, can’t we? (rising)
8.
Your grandmother makes the best food, doesn’t she?
9.
You’re picking up milk on your way home today, aren’t you?
Answers may vary.
10. You’ll give us our assignments back tomorrow, won’t you?
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Passive Voice Stories
Grammar Stories
The Stolen Car A. Reading Last month, John’s car was stolen in Toronto. The front window was smashed by the thief, and the car was driven out of the city. It was kept in an abandoned lot for a week. Finally, the window was repaired, and it was sold on the black market to a used car dealership. After that, it was bought by a young man who drove it out west to visit his family. In Alberta, the young man was pulled over for speeding. The car was seized by police because the license plate indicated it was stolen. Finally, the car was returned to John. He couldn’t believe all the crazy things that had happened to his car.
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Passive Voice Stories
Grammar Stories
The Stolen Car cont. B. Questions 1. When was John’s car stolen?
2. How was it stolen?
3. Where was it kept for a week?
4. What was done to the car before it was sold on the black market?
5. How did the car end up in Alberta?
6. How did the police end up finding the car?
7. Did John ever get his car back?
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Passive Voice Stories
Grammar Stories
The Tornado A. Reading Last month, the Johnsons’ house was destroyed by a tornado. Their roof was ripped off during the storm. Their car was picked up by strong winds and dropped two miles from their house. Most of their possessions were lost in the storm. The Johnsons were housed and fed during the ordeal by family and friends. Luckily, the Johnsons’ house was insured. Now the house is being renovated. The walls are being repaired, the roof is being rebuilt, and all of the rooms are being painted. The entire house is being refurnished. A lot of money is being spent to repair the house, but at least the family wasn’t killed by the storm.
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Passive Voice Stories
Grammar Stories
The Tornado cont. B. Questions 1. What happened to the Johnsons’ house?
2. What happened to their roof?
3. Where was their car dropped by the wind?
4. Who were the Johnsons helped out by during their ordeal?
5. Was the house insured?
6. What kind of renovations are being done to the house?
7. What is the downside to this situation, and what is the upside?
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Passive Voice Stories
Grammar Stories
Janie’s New School A. Reading Janie hated her old school. She was bullied by the other kids in her class. She was made fun of, she was taunted, and she was laughed at. She was often yelled at by her teacher. Janie’s parents were worried about her, so they moved her to a new school. On her first day at the new school, she was welcomed by the entire class. She was shown around the school by a nice girl named Samantha. She was even given a desk in the front row. In art class, she was complimented by the teacher on her beautiful drawing. At recess, she was invited by a group of kids to play baseball. Janie is respected at her new school, and she is much happier!
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Passive Voice Stories
Grammar Stories
Janie’s New School cont. B. Questions 1. How was Janie treated at her old school by the other kids?
2. What did they do to her?
3. How was she treated by her teacher?
4. What was done by Janie’s parents to help her?
5. How was she treated by her class on her first day?
6. What were three nice things that happened to Janie on the first day?
7. Why is Janie much happier at the new school?
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Passive Voice Stories
Grammar Stories
About You A. Questions Answer the following questions using the passive voice. 1. Has a possession of yours ever been stolen? How was it taken?
2. Where is your car kept? Where is your wallet kept?
3. I magine that your car was taken in for repairs yesterday. Explain what was done to your car by the mechanic.
4. W ere you complimented by someone recently? Who were you complimented by, and what did they say to you?
5. Were you ever helped out by someone? How did they help you?
6. How are you treated by the other students in your class / your coworkers?
7. What were you given by your family for your last birthday?
8. Were you ever bullied by anyone? How were you bullied?
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Passive Voice Stories
Grammar Stories
About You cont. B. Drawing
C. Writing
Draw a picture of yourself in the box, or paste in a photograph.
Now use the questions and answers on page 7 to write a short paragraph about yourself.
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Passive Voice Stories
Grammar Stories
Your Own Story A. Drawing Draw a picture in the box, or paste in a photograph.
B. Writing Using the passive voice, write a short paragraph about the picture in the box. Use your notebook if you don’t have enough space below.
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Passive Voice Stories
Grammar Stories
Your Own Story cont. C. Questions Write five questions about your paragraph. 1. 2. 3. 4. 5.
D. Answers Give your story and questions to a classmate. Have them read your story and answer your questions below. 1. 2. 3. 4. 5.
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Passive Voice Stories
Grammar Stories
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students read three stories that use the passive voice
TIME:
in context. They answer comprehension questions and write two paragraphs of their own using the passive voice.
1.5–2 hours
TAGS: grammar in context, passive, passive voice, passive verbs, past participles
The Stolen Car
Janie’s New School
1.
John’s car was stolen last month.
1.
Janie was treated poorly at her old school by the other kids.
2.
The front window was smashed by the thief,
2.
They bullied her. She was made fun of, taunted, and laughed at.
and the car was driven out of Toronto.
3.
She was often yelled at by her teacher.
3.
It was kept in an abandoned lot for a week.
4.
Janie’s parents moved her to a new school.
4.
Before it was sold on the black
5.
On the first day, she was welcomed by the entire class.
market, the window was repaired.
6.
She was shown around the school by a nice girl, she was
5. 6.
The car was sold to a used car dealership and then bought
given a desk in the front row, she was complimented by the
by a young man who drove it to Alberta to visit his family.
teacher on her drawing, and she was invited by a group of
The police found the car when the young man was pulled over
kids to play baseball.
for speeding, and the license plate indicated that it was stolen. 7.
7.
Yes, John did get his car back.
Janie is much happier because she is respected at her new school.
The Tornado
About You
1.
The Johnsons’ house was destroyed by a tornado.
Individual answers.
2.
Their roof was ripped off during the storm.
3.
Their car was dropped two miles away by the wind.
4.
The Johnsons were helped out by family and friends.
5.
Yes, the house was insured.
6.
The walls are being repaired, the roof is being
Your Own Story Individual answers.
rebuilt, and all of the rooms are being painted. 7.
The downside is that a lot of money is being spent to repair the house. The upside is that the family wasn’t killed by the storm.
SPELLING NOTE: This lesson shows the American spelling of the License. Most other English-speaking countries spell it this way: Licence. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.
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Fun Grammar Lessons
Adverbs of Manner 1
Grammar Notes
2
2
Adverb Formation
6
3
Fill in the Blanks
7
4
Spot the Error
8
5
Interview Your Partner
9
6
Multiple-Choice
10
7
Act It Out!
11
8
Adverbs with Two Forms
12
A
Answer Key
15
B
Game Cards
17
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Adverbs of Manner Fun Grammar Lessons
1
Grammar Notes
A. Introduction to Adverbs An adverb is a word that can describe a verb, an adjective, another adverb, or a whole sentence. Example
Notes
He runs quickly.
The adverb quickly describes the verb runs.
That puppy is really cute.
The adverb really describes the adjective cute.
She speaks very slowly.
The adverb very describes the adjective slowly, and slowly describes the verb speaks.
Actually, I don’t like chocolate.
The adverb actually describes the whole sentence.
B. Adverbs of Manner Adverbs of manner describe how an action is done. Examples: • He laughed. How did he laugh? He laughed loudly.
• The children played. How did the children play? The children played quietly.
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Adverbs of Manner Fun Grammar Lessons
1
Grammar Notes cont.
C. Form To form most adverbs of manner in English, add -ly to an adjective. Adjective
Adverb
bad
badly
beautiful
beautifully
careful
carefully
gentle
gently
happy
happily
loud
loudly
noisy
noisily
quick
quickly
quiet
quietly
sleepy
sleepily
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Examples: • Julia chews noisly. • The customer complained loudly. • You should drive carefully when the roads are icy.
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Adverbs of Manner Fun Grammar Lessons
Grammar Notes cont.
1
C. Form cont. Exception #1
Exception #2
Some adverbs don’t take an -ly ending.
Be careful! A few adjectives end in -ly.
Adjective
Adverb
Adjective
Adverb
fast
fast
friendly
—
hard
hard
costly
—
late
late
silly
—
good
well
hourly
hourly
Examples:
daily
daily
• Jack is a hard worker.
weekly
weekly
monthly
monthly
yearly
yearly
(the adjective hard describes the noun worker) • Jack works hard. (the adverb hard describes the verb works) • Lisa is a good student. (the adjective good describes the noun student) • Lisa speaks English well. (the adverb well describes the verb speaks)
Examples: • He reads the daily newspaper. (the adjective daily describes the noun newspaper) • He reads the newspaper daily. (the adverb daily describes the verb reads)
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Adverbs of Manner Fun Grammar Lessons
1
Grammar Notes cont.
D. Sentence Position The most common pattern for adverbs of manner is Verb + Adverb. These adverbs usually follow the main verb, but there are other possible patterns. after the main verb (V + Adv) • The teacher spoke quietly. (the adverb quietly describes the verb spoke)
after an object (SVO + Adv) • The teacher spoke English quietly. (the adverb quietly describes the verb spoke)
before the main verb
Examples: • The argued loudly. (the adverb loudly describes the verb argued) • Our teachers spoke slowly and clearly. (the adverbs slowly and clearly describe the verb speaks) • He answered the phone sleepily. (the adverb sleepily describes the verb answered) • My friend plays the guitar well. (the adverb well describes the verb plays) • She gently picked up the puppy. (the adverb gently describes the verb picked up)
(Adv + V) • The teacher quietly spoke English. (the adverb quietly describes the verb spoke)
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Adverbs of Manner Fun Grammar Lessons
2
Adverb Formation
Write the adverb form beside each adjective. #
Adjective
Adverb
Ex
beautiful
beautifully
#
Adjective
10
patient
1
calm
11
hard
2
healthy
12
angry
3
bad
13
important
4
dangerous
14
fast
5
lazy
15
hungry
6
good
16
kind
7
intelligent
17
delicious
8
gentle
18
late
9
daily
19
weekly
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Adverb
6
Adverbs of Manner Fun Grammar Lessons
3
Fill in the Blanks
Write the verb form of the adjective in the blanks. truthfully Ex She answered her parents . (truthful)
1
I woke up . (sudden)
2
My classmate finished the exam . (quick)
3
They spoke to the baby. (soft)
4
Did he sleep last night? (good)
5
We didn’t walk because we had lots of time. (fast)
6
We go to Hawaii . (yearly)
7
You decorated your room . (beautiful)
8
She arrives to school every morning. (late)
9
He pet the kitten . (gentle)
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Adverbs of Manner Fun Grammar Lessons
4
Spot the Error
Find one error in each sentence. Rewrite the sentences correctly. Ex Pass the scissors careful. Pass the scissors carefully.
1
I picked up the baby gentley.
2
The athletes ran fastly.
3
The teacher calm spoke to the students.
4
I yawned sleepyly.
5
He speeks French good.
6
They clapped loudally.
7
They waited patientily at the airport.
8
He walked confident to the front of the class.
9
They approached the lion carefuly.
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Adverbs of Manner Fun Grammar Lessons
5
Interview Your Partner
Ask your partner the questions below and write his or her answer on the lines. When you answer your partner’s questions, make sure you use an adverb in each answer. Use some of the adverbs in the box, or think of your own! 1
How do you speak your native language?
2
How do you speak English?
Adverbs: • quickly • slowly • happily
3
• angrily
How do you sing?
• loudly • quietly
4
How do you dance?
• well • badly
5
• gently
How do you walk?
• carefully • fast
6
• sleepily
How do you run?
• nervously • confidently
7
How do you eat?
8
How do you talk to your friends?
9
How do you pet a dog?
10
How do you write a test?
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Adverbs of Manner Fun Grammar Lessons
Multiple-Choice
6
Adjective or Adverb? Circle the correct answer. Did You Remember?
Adverb Patterns:
Adjective Patterns:
An adverb describes a verb,
• V + Adv
• Adj + N
while an adjective describes
• Adv + V
• Be + Adj
a noun.
• SVO + Adv
Ex
She is .
5
a) happy b) happily
1
He sang the song .
a) graceful b) gracefully
6
a) good b) well
2
We cried during the movie.
7
The teacher called out the students’ names. a) loud b) loudly
I took a picture of a sunset. a) beautiful b) beautifully
4
Have you hiked up that mountain? a) dangerous b) dangerously
a) quiet b) quietly
3
She danced .
8
Are you today? a) angry b) angrily
The students are . a) hungry b) hungrily
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He answered every question . a) intelligent b) intelligently
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Adverbs of Manner Fun Grammar Lessons
7
Act It Out!
Form two teams. One member from the first team will come to the front of the class. Your teacher will choose a verb and tell everyone what it is, and then that student will choose an adverb card. The first team has 10 seconds to guess what their teammate is doing! Guess by yelling out the verb and adverb. Then it’s the other team’s turn. Keep going until all the cards are gone. Which team can get the most points? Verbs:
Example: Student A:
You’re walking sleepily!
Student B:
No, you’re walking slowly!
Teacher:
That’s right. Mark is walking slowly. His team gets a point!
• walk
• jump
• sit down
• dance
• run
• shake
• stand up
• sing
• speak
• hop
My Team’s Name
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Adverbs of Manner Fun Grammar Lessons
8
Adverbs with Two Forms
A. Reference Some adverbs have different forms depending on the meaning and sentence position. Read about these commonly confused adverbs, and then try the exercise on page 14. Close
Closely
near in space or time Meaning
Note: Closely can often be used in place of close.
Position
after a verb
Examples
• Don’t drive so close to the car in front of you.
near in space or time before or after a verb Note: Before a verb, only closely can be used.
• They are closely related. • She works closely with me on the subject.
Hard
Hardly
Meaning
with a lot of effort
almost not at all
Position
after a verb
before a verb or at the beginning of a sentence
Examples
• You’ll want to work hard if you want to impress your teacher.
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• I hardly got any work done with all the noise. • Hardly anyone showed up for the party.
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Adverbs of Manner Fun Grammar Lessons
8
Adverbs with Two Forms cont.
A. Reference cont. Late
Lately
Meaning
after an expected time
recent time
Position
after a verb
at the beginning or end of a sentence
Examples
Meaning
Position
Examples
• I slept late again, so I’m going to get in trouble with my teacher.
• Lately, I have been worried about the future. • I have been worried about the future lately.
Slow
Slowly
the opposite of fast
the opposite of fast
after verbs of movement
before or after a verb
Note: Slowly can usually be used in place of slow, but it is more common to use slow after verbs of movement.
• Go slow so that you don’t slip on the ice.
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Note: Before a verb, only slowly can be used (never slow).
• She slowly stood up to give her presentation. • She spoke slowly so that the students could understand.
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Adverbs of Manner Fun Grammar Lessons
8
Adverbs with Two Forms cont.
B. Adverb Exercise Fill in the blanks with the correct adverb form. late to school. Ex I arrived (late / lately)
1
They made any cookies because they ate most of the batter. (hard / hardly)
2
The girl recovered from her illness. (slow / slowly)
3
His mother told him to stay to her as they walked through the crowd.
4
(close / closely)
She will study for the test. (hard / hardly)
5
They live in a new area with spaced homes. (close / closely)
6
Have you heard from your grandmother ? (late / lately)
7
You should go when doing a science experiment. (slow / slowly)
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14
Adverbs of Manner Fun Grammar Lessons
A
Answer Key
Lesson Description:
Level: Low Int – Int
In this lesson, students study the form and use of common adverbs. They practice using adverbs in speaking, writing, acting, and pair work exercises.
Time: 2–3 hours
2 Adverb Formation 1. calmly 2. healthily 3. badly 4. dangerously 5. lazily 6. well 7. intelligently 8. gently 9. daily 10. patiently
11. hard* 12. angrily 13. importantly 14. fast 15. hungrily 16. kindly 17. deliciously 18. late 19. weekly 20.
3 Fill in the Blanks suddenly quickly softly well fast
6. 7. 8. 9.
4 Spot the Error 1. 2. 3. 4. 5. 6. 7. 8. 9.
I picked up the baby gently. The athletes ran fast. The teacher calmly spoke to the students. I yawned sleepily. He speaks French well. They clapped loudly. They waited patiently at the airport. He walked confidently to the front of the class. They approached the lion carefully.
5 Interview Your Partner
*hardly is dealt with in Exercise 8.
1. 2. 3. 4. 5.
Tags: adverbs, adverbs of manner, how, grammar, grammar practice, fun grammar lessons
yearly beautifully late gently
Answers will vary.
6 Multiple-Choice 1. b 2. b
3. a 4. a
5. b 6. a
7. b 8. a
9. b
(continued on the next page...)
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Adverbs of Manner Fun Grammar Lessons
A
Answer Key cont.
7 Act It Out! Cut up the set of cards on page 17. Assign students to two groups and have them choose their team name. Make sure the students know the meaning of all the verbs. Proceed with the game. If the student chooses an adverb that just won’t work with the verb, have them choose another adverb card instead.
8 Adverbs with Two Forms Note that this exercise is slightly more advanced, so you may choose to skip it or assign it for optional homework. Also note that while some people object to using slow as an adverb, it has had this use for over four centuries according to Merriam-Webster’s Dictionary and other sources. 1. 2. 3. 4.
hardly slowly close hard
5. closely 6. lately 7. slow/slowly
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Adverbs of Manner Fun Grammar Lessons
B
Game Cards quickly
happily
slowly
sadly
quietly
angrily
loudly
carefully
gently
noisily
fast
nervously
well
sleepily
badly
repeatedly
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17
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Episode #3:
Crunch Time Detective’s Log Principal Davidson gave me a few leads on possible suspects from the school. Maximilian, for example, is infamous for stealing. I’m going to have a word with him today. Something tells me he might be our guy.
Did you know... The adjective “famous” is typically used in a positive way. In contrast, “infamous“ is used in a negative way. The word “infamous” doesn’t mean “not famous.” It actually means “famous for something that is not good.” Example: Maximilian is infamous for being a troublemaker. Everybody knows his name.
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1
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Vocabulary Preview A. Matching Match these words to the correct definitions.
1.
one’s hands are clean
2.
up to old tricks
3.
get/be over something/someone
4.
crunch time
5.
you bet
6.
buckle down
7.
killer
8.
turn oneself around
9.
worst-case scenario
a) an important or busy time before a deadline or test b) someone is innocent c) the worst possible situation or outcome d) really good, excellent (may also mean severe, as in a killer headache) e) engaging in bad or mischievous behavior that one has been caught doing in the past f) to drastically improve one’s character or behavior g) to not be interested in a thing or person anymore h) a strong affirmative answer i) to get serious about completing or doing something, such as studying
B. Detective’s Dictionary Have you discovered some interesting expressions in your Detective’s Dictionary? Have you tried using any of these words or expressions in your writing or speaking? Take some time to make some notes for the words and expressions used in Episode #3. Now go through the first three episodes in your Detective’s Dictionary and choose three expressions that you are going to try to use today. Write down some ideas about how and when you might use each one.
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2
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Dialogue Read the dialogue in pairs. Take turns being each character.
DETECTIVE BOSSLEY
MA XIMILIAN
Hey, Maximilian. Have you got a minute? How do you know my name? I guess you could say you’re famous around here. You mean infamous. Only Principal Davidson calls me that. You can call me Max. Nice to meet you, Max. I guess you know what I want to talk to you about. Everybody thinks it’s me pulling that alarm, but I swear my hands are clean. So you haven’t been up to your old tricks? Look, I know I’ve caused some trouble around here in the past, but I’m over that. I’m a senior now, and I have my grades to think about. It’s crunch time. It’s crunch time? Do you mean you’re actually worried about your marks? You bet I am. I have to buckle down if I want to get into college. What are you going to take in college? Computer animation. I’m gonna make killer video games one day. It sounds like you’ve turned yourself around. Yes, but it won’t do me any good if we don’t get to write these exams. I work on the weekends! I’m saving for tuition. Writing the exams on the weekends is the worst-case scenario. Hopefully I’ll find the prankster before it comes down to that. You should talk to Clarissa. She’ll do anything for a laugh. She’s at the tattoo parlor in case you’re wondering. That was my next question. Thanks for the tip.
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3
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Vocabulary Review A. Complete the Expressions Complete the expressions by matching the numbers to the letters. Try not to look at pages 2 or 3. Some expressions are a review from previous episodes.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
time to buckle killer crunch you bet turned himself up to her hopefully it won’t come worst-case my hands get
a) down b) around c) headache d) down to that e) scenario f) time g) old tricks h) are clean i) I am j) over it
B. Match the Sentences Match each sentence on the left to the one on the right that has the same meaning.
1. 2. 3. 4. 5.
He’s being a nuisance again. She doesn’t get into trouble anymore. I’m innocent. That’s the worst outcome possible. Focus on getting your work done.
a) That’s the worst-case scenario. b) My hands are clean. c) It’s time to buckle down. d) Rayne turned herself around. e) Reid is up to his old tricks.
C. Complete the Dialogues Complete the dialogues using expressions from the list on page 2. 1. A : Does Juan still like hockey cards? B:
4. A : Why are you studying so hard these days? B:
2. A : Is Ella still partying a lot and skipping school? B:
5. A : Is Anita a good artist? B: Her paintings are really professional.
3. A : Are you going to come over for cake? B:
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!
4
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Writing MY HANDS ARE CLEAN! – A NEW DIALOGUE Work together with a partner. One of you will pretend to be Max. One will pretend to be Max’s friend. Create a short dialogue where Max tells his friend about his conversation with the detective. Try to use vocabulary from this episode. Use the sentences on the right to start your dialogue.
Max’s Friend: Detective Bossley is a killer detective! I love watching his show on TV.
Comprehension Discuss these questions with a partner, and write your responses in your notebook. 1. Why does Max refer to himself as infamous rather than famous? 2. Which of the following would Max most likely use to describe himself? a) a changed man b) a trickster c) a bully d) a killer rock star 3. According to Max, why is there no time to goof around anymore? 4. T rue or False? Principal Davidson accused Max of pulling the fire alarm. 5. What does Max want to specialize in when he goes to college?
Spotting a Common Error WORST-CASE SCENARIO The expression “worst-case scenario” is commonly spelled incorrectly: “worse-case scenario.” The reason for the error is that the “t” is often reduced in spoken English. When this expression is uttered quickly, it sounds like “worse-case scenario.” In writing, it is important to spell it the correct way.
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5
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Grammar Practice USED TO Complete the sentences below by describing some things that you used to do. 1. I used to like listening to rap music
. I’m over that.
2. I used
. I’m over that.
3. I used
. I’m over that.
4. I didn’t use Now ask a partner questions about his or her responses. Be careful with your question formation. When “did” is in the sentence, “used to” becomes “use to.” In spoken English, “used to” and “use to” sound similar.
. Now I do. Example: A: What did you use to like listening to? B: I used to like heavy metal music.
Discussion Questions Discuss these questions with the class or a partner. Add important details to your Clue File. 1. Have you ever been accused of something you didn’t do? Explain. 2. Is it possible for a young person to shake off a bad reputation? 3. Do you think Max is a trustworthy character? Why or why not? 4. How do students balance work and school? Do you have any tips? 5. I s computer animation a good career to get into these days? Why or why not?
Making Predictions EPISODE #4: NO LAUGHING MATTER Detective Bossley has to make his way to a tattoo parlor to meet the next suspect. Do you think people with tattoos and body piercings are unfairly stereotyped? Will the detective give Clarissa the benefit of the doubt despite her appearance? Make some notes about Max in your Clue File.
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6
Crunch Time
FALSE ALARM: Episode #3 Detective Series
Answer Key Detective’s Log
Writing
Read the detective’s notes together and ask your students
Give students time to create their own dialogues. Feel free to
about their thoughts so far. Do they think Max is guilty based
change the gender of the characters to suit the student pairings.
on the principal’s description? Discuss the difference between “infamous” and “famous.”
Comprehension
Vocabulary Preview
1.
A. MATCHING
2.
a
3.
According to Max, there no time to goof around
Max refers to himself as infamous rather than famous because he is known for being a troublemaker.
1. b
4. a
7. d
2. e
5. h
8. f
3. g
6. i
9. c
anymore because he has to worry about his grades and getting into a good school. 4.
False. She identified him as a suspect based on his previous behavior.
B. DETECTIVE’S DICTIONARY
5.
Give your students some time to make notes in their Detective’s Dictionaries. Challenge them to use the expressions they’ve
Max wants to specialize in computer animation.
Grammar Practice
learned. You might want to give them a point or special Answers will vary. Share these useful tips with your students:
acknowledgment each time they use one properly in class.
http://www.esl-library.com/blog/2013/11/21/how-to-teach-used-toin-6-easy-steps
Dialogue
Discussion Questions & Making Predictions
Have students read the dialogue aloud in pairs. They should take turns being each character.
Discuss in pairs, groups, or as a class. Give students time to take notes in their Clue Files and Detective’s Dictionaries.
Vocabulary Review
SPELLING NOTE:
A. COMPLETE THE EXPRESSIONS
This lesson shows the American spelling of the words Behavior
1. a
3. f
5. b
7. d
9. h
and Parlor. Other English-speaking countries spell these words
2. c
4. i
6. g
8. e
10. j
this way: Behaviour and Parlour. Make it a challenge for your students to find these words in the lesson and see if they
B. MATCH THE SENTENCES 1. e
2. d
know the alternate spellings.
3. b
4. a
5. c
C. COMPLETE THE DIALOGUES
Answers will vary.
1.
No, he’s over that.
3.
2.
No, she has turned
4.
It’s crunch time.
herself around.
5.
Yes, she’s a killer artist!
You bet I am! / You bet!
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7
Connector Stories
Grammar Stories
Bears and Raccoons A. Reading Raccoons and bears are similar animals in many ways. Bears are found in the Canadian wilderness, and raccoons are too. Bears eat a wide range of foods, and raccoons do too. Bears are omnivores (they eat meat as well as plant food), and raccoons are too. Bears especially enjoy eating garbage. They have often been found rummaging through people’s garbage, and so have raccoons! Bears have sharp pointed teeth, and raccoons do too. Bears can be very effective predators, and so can raccoons. During the last century, bears have become more and more used to the presence of humans and less timid. Bears are often seen in towns and in people’s yards, and so are raccoons. There is one big difference between bears and raccoons. Bears hibernate during the winter, but raccoons don’t. Raccoons don’t sleep through the entire winter, but they are less active.
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1
Connector Stories
Grammar Stories
Bears and Raccoons cont. B. Questions 1. Are raccoons found in the Canadian wilderness?
2. D o bears and raccoons eat similar types of food? What do they like to eat?
3. Are raccoons ever found eating people’s garbage?
4. I s it true that bears have sharp, pointed teeth and that raccoons have dull, rounded teeth?
5. Are raccoons good hunters?
6. What is the big difference between bears and raccoons?
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2
Connector Stories
Grammar Stories
The Plight of the Prisoner and the Caged Bird A. Reading A prisoner and a bird in a cage lead very similar existences. A prisoner isn’t free to do as he or she wishes, and neither is a bird in a cage. A prisoner can’t travel far or see new places, and neither can a bird in a cage. A prisoner cannot interact freely with others, and neither can a bird in a cage. A prisoner is isolated from friends and family, and so is a bird in a cage. A prisoner can’t live out his or her dreams, and neither can a bird in a cage. A prisoner may go insane from loneliness and boredom, and so might a bird in a cage.
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3
Connector Stories
Grammar Stories
The Plight of the Prisoner and the Caged Bird cont. B. Questions 1. Is a bird in a cage free to do as it wishes?
2. Can a bird in a cage travel far and see new places?
3. Can a bird in a cage interact with as many other birds as it wishes?
4. Are prisoners and caged birds both isolated from friends and family?
5. Might a caged bird go insane from loneliness and boredom?
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4
Connector Stories
Grammar Stories
Two Artists in New York A. Reading Jane and Ian are friends. They are both artists. Jane enjoys painting, and so does Ian. Ian loves photography, and so does Jane. Jane has a large studio in New York, and so does Ian. However, Jane doesn’t make sculptures, and Ian doesn’t either. They find it too messy. Jane doesn’t make a lot of money, and Ian doesn’t either. It’s hard to be an artist sometimes. Ian finds great inspiration in landscapes, and so does Jane. Ian paints trees, lakes, and natural settings, but Jane prefers cityscapes. Ian loves painting people and portraits, but Jane doesn’t. Sometimes they go to art galleries together. Ian loves Impressionism, but Jane doesn’t. Often they disagree on which galleries to visit. Luckily, they remain friends despite their disagreements.
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5
Connector Stories
Grammar Stories
Two Artists in New York cont. B. Questions 1. Does Ian enjoy painting?
2. Does Jane love photography?
3. Do both Jane and Ian have large studios in New York?
4. Does Ian like making sculptures? Why or why not?
5. Do both Ian and Jane make a lot of money?
6. Do both Jane and Ian find great inspiration in landscapes?
7. Does Jane like painting trees and natural settings? If not, what does she prefer?
8. Does Jane like Impressionism? Does Ian?
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Connector Stories
Grammar Stories
Comprehension A. True or False? Write T if the answer is true, and write F if the answer is false. 1. Clowns are funny, and comedians are too. 2. Fish like to swim, and so do whales. 3. Birds can fly, and so can cats. 4. Snails don’t move fast, and neither do slugs. 5. Mexico has a warm climate, and Alaska does too. 6. Garbage doesn’t smell good, and neither does soap. 7. People don’t wear shorts in the snow, and they don’t wear bathing suits either. 8. Orchestras don’t use guitars, and rock stars don’t either. 9. Apples grow on trees, but carrots grow underground.
B. Complete the Sentences Complete the following sentences using the connectors in parentheses. 1. Cigarettes are addictive, and . (too)
2. My friends are nice, and . (so)
3. I’m not scared of ghosts, and . (neither)
4. John doesn’t like vegetables, and . (either)
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7
Connector Stories
Grammar Stories
About You A. Drawing
B. Writing
Draw a picture of yourself and one other person in the box, or paste in a photograph.
Now write a short paragraph about yourself and the other person using connectors.
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8
Connector Stories
Grammar Stories
Your Own Story A. Drawing Draw a picture in the box, or paste in a photograph.
B. Writing Using connectors, write a short paragraph about the picture in the box. Use your notebook if you don’t have enough space below.
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Connector Stories
Grammar Stories
Your Own Story cont. C. Questions Write five questions about your paragraph. 1. 2. 3. 4. 5.
D. Answers Give your story and questions to a classmate. Have them read your story and answer your questions below. 1. 2. 3. 4. 5.
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10
Connector Stories
Grammar Stories
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students read three stories that use connectors in
TIME:
context. They answer comprehension questions and write two paragraphs of their own using connectors.
1.5 – 2 hours
TAGS: connectors, transitions, parallel structure, conjunctions, either, neither, or, and, but, so, too
Bears and Raccoons
Comprehension
1.
Yes, raccoons are found in the Canadian wilderness.
A. TRUE OR FALSE?
2.
Yes, both eat a wide range of food. Both eat meat and plants.
3.
Yes, raccoons are sometimes found eating people’s garbage.
4.
No. Both bears and raccoons have sharp pointed teeth.
5.
Yes, raccoons can be good hunters.
6.
The big difference between bears and raccoons is that bears hibernate during the winter, but raccoons do not.
The Plight of the Prisoner and the Caged Bird 1.
No, a caged bird is not free to do as it wishes.
2.
No, a bird in a cage cannot travel far and see new places.
3.
No, a bird in a cage can’t interact with as many other birds as it wishes.
4.
3. F
5. F
7. T
2. T
4. T
6. F
8. F
9. T
B. COMPLETE THE SENTENCES Answers will vary. 1.
Cigarettes are addictive, and drugs are too.
2.
My friends are nice, and so is my family.
3.
I’m not scared of ghosts, and neither is my brother.
4.
John doesn’t like vegetables, and I don’t either.
About You Individual answers.
Yes, both prisoners and caged birds are isolated from friends and family.
5.
1. T
Yes, a caged bird might go insane from loneliness and boredom.
Your Own Story Individual answers.
Two Artists in New York 1.
Yes, Ian enjoys painting.
2.
Yes, Jane enjoys photography.
3.
Yes, both Jane and Ian have large studios in New York.
4.
No, Ian doesn’t like making sculptures because it is too messy.
5.
No, neither Ian nor Jane make a lot of money.
6.
Yes, both Ian and Jane find great inspiration in landscapes.
7.
No, Jane prefers painting cityscapes.
8.
Jane doesn’t like Impressionism, but Ian does.
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11
EASY GRAMMAR LESSONS Our lesson plans are designed to help you teach or reinforce a variety of grammar structures. They give students an opportunity to practice their English by performing different tasks in pairs and small groups. Our lessons are aimed primarily at lower level students and can be used with children or adults. Each lesson consists of six activities. 1. A Written Record This page is designed to help students organize their notes. It will enable them to keep track of all the new vocabulary and grammar structures they will be using. After you have taught the new material, have your students write the new words below each image. The new structures can be written in the note space provided. 2. Pair Work Each lesson includes a pair work activity which gives students an opportunity to practice their English. All of the pair work activities are controlled tasks; most are information gaps. Students ask questions and provide information to their partner in order to finish the task. 3. Follow Up Each pair work activity is followed by a written task to reinforce the new structure. The follow up task includes a series of questions about the pair work and fill-in-the-blank drills. 4. Listening A listening task is included in every lesson. The teacher provides information to the students. The students circle the correct answers or fill in the blanks. 5. Group Activity Each lesson concludes with a group activity designed to give students a chance to practice the new structure in a less controlled situation. Group tasks may consist of class surveys, games, or dialogues. 6. Review and Fun Each lesson plan has one page to use for classroom review or as a homework activity. These review sheets consist of puzzles, games, word searches, scrambles, and other fun activities. Teachers Notes Every document contains a teacher’s page at the end of the lesson. Some lesson plans come with instructions on how to introduce and teach the target structure. Flashcards Every lesson plan comes with a complete set of flashcards.
If you have questions or suggestions regarding our lessons, write to us at info@esl-library.com.
____________________________________________________________________________________________________________________________ Copyright 2007. This eBook is produced and distributed by Red River Press Inc. All rights reserved. The contents within this e-book/document may only be photocopied by members of ESL-Library.com, in accordance with membership terms and conditions. Contact info@esl-library.com for complete details.
2nd Conditional Name____________________
A WRITTEN RECORD
Review the 2nd conditional. Answer and complete the questions below.
What would he buy if he were rich?
‡ ‡ ‡ ‡ ‡ ‡
________________________________________
What would she do if she saw a mouse? _____________________________________
What ______ she say if she met her favourite rock star?
________________________________________
What ______ he do ________ he saw a bear? _____________________________________ _____ _____ ____ do _____ _____ broke his leg?
________________________________________ What _____ ____ do ___ ____ failed his test? _____________________________________
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
2nd Conditional Name____________________
PAIR WORK Find out what your partner would do if these things really happened to them.
(Do?)
(Do?)
(Say?)
(Do?)
(Do?)
(Buy?)
FOLLOW UP After you’ve finished the pair work above, try answering the questions below on your own. 1
What would you buy if you were rich?
2
What would your partner buy if he/she were rich?
3
What would you say if you met your favorite singer?
4
What would your partner say if he/she met his/her favorite singer?
5
What would you do if you saw mouse?
6
What would you do if you found a wallet?
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2nd Conditional Name____________________
LISTENING What would your teacher do if all these things were true? Listen very carefully to your teacher and write the answers in each box.
If I were rich…
If I saw a mouse…
If I met a famous actor…
If I saw a snake… If I failed a test…
Group Work Work in small groups. Together think of 10 interesting 2nd conditional questions. Write the questions below. Then, on your own, find one member of another group and ask them all ten questions.
Questions
Classmate’s answers
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2nd Conditional Name____________________
REVIEW AND FUN 1. Write a question on the left for each of the answers on the right.
Question
Answer I would buy a new car. I would shake his hand. I would go to the hospital. I would rob a bank. I would exercise more. I would call the police. I would say ‘I love you’.
2. Look at the questions you created in your group exercise on the previous page. One of your classmates has already answered the questions; now it’s your turn to answer them. Write full sentences as you answer each of the questions you created. For example: If I ________, I would….
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
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2nd Conditional Name____________________
Teacher’s Notes Aim: For students to review the 2nd conditional.
Target Structure: ß ß
What would you do if… I would… , if…
Use the flashcards to elicit 2nd conditional responses. To do so, start by showing the class the flashcard of the rich person. Elicit the word ‘rich’. Then show your students your empty wallet, and say: I am not rich. - Draw a picture of yourself on the board with a thinking bubble above your head, and place the flashcard in the bubble (as if you are imaging that you are rich.) - Make the statement: If I were rich… I would buy a new computer. - Place the flashcard of the rich person buying a computer on the board. Repeat the sentence again. If I were rich, I would buy a new computer. - Then ask some students in the class: What would you buy if you were rich? - After you’ve asked the question a few times, have students listen and repeat the phrase: If I were rich, I would buy a new computer. - Then have some of your students ask other students across the class the same question in open pairs. - Have students listen and repeat the question and answer: What would you buy if you were rich? I would buy a new computer. - And finally, put some of the other flashcard pairs on the board, and elicit questions and answers for each. - When students are familiar with the phrases, handout sheet 1 and have them complete the questions and answers. When they are finished have some of them come up to the front of the class and write the answers on the board.
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2nd Conditional Name____________________
…Teacher’s Notes Continued
Pair Work Have your students work in pairs to complete the information gap. Each student should ask the other “What would you do if…” and write their partner’s answers in the blank boxes.
Follow Up When they are finished the pair work, have your students try the follow up activity on their own to review their writing skills for this structure.
Listening
For this task you’ll need to tell the students what you would do in each of the situations. They will need to listen carefully and write what you say. When they are finished, have them compare their answers with a classmate sitting close to them.
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Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
Copyright 2007. This lesson is the property of Red River Press Inc. and is registered for use by esl-library.com members only.
He is a person who...
Basic Grammar Sentences
Vocabulary Do you know what all these people do? Write the name of the occupation below each image. Then match the descriptions to the correct occupation.
1
• • • •
doctor (helps sick people)
2
3
4
5
6
7
8
9
10
11
12
helps sick people helps sick animals fixes cars sells houses
• • • •
cuts hair sells medicine catches criminals delivers the mail
• • • •
plans vacations puts out fires fixes teeth builds houses
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He is a person who...
Basic Grammar Sentences
Target Structure Using relative clauses, write one question and one answer for each image below.
1.
Q: What does a doctor do? A:
2.
A doctor is a person who helps sick people.
Q: A:
3.
Q: A:
4.
Q: A:
5.
Q: A:
6.
Q: A:
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He is a person who...
Basic Grammar Sentences
Work in Pairs – Partner A What do all these people do? Ask your partner questions about the missing information. Your partner will also ask you some questions. When you respond, do not name the occupation. Instead, try describing what the people do using relative clauses. Ex. John is a person who helps sick people. Write the occupation in the box. Mr. Adams
Mrs. Funk
Mrs. Stevens
Mr. Ross
Mr. Smith
Mr. Fuji
Mr. Park
Mrs. Andrews
Mr. Johnston
Mrs. Davies
Now Work Alone After you’ve finished the pair work above, try writing full sentences to describe each of the occupations below. 1.
A doctor is a person who
.
2. A barber
.
3. A
is a person
4. A
is a
fixes cars. sells houses.
5. What’s a vet?
.
6. What’s a carpenter?
.
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He is a person who...
Basic Grammar Sentences
Work in Pairs – Partner B What do all these people do? Ask your partner questions about the missing information. Your partner will also ask you some questions. When you respond, do not name the occupation. Instead, try describing what the people do using relative clauses. Ex. John is a person who helps sick people. Write the occupation in the box. Mr. Adams
Mrs. Funk
Mrs. Stevens
Mr. Ross
Mr. Smith
Mr. Fuji
Mr. Park
Mrs. Andrews
Mr. Johnston
Mrs. Davies
Now Work Alone After you’ve finished the pair work above, try writing full sentences to describe each of the occupations below. 1.
A doctor is a person who
.
2. A barber
.
3. A
is a person
4. A
is a
fixes cars. sells houses.
5. What’s a vet?
.
6. What’s a carpenter?
.
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He is a person who...
Basic Grammar Sentences
Listening Listen to your teacher describe what these people do. Draw a line from the occupation to the correct person.
Jen
carpenter
Tracy
travel agent
Lou
police officer
Rami
vet
real estate agent
Avi
mechanic
Ming
letter carrier
Group Work Choose an occupation that you’d like to have from the chart below, and pretend you have it for this exercise. My Occupation: Now walk around the class and try to find all of people in the chart below. When your classmates ask you what to do, do not state your occupation. Instead, describe what you do. Example: I’m a person who...
OCCUPATION
NAME
OCCUPATION
doctor
barber
mechanic
real estate agent
vet
travel agent
fire fighter
pharmacist
carpenter
letter carrier
dentist
police officer
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NAME
5
He is a person who...
Basic Grammar Sentences
Review and Fun A. Complete the Sentences Look at the listening task you completed on the previous page. Now write two sentences for each of the people below. 1.
Jen
Jen is a travel agent.
A travel agent is a person who plans vacations.
2. Tracy 3. Avi 4. Ming 5. Rami 6. Lou
B. Unscramble the Words Unscramble the occupations below. Then write a sentence describing what people with that occupation do. SCR AMBLED 1.
UNSCR AMBLED
SENTENCE
todroc
2. vte 3. rfie fgtiehr 4. rabber 5. aacirphmst 6. racnterpe 7.
necmahic
8. edistnt
C. Other Occupations On the lines below, write as many occupations as you can think of in English. Then, on the back of this sheet, try to describe what they do in a full sentence.
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He is a person who...
Basic Grammar Sentences
Teachers’ Notes Aim
Work in Pairs
The aim is to introduce students to relative clauses using “Who.”
Have your students work in pairs to complete the information gap.
New Vocabulary
One student should ask the other “What does Mr. Adams do?” The other student should reply by describing what they do, rather than stating the actual job. “Mr. Adams is a person who puts out fires.”
Nouns: doctor, dentist, fire fighter, carpenter, travel agent, barber/hairdresser, real estate agent, vet, pharmacist, police officer,
Now Work Alone
mechanic, letter carrier
When they are finished the pair work, have your students try the
Target Structure Examples: A doctor is a person who helps sick people. A mechanic is a person who fixes cars.
Teaching the Class (before the handouts) Use the flashcards to elicit and check your students’ understanding of the vocabulary and target structures. You will first need to elicit the occupations, and then elicit the actions that they do. Example: He’s a doctor. What does a doctor do? A doctor helps sick people. After you’ve gone through each of the occupations and actions, draw a picture of a person on the board (or stick the flashcard to the board), and write “doctor” under the drawing. Ask your students: What does he/she do? They will answer: She/he’s a doctor. Then ask: What’s a doctor? Elicit the phrase: A doctor is a person who helps sick people. Repeat this process with all the other occupations.
follow-up activity to review their writing skills for this structure. (Make sure they are not doing the follow-up activity and pair work activity at the same time. These are meant to be done separately.)
Listening For this task you’ll need to describe what each of the five characters do to your students. It’s up to you to decide what they do from the jobs listed in page 5. “Ming is a person who helps sick animals,” for example. Students should then draw a line from the occupation to the correct person.
Group Work Tell your students to pretend they have one of the jobs listed in the chart. They should then walk around the class and find one student for each of the occupations. When they ask their classmates what they do, their classmate should answer by describing what they do, rather than stating the occupation. “What do you do?” “I’m a person who fixes cars.”
After you’ve gone over the vocabulary and target structures,
EDITOR’S NOTE:
hand out page 1 and have your students write the occupations
There are many ways to say “occupation” in English. Have
under each image. When they are finished, they should draw a
students brainstorm a list of synonyms. Possible words include:
line from the job description to the correct image (or write the
job, work, career, field, position, profession, employment, a living.
description in the box under the job name). Then hand out page 2 and have them write the questions and answers.
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He is a person who...
Basic Grammar Sentences
Answer Key Now Work Alone
Vocabulary 1. doctor (helps sick people) 2. dentist (fixes teeth)
7. r eal estate agent (sells houses)
1. A doctor is a person who helps sick people. 2. A barber is a person who cuts hair.
3. fire fighter (puts out fires)
8. vet (helps sick animals)
3. A mechanic is a person who fixes cars.
4. carpenter (builds houses)
9. pharmacist (sells medicine)
4. A real estate agent is a person who sells houses.
5. travel agent
10. police officer
5. What’s a vet? A vet is a person who helps sick animals.
(plans vacations) 6. barber/hairdresser (cuts hair)
(catches criminals) 11. mechanic (fixes cars) 12. l etter carrier (delivers the mail)
Target Structure 1. W hat does a doctor do? A doctor is a person who helps sick people.
6. What’s a carpenter? A carpenter is a person who builds houses.
Listening Answers will vary.
Group Work Answers will vary.
2. What does a mechanic do? A mechanic is a person who fixes cars. 3. What does a vet do? A vet is a person who helps sick animals. 4. What does a carpenter do? A carpenter is a person who builds houses.
Review and Fun A. COMPLETE THE SENTENCES
5. What does a barber do? A barber is a person who cuts hair. 6. What does a police officer do?
Answers will vary.
A police officer is a person who catches criminals. B. UNSCR AMBLE THE WORDS
Work in Pairs Mr. Adams is a fire fighter. Mrs. Funk is a travel agent. Mrs. Stevens is a real estate agent. Mr. Ross is a pharmacist. Mr. Smith is a dentist. Mr. Fuji is a carpenter. Mr. Park is a barber. Mrs. Andrews is a vet. Mr. Johnson is a letter carrier. Mrs. Davies is a mechanic.
1. doctor (A doctor is a person who helps sick people.) 2. vet (A vet is a person who helps sick animals.) 3. fire fighter (A fire fighter is a person who puts out fires.) 4. barber (A barber is a person who cuts hair.) 5. pharmacist (A pharmacist is a person who sells medicine.) 6. carpenter (A carpenter is a person who builds houses.) 7. mechanic (A mechanic is a person who fixes cars.) 8. dentist (A dentist is a person who fixes teeth.) C. OTHER OCCUPATIONS Answers will vary.
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Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Copyright 2017, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.
Modals of Necessity & Obligation
Grammar Practice Worksheets
Modals of Necessity & Obligation Table of Contents 2
QUICK AND HANDY GR AMMAR REVIEW Modals of Necessity & Obligation
5
EXERCISE 1 Rewrite the sentences using must or have to.
6
EXERCISE 2 Fill in the blanks with must not or don’t have to.
7
EXERCISE 3 Write questions and short answers using have to or don’t have to.
8
EXERCISE 4 State the rules of a company for a new employee.
9
EXERCISE 5 Ask your partner about traditions in his/her country.
10
EXERCISE 6 Rewrite each of the school rules.
11
EXERCISE 7 Write ten rules for a new community center using positive and negative modals.
12
ANSWER KEY
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Quick and Handy Grammar Review MODALS OF NECESSITY & OBLIGATION: MUST, HAVE TO & HAVE GOT TO
A. Introduction Modals come before a main verb and give it extra meaning (ability, advice, necessity, possibility, etc.) Modals of necessity/obligation are used for expressing rules or strong advice.
Modal Pattern: Modal + Base Verb In English, modals are always followed by a base verb. A base verb is a verb with no ending (-s, -ed, -ing, etc.) attached to it.
B. Modals and Modal Expressions In English, there are three common ways to express necessity and obligation in the present or future: must, have to, and have got to. Must is a true modal, while have to and have got to are modal expressions made up of two or three words. Modals never change form (there is no subject-verb agreement to worry about), whereas modal expressions must agree with the subject. • Y ou must take the test. • She must take the test.
• Y ou have to take the test. • She has to take the test.
• Y ou have got to take the test. • She has got to take the test.
POSITIVE
NEGATIVE
QUESTION
MODAL
must
must not
must
EX AMPLES
• Y ou must pass the test. • He must exercise.
• Y ou must not fail. • He must not smoke.
• M ust I take the test? • Must he exercise?
USAGE
common
common
not common
CONTR ACTION
no
yes, but not common (mustn’t)
no
STRENGTH
strong
strong
strong
FORMALIT Y
formal
formal
very formal and old-fashioned
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Quick and Handy Grammar Review cont. MODALS OF NECESSITY & OBLIGATION: MUST, HAVE TO & HAVE GOT TO
B. Modals and Modal Expressions cont. POSITIVE
NEGATIVE
QUESTION
MODAL
have to
do not have to
have to
EX AMPLES
• Y ou have to pass the test. • He has to exercise.
• Y ou do not have to take the test. • He does not have to exercise.
• D o I have to take the test? • Does he have to exercise?
USAGE
common
common
common
CONTR ACTION
no
yes (don’t have to / doesn’t have to)
no
STRENGTH
strong
weak*
strong
FORMALIT Y
formal and informal
formal and informal
formal and informal
POSITIVE
NEGATIVE
QUESTION
MODAL
have got to
—
—
EX AMPLES
• Y ou have got to take the test. • He has got to exercise.
—
—
USAGE
common (speaking more than writing)
—
—
CONTR ACTION
yes (‘ve got to / ‘s got to)
—
—
STRENGTH
slightly less strong
—
—
FORMALIT Y
informal
—
—
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Quick and Handy Grammar Review cont. MODALS OF NECESSITY & OBLIGATION: MUST, HAVE TO & HAVE GOT TO
C. Grammar Notes *DON’T HAVE TO
CAN’T
HAVE GOT TO
Be careful! Don’t have to and must not have very different meanings in English. Must not expresses strong obligation— you cannot do something. Don’t have to means you can choose not to do something, but you can do it if you want to.
Can / cannot / can’t are modals of ability and permission, but in the negative, cannot / can’t can also express that something is forbidden or must not be done. We can call cannot / can’t a modal of necessity/obligation with a very similar meaning to must not.
Why is there a present (have) and past (got) verb together in this expression? Have got to is a very old expression in English that is still commonly used nowadays. Just remember that, like the other modals of necessity, it is used to express obligation in the present or future.
D. Pronunciation Notes When speaking at a natural speed, English speakers often reduce modals. Remember that while these reductions are very common in informal speaking, we never write them.
Modal
Reduction
Example (Spoken Only)
have to
hafta
I hafta meet my friend after class.
has to
hasta
She hasta redo her assignment this weekend.
have got to
have gotta
We’ve gotta try harder in school.
has got to
has gotta
He’s gotta go to his appointment now.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 1 Rewrite the sentences below using must or have to. 1. We must arrive to class on time. We have to arrive to class on time.
6. M y classmates have to participate in the conversation class.
2. I have to start concentrating harder in class. 7. Mr. Jones has to start exercising.
3. She has to give the book back to the teacher. 8. Yuka must take vitamins every day.
4. My friend must get more sleep at night. 9. He must learn not to interrupt the teacher.
5. O ur teacher must prepare us for the standardized test.
10. They must finish their report on time.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 2 Fill in the blanks with must not or don’t have to and the verb. must not forget 1. I to lock up when I leave. (forget)
2. My father junk food every day because it’s bad for his heart. (eat)
3. You the entire article if you don’t want to. (read)
4. She’s lucky. She her homework before going out tonight. (finish)
5. We our trip right now. We can wait for another time. (plan)
6. The CEO to the shareholders. They will soon realize that profits have fallen. (lie)
7. We late for the morning meeting. (be)
8. You . It wasn’t your fault. (apologize)
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 3 Fill in the missing short answers and questions below.
A. Short Answers
B. Questions
1. Does she have to register for the course beforehand? (yes)
1. Does she have to buy a new dress for the party?
Yes, she does.
No, she doesn’t. (She doesn’t have to buy a new dress for the party.)
2. Do we have to bring food to the party? (no) 2. 3. Do children have to be careful near a swimming pool? (yes)
Yes, they do. (They have to remind the kids about the field trip.) 3.
4. Does my friend have to finish her homework before going out? (yes) Yes, he does. (He has to tell his boss when he’s finished the report.) 5. Does he have to give a speech at the conference? (no)
4.
No, you don’t. (You don’t have to create an account in order to access the website.) 5.
No, you don’t. (You don’t have to buy them a gift.)
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 4 A. Writing Practice An employee is at an orientation for his/her new job. Unscramble the sentences. Write the rules the employer gives to the new employee using must, have to, and have got to. Use contractions whenever possible. 1. wear / must / business attire / at the office
5. t o get / clients / have got to / remember / a temporary visitor’s pass
You must wear business attire at the office.
2. the schedule / every morning / have to / check
6. d o not have to / your computer / shut down / every night
3. f amiliarize / yourself / with the procedure manual / must
7. c lean up / have got to / your work station / before you leave
4. t o the Human Resources department / have to / send / this form
8. your computer / home / at night / cannot / take
B. Speaking Practice Now take turns being the employer and the new employee. Using the information in Part A, ask questions and state the company’s rules in your responses. Use pronunciation reductions whenever possible.
Example: Employee: Do I have to wear business attire at the office? Employer: Yes, you must wear business attire. OR Yes, you hafta wear business attire.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 5 A. Speaking Ask your partner about traditions in his/her country. You must use the following modals at least once each in your discussion: must, must not, can’t, have to, don’t have to, and have got to. If you and your partner are from the same country, talk about your family traditions or household rules instead. Practice using contractions and reduced pronunciation.
B. Writing Now write five sentences about your partner’s country (or family). 1.
2.
3.
4.
5.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 6 Rewrite each of these school rules by using a modal of necessity of your choice. 1. Get to school on time.
6. Don’t run in the hallways.
You have to get to school on time.
2. Don’t speak your native language in class.
7. Participating in an after-school sport is optional.
3. Do your homework every night.
8. E ating in the classroom is only allowed during the lunch hour.
4. Interrupting the teacher will not be tolerated.
9. Don’t text your friends in class.
5. A sk questions when you don’t understand something.
10. Attending the after-school study sessions is optional.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Exercise 7 Get into small groups. Imagine that you are on your city’s planning committee for a new community center. Come up with ten rules for the new center. Use positive and negative modals of necessity.
Examples: • •
ou must not smoke on the premises. Y You have to register for courses a week in advance.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Modals of Necessity & Obligation
Grammar Practice Worksheets
Answer Key Exercise 1
Exercise 4
1.
We have to arrive to class on time.
A. WRITING PR ACTICE
2.
I must start concentrating harder in class.
3.
She must give the book back to the teacher.
4.
My friend has to get more sleep at night.
1.
You must wear business attire at the office.
5.
Our teacher has to prepare us for the standardized test.
2.
You have to check the schedule every morning.
6.
My classmates must participate in the conversation class.
3.
You must familiarize yourself with the procedure manual.
7.
Mr. Jones must start exercising.
4.
You have to send this form to the Human Resources department.
8.
Yuka has to take vitamins every day.
5.
You’ve got to remember to get clients a temporary visitor’s pass.
9.
He has to learn not to interrupt the teacher.
6.
You don’t have to shut down your computer every night.
7.
You’ve got to clean up your work station before you leave.
8.
You can’t take your computer home at night.
10. They have to finish their report on time.
Exercise 2
Written answers may vary slightly.
B. SPEAKING PR ACTICE 1.
must not forget
5.
don’t have to plan
2.
must not eat
6.
must not lie
3.
don’t have to read
7.
must not be
4.
doesn’t have to finish
8.
don’t have to apologize
Exercise 3
During the speaking portion of the exercise, encourage your students to expand on their responses. E.g., “Yes, you must wear business attire. You have to wear business suits, and you can’t wear jeans.”
Exercise 5
A. SHORT ANSWERS 1.
Yes, she does.
2.
No, we don’t.
3.
Yes, they do.
4.
Yes, she does.
5.
No, he doesn’t.
Answers will vary. (continued on the next page...)
B. QUESTIONS 1.
Does she have to buy a new dress for the party?
2.
Do they have to remind the kids about the field trip?
3.
Does he have to tell his boss when he’s finished the report?
4.
Do I have to create an account in order to access the website?
5.
Do I have to buy them a gift?
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12
Modals of Necessity & Obligation
Grammar Practice Worksheets
Answer Key cont. Exercise 6 Answers may vary.
SPELLING NOTE: This lesson shows the American spelling of the words Center and Practice. Most other English-speaking countries spell these words
1.
You must/have to/have got to get to school on time.
this way: Centre and Practise (as a verb; Practice as a noun). Make
2.
You must not/can’t speak your native language in class.
it a challenge for your students to find these words in the lesson
3.
You must/have to/have got to do your homework every night.
and see if they know the alternate spellings.
4.
You must not/can’t interrupt the teacher.
5.
You must/have to/have got to ask questions when you don’t understand something.
6.
You must not/can’t run in the hallways.
7.
You don’t have to participate in an after-school sport.
8.
You must/have to/have got to eat in the classroom only during the lunch hour.
9.
You must not/can’t text your friends in class.
10. You don’t have to attend the after-school study sessions.
Exercise 7 Answers will vary.
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13
Functional English
Describing Experiences Let’s Learn How was your holiday? What did you do? What was the best part? In this lesson, you will practice describing past experiences, including good ones, bad ones, and everything in between.
Warm-Up BR AINSTORMING Work with your classmates. Think of some experiences that people often describe. •
vacations
•
•
sporting events
•
•
job interviews
•
•
•
•
•
•
•
•
•
•
•
Common Questions Listen to your teacher ask these common questions. Practice saying them out loud. • How was your weekend/holiday/trip?
• How did it go?
• Where did you go?
• Why? What happened?
• What did you do?
• Did you do anything fun/exciting/interesting?
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1
Describing Experiences
Functional English
Dialogues Listen and follow along with the recording. Then work with a partner. Practice the dialogues. Then switch roles and practice again.
Dialogue 1
Dialogue 2
Practice describing a great experience.
Now practice describing a disappointing experience.
A:
Welcome back! How was your winter break?
A:
Hey! How was that new restaurant?
B:
It was great, thanks.
B:
It was terrible.
A:
Did you do anything fun?
A:
Oh really? What was wrong with it?
B:
Yeah. We went to New York City!
B:
A:
Nice! How was it?
Well, first the service was horrible. Then the food was cold. It was really expensive too.
B:
It was awesome. We ate great food and saw amazing shows. We also went skating at Rockefeller Center.
A:
That’s too bad.
B:
Yeah. We were really disappointed.
A:
No doubt!
A:
Sounds exciting!
Dialogue 3 Now practice describing an interesting experience.
Till
A:
Did you get that job?
The word “till” means cash register or money drawer. In spoken English, the word “till” is often used informally to mean “until.”
B:
Yes! I started on Monday.
• There are no tens in the till.
A:
How was your first day?
• Are you working till noon?
B:
Well, it was [pauses] interesting.
A:
Why? What happened?
B:
Well, first they showed me how to work the till. Then they left me all alone in the store!
A:
Really? How did that go?
B:
It went well, actually. I worked till 10:00 pm and didn’t make any major mistakes.
A:
Good for you!
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2
Describing Experiences
Functional English
Adjectives A. Sorting Here are some common adjectives for describing experiences. Work with a partner. Sort the adjectives into positive and negative experiences. Look up any words you don’t know. • • • • • • • •
fun awesome horrible disappointing surprising great boring interesting
• • • • • • • •
stressful terrible exciting unforgettable nice educational memorable relaxing
Positive Experiences
Negative Experiences
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
B. Describing Experiences Use the list to share real-life examples of experiences for each adjective.
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3
Describing Experiences
Functional English
Practice A. Complete the Dialogue Work in pairs. Complete the dialogue, and practice with a partner. Friend 1:
Did you go to that concert?
Friend 2:
Yes. It was last night.
Friend 1:
How it?
Friend 2:
It was !
Friend 1:
Oh no. What ?
Friend 2:
The weather was ! It all night. The music 5. (weather verb) wasn’t great either. 4. (negative adjective)
Friend 1:
I’m sorry to that.
Friend 2:
How was your weekend? Did you anything ?
Friend 1:
Yes. I went !
Friend 2:
Nice! How was it?
Friend 1:
It was !
1. verb
2. (negative adjective)
3. verb
6. (verb)
7. (verb)
8. (positive adjective)
9. (-ing verb)
10. (positive adjective)
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4
Describing Experiences
Functional English
Practice cont. B. Writing & Speaking Practice Think of a recent day trip or vacation. Answer the following questions about it. Write complete sentences. Then describe this experience to a partner. 1. Where did you go?
2. How was it?
3. What did you do/see?
4. Describe one positive thing about it.
5. Describe one negative thing about it.
Listening Listen to each question. Choose the correct response. 1. a) It was relaxing, thanks. b) No, it wasn’t great. c) Toronto.
4. a) I lost my wallet! b) Yes, it was great. c) Nice!
2. a) It was exciting! b) We went to the cottage. c) Just for a week.
5. a) We went from Friday to Sunday. b) That was memorable. c) Yeah. We hiked up a mountain.
3. a) It was disappointing. b) We went fishing. c) It was a lot of fun.
6. a) It was horrible. b) We went by bus. c) What a great experience. Lucky you!
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5
Describing Experiences
Functional English
Grammar Review PARTICIPIAL ADJECTIVES
A. Reference Some adjectives have more than one ending (suffix). Adjectives about feelings often end in -ed or -ing.
Suffix
-ing
Use
Examples
Use -ing if the noun is the reason or the cause of the feeling adjective.
• This concert was boring. (The noun concert is the reason/cause of the feeling of boredom.)
In other words, -ing adjectives show why a person is feeling a certain way. These -ing adjectives are commonly used with nouns that are things. Use -ed to show the result or the effect of the feeling adjective.
-ed
In other words, -ed adjectives describe how a person is feeling. These -ed adjectives are commonly used with nouns that are people.
• It was an exciting vacation. (The noun vacation is the cause of the feeling of excitement.) • She was disappointed. (The adjective disappointed describes how she felt.) • Their kids were surprised. (The adjective surprised describes how their kids felt.)
B. Practice Choose an -ed or -ing adjective to complete each sentence. 1. The movie was . exciting / excited
2. The students were at the museum. bored / boring
3. I was because I didn’t get the job. disappointed / disappointing
4. The concert announcement was . surprised / surprising
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6
Describing Experiences
Functional English
Review Task 1 ASK ABOUT AN EXPERIENCE Write five questions for your teacher about a recent holiday break or trip. Ask your teacher your questions. 1. 2. 3. 4. 5.
Task 2
Task 3
COMPLETE THE DIALOGUE
MY INTERESTING EXPERIENCE
Complete a dialogue about a trip to a foreign country. Use positive and negative adjectives. Find a partner and perform the dialogue for your teacher. Then switch roles.
Tell your class or teacher about an interesting experience from your past.
A:
Did you go to ?
B:
Yes. I just got back!
A:
How was the flight?
• • • •
Use at least five sentences. Use positive and negative adjectives. Use -ed and -ing adjectives. Answer some follow-up questions about your experience.
B: A:
Oh no! What happened?
B: A:
That’s too bad. Did you do anything fun there?
B: A:
Sounds exciting! Did you try any interesting food?
B: A:
How was that?
B:
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7
Describing Experiences
Functional English
Speaking Assessment Tool Student / Group:
Date
Level
Criteria
Assessed By
Achieved
Task
Skill
Describing Experiences
Speaking
Achieved With Help
Needs Improvement
uses a variety of positive and negative adjectives for describing experiences
forms questions about others’ experiences
understands participial adjectives with -ed and -ing endings
holds a short conversation about past experiences
Notes
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8
Describing Experiences
Functional English
Self-Assessment DESCRIBING EXPERIENCES Add check marks () to show what you've learned in this lesson. Name:
Can I...
Date: Yes (very well)
Yes (with help)
Not yet
describe a past experience that was positive?
describe a past experience that was negative?
begin a conversation about a recent experience?
ask questions about others’ experiences? use a variety of adjectives to describe past experiences?
My Notes
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9
Describing Experiences
Functional English
Answer Key LESSON DESCRIPTION:
LEVEL: Low Int
In this lesson, students review words and sentence structure
TIME:
used for describing past experiences in small talk situations. They also practice using and identifying positive and negative adjectives.
1–2 hours
TAGS: functional English, useful expressions, beginner, sharing information, describing, describing experiences, small talk, adjectives, simple past tense
Let’s Learn
Adjectives
Go over the learning objective with your students.
A. SORTING Positive Experiences: fun, awesome, surprising, great, interesting,
Warm-Up
exciting, unforgettable, nice, educational, memorable, relaxing
Work together to come up with a list of experiences that people often describe. Some examples include: •
vacations
•
movies
•
sporting events
•
parties
•
job interviews
•
meals out
•
dates
•
tests
•
concerts
•
trying new foods
Common Questions Recite the questions and have your students repeat after you for intonation practice. Work together to come up with more questions
Negative Experiences: horrible, disappointing, boring, stressful, terrible Note: If your students can handle it, point out that the adjectives surprising, interesting, unforgettable, educational, and memorable could be used in either a positive or negative situation (though they are more commonly used in positive cases). Refer to interesting in Dialogue 3 on page 2 as an example of a positive adjective used more negatively. See if students notice the speaker’s intonation and pause (used to convey a more negative meaning). B. DESCRIBING EXPERIENCES Answers will vary.
based on the list you made in the Warm-Up. (continued on the next page...)
Dialogues Play the recording and have students follow along. Then have your students work in pairs and practice the dialogues. Encourage them to switch roles. You may want to ask your students to circle the adjectives.
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10
Describing Experiences
Functional English
Answer Key cont. Practice
Review (Assessment Tasks)
A. COMPLETE THE DIALOGUE
The last three tasks are optional and can be used for assessment
Answers will vary. Check to make sure your students are filling in the blanks appropriately. Ask for volunteers to read their dialogues. B. WRITING & SPEAKING PR ACTICE
purposes and/or review practice. Task 3 includes an assessment tool that you can share with learners so that they understand your expectations. TASK 1
Answers will vary. Check sentence formation.
Students will write five questions to ask you or a classmate about a
Place students in pairs to ask each other the questions.
recent holiday or trip. As part of the assessment, you can then ask them to read the question out loud. Answers will vary.
Listening
TASK 2 Read the questions or play the recording and have your students circle the best response. 1. a
2. b
Have students complete the dialogue. Answers will vary. Then listen as pairs take turns performing their dialogue for you.
3. b
4. a
5. c
Transcript: 1.
How was your vacation?
2.
Where did you go?
3.
What did you do there?
4.
What happened?
5.
Did you do anything exciting?
6.
How did that go?
Grammar Review A. REFERENCE Review the difference between -ed and -ing adjectives.
6. a TASK 3 If you want to use this task for summative assessment, hand out the ready-made Speaking Assessment Tool (page 8). Remind students that you will also be checking for participation (they will need to ask questions when others are describing). You could also use this as a writing assessment task.
Self-Assessment When you are finished with this lesson, have your students assess their own learning by filling in the chart. SPELLING NOTE:
You could also do a full lesson on Adjectives:
This lesson shows the American spelling of the word Practice.
https://esllibrary.com/courses/88/lessons/2093
Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a
B. PR ACTICE 1.
exciting
2.
bored
3.
disappointed
4.
surprising
challenge for your students to find this word in the lesson and see if they know the alternate spelling. ABOUT THE EMOJI: 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
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11
Living in English
Housing Table of Contents 2
Vocabulary Types of Accommodations & Related Vocabulary
4
Question Formation
5
Group Work Where Do You Live?
6
Abbreviations in Housing Ads
7
Classified Advertisements Reading & Comprehension
9
What to Look for When Renting a House or Apartment Reading & Vocabulary
10
Vocabulary Review
11
Class Activity Find Someone Who...
12
Teachers’ Notes Notes & Answers
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1
Housing
Living in English
Vocabulary A. Types of Accommodations Type of Building
apartment
house
Definition high-rise
an apartment building with at least ten floors
walk-up
an apartment building with no elevator, usually four floors or less
bungalow / rancher
a house with only one floor above ground (may or may not have a basement level)
two-story
a house with two floors above ground (may or may not have a basement level)
three-story
a house with three floors above ground
townhouse
a unit with a separate entrance door that is part of a larger group of homes that are joined together, each sharing a common wall with the one beside it
duplex
a house that is divided into two living accommodations, either side-by-side or one above the other, with two separate entrances
condominium (condo)
an apartment or townhouse that is owned rather than rented; the owner usually pays a monthly fee to cover the costs of building and property maintenance
mobile home / trailer
a home on wheels
suite
another term for an apartment
flat
a British term for an apartment
bachelor apartment
an apartment for one person with no separate bedroom
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2
Housing
Living in English
Vocabulary cont. B. Related Vocabulary Word
Definition
landlord / landlady
the owner of a building that is rented out to others
tenant
renter or occupant of a house or apartment
lease
the contract a tenant signs when renting an apartment or house
mortgage
a loan given when one buys a house or property
suburbs
residential districts, away from the downtown area of a city
security deposit / damage deposit
the money a tenant pays a landlord before moving in; often it is half a month’s rent; the landlord keeps this money until the tenant moves out; if the apartment is not damaged, the money is returned
appliances
fridge, stove, washer, dryer, dishwasher
utilities
gas, electricity, water
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3
Housing
Living in English
Question Formation There are many things you may want to know when you are going to rent an apartment. Make one or two questions about the words in brackets. 1. (rent)
9. (lease)
How much is the rent? What is the rent? 2. (number of bedrooms)
10. (when / available)
3. (close to schools / major bus route / shopping etc.)
11. (air-conditioned / carpeted)
4. (appliances)
12. (balcony / cable TV)
5. (utilities)
13. (laundry facilities)
6. (pets)
14. (which floor)
7. (parking)
15. (elevator)
8. (security deposit)
16. (other)
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4
Housing
Living in English
Group Work WHERE DO YOU LIVE? Interview your classmates. Find out about the places where they live. If your classmate lives in an apartment, fill out Chart A. If your classmate lives in a house, fill out Chart B. Do the same for yourself.
Chart A – Apartment Name Location Number of Floors Which Floor Elevator Laundry Room / Where Balcony Parking
Chart B – House Name Location Number of Floors Number of Rooms Size of Backyard Garage Porch Basement Parking
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5
Housing
Living in English
Abbreviations in Housing Ads Most newspapers use abbreviations in their advertisements. Abbreviations can be formed with or without a period. Abbreviations may not always be the same in all regions of a country. Here are some ways that abbreviations can be formed: the first few letters of the word
the first initials of compound words
consonants (no vowels)
•
•
•
balcony balc.
bedroom b.r.
downtown dntn.
#
Word
Abbr.
#
Word
Abbr.
#
Word
Abbr.
1
adult
adlt.
21
garage
gar.
39
possession
poss.
2
after
aft.
22
house
hse.
40
refrig.
3
air conditioning
a/c
23
immediate
4
appliances
appl.
imm. / immed.
refrigerator / fridge
41
security deposit
sec. dep.
5
apartment
apt.
24
includes / included
inc. / incl.
42
separate
sep.
6
bachelor
bach.
43
shopping
shop.
25
inquire
inq.
7
balcony
balc.
44
side-by-side
SxS
26
kitchen
kit. / kitch.
45
small
sm.
basement
base. / bsmt.
27
large
lg.
46
smoking
smk.
28
laundry
laun.
47
spacious
spac.
29
living room
l.r. / LR / liv. rm.
48
stove
stv.
30
location
loc. / lcn.
49
sublet
sub.
31
male
M
50
suite
ste.
32
manager
mgr.
51
television
TV
33
modern
mod.
52
transportation
trans.
34
month
mo.
53
unfurnished
unfurn.
35
near
nr.
54
utilities
util.
36
newly decorated
new. dec.
55
wall-to-wall carpeting
w/w carp.
37
parking
pkg. / prkg.
56
wanted
wtd.
57
washer/dryer
w/d
38
phone
ph. / Ph. / tel. / Tel.
58
week
wk.
8 9
10
bathroom
bedroom
bath. / ba. / baths b.r. / BR / bed / bdrm.
11
building
bldg.
12
close
cl.
13
conveniences
conv.
14
dining room
D.R. / DR
15
downtown
dntn.
16
drapes
drps.
17
elevator
elev.
18
female
F
19
floor
fl. / flr.
20
furnished
furn.
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Housing
Living in English
Classified Advertisements A. Reading Read the classified ads below, and then answer the questions on the following page. #1
#5
ROOM FOR RENT (FURNISHED)
DUPLEX FOR RENT
260 Young St., cl. to Main St. Nicely furn. clean room, avail. Dec. 1. Rooms incl. fridge & cable. Share kit., bath., laun. Clean & quiet tenants only. $300 mo. Ph. 453-9860
3 b.r. upper duplex, 4 appl., 1 bath., cl. to shop., bus & schools, $900, pkg. & all util. inc., avail. Sept. 15, ph 663-7869
#6
#2 ROOM & BOARD Room & board avail., downtown lcn., cl. to all conv. 3 meals, 7 days, TV, ph. 452-3412
HOUSE FOR RENT nr. shop. mall & parks, 3 b.r., 4 appl., $800/mo. plus util. w/w carp., avail immed. No pets. Ph. 895-0954
#7
#3 APARTMENT FOR RENT Unfurnished large 2 b.r. ste., nr. dntn., balc., cable TV, a/c, pkg., immed. poss., ph. 787-3426
SHARED ACCOMMODATION M/F roommate wtd. to share 2 b.r. house, $400/mo. Incl. util. & prkg., no smk. Tel. 489-6059
#4 TOWNHOUSE FOR RENT immed. poss., spac., 3 b.r., one level twnhse., 2 baths, prkg. incl., $950, ph. 772-9087
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Housing
Living in English
Classified Advertisements cont. B. Comprehension Read the ads in Part A and answer the questions below in your notebook. Ad #1
1. Does the room for rent have a private bath? 2. Are there laundry facilities? 3. When can you move in?
Ad #2
4. Is this accommodation close to a bus stop? 5. Is lunch included in the board?
Ad #3
6. Where is the apartment located? 7. Is it on the main floor? 8. How do you know this? 9. When is it available?
Ad #4
10. Do you have to pay extra for parking?
Ad #5
11. Is this a side-by-side duplex? 12. Is heating extra? 13. What does "1 bath." mean?
Ad #6
14. Is electricity included in the rent? 15. Which appliances do you think are included?
Ad #7
16. What is not allowed in this accommodation?
Scenario
17. Mr. and Mrs. Roberts are renting a small two-story house right now. They have two children and a large dog. Soon Mrs. Roberts' mother is coming to live with them, and they will have to find a new place to live. She is very old and has difficulty walking. Mr. and Mrs. Roberts own a car. Which ad do you think they should answer? Why?
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8
Housing
Living in English
What to Look for When Renting a House or Apartment A. Reading 1. There are many things to consider before renting a house or apartment. First you must decide how much rent you can afford to pay. You also have to consider how much space you will need and what type of accommodation you want. Another important consideration is location. Is convenience important? Do you want to be close to shopping, schools, buses, playgrounds, etc.? 2. When you are looking at places to rent, you should check both the interior and exterior carefully. When examining the outside of the building, it is a good idea to look for cracks and holes in the outside walls because they could let cold air in. Check the doors carefully. They should fit tightly and have locks with keys. Windows should also fit well. Any broken windows should be repaired by the landlord before you move in. 3. Look through each room carefully. Check all electrical switches and outlets to see if they work. Look for holes or cracks in walls. A bathroom should have a fan, window, or vent. You should
flush the toilet to see if it works. If the water runs for a long time, it can increase your water bill. Also check to make sure the water faucets work. Look in the bedrooms and check for closet space. If appliances such as fridge and stove or washer and dryer are included, ensure they are working properly. Don't forget to look for a fire alarm or smoke detector. All homes should have one. 4. Whether renting a house or an apartment, you should know the kind of heating system and the heating costs. If it is a house, inspect the furnace. In some rental accommodations, the utilities are included in the rent. In others, they are not. This is the same for parking. Make sure to find out what is included before you agree to take a place. Some landlords require you to sign a lease, which is a rental agreement. The lease tells how much the rent is, the date on which the rent must be paid, the amount of the damage deposit, and the length of time of the rental. Always read a lease carefully before you sign it.
B. Vocabulary Match the words on the left with the correct meanings on the right. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
afford interior landlord vent faucet appliances utilities lease convenience furnace accommodation exterior
a) b) c) d) e) f) g) h) i) j) k) l)
a place to live the outside a written rental agreement heat, water, electricity a heater for buildings ease to have enough money the owner of a building a water tap the inside a fridge, stove, washer, and dryer a hole to allow air in and out
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9
Housing
Living in English
Vocabulary Review Choose the correct word from the word list on the right to complete each sentence. 1. That apartment building has no vacancies right now, but there may be a suite next month.
Word List:
2. I had to sign a one-year for my apartment. 3. His apartment is in a very location. It is close to many stores, restaurants, and bus stops. 4. When you rent a house, you often have to pay extra for all the , but when you rent an apartment, the heating costs are usually included. 5. The is the occupant and the person who pays the rent. 6. The is the owner of the building. 7. Dan lives alone, so he only needs a apartment.
• • • • • • • • • • • • • •
landlord tenant lease deposit sublet appliances utilities balcony bachelor convenient spacious available board duplex
8. The fridge, stove, washer, and dryer are called the . 9. Mr. and Mrs. Jones have five children and a dog, so they want to find a very house. 10. When you rent an apartment, you usually have to pay half a month's rent as a damage . If the apartment is in good condition when you move out, this money will be returned to you. 11. I have a one-year lease, but I want to leave before my lease expires. I will have to . 12. A house that is divided into two, with two separate entrances, is called a . 13. She keeps a lot of pretty plants and flowers on her in the summer. 14. Many students in other people's homes when they go away to university. It is cheaper than renting an apartment.
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10
Housing
Living in English
Class Activity Walk around the classroom and ask your classmates questions. Write the questions in the spaces provided below, and write your classmate’s name on the right if he/she answers “yes.”
#
Find someone...
1
who lives in a rented house.
2
who has a balcony.
3
who didn't have to pay a security deposit.
4
who has an air-conditioned apartment.
5
who doesn't have a lease.
6
whose apartment doesn't have an elevator.
7
who lives in a high-rise.
8
whose apartment allows pets.
9
who is thinking of moving.
10
who owns his/her own appliances.
11
who had more spacious accommodation in his/her own country.
Question
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Classmate
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Housing
Living in English
Teachers' Notes LESSON DESCRIPTION:
LEVEL: Int
Students explore vocabulary, expressions, and key questions
TIME:
related to housing options. Different types of housing are identified and students practice reading classified ads.
5 hours
TAGS: housing, classifieds, abbreviations, rent, accommodations, settlement FLASHCARDS: Housing
Introduction
appliances •
Are the appliances included?
On the day prior to introducing the theme of Housing, ask
•
Which appliances are included?
your students to bring any pictures they have of their homes or
•
Are the appliances new?
their friends' homes, both interior and exterior pictures. Bring
Try to encourage the students to think of other questions
pictures of your own that show as many different types of living accommodations as possible. Also bring the classified section of several newspapers or be prepared to show classified ads on local real estate or news websites.
Vocabulary
they would like to ask about housing. Put the questions on the board and practice repeating them.
Group Work Break the class into groups of three. Have the students complete the charts provided by asking each other about their living
Before distributing the Vocabulary section, try to elicit as much
accommodations. Have the students share their pictures in their
vocabulary as possible from the students about different kinds
groups, encouraging real conversation, while they complete their
of living accommodations, and put the words on the board.
charts. Ensure they understand all the vocabulary before they
Introduce your pictures and the vocabulary. Repeat and monitor
start. There are a few more words on this sheet (porch, basement,
pronunciation. Give examples in sentences, and ask the students
fence, etc.) that were not used in the previous activity.
to give their own examples.
Question Formation
(continued on the same page...)
Work with the class to make questions for the words that are provided on the worksheet. Try to elicit the questions from the students. There may be several different questions for each word; for example: parking •
Is parking included in the rent?
•
How much is parking?
•
Is there underground parking?
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Housing
Living in English
Teachers' Notes cont. Abbreviations in Housing Ads
15. A refrigerator, a stove, a washing machine,
As a class, try to brainstorm the different types of categories
16. Smoking is not allowed.
of rental accommodation (furnished apartments, unfurnished
17. Answers may vary, but the townhouse in Ad #4
and a dryer are probably included.
apartments, room & board, shared accommodation, townhouses,
is best suited to their needs (there are enough
furnished houses, unfurnished houses, duplexes, etc.). Put a list
bedrooms, it is one level, and it has parking).
on the board. Break the students into groups and have them gather around a newspaper or computer. Have them choose three or four ads and write down all the abbreviations they find.
What to Look for When Renting a House or Apartment
Put them on the board and have the students try to tell you what the abbreviations mean. Point out that abbreviations are not always formed in the same way and that there might be several different ways to abbreviate the same word. Distribute the list of abbreviations and read it together, monitoring for pronunciation and ensuring comprehension.
Classified Advertisements A. READING
A. READING Before doing the reading, ask the class to think of things they should consider before renting a place and what types of things to check for when looking at places to rent. Put the lists on the board. Have students take turns reading the passage aloud, and monitor pronunciation. Check for comprehension by asking questions, such as: •
What should you consider before renting?
•
Why should you check the exterior walls?
•
What should you take note of when looking at the doors?
Have students alternate reading the ads aloud. B. COMPREHENSION Have the students work individually or in pairs on the worksheet while you circulate and monitor their work. Correct orally with the class as a whole. Have students alternate giving the answers. 1.
No, it doesn't.
2.
Yes, there are.
3.
You can move in on December 1.
4.
Yes, it is.
5.
Yes, it is.
6.
It is located close to downtown.
7.
No, it isn't.
8.
It has a balcony.
9.
It is available immediately.
B. VOCABULARY Have the students read the passage again silently and complete the vocabulary exercise on their own. Correct it together. 1. g
3. h
5. i
7. d
9. f
11. a
2. j
4. l
6. k
8. c
10. e
12. b
(continued on the same page...)
10. No, you don't. It's included. 11. No, it isn't. 12. No, it isn't. It's included. 13. It means there is one bathroom. 14. No, it isn't. All utilities cost extra.
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Housing
Living in English
Teachers' Notes cont. Vocabulary Review Have the students work individually on the worksheet while you circulate and monitor their work. Correct orally with the class as a whole. 1.
available
6.
landlord
11. sublet
2.
lease
7.
bachelor
12. duplex
3.
convenient
8.
appliances
13. balcony
4.
utilities
9.
spacious
14. board
5.
tenant
10. deposit
Class Activity Distribute the worksheet. Have the students write the questions before they begin the oral practice and review the questions together. This will ensure they are asking the questions correctly as they circulate around the room. Have the students circulate around the class, asking the questions on the sheet. When the student finds a classmate who can answer the question, he/she will then write the student's name on the line and follow up with one more question of his/her own. ("Do you have a balcony?" "Yes." "What floor do you live on?" / "Can you barbecue on your balcony?") Try to encourage the students to engage in real conversation during this activity. Follow up by sharing the information with the whole class. This activity provides a good opportunity for the students to practice the new vocabulary.
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14
Health Matters
Drinking In this lesson, you will learn some vocabulary related to drinking and alcohol. You will also practice reading and writing a list. Lists help you skim for important information. They also teach you to write concisely. This means you only include the important information.
Pre-Reading A. Warm-Up Questions 1. What is the legal drinking age in your country? How does this compare to other countries? 2. What reasons do people have for drinking alcohol? Work with your class to come up with at least ten reasons. 3. What is the best way to sober up after a night of drinking?
B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words context in the introduction above and in the reading on page 2. 1.
concisely
a) to cause results or changes
2.
substance
b) the ability to withstand the effects of alcohol
3.
affect
c) to be patient and wait for something to happen or end
4.
high blood pressure
d) not long lasting
5.
intoxication
e) in a way that is both brief and complete
6.
blackout
f) the state of having too much of a dangerous substance in the body
7.
sober up
g) a force of blood against the blood vessels that is dangerously strong
8.
give it time
h) to no longer feel the effects of alcohol on the body
9.
liver
i) often refers to intoxicating matter, such as drugs or alcohol
10. tolerance
j) an organ that converts substances found in the blood
11. effect
k) the temporary loss of vision, memory, or consciousness
12. temporary
l) the result of an action or thing
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1
Drinking
Health Matters
Reading Below is a list of six facts about alcohol. Can you come up with a seventh fact? 6 FACTS ABOUT ALCOHOL 1. Alcohol is a drug.
6. Alcohol brings you down.
Although it is legal, alcohol is a drug. A drug is a substance that physically affects the body. Alcohol slows down parts of the body, including the brain.
Many people drink when they feel upset or depressed. A small amount of alcohol may provide a temporary high. However, when you become intoxicated, you eventually come down. Then you feel worse than you did before.
2. Alcohol is a leading cause of injury. Like smoking and high blood pressure, alcohol is a leading cause of death, illness, and injury. Injuries and deaths connected to alcohol include drownings, traffic accidents, and cancer.
7.
3. Alcohol abuse causes blackouts. Intoxication from alcohol can cause you to forget a period of time. This is called a blackout. If you experience a blackout while drinking, you may not remember your experience the next day. 4. Time is the only way to get sober. Some people drink coffee to try to sober up. Others take a cold shower or eat a big meal. The only true way to sober up is to give it time. The liver needs about an hour and a half per drink to get back to normal. Alcohol is hard on the liver. 5. You can build up a tolerance to alcohol. Some people may get drunk from one drink while it takes others four drinks. People with a high tolerance still have alcohol in their blood. Their bodies are just used to the effects of alcohol.
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Drinking
Health Matters
Comprehension Listen to your teacher read some sentences out loud. If the statement is true based on the reading, write T beside the question. If the statement is false, write F and correct the information on the line. 1. 2. 3. 4. 5.
Vocabulary Review A. Affect Vs. Effect Two commonly confused words in English are affect and effect. Many native English speakers have trouble choosing which word to use when writing these words. The words affect and effect sound very similar when they are pronounced quickly. Here are the basic rules to remember. Try writing some example sentences. affect (verb) – to influence effect (noun) – result
Ex. Alcohol affects people in different ways. Ex. He could still feel the effects of alcohol in the morning. 1. 2. 3. 4. 5. 6. 7. 8.
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Drinking
Health Matters
Vocabulary Review B. Complete the Sentences Complete the sentences using vocabulary from page 1. You may need to change the word form or tense. 1. During my college days, I built up a for alcohol. 2. My sister was at the party. She drank so much she . 3. You have a hangover. and it will go away. 4. is a leading cause of heart attacks. 5. I can’t drive until I . I’ll pick my car up in the morning. 6. Heavy drinking damages the . The effects are long-term, not temporary. 7. I felt the of the alcohol when I stood up.
You’re Slurring*! People who are intoxicated have trouble speaking. When a friend begins slurring, they probably need your help. What can you say to a person who is slurring due to intoxication? Make a list of possible statements and questions. Practice your examples with your partner.
*Note: Slurring is not speaking clearly.
Ex. You’ve had one too many. Ex. Should I call you a cab? 1. 2. 3. 4. 5. 6. 7. 8.
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Drinking
Health Matters
Skimming A. The Main Idea Skim through the reading again. Can you think of one sentence that sums up the reading?
B. The Details Every good list has a few memorable details. A detail may be a specific example or a memorable note. Scan the list for interesting details. Rewrite a few of the details from page 2 in your own words (paraphrase).
1. 2. 3. 4. 5.
Research & Writing You learned six facts about alcohol. Now it’s time to learn some myths! Do some research with your classmates and bust some myths about drinking and alcohol. Try to use some vocabulary from the reading.
7 Myths about Alcohol 1. Coffee sobers you up. 2. 3. 4. 5. 6. 7.
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Drinking
Health Matters
Answer Key NOTE:
LESSON DESCRIPTION:
LEVEL: Int – High Int
It is up to each teacher and school
In this lesson, students learn six facts
TIME:
to decide if this topic and lesson should
about drinking alcohol. They discuss what
be used. Please use your discretion
drinking does to the body and write a list of
before administering the lesson.
myths related to alcohol.
1.5–2 hours
TAGS: drinking, alcohol, health, health matters, phrasal verbs, affect, effect
Pre-Reading
Comprehension
A. WARM-UP QUESTIONS
Read the following statements out loud. Have students write T
Discuss as a class or in small groups. Find out if your students are comfortable talking about alcohol. Answers will vary.
if the statement is true based on the reading, and F if it is false. Students should correct the information on the line. Statements
B. VOCABULARY PREVIEW
1.
Very few people die from alcohol-related injuries and illnesses.
1. e
3. a
5. f
7. h
9. j
11. l
2.
A blackout is a short-term memory loss.
2. i
4. g
6. k
8. c
10. b
12. d
3.
You will sober up more quickly if you take a shower.
4.
People who drink often have a higher tolerance to alcohol.
5.
Alcohol is a long-term cure for depression.
Reading Have students read the list twice—first for the main idea, then for
Answers
the details. Help them understand the vocabulary in bold. They will
1.
F – Alcohol is a leading cause of death and injury.
get a chance to review the vocabulary on pages 3–4. For #5, remind
2.
T
your students about the use of “used to” (to be accustomed to).
3.
F – Only time will sober you up.
4.
T
5.
F – Alcohol is a short-term cure for depression.
(continued on the next page...)
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Drinking
Health Matters
Answer Key cont. Vocabulary Review
Skimming
A. AFFECT VS. EFFECT
A. THE MAIN IDEA
Review our grammar blog post on 6 Commonly Confused Word
Give your students some time to practice separating main ideas
Pairs. This will give you some ideas for teaching the pronunciation
from details. This is an important reading skill they will need if they
subtleties as well as the meanings. http://blog.esllibrary.com/
are taking standardized tests. Here are some examples that your
2012/11/22/6-commonly-confused-word-pairs/
students may use for the main idea:
B. COMPLETE THE SENTENCES 1.
tolerance
5.
sober up
2.
intoxicated, blacked out
6.
liver
3.
Give it time
7.
effects
4.
High blood pressure
You’re Slurring! Work together as a class to think of things you might say to a friend who is drunk. See below for a few examples if your students run out of ideas. Put students in pairs to practice speaking. If your students are comfortable with this topic, you could pretend your classroom is a party or bar and have students take turns playing various roles, including the designated driver, drinker, server, partier, etc.
•
Alcohol is bad for your health.
•
The more you drink, the unhealthier you become.
•
Alcohol makes you feel terrible.
B. THE DETAILS Answers will vary.
Research & Writing Have your students work on a list of drinking “myths” for homework, or give them some time to do some research in class. Students can work together to try to make their lists more concise. You can change the topic to other types of facts or myths if you don’t want your students researching the topic of alcohol.
•
It’s time to go home.
•
How did you get so drunk?
•
What are you drinking?
This lesson shows the American spelling of the word Practice.
•
I think you’ve had enough.
Other English-speaking countries spell it this way: Practise
•
Are you feeling okay?
(when used as a verb; Practice when used as a noun). Make it a
•
Do you want to get going?
challenge for your students to find this word in the lesson and
•
You’re wasted! (slang)
see if they know the alternate spelling.
•
I didn’t know you were so far gone.
•
If you keep drinking, you’re going to pass out.
SPELLING NOTE:
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7
Functional English
Accepting & Declining Invitations Objective In this lesson, you will practice extending an invitation. You will also practice accepting and declining invitations. You will even learn how to write a short invitation. Let's begin!
Warm-Up Work with your class. Make a list of things you sometimes get invited to. •
birthday parties
•
BBQs
• • • • • • • • •
Accept Vs. Except These two English words sound similar but mean very different things. They also have different word forms. Make sure you use the correct one in writing. ACCEPT Accept is a verb that means "to say yes or agree." •
• • • •
I accepted the invitation. I'm looking forward to the party.
EXCEPT Except is a preposition that means "all but one thing." •
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I remembered everything except my socks!
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Accepting & Declining Invitations
Functional English
Dialogues Read the dialogues with a partner. Then switch roles and practice again.
Dialogue 1
Dialogue 2
EXTENDING AN INVITATION
ACCEPTING AN INVITATION
A:
Hey. What are you guys doing on Saturday evening?
A:
Did you receive the invite to Andy's 40th birthday?
B:
I don't think we have any plans.
B
We did, yes!
A:
Do you want to come over for a BBQ?
A:
Are you able to come?
B:
That sounds great. What time?
B:
A:
How does 6:00 sound?
I'll be there, but we're still waiting to see if Ali is working. Sorry for not responding sooner.
B:
Perfect. Can I bring a salad?
A:
No problem.
A:
That sounds great. See you then.
B:
We'll let you know by Sunday.
A:
Thanks!
Dialogue 3
I'm Free!
DECLINING AN INVITATION A:
Do you want to watch the game together tonight?
B:
I'm sorry, I can't. I have a big assignment to do.
A:
Oh, too bad. Maybe we can catch a movie this weekend.
B:
This weekend I'm away for my cousin's wedding.
A:
Okay. Let me know when you're free.
B:
I'm free any day next week except Wednesday.
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When making plans, the word free means "available." When you say you are "free," it means your schedule is clear for a specific date and time. Where could you sub this word into these dialogues?
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Accepting & Declining Invitations
Functional English
Useful Expressions Review these useful expressions for extending invitations. Then review different types of responses (declining and accepting).
A. Extending an Invitation
B. Accepting & Declining an Invitation
Formal
Accepting / Saying Maybe
• Would you be interested in attending the gala?
• That sounds great, thank you.
• Are you available on Monday from 8 to 10 pm?
• Sure, we'd love to!
• Could I interest you in a dinner date next week?
• Yes, that's a great idea.
• I'm going for a walk. Would you care to join me?
• Yes, we're free. What can we bring?
Informal • Do you want to go out for dinner tomorrow? • Can Ella come to Jesse's birthday party on Monday?
• We'll be there, but we'll be a bit late if that's okay. • I'll double-check with my wife/husband, but I don't see why not. • I think I can. I'll let you know for sure on Monday.
• Are you free for lunch next week?
Declining
• Are you busy this afternoon, or can you meet for coffee?
• I'm sorry, we can't. We're busy that day.
• We're having a get-together tonight. You are welcome to come.
• I wish I could, but I have to work. • I'm afraid we can't make it. Maybe next time.
Very Casual
• This Sunday doesn't work for us. How about next Sunday?
• Are you up for a movie tonight?
• I'm not feeling well. I'll have to take a rain check.
• Can you make it to the party, or what?
• Unfortunately, we're going to have to pass. That's out of our price range.
• What's the verdict? Are you coming or not?
Responding • Great!
• Sorry to hear that.
• See you then!
• That's okay. We'll get together soon.
• Happy to hear that. • No problem. • No worries.
• Okay. Let me know when you're available.
• Oh, that's too bad.
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Accepting & Declining Invitations
Functional English
Comprehension Now go back to the dialogues on page 2. Discuss these questions as a class or with a partner. 1. What was the event in each dialogue? 2. H ow did the person who was invited (speaker B) respond in each dialogue? 3. Which dialogue features an acceptance with a partial acceptance? 4. Which speaker makes the most excuses? What are the excuses?
Practice Now work with a partner and practice extending and accepting/declining invitations to the following: 1. a birthday party 2. a BBQ 3. a movie date 4. a wedding shower
Tip: Use a variety of expressions and responses that you learned on page 3. Take turns being the one to extend and respond to the invitation. Practice formal and informal dialogues.
5. a child's hockey game 6. a dinner meeting 7. a baby's baptism
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Accepting & Declining Invitations
Functional English
Written Invitations A. Sending Invitations When writing an invitation, include the following information in point form: •
What? Identify the purpose of the event.
•
Who? Identify whose event it is and who is invited.
•
When? Provide the specific time and date of the event.
•
Where? Identify the address for the event.
*RSVP RSVP is French for "Répondez s'il vous plaît." In English, this means "Respond please."
Also, be sure to include an RSVP* that asks guests to respond by a certain date. Provide at least one way for guests to contact you. Example:
You’re Invited! Event:
Mikey's 8th Birthday!
Date:
July 10
Location:
Laser Tag Zone, 334 8 Jones Ave.
Time:
7:00 pm–9:00 pm
RSVP by:
July 3
Contact:
bee111@mailme.com (225) 990-7777
Note: Depending on the type of event, there are different notes you might want to include, such as: • • • • • •
No gifts, please. BYOB (bring your own beer/booze). Please bring an appetizer. You are welcome to bring a guest. Adults only, please. Casual dress.
B. Receiving Invitations Read the invitation and guess the event. #
Invitation
1
50 years together. You are cordially invited to Erin & Kala's celebration!
2
Guess who's turning 6?
3
Please join us as Yvonne and Markus tie the knot.
4
It's going to be a Spook-tacular event! We hope you can make it on October 31.
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Event
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Accepting & Declining Invitations
Functional English
Written Invitations cont. C. Writing Practice
D. Speaking Practice
Use the following template to create an invitation for a fictional event. Cut out your invitation and photocopy it a few times.
Walk around the class and place your invitations on a few students' desks. Then pretend that you have met up with these people in your workplace. Ask the recipients if they are coming to your event. For example:
You’re Invited!
Event
•
Did you get the baby shower invitation?
•
Are you able to make it to Mandy's 25th?
Location
•
Are you guys coming to the BBQ this weekend?
RSVP by
Each time a classmate asks you if you're coming to his/her event, practice accepting or declining the invitation in person.
Date
Time
Contact
Note
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Accepting & Declining Invitations
Functional English
Review Task 1 EXTENDING AN INVITATION Demonstrate to your teacher or classmate that you know how to extend an invitation formally and informally. 1. a dinner meeting (formal) 2. a child's baseball game (informal) 3. a movie (very casual) 4. a coffee date (informal) 5. a BBQ that you already asked about (informal)
Task 2
Task 3
LISTENING
WRITING
Listen to the invitations. Respond by using the prompt provided.
Grab a blank piece of paper. Create an invitation to a special event (fictional). Include all of the necessary information for your potential guests. Give your invitation to your teacher.
1. accept 2. say maybe 3. decline 4. decline and ask to reschedule 5. accept for yourself, say maybe for a spouse
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Accepting & Declining Invitations
Functional English
Assessment Tool Student / Group:
Date
Level
Criteria
Assessed By
Tasks
Skill
Extending, Accepting & Declining Invitations
Speaking
Meets the Mark
Getting There
Needs Improvement
extends an invitation formally and informally (speaking)
understands a variety of spoken invitations
accepts (or partially accepts) and declines an invitation (speaking)
includes all of the necessary information in a written invitation
Notes
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Accepting & Declining Invitations
Functional English
Learner Reflection EXTENDING, ACCEPTING & DECLINING AN INVITATION Add check marks () to show what you've learned in this lesson. Name:
Can I...
Date: Yes (very well)
Yes (with help)
Not yet
understand and use expressions from this lesson?
extend a spoken invitation formally and informally?
accept an invitation in person?
decline an invitation in person? fill in and create an invitation with all of the necessary information for potential guests?
My Notes
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Accepting & Declining Invitations
Functional English
Answer Key LESSON DESCRIPTION:
LEVEL: Int
Students practice extending, accepting, and declining invitations
TIME:
in spoken English. They also review how to fill in an invitation card and write a basic invitation. Includes optional assessment tasks.
1 hour
TAGS: functional English, inviting, invitations, accepting and declining an invitation, parties, get-togethers, making plans, special events
Warm-Up
Practice
Answers will vary.
Place students in pairs to practice the scenarios provided. You may want to have them switch partners after a few turns.
Dialogues
Written Invitations
Have students read the dialogues out loud in pairs. Invite some students to come to the front of the class to present the dialogues.
Useful Expressions Go over the conversation starters and example responses and invite students to use this page as a reference throughout the lesson.
Comprehension 1.
Dialogue 1: a BBQ Dialogue 2: a 40th birthday Dialogue 3: a get-together to watch a sporting event or a movie
2.
Dialogue 1: Speaker B accepted enthusiastically.
A. SENDING INVITATIONS Go over the basic parts of invitations to help students recognize the format when receiving and writing invitations. B. RECEIVING INVITATIONS 1.
anniversary party
2.
birthday party
3.
wedding
4.
Halloween party
C. WRITING PR ACTICE Give students some time to fill in the basic template to create their own invitations (or use real ones). Photocopy a few for each student to complete exercise D.
Dialogue 2: Speaker B accepted for himself/herself, but wasn't sure if his/her partner would be able to attend. Dialogue 3: Speaker B declined two separate invitations. 3.
Dialogue 2.
4.
Speaker B in Dialogue 3 makes two excuses: he/she has a big assignment and he/she is going to be away for his/her cousin's wedding.
D. SPEAKING PR ACTICE Now have students hand out their invitations. Make sure each student gets a few. Then give students time to mingle around "the office" to accept and decline the invitations they received. (continued on the next page...)
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10
Accepting & Declining Invitations
Functional English
Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. Tasks 1–3 are covered together in the assessment tool on page 8. TASK 1 You can decide if you want your students to extend the example invitations to you or to another student in order to demonstrate this ability. Assess their ability to speak formally and informally using the tool on page 8.
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. ABOUT THE EMOJI: 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
TASK 2 Play the recording and pause after each one to give your student(s) time to respond. (You could also read the invitations out loud yourself.) Use the tool on page 8 to record your assessment. 1.
Would you and Sammy be interested in going to a jazz concert with us this Sunday?
2.
Are you free for coffee this week?
3.
Do you want to go out for dinner tomorrow night?
4.
I'm going for a run at lunch today. Would you care to join me?
5.
We're having people over to watch the game on Sunday. You and Liz are welcome to come.
TASK 3 Now have students demonstrate their ability to write a basic invitation. Use the tool on page 8 to record your assessment.
Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart.
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11
Everyday Dialogues
Phoning the Call Center In this lesson, you will practice phoning a call center. You may need to do this for your bank, phone, cable, or Internet service provider. You may also need to call the government. Speak clearly and listen carefully. Keep in mind that your call may be recorded.
Pre-Reading A. Warm-Up Questions 1. Do you prefer dealing with problems on the phone or by email? 2. How do you feel when you get put on hold by a call center? 3. W hat type of personal information might you have to give over the phone when you phone a call center?
B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.
cancel
a)
a special deal that involves more than one service or attraction
2.
residence
b)
the company that gives you a service
3.
cell
c)
to move to a different place or person
4.
provider
d)
a special deal at a good price
5.
long distance
e)
to end something that you previously planned to use or do
6.
package
f)
a mobile phone
7.
promotion
g)
covering a wide geographical area
8.
contract
h)
an agreement to use or do something
9.
penalty
i)
the place where you live
10. transfer
j)
a fee or fine for breaking a contract
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1
Phoning the Call Centre
Everyday Dialogues
Dialogue Reading Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice.
CSR*:
Good morning. How can I help you today?
Customer:
Hello. I’d like to cancel my home phone service.
CSR:
May I ask your reason for canceling? Is this about a change of residence?
Customer:
No. I just don’t use my home phone service anymore. I mainly use my cell.
CSR:
I understand. Do you presently use TeleTalk as your Internet provider?
Customer:
No, I have Internet at work. I just use it for long distance...which I can do on my cell.
CSR:
Well, we do have a package that may be of interest to you. TeleTalk has a special deal on...
Customer:
I’m sorry. I’m not interested in any promotions. I’m just calling to cancel.
CSR:
That’s no problem. There will be a $50 penalty for canceling your contract. You understand that, right?
Customer:
$50? I don’t remember signing any contract.
CSR:
We will happily waive the penalty if you’re interested in keeping your home phone for the next three months.
Customer:
No, I’m not interested. I’m afraid you won’t be able to talk me into any promotions today.
CSR:
No problem. I’ll just need to transfer your call to another department. Please have your four-digit access code ready.
*Note: CSR is short for “Customer Service Representative.”
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Phoning the Call Centre
Everyday Dialogues
Practice Work with your partner. Role-play the dialogue on page 2, substituting the different expressions below. Then switch roles. 1. How can I help you today? • What can I do for you? • May I ask the reason for this call? • How can I be of service today?
6. There will be a $50 penalty for canceling your contract. • There is a $50 charge for that. • There is a $50 fee. • There is a $50 cancellation fee.
2. I ’d like to cancel my home phone service. • I’d like to cut off my phone service. • I want to cancel my Internet. • I’d like to break my contract.
7. I ’ll just need to transfer your call to another department. • I’ll just put you through to another department. • Please hold while I pass you on to my supervisor. • Please hold while I connect you to another representative.
3. Is this about a change in residence? • Are you moving? • Does this involve an address change? 4. W ell, we do have a package that may be of interest to you. • • • •
8. Please have your four-digit access code ready.
Can I interest you in a special package? We have a deal going on right now. Have you thought about bundling your services? I think you may be interested in a promotion we have going on now.
• Can you give me your PIN, please? • Do you by chance remember your secret code? • I’ll just need your password to verify your identity. • I’ll need your date of birth, please.
5. I ’m sorry. I’m not interested in any promotions. • • • •
Thanks, but I’m not interested. Thanks, but no thanks. (informal) No, thank you. That’s not what I’m calling for. I’m afraid that doesn’t interest me.
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Phoning the Call Centre
Everyday Dialogues
Listening Practice Listen to the recording of the dialogue from page 2. Fill in the missing words as you listen. Listen again. Now look back at page 2 and check your work. Did you fill in the correct words? Did you spell everything correctly?
CSR:
Good morning. How can I help you today?
Customer:
Hello. I’d like to cancel my .
CSR:
May I ask your reason for canceling? Is this about a change of ?
Customer:
No. I just don’t use my home phone service anymore. I mainly use my .
CSR:
I understand. Do you presently use TeleTalk as your Internet ?
Customer:
No, I have Internet at work. I just use it for long distance...which I can do on my cell.
CSR:
Well, we do have a package that may be of interest to you. TeleTalk has a special deal on...
Customer:
I’m sorry. I’m not interested in any . I’m just calling to cancel.
CSR:
That’s no problem. There will be a $50 penalty for canceling your contract. You understand that, right?
Customer:
$50? I don’t remember signing any .
CSR:
We will happily waive the if you’re interested in keeping your home phone for the next three months.
Customer:
No, I’m not . I’m afraid you won’t be able to talk me into any today.
CSR:
No problem. I’ll just need to transfer your call to another department. Please have your four-digit access code ready.
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Phoning the Call Centre
Everyday Dialogues
Vocabulary Review A. Complete the Chart Work with your partner to classify the following concerns and inquiries. Which call center is required? Some items may be added to more than one column. lost credit card OOstolen passport OOnot enough channels apply for a mortgage slow to download files garbage disposal inquiry want long-distance deals overcharged for movies Bank
income tax question OOmoney missing from savings lost birth certificate change of marital status address change want a different phone number canceling service want a car loan Phone
money missing from savings
unemployment benefits immigration question monthly fee question high speed Internet question balance inquiry retirement savings question
TV / Internet
Government
not enough channels
stolen passport
B. Practice Work with your partner to practice starting conversations between a customer and a CSR. Use the concerns and inquiries from the chart above.
Examples: CSR (bank): How can I be of service today? Customer: I’d like to open a retirement savings account. CSR (TV): What can I do for you today? Customer: I was overcharged on my bill this month.
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Phoning the Call Centre
Everyday Dialogues
Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. One of you will be a customer and one of you will be a CSR. Practice and present the dialogue to your class.
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6
Phoning the Call Centre
Everyday Dialogues
Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. What is the main reason for the call?
2. Why does the customer not need Internet at home?
3. Why does the customer interrupt the CSR?
4. What does the customer not remember signing?
5. What does the customer need to provide in order to complete the request?
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Phoning the Call Centre
Everyday Dialogues
Review cont. Task 2 IDENTIFYING YOUR REASON FOR CALLING Imagine that you have just phoned these call centers to make a complaint about a service or fee. What introductory sentence do you use to identify your concern? (Your teacher will pretend to be the CSR.) #
Call Center
Ex
Introductory Sentence Hello, I’m calling about/to...
1
TV
2
Internet
3
Bank
4
Government
Task 3 ROLE-PLAY Find a partner. Imagine that one of you is the CSR and the other is the customer. Create a role-play. Your audience will have to be able to answer the following questions: 1. Why is the person calling? 2. What type of company does the CSR work for? 3. What help does the CSR provide? 4. What does the caller NOT want? 5. Is the caller satisfied at the end of the call?
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Phoning the Call Centre
Everyday Dialogues
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, a customer talks to a customer service
TIME:
representative at a call center. Students learn useful vocabulary and expressions for contacting telephone help desks.
1.5 hours
TAGS: dialogues, customer service, telephone, talking on the phone, business, Internet, phone, cable, service, cancel
Pre-Reading
Vocabulary Review
A. WARM-UP QUESTIONS
Bank: money missing from savings, apply for a mortgage,
Discuss as a class or in small groups. Answers will vary.
address change, canceling service, retirement savings question, want a car loan, monthly fee question, balance inquiry
B. VOCABULARY PREVIEW 1. e
3. f
5. g
7. d
9. j
2. i
4. b
6. a
8. h
10. c
Phone: address change, want long-distance deals, want a different phone number, canceling service, monthly fee question
Dialogue Reading
TV / Internet:
Give your students time to read the dialogue in pairs.
address change, monthly fee question, high speed Internet
not enough channels, overcharged for movies, canceling service, promotion, slow to download files
Practice
Government: stolen passport, garbage disposal inquiry, income tax question,
Have your students read the dialogue again and
lost birth certificate, change of marital status, address change,
practice subbing in some of the different expressions.
unemployment benefits, immigration question
Listening Practice Have students complete the dialogue by listening to the recording or by having two students read the completed dialogue from page 2.
Write Your Own Dialogue Encourage your students to use vocabulary from the model. (continued on the next page...)
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9
Phoning the Call Centre
Everyday Dialogues
Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until the end or assess your students throughout the lesson. TASK 1
SPELLING NOTE: This lesson shows the American spelling of the words Center, Canceling, and Practice. Most other English-speaking countries spell these words this way: Centre, Cancelling, 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.
Play the audio from this lesson. Then assign the questions. You can decide if you want your students to say or write the answers. 1.
T he main reason the customer makes a call is to cancel his home phone service.
2.
T he customer uses Internet at work and does not need it at home.
3.
T he customer interrupts the CSR because he does not want to hear about any promotions. He has already made up his mind to cancel.
4.
T he customer does not remember signing a contract that said he had to pay $50 to cancel his home phone service.
5.
T he customer needs to provide his four-digit access code.
TASK 2 Pretend to be the CSR at each service center. Make up a company name and pretend to answer the phone four separate times. Assess your student’s ability to identify a reason for calling each place. E.g., Thank you for calling TellMe. This is Lindsay speaking. How can I help you? TASK 3 Give your students time to create a role-play using language they learned in this lesson. You can choose whether you want your students to write out their transcripts or not. You can also choose to assess the speakers or the audience. You may also want to use this as a peer assessment task.
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11
Everyday Dialogues
Phoning the Call Centre
Health Matters
Happiness “Happiness is an inside job.” — Author Unknown The quote above is a well-known saying. Being happy is also “easier said than done.” In other words, it takes effort to live a happy life. In this lesson, you will read A Prescription for Happiness. Do you need to “up your dosage”?
Pre-Reading A. Discuss
B. Warm-Up Questions
Work together as a class. Complete this thought with as many nouns and phrases as possible:
1. What affects happiness the most: money, health, or love?
Happiness is...
4. Why do we feel happier in some places than others?
2. What age are people happiest? 3. Should you smile when you are unhappy?
5. How long does a hug usually last?
C. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 2. 1.
genetics
a) to have a feeling of excitement for something happening in the future
2.
miserable
b) the date something is due to be finished
3.
age-appropriate
c) one’s overall feeling (e.g., happy, sad)
4.
fake
d) positive things in life, such as health, friends, and a good job
5.
mood
e) the study of inherited genes
6.
deadline
f) thankfulness and appreciation for one’s blessings
7.
look forward to
g) very unhappy
8.
blessings
h) suitable for a certain stage of development
9.
gratitude
i) with a happy(ier) thought or with an activity that makes one happy
10. on a happy(ier) note
j) not real
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Happiness
Health Matters
Reading A PRESCRIPTION FOR HAPPINESS 1. Understand the statistics. Genetics determine about 50% of your happiness level. Ten percent comes from external factors like health and income. The rest is up to you. If you weren’t born happy, work harder at it.
5. Hug for at least six seconds. A hug with a close friend or family member should last at least six seconds. Studies show that children who are hugged a lot become happier adults. 6. Keep a daily to-do list.
2. Don’t think about your age. Worrying about how old you are getting will make you miserable. Happy people don’t care about age appropriateness. If you want to wear pigtails, go for it. Most people get happier after the age of 50. 3. Smile even if you’re faking. Health experts say that smiling releases natural painkillers. These may help you fight off colds and flus. A fake smile is better than no smile. 4. Surround yourself with happiness. Happiness is mainly an inside job. However, a beautifully decorated room or office can improve your mood. Beautify the room you spend most of your time in. Stay organized.
Meeting goals and deadlines increases a sense of well-being. Make a new list each day, and always plan something to look forward to. 7. Count your blessings. Even on bad days, you have to be grateful. Experts recommend keeping a gratitude journal. For best results, count your blessings before you go to sleep.
Bonus Tip: Always end your day or activity on a happy note. This is the part you will remember and share with the world.
Comprehension Read the statements below. If the statement is true, write T beside the sentence. If it is false, write F and correct the information in your notebook. 1. A quick hug is better than a long hug. 2. We control less than 50% of our happiness. 3. Deadlines make us miserable. 4. A smile should last at least six seconds. 5. A gratitude journal is a way to keep track of your blessings.
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Happiness
Health Matters
Vocabulary Review A. Summarize Student A:
Student B:
Reread paragraphs 1–3 on page 2. Look up any words that you do not know. Put away the reading and try to retell your half of the prescription to your partner. Don’t look at the reading as you speak. Use the words below to help you remember, and cross off each word as you or your partner uses it:
Reread paragraphs 4–7 on page 2. Look up any words that you do not know. Put away the reading and try to retell your half of the prescription to your partner. Don’t look at the reading as you speak. Use the words below to help you remember, and cross off each word as you or your partner uses it:
• • •
prescription genetics miserable
• •
age appropriateness fake
• • •
mood deadline blessings
• •
look forward to gratitude
B. Word Forms Write the word form (e.g., verb, noun, adjective) for each vocabulary word. Then write example sentences for each word. Use your notebook if you need more room. #
Word
1
prescribe
2
prescription
3
genetic
4
genetics
5
misery
6
miserable
7
grateful
8
gratitude
9
appropriate
10
appropriateness
Word Form
Example Sentence
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Happiness
Health Matters
Describe & Report A. Direct Vs. Indirect Speech Direct Speech She said: “My favorite place is my grandma’s sun room. There are lots of tropical plants in there. My grandma plays classical music. I feel so happy in that room.” Indirect/Reported Speech “She said that she loves her grandma’s sun room. She says it’s her happy place. She said there are lots of tropical plants in her grandma’s sun room. She says she loves the classical music her grandma listens to in there. It makes her happy.”
Tip: When reporting things that are still true in the present, you do not need to change the second verb to be “more in the past.” It is up to you. “She said she loves...” or “She said she loved...” are both fine. Some people include “that” after the reporting verb. “She said that she loves...”
B. My Happy Place 1. Think about the place where you feel happiest. Maybe it is a restaurant, a beach, or your very own bedroom. 2. Describe this “happy place” to a partner. 3. Take notes as your partner describes his or her “happy place.” 4. Tell the class about your partner’s happy place. Use indirect/reported speech. Common reported speech verbs are said, told, and asked.
Role-Play DOCTOR’S ORDERS Create a role-play between a depressed patient and a doctor. Why is the patient unhappy, and what does the doctor recommend? Practice using words that are marked in bold in the reading.
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Happiness
Health Matters
Writing A. Brainstorm
B. Make a List
What is your prescription for happiness? Use this space to brainstorm some ideas.
Write your list here, or type it in a blog post or word document.
My Prescription for Happiness 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Happiness
Health Matters
Answer Key NOTE:
LESSON DESCRIPTION:
LEVEL: Int – Adv
It would help to pre-teach a lesson on
In this lesson, students read and write
TIME:
reported and indirect speech prior to this
a prescription for happiness. They also
lesson. Check out our Grammar Practice
review direct and indirect speech.
1.5–2 hours
TAGS: happiness, happy, health, reported speech,
Worksheets lesson on Direct & Reported
indirect speech, reporting
Speech: https://esllibrary.com/courses/88/ lessons/1618
Pre-Reading
Vocabulary Review
A. DISCUSS
A. SUMMARIZE
Discuss as a class. Answers will vary.
Individual answers.
B. WARM-UP QUESTIONS
B. WORD FORMS
Discuss as a class. Answers will vary.
Sentences will vary.
C. VOCABULARY PREVIEW
1.
verb
5.
noun
9.
10. noun
2.
noun
6.
adjective
1. e
3. h
5. c
7. a
9. f
3.
adjective
7.
adjective
2. g
4. j
6. b
8. d
10. i
4.
noun
8.
noun
adjective
Reading
Role-Play
Have students read the article out loud or to themselves.
Put students in pairs and have them come up with a short skit.
Review any difficult vocabulary.
Invite students to present their skits in front of the class.
Comprehension 1.
F – A hug should last at least six seconds.
2.
T
3.
F – A sense of accomplishment from
Encourage students to use new vocabulary from the reading.
Writing Individual answers.
a deadline can make us happy. 4.
F – The reading says a hug should last at least six seconds.
5.
T
SPELLING NOTE: This lesson shows the American spelling of the words Favorite and Practice. Other English-speaking countries spell these words this way: Favourite 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.
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6
What will you do if it’s rainy?
Basic Grammar Sentences
Vocabulary Write the adjectives, nouns, or verbs below each image.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
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1
What will you do if it’s rainy?
Basic Grammar Sentences
Target Structure Using today’s target structure, write one question and one answer for each image below.
1.
(he) Q: What will he do if it is rainy? A:
2.
If it’s rainy, he’ll take an umbrella.
(you) Q: A:
3.
(we) Q: A:
4.
(they) Q: A:
5.
(she) Q: A:
6.
(she) Q: A:
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2
What will you do if it’s rainy?
Basic Grammar Sentences
Work in Pairs – Partner A Complete the chart below by asking your partner questions. Use the clue words to help you make the questions.
do?
wear?
do?
wear?
do?
wear?
KEN
JEN
Now Work Alone After you’ve finished the pair work above, try answering the questions below on your own. 1. What will Ken do if it’s rainy tomorrow?
2. Will Jen watch TV if it’s rainy tomorrow? If not, what will she do?
3. What will Jen do if it is sunny tomorrow?
4. Who will wear mitts if it is snowy tomorrow?
5. What will Ken do if it’s snowy tomorrow?
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3
What will you do if it’s rainy?
Basic Grammar Sentences
Work in Pairs – Partner B Complete the chart below by asking your partner questions. Use the clue words to help you make the questions.
do?
wear?
do?
wear?
do?
wear?
KEN
JEN
Now Work Alone After you’ve finished the pair work above, try answering the questions below on your own. 1. What will Ken do if it’s rainy tomorrow?
2. Will Jen watch TV if it’s rainy tomorrow? If not, what will she do?
3. What will Jen do if it is sunny tomorrow?
4. Who will wear mitts if it is snowy tomorrow?
5. What will Ken do if it’s snowy tomorrow?
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4
What will you do if it’s rainy?
Basic Grammar Sentences
Listening Listen to what your teacher will do based on the weather, and write down the answers in the chart.
Now write three sentences from your answers above. Example: If it is rainy, my teacher will watch TV.
Group Work Each of you has a piece of paper with part of a sentence. Walk around the room and find the student who has the other half of your sentence. Then write the complete sentence on the blackboard. Copy some of the sentences from the blackboard onto the lines below.
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5
What will you do if it’s rainy?
Basic Grammar Sentences
Review and Fun A. Matching Match the first part of the sentence on the left with the correct ending on the right.
1. 2. 3. 4. 5. 6. 7. 8.
If it is rainy... If it is sunny... If it is snowy... If I am tired... If it is hot... If it is cold... If I go swimming... If I am hungry...
a) b) c) d) e) f) g) h)
I will wear my sunglasses. I will eat something. I will wear a scarf and mitts. I will take my umbrella. I will go to bed early. I will go skiing. I will wear sandals. I will take a towel.
B. Odd One Out Circle the word that does not belong. 1. raincoat
2. sandals
3. rainy
4. mitts
umbrella
boots
snowy
boots
boots
sneakers
sunny
scarf
sandals
towel
mitts
sandals
C. Unscramble the Sentences Unscramble the following sentences. 1. it if umbrella my rains will I take.
2. beach I a will wear if I go the to swimsuit.
3. what you if will it do tomorrow rains?
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6
What will you do if it’s rainy?
Basic Grammar Sentences
Teachers’ Notes Aim
Work in Pairs
The aim is to introduce students to the first conditional.
Have your students work in pairs to complete the information gap.
New Vocabulary Adjectives: rainy, sunny, snowy
They’ll need to ask each other what Jen and Ken will do and wear depending on tomorrow’s weather.
Now Work Alone When they are finished the pair work, have your students try the
Nouns: umbrella, sunglasses, scarf, raincoat, tank top, mitts, rubber boots, sandals, boots Verbs: watch TV, go to the beach, go skiing, read a book, walk the dog, go tobogganing
follow up activity to review their writing skills for this structure. (Make sure they are not doing the follow-up activity and pair work activity at the same time. These are meant to be done separately.)
Listening For this task you’ll need to tell the students about what you plan to do or wear depending on the weather tomorrow. Students should
Target Structure
listen and fill in the blanks accordingly.
Examples:
Student: What will you do if it’s rainy tomorrow?
What will you wear if it is snowy? I will wear boots.
Teacher: I will read a book if it’s rainy tomorrow.
What will you do if it’s sunny? I will go to the beach.
Teaching the Class (before the handouts) Use the flashcards to elicit and check your students’ understanding of the vocabulary and target structures. Example: rainy
Group Work Cut the sentences on page 9 into halves and distribute one to each of the students. If you have an odd number in your class, tell the students that you have one of the strips. Remind the students to check that their pronouns match.
What will he do if it’s rainy? If it’s rainy, he’ll take an umbrella. After you’ve elicited the vocabulary, hand out the worksheets. Write all the new words or phrases on the board and have your students copy them down on page 1. Then elicit the questions and answers from page 2. Write them on the board and have students copy them down.
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7
What will you do if it’s rainy?
Basic Grammar Sentences
Answer Key Vocabulary
Group Work
1. rainy
7. raincoat
13. watch TV
If it’s rainy, I will take an umbrella.
2. sunny
8. tank top
14. go to the beach
If he studies hard, he will get good marks.
3. snowy
9. mitts
15. go skiing
If she goes to the beach, she will wear a bathing suit.
4. umbrella
10. rubber boots
16. read a book
If it’s snowy, I will go skiing.
5. sunglasses
11. sandals
17. walk the dog
If he eats five chocolate bars every day, he will get fat.
6. scarf
12. boots
18. go tobogganing
If he goes to bed very late, he will be tired in the morning. If you don’t eat your breakfast, you will be hungry.
Target Structure
If I am hungry, I will eat an apple.
1. What will he do if it is rainy? If it’s rainy, he’ll take an umbrella.
If they go to the park, they will play baseball.
2. What will you wear if it is snowy? If it’s snowy, I’ll wear boots.
If she is sick, she will go to the doctor.
3. What will we do if it is sunny? If it’s sunny, we’ll go to the beach.
If it is cold, she will wear mitts and a scarf.
4. What will they do if it’s snowy? If it’s snowy, they’ll go skiing.
If it is sunny, I will take my sunglasses.
5. What will she wear if it’s sunny? If it’s sunny, she’ll wear a tank top.
If the story is funny, we will laugh.
6. What will she do if it is rainy? If it’s rainy, she’ll read a book.
If the story is sad, she will cry.
If she is hungry, she will eat a banana.
If they go to McDonald’s, they will have a hamburger. If she goes to KFC, she will have fried chicken.
Work in Pairs
If he goes to the mall, he will buy a video game.
Ken will...
Jen will...
...watch TV if it is rainy.
...read a book if it is rainy.
...wear a raincoat if it is rainy.
...wear rubber boots if it is rainy.
...walk the dog if it is sunny.
...go to the beach if it is sunny.
...wear sunglasses if it is sunny.
...wear sandals if it is sunny.
...go tobogganing if it is snowy.
...go skiing if it is snowy.
...wear a scarf if it is snowy.
...wear mitts if it is snowy.
Now Work Alone 1. Ken will watch TV if it is rainy tomorrow. 2. No. Jen will read a book if it is rainy tomorrow. 3. If it is sunny tomorrow, Jen will go to the beach. 4. If it is snowy tomorrow, Jen will wear mitts. 5. Ken will go tobogganing if it is snowy tomorrow.
Listening
If they go to a movie, they will see The Lord of the Rings.
Review and Fun A. MATCHING 1. d
3. f
5. g
7. h
2. a
4. e
6. c
8. b
3. mitts
4. sandals
B. ODD ONE OUT 1. sandals
2. towel
C. UNSCR AMBLE THE SENTENCES 1. I will take my umbrella if it rains. 2. I will wear a swimsuit if I go to the beach. 3. What will you do if it rains tomorrow?
Answers will vary based on your statements.
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8
What will you do if it’s rainy?
Basic Grammar Sentences
Group Work Cut up the sentences below along the dotted lines and distribute one to each of the students. If you have an odd number in your class, tell the students that you have one of the strips. Remind the students to check that their pronouns match.
If it’s rainy...
...I will take an umbrella.
If he studies hard...
...he will get good marks.
If she goes to the beach...
...she will wear a bathing suit.
If it’s snowy...
...I will go skiing.
If he eats five chocolate bars every day...
...he will get fat.
If he goes to bed very late...
...he will be tired in the morning.
If you don’t eat your breakfast...
...you will be hungry.
If I am hungry...
...I will eat an apple.
If she is hungry...
...she will eat a banana.
If they go to the park...
...they will play baseball.
If she is sick...
...she will go to the doctor.
If it is cold...
...she will wear mitts and a scarf.
If it is sunny...
...I will take my sunglasses.
If the story is funny...
...we will laugh.
If the story is sad...
...she will cry.
If they go to McDonald’s...
...they will have a hamburger.
If she goes to KFC...
...she will have fried chicken.
If he goes to the mall...
...he will buy a video game.
If they go to a movie...
...they will see The Lord of the Rings.
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9
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
When was it sent?
Basic Grammar Sentences
Vocabulary Write the verb in the present tense below each picture. Also write the past participle of each verb.
1
2
3
4
5
6
7
8
9
10
11
12
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1
When was it sent?
Basic Grammar Sentences
Target Structure Using today’s target structure, write one question and one answer for each image below.
1.
(yesterday) Q: When was the email sent? A:
2.
The email was sent yesterday.
(a week ago) Q: A:
3.
(this morning) Q: A:
4.
(three years ago) Q: A:
5.
(on Monday) Q: A:
6.
(last month) Q: A:
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2
When was it sent?
Basic Grammar Sentences
Work in Pairs – Partner A When was each activity completed? Ask your partner about the missing information.
in the morning
a week ago
last night
in the spring
a year ago
Now Work Alone After you’ve finished the pair work above, try answering the questions below on your own. 1. Look in the front of one of your books. When was it written?
2. What time was your mail delivered yesterday?
3. What is your favorite movie? When was it made?
4. Do you have a favorite picture of yourself? When was it taken?
5. Do you live in a house or an apartment? When was it built?
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3
When was it sent?
Basic Grammar Sentences
Work in Pairs – Partner B When was each activity completed? Ask your partner about the missing information.
Thursday night
a few weeks ago
15 years ago
six months ago
a few minutes ago
Now Work Alone After you’ve finished the pair work above, try answering the questions below on your own. 1. Look in the front of one of your books. When was it written?
2. What time was your mail delivered yesterday?
3. What is your favorite movie? When was it made?
4. Do you have a favorite picture of yourself? When was it taken?
5. Do you live in a house or an apartment? When was it built?
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4
When was it sent?
Basic Grammar Sentences
Listening Listen to your teacher. Draw a line from the activities she/he talks about to the time that they happened.
in the morning
last night at 6:00 pm
last week
two months ago
last year
Group Work Your teacher is giving each of you one piece of paper. You have one of the answers to the following questions. Your classmates have the other answers. Walk around the room and try to find the answers to all of the following questions. 1. When was the mail delivered? 2. When was the movie made? 3. When was the sink fixed? 4. When was the furniture built? 5. When were the flowers planted? 6. When was the picture taken? 7. When was the meal served? 8. When was the lesson taught? 9. What was fixed yesterday? 10. When was the book written?
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When was it sent?
Basic Grammar Sentences
Review and Fun A. Matching Match the occupation with the activity.
1.
teach a lesson
a) film director
2.
paint a picture
b) gardener
3.
deliver the mail
c) letter carrier
4.
plant flowers
d) author
5.
fix a car
e) mechanic
6.
write a book
f) carpenter
7.
make movies
g) artist
8.
build a house
h) teacher
B. Word Search
C. Complete the Sentences
Find verbs from today’s lesson in the word search below. There are seven.
Complete the following sentences. Use the correct forms of one of the following verbs: make, write, take, send, build
a
a
m
e
s
z
s
d
e
p
l
a
n
t
e
d
2. The car was
f
d
g
g
d
b
r
f
3. The house was
t
a
k
e
n
e
v
i
a
l
d
e
a
a
e
x
p
a
i
n
t
e
d
e
m
d
p
u
r
d
s
d
m
o
d
h
b
z
a
q
1. The book was
4. Her picture was 5. The email was
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in English. in Japan. last year. last week. yesterday.
6
When was it sent?
Basic Grammar Sentences
Teachers’ Notes Aim
Work in Pairs
The aim is to develop students’ use of the passive voice.
Have your students work in pairs to complete the information gap. They’ll need to ask each other about when each activity was done
New Vocabulary
and then write the answers in the blanks below each image.
Verbs (present and past participle):
Now Work Alone
fix / fixed, write / written, send / sent, teach / taught, plant / planted, steal / stolen, paint / painted, deliver / delivered,
When they are finished the pair work, have your students try the
take / taken, serve / served, build / built, make / made (a movie)
follow-up activity to review their writing skills for this structure.
Target Structure Examples: When was the mail delivered? It was delivered this morning. When was this picture taken? It was taken five years ago.
(Make sure they are not doing the follow-up activity and pair work activity at the same time. These are meant to be done separately.)
Listening For this task it’s up to you (the teacher) to decide when each of the events took place. Students should listen and draw a line from the
Teaching the Class (before the handouts)
picture to the correct time. In order to keep the students more
Use the flashcards to elicit and check your students’
displayed in. As a follow-up, have your students write out full
understanding of the vocabulary and target structures.
sentences based on your statements. When you’re finished the
focused, it’s best to not call out the events in the order they’re
task, have your students check their answers with a partner. Example: fix - fixed When was the car fixed? The car was fixed on Monday.
Group Work Students have a list of ten questions. Page 9 contains all of the
After you’ve elicited the verb forms, hand out the worksheets. Write
answers. Cut up these sentences and distribute them to the
the present and past participle forms of each verb on the board
students. Each student should receive one sentence. The ten
and have your students copy them down on page 1. Then elicit the
sentences are repeated 3 times to account for varying class sizes.
questions and answers from page 2. Write them on the board and
Students should then walk around the class trying to find the
have students copy them down.
answers by asking the listed questions to other students.
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7
When was it sent?
Basic Grammar Sentences
Answer Key Vocabulary
Group Work
1. fix / fixed
5. plant / planted
9. take / taken
The mail was delivered this afternoon.
2. write / written
6. steal / stolen
10. serve / served
The movie was made ten years ago.
3. send / sent
7. paint / painted
11. build / built
The sink was fixed two days ago.
4. teach / taught
8. deliver / delivered
12. make / made
The furniture was built 50 years ago. The flowers were planted in the spring.
Target Structure
The picture was taken last week.
1. When was the email sent? The email was sent yesterday.
The lesson was taught on Monday.
2. When was the mail delivered? The mail was delivered a week ago.
The teacher’s car was fixed yesterday.
3. When were the flowers planted? They were planted this morning.
The book was written a few months ago.
The meal was served at 6:00 pm last night.
4. When was the house built? The house was built three years ago. 5. When was the car fixed? The car was fixed on Monday. 6. When was the picture painted? It was painted last month.
Review and Fun A. MATCHING
Work in Pairs The lesson was taught in the morning.
1. h
3. c
5. e
7. a
2. g
4. b
6. d
8. f
The money was stolen Thursday night. The mail was delivered a week ago.
B. WORD SEARCH
The book was written 15 years ago. The photo was taken in the spring.
a
a
m
e
s
z
s
d
The flowers were planted a few weeks ago.
e
p
l
a
n
t
e
d
f
d
g
g
d
b
r
f
t
a
k
e
n
e
v
i
a
l
d
e
a
a
e
x
p
a
i
n
t
e
d
e
m
d
p
u
r
d
s
d
m
o
d
h
b
z
a
q
The email was sent last night. The house was built six months ago. The movie was made a year ago. The food was served a few minutes ago.
Now Work Alone Individual answers.
Listening
C. COMPLETE THE SENTENCES
Answers will vary.
1. written
3. built
2. made
4. taken
5. sent
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 spelling.
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8
When was it sent?
Basic Grammar Sentences
Group Work The mail was delivered in the afternoon.
The movie was made ten years ago.
The sink was fixed two days ago.
The furniture was built 50 years ago.
The flowers were planted in the spring.
The picture was taken last week.
The meal was served at 6:00 pm last night.
The lesson was taught on Monday.
The teacher’s car was fixed yesterday.
The book was written a few months ago.
The mail was delivered in the afternoon.
The movie was made ten years ago.
The sink was fixed two days ago.
The furniture was built 50 years ago.
The flowers were planted in the spring.
The picture was taken last week.
The meal was served at 6:00 pm last night.
The lesson was taught on Monday.
The teacher’s car was fixed yesterday.
The book was written a few months ago.
The mail was delivered in the afternoon.
The movie was made ten years ago.
The sink was fixed two days ago.
The furniture was built 50 years ago.
The flowers were planted in the spring.
The picture was taken last week.
The meal was served at 6:00 pm last night.
The lesson was taught on Monday.
The teacher’s car was fixed yesterday.
The book was written a few months ago.
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Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Copyright 2014, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.
Comparative & Superlative Adjective Stories
Grammar Stories
Too Much Food A. Reading Kevin went to a restaurant last night. The food was really delicious, and Kevin ate way too much. He ate too much soup as an appetizer. The seafood was very good, so Kevin ate too much fish and too many mussels. He also ate too many vegetables and too many potatoes. He ordered too much salad and put way too much dressing on it. After his meal, he ordered way too much dessert. He ate too much cake and too many cookies. He also drank so much coffee that he couldn’t sleep that night. The next morning, he had a stomachache from eating so much food. The next time Kevin goes to a restaurant, he will order fewer dishes. He will eat less fish and fewer mussels. He will eat fewer vegetables and less salad. He will also eat less cake and fewer cookies. He will be sure to drink less coffee.
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1
Comparative & Superlative Adjective Stories
Grammar Stories
Too Much Food cont. B. Questions 1. Why did Kevin eat so much?
2. What did he eat too much of as an appetizer?
3. What kind of seafood did he eat, and how much of it did he eat?
4. How much dressing did he put on his salad?
5. Did he eat enough dessert? How many cookies and how much cake did he eat?
6. Why couldn’t he sleep that night?
7. What will he do the next time he goes to a restaurant?
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Comparative & Superlative Adjective Stories
Grammar Stories
Brian and Jeff A. Reading Brian and Jeff are twin brothers. They look similar, but there are some big differences. Brian is slightly taller than Jeff. Brian is also slimmer than Jeff. Jeff’s hair is darker and curlier than Brian’s. Jeff is more athletic, spends more time outside, and is more tanned than Brian. The twins also have different personalities. Jeff is more outgoing than Brian, while Brian is quieter and more reserved. Brian is more intellectual and loves reading. He is also more artistic than Jeff is. Brian loves painting and drawing. Jeff is much funnier and is definitely the clown of the family.
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Comparative & Superlative Adjective Stories
Grammar Stories
Brian and Jeff cont. B. Questions 1. What are the physical differences between the twins?
2. How is Jeff’s personality different from Brian’s?
3. How is Brian’s personality different from Jeff’s?
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Comparative & Superlative Adjective Stories
Grammar Stories
Jonah’s New School A. Reading Jonah recently moved to a new school. He likes it better than his old school. In fact, it’s the best school he’s ever been to. The teachers are the nicest and most helpful he’s ever had. The classrooms are the biggest and cleanest he’s ever seen. Every classroom has at least three computers in it. The library is also really amazing! There are tons of great books, magazines, and movies. The library has the most comfortable couches that students can sit on while they read. The cafeteria food is the most delicious he’s ever eaten. The spaghetti is Jonah’s favorite dish.
the friendliest he’s ever met. Jonah has already made many new friends. His new school is also very well known for high achievement. The track team is the fastest in the city, and they have won many competitions. The school band is the most talented in the city. They were even invited to play with the city orchestra. Jonah’s favorite thing about his new school is the big auditorium, where the students can watch plays and listen to concerts. Last week, they watched the funniest play Jonah had ever seen. Jonah is so happy he moved to this school.
The students at his new school are
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Comparative & Superlative Adjective Stories
Grammar Stories
Jonah’s New School cont. B. Questions 1. Why are the teachers at Jonah’s new school the best he’s ever had?
2. Why are the classrooms at his new school the best he’s ever seen?
3. What does Jonah think about the cafeteria food at his new school?
4. How fast is the track team?
5. Are the students friendly? How friendly?
6. Why was the school band invited to play with the city orchestra?
7. Was the play Jonah watched last week funny? How funny?
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Comparative & Superlative Adjective Stories
Grammar Stories
About You A. Questions Answer the following questions using adjectives. 1. W hich kinds of food do you eat too much of? (e.g., too much pizza, too many cookies)
2. W hich kinds of food do you wish your parents or friends would serve less often? (e.g., less broccoli, fewer mushrooms)
3. H ow is a house cat different from a lion? (use comparative adjectives)
4. W hat are some differences between you and your sibling or friend? (use comparative adjectives)
5. W hat is your favorite place in the world? (city, country, region) Describe why it is the best place in the world. (use superlative adjectives)
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Comparative & Superlative Adjective Stories
Grammar Stories
About You cont. B. Drawing
C. Writing
Draw a picture of yourself in the box, or paste in a photograph.
Now use the questions and answers on page 7 to write a short paragraph about yourself.
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Comparative & Superlative Adjective Stories
Grammar Stories
Your Own Story A. Drawing Draw a picture in the box, or paste in a photograph.
B. Writing Using adjectives (comparatives, superlatives, and count or non-count nouns), write a short paragraph about the picture in the box. Use your notebook if you don’t have enough space below.
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Comparative & Superlative Adjective Stories
Grammar Stories
Your Own Story cont. C. Questions Write five questions about your paragraph. 1. 2. 3. 4. 5.
D. Answers Give your story and questions to a classmate. Have them read your story and answer your questions below. 1. 2. 3. 4. 5.
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Comparative & Superlative Adjective Stories
Grammar Stories
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students read three stories that use adjectives
TIME:
to make comparisons. They answer comprehension questions and write two paragraphs of their own using comparative and
1.5 – 2 hours
TAGS: adjectives, comparative adjectives, superlative adjectives, too, much, many, less, fewer, enough
superlative adjectives.
Too Much Food
About You
1.
Kevin ate so much because the food was really delicious.
Individual answers.
2.
He ate too much soup as an appetizer.
3.
He ate too much fish and too many mussels.
4.
He put too much dressing on his salad.
5.
He ate too much dessert. He ate too much cake and too many cookies.
6.
He couldn’t sleep that night because he drank too much coffee.
7.
The next time he goes to a restaurant, he will order fewer dishes and eat less food.
Your Own Story Individual answers. SPELLING NOTE: This lesson shows the American spelling of the word Favorite. Most other English-speaking countries spell it this way: Favourite.
Brian and Jeff 1.
Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.
Brian is taller and slimmer than Jeff. Jeff’s hair is darker and curlier than Brian’s. Jeff is also more athletic and more tanned than Brian.
2.
Jeff is more outgoing and funnier than Brian.
3.
Brian is more reserved, more intellectual, and more artistic.
Jonah’s New School 1.
The teachers at Jonah’s new school are the best because they are the nicest and most helpful he’s ever had.
2.
The classrooms are the best because they’re the biggest and cleanest he’s ever seen, and each has at least three computers.
3.
Jonah thinks the cafeteria food is the most delicious he’s ever eaten. The spaghetti is his favorite dish.
4.
The track team is the fastest in the city.
5.
Yes, the students are the friendliest he’s ever met.
6.
The school band was invited to play with the city orchestra because it is the most talented in the city.
7.
Yes, the play he watched was the funniest play he had ever seen.
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11
Discussion Starters
Second-Hand Vs. New Pre-Reading A. Warm-Up Questions 1. Do you buy some items second-hand? 2. Have you ever bought a used car? 3. Where can you shop for second-hand items? 4. What reasons are there for buying used clothes?
B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 2. 1.
second-hand
a) to remain useful for a long time
2.
cheaper
b) a promise of quality and efficiency
3.
value
c) an item that is so old its value has increased
4.
fraction
d) in a careful manner
5.
guarantee
e) less expensive
6.
last (verb)
f) a small part of
7.
big-ticket
g) how much something is worth
8.
gently
h) previously used
9.
consignment store
i) very costly
10. thrift shop
j) a store where used items are sold cheaply
11. garage sale
k) a store where profits are shared between the business and the seller
12. antique (noun)
l) an outdoor sale of household items at someone’s home
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1
Second-Hand Vs. New
Discussion Starters
Reading SECOND-HAND VS. NEW Out with the old, in with the new 1. Do you need a new car? What about a spring jacket? There is always something to add to your shopping list! 2. Some people buy everything brand-new. They upgrade to a new home, vehicle, or wardrobe at the earliest sign of wear and tear. Others prefer to purchase second-hand whenever possible.
“The best things in life are old, loved, and rescued.” —Author unknown
3. Second-hand items are much cheaper. The moment you drive a new car off the lot, it loses some of its value. Used cars cost a fraction of the price, but there is no guarantee they will last. Buying used clothing, furniture, and toys from a thrift shop is less risky than buying big-ticket items second-hand. 4. Gently used items can be passed down as children outgrow them. Why buy a new bike if your neighbor will sell you a hand-me-down that is 80% cheaper? You can also sell your used products at consignment stores. These stores share the profits with you or give you in-store credit when your items sell. 5. One person’s trash is another person’s treasure. Shopping for books and antiques at thrift shops or garage sales is better for the environment and could even make you rich! On the other hand, bringing these items into your home could also give you bed bugs. Is there anything you wouldn’t buy second-hand?
Comprehension Discuss these questions in pairs, and write the answers in your notebook. 1. True or False? New cars lose value quickly. 2. What does the reading say about used furniture? 3. Name two examples of big-ticket items from the reading. 4. Who gets the profit at a consignment store? 5. Where is a good place to find antiques?
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2
Second-Hand Vs. New
Discussion Starters
Vocabulary Review A. Matching Match the words on the left with the correct sentences on the right that illustrate their meanings. 1.
long-lasting
a) The desk was more than 100 years old
2.
fraction
b) The child sold her old dolls to neighborhood friends.
3.
consignment
c) The mother earned 50 dollars by selling used baby clothes at the local shop.
4.
antique
d) His shoes have been in good shape for five years.
5.
garage sale
e) Only a few people from the guest list showed up.
B. Synonyms or Antonyms Are the following words synonyms or antonyms? 1. second-hand / used 2. guarantee / promise 3. gently / roughly 4. big-ticket / cheap 5. value / worth 6. thrift shop / second-hand shop
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3
Second-Hand Vs. New
Discussion Starters
Discussion 1. What is the best second-hand item you have ever purchased? Why was it such a good “find”? 2. Which items would you only buy new? Why? 3. If you had a garage sale today, what would you sell? 4. Are thrift shops a solution to the garbage problem? How might they also contribute to it?
Class Opinion Walk around the class and ask your classmates questions. Write their answers in the chart below.
Classmate’s name:
Would you buy used shoes?
What is riskier, buying a used house or a used car?
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Do you prefer to shop in new stores or used stores?
4
Second-Hand Vs. New
Discussion Starters
Listening Fill in the blanks as you listen to the recording. SECOND-HAND VS. NEW Out with the old, in with the new 1. Do you need a car? What about a spring jacket? There is always something to add to your list! 2. Some people buy everything brand-new. They to a new home, vehicle, or wardrobe at the earliest sign of wear and tear. Others prefer to purchase items whenever possible. 3. Second-hand items are much . The moment you drive a new car off the lot, it loses some of its value. Used cars cost a fraction of the price, but there is no guarantee they will last. Buying used clothing, furniture, and toys from a is less risky than buying big-ticket items second-hand. 4. used items can be passed down as children outgrow them. Why buy a new bike if your neighbor will sell you a that is 80% cheaper? You can also sell your used products at consignment stores. These stores share the profits with you or give you in-store credit when your items sell. 5. One person’s trash is another person’s treasure. Shopping for books and at thrift shops or is better for the environment and could even make you rich! On the other hand, bringing these items into your home could also give you bed bugs. Is there anything you wouldn’t buy second-hand?
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5
Second-Hand Vs. New
Discussion Starters
Answer Key LESSON DESCRIPTION:
TEACHING TIPS:
LEVEL: Int
Students read about and discuss the pros
See Discussion Starters Teaching Guide
TIME:
and cons of shopping for new items vs.
(https://esllibrary.com/courses/72/lessons/)
second-hand items.
for a variety of ways to use the reading.
1.5–2 hours
TAGS: discussion, second-hand, new, shopping, used, garage sales, consumerism
Pre-Reading
Vocabulary Review
A. WARM-UP QUESTIONS
A. MATCHING
Have students work in small groups or as a class.
1. d
B. VOCABULARY PREVIEW
B. SYNONYMS OR ANTONYMS?
2. e
3. c
4. a
5. b
1. h
3. g
5. b
7. i
9. k
11. l
1.
synonyms
3.
antonyms
5.
synonyms
2. e
4. f
6. a
8. d
10. j
12. c
2.
synonyms
4.
antonyms
6.
synonyms
Reading (and/or Listening)
Discussion
Read individually, in small groups, or as a class. Discuss the quote.
Answers will vary.
You can also play the listening as your students read along. A gap-
Can be done individually or in small groups or pairs.
fill version of the reading is available on page 5. Help your students with vocabulary and expressions that they are unfamiliar with.
Class Opinion
Comprehension
Have students walk around the class and ask their classmates questions. They should record their answers in the chart.
1.
True
2.
The reading says that buying used furniture
Listening
isn’t risky. You don’t need a guarantee. 3.
The two big-ticket items mentioned are cars and houses.
1.
new, shopping
4.
Gently, hand-me-down
4.
The seller and business owner split
2.
upgrade, second-hand
5.
antiques, garage sales
the profit at a consignment store.
3.
cheaper, thrift shop
5.
Good places to find antiques are garage sales and thrift shops. SPELLING NOTE: This lesson shows the American spelling of the words Neighbor and Neighborhood. Most other English-speaking countries spell these words this way: Neighbour and Neighbourhood. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.
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6
Living in English
Travel Table of Contents 2
Travel
5
How Well Do You Know Your Automobile?
6
Public Transportation
10
Pair Work
13
Transportation & Travel Idioms
16
Class Activity
17
Review (Assessment)
19
Teachers' Notes
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1
Travel
Living in English
Travel A. Discussion Discuss the following questions in groups. 1. How do you get to school? How long does it take you to get to school? 2. Do you have a driver's license? 3. Do you own a car? 4. What is the speed limit in your city? 5. How much is bus fare in your city? Does your city bus company offer monthly bus passes? If so, how much are they? 6. Do you have to pay for bus transfers? How long is a bus transfer valid? 7. Do you like traveling? 8. When you go on a vacation, what is your favorite method of travel? 9. Do you get seasick, airsick, or carsick when you travel? 10. If you could take a trip anywhere in the world, where would you choose to go? 11. What is the difference between a hotel and a motel? 12. When you take a vacation, what is your favorite type of accommodation—hotel, motel, inn, B&B, hostel, tent, R.V., house share, etc.? 13. What is the longest plane trip you have ever taken? Where did you go? 14. Have you ever been bumped from an airline because of overbooking? 15. Have you ever been on a cruise? 16. Have you ever lost your luggage on a trip? 17. Do you like airplane food? 18. When you fly, do you prefer a window seat, a middle seat, or an aisle seat? 19. When you go on a trip, do you use a travel agent or do you book your tickets yourself? Do you ever make your travel plans on the Internet? 20. What is the best (or worst) trip you have ever taken?
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Travel
Living in English
Travel cont. B. Vocabulary Word / Phrase
Definition
speed limit
the maximum speed you are allowed to drive, according to the law
bus fare
the cost of a bus trip
bus transfer
a ticket or paper that allows you to change from one bus to another
accommodation
a place to stay
inn
another word for hotel
B&B
also called a bed and breakfast; a type of accommodation, usually in a person's home; both a room and breakfast are included in the price
hostel
a building that provides cheap sleeping accommodation; usually several people sleep in the same room; very common type of accommodation for young people
R.V.
recreational vehicle, camper, a home on wheels
to be bumped
to be asked to give up your seat because there are not enough seats
to book
to reserve, save a place
to overbook
to take more reservations than there are places for; to sell more tickets than there are seats for
luggage
baggage, suitcase(s)
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Travel
Living in English
Travel cont. C. Survey THE LAST TRIP YOU TOOK Complete the chart below by asking your classmates questions.
Example Questions: • What was the last trip you took? • Where did you go?
• How did you travel? • How long did it take to get there?
Classmate Names
Place
Method of Travel
Length of Trip
Traveling Companion(s)
Reason for Trip (business, pleasure, family needs, etc.)
When
Places of Interest
Best Part
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4
Travel
Living in English
How Well Do You Know Your Automobile? A. Choose the Correct Word
Word List:
Choose the correct word from the list to the right to complete the following sentences. 1. When I plan to make a turn, I use the . 2. When I park on a hill, I use the . 3. When it is raining, I turn on the . 4. W hen I want to know how fast I am going, I look at the . 5. When I have to change a tire, I use the .
• • • • • • • • • • • • •
windshield wipers trunk horn speedometer signal light ignition brake emergency brake visor jack headlights odometer gas gauge
6. W hen I want to warn a pedestrian not to cross the street, I use the . 7. When I think I need to stop at a gas station, I look at the . 8. When the sun is in my eyes, I use the . 9. When I want to know how far I have traveled, I look at the . 10. When I am driving at night, I need to turn on the . 11. When I am approaching a stop sign, I put my foot on the . 12. When I want to start the car, I put my key in the . 13. When I have several suitcases, I use the .
B. Use Your Own Words Complete the following sentences using your own words. 1. I use the steering wheel 2. I use the clutch 3. I use the glove compartment 4. I use the rearview mirror 5. I use the gearshift
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5
Travel
Living in English
Public Transportation A. Complete the Passage Complete the following passage by filling in the blanks with the correct word from the list to the right. You may need to use your dictionary.
Some people drive to work every day while many others use some form of transportation. This may include buses, subways, trams, 1.
and trains. Many from the 2.
3.
use a combination of these methods of public transportation. In most public bus systems, people may use either a ticket or cash for their bus . 4.
In some cities, bus drivers will not make change so riders need to have the
Word List: • • • • • • • • • •
suburbs transfer public commuters destination exact connecting valid convenient fare
fare. Many public transportation users buy monthly 5.
bus passes because these are cheaper and more . 6.
It is often necessary for riders to change buses when traveling to their . If they have to change to another bus, they must 7.
ask the driver for a bus when they first board the bus. 8.
This paper marks the time, date, and bus route they are using. The bus transfer is only for a certain period of time. The rider must 9.
give the transfer to the driver of the bus. 10.
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6
Travel
Living in English
Public Transportation cont. B. The Yorktown Regional Transit System Read the following information about the Yorktown Regional Transit System and answer the questions that follow on the next page. BUS FARES Cash
Tickets (sheet of 10)
Monthly Bus Passes (unlimited use)
Adult
$3.00
$27.50
$70.00
College / University Student (with valid picture ID)
$2.25
$19.00
$55.00
Seniors (with ID)
$1.75
$12.00
$40.00
Youth (ages 6–18)
$1.75
$12.00
$40.00
Children (under 6)
Free
n/a
n/a
BUS SCHEDULE: Route 99 – Yorkville Mall to Downtown *express bus from Yorkville Mall to Downtown
Lv. Yorkville Mall at Mission
Lv. Academy and 4th
Lv. Broadway and 4th
Lv. College and Young
Lv. Donald and Pembina
Ar. downtown at Donald and Main
6:10 am
6:22
6:30
6:45
6:52
7:00
6:25
6:37
6:45
7:00
7:07
7:15
6:45*
—
—
—
—
7:23
7:00
7:12
7:20
7:35
—
7:48
7:15
7:27
7:35
7:50
7:57
8:05
7:30*
—
—
—
—
8:08
7:45
7:57
—
8:17
8:24
8:32
8:00
8:12
8:20
8:35
8:42
8:50
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Travel
Living in English
Public Transportation cont. B. The Yorktown Regional Transit System cont. 1. How much is the adult fare in Yorktown?
2. What do college students need in order to pay a lower fare?
8. How many express buses are there on route 99 between 6:00 and 8:00 am?
9. If you live near Broadway and 4th and have an 8:30 meeting downtown, which bus should you take?
3. What is the bus fare for a 14-year-old student? 10. What is an express bus?
4. What is the cost of a monthly bus pass for a 70-year-old passenger?
5. If an adult buys a monthly bus pass for $70.00, how many trips may he/she take in a month?
6. What does "Lv." mean?
11. How long does it take to get from Academy and 4th to Broadway and 4th?
12. Which two stops are the farthest apart?
13. Does Bus #99 always leave Yorkville mall every 15 minutes?
7. What does "Ar." mean? 14. If you are at College and Young and want to be downtown by 8:15 am, which bus should you take?
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Travel
Living in English
Public Transportation cont. C. Where Do I Belong? Each of the words in the list at the bottom of the page is associated with a particular type of travel or transportation. The word may refer to a piece of equipment, a method of travel, an activity, a person who works in that area of travel, a place, etc. Work with your partner(s) and a dictionary, and put the words in the correct category. Note that some words may fit into more than one category. Airplane
Automobile
Train
Bus
Boat
Word List: • • • • • • • • • •
terminal station wagon depot flight attendant engineer paddle boarding pass ferry dinghy metal detector
• • • • • • • • • •
station cockpit conductor sedan dock pier take off kayak toll booth hitchhiker
• • • • • • • •
oar shoulder overpass overhead compartment pilot fender baggage carousel berth
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security land liner propeller black box exit ramp mast porthole bumper anchor
• • • • • • •
track cruise platform runway hubcap intersection fare box
9
Travel
Living in English
Pair Work (Student A) A. Reading You and your partner each have a travel guide listing several different vacation options. Some of the information is missing for each of your guides. Read your guide. Then work with your partner to complete Part B.
Sun & Sand Vacations Hawaii
Mexico
• • • • •
• • • •
days for $1,299 Maui Grand Pacific Hotel (5-star) Air, hotel, and ground transportation swimming pools, 4 tennis courts 3 restaurants, casual and fine dining, poolside snack bar • Located right on the beach!
14 days for $1,699 Acapulco Vacation Lodge ( -star) Air, hotel, and ground transportation All-inclusive (meals, drinks, water, and beach sports) • Ocean view – across the street from the • Children under 12 stay for free! (air only – $499)
City Lights Paris
London
• days for $1,599 • Air, hotel, and daily breakfast • Le Chateau – a charming little hotel in the heart of the district • Enjoy the sights and sounds of the most romantic city in the world. • Shopping, museums, fabulous food, the Eiffel Tower, and much more!
• 7 days for $ • Air and hotel • The Regal Palace – in the center of the theater district • See the Tower of London and Buckingham Palace. • Explore, experience history, enjoy!
Ski Package
Cruise
Canadian Rockies
The Caribbean
• • • • • •
• • • •
5 days for $999 Air, hotel, and bus from airport Banff Inn – right on the Hiking, skiing, snowboarding, indoor pool, hot tub Each room has a kitchenette and fireplace. Daily ski lift ticket included!
7-day cruise for $ Airfare to Stop in 7 ports Swimming, tennis, nightly entertainment, fabulous dining – all included • Escape to tropical paradise!
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Travel
Living in English
Pair Work (Student B) A. Reading You and your partner each have a travel guide listing several different vacation options. Some of the information is missing for each of your guides. Read your guide, then work with your partner to complete Part B.
Sun & Sand Vacations Hawaii
Mexico
• • • • •
• • • •
7 days for $1,299 Maui Grand Pacific Hotel ( -star) Air, hotel, and ground transportation 3 swimming pools, 4 tennis courts restaurants, casual and fine dining, poolside snack bar • Located right on the beach!
days for $1,699 Acapulco Vacation Lodge (3-star) Air, hotel, and ground transportation All inclusive (meals, drinks, water and beach sports) • Ocean view – across the street from the beach • Children under 12 stay for free! (air only – $ )
City Lights Paris
London
• 10 days for $1,599 • Air, hotel, and daily breakfast • Le Chateau – a charming little hotel in the heart of the shopping district • Enjoy the sights and sounds of the most city in the world. • Shopping, museums, fabulous food, the Eiffel Tower, and much more!
• days for $1,050 • Air and hotel • The Regal Palace – in the center of the district • See the Tower of London and . • Explore, experience history, enjoy!
Ski Package
Cruise
Canadian Rockies
The Caribbean
• • • • • •
• • • •
days for $999 Air, hotel, and bus from airport Banff Inn – right on the edge of downtown Hiking, skiing, snowboarding, indoor pool, hot tub Each room has a kitchenette and fireplace. Daily ski lift ticket included!
7-day cruise for $1,300 Airfare to Miami Stop in ports Swimming, tennis, nightly entertainment, fabulous dining – all included • Escape to tropical paradise!
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Travel
Living in English
Pair Work cont. B. Comprehension Your World Vacation Brochure provides half the information for the following questions. Your partner's brochure provides the rest. With your partner, complete the following questions in your notebook. 1. Which sun and sand vacation is longer? 2. What do you think "ground transportation" refers to? 3. How many dining choices do you have at the Maui hotel? 4. How many swimming pools are there at the Maui hotel? 5. Which is the better hotel, the one in Maui or in Acapulco? How do you know? 6. Where is the Acapulco Vacation Lodge located? 7. How much would a five-year-old have to pay for the Acapulco vacation? What about a 14-year-old? 8. Which vacation packages include nightly entertainment? 9. How many vacation packages include no meals? 10. In which vacation package is the hotel located in a shopping district? 11. Which package allows you to visit more than one destination? 12. What two tourist sites are mentioned in the London trip? 13. In which hotel can you cook in your own room? 14. If you go on the ski vacation, how much do you have to pay for lift tickets? 15. How many ports does the Caribbean cruise ship stop in? 16. What city does the cruise leave from? 17. Which trip is the longest? 18. According to the brochure, what is the most romantic city in the world?
C. Opinion Which vacation package do you think is the best? Why? Share your ideas with your partner.
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Travel
Living in English
Transportation & Travel Idioms A. Guess the Meanings Many idioms come from words related to transportation and travel. In your group, try to guess the meanings of the following idioms. Use your imagination! #
Idiom
1
rush hour
2
traffic jam
3
in the same boat
4
have a lot of baggage
5
hit the road
6
fender bender
7
down the road
8
drive someone crazy
9
flying high
10
lose one's train of thought
11
ship shape
12
cruising for a bruising
13
to be in the driver's seat
Meaning
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13
Travel
Living in English
Transportation & Travel Idioms cont. B. Matching Now try to match the idioms on the left with the correct definitions on the right. 1.
rush hour
a) in the same bad situation
2.
traffic jam
b) to be in control, in charge, the one making decisions
3.
in the same boat
c) in the future
4.
have a lot of baggage
d) looking for a fight
5.
hit the road
e) to forget the order of one's words or thoughts
6.
fender bender
f) a time of heavy traffic
7.
down the road
g) to bother, upset, annoy
8.
drive someone crazy
h) to have a lot of problems from your past
9.
flying high
i) feeling great
10. lose one's train of thought
j) to leave, to start a trip
11. ship shape
k) when many cars on the road and they can't move easily
12. cruising for a bruising
l) excellent condition
13. to be in the driver's seat
m) a small car accident
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Travel
Living in English
Transportation & Travel Idioms cont. C. Complete the Sentences Choose the correct idiom from the previous page to complete the following sentences. You may have to change the verb form. 1. Please turn down that music. It is me ! I can't get to sleep. 2. Let's try to get to sleep early tonight. I want to early tomorrow morning so we can miss the heavy vacation traffic. 3. I took my car to the garage to be fixed. The mechanic said it is now in . I won't have any more problems with it. 4. He likes to stay at work late so he can miss . 5. I don't think she should date that man. He has and he may make her very unhappy. 6. Now that you are the manager of the office, you are . 7. Robert and Frank both lost their jobs last week. Now they are in . 8. He just won a $100,000 lottery. He is really ! 9. John loves to argue. He is always . I think you should stay away from him! 10. I got caught in a this morning, so I was an hour late for work. 11. It snowed yesterday and the road was very icy. I had a little , so today I will have to take my car into the service station to be repaired. 12. Please don't interrupt me. I don't want to lose . 13. We can't afford to buy a house right now, but we hope that we will be able to sometime .
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15
Travel
Living in English
Class Activity FIND SOMEONE WHO... Walk around the classroom and ask your classmates questions. Write your classmate’s name on the right if he/she answers “yes.” #
Find someone...
1
who has been on a trip recently.
2
who has a monthly bus pass.
3
who gets a lift to school.
4
who has stayed in a B&B.
5
who has been to London.
6
who can tell you the meaning of "carry-on luggage."
7
who prefers train travel to plane travel.
8
who is planning to take a trip in the near future.
9
who can explain the word "itinerary."
10
who knows the name of a local taxi company.
11
who has been on a ferry.
12
who has changed a tire.
13
who can explain the meaning of "tourist trap."
14
who has been to a resort near the ocean.
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Travel
Living in English
Review Your teacher will now assess your ability to find information from travel ads.
Task READING TR AVEL BROCHURES Read the travel ads. Answer the questions. Your teacher will tell you whether to write or respond orally to the questions below.
Spring Break Packages Miami
Belize
• • • • •
• • • •
5 days for $1,299 (per person) South Beach Suites (5-star) Airfare included 3 swimming pools, hot tub, mini golf 4 restaurants on site, Cuban and American cuisine, snack bar, lounge • 1 block from the beach
7 days for $3,000 (per couple) Banana Beach Hotel (3-star) Air, hotel, and ground transportation All inclusive (meals, drinks, water, and boating) • Waterfront (no ocean view avail.) • Adults only
Winter Vacation Deals Quebec City
Nashville
• • • •
• 4 days for $500 (per person) • Air and hotel from Toronto • Rockabilly Courtyard in the dynamic downtown center • Enjoy city tours, concerts, and sports (tickets not included). • Ages 18+
3 days for $799 (per couple) The Mary – a boutique hotel (free breakfast) Flights not included Enjoy the historic, charming city with your special someone this winter. • Includes two walking tours • Recommended by 95% of customers
1. W hich vacation is most appropriate for a young family?
4. Which hotel is located on the beach? 5. Which vacation would you choose and why?
2. W hich is the best vacation for a Toronto couple that loves music and wants to get away in January? 3. W hich package includes the cost of all food and drinks?
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Travel
Living in English
Reading Task Assessment Student:
Date
Level
Assessed By
Criteria
Task
Skill
Finding information in a formatted text
Reading
Rating
Notes
reads in a timely manner and stays on task
5 4 3 2 1
understands the gist of a formatted text
5 4 3 2 1
finds key information in a formatted text
5 4 3 2 1
makes an opinion when comparing two texts
5 4 3 2 1
shows an understanding of vocabulary in context
5 4 3 2 1
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Travel
Living in English
Teachers' Notes LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students learn vocabulary and expressions related
TIME:
to travel and driving. They also practice finding information from travel brochures. These activities are designed for intermediate-
5+ hours
TAGS: travel, work, English, newcomers, ads, idioms, getting things done, brochures
level ESL learners; however, with some modification, they may also be suitable for upper-beginner through advanced levels.
FLASHCARDS: Transportation, Cars, Boats, At the Airport
Recommended
How Well Do You Know Your Automobile?
To accompany this lesson, you could bring in local bus and train
A. CHOOSE THE CORRECT WORD
schedules and travel brochures from a newspaper or travel agent.
Travel A. DISCUSSION Break the class into small groups to discuss the questions in section A. You may need to teach the vocabulary in section B beforehand. When the students have completed their discussions, have them share some of their information with the class as a whole. B. VOCABULARY Before distributing this section, try to elicit as much vocabulary as possible from students about travel and put the words on the board. Introduce your pictures and the vocabulary. Repeat and monitor pronunciation. Give examples in sentences and ask students to give their own examples.
These exercises may be done individually as a review after you have taught the parts of a car, or you may prefer to have the students try them as pair work. Those students who are familiar with cars may already know some of this vocabulary and will be able to assist others. 1.
signal light
6.
horn
11. brake
2.
emergency brake
7.
gas gauge
12. ignition
3.
windshield wipers
8.
visor
13. trunk
4.
speedometer
9.
odometer
5.
jack
10. headlights
B. USE YOUR OWN WORDS Answers will vary. (continued on the next page...)
C. SURVEY Break the class into small groups. Before students begin interviewing each other, ask them to provide questions for the words in the chart and write them on the board. (For example: What was the last trip you took? Where did you go? Who did you travel with? What interesting things did you see? etc.) This will ensure that they are asking the questions correctly in their group work. After the students have completed the survey, you may have them report back to the whole class to share some of their information.
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19
Travel
Living in English
Teachers' Notes cont. Public Transportation
Pair Work
A. COMPLETE THE PASSAGE
Before you begin this exercise, make sure students are familiar with
1.
public
5.
exact
9.
valid
2.
commuters
6.
convenient
10. connecting
3.
suburbs
7.
destination
4.
fare
8.
transfer
the concept of “vacation packages." Break the class into pairs. A. READING Give one student sheet A and the other B. They both have the same travel brochure, but each one is missing some of the
B. THE YORK TOWN REGIONAL TR ANSIT SYSTEM
information. Have students first read their brochure silently.
1.
$3.00
2.
picture ID
3.
$1.75
Next, have students work together to complete the
4.
$40.00
questions by asking questions and sharing information.
5.
no limit
6.
leave
7.
arrive
8.
two
9.
7:35
10. An express bus has few or no stops between two locations. 11. 8 minutes 12. Broadway and 4th and College and Young – 15 minutes 13. No, there is one 20-minute interval between 6:25 and 6:45. 14. 7:50 C. WHERE DO I BELONG?
B. COMPREHENSION
1.
the Mexican vacation
2.
transportation between the airport and hotel
3.
3 restaurants
4.
3 pools
5.
Maui Grand Pacific – it's a 5-star hotel
6.
across the street from the beach
7.
$499, $1,699
8.
the Caribbean cruise
9.
3 packages
10. Paris 11. the cruise – 7 posts 12. Tower of London, Buckingham Palace
This exercise can be used for vocabulary review or vocabulary
13. Banff Inn
development. Have students work in groups while categorizing the
14. Lift tickets are included in the price.
vocabulary. When you review with the whole class, have students
15. 7
explain their choices by defining the words.
16. Miami 17. the one to Mexico 18. Paris (continued on the next page...)
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Travel
Living in English
Teachers' Notes cont. Pair Work cont.
Class Activity
C. OPINION
Distribute the worksheet. First, have students write the questions they will ask before they begin the oral practice. Then review
Have students discuss which vacation is the best and why.
the questions together. This will ensure that they are asking the
Answers will vary.
questions correctly as they circulate around the room.
Transportation & Travel Idioms
When students circulate around the class asking the questions they have written and they find a classmate who can answer the question, they will write that student's name in the chart and follow
A. GUESS THE MEANINGS
up with one more question of their own. (For example: "Have you
Put the students in groups and ask them to guess the meaning of the idioms. Let them use their imaginations and have fun with this exercise. Then share their ideas with the whole class.
been on a trip recently?" "Yes." "Where did you go? / How long did you stay? / Who did you travel with?" etc.) Try to encourage students to engage in real conversation during this activity. Follow up by sharing the information with the whole class.
B. MATCHING 1. f
3. a
5. j
7. c
9. i
11. l
2. k
4. h
6. m
8. g
10. e
12. d
13. b
This activity provides a good opportunity for students to practice the new vocabulary from the lesson.
Review (Assessment Task)
C. COMPLETE THE SENTENCES After working on the previous exercise in groups, ask
Assess your students' ability to get travel information from an
the students to complete this exercise on their own. Go over
informational text. You can decide whether you want students to
the answers with the class. Follow up by having the
answer the questions orally or in writing. Alternatively, use real
students give sentences of their own using the new idioms.
ads and write your own questions. For a Reading assessment tool,
1.
driving me crazy
8.
flying high
2.
hit the road
9.
cruising for a bruising
3.
ship shape
10. traffic jam
4.
rush hour
11. fender bender
5.
a lot of baggage
12. my train of thought
6.
in the driver's seat
13. down the road
7.
the same boat
you can personalize one of these forms: https://esllibrary.com/ resources/2132. For a ready‑made tool, use page 10 from Shared Criteria for Success: https://esllibrary.com/resources/2352. SPELLING NOTE: This lesson shows the American spelling of the words License, Traveling, Traveled, Favorite, Center, and Theater. Most other English-speaking countries spell these words this way: Licence, Travelling, Travelled, Favourite, Centre, and Theatre. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.
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Health Matters
Allergies Allergy season can be any season. It depends on what you are allergic to. What if you don’t know what you are allergic to? It may be time for an allergy test. In this lesson, you will read about three types of allergy tests.
Pre-Reading A. Brainstorming Brainstorm with your class. What types of things are people allergic to? (E.g., cats, dogs, pollen, dust, etc.)
B. Warm-Up Questions 1. How do you know if you have allergies? 2. Have you ever had an allergy test? 3. What types of allergy tests do you know about? 4. How do people feel when they don’t know what is causing an allergic reaction?
C. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 2. 1.
suspected
a) the part of the arm between the elbow and wrist
2.
allergen
b) a small covering
3.
forearm
c) a blood protein that responds to an allergen or unwanted substance
4.
prick
d) believed to be true or present, but not sure
5.
patch
e) the complete removal of something
6.
antibody
f) to poke with something sharp
7.
elimination
g) to state for certain that information is correct
8.
confirm
h) something that causes an allergic reaction (e.g., pollen or dust)
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Allergies
Health Matters
Reading Allergy tests help determine which foods, plants, or materials a person is allergic to. It is helpful to have a list of suspected allergens. Medical history is also helpful.
3 Types of Allergy Tests
Symptoms of Allergies
1. Skin Test Doctors place a small amount of an allergen on a person’s skin (usually on the forearm). For the “prick test,” a needle with a tiny amount of the allergen is pricked onto the skin. Results take about 15–20 minutes. For the “patch test,” a small patch containing the allergen is applied to the skin for about 48 hours. If a person has an allergy, the skin becomes red and raised.
• • • • • • • •
itchy eyes watery eyes dark circles under the eyes shortness of breath skin rashes skin swelling digestive problems vomiting
2. Blood Test A blood test requires a blood sample from the allergy sufferer. The blood is taken to the lab. The sample is introduced to various allergens. If the person has an allergy, certain antibodies form in the blood. The blood test is not as accurate as the skin test. 3. Challenge Test This is also called the elimination test. This is sometimes used for finding food allergies. One at a time, suspected foods are removed from a person’s diet. Types of food to eliminate include eggs, milk, or wheat. This type of test can take a long time. A skin or blood test may still be used to confirm an allergy.
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Allergies
Health Matters
Comprehension Read the statements below. If the statement is true based on the reading, write T beside the sentence. If it is false, write F and correct the information in your notebook. 1. A blood test for allergies involves placing a patch on the skin. 2. Feeling very hot all of the time is a typical allergy symptom. 3. It takes about 20 minutes to get results back from a skin prick test. 4. There are three common types of tests for allergies. 5. The challenge test is often used to find food allergies.
Vocabulary Review Circle the vocabulary error in the sentences below. Describe the error in the blank spaces. 1. I am allergy to dust.
2. Antibiotics form in the blood.
3. First elimination milk products. Next, try wheat.
4. The skin will become red and raising.
5. The blood test is not as accurate for the skin test.
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Allergies
Health Matters
Interview Find someone who has an allergy. Ask the allergy sufferer the following questions. Write your own question for #6. Take notes as you listen. 1. What are you allergic to?
4. What happens if you eat / breathe in / touch this substance?
2. How long have you had this allergy?
5. How do you prevent allergic reactions?
3. How did you find out you had this allergy?
6.
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Allergies
Health Matters
Writing Create your own list.
10 Things People Are Allergic To and how to avoid these allergens
1. Chocolate
6.
Ask about ingredients when ordering dessert.
2.
7.
3.
8.
4.
9.
5.
10.
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Allergies
Health Matters
Role-Play DOCTOR’S ORDERS Get together with a partner. Create a role-play between a doctor and an allergy sufferer. The patient will discuss his or her allergy symptoms. The doctor will describe three options for allergy testing. Try to use vocabulary from the reading.
Discussion What would you rather be allergic to? Why? 1. Nuts or wheat? 2. Milk or eggs? 3. Beef or chicken? 4. Chocolate or strawberries?
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Allergies
Health Matters
Answer Key LESSON DESCRIPTION:
LEVEL: Int
In this lesson, students read about the three main types of allergy
TIME:
tests. They learn new vocabulary and interview an allergy sufferer.
TAGS: health, allergies, allergy, allergy tests,
1.5–2 hours
sickness, symptoms, interview
Pre-Reading
3.
A. BR AINSTORMING
4.
Discuss as a class. Answers will vary.
5.
First elimination milk products. Next, try wheat. The verb eliminate should be used instead of the noun form. The skin will become red and raising. The correct adjective form is raised. The blood test is not as accurate for the skin test. The comparison requires a second as instead of for.
B. WARM-UP QUESTIONS Discuss as a class. Answers will vary.
Interview
C. VOCABULARY PREVIEW
Have students complete this task for homework.
1. d
3. a
5. b
7. e
2. h
4. f
6. c
8. g
Reading Have students read the article out loud or to themselves.
Writing Individual answers.
Role-Play
Review any difficult vocabulary. Put students in pairs and have them come up with a little skit.
Comprehension 1.
F – A blood test involves introducing allergens to a
2.
F – Typical symptoms of allergies include
person’s blood and waiting for antibodies to form. watery or itchy eyes and skin rashes.
Invite students to present their skits in front of the class. Encourage students to use new vocabulary from the reading.
Discussion Discuss as a class, in small groups, or in pairs.
3–5. T
Vocabulary Review 1.
I am allergy to dust. Allergy is used as a noun instead of an adjective (allergic).
2.
Antibiotics form in the blood. An incorrect word is used. Antibiotics should be antibodies.
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7
Functional English
Making Predictions Warm-Up WHAT DO YOU THINK WILL HAPPEN? A prediction is what you think will happen in the future. Predictions are based on: 1. personal opinions 2. facts or background information Look out the window. Can you make a prediction about tomorrow’s weather?
Making a Prediction
Asking for a Prediction
Read the dialogue, and practice with a partner.
Listen to your teacher read these common English questions. Can you spot the differences?
A: Who do you think is going to win the election? B: I think the Republicans are going to win. A: Really? I think the Democrats will win. B: Why do you think the Democrats will win? A: I bet lots of Republicans won’t vote. B: My mom probably won’t vote! I bet it will be a tight race, though.
Question 1 • What will happen tomorrow? • What do you think will happen tomorrow? • What’s going to happen tomorrow? Question 2 • Who is going to win the election? • Who do you think is going to win the election? • Who will win the election? Question 3 • What is the weather going to be like tomorrow? • What do you think the weather is going to be like tomorrow? • What will the weather be like tomorrow?
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Making Predictions
Functional English
Grammar Review A. Using Will and Be Going To We use the simple future tense to make a prediction.
Will will + base verb
Be Going To be + going to + base verb
• That tree will fall down in the storm.
• That tree is going to fall down in the storm.
B. Using Think and Bet We use the verbs think or bet before will or be going to to emphasize that the prediction is our own personal opinion.
Think / Bet think / bet + will / be going to + base verb • • • •
I think that tree will fall down in the storm. I think that tree is going to fall down in the storm. I bet that tree will fall down in the storm. I bet that tree is going to fall down in the storm.
C. Using Probably and Likely We use the adverbs probably or likely to show the degree to which we believe in our predictions.
Probably / Likely will + adverb + base verb OR be + adverb + going to + base verb • That tree will probably fall down in the storm. • That tree is likely going to fall down in the storm.
D. Avoiding Common Grammatical Errors #
Rule
Incorrect
Correct
1
Do not use to after will.
� It will to rain.
� It will rain.
2
Do not forget to with be going to.
� It is going rain.
� It is going to rain.
3
Do not use will and going to together.
� It will probably going to rain.
� It will probably rain.
4
Do not forget the be verb.
� It going to rain.
� It is going to rain.
Do not use the -ing form.
� It will raining tomorrow. � It is going to raining tomorrow.
� It will rain tomorrow. � It is going to rain tomorrow.
5
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Making Predictions
Functional English
Practice A. Dialogues Complete the dialogues, and check your answers with your teacher. Then practice the dialogues with a partner. Dialogue 1: Likely A: Do you think it’s going to rain tonight? Word List:
B: . There are some dark clouds out there. 1.
• will • probably • bet
A: True. The baseball game likely get rained out. 2.
B: Yes, I they’ll postpone it until tomorrow. 3.
Dialogue 2: Unlikely A: Do you think the Republicans are going to win the election? Word List:
B: It’s highly . 1.
• won’t • bet • unlikely
A: What makes you say that? B: Many Republicans probably vote. 2.
A: True. I my parents won’t vote. 3.
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Making Predictions
Functional English
Practice cont. B. Matching Match up the questions and answers. 1.
When do you think they will arrive?
a) No, I think it will probably be sunny.
2.
Who do you think is going to win?
b) I bet the Republicans will win.
3.
How much do you think it will cost?
c) I think she’s going to have a boy.
4.
Do you think it’s going to rain?
d) They will probably get here around 7:00 pm.
5.
What do you think she’s going to have?
e) It will likely cost about 25 dollars.
C. Question Formation Use the future tense to form questions to go with the following points. Then take turns making predictions with your partner. Topics
Words to Use
• • • • • •
• • • • •
the winner of the next election the weather outside tomorrow the next country to land on the moon your home location at 80 years old your job 20 years from now the total number of children you’ll have (or nieces or nephews)
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will going to bet think probably
4
Making Predictions
Functional English
Review Task 1 LISTEN AND RESPOND Listen to your teacher read out a question. Respond with a prediction. (Your teacher will tell you whether to speak or write your answer.) 1. 2. 3. 4. 5.
Task 2 CORRECT THE ERRORS Spot the common errors and rewrite the sentences correctly. 1. The package will probably going to arrive on Friday.
2. The New York Rangers going to win tomorrow.
3. We will getting there around 8:00 pm.
4. I think that dress will to be too big for her.
5. It’s going to snowing on Sunday.
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Making Predictions
Functional English
Review Task 3 QUESTION FORMATION Use the prompts to ask your teacher or partner five prediction questions. Prompts 1. the weather next week 2. the winner of the Stanley Cup next year 3. another World War (yes/no prediction) 4. your wealthiest friend five years from now 5. the age you will be when you retire Questions 1. 2. 3. 4. 5.
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Making Predictions
Functional English
Learner Reflection MAKING PREDICTIONS Add check marks () to show what you've learned in this lesson. Name:
Can I...
Date: Yes (very well)
Yes (with help)
Not yet
make a prediction using will and be going to?
make a prediction using think and bet? show the degree I believe in my prediction using probably and likely? ask for predictions from others?
avoid common errors related to the future tense?
My Notes
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7
Making Predictions
Functional English
Answer Key LESSON DESCRIPTION:
LEVEL: Int
Students review language and useful expressions for making
TIME:
predictions. They practice common English phrases and review how to use the simple future tense with think, bet, probably, and
1 hour
TAGS: functional English, useful expressions, predictions, making predictions, predict, future, probably, likely
likely. They also learn how to avoid some common errors when making predictions.
Warm-Up
Practice
Discuss together as a class.
A. DIALOGUES
Making a Prediction Read out loud or in pairs.
Asking for a Prediction Read the common questions out loud to your students and have
Dialogue 1: Likely
Dialogue 2: Unlikely
1.
Probably
1.
unlikely
2.
will
2.
won’t
3.
bet
3.
bet
B. MATCHING 1. d
2. b
3. e
4. a
5. c
them respond with a corresponding answer. Then have them say the questions and you can respond with a corresponding answer.
Grammar Review
C. QUESTION FORMATION Help students form questions. Answers may vary. 1.
Who will win the next election?
Review the grammar with your students,
2.
What will the weather be like tomorrow?
and go through the common errors.
3.
Which country will be the next to land on the moon?
4.
Where will you will live when you’re 80 years old? / Where do you think you will live when you’re 80 years old?
5.
What will you be doing 20 years from now?
6.
How many children / nieces and nephews will you have?
(continued on the next page...)
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Making Predictions
Functional English
Answer Key cont. Review (Assessment Tasks)
3.
Is there going to be another World War? / Do you think there will be another World War? /
The following three tasks can be used for assessment purposes
Do you think there is going to be another World War?
and/or review practice. You can save all of the tasks until the end or assess your students throughout the lesson.
Will there be another World War? /
4.
Who will be your wealthiest friend five years from now? / Who is going to be your wealthiest friend five years from now? / Who do you think your wealthiest
TASK 1
friend will be five years from now? /
Ask your students these questions orally.
Who do you think your wealthiest friend
Ask them to respond orally or in writing.
is going to be five years from now? 5.
How old will you be when you retire? /
1.
Do you think it’s going to rain tonight?
2.
What mark will you get on this task?
How old are you going to be when you retire? /
3.
When will you get home today?
How old do you think you will be when you retire? /
4.
W ill life become more difficult or
How old do you think you are going to be when you retire?
easier for humans in the future? 5.
Which country will become part
Learner Reflection
of the United States in the future? When you are finished with this lesson, have your TASK 2 Assess your students’ understanding of common errors. 1.
The package will probably going to arrive on Friday.
2.
T he New York Rangers are going to win tomorrow.
3.
We will get getting there around 8:00 pm.
4.
I think that dress will to be too big for her.
5.
It’s going to snow snowing on Sunday.
TASK 3 Assess your students’ ability to form questions orally in order to get others to make predictions. 1.
2.
students reflect on their learning by filling in the chart. 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 NOTE: Most English speakers use will and be going to interchangeably when making predictions, and our lesson reflects this. Note that
What will the weather be like next week? /
other English textbooks may differentiate future predictions with
What is the weather going to be like next week? /
will vs. be going to in terms of opinion vs. fact, near future vs.
What do you think the weather will be like next week? /
remote future, no evidence vs. evidence, etc.; however, we feel
What do you think the weather is going to be like next week?
these differences are slight, not always true, often ignored by
Who will win the Stanley Cup next year? /
native speakers, and potentially confusing for students.
Who is going to win the Stanley Cup next year? / Who do you think will win the Stanley Cup next year? / Who do you think is going to win the Stanley Cup next year?
ABOUT THE EMOJI: 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
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9
Everyday Dialogues
Going Shopping In this lesson, you will learn some useful vocabulary and expressions to use when you go shopping for clothes. You will also learn how to describe clothing.
Pre-Reading A. Warm-Up Questions 1. Where do you shop for clothing? 2. D o you usually try clothing on before you buy it? Why or why not? 3. How do you usually pay for purchases at a shop?
B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.
department
a)
a card that allows you to pay with your bank account funds
2.
on sale
b)
the private area where you try on clothing
3.
sweater
c)
offered at a lower price for a limited time
4.
dressing room
d)
a thick, long-sleeved shirt, often made of wool
5.
rack
e)
something that clothes hang from or sit on in a store
6.
debit card
f)
a section that sells specific items
7.
account
g)
the financial record for a particular person or organization
8.
temporary
h)
a reduced price
9.
discount
i)
for a short or limited amount of time
j)
a really good deal or offer
10. bargain
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
1
Going Shopping
Everyday Dialogues
Dialogue Reading Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice. Clerk:
Can I help you?
Customer:
I’m just looking right now, thank you.
Clerk:
Everything in this department is on sale today. If I can be of any help, just let me know.
Customer:
(ten minutes later) Can I try this sweater on, please? Certainly. The dressing rooms are over there.
Clerk:
(a few minutes later) How was it?
Customer:
It’s a little bit too big. Do you have a smaller size?
Clerk:
Did you check the rack?
Customer:
Yes, but there weren’t any. I’ll have a look in the back. I’ll be back in a minute.
Clerk:
(a few minutes later) Yes. We have one.
Customer:
Great. I’ll take it.
Clerk:
How would you like to pay for that?
Customer:
Do you take debit cards?
Clerk:
Yes, of course. But if you would like to open an account with us today, you’ll receive 10% off your first purchase.
Customer:
Okay. That sounds good.
Clerk:
Just fill out this form and I’ll give you a temporary card today. Your actual card will be mailed in about two weeks. With the sale and the extra 10% discount, your purchase comes to $49.99, including tax.
Customer:
What a bargain! Thank you.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
2
Going Shopping
Everyday Dialogues
Practice Work with your partner. Role-play the dialogue on page 2, substituting the different expressions below. Then switch roles. 1. Can I help you? • May I help you? 2. I’m just looking right now. • I’m just browsing. 3. E verything in this department is on sale today. • All the sweaters are on sale today. • Everything in the store is 25% off today. 4. I f I can be of any help, just let me know. • If you need anything, just give me a shout. 5. C an I try this sweater on, please? • I’d like to try this sweater on, please. 6. C an I try this sweater on, please? • • • • • • • • •
this blouse this dress this suit this jacket this shirt these shoes these boots these pajamas these shorts
7. The dressing rooms are over there.
13. I ’ll be back in a minute.
• The fitting rooms are right here. • The change rooms are at the back.
14. How would you like to pay for that? • How do you want to pay for that? • How will you be paying?
8. H ow was it? / How were they? • How did it/they fit? • How did you like it/them? 9. It’s a little too big. • • • • • • •
• I’ll be right back. • It’ll just be a moment.
It’s a bit too loose. It’s a touch too long. It’s a little too small. It’s a little too tight. It’s a bit too short. I don’t like the color. I don’t like the style.
10. Do you have a smaller size? • Do you have a bigger size? • Do you have any other colors? • Do you have any other styles? • Does it come in other colors? 11. Did you check the rack? • Did you look on the shelf?
15. Do you take debit cards? • Do you accept VISA? • Can I pay with MasterCard? • Do you take American Express? • Can you take personal checks? 16. Yes, of course. • Yes, certainly. 17. That sounds good. • That sounds great. • Sounds good. 18. Just fill out this form... • Just complete this application... 19. What a bargain! • What a good deal!
12. I ’ll have a look in the back. • I’ll check the storage room.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
3
Going Shopping
Everyday Dialogues
Listening Practice Listen to the recording of the dialogue from page 2. Fill in the missing words as you listen. Listen again. Now look back at page 2 and check your work. Did you fill in the correct words? Did you spell everything correctly? Clerk:
Can I help you?
Customer:
I’m right now, thank you.
Clerk:
Everything in this is on sale today. If I can be of any help, just let me know.
Customer:
(ten minutes later) Can I try this on, please? Certainly. The rooms are over there.
Clerk:
(a few minutes later) How was it?
Customer:
It’s a little bit . Do you have a smaller size?
Clerk:
Did you check the rack?
Customer:
Yes, but there weren’t any. I’ll in the back. I’ll be back in a minute.
Clerk:
(a few minutes later) Yes. We have one.
Customer:
Great. I’ll take it.
Clerk:
would you like to pay for that?
Customer:
Do you take cards?
Clerk:
Yes, of course. But if you would like to open an account with us today, you’ll receive your first purchase.
Customer:
Okay. That sounds good.
Clerk:
Just fill out this form and I’ll give you a card today. Your actual card will be mailed in about two weeks. With the sale and the extra 10% , your purchase comes to $49.99, including tax.
Customer:
What a ! Thank you.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
4
Going Shopping
Everyday Dialogues
Vocabulary Review Circle the word or expression in each group that does not belong, and explain why. 1. a) shoes b) sweater c) slippers d) sandals
5. a) bathrobe b) pajamas c) vest d) nightgown
9. a) tailor b) clerk c) dressmaker d) seamstress
2. a) big b) small c) long d) shorts
6. a) cardigan b) blouse c) turtleneck d) pullover
10. a) vest b) tie c) boots d) sports jacket
3. a) blouse b) skirt c) shirt d) sweater
7. a) belt b) bra c) slip d) panties
4. a) belt b) purse c) coat d) earrings
8. a) socks b) scarf c) stockings d) panty hose
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I N T / V E R S I O N 4 . 2)
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Going Shopping
Everyday Dialogues
Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. One of you will be a clerk and one of you will be a customer. Practice and present the dialogue to your class.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
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Going Shopping
Everyday Dialogues
Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. What does the customer want to try on?
2. How does the item fit?
3. What does the salesclerk do to help the customer?
4. What special offer does the salesclerk tell the customer about?
5. How does the customer feel about the final price?
Task 2 ROLE-PLAY Work with a partner. Pretend that you are at a clothing store. Choose an item of clothing to shop for. Decide who will be the salesclerk and who will be the customer. Role-play a shopping scenario in front of your teacher.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
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Going Shopping
Everyday Dialogues
Answer Key LESSON DESCRIPTION:
LEVEL: Low Int
In this lesson, a customer talks to a clerk at a clothing store.
TIME:
Students learn useful vocabulary related to clothing and
1.5 hours
TAGS: everyday dialogues, clothing, fashion, styles,
purchasing, and they practice writing their own dialogues.
try on, shopping, shop, store, purchase, buy
Pre-Reading
Vocabulary Review
A. WARM-UP QUESTIONS
1.
b – The other three are worn on one’s feet.
2.
d – The other three are adjectives.
3.
b – The other three are worn on the top half of one’s body.
4.
c – The other three are accessories.
Discuss as a class or in small groups. Answers will vary. B. VOCABULARY PREVIEW
5.
c – The other three are worn to sleep.
1. f
3. d
5. e
7. g
9. h
6.
b – The other three are types of sweaters.
2. c
4. b
6. a
8. i
10. j
7.
a – The other three are worn underneath clothing.
8.
b – The other three go over one’s feet and/or legs.
9.
b – The other three create/alter clothing.
Dialogue Reading
10. c – The other three are worn on the top half of one’s body. Give your students time to read the dialogue in pairs.
Practice Have your students read the dialogue again and practice subbing in some of the different expressions.
Write Your Own Dialogue Encourage your students to use vocabulary from the model. (continued on the next page...)
Listening Practice Have students complete the dialogue by listening to the recording or by having two students read the completed dialogue from page 2.
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
8
Going Shopping
Everyday Dialogues
Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until the end or assess your students throughout the lesson. TASK 1 Play the recording of the dialogue from this lesson again. Give students a short amount of time to write or tell
SPELLING NOTES: This lesson shows the American spelling of the words Color, Checks, Pajamas, Panty hose, and Practice. Most other Englishspeaking countries spell these words this way: Colour, Cheques, Pyjamas, Pantyhose, 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.
you the answers to the questions. 1.
The customer wants to try on a sweater.
2.
The item is too big.
3.
T he salesclerk finds a smaller size in the back.
4.
Everything in the department is already on sale, but the salesclerk offers an additional 10% discount if the customer signs up for a store account.
5.
T he customer thinks the final price is a bargain (good deal).
TASK 2 Ask two students at a time to role-play a shopping scenario. Here are some things to watch for: •
use of greetings
•
use of appropriate polite expressions
•
use of vocabulary from the lesson
•
proper question formation
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
9
Copyright 2016, Red River Press Inc. For use by ESL Library members only. ( LO W
I N T / V E R S I O N 4 . 2)
10
Everyday Dialogues
Going Shopping