C1 Teacher´s Book Functional English by MARIO ALBERTO GONZALEZ GARCIA

Teacher´s Book

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

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

MODELO BASADO EN EL CIRCULO LINGUISTICO DE PRAGA

Reading in English

Understanding Implied Meaning Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Comprehension

Language Focus

Vocabulary Review

Practice

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

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

Understanding Implied Meaning Reading in English

Lesson Objective In this lesson, you’ll learn to read and understand information that is communicated indirectly by an author. You will also learn the difference between the verbs imply and infer. First, let’s think about how we hint at meaning through our gestures and actions.

Pre-Reading A. Take a Guess Read and discuss each gesture or action with a partner. Take a guess about what each one means. • a mom looks at her watch three times as her child arrives home from school • a neighbor comes over to your home for coffee and zips up her sweater • a friend hands you a box of tissues as you begin to watch a movie • a spouse gets up from the dinner table and brings back the salt shaker

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.

literal

a) to communicate

implied

b) to use

explicitly

c) in the most basic sense

implicitly

d) an understanding or conclusion based on evidence

convey

e) in a clear, detailed way

utilize

f) information or understanding one already has

prior knowledge

g) in an indirect way

unfamiliar

h) suggested indirectly

decipher

i) to figure out, to understand

10. inference

j) not known, not well understood

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

Understanding Implied Meaning Reading in English

Reading 1. In written English, just as in spoken English, meaning can be literal or implied. When a word or passage has a literal meaning, it is stated directly. The writer or speaker spells out exactly what he or she means. However, writers often expect more advanced readers to do a bit more work. This is especially true with fiction. 2. Writers often use the “show, don’t tell” technique to make their writing more meaningful. Instead of explicitly describing a character or setting, fiction writers use actions or emotions to convey meaning implicitly. A writer could easily use the words “cold and snowy” to tell a reader that her story begins on a wintry day. To show or imply that it is the first day of winter-like weather, however, the writer can describe a group of children struggling to find their boots and snowsuits.

“Poetry had far better imply things than preach them directly...” —F. L. Lucas, literary critic

3. Dialogue can also be used to convey meaning about characters in an implicit way. For example, the mother in the scenario above may yell down to her kids: “Your boots and snowsuits are in the basement in a bin marked ‘Seasonal’!” When you read between the lines, you can infer that the children are old enough to read the word “seasonal,” but young enough to still wear snowsuits. 4. Readers can also utilize their prior knowledge to grasp the writer’s implied meaning. Readers draw conclusions about a character or situation based on their own world knowledge and personal experiences. Readers also rely on prior knowledge to infer the meaning of unfamiliar words. They look at nearby words that they recognize and try to decipher the meaning of the unfamiliar ones. 5. Unlike with detail and main idea questions, there is usually more than one possible answer to an inference question. Readers make educated or informed guesses based on inference clues from the writer. Being able to identify and explain how they made the inference is more important than getting the same answer as other readers.

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

Useful Inference Sentence Stems • • • •

My guess is... I think this means... Perhaps this means... It’s possible the author is trying to say that... • Based on my own personal experience, I think that... • I think the author is trying to convey that... • The dialogue suggests that...

Understanding Implied Meaning Reading in English

Comprehension Use the information from page 3 to answer the questions. 1. According to the reading, how is spoken English similar to written English?

2. What is paragraph 2 mainly about?

3. Why should readers pay close attention to dialogue in order to fully understand a story?

4. What can you infer about the mother in paragraph 3 based on what she says to her children?

5. How can readers infer the meaning of unfamiliar words?

6. How are inference questions different from main idea or detail questions?

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

Understanding Implied Meaning Reading in English

Language Focus A. Imply Vs. Infer The verbs “imply” and “infer” are often confused. To imply means to hint at something indirectly. A writer or speaker implies or hints at meaning without saying or writing it explicitly. To infer means to guess or figure out the meaning of something based on prior knowledge, experience, or other clues. A reader or listener infers the meaning. A trick for keeping these two words straight is to remember that “infer” is for the reader to “figure out.” • What can you (the reader) infer (from the text)? • What does the writer imply (by leaving hints)?

B. Direct & Indirect Language Expressions Expression

Definition

Example

spell something out

t o say something in a very basic way so that people understand the meaning easily

Do you need me to spell it out for you? Ella is not interested in dating you.

read between the lines

to figure out the full meaning of something even though it is not explicitly stated

I understand that she’s not interested. I can read between the lines.

draw conclusions

to use the clues or information we have to make educated guesses

Before you draw any conclusions, ask to hear her side of the story.

take/can’t take a hint

to detect (or to be unable to detect) implied meanings (often hinted at through actions, dialogue, tone)

I stopped responding to his texts, but he can’t take a hint.

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

Understanding Implied Meaning Reading in English

Vocabulary Review A. Choose the Correct Word Choose the word or phrase with the closest meaning to the underlined word or phrase in the following sentences. 1. The writer implies that the characters are recently divorced. a) guesses b) hints c) states 2. Does the report explicitly state that the company is at risk of bankruptcy? a) uncharacteristically b) indirectly c) directly

3. I can’t decipher the instructions because your handwriting is so messy. a) deliver b) understand c) change

5. When I said he died, I didn’t mean that in the literal sense. He’s just really sad. a) basic b) reading c) death

4. He conveyed his disappointment by shaking his head at us. a) heightened b) communicated c) hid

6. My inferences were based on prior knowledge and personal experience. a) hints b) definitions c) educated guesses

B. Complete the Sentence Complete the sentences using a form of imply or infer. 1. My colleague that he is going to quit his job soon. 2. The reader can that the main character is a young female. 3. From the speaker’s tone, we can that he is frustrated with the new regulations. 4. Are you that we should stop fighting for these changes? 5. Make an about the season based on the description in paragraph 2.

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

Understanding Implied Meaning Reading in English

Practice A. Unfamiliar Words Read the text and try to infer the word form and meaning of some unfamiliar words. Use your prior knowledge of nearby words to guess the part of speech and meaning. Complete the chart.

Word

fidget

aimlessly

splurge

amenities

monotony

Word Form

verb

Allan Murdock fidgeted in his seat while he waited for his name to be called. First, he scrolled aimlessly through his social media updates. Then he pulled out his wallet and began to alphabetize his business cards. San Diego was the 12th city on Allan’s month‑long sales trip. He was physically exhausted and had splurged for his last night on the road. Allan was looking forward to an evening to relax and enjoy the amenities of this all-inclusive resort. Tomorrow morning he’d be flying home and returning to the monotony of his 9–5 workweek.

Nearby Clues

Definition

in his seat, waited, scrolled, pulled out his wallet, alphabetize

to play around with items nervously, to have difficulty sitting still

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

Understanding Implied Meaning Reading in English

Practice cont. B. Reading Between the Lines user-friends Work with a partner. Read the text and answer the questions together. Compare your answers with another group’s answers. 1. What does the writer imply about the time of year? What about the time of day? 2. What can you infer about Mrs. Washington? 3. What does the writer explicitly say about Brian? 4. What personal experience or knowledge can help you fully understand the first scene of this story?

Outside 52 Hollyhock Lane, three orange jack-o’-lanterns grinned blindly on the front stoop. With their mouths opened wide, they were enjoying a windblown breakfast of freshly fallen snowflakes. Inside a different kind of storm was brewing. “I can’t find my boots!” Mark shouted. “There are no mittens!” Will said. “Where are the snowsuits buried?” their eldest sibling Brian said as he sifted through a mess of jackets and umbrellas. The children were going to be late for school, but that was the least of Mrs. Washington’s worries. “Check in the basement in the bin marked Seasonal!” she yelled down to them as she reached for a tissue to remove some of her red lipstick. “Hurry up! You’re all going to miss the bus.”

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

Understanding Implied Meaning Reading in English

Practice cont. C. Show, Donâ&#x20AC;&#x2122;t Tell Read the sentences and try rewriting them in a less explicit way. 1. My dog was very happy to see me when I got home from work.

2. I was born in a farmhouse on a cold, wet September morning.

3. Grandma Kate liked everything sweet, including cookies, cakes, and pies.

4. As I watched Franco drive away, I realized I was in love with him.

5. It was 6:00 am on a Sunday morning when the bad news arrived.

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

Understanding Implied Meaning Reading in English

Assessment A. Reading Read the text and answer the questions in Part B.

Lillian stares down at her feet. Her new, furry slippers glare back. Did the right one wink at her? What Lillian had asked for was a sumptuous bathrobe like the kind from the hotels they used to stay at when his work paid for everything, including the mineral water. But things had changed. “Money doesn’t grow on trees anymore,” Robert had reminded her when she passed him her holiday wish list. “How about under trees?” Robert hadn’t laughed at this nor at anything Lillian had said in the last few weeks. He did chuckle when she opened his gift, though. “They’re for your icebergs,” he said. “Maybe both of us can get some shut-eye around here from now on.”

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

Understanding Implied Meaning Reading in English

Assessment cont. B. Comprehension Answer the questions based on the text in Part A. 1. Identify three unfamiliar words and make an educated guess about what they mean.

2. Do you have any prior knowledge or experience about hotels to bring to this text?

3. What does the author imply/infer about Robert’s job? (Circle the appropriate verb and answer the question.)

4. What can you imply/infer about the setting? (Circle the appropriate verb and answer the question.)

5. What does the author convey in the line “They’re for your icebergs”?

6. Why do you need to read between the lines to understand Lillian and Robert’s relationship?

7. Rewrite the last sentence in a more literal way.

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

Understanding Implied Meaning Reading in English

Reading Assessment Tool Name:

Description of Task

Skill

Date Completed

Score / Success

Level

Reading

Success (check) 

Yes

Assessment Criteria

Almost

Not Yet

understands the difference between imply and infer uses prior knowledge and nearby words to infer meaning of unfamiliar words understands different ways that writers imply meaning makes inferences about characters makes inferences about setting Notes

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

Understanding Implied Meaning Reading in English

Self-Assessment MAKING INFERENCES Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

understand the difference between imply and infer? infer the meaning of an unfamiliar word from nearby words and prior knowledge? explain what it means to read between the lines? understand implied meaning based on what a character says? infer meaning about time and place?

My Notes

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

Understanding Implied Meaning Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: High Int

In this lesson, students learn how to understand implied meaning

TIME:

in written texts. They learn the difference between the commonly confused words “imply” and “infer” and practice reading between

3+ hours

TAGS: implied meaning, inference, making inferences, reading, reading strategies, imply, reading in English, fiction

the lines. This lesson includes vocabulary review practice, comprehension, and assessment.

Pre-Reading

Comprehension

A. TAKE A GUESS

Have students work individually to answer the questions based on

Have students work in pairs or small groups to discuss the implied meanings of the gestures and actions. Then discuss as a class.

the reading. This task can be assigned for homework. 1.

Answers will vary.

According to the reading, spoken and written English are similar in that meaning can be literal (direct) or implied (indirect).

B. VOCABULARY PREVIEW

1. c

3. e

5. a

7. f

9. i

2. h

4. g

6. b

8. j

10. d

Reading

Paragraph 2 is mainly about “show, don’t tell,” a technique where writers use actions and emotions to imply meaning rather than stating information directly.

Writers should pay close attention to the dialogue to learn more about the characters.

You could infer that the mother is busy or distracted and expects her children to find their boots and snowsuits

Have students read the instructional text individually or in pairs

themselves. She might be an organized person since she has a

or groups. Alternatively, you can read the text together as a class. Discuss the quote.

labelled bin in storage for seasonal wear. 5.

Readers can use prior knowledge or experience to infer meaning about unfamiliar words.

Inference questions are different from main idea or detail questions because there usually isn’t a wrong answer. It’s more important for readers to explain how they got the answer (show their evidence) than to answer it correctly.

(continued on the next page...)

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

Understanding Implied Meaning Reading in English

Answer Key cont. Language Focus

splurge (verb) nearby clues: resort, last night

Have students read the instructional text individually or in pairs or

definition: to spend money freely (usually for a

groups. Alternatively, you can read the text together as a class.

special occasion) 3.

Vocabulary Review

nearby clues: relax, enjoy, resort definition: features of comfort, enjoyment, or convenience

A. CHOOSE THE CORRECT WORD 1. b

2. c

3. b

amenities (noun)

4. 4. b

5. a

nearby clues: 9–5, workweek (“mono” prefix = one, alone)

6. c

B. COMPLETE THE SENTENCES

monotony (noun) definition: repetition or routine, lack of variety

B. READING BET WEEN THE LINES

implied/is implying

implying

This reading task can be done together as a class or for homework.

infer

inference

Remind students that it’s more important to be able to explain their

infer

Practice

answer than to get it right or wrong. Responses will vary. 1.

The writer implies that it is October or early November (jack‑o’‑lanterns are out), but that winter has arrived. The writer also implies that it is morning (breakfast,

A. UNFAMILIAR WORDS Give your students time to look at the words in bold and infer

kids might miss the bus). 2.

for an important day or event and doesn’t have time to

meaning from nearby words and prior knowledge. Ex. fidget (verb)

help her kids. 3.

nearby clues: in his seat, waited, scrolled, pulled out his wallet, alphabetize

You can infer that Mrs. Washington is busy getting ready

The writer explicitly states that Brian is the oldest child in the household.

Readers may recall the stress of being late for school or almost

definition: to play around with items nervously,

missing the bus. They may compare this mother to their own

to have difficulty sitting still

mother in terms of her attentiveness. They may also think

aimlessly (adverb) nearby clues: waited for his name to be called, fidgeted, social media (“less” suffix = without) definition: without a purpose

about how annoying it is to have to get bundled up for school, especially when it’s only Halloween season. (continued on the next page...)

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

Understanding Implied Meaning Reading in English

Answer Key cont. Practice cont.

Assessment

C. SHOW, DON’T TELL

A. READING

This writing task can be done together as a class or for homework.

Use the reading on page 10 to assess your students’ ability to

Encourage students to use their creativity. Responses will vary. Examples: 1. 2.

My dog ran up and down the hall when I got home and

B. COMPREHENSION

I was born on the first day of school when the sunflowers

brown. The skies opened up to welcome me, but the visitors stayed home.

went around with the dessert tray. 4. “I never knew you cared so much about cars,” my brother teased as I stared at his best friend, Franco, driving away in his new Volkswagen Beetle. I felt around the room to try to find my phone. “Are you sitting down?” my father asked. “Why would I be sitting before the

Answers will vary. Readers may choose words such as glare, sumptuous, chuckle, and shut-eye.

Answers will vary. Readers may mention that mineral water is expensive in hotel rooms and that only expensive hotel rooms

The way to Grandma Kate’s heart was through her stomach. “I’ll take one of each,” she would always say when my mom

of time to complete this task (e.g., 30 minutes). A ready-made assessment tool is available on page 12.

knocked over a plant. outside the farmhouse turned from a delicious gold to a crispy

understand implied meaning. Give your students a set amount

offer robes. 3.

(imply) The author implies that Robert either lost his job or got a demotion.

(infer) You can infer that it’s Christmas Eve or Christmas

The author conveys that Lillian has physically cold feet.

To understand the relationship, the reader needs to follow the

morning at Lillian and Robert’s home.

characters’ actions, emotions, and dialogue. Robert doesn’t

sun comes up?” I wondered.

laugh at her jokes anymore, and Lillian is disappointed that he didn’t buy her the gift she asked for. The job loss or demotion seems to be putting a strain on their relationship since things aren’t the way they used to be. 7.

Answers will vary. “Maybe we’ll both sleep better when your cold feet don’t keep us awake.”

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

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

Reading in English

Identifying Points of View Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Vocabulary Review

Points of View

Who’s Who?

Identifying Points of View

Practice

Assessment

Reading/Writing Assessment Tool

Self-Assessment

Answer Key

I N T / V E R S I O N 1. 0)

Identifying Points of View

Reading in English

Lesson Objective In this lesson, you will discover how different voices in a text are characterized by the author. This is called the “point of view” of the story. Point of view (POV) refers to the distinct ways in which individuals in a story “see” or “hear” what takes place. In this lesson, you will learn the different points of view and how to identify them.

Pre-Reading A. Warm-Up Activity Your teacher will provide you with a short reading. In a small group, discuss the point of view of the excerpt or story. Is there more than one viewpoint? Share your thoughts about the point(s) of view with your group.

B. Vocabulary Preview

“You never really understand a person until you consider things from his point of view.”

Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 3.

—Harper Lee, author

emotional response

a) the leading or main figure in a story

perspective

narrator

subjective

e) the person telling the story

bias

persuade

f) the way readers see and experience the characters and events in a story

protagonist

antagonist

omniscient

b) the individual who opposes or goes against the main figure in a story c) the way a person looks at something (usually in an unfair manner) d) to cause someone to do or believe something by giving sound reasons

g) a method of writing where the person telling the story knows the feelings and thoughts of each and every character h) a person’s feelings and/or reactions to situations or events i) a conversational passage between two or more people about a particular subject

10. objective

j) a conclusion that is formed through evidence and reasoning

11. inference

k) not affected by personal feelings, explanations, or preconception

12. dialogue

l) based on personal feelings, perception, and judgment

I N T / V E R S I O N 1. 0)

Identifying Points of View

Reading in English

Reading 1. The point of view (POV) of a narrative reflects the opinions or emotional response of the individual central to a piece of literature such as a story, essay, or poem. The three different points of view in English literature are first person, second person, and third person. Third person, however, has three variations which will be addressed later. 2. First person is the “I” in a story. This viewpoint is used when the person telling the story is speaking from his or her own view or perspective. The narrator of the story often uses this first-person point of view. This viewpoint is common, particularly in writing. Frequently, due to this being a subjective standpoint, there can be a bias or partiality. As the reader reads an account from this stance, it tends to be the one we, as readers, empathize with. Therefore, the narrator can persuade us to readily believe in this person as we connect to him or her. 3. Still, it must be pointed out that the author’s viewpoint and that of the narrator may not be the same. In other words, the author uses the narrator to communicate the story, but it may or may not be from the author’s actual viewpoint. The author may simply employ this approach due to the way he or she wants to direct the story. 4. Second person is the “you” in a story. This choice of person is rarely utilized in fiction writing or literature—it is used primarily when giving instructions or directions. Nonetheless, it can work when the author wants to engage the reader as part of the story who carries the plot. Then the reader can actually become the protagonist.

Antagonist The antagonist is the opposing character who is influential in the evolution of the protagonist.

5. Third person is the “he” or “she” in a story. This interpretation can allow a story to be told more at arm’s length, thus avoiding an emotional connection since the narrator is outside of the story. It is also the stance used when the narrator refers to individuals in the narrative by name. 6. As noted previously, third person has three variations. They are third person limited, omniscient, and objective. The limited view is employed when the narrator tells the story singularly from “his” or “her” viewpoint. The omniscient stance is an all-knowing, all-seeing view, where the narrator can foretell or even foresee what will happen next. Lastly, the objective view is one where the character’s thoughts and views are only understood by inference. This is based on actions or dialogue which takes place between characters.

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Identifying Points of View

Reading in English

Vocabulary Review Complete the sentences using vocabulary from the reading. The word forms may need to be changed. 1. I love listening to the between passengers when I’m on long bus rides. 2. She was laughing and crying after she heard the news about her friend’s upcoming wedding. It was a very . 3. I hate when the dies at the end of a movie. I prefer happy endings. 4. The journalist was warned by his editor that he must be careful not to be when writing his articles. 5. It was not easy to her to come with us because she had so much work to do. 6. It’s fun to write as an narrator. I like making up lots of people’s thoughts. 7. Art is so . Some people love this piece and others hate it. 8. The read the story while the children listened quietly. 9. They were planning to purchase a house, so they knew they needed to be and consider all the facts. 10. They share the same on most things, so they get along well. 11. The was apparent right at the beginning of the book; he was devious and unpleasant. 12. Sometimes it is challenging to understand the concept of in a story because the clues are so subtle.

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Identifying Points of View

Reading in English

Points of View A. Examples First Person Viewpoint

Example

The first person tells my or our story. In first person, the narrator is I or we.

I went out with my friend to a movie. We watched the movie and then returned home.

Second Person Viewpoint

Example

The second person tells your story. The second person narrates your viewpoint.

You missed your appointment yesterday. Now you must reschedule it.

Third Person Limited Viewpoint

Example

The third person limited tells his or her story. The thoughts and feelings of one character are made known.

Robert contemplated what he would do after he was done work for the week. He knew he could give a few of his friends a call to see if they would consider going camping on the weekend. He thought they might want to join him if he said he would drive. He believed doing the driving would really help convince one or more of them to come along.

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Identifying Points of View

Reading in English

Points of View cont. A. Examples cont. Third Person Omniscient Viewpoint

Example

The third person omniscient tells their story. The thoughts and feelings of more than one character are made known.

Since they were young, Susan had always liked spending time with Jon. They went to movies, on walks, and out for dinner. They also spent hours talking on the phone. She wasn’t sure when it started, but she knew her feelings for Jon had grown stronger once they started university. Though he never told her, Jon felt the same. When he entered university, he began thinking about the future — and it included Susan. As time went on, his thoughts turned to a proposal and marriage . Little did either of them know that they were both contemplating their lives together.

Third Person Objective Viewpoint

Example

The third person objective tells their story. The thoughts and feelings of more than one character are understood by dialogue and/or actions instead of being made know directly.

Robert called again that day, wondering why he couldn’t reach Hannah. Frantically, he started phoning a few of her friends to see if they had heard from Hannah. A few hours later, Hannah returned his call. “I got all your messages” she said, smiling as she spoke. “Where were you? I’ve been calling all day!” Robert snapped. “I thought you had disappeared from the face of the earth!” “No, of course I hadn’t,” Hannah replied, frowning. “I told you I was spending the day with Janice. We had our phones turned off.” “Oh, right. I forgot,” responded Robert, reddening. “Sorry.”

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Identifying Points of View

Reading in English

Points of View cont. B. Review Work with a partner. Consider the different points of view listed below. From whose viewpoint is the story being told? #

Point of View

First Person

Second Person

Third Person Limited

Third Person Omniscient

Third Person Objective

Whose Viewpoint?

C. Matching Match a point of view (1–5) with the choices on the right. 1.

First Person

a) The narrator is not a character in the story, yet the reader knows the characters’ thoughts.

Second Person

b) The narrator is a character in the story, and the reader knows the character’s viewpoint, thoughts, and feelings.

Third Person Limited

c) The narrator is not a character in the story, yet tells the story from the viewpoint of one character.

Third Person Omniscient

d) The narrator is not a character in the story and only tells the reader what is being said and done.

Third Person Objective

e) The narrator is not a character in the story, yet tells the story from the viewpoint of the reader.

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Identifying Points of View

Reading in English

Who’s Who? A. Prefixes At times, it may be challenging to remember who’s who in literature.

Prefix Tip The word protagonist begins with the prefix “pro,” which means forward, going forth or in favor of, advancement of. “Pro” is seen as positive or favorable.

Prefixes can help! Prefixes are groups of letters, numbers, or a word placed at the beginning of a root word, changing its meaning.

On the other hand, the word antagonist begins with the prefix “ant,” which means against or opposite. “Ant” is negative or unfavorable. Based on this, the protagonist would be good and the antagonist would be bad.

B. Pronouns

First Person

Second Person

Third Person

Subject Pronouns

Object Pronouns

Possessive Adjectives/Pronouns

singular

my/mine

plural

our/ours

singular

you

your/yours

plural

you

your/yours

singular

he (masculine) she (feminine) it (neutral)

him (masculine) her (feminine) it (neutral)

his/his (masculine) her/hers (feminine) its/its (neutral)

plural

they

them

their/theirs

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Identifying Points of View

Reading in English

Identifying Points of View A. Make a Guide You will now make a guide that illustrates how to identify the narrator’s point of view. Directions: 1. Use two or more sheets of paper. Separate them into five different sections. 2. At the top of each section, write one of the narrative terms. Narrative Terms • • • • •

first person second person third person limited third person omniscient third person objective

3. Define each term. 4. Provide a unique example for each term. 5. Explain how to identify each point of view.

Example:

First Person Definition: First person is when the narrator is telling his or her own story. Example: I drove to the store to buy groceries. After I finished shopping, I drove back home. We put all the groceries away. How to Identify: The first-person point of view can be identified because the narrator frequently uses “I” and “we.”

Second Person Definition: Write a definition for the second-person point of view. Example: Write an example of second-person narration. How to Identify: Explain how to identify the point of view.

B. Share with a Partner Now, share your guide with a partner. Take turns outlining the five different points of view, providing the example first. See if your partner can identify the point of view from your example.

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Identifying Points of View

Reading in English

Practice A. Whose Point of View?

Viewpoints • • • • •

Identify the point of view in each of the following passages. Explain your answers in the space provided.

first person second person third person limited third person omniscient third person objective

1. He walked into the room with such a swagger; you might even think he was in charge of the place. The clerk actually came across the room to greet him, rather than waiting for him to approach. She thought she recognized him. You could see people standing together, watching him and whispering to each other. Who was he, that he should command such a response? He liked the attention.

Point of View

Explanation

2. When I was younger and still in school, my parents moved around a lot due to my father’s job. It was really difficult, always having to change schools and meet new people. I would just get used to one place when we would pack up and move to the next town. It wasn’t just the challenge with friends—it was becoming accustomed to a new school. It definitely affected my grades! It was only after I got to university — and that wasn’t easy considering my schoolwork up until that time — that I finally started doing well in school. When I get married, I will not impose that kind of life on my children. It’s much too upsetting when life is turned upside down like that.

Point of View

Explanation

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Identifying Points of View

Reading in English

Practice cont. A. Whose Point of View? cont. 3. You will need to pack your bags the day before you leave since your flight is so early in the morning. Remember to bring yourself a change of clothes—winter clothes for the snow and ice you’ll encounter—and all your other essentials. You will have an indoor swimming pool where you’re staying, so don’t forget to bring your bathing suit. Of course, the amount of time you spend outside or by the pool will be entirely dependent on the weather.

Point of View

Explanation

4. The young boy threw the ball across the lawn, landing it solidly in the catcher’s mitt. “Yahoo! I did it,” he cheered, jumping up and down. “Good job, Sam. You’re really getting the hang of it,” Nathan encouraged, smiling, giving him a thumbs-up. “Can I try again?” Sam asked eagerly. “Sure. Absolutely,” urged Nathan. The ball, once again, landed soundly in Nathan’s glove. “Well. I think we can go on to batting practice now. We can go back to this after,” Nathan said confidently. “Ah. Okay. As long as we do,” replied Sam hesitantly. “No problem, Sam. I promise we will,” reassured Nathan.

Point of View

Explanation

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Reading in English

Practice cont. A. Whose Point of View? cont. 5. Jenna looked around with a puzzled expression. In the dark, it was so hard to make out the letters on the signs. Now where was she? She hoped that the subway entrance was not too much further; she was uncomfortable walking in the dark all alone. She could see someone up ahead of her. As she approached, it was clear it was a young man, probably around her age. She decided to ask him for directions. “Can you tell me where the nearest subway station is?” she asked cautiously. “Sure. You’re not far. It’s right up the street about a block, on the left‑hand side,” he replied, gesturing. “Thanks for your help,” Jenna said appreciatively. “You’re welcome,” he responded as he turned and continued on his way.

Point of View

Explanation

B. Review & Discuss Find a partner and review Part A together. Do you agree with your partner’s POV and explanation? Then discuss as a class.

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Reading in English

Assessment A. Reading 1. It was going to be a long journey. Nicole knew that but was preparing mentally and emotionally for this reality. She hoped her physical state would stand up to it; she knew her husband’s would. He worked out more regularly than she did. Still, Nicole had been an athlete since she was a child. While he was probably in better shape now, Nicole trusted her stamina would physically sustain her, and so would her mental resilience. 2. After all, Nicole reasoned, she had trained all the way through university, juggling school and a part-time job all at the same time. Now, though, because of her job, she was only training three or four times a week. She wondered how that would that affect her. Would she be able to keep up? 3. James knew she was worried about the climb. James realized his job allowed him more time and freedom to train. As it was, he also rode his bike to work daily, adding about 40 miles per week to his training routine. She took the car and used the elevator rather than the stairs; however, he acknowledged she did work on the 40th floor. 4. Nicole and James had both decided they would do this because friends of theirs, Julia and Alan, returned over a year ago saying it changed their perspective on life. All went well for them—the weather cooperated, they both remained healthy, and they met some wonderful companions. Nicole and James could see it had really been a positive, life-changing experience for Julia and Alan. On top of that, Julia and Alan kept talking about it, urging them to consider joining them when they went back this year. “You two need to come with us,” urged Alan. “You won’t regret it.” 5. After some dialogue, Nicole and James decided, almost on a whim, that they would make this journey. They had been planning on starting a family, but since that had not happened yet, they realized they better take the time for the climb now or it might never happen. And they would always wonder if their lives might have been different if they said “no” to this opportunity.

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Assessment cont. B. Comprehension Based on what you have read, circle the correct answer to each question. In the blanks, explain or answer in full sentences. 1. From what point of view is this story written? a) first person b) third person limited c) third person omniscient d) third person objective Explain your answer.

2. Who is the narrator of the story? a) Nicole b) James c) Nicole and James d) It is not known. Explain your answer.

3. What was Nicole preoccupied about regarding their trip? Why would this be her perspective?

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Reading in English

Assessment cont. B. Comprehension cont. 4. What is the inference regarding James’s thoughts on Nicole’s preoccupation?

5. Who persuaded Nicole and James to embark on this journey?

6. Do you believe Nicole and James’s decision was an emotional response? If so, why do you think this?

7. Do you think Julia and Alan were biased when they urged Nicole and Alan to go on this trip?

8. When Julia and Alan discussed their trip, do you think were they subjective or objective in relaying their experience?

9. Is there an antagonist in this story? If so, who is it, and why?

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Reading in English

Reading/Writing Assessment Tool Name:

Description of Task

Skills

Date Completed

Score / Success

Level

Reading, Writing

Success 

Yes

Assessment Criteria

Almost

Not Yet

correctly identifies point of view (with text-based evidence) demonstrates comprehension of the text demonstrates understanding of viewpoint vocabulary finds and reduces key information with supporting details completes the reading task within an appropriate amount of time writes information with only minor grammatical errors Notes

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Self-Assessment IDENTIFYING POINTS OF VIEW 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 different points of view correctly? understand the difference between third person limited, omniscient, and objective? recognize clues in the text that help me identify the point of view? identify which pronouns are used with which types of viewpoint? use viewpoint vocabulary in writing and speaking?

My Notes

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Identifying Points of View

Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: High Int

In this lesson, students learn how to identify different points

TIME:

of view including first person, second person, and third person (limited, omniscient, and objective). This lesson includes

3+ hours

TAGS: identifying points of view, point of view, reading, reading comprehension, academic, fiction

vocabulary review practice, comprehension, and assessment.

Pre-Reading

Vocabulary Review

A. WARM-UP ACTIVIT Y

dialogues/dialogue

subjective

emotional response

narrator

protagonist

objective

biased

10. perspective

persuade

11. antagonist

omniscient

12. inference

Choose a short reading which will allow students to discuss point of view. One of the readings from ESL Library’s Second Conditional Stories lesson from the Grammar Stories section would work well for this activity: https://esllibrary.com/courses/90/lessons/1975. Alternatively, read the first page of Harper Lee’s book, To Kill a Mockingbird, out loud to your students.

Points of View

Have students work in groups to discuss points of view. Then have each group will share their ideas with the class. This activity will help you identify what your students already know

A. EX AMPLES Read through the viewpoints and examples as a class.

about viewpoints.

B. REVIEW

B. VOCABULARY PREVIEW 1. h

3. e

5. c

7. a

9. g

11. j

2. f

4. l

6. d

8. b

10. k

12. i

Reading Have students read the text individually or in pairs or groups.

my/our

their

your

their

his/her

C. MATCHING 1. b

2. e

3. c

4. a

5. d

Alternatively, you can read the text together as a class.

Comprehension

(continued on the next page...)

Have students work in pairs to summarize the text. Encourage them to use the vocabulary from page 2 in their summaries. Then have a class discussion to learn other words that students found difficult.

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Answer Key cont. Who’s Who?

Practice

Review some grammatical tips to help

A. WHOSE POINT OF VIEW ?

your students identify points of view.

It is third person omniscient because the thoughts

Identifying Points of View A. MAKE A GUIDE

and feelings of more than one character are made known. 2.

is telling the story from the “I” viewpoint. 3.

is telling the story from the “you” viewpoint. 4.

Third Person Objective It is third person objective because the narrator

starting with reading the example first and having them guess the POV.

Second Person This is second person because the narrator

B. SHARE WITH A PARTNER

points of view. Then they will share their guides with a partner,

First Person This is first person because the narrator

Answers will vary.

Students will create their own guide outlining the five different

Third Person Omniscient

only tells the reader what is being said and done. 5.

Third Person Limited This is third person limited because the narrator reveals the thoughts and feelings of one character.

B. REVIEW & DISCUSS Students will share their answers with partners. Then discuss the correct responses as a class.

(continued on the next page...)

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Answer Key cont. Assessment

Self-Assessment

A. READING

When you are finished with this lesson, have your students reflect

Choose a set amount of time for your students to complete this task. An optional ready-made assessment tool is available. Alternatively, you can create your own assessment tool

on their learning by filling in the chart on page 17. SPELLING NOTE:

using an editable template from Shared Criteria for Success:

This lesson shows the American spelling of the words Favor,

https://esllibrary.com/resource_categories/104/resources/2352

Favorable, and Unfavorable. Most other English-speaking

Note: Between the story and the questions, all the vocabulary from page 2 has been incorporated into this Assessment.

countries spell these words this way: Favour, Favourable, and Unfavourable. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

B. COMPREHENSION 1.

c – It is third person omniscient because the narrator reveals the internal thoughts and feelings of more than one character.

d – I n third person omniscient, the narrator tells the story

Nicole was worried she would not be able to physically

about the characters but is not involved in the story. keep up on the trip. She recognized she hadn’t trained as much as she would have liked to. 4.

James was aware of Nicole’s concern, but it is not clear if he shared her unease.

Julia and Alan persuaded Nicole and James by relating their own positive outcome.

Yes, it seems that Julia and Alan’s encouraging viewpoint affected them emotionally and played a big part in their decision to go.

Yes. Julia and Alan were biased because they seemed to just want the company and weren’t considering the trip from Nicole’s perspective. Being out of shape, Nicole would likely struggle on the journey.

Julia and Alan were subjective because it would appear they were basing their encouragement on their own feelings, thoughts, and opinions—not on facts.

Yes. The antagonists are Julia and Alan. They were the ones who create conflict.

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Grammar Practice Worksheets

Adjective Clauses Table of Contents 2

Grammar Notes Adjectives Clauses

Exercise 1 Adjective Clauses in Context

Exercise 2 Formality

Exercise 3 Punctuation

Exercise 4 Sentence Completion

Exercise 5 About Me

Exercise 6 Listening

Exercise 7 Error Correction

Exercise 8 Find Someone Who/Whose

Exercise 9 Writing

Exercise 10 Review

Exercise 11 Quiz

Grammar Assessment

Self-Assessment

Answer Key

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Adjective Clauses

Grammar Practice Worksheets

Grammar Notes ADJECTIVE CLAUSES

A. Introduction to Adjective Clauses An adjective clause (also called a relative clause) is a type of dependent clause that describes a noun. Adjective clauses usually begin with a relative pronoun and can modify a subject or object noun from the main sentence. Adjective clauses can also modify an entire sentence or indicate possession or an amount.

B. Relative Pronouns Look at the following chart and note the adjective clauses in bold. Which nouns are these clauses modifying? Are they modifying subject orÂ object nouns or the entire sentence? #

Modified Noun

Relative Pronoun

Example

person

who, whom, that, 0/

The conference attendees who I met yesterday were back at the booth today.

thing

which, that, 0/

Hurricane Katrina, which took place in August 2005, caused an untold amount of destruction.

place

where, which, that, 0/

This is the city where I grew up.

time

when, which, that, 0/

I will never forget the day when my team won the basketball championship game.

possession

whose

The man whose dog is always barking refuses to listen to my complaints.

amount

quantity word + of + whom/which

She has read three magazines, one of which she bought at the airport.

entire sentence

which

Nico studied all night, which made him feel groggy the next day.

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Grammar Practice Worksheets

Grammar Notes cont. C. Formality Scales The choice of relative pronoun depends on two things: 1) whether itâ&#x20AC;&#x2122;s the subject or object of the adjective clause, and 2) the formality of the spoken or written sentence. When you speak or write in English, decide how formal the situation is and then choose an appropriate pronoun. For example, in an academic essay, use the most formal pronoun, but when speaking to or texting with a friend, use the least formal one.

1. People Relative Pronoun as a Subject Formality

Relative Pronoun

Example

formal

who

The man who is standing by the door was my teacher in elementary school.

informal

that

The man that is standing by the door was my teacher in elementary school.

Relative Pronoun as an Object Formality formal

informal

Relative Pronoun whom

Example The woman whom I met yesterday was kind.

who

The woman who I met yesterday was kind.

that

The woman that I met yesterday was kind.

The woman I met yesterday was kind.

Note #1 Adjective clauses that begin with whom are very formal and not used very often. They are occasionally used for formal writing or speaking (academic, legal, etc.).

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Adjective Clauses

Grammar Practice Worksheets

Grammar Notes cont. C. Formality Scales cont. 2. Things Relative Pronoun as a Subject Formality

Relative Pronoun

formal

which

informal

that

Example The Titanic, which is my favorite movie, stars Leonardo DiCaprio and Kate Winslet. The only horror movie that was playing at this theater last week was great, but I canâ&#x20AC;&#x2122;t remember the title.

Relative Pronoun as an Object Formality formal

Relative Pronoun which that

informal

Example The Da Vinci Code, which I read last month, was a good book. The book that I read last month was good. The book I read last month was good.

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Adjective Clauses

Grammar Practice Worksheets

Grammar Notes cont. C. Formality Scales cont. 3. Places Relative Pronoun as a Subject Formality

Relative Pronoun

formal

which

informal

that

Example France, which is famous for wine, is located in Europe. A country that is famous for wine is France.

Relative Pronoun as an Object Formality any situation formal

Relative Pronoun where in/at which which that

informal

Example The city where I live is very crowded. The city in which I live is very crowded. Hong Kong, which Iâ&#x20AC;&#x2122;d like to visit someday, is very crowded. The city that I live in is very crowded. The city I live in is very crowded.

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Adjective Clauses

Grammar Practice Worksheets

Grammar Notes cont. C. Formality Scales cont. 4. Time Relative Pronoun as a Subject Formality

Relative Pronoun

formal

which

informal

that

Example April 14, which is my favorite day of the whole year, is my birthday. The day that is my favorite of the whole year is AprilÂ 14.

Relative Pronoun as an Object Formality any situation formal

Relative Pronoun when in/at which which that

informal

Example Midnight is the time when I like to go to bed. Midnight is the hour at which I like to go to bed. Midnight, which is also called the witching hour, is my usual bedtime. Midnight is the time that I like to go to bed. Midnight is the time I like to go to bed.

Note #2 Adjective clauses for places and time that begin with preposition + which are very formal and not used very often. They are occasionally used for formal writing or speaking (academic, legal, etc.).

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Adjective Clauses

Grammar Practice Worksheets

Grammar Notes cont. D. Punctuation with Restrictive & Non-Restrictive Clauses 1. Restrictive Clauses

2. Non-Restrictive Clauses

Restrictive adjective clauses, also called defining adjective clauses, provide information that is necessary to define a noun. In other words, we wouldn’t know which noun someone was talking about without this clause to explain it. The subject or object nouns being modified are usually common nouns that are preceded by the article “the.” These types of clauses don’t require a comma.

Non-restrictive adjective clauses, also called nondefining adjective clauses, add extra information to a noun. The information in this type of clause is not necessary to define the noun. The subject or object nouns being modified are usually proper nouns that are capitalized. These types of clauses require a comma.

• The movie that I watched last night was really good. • I recommend talking to the person who is in charge of admissions. • The town where I grew up is full of interesting people.

• Julia recommended Avengers: Endgame, which she watched last night. • My brother, who works at a vet’s office, likes cats more than dogs. • Rome, where I lived last summer, has a lot of famous sightseeing spots.

Note #3 When modifying a subject or object noun that is a thing in American and Canadian English, “which” is preferred in restrictive clauses and “that” is preferred in non‑restrictive clauses, regardless of formality. Look back to the “things” charts on page 4. Which clauses are restrictive and which are non‑restrictive? How can you tell?

Note #4 he verb in the adjective clause must agree in number with the noun it T modifies in both restrictive and non-restrictive clauses. • Anyone who is present at the meeting will get to vote. • My classmates, who are intelligent people, all passed the final exam with flying colors.

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Adjective Clauses

Grammar Practice Worksheets

Exercise 1 ADJECTIVE CLAUSES IN CONTEXT Read the story and underline or highlight all the adjective clauses.

My favorite sport is played during the summer. It is a sport that requires nine players on each team. The people who play this sport must be fast, brave, and intelligent. Players who are fast and brave will be able to react quickly to a ball that often travels at 90 miles (about 145 kilometers) an hour or more. Players who are intelligent will be able to decide what to do before the ball comes to them, and will react quickly and correctly even when they cannot watch the other players.

My favorite sport is interesting to watch. People who watch the game have a chance to discuss the strategy of the teams and the quality of the players. Spectators who understand the game well know that they have to watch two places on the field at the same time: the place where the ball is and the place where the runner is.

What’s my favorite sport?

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Adjective Clauses

Grammar Practice Worksheets

Exercise 2 FORMALITY

A. Read & Label Read the following sentences and analyze differences in levels of formality. Label the sentences in each group from 1 (most formal) to 4–5 (least formal). Set 1 1

a) The man about whom I was informing you is sitting in the corner. b) The woman I was talking about is wearing the red dress. c) The guy that I was telling you about is dating my friend. d) The girl who I told you about works with me. e) The person whom I spoke about is my boss.

Set 2 a) The book about which I spoke of came out last year. b) The novel that I was talking about was published in Korea in 2007. c) The Catcher in the Rye, which was set in the 1950s, was written by J. D. Salinger. d) The story I told you about was written in Chinese. Set 3 a) The home in which I was brought up was on the same street as my school. b) The house where I spent my childhood had two floors. c) The house I grew up in had a large kitchen. d) The house that I was raised in had a large kitchen. e) That big house, which was my childhood home, is made of bricks.

B. Discuss Now get into groups and discuss the following questions: • When would you use the first sentence in each group? • Which sentence from each group is the most common in casual speech? • Which type of adjective clause would you normally use in writing? How about in speaking? Why? • Is the word “whom” common?

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Adjective Clauses

Grammar Practice Worksheets

Exercise 3 PUNCTUATION Punctuate the following sentences according to the rules in the Grammar Notes on page 7. Note that some sentences will not require any punctuation. Ex. Enzo is a vegetarian[,] which means that he does not eat meat. 1. The man who stole my car was wearing a black mask. 2. Bill O’Grady comes from a small town which means that everyone knows everyone else. 3. She saw a picture of Paul who has a scar on his nose. 4. The photograph in the magazine showed a woman whose hair was very short. 5. I know Henri’s sister whose name is Nicolette. 6. Dr. Seismore who is a retired obstetrician still loves to talk to pregnant women. 7. The meal that Connie served last night was spicy which meant that I drank water all night. 8. Hal has fond memories of his hometown which is located on a lake. 9. Bobby met his girlfriend in Asti’s restaurant where the servers sing during the meal. 10. This is the photographer who I was telling you about five minutes ago.

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Adjective Clauses

Grammar Practice Worksheets

Exercise 4 SENTENCE COMPLETION Complete the following sentences using the information in parentheses. Be careful to use the correct verb tenses and to punctuate carefully. , which live in Africa , Ex. Hyenas are very fast runners. (Hyenas live in Africa.) 1. John F. Kennedy was the youngest president in history. (JFK was assassinated in 1963.)

2. The pizzeria served expensive food. (We ate there yesterday.)

3. My dog died yesterday . (It made me very sad.)

4. Sunday is the day . (I sleep late on Sundays.)

5. Fatima went to the mall without me . (It was not a nice thing to do.)

6. Marta is the type of boss . (Marta is easy to work with.)

7. Sushi is a meal . (I love sushi.)

8. Alexander Ovechkin comes from Russia. (Alexander is an excellent hockey player.)

9. Pizza is my favorite food. (Pizza is inexpensive.)

10. Sachiko’s sister lives in Tokyo . (Tokyo is the capital of Japan.)

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Adjective Clauses

Grammar Practice Worksheets

Exercise 5 ABOUT ME Complete the following sentences about yourself. Be careful to use the correct verb tenses. When you’re finished writing, share your answers with a partner or group. where I can learn about the history of that city Ex. When I travel, I love to visit sites . 1. I always try to do things . 2. I admire people . 3. I would never marry a person . 4. I want to travel to a place

5. One of my favorite memories is the time . 6. I would never say something . 7. One of the best days I’ve ever had was the day

8. When I go shopping, I like to buy things . 9. I would never want to live in a place . 10. I hope my friends see me as someone

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Grammar Practice Worksheets

Exercise 6 LISTENING Listen to the following story and fill in the missing words. How many adjective clauses does this story contain? How many are restrictive and how many are non-restrictive? that I think I have a typical modern family. I am 24 years old, 1

and I two sisters and two . I live in a 2

very big house is located in Washington, DC. My father and 4

mother divorced five years , and I went 5

to with my father. Last year, got married to 7

a woman has three children of her own. Now we all live together 9

in one home. Maria, is stepsister, is a 10

12-year-old girl hair is long and curly. 12

Tony, stepbrother, is very different. He is a serious 13

boy who plays video games are made by Sony. 14

stepmother, is the manager of a fast-food restaurant, is 18 years 16

younger than my father. One month ago, my father and his wife had a baby boy, is my half brother. Last week, when my mother 17

came to pick me up at my school, I major in psychology, I 18

told my friend David, has a good sense of humor, “I have to 19

run. My stepmother has come to me up.” Harry looked at the 20

woman, looked more like my sister my 21

stepmother, and said, “Your stepmother looks like she is the same age as you! What an interesting you have!” And I think 23

I do, makes life much more . 24

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Grammar Practice Worksheets

Exercise 7 ERROR CORRECTION Find at least one error in each sentence and correct it on the line below. Ex. The student who book was left in the classroom is studying with Dr. Lopez. The student whose book was left in the classroom is studying with Dr. Lopez. 1. He used to live in Colombia, that is a Spanish-speaking country.

2. The woman who her name is Dina come from Tunisia.

3. Mitt Romney, who a politician from Massachusetts might run for president.

4. Julia never talks to people which donâ&#x20AC;&#x2122;t speak her language.

5. Ali who work in a large company which located in northern Quebec.

6. Messi won two championships who was born in a small town in Argentina.

7. Barbara has a house that overlooking the river.

8. She will never forget the day when celebrated her twenty-first birthday.

9. Ji Na comes from a place where is very cold almost all year.

10. Bollywood makes more films than Hollywood which is the movie capital of India.

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Adjective Clauses

Grammar Practice Worksheets

Exercise 8 FIND SOMEONE WHO/ WHOSE... Make your own “Find Someone Who” survey! Complete the chart with eight more adjective clauses. Include clauses with “who” and “whose.” Then walk around the classroom and ask your classmates your questions.

Find someone...

who prioritizes health over wealth.

whose values are similar to your own.

Classmate’s Name

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Adjective Clauses

Grammar Practice Worksheets

Exercise 9 WRITING Write a short essay using as many adjective clauses as you can. Make sure you vary the types of nouns you modify. Also, use both restrictive and non-restrictive clauses and punctuate them carefully. Choose one of the following topics or think of your own topic. Use your notebook if you run out of room. • Talk about your future plans/goals. • Describe a past vacation. • Talk about your hometown.

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Adjective Clauses

Grammar Practice Worksheets

Exercise 10 REVIEW

A. Reading 1) Abraham Lincoln was born in a log cabin in Kentucky on February 12, 1809. 2) His family later moved to Indiana. 3) He was given little formal education. 4) Abraham Lincoln walked miles to borrow books and read them by firelight to educate himself. 5) He held several jobs in Illinois. 6) His law practice in Illinois became successful. 7) He had a famous series of debates with Stephen Douglas in 1858. 8) He lost to Douglas in the election for senator, but he gained a national reputation. 9) He was elected president in 1860. 10) In the same year, the Civil War began, and he claimed broad executive powers. 11) Some people said that these powers were dictatorial. 12) He lacked a competent military commander for the Northern Army. 13) He suffered several serious defeats. 14) One of these defeats was the first Battle of Bull Run. 15) In the Emancipation Proclamation, he declared that the slaves were free. 16) Military successes helped him gain re-election in 1864. 17) Unlike many members of Congress, he wanted to be lenient and forgiving with the Southern states. 18) John Wilkes Booth shot Lincoln on April 14, 1865. 19) Lincoln died the next morning.

B. Form New Sentences After reading the article, follow the instructions below to form new sentences using adjective clauses. 1. Combine sentences 1 and 3 into one sentence by using the relative pronoun who.

2. C hange sentence 2 to an adjective clause that begins with the relative pronoun whose and combine it with sentence 1.

I N T / V E R S I O N 1. 4)

Adjective Clauses

Grammar Practice Worksheets

Exercise 10 cont. 3. C hange sentence 6 to an adjective clause that begins with the relative pronoun where and combine it with sentence 5.

4. C hange sentence 10 to an adjective clause that begins with the relative pronoun when and combine it with sentence 9.

5. C hange sentence 11 to an adjective clause that begins with the relative pronoun that and combine it with sentence 10.

6. C hange sentence 14 to an adjective clause that begins with an expression of quantity (one of which) and combine it with sentence 13.

7. C hange sentence 18 to an adjective clause that begins with the relative pronoun whom and combine it with sentence 19.

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Grammar Practice Worksheets

Exercise 11 QUIZ Circle the correct answer. 1. I will never forget the time I lost the keys to my house. a) where b) when c) during which d) who 2. Harry got fired from his job, meant that he could collect unemployment insurance for 26 weeks. a) that b) which c) who d) on which 3. The doctor treated the wounded man at the hotel he had been shot. a) who b) where c) which d) on which 4. The house Mary grew up is now owned by a minister and his wife. a) where b) that c) which d) when

5. I have three brothers living in Texas, one of is a meditation teacher in Houston. a) whom b) who c) that d) which 6. Giovanni has a cousin nose is incredibly long. a) who b) who’s c) whose d) that’s 7. The people the singer danced along to the music. a) that were watching b) whose where watching c) which were watching d) which watched 8. Vincent Van Gogh was the type of painter use of colors was extraordinary. a) who his b) that c) who d) whose

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Grammar Practice Worksheets

Exercise 11 cont. 9. I discussed the ethical question with Professor Mayer teaches philosophy and religion. a) , who b) who c) that d) , that

13. Jose played soccer for a team lost every game it played. a) which b) that c) which it d) that it 14. The movie last Saturday was incredibly dull.

10. Hyenas are rather small animals, are able to get food through cunning. a) that b) , which c) which d) , that 11. France people eat a great deal of cheese and drink lots of red wine, has a low incidence of heart attacks. a) where b) , where c) which d) that

a) I went to it b) I went to c) that I went d) which I went 15. The performer at the concert yesterday danced better than Jennifer Lopez. a) which I saw b) that I saw her c) who I saw her d) I saw

12. I would never sit next to a person like raw garlic. a) who he smelled b) whose smell c) who smelled d) that he smelled

I N T / V E R S I O N 1. 4)

Adjective Clauses

Grammar Practice Worksheets

Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Achieved

Target

Skill

Adjective Clauses

Grammar

Achieved with Help

Needs Improvement

forms adjective clauses correctly in writing uses adjective clauses correctly in speaking uses relative pronouns as subjects and objects correctly uses the appropriate verb tenses in adjective clauses punctuates adjective clauses correctly understands the differences in formality in all types of adjective clauses knows how to combine simple sentences into complex ones using adjective clauses

Notes

I N T / V E R S I O N 1. 4)

Adjective Clauses

Grammar Practice Worksheets

Self-Assessment ADJECTIVE CLAUSES Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

form adjective clauses correctly in writing?

use adjectives clauses correctly in speaking?

punctuate adjective clauses correctly in writing? use adjective clauses with the appropriate formality? combine simple sentences into complex ones using adjective clauses?

My Notes

I N T / V E R S I O N 1. 4)

Adjective Clauses

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: High Int

In this lesson, students learn how to use adjective clauses to define

TIME:

nouns. They also study the formality of various clauses and learn to punctuate clauses correctly.

2–3 hours

TAGS: adjective clauses, relative clauses, dependent clauses, relative pronouns, who, whom, that, which, when, where, restrictive, non-restrictive, commas, comma placement, formality, formal, informal, sentence position, assessment, grammar, grammar practice exercises

Grammar Notes Go over the grammar notes as a class. For more information and

NOTE #1 1.

Restrictive Clauses: •

examples, see our editor’s blog posts: https://blog.esllibrary.

Leonardo DiCaprio and Kate Winslet.

com/2014/05/08/restrictive-non-restrictive-adjective-clauses/ •

and https://blog.esllibrary.com/2014/05/15/relative-pronouns-

“Who I met yesterday” modifies “attendees,” a subject noun.

2. “Which took place in August 2005” modifies “Hurricane Katrina,” a subject noun. 3. “Where I grew up” modifies “city,” an object noun. 4. “When my team won the basketball championship game” modifies “day,” an object noun. 5. “Whose dog is always barking” modifies “man,” a subject noun.

The Da Vinci Code, which I read last month, was a good book.

formality-scales/ B. RELATIVE PRONOUNS

The Titanic, which is my favorite movie, stars

Non-Restrictive Clauses: •

The scary movie that was playing at this theater last week was great, but I can’t remember the title.

•

The book that I read last month was good.

•

The book I read last month was good.

You can tell by the choice of pronouns (which for restrictive and that for non-restrictive) and punctuation (commas for restrictive and no commas for non-restrictive).

6. “One of which she bought at the airport” modifies “magazines,” an object noun. 7.

(continued on the next page...)

“Which made him feel groggy the next day” modifies the entire sentence.

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Grammar Practice Worksheets

Answer Key cont. Exercise 1

B. DISCUSS

My favorite sport is played during the summer. It is a sport that requires nine players on each team. The people who play this

Discussion answers may vary. Possible answers: •

The first sentence in each group would likely only be used

sport must be fast, brave, and intelligent. Players who are fast and

in very formal writing or speaking (e.g., in academic essays,

brave will be able to react quickly to a ball that often travels 90

presentations, legal documents, etc.).

miles (about 145 kilometers) an hour or more. Players who are

•

form in casual speech (Set 1 b, Set 2 d, Set 3 c).

intelligent will be able to decide what to do before the ball comes to them, and will react quickly and correctly even when they cannot

Dropping the relative pronoun is the most common clause

•

Answers will vary. Popular choices for writing would be Set 1 c/d, Set 2 b/c, Set 3 b/d/e, and for speaking Set 1 b/c, Set 2 b/d,

watch the other players. My favorite sport is interesting to watch. People who watch the game have a chance to discuss the strategy of the teams and the

Set 3 b/c/d). •

writing and speaking.

quality of the players. Spectators who understand the game well know that they have to watch two places on the field at the same time: the place where the ball is and the place where the

No, “whom” is not common. It is usually only used in formal

Exercise 3

runner is. What’s my favorite sport? Answer: Baseball

A. READ & LABEL Set 1 b) 5

c) 4

d) 3

e) 2

Bill O’Grady comes from a small town[,] which means that

She saw a picture of Paul[,] who has a scar on his nose.

no punctuation

I know Henri’s sister[,] whose name is Nicolette.

Dr. Seismore[,] who is a retired obstetrician[,] still loves to talk to pregnant women.

The meal that Connie served last night was spicy[,] which meant that I drank water all night.

Set 2 a) 1

no punctuation

everyone knows everyone else.

Exercise 2

a) 1

8. b) 3

c) 2

d) 4

on a lake. 9.

Set 3

Hal has fond memories of his hometown[,] which is located Bobby met his girlfriend in Asti’s restaurant[,] where the servers sing during the meal.

10. no punctuation

Answers may vary for the formality position of the clause with where. a) 1

b) 3

c) 5

d) 4

e) 2

(continued on the next page...)

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Answer Key cont. Exercise 4

Exercise 6

Answers may vary.

This story contains 12 adjective clauses (in bold in the transcript

John F. Kennedy, who was assassinated in 1963, was the youngest president in history.

below). There are five restrictive clauses (with no commas) and seven non-restrictive clauses (with commas).

The pizzeria where we ate yesterday served expensive food.

that

10. who

19. who

My dog died yesterday, which made me very sad.

have

11. my

20. pick

Sunday is the day when/that I sleep late.

brothers

12. whose

21. who

Fatima went to the mall without me, which was not a nice

that

13. my

22. than

thing to do.

got

14. that

23. family

Marta is the type of boss who/that is easy to work with.

ago

15. My

24. which

Sushi is a meal that I love.

live

16. who

25. interesting

Alexander Ovechkin, who is an excellent hockey player,

17. who

comes from Russia.

who

18. where

Pizza, which is inexpensive, is my favorite food.

10. Sachiko’s sister lives in Tokyo, which is the capital of Japan.

Exercise 5 Answers will vary. Monitor your students for correct verb tenses and punctuation. Encourage them to use different types of clauses, and watch for accidental adjective phrase usage. Follow up by having students share their answers in pairs, groups, or with the whole class.

I think that I have a typical modern family. I am 24 years old, and I have two sisters and two brothers. I live in a very big house that is located in Washington, DC. My father and mother got divorced five years ago, and I went to live with my father. Last year, he got married to a woman who has three children of her own. Now we all live together in one home. Maria, who is my stepsister, is a 12-year-old girl whose hair is long and curly. Tony, my stepbrother, is very different. He is a serious boy who plays video games that are made by Sony. My stepmother, who is the manager of a fast-food restaurant, is 18 years younger than my father. One month ago, my father and his wife had a baby boy, who is my half brother. Last week, when my stepmother came to pick me up at my school, where I major in psychology, I told my friend David, who has a good sense of humor, “I have to run. My stepmother has come to pick me up.” Harry looked at the woman, who looked more like my sister than my mother, and said, “Your stepmother looks like she is the same age as you! What an interesting family you have!” And I think I do, which makes life much more interesting. (continued on the next page...)

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Grammar Practice Worksheets

Answer Key cont. Exercise 7

Answers may vary.

He was elected in 1860, when the Civil War began.

In the same year, the Civil War began, and he claimed broad

He used to live in Colombia, which is a Spanish-speaking country.

The woman whose name is Dina comes from Tunisia.

Mitt Romney, who is a politician from Massachusetts, might run for president.

Julia never talks to people who/that don’t speak her language.

Ali works in a large company that is located in northern Quebec.

Messi, who was born in a small town in Argentina, won two championships.

Barbara has a house that overlooks the river.

She will never forget the day when she celebrated her twenty-first birthday.

Ji Na comes from a place where it is very cold almost all year.

He held several jobs in Illinois, where his law practice became successful.

executive powers that some people said were dictatorial. 6.

He suffered several serious defeats, one of which was the first Battle of Bull Run.

Lincoln, whom John Wilkes Booth shot on April 14, 1865, died the next morning.

Exercise 11 1. b

4. a

7. a

10. b

13. b

2. b

5. a

8. d

11. b

14. b

3. b

6. c

9. a

12. c

15. d

Grammar Assessment

10. Bollywood, which is the movie capital of India, makes more films than Hollywood.

Use this tool for assessment purposes. Find Assessment Tools that you can personalize in our Resources section:

Exercise 8

https://esllibrary.com/resources

Answers will vary. Monitor your students for correct adjective

Self-Assessment

clause formation. Follow up by having them talk to different classmates and writing down their names when appropriate.

Have your students fill out this form.

Exercise 9

SPELLING NOTE:

Answers will vary. Monitor your students for correct verb tenses and punctuation.

Exercise 10 Answers will vary. Sample answers: 1.

This lesson shows the American spelling of the words Favorite, Humor, Half brother, Kilometers, and Colors. Most other Englishspeaking countries spell these words this way: Favourite, Humour, Half‑brother, Kilometres, and Colours. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

Abraham Lincoln, who was given little formal education, was born in a log cabin in Kentucky on February 12, 1809.

Abraham Lincoln, whose family later moved to Indiana, was born in a log cabin in Kentucky on February 12, 1809.

I N T / V E R S I O N 1. 4)

Grammar Practice Worksheets

Adjective Phrases Table of Contents 2

Grammar Notes Adjectives Phrases

Exercise 1 Reductions

Exercise 2 Punctuation

Exercise 3 Sentence Combination

Exercise 4 Speaking

Exercise 5 Sentence Completion

Exercise 6 In the News

Exercise 7 Writing

Exercise 8 Quiz

Grammar Assessment

Self-Assessment

Answer Key

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

Adjective Phrases

Grammar Practice Worksheets

Grammar Notes ADJECTIVE PHR ASES

A. Introduction to Adjective Phrases Adjective clauses and phrases modify nouns. An adjective clause is a group of words that contains a subject and a verb. An adjective phrase is a reduced form where the subject is dropped and the verb is either dropped or shortened to a participle form. Adjective phrases are very common in informal speaking and writing. They are also commonly used in news articles.

B. Formation How do we reduce an adjective clause into an adjective phrase? Look at the following rules.

Rule

If there is a Be verb, eliminate the subject and Be verb.

If there is no Be verb, it is sometimes possible to eliminate the subject and change the verb to the present participle (-ing).

Adjective Clauses

Adjective Phrases

Ms. Harrison, who is the vice president of the company, was promoted.

Ms. Harrison, vice president of the company, was promoted.

The person who is talking to Yuri is our new teacher.

The person talking to Yuri is our new teacher.

The team that was beaten in the semifinals was coached by Jim McMahon.

The team beaten in the semifinals was coached by Jim McMahon.

Mr. Chin has a lawyer who speaks on his behalf.

Mr. Chin has a lawyer speaking on his behalf.

Maya stayed in a hotel room that overlooked the river.

Maya stayed in a hotel room overlooking the river.*

My mother, who doesnâ&#x20AC;&#x2122;t want to work for anyone else, started her own company.

My mother, not wanting to work for anyone else, started her own company.**

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Grammar Practice Worksheets

Grammar Notes cont. B. Formation cont. #

Rule

If there are commas around the adjective clause, keep them in the adjective phrase.***

Adjective Clauses

Adjective Phrases

Ivan, who is my new roommate, is from Croatia.

Ivan, my new roommate, is from Croatia.

Arabic, which is a language I studied last year, is difficult to learn.

Arabic, a language I studied last year, is difficult to learn.

Pizza Go, which is located next to the river, had a successful year.

Pizza Go, located next to the river, had a successful year.

C. Notes *Note #1 If there is only one verb, use the present participle form in the adjective phrase even when the sentence is in the past tense. (Do not use the past participle form.) check She made a dessert that consisted of flour, sugar, bananas, and eggs. (clause) check She made a dessert consisting of flour, sugar, bananas, and eggs. (phrase) times She made a dessert consisted of flour, sugar, bananas, and eggs. (phrase) To emphasize that one past action happened before another, we can use having + past participle in the adjective phrase. • My friend, who cooked us an amazing meal, was tired after the party. (clause) • My friend, having cooked us an amazing meal, was tired after the party. (phrase)

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Grammar Practice Worksheets

Grammar Notes cont. C. Notes cont.

**Note #2 For a negative form, use not + the reduced form of the verb. • The person who is not looking at us is our new teacher. (clause) • The person not looking at us is our new teacher. (phrase) • Maya stayed in a hotel room that didn’t overlook the river. (clause) • Maya stayed in a hotel room not overlooking the river. (phrase)

***Note #3 The rules for commas around adjective phrases follow the same rules as adjective clauses. Restrictive or defining adjective clauses and phrases don’t take commas because the information is necessary to define a noun. • The suitcase missing one of its handles is mine. Non‑restrictive or non-defining adjective clauses and phrases require commas because the information is not necessary to define a noun. • Theodore Roosevelt, the 26th president of the US, had a pet hyena.

Note #4 Only clauses that start with a subject relative pronoun can be reduced to phrases. Clauses that start with an object relative pronoun cannot be reduced to a phrase. check The person who worked with me today is from Korea. (subject pronoun) check The person working with me today is from Korea. check The person who I worked with today is from Korea. (object pronoun) times The person I working with today is from Korea. times The person working with today is from Korea

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Grammar Practice Worksheets

Exercise 1 REDUCTIONS

Reduce the adjective clauses to adjective phrases. Ex. The person that was driving the red Toyota caused the accident.

The person driving the red Toyota caused the accident.

1. I know the student who is sitting in the front row of the theater.

2. The girl who was chosen to be the captain has played for three years.

3. John Brown, who is 23, works at Chase Bank.

4. Pauline Johnson, who is the manager of the restaurant, lives in Ottawa.

5. I went to a hotel that was located on 7th and Broadway.

6. Nancy likes restaurants that serve spicy food.

7. The reporter who was captured during the raid was released yesterday.

8. Ludlow knows the man who is standing in the corner of the room.

9. I finally saw the singer who was hidden by the crowd.

10. Megan knows the woman who is directing the movie.

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Grammar Practice Worksheets

Exercise 2 PUNCTUATION Place a comma in the following sentences, if necessary. Ex. She has never been to Africa[,] a continent rich in natural resources. 1. We took a trip to Vancouver an ethnically diverse city. 2. The words written on the blackboard are very difficult to read. 3. Rice the staple food in Korean cooking is rarely eaten in France. 4. Oliver is dating a woman holding a degree from Heidelberg University. 5. Professor Balango a lazy man doesn’t prepare for class. 6. I have fond memories of my hometown located near our country’s largest shopping mall. 7. The rice made by your sister yesterday tasted like glue. 8. San Diego located in southern California has great weather. 9. Dogs the most loyal of all animals usually love to take walks with their owners. 10. Usha Patel the director of human resources does not work on Sunday.

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

Adjective Phrases

Grammar Practice Worksheets

Exercise 3 SENTENCE COMBINATION Combine the two sentences using an adjective phrase. Remember to place the adjective phrase immediately after the noun it describes and add commas when needed. Ex. Thailand has never been ruled by a foreign power. It is situated in Southeast Asia.

Thailand, situated in Southeast Asia, has never been ruled by a foreign power.

1. Simon Bolivar was born in Venezuela. Venezuela is located in South America.

2. Germany is now a unified country. It was divided into East and West in 1945.

3. I met a woman on the bus yesterday. The woman was wearing a polka-dot dress.

4. Algeria has a population of 43,000,000. It is the largest country in Africa.

5. Jin has a dog. The dog weighs 25 pounds.

6. There are six principal dialects of Spanish. Spanish is the official language of twelve South American countries.

7. Ranjettâ&#x20AC;&#x2122;s mother won two tickets to travel anywhere in the continental United States. She is a dentist.

8. Oliver attended a university. It is known for its excellent biology department.

9. Beppina is a fantastic swimmer. She is 23 years old.

10. Harold lives in Brooklyn. He is a new teacher.

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

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Grammar Practice Worksheets

Exercise 4 SPEAKING With a partner, take turns describing the scene using adjective phrases. Ex. The woman wearing headphones is listening to a podcast.

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

Adjective Phrases

Grammar Practice Worksheets

Exercise 5 SENTENCE COMPLETION Complete the sentences with an adjective phrase. built in 1972 Ex. My sister owns an apartment

1. Gianna has a dog . 2. Juan, , is standing over there. 3. I would like to introduce you to my English teacher, . 4. The person who sits next to me in class is someone . 5. We like to eat at a restaurant

6. The person who sits in front of me in class is someone . 7. I borrowed a pen from Andrew, . 8. I would like to tell you about my father, . 9. My mother is a woman . 10. My sister, , is very shy. 11. My brother,

, is not married.

12. My friend lives in a city . 13. My aunt has six children

14. My classmate, , lives with her aunt. 15. My coworkers, , usually ride their bicycles to work.

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

Adjective Phrases

Grammar Practice Worksheets

Exercise 6 IN THE NEWS Identify all the adjective clauses and phrases in the passage. Underline the adjective phrases and put parentheses around the adjective clauses. Sociologists Dispute the Threat of Violent Video Games Played by Teenagers The debate raging over the impact of video games on teenage behavior continues unabated. Dr. Marvin Hanson, director of the Center for Research on Teenage Violence at the University of Guadara, said that there were no clear links between video game violence and teen behavior. “Some parents whose children play Mortal Kombat or Grand Theft Auto, considered the most violent video games on the market, have expressed concerns about aggressive behavior and anxiety in their children,” said Dr. Hanson, who has three video-game playing children of his own. Harold Levkowitz, an irate parent whose son was assaulted by a fellow student after the two had played Rebel Squadron for five straight hours, said that he wished for a time when teenagers turned to sports to release their aggression. “Kids who don’t play soccer or football and have all these pent‑up emotions that they just can’t release tend to be more in-your‑face in their behavior,” Mr. Levkowitz, a clinical psychologist, explained. However, Ms. Maya Bertoldi, a mother of two, does not agree. “Young people who play video games leave their aggression in the room when they leave. They are perfectly normal teenagers who clearly understand the difference between games and real life.” Ronda Fleming, 23, an aerobics instructor and lifelong proponent of video games as a way to improve peripheral vision and reaction techniques, stated, “I don’t feel that violent video games affect behavior. Kids understand it’s just a game they’re playing. They won’t go around shooting at cars driving by as they do in Grand Theft Auto.” The debate rages on. Meanwhile, young people, whose lives revolve around the video monitor, continue to enjoy the challenge offered by video games.

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

Adjective Phrases

Grammar Practice Worksheets

Exercise 7 WRITING Think of a current event (real or imagined) and describe it in the style of a news article. Use adjective clauses and phrases, but reduce the clauses to phrases whenever you can.

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

Adjective Phrases

Grammar Practice Worksheets

Exercise 8 QUIZ Come up with 10 sentences that include adjective phrases to describe the scene.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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

Adjective Phrases

Grammar Practice Worksheets

Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Achieved

Target

Skill

Adjective Phrases

Grammar

Achieved with Help

Needs Improvement

recognizes the difference between adjective clauses and phrases reduces adjective clauses to adjective phrases correctly forms adjective phrases correctly in writing uses adjective phrases correctly in speaking punctuates adjective phrases correctly knows how to combine simple sentences into complex ones using adjective phrases

Notes

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

Adjective Phrases

Grammar Practice Worksheets

Self-Assessment ADJECTIVE PHR ASES Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

recognize the difference between adjective clauses and phrases? reduce an adjective clause to an adjective phrase?

use adjectives phrases correctly in speaking?

punctuate adjective phrases correctly in writing? combine simple sentences into complex ones using adjective phrases?

My Notes

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

Adjective Phrases

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: High Int

In this lesson, students learn how to use adjective phrases to define

TIME:

nouns. They also review adjective clauses and learn how to reduce them into adjective phrases.

2–3 hours

TAGS: adjective phrases, adjective clauses, restrictive, non‑restrictive, commas, comma placement,

NOTE:

reductions, reducing, assessment, grammar, grammar practice exercises

We strongly recommend completing the Adjective Clauses lesson before trying this lesson on Adjective Phrases.

Exercise 1 1.

I know the student sitting in the front row of the theater.

The girl chosen to be the captain has played for three years.

John Brown, 23, works at Chase Bank.

Pauline Johnson, the manager of the restaurant,

The rice made by your sister yesterday tasted like glue.

San Diego[,] located in southern California[,] has great weather.

Dogs[,] the most loyal of all animals[,] usually love to take walks with their owners.

10. Usha Patel[,] the director of human resources[,] does not work on Sunday.

lives in Ottawa. 5.

I went to a hotel located on 7th and Broadway.

Nancy likes restaurants serving spicy food.

The reporter captured during the raid was released yesterday.

Ludlow knows the man standing in the corner of the room.

Simon Bolivar was born in Venezuela, located in South America.

I finally saw the singer hidden by the crowd.

Germany, divided into East and West in 1945,

Exercise 3

10. Megan knows the woman directing the movie.

is now a unified country. 3.

I met a woman wearing a polka-dot dress on the bus yesterday.

Exercise 2

Algeria, the largest country in Africa,

We took a trip to Vancouver[,] an ethnically diverse city.

Jin has a dog weighing 25 pounds.

The words written on the blackboard are very difficult to read.

There are six principal dialects of Spanish, the official language

Rice[,] the staple food in Korean cooking[,] is rarely eaten in France.

has a population of 43,000,000.

of twelve South American countries. 7.

in the continental United States.

Oliver is dating a woman holding a degree from Heidelberg University.

Ranjett’s mother, a dentist, won two tickets to travel anywhere

Oliver attended a university known for its excellent biology department.

Professor Balango[,] a lazy man[,] doesn’t prepare for class.

I have fond memories of my hometown[,] located near our

country’s largest shopping mall.

10. Harold, a new teacher, lives in Brooklyn.

Beppina, 23 years old, is a fantastic swimmer.

(continued on the next page...)

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

Adjective Phrases

Grammar Practice Worksheets

Answer Key cont. Exercise 4

Exercise 6

Answers will vary. You can choose to have pairs write down their

The debate raging over the impact of video games on teenage

sentences as well as say them out loud. To follow up, have pairs

behavior continues unabated. Dr. Marvin Hanson, director of

share one or two sentences as a class.

the Center for Research on Teenage Violence at the University of Guadara, said that there were no clear links between video

Exercise 5 Answers will vary. Monitor your students for correct adjective phrase formation.

game violence and teen behavior. “Some parents (whose children play Mortal Kombat or Grand Theft Auto), considered the most violent video games on the market, have expressed concerns about aggressive behavior and anxiety in their children,” said Dr. Hanson, (who has three video-game playing children of his own). Harold Levkowitz, an irate parent (whose son was assaulted by a fellow student after the two had played Rebel Squadron for five straight hours), said that he wished for a time (when teenagers turned to sports to release their aggression). “Kids (who don’t play soccer or football and have all these pent-up emotions) (that they just can’t release) tend to be more in-your-face in their behavior,” Mr. Levkowitz, a clinical psychologist, explained. However, Ms. Maya Bertoldi, a mother of two, does not agree. “Young people (who play video games) leave their aggression in the room when they leave. They are perfectly normal teenagers (who clearly understand the difference between games and real life).” Ronda Fleming, 23, an aerobics instructor and lifelong proponent of video games as a way to improve peripheral vision and reaction techniques, stated, “I don’t feel that violent video games affect behavior. Kids understand it’s just a game (they’re playing). They won’t go around shooting at cars driving by as they do in Grand Theft Auto.” The debate rages on. Meanwhile, young people, (whose lives revolve around the video monitor), continue to enjoy the challenge offered by video games. (continued on the next page...)

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

Adjective Phrases

Grammar Practice Worksheets

Answer Key cont. Exercise 7 Answers will vary. Monitor your students for correct adjective clause and phrase formation.

Exercise 8 Answers will vary. You can choose to do this quiz orally (one‑on‑one with you) or in writing. This task could also be assigned as homework.

Grammar Assessment Use this tool for assessment purposes. Find Assessment Tools that you can personalize in our Resources section: https://esllibrary.com/resource_categories/104/resources/2352

Self-Assessment Have your students fill out this form.

SPELLING NOTE: This lesson shows the American spelling of the word Theater, Center, and Behavior. Most other English-speaking countries spell these words this way: Theatre, Centre, and Behaviour. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

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

Grammar Practice Worksheets

Adverb Clauses of Time Table of Contents 2

Grammar Notes Adverb Clauses of Time

Exercise 1 Adverbs

Exercise 2 Correct or Incorrect?

Exercise 3 Multiple-Choice

Exercise 4 Yoko’s Evening

Exercise 5 Find the Error

Exercise 6 Pair Work

Exercise 7 Writing

Exercise 8 Quiz

Grammar Assessment

Self-Assessment

Answer Key

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

Adverb Clauses of Time

Grammar Practice Worksheets

Grammar Notes INTRODUCTION TO ADVERB CLAUSES Adverb clauses provide extra information to a sentence about time, place, purpose, etc. A clause always includes a subject (S) and a verb (V) that shows tense and agreement. Adverb clauses are dependent clauses, meaning they cannot stand alone. Adverb clauses usually modify an independent clause (i.e., the main clause) of a sentence.

Adverb Clauses of Time Adverb clauses of time give information about when certain actions take place. An adverb clause, together with the independent clause, shows whether two actions take place at the same time or different times in the past, present, or future.

A. Form There are two ways to form a sentence with most adverbs (Adv) of time. An adverb clause can begin a sentence or it can follow the main clause. There is no difference in meaning between these two sentence patterns, and they are both common. When an adverb clause begins a sentence, it is usually followed by a comma. There is no comma when the adverb clause follows the main clause.

Pattern

Example

Adv + S + V , S + V 1

dependent

independent

clause

S + V Adv + S + V 2

independent

dependent

clause

While I was eating dinner, I was watching TV.

I was watching TV while I was eating dinner.

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Adverb Clauses of Time

Grammar Practice Worksheets

Adverb Clauses of Time cont. B. Time Adverbs Adverb

Notes

Examples of Adverb Clauses

after

• used for actions that happen at different times

• After I get home, I always check my email. • I always check my email after I get home.

•

• As the president was getting ready to address the nation, reporters crowded around the stage. • Reporters crowded around the stage as the president was getting ready to address the nation.

as long as

• means “during a certain time period” or “provided that”

• I will take care of you as long as I live.

as soon as

• used for an action that immediately follows another action

• As soon as Chen finishes his studies, he will move back to England. • Chen will move back to English as soon as he finishes his studies.

before

• used for actions that happen at different times

• Before Greta goes to bed, she has a cup of tea. • Greta has a cup of tea before she goes to bed.

by the time

• mostly used with the past perfect or future perfect

• By the time Alexei gets home tonight, Aunt Mila will have left. • Aunt Mila will have left by the time Alexei gets home tonight.

every time

• mostly used with the simple present

• Every time Hiroko calls me, we talk for an hour. • Hiroko and I talk for an hour every time she calls me.

more formal

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Adverb Clauses of Time

Grammar Practice Worksheets

Adverb Clauses of Time cont. B. Time Adverbs cont. Adverb

Notes

Examples of Adverb Clauses

once

• formal

• Once you complete your exam, you may leave the room. • You may leave the room once you complete your exam.

since

• mostly used with the present perfect

• Omar has lived on Main Street since he moved to Vancouver. • Ever since he moved to Vancouver, Omar has lived on Main Street.

when

• very common • used for actions that happen at the same time or different times

• When she lived in Montreal, she spoke French every day. • She spoke French every day when she lived in Montreal.

whenever

• means “at any time”

• Whenever I see my former boss, I get nervous. • I get nervous whenever I see my former boss.

while

• often used with the past progressive • used for actions that happen at the same time or when a short action interrupts a long action

• While I was studying for the exam, the phone rang. • The phone rang while I was studying for the exam.

until

• often used in the middle of a sentence

• Annalise usually works until she finishes all her tasks.

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 1 ADVERBS Fill in the blanks with the best adverb from the Adverb List. Adverbs can be used more than once. as long as Ex. I will tell you my secret you promise not to tell anyone else. 1. I will never go to that restaurant again I live. 2. I will not come to your house you apologize. 3. She was fired they found out she had stolen $500.

Adverb List • • • • •

until by the time after as long as while

4. My friend was studying I was sleeping. 5. my sister got home last night, I had already gone to bed. 6. Hannah ate breakfast, she washed the dishes. 7. my sister woke up, my mother had left for work. 8. Padma will stay with the baby the babysitter arrives. 9. Kamala was sleeping last night, she had an incredible dream. 10. Tyrone’s mother finishes cooking school, she will get a job in a restaurant.

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Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 2 CORRECT OR INCORRECT? Are the following sentences correct? Put a check mark in one of the columns.

Sentence

Viktor will have graduated by the time he applies for a job.

I get excited whenever I see puppies.

She was going to the beach every time I see her.

I have loved you since I first saw your beautiful eyes.

While I am studying next weekend, she will be sitting in a movie theater.

Hyunseon will be return to his country after he graduates.

Johnâ&#x20AC;&#x2122;s brother has been in jail since he was 22 years old.

By the time Ai got to the airport, the plane was left.

While Aran driving to school, he was drinking coffee.

After Maria takes biology and history, she took physics.

Tanisha was still sleeping when I called her at 6:00 am yesterday.

Yes

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

check

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 3 MULTIPLE-CHOICE Circle the correct answer to complete each sentence. Ex. While I tomorrow, I will think of you relaxing on the couch. a) will work b) am working c) worked d) will be working

5. I you since I you. a) have hated / met b) hate / met c) have hated / have met d) will hate / meet 6. Yesterday, while I dinner, my mother .

1. I saw Kristina for the first time, I thought she was your sister. a) If b) When c) While d) After 2. As soon as I get home, I you. a) will call b) call c) am going call d) calling

a) ate / called b) was eat / called c) was eating / was calling d) was eating / called 7. Tomorrow, while I dinner, I the newspaper. a) eat / read b) am eating / will reading c) was eating / was reading d) am eating / will be reading 8. By the time I got to the game, it .

3. Yesterday, after I dinner, my sister came over. a) will finish b) finish c) had finished d) finishing 4. The movie by the time I got to the theater. a) started b) had started c) starts d) was start

a) had started b) has started c) will have started d) starts 9. I you when I arrive in Korea. a) would call b) will call c) called d) call

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 4 YOKO’S EVENING

A. Chart What did Yoko do last night? Read the chart. Time

Activity

7:00

came home

7:05

checked her text messages

7:20

drank a glass of water

7:21

microwaved a frozen meal

7:30–7:40

ate dinner

7:30–7:40

read a book

8:00

her favorite TV program started

8:05

turned on the TV

9:00

fell asleep on the couch

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Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 4 cont. B. Sentences Based on Yoko’s activities, make five sentences using the patterns below. Then write two of your own. Ex. After S V, S V (7:05–7:20) After Yoko checked her text messages, she drank a glass of water. 1. At precisely 7:32 last night, S V

2. While S V, S V (7:30–7:40)

3. By the time S V, S V (8:00–8:05)

4. As soon as S V, S V (7:00–7:05)

5. Before S V, S V (7:20–7:21)

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 5 FIND THE ERROR Find one error in each sentence and write the correct sentence on the line below. Ex. Mohammed had finished his homework until his friend called. Mohammed had finished his homework by the time his friend called. 1. While Nestor was walking to school, he was running into his teacher.

2. Before he woke up yesterday, he had a cup of coffee.

3. When Jacques saw Marie for the first time, he was falling in love.

4. By the time Carlos arrived home, his mother left.

5. I will love you until I died.

6. I get sad, whenever I see Brett.

7. As I was falling asleep last night, I was seeing a bright light out the window.

8. I will work until I will finish the job.

9. By the time Lee had turned on the TV, the program had ended.

10. Karina has worked at that company while she moved to Connecticut.

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 6 PAIR WORK With a partner, take turns describing Alex’s schedule. Use the prompts to guide you.

A. Alex’s Evening Time

Activity

6:00–6:50

eats dinner

6:00–6:50

talks to his kids about the blizzard

6:55

his mother calls

7:00

brushes his teeth

7:05–7:15

waits for his brother

7:15

his brother arrives

7:15

leaves the house

7:30

the movie starts

7:40

arrives at the movie theater

B. Speaking – Past Imagine the activities in Part A happened last night. With your partner, take turns talking about Alex’s activities. Use adverbs clauses. Ex. Alex’s mother called after he finished eating dinner last night.

C. Speaking – Future Imagine the activities in Part A will happen tomorrow night. With your partner, take turns talking about Alex’s activities. Use adverbs clauses. Ex. Alex’s mother will call after he finishes eating dinner tomorrow night.

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 7 WRITING What happened to you? Think of a time when you were involved in an accident or an unexpected situation and write a short story about it. It can be a true story or you can make one up. Use as many adverb clauses as you can. Ex. S omeone broke into my house last weekend. I didn’t realize it until I got back from my vacation. I was having a great time skiing while someone was rifling through my personal belongings. By the time the police arrived, the culprit’s fingerprints were no longer visible because it had been a few days…

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

Adverb Clauses of Time

Grammar Practice Worksheets

Exercise 8 QUIZ Circle the correct answer. 1. By the time the movie started, her homework. a) she will complete b) she complete c) she is completing d) she had completed 2. After I class tomorrow, I will go to that new restaurant. a) finishes b) will finish c) have finished d) finish 3. She has not even looked at another man she married Jim two weeks ago. a) since b) when c) as long as d) while 4. Two days ago, their car broke down while they to Philadelphia. a) drove b) was driving c) were driving d) drive

5. By the time Oscar got to the airport, the plane . a) had already left b) left c) will leave d) has left

a) while b) as soon as c) until d) since

6. I will call you I get back from the party. a) because b) as soon as c) while d) as 7. Every time I you, you are wearing something purple.

10. Tomorrow, while I , I will think of you watching TV on the couch. a) will be working b) am working c) works d) worked 11. She will have left the office by the time you .

a) will see b) saw c) see d) have seen 8. I call that company, I get put on hold.

a) are returning b) will return c) return d) returned 12. I will love you I die.

a) While b) As c) Since d) Whenever

9. The fire alarm rang Karla was working in her office yesterday.

a) as soon as b) after c) until d) before

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

Adverb Clauses of Time

Grammar Practice Worksheets

Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Achieved

Target

Skill

Adverb Clauses

Grammar

Achieved with Help

Needs Improvement

comprehends the meaning of various adverbs of time uses the appropriate verb tenses in adverb clauses uses adverb clauses correctly in speaking forms adverb clauses correctly in writing Notes

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

Adverb Clauses of Time

Grammar Practice Worksheets

Self-Assessment ADVERB CLAUSES OF TIME Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

use a variety of adverbs of time in dependent clauses? use the correct verb tense in adverb clauses of time? use adverb clauses correctly when speaking?

write and punctuate adverb clauses correctly?

My Notes

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

Adverb Clauses of Time

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: High Int

In this lesson, students learn how to use adverb clauses of time.

TIME:

They learn the differences in meaning of various adverbs of time and practice using different verb tenses.

2–3 hours

TAGS: adverb clauses, time clauses, after, when, before, while, as, until, since, whenever, as long as, by the time, dependent clauses, adverbs of time, commas, comma placement, sentence position, assessment, complex sentences, grammar, grammar practice exercises

Grammar Notes

Exercise 2

Review the grammar notes with your students. Have them come

Review as a class. Ask your students to tell you how to fix

up with more examples of adverb clauses using the different time

any incorrect answers. Answers may vary. See sample

adverbs in the chart on pages 3 and 4. Can they think of examples

corrections below.

for each time adverb in the present, past, and future? What tenses are possible with each?

Yes

No (She is going to the beach every time I see her./She was

For a review of common tenses used with adverb clauses of time,

going to the beach every time I saw her.)

see our Grammar Practice Worksheets section. Here are some less

Yes

familiar tenses that you might wish to review with your students

Yes

before or after this lesson:

No (Hyunseon will return/will be returning to his country after he graduates.)

Past Progressive https://www.esllibrary.com/courses/88/lessons/1595 Future Progressive https://www.esllibrary.com/courses/88/lessons/2055 Present Perfect https://www.esllibrary.com/courses/88/lessons/1597 Past Perfect https://www.esllibrary.com/courses/88/lessons/1599 Future Perfect

Yes

No (By the time Ai got to the airport, the plane had left.)

No (While Aran was driving to school, he was drinking coffee.)

No (After Maria takes biology and history, she is taking/is going to take/will take/will be taking physics.)

10. Yes (continued on the next page...)

https://www.esllibrary.com/courses/88/lessons/1614

Exercise 1 1.

as long as

After

until

By the time

after

until

while

While

By the time

10. After

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

Adverb Clauses of Time

Grammar Practice Worksheets

Answer Key cont. Exercise 3

Exercise 6

1. b

3. c

5. a

7. d

2. a

4. b

6. d

8. a

9. b

Answers will vary. Monitor your students for correct adverb clause formation. You may choose to follow up by having students write past and future sentences using adverb clauses.

Exercise 4

Exercise 7

B. SENTENCES Answers may vary. 1.

At precisely 7:32 last night, Yoko was eating dinner.

While Yoko was eating dinner, she was reading a book.

By the time Yoko turned on the TV, her favorite program had started.

As soon as Yoko came home, she checked her text messages.

Before Yoko microwaved a frozen meal, she drank a glass of water.

Answers will vary.

Answers will vary. Monitor your students for correct adverb clause formation.

Exercise 8 1. d

3. a

5. a

7. c

9. a

11. c

2. d

4. c

6. b

8. d

10. b

12. c

Grammar Assessment Use this tool for assessment purposes. Find Assessment Tools that

Exercise 5 Answers may vary.

you can personalize in our Resources section: https://esllibrary. com/resource_categories/104/resources/2352

Self-Assessment

While Nestor was walking to school, he ran into his teacher.

After he woke up yesterday, he had a cup of coffee.

When Jacques saw Marie for the first time, he fell in love.

By the time Carlos arrived home, his mother had left.

I love you until I die.

I get sad whenever I see Brett. [no comma]

This lesson shows the American spelling of the words Theater and

As I was falling asleep last night, I saw a bright light out

Favorite. Most other English-speaking countries spell these words

the window.

this way: Theatre and Favourite. Make it a challenge for your

I will work until I finish the job.

students to find these words in the lesson and see if they know

By the time Lee turned on the TV, the program had ended.

the alternate spellings.

Have your students fill out this form.

SPELLING NOTE:

10. Karina has worked at that company since she moved to Connecticut.

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

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.

Exercise 2: Punctuate the sentences.

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

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

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

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

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

Answer Key

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Quick and Handy Grammar Review: Complex Sentences We have already studied simple sentences and compound sentences. Now it is time to analyze the last sentence type, complex sentences. A complex sentence has two clauses, one independent and one dependent. There must be at least one independent clause to make a complete sentence. A dependent clause cannot stand on its own. It must be accompanied by an independent clause. There are two possible combinations of clauses in a complex sentence. 1. Dependent + Independent 2. Independent + Dependent Letâ&#x20AC;&#x2122;s analyze each of them: 1. The first type of complex sentence is more common. This sentence begins with an adverb followed by the subject and verb. A comma goes in the middle of the sentence. Then there is another subject and verb. The formula is: Adverb SV, SV. The first clause is dependent. The second clause is independent. Although Henrietta eats a lot, she is very thin. (Adv) (Subject) (Verb) , (S) (V) [dependent clause] [independent clause] Notice that the sentence has two clauses: the first dependent, and the second independent. Because it was raining, Toshiko stayed home. After Bobbie cleaned the kitchen floor, he cooked dinner. If you get home before 10, you should call me. Although Jim has short legs, he is a very fast runner. Because introduces a result clause. After begins a time clause. If starts a conditional sentence. Although introduces contrast. 2. In the second type of complex sentence, we may switch the order of the two clauses. We may begin with an independent clause and end with a dependent clause. The formula is: SV adverb SV. Notice that there is no comma in the middle of this kind of sentence. Cordelia feels very sad because she misses her friends. (Subject)(Verb) (Adv) (S) (V) [independent clause] [dependent clause] We will have a party when our cousin gets out of jail. I still love you although you are a liar. Mark eats in expensive restaurants although he has no money. Teresa will help you if you ask her.â&#x20AC;Š ! Copyright 2012, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Quick and Handy Grammar Review Continued: Complex Sentences for Contrast In this unit, we use complex sentences to write about contrast. There are two common cases of contrast: unexpected situations and opposites. 1. For unexpected situations, we use three common adverbs: although, though, and even though, which all have the same meaning. Let’s see how a sentence is constructed. We begin with a dependent clause: Although Phyllis is rich The connotation of the clause is positive: it is good to be rich. However, because the sentence begins with the word although, we know that something negative is coming up. The second clause is independent. It will introduce a surprise (something unexpected). Although Phyllis is rich, she doesn’t spend a dime. Because Phyllis has a lot of money, you expect her to buy many things, eat out all the time, and go to shows and concerts. However, she holds onto her money, which is a surprising, unexpected thing. 2. The adverbs while and whereas are also used in contrast sentences. Note that while has a different meaning than when we use it in time sentences, where it means at the same time [While I was taking a shower, I sang the latest Shakira song]. In contrast, while and whereas are used for direct opposites. We begin with a dependent clause: While Victor is a pessimist This clause has a negative connotation. Victor has a negative view of life. In the second clause, we have to introduce an opposite idea, usually with a different person. While Victor is a pessimist, Maria is an optimist. The second clause is positive. Victor and Maria have opposite attitudes. Complex sentences for contrast may also follow the other formula, starting with an independent clause: Mara has a lot of money in the bank even though her salary is not high. Rose loves opera whereas Hank finds it boring. I ate everything on my plate although the food was terrible. Despite the fact that and in spite of the fact that These formal phrases also introduce dependent clauses. Like although, though, and even though, they are used in contrast sentences in which the other clause introduces a surprise or unexpected situation. Despite the fact that it was raining hard, the game was not canceled. You would expect the game to be canceled if it is raining hard. The fact that they played the game is a surprise. In spite of the fact that Barcelona played a better game, they lost 1–0. Again, it is surprising that Barcelona lost the game because they played better. Of course, in sports (and in life), the unexpected often happens. Despite and in spite of Don’t forget that despite and in spite of, without the phrase the fact that, must be followed only by a noun or gerund. We won’t practice them in this lesson, but here is an example: Despite the rain, the game was not canceled. / The game was not canceled despite the rain.  ! Copyright 2012, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.

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, … ___________________________________________________________________________________

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 donâ&#x20AC;&#x2122;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. ___________________________________________________________________________________

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 3: Analyze the following chart.

Marcia, age 31

Hilda, Marciaâ&#x20AC;&#x2122;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 __________________________________________________________.

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.

Complex Sentences and Contrast Adverbs !

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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 doesnâ&#x20AC;&#x2122;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. ___________________________________________________________________________________ ! Copyright 2012, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.

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 doesnâ&#x20AC;&#x2122;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.

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Answer Key Exercise 1: Complete each sentence with an appropriate independent clause. (Answers will vary. Here are some examples.) 1. Because it is raining, … we had better not go on a picnic. 2. Although John lives close to school, … he is often late for class. 3. If you need my help, … I will be there for you. 4. While my brother is very tall, … my sister is quite short. 5. When Olivia passed the nursing examination, … she was very happy. 6. After I cleaned my apartment, … I relaxed on the couch for an hour. 7. While Mary is always on time, her sister Josie … is always late. 8. Although she studied all night for the examination, Rosa … did not get an A. 9. While Nancy is an excellent worker, Mario … is a lazy dog. 10. Although Paul never has much money, … he is always generous. Exercise 2: Punctuate the 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. Exercise 3: Write ten contrast sentences based on the information in the chart. (Answers may vary.) 1. While Marcia lives in a contemporary house, Hilda lives in an old house. 2. While Hilda is short, Marcia is very tall. 3. While Marcia is an optimist, Hilda is a realist. 4. Marcia is very tall whereas Hilda is short. 5. Marcia lives close to work while Hilda lives far from work. 6. While Hilda is a realist, Marcia is an optimist,. 7. While Marcia is 31 years old, Hilda is 26 years old. 8. Hilda is shy while Marcia is outgoing. 9. Hilda earns a low salary while Marcia has a high salary. 10.Marcia has an excellent job while Hilda does not. Exercise 4: Write five sentences comparing two of your relatives. (Answers will vary. Here are some examples.) 1. While my mother is an excellent cook, my sister is clueless in the kitchen. 2. While my sister is very generous, my cousin is really cheap. 3. My father is 61 years old whereas my mother is only 50. 4. My brother Bob works in a factory while my sister Jill is a nurse. 5. My aunt and uncle live in the city whereas my mother and father live in the suburbs. Exercise 5: Complete the sentences with something surprising or unexpected. (Answers will vary. Here are some examples.) 1. Although Han Jin weighs only 82 pounds (37 kg), she is the best boxer in the class. 2. Though it was over 100 degrees Fahrenheit (38°C), Anmol and Gita took a 30-minute jog. 3. Even though Ms. Hanbury is a very strict professor, her students love her. 4. Despite the fact that Omar never studied music, he has a beautiful voice. 5. In spite of the fact that Marta did not read the book, she participated in the discussion. 6. Even though Inge does not come from Russia, she speaks Russian perfectly. 7. Despite the fact that Manchester United is a much better team, they might lose against Juventus. 8. We drove to Washington in only three hours in spite of the fact that it is 200 miles (322 km) away. 9. Barbara Urkel won the election despite the fact that she is relatively unknown. 10.Henry Johnson became the new vice president even though he was not the best worker in the company. ! Copyright 2012, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 6: Error Correction. Rewrite the sentences, correcting the mistakes. (Answers will vary. Here are some examples.) 1. Although she has passed all the examinations for her degree in medicine. This is an incomplete sentence. Although introduces a dependent clause, but there is no independent clause. Although she has passed all the examinations for her degree in medicine, Maria is still not a doctor. 2. Ashraf is thin although he doesn’t eat much. The first clause does not introduce a surprise. Of course Ashraf would be thin if he didn’t eat much. Ashraf is thin although he eats a lot. 3. The course is difficult in spite of the fact that the teacher is not good. The fact that the teacher is not good makes the course even more difficult. The course is difficult in spite of the fact that the teacher is good. 4. Though the meeting took place in the next room, everyone was on time. The second clause does not introduce a surprise. Of course everyone was on time. They only had to walk to the next room. Though the meeting took place in the next room, no one was on time. 5. Greta plays well even though she studied music for 11 years. Greta studied music for a long time. You might expect her to play well. The fact that she plays well is not a surprise. Greta cannot play well at all even though she studied music for 11 years. 6. In spite of the fact that it was raining, the picnic was canceled. The fact that the picnic was canceled is not a surprise. It was raining. In spite of the fact that it was raining, the picnic was not canceled. 7. While Jill is cheap, her brother is also cheap. While should introduce an opposite. Here, sister and brother are very similar. While Jill is cheap, her brother is very generous. 8. Maya lives in a hotel whereas Barbara also lives in a hotel. Again, Maya and Barbara are similar in this respect. Whereas should introduce an opposite. Maya lives in a hotel whereas Barbara lives in her own apartment. 9. Kevin got a low grade in spite of the fact that he did not study. The first clause is not surprise. People who do not study do not often get high grades. Kevin got a high grade in spite of the fact that he did not study. 10. Despite the fact that the road was closed due to heavy snow. This is an incomplete sentence. Despite the fact that introduces a dependent clause, but there is no independent clause. Despite the fact that the road was closed due to heavy snow, we still got to the concert on time. Exercise 7: Write the missing adverbs in the blanks, and punctuate the sentences correctly. (Answers may vary.) 1. Although Nabuko lives far from Keiko(,) she sees her every weekend. 2. Amy doesn’t speak Vietnamese well despite the fact that she lived in Hanoi for six years. [no punctuation] 3. Ken lives in a big city while his brother Jeffrey lives in a small town. [no punctuation] 4. In spite of the fact that the lecture was very interesting(,) Richard fell asleep. 5. Although it is located right in the middle of Europe(,) Switzerland did not participate in World War II. 6. In spite of the fact that the bag cost $1400 dollars(,) Carla bought it for her mother. 7. While Egypt has many rivers and lakes(,) Morocco has a large desert. 8. Despite the fact that Sami is tall(,) handsome(optional ,) and rich(,) he has few friends. 9. Although 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 despite the fact that the area is very dangerous. [no punctuation] Note: Although, though, even though, despite the fact that, and in spite of the fact that may all be used in the sentences, with no difference in meanings. While and whereas are used for opposites. Spelling Note: This lesson shows the American spelling of the word Canceled. Most other English-speaking countries spell it this way: Cancelled. Also, the North American spelling of the word Analyze is Analyse in British spelling. Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings.

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Grammar Practice Worksheets

Past Modals Table of Contents 2

Grammar Notes Past Modals

Exercise 1 Mixed Modals

Exercise 2 Possibility, Certainty & Necessity

Exercise 3 Pair Work

Exercise 4 Complete the Chart

Exercise 5 Find the Error

Exercise 6 Listening

Exercise 7 Writing

Exercise 8 Quiz

Grammar Assessment

Self-Assessment

Answer Key

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Past Modals

Grammar Practice Worksheets

Grammar Notes PAST MODALS

A. Introduction to Modals Modals (also known as modal verbs) and modal expressions are words that come before the main verb and give it extra meaning. Past modals and modal expressions are used in English to express advisability, possibility, certainty, ability, and necessity in the past. We also use them for repeated past actions. Before you look at the charts in the next section, how many past modals can you think of?

B. Past Modal Pattern 1 Most past modals and past modal expressions are easily recognizable from this pattern: modal + have + past participle (p.p.)

Key plus-circle positive sentence minus-circle negative sentence question-circle question N/A not applicable (impossible or uncommon)

Meaning

Use

Modal

Example plus-circle Mae should have brought her resume to the interview.

Advisability

to make recommendations about what someone should have done instead

should + have + p.p.

minus-circle Mae shouldn’t have worn jeans to the interview. question-circle Should Mae have called someone to confirm the time of the interview? plus-circle We ought to have entered the contest.

ought to + have + p.p.

minus-circle N/A* question-circle N/A

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Grammar Practice Worksheets

Grammar Notes cont. B. Past Modal Pattern 1 cont. Meaning

Use

Modal

Example plus-circle He had lots of time yesterday, so he might have completed his project. minus-circle He didn’t have much time yesterday, so he might not have completed his project.

might + have + p.p.

question-circle N/A**

Possibility

to make a guess about possible past outcomes

plus-circle They were talking about moving, so they may have put their house on the market. may + have + p.p.

minus-circle They weren’t sure if they wanted to move, so they may not have put their house on the market. question-circle N/A plus-circle I ’m not sure where she is. She could have gone home.

could + have + p.p.

minus-circle N/A question-circle She didn’t look well. Could she have gone home?

Certainty

to express past outcomes that you’re very sure about

must + have + p.p. (negative forms: must not, could not, or cannot)

plus-circle Akira’s car is gone. He must have gone home. minus-circle Akira’s car is still here. He must not/ couldn’t/can’t have gone home.*** question-circle N/A

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Grammar Practice Worksheets

Grammar Notes cont. *Note #1

Note #4

May have + p.p. (possibility) and ought to have + p.p. (advisability) are quite formal and not as common as the other options. It is better to use might + have + p.p. or could + have + p.p. for past possibility and should + have + p.p. for past advisability.

The past modal pattern with would is common in third conditional sentences. The third conditional expresses an outcome that didn’t happen but would have if certain conditions had been met in the past.

Note that ought not to have + p.p. is rarely used in American and Canadian English and is not included in the chart.

PLUS-CIRCLE If you had included me in the memo, I would have known about the meeting. minus-circle He wouldn’t have been late if his car hadn’t broken down. question-circle Would you have noticed if I hadn’t shown up yesterday?

**Note #2 For questions that include a past modal of possibility, could + have + p.p. is the most common choice. Note that might + have + p.p. is possible for questions, but it is not commonly used in American and Canadian English. May + have + p.p. is never used for questions.

***Note #3 In most cases, there is a slight difference in meaning between can’t/couldn’t have + p.p. and must not have + p.p. (See Note #6 on page 7 for more information.)

Note #5 Would + rather + have + p.p. can be used to express preferences in affirmative past sentences. In questions, would and wouldn’t are both possible. We use wouldn’t when we are more certain that we know the person’s answer. plus-circle I had to go to school yesterday, but I’d rather have gone to the beach. question-circle I hear you went shopping last night. Would/ Wouldn’t you rather have gone to the movies?

We use must not have + p.p. when we’re fairly sure about an outcome. • He told me he wasn’t feeling well yesterday, so he must not have gone to the party last night. When we’re very sure, it’s better to use couldn’t have + p.p. or can’t have + p.p. • I thought I saw my dog across the street, but he died two years ago so it couldn’t have been him. Note that while it is possible to contract must not have + p.p. to mustn’t have + p.p., it is formal and outdated in American and Canadian English. The contracted forms couldn’t have + p.p. and can’t have + p.p. are very common, however.

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Grammar Practice Worksheets

Grammar Notes cont. C. Past Modal Pattern 2 A few past modals and modal expressions follow the same pattern as present and future modals: modal + base verb. Meaning

Use

Modal

Example plus-circle I could cook when I was nine years old.

could + base verb

Ability

minus-circle I couldn’t cook when I was eight years old. question-circle Could you cook when you were nine years old?

to show what someone was able to do in the past

plus-circle I was able to finish my report last night. was able to + base verb

minus-circle I wasn’t able to finish my dinner last night. question-circle Were you able to finish your report last night? plus-circle Komal had to retake his driver’s test.

Necessity

to express what was required of someone in the past

had to + base verb

minus-circle Komal didn’t have to redo his homework. question-circle Did Komal have to buy a new phone after he lost his other one?

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Grammar Notes cont. C. Past Modal Pattern 2 cont. Meaning

Use

Modal

Example plus-circle When I was young, I would often pretend I was a superhero.

would + base verb

Repeated Action

minus-circle I wouldn’t go to church with my mother when I was a teenager. question-circle Would you usually turn in your homework on time when you were in elementary school?

to express what someone did many times in the past

plus-circle Lisa used to cry a lot when she was a toddler. used to + base verb

minus-circle Lisa didn’t use to smile very often when she was young. question-circle Did Lisa use to have many temper tantrums as a child?

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Grammar Notes cont. C. Past Modal Pattern 2 cont. Note #6 The meanings of past modals of necessity, certainty, and possibility are easier to understand on a scale. The percentage represents the likelihood that an action was performed in the past. Forms are contracted when it is common to do so. Percentage

Positive Past Modals

Negative Past Modals

100%

• had to + V

• didn’t have to + V • couldn’t + have + p.p. • can’t + have + p.p.

99%

95%

• must + have + p.p.

• must + not + have + p.p.

50%

• could + have + p.p. • might + have + p.p. • may + have + p.p.

• might + not + have + p.p. • may + not + have + p.p.

Note #7 The past modal “could” plays many different roles. Before you read the following examples, can you name its roles? • She could speak Arabic when she was seven years old. (ability) • I’m not sure where she is. She could have gone home. (possibility) • She couldn’t have gone home because her purse is still on her desk. (certainty)

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Grammar Practice Worksheets

Exercise 1 MIXED MODALS Circle the correct answer. Ex. I took time off work, so I my friend while she was in the hospital. a) should visit b) have to visit c) was able to visit 1. Yumi is a great swimmer. In fact, she when she was only four years old. a) could swim b) can swim c) might swim 2. Luca couldn’t go to the game because he . a) must have studied b) had to study c) couldn’t study 3. in Brazil? a) Did you used to live b) May you have lived c) Did you use to live 4. I’m not sure who that man was. It Josephine’s new boyfriend. a) should have been b) might have been c) shouldn’t have been

6. I loved living in Miami. We to the beach every day. a) would have gone b) use to go c) would go 7. to call me back? a) Could he have forgotten b) May he have forgotten c) Must he have forgotten 8. Everyone on the team is smiling and laughing. They the game. a) might have won b) must have won c) would win 9. It’s too bad she moved away before you asked her out. You two a great couple. a) must have made b) can’t have made c) could have made 10. That horror movie was so bad. We a comedy instead. a) were able to see b) wouldn’t rather have seen c) should have seen

5. The chicken was okay, but Rosa the fish. a) would rather have had b) should rather have had c) could rather have had

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Grammar Practice Worksheets

Exercise 2 POSSIBILITY, CERTAINTY & NECESSITY Write what might or must have happened in each scenario using a past modal of possiblity, certainty, or necessity. When you’ve finished writing, share your answers with your partner and justify why you chose a modal of possibility, certainty, or necessity for each one. Ex. I’m not sure where Juan is. He was here this morning.

He could have gone out for lunch.

1. Did Nivaldo leave work early? He hasn’t answered my email.

2. Hiro told me he felt dizzy during class.

3. Our teacher didn’t give us any homework to do this weekend.

4. Someone left their bag on the floor.

5. I invited Francesca to my party, but she didn’t come.

6. They’re being evicted from their apartment.

7. I wonder why Michelle didn’t call you back last night.

8. My son was really sick this morning.

9. Katarina failed her English test.

10. I saw something strange in the sky last night.

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Grammar Practice Worksheets

Exercise 3 (Student A) PAIR WORK Take turns reading out the following scenarios to your partner and ask what you should’ve done. Come up with your own scenarios for the last three. Ex. A: I saw a child run into the street. What should I have done?

B: You should’ve yelled at the child to stop. Then you could’ve looked around for the child’s parents.

1. I found a wallet on the street last night. What should I have done? 2. I saw a woman hitting her child in the store. What should I have done? 3. My friend refused to vote in the last federal election. What should I have done? 4. I saw someone throwing a cigarette butt out of their car window. What should I have done? 5. I saw my friend’s girlfriend kissing another man. What should I have done? 6. A big man cut in front of me in line at the post office yesterday. What should I have done? 7. My sister interrupted me while I was telling a story to a group of friends. What should I have done? 8. 9. 10.

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

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Grammar Practice Worksheets

Exercise 3 (Student B) PAIR WORK Take turns reading out the following scenarios to your partner and ask what you should’ve done. Come up with your own scenarios for the last three. Ex. A: I saw a child run into the street. What should I have done?

B: You should’ve yelled at the child to stop. Then you could’ve looked around for the child’s parents.

1. I saw someone throwing empty plastic bags onto the street. What should I have done? 2. My friend told me a story, but I know for a fact that it wasn’t true. What should I have done? 3. Someone was smoking next to me inside a restaurant even though it’s illegal. What should I have done? 4. My bank put $1,000 into my account in error. What should I have done? 5. I saw a skinny dog that looked cold and hungry outside my apartment building last night. What should I have done? 6. Someone cut me off while driving last night. What should I have done? 7. My friend was complaining about chest pains but didn’t want to go to the hospital. What should I have done? 8. 9. 10.

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Grammar Practice Worksheets

Exercise 4 COMPLETE THE CHART Complete the chart using the given verb and a suitable past modal or past modal expression.

Type of Modal

Verb

Sentence

Possibility

take

could have taken Reiko wasn’t feeling well, so she some medicine.

Repeated Action

work

Sarah for that furniture store, but she doesn’t anymore.

Advisability

call

You your mother. She was so worried!

Certainty

leave

This looks like Akmed’s jacket. He it behind.

Repeated Action

bake

When we were kids, our aunt cookies for us whenever we visited her house.

Advisability

tell

You Hye Eun about the party. It was supposed to be a surprise!

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Grammar Practice Worksheets

Exercise 4 cont. #

Type of Modal

Verb

Sentence

Possibility

Someone left their book on the desk. It Pavel.

Ability

run

When I was 15, I five miles without stopping.

Advisability

drive

I heard you got a speeding ticket after work. You home so fast!

Certainty

get

Mika an A in history. She failed the last three tests!

Necessity

wake up

I went to bed early last night because I at 5:00 am this morning.

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

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Grammar Practice Worksheets

Exercise 5 FIND THE ERROR Find one error in each sentence. Rewrite the sentence correctly using a past modal or modal expression. There may be more than one possible answer. Ex. That woman could have been Jun’s grandmother. His grandmother passed away last month.

That woman couldn’t have been Jun’s grandmother. His grandmother passed away last month.

1. I couldn’t go out last night because I must clean my house.

2. When I worked in a Cuban restaurant, I would have eaten Cuban food every day.

3. Where is the rest of the pizza? Who had to eat it?

4. It’s a shame that Marla quit the company. If she hadn’t, she could not have been a manager now.

5. The couch was pretty comfortable, but I would rather slept on the bed.

6. You couldn’t have eaten so much at the party. That’s why you feel sick now.

7. Jamal shouldn’t left the party so early. Everyone started to dance after he left.

8. Because my brother-in-law works for Amazon, I was get a discount on a new TV.

9. Prisha must take the key. I don’t see it anywhere.

10. Adele couldn’t have continued working at this restaurant. She used to make a lot of money here.

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Grammar Practice Worksheets

Exercise 6 LISTENING Listen to the scenarios. Then choose the most appropriate response. Ex. Jian shouldn’t have stayed out so late last night. a) He is exhausted today. b) He feels great today. c) He isn’t tired today. 1. a) She couldn’t watch her little sister. b) She had to watch her little sister. c) She must not watch her little sister. 2. a) You might not have driven fast. b) You could have been driving that fast. c) You shouldn’t have been driving that fast. 3. a) I would arrive home by 10:00 pm. b) I would arrive home by 7:00 pm. c) I would arrive home by 6:00 pm. 4. a) She could eat four hot dogs. b) She wouldn’t have eaten four hot dogs. c) She shouldn’t have eaten four hot dogs. 5. a) He could play the piano when he was five years old. b) He wasn’t able to play the piano when he was five years old. c) He must not have played the piano when he was five years old.

6. a) You shouldn’t have eaten before we left. b) You should have eaten before we left. c) You must not eat before we left. 7. a) She would rather have taken a biology class. b) She could rather have taken a biology class. c) She should rather have taken a biology class. 8. a) His grades were so high that he must have found a job anywhere. b) His grades were so high that he had to have found a job anywhere. c) His grades were so high that he could have found a job anywhere. 9. a) If our best player hadn’t been injured, we wouldn’t have won. b) If our best player hadn’t been injured, we would have won. c) If our best player hadn’t been injured, we couldn’t have won. 10. a) She passed her test. b) She completed her test ahead of time. c) She failed her test.

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Grammar Practice Worksheets

Exercise 7 WRITING Describe your childhood using past modals and modal expressions.

Example I used to ride horses when I was a child. I could ride a horse by the time I was seven years old. Every day after school, I would go for a ride on our farm. Once, when I was nine, I fell off my horse. I shouldn’t have tried to make my horse jump like that…

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Exercise 8 QUIZ Circle the best response. Note that there may be more than one possible answer. It is up to you to determine which choice is the most appropriate for each sentence. 1. Layla couldn’t go out last night because she for her history exam. a) must have to study b) must have studied c) had to study d) would have studied 2. You three whole pizzas in five minutes. It is impossible to eat that fast! a) could have eaten b) couldn’t have eaten c) shouldn’t have eaten d) must have eaten 3. I am so tired now. I a nap before we left. a) should have taken b) can’t have taken c) would have taken d) couldn’t have taken

5. When I lived in Philadelphia, I my bike to school. a) used to ride b) may have ridden c) would not have ridden d) would to ride 6. Why did Miguel choose to live in this inhospitable part of town? With the money he makes, he a better apartment somewhere else. a) didn’t have to find b) used to find c) would not have found d) could have found 7. She wasn’t in class yesterday. sick? a) Had she to have been b) Should she have been c) Must she have been d) Could she have been

8. Hilary Hahn is such a great violinist that she long pieces when she was only eight. a) couldn’t play b) had to play c) must not have played d) could play 9. When she lived in Brazil, Gisela to work. a) would walked b) would walk c) used to walked d) used walk 10. The Italian restaurant was good, but I to an Indian place. a) should rather have gone b) could rather have gone c) would rather have gone d) may rather have gone

4. Ken is really sick now. He so much at the buffet this morning. a) should have eaten b) should not eat c) shouldn’t have eaten d) should not eat

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Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Achieved

Target

Skill

Past Modals

Grammar

Achieved with Help

Needs Improvement

knows the different types of past modals and modal expressions uses past modals and modal expressions correctly in affirmative sentences uses past modals and modal expressions correctly in negative sentences uses past modals and modal expressions correctly in questions knows the differences in meaning for past modals of necessity, certainty, and possibility

Notes

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

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Self-Assessment PAST MODALS Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

recognize the different types of past modals and modal expressions? use past modals and modal expressions correctly in speaking? use past modals and modal expressions correctly in writing? form past modals and modal expressions correctly in questions and negative sentences? understand the differences in meaning for past modals of necessity, certainty, and possibility?

My Notes

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

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Answer Key LESSON DESCRIPTION:

NOTE:

LEVEL: High Int

This lesson explores patterns and usage

This lesson describes common usage in

TIME:

for past modals and modal expressions.

American and Canadian English. If there

Students practice expressing past ability,

are regional differences or if you teach in

possibility, certainty, advisability, and

a different country, please point out the

necessity through various writing and

most common usage to your students.

2–3 hours

TAGS: modals, past modals, past tense,

speaking exercises. Mixed modal tasks

modal verbs, could, should, would, might, may, used to, had to, was able to, should have, grammar, grammar practice

are included.

Exercise 1

Exercise 5

1. a

3. c

5. a

7. a

9. c

2. b

4. b

6. c

8. b

10. c

Exercise 2 Answers will vary. Monitor your students for correct past modal

Answers may vary. 1.

I couldn’t go out last night because I had to clean my house.

When I worked in a Cuban restaurant, I would/used to eat Cuban food every day.

Where is the rest of the pizza? Who could/might/may/would have eaten it?

formation and usage.

Exercise 3

Answers will vary. Monitor your students for correct past modal

It’s a shame that Marla quit the company. If she hadn’t, she could/might/may have been a manager now. The couch was pretty comfortable, but I would rather have/ have rather slept on the bed. feel sick now.

formation and usage. 7.

Exercise 4 Answers may vary. Possible answers include: 1. used to work 2. should have called, ought to have called 3. must have left

You shouldn’t have eaten so much at the party. That’s why you Jamal shouldn’t have left the party so early. Everyone started to dance after he left.

Because my brother-in-law works for Amazon, I was able to/ could get a discount on a new TV.

Prisha must/might/could/may have taken the key. I don’t see it anywhere.

10. Adele should have continued working at this restaurant. She used to make a lot of money here.

4. would bake, used to bake 5. shouldn’t have told

(continued on the next page...)

6. could have been, might have been, may have been 7. could run, was able to run 8. shouldn’t have driven 9. couldn’t have gotten/got, can’t have gotten/got, must not have gotten/got 10. had to wake up

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

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Grammar Practice Worksheets

Answer Key cont. Exercise 6

Exercise 8

Transcript:

1. c

3. a

5. a

7. d

9. b

2. b

4. c

6. d

8. d

10. c

Victoria couldn’t go to the movies last night.

I was driving way over the speed limit.

I used to take an English class on Mondays at 7:00 pm.

Amal has a bad stomachache.

Mozart was incredibly gifted.

Use this tool for assessment purposes. Find Assessment Tools that

I am so hungry now.

you can personalize in our Resources section:

Sofia didn’t enjoy her math class last semester.

https://esllibrary.com/resource_categories/104/resources/2352

It’s really too bad that Simon chose to work for that

Grammar Assessment

awful company. 9.

Self-Assessment

My team lost the championship game.

10. My sister should have studied for her test.

Have your students fill out this form.

Answers: 1. b

3. a

5. a

7. a

9. b

2. c

4. c

6. b

8. c

10. c

Exercise 7 Answers will vary. Monitor your students for correct past modal formation and usage. As a follow-up task, have students read their essays out loud with their partners and have partners ask follow-up questions. You could also have partners read each other’s essays and try to correct any errors they spot.

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

Grammar Practice Worksheets

Third Conditional Table of Contents 2

Grammar Notes Third Conditional

Exercise 10 Now You Tell Me!

Exercise 1 Multiple-Choice

Exercise 11 Wish

Exercise 2 Fill in the Blanks

Exercise 12 The Great Conditional Challenge

Exercise 3 Matching

Exercise 13 Mixed Conditionals

Exercise 4 Complete the Sentences

Exercise 14 Find Your Match

Exercise 5 Conditional Sentences

Exercise 15 Quiz: First, Second & Third Conditional

Exercise 6 Past Regrets

Answer Key

Exercise 7 Comprehension

Extra Practice I Sentence Strips

Exercise 8 What Would You Have Done?

Extra Practice II Conditional Comparison Chart

Exercise 9 Survey

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Notes THIRD CONDITIONAL

A. Introduction to Conditionals Conditionals are used to express a hypothetical situation. This is when you don’t know if something will happen or not, so you make a guess about what the result might be. There are four conditional patterns in the English language, and they usually involve an “if” clause. This lesson will focus on the third conditional, also known as the past conditional.

B. The Third Conditional Pattern: If + had + p.p., would + have + p.p. Use: The third conditional expresses a past regret or shows a different outcome that would have happened if a certain condition had been met.

Form Need help remembering the third conditional pattern? Think of it like this: The verb in the if clause is a past perfect verb (had + the past participle form of the verb), while the verb in the main clause follows the past modal pattern (modal + have + the past participle form of the verb).

Examples Sentences • If I had arrived on time, no one would have stared at me as I walked in. • No one would have stared at me as I walked in if I had arrived on time. • If you had brought your jacket, you would not have been so cold last night. • You would not have been so cold last night if you had brought your jacket.

Condition

Outcome

Explanation

not arriving on time

people staring at me

I was late and everyone stared at me as I walked in.

being cold

You were cold because you didn’t bring a jacket.

not bringing a jacket

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Grammar Notes cont. B. The Third Conditional cont. Examples cont. Sentences • If they had not missed the bus, they would have gotten* to work on time. • They would have gotten to work on time if they had not missed the bus. • If Andrew had not broken his leg, he would not have missed the dance. • Andrew would not have missed the dance if he had not broken his leg. • If I’d remembered your birthday, I would’ve bought** you a present. • I would’ve bought you a present if I’d remembered your birthday. • If Maya hadn’t caught a cold, she would’ve come over after school. • Maya would’ve come over after school if she hadn’t caught a cold.

Condition

Outcome

Explanation

missing the bus

not arriving at work on time

They missed the bus and were late for work.

breaking a leg

missing the dance

He missed the dance because he broke his leg.

forgetting a birthday

not buying a present

I didn’t buy you a present because I forgot your birthday.

catching a cold

not coming over

She didn’t come over because she was sick.

*Note 1

**Note 2

Some verbs have more than one acceptable past participle form. For example, the past participle of get can be gotten or got. Gotten is more common in North America and got is more common in the UK.

How many contractions are possible at one time? In general, one contraction is fine for both speaking and writing, but a double contraction is not used in writing or formal speaking (though it is sometimes used in informal speaking). Also note that would’ve sounds like would of, but would of is never correct! � I would’ve bought � I’d have bought � I’d’ve bought (use in informal speaking only) � I would of bought (never use)

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Grammar Notes cont. B. The Third Conditional cont. Tip #1

Tip #4

A sentence can begin with either the if clause or the main clause with no change in meaning. Remember that a sentence that begins with an if clause is followed by a comma.

In the main clause, would can contract to ‘d with subjects that are pronouns. Also, would have can contract to would’ve and would not can contract to wouldn’t with any subject. Likewise, in the if clause, had can contract to ‘d with subjects that are pronouns and had not can contract to hadn’t with any subject.

• If they had prepared for their presentation, they wouldn’t have received such a bad score. • T hey wouldn’t have received such a bad score if they had prepared for their presentation.

Tip #2 Because the third conditional is often used to express regrets, negative verbs are common in the main clause. • If I had been on time more often, I wouldn’t have been fired. • If my neighbor had lent me his lawn mower, I wouldn’t have had to buy one. • I would never have been able to go to your party if you hadn’t spoken to my parents.

• If she hadn’t left her keys in the car, she’d have been on time to pick me up. • I wouldn’t have had to cancel our plans if my son hadn’t gotten sick. • I would’ve gotten the invite on time if I’d answered the phone. • If we hadn’t stopped for gas, we would’ve beaten the train.

Tip #5 Could or might can replace would in the main clause to indicate possibility. For contractions, could’ve is common not might’ve is not. • They could/might have made it to my party if they had stopped to ask for directions.

Tip #3  When speaking quickly, would have sounds like woulda. Note we can only say (and never write) woulda. Listen to the recording and repeat the following sentences: • If I hadn’t bought insurance, I would have been in trouble. • I would have gone to the party if I had been invited. • If she had received your email, she would have replied.

• If I’d finished reading the book, I could’ve helped you write your book report.

Tip #6 It is possible to combine tenses within the same sentence if the situation calls for it. For example, a past regret in the if clause can affect something in the present. • If he hadn’t forgotten to call me last night, I wouldn’t be so angry today. • You would feel better about the present situation if you had heard about it from her last week.

– H I G H I N T / V E R S I O N 2 . 0)

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Exercise 1 MULTIPLE-CHOICE Circle the best answer. Ex. If Marty had gone to the party, I too. a) went b) would have gone c) had gone 1. If you me the money, I wouldn’t have bought the ticket. a) didn’t lend b) hadn’t lended c) hadn’t lent 2. I wouldn’t have stayed at that hotel if you it to me. a) hadn’t recommended b) don’t recommend c) didn’t recommend 3. She would have been hurt in the car accident if she her seat belt. a) wouldn’t worn b) didn’t wore c) hadn’t worn

6. I would have been very disappointed if you with us. a) hadn’t came b) wouldn’t have came c) hadn’t come 7. If Mya in such a hurry, she wouldn’t have driven through a red light. a) wasn’t b) hadn’t been c) wouldn’t be 8. If Jin hadn’t applied for the job when he did, he able to work there. a) wouldn’t have be b) wouldn’t have been c) wouldn’t had be 9. Zara would have called me back if her phone . a) hadn’t died b) haven’t died c) wouldn’t have died

4. If you me, I would have helped you. a) had asked b) asked c) ask

10. They a nice night if it hadn’t rained. a) would had have b) would have have c) would have had

5. If I hadn’t taken my umbrella, I very wet. a) would have get b) would had got c) would have gotten

– H I G H I N T / V E R S I O N 2 . 0)

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Exercise 2 FILL IN THE BLANKS Complete the following sentences using the correct form of the verbs provided. had studied would have passed Ex. Monique failed her history test, but if she harder, she . (study)

(pass)

1. Kevin caught the bus on time, but if he it, (miss)

he late for his appointment. (be)

2. Juan didn’t write to me when he was on vacation, but if he my address, (know)

he me a postcard. (send)

3. We didn’t buy the car because it was too expensive, but we it (buy)

if it a little cheaper . (be)

4. They didn’t go to her party, but if she them, they . (invite)

(go)

5. I didn’t know that Lee was in the hospital last week. If I , I him. (know)

(visit)

6. It was cold earlier, but we to the beach if it warmer. (go)

(be)

7. I felt a little sick last night. I to the movies if I better. (go)

(feel)

8. Hiroku didn’t understand the homework. If he to the teacher’s instructions, (listen)

he what to do. (know)

9. I’m sorry I was late. I forgot to set my alarm clock last night. I (get)

to the meeting on time if the alarm clock . (ring)

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Exercise 3 MATCHING Match the first part of the sentence on the left with the best ending on the right. Each choice can only be used once. d

I would have said hello...

a) if I hadn’t looked at my calendar.

I would have mailed the letter...

b) if the roads hadn’t been so slippery.

If I had seen the accident, ...

c) if I had known the baby was sleeping.

If I had planned a trip to France, ...

d) if I had seen you.

I would have forgotten your birthday...

e) I would have gone swimming.

The accident wouldn’t have happened...

f) if I had had some stamps.

I would have cleaned my apartment...

g) if I hadn’t washed it in hot water.

If I had brought my bathing suit, ...

h) I would have tried to learn some French.

My sweater wouldn’t have shrunk...

i) if I had known they were coming.

10. I would have been much quieter...

j) I would have called an ambulance.

Exercise 4 COMPLETE THE SENTENCES Complete the following sentences using your own words. Use contractions whenever possible. I hadn’t just paid my rent. Ex. I would’ve lent you some money if 1. The boss would’ve fired her if

2. If I’d known it was going to rain, 3. If she hadn’t missed so many classes, 4. If yesterday had been a holiday, 5. I wouldn’t have missed the bus if 6. I would’ve had a party if 7. I’d have called you if 8. If I’d woken up earlier,

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Exercise 5 CONDITIONAL SENTENCES Write a sentence using the third conditional for each of the following situations. Ex. They didn’t arrive on time because they took the wrong road. If they had taken the right road, they would have arrived on time.

1. Dario didn’t get the job because he didn’t have much experience.

2. Elena didn’t pass her driver’s test because she didn’t stop at the red light.

3. Aiko didn’t buy the dress because it didn’t fit.

4. The Smiths didn’t go to Hawaii because the airplane tickets were too expensive.

5. I got a parking ticket because I forgot to put money in the parking meter.

6. The cake burned because she didn’t set the timer.

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Exercise 5 cont. 7. She didn’t take an umbrella because she didn’t know it was supposed to rain.

8. Christina didn’t eat lunch because she wasn’t hungry.

9. We didn’t go skiing last weekend because there wasn’t much snow on the mountain.

10. I couldn’t make lasagna for dinner last night because I forgot to buy the noodles.

Exercise 6 PAST REGRETS Do you have any regrets? Find a partner and discuss a few things you wish you had done differently in your life. Use the third conditional.

Example A: I began studying English when I was 25 years old. If I’d started learning English when I was a child, I would’ve been fluent by now. B: I know what you mean! I didn’t take any English classes until high school. If I’d started in elementary school, it would’ve been much easier to learn English. A: Yep. So what other regrets do you have?

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Exercise 7 COMPREHENSION Read the conditional sentences below and answer the questions that follow each one. Ex. If it hadn’t rained yesterday, we would have had a picnic.

6. If the bus had been on time, we wouldn’t have missed our appointment.

Yes a) Did it rain yesterday?

a) Was the bus on time?

No b) Did we have a picnic?

b) Did we miss our appointment?

1. If you had come to the party, you would have met my cousin.

7. If I had had a lot of homework last night, I wouldn’t have gone to the movies.

a) Did you come to the party?

a) Did I have a lot of homework last night?

b) Did you meet my cousin?

b) Did I go to the movies last night?

2. I wouldn’t have watched the movie if I had known it was scary.

8. Ali would have known about the accident if he’d read the paper yesterday.

a) Did I watch the movie?

a) Did Ali know about the accident?

b) Was it scary?

b) Did Ali read the newspaper yesterday?

c) Do I like scary movies? 3. If I’d known he was a careless driver, I wouldn’t have lent him my car.

9. If I had heard about the new position before the application deadline, I would’ve applied for it. a) Did I hear about the job in time to apply?

a) Is he a careless driver?

b) Did I apply for the job?

b) Did I lend him my car?

c) Did I get the job?

4. If Professor Neville had taught the history course, I would’ve taken it.

10. You wouldn’t have had to rewrite your essay if you hadn’t copied it straight from that website.

a) Did Professor Neville teach the course?

a) Did you copy your essay from a website?

b) Did I take the history course?

b) Did you have to rewrite your essay?

5. Marie wouldn’t have married Rob if she hadn’t been in love with him.

c) Did you get caught cheating?

a) Did Marie marry Rob? b) Was Marie in love with Rob?

– H I G H I N T / V E R S I O N 2 . 0)

Third Conditional

Grammar Practice Worksheets

Exercise 8 WHAT WOULD YOU HAVE DONE? Read the situations below. Choose if you would or wouldn’t have done the same thing and write out your explanation using the third conditional.

Example #1

Example #2

Mark saw a woman drowning in the lake. He went to look for help.

I wouldn’t have done that. If I had seen a woman drowning, I would have called 911 on my cell phone and then jumped into the water to try to save her.

I would have done that too. I’m not a strong swimmer, so if I’d seen a woman drowning, I would’ve tried to find someone nearby who could swim. But first I would have let her know I was going to get help.

1. Adele saw her friend cheating on a test. She told the teacher.

2. Jung’s neighbors were very noisy, so he moved to a new apartment. The move was very expensive.

3. Kayla went to a new restaurant. She didn’t like her meal, so she didn’t leave a tip.

– H I G H I N T / V E R S I O N 2 . 0)

Third Conditional

Grammar Practice Worksheets

Exercise 8 cont. 4. Juliana’s car broke down on the way to work, so she hitchhiked the rest of the way.

5. When Sam saw a black bear in the woods, he started to scream.

6. When Fatima heard someone breaking into her house last night, she hid under the bed.

7. Shen found a wallet with $1,000 in it. He kept the money.

– H I G H I N T / V E R S I O N 2 . 0)

Third Conditional

Grammar Practice Worksheets

Exercise 9 SURVEY Ask your classmates what they would have done in each situation from Exercise 8. Complete the chart with answers in point form. Practice saying woulda (but don’t write it). #

Situation

cheating friend

noisy neighbors

bad meal

car trouble

black bear

burglar

wallet

Classmate #1

Classmate #2

– H I G H I N T / V E R S I O N 2 . 0)

Classmate #3

Third Conditional

Grammar Practice Worksheets

Exercise 10 NOW YOU TELL ME! With a partner, take turns reading out the situations below and offering advice using the third conditional. End each one with “Now you tell me!”* Practice saying woulda instead of would have when you can.

Example

*Note

A: I lost my job because I was late for work three times.

We use the expression “Now you tell me!” (with emphasis on “Now”) when we want to show that hearing the advice sooner would have helped (to prevent a negative outcome from happening).

B: I f you had set your alarm to go off 15 minutes earlier, you woulda made it to work on time. A: Now you tell me!

1. I had to go to the dentist to get three fillings. 2. Our dog got sick right before our vacation. We lost $3,000 because we had to cancel the trip. 3. I hurt my back moving some heavy furniture. 4. I didn’t pay attention in class and didn’t know about the test. 5. I accidentally woke the baby up when I came home from work. 6. I didn’t get the job. 7. I got lost yesterday. 8. It didn’t rain when we went away and all of our flowers died. 9. My mother-in-law isn’t talking to me because she wasn’t invited for Thanksgiving dinner. 10. I failed my test.

– H I G H I N T / V E R S I O N 2 . 0)

Third Conditional

Grammar Practice Worksheets

Exercise 11 WISH Read the wishes below and write a third conditional sentence related to each one. Ex. I wish I had known about her accident. If I had known about her accident, I would have sent her some flowers. 1. I wish I had learned to speak several languages when I was young.

2. She wishes she had never met him.

3. They wish they had visited Paris when they were in Europe.

4. He wishes he had applied for that government job.

5. I wish I hadn’t seen that horror movie.

6. I wish I hadn’t drunk so much coffee last night.

7. I wish I had taken my camera on our camping trip.

8. I wish it had been warmer yesterday.

9. I wish I had read the instructions more carefully.

10. I wish I hadn’t yelled at the children.

– H I G H I N T / V E R S I O N 2 . 0)

Third Conditional

Grammar Practice Worksheets

Exercise 12 THE GREAT CONDITIONAL CHALLENGE Work in groups. Read the three if clauses below. Choose one of the three clauses and then try to make as many third conditional sentences as possible that follow from the if clause you have chosen. The group with the most conditional sentences wins the challenge. “If” Clauses 1. If I had learned English as a child... 2. If I had won the million-dollar lottery five years ago... 3. If I had been alive in the 19th century...

Example: If I had studied harder when I was in high school... If I had studied harder when I was in high school, I would have gotten better grades. If I had gotten better grades, I would have gone to a better university. If I had gone to a better university, I would have applied to medical school. If I had gone to medical school, I would have become a doctor. If I had become a doctor, I would have gone to Africa and helped a lot of people. If I had gone to Africa and helped a lot of people, ...

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Exercise 13 MIXED CONDITIONALS Complete the following sentences with the correct form of the verbs provided. Check for time markers and the tenses of other verbs in context to help you decide if you need the first, second, or third conditional. will stay Ex. If it rains next Saturday, I home. (stay)

1. I to the movies with you last week if I sick. (go)

(not/be)

2. If I were you, I her the truth. (tell)

3. That was a very bad accident. If he more careful, it wouldn’t have happened. (be)

4. That new restaurant is terrible! If I you, (be)

I your reservation. You should go somewhere else. (cancel)

5. It’s raining now, but if it sunny, I for a long walk. (be)

(go)

6. It rained all day yesterday, but if it sunny, (be)

I for a long walk. Instead, I stayed inside and read all day. (go)

7. I just remembered that you are coming home tomorrow night. I (pick)

you up at the airport if you what time your flight arrives. (tell)

8. I didn’t finish the report yesterday. If I at the office late last night, (stay)

I probably it. I’ll have to do it today. (finish)

9. I have to go to the store tomorrow. If you me what you need, (tell)

I your groceries too. Then you won’t have to go out. (get)

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Grammar Practice Worksheets

Exercise 13 cont. 10. You are such a good worker. If I were you, I the boss for a raise. (ask)

11. I don’t know Rashid’s telephone number, but if I it, I would call him right now. (know)

12. I wasn’t at school yesterday, so I didn’t know about the homework. If I there, (be)

I about it and I it last night. (know)

(do)

13. The forecast is calling for rain. If it tomorrow, (rain)

we the game and reschedule it for next week. (cancel)

14. I you if I (call)

(know)

that you were going through such a hard time. Why didn’t you tell me? 15. If she taller, she (be)

(try out)

for the basketball team. Tryouts start next week.

Exercise 14

Hint

FIND YOUR MATCH Your teacher will give you a strip of paper that has an if clause or a main clause on it. Walk around the classroom telling your classmates your half of the sentence. When you find your match, check your complete sentence with your teacher. If it’s correct, sit down.

Use the verb tense in your clause to help you decide if it is part of a first, second, or third conditional sentence. When you listen to your classmates read out their clauses, pay attention to the verb tense as well as the meaning of the clause.

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Exercise 15 QUIZ Complete this review of the first, second, and third conditional. Circle the best answer. 1. If the tickets hadn’t been sold out, I to the hockey game. a) will go b) would go c) would have gone 2. She would study if there a test tomorrow. a) is b) were c) had been

6. If we attention in class, we won’t do well on the final exam. a) don’t pay b) won’t pay c) hadn’t paid 7. He a new house if he’d known about the layoffs. a) won’t buy b) wouldn’t buy c) wouldn’t have bought

3. I shopping with you if I had any money. a) will go b) would go c) would have gone 4. The boss would have been angry if Mark his report on time. a) won’t finish b) wouldn’t finish c) hadn’t finished 5. If Sylvia had been able to play in the game last night, we probably . a) will win b) would win c) would have won

8. They will go to the lake next weekend if the weather nice. a) is b) will be c) had been 9. If Rina got the job, she . a) will celebrate b) would celebrate c) would have celebrated 10. I that if I were you. It’s expired. a) won’t eat b) wouldn’t eat c) wouldn’t have eaten

– H I G H I N T / V E R S I O N 2 . 0)

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Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Int – High Int

Students learn and practice the third conditional through various

TIME:

writing and speaking activities. They discuss past regrets and talk and write about what they would have done differently.

3–4 hours

TAGS: conditional, third conditional, past conditional, mood, hypothetical, if, would, past, verbs, first conditional,

This lesson also includes a mixed review of the first, second,

second conditional, wish, mixed verbs, mixed tenses,

and third conditionals.

sentence patterns, grammar

Exercise 1

Exercise 4

1. c

3. c

5. c

7. b

9. a

2. a

4. a

6. c

8. b

10. c

Exercise 2 1.

had missed, would have been

had known, would have sent

would have bought, had been

had invited, would have gone

had known, would have visited

would have gone, had been

would have gone, had felt

had listened, would have known

would have gotten, had rung

Answers will vary. Here are some examples: 1.

The boss would’ve fired her if she hadn’t finished the report.

If I’d known it was going to rain, I would’ve taken an umbrella.

If she hadn’t missed so many classes, she would’ve passed the course.

If yesterday had been a holiday, I’d have stayed in bed all day.

I wouldn’t have missed the bus if you’d woken me.

I would’ve had a party if I’d known it was your birthday.

I’d have called you if I’d had your number.

If I’d woken up earlier, I would’ve gone for a jog.

(continued on the next page...)

Exercise 3 1. d

3. j

5. a

7. i

9. g

2. f

4. h

6. b

8. e

10. c

– H I G H I N T / V E R S I O N 2 . 0)

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Answer Key cont. Exercise 5

Exercise 8

Answers may vary.

Answers will vary. This exercise should be done individually as

students will discuss these situations in groups in Exercise 9.

Dario would have gotten the job

You may want to assign Exercise 8 for homework and do

if he had had more experience. 2.

Exercise 9 the following day.

Elena would have passed her driver’s test if she had stopped at the red light.

Aiko would have bought the dress if it had fit.

The Smiths would have gone to Hawaii

Put students into groups of four if possible. Answers will vary.

if the tickets had been cheaper. 5.

Monitor and encourage the reduced pronunciation of would have to

If I had put money in the meter,

woulda. When they’re finished, ask students to share some of the

I wouldn’t have gotten a parking ticket. 6.

info in their charts as a class (e.g., which ones their group agreed on

The cake wouldn’t have burned

or the ones where they had a difference of opinion).

if she had set the timer. 7.

Exercise 9

If she had known it was supposed to rain,

Exercise 10

she would have taken an umbrella. 8.

Christina would have eaten lunch if she had been hungry.

If there had been more snow on the mountain,

Answers will vary. Here are some examples:

we would have gone skiing last weekend.

10. I would have made lasagna for dinner last night if I had remembered to buy the noodles.

If you had eaten healthier food, you wouldn’t have needed three fillings.

If you had bought travel insurance, you wouldn’t have wasted your money.

Exercise 6

Put students into pairs or small groups. Answers will vary. Monitor

If you had asked someone to help you, you wouldn’t have hurt your back.

their third conditional sentence formation and encourage

If you had paid attention in class, you would have been able to prepare for the test.

contracted verb forms. If students are struggling to come up with

If you had been quieter, you wouldn’t have woken the baby.

“big” life events they regret, point out that the regrets can be “small”

If you had practiced interview questions with someone,

as well. (E.g., If I had woken up earlier this morning, I wouldn’t have had to run for the bus.)

Exercise 7

you would have felt more confident during your interview. 7.

You wouldn’t have gotten lost if you had taken a map.

Your flowers wouldn’t have died if you had asked someone to water your garden.

9. 1.

a) no b) no

a) no b) yes

a) yes b) yes c) no

a) no b) yes

a) yes b) yes

a) no b) no

a) no

a) yes b) yes

10. a) yes

Your mother-in-law wouldn’t be angry if you had invited her for dinner.

10. If you had studied harder, you would have passed your test.

b) no c) no b) yes c) yes

(continued on the next page...)

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Third Conditional

Grammar Practice Worksheets

Answer Key cont. Exercise 11

Exercise 13

Answers will vary. Some examples are listed below. For more

would have gone, hadn’t been

practice with wish, have students discuss (or write) their past

would tell

regrets from Exercise 6 using the pattern wish + had + p.p.

had been

(E.g., I wish I had started learning English when I was a child.)

were, would cancel

were, would go

had been, would have gone

will pick, tell

had stayed, would have finished

tell, will get

If I had learned to speak several languages when I was young, I would have become a translator.

If she had never met him, her life would have been much easier.

If they had visited Paris, they would have gone to many famous museums.

If he had gotten a government job, he would have had a good pension.

If I hadn’t seen that movie, I wouldn’t have had such bad nightmares.

If I hadn’t drunk so much coffee, I wouldn’t have had trouble sleeping.

If I had taken my camera, I would have taken so many great pictures.

If it had been warmer yesterday, we would have gone swimming.

If I had read the instructions more carefully, I would have known how to play this game.

10. If I hadn’t yelled at the children, they wouldn’t have cried.

Exercise 12 Put students into small groups or pairs. You may wish to set a time limit (e.g., 10 minutes). Answers will vary.

10. would ask 11. knew 12. had been, would have known, would have done 13. rains, will cancel 14. would have called, had known 15. were, would try out

Exercise 14 Cut up the sentence halves from page 24 and hand out one clause to each student. (If you have a small class, you could hand out more than one strip to each student or do the activity twice.) Have the students search the room for the matching clause (note that there may be more than one possibility in some cases—you can accept any logical, reasonable match). When students think they have found their match, check that they have formed a logical sentence with the appropriate verb tenses.

Exercise 15 1. c

3. b

5. c

7. c

9. b

2. b

4. c

6. a

8. a

10. b

(continued on the next page...)

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Third Conditional

Grammar Practice Worksheets

Answer Key cont. Extra Practice I This task provides a great review of the first, second, and third conditionals. Cut up one set of sentence halves for each pair or group. Give each pair or group the mixed-up strips and have them arrange all the strips into logical sentences (note that there may be more than one possibility in some cases—you can accept any logical, reasonable match). If students are struggling, remind them to look for the verb tenses and patterns from page 25. Alternatively (or additionally), you can repeat Exercise 14 on another day for review using the one set of sentence strips you’ve already prepared.

SPELLING NOTE: This lesson shows the American spelling of the words Neighbor, Jewelry, and Practice. Most other English-speaking countries spell these words this way: Neighbour, Jewellery, and Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings. EDITOR’S NOTES: 1. We recommend that students try our First Conditional and Second Conditional lessons in our Grammar Practice Worksheets section before trying this one.

Extra Practice II

•

First Conditional Lesson: https://esllibrary.com/courses/88/lessons/1602

On page 25, you will find a comparison chart with all four conditional tenses. Comparing all the conditional tenses at once

•

https://esllibrary.com/courses/88/lessons/1603

can be helpful for students to see when and why each is used. Try presenting the chart before or after the Third Conditional lesson. You can find more teaching tips on our blog (http://blog.esllibrary. com/2013/03/14/an-easy-way-to-teach-conditionals/) and in our Grammar Practice Worksheets section (https://esllibrary.com/ courses/88/lessons). In that section, you’ll find our lessons on

Second Conditional Lesson:

2. For more practice with irregular past participle forms, see our Irregular Verb List and Verb Cards. You may also want to check out some of our blog posts. •

Irregular Verb List: https://esllibrary.com/resources/2275

the First and Second Conditional. •

Verb Cards: https://esllibrary.com/resources/2247

•

Got Vs. Gotten: http://blog.esllibrary.com/2018/07/12/got-vs-gotten/

•

Hanged Vs. Hung: http://blog.esllibrary.com/2015/07/09/hanged-vs-hung/

•

Lay Vs. Lie: http://blog.esllibrary.com/2012/11/14/lay-vs-lie-lets-laythis-matter-to-rest/

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Third Conditional

Grammar Practice Worksheets

Extra Practice I SENTENCE STRIPS

If I had been as sick as you,

I wouldn’t have gone to work.

If I feel tired,

I will lie down for a while.

If I felt sick,

I would go to the doctor.

If you had eaten the whole pizza,

you would have felt very full.

If I had had a dog,

it would have barked and scared away the robber.

If I had a dog,

I would take it for a run every day.

If I go to the park this afternoon,

I’ll take my dog with me.

If he loses his job,

he’ll apply for another one.

If he hadn’t finished the project on time,

the boss would have fired him.

If he steals that jewelry,

the police will probably catch him.

If the police had caught him,

he would have gone to jail.

If I had gone camping,

I would have taken a flashlight.

If the power goes out,

I will look for a flashlight.

If my car broke down on the way to work,

I would call a taxi.

If she hadn’t gone on holidays,

she wouldn’t have missed the annual conference.

If she had gone to the beach,

she would have taken her bathing suit.

If it’s hot this afternoon,

he will go swimming.

If I had known about her problem,

I would have tried to help her.

If I hadn’t done my homework,

I wouldn’t have gotten a good score on the quiz.

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Present/ Future

Past

If + present, will + verb

If + past, would + verb

If + had + p.p., would + have + p.p.

First Conditional (Real Conditional)

Second Conditional (Unreal Conditional)

Third Conditional

Present/ Future

Present

If + present, present

Zero Conditional

Time

Form

Name

CONDITIONAL COMPARISON CHART

Extra Practice II

• If she studies for the test, she will get a good grade. • She will get a good grade if she studies for the test.

Use this conditional to show a likely or possible outcome that will probably happen if a specific condition is met.

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Use this conditional to show a past regret or different outcome that would have happened if a specific condition had been met.

Use this conditional to show an unlikely or impossible outcome that probably wouldn’t happen (unless a specific condition were met).

• If he takes vitamins every day, he doesn’t get sick. • He doesn’t get sick if he takes vitamins every day.

Use this conditional to show an outcome that happens if a specific repeated condition is met.

• If I had remembered to call my friend last night, she wouldn’t have sent me an angry text message. • My friend wouldn’t have sent me an angry text message if I had remembered to call her last night.

• If I had wings, I would fly to Antarctica. • I would fly to Antarctica if I had wings.

Impossible situation

• If he won the lottery, he would quit his job. • He would quit his job if he won the lottery.

Unlikely situation

Example

Function

Grammar Practice Worksheets

Third Conditional

Grammar Practice Worksheets

Verb Collocations Table of Contents 2

Grammar Notes

Exercise 1 Collocations with Have

Exercise 2 Collocations with Get

Exercise 3 Collocations with Take

Exercise 4 Collocations with Come

Exercise 5 Collocations with Go

Exercise 6 Mixed Collocation Review

Appendix Collocations Vs. Phrasal Verbs & Idioms

Answer Key

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Verb Collocations

Grammar Practice Worksheets

Grammar Notes A. Introduction to Collocations Collocations are sets of words that naturally go together in a language. These word combinations are used together for a long time until one combination sounds “right” (e.g., make a phone call) and another combination with a similar meaning sounds “wrong” (e.g., do a phone call). Collocations can be difficult to learn because there often seems to be no reason for the choice of words in the combination. Don’t worry! The more exposure you have to English, the more you will be able to recognize words that go together. Read and listen to English as often as you can. You should also study and use collocations whenever you get a chance.

Examples of Collocations Adverb + Adjective

Adjective + Noun

Verb + Noun

• highly recommended

• heavy rain

• run errands

• absolutely necessary

• strong coffee

• do homework

• bitterly cold

• express bus

• make the bed

• ridiculously cheap

• live music

• give a presentation

• blissfully ignorant

• major problem

• catch a cold

B. Verb Collocations In this lesson, we will focus on common collocations with the verbs have, get, take, come, and go. In these collocations, the verb is usually followed by a noun, but it can also be followed by a preposition or adverb. You will learn ten collocations for each verb, and then you will practice each verb set separately before trying mixed exercises involving all five verbs.

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Verb Collocations

Grammar Practice Worksheets

Exercise 1 COLLOCATIONS WITH HAVE

A. Reference Collocation

Meaning

have breakfast/lunch/dinner/a snack

to eat breakfast/lunch/dinner/a snack

have a cup of coffee/tea

to drink a cup of coffee/tea

have an idea

to think of something for the first time

have a party

to throw a party

have a good time

to enjoy oneself

have a baby

to give birth to a baby

have a headache

to suffer from a headache

have a fight/argument

to fight/argue with someone

have a problem

to have an issue/trouble with something/someone

have an accident

to get into an accident/to hurt oneself

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Verb Collocations

Grammar Practice Worksheets

Exercise 1 cont. B. Practice Fill in the blanks with a collocation from the previous page. Use each collocation only once. You may need to change the word form. have a party Ex. Let’s to celebrate our anniversary. 1. I don’t feel well. I and a sore throat. 2. I . Why don’t we go swimming after class? 3. I hope you at the concert tomorrow evening. 4. They yesterday. They haven’t been getting along lately. 5. On Saturday night, let’s at our favorite restaurant. 6. Mark just called from the hospital. Julia is ! 7. We while driving home last night. The roads were so icy. 8. Do you have time to with me? It’s my treat, so order a large if you want to. 9. I . I’m in love with two people, and I don’t know who to choose.

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Verb Collocations

Grammar Practice Worksheets

Exercise 2 COLLOCATIONS WITH GET

A. Reference Collocation

Meaning

get a job

to start a new position

get married

to become legally joined in a ceremony

get divorced

to end a marriage

get together

to spend time with someone

get drunk

to drink too much alcohol

get home

to arrive at one’s house

get in trouble

to do something wrong and be caught

get dressed

to put on clothes

get lost

to not know where one is

get ready

to prepare

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Verb Collocations

Grammar Practice Worksheets

Exercise 2 cont. B. Practice Rewrite each sentence using a collocation from the previous page. Use each collocation only once. You may need to change the word form. Ex. I only have 15 minutes to put on some clothes. I only have 15 minutes to get dressed. 1. I didn’t know where I was yesterday.

2. I arrived home at 6:00 pm.

3. Let’s hang out tomorrow night.

4. They will have their wedding in June.

5. My brother was punished for breaking the window.

6. He had too much to drink last night.

7. They ended their marriage last year.

8. She started working at a new company last week.

9. It took us all night to prepare for our presentation.

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Verb Collocations

Grammar Practice Worksheets

Exercise 3 COLLOCATIONS WITH TAKE

A. Reference Collocation

Meaning

take a seat

to sit down

take a while

to take a long time

take a photo

to use a camera to get a picture

take a rain check

to postpone until a later time

take a taxi

to use a taxicab for transportation

take a shower/bath

to have a shower/bath

take a chance

to do something risky or unpredictable

take a break

to have a short rest

take a look

to look at something

take care

to be careful or look after oneself or someone/something else

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Verb Collocations

Grammar Practice Worksheets

Exercise 3 cont. B. Practice Fill in the blanks with a collocation from the previous page. Use each collocation only once. You may need to change the word form. take a rain check Ex. I can’t make it tonight. Can I ? 1. What a beautiful sunset! I’m going to to show my friends. 2. I every morning. I like to be clean before I get dressed. 3. There won’t be any parking near the stadium. Let’s . 4. You look tired. Why don’t you from your homework? 5. Please , everyone. The show is about to start. 6. Can you at my essay before I hand it in? 7. It for everyone to exit the building during yesterday’s fire drill. We need to move faster next time. 8. I’m relieved that your surgery went well. Please of yourself until you’re all better. 9. She and asked him to the dance. She didn’t think he would say yes, but he did!

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Verb Collocations

Grammar Practice Worksheets

Exercise 4 COLLOCATIONS WITH COME

A. Reference Collocation

Meaning

come close

to almost complete something

come in first

to achieve first place

come back

to return to a place where one is already at

come prepared

to arrive ready for something

come on time

to arrive on time (not early or late)

come to a conclusion

to figure something out

come to a decision

to make a decision about something

come to an agreement

to reach an understanding with someone

come to an end

to reach the end

come up with something

to think of an idea or plan

B. Practice Rewrite each sentence using a collocation with come. Use each collocation only once. You may need to change the word form. Ex. After reading about the different types of software, I figured out which one to buy. After reading about the different types of software, I came to a conclusion about which one to buy. 1. I still don’t have a topic for my presentation, but I’ll think of something.

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Verb Collocations

Grammar Practice Worksheets

Exercise 4 cont. B. Practice cont. 2. She finished the marathon in first place.

3. I love it here. Let’s return next year.

4. I felt sad when I reached the end of my book.

5. Your presentation was very disorganized. Please be ready next time.

6. He was so close to passing his driver’s test, but he’ll have to take it again.

7. You’ve been late to these meetings all week. Why can’t you be on time?

8. I got accepted to five universities. After comparing them all, I finally made a decision about which one to attend.

9. After a long discussion, my roommate and I finally reached an understanding about the division of chores.

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Verb Collocations

Grammar Practice Worksheets

Exercise 5 COLLOCATIONS WITH GO

A. Reference Collocation

Meaning

go home

to return to one’s house

go downtown

to go to the downtown area of a city

go back

to return to a place where one is not at now

go to bed

to get into bed

go to school

to go to one’s school

go to work

to go to one’s workplace

go to a meeting

to arrive at a meeting place (usually at work)

go on a trip

to leave for a destination (usually for a vacation or work)

go for a run

to go jogging

go (out) for (a) coffee

to go out and get a cup of coffee (usually while meeting up with someone)

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Verb Collocations

Grammar Practice Worksheets

Exercise 5 cont. B. Practice Fill in the blanks with a collocation from the previous page. Use each collocation only once. You may need to change the word form. Pay special attention to the different prepositions that follow “go” (depending on which noun is used). going to a meeting Ex. I’m at 9:00 am sharp tomorrow, so I can’t be late for work. 1. I need to finish my homework this morning before I . I want to know the answer when my teacher calls on me in class. 2. After work, I usually go to the gym. Sometimes I instead. 3. I invited my friend to after work today. We need to catch up! 4. We are going to next month. I can’t wait to explore a new city! 5. I early last night because I was so tired. 6. We decided to next Saturday night. I love the nightlife in our city! 7. They had a wonderful time in Tokyo last year. They loved it so much that they are next year! 8. Our class ends in five minutes. Then I am going to and take a nap! 9. I usually don’t work on weekends, but I have to this Saturday to finish a big project.

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Verb Collocations

Grammar Practice Worksheets

Exercise 6 MIXED COLLOCATION REVIEW

A. Matchup 1 Match these collocations with their correct definitions. j

go back

a) to return to a place where one is already at

have a good time

b) to arrive ready for something

get dressed

c) to spend time with someone

take a while

d) to use a taxicab for transportation

come back

e) to fight/argue with someone

go to bed

f) to take a long time

get together

g) to put on clothes

have an argument

h) to enjoy oneself

come prepared

i) to get into bed

10. take a taxi

j) to return to a place where one is not at now

B. Matchup 2 Match each collocation with an example sentence with the same meaning. c

have a headache

a) Don’t worry. I’ll think of a good present for your birthday.

take a photo

b) We have reservations for 6:00 pm at the restaurant.

get ready

c) My head hurts. Do you have any aspirin?

have breakfast

d) I’m not afraid to try new things.

come in first

e) I need to buy food and decorate for the party.

go on a trip

f) I want to get a picture of us in front of this statue.

take a chance

g) Tell me all about your vacation in Hawaii!

come up with something

h) I’d like some pancakes, please.

get lost

i) She won the race.

10. have dinner

j) I don’t know where I am!

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Verb Collocations

Grammar Practice Worksheets

Exercise 6 cont. C. Pair Work Write ten questions using collocations from this lesson. Then ask your partner each question. Continue the conversation with another question or two.

Example: When was the last time you went for coffee with someone? A: When was the last time you went for coffee with someone? B: I went for coffee last weekend. A: Who did you go with? B: My best friend. We always go for coffee on Saturday mornings. A: It’s nice that you see your best friend so often. Where do you usually go? B: We usually go to the Starbucks on Main Street.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

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Verb Collocations

Grammar Practice Worksheets

Appendix A. Collocations Vs. Phrasal Verbs A phrasal verb is a pair of words (a verb and preposition) that has a set meaning. Phrasal verbs are not literal (i.e., the meaning of the phrasal verb doesn’t match the separate meanings of the verb and preposition). Phrasal verbs are different from collocations because with collocations, the meaning of the words is often the actual, literal meaning.

Type

Example

Meaning

Phrasal Verb

Let’s call off the party.

Let’s cancel the party.

No. We aren’t calling anyone on the phone or naming anything.

Collocation

She is making a long-distance call.

She is calling someone far away on the phone.

Yes.

Phrasal Verb

I ran out of milk.

I don’t have any more milk.

No. I didn’t jog outside.

Collocation

Let’s go for a run.

Let’s go running/jogging.

Yes.

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Literal?

Verb Collocations

Grammar Practice Worksheets

Appendix cont. B. Collocations Vs. Idioms An idiom is an expression where the meaning of the words is not literal (i.e., it doesn’t match the separate meaning of the words). Phrasal verbs are one type of idiom. Other idioms are clauses or sentences. Idioms are different from collocations because the meaning of the collocation usually matches the literal meaning of the words.

Type

Example

Meaning

Idiom

It is raining cats and dogs.

It is raining a lot.

No. Cats and dogs are not falling from the sky.

Collocation

We are expecting heavy rain tomorrow.

We are expecting a lot of rain tomorrow.

Yes.

Idiom

You’ve had your head in the clouds all day.

You’ve been daydreaming all day.

No. Your head is not actually in the sky.

Collocation

Nod your head if you can hear me.

Move your head up and down.

Yes.

Literal?

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Verb Collocations

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – High Int

Fifty common verb collocations are introduced in this lesson.

TIME:

Students will learn and practice multiple collocations for each verb separately before trying mixed exercises that include

2–3 hours

TAGS: collocations, verbs, verb collocations, phrasal verbs, idioms, grammar, vocabulary

writing and speaking tasks.

Exercise 1

Exercise 4

Answers may vary slightly.

Answers may vary. You may want to point out that come to a

have a headache

having a/her/their baby

have an idea

had an accident

have a good time

have a cup of coffee/tea

had a fight

have a problem

have dinner

conclusion, come to a decision, and come to an agreement are all similar and are often interchangeable. Come to a decision and come up with something are also similar. 1.

I still don’t have a topic for my presentation, but I’ll come up with something.

Exercise 2

She came in first in the marathon.

I love it here. Let’s come back next year.

I felt sad when I came to the end of my book/when my book came to an end.

Answers may vary slightly. 5.

I got lost yesterday.

I got home at 6:00 pm.

Let’s get together tomorrow night.

They will get married in June.

My brother got in trouble for breaking the window.

He got drunk last night.

They got divorced last year.

She got a (new) job last week.

It took us all night to get ready for our presentation.

Your speech was very disorganized. Please come prepared next time.

He came close to passing his driver’s test, but he’ll have to take it again.

You’ve been late to these meetings all week. Why can’t you come on time?

I got accepted to five universities. After comparing them all, I finally came to a decision about which one to attend.

Exercise 3

After a long discussion, my roommate and I finally came to an agreement about the division of chores.

(continued on the next page...)

Answers may vary slightly. 1.

take a photo

take a look

take a shower/bath

took a while

take a taxi

take care

take a break

took a chance

take a seat/your seats

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Verb Collocations

Grammar Practice Worksheets

Answer Key cont. Exercise 5

SPELLING NOTE: This lesson shows the American spelling of the words Favorite

Answers may vary slightly.

and Practice. Most other English-speaking countries spell

go to school

go downtown

these words this way: Favourite and Practise (when used as a

go for a run

going back

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

go (out) for (a) coffee

go home

your students to find these words in the lesson and see if they

go on a trip

go to work

know the alternate spellings.

went to bed

Exercise 6 A. MATCHUP 1 1. j

3. g

5. a

7. c

9. b

2. h

4. f

6. i

8. e

10. d

B. MATCHUP 2 1. c

3. e

5. i

7. d

9. j

2. f

4. h

6. g

8. a

10. b

C. PAIR WORK Answers will vary. Monitor collocation usage.

Appendix Optional. Review phrasal verbs and idioms with your students. Compare phrasal verbs and collocations in Chart A and idioms and collocations in Chart B. For more practice with phrasal verbs, see: https://esllibrary.com/courses/88/lessons/2742 For more practice with idioms, see: https://esllibrary.com/courses/102/lessons

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Grammar Practice Worksheets

Phrasal Verbs Table of Contents Introduction 2

Grammar Notes Phrasal Verbs

Part I:

Separable & Inseparable Phrasal Verbs

Part III:

Phrasal Verbs in Context

Exercise 10 Daily Routines

Exercise 11 Social Life Exercise 12 School

Exercise 1 Separable or Inseparable?

Exercise 2 Correct or Incorrect?

Part IV:

Exercise 3 Rewrite the Sentences

Part II:

Phrasal Verb Groups

Exercise 4 Phrasal Verbs with “Fill”

Exercise 5 Phrasal Verbs with “Turn”

Exercise 6 Phrasal Verbs with “Tear”

Exercise 7 Phrasal Verbs with “Call”

Exercise 8 Phrasal Verbs with “Put”

Exercise 9 Phrasal Verbs with “Get”

Phrasal Verb Lists

Separate Phrasal Verbs

Inseparable Phrasal Verbs

Inseparable Two- or Three-Word Phrasal Verbs

For Teachers 28

Answer Key

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Phrasal Verbs

Grammar Practice Worksheets

Grammar Notes PHR ASAL VERBS

A. Form Phrasal verbs are verbs that have a particle. The particle can be a preposition or an adverb.

Examples:

Phrasal Verb Form

• look up • figure out

verb + particle (preposition / adverb)

• put off • start over

• get off • run into

B. Function Phrasal verbs are often idiomatic. This means they don’t have to have the literal (actual) meaning of the verb or the particle. Example

look up

put on

call on

do over

Phrasal Verb?

Meaning

I looked up at the sky.

 No

the verb “look” means to use your eyes, plus the preposition of direction “up”

I looked up a word in my dictionary.

 Yes

“look up” means to check

I put the book on the table.

 No

the verb “put” means to place, plus the preposition of place “on”

I put a sweater on.

 Yes

“put on” means to add clothing

She called the number on the card.

 No

the verb “call” means to use the phone, plus the preposition of place “on”

The teacher called on me in class, but I didn’t know the answer.

 Yes

“call on” means to ask someone for an answer

He did his workout over there.

 No

the verb “do” means to work, plus the preposition of direction “over”

After failing, they did the test over.

 Yes

“do over” means to complete again

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Grammar Notes cont. C. Transitive & Intransitive

Memory Aid:

Like all verbs in English, phrasal verbs can be transitive or intransitive. Transitive verbs need a direct object (noun or pronoun) to complete the sentence.

To help you remember the difference between transitive and intransitive verbs, think of the letter t: transitive = takes an object

• Maria looked up the answer. subject

verb

direct object

• My father filled out the form at the doctor’s office. subject

verb

direct object

indirect object

Intransitive verbs do not need a direct object to complete the sentence.

• She came over. subject

verb

• They got back at 10:00 pm. subject

verb

indirect object

Phrasal Verb

Meaning

Example

throw away

to put something into the trash

I threw away my old socks.

get along

to have a good relationship

My brothers don’t get along.

hand in

to give something to someone

I handed in my report to my boss.

come over

to go to someone’s house

My friend came over after school.

Transitive

– H I G H I N T / V E R S I O N 1. 0)

Intransitive

   

Phrasal Verbs

Grammar Practice Worksheets

Grammar Notes cont. C. Transitive & Intransitive cont. Some phrasal verbs have two or more different meanings. They are usually all transitive or all intransitive. Phrasal Verb

Meaning

Example

to give someone a ride

I picked up my mother from the airport.



to lift

I picked up the puppy and held it in my arms.



to quit a class or program

She was in college, but she dropped out.



to fall out of a container

He left his bag open and his wallet dropped out.



pick up

drop out

Transitive

Intransitive

However, some phrasal verbs with different meanings can be both transitive and intransitive.

Phrasal Verb

break up

take off

Meaning

Example

to stop something

The teacher broke up the fight.

to end a relationship

My girlfriend and I broke up.

to remove clothing

I took off my jacket.

to leave quickly

As soon as he heard the bad news, he took off.

Transitive

– H I G H I N T / V E R S I O N 1. 0)

Intransitive

   

Phrasal Verbs

Grammar Practice Worksheets

Grammar Notes cont. D. Separable & Inseparable One of the most important things to learn about phrasal verbs is whether they’re separable or inseparable.

Transitive Phrasal Verbs with Object Nouns Notes

Examples � She took off her sweater. � She took her sweater off.

Separable

Most transitive phrasal verbs are separable. This means you can move the direct object (noun) between the verb and the particle.

� Please fill out the form. � Please fill the form out. � Did you pick up Fabiana? � Did you pick Fabiana up?

Inseparable

A few transitive phrasal verbs are inseparable. This means you cannot move the direct object (noun) between the verb and the particle.

� I ran into my old friend yesterday. � I ran my old friend into yesterday.

Using object pronouns with transitive phrasal verbs can be tricky. Pay close attention to the notes below.

Transitive Phrasal Verbs with Object Pronouns Notes

Examples � She took it off. � She took off it.

Separable

If the direct object of a separable phrasal verb is a pronoun, it must come between the verb and the particle.

� Please fill it out. � Please fill out it. � Did you pick her up? � Did you pick up her?

Inseparable

Like with object nouns, you can never move a pronoun between the verb and the particle.

� I ran into him yesterday. � I ran him into yesterday.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Grammar Notes cont. D. Separable & Inseparable cont. Intransitive Phrasal Verbs

Inseparable

Notes

Examples

Intransitive phrasal verbs (no direct object) are always inseparable. This means you can never separate the verb and particle. (Memory Aid: intransitive = inseparable)

� They broke up two months ago. � They broke two months ago up. � Come over to my house tonight. � Come to my house over tonight.

E. Two- or Three-Word Phrasal Verbs Some phrasal verbs have two particles that commonly go together. These three-word phrasal verbs have the same meaning as their two-word versions. Use the second particle to add an indirect object to a sentence. Three-word phrasal verbs are usually intransitive and inseparable. Phrasal Verb

Meaning

Example Watch out! You almost ran over that child.

watch out (for)

to be careful Watch out for pedestrians while you’re driving.

drop in (on)

to visit

run out (of)

to have no more

get back (from)

to return from a trip

I love it when friends drop in. Let’s drop in on Grandma on our way home. The milk ran out. We ran out of milk yesterday. When did you get back? We got back from Hawaii late last night.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 1 SEPAR ABLE OR INSEPAR ABLE? Are the following verbs separable or inseparable? Put a check mark in the correct box. Refer to the lists on pages 25–27 for help. #

Phrasal Verb

Meaning

fill up

to put gas in a vehicle

look up

to check or search for

call on

to ask someone for an answer

fill in

to write information into the blanks on a form

throw away

to put something into the trash

get on

to enter a large vehicle (bus, airplane, etc.)

figure out

to find a solution

cross out

to draw a line through something

get back

to return from a trip

turn off

to stop a machine or light

run into

to meet someone by chance

Separable

Inseparable



– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 2 CORRECT OR INCORRECT? Are the following sentences correct or incorrect? Put a check mark in the correct box. Refer to page 7 for help. #

Sentence

She filled up her car three days ago.

Look it up in your dictionary.

The teacher called the students on.

You need to fill in the form.

Don’t throw old books away.

Let’s get the bus on.

I figured the problem out.

If you make a mistake, cross out it.

When did you get back from your trip?

Did you remember to turn off it?

I ran him into yesterday.

Correct

Incorrect



– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 3 REWRITE THE SENTENCES Rewrite the sentence using a phrasal verb from page 7. Use a pronoun whenever possible. Ex. We should put gas in the car. We should fill it up. 1. Put a line through your mistakes.

2. Check your dictionary for the answer.

3. I saw my ex-boyfriend at the bank.

4. Please shut down your computer.

5. We boarded the airplane.

6. Have you solved the problem yet?

7. The teacher asked me a question.

8. Write your name and address on the form.

9. Put your old socks into the garbage.

10. They returned from their trip last night.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 4 PHR ASAL VERBS WITH “FILL”

A. Reference Phrasal verbs with “fill” often have to do with writing or completing something. Phrasal Verb

Meaning

fill in

to write information into the blanks on a form

fill out

to complete a form (words or sentences)

fill up

to put gas in a vehicle

B. Fill in the Blanks Write in, out, or up in each blank. 1. Make sure you fill all the blanks on the application. 2. Can you fill my car with regular, please? 3. This truck needs to be filled with diesel. 4. This form needs to be filled by Monday. Please use complete sentences. 5. Make sure you fill each circle completely on your answer sheet.

C. Writing Now write your own sentences. #

Phrasal Verb

fill in

fill out

fill up

Sentence

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 5 PHR ASAL VERBS WITH “TURN”

A. Reference Phrasal verbs with “turn” often involve switching something on or off. They are also used for volume levels. Phrasal Verb

Meaning

turn off

to stop a machine or light (also shut off, shut down)

turn on

to start a machine or light

turn down

to lower in volume / to refuse

turn up

to make the volume higher / to suddenly appear

B. Fill in the Blanks Write off, on, down, or up in each blank. 1. Could you please turn the TV? I can’t hear what they’re saying. 2. Turn the lights when you leave the room. 3. He turns his phone as soon as he wakes up. 4. Turn your music ! It’s so loud! 5. I thought I lost my keys, but they turned out of nowhere. 6. I’m so embarrassed. I asked him out, but he turned me .

C. Discussion 1. How often do you turn on the TV in a day? How about in a week? 2. If your neighbor or classmate asked you to turn the volume down on your music, would you? 3. In what situations do you need to turn up the volume on the TV or your music player? 4. When you’re at home, do you turn off the lights in rooms that you’re not in?

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 6 PHR ASAL VERBS WITH “TEAR”

A. Reference Phrasal verbs with “tear” often refer to ripping or destroying something. Phrasal Verb

Meaning

tear down

to disassemble or completely take apart

tear off

to rip something away from something else

tear up

to rip something into many pieces

B. Fill in the Blanks Write down, off, or up in each blank. 1. Make sure you tear that document so that no one can see your personal information. 2. They finally tore the old, abandoned building. 3. If you want to sign up for piano lessons, tear the phone number at the bottom of the advertisement.

C. Writing Now write your own sentences. #

Phrasal Verb

tear down

tear off

tear up

Sentence

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 7 PHR ASAL VERBS WITH “CALL”

A. Reference Phrasal verbs with “call” often have to do with the telephone. Since “hang up” is also related to the telephone, it is included in this grouping. Phrasal Verb

Meaning

call back

to return a phone call

call off

to cancel something

call on

to ask someone for an answer (usually by someone in a position of authority or in a group situation)

call up

to make a phone call

hang up

to end a phone call

B. Fill in the Blanks Write back, off, on, or up in each blank. 1. I’m shy. I hate when teachers call me in class. 2. Your mother called here three times yesterday. Did you call her ? 3. They called the wedding after their last big argument. 4. Please don’t hang ! I really need to talk to you. 5. I’ve finally worked up the nerve to call the girl I have a crush on.

Bonus Question Which of the phrasal verbs in this group is inseparable?

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 7 cont. C. Discussion Discuss these questions in pairs. Use the phrasal verbs in your answers. 1. How often do you call your best friend up? 2. Does the teacher often call on you in class? 3. Have you ever hung up on anyone? 4. Have you ever forgotten to call someone back? Were they angry? 5. Have you ever been invited to an event that got called off? What was the reason for calling it off?

Exercise 8 PHR ASAL VERBS WITH “PUT”

A. Reference Phrasal verbs with “put” often refer to the placement of an object. We also use “put on” for clothing. Since “take off” is also related to clothing, it is included in this grouping. Phrasal Verb

Meaning

put away

to place something into an appropriate spot

put back

to place something in the spot it was originally in

put down

to stop holding something / to insult someone

put off

to postpone or delay

put on

to add clothing

put out

to place something outside / to be inconvenienced by someone or something

take off

to remove clothing

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 8 cont. B. Fill in the Blanks Write away, back, down, off, on, or out in each blank. 1. When I got home, I put all my groceries. 2. I spend all day cooking, so when she canceled I was really put . 3. It’s warm in here. I think I’ll take my coat. 4. I can’t put writing this report any longer. 5. The librarian put all the books that got returned last week. 6. That was rude of you to say. You shouldn’t put people like that. 7. Did you remember to put the dog before you came to bed? 8. Jimmy! Put that frog in the pond right now. 9. You’ll freeze if you don’t put more layers.

C. Complete the Sentences Complete the sentences using a pronoun and a phrasal verb from the list in Part A. put it down Ex. If you picked up a fragile vase, you should . 1. If you took something that didn’t belong to you, you should . 2. If you were cold and had your jacket nearby, you should . 3. If you didn’t feel like meeting your friend for coffee, you should . 4. If you bought groceries, you should when you get home. 5. If your kitchen garbage were starting to smell, you should . 6. If you were wearing a sweater and you got hot, you should .

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 9 PHR ASAL VERBS WITH “GET”

A. Reference Phrasal verbs with “get” often involve transportation. Note that the verbs in this group (with these meanings) are all inseparable.

Phrasal Verb

Meaning

get in

to enter a small method of transportation that is enclosed (such as a car), or to sit in something small that is hollowed out but not enclosed (such as a canoe)

get off

to exit a big method of transportation (such as a bus), or to leave something small but not enclosed (such as a bicycle)

get on

to enter a big method of transportation (such as a bus), or to sit on something small but not enclosed (such as a bicycle)

get out of

to exit a smaller method of transportation that is enclosed (such as a car), or to leave something small that is hollowed out but not enclosed (such as a canoe)

get over

to overcome or recover from something

get along

to have a good relationship with someone

get back

to return from a trip

get through

to overcome or reach the end of something

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 9 cont. B. Fill in the Blanks Write in, off, on, out of, over, along, back, or through in each blank. 1. You need to show your bus pass when you get the bus. 2. Before getting a taxi, make sure you haven’t left anything on the seat. 3. I know today will be stressful, but you just need to get it. 4. It’s hard to keep your balance when getting a kayak. 5. When she got from vacation, she had a big pile of work to do. 6. I get well with my stepdaughter. 7. I forgot to get my bag from the overhead compartment when I got the plane. 8. It was a bad breakup. It took him months to get it.

C. Transportation: Entering

D. Transportation: Exiting

Check the correct column () for each method of transportation.

Method of Transportation

horse

train

car

airplane

canoe

taxi

bus

horse

bicycle

helicopter

ferry

subway

Get On



Get In

– H I G H I N T / V E R S I O N 1. 0)

Get Off

Get Out Of



Phrasal Verbs

Grammar Practice Worksheets

Exercise 10 DAILY ROUTINES

A. Reference Phrasal Verb

Meaning

turn on

to start a machine or light

turn off

to stop a machine or light

wake up

to stop sleeping

put on

to add clothing

take off

to remove clothing

turn up

to increase the volume

turn down

to lower the volume

pick up

to give someone a ride

get in

to enter a small vehicle

get out of

to exit a small vehicle

â&#x20AC;&#x201C; H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 10 cont. B. Story Complete the story by writing a phrasal verb from Part A into the blanks. Some phrasal verbs will be used more than once. wake up When I in the morning, I my alarm clock and Ex.

the lights. Then I my pajamas and take a shower. Once 2.

I’ve dried off, I a suit. After I eat breakfast, I my car and 4.

head to work. I love music, so I the radio, the volume, 6.

and sing along. I my coworker on the way to work because he doesn’t have a car. 8.

When he gets in the car, I the volume so we can talk. When we get to work, 9.

we park, the car, and head into the office. When we’re at our desks, we 10.

our coats and our computers. Then we get to work! 11.

12.

Bonus Question There are four phrasal verbs in the story that aren’t in the reference chart on page 18. Can you find them and guess their meanings?

C. Discussion Tell your partner about your daily routine. Try to use as many phrasal verbs that you’ve learned in this lesson as you can.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 11 SOCIAL LIFE

A. Reference Phrasal Verb

Meaning

call up

to make a phone call

hang up

to end a phone call

call back

to return a phone call

pick up

to give someone a ride

ask out

to ask someone on a date

call off

to cancel

put on

to add clothing, cosmetics, etc.

take off

to remove clothing, cosmetics, etc.

put down

to stop holding something or someone

run into

to meet someone by chance

get along (with)

to have a good relationship with someone

â&#x20AC;&#x201C; H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 11 cont. B. Dialogue With a partner, read the dialogue out loud. Fill in the missing phrasal verbs as you go. Then switch roles and read it again. A:

Hello?

Hi, Julia! It’s Alyssa. What are you up to?

down Hi, Alyssa! I’m just putting my daughter for a nap. How are you?

I’m great! You’ll never guess what happened. I ran Lucas at the mall yesterday. We went

Ex.

to the same high school and we always got really well. I used to have a big crush on him. 2.

Yeah? So what happened at the mall?

We talked and exchanged numbers. He called me right after I got home!

So soon? Wow! What did he want?

He asked me ! We’re going to the movies on Friday.

No way! I’m so happy for you!

Thanks! He’s picking me at 8:00 pm.

What are you going to wear?

I think I’ll wear a dress and a jean jacket. Then I can take the jacket in the theater.

Good idea. Are you going to put a lot of makeup?

No, I think I’ll go for a more natural look.

Sounds good.

I just hope he doesn’t call it .

I’m sure he won’t. It sounds like he likes you! Oh, my daughter is crying.

I’d better hang now. I’ll call you later. 9.

10.

No problem. Talk to you later!

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 11 cont. C. Dialogue Writing With a partner, write your own dialogue. Include at least five phrasal verbs. Then perform it for your class.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 12 SCHOOL

A. Reference Phrasal Verb

Meaning

start over

to begin again

tear up

to rip something into many pieces

figure out

to find a solution

hand in

to give something to someone (usually a teacher)

make up

to lie or invent

write down

to write on a piece of paper

throw away

to put something into the trash

turn off

to stop a machine or light

cross out

to draw a line through something

give up

to quit

call on

to ask someone for an answer

â&#x20AC;&#x201C; H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Exercise 12 cont. B. Crazy Class Rules Fill in the missing phrasal verbs for this set of silly classroom rules. Use the words in parentheses to help you choose the correct phrasal verb. Use a pronoun if necessary. call on Ex. The teacher will only one student all day. (ask for answers)

1. When you arrive in class, the lights. (shut off)

2. When class starts, everyone must a reason why they didn’t do their homework. (invent)

3. As soon as the teacher hands out a worksheet, . (put it in the garbage)

4. If you can’t a math equation, take off your socks and count your toes. (solve)

5. When the teacher tells you to write an essay, your grocery list. (make)

6. When the teacher gives you a test, . (quit)

7. As soon as you finish a presentation, . (begin again)

8. As soon as you complete a worksheet, . (rip into pieces)

9. When you’re writing a test, make sure you all your answers. (put a line through)

10. At the end of the class, make sure you your cell phone to your teacher. (give)

C. Our Own Crazy Class Rules With a partner or group, make up five of your own crazy class rules. Include a phrasal verb in each rule. Then share them with your class.

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Separable Phrasal Verbs Phrasal Verb

Meaning

ask out

to ask someone on a date

call back

to return a phone call

call off

to cancel

call up

to make a phone call

cross out

to draw a line through something

do over

to complete something again

figure out

to find a solution

fill in

to write information into the blanks on a form

fill out

to complete a form (words or sentences)

fill up

to put gas in a vehicle

give up

to quit

hand in

to give something to someone (usually a teacher)

hand out

to give out something (especially papers)

hang up

to end a phone call

look up

to check or search for

make up

to lie or invent

pick up

to give someone a ride / to lift something up

put away

to place something into an appropriate spot

put back

to place something in the spot it was originally in

put off

to postpone or delay

â&#x20AC;&#x201C; H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Separable Phrasal Verbs cont. Phrasal Verb

Meaning

put on

to add clothing

put out

to place something outside / to be inconvenienced

start over

to begin again

shut off

to stop a machine or light

take off

to remove clothing

tear down

to disassemble or completely take apart

tear off

to rip something away from something else

tear up

to rip something into many pieces

throw away

to put something into the trash

throw out

to put something into the trash

turn down

to lower the volume

turn off

to stop a machine or light

turn on

to start a machine or light

turn up

to increase the volume / to appear suddenly

wake up

to stop sleeping

write down

to write on a piece of paper

â&#x20AC;&#x201C; H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Inseparable Phrasal Verbs Phrasal Verb

Meaning

call on

to ask someone for an answer

come over

to go to someone’s house

get in

to enter a small method of transportation that is enclosed (such as a car), or to sit in something small that is hollowed out but not enclosed (such as a canoe)

get off

to exit a big method of transportation (such as a bus), or to leave something small but not enclosed (such as a bicycle)

get on

to enter a big method of transportation (such as a bus), or to sit on something small but not enclosed (such as a bicycle)

get out of

to exit a small method of transportation that is enclosed (such as a car), or to leave something small that is hollowed out but not enclosed (such as a canoe)

get over

to overcome or recover from something

run into

to meet someone by chance

Inseparable Two- or Three-Word Phrasal Verbs Phrasal Verb

Meaning

drop in (on)

to visit someone unexpectedly

drop out (of)

to quit a class or program

get along (with)

to have a good relationship with someone

get back (from)

to return from somewhere

get through (with)

to overcome or reach the end of something

run out (of)

to have no more

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Int – High Int

In this lesson, students will examine many common phrasal verbs.

TIME:

They will learn which phrasal verbs are separable and inseparable and will practice them in related groupings and in context. This

TAGS: phrasal verbs, verbs, idioms, grammar, separable, inseparable, nonseparable, fill, turn, tear, call,

lesson concludes with a fun group writing task that will get

put, get, context

everyone laughing.

Exercise 1

4–5 hours

Exercise 4

separable

inseparable

separable

inseparable

separable

inseparable

10. inseparable

Exercise 2

B. FILL IN THE BLANKS 1.

out

C. WRITING Answers will vary.

correct

incorrect

correct

incorrect

10. incorrect

Exercise 3

Exercise 5 B. FILL IN THE BLANKS 1.

off

down/off

down

C. DISCUSSION

Answers may vary.

Put students into pairs or small groups. Answers will vary.

Cross them out.

Look it up in your dictionary.

Exercise 6

I ran into him at the bank.

Please turn it off.

We got on the airplane. / We got on. / We got on it.

Have you figured it out yet?

The teacher called on me.

Fill it in.

Throw them away.

10. They got back last night.

B. FILL IN THE BLANKS 1.

down

off

C. WRITING Answers will vary. (continued on the next page...)

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Answer Key cont. Exercise 7

Exercise 10

B. FILL IN THE BLANKS

B. STORY

off

back

Bonus Answer: call on

turn off

get in

turn on

10. get out of

turn down

take off

turn up

11. take off

put on

pick up

12. turn on

C. DISCUSSION

Bonus Answer:

Put students into pairs or small groups. Answers will vary.

•

dry off (to use a towel to remove moisture)

•

head to (to go somewhere)

•

sing along (to sing at the same time a song is playing)

•

head into (to go into a building)

Exercise 8 B. FILL IN THE BLANKS 1.

away

off

out

back/away

back

off

down

C. DISCUSSION Answers will vary.

Exercise 11 C. COMPLETE THE SENTENCES B. DIALOGUE

put it back

put them away

put it on

put it out

into

put it off

take it off

along

off

10. back

Exercise 9

out

off

B. FILL IN THE BLANKS

C. DIALOGUE WRITING

Put students into pairs. Answers will vary. You can choose whether

back

out of

along

through/over

off

in/out of

over/through

or not you want students to memorize their dialogues before they perform them.

(continued on the next page...) C. TR ANSPORTATION: ENTERING 1.

get in

get on

get in

get on

get off

D. TR ANSPORTATION: EXITING 1.

get off

get out of

– H I G H I N T / V E R S I O N 1. 0)

Phrasal Verbs

Grammar Practice Worksheets

Answer Key cont. Exercise 12

SPELLING NOTE: This lesson shows the American spelling of the words Canceled,

B. CR A ZY CLASS RULES

Pajamas, Neighbor, and Theater. Most other English-speaking

turn off

give up

countries spell these words this way: Cancelled, Pyjamas,

make up

start over / start it over

Neighbour, and Theatre. Make it a challenge for your students

throw it away

tear it up

to find these words in the lesson and see if they know the

figure out

cross out

alternate spellings.

write down

10. hand in

C. OUR OWN CR A ZY CLASS RULES

EDITOR’S NOTES: 1.

Note that answers may vary in any of the exercises in this lesson. If a student can successfully argue for a different

Put students into pairs or small groups. Answers will vary.

phrasal verb or particle in an answer, you could accept it as correct if you wish.

Separable & Inseparable Phrasal Verbs 2.

Use the phrasal verb cards in our Grammar & Usage

We recommend handing out the phrasal verb lists on pages

Resources section for extra review and practice:

25–27 at the beginning of this lesson so that students can

https://esllibrary.com/resources/2741

use them for reference throughout the lesson. You can also use them for preview or review by cutting up the verbs and

this lesson available in our Grammar & Usage Resources

definitions and having students (in pairs or small groups)

section: https://esllibrary.com/resources/2740

match them up. These verbs are also available as premade cards in our Grammar & Usage Resources section: https://esllibrary.com/resources/2741

You will also find the phrasal verb lists from page 25–27 of

For a quick preview or review of this lesson, you could sum up the rules on pages 2–6 as follows: 1.

Phrasal verbs can be transitive (take an object) or intransitive (no object).

Intransitive phrasal verbs are inseparable.

Transitive phrasal verbs can be separable or inseparable.

For separable transitive phrasal verbs: •

an object noun can follow the phrasal verb or separate the verb and the particle.

•

an object pronoun must separate the verb and the particle.

– H I G H I N T / V E R S I O N 1. 0)

Grammar Practice Worksheets

Passive Table of Contents 2

Grammar Notes The Passive Voice

Exercise 1 Active or Passive?

Exercise 2 Historic Events

Exercise 3 Complete the Sentences

Exercise 4 Active to Passive

Exercise 5 Passive to Active

Exercise 6 Negative Sentences

Exercise 7 Questions

Exercise 8 Pair Work

Exercise 9 Find Someone Who

Exercise 10 Writing

Exercise 11 Quiz

Answer Key

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

Passive

Grammar Practice Worksheets

Grammar Notes THE PASSIVE VOICE

A. Introduction In an active sentence, the subject is the doer of the verb (= does the action) and the object is the recipient of the verb (= receives the action). In a passive sentence, the subject and object switch places. The recipient of the action is now the main focus of the sentence. This is called the passive voice. ACTIVE

The students

ate

the pizza.

(doer)

(action)

(recipient)

The pizza

was eaten

by the students.

(recipient)

(action)

(doer)

PASSIVE

B. Use We use the passive voice when we want the focus to be on the recipient of the action. We often use the passive voice when we don’t know who did the action or when the doer isn’t important. In fact, the doer is often dropped from the sentence! • The pizza was eaten by the students. • The pizza was eaten.

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Grammar Notes cont. C. Form: Positive Sentences Pattern be / get + p.p. The passive is formed with the Be verb and the past participle of the main verb. The doer of the verb is usually dropped from the sentence. To include it, we use the phrase by + person. In informal speaking and writing, we can use get instead of be. Formal or Informal

Informal

The pizza was eaten (by the students).

The pizza got eaten (by the students).

D. Form: Negative Sentences We use be + not + p.p. to form a negative passive sentence. For the informal passive, we use do + not + get + p.p. • The pizza wasn’t eaten (by the students). • The pizza didn’t get eaten (by the students).

E. Form: Questions We use be + subject + p.p. to form a passive question. For the informal passive, we use do + subject + get + p.p. • Was the pizza eaten (by the students)? • Did the pizza get eaten (by the students)?

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Grammar Notes cont. F. Form: Verb Tenses Most verb tenses can be used with the passive voice. See the chart below for examples of different tenses.

Verb Tense

Active

Passive

simple present

The chef prepares the meal.

The meal is prepared (by the chef.)

present progressive

The chef is preparing the meal.

The meal is being prepared.

simple past

The chef prepared the meal.

The meal was prepared.

past progressive

The chef was preparing the meal.

The meal was being prepared.

simple future

The chef will prepare the meal. The chef is going to prepare the meal.

The meal will be prepared. The meal is going to be prepared.

future progressive

The chef will be preparing the meal.

—

present perfect

The chef has prepared the meal.

The meal has been prepared.

present perfect progressive

The chef has been preparing the meal.

—

past perfect

The chef had prepared the meal.

The meal had been prepared.

past perfect progressive

The chef had been preparing the meal.

—

future perfect

The chef will have prepared the meal.

The meal will have been prepared.

future perfect progressive

The chef will have been preparing the meal.

—

modals (can, should, must, etc.)

The chef must prepare the meal.

The meal must be prepared.

past modals (could, should, had to, etc.)

The chef should have prepared the meal.

The meal should have been prepared.

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 1 ACTIVE OR PASSIVE? Are these sentences in the active or passive voice? Put an  in the correct column.

Sentence

Many different languages are spoken in Canada.

All the food at the party was eaten.

I fed the cat last night.

The mail is delivered every day.

The mailman delivers our mail in the morning.

The meeting will be held in the conference room.

The mechanic has already fixed my car.

John’s car is being fixed right now.

Twenty people were invited to the party.

They will make a decision at the meeting.

The wind blew down the trees.

Active

Passive



– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 2 HISTORIC EVENTS Using the simple past tense, form an active and passive sentence with the words below. Ex. Leonardo da Vinci / paint / the Mona Lisa Leonardo da Vinci painted the Mona Lisa The Mona Lisa was painted by Leonardo da Vinci. 1. Lee Harvey Oswald / kill / President Kennedy / 1963

2. Alexander Graham Bell / invent / the telephone

3. John Lennon / write / the song “Imagine”

4. a hurricane / destroy / many homes / in Florida

5. ancient Romans / speak / Latin

6. the Allies / defeat / the Germans / in 1945

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 3 COMPLETE THE SENTENCES Using the passive voice, complete the following sentences with the correct tense of the verb provided. is being served Ex. Dinner now. (serve)

1. My car is at the service station. It right now. (repair)

2. Dinner at 7:00 last night. (serve)

3. Your check already in the bank. (deposit)

4. The newspaper before 6:00 am every day. (deliver)

5. The book in 1950. (publish)

6. The patient by a surgeon tomorrow. (examine)

7. The question at our next meeting. (discuss)

8. Twenty new workers last month. (hire)

9. These library books already . (return)

10. Hundreds of people in the train accident last week. (injure)

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 4 ACTIVE TO PASSIVE Change the following sentences from active to passive. Ex. modal (must)

They must complete the project before 5:00 pm.

The project must be completed before 5:00 pm. 1. simple present

People speak English in Australia.

2. present progressive

I am writing the report now.

3. simple past

The dog bit the mailman.

4. past progressive

He was still fixing the car when I arrived at the garage.

5. future (will)

Someone will give us a tour of the museum.

6. future (be going to)

They are going to tear down the old building.

7. present perfect

She has already given him the bad news.

8. past perfect

We had built the houses before the tsunami hit.

9. modal (can)

They can deliver the furniture on Tuesday.

10. past modal (should)

You should have finished your homework hours ago.

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 5 PASSIVE TO ACTIVE Change the following sentences from passive to active. Ex. French is spoken in Quebec. People speak French in Quebec. 1. Fifty kids are picked up for school by this bus every day.

2. The floors were being washed by the cleaners when the power went out.

3. The broken window can be fixed by the repairman tomorrow.

4. The tax is already included in this bill.

5. This office should have been cleaned by someone.

6. His dogs are being fed right now.

7. Oranges are grown in California.

8. My house will have been painted by the painters by the time you visit.

9. Your seat belt must be worn at all times.

10. The problem had been fixed by the CEO by the end of the day.

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 6 NEGATIVE SENTENCES Using the words provided, write sentences in the negative form of the passive. Ex. They will send the package by regular mail. (not / send / express) The package won’t be sent by express mail. 1. The police are going to release the boy. (not / put / in jail)

2. I cooked the potatoes in the oven. (not / cook / in the microwave)

3. The company president delivered the news in person. (not / send / by email)

4. She makes the cake with oil. (not / make / with butter)

5. The police gave him a warning. (not / give / a speeding ticket)

6. You should wash the sweater in cold water. (not / put / in the dryer)

7. He started the fire by accident. (not / start / on purpose)

8. They will sign the contract next month. (not / sign / tomorrow)

9. I always take my pills with a meal. (not / take / on an empty stomach)

10. You should buy your vegetables at the farmer’s market. (not / buy / the grocery store)

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 7 QUESTIONS Ask questions using the information provided and the passive voice. Ex. There was a bad car accident yesterday. (how many / people / injure) How many people were injured? 1. Many new employees are starting work today. (how many / new people / hire)

2. Mr. Brooks is going to fire his secretary. (why / she / fire)

3. You shouldn’t wash that jacket. (how / it / clean)

4. My favorite TV program was canceled last night. (what / program / show / instead)

5. The police found the stolen car. (where / it / find)

6. They will deliver the package tomorrow. (what time / it / deliver)

7. They are going to hold this meeting in Room 21. (where / next meeting / hold)

8. The company has sold 100 cars this month. (how many / cars / sell / so far this year)

9. The war lasted five years. (how many / people / kill)

10. Someone took my wallet. (how much / money / take)

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 8 (Student A) PAIR WORK

A. Services Imagine you are getting your car serviced. Now imagine your partner is calling you on the phone. Give him or her an update on the services you requested using the present perfect passive. Then fill in your partner’s information.

Example Student A:

Hello?

Student B:

Hi, it's me! What are you doing?

Student A:

I'm getting my car serviced.

Student B:

That's good. What's been done so far?

Student A:

Well, the oil has been changed, but the tires haven't been rotated yet.

Student B:

Okay. What else has been done?

(cont.)

My Partner



oil / change

weight / record



tires / rotate

blood pressure / check



brake pads / inspect

heart rate / monitor



spark plugs / clean

breathing / checked



tire pressure / check

shots / give



windshield wiper fluid / add

blood / draw



broken headlight / replace

teeth / look at



entire car / clean

nails / trim

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 8 (Student B) PAIR WORK

A. Services Imagine you are at the vet with your dog. Now imagine your partner is calling you on the phone. Give him or her an update on the services you requested using the present perfect passive. Then fill in your partner’s information.

Example Student B:

Hello?

Student A:

Hi, it's me! What are you doing?

Student B:

I’m at the vet. My dog Lily is sick.

Student A:

Oh no! Has she been seen by the vet yet?

Student B:

Yeah. Her weight has been recorded and her blood pressure has been checked, but her heart rate hasn't been monitored yet.

Student A:

Okay. What else has been done?

(cont.)

My Partner



weight / record

oil / change



blood pressure / check

tires / rotate



heart rate / monitor

brake pads / inspect



breathing / checked

spark plugs / clean



shots / give

tire pressure / check



blood / draw

windshield wiper fluid / add



teeth / look at

broken headlight / replace



nails / trim

entire car / clean

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 8 cont. PAIR WORK

B. Event Planning Now imagine that you and your partner are managers whose assistants have been planning a big corporate event. What questions will you ask your assistants to check on their progress? Work together to write five questions using the present perfect passive. Ex. Have the brochures been ordered? 1.

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

Passive

Grammar Practice Worksheets

Exercise 9 FIND SOMEONE WHO Walk around the classroom and ask your classmates questions. Write your classmate’s name on the right if he/she answers “yes.” Follow up with another question to keep the conversation going!

Example A: Have you ever been injured in a car accident? B:

Yes, I have.

A: Oh no. What happened? B:

Find someone...

who has been injured in a car accident.

who has been bitten by a dog.

who was born in April.

who knows what language is spoken in Brazil.

who was given a gift last month.

whose wallet has been stolen.

who has been taken to a hospital in an ambulance.

who knows where the next winter Olympics will be held.

who has never been stung by a bee.

who can name three famous world leaders who were assassinated in the past 100 years.

I got rear-ended at a stoplight, and my neck and back were injured.

Name

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 10 WRITING The passive voice is often used when reporting a news story. Write a short news article (based on real or made-up events) that contains at least five sentences in the passive voice. Try to use more than one verb tense.

Example Last night, there was an accident on Main Street at 10:00 pm. A storefront was damaged when it was hit by a van. The store’s main window was smashed in from the impact. The accident was witnessed by three clerks who were working the late shift. No comments have been made by local police yet.

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Exercise 11 QUIZ Listen to the recording. Do the sentences contain an active verb, a passive verb, or both? Put a check mark () in the correct box.

Active

Passive

Both

1 2 3 4 5 6 7 8 9 10

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Int – High Int

In this lesson, students practice using the passive voice with

TIME:

a variety of tenses and modals. Tasks where students have to distinguish between the active and passive voice are included.

Exercise 1 1.

passive

2–3 hours

TAGS: passive, be, get, active, verbs, tenses, voice, formal, informal, grammar

will be examined / is going to be examined

will be discussed / is going to be discussed

active

were hired have (already) been returned

active

passive

10. were injured

active

passive

10. active

Exercise 2 1.

Lee Harvey Oswald killed President Kennedy in 1963. President Kennedy was killed by Lee Harvey Oswald in 1963.

Alexander Graham Bell invented the telephone. The telephone was invented by Alexander Graham Bell.

John Lennon wrote the song “Imagine.” The song “Imagine” was written by John Lennon.

A hurricane destroyed many homes in Florida. Many homes were destroyed by a hurricane in Florida.

Ancient Romans spoke Latin. Latin was spoken by ancient Romans.

The Allies defeated the Germans in 1945.

Exercise 4 Answers may vary. 1.

English is spoken in Australia.

The report is being written now.

The mailman was bitten by the dog.

The car was still being fixed when I arrived at the garage.

A tour of the museum will be given.

The old building is going to be torn down.

The bad news has already been given to him.

The houses had been built before the tsunami hit.

The furniture can be delivered on Tuesday.

10. Your homework should have been finished hours ago. (continued on the next page...)

The Germans were defeated by the Allies in 1945.

Exercise 3 Answers may vary. 1.

is being repaired

was served

has (already) been deposited

is delivered

was published

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Answer Key cont. Exercise 5

What time will it be delivered?

Where is the next meeting going to be held?

Answers may vary.

How many cars have been sold so far this year?

How many people were killed?

This bus picks up 50 kids for school every day.

The cleaners were washing the floors when the power went out.

The repairman can fix the broken window tomorrow.

This bill already includes the tax.

Someone should have cleaned this office.

He is feeding his dogs right now.

People grow oranges in California.

The painters will have painted my house by the time you visit.

You must wear your seat belt at all times.

10. How much money was taken?

Exercise 8 A. SERVICES Monitor your students for correct use of the passive. Student A

Student B

 oil / change

 weight / record

 tires / rotate

 blood pressure / check

Exercise 6

 brake pads / inspect

 heart rate / monitor

 spark plugs / clean

 breathing / checked

Answers may vary.

 tire pressure / check

 shots / give

 windshield wiper fluid / add

 blood / draw

He isn't going to be put in jail.

 broken headlight / replace

 teeth / look at

The potatoes weren’t cooked in the microwave.

 entire car / clean

 nails / trim

The news wasn't sent by email.

The cake isn’t made with butter.

A speeding ticket wasn't given.

The sweater shouldn’t be put in the dryer.

Answers will vary.

The fire wasn’t started on purpose.

Monitor your students for correct use of the passive.

The contract won’t be signed tomorrow.

My pills aren’t taken on an empty stomach.

10. The CEO had fixed the problem by the end of the day.

B. EVENT PLANNING

Exercise 9

10. Your vegetables shouldn’t be bought at the grocery store.

Exercise 7 Answers may vary.

Answers will vary. Monitor your students for correct use of the passive.

Exercise 10

How many new people are being hired/were hired?

Why is she going to be fired/is she being fired?

Answers will vary.

How should it be cleaned?

Monitor your students for correct use of the passive.

What program will be shown/is being shown/was shown instead?

(continued on the next page...)

Where was it found?

– H I G H I N T / V E R S I O N 1.1)

Passive

Grammar Practice Worksheets

Answer Key cont. Exercise 11 Play the recording a second time if you feel your students need it. Transcript: 1.

Three people were injured in the accident yesterday.

The company will contact me next week.

My house got broken into last week, but the police caught the thief yesterday.

English is spoken all over the world nowadays.

Yesterday she heard that her university application had been accepted.

You need to water your plants twice a week.

They were thrilled with their test results.

He didn’t go to the party because he wasn’t invited.

We took a bus to the game yesterday because our car was getting fixed.

10. This jar of jam can be kept at room temperature until it is opened. After that, it must be refrigerated. Answers: 1.

passive

active

passive

both

passive

both

10. passive

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

– H I G H I N T / V E R S I O N 1.1)

Grammar Practice Worksheets

Causative Verbs Table of Contents 2

Grammar Notes Causative Verbs

Exercise 1 Fill in the Blanks

Exercise 2 Rewrite the Sentences

Exercise 3 Pair Work

Exercise 4 Group Work

Exercise 5 Class Survey

Exercise 6 Writing

Exercise 7 Quiz

Answer Key

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Grammar Notes CAUSATIVE VERBS

A. Meaning Causative verbs mean one person is causing another person to do something. English has three true causative verbs: have, let, and make.

Causative Verbs make = force

stronger

have = get let = allow

weaker

B. Pattern Subject + Have / Let / Make + Object + Base Verb (person) (any tense) (person)

(no ending / no tense)

C. Examples Positive

Negative

Question

The teacher had the students write essays in class.

Mrs. Johnson won’t have the electrician put in an extra switch.

Do you have someone check your smoke detectors every year?

let

John’s parents are letting him stay out late tonight.

Our manager never lets us go home earlier than usual.

Will she let us have an extension on the project?

make

He will make his daughter clean her room tomorrow.

The babysitter didn’t make Lisa finish her dinner.

Did your boss make you write the entire report?

have

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Grammar Notes cont. D. Similar Verbs There are other verbs in English that also mean one person is causing another person to do something. They are not true causative verbs, so they take an infinitive verb (to + base verb) instead of a base verb. From strongest to weakest, common verbs are: force, cause, get, and allow.

Examples • My mother forces me to practice the piano every day. • The test is causing them to panic. It’s really difficult. • He got his friend to help him move. • Our teacher is going to allow us to go home early today.

E. Notes Note #1

Note #3

The subject and object of causative sentences are usually people, but things are also possible.

Can causative sentences be passive? Yes! The passive causative is quite common for services. Get is more casual/informal than have.

• T he heavy rain made the paint peel off the building. • The phone message made him feel nervous. • We let the dogs run wild at the beach.

Subject + Have / Get + Object + Past Participle (person) (any tense) (thing) • She got her hair cut (by a hairdresser). • He is getting his car fixed. • My sister has her nails done every weekend.

Note #2 The imperative verb form (no subject) is common with causative verbs, since both causatives and imperatives are used for giving orders. • H ave Mr. Smith call me. • Let the dogs go outside after dinner. • Make your staff read the report.

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 1 FILL IN THE BLANKS Write the correct form of the verbs in parentheses. hand in Ex. The teacher had her students their homework. (hand in)

1. My coworker let me her pen. (borrow)

2. He got his friend him fix his car. (help)

3. Are you making your kids their rooms? (clean)

4. The police forced the thief into the police car. (get)

5. The storm caused many trees . (fall down)

6. Will you allow your roommate your food? (eat)

7. His piano teacher makes him two hours a day. (practice)

8. Your sister doesn’t let her kids very often. (go out)

9. The tour guide got the tourists taking pictures. (stop)

10. The bus driver had the troublemakers the bus. (get off)

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 2 REWRITE THE SENTENCES Rewrite the sentences using a causative verb. Ex. The coach forced the players to do 50 pushups. The coach made the players do 50 pushups. 1. My friend’s parents allowed her to stay over at my house last night.

2. My brother forced me to do his homework for him.

3. Her neighbor got her to move her car.

4. The earthquake forced the rescue volunteers to work day and night.

5. This flood has caused people to evacuate to higher ground.

6. Did you get your boyfriend to call you?

7. The hotel manager won’t allow us to bring our dog to the hotel.

8. The judge forced the clerk to retype the entire document.

9. The lack of communication caused the workers to feel unappreciated.

10. Does your boss allow you to take long lunch breaks?

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 3 (Student A) PAIR WORK

Part 1 Imagine you and your partner are parents who are discussing your children. You are Student A. Your partner is Student B. Write out your set of questions using causative verbs. Do this part by yourself. Ex. stay up late Did you let the kids stay up late? 1. watch TV

2. do their homework

3. take out the garbage

4. do the dishes

5. talk on the phone

Part 2 Now take turns asking each other questions. It’s your choice whether to answer your partner’s questions positively or negatively. Try to use causative verbs in your answers as well. Example A: Did you let the kids stay up late? B: Yes, I did, but I made them do the dishes first.

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 3 (Student B) PAIR WORK

Part 1 Imagine you and your partner are parents who are discussing your children. You are Student B. Your partner is Student A. Write out your set of questions using causative verbs. Do this part by yourself. Ex. stay up late Did you let the kids stay up late? 1. do the laundry

2. vacuum the living room

3. go to a friend’s house

4. walk the dog

5. play video games

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 4 GROUP WORK Get into groups of three or four. Imagine you are all executives on the board of a large company. It’s your job to come up with ten guidelines for managers to give to new employees. Start each sentence with the imperative form of have, let, make, or allow. Ex. Have all new staff fill out a New Employee form for HR. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 5 CLASS SURVEY Ask your classmates the following questions. If a classmate answers “yes,” write his or her answer on the right. Use causative verbs in your answers. #

Have you ever...

Answer

made someone laugh?

John made his roommate laugh this morning.

let someone borrow your clothes?

made someone do your homework for you?

let a friend use your car?

made someone cry?

had a doctor check your blood pressure?

made someone take the blame for you?

let someone help you out?

had someone lend you money?

let someone walk all over you?

made someone help you move?

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 6 WRITING Write about your childhood. What did your parents make you do? What did they let you get away with? What did you make your brother or sister do? Write a few paragraphs using causative verbs (have, let, make) or similar verbs (force, cause, get, allow).

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Exercise 7 QUIZ Find one error in each sentence below. Rewrite the sentences correctly. Ex. The teacher didn’t let the students handed in their homework late. The teacher didn’t let the students hand in their homework late. 1. Do you make your son does chores?

2. She is getting the volunteers are making the food.

3. The power outage caused him is late.

4. My coach make me run around the track every day.

5. The boss didn’t allowed his workers to take a lunch break.

6. My friend had me to call her after class.

7. Our parents letted us stay out late last night.

8. My manager force me to work overtime yesterday.

9. Do you let your cat to go outside?

10. They got their neighbors help them move.

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Int – High Int

In this lesson, students learn about the causative verbs have, let,

TIME:

and make. Students will also learn the different sentence patterns for causative verbs and similar verbs such as force, cause, get,

TAGS: causative, causative verbs, have, let, make, force, cause, get, allow, grammar

and allow.

Exercise 1

2–3 hours

Exercise 3

borrow

to fall down

to stop

to help

to eat

10. get off

clean

practice

to get

go out

Exercise 2 Answers may vary slightly. Make sure your students are using a verb with a similar strength to the verb in the original sentence. 1.

My friend’s parents let her stay over at my house last night.

My brother made me do his homework for him.

Her neighbor had her move her car.

The earthquake made the rescue volunteers work day and night.

This flood has made people evacuate to higher ground.

Did you have your boyfriend call you?

The hotel manager won’t let us bring our dog to the hotel.

The judge made the clerk retype the entire document.

The lack of communication made

Answers will vary.

Exercise 4 Answers will vary.

Exercise 5 Answers will vary.

Exercise 6 Answers will vary.

(continued on the next page...)

the workers feel unappreciated. 10. Does your boss let you take long lunch breaks?

– H I G H I N T / V E R S I O N 2 . 0)

Causative Verbs

Grammar Practice Worksheets

Answer Key cont. Exercise 7 1.

Do you make your son do chores?

She is getting the volunteers to make the food.

The power outage caused him to be late.

My coach makes me run around the track every day.

The boss didn’t allow his workers to take a lunch break.

My friend had me call her after class.

Our parents let us stay out late last night.

My manager forced me to work overtime yesterday.

Do you let your cat go outside?

10. They got their neighbors to help them move. SPELLING NOTE: This lesson shows the American spelling of the words Neighbor and Practice. Most other English-speaking countries spell these words this way: Neighbour and Practise (as a verb; Practice as a noun). Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings. EDITOR’S NOTE: For more examples and practice with Causative Verbs and related resources, visit: •

Causative Verbs http://blog.esllibrary.com/2013/10/31/causative-verbs/

•

Causative Verbs: Have, Let & Make https://esllibrary.com/resources/2314

•

The Passive Causative http://blog.esllibrary.com/2014/02/20/the-passive-causative/

•

The Passive Causative: Have & Get https://esllibrary.com/resources/2324

– H I G H I N T / V E R S I O N 2 . 0)

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ave you ever been through immigration in an airport? If yes, describe your experience. 2. W hat types of questions do people have to answer at border crossings? 3. A re customs officials always serious, or is this a stereotype? 4. W hat do you think Eugene will have to tell the immigration officer at the airport?

Vocabulary Preview A. Idioms and Expressions Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

brush up on

a) so good that it feels like a dream

Good for you.

b) to get something started

no-brainer

c) an obvious statement or idea

give or take

d) to be useful

on the safe side

e) expensive

room

f) just in case

come in handy

g) to practice something you haven’t done in a while

too good to be true

h) to share a living space with someone

get the ball rolling

i) plus or minus an amount mentioned

10. pricey

j) Congratulations.

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Get the Ball Rolling: Introduction In the third episode of Moving to New York, Eugene speaks with a customs official at the airport. Will Eugene be able to answer the questions clearly in English, or will he stumble over his words?

Customs Officer

Eugene

Listening – Gap Fill 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. Citizenship, please. Korean. What brings you to New York? Is this business or pleasure? I’m here to

my English. . Will you be working while you’re in the US?

No, sir. Just studying. And a little sightseeing, of course. That’s a

. How long are you staying?

Three months,

a week.

I’ll put four to be I’m

. Where will you be staying? with a buddy from Brazil. His flat is near Central Park.

That location will Actually, it’s dirt cheap! It’s almost Well, let’s

. Sounds pricey, though. . . I’ll swap you your passport for those forms you’re holding.

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. That location will come in handy. Sounds pricey, though.

Customs Officer

Eugene

I’ll put four to be on the safe side. Where will you be staying? I’m here to brush up on my English. Citizenship, please. No, sir. Just studying. And a little sightseeing, of course. That’s a no-brainer. How long are you staying? I’m rooming with a buddy from Brazil. His flat is near Central Park. Three months, give or take a week. Well, let’s get the ball rolling. I’ll swap you your passport for those forms you’re holding. What brings you to New York? Is this business or pleasure? Actually, it’s dirt cheap! It’s almost too good to be true. Good for you. Will you be working while you’re in the US? Korean.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “Worried Sick.” 1.

• •

I think Eugene will get lost in New York. I bet Eugene will lose his passport.

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. W hat does the officer assume about Eugene’s accomodations?

2. W hat two things does Eugene say he is going to do in New York?

5. W hat does the officer have to do before Eugene can continue on the next leg of his trip?

3. How long does Eugene plan on staying in New York?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. You finished, your degree, huh? 2. Who are you

(rooming)

with?

3. The guests are going to get hungry soon. Let’s 4. That umbrella you packed 5. Bring a hat and scarf just to be

(Good for you)

(get the ball rolling)

(came in handy)

(on the safe side)

. .

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

You’re Vs. Your – And what about “ur”? Many people, including native English speakers, mix up “you’re” and “your” in writing. Most people know that “you’re” is a contraction of “you are” and “your” is a possessive adjective used before a noun. The problem is that these words sound the same when spoken. Our brains sometimes rely on the sound, and we forget to write the correct form. Complete the Sentence: In Episode 3, the immigration officer asks Carlos a question: Will you be working while

in the States?

Note: When texting or chatting online, people often use the short form “ur.” This short form is used for both “you’re” and “your.” It should only be used in very informal writing.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Try to use both “you’re” and “your” in your dialogue. Use the same subject (“Get the Ball Rolling”) but with different characters at an airport. Practice and present the dialogue to your class.

Write an Email Write an email asking a family member to get the ball rolling on something. Use the subject line: Let’s get the ball rolling. The subject could be a family celebration, some paperwork, or a task he/she has been avoiding. If possible, try to use a few idioms that you’ve learned. Write your letter in your notebook or type it on the computer and email it to your family member or teacher.

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. brush up on Good for you. no-brainer give or take on the safe side room come in handy too good to be true get the ball rolling pricey

Survey – Learning English Walk around your class and survey your classmates about learning English. Take some notes. Then have a class discussion about what you found out.

Classmate Name

Examples: • • •

Mindy needs to brush up on verb tenses. Angelo said online dictionaries come in handy. Louis thinks language learning is pricey because he wants to travel abroad.

What part of English do you need to brush up on?

What websites or tools come in handy for learning English?

Do you think language learning is pricey? (Explain.)

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

T he conversation takes place at the airport.

Eugene says he is going to study

Vocabulary Preview

and go sightseeing in New York.

A. IDIOMS AND EXPRESSIONS

Eugene plans on staying in New York for three months or so.

T he officer assumes that it will be very expensive for Eugene to live near Central Park.

Optional. Cut-up strips are on page 9.

T he officer has to check Eugene’s forms before he can be allowed into the country.

B. MATCHING 1. g

3. c

5. f

7. d

9. b

2. j*

4. i

6. h

8. a

10. e

Vocabulary Review More than one option is possible.

*You can also teach your students that “Good for you” can be used in a sarcastic way, meaning “Who cares—not me.”

Listening – Gap Fill

Who are you staying/living with?

Let’s get started/going/a move on.

T hat umbrella you packed was

Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

Listen Again – Put in Order

You finished your degree, huh? Congratulations/I’m proud of you.

put to good use/was very useful. 5.

Bring a hat and scarf just in case.

(continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Teachers’ Answer Key cont. Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling. EDITOR’S NOTE: The dialogue uses the word “flat,” which is common in British English. “Apartment” is preferred in North American English. Make it a challenge for your students to find this word in the lesson and see if they know the alternate term.

Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Survey – Learning English Give your students some time to walk around the class and survey each other. Have a class discussion to summarize the results. Encourage your students to use the idioms provided.

Get the Ball Rolling

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 3 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

brush up on

to practice something you havenâ&#x20AC;&#x2122;t done in a while

Good for you.

Congratulations.

no-brainer

an obvious statement or idea

give or take

plus or minus an amount mentioned

on the safe side

just in case

room

to share a living space with someone

come in handy

to be useful

too good to be true

so good that it feels like a dream

get the ball rolling

to get something started

pricey

expensive

Get the Ball Rolling

Everyday Idioms 3 – Lesson 3 of 20

Dialogue Transcript Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand. Citizenship, please.

Customs Officer

Eugene

Korean. What brings you to New York? Is this business or pleasure? I’m here to brush up on my English. Good for you. Will you be working while you’re in the US? No, sir. Just studying. And a little sightseeing, of course. That’s a no-brainer. How long are you staying? Three months, give or take a week. I’ll put four to be on the safe side. Where will you be staying? I’m rooming with a buddy from Brazil. His flat is near Central Park. That location will come in handy. Sounds pricey, though. Actually, it’s dirt cheap! It’s almost too good to be true. Well, let’s get the ball rolling. I’ll swap you your passport for those forms you’re holding.

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ave you ever had an opportunity that you thought would come around just once in a lifetime? 2. H ow supportive are your parents or guardians? Do they trust you to make your own decisions? 3. W ho can you count on most in life? Where do you go with this person to have serious talks? 4. Do you usually make big decisions quickly, or do you prefer to think about them for a while?

B. Matching Match these words to their correct definitions. 1.

heart-to-heart

a) to be wise, to have “street smarts”

have a good head on one’s shoulders

b) to agree with someone’s thoughts or decisions

see it one’s way

c) to have prior experience

brush up on

d) to practice something you haven’t done in a while

have been down this road before

e) to rely on someone for help

count on

f) a deep conversation between two people

24/7

g) to decline an offer

pass up

h) a chance that might not come up again

once-in-a-lifetime opportunity

i) all the time

10. use a hand

j) to need a bit of help

11. sleep on it

k) to think about a choice for a while

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Heart-to-Heart In the second episode of Moving to New York, Eugene has a heart-to-heart with his dad. What will Eugene’s father think about Eugene’s idea of moving to New York?

Dad

Eugene

Sure, son. What’s up? My buddy from Brazil called. He wants me to join him in New York. The Big Apple? That’s your dream! I know. I don’t want to

this chance. Carlos needs a roommate.

This sounds like a

I’m glad you

. I really want to

Maybe you should

. This is a big decision.

I’ve been thinking about this Well, you Thanks. I could

, Dad. Carlos called last week. . with the paperwork.

I’ll call my buddy, Jung. He I knew I could

my English.

. , Dad.

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Dad

The Big Apple? That’s your dream!

Eugene

Maybe you should sleep on it. This is a big decision. Do you have a sec, Dad? I need a heart-to-heart. Well, you have a good head on your shoulders. I’m glad you see it my way. I really want to brush up on my English. I’ll call my buddy, Jung. He’s been down this road before. My buddy from Brazil called. He wants me to join him in New York. I knew I could count on you, Dad. I’ve been thinking about this 24/7, Dad. Carlos called last week. Sure, son. What’s up? I know. I don’t want to pass up this chance. Carlos needs a roommate. This sounds like a once-in-a-lifetime opportunity. Thanks. I could use a hand with the paperwork.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene’s dad will talk his son out of this. I bet Eugene will sleep on it a little more!

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. What type of conversation do Eugene and his father have?

4. What does Eugene’s father offer to do?

5. What does Eugene’s dad say about his son’s ability to make decisions?

2. How does Eugene’s father react to his son’s idea?

3. What does Eugene’s father say about the Big Apple?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I need to

(brush up on)

my verb tenses.

2. This final exam is on my mind 3. My mom never 4. Miguel will help; he

(24/7)

(sees things my way)

(has been down this road before)

5. Buy the tickets! This concert is

(a once-in-a-lifetime opportunity)

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Direct Address

Write Your Own Dialogue

The sweetest word in the world is your own name. We often use people’s names or titles when we talk to them. This is called a “direct address”. We also use a “direct address” when we are writing dialogue. Before a direct address, there is a natural pause. In writing, we insert a comma before a person’s name.

Write your own dialogue in your notebook. Use the same subject (“Heart-to-Heart”) but with different characters, such as a mom and daughter. Make sure to include several examples of a “direct address”, and use some of the idioms and expressions from page 1. Practice and present the dialogue to your class.

• Thanks for the money, Mom. • It’s time to go back to work, Liz. • I’ll buy the groceries, Dad.

Recall a Heart-to-Heart

In Episode 2, Eugene addresses his dad directly. Notice that a capital D is used in the dialogue because “Dad” is being used like a name: “I knew I could count on you, Dad.” Work with a partner. Practice saying sentences with a “direct address” in them.

When is the last time you had a heart-to-heart with a friend or family member? Write a paragraph in your notebook about this conversation. • • •

What did you talk about? Where did it take place? How did you feel before and after your heart-to-heart?

Keywords Write your own example sentences using the idioms and expressions you’ve learned. heart-to-heart have a good head on one’s shoulders see it one’s way brush up on count on 24/7 pass up use a hand sleep on it one-in-a-lifetime opportunity have been down this road before

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Lend a Hand – Charades Your teacher will call up two students at a time to act out a scenario. Practice using these expressions for offering and accepting help. Do not use any other words besides the expressions below (only actions). Your class will have to guess what Student A needs help doing.

Useful Expressions (FOR THE ACTORS) Student A:

Student B:

• • • •

I could use a hand. Could you give me a hand? I knew I could count on you. Thanks for your help.

It looks like you could use a hand. Do you need a hand? You can count on me. Anytime!

Taking a Guess (FOR THE AUDIENCE) Each actor should have a chance to speak twice before anyone takes a guess! Use the following sentence formation in your guess: Student name + needs a hand + -ing verb... Name + could use a hand + -ing verb... Examples: • Tamas needs a hand sewing a button on his shirt. • Lucy could use a hand cleaning the kitchen.

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Eugene and his father have a heart-to-heart about Eugene going to New York.

Vocabulary Preview

Eugene’s father thinks it is a good opportunity that won’t come often.

A. IDIOMS AND EXPRESSIONS

Eugene’s father reminds his son that going to the Big Apple would be a dream come true.

Optional. Cut-up strips are on page 9.

Eugene’s dad offers to get his friend to help with the paperwork needed to travel to the US.

B. MATCHING

1. f

3. b

5. c

7. i

9. h

2. a

4. d

6. e

8. g

10. j

11. k

Listening – Gap Fill

Eugene’s dad says Eugene has a good head on his shoulders.

Vocabulary Review More than one option is possible. 1.

I need to improve/work on my verb tenses.

Have students fill in the blanks as they listen to the dialogue.

This final exam is on my mind all the time.

After correction, have them practice reading it aloud in pairs.

My mom never understands my way of thinking. My mom never agrees with me.

The full transcript is on page 10 (optional handout).

Listen Again – Put in Order Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Miguel will help; he has experience.

Buy the tickets! This concert is not going to happen again. You’ll never get this opportunity again.

(continued on the next page...)

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Teachers’ Answer Key cont. Direct Address and Write Your Own Dialogue

SPELLING NOTE:

Review how to use a natural pause (and

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

how to add a comma) before a direct address.

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

Recall a Heart-to-Heart Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences to ensure retention of the new vocabulary.

Lend a Hand – Charades You can use the scenarios provided or come up with your own. Review the expressions. Call two students to the front of the class for each problem. Remind them that they can only use the expressions provided. Encourage the other students to use the correct sentence formation when guessing. •

Shoveling the driveway

•

Bringing the groceries in

•

Fixing a computer

•

Cleaning up a big mess

•

Looking after a crying baby

•

Opening a jar

•

Writing a resume

•

Finding a missing item

•

Doing a homework assignment

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

heart-to-heart

a deep conversation between two people

have a good head on one’s shoulders

to be wise, to have “street smarts”

see it one’s way

to agree with someone’s thoughts or decisions

brush up on

to practice something you haven’t done in a while

count on

to rely on someone for help

24/7

all the time

pass up

to decline an offer

use a hand

to need a bit of help

sleep on it

to think about a choice for a while

once-in-a-lifetime opportunity

a chance that might not come up again

have been down this road before

to have prior experience

Heart-to-Heart

Everyday Idioms 3 – Lesson 2 of 20

Dad

Eugene

Do you have a sec, Dad? I need a heart-to-heart. Sure, son. What’s up? My buddy from Brazil called. He wants me to join him in New York. The Big Apple? That’s your dream! I know. I don’t want to pass up this chance. Carlos needs a roommate. This sounds like a once-in-a-lifetime opportunity. I’m glad you see it my way. I really want to brush up on my English. Maybe you should sleep on it. This is a big decision. I’ve been thinking about this 24/7, Dad. Carlos called last week. Well, you have a good head on your shoulders. Thanks. I could use a hand with the paperwork. I’ll call my buddy, Jung. He’s been down this road before. I knew I could count on you, Dad.

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ave you ever reconnected with a long-lost friend? Who was it? How did you reconnect? 2. D o you have a dream to travel somewhere? Where and why? 3. W ould you like to learn English in New York City? Why or why not? 4. What do you think a “bucket list” is?

Vocabulary Preview A. Idioms and Expressions Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/ expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

long-lost friend

a) to work hard to find someone

track someone down

b) very inexpensive

swap

c) to exchange

have a blast

d) poor, having no money

bucket list

e) a friend you haven’t seen or spoken to in a long time

pricey

f) to think about a decision for a day or so

in no time

g) very soon, quickly

broke

h) a list of things you want to do or see before you die

dirt cheap

i) to have a great time

10. sleep on it

j) costing a lot of money, expensive

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Long-Lost Friend: Introduction In the first episode of Moving to New York, two old friends reunite over the phone. Carlos is from Brazil and Eugene is from Korea. How do you think these guys know each other? Why do you think Carlos is calling from New York?

Carlos

Eugene

Listening – Gap Fill 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. Hello? Eugene? It’s Carlos, your long-lost friend! Carlos from Brazil? How did you We

numbers at language school, remember?

Oh yeah! We sure

in Vancouver.

I’m studying English again...in New York this time! The Big Apple? That’s on my

I know. That’s why I’m calling. You want me to come to New York? It’s a long way from Korea! At least think about it. I need a roommate. But New York is so

. I’ll be

No way. The rent is

. And the school is just a block away.

This sounds too good to be true. Let me

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Carlos

I know. That’s why I’m calling.

Eugene

Eugene? It’s Carlos, your long-lost friend! But New York is so pricey. I’ll be broke in no time. No way. The rent is dirt cheap. And the school is just a block away. Oh yeah! We sure had a blast in Vancouver. I’m studying English again...in New York this time! This sounds too good to be true. Let me sleep on it. Hello? You want me to come to New York? It’s a long way from Korea! At least think about it. I need a roommate. Carlos from Brazil? How did you track me down? We swapped numbers at language school, remember? The Big Apple? That’s on my bucket list!

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner. • •

1. 2.

I think Carlos will call back. I bet Eugene will chicken out!

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. How do Carlos and Eugene know each other?

4. W hat is Carlos’s reason for calling his long-lost friend?

2. W here is Carlos calling from? Where is Eugene answering from?

5. What does Eugene agree to do?

3. What does Eugene say about the Big Apple?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. The movie tickets were 2. I

(tracked down)

3. Let’s

5. I’ll

my first roommate on Facebook. email addresses before we go.

(swap)

4. My sister had a

(be broke)

6. The flowers are

(dirt cheap)

(had a blast)

at the concert.

if I buy a new car.

(pricey)

at this shop.

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Relaxed Pronunciation Most English speakers don’t say every word clearly like English teachers do. Two or three words sometimes sound like one word. You have to listen closely to catch what native speakers say. Two words that native English speakers often slur together are “did + you.” When spoken quickly, “did you” may sound like “didja” or “didju.” • • •

Didju hear about the fire? Didja go to the party? How didja do on your math test?

Note: Don’t write words in a relaxed way. This is just for spoken English.

In Episode 1, Eugene asks Carlos this question: “How did you track me down?” Practice saying this with your partner using relaxed pronunciation. Make up some other sentences to practice.

Write Your Own Dialogue In your notebook or on a separate piece of paper, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Long-Lost Friend”) but use different characters, such as yourselves. Make sure to use the words “did you.” Practice the dialogue out loud. Then present it to your class.

Write a Letter to a Long-Lost Friend If you decide to send your letter, you may need to translate it into your friend’s language. If possible, try to use a few idioms that you learned. Write your letter in your notebook or type it on the computer and email it.

Long-Lost Friend

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 1 of 20

Keywords Write your own example sentences using the idioms and expressions youâ&#x20AC;&#x2122;ve learned. long-lost friend track someone down swap have a blast bucket list pricey in no time broke dirt cheap sleep on it

My Bucket List What do you want to do before you die? Fill up the bucket below by writing down all of the things you want to do or see before you die. (You could also use pictures from magazines.) When you are done working on your own bucket, your teacher will draw a giant bucket on the board. Add the best thing from your bucket to the class bucket. Have a class discussion about your hopes and dreams for the future.

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Carlos and Eugene know each other because they studied English together in Vancouver when they were younger.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Carlos is calling from New York. Eugene is answering from Korea. Eugene says that going to the Big Apple is on his bucket list. He also says it’s pricey.

Optional. Cut-up strips are on page 9.

Carlos’s reason for calling his long-lost friend is that he needs a roommate. He thinks Eugene should come to New York.

B. MATCHING

1. e

3. c

5. h

7. g

9. b

2. a

4. i

6. j

8. d

10. f

Listening – Gap Fill Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

Listen Again – Put in Order Play the audio again and have your students write the correct

Eugene agrees to think about Carlos’s idea and get back to him.

Vocabulary Review More than one option is possible. 1.

The movie tickets were inexpensive.

I found/rediscovered my first roommate on Facebook.

Let’s exchange email addresses before we go.

My sister had a great time at the concert.

I’ll be poor/have no money if I buy a new car.

The flowers are expensive/costly at this shop.

(continued on the next page...)

number beside each line. The correct order is on page 10.

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Teachers’ Answer Key cont. Relaxed Pronunciation Practice elision with your students. Have students write and present their own sentences in pairs or small groups.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Get them to practice the relaxed pronunciation of “did you.” Have them present their dialogues to the class.

Write a Letter Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Bucket List After students work on their own bucket lists, make a giant bucket on the board and have them fill it up. They may want to cut out pictures from magazines to fill their buckets.

Long-Lost Friend

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 1 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

long-lost friend

a friend you havenâ&#x20AC;&#x2122;t seen or spoken to in a long time

track someone down

to work hard to find someone

swap

to exchange

have a blast

to have a great time

bucket list

a list of things you want to do or see before you die

pricey

costing a lot of money, expensive

in no time

very soon, quickly

broke

poor, having no money

dirt cheap

very inexpensive

sleep on it

to think about a decision for a day or so

Long-Lost Friend

Everyday Idioms 3 – Lesson 1 of 20

Carlos

Eugene

Hello? Eugene? It’s Carlos, your long-lost friend! Carlos from Brazil? How did you track me down? We swapped numbers at language school, remember? Oh yeah! We sure had a blast in Vancouver. I’m studying English again...in New York this time! The Big Apple? That’s on my bucket list! I know. That’s why I’m calling. You want me to come to New York? It’s a long way from Korea! At least think about it. I need a roommate. But New York is so pricey. I’ll be broke in no time. No way. The rent is dirt cheap. And the school is just a block away. This sounds too good to be true. Let me sleep on it.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. Is your room a pigsty, or are you a neat freak? 2. W ould you want to live with a homestay family? Why or why not? 3. Do you agree with the saying “opposites attract”? 4. What qualities would you want in a roommate?

B. Matching Match these words to their correct definitions. 1.

can’t stand

a) a person who is always tidy

neat freak

b) frustrated

pigsty

c) people who are different make a good match

sick and tired

d) dislike in a strong way

roof over one’s head

e) a place to live or stay, accommodations

good for

f) all the time

Take it easy.

g) Calm down. / Don’t worry.

broke

h) a very messy, dirty space

opposites attract

i) poor, having no money

10. 24/7

j) resulting in a personal improvement

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Pigsty In the sixth episode of Moving to New York, Eugene has some bad news for Carlos. How will Carlos react when Eugene breaks the news that he no longer wants to be his roommate?

Carlos

Eugene

Listening – Gap Fill 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. What’s the matter, bud? Girl troubles? No, I just

living in this mess.

I’m not exactly a

. Did I forget to mention that?

This place is a

. I’m

Hey! Just be happy you have a

of cleaning up after you. .

Actually, Carlos, we need to have a heart-to-heart. I’m moving out. What? You’re leaving the Big Apple already? I’m going to try living with a homestay family. It will be

my English.

What about what’s good for me? I’m going to be broke without a roomie. . Maya said she’d move in and take my spot. Maya from English class? We have nothing in common. She studies 24/7! Oh, come on. Don’t tell me you’ve never heard of the saying “

“.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them.

Carlos

Eugene

Actually, Carlos, we need to have a heart-to-heart. I’m moving out. What? You’re leaving the Big Apple already? Maya from English class? We have nothing in common. She studies 24/7! I’m not exactly a neat freak. Did I forget to mention that? Hey! Just be happy you have a roof over your head. I’m going to try living with a homestay family. It will be good for my English. This place is a pigsty. I’m sick and tired of cleaning up after you. Take it easy. Maya said she’d move in and take my spot. What’s the matter, bud? Girl troubles? What about what’s good for me? I’m going to be broke without a roomie. No, I just can’t stand living in this mess. Oh, come on. Don’t tell me you’ve never heard of the saying “opposites attract”.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “Chipping In.” 1.

• •

I think Eugene will change his mind. I bet Eugene won’t like his homestay family.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Why is Eugene upset with his roommate?

4. Who is Maya?

2. How does Carlos react to Eugene’s comments about the apartment?

5. Why does Eugene remind Carlos that “opposites attract”?

3. What does Eugene plan to do?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I didn’t realize you were such a 2. I ’m

(sick and tired of)

(neat freak)

. Everything is so organized.

being the only person who takes the dog for a walk.

3. A : You missed the turn! B: 4. I

(Take it easy)

(can’t stand)

5. My dad’s office is

! I’ll turn around. broccoli.

(a pigsty)

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Non-Verbal Communication Do you know the expression “Actions speak louder than words”? Language learners must pay special attention to non-verbal communication. Learn to notice things such as gestures, posture, and eye contact to improve your understanding of spoken English. Read through the dialogue on page 2 again. Try to picture (imagine in your head) the nonverbal communication between Eugene and Carlos. Use a pencil to write where some of the following gestures might appear in the dialogue.

Gestures • • • • • •

shakes head back and forth frowns rolls eyes widens eyes looks away waves hand in front of body

• • • • • • • •

holds eye contact tilts head raises eyebrows shrugs shoulders points moves closer moves further away rapid blinking

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Pigsty”) but make it between you and a roommate or family member. Add cues for nonverbal communication beside each line. Practice and present the dialogue to your class.

Write a Paragraph Write a paragraph in your notebook describing the messiest room, house, or store you’ve ever seen.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. can’t stand neat freak pigsty sick and tired roof over one’s head good for Take it easy. broke opposites attract 24/7

Take It Easy Take turns performing short skits in front of your class (or privately with a partner). Each skit should start in the same way: I’m sick and tired of... • • • • • • • • • • • • • •

you leaving your clothes all over the room. (parent to child) cooking dinner every night. (wife to husband) you speaking out in class. (teacher to student) this awful weather. (two friends) reminding you of the rules. (lifeguard to swimmer) feeling sick to my stomach. (pregnant woman to doctor) eating at restaurants. (husband to wife) you spending all your money. (parent to child) you being late. (boss to employee) driving you everywhere. (parent to child)

Enough is enough! After a minute or so of arguing, your teacher will tap someone in the audience on the shoulder to end the argument. That student will shout out “Take it easy!” He or she will then grab a partner to go up to the front to start another skit that begins with “I’m sick and tired of...”.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Eugene is upset with his roommate because the apartment is always a pigsty.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Eugene plans to move in with a homestay family.

Maya is a classmate of theirs.

Eugene reminds Carlos that “opposites attract”

Carlos is upset about Eugene’s comments. He thinks Eugene should be happy that he has a home.

Optional. Cut-up strips are on page 9.

because Carlos and Maya may make a good couple.

B. MATCHING 1. d

3. h

5. e

7. g

9. c

2. a

4. b

6. j

8. i

10. f

Vocabulary Review More than one option is possible.

Listening – Gap Fill Have students fill in the blanks as they listen to the dialogue.

I didn’t realize you were such a tidy person.

I ’m frustrated with being the only person who takes the dog for a walk. / I wish someone else would take the dog

After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

Listen Again – Put in Order Play the audio again and have your students write the correct

for a walk once in a while. 3.

A: You missed the turn! B: Calm down! I’ll turn around.

I detest / hate / really don’t like broccoli.

My dad’s office is so messy.

(continued on the next page...)

number beside each line. The correct order is on page 10.

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Teachers’ Answer Key cont. Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1.

Write a Letter

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

Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences to ensure retention of the new vocabulary.

Take It Easy! If your students are uncomfortable with role-play games, you can put them in pairs and give them a few minutes to come up with an argument based on one of the scenarios. You could also rely on your outgoing students to do the acting. Alternatively, start the skit with two students and then allow new students to join the argument. The last person sitting can shout out, “Take it easy!”

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

can’t stand

dislike in a strong way

neat freak

a person who is always tidy

pigsty

a very messy/dirty place

sick and tired

frustrated

roof over one’s head

a place to live or stay, accommodations

good for

to result in a personal improvement in an area

Take it easy.

Calm down. / Don’t worry.

broke

poor, having no money

opposites attract

people who are different make a good match

24/7

all the time

Pigsty

Everyday Idioms 3 – Lesson 6 of 20

Carlos

Eugene

What’s the matter, bud? Girl troubles? No, I just can’t stand living in this mess. I’m not exactly a neat freak. Did I forget to mention that? This place is a pigsty. I’m sick and tired of cleaning up after you. Hey! Just be happy you have a roof over your head. Actually, Carlos, we need to have a heart-to-heart. I’m moving out. What? You’re leaving the Big Apple already? I’m going to try living with a homestay family. It will be good for my English. What about what’s good for me? I’m going to be broke without a roomie. Take it easy. Maya said she’d move in and take my spot. Maya from English class? We have nothing in common. She studies 24/7! Oh, come on. Don’t tell me you’ve never heard of the saying “opposites attract”.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ave you ever made up with someone who you had a fight with? How does it feel to be on speaking terms again? 2. W hat types of spectator events do you enjoy attending? 3. How do you usually get tickets to a sporting event? 4. A re you often free (available) to do something when a friend asks, or do you keep your personal schedule full?

E N

Vocabulary Preview

W Y

A. Idioms and Expressions

Y N

D A T

0 /1

S T

SE 9D

i o r t Dr n k s a or ea w Y e N

d l dm e ieA

R YO

e/ 16 n06

s Dr r t k o n or a Y s a w e e N

Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

bucket list

a) having no plans whatsoever

Sweet!

b) to no longer have a problem with something

get over

c) available

score

d) to get something you really want

on second thought

e) a list of things you want to accomplish before you die

be in

f) someone’s treat, someone will pay

swing by

g) Great! / Awesome!

on someone

h) to stop by a location for a short time

free

i) actually (used before expressing a new, different idea)

10. wide open

j) to agree to participate in something

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

On Second Thought: Introduction In the ninth episode of Moving to New York, Eugene bumps into Carlos at a coffee shop. Will Carlos give his old pal the cold shoulder? Carlos

Eugene

Listening – Gap Fill 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. Fancy meeting you here, Eugene. Can I buy you a coffee? Carlos! Does that mean you forgive me for moving out? Yeah. I

that.

That’s music to my ears. I’ve missed hanging out with you. You took the words right out of my mouth. We should catch a movie this week. Good idea!

, let’s catch a ball game.

I’ve been dying to see a baseball game. I’ll

the ticket booth on my way home.

No way! The tickets are My schedule is

. When are you

this week?

Great. I’ll see if I can

two tickets for Saturday’s game. ! I’ve always wanted to see the Yankees play.

It’s on your

, right?

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Carlos

It’s on your bucket list, right?

Eugene

You took the words right out of my mouth. We should catch a movie this week. That’s music to my ears. I’ve missed hanging out with you. Sweet! I’ve always wanted to see the Yankees play. Yeah. I got over that. Great. I’ll see if I can score two tickets for Saturday’s game. Good idea! On second thought, let’s catch a ball game. Are you in? Carlos! Does that mean you forgive me for moving out? I’ve been dying to see a baseball game. I’ll swing by the ticket booth on my way home. No way! The tickets are on me. When are you free this week? My schedule is wide open. Fancy meeting you here, Eugene. Can I buy you a coffee?

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “Third Wheel.” 1.

• •

I think Eugene and Carlos will score some great tickets. I bet Eugene will have second thoughts about being friends again.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does Eugene run into Carlos?

4. What do the friends decide to do instead of catching a movie?

2. What does Carlos say about their disagreement? 5. What does Eugene mean when he says, “It’s on your bucket list, right?”?

3. What have the friends missed doing?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. Put your wallet away. Lunch is 2. I was upset that she didn’t call, but I 3. I’ll 4.

(swing by)

(On second thought)

today.

(on me)

(got over it)

the library and drop off the books. , call me on my cell phone.

5. You want to schedule a meeting, right? I’m

(wide open)

on Friday.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Busy Bee: When Are You Free? People these days are very busy! It can be difficult to find time to get together. Here are some useful questions and answers to use when you are trying to find a good day to get together with someone. Walk around the room and try to make plans with your classmates. Find a date that works for both of you! You can plan a coffee date, study session, movie, etc.

Expressions • When is a good time? • How about Tuesday at 9 pm? • What day works for you? • Are you available on the weekend? • Are you free in the afternoons? • I’m busy that day. • That’s a bad week for me. • I’m free on Wednesday. • Sorry, I can’t make it. • I’m available on weekdays after five.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“On Second Thought”) but make it about you and one of your classmates. Come up with a plan for the weekend, and then change your mind. Practice and present the dialogue to your class.

Write an Email Write an email telling a friend or family member that you are free to do something this weekend. Tell them that your schedule is wide open and you are up for anything. If possible, try to use a few idioms that you learned from this episode. Write your email in your notebook or type it on the computer and email it to your teacher or a partner.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. bucket list Sweet! get over score on second thought be in swing by on someone free wide open

Ordinal Expressions Challenge You know what “on second thought” means now. Look at some more English expressions that feature ordinal numbers. What do you think each expression means? Take a guess. Then find out the real answer from your teacher. Who came in 1st, 2nd, and 3rd? 1. at first glance

10.

19.

2. a second wind

11.

20.

3. have second thoughts

12.

21.

4. a second opinion

13.

22.

5. the third degree

14.

23.

6. third time’s a charm

15.

24.

7. a third wheel

16.

25.

8. a sixth sense

17.

26.

9. in seventh heaven

18.

27.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Eugene runs into Carlos at a coffee shop.

Carlos says that he got over it. (He isn’t holding a grudge.)

The friends have missed hanging out.

T he friends decide to go to a baseball

Vocabulary Preview

game instead of catching a movie.

A. IDIOMS AND EXPRESSIONS 5.

Optional. Cut-up strips are on page 9.

Eugene means that it’s something that Carlos wants to do before he dies.

B. MATCHING

Vocabulary Review

1. e

3. b

5. i

7. h

9. c

2. g

4. d

6. j

8. f

10. a

More than one option is possible.

Note: 9 and 10 are very similar. Try to show

Lunch is m y treat today.

the slight difference with real-life examples.

I was upset that she didn’t call, but I’m not mad anymore.

I’ll stop by the library and drop off the books.

Now that I think about it / Better yet,

Listening – Gap Fill

call me on my cell phone instead. Have students fill in the blanks as they listen to the dialogue.

I’m available anytime / all day on Friday.

After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

(continued on the next page...)

Listen Again – Put in Order Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Teachers’ Answer Key cont. Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Ordinal Expressions Challenge Have students guess the meanings first. Then have a class challenge to see who comes in 1st, 2nd, and 3rd. 1.

at first glance: before looking deeply at something

a second wind: another burst of energy after a time of rest

have second thoughts: t o be suddenly unsure of something,

a second opinion: t o get another opinion from an expert

the third degree: intense questioning

third time’s a charm: said after failing twice and finally succeeding

a third wheel: a single person hanging out with a couple

a sixth sense: strong intuition

in seventh heaven: very happy

such as getting married. (usually a medical related opinion)

On Second Thought

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 9 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

bucket list

a list of things you want to accomplish before you die

Sweet!

Great! / Awesome!

get over

to no longer have a problem with something

score

to get something that you really want

on second thought

actually (used before expressing a new, different idea)

be in

to agree to participate in something

swing by

to stop by a location for a short time

on someone

someoneâ&#x20AC;&#x2122;s treat, someone will pay

free

available

wide open

having no plans whatsoever

On Second Thought

Everyday Idioms 3 – Lesson 9 of 20

Carlos

Eugene

Fancy meeting you here, Eugene. Can I buy you a coffee? Carlos! Does that mean you forgive me for moving out? Yeah. I got over that. That’s music to my ears. I’ve missed hanging out with you. You took the words right out of my mouth. We should catch a movie this week. Good idea! On second thought, let’s catch a ball game. Are you in? I’ve been dying to see a baseball game. I’ll swing by the ticket booth on my way home. No way! The tickets are on me. When are you free this week? My schedule is wide open. Great. I’ll see if I can score two tickets for Saturday’s game. Sweet! I’ve always wanted to see the Yankees play. It’s on your bucket list, right?

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ow does a person’s life change when he or she becomes “single”? 2. W hat type of person do you look for in a friend or romantic partner? 3. W hat do guys often talk about when they are hanging out? What do girls often chat about? 4. W hat good advice did a parent or role model give you that you have carried with you for a long time?

Vocabulary Preview A. Idioms and Expressions Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/ expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

not one’s type

a) not well suited or matched

There are plenty of fish in the sea.

b) it should have happened before now

one’s taste

c) one’s personal preference or interest

it’s high time

d) father

old man

e) to concentrate on studying

Good on/for you!

f) Good decision!

swing by

g) to come for a quick visit

have one’s eye on

h) There are many other single people to date.

before one knows it

i) to show an early interest in someone or something

10. hit the books

j) in no time, very soon

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Not My Type: Introduction In the twelfth episode of Moving to New York, Eugene and Carlos are hanging out. Carlos tells Eugene why he broke up with Maya. What will Carlos do with his time now that he is single?

Eugene

Carlos

That’s what friends are for. Sorry things didn’t work out with Maya. Me, too. She’s just a bit too serious for I agree. She’s not really

. .

Like my old man always says, “There are

.” What about you?

What about me? Do you

anyone? It’s

you had a date.

Not a chance. I’m here to study, remember? ! You have your priorities straight. I learned that from my

I bet you miss him. Yes, I miss him like crazy. Speaking of studying, I guess we should

, I’ll be back in Korea, though. .

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Eugene

What about me?

Carlos

That’s what friends are for. Sorry things didn’t work out with Maya. I agree. She’s not really your type. Like my old man always says, “There are plenty of fish in the sea.” What about you? Me, too. She’s just a bit too serious for my taste. I bet you miss him. Do you have your eye on anyone? It’s high time you had a date. I learned that from my old man. Not a chance. I’m here to study, remember? Thanks for swinging by. Good on you! You have your priorities straight. Yes, I miss him like crazy. Before I know it, I’ll be back in Korea, though. Speaking of studying, I guess we should hit the books.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “A Nervous Wreck.” 1.

• •

I think Eugene and Carlos will go sightseeing. I bet Eugene will become homesick.

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. What does Eugene say about his old man?

2. What is the main topic of the conversation?

5. What happens at the end of the conversation?

3. Why didn’t things work out with Carlos and Maya?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I’m going to watch something else. This movie is too scary

2. My

(old man)

(Before I know it)

(for my taste)

started working at the age of ten.

, it will be Christmas again.

4. A: My knee still hurts from that fall. B:

(It’s high time)

5. I still love Tina, but people keep telling me there are

you checked that out.

(plenty of fish in the sea)

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Not My Type EXPRESSING LIKES AND DISLIKES USING “NOT” AND “MORE” Here are a few different ways to express likes and dislikes. Work with a partner to practice these expressions. Change the words in italics to other words that are true for you. • Skiing is not my thing. Golfing is more my thing. • Brad Pitt is not my type. Johnny Depp is more my type. • Plaid is not my style. A basic white T is more my style. • Novels are not my cup of tea. Comic books are more my cup of tea. • I’m not really into rock music. I’m more into classical music.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Not My Type”) but make it about you and one of your classmates. One of you had a date that didn’t work out so well. Practice and present the dialogue to your class.

Write an Email Write an email telling a friend or family member about a first date you went on. Tell them why the person you dated was not your type. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. too (adjective) for one’s taste not one’s type one’s old man it’s high time good on/for you before one knows it swing by have one’s eyes on hit the books plenty of fish in the sea

Do You Have Your Priorities Straight? Priorities are the things that are important to you. Prioritize the items below by placing a number beside each item. Which is most important to you? Add one more thing in the blank space. Compare your priorities to your classmates’ priorities, and have a discussion. Would your parents or loved ones agree with your priorities? What would their lists look like?

My Priorities

Work

School

Love

Family

Hobbies

Social Life

Exercise

Sleep and Relaxation

Chores

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place at Carlos’s apartment.

The main topic of the conversation is girls and dating.

Vocabulary Preview

Things didn’t work out with Carlos and Maya because

A. IDIOMS AND EXPRESSIONS

she wasn’t his type. She was too serious for Carlos. Eugene says that his old man taught him about the importance of keeping his priorities straight.

Optional. Cut-up strips are on page 9.

At the end of the conversation, Carlos suggests that they do some studying.

B. MATCHING 1. a

3. c

5. d

7. g

9. j

2. h

4. b

6. f

8. i

10. e

Listen Again – Put in Order Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Vocabulary Review More than one option is possible. 1.

T his movie is too scary for my liking / for me.

My father / dad started working at the age of ten.

In no time / Very soon it will be Christmas again.

It’s about time you checked that out. / You should have gotten that checked out by now!

I still love Tina, but people keep telling me there are lots of other women out there.

(continued on the next page...)

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Teachers’ Answer Key cont. Not My Type Place students in pairs to practice expressing likes and dislikes using the expressions provided. They should substitute the words in italics for words that are meaningful to them.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Do You Have Your Priorities Straight? Give students a few minutes to prioritize the list. Allow them to change the list by scratching out the examples provided and putting in their own items. After they have prioritized their own list, put them in pairs or small groups to compare lists. Then have a class discussion. How would your students’ parents feel about these priorities?

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

not one’s type

not well suited or matched

There are plenty of fish in the sea.

There are many other single people to date.

one’s taste

one’s personal preference or interest

it’s high time

it should have happened before now

old man

father

Good on/for you!

Good decision!

swing by

come for a quick visit

have one’s eye on

to show an early interest in someone or something

before one knows it

in no time, very soon

hit the books

concentrate on studying

Not My Type

Everyday Idioms 3 – Lesson 12 of 20

Eugene

Carlos

Thanks for swinging by. That’s what friends are for. Sorry things didn’t work out with Maya. Me, too. She’s just a bit too serious for my taste. I agree. She’s not really your type. Like my old man always says, “There are plenty of fish in the sea.” What about you? What about me? Do you have your eye on anyone? It’s high time you had a date. Not a chance. I’m here to study, remember? Good on you! You have your priorities straight. I learned that from my old man. I bet you miss him. Yes, I miss him like crazy. Before I know it, I’ll be back in Korea, though. Speaking of studying, I guess we should hit the books.

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. W hat types of things can go wrong when you travel? 2. D o you usually arrive on time or are you typically late? 3. D id/do your parents or guardians worry about you when you don’t come home on time? 4. W hat do you think Eugene will think of Carlos when he sees him?

B. Matching Match these words to their correct definitions. 1.

safe and sound

a) very worried

show someone around

b) safely, without injury

get ahold of

c) to reach someone for communication purposes

worrywart

d) That’s no surprise.

worried sick

e) a person who worries about everything

beat

f) to get something that has very good value or quality

Go figure.

g) very tired, exhausted

score

h) I suspect (based on something)

something tells me

i) to give someone a tour

10. mean / to die for

j) great, awesome

11. sweet

k) delicious

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Worried Sick: Introduction In the fourth episode of Moving to New York, Eugene finally arrives at Carlos’s apartment. Will Eugene and Carlos make good roomies? Carlos

Eugene

Come in! Let me

First I have to

my dad. He’s a

Of course. He must be

Yeah. I had a bit of trouble tracking down my luggage. I’m

I bet. Follow me. The phone is in the kitchen. . You always have food on your mind, don’t you? New Yorkers do make a This place is Tell me about it! I So this is the kitchen. Hmm.

pizza. And the cheesecake is

, Carlos! it from my cousin. She just went back to Brazil. you don’t have a dishwasher.

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Go figure. You always have food on your mind, don’t you?

Carlos

Eugene

New Yorkers do make a mean pizza. And the cheesecake is to die for. Tell me about it! I scored it from my cousin. She just went back to Brazil. I bet. Follow me. The phone is in the kitchen. Here I am. Safe and sound. Come in! Let me show you around. First I have to get ahold of my dad. He’s a worrywart. Eugene? You made it! Finally! So this is the kitchen. Hmm. Something tells me you don’t have a dishwasher. Yeah. I had a bit of trouble tracking down my luggage. I’m beat. This place is sweet, Carlos. Of course. He must be worried sick.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “Hit the Books.” 1.

• •

I think Eugene will get along with Carlos. I bet Eugene will miss his first day of school.

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. Why does Eugene want to call his dad before he does anything else?

2. Why did Eugene arrive so late? 5. How did Carlos find this apartment to rent?

3. Why does Eugene tease Carlos for keeping the phone in the kitchen?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. My dad makes a

(mean)

2. I’ve been working all week. I’m 3.

(Something tells me)

4. The kids got home

steak on the BBQ. .

(beat)

you didn’t finish your homework.

(safe and sound)

5. Don’t tell Grandma we’re going hiking.

(She’s a worrywart)

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Rising and Falling Intonation You’ve heard of tag questions, haven’t you? A tag question is a sentence that has a statement and a question in it. The question part is the tag. Sometimes the person who asks the question wants an answer. Other times, the person already seems to know the answer. You can tell which kind of tag question it is by the intonation in the tag. Listen to your teacher read these examples: Rising Intonation in the Tag: ( = uncertainty) •

You’re coming to the party, aren’t you?

Falling Intonation in the Tag: ( = certainty) •

It looks like it’s going to rain, doesn’t it?

In Episode 4, Eugene says this to Carlos: “You always have food on your mind, don’t you?” Practice using falling intonation with this sentence. Then think of a few new examples to practice.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Worried Sick”) but with a parent and a teenager. You choose the scenario. Try adding some tag questions to your dialogue. Use the proper intonation (falling or rising) for your tag questions. Practice and present the dialogue to your class.

Write an Email Write an email telling a friend or family member that you are worried sick about them. You can decide what has caused you to feel so worried. This can be a fictional (not true/not real) worry. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or friend.

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. safe and sound get ahold of worried sick something tells me Go figure. mean / to die for sweet score show someone around worrywart beat

You’re Such a Worrywart! Pull out a piece of paper from your notebook and tear it into three pieces. Write one thing that you worry about often on each piece of paper. Don’t make your items too personal. For example, write “the health of my family.” (Do not write “my Uncle Dean’s health.”) After a few minutes, your teacher will collect all of the worries and place them in a container. Take turns pulling out one slip of paper. The student who chooses the slip will read the paper and turn it

into a question for the class. For example – the health of my family: Student: “Do you worry about the health of your family?” Those whose answer is “YES” must stand up. Those who don’t worry about this often can remain seated. Your teacher may ask one person who is standing to explain “why” this thing is worrisome.

worries

After you have gone through all of the worries, decide who is the biggest “worrywart” in your class. (Who stood up the most often?)

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

T he conversation takes place at Carlos’s apartment.

Eugene arrived late because he had

Vocabulary Preview

trouble tracking down his luggage. 3.

Eugene teases Carlos for keeping the phone in the kitchen because Carlos always loves to eat.

A. IDIOMS AND EXPRESSIONS 4.

Optional. Cut-up strips are on page 9.

Eugene wants to call his dad before he does anything else because his dad worries a lot.

B. MATCHING 1. b

3. c

5. a

7. d

9. h

2. i

4. e

6. g

8. f

10. k

11. j*

Carlos got the apartment from his cousin who used to rent it.

Vocabulary Review More than one option is possible.

*You can also teach your students how to pronounce the word “sweet” when used in this way. The “ee” should be exaggerated.

Listen Again – Put in Order

My dad makes a delicious steak on the barbecue.

I’ve been working all week. I’m so tired. / I’m exhausted.

I get the feeling you didn’t finish your homework. I’m guessing you didn’t finish your homework. I assume you didn’t finish your homework.

The kids got home/arrived safely.

Don’t tell Grandma we’re going hiking. She worries all the time. She never stops worrying. She’ll freak out.

(continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Teachers’ Answer Key cont. Rising and Falling Intonation If your students have never studied tag questions, you will need to explain them in full. This exercise is for practicing rising and falling intonation. After practicing this, put your students in pairs and have them prepare a dialogue using idioms from this lesson. Encourage your students to add tag questions.

Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

You’re Such a Worrywart! Have students write down three things they often worry about. Make sure they keep their worries general (not personal). Collect the papers and place them in a container. Get students to take turns pulling out a paper and turning it into a question for the class. Students who answer “yes” must stand up. Ask one student who is standing to elaborate. When all of the worries have been discussed, vote on who is the biggest worrywart.

Worried Sick

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 4 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

safe and sound

safely, without injury

get ahold of

to reach someone for communication purposes

worried sick

very worried

something tells me

I suspect (based on something)

Go figure.

Thatâ&#x20AC;&#x2122;s no surprise.

mean / to die for

delicious

beat

very tired, exhausted

score

to get something that has good value or quality

show someone around

to give someone a tour

worrywart

a person who worries about everything

sweet

great, awesome

Worried Sick

Everyday Idioms 3 – Lesson 4 of 20

Carlos

Eugene

Eugene? You made it! Finally! Here I am. Safe and sound. Come in! Let me show you around. First I have to get ahold of my dad. He’s a worrywart. Of course. He must be worried sick. Yeah. I had a bit of trouble tracking down my luggage. I’m beat. I bet. Follow me. The phone is in the kitchen. Go figure. You always have food on your mind, don’t you? New Yorkers do make a mean pizza. And the cheesecake is to die for. This place is sweet, Carlos. Tell me about it! I scored it from my cousin. She just went back to Brazil. So this is the kitchen. Hmm. Something tells me you don’t have a dishwasher.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. What do you do to help out around the home? 2. W hat do you enjoy looking at when you are sightseeing? 3. What time do you usually go to bed? 4. D o you remember to thank the people who prepare meals for you? What are some different ways to say thank you for a meal?

B. Matching Match these words to their correct definitions. 1.

to die for

a) Yes, of course!

My pleasure.

b) to know what one was thinking

take care of

c) extremely delicious

chip in

d) to go to bed

do one’s fair share

e) I enjoyed doing it.

be dying to

f) to be forecasting sunny weather

read one’s mind

g) to complete or take responsibility for

calling for blue skies

h) to help out

hit the sack

i) to really want to do something

10. By all means!

j) to share in the duties fairly

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Chipping In: Introduction In the seventh episode of Moving to New York, Eugene engages in small talk with his new homestay mom. Will they talk about the weather? Will they discuss current events?

Mrs. Case

Eugene

, Eugene. I’ll

the dishes.

That’s music to my ears! I love when students I want to

. After all, you’re putting a roof over my head.

Good point! So, have you done any sightseeing yet? Not yet. I’m

see the Empire State Building.

No doubt. I bet you want to see Central Park, too. You They are

. I’m waiting for a nice day. all weekend. You could study outside.

That’s not a bad idea. Well, if you don’t mind, I’m going to

early tonight.

! It’s important to be on time for school.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. They are calling for blue skies all weekend. You could study outside.

Mrs. Case

Eugene

I’ll take care of the dishes. You read my mind. I’m waiting for a nice day. My pleasure, Eugene. That’s music to my ears! I love when students chip in. Not yet. I’m dying to see the Empire State Building. That’s not a bad idea. Well, if you don’t mind, I’m going to hit the sack early tonight. I want to do my fair share. After all, you’re putting a roof over my head. No doubt. I bet you want to see Central Park, too. Good point! So, have you done any sightseeing yet? Thanks for dinner, Mrs. Case. That pasta was to die for! By all means! It’s important to be on time for school.

Making Predictions The next episode will take place between Eugene and Maya. What do you think they will talk about? Make two predictions. Discuss your predictions with a partner. • •

I think Maya will move in with Eugene. I bet Eugene will complain about his homestay family.

Hint: The title of the next episode is “Silent Treatment.” 1.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. What NYC landmark does Eugene want to see?

2. Why is the homestay mom happy?

5. W hat does the homestay mom say about the weather?

3. What does Eugene want to do this weekend?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. It’s the perfect day to go for a hike. 2. I

(am dying to)

3. The cupcakes were

(They’re calling for blue skies)

all day.

try that new French restaurant. .

(to die for)

4. You don’t have to lock the doors. I’ll

(take care of that)

5. How much was the teacher’s present? I’d like to

(chip in)

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

What Should I Call You? Meeting new adults can be difficult for language learners. You don’t know if you should address people formally or informally. The best thing to do is ask! Practice walking around the room asking each other what you should call each other. Pretend you are someone else! Questions • • • • •

What should I call you? Do you go by Mrs. Case? Can I call you Mandy? Do your students call you by your last name? Do you mind if I call you Mom?

Tips: •

Don’t assume that a woman will take her husband’s last name.

• “Mrs.” (missus) is used before a married women’s last name. • “Ms.” (mizz) is used before an unmarried women’s last name. •

If you don’t know a man’s name, you can call him “sir.” If you don’t know a woman’s name, you can call her “ma’am.” “Miss” is sometimes used for young married women.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Imagine you are visiting a friend’s house for a meal. Write a dialogue between you and a friend’s parent. Offer to “chip in” and help clean up the dishes. In your dialogue, ask your friend’s parent what you should call him or her. Practice and present the dialogue to your class.

Write a Note Write a note to a fictional roommate asking him or her to chip in more around the apartment. Make a list of the chores you want your roommate to do.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. to die for My pleasure. take care of chip in read one’s mind hit the sack be dying to do one’s fair share calling for blue skies By all means!

This Cake Is to Die For! Let’s talk about things that are extremely good!

Note:

Get into small groups and pretend you are at a restaurant that has a buffet. This buffet can have any kind of food imaginable. Sit down to your meal and talk about the food. Try to use the following expressions as often as possible as you chat together at the table.

The expression “to die for” is often used with delicious food, but it can also be used with fashion, architecture, places, talent, etc. It is usually paired with a noun.

to die for: extremely good dying to: really want to Examples • • • • • •

Have you tried ? It’s to die for. The is to die for. Try my . It’s to die for! You must try the . It’s to die for. I’m dying to try the . You must be dying to try the .

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

T he conversation takes place in the homestay kitchen or dining room.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Eugene wants to do some sightseeing this weekend.

Eugene wants to see the Empire State Building.

T he homestay mom says it’s going

T he homestay mom is happy because Eugene liked her meal and he wants to help out around the house.

Optional. Cut-up strips are on page 9.

to be a sunny weekend (blue skies).

B. MATCHING 1. c

3. g

5. j

7. b

9. d

2. e

4. h

6. i

8. f

10. a

Vocabulary Review More than one option is possible.

Listen Again – Put in Order

It’s supposed to be sunny all day.

I really want to try that new French restaurant.

The cupcakes were delicious.

I ’ll do that myself.

I’d like to pay for part of it.

(continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Teachers’ Answer Key cont. What Should I Call You? You may need to adjust this exercise slightly, depending on which country you are teaching in. Invite students to take on different personas as they practice.

Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write a Note Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

This Cake Is to Die For! Put your students in small groups. They pretend they are at a restaurant with really good food. Make sure they are using the expressions “to die for” and “dying to” properly.

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

to die for

extremely delicious

My pleasure.

I enjoyed doing it.

take care of

to complete or take responsibility for

chip in

to help out

read one’s mind

to know what one was thinking

hit the sack

to go to bed

be dying to

really wanting to do something

do one’s fair share

to share in the duties fairly

calling for blue skies

to be forecasting sunny weather

By all means!

Yes, of course!

Chipping In

Everyday Idioms 3 – Lesson 7 of 20

Mrs. Case

Eugene

Thanks for dinner, Mrs. Case. That pasta was to die for! My pleasure, Eugene. I’ll take care of the dishes. That’s music to my ears! I love when students chip in. I want to do my fair share. After all, you’re putting a roof over my head. Good point! So, have you done any sightseeing yet? Not yet. I’m dying to see the Empire State Building. No doubt. I bet you want to see Central Park, too. You read my mind. I’m waiting for a nice day. They are calling for blue skies all weekend. You could study outside. That’s not a bad idea. Well, if you don’t mind, I’m going to hit the sack early tonight. By all means! It’s important to be on time for school.

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. D o you feel comfortable hanging out with a couple when you are single? 2. D o you prefer watching movies or sporting events? Explain your reasons. 3. W hat kind of food do people eat at sporting events? What do you like to eat and drink while watching live entertainment? 4. D o you know someone who is often in a bad mood? What do you do when this person tries to bring you down?

B. Matching Match these words to their correct definitions. 1.

hook someone up

a) to have no idea or background information

clueless

b) to be careful about one’s diet due to weight concerns

tag along

No way.

watch one’s waistline

no biggie

third wheel

downer

draw the line

10. on second thought

c) actually (used before expressing a new, different idea) d) to connect a person with something or someone e) No! / Definitely not. f) not a big deal, not worth worrying about g) to join another person or people who already made plans to go somewhere h) a third person who feels uncomfortable in the company of two other people (often a romantic couple) i) to object to doing something j) a person who doesn’t want to have fun

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

A Third Wheel: Introduction In the tenth episode of Moving to New York, Maya tags along with Carlos and Eugene when they go to a baseball game. Will these three get along, or is this a recipe for disaster?

Carlos

Maya

Eugene

I feel like a

Let’s just enjoy the game. This is a once-in-a-lifetime opportunity. I’m starving. Does anyone want a hot dog? Lunch is on me. . I’m Nonsense!

. with a hot dog.

, I’ll wait until this inning is over. Good plan. Look who’s up next! Who is it? I’m

when it comes to baseball. Whose idea was it to come here?

Get ready to stand up. They’re doing the wave. The wave? Now that’s where I Don’t be such

. . Here it comes! Stand up!

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Get ready to stand up. They’re doing the wave.

Carlos

Maya

Eugene

Good plan. Look who’s up next! Nonsense! Hook us both up with a hot dog. I’m starving. Does anyone want a hot dog? Lunch is on me. Who is it? I’m clueless when it comes to baseball. Whose idea was it to come here? I hope you don’t mind that Maya is tagging along. No way. I’m watching my waistline. It’s no biggie. On second thought, I’ll wait until this inning is over. Let’s just enjoy the game. This is a once-in-a-lifetime opportunity. I feel like a third wheel. Don’t be such a downer. Here it comes! Stand up! The wave? Now that’s where I draw the line.

Making Predictions In the next episode, Carlos and Maya plan a date. What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Carlos and Maya will go to a movie. I bet Maya will be a downer again.

Hint: The title of the next episode is “Suit Yourself.” 1. 2.

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. Why does Maya decline Eugene’s offer?

2. How does Maya feel about being with Carlos and Eugene?

5. Why does Carlos call his girlfriend a downer?

3. What does Eugene offer to do during the game?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. We need a babysitter tonight. Can you 2. I’d love a slice of cheesecake, but I’m 3. I

(draw the line)

4. My best friend is

with your sitter?

(hook us up)

(watching my waistline)

when he turns on a football game on Christmas Day.

(clueless when it comes to)

baking.

5. I can’t go to the movies tonight, unless you don’t mind my baby brother

(tagging along)

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Who’s on First? WHOSE VS. WHO’S These two words sound alike, but they have very different meanings. “Who’s” is the contraction (short form) for “who is” or sometimes “who has.” The apostrophe does NOT indicate possession. The word “whose” is the possessive form of “who.”

Fill in the blanks with the correct form. Write “who’s” (who is/who has) or “whose.” 1.

hot dog is this? It has mustard on it.

coming to the ball game?

3. Do you know

already paid for the ticket?

4. I have a neighbor

on that team.

5. Do you know 6.

running shoes these are? been to a baseball game before?

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“A Third Wheel”) but make it about the two of you and one romantic partner. One of you feels like a third wheel. Practice and present the dialogue to your class. Try to include examples of “who’s” and “whose.”

Write an Email Write an email to a roommate telling him or her that you feel like a third wheel in your own apartment. His or her boyfriend or girlfriend is over too often! If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned.

hook someone up

clueless

tag along

No way.

watch one’s waistline

no biggie

third wheel

downer

draw the line

on second thought

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Tagging Along – Survey Go around the class and survey your classmates about the situations below. How would they respond? “Yes, I’d tag along.” OR “No, I’d feel like a third wheel.” Ask your classmates to explain their reasons. Write your classmate’s name in the chart, then place a checkmark () for their answer of “yes” or “no.”

Situation

your brother and his date were going to a rock concert

your parents were going out for their anniversary dinner

your neighbors were going to a Halloween party

your husband or wife and his/her best friend were going golfing

your best friend was going on a blind date

your coworker and his/her wife or husband were going camping

your grandparents were going out for breakfast

your boss and your supervisor were going out for lunch

your two best friends were going to the gym

your sister and her boyfriend were going to the mall

Classmate

Yes?

No?

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 12–15 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place at a baseball game.

Maya feels like a third wheel.

Eugene offers to buy hot dogs for Maya and Carlos.

Maya declines Eugene’s offer

Vocabulary Preview

because she is watching her waistline.

A. IDIOMS AND EXPRESSIONS 5.

Optional. Cut-up strips are on page 10.

Carlos calls his girlfriend a downer because she doesn’t want to do the wave.

Vocabulary Review

B. MATCHING 1. d

3. g

5. b

7. h

9. i

2. a

4. e

6. f

8. j

10. c

Listening – Gap Fill Have students fill in the blanks as they listen to the dialogue.

More than one option is possible. 1.

Can you put us in touch with your sitter? Can you give us your sitter’s number?

I’d love a slice of cheesecake, but I’m on a diet.

I put my foot down / object when he turns

After correction, have them practice reading it aloud in pairs.

on a football game on Christmas Day.

The full transcript is on page 11 (optional handout).

Listen Again – Put in Order

My friend is terrible at baking. My best friend has no idea how to bake. I can’t go to the movies tonight, unless you don’t mind my baby brother joining us / coming too.

Play the audio again and have your students write the correct number beside each line. The correct order is on page 11.

(continued on the next page...)

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Teachers’ Answer Key cont. Who’s on First?

SPELLING NOTE:

Whose

who’s

whose

Who’s

who’s

Who’s

After reviewing these words, you could show the related video of the classic Abbott and Costello skit, “Who’s on first?” Find tips for teaching confusing words in the grammar section of

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

our blog. http://blog.esllibrary.com/2013/08/29/teaching-tipswhos-vs-whose/

Write Your Own Dialogue Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write a Letter Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Tagging Along – Survey Allow students to get up out of their seats to survey each other. Make sure they are doing more than giving Yes/No answers.

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

hook someone up

to connect a person with something or someone

clueless

to have no idea or background information

tag along

to join another person who already made plans to go somewhere

No way.

No! / Definitely not.

watch one’s waistline

to be careful about one’s diet due to weight concerns

no biggie

not a big deal, not worth worrying about

third wheel

a third person who feels uncomfortable in the company of two other people (often a romantic couple)

downer

a person who doesn’t want to have fun

draw the line

to object to doing something

on second thought

actually (used before expressing a new, different idea)

A Third Wheel

Everyday Idioms 3 – Lesson 10 of 20

Carlos

Maya

Eugene

I hope you don’t mind that Maya is tagging along. It’s no biggie. I feel like a third wheel. Let’s just enjoy the game. This is a once-in-a-lifetime opportunity. I’m starving. Does anyone want a hot dog? Lunch is on me. No way. I’m watching my waistline. Nonsense! Hook us both up with a hot dog. On second thought, I’ll wait until this inning is over. Good plan. Look who’s up next! Who is it? I’m clueless when it comes to baseball. Whose idea was it to come here? Get ready to stand up. They’re doing the wave. The wave? Now that’s where I draw the line. Don’t be such a downer. Here it comes! Stand up!

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. How do you usually feel before a test? 2. D o you consider yourself a lucky or unlucky person? Why? 3. W hat do you sometimes have trouble remembering? 4. D o you think students should be allowed to use dictionaries or calculators during tests? Why or why not?

B. Matching Match these words to their correct definitions. 1.

Just my luck.

a) an expression used sarcastically to say that you are unlucky

breeze

b) in big trouble

Easy for you to say.

c) You aren’t the one with the problem.

jump to conclusions

d) an expression used before trying something difficult or risky

I couldn’t have said it better myself.

e) to make assumptions

one’s mind goes blank

f) That’s exactly how I feel.

nervous wreck

g) someone can’t remember anything

Pipe down.

h) really easy

Here goes nothing.

i) a person who is very worried

10. toast

j) Be quiet.

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

A Nervous Wreck: Introduction In the thirteenth episode of Moving to New York, Eugene and Carlos are about to take a test. Who is relaxed and who is a nervous wreck?

Carlos

Mrs. Lynn

Eugene

Listening – Gap Fill 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. All books away except English-English dictionaries. . I left my dictionary on the subway. No worries. This test is going to be a

, Eugene. You’ve been working like a dog. Hey, just because I’m late every day doesn’t mean I never hit the books. Sorry. I’ll try not to

Just try to think in English, buddy. . But You’re a Okay,

when I hear the word “test.” , Carlos! Relax. It’s no biggie. , everyone. . Can we leave when we’re done?

By all means. You’re free to go as soon as you hand in your test. Ah! There’s that word again. Now I’m really

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them.

Carlos

Mrs. Lynn

Eugene

No worries. This test is going to be a breeze. Ah! There’s that word again. Now I’m really toast. But my mind goes blank when I hear the word “test.” Just try to think in English, buddy. Just my luck. I left my dictionary on the subway. Easy for you to say, Eugene. You’ve been working like a dog. Hey, just because I’m late every day doesn’t mean I never hit the books. I couldn’t have said it better myself. All books away except English-English dictionaries. Sorry. I’ll try not to jump to conclusions. Here goes nothing. Can we leave when we’re done? You’re a nervous wreck, Carlos! Relax. It’s no biggie. Okay, pipe down, everyone. By all means. You’re free to go as soon as you hand in your test.

Making Predictions What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Carlos will ace the test. I bet Eugene will flunk.

Hint: T he title of the next episode is “Down-to-Earth” and it takes place in a library. 1. 2.

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. What suggestion does Eugene give to Carlos?

2. What word does Carlos not like, and why?

5. Why does Carlos say “Now I’m really toast”?

3. How does Eugene feel during the conversation?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. The interview is going to be 2. 3.

(My mind goes blank)

(Pipe down)

. I bet I already have the job.

(a breeze)

whenever I have to remember people’s names. . It’s time to hit the books.

4. Why do you think Ella stole the money? Don’t

(jump to conclusions)

5. A : Karen is talented and kind. She’s perfect for the job. B: . (I couldn’t have said it better myself)

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

It’s a Breeze!

Write Your Own Dialogue

PRONOUNCING WORDS WITH “BR”

In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“A Nervous Wreck”) but make it between you and one of your classmates. What is making one of you nervous? Practice and present the dialogue to your class.

Words that start with “br-” are pronounced “burr.” This is the same sound that you will find in words that end in “-ber.” Practice these words with a partner. • • • • •

breeze brain branch Brad breath

• • • • •

breakfast broccoli brush number November

• October • barber • cucumber

Note: Some words that end in “-mber” have a silent b, such as “plumber,” “dumber,” and “climber,”

Write an Email Write an email telling a friend or family member that you are nervous about an upcoming event. Tell them why you are afraid. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Keywords Write your own example sentences using the idioms and expressions you’ve learned. Just my luck. breeze Easy for you to say. jump to conclusions one’s mind goes blank Pipe down. toast nervous wreck Here goes nothing. I couldn’t have said it better myself.

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

A Nervous Wreck – Survey Walk around your class and survey your classmates. #

Find someone...

who is nervous of flying.

who is nervous of driving.

who is nervous of talking to native English speakers.

who is nervous of singing in public.

who is nervous of having an interview.

who is nervous of doing presentations.

who is nervous of dogs.

who is nervous of dating.

who is nervous of crowds.

who is nervous of talking to people of the opposite sex.

who is nervous of talking to their friends’ parents.

who is nervous of walking in the dark.

who is nervous of being home alone.

who bites their nails when they are nervous.

who clenches their teeth when they are nervous.

who moves around a lot when they are nervous.

who sweats when they are nervous.

who doesn’t make eye contact when they are nervous.

who breathes heavily when they are nervous.

who holds their breath when they are nervous.

Classmate

What other things are your classmates nervous of? What other things do your classmates do when they are nervous?

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–14 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place at the school.

Carlos does not like the word “test”

Vocabulary Preview

because it makes him nervous. 3.

Eugene feels fine. He is ready for the test and thinks it will be easy.

A. IDIOMS AND EXPRESSIONS Optional. Cut-up strips are on page 9.

Eugene tells Carlos to relax/to think in English.

Carlos says, “Now I’m really toast” when his teacher says the word “test.”

B. MATCHING 1. a

3. c

5. f

7. i

9. d

2. h

4. e

6. g

8. j

10. b

Vocabulary Review More than one option is possible.

Listening – Gap Fill

This interview is going to be so easy / simple.

I can’t remember anything whenever

Have students fill in the blanks as they listen to the dialogue.

I have to remember people’s names.

After correction, have them practice reading it aloud in pairs.

Be quiet. It’s time to hit the books.

The full transcript is on page 10 (optional handout).

Why do you think Ella stole the money? Don’t make assumptions.

Listen Again – Put in Order

Play the audio again and have your students write the correct

(continued on the next page...)

B: That’s exactly how I feel.

number beside each line. The correct order is on page 11.

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Write an Email

Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

A Nervous Wreck – Survey Have your students walk around the room surveying each other about their nervous habits and fears. Then have a class discussion about what makes people nervous and how people show their nervousness. Do any of your students have tips for calming people’s nerves?

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

Just my luck.

an expression used sarcastically to say that you are unlucky

breeze

really easy

Easy for you to say.

You aren’t the one with the problem.

jump to conclusions

to make assumptions

I couldn’t have said it better myself.

That’s exactly how I feel.

one’s mind goes blank

someone can’t remember anything

nervous wreck

a person who is very worried

Pipe down.

Be quiet.

Here goes nothing.

an expression used before trying something difficult or tricky

toast

in big trouble

A Nervous Wreck

Everyday Idioms 3 – Lesson 13 of 20

Carlos

Mrs. Lynn

Eugene

All books away except English-English dictionaries. Just my luck. I left my dictionary on the subway. No worries. This test is going to be a breeze. Easy for you to say, Eugene. You’ve been working like a dog. Hey, just because I’m late every day doesn’t mean I never hit the books. Sorry. I’ll try not to jump to conclusions. Just try to think in English, buddy. I couldn’t have said it better myself. But my mind goes blank when I hear the word “test.” You’re a nervous wreck, Carlos! Relax. It’s no biggie. Okay, pipe down, everyone. Here goes nothing. Can we leave when we’re done? By all means. You’re free to go as soon as you hand in your test. Ah! There’s that word again. Now I’m really toast.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. What do you think “hit the books” means? 2. D o you often miss class, or do you have good attendance? 3. Can you joke around with your teachers? 4. W ho do you get along with in your life? Why do you get along with this person so well?

B. Matching Match these words to their correct definitions. 1.

roomie

a) a person who moves slowly

have a blast

b) to start studying

hit the books

c) You said what I was about to say. / I agree with you.

slowpoke

d) a person you share rent with

You took the words right out of my mouth.

e) to have a great time

No doubt.

f) someone is happy to hear something

Speak of the devil.

g) Here is the person we were just talking about.

brush up on

h) to practice something you’ve learned before

get along

i) to believe someone is a good person

10. think the world of someone

j) to enjoy each other’s company

11. music to one’s ears

k) I believe that is true.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Hit the Books: Introduction In the fifth episode of Moving to New York, Eugene heads to English class. Will Eugene’s teacher compare him with Carlos? Let’s hope not! Carlos has a bad reputation for being a slowpoke.

Mrs. Lynn

Eugene

Listening – Gap Fill 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. Hello. I’m Mrs. Lynn. You must be Eugene. How did you guess? Carlos told us all about you, didn’t he, class? All good things, I hope. Of course. He

of you.

Carlos and I

really well in Vancouver.

I’m sure you two will have a blast here in New York as well. . But I’m really here to brush up on my English. That’s

. Please, have a seat. It’s time to

Carlos isn’t here yet? Go figure. He was always a

. on Mondays.

You

Ah.

. Good morning, roomie. Better late than never.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Mrs. Lynn

How did you guess?

Eugene

I’m sure you two will have a blast here in New York as well. Ah. Speak of the devil. Good morning, roomie. Better late than never. That’s music to my ears. Please, have a seat. It’s time to hit the books. All good things, I hope. Carlos told us all about you, didn’t he, class? You took the words right out of my mouth. No doubt. But I’m really here to brush up on my English. Hello. I’m Mrs. Lynn. You must be Eugene. Carlos and I got along really well in Vancouver. Carlos isn’t here yet? Go figure. He was always a slowpoke on Mondays. Of course. He thinks the world of you.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “Pigsty.” 1.

• •

I think Eugene and Carlos will go sightseeing. I bet Eugene will become homesick.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. Why is Eugene not surprised that Carlos is late?

2. Why did the teacher know the student was Eugene?

5. What happens at the end of the conversation?

3. What does Eugene say about his relationship with Carlos?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I’m sure Stan will hire you for the job. He 2. I

(got along)

(thinks the world of you)

with my sister on our vacation.

3. Quiet down class. It’s time to

(hit the books)

4. A : This movie is so boring. B: You

(took the words right out of my mouth)

5. Angelo got his hair cut yesterday. Oh,

(speak of the devil)

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Let’s Hit the Books DEFINING WORDS AND EXPRESSIONS Find a study partner. Practice defining words for each other out loud. Take turns asking and answering questions about words and expressions in this episode. Student B should try to answer without looking at the definitions on page 1. Try to give examples to make your definitions more memorable. For example: A: What does “hit the books” mean?

A: What does “speak of the devil” mean?

B: It means “start studying.” For example, if we had a test tomorrow I would say, “Let’s hit the books.”

B: It means that the person you were talking about has suddenly appeared. For example, if we were talking about our teacher and she walked into the room we could say, “Speak of the devil.”

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Hit the Books”) and write a dialogue that takes place during a study session. Practice and present the dialogue to your class. Try to use idioms and expressions from this episode.

Write an Email Write an email telling a friend or family member that you are worried about their school grades. Tell them what will happen if they don’t hit the books. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. roomie have a blast hit the books slowpoke You took the words right out of my mouth. No doubt. Speak of the devil. brush up on get along think the world of someone music to one’s ears

Picture an Idiom An idiom is a group of words that can’t be understood just by knowing the meaning of the individual words. A fun way to remember the meaning of an idiom is to draw a cartoon of it. Choose one of the idioms or expressions from the past five episodes. Draw a picture or cartoon of your idiom in the box to the right. Show your cartoon to your classmates and see if they can guess which idiom it represents.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

T he conversation takes place at the school where Eugene is going to brush up on his English.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Eugene says he got along really well with Carlos in Vancouver.

Eugene is not surprised that Carlos is late

T he teacher knew the student was Eugene because Carlos talked about him so much.

Optional. Cut-up strips are on page 9.

because Carlos is always a slow mover on Mondays. 5.

B. MATCHING

At the end of the conversation, Carlos arrives while they are talking about him.

1. d

3. b

5. c

7. g

9. j

2. e

4. a

6. k

8. h

10. i

11. f

Listening – Gap Fill Have students fill in the blanks as they listen to the dialogue.

Vocabulary Review More than one option is possible. 1.

He thinks highly of you. He likes you a lot.

I didn’t fight with my sister on our vacation.

After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

Listen Again – Put in Order Play the audio again and have your students write the correct

I had fun with my sister on our vacation. 3.

It’s time to start studying / get to work.

B: That’s exactly what I was thinking. /

Oh, here comes Angelo now./

I was just about to say that. Oh, we were just talking about you.

number beside each line. The correct order is on page 10. (continued on the next page...)

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Teachers’ Answer Key cont. Let’s Hit the Books Put students in pairs or small groups. Encourage them to use examples when they explain the meaning of a word.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Picture an Idiom After students have drawn a cartoon, have them show each other. They can try to guess which idiom or expression is being depicted. Then play a class game on the board. Call up a student and ask the student to draw one of the idioms from the last five episodes. Repeat with a new idiom each time a student guesses correctly.

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

roomie

a person you share rent with

have a blast

to have a great time

hit the books

to start studying

slowpoke

a person who moves slowly

You took the words right out of my mouth.

You said what I was about to say. / I agree with you.

No doubt.

I believe that is true.

Speak of the devil.

Here is the person we were just talking about.

brush up on

to practice something you’ve learned before

get along

to enjoy each other’s company

think the world of someone

to believe someone is a good person

music to one’s ears

someone is happy to hear something

Hit the Books

Everyday Idioms 3 – Lesson 5 of 20

Mrs. Lynn

Eugene

Hello. I’m Mrs. Lynn. You must be Eugene. How did you guess? Carlos told us all about you, didn’t he, class? All good things, I hope. Of course. He thinks the world of you. Carlos and I got along really well in Vancouver. I’m sure you two will have a blast here in New York as well. No doubt. But I’m really here to brush up on my English. That’s music to my ears. Please, have a seat. It’s time to hit the books. Carlos isn’t here yet? Go figure. He was always a slowpoke on Mondays. You took the words right out of my mouth. Ah. Speak of the devil. Good morning, roomie. Better late than never.

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. W hat do you think “the silent treatment” is? Which verb do you think usually goes with it? 2. Do you enjoy nature walks? 3. H ave you ever been on bad terms with a friend? How did you resolve your problem? 4. H ave you ever known two people that you thought would make a good love match? What did you do about it?

B. Matching Match these words to their correct definitions. 1.

work things out

a) to get along well from the beginning

Speak of the devil.

b) to owe a person a favor

hit it off

c) Here is the person we were just talking about.

see it coming

d) to solve a problem

owe someone one

e) Don’t worry about it.

have one’s eye on

f) to show interest in someone or something

No worries.

g) to not speak to someone due to a conflict

Fancy meeting you here.

h) to predict that something is going to happen

give someone the silent treatment

i) I didn’t expect to see you here.

10. on bad terms

j) not getting along because a conflict has not been resolved

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

The Silent Treatment: Introduction In the eighth episode of Moving to New York, Eugene bumps into Maya, Carlos’s new roommate. Will Maya be able to patch up the friendship between Carlos and Eugene?

Maya

Eugene

It’s my first time in Central Park. How about you? I’ve been here a few times...with Carlos. He’s on his way now. . You two really Thanks to you. I

, huh? .

Don’t mention it. I

You knew I

Carlos?

I’m not blind! The whole class knew. Except Carlos. Speaking of Carlos...are you two still Yeah. He’s still giving me I wish you two would Oh,

? . So much for my long-lost friend.

. . I guess I’d better go.

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. I wish you two would work things out. Oh, speak of the devil. I guess I’d better go.

Maya

Eugene

No worries. You two really hit it off, huh? Speaking of Carlos...are you two still on bad terms? I’ve been here a few times...with Carlos. He’s on his way now. I’m not blind! The whole class knew. Except Carlos. It’s my first time in Central Park. How about you? Don’t mention it. I saw it coming. Thanks to you. I owe you one. You knew I had my eye on Carlos? Eugene? Fancy meeting you here. Hey, Maya! Mind if I join you for a walk? Yeah. He’s still giving me the silent treatment. So much for my long-lost friend.

Making Predictions In the next episode, Eugene bumps into Carlos. What do you think will happen? Make two predictions. Discuss your predictions with a partner.

Hint: The title of the next episode is “On Second Thought.” 1.

• •

I think Eugene and Carlos will become friends again. I bet Eugene will get in a fight with Carlos.

The Silent Treatment

Everyday Idioms 3 â&#x20AC;&#x201C; Lesson 8 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. How are Eugene and Carlos getting along?

2. What does Eugene say about their classmates?

5. What happens at the end of the conversation?

3. Why is Maya in the park?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. You and Lisa are dating now? I knew you two would 2. Our rent went up $50/month. We

(hit it off)

(saw it coming)

3. You used to be such good friends. I hope you guys can 4. You found my cat! Thank you! I 5. I want to quit my job, but I hate leaving

(owe you one)

(on bad terms)

(work it out)

. .

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Patching Things Up after a Falling-Out It can be difficult to reconnect with a friend after an argument or disagreement. Here are some useful expressions to “make up” with an Englishspeaking friend after a “falling-out.” Be sure to have a cooling-off period first. Practice reading these expressions out loud with a partner.

Expressions • • • • • • • •

We need to talk. I want to patch things up. I’m sorry I said what I said. I think you took it the wrong way. (Here the word “it” means “something I said or did.”) I want to hear you out. (I want to hear your opinion and thoughts.) Tell me your side of the story. Can we just forget this ever happened? Let’s agree to disagree.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“The Silent Treatment”) but make it about you and one of your neighbors. You and another neighbor are discussing the problem. Practice and present the dialogue to your class.

Write an Email or a Letter Write an email or a letter to a friend or family member telling them you want to patch things up after an argument. Tell them you are tired of getting the silent treatment. You want to be on speaking terms again. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. hit it off owe someone one see it coming work things out Speak of the devil. have one’s eye on give someone the silent treatment on bad terms No worries. Fancy meeting you here.

Speak of the Devil Get into small groups. Decide whether you will act as your real selves, fictional people, or celebrities. For example, you could be a group of neighbors, a group of new moms, or a rock band. 1. O ne member should go out of the room, or at least “out of earshot.” * 2. T he other members of the group start a conversation that is about the person who is not there.

Useful Expressions • • • •

We were just talking about you. What a coincidence. Only good things I hope. What did I do now?

*Note: The expression “out of earshot” means in a place where others can’t hear you clearly.

3. A s the other members talk, the final member joins the group unexpectedly. 4. S omeone (or everyone) from the group says, “Oh, speak of the devil.” 5. T he group members then tell the final member what they were talking about. 6. Choose a new member of the group to walk away.

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place in Central Park.

Eugene says that all of their classmates

Vocabulary Preview

knew Maya was interested in Carlos.

A. IDIOMS AND EXPRESSIONS

Maya is going to be meeting Carlos in the park.

Carlos is still giving Eugene the silent treatment. (You could also introduce the phrase “not on speaking terms.”)

Optional. Cut-up strips are on page 9.

B. MATCHING

At the end of the conversation, Maya spots Carlos.

Vocabulary Review

1. d

3. a

5. b

7. e

9. g

2. c

4. h

6. f

8. i

10. j

Listen Again – Put in Order

More than one option is possible. 1.

I knew you two would get along well / make a great couple!

We knew it was going to happen.

I hope you guys can resolve your problem.

I owe you a favor.

I want to quit my job, but I hate leaving without resolving our issues first. (I need a reference.)

(continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Teachers’ Answer Key cont. Patching Things Up after a Falling-Out A falling-out can be very difficult for people who don’t speak the same first language. Practice some useful expressions for making up after a fight or argument.

Write Your Own Dialogue

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

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email or Letter Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Speak of the Devil After this role-play session, talk about “gossip” with your students. Is it a harmless part of human nature, or is it harmful and hurtful? Introduce the expression “talk behind someone’s back.”

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

work things out

to solve a problem

Speak of the devil.

Here is the person we were just talking about.

hit it off

to get along well from the beginning

see it coming

to predict that something is going to happen

owe someone one

to owe a person a favor

have one’s eye on

to show interest in someone or something

No worries.

Don’t worry about it.

Fancy meeting you here.

I didn’t expect to see you here.

give someone the silent treatment

to not speak to someone due to a conflict

on bad terms

not getting along because a conflict has not been resolved

The Silent Treatment

Everyday Idioms 3 – Lesson 8 of 20

Maya

Eugene

Hey, Maya! Mind if I join you for a walk? Eugene? Fancy meeting you here. It’s my first time in Central Park. How about you? I’ve been here a few times...with Carlos. He’s on his way now. No worries. You two really hit it off, huh? Thanks to you. I owe you one. Don’t mention it. I saw it coming. You knew I had my eye on Carlos? I’m not blind! The whole class knew. Except Carlos. Speaking of Carlos...are you two still on bad terms? Yeah. He’s still giving me the silent treatment. So much for my long-lost friend. I wish you two would work things out. Oh, speak of the devil. I guess I’d better go.

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. D o you enjoy spending time in libraries? Why or why not? 2. W hat are some good places for single people to meet people? 3. W hat are some ways to learn and practice English besides doing it in a classroom? 4. What are phrasal verbs?

Vocabulary Preview A. Idioms and Expressions Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/ expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

track down

a) to be very familiar with something

get the hang of

b) to search for and find

down-to-earth

c) it sounds easy, but it’s not

bad rap

d) to know how to do something after practicing

know something like the back of one’s hand

e) easygoing, not too serious

Here we go.

f) a bad name or reputation

use a hand

g) I found what we are looking for.

easier said than done

h) to need or want help

Bingo!

i) I understand.

10. I get it.

j) You’re right!

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Down-to-Earth: Introduction In the fourteenth episode of Moving to New York, Eugene chats with a librarian about learning English. Eugene

Librarian

Yes. I’m looking for a book on phrasal verbs. Aha. You’re studying English. Yes. I’m

it, but there are so many words!

Hmm. You know, the best way to practice English is to get an English girlfriend. . Try joining a hiking or cycling group. You’ll meet a girl in no time. Huh. That’s not a bad idea. You’re awfully Librarians get a

for a librarian.

I could still

finding that book, though.

Oh, yes. Phrasal verbs.

. Top shelf.

That was quick. I

this section

You were an English student? ! Then I joined a hiking group and met my wife. Aha. Now

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Eugene

You were an English student?

Librarian

That was quick. I know this section like the back of my hand. Yes. I’m looking for a book on phrasal verbs. Easier said than done. Try joining a hiking or cycling group. You’ll meet a girl in no time. Yes. I’m getting the hang of it, but there are so many words! Librarians get a bad rap. Can I help you track something down? Huh. That’s not a bad idea. You’re awfully down-to-earth for a librarian. Bingo! Then I joined a hiking group and met my wife. I could still use a hand finding that book, though. Hmm. You know, the best way to practice English is to get an English girlfriend. Oh, yes. Phrasal verbs. Here we go. Top shelf. Aha. You’re studying English. Aha. Now I get it.

Making Predictions In the next episode, Eugene bumps into Carlos. What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene and Carlos will go on a double date. I bet Eugene will join a group.

Hint: The title of the next episode is “Now You’re Talking.” 1. 2.

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. What suggestion does the librarian make about learning English?

2. What is Eugene trying to find? 5. What realization does Eugene make at the end of the conversation?

3. Why is Eugene surprised about how the librarian is talking?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. Professor Peters 2. I know New York City

. He’s actually a nice teacher.

(has a bad rap)

(like the back of my hand)

3. A: I bet I can guess where we’re going. You’re taking me to a concert. B:

(Bingo!)

4. Oh! They’re on vacation. Now I 5. I hated snowboarding at first, but now I’m

(get)

why the car has been gone so long.

(getting the hang of it)

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Interjections An interjection is a little word that is mainly used as a reaction in speaking. Some interjections are used to show surprise. Others are used to show hesitation or agreement. To the right are some examples. Listen to your teacher pronounce these interjections. Then practice these interjections with a partner. Take turns being the person who says something and the person who reacts with an interjection.

Interjection

Meaning

aha

expressing a sudden realization

expressing understanding, relief, or enjoyment

uh-huh, huh

expressing agreement or acknowledgment

huh?

expressing confusion

um, er, hmm

expressing hesitation or uncertainty

uh-oh

expressing a concern

ouch

expressing pain

oh, oh?

expressing many different emotions, including surprise, interest, or disappointment

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Down-to-Earth”) but make it about you and one of your classmates. Talk about someone who is down-to-earth. You’re both surprised that this person is so cool! Be sure to include some interjections. Practice and present the dialogue to your class.

Write an Email Write an email telling a friend or family member that you think he/she takes life too seriously. Tell them why you think they should try being more down-to-earth. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. get the hang of bad rap down-to-earth Bingo! know something like the back of one’s hand track down Here we go. use a hand easier said than done I get it.

Phrasal Verbs with “Look” In this episode, Eugene went to the library to look for a book on phrasal verbs. Don’t let phrasal verbs scare you. They are just multi-word verbs! They can be made up of two or three words. For example:

1. look after someone/something:

look for someone/something: to try to find someone or something

3. look through something:

•

Eugene is looking for his map of the New York subway system.

Here are a few other phrasal verbs with “look.” Go to the library or use a dictionary or a mobile device. Find the meanings of the following phrasal verbs that contain the verb “look.” Write example sentences for each:

2. look into something:

4. look up something:

5. look up to someone:

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place at the library.

Eugene is trying to find a book on phrasal verbs.

Vocabulary Preview

Eugene is surprised that the librarian is so down-to-earth.

A. IDIOMS AND EXPRESSIONS

The librarian suggests that Eugene get an English girlfriend.

Eugene realizes that the librarian was once an English

He thinks of librarians as being more serious.

Optional. Cut-up strips are on page 9.

learner. The librarian’s girlfriend helped him learn English.

Vocabulary Review

B. MATCHING 1. b

3. e

5. a

7. h

9. j

2. d

4. f

6. g

8. c

10. i

More than one option is possible. 1.

Professor Peters doesn’t deserve the bad reputation.

I know New York City inside and out / really well.

B: You’re right! / You guessed it!

Have students fill in the blanks as they listen to the dialogue.

Now I understand why the car has been gone so long.

After correction, have them practice reading it aloud in pairs.

I hated snowboarding at first, but now

Listening – Gap Fill

The full transcript is on page 10 (optional handout).

Listen Again – Put in Order

I’m figuring it out / getting better at it. (continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Teachers’ Answer Key cont. Interjections Invite your students to repeat the example interjections after you say them out loud.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Phrasal Verbs with “Look” Give students time to look up these phrasal verbs. If your students are unfamiliar with phrasal verbs, you may want to do a lesson on transitive and intransitive phrasal verbs. Check out this post for teaching tips: http://blog.esllibrary.com/2013/08/08/how-do-youteach-phrasal-verbs/

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

get the hang of

to know how to do something after practicing

bad rap

a bad name or reputation

down-to-earth

easygoing, not too serious

Bingo!

You’re right!

know something like the back of one’s hand

to be very familiar with something

track down

to search for and find

Here we go.

I found what we are looking for.

use a hand

to need or want help

easier said than done

it sounds easy, but it’s not

I get it.

I understand.

Down-to-Earth

Everyday Idioms 3 – Lesson 14 of 20

Eugene

Librarian

Can I help you track something down? Yes. I’m looking for a book on phrasal verbs. Aha. You’re studying English. Yes. I’m getting the hang of it, but there are so many words! Hmm. You know, the best way to practice English is to get an English girlfriend. Easier said than done. Try joining a hiking or cycling group. You’ll meet a girl in no time. Huh. That’s not a bad idea. You’re awfully down-to-earth for a librarian. Librarians get a bad rap. I could still use a hand finding that book, though. Oh, yes. Phrasal verbs. Here we go. Top shelf. That was quick. I know this section like the back of my hand. You were an English student? Bingo! Then I joined a hiking group and met my wife. Aha. Now I get it.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. Do you consider yourself “open-minded”? 2. D escribe a situation where you had to think things over before making up your mind. 3. H ave you ever seen a live play or show? What did you see? 4. W hat are some different ways that couples break up with each other?

Vocabulary Preview A. Idioms and Expressions Your teacher will give each student one or more strips of paper. Your strip(s) will have an English idiom/ expression OR a definition for an idiom/expression. Try to find the student that has your match. When all of the matches have been found, read the strips out loud to see if they all make sense.

B. Matching Match these words to their correct definitions. 1.

not one’s thing

a) to be willing to try something new

have an open mind

b) to not be of interest to someone

a drag

c) to not have the results one hoped for

Take it easy!

d) Do what you want. (It won’t please me.)

think things over

e) Calm down! / There’s no need for insults!

not work out

f) something that is boring or tiring

make up one’s mind

g) wishing something unpleasant would come to an end

see something coming

h) to expect something

sick and tired

i) to consider something carefully before making a decision

10. Suit yourself.

j) to make a decision and stick to it

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Suit Yourself: Introduction In the eleventh episode of Moving to New York, Maya and Carlos aren’t getting along. They don’t have anything in common, and Carlos is sick and tired of fighting. Will the couple be able to work things out?

Carlos

Maya

Listening – Gap Fill 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. I scored two tickets for a Broadway show tonight. Broadway? No way. That’s

Come on. Have an

. I went to the game, didn’t I?

Yeah, but you were a downer. Take it easy! Baseball is such

Look. I’m sick and tired of arguing. Things aren’t

between us.

You mean you want to break up? You must have seen this coming. We have nothing in common. We both like walking and studying English. Maybe we should I’m sorry. I’ve

. . I guess I should go find a date for the show tonight.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them.

Carlos

Maya

Look. I’m sick and tired of arguing. Things aren’t working out between us. Suit yourself. I guess I should go find a date for the show tonight. Take it easy! Baseball is such a drag. I’m sorry. I’ve made up my mind. Broadway? No way. That’s not my thing. You must have seen this coming. We have nothing in common. Come on. Have an open mind. I went to the game, didn’t I? Yeah, but you were a downer. We both like walking and studying English. Maybe we should think things over. I scored two tickets for a Broadway show tonight. You mean you want to break up?

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner. • •

I think Maya and Carlos will get back together. I bet Eugene will start dating Maya.

Hint: The title of the next episode is “Not My Type.”

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Why is Maya excited at the beginning of the conversation?

4. Who seems more interested in trying to make things work?

2. Why did Maya mention the baseball game?

5. What happens at the end of the conversation?

3. What is Carlos sick and tired of?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I don’t like opera, but I’m going to try to 2. Pulling out weeds is 3. Things

(didn’t work out)

4. I think you should 5. I’ve

(a drag)

between my daughter and her boyfriend.

(think things over)

(made up my mind)

(have an open mind)

before you quit your job.

about the move. I’m not ready to sell the house.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

English Suits You! The word “suit” has many meanings in English. Take a few minutes to sort these words out.

Note: English learners often mix up “suit” and “suite.” The word “suite” sounds like “sweet.” It usually refers to a nice room in a hotel or office buidling.

1. s uit (verb) to look good on someone • The color red really suits you. 2. s uit (noun) a set of clothing that goes together (jacket and pants or jacket and skirt; also bathing suit, sweatsuit, jumpsuit, and wetsuit) •

• We stayed in the suites on the top floor.

I have to buy a suit for the interview.

3. s uit (noun) one of the four symbols in a deck of playing cards •

Which suit did you change it to, hearts or diamonds?

4. s uit or lawsuit (noun) a criminal case for settling a disagreement • The divorce suit is finally over.

Write Your Own Dialogue

Write an Email

In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Suit Yourself”) but make it about you and one of your classmates. Practice and present the dialogue to your class.

A friend left a voice message to say that she didn’t want to attend a concert with you anymore. Write an email telling this person to “suit herself.” Express your hurt feelings. If possible, try to use a few idioms that you learned from this episode. Write your email in your notebook or type it on the computer and email it to your teacher or a partner.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. not one’s thing have an open mind a drag Take it easy! think things over not work out make up one’s mind see something coming sick and tired Suit yourself.

Think Things Through! There are two different “th” sounds to learn in English. One is “voiced” and the other is “voiceless.” VOICED – ð How to make a “th” sound as in “there.”

VOICELESS – θ How to make a “th” sound as in “think.”

1. P lace your tongue beneath your front teeth. The tip of your tongue can stick out in front.

2. Take a breath.

3. Touch your neck and make your vocal chords vibrate.

3. D on’t use your vocal chords until after you’ve said the “th.”

4. Say: “there,” “this,” “that,” “mother,” “father,” “brother.”

4. Say: “think,” “things,” “through,” “three.” Make up some sentences using “th” words. Use voiced and voiceless “th” words in your sentences. Challenge your classmates to say your sentences out loud.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Maya is excited at the beginning of the conversation because she got tickets to a Broadway show.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Carlos is sick and tired of arguing with Maya.

Maya seems more interested in trying

Maya mentioned the baseball game because she didn’t want to go, but she did.

Optional. Cut-up strips are on page 9.

to make things work than Carlos does. 5.

B. MATCHING

At the end of the conversation, Carlos says he wants to break up, and Maya says she’ll need to

1. b

3. f

5. i

7. j

9. g

2. a

4. e

6. c

8. h

10. d

Listening – Gap Fill

go and find a date for the show.

Vocabulary Review More than one option is possible.

Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 10 (optional handout).

Listen Again – Put in Order Play the audio again and have your students write the correct

I don’t like opera, but I’m going to try to see it your way again.

Pulling out weeds is tiring / boring / not fun.

Things went sour between my daughter and her boyfriend.

I think you should think long and hard before you quit your job.

I’ve made my decision about the move.

(continued on the next page...)

number beside each line. The correct order is on page 10.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Teachers’ Answer Key cont. English Suits You! Teach your students different uses for the word “suit” and point out the commonly confused word “suite.”

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Think Things Through Pronunciation practice. Review the two “th” sounds. Make sure students aren’t incorrectly using “f” for “th” sounds.

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

not one’s thing

to not be of interest to someone

have an open mind

to be willing to try something new

a drag

something that is boring or tiring

Take it easy!

Calm down!

think things over

to consider something carefully before making a decision

not work out

to not have the results one hoped for

make up one’s mind

to make a decision and stick to it

see something coming

to expect something

sick and tired

to wish something unpleasant would come to an end

Suit yourself.

Do as you please. (It won’t please me.)

Suit Yourself

Everyday Idioms 3 – Lesson 11 of 20

Carlos

Maya

I scored two tickets for a Broadway show tonight. Broadway? No way. That’s not my thing. Come on. Have an open mind. I went to the game, didn’t I? Yeah, but you were a downer. Take it easy! Baseball is such a drag. Look. I’m sick and tired of arguing. Things aren’t working out between us. You mean you want to break up? You must have seen this coming. We have nothing in common. We both like walking and studying English. Maybe we should think things over. I’m sorry. I’ve made up my mind. Suit yourself. I guess I should go find a date for the show tonight.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. A re you good with directions? Give an example of how you are or aren’t good with directions. 2. D o you like taking the subway when you’re in a city? Why or why not? 3. W hat type of restaurant food do you enjoy eating? Describe how you are sometimes in the mood for a certain type of food. 4. H ave you ever failed to show up to a scheduled event? Why did you change your plans?

B. Matching Match these words to their correct definitions. 1.

not one’s strong suit

a) to doubt what a person thinks or says

sick of

b) a person who doesn’t attend or arrive as scheduled

Join the club.

c) not something you are good at

second-guess

no-show

one could have sworn

Now you’re talking.

serve someone right

middle of nowhere

10. if worse comes to worst

d) not wanting to do or have something anymore because you’ve had or done it too often e) You are now saying something I can agree with, finally. f) We’re in the same situation. g) if a bad situation gets worse h) someone was sure (but now it doesn’t seem to be that way) i) a location that is not easy to get to/find j) it’s that person’s own fault based on a previous decision or action

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Now You’re Talking: Introduction In the fifteenth episode of Moving to New York, Eugene and Carlos decide to ditch their classmates and do their own thing. Eugene

Carlos

Listening – Gap Fill 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. Are you sure you know the way to this restaurant? Let’s ask someone to be on the safe side. Trust me for once. I

Mrs. Lynn said the M Line subway. A map would come in handy.

Why are you always

me?

Following directions isn’t

Look.

, we’ll just skip the class dinner and catch a movie instead. ! I’m up for popcorn for dinner anyway.

That’s not a bad idea. I’m

Italian food.

. Besides, I’m watching my waistline. Very funny. Do you think Mrs. Lynn will be mad if we’re a It will

for suggesting a pricey restaurant in the

? .

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Following directions isn’t your strong suit.

Eugene

Carlos

Trust me for once. That’s not a bad idea. I’m sick of Italian food. Join the club. Besides, I’m watching my waistline. Why are you always second-guessing me? Very funny. Do you think Mrs. Lynn will be mad if we’re a no-show? I could have sworn Mrs. Lynn said the M Line subway. A map would come in handy. Now you’re talking! I’m up for popcorn for dinner anyway. It will serve her right for suggesting a pricey restaurant in the middle of nowhere. Look. If worse comes to worst, we’ll just skip the class dinner and catch a movie instead. Are you sure you know the way to this restaurant? Let’s ask someone to be on the safe side.

Making Predictions What do you think will happen next? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene and Carlos’s teacher will be upset with them. I bet Eugene’s dad will call.

Hint: The title of the next episode is “The Big Deal.”

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. What do the friends feel like doing instead?

2. Where are Eugene and Carlos supposed to be going?

5. What does Eugene say about their teacher at the end of the conversation?

3. What does Eugene say that upsets Carlos?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1.

I left my keys on the table.

(I could have sworn)

2. A : I don’t think the show is on tonight. B: Why are you always 3. Baking cupcakes is 4. I’m

me?

(second-guessing)

(not your strong suit)

(sick of)

Top 40 music.

5. A : Dad is going to be mad at the mess. B: It

(will serve him right)

for breaking the vacuum.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Understanding Sarcasm Eugene: Learning English is easy! Carlos: Very funny! Sometimes people say the opposite of what they mean. This is called sarcasm. Sarcasm should only be used in informal settings. How do you know if someone is being sarcastic in English? Here are three hints: Tone:

Context:

Length:

A sarcastic remark usually has a different tone. It is usually lower pitched than a genuine remark. Listen to your teacher say “Very funny!” in a genuine tone and in a lower sarcastic tone.

A sarcastic remark is often the opposite response of what you would expect a person to say in a situation. For example, if a person steps in gum and says “This is great!” you know they are being sarcastic.

When people are sarcastic, they often elongate the pronunciation of a word. For example, if your mother says it’s time to do the dishes and you say “Yippeeeeee” she knows you are being sarcastic. Notice how the tone and context also suggest sarcasm.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Now You’re Talking”) but make it about you and one of your classmates trying to decide on dinner plans. Try to include some sarcastic remarks. Practice and present the dialogue to your class.

Write an Email Write an email telling a friend or family member that you have to change some plans that you have with them. Tell them what you are going to do instead. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. not one’s strong suit sick of Join the club. second-guess no-show one could have sworn Now you’re talking. serve someone right middle of nowhere if worse comes to worst

What Do You Feel Like? Imagine that you and your classmates are going to go out for dinner together. Work together to pick one style of cuisine and one specific restaurant. Make the decision as difficult as you can by disagreeing with one another. Use the following expressions: • • • • • •

If worse comes to worst, we could go to... I’m sick of... Now you’re talking. I’m up for... Join the club. in the middle of nowhere

You could also try being sarcastic. Here are some possible expressions that could be used: • Yum! • That’s my favorite restaurant. Not! • Great idea!

Challenge: If you and your classmates had fun planning your meal out, why not go out for dinner together in real life? Have an English-only rule at the dinner table.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place at a subway station.

Eugene and Carlos are supposed to be meeting

Vocabulary Preview

their teacher and classmates out for dinner.

A. IDIOMS AND EXPRESSIONS Optional. Cut-up strips are on page 9.

Eugene says that Carlos isn’t good with directions.

The friends feel like going to a movie instead.

Eugene says that it will serve their teacher right for choosing a pricey restaurant in the middle of nowhere.

B. MATCHING

Vocabulary Review

1. c

3. f

5. b

7. e

9. i

2. d

4. a

6. h

8. j

10. g

Listen Again – Put in Order

More than one option is possible. 1.

I was sure I left my keys on the table.

B: Why are you always doubting me?

Baking cupcakes is not your forte / thing / best asset.

I’m tired of / bored of Top 40 music.

B: It is his own fault for breaking the vacuum.

(continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Teachers’ Answer Key cont. Understanding Sarcasm Talk to your students about whether or not sarcasm is used in their own languages. Give them some time to practice being sarcastic with a partner.

Write Your Own Dialogue

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

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write an Email Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

What Do You Feel Like? If you have a very large class, you can do this activity in small groups. You may want to brainstorm different types of cuisine. If your students enjoy each other’s company, encourage them to follow through and go out for dinner in real life!

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

one could have sworn

someone was sure (but now it doesn’t seem to be that way)

second-guess

to doubt what a person thinks or says

not one’s strong suit

not something you are good at

if worse comes to worst

if a bad situation gets worse

no-show

a person who doesn’t attend or arrive as scheduled

serve someone right

it’s that person’s own fault based on a previous decision or action

middle of nowhere

a location that is not easy to get to / find

sick of

not wanting to do or have something anymore because you’ve had it or done it too often

Join the club.

We’re in the same situation.

Now you’re talking.

You are now saying something I can agree with, finally.

Now You’re Talking

Everyday Idioms 3 – Lesson 15 of 20

Eugene

Carlos

Are you sure you know the way to this restaurant? Let’s ask someone to be on the safe side. Trust me for once. I could have sworn Mrs. Lynn said the M Line subway. A map would come in handy. Why are you always second-guessing me? Following directions isn’t your strong suit. Look. If worse comes to worst, we’ll just skip the class dinner and catch a movie instead. Now you’re talking! I’m up for popcorn for dinner anyway. That’s not a bad idea. I’m sick of Italian food. Join the club. Besides, I’m watching my waistline. Very funny. Do you think Mrs. Lynn will be mad if we’re a no-show? It will serve her right for suggesting a pricey restaurant in the middle of nowhere.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. H ave you ever planned a date with someone who didn’t show up? Have you ever not shown up for a date? What happened? 2. W ho do you “confide in” when you have a personal problem? What makes this person a good listener? 3. H ave you ever felt like a fool for believing someone when you shouldn’t have? Describe a time when this happened to you. 4. D escribe something that you can’t stop thinking about these days. Why can’t you get your mind off this person/place/thing?

A. Idioms and Expressions

3 6

Vocabulary Preview

B. Matching Match these words to their correct definitions. 1.

What’s up?

a) a person one has a scheduled date with doesn’t show up

get stood up

b) to start getting higher grades at school

speak too soon

lucky lady

c) to declare something to be true, but then the opposite happens

beat oneself up

Bingo!

pull up one’s marks

be through with

There are plenty of fish in the sea.

10. get one’s mind off

d) There are many single people who you could date. e) a woman who another person is in a relationship with f) to no longer have any interest in or effort for something g) That’s exactly right. h) to feel angry at oneself, to not forgive oneself i) What’s new? / What’s happening? (an informal greeting) j) to do something new in order to forget about a problem

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Stood Up: Introduction In the eighteenth episode of Moving to New York, Eugene talks to Carlos about his disappointing day. Eugene got stood up by Kayla! Eugene

Carlos

You? But I thought you said... I

Who is the

Just a girl I met while I was sightseeing. And this was supposed to be your first date? ! I’m such a fool. There’s no point

over it. There are... . I know. Are you seeing anyone new?

Nope. I’m Let’s go hit the books. I need to

dating. I need to

. this girl.

Sounds good to me. I haven’t studied in ages. On second thought, let’s grab a bite to eat first.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Eugene

Carlos

There’s no point beating yourself up over it. There are... I spoke too soon. Sounds good to me. I haven’t studied in ages. On second thought, let’s grab a bite to eat first. I got stood up. Nope. I’m through with dating. I need to pull up my marks. Bingo! I’m such a fool. ...plenty of fish in the sea. I know. Are you seeing anyone new? You look like you just lost your best friend. What’s up? Just a girl I met while I was sightseeing. And this was supposed to be your first date? You? But I thought you said... Let’s go hit the books. I need to get my mind off this girl. Who is the lucky lady?

Making Predictions In the next episode, Eugene and Carlos get their test results. What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene will get a bad mark. I bet Carlos will get a good mark.

Hint: The title of the next episode is “It Paid Off.” 1. 2.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. How does Eugene look when Carlos sees him?

2. Why is Carlos surprised that Eugene is dating someone? Think back to episode 17.

4. What does Eugene plan on doing to forget his bad day?

5. What do the guys decide to do at the end of the conversation?

3. What advice does Carlos have for Eugene?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. I told my mom that I aced the exam. Apparently I 2. I can’t believe 3. I’m

(I got stood up)

(through with)

4. I can’t 5. You’ll need to

(spoke too soon)

. This girl seemed perfect for me.

soccer. I’m going back to playing hockey.

(get my mind off)

(pull up your marks)

the robbery. I’m worried it will happen again. if you want to get into university.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Pronunciation ‘OO’ VOWEL SOUNDS In English, there are many words that contain double o’s. There are a few different ways to pronounce words with ‘oo.’ Listen to your teacher say the following sentences: •

I got stood up. (short oo) /stʊd/

•

I spoke too soon. (long oo) /tu sun/

•

We had a flood. (short u; rhymes with “mud”) /flʌd/

•

Open the door. (oo before r in American English sounds like “oh”) /dɔr/

•

You have to learn to cooperate. (oo has two separate syllables) /koʊˈɒpəˌreɪt/

Words to Practice: • • • • • • •

food cool Google foot book cookie blood

• • • • • •

flood floor door poor coordinate cooperate

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“Stood Up”) but make it about you and one of your classmates. Practice and present the dialogue to your class.

Write a Letter Write an letter asking someone why he or she stood you up. Tell them how you felt and what you missed because your plans fell through. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and email it to your teacher or a partner.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. speak too soon beat oneself up be through with pull up one’s marks get one’s mind off get stood up What’s up? lucky lady Bingo! There are plenty of fish in the sea.

Class Discussion LIFE’S DISAPPOINTMENTS In this episode, Eugene talks to Carlos about his disappointing day. Disappointments can put people in a bad mood. Eugene thinks studying will help him get his mind off things. Talk with your classmates about some disappointing days from your own past. 1. W hat did you do to get your mind off your disappointments? 2. D o you believe that everything happens for a reason?

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

Eugene looks very sad and disappointed when Carlos sees him.

Carlos is surprised that Eugene is dating someone

Vocabulary Preview

because he had told Carlos that studying was his priority.

A. IDIOMS AND EXPRESSIONS Optional. Cut-up strips are on page 9.

Carlos reminds Eugene that there are plenty of fish in the sea.

Eugene plans on hitting the books in order to forget his bad day.

At the end of the conversation, the guys decide to grab a bite to eat before hitting the books.

Vocabulary Review

B. MATCHING 1. i

3. c

5. h

7. b

9. d

2. a

4. e

6. g

8. f

10. j

Listening – Gap Fill

More than one option is possible. 1.

Apparently I made the wrong assumption.

I can’t believe she didn’t show up.

I’m quitting / finished with soccer.

Have students fill in the blanks as they listen to the dialogue.

I can’t stop thinking about the robbery.

After correction, have them practice reading it aloud in pairs.

You’ll need to improve your grades

The full transcript is on page 10 (optional handout).

Listen Again – Put in Order

if you want to get into university. (continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Teachers’ Answer Key cont. Pronunciation If you are unsure about how to pronounce any of the examples, check a pronunciation dictionary. Encourage your students to think of other words that rhyme with the long oo and short oo examples.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write a Letter Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Class Discussion Discuss as a class or in small groups.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

speak too soon

to declare something to be true, but then the opposite happens

beat oneself up

to feel angry at oneself, to not forgive oneself

be through with

to no longer have an interest in or effort for something

pull up one’s marks

to start getting higher grades at school

get one’s mind off something

to do something new in order to forget about a problem

get stood up

a person one has a scheduled date with doesn’t show up

What’s up?

What’s new?

lucky lady

a woman who another person is in a relationship with

Bingo!

That’s exactly right.

There are plenty of fish in the sea.

There are many single people who you could date.

Stood Up

Everyday Idioms 3 – Lesson 18 of 20

Eugene

Carlos

You look like you just lost your best friend. What’s up? I got stood up. You? But I thought you said... I spoke too soon. Who is the lucky lady? Just a girl I met while I was sightseeing. And this was supposed to be your first date? Bingo! I’m such a fool. There’s no point beating yourself up over it. There are... ...plenty of fish in the sea. I know. Are you seeing anyone new? Nope. I’m through with dating. I need to pull up my marks. Let’s go hit the books. I need to get my mind off this girl. Sounds good to me. I haven’t studied in ages. On second thought, let’s grab a bite to eat first.

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. What nicknames do you or your friends have for your fathers? 2. T hink about a time when you had a sudden realization about a good way to learn English. What did you realize? 3. A re you a person who worries a lot? What or who do you worry about most? 4. W hen is the last time you got really angry about something? Did you say something that you regretted?

B. Matching Match these words to their correct definitions. 1.

worried sick

What’s the big deal?

in ages

wake-up call

go behind one’s back

speaking of

fly off the handle

have one’s best interests at heart

old man

10. keep an eye on

a) b) c) d) e) f) g) h)

in a long time very concerned a realization that something needs to change to do or say something because you care (though it might seem the opposite) one’s father What’s so important about this? to do something secretly so that another person doesn’t find out to have an outburst of anger

i) on that topic j) to keep under careful observation

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

The Big Deal: Introduction In the sixteenth episode of Moving to New York, Eugene chats with his homestay mom. He is not pleased with how she is treating him. She is worried that he doesn’t have his priorities right.

Mrs. Case

Eugene

I was just watching a movie with my buddy Carlos. It’s after midnight. You were supposed to be out for dinner. There was a change of plans.

You have school in the morning! Mrs. Lynn says movies are great for English practice. I haven’t seen you open a book

, Eugene.

Let’s just say I had a

Oh really? My

calls, I talked to your father yesterday. called?

Actually, I called him. He asked me to I can’t believe you two Don’t

you. !

. We both

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Mrs. Case

My old man called?

Eugene

Don’t fly off the handle. We both have your best interests at heart. Home awfully late, aren’t you? I was worried sick. It’s after midnight. You were supposed to be out for dinner. There was a change of plans. What’s the big deal? Let’s just say I had a wake-up call. I can’t believe you two went behind my back! I was just watching a movie with my buddy Carlos. You have school in the morning! Mrs. Lynn says movies are great for English practice. I haven’t seen you open a book in ages, Eugene. Oh really? Speaking of calls, I talked to your father yesterday. Actually, I called him. He asked me to keep an eye on you.

Making Predictions In the next episode, Eugene meets a girl. What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene will be too shy to talk to her. I bet Eugene will introduce her to Carlos.

Hint: The title of the next episode is “Say Cheese.” 1. 2.

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. How do each of the speakers feel during this conversation?

4. What does Eugene imply about his methods of learning English?

2. What concerns does Eugene’s homestay mom have?

5. What reason did Eugene’s homestay mom give for calling Eugene’s dad?

3. What does Eugene mean when he says, “I can’t believe you two went behind my back”?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. It’s just a scratch. What’s 2. I haven’t been to a movie 3. He’s not a true friend if he

(the big deal)

(in ages)

(talks behind your back)

4. They had to move Grandma to a nursing home. They 5. Can you

(keep an eye on)

? . .

(had her best interests at heart)

the dog? I have to take the garbage out.

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Spoken English Note:

FR AGMENTS ARE NO BIG DEAL A fragment is a piece of a whole. A fragmented sentence is a sentence that is missing some important parts. The missing parts may be the subject and the verb! Fragmented sentences are common in everyday spoken English. Practice the examples below out loud with your classmates.

Do not use incomplete sentences in written English unless you are writing a dialogue.

Full Sentence

Fragmented Sentence

You are home awfully late, aren’t you?

Home awfully late, aren’t you?

Have you had enough dinner?

Had enough?

Are you still there?

You still there? / Still there?

Did you learn anything?

Learn anything?

Do you need anything?

Need anything?

I’ll be back in a second.

Back in a sec.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Use the same subject (“What’s the Big Deal?”) but make it an argument between two celebrities. Practice and present the dialogue to your class.

Write a Letter Write a letter telling a friend or family member that you had a “wake-up call.” Tell them what happened and what you’re going to change. If possible, try to use a few idioms that you learned from this episode. Write your letter in your notebook or type it on the computer and share it with your teacher.

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. What’s the big deal? in ages wake-up call go behind one’s back have one’s best interests at heart fly off the handle keep an eye on someone worried sick speaking of old man

Role-Play DON’T FLY OFF THE HANDLE! Work with a partner and role-play the following scenarios. Student B has just discovered what Student A did. Student B (a relative, friend, etc.) is very angry! Student A thinks it’s not a big deal. SCENARIOS FOR STUDENT A • • • • • • • •

you crashed into your sibling’s car you forgot to do your homework you ate the last cookie you erased an important phone message you forgot to call your grandma for her birthday you sat on your friend’s phone you went on a date with your best friend’s ex you slept in and missed an exam

USEFUL EXPRESSIONS Student A • • • •

Don’t fly off the handle! What’s the big deal? I didn’t mean to. I’ll make it up to you.

Student B • • • •

I can’t believe you did this. I thought I could trust you. You wrecked it! You’re so irresponsible!

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The homestay mom is worried, while Eugene feels upset and angry.

Vocabulary Preview

A. IDIOMS AND EXPRESSIONS

Eugene’s homestay mom is concerned that Eugene isn’t concentrating on school. Eugene means he is surprised that his dad and his homestay mom were having discussions without involving him.

Optional. Cut-up strips are on page 9.

Eugene implies that there are other ways to learn English besides studying from books.

B. MATCHING

1. b

3. a

5. g

7. h

9. e

2. f

4. c

6. i

8. d

10. j

Listening – Gap Fill

Eugene’s homestay mom says that she told Eugene’s dad that she would keep an eye on his son.

Vocabulary Review More than one option is possible.

Have students fill in the blanks as they listen to the dialogue.

It’s just a scratch. What’s the problem?

After correction, have them practice reading it aloud in pairs.

I haven’t been to a movie in a long time.

The full transcript is on page 10 (optional handout).

He’s not a true friend if he says negative

Listen Again – Put in Order

things about you when you aren’t around. 4.

T hey had to move Grandma to a nursing home. They were thinking about her when they made the decision. / They thought it was best for her.

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Can you watch the dog? I have to take the garbage out.

(continued on the next page...)

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Teachers’ Answer Key cont. Spoken English Challenge your students to listen for fragmented sentences on TV and in situations where native English speakers are interacting.

Write Your Own Dialogue

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write a Letter Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

Role-Play Are your students brave? Invite them to go up to the front of the class two at a time to act out a scenario.

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

What’s the big deal?

What’s so important about this?

in ages

in a long time

wake-up call

a realization that something needs to change

go behind one’s back

to do something secretly so that another person doesn’t find out

fly off the handle

to have an outburst of anger

have one’s best interests at heart

to do or say something because you care (though it might seem the opposite)

keep an eye on

to keep under careful observation

worried sick

very concerned

speaking of

on that topic

old man

one’s father

The Big Deal

Everyday Idioms 3 – Lesson 16 of 20

Mrs. Case

Eugene

Home awfully late, aren’t you? I was worried sick. I was just watching a movie with my buddy Carlos. It’s after midnight. You were supposed to be out for dinner. There was a change of plans. What’s the big deal? You have school in the morning! Mrs. Lynn says movies are great for English practice. I haven’t seen you open a book in ages, Eugene. Let’s just say I had a wake-up call. Oh really? Speaking of calls, I talked to your father yesterday. My old man called? Actually, I called him. He asked me to keep an eye on you. I can’t believe you two went behind my back! Don’t fly off the handle. We both have your best interests at heart.

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Warm-Up Stand up and chat with a bunch of different classmates. 1. Do you enjoy sightseeing? If you could go sightseeing anywhere, where would you go? 2. A re you a good photographer? What sorts of things do you enjoy taking pictures of? 3. A re you photogenic? In other words, do you feel that you look good in photographs? Do you know someone who is very photogenic? Describe this person. 4. D o you enjoy touring a city alone or in groups? What are some benefits of both?

B. Matching Match these words to their correct definitions. 1.

have something on oneself

Say cheese!

return the favor

same time, same place

be on

It’s just me, myself, and I.

on second thought

Funny you should ask.

tag along

10. bug

a) to bother someone b) an expression that means to meet on another day at the same time and location c) to do something for someone in exchange for something they did for you d) having a different idea/decision after thinking about something e) Smile for the camera. f) I’m alone. g) to officially have a date arranged h) to join a person or group that already has plans i) to be presently carrying something j) What a coincidence.

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Say Cheese: Introduction In the seventeenth episode of Moving to New York, Eugene meets a tourist and strikes up a conversation with her. Eugene

Kayla

you. Would you mind taking my picture under the Wall Street sign?

Of course! Ready?

Cheese! Thanks. I really appreciate it. Can I Actually, I don’t have my camera

? .

Are you here alone? , and I. None of my buddies were free for the tour today. I’m Eugene. Hi, Eugene. I’m Kayla. Have you seen the Statue of Liberty yet? . I was planning on taking the ferry there tomorrow. Mind if I

I’d love it. I mean, I could use a photographer. Great. Then Sure.

for tomorrow. ?

Sounds good to me. , let’s meet at the ferry terminal. Say, at 10:00?

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Listen Again – Put in Order Listen to the dialogue again and put the sentences into the correct order by numbering them. Eugene

Sounds good to me.

Kayla

Funny you should ask. I was planning on taking the ferry there tomorrow. Of course. Ready? Say cheese! Sure. Same time, same place? Hi, Eugene. I’m Kayla. On second thought, let’s meet at the ferry terminal. Say, at 10:00? Cheese! Thanks. I really appreciate it. Can I return the favor? Great. Then we’re on for tomorrow. It’s just me, myself, and I. None of my buddies were free for the tour today. I’m Eugene. I’d love it. I mean, I could use a photographer. Actually, I don’t have my camera on me. Have you seen the Statue of Liberty yet? Are you here alone? Mind if I tag along? Sorry to bug you. Would you mind taking my picture under the Wall Street sign?

Making Predictions In the next episode, Carlos tries to cheer Eugene up. What do you think will happen? Make two predictions. Discuss your predictions with a partner. • •

I think Eugene will get a bad mark. I bet Eugene will tell Carlos all about Kayla.

Hint: The title of the next episode is “Stood Up.” 1. 2.

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Comprehension Questions Answer and discuss these questions in pairs or as a class. 1. Where does the conversation take place?

4. Why might Eugene feel nervous toward the end of the conversation?

2. What does Kayla ask Eugene to do? 5. Where did the two agree to meet?

3. Why can’t Kayla return the favor?

Vocabulary Review Substitute the idiom or expression with another word or phrase. 1. That looks great, everyone.

(Say cheese)

2. A : Who’s all coming tonight? B:

(Just me, myself, and I)

3. I’m afraid I don’t have my wallet 4. So are we

(on for)

(on me)

Saturday?

5. Thanks for watching my kids today. When can I

(return the favor)

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Me, Myself, and I WHEN TO USE REFLEXIVE AND INTENSIVE PRONOUNS Reflexive pronouns are used when the subject and object of the verb are the same person: • • •

I took a picture of myself. She enjoys looking at herself in the mirror. He poked himself in the eye.

Pronouns ending in -self or -selves are sometimes used for emphasis. These are called intensive pronouns. In these cases, the pronoun can be removed and the meaning will remain the same.

Common Error Native English speakers often use reflexive pronouns incorrectly. � My sister asked my husband and myself to review the letter. � My sister asked my husband and me to review the letter. � Erica and myself went to the movies. � Erica and I went to the movies.

• I am going to talk to him myself. • He himself was the thief. • They themselves were surprised.

Write Your Own Dialogue In your notebook, write a new dialogue with a partner. Use idioms and expressions from page 1. Your dialogue should be about making future plans together. Demonstrate your understanding of reflexive and intensive pronouns by including a few in your dialogue. Practice and present the dialogue to your class.

Write a Paragraph Describe a tourist attraction that you recently visited. If possible, try to use a few idioms that you learned from this episode.

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Keywords Write your own example sentences using the idioms and expressions you’ve learned. bug Say cheese! Funny you should ask. same time, same place return the favor be on tag along on second thought It’s just me, myself, and I. have something on oneself

You’re So Photogenic! Do you have a camera phone? Do any of your classmates have a digital camera? Bring some cameras to school and have a class photo shoot! Choose a fun location. Then have a discussion about the photos you all took. Discussion Topics • • • • • •

Who is the most photogenic? Who is the goofiest? Who is shy in front of the camera? Who is the best photographer? Who sets up the best shots? Who has the best smile?

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Teachers’ Answer Key NOTE: Written answers may vary. Use the images on pages 11–13 to preview and review this episode.

Warm-Up

Comprehension Questions

Put students in pairs or discuss as a class.

The conversation takes place on Wall Street.

Kayla asks Eugene to take her picture.

Vocabulary Preview

Kayla can’t return the favor because

A. IDIOMS AND EXPRESSIONS

Eugene doesn’t have his camera on him. Eugene might feel nervous toward the end of the conversation because he asks to tag along with Kayla

Optional. Cut-up strips are on page 9.

on her next sightseeing trip. He is asking her on a date. 5.

B. MATCHING 1. i

3. c

5. g

7. d

9. h

2. e

4. b

6. f

8. j

10. a

The two agree to meet at the same time and place the next day.

Vocabulary Review More than one option is possible.

Listening – Gap Fill

That looks great everyone. Smile!

A: Who’s all coming tonight? B: Just me. / I’m coming alone.

Have students fill in the blanks as they listen to the dialogue.

I’m afraid I don’t have my wallet with me.

After correction, have them practice reading it aloud in pairs.

So are we meeting Saturday?

The full transcript is on page 10 (optional handout).

T hanks for watching my kids today. When can

Listen Again – Put in Order

I watch your kids? / When can I get you back? (continued on the next page...)

Play the audio again and have your students write the correct number beside each line. The correct order is on page 10.

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Teachers’ Answer Key cont. Me, Myself, and I For tips on reviewing reflexive pronouns, visit ESL Library’s blog: http://blog.esllibrary.com/2013/04/25/reflexive-vs-intensivepronouns/

Write Your Own Dialogue

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

Put students in pairs and make sure they use some of the idioms and expressions on page 1. Give each pair a chance to present their dialogue to the class.

Write a Paragraph Individual writing task. Can be done for homework or when a student finishes something early.

Keywords Have students write their own example sentences. Check to make sure they’re using the new vocabulary correctly.

You’re So Photogenic! Take your students somewhere fun for a class photo shoot. Make sure that your students are comfortable having their photos taken. (You may want to ask everyone to delete the photos after this exercise.) Or, if your students are comfortable sharing photos, you may want to print some to put up in your school!

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Vocabulary Preview A. Idioms and Expressions Cut up these vocabulary strips. Refer to the instructions on page 1.

bug

to bother someone

Say cheese!

Smile for the camera.

Funny you should ask.

What a coincidence.

same time, same place

an expression that means to meet on another day at the same time and location

be on

to officially have a date arranged

tag along

to join a person or group that already has plans

on second thought

having a different idea or decision after thinking about something

It’s just me, myself, and I.

I’m alone.

return the favor

to do something for someone in exchange for something they did for you

have something on oneself

to be presently carrying something

Say Cheese

Everyday Idioms 3 – Lesson 17 of 20

Eugene

Kayla

Sorry to bug you. Would you mind taking my picture under the Wall Street sign? Of course. Ready? Say cheese! Cheese! Thanks. I really appreciate it. Can I return the favor? Actually, I don’t have my camera on me. Are you here alone? It’s just me, myself, and I. None of my buddies were free for the tour today. I’m Eugene. Hi, Eugene. I’m Kayla. Have you seen the Statue of Liberty yet? Funny you should ask. I was planning on taking the ferry there tomorrow. Mind if I tag along? I’d love it. I mean, I could use a photographer. Great. Then we’re on for tomorrow. Sure. Same time, same place? Sounds good to me. On second thought, let’s meet at the ferry terminal. Say, at 10:00?

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