B2 Student Book Functional English

Student 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”

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Table of Contents Quick and Handy Grammar Review: Complex Sentences and Contrast Adverbs 2 Exercise 1: Complete each sentence with an appropriate dependent clause.

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Exercise 2: Punctuate the sentences.

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Exercise 3: Write ten contrast sentences based on the information in the chart.

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Exercise 4: Write five sentences comparing two of your relatives. Use “while” and “whereas.”

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Exercise 5: Complete the sentences with something surprising or unexpected.

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Exercise 6: Error Correction. Rewrite the sentences, correcting the mistakes.

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Exercise 7: Write the missing adverbs in the blanks, and punctuate the sentences correctly.

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Answer Key

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 1: Complete each sentence with an appropriate independent clause.

1. Because it is raining, … ___________________________________________________________________________________ 2. Although John lives close to school, … ___________________________________________________________________________________ 3. If you need my help, … ___________________________________________________________________________________ 4. While my brother is very tall, … ___________________________________________________________________________________ 5. When Olivia passed the nursing examination, … ___________________________________________________________________________________ 6. After I cleaned my apartment, … ___________________________________________________________________________________ 7. While Mary is always on time, her sister Josie … ___________________________________________________________________________________ 8. Although she studied all night for the examination, Rosa … ___________________________________________________________________________________ 9. While Nancy is an excellent worker, Mario … ___________________________________________________________________________________ 10. Although Paul never has much money, … ___________________________________________________________________________________

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 2: Punctuate the following sentences.

1. While my father loves spicy food my mother hates it. ___________________________________________________________________________________ 2. Although Nick runs very slowly he is an excellent defender in soccer. ___________________________________________________________________________________ 3. Sal will pick up little Joey from preschool if you don’t get back in time. ___________________________________________________________________________________ 4. I love you because you always help me with my homework. ___________________________________________________________________________________ 5. Because the weather was so bad they canceled the trip to the museum. ___________________________________________________________________________________ 6. While Joe always gets high grades Lester never gets more than a C. ___________________________________________________________________________________ 7. After she drove her brother to school Victoria stopped for coffee. ___________________________________________________________________________________ 8. Hank is always happy while his sister Gina is often sad. ___________________________________________________________________________________ 9. The teacher corrected the exams after she listened to music for an hour. ___________________________________________________________________________________ 10. Patrick gets excellent grades although he never studies. ___________________________________________________________________________________

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 3: Analyze the following chart.

Marcia, age 31

Hilda, Marcia’s sister, age 26

high salary

low salary

lives in a contemporary house

lives in a very old house

lives close to work

lives far from work

very tall

short

outgoing

shy

an optimist

a realist

Write ten contrast sentences based on the information in the chart.

1. While Marcia __________________________________________________________________________.

2. While Hilda is _________________________________________________________________________.

3. While Marcia is an optimist, ______________________________________________________________.

4. Marcia is __________________________________ whereas Hilda is _____________________________.

5. Marcia lives ________________________________ while Hilda ________________________________.

6. While Hilda is a _______________________________________________________________________.

7. While Marcia is 31 years old, _____________________________________________________________.

8. Hilda is shy while ______________________________________________________________________.

9. Hilda earns a low salary whereas ___________________________________________________________.

10. Marcia has an excellent job while __________________________________________________________.

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 4: Write five sentences comparing two of your relatives. Use “while” and “whereas.”

1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________ 4. ___________________________________________________________________________________ 5. ___________________________________________________________________________________

Exercise 5: Complete the sentences with something surprising or unexpected.

1. Although Han Jin weighs only 82 pounds (37 kg), _________________________________________.

2. Though it was over 100 degrees Fahrenheit (38°C), ________________________________________.

3. Even though Ms. Hanbury is a very strict professor, ________________________________________.

4. Despite the fact that Omar never studied music, ___________________________________________.

5. In spite of the fact that Marta did not read the book, ________________________________________.

6. Even though Inge does not come from Russia, ____________________________________________.

7. Despite the fact that Manchester United is a much better team, ________________________________.

8. _______________________________________ in spite of the fact that it is 200 miles (322 km) away.

9. _____________________________________________ despite the fact that she is relatively unknown.

10. _____________________________________ even though he was not the best worker in the company.

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Complex Sentences and Contrast Adverbs !

✎

Grammar Practice Worksheets

Exercise 6: Error Correction. Indicate what is wrong with each sentence. Then rewrite the sentences, correcting the mistakes.

1. Although she has passed all the examinations for her degree in medicine. ___________________________________________________________________________________ 2. Ashraf is thin although he doesn’t eat much. ___________________________________________________________________________________ 3. The course is difficult in spite of the fact that the teacher is not good. ___________________________________________________________________________________ 4. Though the meeting took place in the next room, everyone was on time. ___________________________________________________________________________________ 5. Greta plays well even though she studied music for 11 years. ___________________________________________________________________________________ 6. In spite of the fact that it was raining, the picnic was canceled. ___________________________________________________________________________________ 7. While Jill is cheap, her brother is also cheap. ___________________________________________________________________________________ 8. Maya lives in a hotel whereas Barbara also lives in a hotel. ___________________________________________________________________________________ 9. Kevin got a low grade in spite of the fact that he did not study. ___________________________________________________________________________________ 10. Despite the fact that the road was closed due to heavy snow. ___________________________________________________________________________________ !

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 7: Write the missing adverbs in the blanks, and punctuate the sentences correctly.

1. _________________ Nabuko lives far from Keiko she sees her every weekend.

2. Amy doesn’t speak Vietnamese well _________________ she lived in Hanoi for six years.

3. Ken lives in a big city _________________ his brother Jeffrey lives in a small town.

4. _________________ the lecture was very interesting Richard fell asleep.

5. _________________ it is located right in the middle of Europe Switzerland did not participate in

World War II.

6. _________________ the bag cost $1400 dollars Carla bought it for her mother.

7. _________________ Egypt has many rivers and lakes Morocco has a large desert.

8. _________________ Sami is tall handsome and rich he has few friends.

9. _________________ the winters are very cold people in Minnesota love to take walks in the park.

10. People still visit the old part of the city _________________ the area is very dangerous.

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Grammar Practice Worksheets

Verb Tense Review 1 – The Simple Tenses Table of Contents 2

Grammar Notes The 6 Simple Tenses & Their Time Markers

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Exercise 7 The Simple Past & the Past Progressive

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Exercise 1 The Simple Present, Past & Future

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Exercise 8 The Simple Future & the Future Progressive

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Exercise 2 The Simple Present, Past & Future

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Exercise 9 All Tenses

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Exercise 3 The Simple Present, Past & Future

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Exercise 10 All Tenses

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Exercise 4 The Simple Past & the Simple Future

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Exercise 11 All Tenses

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Exercise 5 The Simple Past & the Simple Future

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Exercise 12 All Tenses

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Exercise 6 The Simple Present & the Present Progressive

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Answer Key

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Verb Tense Review 1

Grammar Practice Worksheets

Grammar Notes THE 6 SIMPLE TENSES & THEIR TIME MARKERS

Simple Present

Present Progressive

Form

Base Verb (+ -s for third person singular)

Be + -ing Verb

Function

A repeated action

A continuing present action

Time Markers

• adverbs of frequency (always, usually, sometimes, never, etc.)

• every • once, twice, three times, etc.

• • • •

Example

I always eat breakfast.

I’m doing my homework now.

Tense

Simple Past

Past Progressive

Tense

Diagram

now right now at the moment at this time

• • • •

nowadays these days currently presently

Diagram

+ -ed IRREGULAR VERBS: Various changes

Was / Were + -ing Verb

Function

A defined past action (we know when the action occurred)

A long past action interrupted by a short past action

Two long past actions occurring at the same time

Time Markers

• yesterday • the day before yesterday • last

• when

• when • while

I was studying when the phone rang.

I was daydreaming while you were talking.

Form

Example

REGULAR VERBS: Verb

• ago • when

I went to the gym last week.

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Verb Tense Review 1

Grammar Practice Worksheets

Grammar Notes cont.

Simple Future

Future Progressive

Form

1. Will + Base Verb 2. Be Going To + Base Verb 3. Be + -ing Verb

Will + Be + -ing Verb

Function

A future action

A long future action interrupted by a short future action

Time Markers

• tomorrow • the day after tomorrow • from now

Example

• I will call you tomorrow night.

• I am going to call you tomorrow night.

• I ’m calling you tomorrow night.

Tense

Diagram

• next • when

• when

I will be sleeping when the girls get home.

Note #1 INDICATING TIME There are other ways to indicate time in an English sentence besides using time markers.

Context One way is to notice the context. For example, if someone is talking about last weekend, then all of the verbs will probably be in the simple past tense even though “last weekend” may only be mentioned in one sentence.

• I went to a great party last weekend.

We ate lots of delicious food and danced until dawn.

Other Verbs Another way is to notice the other verbs in the sentence. For example, if a verb is in the simple past tense, then the other verb is almost always in the past as well, even if no time markers are used.

• They asked for directions, but they still got lost.

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Verb Tense Review 1

Grammar Practice Worksheets

Grammar Notes cont.

Note #2 FUTURE VERBS For the simple future and the future progressive tenses, remember the rule “No two wills.” We can never use will, be going to, be + -ing verb, or will + be + -ing verb twice in a sentence. The rule is to use the future tense in the independent clause, and the simple present in the dependent clause.

Remember that even though the simple present is used, the whole sentence still has a future meaning!

•

I will graduate when I finish my exams.

•

When I finish my exams, I will graduate.

Note #3 NON-ACTION VERBS Note that the present progressive tense is almost never used with non‑action verbs. In English, the simple present is used with non‑action verbs even when a present progressive time marker appears in the sentence. Non-action verbs include be, have, feelings, thinking verbs, and the five senses. � She is hungry now. � She is being hungry now. � He likes horror movies nowadays. � He is liking horror movies nowadays.

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 1 THE SIMPLE PRESENT, PAST & FUTURE Choose a word from the box, and use it to form the simple present, simple past, or simple future tense. jumped 1. My dog into the bathtub with me yesterday.

2. The choir at the concert tomorrow night.

3. She always on the track behind the school.

4. They for their honeymoon tomorrow night.

5. He beside me every day in class.

Word List: • • • • • •

jump leave sing run talk sit

6. Last night I to my boyfriend for hours.

Exercise 2 THE SIMPLE PRESENT, PAST & FUTURE Choose a word from the box, and use it to form the simple present, simple past, or simple future tense. Use negative forms. won’t go 1. They probably to the meeting tonight.

Word List:

2. John usually for his math tests.

3. The car swerved and the tree.

4. The restaurant owner gets mad when his employees their hands.

5. We the game, but we had a great time.

• • • • • •

wash hit finish go study win

6. She her homework tomorrow.

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 3 THE SIMPLE PRESENT, PAST & FUTURE Use the words in parentheses to form the simple present, simple past, or simple future tense. bought 1. I a new dress last week. (buy)

2. My sister breakfast every day. (eat)

3. Mr. Jones never satisfied with his students’ work. (be)

4. The pilot at the airport until after 9:00. (arrive, not)

5. I to your party if you really want me to. (come)

6. She happy when she heard the bad news. (be, not)

7. you me the day after tomorrow? (call)

8. He to school very often. (go, not)

9. your brother you two weeks ago? (visit)

10. she usually a dress to school? (wear)

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 4 THE SIMPLE PAST & THE SIMPLE FUTURE What did you do last weekend? What are you going to do next weekend? Get into pairs or small groups, and discuss your weekend plans. Use past and future verbs.

Exercise 5 THE SIMPLE PAST & THE SIMPLE FUTURE Write two paragraphs about traveling. Write the first paragraph about a holiday you enjoyed (use past verbs). Write the second paragraph about a trip you want to take (use future verbs).

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 6 THE SIMPLE PRESENT & THE PRESENT PROGRESSIVE Complete the story. Use the verbs provided to form sentences with the simple present or the present progressive tense.

Every Sunday my family to the zoo. My little sister the lions.

1. go

2. love

We at the zoo right now, and it a beautiful day.

3. be

4. be

We the big cat show. The zookeeper the lions.

5. watch

6. feed

The lions always excited at mealtime! They usually over the meat, 7. get

8. fight

and my sister scared sometimes. But today she afraid.

9. get

10. feel, not

Today she and her hands.

11. smile

12. clap

I that she to bring a lion home as a pet.

13. think

14. want

Now she out to the lions, “Here, kitty, kitty!”

15. call

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 7 THE SIMPLE PAST & THE PAST PROGRESSIVE

A. Matching Work with a partner to make complete sentences. Take turns reading the completed sentences out loud. Do they all make sense? d

1. when my alarm clock rang

a) I was daydreaming

2. when my car hit the tree

b) I was waiting for her

3. when the phone rang

c) I was taking a shower

4. when the teacher yelled at me

d) I was sleeping

5. when my grandmother arrived at the airport

e) I was driving

6. when it was time to leave the office

f) I was still writing the report

B. Writing Now write the complete sentences.

Don’t forget to add a comma when you begin your sentence with “when.”

1. When my alarm clock rang, I was sleeping. / I was sleeping when my alarm clock rang.

2.

3.

4.

5.

6.

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 8 THE SIMPLE FUTURE & THE FUTURE PROGRESSIVE Work with a small group. Imagine that you are hosting a big party for your friend’s birthday. Now imagine what you and your guests will be doing at various times during the party.

Share ideas and complete the sentences below together. our guests will be starving.

Ex. When the food is served,

1. When our friend arrives, 2. When it’s time for presents, 3. When the dancing starts, 4. When the music stops, 5. When the cake is served,

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 9 ALL TENSES Rewrite the sentences by changing the verb tense.

Change the time marker if necessary.

1. He doesn’t feel good right now. (past)

2. The cat caught a bird. (future)

3. My neighbor was waiting for the package to arrive. (present progressive)

4. I watched TV for two hours last night. (past progressive)

5. The students are going to take a test next week. (past)

6. She is studying French nowadays. (future)

7. They went to the park a week ago. (present progressive)

8. I went swimming every day when I was a child. (present)

9. Mary was playing the guitar when the phone rang. (future progressive)

10. Our teacher told us to be quiet. (present progressive)

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 10 ALL TENSES Get into pairs or small groups and discuss your goals and dreams.

When you were a child, what dreams did you have for the future (job, family, etc.)? What ambitions do you have for the future? What steps are you taking now to accomplish your goals? Try to use all six verb tenses as often as you can.

Exercise 11 ALL TENSES Write a short story about something that affected you in the past.

It can be real or made-up. Describe the past event, and explain how it affects you nowadays. Write about how you think it will affect you in the future, and what steps you will take to overcome or learn from it. Try to use all six verb tenses at least once.

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Verb Tense Review 1

Grammar Practice Worksheets

Exercise 12 ALL TENSES Complete the story. Use the verbs provided to form sentences with the appropriate verb tense.

I to travel. When I was young, I to Paris.

1. love

2. go

I the day that I the Eiffel Tower.

3. remember

4. visit

People to go to the top when someone suddenly a gun.

5. line up

6. fire

Everyone really scared, and we left. But that me from wanting 7. be

8. stop, not

to go back to Paris. In fact, I another trip now. I back to Paris next 9. plan

10. go

summer. I so excited! Last time I only for one week, so this time I 11. be

12. go

for three weeks. In my mind, I on the Avenue des Champs-Élysées 13. go

14. shop

already. I time to visit the Louvre on my last trip, so this time I 15. have

16. go

there for sure. Even though I excited, sometimes I dream that people 17. feel

18. line up

for the Eiffel Tower when a gunshot . But then I , 19. go off

20. wake up

and I that it probably again.

21. realize

22. happen, not

At the moment, I the days!

23. count down

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Reading in English

Identifying the Author’s Purpose Table of Contents 2

Lesson Objective

2

Pre-Reading

3

Reading

4

Identifying the Author’s Purpose

6

Guided Practice

9

Vocabulary Review

10

More Practice

12

Assessment

13

Reading Assessment Tool

14

Self-Assessment

15

Answer Key

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Identifying the Author’s Purpose

Reading in English

Lesson Objective In this lesson, you will learn how to find the author’s purpose in a short text. First, let’s learn a useful acronym. An acronym is an abbreviation (short form) that is pronounced like a word. It is made with the first letter of a set of words (e.g., NASA).

Pre-Reading A. Warm-Up The purpose of a text is why the author writes. The three main reasons an author writes are to:

“The purpose of literature is to turn blood into ink.” ­—T. S. Eliot

• persuade • inform • entertain What useful acronym can help you remember these three purposes?

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 3.

1.

purpose

a) not being on any side

2.

persuade

b) most important

3.

entertain

c) a reason

4.

acronym

d) a short form that uses the first letter of a set of words (e.g., NATO)

5.

informative

e) to cause another to enjoy

6.

neutral

f) to convince

7.

recipient

g) the person who receives

8.

primary

h) giving a lot of information

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Identifying the Author’s Purpose

Reading in English

Reading 1. The author’s purpose is the reason why a writer writes a piece.

Three of the main reasons to write are to persuade, to inform, and to entertain. The acronym “PIE” can help you remember these three reasons.

2. Authors often try to persuade their readers. They want readers to take a certain point of view or to make a change. Advertising messages are persuasive. Blog posts and reviews can also be persuasive. Similarly, the purpose of a self-help book is to convince the reader to make some changes.

Synonyms Here are some other words that mean purpose: • • • • • •

reason aim intent goal mission objective

3. Articles in newspapers and magazines are often informative. The author is usually neutral when the primary purpose is to inform.

This means the author does not try to get the reader to think or act a certain way. Non-fiction books are often informative. Letters are usually informative too. Likewise, the main purpose of an invitation is to inform the recipient of an event and its date and time.

4. In some cases, the author’s main reason for writing is to entertain the reader. The purpose of fictional books, poetry, and lyrics is to entertain. Entertaining writing can be funny, romantic, mysterious, or dramatic. The reader usually has an emotional experience with this type of writing. Note that a piece of writing can be entertaining even if that is not its primary purpose.

5. There are many other specific reasons that an author might have for writing. For example, an author’s purpose can be to summarize a historic event, describe a character, or explain a procedure. However, these examples can also be classified as informative writing. On the other hand, an author may want to evaluate, analyze, or argue a point.

These examples can typically be classified as persuasive writing.

6. What is the author’s primary purpose for this reading?

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Identifying the Author’s Purpose

Reading in English

Identifying the Author’s Purpose Now let’s review some clues that can help you find the author’s purpose.

A. Clues 1. Persuade Function

Features

to convince the reader of something

• • • • •

persuasive language convincing examples emotional tone adjectives & adverbs different font styles for emphasis (e.g., bold, italics, caps)

2. Inform Function

Features

to explain or describe something that the reader may not know

• • • • •

neutral voice author is an expert on the topic non-fiction formatted or in paragraph form statistics, dates, times, and locations

3. Entertain Function

Features

to bring enjoyment to the reader

• • • • •

enjoyable content funny, sad, mysterious (causes reader to feel emotion) may be fictional often paired with visuals and video informal language

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Identifying the Author’s Purpose

Reading in English

Identifying the Author’s Purpose cont.

B. What Is the Purpose?

Work with a partner.

What is the most likely author’s purpose for each text type?

In addition to the primary purpose, star any that may have a secondary purpose and note what it could be.

#

Text Type

Author’s Purpose

1

song lyrics

to entertain

2

a poem

3

a business email about a meeting change

4

a blog post about 5 reasons to floss

5

a birthday invitation

6

a romance novel

7

an editorial about why flu shots are a necessity

8

a CEO’s biography

9

a self-help book for leaders

10

a French textbook

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Identifying the Author’s Purpose

Reading in English

Guided Practice A. Email #1 Read the text below.

Underline any clue that helps you find the author’s primary purpose.

Compare your clues with a partner’s clues. Is there a secondary purpose?

Sender: mia@mailme.com Subject: Buy Sia’s Chocolate Recipients: jen@mailme.com, alexa@mailme.com, aaron@supermail.com, lucinda@wondermail.com As I mentioned last week, my daughter Sia is fundraising for her school. She is selling chocolate almonds and they are delicious! This is Sia’s first time fundraising, and she is doing very well. In fact, she has a chance at winning the TOP prize for her hockey team (a trip to the aquarium).

Please consider supporting Sia by purchasing at least one box of chocolate almonds this week. Christmas is coming and these make great stocking stuffers!

You can bring us cash or send an electronic transfer to this email address. The candy is $6 per box and the deadline is Sunday, December 10.

Glossary fundraise to ask for money to support a cause or organization stocking stuffer small gift to go in a Christmas stocking (sock) electronic transfer money sent electronically from one bank account to another deadline the last possible date to send or submit something

Thanks again, Mia (and Sia) PS. You won’t be disappointed. This is high quality chocolate!

Mmmm.

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Identifying the Author’s Purpose

Reading in English

Guided Practice cont.

B. Email #2 Underline any clue that helps you find the author’s primary purpose.

Compare your clues with a partner’s clues. Is there a secondary purpose?

Sender: Coach Jared Subject: Parent Meeting Recipients: Hockey Parent Group Hi hockey parents, Hockey practice is at 9:00 am tomorrow. Please be at practice ten minutes early tomorrow to discuss equipment requirements for the upcoming season. We will discuss the following: • • • • • •

helmet sizing skate sharpening mouth guards hockey sticks travel uniforms practice jerseys

Glossary equipment (sports) items required to play a sport (e.g., hockey sticks and gloves) helmet head protection for sports or other activities jersey a team shirt worn by an athlete

If you will be absent from practice tomorrow, please call Coach Jared before next Saturday’s game at (446) 889-9089.

absent away, not present

See you all tomorrow in Room #3.

Coach Jared and Coach Kelly

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Identifying the Author’s Purpose

Reading in English

Guided Practice cont.

C. Email #3 Underline any clue that helps you find the author’s primary purpose.

Compare your clues with a partner’s clues. Is there a secondary purpose?

Sender: Coach Jared Subject: Today’s Win Recipients: Hockey Parent Group

Glossary

Hi hockey parents and kids, What a win today! Did everyone see the look on the other coach’s face? He didn’t expect us to score six goals in a row after being down 5–0. We sure surprised him!

Congratulations to our forward, Erica Kane, who had her best game of the season. Attached is a video Coach Kelly took of the kids celebrating after the big win.

in a row one after the other forward (sports) an offensive team player whose main job is to try to get points season (sports) a year of play in sports sharp at the exact time

Cheers, Coach Jared PS. Don’t forget we have practice tomorrow at 8:00 am sharp!

Attachment: Cardinals Tournament Celebration

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I N T – I N T / V E R S I O N 1.1)

8

Identifying the Author’s Purpose

Reading in English

Vocabulary Review A. C omplete the Sentences Complete the sentences using vocabulary from page 2.

1. NASA is an .

2. The website is . You can read everything about the procedure before you agree to it.

3. My uncle loves to kids. He has a joke for every occasion.

4. Did the pamphlet you to sign up for the training?

5. I have to remain . Don’t ask me to choose a side in this argument.

B. Matching Match each word to the best example.

1.

acronym

a) Hockey Parent Group

2.

recipient

b) “I am not taking sides.”

3.

persuade

c) NATO

4.

entertain

d) The homeless need you. Please donate some canned goods.

5.

neutral

e) It was cold winter evening. Church bells filled the night sky.

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9

Identifying the Author’s Purpose

Reading in English

More Practice A. Reading Read the text. Then complete the chart and questions on page 11.

Reminders spa

• look for clues • remember the acronym (PIE)

Paulo & Adriana Machado and Willa Combs invite you to celebrate with their children

Juliana & Joao on their Wedding Day Saturday | 21 Aug 2022 | 2:00 PM Ceremony: Albert Hall Reception: A.A. Nature Museum 5:00 PM Please RSVP by June 20, 2022, at joao@mailme.com

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I N T – I N T / V E R S I O N 1.1)

10

Identifying the Author’s Purpose

Reading in English

More Practice cont.

B. Identifying the Author’s Purpose Complete the chart based on the reading on page 10.

1

Clues

2

Text Type

3

Author’s Purpose

C. Comprehension Use complete sentences to answer questions about the reading on page 10.

1. What type of event is this for?

2. What do you know about the recipients of this text?

3. When is the event?

4. What should guests do if they can’t attend the event?

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I N T – I N T / V E R S I O N 1.1)

11

Identifying the Author’s Purpose

Reading in English

Assessment Read the paragraph and answer the main idea questions.

A. Reading

Sender: Hotel Suites Supreme Subject: Hotel Confirmation Recipients: jaredswanson@mailme.com Enjoy your stay in Palm Springs!

Your confirmation # is: 88889007980

B. Comprehension 1. Which is the author’s primary purpose? a) to persuade the reader b) to inform the reader c) to entertain the reader 2. What clues are in the reading to help you find the author’s purpose?

Hotel Suites Supreme 3300 Boardwalk Place Palm Springs, CA 92234 Check-in Friday, Dec 3 (after 4:00 pm) Check-out Sunday, Dec 5 (before 12:00 pm)

3. What type of text is this?

• 1 room 4. Does the reading have a secondary purpose?

• 2 queen beds • Guests: 2 adults, 2 kids • Kids eat free • Hotel amenities: restaurant, breakfast buffet, gym, indoor pool, business center, mini-golf nearby copy View booking

share Share

5. Is the author neutral?

calendar-alt Add to calendar

Thank you for choosing Hotel Suites Supreme.

See you soon!

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I N T – I N T / V E R S I O N 1.1)

12

Identifying the Author’s Purpose

Reading in English

Reading Assessment Tool Name:

Description of Task

Skill

Score / Success

Date Completed

Level

Reading

Success 

Yes

Assessment Criteria

Almost

Not Yet

identifies the text type uses clues to help locate the author’s purpose identifies the author’s primary purpose understands and uses academic vocabulary completes a reading task within an appropriate amount of time Notes

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13

Identifying the Author’s Purpose

Reading in English

Self-Assessment IDENTIFYING THE AUTHOR’S PURPOSE Add check marks () to show what you've learned in this lesson.

Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

identify the three main reasons an author writes?

find the author’s purpose in a text?

use clues to help locate the author’s purpose?

predict the author’s purpose based on a text type?

use academic vocabulary from this lesson?

My Notes

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I N T – I N T / V E R S I O N 1.1)

14

Reading in English

Identifying the Main Idea Table of Contents 2

Lesson Objective

2

Pre-Reading

3

Reading

4

Identifying the Main Idea

6

Guided Practice

8

Vocabulary Review

9

More Practice

11

Assessment

12

Reading Assessment Tool

13

Self-Assessment

14

Answer Key

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

1

Identifying the Main Idea

Reading in English

Lesson Objective In this lesson, you will learn how to find the main idea in a short text.

You will learn what the main idea is and where to look for it. You will also learn how to express it. First, let’s look at who creates the main idea.

Pre-Reading A. Warm-Up The main idea is what the author wants you to remember the most. You can find the main idea in many types of writing. Here are a few examples: • • • •

“Everything begins with an idea.” ­—Earl Nightingale

a paragraph an article a book a song

Can you think of any other types of writing that have a main idea?

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 3.

1.

main idea

a) a detail that helps you find an answer

2.

topic

b) information that authors use to make a point or tell a story

3.

clue

c) the subject of the text

4.

supporting details

d) to restate information in a simple way

5.

summarize

e) what the author wants you to remember most

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

2

Identifying the Main Idea

Reading in English

Reading 1. The main idea is what the author wants you to remember most about the text. A week after reading a story or book, you should still be able to remember the main point.

2. To find the main idea, first think about the topic. Sometimes a picture tells you the topic before you even read a word. Sometimes the title gives the topic away. A topic sentence is another clue. The topic sentence is often the first sentence in a paragraph. Repeated words are also main idea clues.

Synonyms Here are some other words that mean the main idea: • • • • •

the main point the central point the key point the main focus the main takeaway

3. Every text has supporting details. Often there is one detail that is the most important. This detail helps you figure out what the main idea is. You can work backwards to find the author’s main idea by looking at the details. An easy way to find the main idea is to remember this formula: topic + most important point = main idea.

4. Once you know the main idea, you need to know how to express it. There are lots of types of main idea questions, but they all have a similar answer. They all want you to summarize the main idea in your own words.

5. Now you know how to identify the main idea of a reading.

Can you express the main idea of this text?

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

3

Identifying the Main Idea

Reading in English

Identifying the Main Idea Now let’s review some clues that can help you find the main idea of a text.

A. Clues 1. Picture Function

Tip

A picture often tells you what the reading is going to be about (topic) before you read.

A picture may also be an example of a supporting detail.

Notice the placement of the picture. A picture near the top or bottom often represents the general topic. A picture beside a paragraph usually goes with a specific detail.

2. Title Function

Tip

The title often tells you what the reading will be about.

Be careful. When reading fiction, the title will not always help you find the main idea.

3. Topic Sentence Function

Tip

The first sentence of a paragraph is usually the topic sentence.

This is often the main idea of a single paragraph. It is not the main idea of a larger work.

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

4

Identifying the Main Idea

Reading in English

Identifying the Main Idea cont.

A. Clues cont.

4. Supporting Details Function

Tip

This information proves the author’s point.

Collect the details and look for a common theme.

5. Repeated Words Function

Tip

These words give clues about what the author thinks is most important.

Look for repeated words throughout the text. Be sure to look at the beginning and end of a paragraph or text.

B. Where Is the Clue?

Work with a partner. Consider each type of main idea clue.

Where could you find it? #

Clue

1

topic sentence

2

supporting details

3

picture

4

title

5

repeated words

Where to Find It

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

5

Identifying the Main Idea

Reading in English

Guided Practice A. Finding the Main Idea Read the text below.

Underline any clue that helps you find the main idea.

Compare your clues with a partner’s clues.

Did you know that trees tell their own life stories? Under the bark, some trees have growth rings. The rings tell how old the tree is. The dark circle in the center of the trunk is the oldest wood. The light- and dark-colored rings show the beginning and end of each growing season.

B. Expressing the Main Idea Remember the formula you learned.

Example

topic + most important detail = main idea This can help us answer a main idea question about the paragraph above. topic = tree rings

Q: What is the paragraph mainly about?

A: The paragraph is mainly about how tree rings tell us the age of a tree.

most important detail = growth rings tell us how old a tree is

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

6

Identifying the Main Idea

Reading in English

Guided Practice cont.

C. Practice Read a related paragraph. Identify the main topic and the most important detail. Then answer the questions.

Not all trees have growing seasons. In tropical climates, trees grow all year long. There are no rings to see because the wood is always growing. In climates with seasons, trees grow most in the spring.

The dark rings mark the beginning of slower summer growth.

Together, one light ring plus one dark ring equals one year of life as a tree.

1. What is the topic?

2. What is the most important detail?

3. What is the author’s main point?

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

7

Identifying the Main Idea

Reading in English

Vocabulary Review A. C omplete the Sentences Complete the sentences using vocabulary from page 2.

1. An author makes his or her point with several details.

2. The sentence is usually the first sentence in a paragraph.

3. A picture gives you a about the topic before you read the text.

4. The topic plus the most important detail equals the .

5. Write one sentence to the main idea in your own words.

B. Matching Match the vocabulary to the tip.

1.

main idea

a) Find it by adding the main topic plus the most important detail.

2.

topic sentence

b) By finding a common theme in these, you can find the main idea.

3.

supporting details

c) A picture at the top of the text can help you know the topic.

4.

clue

d) You will often find these at the beginning and end of a text.

5.

repeated words

e) Find it in the first sentence in most paragraphs.

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

8

Identifying the Main Idea

Reading in English

More Practice A. Reading for the Main Idea Read the text and fill in the chart on the next page.

Julie’s Plans for Tonight Julie is going to have fun tonight. She is going to meet her friends downtown. First, they are going to have dinner at a restaurant. They are going to order the most expensive thing on the menu. They are also going to order the biggest dessert. Then they are going to go dancing.

Julie is going to get dressed up. She’s going to wear a new dress. She is also going to put on makeup. They are going to find a dance club that is open all night long. Julie is going to stay out really late tonight. She is going to party all night long.

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

Reminders • look for main idea clues • use the formula

9

Identifying the Main Idea

Reading in English

More Practice cont.

B. Expressing the Main Idea Complete the chart and questions based on the reading.

1

Clues

2

Topic

3

Most Important Detail

4. State the main idea of the story.

5. What is the author’s main point?

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

10

Identifying the Main Idea

Reading in English

Assessment Read the paragraph and answer the main idea questions.

A. Reading Getting Acquainted The general rules of etiquette differ from culture to culture. Making eye contact when speaking to someone is considered important in North America, but this may be considered rude in some Asian countries. Even the distance we maintain between two people when having a conversation can vary from culture to culture. It is also important to know that some topics of conversation may be acceptable small talk in one culture but unacceptable in another. The best way to learn the etiquette of a culture is to observe the people who are a part of it.

B. Comprehension 1. Which is the main idea of the reading? a) Making small talk is hard when you don’t know the language. b) Etiquette differs by culture, and the best way to learn it is by watching people. c) It’s rude to make eye contact in some Asian countries.

2. What clues are in the reading to help you find the main idea?

3. Write the formula for the main idea of this reading.

4. What is another way to phrase question 1?

5. What are two other words for “main idea”?

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

11

Reading in English

Identifying the Layout Table of Contents 2

Lesson Objective

2

Pre-Reading

3

Reading

4

Identifying the Layout

7

Guided Practice

13

Vocabulary Review

14

Assessment

16

Reading Assessment Tool

17

Self-Assessment

18

Answer Key

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A

I N T / V E R S I O N 1.1)

1

Identifying the Layout

Reading in English

Lesson Objective In this lesson, you will learn how to identify the layout of a formatted text.

You will learn some features to look for that will help you find the main purpose and the key details. You will also learn some related vocabulary.

Pre-Reading A. Warm-Up The layout of a text determines how the information is organized on a page. Here are a few types of formatted texts:

“Good order is the foundation of all things.” ­—Edmund Burke

• tables • lists • graphs Can you think of any other types of formatted texts?

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 3.

1.

layout

a) a phrase or word that tells what the information will be about

2.

heading

b) the style of the typed text (e.g., size or form)

3.

bullet

c) the organization of the information

4.

font

d) a box beside a map or diagram with symbols for extra information, also called a “key”

5.

cell

e) a word or phrase that identifies something on a map or diagram

6.

label

f) a dot or other symbol before an item in a list

7.

small print

g) very small letters that may contain important information

8.

legend

h) a space or field in a table for detailed information

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I N T / V E R S I O N 1.1)

2

Identifying the Layout

Reading in English

Reading 1. The layout of a text is the organization of the information on a page.

Examples of formatted texts include diagrams, maps, tables, notices, lists, and graphs. When reading a formatted text, you may not need all of the information on the page. The format makes it easy to quickly find what you need.

2. There are different things to look for in formatted texts. Many types of layouts have headings. These are usually in a bold or large font.

Lists have bullets. Each item has its own line. Tables have rows and columns. Information goes inside the cells below the headings.

Diagrams and maps have labels. Some maps also have legends.

Legends have symbols that offer more information.

Style Here are some styles used in formatted texts.

These often highlight important information: • • • • •

old b italics underlined text ALL CAPS small print

3. To read a formatted text, scan the whole document. Try to identify the layout. Next, look for headings and subheadings. These help you understand the overall purpose of the text. Lastly, read the information in the labels and cells. Ignore the parts you don’t need.

4. Formatted texts often contain different font styles. Important information may be styled differently so that it stands out. For example, a font that uses all uppercase letters (all caps) is often important. Check to see if there is any small print. The small print (also called fine print) gives extra (often important) information.

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I N T / V E R S I O N 1.1)

3

Identifying the Layout

Reading in English

Identifying the Layout Now let’s review some clues that can help you identify the layout of a text.

A. Clues 1. Diagram Description

Clue

A diagram is a picture with information about it.

Look for labels and lines that point to specific parts of the picture. There is likely one heading at the top.

2. Map Description

Clue

A map shows how to get to places in a certain area.

This can be a building, a city, or a province/state.

Look for a legend, or key, at the bottom or side of the page. Find important information here. Maps also have lots of labels.

3. Table Description

Clue

Tables have headings, columns, and rows.

A schedule is a type of table that offers information about times and dates. Train, bus, and ferry schedules tell you departure and arrival times.

Work schedules tell you about staff hours and vacation time.

Headings and subheadings are very important.

Look for small print for important information about weekends, holidays, and closures.

Ignore the information you don’t need.

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4

Identifying the Layout

Reading in English

Identifying the Layout cont.

A. Clues cont.

4. Notice Description

Clue

A notice provides important information about a special event or change. A notice often includes rules or dates.

Look for large, bold text.

The text is often centered.

5. List Description

Clue

A list offers a series of items that have their own separate lines. Lists are often in a logical order, such as numerical, alphabetical, or categorized.

The text is sometimes in short form (not complete sentences). The bullets may be dots, numbers, check marks, or other symbols.

6. Graph Description

Clue

A graph displays data in an easy-to-read way.

The text is limited.

There are many types of graphs, including bar graphs, line graphs, and pie charts.

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5

Identifying the Layout

Reading in English

Identifying the Layout cont.

B. What Is the Layout?

Work with a partner. What type of layout does each clue describe? Draw a line from each clue to the corresponding layout. #

Clue

Layout

1

has a legend or key

notice

2

has warnings or rules

list

3

has bullets

map

4

has rows and columns

diagram

5

has labeled parts

table

C. Comprehension 1. Explain the layout of a table. What are the clues to look for?

2. Give an example of a table. What sort of information is often organized this way?

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I N T / V E R S I O N 1.1)

6

Identifying the Layout

Reading in English

Guided Practice A. Layout 1 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

AM Route 74 – Pacifica Mall to Downtown *Express Bus from Pacifica Mall to Downtown

Lv. Pacifica Mall at Miles Ave

Lv. Academy and 5th

Lv. Broadway and 5th

Lv. Willow and Brown

Lv. Harold and Pembina

Ar. downtown at Whales 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

Questions 1. What is the layout?

2. What are the clues?

3. What time does the last bus arrive downtown?

4. When is there an express bus?

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I N T / V E R S I O N 1.1)

7

Identifying the Layout

Reading in English

Guided Practice cont.

B. Layout 2 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

The State Capitals Montpelier Madison

Augusta

Concord

Indianapolis Hartford

Springfield

Albany Olympia

Helena

Bismarck

Lansing

St. Paul

Salem

Boise

Pierre Cheyenne

Carson City Sacramento

Salt Lake City

Phoenix

Denver

Santa Fe

Lincoln

Topeka

Boston

Columbus Harrisburg Annapolis

Des Moines

Dover

Jefferson City

Oklahoma Little City Rock

Providence Trenton Washington, DC Richmond

Frankfort Nashville Atlanta

Raleigh Charleston

Columbia

Austin

Tallahassee Baton Rouge

Montgomery

Jackson

Juneau

Key State Capital National Capital

Honolulu

Questions 1. What is the layout?

2. What are the clues?

3. What is the main purpose of this formatted text?

4. What is the nation’s capital?

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I N T / V E R S I O N 1.1)

8

Identifying the Layout

Reading in English

Guided Practice cont.

C. Layout 3 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

Questions

Pool Rules

1. What is the layout?

All swimmers must take a shower before entering the pool.

2. What are the clues?

Three whistles mean get out of the pool.

Swim with a buddy.

3. W hat is the main purpose of this formatted text?

4. H ow many swimmers are allowed in the pool at one time?

Obey the lifeguard and the pool rules.

NO RUNNING NO OUTDOOR SHOES NO GLASS NO GUM NO FOOD OR DRINK NO DIVING NO ROUGH PLAY Pool Hours: 10 am–8 pm* Maximum Capacity: 50 swimmers *closed Sundays and holidays

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I N T / V E R S I O N 1.1)

9

Identifying the Layout

Reading in English

Guided Practice cont.

D. Layout 4 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

Sleepover Camp

Questions

Parents: Please allow children to do their own packing for camp.

OTHER

� 2 T-shirts

� mess kit*

� 1 hat

� toiletry items

� 1 sweater

� washcloth

� 1 rain jacket

� bug spray

� 2 pairs of long pants

� sunscreen

� 3 pairs of underwear

� book or drawing supplies for quiet time

� 1 pair of running shoes

2. What are the clues?

3. W hat is the main purpose of this formatted text?

CLOTHING

� 3 pairs of socks

1. What is the layout?

4. What should parents do?

� flashlight

� 1 pair of rubber boots SLEEPING � pillow with pillowcase � sleeping bag � sleeping mat *spoon, knife, fork, mug, plate, bowl

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10

Identifying the Layout

Reading in English

Guided Practice cont.

E. Layout 5 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

How to Drive in a Roundabout pedestrian crossing

first exit (right turn)

third exit (left turn)

YIELD

through traffic (going straight)

U-turn (going all the way around)

Questions 1. What is the layout?

2. What are the clues?

3. What is the main purpose of this formatted text?

4. What should drivers do at a crosswalk in a roundabout?

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I N T / V E R S I O N 1.1)

11

Identifying the Layout

Reading in English

Guided Practice cont.

F. Layout 6 Star any clue that helps you identify the layout.

Compare your clues with a partner’s clues.

Languages Spoken at Riverside Heights ESTIMATED PERCENTAGE OF FIRST-LANGUAGE SPEAKERS IN GR ADE 10 IN 2019

40

40%

% percentage

35 30

25%

25 20

15%

15

7%

10 5 Spanish

English Chinese

5%

5%

Arabic Portuguese Hindi

3% Other

Each language includes associated languages and dialects.

Questions 1. What is the layout?

2. What are the clues?

3. What is the main purpose of this formatted text?

4. W hat is the second-most common first language spoken by grade 10 students at Riverside Heights?

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12

Identifying the Layout

Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences using vocabulary from page 2.

1. The indicates geographical features, such as forests.

2. Make a list with numbered . The first item is: buy milk.

3. The says Summer Bus Schedule. We need the winter one.

4. The on the tag is SOLD. 5. Be sure to read the . There may be different rules for traveling with pets.

B. Matching Match the vocabulary items to the correct tip.

1.

cell

a) These might be dots, check marks, or numbers.

2.

heading

b) Another word for this space is “field.”

3.

font

c) The size and style of the letters may mean it is important.

4.

bullets

d) This is usually in a large, bold font at the top of a page.

5.

layout

e) The organization allows you to ignore what’s not important.

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I N T / V E R S I O N 1.1)

13

Identifying the Layout

Reading in English

Assessment Look at the pie chart and then answer the comprehension questions.

A. Formatted Text

Healthy Eating Guide DAILY RECOMMENDED FOOD INTAKE

10% Dairy 6–8 per day

15% Proteins

40% Fruits & Vegetables

35% Grains

Some people have special dietary needs. Always talk to your doctor before changing your diet.

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14

Identifying the Layout

Reading in English

Assessment cont.

B. Comprehension 1. Identify the layout of the information on page 14. (Circle one.) a) diagram b) map c) table d) notice e) list f) graph 2. What clues helped you identify the layout?

3. What styles of font are used?

4. Which food group should people eat the most of?

5. What important information is included in the small print?

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15

Identifying the Layout

Reading in English

Reading Assessment Tool Name:

Description of Task

Skills

Date Completed

Score / Success

Level

Reading, Writing

Success 

Yes

Assessment Criteria

Almost

Not Yet

identifies the type of layout of a formatted text finds clues to determine the type of layout of a formatted text identifies key details in a formatted text summarizes the main purpose of a formatted text completes a reading task within an appropriate amount of time Notes

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16

Reading in English

Skimming & Scanning Table of Contents 2

Lesson Objective

2

Pre-Reading

3

Reading

4

Skimming & Scanning

7

Guided Practice

10

Vocabulary Review

11

More Practice

12

Assessment

13

Reading Assessment Tool

14

Self-Assessment

15

Answer Key

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– LO W I N T / V E R S I O N 1.1)

1

Skimming & Scanning

Reading in English

Lesson Objective In this lesson, you will learn two helpful tips for reading. You will learn how to find general information and specific information in real-world texts.

Let’s begin!

Pre-Reading A. Warm-Up Another word for a helpful tip is a strategy. Two reading strategies are: • skimming (looking for the general idea) • scanning (looking for specific details)

“People don’t read online. They scan.” ­—Jakob Nielsen

What bold and italic words do you see on this page?

B. Vocabulary Preview Match up as many words and meanings as you can.

Check this exercise again after seeing the words on page 3.

1.

strategy

a) overall, main

2.

skim

b) to look for the general idea

3.

general

c) a plan or tip that helps you succeed

4.

scan

d) detailed, narrow

5.

specific

e) to look for specific information

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2

Skimming & Scanning

Reading in English

Reading 1. Reading in a new language is hard work! You need to learn letters, words, and sentence structure.

Memory Tip

2. There are many tips to help you read. Tips are also called strategies.

Some reading strategies help you understand the text more quickly.

Skim ends in the letter “m.”

Think of “m” for main idea.

3. S kimming is a useful reading strategy. When you skim a reading, you look for the general idea. You look at headings, visuals, and bold words. These things help you find the main topic or purpose of a reading quickly.

4. S canning is another useful strategy. When you scan a reading, you look for specific information. Specific information includes names, dates, times, numbers, and other keywords. Scanning helps you answer specific questions about a reading.

Scan ends in the letter “n.”

Think of “n” for narrow.

5. Use your eyes to skim and scan a reading quickly to answer these questions: What is the reading about? What are the important parts?

Keywords search • question words (who, what, where, when, why, how) • proper nouns (names, places, businesses) • number words (times, dates, other numbers)

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3

Skimming & Scanning

Reading in English

Skimming & Scanning Now let’s review these two reading strategies.

A. Reading Reading Strategy #1 What?

Skimming

Why?

How?

To get the general overview of a reading

• • • •

Why?

How?

To find specific information

• • •

Look for the title.

Look for headings.

Look for visuals.

Look for bold or italic words.

Reading Strategy #2 What?

Scanning

•

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Read or listen to the question.

Look for keywords in the question.

Look for numbers, such as dates, times, and addresses.

Look for proper nouns.

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4

Skimming & Scanning

Reading in English

Skimming & Scanning Cont.

Now copy the information from page 4 into the charts below.

B. Writing Reading Strategy #1 What?

Why?

How?

Why?

How?

Reading Strategy #2 What?

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5

Skimming & Scanning

Reading in English

Skimming & Scanning Cont.

C. Which One Is It? Work with a partner. Look at each reading strategy. Is it skimming or scanning? #

Strategy

Type of Strategy

1

Read the question.

scanning

2

Read the title.

3

Look for the date.

4

Look for a name.

5

Look for keywords in the question.

6

Look at the pictures.

7

Look for a number.

8

Read bold words.

Just Skims the Surface The expression just skims the surface means that something only gives an overall or general idea. We don’t know the details.

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6

Skimming & Scanning

Reading in English

Guided Practice A. Skimming Skim the reading.

Place a star (*) beside anything you notice while skimming.

What is the reading about?

Answer the questions out loud with a partner.

Ken’s Dollar Store 35 Sixth Ave., New York

1. Where did you place your stars (*)?

2. What type of reading is this?

Purchase (6 items) Date: 11/30/2019 Tape

1 × $1.00

Gift Wrap

3 × $1.00

Pens

2 × $1.00

Subtotal:

$6.00

Tax:

$0.78

TOTAL:

$6.78

Example Q: Where did you place your first star?

A: I placed my first star beside the picture.

Thank you!

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7

Skimming & Scanning

Reading in English

Guided Practice cont.

B. Scanning Read the questions below. Then scan the reading.

Place a star (*) beside the keywords in the questions below.

What are the important parts?

Answer the questions out loud with a partner.

Ken’s Dollar Store 35 Sixth Ave., New York

Purchase (6 items) Date: 11/30/2019 Tape

1 × $1.00

Gift Wrap

3 × $1.00

Pens

2 × $1.00

Subtotal:

$6.00

Tax:

$0.78

TOTAL:

$6.78

1. When was the purchase?

2. Where was the purchase?

3. How many items did the shopper buy?

4. What was the total cost?

Example Q: When was the purchase?

A: The purchase was on November 30th, 2019.

Thank you!

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8

Skimming & Scanning

Reading in English

Guided Practice cont.

C. Skimming & Scanning Read the information and answer the questions below.

Country Lane Condos

WARNING Safety Equipment Required Beyond This Point All visitors and staff MUST wear safety equipment on levels 3 and 5.

This includes: • hard hat • safety goggles • gloves

Strategies 1. Skim for the general overview.

2. Read the questions.

3. Scan for the answers.

Effective: January 1, 2019 Improper equipment fine: $200

1. What type of reading is this?

2. What is the purpose of the reading?

3. Who is this reading for?

4. Where do people have to wear safety equipment?

5. When did this rule start?

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9

Skimming & Scanning

Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences. Use the following words: strategy, skim, scan, general, specific.

1. Skimming is a reading .

2. Did you the reading for keywords in the questions?

3. A date is an example of information.

4. The title gives you a overview.

5. As you the reading, look for headings and bold words.

B. Matching Match the vocabulary to the example.

1.

bold

a) difficult

2.

title

b) A Difficult Day at Work

3.

italics

c) Jakob Nielsen

4.

name

d) important

5.

date

e) 02/04/20

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10

Skimming & Scanning

Reading in English

More Practice A. Reading Read the poster and answer the questions on the next page.

Tips for Class

Set Goals

Show Respect

• make a list • check things off

• turn off your phone • use polite language

Arrive on Time

Raise Your Hand

• in the morning • after break

• ask questions • share ideas

?

Come Prepared • bring your school supplies • bring your homework

Havendale School Author: Mrs. Peacock

B. Comprehension Discuss these questions with your class.

1. What is the poster about?

2. What reading strategy did you use for question 1?

3. Who is the writer?

4. What does the poster say about phones?

5. What does the poster say about time?

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11

Skimming & Scanning

Reading in English

Assessment Skim and scan the reading to answer the questions.

A. Reading

Linda’s Linen 100% Wool SIZE SMALL Do not machine wash Handwash in cold water Lay flat to dry Do not iron

B. Comprehension 1. What type of reading is this? a) a receipt b) a label c) a warning 2. What reading strategy did you use for question 1?

3. Which reading strategy helps you find specific information?

4. What size is the item?

5. Can you put this item in the washing machine and dryer?

MADE IN USA

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12

Skimming & Scanning

Reading in English

Reading Assessment Tool Name:

Task

Skills

� Skill-Using Activity � Assessment Task

Reading, Writing

Date Completed

Score / Success

Level

Success 

Yes

Assessment Criteria

Almost

Not Yet

skims a reading for a general overview locates visuals, titles, and bold words identifies keywords in questions scans a reading for keywords in questions completes a reading task within an appropriate amount of time Notes

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– LO W I N T / V E R S I O N 1.1)

13

Reading in English

Using a Dictionary Table of Contents 2

Lesson Objective

2

Pre-Reading

3

Reading

4

Using a Dictionary

7

Guided Practice

9

Vocabulary Review

10

More Practice

12

Assessment

13

Reading Assessment Tool

14

Self-Assessment

15

Answer Key

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I N T – I N T / V E R S I O N 1. 2)

1

Using a Dictionary Reading in English

Lesson Objective In this lesson, you will learn helpful tips for using a dictionary. You will learn all of the important parts of a dictionary entry and how to fully understand new words. Let’s begin!

Pre-Reading A. Warm-Up How well do you know the order of the alphabet? Work with a partner.

Which letter comes first? Who can answer more quickly? Why is it important to know the alphabet well to use a dictionary?

• A or B? • P or N? • G or T?

• S or Z? • M or Q? • X or J?

“The dictionary is the only place where success comes before work.”

—Mark Twain

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 3.

1.

entry

a) in a sequence from A to Z

2.

alphabetical order

b) the meaning of a word or expression

3.

look up

c) the word form (e.g., noun, verb, adjective)

4.

definition

d) how to say a word correctly

5.

part of speech

e) a word that means the same or similar

6.

pronunciation

f) for casual or familiar use only

7.

synonym

g) one item in a reference book

8.

antonym

h) a word that means the opposite

9.

informal

i) very old, not in use anymore

10. archaic

j) to search for information

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I N T – I N T / V E R S I O N 1. 2)

2

Using a Dictionary Reading in English

Reading 1. Dictionaries are reference books that help you understand words.

They contain entries for all of the words and expressions in a language.

2. How well do you know the order of the alphabet? Dictionary entries are in alphabetical order. They begin with words starting with the letter A and end in words starting with the letter Z. The word aardvark is one of the first words in a dictionary. The word zoo comes near the end of a dictionary.

Look Up The verb “look up” has two meanings. The literal meaning for “look up” is to look toward the sky.

3. Look at the first few letters of a word you want to look up. Then open a dictionary to find words that begin with that letter. Go back and forth in the pages until you find the word you are looking for. Make sure it has the exact same spelling. Many English words look very similar.

4. Some English words have more than one dictionary entry. The first entry has the most common definition. Dictionary entries also show you the part of speech (e.g., noun, verb, or adjective). Some words have more than one word form. Look up the most basic form of a word to find the meaning (e.g., look up run, not running).

As a phrasal verb, “look up” means to search for an answer using a reference source.

5. Dictionary entries tell you the spelling, meaning, and pronunciation of a word. Some dictionary entries also tell you similar words. These are called synonyms. Dictionaries may also show you antonyms. These are words that mean the opposite. The word “informal” means that this word is suitable for a situation between friends or relatives. Do not use informal words in business. The word “archaic” means that a word is so old that it’s not used anymore.

6. There are many types of dictionaries. Picture dictionaries are for new and young learners. Bilingual dictionaries offer entries in two languages. Online dictionaries are easy to use. Search “define: word” to find the definition of a word. Online dictionaries have audio. You can listen to the pronunciation of the word by clicking the audio button.

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3

Using a Dictionary Reading in English

Using a Dictionary Now let’s review all of the main parts of a dictionary entry.

A. Parts of a Dictionary Entry 1. Word About

Tip

The main entry will start with the singular or base form of a word (e.g., apple, not apples; run, not ran).

There may be several entries for the same word. Each entry will have a slightly different meaning. Find the word with the correct part of speech.

2. Part of Speech About

Tip

A dictionary entry will tell you if the word is a noun, verb, adjective, adverb, preposition, or expression. Another way to say part of speech is “word form.”

In a dictionary, the part of speech may be an abbreviation. (n. = noun, adj. = adjective, v. = verb)

3. Pronunciation/Audio About

Tip

Look at the letters and symbols between the backslashes: /’ard-vark/. This is how to say the word. Different dictionaries use different pronunciation symbols.

Some dictionaries use the International Phonetic Alphabet (IPA). Online dictionaries are the best for learning pronunciation. They allow you to play the recording of the word. Learn the pronunciation system used in your favorite dictionary.

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4

Using a Dictionary Reading in English

Using a Dictionary cont.

A. Parts of a Dictionary Entry cont.

4. Definition Function

Tip

Each entry gives the meaning of the word in simple English.

You may need to go through a few entries to find the meaning that goes with the word you are looking for. You may need to look up some words in the definition to understand it.

5. Example Sentence Function

Tip

Many dictionaries include an example sentence. This helps you learn the word.

Practice writing example sentences for new words. This will help you remember the meaning of the words.

6. Synonyms & Antonyms Function

Tip

Many dictionaries include words that mean the same (synonym) or opposite (antonym).

Sometimes a synonym is a more basic word to learn and use in your speaking and writing.

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5

Using a Dictionary Reading in English

Using a Dictionary cont.

B. What Part of the Entry Is It? Work with a partner. What part of the entry is each example? #

Example

Part of Entry

1

Butterflies always seem happy.

example sentence

2

a good feeling

3

adjective

4

sad

5

/‘h æ|pi/

6

happy

C. Write a Dictionary Entry What is your favorite English word? Create a dictionary entry for your favorite word. Use the following order: word, part of speech, pronunciation, definition, example sentence, synonym/antonym (if applicable). Share your entry with a partner (but cover up your word).

Can your partner guess your word?

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I N T – I N T / V E R S I O N 1. 2)

6

Using a Dictionary Reading in English

Guided Practice A. Alphabetical Order Read the list of reference books below.

Rewrite it in alphabetical order.

1.

• directory • dictionary • almanac • encyclopedia

2.

3.

4.

• thesaurus

5.

• atlas

6.

• manual

7.

B. Definitions Choose three words from the list above that you do not know well. Write the three words in alphabetical order in the blanks below. Look up the definition for each word. Copy the definitions below.

#

Word

Definition

1

2

3

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7

Using a Dictionary Reading in English

Guided Practice cont.

C. Part of Speech Look up the reference book words. What part of speech is each word?

Do any of the words have an entry with a different part of speech?

Discuss your findings with a partner.

D. Pronunciation Choose one word from the reference book list that is difficult for you to pronounce. Look up the pronunciation of this word in three different dictionaries. Copy the information about the pronunciation of this word.

Word:

#

Dictionary Name

Pronunciation

1

2

3

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I N T – I N T / V E R S I O N 1. 2)

8

Using a Dictionary Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences using vocabulary from page 2.

1. Dictionaries are organized in .

2. A word that means the same or similar is a .

3. The verb form of is define.

4. A word that has the opposite meaning is an .

5. You can the definition of a word in a dictionary.

B. Matching Match the vocabulary to the tip.

1.

archaic

a) A word is sometimes a noun and a verb.

2.

part of speech

b) This word is really old. It’s not in regular use anymore.

3.

entry

4.

look up

5.

informal

c) Don’t use this word in a business setting. d) A dictionary may have more than one for the same word. e) Notice the spelling of a word and then try to find the word in a dictionary.

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I N T – I N T / V E R S I O N 1. 2)

9

Using a Dictionary Reading in English

More Practice A. Reading Difficult Words Read the text. Circle the words that are difficult for you. Then look up these words in a dictionary.

Pronunciation Most dictionary entries include pronunciation information. The information about pronouncing the word is found between two virgules: \’ard-vark\. Pronunciation information includes the sound the letters make, the number of syllables, and the placement of syllable stress. The letters and symbols are usually written in italics. The primary stress for a word is a mark that looks like an apostrophe. This mark is placed before a stressed syllable. Hyphens are used to separate syllables. Most online dictionaries allow you to listen to the pronunciation of a word. Click on the audio icon and listen a few times.

Reminder If there is more than one entry for a word in a dictionary, look at the part of speech.

B. Copying a Dictionary Entry Choose one circled word from above and copy the entry from your dictionary.

Word: Part of Speech: Definition:

Pronunciation & Syllables: Synonym/Antonym (if applicable):

Example Sentence:

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I N T – I N T / V E R S I O N 1. 2)

10

Using a Dictionary Reading in English

More Practice cont.

C. Using Multiple Dictionaries Now choose another difficult word from the reading in Part A. Look up this word in three different dictionaries. Copy the entries. Then work with a partner. What is different about each entry?

1

2

3

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11

Using a Dictionary Reading in English

Assessment Read the information. Use a dictionary that your teacher recommends.

Answer the questions for your teacher.

A. Reading

B. Comprehension

Parts of Speech

1. What part of speech is the word “object”?

In English, the main parts of speech are: nouns, verbs, articles, adjectives, adverbs, prepositions, and conjunctions.

Nouns are people, places, or things. Pronouns (I, you, she, he, it, we, they, me, him, mine, yours, etc.) are words that can replace nouns. Nouns and pronouns can be subjects of a sentence, objects of a sentence, or objects of a preposition.

Verbs are the action or state of being in a sentence. Most verbs are action verbs that have one or more parts (run, is running, has been running, etc.).

The most common state of being (no action) verb is be. Verbs usually follow a subject and can be followed by an object. With imperative verbs, the subject “you” is dropped.

Articles are little words that give information about a noun. They come before a noun and usually show how many of a noun there are. Common articles are a, an, the. Other similar words are determiners such as a number (one, two) or a quantifier (many, a few).

2. What is the meaning of the word “imperative”?

3. How many syllables are in the word “quantifier”?

4. How many meanings are there for the word “article” in your dictionary?

5. What synonym does your dictionary give for the word “indicate”?

6. What does the word “quantifier” mean?

Adjectives are words that describe nouns. Adjectives give information about the noun’s color, shape, size, etc. They have two common patterns in English: before a noun or after the “Be” verb.

Adverbs are words that can describe verbs, adjectives, other adverbs, or even the whole sentence. Adverbs often end in -ly.

Prepositions are little words that indicate direction, time, place, etc. They are followed by a noun.

Conjunctions are short words that join two sentences or two similar parts of speech.

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I N T – I N T / V E R S I O N 1. 2)

12

Using a Dictionary Reading in English

Reading Assessment Tool Name:

Description of Task

Skills

Using dictionaries

Reading, Writing

Date Completed

Score / Success

Level

Success 

Assessment Criteria

Yes

Almost

Not Yet

looks up words in a dictionary finds part of speech in a dictionary entry understands basic pronunciation symbols finds the meaning of words in context using a dictionary identifies synonyms and antonyms in a dictionary entry reads example sentences to understand word meanings Notes

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I N T – I N T / V E R S I O N 1. 2)

13

Applying for a Job

English at Work – Episode #1

Applying for a Job Pre-Reading A. Warm-Up Questions 1. What kind of job do you have or want?

4. What are some ways to apply for a job?

2. Where do you work or want to work?

5. W hat kind of education do you need to get the job you want?

3. Where do you look for jobs?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right.

1.

job posting

a) to request something officially

2.

apply

b) a meeting between a job candidate and an employer

3.

degree

c) a posted description of an available job

4.

experience

d) academic accomplishment

5.

education

e) knowledge or skill achieved over time

6.

interview

f) a certificate for completing university

7.

candidate

g) a person who holds the top position at a company

8.

administrative assistant

h) a person who is being interviewed for a job

9.

resume (CV)

i) a person who helps run an office

10. president

j) a list of personal employment history and qualifications

Copyright 2016, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.

1

Applying for a Job

English at Work – Episode #1

Reading Practice reading the email messages out loud with a partner.

Underline any words or phrases you don’t understand.

A. Email #1

B. Email #2

To: hr@rivereducationbooks.com Subject: Online Job Advertisement Date: June 28, 2015

To: leetimson2090@email.com Subject: Re: Online Job Advertisement Date: June 28, 2015

To whom it may concern,

Dear Mr. Timson,

I read your job posting for a sales representative on your company’s website.

I am interested in applying for the job.

Thank you for your interest in our job posting. You sound like a good candidate for the position.

I have a degree in business from the University of Bonnville. My college classes taught me to be a hard worker and good businessman. I also have experience from working in sales at Joseph’s Book Company.

My education and experience would make me a good member of your team.

I would like to meet with you in person.

Please come to our office at 3:00 pm on Monday, July 1. The office is located at 1530 Fordshackle Street. Please ask the administrative assistant to call me when you get here.

Please let me know if I can meet with you for an interview. We can meet at your earliest convenience.

I look forward to meeting you and talking during the interview.

Sincerely, Mr. William Michaels, President of Sales

Sincerely, Lee Timson Attachment: Lee Timson’s resume

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2

Applying for a Job

English at Work – Episode #1

Comprehension 1. What degree does Lee have?

2. What type of work experience does Lee have?

3. When does Mr. Michaels want to meet Lee for an interview?

4. What does Mr. Michaels instruct Lee to do when he arrives at the office for an interview?

Vocabulary Review Complete the sentences using vocabulary from page 1.

You may need to change the word forms.

1. A lot of companies put a new online or in local newspapers.

2. Darrin got his college at Stanford University.

3. The boss liked the because that person wrote a good letter explaining his education.

4. When Nathan finished college, he started for jobs.

5. The candidate had a in business from the local university.

6. John worked a long time before he became the at the technology company.

7. Most people must go through an before they can get hired for a job.

8. The boss hired a new to help file papers and answer the phones.

9. Marty was happy he had working at three restaurants because he wanted to be the manager at a big restaurant in the city.

10. Yumin listed her education and work experience on her and sent it to the company she wanted to work for.

Speaking

Writing

Work with a partner and talk about jobs. Which jobs are you interested in? What kind of experience and education do you have? Does your experience make you an ideal candidate for your dream job?

Find a listing for a job you would like online or in a local newspaper. Write an email message to the company applying for the job.

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3

Applying for a Job

English at Work – Episode #1

Listening Fill in the blanks as you listen to the recordings.

A. Email #1

B. Email #2

To: hr@rivereducationbooks.com Subject: Online Job Advertisement Date: June 28, 2015

To: leetimson2090@email.com Subject: Re: Online Job Advertisement Date: June 28, 2015

To whom it may concern,

Dear Mr. Timson,

I read your for a sales representative on your company’s website.

I am interested in for the job.

Thank you for your interest in our job posting. You sound like a good for the position.

I have a in business from the University of Bonnville.

My college classes taught me to be a hard worker and good businessman. I also have from working in sales at Joseph’s Book Company. My and experience would make me a good member of your team.

Please let me know if I can meet with you for an . We can meet at your earliest convenience.

I would like to meet with you in person.

Please come to our office at 3:00 pm on Monday, July 1. The office is located at 1530 Fordshackle Street. Please ask the

to call me when you get here.

I look forward to meeting you and talking during the interview.

Sincerely, Mr. William Michaels, of Sales

Sincerely, Lee Timson Attachment: Lee Timson’s

Copyright 2016, Red River Press Inc. For use by members of ESL Library in accordance with membership terms.

4

Applying for a Job

English at Work – Episode #1

Correspondence Building The correspondence 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 emails out loud.

A. Email #1 a

My college classes taught me to be a hard worker and good businessman.

b

I also have experience from working in sales at Joseph’s Book Company.

c

Please let me know if I can meet with you for an interview.

d

Lee Timson

e

We can meet at your earliest convenience.

f g h

I have a degree in business from the University of Bonnville.

B. Email #2 m

Sincerely,

n

To: leetimson2090@email.com Subject: Re: Online Job Advertisement Date: June 28, 2015

o

Please ask the administrative assistant to call me when you get here.

p

You sound like a good candidate for the position.

q

The office is located at 1530 Fordshackle Street.

r

Mr. William Michaels, President of Sales

s

Thank you for your interest in our job posting.

t

Dear Mr. Timson,

u

I look forward to meeting you and talking during the interview.

v

I would like to meet with you in person.

w

Please come to our office at 3:00 pm on Monday, July 1.

I am interested in applying for the job.

My education and experience would make me a good member of your team.

i

To: hr@rivereducationbooks.com Subject: Online Job Advertisement Date: June 28, 2015

j

Sincerely,

k

To whom it may concern,

l

I read your job posting for a sales representative on your company’s website.

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7

Getting Hired

English at Work – Episode #3

Getting Hired Pre-Reading A. Warm-Up Questions 1. Describe a boss you have worked for.

4. What is a good salary?

2. What qualities does a good boss have?

5. H ow much time do you need before you can start a new job?

3. What qualities does a bad boss have?

B. Vocabulary Preview 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.

13.

14.

15.

16.

qualifications set up full-time start date position salary asset sharp two weeks’ notice drive a hard bargain job offer accept on board contract negotiate bonus

a) to arrange, to plan b) the amount of money a job pays c) exactly (when referring to time) d) to be good at negotiating e) qualities or skills f) to take, to agree to g) to discuss and bargain h) receiving a job, getting the chance to accept a new job i) a written agreement j) a good addition, a good part k) a sum of money that is given as a reward for hard work l) the first day at work m) part of the team n) working an average of 40 hours a week o) an amount of time usually required before leaving a job p) a job

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1

Getting Hired

English at Work – Episode #3

Reading Practice reading the email message and phone call out loud with a partner.

Underline any words or phrases you don’t understand.

A. Email

To: leetimson2090@email.com Subject: Job Offer Date: July 7, 2015 Dear Lee,

Lee

Mr. Michaels

B. Phone Call Hello, Mr. Michaels. This is Lee Timson.

I’m calling in response to your email message.

I’m very excited about the job offer.

Hello, Lee. Thanks for calling. We need to negotiate your start date and salary.

When do you want me to start?

I enjoyed our interview last week. We had a lot of time to discuss your qualifications.

Your experience and education are what the company needs.

I’d like for you to start next week.

Therefore, I’m pleased to offer you a full-time position as a sales representative at River Education Books. I think you’ll be an asset to our team.

I understand. You can start in two weeks then. How about July 21?

I need to give my employer two weeks’ notice.

That sounds good.

Please call me so that we can set up a start date and discuss your salary. I’m looking forward to working with you.

Let’s discuss salary next.

The starting salary is $24,000 a year.

Sincerely, William Michaels

I know that’s for a new person, but I do have some experience. I’d like to start at a higher salary. I’d like to make $29,000.

You drive a hard bargain. I could go up to $28,000 and set up a bonus plan for good sales.

I like the idea of a bonus plan. I accept.

Great! I’ll write the contract and I’ll see you at 9:00 am sharp on July 21.

Great to have you on board, Lee. Good to be on board, Mr. Michaels!

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2

Getting Hired

English at Work – Episode #3

Comprehension 1. What type of position did Mr. Michaels offer Lee? 2. What does Lee need to do before starting his new job?

3. What did Mr. Michaels and Lee have to negotiate?

4. What final salary did Lee accept?

Vocabulary Review Complete the sentences using vocabulary from page 1.

You may need to change the word forms.

1. Ryan told the interviewer that he had good such as a college education and job experience.

2. The position requires Rosario to work 40 hours a week. Her part-time position only requires 20 hours.

3. Mikhail had to sign a agreeing to the salary and start date.

4. The boss didn’t like people to be late for work, so everyone was always at the office at 9:00 am .

5. Nikola was excited about her new because she could now afford to buy a new car.

6. Kristin could not start the new job until she gave her old boss .

7. Her would be in three weeks.

8. John’s new was going to be at the office in Vancouver, Canada.

9. Mr. Carson told Max that he would be an to his company.

10. Ryoung was excited that she would receive an extra thousand dollars as a if she did her job well and brought in new clients.

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3

Getting Hired

English at Work – Episode #3

Speaking Write your own dialogue. Work with a partner and write your own phone conversation using at least four words or phrases from today’s lesson.

Practice the dialogue, and then present it in front of the class.

Writing In the spaces below, write short answers to the following questions.

1. Describe a job that you’d like to have.

5. What would you say to negotiate your salary and start date?

2. What qualifications do you need to get the job?

6. What kind of job offer would you accept?

3. What kind of salary do you want?

7. Do you want to work full-time or part-time? Why?

4. Do you think you can drive a hard bargain?

Why or why not?

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4

Getting Hired

English at Work – Episode #3

Listening Lee

Fill in the blanks as you listen to the recordings.

A. Email

To: leetimson2090@email.com Subject: Job Offer Date: July 7, 2015 Dear Lee, I enjoyed our interview last week.

We had a lot of time to discuss your . Your experience and education are what the company needs.

Therefore, I’m pleased to offer you a full-time position as a sales representative at River Education Books. I think you’ll be an to our team.

Please call me so that we can a start date and discuss your salary. I’m looking forward to working with you.

Sincerely, William Michaels

Mr. Michaels

B. Phone Call Hello, Mr. Michaels. This is Lee Timson.

I’m calling in response to your email message.

I’m very excited about the job offer.

Hello, Lee. Thanks for calling. We need to your start date and .

When do you want me to start?

I’d like for you to start next week.

I need to give my employer .

I understand. You can start in two weeks then. How about July 21?

That sounds good.

Let’s discuss salary next.

The starting salary is $24,000 a year.

I know that’s for a new person, but I do have some experience. I’d like to start at a higher salary. I’d like to make $29,000.

You .

I could go up to $28,000 and set up a plan for good sales.

I like the idea of a bonus plan. I accept.

Great! I’ll write the contract and I’ll see you at 9:00 am on July 21. Great to have you , Lee. Good to be on board, Mr. Michaels!

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5

Marketing Meeting

English at Work – Episode #8

Marketing Meeting Pre-Reading A. Warm-Up Questions 1. What kinds of advertising are there?

2. Where do you see the most advertising?

3. What is your favorite advertisement?

4. What commercials do you remember most from television?

5. What do you think makes a good commercial?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right.

1.

introduce

a) to call the attention of the public to a certain product or service

2.

commercial

b) better chance of happening

3.

advertise

c) the first thing to do

4.

come up with

d) to develop, to think of, to create

5.

marketing campaign

e) to be sure of

6.

first order of business

f) main

7.

audience

g) to present two people to each other

8.

wider

h) the people who will likely buy your product or service

9.

bet

i) bigger, broader

10. primary

j) an advertisement (usually on TV or radio)

11. more likely

k) an advertising plan

12. face it

l) to accept something

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1

Marketing Meeting

English at Work – Episode #8

Reading Practice reading the dialogue out loud with a group of three.

Underline any words or phrases you don’t understand.

Lee

Jim

Jacob

Lee, let me introduce you to Jacob. He’s going to help us come up with a marketing campaign.

It’s nice to meet you, Jacob.

It’s nice to meet you, too.

I think our first order of business is to decide what kind of marketing campaign to do.

There are three primary places to advertise: newspapers, radio, and television.

Yes, that’s true. Let’s think about our audience.

Our audience is college students. They use the books we sell.

I’d bet that they don’t read the newspapers much.

I agree. I think they probably listen to the radio more.

They like to listen to music.

They like television, too.

Television advertising is more expensive than radio advertising.

So which is a college student more likely to do: listen to the radio or watch television?

Let’s face it. They’ll watch more television.

Do you agree, Jacob?

Yes, I do. Even though television commercials cost more, we should do a television commercial because we’ll reach a wider audience.

A commercial it is!

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2

Marketing Meeting

English at Work – Episode #8

Comprehension 1. What was the first order of business at the marketing meeting?

2. What are the three primary places to advertise?

3. According to Jim, who is their company’s target audience?

4. What is Lee’s opinion about college students?

5. Why do they agree to do a TV commercial?

Vocabulary Review Complete the sentences using vocabulary from page 1.

You may need to change the word forms.

1. On my first day at the office, my boss me to everyone.

2. Ana needs to the fact that getting a job in advertising is difficult.

3. The is to order supplies for everybody in the accounting department.

4. The advertising team wanted to reach a wider so they decided to put ads on the radio and in the newspapers.

5. The reason I want a job is so I can pay my bills.

6. He wants to be a manager, but I think it’s that he will have to start at a lower level.

7. Nathan had better a good excuse for being late or else the teacher will suspend him.

8. The for the new sports drink consisted of television commercials and advertisements in the newspaper.

9. In order to increase our sales, we needed to launch TV and radio .

10. At the marketing meeting, it became apparent that the company needed to its products more.

Speaking Write your own dialogue. Work with a partner and write your own conversation using at least four words or phrases from today’s lesson.

Practice the dialogue, and then present it in front of the class.

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3

Marketing Meeting

English at Work – Episode #8

Writing In the spaces below, write complete sentences to answer these questions.

1. What’s your favorite company or organization?

5. What kind of marketing campaign would you come up with?

2. What kind of marketing campaigns does it have?

6. If you owned this company, what would be your first order of business?

3. W ho is the primary audience for its marketing campaigns? How can you tell?

7. What challenges would you be likely to face?

4. How do you think the company could reach a wider audience?

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4

Marketing Meeting

English at Work – Episode #8

Listening Fill in the blanks as you listen to the recording.

Lee

Jim

Jacob

Lee, let me introduce you to Jacob. He’s going to help us a .

It’s nice to meet you, Jacob.

It’s nice to meet you, too.

I think our is to decide what kind of marketing campaign to do.

There are three places to : newspapers, radio, and television.

Yes, that’s true. Let’s think about our .

Our audience is college students. They use the books we sell.

I’d bet that they don’t read the newspapers much.

I agree. I think they probably listen to the radio more.

They like to listen to music.

They like television, too.

Television advertising is more expensive than radio advertising.

So which is a college student to do: listen to the radio or watch television?

Let’s . They’ll watch more television.

Do you agree, Jacob?

Yes, I do. Even though television cost more, we should do a television commercial because we’ll reach a audience.

A commercial it is!

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5

Everyday Idioms 1

Episode 1:

Jon Meets Amy Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever rented a movie from a video store or TV provider?

Have you ever streamed one online?

2. Do you ask other people for their movie recommendations?

3. What kind of movies do you like? Why? 4. What movies do you recommend?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

be choosy

a) a popular movie that made a lot of money

2.

have a sec

b) to watch, to look at

3.

blockbuster

c) to stay up-to-date, to know current information

4.

winner

d) to like, to be interested in

5.

check out

e) to know a lot about

6.

start from scratch

f) to be picky, to not like many things

7.

know one’s stuff

g) to call someone on the telephone

8.

keep up with

h) a good choice

9.

be into

i) to start at the very beginning

10. give someone a ring

j) to have some free time

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1

Jon Meets Amy

Episode 1 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

Excuse me, do you have a ?

Yes? I want to rent a movie for tonight. Do you have any ?

Sure! What kind of movies are you ?

I’m not choosy.

Well, I really liked the Indiana Jones movie.

How was it?

It was a ! It has some of everything: comedy, drama, and a lot of action. a winner. Wasn’t there more than one Indiana Jones movie? Which one should I check out first?

There were four movies, actually. . Rent the first one tonight.

Great. Hey, any other recommendations?

I have time for two movies and you know .

Thanks. I keep up with the new movies. Do you like drama?

Sometimes. Why? What do you recommend?

I’d try Million Dollar Baby. of people liked it. It won the Academy Award.

Sounds great. Hey, can I later? I’m Jon. Sure. I love talking about movies. My name is Amy. Here’s my number.

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2

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What did Jon ask Amy for?

2. What was the first movie Amy recommended?

3. How many Indiana Jones movies were there?

4. What did Amy give Jon at the end of the conversation?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I like jazz and blues music. What kind of music ?

2. I’m not . I like all kinds of music.

3. Let’s go the new Brad Pitt movie this weekend.

4. I heard the new Brad Pitt movie is a .

5. I don’t like big Hollywood . All those movies are the same.

6. I’ll tonight and we can chat on the phone.

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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3

Everyday Idioms 1

Episode 2:

Amy Has a Crush Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Who is your best friend?

2. What things do you talk about with your friends?

3. Where is a good place to meet new people?

4. What qualities do you look for in friends?

5. What famous person do you have a crush on?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

have a crush

a) to hope something will be true, to wish for good luck

2.

where on earth

b) a phrase used to attract someone (romantically)

3.

easy on the eyes

c) to start

4.

hot

d) very good-looking, sexy

5.

nervous wreck

e) to be compatible

6.

pickup line

f) a very anxious person

7.

kick off

g) to like someone (romantically)

8.

well-built

h) muscular

9.

be made for each other

i) attractive, good-looking

10. keep one’s fingers crossed

j) where (stated with surprise)

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1

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Listening Fill in the gaps 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.

Amy

Sara

Sara, what? I have a crush on a boy I met last night.

No way! Where did you meet him?

We met at the video store.

The video store? Well, what’s he ?

He has brown hair and blue eyes. His name is Jon. He sounds on the eyes! And? What else?

Well, he’s tall and well-built.

He sounds hot! Is he nice?

Yeah, he’s really .

Usually, I’m a nervous , but he was easy to talk to.

Did he use a line?

No, he didn’t. He our conversation by asking me for a movie recommendation.

He sure asked the right person. You’re the movie fan I know!

I was glad I had some ideas for him. I think he likes movies .

Sounds like you were made for each other. Did he ask for your number?

He did. I hope he calls me soon!

I’ll keep my fingers for you!

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2

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Where did Amy meet Jon?

2. Describe Jon.

3. Was Amy nervous to speak with Jon?

4. What is Sara keeping her fingers crossed for?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. The concert is going to at 8:00 pm.

2. Dave has to give a speech in front of 400 people. He’s a .

3. Keiko has a on Mark. She thinks he’s hot.

4. Keiko used a when she met Mark today.

5. Hiroki goes to the gym almost every day. He’s very .

6. Keiko and Mark have a lot of things in common. They .

7. Suzy just took a difficult test. She’s hoping she’ll pass. She’s going to .

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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3

Everyday Idioms 1

Episode 3:

Jon Calls Amy Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever asked anyone out on a date?

2. Where would you like to go on a date?

3. What are some fun things to do on a date?

4. What kind of food do you like to eat?

5. What is your favorite restaurant?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

grab a bite

a) to have good ideas or choices

2.

pick

b) to not work so hard, to relax

3.

have good taste

c) to go on a date

4.

end up

d) to quickly eat a meal

5.

take it easy

e) to have the same ideas

6.

give it a shot

f) to try something new

7.

have something on one’s mind

g) to want something very much

8.

go out

h) choice

9.

be of like mind

i) to be thinking about something

10. be dying to

j) to finish with, the results

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Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Listening Fill in the gaps 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.

Amy

Jon

Hello?

Hello. Is Amy home?

This is Amy. Hi, Amy. This is Jon. We met at the store last week.

Hi, Jon. I remember. Did you enjoy my movie ?

I did! You have in films. What did you end up watching?

I watched a called An Inconvenient Truth. It’s about the planet and the environment.

Sounds interesting. I’ll the next time I rent movies.

Well, I have something on my mind.

What is it?

Will you go out with me on Friday night and see a movie? !

Great! Maybe we can a bite before the movie? Do you like Italian food?

We’re of mind! Italian is my favorite.

Have you been to Roberto’s? It’s by the video store.

No, I haven’t. I’ve been dying to try it!

Sounds like a plan. I’ll call you in a few days to a time. Bye, Amy. See you, Jon. !

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Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What movie did Amy watch?

2. What does Jon have on his mind?

3. What’s Amy’s favorite kind of food?

4. What are Jon and Amy going to do on Friday night?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. J im, this restaurant was a great .

You’ve got in food.

2. I heard you finally decided on a new car. What did you buying? The red one or the blue one?

3. I’m to see the new James Bond film. I’m a huge fan of those films.

4. You and I always have the same ideas. I guess we’re .

5. Jon and Amy are going to tonight. It’s their first date.

6. After class, I’m going to at the cafeteria and then rush to work.

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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Everyday Idioms 1

Episode 5:

Jon Has a Crush Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. What would be your ideal date?

2. What was the best or worst date you or a friend has ever had?

3. Who do you think should pay for the date?

4. Do you have a best friend that you can talk to?

5. What do you and your best friend talk about?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

the big night

a) to be happy for the good things

2.

give the scoop

b) talkative

3.

by far

c) to be in love after just one meeting

4.

count one’s blessings

d) to tell someone about something

5.

common ground

e) to believe without anyone else’s ideas

6.

chatty

f) one’s heart beats very fast due to excitement

7.

one’s heart races

g) to a great degree

8.

love at first sight

h) to be in love, to be crazy about someone

9.

fall head over heels

i) an important and special time

10. see for oneself

j) things that are similar between two people

11. For sure.

k) Absolutely. / Definitely.

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1

Jon Has a Crush

Episode 5 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

Andrew

Was last night the big night?

Yeah. It was great! I went on my first date with Amy. Give me the !

It was by far the best date I’ve had. I’m my blessings!

Do you have a lot ?

Yeah. We found a lot of common . We both like a lot of the same things.

That’s great. Did you talk a lot?

Yeah. She’s really . So we had some great conversations.

Do you think you’ll go on another date?

For sure. In fact, we already made plans to see each other next week. I can’t wait.

Wow! You must really like her.

I do. My heart every time I think about her.

Do you believe in love at first ?

I’m not sure, but I think I’m falling for her.

She must be a great girl.

She is. I for you to meet her. Then you’ll see for yourself how great she is!

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2

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. How was Jon’s date with Amy?

2. Do Amy and Jon have a lot in common?

3. How does Jon feel about Amy?

4. Does Jon want Andrew to meet Amy?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I went on a date with Paul yesterday, and it was the most exciting night I’ve ever had.

2. Every time I see you, my .

3. When you graduate, you will how good it feels to be done with school.

4. So I hear you went on a date with Sara. .

5. We both like to read books and exercise, so we found a lot of .

6. Because Nancy always talks in class, everybody thinks she is quite .

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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3

Everyday Idioms 1

Episode 6:

Girls’ Night Out Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Do you like to listen to music?

2. What kind of music do you like?

3. What is your favorite band?

Who is your favorite singer?

4. Have you ever been to a concert?

Talk about the experience.

5. Do you play any musical instruments?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

awesome

a) to be very happy

2.

be crazy about

b) to like a lot

3.

top-notch

c) good, cool, or talented

4.

luck out

d) You’re welcome. / It was no trouble.

5.

No doubt.

e) silence

6.

No problem.

f) excellent, the best

7.

slip one’s mind

g) to be successful by chance

8.

be on top of the world

h) Certainly. / For sure.

9.

dead air

i) to look forward to something

10. can’t wait

j) to forget

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1

Girls’ Night Out

Episode 6 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.

Amy

Sara

Sara, this band is ! I’m crazy about them.

Yeah! And the seats are top-notch. We with these tickets.

No doubt. We were really lucky! Thanks again for them.

No problem, Amy. Hey, it almost my mind. How was your date last night?

Oh, I’m on top of the world! We had a fantastic time. Jon’s a great guy.

Was it hard to find things to talk about?

Not at all. There was no the whole night.

So when do I get to meet him?

Soon, I hope. We should all have dinner one night at my house.

That . I can’t wait to finally meet him.

Yeah. I to introduce you. Now, enough about Jon. Let’s watch the rest of this concert!

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2

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Who purchased the tickets to the concert?

3. Did Amy find it easy to talk to Jon?

2. How does Amy feel about her first date with Jon?

4. Does Sara want to meet Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. The radio station stopped playing music, and there was for three minutes.

2. This is the last available table at the restaurant. We !

3. ! I didn’t mind helping you study for your test. Math is my favorite subject.

4. Can I borrow your phone? It almost that I have to call my brother.

5. Chris was when he got a job at a big company in Tokyo.

6. He is going to the best university in Europe. He’s smart. !

7. Darrin bought the best smartphone available. It’s really .

8. You got into college? Congratulations! That’s .

9. I to go on vacation.

10. Myrna told me that she’s her new nephew.

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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Everyday Idioms 1

Episode 7:

Preparing for a Test Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Do you study alone or with friends?

2. When do you start studying for a test?

3. What are some good study habits?

4. What kind of tests do you like (e.g., multiple-choice, essay, matching) 5. Do you get nervous before you have to take a test?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

be a bundle of nerves

a) something one is good at

2.

strong suit

b) to see or view something

3.

have a mind for

c) to stop worrying about something

4.

cover

d) to return to memory

5.

have a look

e) to include

6.

know something like the back of one’s hand

f) to study or review

7.

breathe a sigh of relief

g) to believe something only after it happens

8.

go over

h) be very worried or anxious

9.

come back

i) to be good at something

10. believe it when one sees it

j) to know something very well

11. take someone out

k) to take someone on a date

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1

Preparing for a Test

Episode 7 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.

Amy

Jon

Thanks for helping me study. I’m a of nerves.

I don’t mind at all.

Math is not my strong suit.

No? I like math a lot. I have a for numbers.

The test will cover chapters 6 and 7.

Okay. Let me have a look at your .

Have you studied this before?

Yes. I know this like the of my hand!

Oh, good. I can a sigh of relief.

Let’s go over these problems first.

Oh, yes. The teacher talked about this. It’s to me.

Good. I think you will do fine.

I’m happy you helped me.

You should have passing this test.

I’ll believe it when I see it!

I’ll take you out when your test is over.

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2

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What is Amy nervous about?

2. Does Jon like math?

3. Is Amy good at math?

4. What will Jon do after Amy’s test is over?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I’m worried about meeting my teacher. I’m a .

2. The teacher said the final exam will all the material from this semester.

3. at this dress, Gena. It is perfect for you.

4. Let’s our plan for Friday night. What time should I meet you?

5. Oh, yes, it’s . He said we have tickets for the 8:00 pm movie.

6. I for dates, so I do well in my history class.

7. Math is not one of my . I’m terrible with numbers.

8. Kelly when her teacher said she passed the test.

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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3

Everyday Idioms 1

Episode 8:

Andrew Gets Fired Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Do you have a job?

2. What are some reasons people get fired?

3. Do you know anyone who has been fired from a job?

4. What are some good qualities for a worker to have?

5. What are some good qualities for a boss to have?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

What’s up?

a) How are you? / How are things with you?

2.

Same old, same old.

b) a new beginning

3.

How’s it going?

c) What’s new? / What’s happening?

4.

be down

d) to stay strong, to not give up

5.

get something off one’s chest

e) Unbelievable! / I can’t believe it!

6.

get canned

f) to become crazy

7.

be out of one’s head

g) to talk about a personal problem

8.

go off the deep end

h) to be crazy

9.

a fresh start

i) Same as usual.

10. keep one’s chin up

j) to get fired, to lose a job

11. No way!

k) to be sad

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1

Andrew Gets Fired

Episode 8 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.

Andrew

Jon

Hi, Jon. What’s up?

Not much. Same old, same old. How’s it going?

I’m a little .

Why? What ?

I got some bad news.

Do you want to your chest?

Yeah. I got today.

No way! Are you ? serious.

Why did they you?

The boss said I wasn’t working hard enough.

He must be his head! Everybody knows you’re a really hard worker.

I know. I think my boss has gone off the end.

It will be okay. I never liked the job, anyway.

You can get a fresh start.

Thanks for listening, Jon. Keep your up, Andrew. Call me if you need anything.

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2

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Why is Andrew down?

2. Why did Andrew get fired?

3. Is Andrew a hard worker?

4. What does Jon suggest Andrew do?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. Hi, Kate. ?

2. Ted is because he got a bad grade on his test.

3. I’m glad she . It helps to talk about it.

4. John’s sister yesterday, so she is not going to work today.

5. The boss is . He fired 14 people!

6. Sandy got fired, so I told her to and look for a new job.

7. Karyn lost her job this month. I think she needs a .

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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Everyday Idioms 1

Episode 9:

Amy Passes Her Test Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever gotten an “A” on a test?

2. What subject do you like to study the most? Why? 3. What subject do you like to study the least? Why? 4. Do you do better on tests for subjects that you like? Why or why not?

5. How many hours do you study for a test?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

be on cloud nine

a) when someone pays for another person’s food at a restaurant

2.

be all ears

b) to not be worried

3.

ace a test

c) to think really hard

4.

be on pins and needles

d) to be ready to listen

5.

rest easy

e) to get an “A” as a test score

6.

throw in the towel

f) to go slowly

7.

beat one’s brains out

g) to be very happy

8.

take one’s time

h) to be very nervous

9.

someone’s treat

i) to give up, to quit

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1

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Listening Fill in the gaps 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

Hi, Amy. How are you?

Fantastic! I’m on !

Why? I’m .

I my math test!

That’s great news!

I was on pins and all day.

Well, I wasn’t worried. I believed in you. I was .

But I was worried! Really worried! I was ready to the towel.

I knew you could do it.

I couldn’t have done it without you.

I’m glad I could help. Was the test ?

I had to beat my brains out on a problems.

How did you them?

I took my time and thought about them.

I think we should .

Yes! Let’s have dinner. It’ll be !

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2

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. How did Amy do on her test?

3. Was Jon worried about Amy?

2. Was Amy worried about taking the test?

4. H ow did Amy solve some of the hard problems on the test?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I was ready to , but my mom told me to keep trying.

2. Yeon Sung was when he won the election.

3. My best friend is when I have a problem.

4. The teacher told Darrin that he would the test if he studied.

5. I so I could get the math problems correct.

6. Lunch was to thank Connie for helping me.

7. Nathan because the test was over.

8. Ilene was while waiting for her teacher.

9. I had to to solve the math problems. They were so hard!

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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Everyday Idioms 1

Episode 10:

The Girls Go Shopping Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Do you like to shop?

2. What kind of shopping do you do?

3. Who do you go shopping with?

4. Do your friends help you choose what to buy?

5. How much money do you spend when you shop?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

shop till one drops

a) to pay too much for something

2.

pick out

b) impossible

3.

not have the foggiest idea

c) to see, to examine

4.

window-shop

d) to put on clothes to see if they fit

5.

out of the question

e) to shop until one is too tired to move

6.

pay through the nose

f) to pay a large amount of money

7.

spend a fortune

g) to not know, to have no answer

8.

knock one’s socks off

h) to choose

9.

check it out

i) to give someone a pleasant surprise

10. try on

j) to look at the items in a store’s window

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1

The Girls Go Shopping

Episode 10 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.

Amy

Sara

I’m glad you came shopping with me, Sara.

Me too. till we drop!

I need to pick out something to wear on my next with Jon. What do you want?

I haven’t the idea.

Let’s first.

Good idea. This dress looks nice. Can you see the price tag?

But I’m on a , so I can’t pay through the .

It looks like it’s $400.

That’s question. I want to look good, but I don’t want to spend a fortune.

Then how about that blue dress in the other window?

That looks nice. Let’s go in and . I’ll try it on.

Amy, that will look great on you! You’ll his socks off!

I sure hope so.

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2

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Who came shopping with Amy?

3. How much was the first dress that Amy saw?

2. What is Amy looking for?

4. Can Amy spend a lot of money on her new outfit?

Vocabulary Review Fill in the blanks with the correct idioms from page 1.

Angela: Did you hear the big news?

Lynne: No. I don’t what you’re talking about.

1.

Angela: Vickie is getting married!

Lynne: Really? I didn’t think she and her boyfriend were serious!

Angela: Well, we need to buy dresses to wear to her wedding.

Lynne: I don’t want to on the dress.

2.

Angela: I agree! I can’t afford to . Anything over $100 is .

3.

4.

Lynne: Okay. Then let’s before we clothes.

5.

6.

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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Everyday Idioms 1

Episode 11:

Talking about Future Plans Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. When will you graduate?

2. What are you studying in school?

3. What kind of job do you want to have?

4. Why did you choose that job?

5. Where do you want to live after you graduate?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

Time flies!

a) to move up in a company, to get promoted

2.

long road

b) to be able to pay one’s bills or expenses

3.

weigh one’s options

c) a difficult decision

4.

not have a clue

d) a path that takes a long time to travel

5.

pros and cons

e) to delay, to not think about right now

6.

climb the ladder

f) to decide which choice is best

7.

make ends meet

g) to decide, to choose

8.

make up one’s mind

h) Time goes by so fast!

9.

tough call

i) the positives and the negatives

10. put on the back burner

j) to have no idea

11. hang out with

k) to spend time with, to be with

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1

Talking about Future Plans

Episode 11 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.

Amy

Sara

Time ! I can’t believe we’re graduating from college this year.

Me . It’s been a long road.

What are you going to do after ?

I’m my options. What are you going to do?

I have two job .

Which one do you think you’ll take?

I don’t have a .

What are the pros and ?

Well, the first job would let me climb the ladder.

That sounds .

Yes, but I wouldn’t be able to make meet in the beginning. The starting salary is quite low.

What about the other job?

It pays really well, but I would have to work weekends.

That’s my only time to with Jon. It’s a call, then. Well, you’ve still got time to think about it.

True.

Put the decision on the back . You still have three months to make up your mind.

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Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Where are Amy and Sara graduating from this year?

2. What is Sara going to do after graduation?

3. How many job offers does Amy have?

4. When does Amy usually hang out with Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I have been with my company for ten years. !

2. I studied in college for five years. It was a .

3. My first job didn’t pay much. It was hard to .

4. I worked hard and . Now I am a vice president.

5. There are to working for my company.

I make a lot of money, but I have to work a lot of hours.

6. I am , but I think this is the best job for me.

7. It was a , but I think I chose the best person for the job.

8. I don’t have to work on Friday night. Did you want to ?

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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Everyday Idioms 1

Episode 12:

Meeting the Parents Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever introduced a boyfriend or girlfriend to your parents? If yes, how did the meeting go?

2. What do you think it means when someone introduces someone else to his or her parents?

3. Do you enjoy meeting your friends’ parents?

4. What meeting traditions do you have in your country?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

What are you up to?

a) to get someone’s opinion, to see what someone thinks

2.

have a lot on one’s plate

b) Children are similar to their parents.

3.

shoot

c) to be an important part of someone’s life

4.

bounce an idea off of someone

d) to be like one’s family members, to share qualities

5.

mean the world to someone

e) to relieve pressure or worry

6.

take the weight off one’s shoulders

f) the ability to appreciate funny things

7.

The apple doesn’t fall far from the tree.

g) What are you doing? / What are your plans?

8.

joke around

h) to tell someone about something

9.

sense of humor

i) to have a good time

10. run in the family

j) to have a lot to do, to be busy

11. have a ball

k) to not be serious, to tell jokes

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1

Meeting the Parents

Episode 12 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.

Amy

Jon

Jon, what are you up to over break?

I don’t have a lot on my . Why? I want to an idea off of you.

Okay, shoot.

I’d like you to meet my parents. They’ll be this weekend.

Really? I’m honored.

Well, you mean the to me, so I want you to get to know them.

I’m a little nervous.

Don’t worry. Let me take the off your shoulders.

How? You like me, right? Well, the apple doesn’t from the tree.

So you and your parents are very ? How are you alike?

Well, my parents love to like I do. We have the same sense of humor.

I guess it must run in the family.

It does. Hey, let’s take my parents to Roberto’s. We’ll .

That sounds great. Thanks for me, Amy.

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2

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Does Jon have a lot to do over spring break?

3. What is similar between Amy and her parents?

2. What does Amy want Jon to do?

4. Where does Amy want to take her parents?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. The graduation party was fun. We .

2. Her daughter looks just like her mother. Brown hair must .

3. Saturday night? Do you want to go to the mall?

4. When I asked my dad if we could talk, he said, “ .”

5. I’m going to school, working at the mall, and playing on the baseball team. I .

6. I think people who have a good are happier than people who don’t appreciate funny things.

7. My dad is always . People like to be around him.

8. My parents are teachers and so am I. I guess .

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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Everyday Idioms 1

Episode 14:

Falling in Love Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Do you like to go camping?

2. What are some good places to go camping?

3. Have you ever been in love?

4. How do you celebrate dating or wedding anniversaries?

5. Where do you want to go on vacation the most?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

get away

a) to have fun in a city

2.

get along

b) to become completely in love with someone

3.

be head over heels

c) You’re right!

4.

paint the town red

d) to know what someone is thinking

5.

music to one’s ears

e) to take a vacation

6.

be coming up

f) to be a lot alike

7.

You got it!

g) to be happening soon

8.

read one’s mind

h) good news that makes one happy

9.

two peas in a pod

i) to be on good terms

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1

Falling in Love

Episode 14 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.

Amy

Jon

It’s such a night.

Yeah. We picked a great day to get .

These past few months with you have been so special.

I know. I love time with you. We get along so well.

Jon, can I tell you something?

Of course. What is it?

I’m falling head over in love with you.

Amy, that’s to my ears! I feel the same way.

Do you know what’s next month?

Let me guess. Our one-year ?

You got it! What should we do to ?

Let’s the town red. We’ll go for dinner and then dancing.

You read my mind! That’s exactly what I was thinking.

We’re like two in a pod.

We sure are. These are great times!

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2

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. How does Amy feel about the time she has spent with Jon?

2. Is Jon in love with Amy?

3. How do Jon and Amy plan to celebrate their anniversary?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. I’m not surprised that Tim and Lisa got married. They’re like .

2. When my teacher told me I passed the test, I told her that was .

3. I think my mother can .

She said she knew I was going to tell her about my new girlfriend!

4. My birthday is , and I hope no one forgets.

5. We all need to after school ends this semester. How about a trip to the lake?

6. I with my roommate really well. I hope she never moves away!

7. Ana told me that she is in love with her new boyfriend, and they’ve only been dating three weeks!

8. Let’s after the final exam!

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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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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1

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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3

Everyday Idioms 1

Episode 13:

Andrew Gets Hired Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever moved to a new city?

2. Would you move for a good job?

3. What kind of job would make you move to a new city?

4. What are some good things about moving?

5. What are some sad things about moving?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

What’s up?

a) to feel like a new place is like one’s home

2.

Gray skies always clear up.

b) to have to make a difficult decision

3.

be stuck between a rock and a hard place c) What’s new? / How are you?

4.

look up

d) to get used to living somewhere new

5.

make up one’s mind

e) Bad things go away.

6.

feel at home

f) New York City

7.

get settled

g) to make a decision

8.

the Big Apple

h) to get better

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1

Andrew Gets Hired

Episode 13 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

Andrew

Hey, Andrew. ?

Hi, Jon! Guess what? Things are up!

Why? Did you get some good news?

Yeah, really good news. I got a new job!

Great, Andrew. always clear up.

I got offered a position at a tech company.

Congratulations! Are you going to the job?

Thanks. Well, the bad news is that I have to move to New York if I want the job.

What?

Yeah. I’m between a and a hard place.

I guess you have to give up your home or the job.

I think I’ve already made up . I want to take the job.

It’s the right choice, Andrew. And I’m sure you’ll feel at home once you get .

Maybe you can visit soon.

That would be great. I’ve never been to the .

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Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Why is Andrew so happy?

3. Where is the new job located?

2. What type of position was Andrew offered?

4. Has Jon ever been to the Big Apple?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. Bill got a new job, so things must be for him.

2. We’re so excited to visit . We heard it’s a very big city.

3. Joe is in his new apartment that he just recently purchased.

4. Well, when you , let me know. I can help you find a new job.

5. Sofia was upset because her boyfriend just broke up with her.

Her mom said, “ .”

6. Tommy moved into his new apartment on Bay Street. He says it already .

7. Hey, Billy! ?

8. My rent is increasing, but I can’t find a roommate to help with expenses.

I’m .

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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Everyday Idioms 1

Episode 15:

Jon Forgets Their Anniversary Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. What are some important dates to remember?

2. How do you remember important dates?

3. Have you ever forgotten a special date?

4. Has someone ever forgotten a special day for you?

5. What do you think should happen to someone who forgets a special day?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

read one’s mind

a) to be able to remember a lot

2.

Oh my God!

b) an easy solution that will not last

3.

What can “sorry” do?

c) Oh, no! (an expression used to show surprise)

4.

a memory like an elephant

d) to do something so the person will forgive you

5.

sweep things under the carpet

e) to be an important part of someone’s life

6.

quick fix

f) a remark used when an apology is not enough

7.

make it up to someone

g) to agree to an idea

8.

be off the hook

h) to have an idea

9.

have in mind

i) be forgiven

10. have a deal

j) to try to forget or ignore bad things

11. mean the world to someone

k) to know what someone is thinking

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Jon Forgets Their Anniversary

Episode 15 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.

Amy

Jon

Why are you so upset, Amy? Don’t you know?

Well, I can’t read your .

It was our one-year yesterday!

Oh my God! I forgot. I’m so sorry, Amy. What can “sorry” do?

I don’t have a like an elephant.

I just can’t you forgot.

I know. I feel awful. Let’s go out tonight instead.

You can’t just things under the carpet.

I know it’s a quick fix. I’ll do more to to you.

Like what?

You mean the to me, Amy. I’ll plan another night out. A really special night.

Well, what do you have in mind?

I don’t know. Let’s start with dinner at Roberto’s? we had our first date?

Yes. It was a special night.

Okay. You have a . But you’re not off the yet!

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Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. Why is Amy upset with Jon?

3. What solution does Jon propose to Amy?

2. Does Jon have a good memory?

4. Is Amy happy with Jon’s solution?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. If someone does not accept your apology, he/she will say, “ ?”

2. If someone remembers a lot of things, he/she has .

3. If someone has an idea, he/she has something .

4. If two people agree on something, they .

5. If someone apologizes, he/she may be trying to get .

6. If someone likes another person a lot, then that person to the first person.

7. If someone knows what you are thinking, we say that that person can .

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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Everyday Idioms 1

Episode 16:

The Relationship Sours Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Who do you talk to about your problems?

2. Why is that person a good person to talk to?

3. What kind of problems do you share with other people?

4. What kind of problems do you keep to yourself?

5. What is the best advice you’ve ever gotten from someone?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

What’s shaking?

a) to hurt someone’s feelings (regarding love)

2.

down

b) to expect the best, to hope for success

3.

bend one’s ear

c) to talk to someone

4.

What’s the matter?

d) What’s wrong?

5.

break one’s heart

e) angry

6.

worked up

f) to be odd or unusual

7.

get over it

g) sad

8.

How did it go?

h) to stay strong, to not give up

9.

have a different feel

i) What’s happening in your life?

10. have high hopes

j) to talk about a problem

11. hang in there

k) to forget or forgive

12. get it off one’s chest

l) What happened?

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The Relationship Sours

Episode 16 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

Andrew

Hello?

Andrew, hi. It’s Jon. Hey, Andrew. What’s ?

Not much.

You down. Do you want to get it off your ?

Yeah. I need to your ear.

What’s the ?

Things aren’t going well with Amy. I think I broke her heart.

What did you do?

I forgot our anniversary! She got really about it.

Oh, man! So what ? Did she get over it?

Well, I took her out to dinner the next night.

And how did it go?

It was okay. But things have a feel now. I don’t have hopes.

I’m sorry to hear that, Jon. in there.

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2

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. How did Jon sound on the phone?

3. What did Jon forget about?

2. Did Jon break Amy’s heart?

4. When did Jon take Amy out to dinner?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. Justin thought he did well on his test. He had .

2. Kyle said his new house had a than his old house.

3. Ashley’s fish died, so she was all week long.

4. Darren feels better when he talks about a problem and .

5. My nephew gets when his friends are mean to him.

6. You’re crying! ?

7. I know things are going badly, but . It will get better soon.

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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3

Everyday Idioms 1

Episode 17:

Jon & Amy Break Up Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Have you ever broken up with somebody?

2. Why did you end the relationship?

3. How did you feel after the breakup?

4. What are some good reasons to break up with someone?

5. What are some bad reasons to break up with someone?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

heart-to-heart

a) to end a relationship

2.

break up

b) to be thinking or worrying about things

3.

What’s up?

c) to change one’s mind

4.

not that big a deal

d) to reunite with someone after making a great effort

5.

have a lot on one’s mind

e) What’s happening? / What’s new?

6.

put it out of one’s mind

f) to stop thinking about something

7.

have a change of heart

g) a serious talk

8.

slim chance

h) to be finished

9.

win back

i) a remark used when something has ended

10. be through

j) not important

11. It’s over.

k) a very small possibility

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1

Jon & Amy Break Up

Episode 17 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

Jon, we need to have a heart-to-heart.

Okay. What’s ?

I think we need to .

What? Why? I’m really hurt you forgot our .

Come on, Amy. It’s not that big a . I had a lot on my mind and just forgot.

It’s a big deal to me. I can’t put it .

Please don’t do this. Will you have a change of heart?

I don’t know. I’m really hurt.

Do I still have a chance of winning you back?

I don’t think so, Jon. We’re for now.

Are you serious?

Yeah. It’s over, Jon. I’m sorry.

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Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What type of conversation did Amy have with Jon?

3. Will Amy have a change of heart?

2. Why does Amy want to break up?

4. Why did Jon forget their anniversary?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. When Joseph was failing school, he had a with his parents.

2. Andrea was sad when she with her boyfriend.

3. Hey, ? You seem upset.

4. She said she is with her boyfriend and is looking for a new one.

5. Kate said she was fine and that her problem was .

6. Jennifer broke up with Michael yesterday, so Michael sent her flowers to .

7. He only had a of getting her forgiveness.

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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Everyday Idioms 1

Episode 18:

Jon Is Down Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. Who do you talk to when something bad happens?

2. Do you talk about problems on the phone or in person?

3. What kind of news is bad?

4. What kind of news is good?

5. Who do you share good news with?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

go down

a) the end, no other options left

2.

take a punch

b) to remain cheerful in a difficult situation

3.

end of the road

c) to change one’s mind, to see another way

4.

move on

d) to move forward in one’s life

5.

head south

e) a lot of choices of people to date

6.

get over

f) to have something bad happen

7.

come around

g) to go badly

8.

keep one’s chin up

h) to forget about

9.

plenty of fish in the sea

i) to happen

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Jon Is Down

Episode 18 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

Andrew

How did things go with Amy? Not good! I took a .

Did she with you?

Yeah. It’s the end of the for us.

This seems so .

Actually, things started heading a while back.

Amy is a nice girl. Maybe she’ll come .

I really hope so.

For now, you just need to .

I don’t think I can her.

Just try to keep your chin up. There are of fish in the sea. right. Thanks, Andrew.

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Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What happened to Jon and Amy?

2. Was Andrew surprised about the breakup?

3. What advice did Andrew give to Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. How did things at the meeting? Was anything resolved?

2. I thought it was for me when I found out we had to take a test this morning. I didn’t study at all!

3. Amy and David are fighting all the time. Things are quickly for them.

4. Tom told me that I needed to my anger.

5. I have to after a tough day.

6. It wasn’t that hard for Jim to after his girlfriend broke up with him.

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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Everyday Idioms 1

Episode 19:

A Second Chance Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. What are some ways you can say you’re sorry?

2. What are some actions you can do to apologize?

3. Have you ever gotten back together with an ex?

4. What actions are easy to forgive?

5. What actions cannot be forgiven?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

It’s been ages.

a) to become a couple again

2.

hang in there

b) two people who are perfect for each other

3.

What’s new with you?

c) nothing is different, everything is the same

4.

get back together

d) What’s different in your life?

5.

cling to hope

e) to admire someone

6.

match made in heaven

f) to keep trying, not give up

7.

same old

g) It’s been a long time.

8.

give it a shot

h) to try

9.

think the world of someone

i) to sincerely wish for something

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1

A Second Chance

Episode 19 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.

Amy

Jon

Hello?

Amy, this is Jon. Hi, Jon. It’s been . How have you been?

I’m there. What’s new with you?

Same . Why are you calling me?

I’ve got something to ask you.

What is it?

Can we get ? I’m clinging to hope.

Really?

Yeah. Don’t you think we’re a made in heaven?

You’re right. We’re so much .

So, then, why don’t we give it a ?

Yeah. Let’s do it. I’ve you a lot, Jon. Me too. I still think the of you.

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A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. What did Jon ask Amy about?

2. Does Jon still have feelings for Amy?

3. Does Amy want to get back together with Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. Hey, Alberto! I haven’t seen you for a while. ?

2. Tony and Angela had a serious talk and decided to again.

3. since they’ve seen each other.

4. I was because I love him so much!

5. It’s good you and didn’t give up on her.

6. They are a . They are so much alike.

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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3

Everyday Idioms 1

Episode 20:

Wedding Bells Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class.

1. What are weddings like in your country?

2. How long should a couple know each other before they get married?

3. Where are some good places to get married?

4. What qualities does a good partner have?

5. How long have you known your best friend?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right.

1.

Tell me about it!

a) I agree!

2.

a month of Sundays

b) a very long time

3.

spill the beans

c) to want to be somewhere more than anything else

4.

tie the knot

d) to have two couples go out together

5.

the big day

e) to get married

6.

count on

f) extremely happy

7.

wouldn’t miss it for the world

g) a very lovely person

8.

sweetheart

h) to depend on

9.

double date

i) to tell someone something

10. on cloud nine

j) the day of a wedding

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1

Wedding Bells

Episode 20 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

Andrew

Hello?

Andrew. It’s Jon. Jon. Great to from you. It’s been a long time.

Yeah, ! It’s been a month of .

So, what’s new?

Well, I have some big .

Really? the beans.

Amy and I are the .

That’s great news! When’s the day?

December 1. Can I you to be there?

Of course. I wouldn’t miss it for the .

Great. You can bring a .

I’d like to. I met a new girl. She’s a .

That’s great. I can’t wait to meet her. Maybe we can .

Good idea. Congratulations, Jon. Thanks, Andrew. I’m on nine.

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2

Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class.

1. How long has it been since Jon spoke with Andrew?

2. What kind of big news does Jon tell Andrew?

3. When is the date of Jon and Amy’s wedding?

Vocabulary Review Complete the sentences with the correct idioms from page 1.

1. Come on, Tom, . You have to tell me everything about her.

2. He can his family to help whenever he has a problem.

3. Your daughter is such a . She always helps me with my kids.

4. Ted and Sarah invited another couple to go on a .

5. If you are really happy, then you will tell people you are .

6. I’m getting married soon. The is July 9!

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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Student Book 1,2,3,4,5, 6 Audio App Interactive Platforms Level Certificate