A2 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

Grammar Practice Worksheets

Adjectives Table of Contents 2

Grammar Notes Adjectives

Exercise 1 Sentence Patterns

Exercise 2 Suffixes

Exercise 3 Feelings

Exercise 4 Silly Story

Exercise 5 Adjective Order & Punctuation

Exercise 6 Participial Adjectives

Exercise 7 Participial Adjectives

Exercise 8 Multiple-Word Adjectives

Exercise 9 Find Someone Who

Exercise 10 Multiple-Choice Quiz

Answer Key

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes ADJECTIVES An adjective is a word that describes a noun (a person, place, or thing). Adjectives can describe a noun’s size, shape, age, origin, color, or purpose. They can also be used to show a person’s opinion or feeling.

A. Patterns Adjectives have two sentence patterns in English. #

Pattern

Adjective Placement

adjective + noun

be + adjective

Examples • She has a red car. (red describes the noun car)

Adjectives can be placed before the noun they describe.

• The lazy student didn’t do his homework. (lazy describes the noun student)

Adjectives can be placed after the verb “to be” (is, am, are, was, were, will be, etc.)

• My brother is happy. (happy describes the noun brother) • Those jeans were expensive. (expensive describes the noun jeans)

The noun that the adjective is describing comes before the “be” verb.

B. Suffixes In English, many adjectives are formed by adding a common adjective suffix to a noun. Noun

Adjective

danger

dangerous

logic

logical

Other adjectives are formed by adding -ed or -ing to a verb. These are called participial adjectives. Verb

Adjective

excite

excited, exciting

inspire

inspired, inspiring

– I N T / V E R S I O N 1. 2)

Some adjectives have no suffixes, usually because they don’t come from nouns or verbs. • common • big • small

• hot • cold • green

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. B. Suffixes cont. Here is a list of common adjective suffixes. Suffix

Example

Note #1:

-able

lovable

-al

logical

-ant

important

-ed

excited

he -ly suffix is commonly used T to form adverbs (words that describe verbs), but there are a few adjectives that end in -ly. These include friendly, costly, and the time words daily, weekly, monthly, yearly, hourly, and early.

-ent

independent

-ful

careful

Note #2:

-ible

sensible

Some adjectives take the same form as an adjective or an adverb. Some common examples include fast and hard.

-ic

energetic

• He is a fast learner. (adjective, describes the noun learner) • She runs fast. (adverb, describes the verb runs)

-ing

exciting

-ive

attractive

• She is a hard worker. (adjective, describes the noun worker) • He studies hard. (adverb, describes the verb studies)

-less

careless

-ous

dangerous

-y

healthy

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. C. Participial Adjectives Some adjectives have more than one ending. Adjectives that describe how people feel often end in -ed or -ing. Suffix

-ing

Use

Examples

Use -ing if the noun is the reason or the cause of the feeling adjective.

• This movie is boring. (The noun movie is the reason/cause of the feeling of boredom.)

In other words, -ing adjectives show why a person is feeling a certain way. These -ing adjectives are commonly used with nouns that are things. Use -ed to show the result or the effect of the feeling adjective.

-ed

In other words, -ed adjectives describe how a person is feeling. These -ed adjectives are commonly used with nouns that are people.

• I have an exciting life. (The noun life is the reason/cause of the feeling of excitement.) • She is bored. (The adjective bored describes how she is feeling.) • My friend is excited. (The adjective excited describes how my friend is feeling.)

Note: Can you use -ing with a person instead of a thing? It is possible if the person is the cause of the feeling. • The teacher is confusing. The students are confused. (The teacher causes the confusion, perhaps by not explaining something clearly. The effect is that the students feel confused.) • The artist is interesting. We are interested in him. (The artist, because of his talent, is the reason for our interest. We are interested in him and his art as a result.)

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. D. Punctuation and Order of Multiple Adjectives When you want to use more than one adjective to describe a noun, you need to think about punctuation and the order of the adjectives. 1. PUNCTUATION When using multiple adjectives to describe a noun, commas should separate them. Using “and” is a good test to determine if the multiple adjectives you’re using should follow this rule. • She has long, dark hair. (She has long and dark hair. Both long and dark are adjectives that describe the noun hair.) • I live in the big, red house down the street. (I live in the big and red house. Both big and red describe the noun house.) • I admired the expensive, new, German cars at the car show. (I admired the expensive and new and German cars. Expensive and new and German all describe the noun cars.)

Note: Using “and” is necessary when there is no noun that follows the adjectives. • Her hair is long and dark. • The cars were expensive, new, and German.

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. D. Punctuation and Order of Multiple Adjectives cont. 2. ORDER The natural order for multiple adjectives is based on what type of adjectives are used. Adjectives should appear in this order: # 1

Type of Adjective

Examples

Note:

Opinion what you think about something

beautiful, expensive, easy, delicious

Size

big, small

urpose adjectives are used to P specify what the noun is rather than just describe it. Purpose adjectives can be used to form a compound noun. For example, sleeping bag is now a specific type of bag, whereas red bag could be any type of bag that is red.

Age

young, old, new

Shape

round, rectangular, circular

Color

red, white, blue, green

Origin where something came from

Material what something is made from

Purpose what something is used for

Be careful about punctuation with purpose adjectives: You will NOT need a comma between another type of adjective and a purpose adjective. For example:

European, Japanese

• I have a red sleeping bag. (color, no comma, purpose)

metal, silk

• I have a comfortable, red sleeping bag. (opinion, comma, color, no comma, purpose)

sleeping (as in sleeping bag), gardening (as in gardening gloves)

See examples of the order of multiple adjectives on the following page.

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. D. Punctuation and Order of Multiple Adjectives cont. 3. EX AMPLES • My friend is a talented, young musician. (opinion, age) • That car is a beautiful, older, Italian model. (opinion, age, origin) • I bought a shiny, small, square, metal vase. (opinion, size, shape, material) • We browsed through the many antique, colorful, silk dresses in the boutique. (age, color, material)

Note:

Tip:

I f the multiple adjectives are of the same type, then you can use any order you want. For example:

ere is a good test for recognizing if you need a comH ma between adjectives or not. See if the sentence still makes sense if you switch the order of the adjectives. If it does, you need a comma(s). If it doesn’t, you can’t use a comma(s).

• She has a funny, kind coworker. (opinion, opinion) • She has a kind, funny coworker. (opinion, opinion)

For example, switching “He is a talkative, energetic student” to “He is an energetic, talkative student” makes sense, so you need a comma in both cases. Notice that switching “I have a red, sleeping bag” to “I have a sleeping, red bag” does not make sense, so you CAN’T use a comma. The correct sentence is “I have a red sleeping bag” with NO comma.

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Grammar Notes cont. E. Hyphens and Multiple-Word Adjectives When an adjective consists of more than one word, there are a few simple rules about when to use hyphens (-). 1. USE HYPHENS BEFORE NOUNS. If the multiple-word adjective comes before a noun, use hyphens. • She gave me an up-to-date report.

This rule is especially common with time, money, and distance. Note that adjectives must never end in “s.”

• We used computer-generated images in our presentation.

• We have a five-minute break in our morning class. (NOT five-minutes break)

• After the reading exercise, answer these follow-up questions.

• The clerk handed me a 100-dollar bill. • I went for a 20-kilometer run this morning.

What about using adverbs and adjectives together? Be careful. Most adverb/adjective combinations will NOT be hyphenated. One common exception is with the adverb well. • Lady Gaga is a very famous singer. (NOT very-famous singer) • The second presenter was a less interesting speaker. (NOT less-interesting) • J.R.R. Tolkien is a well-known author. (This is the exception.)

2. DON’T USE HYPHENS AFTER VERBS. When the multiple-word adjective (or adjective + noun) comes after the main verb (or is the main verb), do NOT use hyphens. Let’s take a look at the previous examples: • Her report was up to date. • The images in our presentation were computer generated. • We followed up the reading exercise with comprehension questions. • Our morning class break is five minutes. (Now that we don’t need a hyphen, we must follow the normal rules for forming the plural, so we need to use an “s.”) • The clerk handed me 100 dollars. • I ran for 20 kilometers this morning. • J.R.R. Tolkien is well known.

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 1 SENTENCE PATTERNS Rewrite the sentences in the correct order. Ex. test / difficult / is / the The test is difficult. 1. she / intelligent / is 2. is / friendly / he 3. is / sunny / it 4. sister / my / angry / was 5. a / book / she / good / reading / is 6. delicious / ate / I / meal / a 7. day / it / cloudy / a / is 8. student / fell / tired / asleep / the 9. radio / played / songs / the / station / good 10. beautiful / 18 / years / old / girl / the / is

â&#x20AC;&#x201C; I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 2 SUFFIXES

A. Matching Match the noun forms on the left to the adjective forms on the right. 1.

beauty

a) careful

independence

b) academic

importance

c) floral

care

d) competitive

danger

e) beautiful

competition

f) furry

fur

g) important

flower

h) accessible

academy

i) independent

10. access

j) dangerous

B. Complete the Sentences Write the adjective form of the words in parentheses. Try not to look at Part A. 1. Riding a motorcycle without a helmet is . (danger)

2. If you are driving in the snow, please be . (care)

3. We have athletes at our school. (competition)

4. That painting is by Pablo Picasso. (beauty)

5. Our teacher told us that the next test is . (importance)

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 3 FEELINGS

A. Write the Feeling Write the correct feeling next to each face (emoji). Use each word in the Feelings box only once. #

Face

Feeling

Face

Feeling

Feelings • • • • • •

happy sad angry scared nervous tired

B. Complete the Sentences Fill in each blank with the correct feeling from Part A. 1. Someone stole my brother’s laptop. He is . 2. My classmate got an A on her test. She is . 3. I have a job interview today. I am . 4. My dog is at the vet. My dog is . 5. You only had three hours of sleep. You are . 6. She watched a movie where the main character died. She is .

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 4 SILLY STORY Fill in the blanks below with words of your choice. Follow the suggestions in parentheses. The sillier, the better!

My Silly School I go to a strange school. My school is painted and . (1. adjective, color)

(2. adjective, color)

There is a statue of a on the front lawn. (3. adjective, size)

(4. noun, food)

The teachers are all . Every day, we (5. adjective, feeling)

(6. noun, animals)

study and we have nine tests. (7. noun, language)

(8. adjective, difficulty)

In my class, the students are . We have to sing five (9. adjective, feeling)

(10. adjective, sound)

songs every morning. At lunchtime, we have to eat a . (11. adjective, color)

(12. noun, animal)

After, we read books in . (13. adjective, difficulty)

(14. noun, language)

Do you want to go to my silly school?

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 5 ADJECTIVE ORDER & PUNCTUATION

Reminder:

A. Put in Order

1. 2. 3. 4.

Put the adjectives into the correct order. Don’t forget to use commas! large, brown, European Ex. a horse

Opinion Size Age Shape

5. 6. 7. 8.

Color Origin Material Purpose

(brown / large / European)

1. a musician

6. an table

2. an book

7. a photograph

3. a apartment

8. a dress

4. a

car

9. a bag

5. a video game

10. a vase

(young / talented)

(interesting / old)

(smelly / messy)

(Japanese, red, shiny)

(new / violent / exciting)

(marble / old / Italian)

(black-and-white / big / beautiful)

(silk / red / new)

(sleeping / rectangular / cheap)

(metal / square / shiny / small)

B. Write Sentences Write five sentences using the topics provided. Use two or more adjectives in each sentence. Ex. friend

My friend is a beautiful, friendly, intelligent, young woman.

1. pet 2. house 3. trip 4. movie 5. friend

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 6 PARTICIPIAL ADJECTIVES Fill in the blanks with the correct adjective form. 1. The roller coaster was . (excited / exciting)

2. This blog post on animals is . (interested / interesting)

3. The students are by the difficult math questions. (confused / confusing)

4. She was because she woke up very early. (tired / tiring)

5. I was to ride the roller coaster. (excited / exciting)

6. The students think the math problems are . (confused / confusing)

7. He was after he ran the marathon. (exhausted / exhausting)

Reminder: When you describe how someone feels, use an adjective that ends in -ed. When you describe the cause someone’s feeling, use an adjective that ends in -ing.

8. The bomb threat is very . (frightened / frightening)

9. The marathon was . (exhausted / exhausting)

10. The reporter was so that I fell asleep while watching the news. (bored / boring)

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 7 PARTICIPIAL ADJECTIVES Write a paragraph about your favorite trip. Describe how you felt and what you did. Include at least 10 adjectives from the box below.

Example: I went on an exciting trip to Australia last year. The flight was long and I was very tired. When I arrived…

Adjectives: • • • • • • • • • • • •

– I N T / V E R S I O N 1. 2)

excited / exciting bored / boring fascinated / fascinating tired / tiring embarrassed / embarrassing interested / interesting confused / confusing terrified / terrifying relaxed / relaxing disappointed / disappointing surprised / surprising thrilled / thrilling

Adjectives

Grammar Practice Worksheets

Exercise 8 MULTIPLE-WORD ADJECTIVES Write the correct adjective on the line. Use hyphens when necessary. five-minute Ex. Let’s take a break. (five minutes)

1. She found a bill. (50 dollars)

2. I bought a bag of coffee. (six pounds)

3. The professor is . (well liked)

Reminder:

4. They have a daughter.

Adjectives don’t end in -s.

(two years old)

5. The meeting took . (two hours)

6. We ran for . (15 kilometers)

7. I have a few questions. (follow up)

8. That building is . (100 years old)

9. He is a author. (well known)

10. My boss needs an report. (up to date)

11. She is a singer. (very famous)

12. Make sure your files are . (up to date)

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 9 FIND SOMEONE WHO Write the questions in the chart. Then interview your classmates. If your classmate answers “Yes,” write his or her name in the space on the right. #

Find someone...

Question

who is tired today.

Are you tired today?

who has a wonderful family.

who sleeps in a comfortable bed every night.

who is a happy person most of the time.

who likes eating healthy food.

who thinks scary movies are exciting.

who is nervous about something.

who lives in a big, expensive house.

who traveled to a beautiful, tropical place last year.

who has a one-hour lunch break at school or work.

Name

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Exercise 10 MULTIPLE-CHOICE QUIZ Circle the correct answer. 1. This is an document. a) importance b) important 2. My friend happy today. a) has b) is 3. That was an movie. a) exciting b) excited 4. They live in a house. a) big, red b) red, big 5. The puppy is . a) furry b) fur 6. My teacher reads the newspaper. a) day b) daily

7. That girl is a worker. a) hard b) hardly 8. We will have a break. a) 15-minutes b) 15-minute 9. The interviewer asked five questions. a) follow-up b) follow up 10. Can you explain that again? I am . a) confusing b) confused 11. That actor is . a) well-known b) well known 12. He bought a sculpture. a) metal, old, small b) small, old, metal

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Answer Key NOTE:

LESSON DESCRIPTION:

LEVEL: Beg – Int

In its entirety, this lesson is suitable for

This comprehensive lesson covers

TIME:

low-intermediate to intermediate learners.

adjective sentence patterns and suffixes,

If you teach beginners, you may want

participial adjectives, multiple adjective

to limit this lesson to pages 2–3 of the

order and punctuation, and hyphens in

Grammar Notes and Exercises 1–4 on

multiple-word adjectives.

2–3 hours

TAGS: adjectives, feelings, suffixes, participial adjectives, adjective order, punctuation, grammar

pages 9–12.

Exercise 1 1.

She is intelligent.

He is friendly.

It is sunny.

B. WRITE SENTENCES Answers may vary.

My sister was angry.

She is reading a good book.

I ate a delicious meal.

It is a cloudy day.

The tired student fell asleep.

The radio station played good songs.

angry

nervous

tired

happy

scared

sad

Exercise 4 Answers will vary.

Exercise 5

10. The beautiful girl is 18 years old. A. PUT IN ORDER

Exercise 2 A. MATCHING

talented, young

interesting, old

smelly, messy / messy, smelly shiny, red, Japanese

1. e

3. g

5. j

7. f

9. b

2. i

4. a

6. d

8. c

10. h

violent, exciting, new / exciting, violent, new

old, Italian, marble

beautiful, big, black-and-white

new, red, silk

cheap, rectangular sleeping

B. COMPLETE THE SENTENCES 1.

dangerous

competitive

careful

beautiful

important

10. shiny, small, square, metal

Exercise 3

B. WRITE SENTENCES

A. WRITE THE FEELING

Answers will vary. Check that the adjectives are in the correct order.

sad

nervous

happy

angry

scared

tired

(continued on the next page...)

– I N T / V E R S I O N 1. 2)

Adjectives

Grammar Practice Worksheets

Answer Key cont. Exercise 6

Exercise 10

exciting

excited

interesting

confusing

10. boring

exhausting

confused

exhausted

tired

frightening

1. b

3. a

5. a

7. a

9. a

11. b

2. b

4. a

6. b

8. b

10. b

12. b

SPELLING NOTE: This lesson shows the American spelling of the words Favorite,

Exercise 7

Color, Kilometer, and Traveled. Most other English-speaking countries spell these words this way: Favourite, Colour, Kilometre,

Answers will vary.

and Travelled. Make it a challenge for your students to find these

Monitor your students for correct participial adjective usage.

words in the lesson and see if they know the alternate spellings.

Exercise 8

EDITOR’S NOTES: 1.

For a fun activity on adjectives to begin or end this lesson, try My Favorite Warm-Up Activity:

50-dollar

two hours

six-pound

15 kilometers

10. up-to-date

well-known

https://blog.esllibrary.com/2013/01/31/my-favourite-warm-

well liked

follow-up

11. very famous

up-activity/

two-year-old

8. 100 years old

12. up to date

For E. Hyphens and Multiple-Word Adjectives on page 8:

Challenge your students to come up with a mnemonic device

You may want to point out that though rules #1 and 2

to remember adjective order. For example, you could have pairs

work most of the time, there are some exceptions.

make a sentence out of the first letters of each word (OSASCOMP).

A few adjectives always contain a hyphen. For example, the adjective good-looking is always hyphenated,

Exercise 9 Names will vary. Help students with question formation. 1.

Are you tired today?

Do you have a wonderful family?

Do you sleep in a comfortable bed every night?

Are you a happy person most of the time?

Do you like eating healthy food?

Do you think scary movies are exciting?

Are you nervous about something?

Do you live in a big, expensive house?

Did you travel to a beautiful, tropical place last year?

no matter the position in the sentence. •

A good-looking guy waved at me this morning.

•

That guy is good-looking.

ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

10. Do you have a one-hour lunch break?

– I N T / V E R S I O N 1. 2)

Grammar Practice Worksheets

Yes/No Questions Table of Contents 2

Grammar Notes Yes/No Questions

Exercise 1 Fill in the Blanks

Exercise 2 Ask & Answer

Exercise 3 Likes & Dislikes

Exercise 4 Find Someone Who

Exercise 5 Dialogues

Exercise 6 Bingo!

Exercise 7 Quiz

Answer Key

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Grammar Notes YES/NO QUESTIONS

A. Introduction Yes/No (Y/N) questions are very common in English conversations. The answer to these questions is almost always “Yes” or “No.” These questions have two patterns: one for the Be verb, and one for other types of verbs.

Key Symbol

Part of Speech

Aux

auxiliary verb

subject

main verb

object

Meaning a word that “helps” the main verb (do, be, have, will, can, etc.) the person or thing doing the action the action the person or thing receiving the action

B. Be Verb When the main verb of a Y/N question is Be, the pattern is VSO. The Be verb comes first in the question and there is no auxiliary verb. Pattern

Question

V + S (+ O)

• • • • • • •

Am I late? A re you okay? Is he a teacher? Are we there yet? Are they from Italy? Is your dog a pit bull? Are the children hungry?

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Grammar Notes cont. B. Be Verb cont. How do we answer Y/N questions in English? We usually use a short answer with "Yes" or "No." 1. Positive Short Answers We never use a contraction in a positive short answer. For example, “Yes, I am” is correct, but “Yes, I’m” is incorrect. Question

Short Answer 

Never Use 

Are you tired?

Yes, I am.

Yes, I’m. (incorrect!)

Is she from Canada?

Yes, she is.

Yes, she’s. (incorrect!)

Is he a teacher?

Yes, he is.

Yes, he’s. (incorrect!)

Are we ready?

Yes, we are.

Yes, we’re. (incorrect!)

Are they students?

Yes, they are.

Yes, they’re. (incorrect!)

2. Negative Short Answers We often use a contraction in a negative short answer. There are two correct forms in most cases. Short Answer Question

Form 1

Form 2

Are you busy?

No, I’m not.

—

Is he a student?

No, he’s not.

No, he isn’t.

Is she tired today?

No, she’s not.

No, she isn’t.

Are we on time?

No, we’re not.

No, we aren’t.

Are they from Japan?

No, they’re not.

No, they aren’t.

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Grammar Notes cont. C. All Other Verbs For every Y/N question with a verb other than Be, the first word of the question is an auxiliary verb such as do, be, can, or did. The short answer uses the same auxiliary as the question.

Pattern

Aux + S + V (+ O)

Question

Positive Answer

Negative Answer

Do you like junk food?

Yes, I do.

No, I don’t.

Does the class start at 9:00 am?

Yes, it does.

No, it doesn’t.

Are you studying now?

Yes, I am.

No, I’m not.

Is your sister calling you?

Yes, she is.

No, she isn’t.

Can you ski?

Yes, I can.

No, I can’t.

Can he play the guitar?

Yes, he can.

No, he can’t.

Did she bring her lunch?

Yes, she did.

No, she didn’t.

Did your parents drive you here?

Yes, they did.

No, they didn’t.

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 1 FILL IN THE BLANKS Fill in the blanks with the correct form of the Be verb (am, are, is). Are Ex. you happy? 1. he a teacher? 2. I late? 3. you nervous? 4. we on time? 5. she from Korea? 6. they your children? 7. your friend a nurse? 8. the students tired? 9. the dogs at the park? 10. the book on the table?

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 2 ASK & ANSWER

A. Questions with Be

B. Short Answers

Write questions with “Are you…”

Write short answers with yes or no based on the emoji.

Feeling

Question

Are you tired?

Feeling

Question & Answer Is she happy? No, she isn't. Is he nervous?

Are they angry?

Is she scared?

Are they happy?

Are you nervous?

Feelings • happy • sad

• angry • scared

• nervous • tired

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 3 LIKES & DISLIKES What does Amalia like to do? Look at the chart and write the answers.

Amalia



















Ex. Does Amalia like to ski?

6. Does Amalia like to snowboard?

No, she doesn't. 1. Does Amalia like to jog?

7. Does Amalia like to cook?

2. Does Amalia like to watch TV?

8. Does Amalia like to read?

3. Does Amalia like to sing?

9. Does Amalia like to work out?

4. Does Amalia like to swim?

10. Does Amalia like to play the guitar?

5. Does Amalia like to dance?

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 4 FIND SOMEONE WHO Write Yes/No questions below using "do" or "can." Then walk around the class and ask your classmate questions. When a classmate answers “Yes,” write his or her name below.

# 1

Activity

Question

Classmate

Do you like to watch TV?

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 5 DIALOGUES

A. Language School Read the dialogue out loud with a partner. Underline all the questions in the dialogue. Christina:

Hi, I'm Christina.

Miguel:

Hi, I'm Miguel. It's nice to meet you, Christina.

Christina:

Nice to meet you too, Miguel. Are you from Mexico?

Miguel:

Yes, I am. Are you American?

Christina:

No, I'm not. I'm Canadian. Are you a student at this school?

Miguel:

Yes, I'm studying English. Are you a student here too?

Christina:

Yes, I am. I'm learning Spanish.

Miguel:

Do you like Spanish?

Christina:

Yes, I do. It's a beautiful language. Do you like English?

Miguel:

No, not really. I think English is very difficult.

Christina:

Maybe I can help you. Do you want to be study partners?

Miguel:

Yes, I do! Can we start today?

Christina:

Yes, we can!

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 5 cont. B. Nice to Meet You Now write your own dialogue with a partner. Include questions with do, be, and can. Imagine you are meeting for the first time.

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 6 BINGO! Walk around the class asking your classmates these questions. Draw an X through the square when someone answers “Yes.” If you get a complete horizontal (—), vertical (|), or diagonal (/ or \) line, yell “Bingo!”

Do you like pizza?

Can you swim?

Can you count to 20 in English?

Do you study every day?

Are you happy?

Do you often eat healthy food?

Did you watch TV last night?

Are you a student?

Do you have any pets?

Did you study last night?

Are you wearing black socks?

Did you go to the movies last weekend?

Free Space

Do you like sushi?

Are you tired today?

Did you go to school yesterday?

Do you have any brothers or sisters?

Do you like to read?

Can you play the piano?

Can you ski?

Are you hungry right now?

Are you wearing any jewelry?

Do you usually wake up at 7:00 am?

Are you married?

Can you cook?

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Exercise 7 QUIZ Listen to the recording and circle the correct answer. 1. a) Yes, he is. b) Yes, he does. c) Yes, he can.

5. a) No, they're not. b) No, they don't. c) No, they didn't.

9. a) Yes, they are. b) Yes, they do. c) Yes, they can.

2. a) No, I'm not. b) No, I don't. c) No, I didn't.

6. a) Yes, I am. b) Yes, I do. c) Yes, I did.

10. a) Yes, he is. b) Yes, he does. c) Yes, he did.

3. a) Yes, they are. b) Yes, they do. c) Yes, they did.

7. a) No, I'm not. b) No, I don't. c) No, I can't.

11. a) Yes, they are. b) Yes, they do. c) Yes, they can.

4. a) No, she isn't. b) No, she doesn't. c) No, she didn't.

8. a) Yes, it is. b) Yes, it does. c) Yes, it can.

12. a) No, I'm not. b) No, I don't. c) No, I can't.

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students learn how to form Yes/No questions.

TIME:

They practice asking and answering questions through various

2 hours

TAGS: questions, question formation, yes/no questions,

writing and speaking activities.

grammar, grammar exercises, grammar practice worksheets, present, past, present progressive, can

Exercise 1

Exercise 4

Are

10. Is

Exercise 2

Are

Answers will vary.

Exercise 5 A. LANGUAGE SCHOOL

A. QUESTIONS WITH BE 1.

Are you happy?

Are you angry?

Are you scared?

Are you sad?

Are you nervous?

Christina:

Hi, I'm Christina.

Miguel:

Hi, I'm Miguel. It's nice to meet you, Christina.

Christina:

Nice to meet you too, Miguel. Are you from Mexico?

Miguel:

Yes, I am. Are you American?

Christina:

No, I'm not. I'm Canadian. Are you a student at this school?

B. SHORT ANSWERS 1.

No, he isn't.

Yes, they are.

Yes, she is.

No, they aren't.

Yes, I am.

Exercise 3

Miguel:

Yes, I'm studying English. Are you a student here too?

Christina:

Yes, I am. I'm learning Spanish.

Miguel:

Do you like Spanish?

Christina:

Yes, I do. It's a beautiful language. Do you like English?

Miguel:

No, not really. I think English is very difficult.

Christina:

Maybe I can help you. Do you want to be study partners?

No, she doesn’t.

Yes, she does.

No, she doesn’t.

Yes, she does.

No, she doesn’t.

10. No, she doesn’t.

Miguel:

Yes, I do! Can we start today?

Christina:

Yes, we can!

(continued on the next page...)

– LO W I N T / V E R S I O N 1. 0)

Yes/No Questions

Grammar Practice Worksheets

Answer Key cont. Exercise 5 cont. B. NICE TO MEET YOU Answers will vary.

Exercise 6 Answers will vary.

Exercise 7 1. a

3. b

5. a

7. b

9. c

11. a

2. c

4. a

6. c

8. a

10. b

12. c

Transcript: 1.

Is he wearing glasses?

Did you hear a noise?

Do the children like ice cream?

Is your roommate messy?

Are the students working hard?

Did you study last night?

Do you have a pet?

Is the class over?

Can your friends play tennis?

10. Does he want to pass the test? 11. Are they eating dinner now? 12. Can you swim? SPELLING NOTE: This lesson shows the American spelling of the word Jewelry. Most other English-speaking countries spell it this way: Jewellery. Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

– LO W I N T / V E R S I O N 1. 0)

Everyday Dialogues

Making Introductions In this lesson, you will learn useful vocabulary and expressions for meeting new people. Let’s start by getting into groups of three.

Pre-Reading A. Warm-Up Questions 1. T ell your group about your family members. Do you have any brothers, sisters, cousins, aunts, uncles, etc.? 2. Tell your group about a person you met recently. 3. T ell your group about a friend or neighbor that you would like your classmates to meet.

B. Vocabulary Preview Match the words from this lesson to the correct meanings on the right. 1.

nephew

a person I study with

niece

my mother’s brother

roommate

a person I live beside

colleague

my husband’s mother

neighbor

a person I am engaged to marry

fiancé

my uncle’s daughter

classmate

my sister’s son

cousin

a person I share my apartment with

mother-in-law

my mother’s sister

10. father-in-law

a person I work with

11. uncle

my brother’s daughter

12. aunt

my husband’s father

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Dialogue Reading Read the dialogue with your group members a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice. You can change the gender of the characters to match your group.

Charlie

Amy

Richard

Charlie, I’d like you to meet my roommate, Richard.

Hello, Richard. It’s nice to meet you. I’m Amy’s brother, Charlie.

Hi, Charlie. I’m very pleased to meet you. Amy has told me all about you.

Amy has told me all about you, too. I’ve been looking forward to meeting you for a long time.

Well, now that you’ve finally met, why don’t we sit down and have a coffee?

Sounds great.

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Practice Work with your group members. Role-play the dialogue, substituting the different expressions below. Then switch roles. 1. Charlie, I’d like you to meet...

4. It’s nice to meet you.

• Charlie, I’d like to introduce you to... • Charlie, let me introduce you to... • Charlie, I want you to meet...

• • • •

I’m glad to meet you. I’m pleased to meet you. I’m happy to meet you. It’s a pleasure to meet you.

2. ...my roommate, Richard. • • • • • • • • • • • • • • • • • • • •

my husband my son my colleague my friend my girlfriend my fiancé my uncle my nephew my grandfather my father-in-law my wife my daughter my classmate my boyfriend my neighbor my cousin my aunt my niece my grandmother my mother-in-law

5. Amy has told me all about you. • Amy has told me so much about you. • I’ve heard so much about you. 6. I ’ve been looking forward to meeting you for a long time. • I’ve wanted to meet you for ages. • I’ve been hoping to meet you for a while. 7. Well, now that you’ve finally met... • Now that you’ve finally been introduced... • Since you finally know each other... 8. ...why don’t we sit down and have a coffee? • ...let’s sit down and have a cup of coffee. • ...why don’t we sit down and have dinner? • ...how about we sit down and have a chat? 9. Sounds great.

3. Hello, Richard. • Hi, Richard. • How do you do, Richard?

• Sounds good. • That’s a good idea. • I’d like that.

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Listening Practice Listen to the recording of the dialogue from page 2. Fill in the missing words as you listen. Listen again. Now look back at page 2 and check your work. Did you fill in the correct words? Did you spell everything correctly?

Charlie

Amy

Richard

Charlie, like you to my , Richard.

, Richard. to meet you. I’m Amy’s , Charlie.

Hi, Charlie. I’m very to meet you. Amy has told me all about you.

Amy has me all about you, . I’ve been looking meeting you for a long time.

Well, now that you’ve met, we sit down and have a coffee?

Sounds .

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. Practice and present the dialogue to your class.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. What does Amy do at the beginning of the conversation?

2. How is Richard connected to Amy?

3. How is Charlie related to Amy?

4. What do Charlie and Richard both say about Amy?

5. What are Amy, Charlie, and Richard going to do now?

Task 2 MAKING INTRODUCTIONS Work with two other students. Imagine you are with a friend at the mall. You bump into a relative. Introduce your friend to your relative in front of your teacher.

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Review cont. Task 3 COMPLETE THE CONVERSATION A friend is coming over to do homework. Introduce your friend to your roommate. Complete the dialogue in writing. Then practice the conversation with two partners in front of your teacher. You:

Hi, Janis. Come on in.

Janis:

Thanks.

You:

Have you met my roommate before?

Janis:

You:

Janis:

Nice to meet you, Nick.

Roommate:

Nice to .

I have heard a lot of . Janis:

I’ve heard a lot of nice things about you,

You:

Let’s go study.

Janis:

Sounds

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students will get into groups of three

TIME:

to practice introducing others. They will also review

1 hour

TAGS: introduce, introductions,

members of the family and community.

meeting, family, friends, dialogue

Pre-Reading

Review (Assessment Tasks)

A. WARM-UP QUESTIONS

TASK 1

Discuss as a class or in small groups. Individual answers.

The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until

B. VOCABULARY PREVIEW

the end or assess your students throughout the lesson.

1. g

3. h

5. c

7. a

9. d

11. b

Amy introduces her brother Richard to her friend Charlie.

2. k

4. j

6. e

8. f

10. l

12. i

Richard is Amy’s roommate.

Charlie is Amy’s brother.

Dialogue Reading

Charlie and Richard both say that Amy

Give your students time to read the dialogue in groups of three.

has told them a lot about the other person. A my, Charlie, and Richard are going to have a coffee together now.

Practice

TASK 2

Have your students read the dialogue again and

Assess three students at a time as they role-play the scenario.

practice subbing in some of the different expressions.

Answers will vary.

Listening Practice

(continued on the next page...)

Have students complete the dialogue by listening to the recording or by having three students read the completed dialogue from page 2.

Write Your Own Dialogue Encourage your students to use vocabulary from the model.

– LO W I N T / V E R S I O N 5 .1)

Making Introductions Everyday Dialogues

Answer Key cont. Review (Assessment Tasks) cont. TASK 3 Assess three students at a time as they role-play the scenario. Answers will vary. Possible answers are in bold below. You:

Hi, Janis. Come on in.

Janis:

Thanks.

You:

Have you met my roommate before?

Janis:

No, I haven’t.

You:

Janis, this is my roommate, Nick. Nick, this is Janis.

Janis:

Nice to meet you, Nick.

Roommate:

Nice to meet you, too. I’ve heard a lot of nice things about you.

Janis:

I’ve heard a lot of nice things about you, too.

You:

Let’s go study.

Janis:

Sounds good.

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 (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.

– LO W I N T / V E R S I O N 5 .1)

Everyday Dialogues

Making Introductions

Super Simple Questions

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

What day is it?

Student B:

It's Thursday.

Student A:

Thursday?

Student B:

Yes!

Student A:

I have a dentist appointment.

Dialogue 2 Practice the dialogue again with today's information. Student A:

What is it?

Student B:

It's .

Student A:

Student B:

Yes.

Student A:

I have .

B E G – B E G / V E R S I O N 1.1)

What Day Is It?

Super Simple Questions

Let's Learn! DAYS OF THE WEEK

A. Speaking

B. Listening & Writing

Repeat these days and times of the week.

Look at the calendar. Listen to some questions. Write the answers.

Days of the Week Sunday

Sun

Monday

Mon

Tuesday

Tues

Wednesday

Wed

Thursday

Thurs

Friday

Fri

Saturday

Sat

Calendar Sun

Mon

Tues

Wed

Yesterday

Today

Tomorrow

Thurs

Fri

Sat

Times of the Week today

now

tomorrow

future

yesterday

past

weekend

Saturday and Sunday

1. 2. 3. 4. 5. 6. 7.

B E G – B E G / V E R S I O N 1.1)

What Day Is It?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

What day is it tomorrow?

Student A:

Is it Monday today?

Student B:

Tomorrow is Thursday.

Student B:

No, it's Tuesday.

Student A:

Really? I have an interview on Thursday.

Student A:

Tuesday? I have yoga tomorrow!

Student B:

Good luck!

Student B:

Really? I have yoga on Thursday.

Student A:

Thanks!

Student A:

Oh, I work on Thursday. I have yoga on the weekend, too.

Student B:

On the weekend?

Student A:

Yes, I have yoga on Saturday and Sunday.

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

Is it Wednesday today?

Today's Questions & Answers

Student B:

No, it's .

• What day is it? • It's Friday.

Student A:

I have tomorrow!

• What day is it tomorrow? • Tomorrow is Tuesday.

Student B:

Really? I have that on .

Student A:

Oh, I work on . I have

(day)

(activity)

(day)

• Is it Thursday today? • No, it's Wednesday. • Really? I have yoga on Wednesday.

on the weekend, too. (activity)

Student B:

On the weekend?

Student A:

Yes, I have (activity)

on . (weekend days)

B E G – B E G / V E R S I O N 1.1)

What Day Is It?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After doing this lesson, students will be able to say the days of the

TIME:

week (in the correct order) and some times of the week. Students will learn abbreviations for the days of the week. You can follow

1 hour

TAGS: functional English, absolute beginner, true beginner, days, week, time, time of day, abbreviations

up with our Functional English lesson Asking About Days and Dates: https://esllibrary.com/courses/92/lessons/1943

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

Let's Learn! A. SPEAKING

Answers: 1.

Tuesday.

Wednesday.

Monday.

No.

Thursday.

Wednesday.

Saturday and Sunday.

Let's Practice!

Review or introduce the days and times

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

of the week in English by having students

before they read the dialogues out loud in pairs. Then have

repeat after the recorded voice (or after you).

them switch roles (A and B) and read them out loud again.

B. LISTENING & WRITING

DIALOGUE 5

Play the recording of the following questions (or read them

Have students read the dialogue out loud in pairs with

out loud yourself). Make sure your students answer based on

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

the calendar on page 2. You may want to reinforce the tricky

Depending where you teach, you may want to explain that in British

spelling and pronunciation of Wednesday.

English, people say "at the weekend" instead of "on the weekend."

Questions:

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

What day is it?

What day is it tomorrow?

What day was it yesterday?

Is it Monday today?

What day comes after Wednesday?

What day comes before Thursday?

What are the weekend days?

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

B E G – B E G / V E R S I O N 1.1)

What Day Is It?

Super Simple Questions

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

Have students read these questions and

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

answers out loud with a partner or as a class.

see if they know the alternate spelling.

Have students copy these questions and answers into their notebooks.

EDITOR'S NOTE:

•

Have students review these questions and answers at home.

It's common to say on the weekend in North American English;

•

Review these questions and answers in class the next day.

however, at the weekend is more common in British English.

•

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

•

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

Assessment / Review Tasks Here are some suggested review or evaluation tasks. Find Assessment Task forms in our Resources section. https://esllibrary.com/resources TASK 1 Ask your students these questions and see if they can come up with the correct answers (based on today). •

What day is it?

•

What day is it tomorrow?

•

What day was it yesterday?

•

Is it Sunday today?

•

What day comes after Tuesday?

•

What day comes before Friday?

•

What are the weekend days?

TASK 2 Ask your students to submit a list of abbreviations for all of the days of the week (in the correct order).

B E G – B E G / V E R S I O N 1.1)

Functional English

Saying Goodbye Let’s Learn The word hello is a “greeting.” The word goodbye is a “leave-taking.” In this lesson, you will learn and practice how to say goodbye in a few different ways. You will also learn some body language.

Warm-Up WAVING GOODBYE When we say hello and goodbye, we sometimes wave. Wave at your classmates. Now say “bye” as you wave. Wave at someone close and at someone far away.

Ways to Say Goodbye Listen to your teacher say these common leave-takings. Then recite them together as a class. • Goodbye. • Bye. • Bye for now. • See you later. • See you. • Keep in touch. (call/write to/meet me again) • Later. (informal) • Catch you later. (informal) • Take care. • Talk to you soon. • Thank you. / Have a nice day. (e.g., to a bus driver)

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Dialogues Dialogue 1

Dialogue 2

Practice saying goodbye to a person you just met for the first time.

Now practice saying a casual goodbye to someone you know.

I need to get going. It was great meeting you.

I need to go now.

You too.

I have to go too.

Keep in touch.

When will I see you again?

Okay. You have my number, right?

Maybe on the weekend.

Yes. Bye for now.

Okay. Bye. [waves]

See you later. Take care.

Talk to you soon. [waves]

Dialogue 3 It’s hard to say goodbye to some people! In English, close friends and loved ones often say “bye” more than once. Practice a conversation between two close friends. A:

I need to get going now.

Already?

Sorry. I really have to go.

Okay. Call me when you get home.

I will. Bye for now.

Bye.

See you soon!

I’ll miss you. Bye! [waves]

Bye! [waves]

Reduced Forms In spoken English, people often change “you” to “ya.” In written English, use the formal spelling. � See you. � See ya. � Catch you later. � Catch ya later. � Talk to you soon. � Talk to ya soon.

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Practice A. Complete the Dialogue Complete the dialogue, and practice with a partner. A:

I need to get . It was great you.

You .

Keep in .

Okay. You have my number, ?

Yes. for now.

See you .

B. Sentence Building Fill in the blanks with vocabulary from pages 1 and 2. 1. A: I need to get going. B: . 2. A: I’ll talk to you later. B: . 3. Catch . 4. Keep . 5. Take . 6. Have day.

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Pronunciation Practice A. Listening

B. Pair Activity

Listen to your teacher read one word from these groupings. One sound is different from the other two. Circle the word you hear.

Now work with a partner. Take turns reading one word from each grouping from Part A. Point to the word you hear.

1. a) bay b) bye c) bee

3. a) soon b) sun c) seen

5. a) now b) know c) knew

2. a) later b) lighter c) liter

4. a) talk b) tack c) tuck

6. a) you b) ya c) yay

Body Language Goodbyes can be happy and sad. We smile when we are happy. We pout when we are sad. Leave-taking may include waving, smiling, and/or pouting. When a person is far away, you may also mouth the word “bye” as you do a high wave (or wave with both hands). Practice using body language while saying goodbye to: • • • • • • •

your best friend a person you met today a person you see every day a bus driver a store clerk a friend who is already on a train a family member who is going back home to another country

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Review Task 1 WORDS & EXPRESSIONS List as many words and expressions as you can for saying goodbye.

Task 2

Task 3

COMPLETE THE DIALOGUE

ROLE-PLAY

Now complete the dialogue between two friends.

Work with a partner. You are close friends. One of you lives in Texas and one of you lives in New York. Role-play a sad goodbye for your teacher or classmates.

I need to now.

I have to go .

When will I you again?

Maybe .

Okay. . [waves]

. [ ]

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Role-Play Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Role-Play Scenario

Skill

Saying Goodbye

Speaking

Achieved

Achieved With Help

Needs Improvement

uses a few different words and phrases that mean “goodbye”

speaks loudly and clearly

uses body language

takes turns speaking

Notes

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say goodbye in a few different ways? use the reduced form of you (ya) for an informal goodbye? use body language when saying goodbye?

say goodbye in a sad situation?

My Notes

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

In this lesson, students review language and useful

TIME:

expressions for saying goodbye. They also practice using reduced pronunciation.

1 hour

TAGS: functional English, useful expressions, beginner, socializing, goodbye, saying goodbye, closing, farewell

Let’s Learn

B. SENTENCE BUILDING

Go over the learning objective with your students. Introduce the word “leave-taking.”

Warm-Up Introduce the verb “wave” and have your students practice waving as they say goodbye.

Answers may vary. 1.

I need to go too. / See you later.

Bye.

Catch you later.

Keep in touch.

Take care.

Have a nice day.

Pronunciation Practice

Ways to Say Goodbye Recite the words and expressions and have your students repeat after you for intonation practice.

A. LISTENING Read one word from each group and have your students circle the word they hear.

Dialogues

B. PAIR ACTIVIT Y

Read the dialogues out loud or in pairs.

Now put students in pairs and ask them to take turns reading one word from each grouping from Part A. They should point to the word they hear in each group.

Practice A. COMPLETE THE DIALOGUE

Body Language

Answers may vary.

Help your students practice body language that often goes with

going

right

goodbyes, including smiling, pouting, and waving (smaller for

to meet / meeting

Bye

nearby and higher for faraway). You can also practice mouthing

too

later

“bye” for faraway farewells.

touch (continued on the next page...)

/ V E R S I O N 4 . 0)

Saying Goodbye

Functional English

Answer Key cont. Review (Assessment Tasks) The last three tasks are optional and can be used for assessment purposes and/or review practice. Task 3 includes an assessment tool that you can share with learners so that they understand your expectations. TASK 1 Give students a few minutes to make a list of ways to say goodbye. Answers will vary. TASK 2

SPELLING NOTE: This lesson shows the American spelling of the words Liter and Practice. Most other English-speaking countries spell these words this way: Litre 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.

ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

Have students complete the text based on words and expressions they learned in this lesson. Answers will vary. TASK 3 If you want to use this task for summative assessment, hand out the ready-made Role-Play Assessment Tool (page 6), or personalize your own from a template in Shared Criteria for Success: https://esllibrary.com/resources/2352 Place students in pairs and have them do a role-play for the class (or just for you) using the scenario provided. Alternatively, you could provide a different scenario for each pair using one of the examples on page 2.

Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart.

/ V E R S I O N 4 . 0)

Functional English

Describing People Let’s Learn What is your best friend like? How old is your dad? What color is your neighbor’s hair? In this lesson, you will practice describing people by their appearance, clothing, and other character and personality traits.

Warm-Up BR AINSTORMING Work with your classmates. Think of some features you can use to describe people. •

hair color

•

age

•

nationality

•

Common Questions Listen to your teacher ask these common questions. Practice saying them out loud. • What does she look like?

• What’s he like?

• How old is he?

• Is she funny?

• What color hair does he have?

• What’s he wearing?

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Dialogues Work with a partner. Practice the dialogues. Then change the information in bold to other descriptive words.

Dialogue 1

Dialogue 2

Practice describing a person’s general appearance.

Now practice describing someone’s personality.

You know Amira, don’t you?

What’s your new teacher like?

Hmm. What does she look like?

He’s great. He’s really funny and outgoing.

She’s tall and thin, and she has long, brown hair.

That’s good to hear. Is he strict?

How old is she?

No. He’s pretty easygoing. He’s Colombian.

I’m not sure. She’s in her twenties, I think.

Do you think you will learn a lot from him?

Oh, do you mean Amira from the bookstore?

Yes, he’s very knowledgeable about grammar.

Yes!

He sounds like an awesome teacher.

Yes, I know Amira. She is very pretty.

Dialogue 3

Pretty

Now practice describing a person’s clothing.

The word “pretty” can be an adjective (meaning attractive) or an adverb (meaning somewhat).

Have you seen a small boy running around?

Hmm. What is he wearing?

He is wearing black jeans. He also has a Yankees baseball cap on.

Oh! I think I see him over there. Is he wearing green rubber boots?

Yes!

He is splashing in that giant puddle beside a girl in a polka-dot dress.

I see him! Thank you!

• She is wearing a pretty dress. • He is pretty easygoing.

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Practice A. Complete the Dialogue Work in pairs. Complete the dialogue, and practice with a partner. Police:

Did you see the thief?

Witness:

Yes.

Police:

How old was she?

Witness:

She was probably in her .

Police:

Okay. What color hair did she have?

Witness:

She had hair. It was very .

Police:

What was she wearing?

Witness:

She was wearing dark jeans and a shirt.

Police:

Was she light skinned or dark?

Witness:

She had light skin.

Police:

Can you describe her body type?

Witness:

She was and .

Police:

Thank you. We will try to find your bike.

1. (age group)

2. (color)

3. (style)

4. (style / color)

5. (general height)

6. (general weight)

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Practice cont. B. Writing Practice Answer the following questions about a famous person. Write complete sentences. Then describe this person to a partner. Your partner will try to guess who your famous person is. 1. What color hair does he/she have?

2. How old is he/she? (approximately)

3. What is his/her nationality?

4. What’s he/she good at?

5. What’s he/she like? (personality)

Listening Listen to each question. Choose the correct response. 1. a) She’s really tidy. b) No, I don’t. c) In her eighties.

4. a) He has a blue hat on. b) Yes, he’s missing. c) She’s five years old.

2. a) She is very strict. b) Yes, he’s new. c) Around 30 or so.

5. a) She’s in her nineties. b) I like her a lot. c) She’s very pretty.

3. a) Yes, he does. b) He’s really funny. c) He’s short and cute, and he has long hair.

6. a) He’s tall, thin, and bald. b) I really like her. c) She’s average height and has shoulder-length blond hair.

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Grammar Review ADJECTIVES & ADVERBS

A. Reference Adjectives describe nouns. They come before a noun or after the Be verb.

Adverbs can describe adjectives. They come before an adjective.

• She has long eyelashes. • Her eyelashes are long.

• She has really long eyelashes. • Her eyelashes are really long.

B. Adjective or Adverb? Are the words in bold adjectives or adverbs? Circle the adjectives and underline the adverbs. A:

What’s your sister like?

She’s funny. She can be really annoying, though.

She’s pretty young, right?

Yes. She’s only ten years old.

Is she blond like you?

No, she has brown hair and dark skin like my dad.

Is she messy like you?

Believe it or not, she’s very tidy!

C. Rewrite the Dialogue Do you have a sibling? In your notebook, rewrite the dialogue from Part B so that it is about you and a brother, sister, or friend. Use different adjectives and adverbs. Practice it with a partner.

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Review Task 1 DESCRIBE A FAMILY MEMBER Write five sentences describing a person in your family. Describe this person’s appearance and personality. 1. 2. 3. 4. 5.

Task 2

Task 3

COMPLETE THE DIALOGUE

FAMOUS PEOPLE

Now complete a dialogue that takes place at a police station. Use adjectives and adverbs. Find a partner and perform the dialogue for your teacher.

Your teacher will place a picture of a famous person on your back. Your classmates will also have famous people on their backs.

Did you see the kid that stole your neighbor’s dog?

Yes. I saw him take the dog.

Can you describe him for me? What was he wearing?

B: A:

Ask questions to find out who you are. After you guess correctly, help others figure out who they are. Use adjectives and adverbs.

Approximately how old was he?

B: A:

What kind of hair did he have?

B: A:

Was he tall or short?

B: A:

Okay, can you tell me anything else about him?

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Speaking Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Task

Skill

Describing Someone

Speaking, Listening

Achieved

Achieved With Help

Needs Improvement

uses a variety of words for describing people

forms questions about basic personal information

understands the difference between adjectives and adverbs

understands descriptive information about people

Notes

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

describe someone that I know?

describe someone that I am looking for? answer questions about people’s appearance and characteristics? understand descriptive information about a person? understand the difference between adjectives and adverbs and use them correctly?

My Notes

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students review words and sentence structure

TIME:

used for describing people, including physical appearance and other personality and character traits. They also practice using

1–2 hours

TAGS: functional English, useful expressions, beginner, sharing information, describing, describing people,

and identifying adjectives and adverbs.

appearance, personality, adjectives, adverbs

Let’s Learn

Practice

Go over the learning objective with your students.

A. COMPLETE THE DIALOGUE Answers will vary. Check to make sure your students are filling in

Warm-Up

the blanks appropriately. Ask for volunteers to read their dialogues.

Work together to come up with a list of ideas for describing people. Some examples include:

B. WRITING PR ACTICE Answers will vary. Check sentence formation.

•

hair color

•

nationality

•

skin color

•

age

•

eye color

•

employment

•

grade

•

height

•

personality

•

gender

•

size

•

temperament

Place students in pairs to guess each other’s famous person.

Listening

Common Questions

Read the questions or play the recording and

Recite the questions and have your students repeat

1. a

after you for intonation practice. Work together to come up with more questions based on the list you made in the Warm-Up.

Dialogues

have your students circle the best response. 2. a

3. c

4. a

5. a

6. c

Transcript: 1.

What’s your new roommate like?

How is the new coach?

What does your boyfriend look like?

Have students read the dialogues out loud in pairs. Then have

What was the child wearing?

your students change the information in bold to other descriptive

How old is your neighbor?

words that they know. Allow them to use their dictionaries.

Can you describe her?

(continued on the next page...)

– LO W I N T / V E R S I O N 2 . 0)

Describing People

Functional English

Answer Key cont. Grammar Review A. REFERENCE

TASK 2 Have students complete the answers based on vocabulary they learned in this lesson. Answers will vary.

Review the difference between adjectives and adverbs. You could also do a full lesson on Adjectives:

TASK 3

https://esllibrary.com/courses/88/lessons/2093

If you want to use this task for summative assessment, hand out

B. ADJECTIVE OR ADVERB?

the ready-made Speaking Assessment Tool (page 7), or personalize your own from a template in Shared Criteria for Success:

What’s your sister like?

https://esllibrary.com/resources/2352

She’s funny. She can be really annoying, though.

Select the Famous People flashcards that you want to use:

She’s pretty young, right?

https://esllibrary.com/flashcard_genres/5/flashcard_categories/119.

Yes. She’s only ten years old.

Is she blond like you?

and respond to questions. You may want to do this activity with a

No, she has brown hair and dark skin like my dad.

limited number of students at a time (e.g., four students).

Is she messy like you?

Believe it or not, she’s very tidy!

C. REWRITE THE DIALOGUE

Make sure to choose people that your students are familiar with. Tape one card on each student’s back. Assess students as they ask

Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart.

Now have your students rewrite the dialogue to make it about a sibling or friend. Check their use of adjectives and adverbs.

Review (Assessment Tasks)

SPELLING NOTE: This lesson shows the American spelling of the words Color, Neighbor, and Practice. Most other English-speaking countries spell these words this way: Colour, Neighbour, and Practise

The last three tasks are optional and can be used for assessment

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

purposes and/or review practice. Task 3 includes an assessment

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

tool that you can share with learners so that they understand

lesson and see if they know the alternate spellings.

your expectations. ABOUT THE EMOJI: TASK 1

The emoji (and their derivatives) used in this lesson are from

Ask students to choose a person in their family to describe.

Twemoji, an open-source project by Twitter. They are licensed

They will write five sentences about this person. As part of the

under CC-BY 4.0. https://github.com/twitter/twemoji

assessment, you can then ask them to formulate the question that goes with each statement. Answers will vary.

– LO W I N T / V E R S I O N 2 . 0)

Grammar Practice Worksheets

Simple Present – Be Table of Contents 2

GR AMMAR NOTES

EXERCISE 1: Positive Sentences Write the pronoun or noun and correct form of the Be verb under each picture.

EXERCISE 2: Fill in the Blanks Write the correct form of the Be verb.

EXERCISE 3: Complete the Sentences Complete the sentences using the Be verb.

EXERCISE 4: Positive & Negative Sentences Write the correct form of the Be verb.

EXERCISE 5: Short Answers Write a short answer for each Yes/No question.

EXERCISE 6: Wh- Questions Write a Wh- question for each answer.

EXERCISE 7: Speaking Activity Read the dialogues with a partner and then write your own.

ANSWER KEY

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

Simple Present – Be

Grammar Practice Worksheets

Grammar Notes A. Introduction We use the Be verb in the simple present tense to show a state of being. • She is a nurse. • The dogs are hungry.

I am

you are

I am Syrian.

You are happy.

he is

she is

it is

He is 11 years old.

She is a student.

It is furry.

we are

they are

We are at school.

They are shy.

[singular noun] is

[plural noun] are

The dog is big.

The dogs are friendly.

Nouns

Pronouns

B. Positive Sentences

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

Simple Present – Be

Grammar Practice Worksheets

Grammar Notes cont. C. Negative Sentences

you are not / you aren’t

I’m not from Sweden.

You aren’t sad.

Pronouns

I am not / I’m not

he is not / he isn’t

she is not / she isn’t

it is not / it isn’t

He isn’t 12 years old.

She isn’t a teacher.

It isn’t scared.

they are not / they aren’t

We aren’t at home.

They aren’t talkative.

the dog is not / the dog isn’t

the dogs are not / the dogs aren’t

The dog isn’t small.

The dogs aren’t scary.

Nouns

we are not / we aren’t

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

Simple Present – Be

Grammar Practice Worksheets

Grammar Notes cont.

am I…?

are you…?

Am I late? Yes, you are. / No, you aren’t.

Are you happy? Yes, I am. / No, I’m not.

is he…?

is she…?

is it…?

Is he 11 years old? Yes, he is. / No, he isn’t.

Is she a student? Yes, she is. / No, she isn’t.

Is it scared? Yes, it is. / No, it isn’t.

are we…?

are they…?

Are we there yet? Yes, we are. / No, we aren’t.

Are they your classmates? Yes, they are. / No, they aren’t.

Nouns

Pronouns

D. Yes/No Questions & Short Answers

is the dog…?

are the dogs…?

Is the dog in the house? Yes, it is. / No, it isn’t.

Are the dogs in the backyard? Yes, they are. / No, they aren’t.

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

Simple Present – Be

Grammar Practice Worksheets

Grammar Notes cont. E. Wh- Questions (what, where, when, who, why, how)

...are you…? Where are you?

Pronouns

...am I…? Why am I so tired?

...is he…?

...is she…?

...is it…?

How old is he?

Who is the teacher?

Why is it scared?

...are they…?

Where are we?

Who are they?

...is the dog…?

...are the dogs…?

Where is the dog?

How many dogs are there?

Nouns

...are we…?

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 1 POSITIVE SENTENCES Write a pronoun and correct form of the Be verb under each picture.

Ex.

she is

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 2 FILL IN THE BLANKS Complete the sentences using the Be verb. is Ex. She 16 years old. 1. New York a big city. 2. She friendly. 3. He five years old. 4. Sweden and France countries in Europe. 5. Her hair long. 6. It very cold today. 7. The cat furry. 8. The dog hungry. 9. They friendly. 10. An elephant a big animal. 11. Mice small. 12. Apples red. 13. You talkative. 14. Ice cream sweet. 15. The bus late. 16. He 25 years old. 17. I tired. 18. Mr. and Mrs. Baker teachers. 19. We sleepy today. 20. You intelligent.

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 3 COMPLETE THE SENTENCES Complete the following sentences using the Be verb and a noun from the box. Use a or an with a singular noun or use the correct plural form. is a painting Ex. The Mona Lisa .

Noun List:

1. A cat . 2. Roses . 3. A Toyota . 4. New York and Paris . 5. Sweden . 6. A dictionary . 7. Spring and fall . 8. A teacher . 9. A doll . 10. Spiders and flies .

• • • • • • • • • • • • • • • •

flower toy painting season clothes bird animal car city person insect country book movie vegetable instrument

11. A crow . 12. Shirts and pants . 13. Toy Story . 14. A piano and a guitar . 15. Carrots and cucumbers .

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 4 POSITIVE & NEGATIVE SENTENCES Write the correct positive and negative forms of the Be verb. are aren’t Ex. Carrots vegetables. They fruit. 1. Tokyo a city. It a country. 2. A feather heavy. It light. 3. Winters cold in Canada. They hot. 4. Ice cream sweet. It sour. 5. Giraffes tall animals. They short. 6. Hockey a fast game. It slow. 7. Elephants light. They heavy animals. 8. Lemons sweet. They sour. 9. Children young. They old. 10. Parties usually noisy. They usually quiet. 11. A library usually noisy. It usually quiet. 12. The US a country. It a city. 13. The sun cold . It hot. 14. A carrot orange. It blue. 15. Five star hotels cheap. They expensive.

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 5 SHORT ANSWERS Write a short answer for each Yes/No question using the Be verb. Ex. Are you a doctor? (no)

5. Are you tired? (no)

No, I’m not. Ex. Are you a nurse? (yes)

6. Is she a basketball player? (yes)

Yes, I am. 1. Are you sick? (no)

7. Are your neighbors rich? (no)

2. Are they married? (yes)

8. Is your teacher nice? (yes)

3. Is that TV expensive? (yes)

9. Is he from Spain? (no)

4. Is that exercise difficult? (no)

10. Are you happy? (yes)

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 6 WH- QUESTIONS Write a question using the Be verb and who, what, where, when, or why. Ex. Where is the teacher? The teacher is in the classroom. 1. Tokyo is in Japan. 2. Mr. Anderson is my teacher. 3. It is 3:00. 4. The doctor’s office is near the hospital. 5. The children are in bed because they are sick. 6. It is cold in January. 7. Maria is John’s girlfriend. 8. The meeting is next Monday. 9. I am tired because I stayed up late. 10. That beautiful woman is my mother.

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

Simple Present – Be

Grammar Practice Worksheets

Exercise 7 SPEAKING ACTIVITY

Dialogue 1 Read the dialogue with your partner. Then switch roles and read it again. Juan:

Hi, I’m Juan.

Marie:

It’s nice to meet you, Juan. I’m Marie.

Juan:

Hi, Marie. Where are you from?

Do you know?

Marie:

I’m from France. How about you?

Juan:

I’m from Mexico.

Marie:

What do you do in Mexico?

It is common to use the Be verb for introductions. Use the Be verb to tell or ask someone about:

Juan:

I’m a photographer. What do you do, Marie?

Marie:

I’m a realtor. I sell houses.

Juan:

Well, it was nice to meet you, Marie.

Marie:

You too, Juan. See you later.

• names • countries • jobs Note that in many countries, it is not polite to ask someone’s age.

Dialogue 2 Work with a partner and fill in the dialogue with your own information. Then read it out loud. A:

Hi, I’m .

It’s nice to meet you, . I’m .

Hi, . Where you from?

from . How about you?

from .

What do you do in ?

a . What do you do, ?

a .

Well, it was nice to meet you, .

You too, . See you later.

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

Simple Present – Be

Grammar Practice Worksheets

Answer Key Exercise 1

Exercise 5

Answers may vary.

No, I’m not.

Yes, she is.

Yes, they are.

No, they aren’t.

Yes, it is.

Yes, he/she is.

No, it isn’t.

No, he isn’t.

No, I’m not.

10. Yes, I am.

I am

they are

we are

you are

he is

Exercise 2

Exercise 6

11. are

16. is

12. are

17. am

13. are

18. are

are

14. is

19. are

10. is

15. is

20. are

Exercise 3 1.

is an animal

is a toy

are flowers

10. are insects

is a car

11. is a bird

are cities

12. are clothes

is a country

13. is a movie

is a book

14. are instruments

are seasons

15. are vegetables

is a person

Where is Tokyo?

Who is your teacher?

What time is it?

Where is the doctor’s office?

Why are the children in bed?

When is it cold?

Who is Maria?

When is the meeting?

Why are you tired?

10. Who is that beautiful woman?

Exercise 7 Answers will vary. SPELLING NOTE: This lesson shows the American spelling of the word Neighbor.

Exercise 4

Most other English-speaking countries spell it this way: Neighbour. are, aren’t

Make it a challenge for your students to find this word in the

is, isn’t

isn’t, is

10. are, aren’t

are, aren’t

11. isn’t, is

is, isn’t

12. is, isn’t

are, aren’t

13. isn’t, is

is, isn’t

14. is, isn’t

it isn’t, we aren’t, and they aren’t. If you think your students can

aren’t, are

15. aren’t, are

handle it, point out that you’re not, he’s/she’s/it’s not, we’re not,

aren’t, are

lesson and see if they know the alternate spelling. EDITOR’S NOTE: This lesson shows the negative contractions you aren’t, he/she/

and they’re not are equally acceptable.

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

Grammar Practice Worksheets

Simple Future Table of Contents 2

Grammar Notes The Simple Future: Three Forms

Exercise 7 Pair Work (be going to)

Exercise 1 Fill in the Blanks (will)

Exercise 8 Will or Be Going To? (will & be going to)

Exercise 2 Fortune-Telling (will)

Exercise 9 Travel Plans (will & be going to)

Exercise 3 Choose the Verb (be going to)

Exercise 10 Future Time Clauses (will & be going to)

Exercise 4 What’s Going to Happen? (be going to)

Exercise 5 Goal-Setting (be going to)

Exercise 11 Find Someone Who (will, be going to & be + -ing)

Exercise 12 Quiz (will, be going to & be + -ing)

Answer Key

Exercise 6 Questions & Answers (will, be going to & be + -ing)

I N T – I N T / V E R S I O N 3 . 0)

Simple Future

Grammar Practice Worksheets

Grammar Notes THE SIMPLE FUTURE: THREE FORMS There are three ways to express a future time in English: will + base verb, be going to + base verb, or be + -ing verb. How and when do we use these forms?

A. Will + Base Verb This form is used when you are deciding future plans at the moment. For example, if someone invited you to go to a party next Friday, you could answer, “Sure, I will go with you.”

Examples: • A: Do you two want to go to the movies later? B: Sure, we will go. • She will do whatever her mother tells her to do. • When you enter the room on Monday, you will see a sign-up sheet on the table.

Will + base verb is the most formal way of forming the future tense.

B. Be Going To + Base Verb This form is used when plans have already been made in advance.

Examples: • He is going to study all night for his test.

For example, if you have plans to go camping next weekend and someone asks you what you are going to do, you could answer, “I’m going to go camping next weekend.” Be going to + base verb is more casual than will + base verb. It is also more common than be + -ing verb.

• They are going to go to Disneyland next spring. • I am definitely going to call you tomorrow.

Note:

Pronunciation Note:

The be verb is conjugated according to the subject (am, are, is).

Going to sounds like gonna. Use gonna when speaking, but never write gonna!

I N T – I N T / V E R S I O N 3 . 0)

Simple Future

Grammar Practice Worksheets

Grammar Notes cont. C. Be + -ing Verb Sometimes English speakers use the present progressive form (be + -ing verb) to express a future action. It is used the same way as be going to (when plans are already made). For example, if you have plans to go camping next weekend and someone asks you what you are going to do, you could answer, “I’m going camping next weekend.” Be + -ing verb is a casual way of forming the future tense. It is most often used for the near future (tonight, tomorrow, next weekend, etc.).

Examples: • My roommate is going to Hawaii next weekend. • We are planning to discuss this at the next meeting. • I am calling him back tomorrow after class.

Note: The be verb is conjugated according to the subject (am, are, is).

D. Did You Know? Note #1:

Note #2:

HAT ARE SOME W COMMON FUTURE TIME MARKERS IN ENGLISH?

HAT HAPPENS WHEN WE USE T WO W FUTURE VERBS IN THE SAME SENTENCE?

Time markers are words that show the time (past, present, or future) of a sentence in English. Common time markers for the future include: • t omorrow • the day after tomorrow • next (next week, next month, next year, etc.) • from now (two days from now, three weeks from now, etc.) • in (in four days, in two months, etc.) • when (when two future sentences are joined together—see note #2)

1. E nglish does NOT use a future form twice in most sentences! The simple future form is used in the independent clause and the simple present is used in the dependent clause. 2. The order of the clauses can change in a sentence with no difference in meaning, so the best way to know which clause is dependent (and requires a present verb) is to look for the adverb of time (when, while, etc.). When a sentence begins with a dependent clause, a comma must be used. 3. The verb in the dependent clause is in the simple present tense, so third person singular subjects take a verb ending in -s. Examples: • He will call you when he arrives in Las Vegas tomorrow. / When he arrives in Las Vegas tomorrow, he will call you. • We are going to study for the final exam when my friends come over next weekend. / When my friends come over next weekend, we are going to study for the final exam. • She is going to apply to university when she graduates. / When she graduates, she is going to apply to university.

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Grammar Notes cont. E. Quick Review

Will + base verb

Be going to + base verb

Be + -ing verb (present progressive form)

Use when deciding future plans at the moment

Use when future plans have already been made

Formal future form

Casual future form

(preferred in writing; it may be used formally even when plans have already been made)

(preferred in speaking; most common form; going to is often reduced to gonna)

Example Statement

Yes, I will go to the movies with you tonight.

He is going to study all weekend for his test.

She is giving her presentation tomorrow.

Example Negative

No, I will not be ready to go at 5:00.

They are not going to go to the party because they have school tomorrow.

We are not leaving until we get an answer.

Example Question

Will you call me later?

Is she going to read that entire book tonight?

Are they coming over for dinner on Friday?

Use

Notes

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Casual future form (preferred in speaking; used especially for the near future)

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Exercise 1 FILL IN THE BLANKS (WILL)

A. Long Form Write the verb in the future tense with will or will not. will not go Ex. My neighbor is sick, so he to work tomorrow morning. (go, not)

1. It’s a beautiful day, so we inside. (stay)

2. My mom the lights off at 9:00 pm. (turn)

3. I think I home today. (walk)

4. Their kids in the park after dark. (play, not)

5. Our teacher us a quiz next Thursday. (give)

6. My husband you back after he gets out of the shower. (call)

7. The movie at 8:00 pm. (start)

8. He to college next month. (apply)

9. Her parents her. They her instead. (text, not)

(call)

10. They the bus after school. Their mother them home instead. (take, not)

(drive)

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Exercise 1 cont. B. Short Form Now try using contractions. Use ‘ll instead of will and won’t instead of will not. won’t go Ex. My friend to the doctor’s next week because she is feeling better. (go, not)

1. My coworker in the office tomorrow because she is on holidays. (be, not)

2. I some coffee, please. (have)

3. He video games after school. (play)

4. The children books that are too difficult. (read, not)

5. We dinner at 7:00 pm. (eat)

6. I for my test tonight because I’m sick. (study, not)

7. She the guitar on Saturday morning. (practice)

8. She the flowers in a few minutes. (water)

Did You Know? The abbreviation ‘ll is common with pronouns (I’ll, you’ll, he’ll, she’ll, it’ll, we’ll, they’ll). The abbreviation won’t is common with all pronouns and nouns.

9. You me back. You never do. (call, not)

10. They on their presentation after school. (work)

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Exercise 2 FORTUNE-TELLING (WILL)

A. Write Fortunes Write five fortunes with will and five with won’t. Ex. You will live until you’re 100 years old. 1. 2. 3. 4. 5. Ex. You won’t break any bones this year. 6. 7. 8. 9. 10.

B. Be a Fortune-Teller Next, ask a classmate to choose a number between 1 and 10. Read out the fortune you wrote in Part A for that number, and then pick a number and listen to your classmate’s fortune for you! Repeat with all your classmates.

Example: A: Choose a number between 1 and 10. B: Number 8. A: You won’t eat vegetables for dinner. B: Oh, good. I don’t like vegetables! Now you can choose a number. A: Number 3. B: You will win the lottery! A: Awesome!

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Exercise 3 CHOOSE THE VERB (BE GOING TO)

A. Long Form Choose the correct word from the list on the right to complete the following sentences. Use the correct form of the future tense with be going to. Use am, are, or is. Do not use contractions in this exercise.

Word List: • wear • email

• give • practice

• change • hang

• clean

am going to email Ex. My brother sent me an email yesterday. I him back tomorrow. 1. My house is very dirty. I it tomorrow. 2. Miriam is going to a party next Saturday. She her new red dress. 3. Robert bought a new painting at the art show. He it over the sofa in his living room. 4. The hockey championship is next month. The boys every night next week. 5. It’s our parents’ anniversary tomorrow. We them a gift certificate to a popular restaurant. 6. My car has a flat tire. My brother it later today.

B. Short Form Choose the correct verb from the list on the right to complete the following sentences. Use the contracted form of the future tense with be going to. Use ‘m, ‘re, or ’s.

Word List: • get • visit

• take • quit

• ask • exchange

• study

‘re going to study Ex. We have a math exam in three days. We very hard for it. 1. It’s very cold and rainy outside. I a nice, hot bath as soon as I get home from this soccer game. 2. Ellie has a hair appointment this afternoon. She her hair cut and colored. 3. Jack hates his job. He next week. 4. Sue got a sweater from her mother-in-law for her birthday. It didn’t fit, so she it for a larger size. 5. Sam just got his driver’s license. He his father to let him borrow the car next weekend. 6. Their grandmother is in the hospital. They her next weekend.

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Exercise 4 WHAT’S GOING TO HAPPEN? (BE GOING TO) Read the following sentences and add another one using your own ideas. Try to write some positive sentences using be + going + to + verb and some negative sentences using be + not + going + to + verb. Use contractions. Ex. She has a bad toothache. She’s going to call the dentist. OR She’s not going to eat an apple. 1. He doesn’t understand the meaning of that word.

2. She wants to see that new movie but doesn’t know what time it starts.

3. Bill doesn’t want to change jobs.

4. Grandma feels very tired.

5. Carla is baking a cake and just ran out of sugar.

6. John doesn’t need to go to work today.

7. Rhonda and Murray are thinking about taking a holiday but don’t know where to go.

8. Someone stole our car last night.

9. Margaret gained 10 pounds in the past month.

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Exercise 5 GOAL-SETTING (BE GOING TO)

A. My Goals What are some goals that you have? Get into small groups. First, write down five personal goals, and then share them with your group members. Ex. 1. I ’m going to be a pilot. Ex. 2. I ’m going to learn how to skateboard. Ex. 3. I ’m going to travel to Europe next summer. 1. 2. 3. 4. 5.

B. My Group’s Goals Now write down one interesting goal from each member of your group. Classmate

Goal

Michelle

She’s going to learn Japanese.

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Exercise 6 QUESTIONS & ANSWERS (WILL, BE GOING TO & BE + -ING)

A. Reference will Questions

Short Answers

Will you pass the test?

Yes, I will.

No, I won’t.

Will he do his homework tonight?

Yes, he will.

No, he won’t.

Will they finish school on time?

Yes, they will.

No, they won’t.

be going to Questions

Short Answers

Are you going to clean your room this weekend?

Yes, I am.

No, I’m not.

Is she going to go to the park after school?

Yes, she is.

No, she isn’t. / No, she’s not.

Are they going to buy a new car?

Yes, they are.

No, they aren’t. / No, they’re not.

be + -ing Questions

Short Answers

Are you going to Spain next fall?

Yes, I am.

No, I’m not.

Is he visiting his grandparents tomorrow?

Yes, he is.

No, he’s not. / No, he isn’t.

Are they getting a new pet?

Yes, they are.

No, they aren’t. / No, they’re not.

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Exercise 6 cont. B. Short Answers Write a short answer for each question using the word in parentheses. Ex. Are you going snowboarding next weekend? (no) No, I’m not. 1. Is she going to call you tonight? (no)

5. Will he join us for dinner? (no)

2. Will you be ready for the quiz tomorrow morning? (yes)

6. Will we finish our project on time? (yes)

3. Are they going to go to that new restaurant? (no)

7. Are you going to wash your car soon? (yes)

4. Is he planning to see a movie on Friday? (yes)

8. Are you going to the beach after school? (no)

C. Questions Write six future questions to ask your partner using will, be going to, and be + -ing. #

Prompt

will

be going to

be + -ing

will

be going to

be + -ing

Sentence

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Exercise 6 cont. D. Questions & Answers Practice making questions and giving short answers. Ex. I’m going to buy a new car. Are you going to buy a new car? Yes, I am. 1. They won’t be at school tomorrow.

5. She is going to graduate next spring.

2. I’m not going to call him back this afternoon.

6. T hey will bring their notes to the meeting tomorrow morning.

3. We’re going to visit our aunt next summer.

7. He’s having a party on Friday.

4. He’s not going to Hawaii next month.

8. I’ll let you know as soon as possible.

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Exercise 7 (Student A) PAIR WORK (BE GOING TO)

A. Sarah’s Schedule Here is your friend Sarah’s schedule, but it is missing some information. Ask your partner about the missing plans and fill in the schedule. Practice saying “gonna” instead of “going to.” Time

Monday

Tuesday

Wednesday

meet with boss

morning afternoon

buy groceries for the week

evening

movie with Dave

Example: A: What is Sarah going to do on Monday evening? B: She is going to go to a movie with Dave.

Thursday

Friday

attend conference

Sunday

clean apartment buy food for party

go to gym do work reports

Saturday

do the ironing

take nephew to the zoo party

B. My Schedule Now answer the questions about yourself in complete sentences with be going to. 1. What are you going to do next Monday afternoon?

2. What are you going to do next Wednesday evening?

3. What are you going to do next Friday morning?

4. What are you going to do next Saturday evening?

5. What are you going to do next Sunday morning?

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Exercise 7 (Student B) PAIR WORK (BE GOING TO)

Monday

morning

doctor’s appointment

afternoon evening

Tuesday

Wednesday

A: What is Sarah going to do on Monday evening? B: She is going to go to a movie with Dave.

Thursday

return library books

Friday

Saturday

dinner with girlfriends

Sunday visit grandmother

go to gym attend conference

go to gym movie with Dave

Example:

cook, prepare for party dinner with parents

relax at home

B. My Schedule Now answer the questions about yourself in complete sentences with be going to. 1. What are you going to do next Monday afternoon?

2. What are you going to do next Wednesday evening?

3. What are you going to do next Friday morning?

4. What are you going to do next Saturday evening?

5. What are you going to do next Sunday morning?

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Exercise 8 WILL OR BE GOING TO? (WILL & BE GOING TO) Complete the following sentences using the correct form of will or be going to with the verb provided. Use contractions whenever possible. Be prepared to explain the reason for your choice. Ex. 1. A : Can you come to my party tomorrow? ’ll come B: Sure, I ! “Will” is used when making a decision at the moment. ‘s going to go Ex. 2. Next summer, she to Japan. “Be going to” is used when plans are already made. 1. Sam feels sick. He knows that he home from work tomorrow. (stay)

2. I can’t go out for dinner because I my homework. (finish)

3. A: I left my wallet at home. B: That’s okay. I you some money. (lend)

4. I don’t think I able to come to your party. (be)

5. Frank a two-week holiday next year. (take)

6. That box looks very heavy. I you carry it. (help)

7. I bought some paint because I my apartment. (paint)

8. He a black tuxedo to the wedding. What you ? (wear)

(wear)

9. A: Why did you take the sugar out of the cupboard? B: I a cake. (bake)

10. They took money out of the bank because they a new TV for their daughter. (buy)

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Exercise 8 cont. 11. It’s very hot in here. I the window for you. (open)

12. The weatherman says it a beautiful day tomorrow, (be)

so I think I to the beach. (go)

13. We probably to the party next weekend. (not/go)

14. A: Can I please talk to the manager? B: He with you in a moment. (be)

15. The Andersons went to the travel agency yesterday. They their tickets tomorrow. (buy)

16. We that new movie tonight. Do you want to come with us? (see)

17. Allan up early tomorrow so that he can go fishing. (get)

18. Okay, I you move tomorrow. (help)

19. A: Do you have any holiday plans? B: Yes. We a Mediterranean cruise. (take)

20. A: Ronnie can’t drive me to the airport. B: That’s okay. I you. (take)

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Exercise 9 TR AVEL PLANS (WILL & BE GOING TO)

A. Fill in the Blanks Complete the dialogue by writing in the correct future verb. Do not use contractions. Use will if someone is making the decision right now. Use be going to if the plans were already made before. Kate:

are going to go Hi, David! I heard you to Australia! When you ?

David:

Hey, Kate! I in two weeks.

Kate:

Wow! You an amazing experience.

David:

I hope so. I’m not sure if I should start packing now. What do you think?

Kate:

I think it’s better to get organized as soon as possible.

David:

You’re right. I packing tonight.

Kate:

That’s a good idea. So what you first?

David:

I to the Sydney Opera House.

Kate:

Good idea!

David:

Maybe I the Harbour Bridge while I’m there.

Kate:

Wow. I really want to go to Australia too.

David:

Why don’t you join me? Say you !

Kate:

Really? Okay! Maybe I with you!

1. go

2. leave

3. leave

4. have

5. start

6. see

7. stop by

8. check out

9. come

10. go

B. Pair Work 1

C. Pair Work 2

Read the dialogue aloud with a partner. Change the verbs into contractions (the short form) whenever possible. Remember to pronounce “going to” as “gonna.”

Now choose any place in the world and imagine you are going there. Where will you go? What are you going to do while you’re there? Discuss your travel plans with a partner.

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Exercise 10 FUTURE TIME CLAUSES (WILL & BE GOING TO)

Did You Know?

Did You Remember?

In future sentences with two clauses, both will and be going to are correct in the independent clause. Will is formal and be going to is casual. Try using both forms in this exercise.

You must use the simple future tense in the independent clause and the simple present tense in a dependent clause. Dependent clauses begin with words such as when, before, after, as soon as, and until.

If a sentence begins with a dependent clause, it must be followed by a comma.

Complete the following sentences with the correct future form of the verb provided. Underline the dependent clause in each sentence. will eat leaves Ex. She before she for work. (eat)

(leave)

1. I’m going to eat lunch at 12:30. After I lunch, I a nap. (eat)

(take)

2. As soon as it raining, I to the store. (stop)

(walk)

3. I you this book as soon as I it. (lend)

(finish)

4. He this letter before he stamps. (finish)

(buy)

5. When the class over, Marilyn shopping. (be)

(go)

6. They many museums when they to Europe. (visit)

(go)

7. When the chairman , everyone down. (arrive)

(sit)

8. After they their homework, they TV. (do)

(watch)

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Exercise 10 cont. 9. She a hot bath as soon as she home. (take)

(get)

10. I you back the money I borrowed as soon as I my paycheck. (pay)

(get)

11. He home until he better. (stay)

(feel)

12. We birthday cake after we dinner. (have)

(finish)

13. As soon as she here, we dinner. (get)

(eat)

14. She the clothes after she them. (iron)

(wash)

15. I you until I . (love)

(die)

16. I for a new passport before I a ticket. (apply)

(buy)

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Exercise 11 FIND SOMEONE WHO (WILL, BE GOING TO & BE + -ING) Interview your classmates. Walk around the class and find someone… #

Find someone...

who is going to visit a friend tonight.

who will probably leave the city this weekend.

who isn’t going to watch TV tonight.

who’s going to walk home from school today.

who is getting a hair cut this week.

who won’t have a birthday next month.

who thinks it’ll be a nice day tomorrow.

who is going to buy a present for someone this week.

who’s buying groceries after school today.

who will have something to eat as soon as the class finishes.

Classmate’s name

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Exercise 12 QUIZ (WILL, BE GOING TO & BE + -ING) Circle the correct answer. 1. The girl to the mall after school. a) is going to go b) will goes c) is going to going 2. My grandparents us next weekend. a) will visiting b) are visiting c) are going to visit 3. She her dog to the vet today. a) will taking b) will take c) will takes 4. I for Disneyland in three days. a) are leaving b) is leaving c) am leaving 5. He will go sightseeing when he in Thailand. a) will arrives b) arrives c) is going to arrive

6. There a test on Friday. a) is being b) is being to be c) will be 7. The kids well after all that physical activity. a) are going to sleep b) is going to sleep c) am going to sleep 8. They

their lunch because they aren’t hungry.

a) won’t eat b) will eat not c) is not eating 9. join the game? a) Are you b) Are you going c) Are you going to 10. When we to a new city next month, we will meet new people. a) will move b) move c) are move

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Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – Int

This lesson reviews the three main ways to form the future

TIME:

tense (with will, be going to, and be + ing). Students will study the differences between these forms and practice using them through

4 hours

TAGS: future, simple future, will, be going to, be + -ing, present progressive, verbs, verb tenses,

individual and group exercises.

grammar, grammar practice

Exercise 1

Exercise 3

A. LONG FORM

will not stay

will call

am going to clean

are going to practice

will turn

will start

is going to wear

is going to give

is going to hang

is going to change

will walk

will apply

will not play

will not text, will call

will give

10. will not take, will drive

B. SHORT FORM 1.

won’t be

won’t study

’ll have

’ll practice

’ll play

8. ’ll water

won’t read

’ll eat

10. ’ll work

B. SHORT FORM 1.

’m going to take

‘s going to exchange

‘s going to get

’s going to ask

‘s going to quit

6. ’re going to visit

Exercise 4

won’t call Answers will vary. Make sure your students are using the contracted forms of be going to, and check that they are writing

Exercise 2 Answers will vary.

a mix of positive and negative sentences. As a follow-up, have students share their answers in small groups or as a class.

Exercise 5 Answers will vary. (continued on the next page...)

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Answer Key cont. Exercise 6

Exercise 8

B. SHORT ANSWERS

The focus of Exercise 8 and 9 is to recognize when will or be going

No, she isn’t. / No, she’s not.

Yes, I will.

No, they aren’t. / No, they’re not.

Yes, he is.

to is the more natural choice. An answer that differs from the ones below isn’t incorrect, but we recommend encouraging students to think of why the answers listed here are the most suitable. You may choose to accept other answers as correct.

No, he won’t.

’s going to stay

11. ‘ll open

Yes, we will.

‘m going to finish

12. ‘s going to be,

Yes, I am.

‘ll lend

No, I’m not.

‘ll be

13. won’t go

is going to take

14. ‘ll be

C. QUESTIONS Answers will vary. D. QUESTIONS & ANSWERS 1.

Will they be at school tomorrow? No, they won’t.

Are you going to call him back this afternoon? No, I’m not.

Are we going to visit our aunt next summer? Yes, we are.

Is he going to Hawaii next month? No, he isn’t. / No, he’s not.

‘ll go

6. ‘ll help

15. ‘re going to buy

16. ‘re going to see

‘m going to paint

8. ‘s going to wear, 9.

17. ‘s going to get

are, going to wear

18. ‘ll help

‘m going to bake

19. ‘re going to take

10. ‘re going to buy

20. ‘ll take

Exercise 9

Is she going to graduate next spring? Yes, she is.

Will they bring their notes to the meeting tomorrow morning? Yes, they will.

are going to go

are, going to see

Is he having a party on Friday? Yes, he is.

are, going to leave

am going to stop by

Will you let me know as soon as possible? Yes, I will.

Exercise 7

A. FILL IN THE BLANKS

am going to leave

will check out

are going to have

will come

will start

10. will go

A. SAR AH’S SCHEDULE

B. PAIR WORK 1

Monitor your students for correct question formation.

Circulate to make sure students are using contractions and “gonna.”

When the pairs have completed Part A, have them compare charts to check their answers. B. MY SCHEDULE Answers will vary.

C. PAIR WORK 2 Answers will vary. (continued on the next page...)

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Answer Key cont. Exercise 10

EDITOR’S NOTE: Because this is one of our longest lessons, you might want to

The answers here are given with will, but any answer with be going to is also correct. Encourage students to use both forms. Also, the answers here are not contracted, but you may wish to

consider one or more of these ways of saving paper if you’re planning to print out this lesson:

assign students to do half with contractions and half without.

•

Print double-sided.

eat, will take

•

Only print out the pages you plan on doing that day.

stops, will walk

10. will pay, get

will lend, finish

11. will stay, feels

•

Display some of the exercises on an overhead projector

will finish, buys

12. will have, finish

is, will go

13. gets, will eat

will visit, go

14. will iron, washes

arrives, will sit

15. will love, die

do, will watch

16. will apply, buy

will take, gets

or SMART Board and have students write the answers in their notebooks. •

Give the instructions orally for the speaking and writing activities on pages 7 and 10.

•

Assign some of the exercises as pair or group tasks and only print out one page per pair/group.

Exercise 11 Answers will vary.

Exercise 12 1. a

3. b

5. b

7. a

9. c

2. c

4. c

6. c

8. a

10. b

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

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American Presidents

Barack Obama Pre-Reading A. Warm-Up Questions 1. Who is the person in the picture? 2. What country is this person from? 3. Why is this person famous?

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

mother

a) a woman who has a child

father

b) a person from America (the US)

grandparents

c) a person from Africa

daughter

d) the leader of a country, such as the US

move

e) the mother and father of one’s parents

African

f) a girl child

American

g) a man who has a child

president

h) to go from one place to another

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Reading ABOUT BAR ACK OBAMA 1. B arack Obama was born in Hawaii. Obama’s mother was from Kansas. His father was from Kenya. He lived with his grandparents. 2. B arack Obama moved to the mainland. He went to law school and married Michelle. They had two daughters. Their daughters’ names are Malia and Sasha. 3. B arack Obama became the 44th US president in 2009. He was the first African American president.

Writing ABOUT ME Finish the About Me sentences. Use your own personal information. 1. Barack Obama was born in Hawaii.

3. Barack Obama lives in the United States.

I was

I live

2. Barack Obama has a wife and two daughters.

4. Barack Obama is African American.

I have

I am

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Comprehension A. True or False? Read the biography again or listen to the recording. Write T if the statement is true. Write F if the statement is False. 1. Barack Obama is Armenian. 2. Barack Obama is married. 3. The Obamas have two daughters and one son. 4. Barack Obama was the fourth African American president. 5. Barack Obama was a student before he became a president.

B. Forming Questions Work with a partner. Here are the answers. What are the questions? 1.

Barack Obama’s nationality is American.

Barack Obama’s wife’s name is Michelle.

Barack Obama was born in Hawaii.

The Obamas’ daughters’ names are Malia and Sasha.

Barack Obama lived with his grandparents.

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Pronunciation Practice Listen to your teacher say these nations and nationalities. Practice saying these words out loud with a partner. • Barack Obama is from America. He is American. What nationality is your partner? Find out the nationalities of the other students in your classroom. Nation

Nationality

America

American

Mexico

Mexican

Canada

Canadian

Britain

British

Australia

Australian

Vocabulary Review Circle the word that means the opposite of each word. 1. daughter a) wife b) son c) father 2. grandmother a) mother b) grandfather c) sister

3. father

5. teacher

a) mother b) grandma c) American

a) president b) grandparent c) student

4. move

6. born

a) is b) stay c) have

a) died b) lived c) moved

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Listening A. Gap Fill Listen to a recording of this reading. Fill in the blanks. Listen again and check your answers.  http://blog.esllibrary.com/2015/02/25/podcast-obama-beg/ 1. Barack Obama born in Hawaii. Obama’s mother was from Kansas. His father was from Kenya. He with his grandparents. 2. B arack Obama moved to the mainland. He went to law school and Michelle. They had daughters. Their daughters’ names are Malia and Sasha. 3. B arack Obama became the 44th US president in He was the first African American

. .

B. Extra Practice Do you want more listening practice? After you fill in the blanks in Part A, listen to the recording a few more times. Underline all of the place names and people’s names.

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

In this lesson, students read a few sentences about the first African

TIME:

American president. They review the pronunciation of a few nations and nationalities and practice forming questions. They also write a

1.5–2 hours

TAGS: Barack Obama, president, politics, American, US

few sentences about themselves.

Pre-Reading

Comprehension

A. WARM-UP QUESTIONS

A. TRUE OR FALSE?

This is Barack Obama.

1. F

Barack Obama is from the United States/America.

Barack Obama is the 44th president of the United States.

2. T

3. F

4. F

Have your students find the answers in the reading or play the recording instead: http://blog.esllibrary.com/2015/02/25/podcastobama-beg/

B. VOCABULARY PREVIEW 1. a

3. e

5. h

7. b

2. g

4. f

6. c

8. d

Reading

B. FORMING QUESTIONS Answers may vary. Help your students form questions. You may want to do a lesson on possession to help your students with apostrophes.

Have your students read the paragraphs silently to themselves or

What nationality is Barack Obama?

read them out loud together. Ask your students to circle any words

Where was Barack Obama born?

they are unfamiliar with.

Who did Barack Obama live with as a child?

What is Barack Obama’s wife’s name?

What are the Obamas’ daughters’ names?

Writing Individual answers.

5. T

(continued on the next page...)

/ V E R S I O N 3 . 2)

Barack Obama American Presidents

Answer Key cont. Pronunciation Practice Help your students pronounce nations and nationalities. Go over any nations and nationalities of the students in your class.

Vocabulary Review 1. b

2. b

3. a

4. b

5. c

6. a

Listening A. GAP FILL Play the audio recording or assign this gap-fill task for homework. 1.

was, lived

married, two

2009, president

B. EXTR A PR ACTICE 1.

Barack Obama, Hawaii, Kansas, Kenya

Barack Obama, Michelle, Malia, Sasha

Barack Obama, US

/ V E R S I O N 3 . 2)

Holidays & Events

Canada Day Vocabulary

b a

Match the words with the correct images.

Canada

flag

barbecue

parade

picnic

fireworks

concert

cake

decorations

c d f

e h

i j

10. celebration

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Reading 1. July 1 is Canada Day. On July 1, 1867, Canada became a country. The country had four provinces. The provinces were Nova Scotia, New Brunswick, Ontario, and Quebec. 2. Canadians like to have a big celebration on Canada’s birthday. Some people have a picnic in a park or by a lake. Some people have a barbecue in their backyard with friends and family. Many people like to eat hamburgers, hot dogs, potato salad, corn on the cob, and cake on Canada Day. 3. On Canada Day, you will see the Canadian flag everywhere. People hang flags from buildings or homes. Some people also carry small flags in their hands. 4. Many cities have free outdoor concerts or parades. Lots of people celebrate Canada Day together at these events. There are usually many red and white decorations because these are the colors of Canada’s flag. 5. At night, people like to watch fireworks. What a perfect ending to a fun holiday!

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Comprehension A. True or False? Are the following statements true or false? Write T if the answer is true and F if the answer is false. 1. Canada Day is on July 4. 2. Some people go to an outdoor concert on Canada Day. 3. Canadaâ&#x20AC;&#x2122;s flag is red and white. 4. Some people eat cake on Canada Day. 5. People watch fireworks during the day.

B. Ask & Answer ractice asking and answering the following questions with your partner. P Then write the answers in the spaces below. 1. When is Canada Day celebrated?

2. Why do people celebrate Canada Day?

3. Name two things you can do outdoors on Canada Day.

4. What do some people carry in their hands on Canada Day?

5. What do some people do at night on Canada Day?

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Vocabulary Review A. Unscramble the Words Unscramble the words from the reading on page 2. 1. cinicp

6. cnaada

2. lfga

7. letoincebar

3. brbeecua

8. sotidocearn

4. keac

9. ccoenrt

5. rapdae

10. owfrkiser

B. Word Search Find the words you unscrambled in Part A in the Word Search below.

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Vocabulary Review cont. C. Look at the Pictures Circle the sentence that best describes the picture. 1.

a) Let’s watch the fireworks. b) Let’s have a barbecue. c) Let’s go to a parade. d) Let’s have a picnic.

a) The flag looks pretty in the night sky. b) The decorations look pretty in the night sky. c) The fireworks look pretty in the night sky. d) The cake looks pretty in the night sky.

a) The cake is under the table. b) The cake is on top of the table. c) The cake is beside the table. d) The cake is around the table.

a) They are marching in a parade. b) They are looking at a parade. c) They are listening to a parade. d) They are watching a parade.

a) The hamburger is on the plate. b) The hamburger is in the plate. c) The hamburger is at the plate. d) The hamburger is under the plate.

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Pair Activity (Student A) What’s for lunch? Ask your partner how many hot dogs, pieces of watermelon, bowls of potato salad, and cookies are on his/her picnic table. Draw those missing food items on your picnic table.

hot dog

piece of watermelon

bowl of potato salad

Example: A: How many cherries are on the picnic table? B: There are 6 cherries on the picnic table.

hamburger

apple

/ V E R S I O N 4 . 0)

bottle of pop

piece of cake

cherry

Canada Day

Holidays & Events

Pair Activity (Student B) What’s for lunch? Ask your partner how many hamburgers, apples, pieces of cake, and bottles of pop are on his/her picnic table. Draw those missing food items on your picnic table.

hot dog

piece of watermelon

bowl of potato salad

Example: A: How many cherries are on the picnic table? B: There are 6 cherries on the picnic table.

hamburger

apple

/ V E R S I O N 4 . 0)

bottle of pop

piece of cake

cherry

Canada Day

Holidays & Events

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.

Question

Does your country celebrate its birthday?

Did you decorate your house last year for a holiday?

Do you know what your country’s flag looks like? Describe it.

Do you like cake?

Do you like watching parades?

Do you like going on picnics?

Do you like going to concerts?

Do you like hamburgers?

Do you like watching fireworks?

Do you often have a barbecue with your friends?

Classmate

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Listening  http://blog.esllibrary.com/2015/06/24/podcast-canada-day-beginner/ Fill in the blanks as you listen to the recording. 1. July 1 is Canada Day. On July 1, 1867, became a country. The country had four . The provinces were Nova Scotia, New Brunswick, Ontario, and Quebec. 2. Canadians like to have a big on Canada’s birthday. Some people have a picnic in a park or by a lake. Some people have a in their backyard with friends and family. Many people like to eat hamburgers, hot dogs, potato salad, corn on the cob, and on Canada Day. 3. On Canada Day, you will see the flag everywhere. People hang flags from buildings or homes. Some people also carry small in their hands. 4. Many cities have free outdoor or parades. Lots of people celebrate Canada Day together at these events. There are usually many red and white because these are the colors of Canada’s flag. 5. At night, people like to watch . What a perfect ending to a fun holiday!

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Answer Key NOTE:

LESSON DESCRIPTION:

LEVEL: Beg

These activities are designed for beginner-

This lesson includes a reading,

TIME:

level adult ESL learners, but they may also

vocabulary development tasks,

be suitable for younger ESL students.

comprehension questions, a pair

TAGS: Canada Day, Canadians, Canada, holiday, birthday, July 1, province,

activity, and a group activity.

Vocabulary

1.5–2 hours

dominion

Vocabulary Review

1. b

3. f

5. d

7. h

9. i

2. g

4. j

6. e

8. a

10. c

Reading (and/or Listening) Read individually, in small groups, or as a class. You can also play the listening as your students read along. A gap-fill version of the reading is available on page 9. Help your students with vocabulary and expressions that they are unfamiliar with.

A. UNSCR AMBLE THE WORDS 1.

picnic

parade

flag

Canada

10. fireworks

barbecue

celebration

cake

decorations

B. WORD SEARCH b a f

Comprehension A. TRUE OR FALSE? 1. F – Canada Day is on July 1. 2. T 3. T 4. T 5. F – People watch fireworks at night.

p a

b e

u e m k n

a d e

o n

e d

e p

o a

w a

n k

o b a

b a

e n

o n a n

n d e

e w e n o

e w d

p a

r c

o a

n o

p a

B. ASK & ANSWER

C. LOOK AT THE PICTURES

Canada Day is celebrated on July 1.

Explain the meaning of any new words

People celebrate Canada Day because it is the day

and the different prepositions.

that four provinces became a country called Canada (in 1867). 3.

You can go to concerts or parades. You can have a picnic or a barbecue. You can watch fireworks.

Some people carry a Canada flag in their hands on Canada Day.

Some people watch fireworks at night on Canada Day.

concert

1. d

2. c

3. b

4. a

5. a

(continued on the next page...)

/ V E R S I O N 4 . 0)

Canada Day

Holidays & Events

Answer Key cont. Pair Activity Student A must draw: 4 hot dogs, 2 pieces of watermelon, 1 bowl of potato salad, and 5 cookies.

EDITOR’S NOTE: Canada and the United States celebrate their “birthdays” (on July 1 and 4, respectively) in similar ways. Please note that our Beginner Canada Day and US Independence Day lessons have

Student B must draw: 2 hamburgers,

similar readings, tasks, and vocabulary. We do not recommend

5 apples, 3 pieces of cake, and 2 bottles of pop.

teaching both of these lessons to the same group of students.

Find Someone Who...

SPELLING NOTE:

Have the students circulate around the class asking the questions on the sheet. When the student finds a classmate who can answer “yes,” he/she will write the student’s name next to the question. If you think your students can handle it, have them follow up with one more question of his/her own for some or all of the questions. E.g., For the question “Did you decorate your house last year for

This lesson shows the American spelling of the words Color and Practice. Most other English-speaking countries spell these words this way: Color 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.

a holiday?”, if the student answers “yes” the second question might be: “Which holiday was it?” or “What kinds of decorations did you use?”. Follow up by sharing some of the answers with the whole class.

Listening 1.

Canada, provinces

celebration, barbecue, cake

Canadian, flags

concerts, decorations

fireworks

/ V E R S I O N 4 . 0)

Grammar Practice Worksheets

Simple Present Vs. Present Progressive Table of Contents 2

Grammar Notes Present Progressive

Exercise 1 Comparing Tenses

Exercise 2 Time Markers

Exercise 3 Action & Non-Action Verbs

Exercise 4 Writing

Exercise 5 Find Someone Who

Exercise 6 Quiz

Answer Key

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Grammar Notes SIMPLE PRESENT VS. PRESENT PROGRESSIVE

A. Comparison Chart There are two ways to show present time in English. Use the simple present for repeated actions (actions that happen over and over). Use the present progressive (also called present continuous) for continuing actions (actions that are happening now).

Simple Present base verb (+ -s) Pattern

Use

Present Progressive Be + -ing verb

(ends in -s for he, she, it, singular count nouns, and non-count nouns)

(forms of Be: am, are, is)

repeated action

continuing action

Diagram

• every (every day, every week, every month, every year, etc.)

Time Markers

• once, twice, three times, etc. (once a week, twice a month, five times a year, etc.)

• adverbs of frequency

• • • • •

now right now these days nowadays today

• • • •

at the moment at this time currently presently

• • • •

The students are reading now. At the moment, the boss is talking. He isn’t doing his homework. Are you listening to me?

(always, almost always, often, usually, sometimes, never, etc.)

Examples

• • • •

My son always brushes his teeth. They walk their dog every day. I don’t call my parents very often. Do you usually study after school?

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Grammar Notes cont. B. Non-Action Verbs Most English verbs involve an action (movement), but there are some verbs that have no movement. They are called non-action (or stative) verbs. Non-action verbs almost never take an -ing form. Common non-action verbs can be grouped into five categories. Categories

Examples

state

be, seem, appear, exist

possession

have, own, possess

feelings & needs

like, love, hate, feel, want, need, prefer, wish

thought

think, believe, know, imagine, understand

the senses

see, hear, taste, smell

Use the simple present with non-action verbs. Do not use the present progressive. � I am a student. � I am being a student.

� My sister wants a new car. � My sister is wanting a new car.

� He has a dog. � He is having a dog.

� I think that winter is the best season. � I am thinking that winter is the best season.

� The children like pizza. � The children are liking pizza.

� I see a stain on my shirt. � I am seeing a stain on my shirt.

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Grammar Notes cont. C. Notes Note #1 The simple present is also used for true facts and schedules. • The earth’s temperature increases every year. (true fact) • Most plants grow in the spring and summer. (true fact) • The bus leaves at 5:00 am tomorrow morning. (schedule) • My favorite TV show starts at 8:00 pm. (schedule)

Note #2 The present progressive can have a future meaning. It is commonly used for the near future (actions that will happen soon). • I am going to Australia next weekend. • My friend is moving on Friday. • The students are graduating in three days. • We are seeing a movie tonight.* *For movies and plays at a theater, it is common to use the non-action verb see instead of the action verb watch for future time.

Note #3 Some non-action verbs can take an -ing form, but the meaning of the verb usually changes. • I am having pizza for dinner. (having = eating) • We are having fun. (having = experiencing) • My sister is having a baby. (having = giving birth to) • Are you seeing anyone? (seeing = dating) • I am thinking of buying a new car. (thinking = deciding, planning)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 1 COMPARING TENSES Complete the following sentences using the simple present or the present progressive tense. practices are practicing Ex. My team usually in the gym, but now we outside. (practice)

(practice)

1. They usually the local newspaper, (read)

but they a national newspaper at the moment. (read)

2. I eggs for breakfast today, though I usually cereal. (eat)

(eat)

3. David always to work, and he in the rain at this time. (walk)

(walk)

4. I a shower now, though I normally a bath. (take)

(take)

5. Isabella English every day. She past tense verbs right now. (study)

(study)

6. Sayid never a tie to work, (wear)

but he one today because he has an important appointment. (wear)

7. Jin sometimes work late, (leave)

but he early today because it is his wife’s birthday. (leave)

8. We always at A&B Market, (shop)

and right now we for food for a party. (shop)

9. Lee a cake for his wife’s birthday, (make)

but he almost never cakes. (make)

10. Fred and Rita never wine, so they water right now. (drink)

(drink)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 2 TIME MARKERS Complete the following sentences using the simple present or the present progressive tense. goes Ex. He to the gym three times a week. (go)

1. Jack never to class on time. (get)

2. The sun always in the east and in the west. (rise)

(set)

3. Maya TV now. She often TV in the evenings. (watch)

(watch)

4. Mr. Duncan to New York on business very often. (travel, not)

5. My aunt usually in a hotel when (stay)

she comes to town, but tonight she with us. (stay)

6. At this time, they in Europe. (travel)

7. We for coffee on Saturdays. We on Sundays. (meet, not)

(meet)

8. She sometimes jeans to school, but today she a skirt. (wear)

(wear)

9. Right now, we verb tenses. (review)

10. My husband dinner at the moment. He the dishes. (make, not)

(wash)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 3 ACTION & NON-ACTION VERBS Complete the following sentences using the simple present or the present progressive tense. Remember that non-action verbs don’t usually take the progressive form. is reading wants Ex. Mi Jin a new book now. She to finish the book tonight. (read)

(want)

1. Billy a bad cold today. He in bed at the moment. (have)

(lie)

2. Sara is at the park now. She her dog. (walk)

She her dog so much. (love)

3. I to the store to buy a new computer. (go)

The computer $1500. (cost)

4. Yuka her old, green dress, but she (hate)

(wear)

it today because her mother it. (like)

5. Lucas a new car. He to drive it around. (have)

(love)

6. Juan and Mohammed in the park right now. (jog)

A cat them. I (follow)

(think)

the cat to Juan. (belong)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 3 cont. 7. What’s that noise? I something outside the window. (hear)

I scared! (be)

8. My brother and I at home. We a movie on TV. (be)

(watch)

9. Marco usually to work, but today (drive)

he a bus because his car a flat tire. (take)

(have)

10. Slow down! You too fast right now, (drive)

and I a police car up ahead. (see)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 4 WRITING Write about your school or work. Write 10 sentences using the simple present and present progressive tenses. Try to include some non-action verbs.

Example: I go to school three days a week. I take English classes. Right now, we are learning about adjectives. I don’t like grammar very much, but I’m trying my best…

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 5 FIND SOMEONE WHO Write questions in the simple present or present progressive tense. Then walk around the classroom and ask your classmates questions. Write your classmate’s name on the right if he/she answers “yes.”

Find someone...

Question

who usually walks to class

Do you usually walk to class?

who is wearing black socks today

Are you wearing black socks today?

who has two siblings

who likes coffee

who is learning a third language these days

who lives in an apartment

who plays the guitar

who always eats breakfast

who is wearing contact lenses right now

who loves his/her pet

Classmate

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Exercise 6 QUIZ Circle the correct answer. 1. Listen! Someone at the door. a) knock b) knocks c) is knocking d) are knocking 2. It always in our city in April. a) rain b) rains c) is raining d) are raining 3. They each other now. a) don’t text b) doesn’t text c) isn’t texting d) aren’t texting 4. The telephone . Can you please answer it? a) ring b) rings c) is ringing d) are ringing

5. My baby from 2:00 to 4:00 every afternoon.

9. The child ice cream right now.

a) sleep b) sleeps c) is sleeping d) are sleeping

a) want b) wants c) is wanting d) are wanting

6. Mr. Jones in his office at the moment.

10. you your homework every day?

a) are b) isn’t c) is being d) isn’t being

a) Do, do b) Does, do c) Is, doing d) Are, doing

7. he his presentation now?

11. I can’t talk right now. I dinner.

a) Do, practice b) Does, practice c) Is, practicing d) Are, practicing

a) have b) has c) am having d) is having

8. My neighbor the garden twice a day.

12. It’s a beautiful day today. The sun .

a) water b) waters c) is watering d) are watering

a) shine b) shines c) is shining d) are shining

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students compare the different uses of the simple

TIME:

present and present progressive tenses. Various exercises that mix the tenses and include non-action verbs will demonstrate if they

TAGS: simple present, present progressive, present continuous, verbs, tense, verb tenses, mixed tenses, time markers,

truly understand when to use each tense.

Exercise 1

2 hours

sentence patterns, non-action, stative, grammar

Exercise 3

read, are reading

wears, is wearing

has, is lying

am eating, eat

leaves, is leaving

is walking, loves

walks, is walking

shop, are shopping

am going, costs

am taking, take

is making, makes

hates, is wearing, likes

studies, is studying

10. drink, are drinking

has, loves

are jogging, is following, think, belongs

hear, am

are, are watching

are traveling

drives, is taking, has

10. are driving, see

Exercise 2 1.

gets

rises, sets

don’t meet, meet

is watching, watches

wears, is wearing

doesn’t travel

are reviewing

stays, is staying

10. isn’t making, is washing

Exercise 4 Answers will vary. (continued on the next page...)

– LO W I N T / V E R S I O N 1. 2)

Simple Present Vs. Present Progressive

Grammar Practice Worksheets

Answer Key cont. Exercise 5 Answers will vary.

Exercise 6 1. c

3. d

5. b

7. c

9. b

11. c

2. b

4. c

6. b

8. b

10. a

12. c

SPELLING NOTE: This lesson shows the American spelling of the words Traveling, Neighbor, Favorite, Theater, and Practice. Most other Englishspeaking countries spell these words this way: Travelling, Neighbour, Favourite, Theatre, 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: This lesson should follow our Grammar Practice Worksheets lessons on the simple present and present progressive. For more grammar explanations and practice with these tenses, see: •

Simple Present – Be https://esllibrary.com/courses/88/lessons/1591

•

Simple Present https://esllibrary.com/courses/88/lessons/2403

•

Present Progressive https://esllibrary.com/courses/88/lessons/2464

Also, for more examples of non-action verbs, see our Grammar & Usage Resource: •

Non-Action Verbs & Exceptions https://esllibrary.com/resources/2329

– LO W I N T / V E R S I O N 1. 2)

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Count Vs. Non-Count Nouns Table of Contents 2

QUICK AND HANDY GR AMMAR REVIEW Count Vs. Non-Count Nouns

EXERCISE 1 Decide if each noun is a count or non-count noun.

EXERCISE 2 Place one of the words from the list before each noun.

EXERCISE 3 Correct the errors.

EXERCISE 4 Place a, an, or some before the nouns.

EXERCISE 5 Place is or are after the nouns.

ANSWER KEY

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Quick and Handy Grammar Review COUNT VS. NON-COUNT NOUNS Nouns are a basic part of speech in a language. Nouns are people, places, things, ideas, or concepts. Nouns may function as the subject of a sentence, as the object of a verb, or as the object of a preposition.

A. The Four Types of Nouns There are four types of nouns in English: #

Type of Noun

Description

Examples

common nouns

• words for general people, places, or things

• • • • •

book window cafeteria teller teacher

• • • •

streets cars remote control police officer

proper nouns

• names of specific people, places, or things • when the is used with a proper noun, the is usually in the lower case (not capitalized)

• • • • •

Veronica Chile Seoul Disneyland the Bradens

• • • •

the New York Times Boardwalk Empire Jennifer Lopez Prof. Lenore Sinclair

collective nouns

• singular words that refer to groups of people or animals • either common or proper

• • • •

team family committee congress

• herd (of cows) • the Rodriguez family • the New York Yankees

abstract nouns

• words for ideas or concepts (we know they exist, but we can’t use our sense of touch, hearing, sight, taste, or smell to find them)

• • • • • •

love hate honesty faith freedom patience

• • • • •

joy responsibility fidelity dislike loyalty

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. B. Count Nouns Count (or countable) nouns are simple to count. They may be singular or plural. For singular count nouns, use a, an, the, or one. For plural count nouns, use a number, the article the, or no article. You may also use quantity words (a lot, a few, some, many). Never use a or an with a plural count noun.

Singular

Plural

• • • •

• cats • two oranges • 15 soldiers • the recipes

a cat an orange one soldier the recipe

C. Non-Count Nouns Non-count (or uncountable) nouns are things that we generally do not count. Non-count nouns always take a singular verb. Do not use the articles a, an, or one with non-count nouns. You may use quantity words (a lot, a little, and especially some). You can use the article the if the non-count noun is specific/definite. Certain categories of nouns are usually non-count. Abstract ideas and feelings • • • • • • • • • • • • • • •

advice information beauty intelligence faith joy freedom love happiness luck hate news honesty vocabulary work

School subjects

Terms composed of tiny parts

Collective nouns referring to things

• • • • • • • • • • • •

biology physics criminal justice psychology Spanish economics statistics English health physical education writing mathematics

coffee rice flour salt sugar pepper tea water sand rain snow hair

clothing food furniture garbage money homework music jewelry equipment makeup traffic mail

Note: email is a count noun.

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. C. Non-Count Nouns cont. Food items

Minerals

Liquids and gases

• • • • • • • • • •

• • • • • •

• • • • • • • • • •

bread pasta butter soup cheese chocolate fruit fish meat beef

copper tin gold iron silver steel

air pollution fog wind beer soup milk water oil oxygen

To talk about quantities with non-count nouns, use a/an/the + measure word + of + non-count noun. Below are some examples. Measure Word

Example

Measure Word

Example

bag

a bag of flour

glass

a glass of milk

bottle

a bottle of juice

jar

a jar of honey

bowl

a bowl of fruit

loaf

a loaf of bread

box

a box of cereal

piece

a piece of cake

bunch

a bunch of snow

pound

two pounds of coffee

can

a can of corn

slice

a slice of pie

container

a container of rice

tablespoon

a tablespoon of vanilla

cup

a cup of tea

teaspoon

a teaspoon of salt

gallon

four gallons of water

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Exercise 1 Read the nouns below. Decide if each noun is count (C) or non-count (N). Write the correct letter next to each word. 1.

advice

16. cheese

31. flour

program

17. economics

32. English

news

18. boy

33. ocean

necklace

19. watch

34. leaf

color

20. rain

35. bag

orange

21. season

36. sleet

22. trash

37. milk

hope

23. snow

38. soldier

ring

24. work

39. child

10. file

25. garbage

40. carrot

11. hate

26. raindrop

41. snowflake

12. jewelry

27. homework

42. fidelity

13. information

28. happiness

43. loyalty

14. partner

29. faith

44. impatience

15. music

30. essay

45. peach

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Exercise 2 Place one of the words from the list before each noun below. Use each word from the list only once. 1.

coffee

bread

milk

gas

ice cream

tuna

cereal

Coke

yogurt

10.

candy

Word List • • • • •

piece can loaf container bottle

• • • • •

glass box gallon / liter cup bowl

Exercise 3 Find the error(s) in each sentence, then rewrite the correct sentences below. 1. The news on Channel 46 are always bad.

2. Rosa’s hairs are long and blonds and her clothes is very stylish.

3. The advisor gave me the wrong informations. Her advices were incorrect.

4. I bought two cheeses and three milks.

5. Henry drank two teas.

6. Statistics are a difficult class.

7. Hye Lim’s favorite subject is a biology.

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Exercise 3 cont. 8. The sands on Waikiki Beach are golden.

9. Jim gave his girlfriend two golds for her birthday.

10. The clothing in the new store at the mall are very expensive.

11. Hank wants to give you some advices, but the informations are not available.

12. Two mens and three womens are dancing in the hall.

13. Heera needs a paper. She heard a good news, and she wants to write two letter.

14. A love is stronger than a hate.

15. Martha says the beauty is not as important as the intelligence in a partner.

16. Coffee has many caffeines, so they keep me awake.

17. The Argentine peoples is very generous.

18. Harvey had a bad accident. He hurt his feets.

19. I cooked fishes for dinner.

20. How many furniture are there in your apartment?

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Exercise 4 Place a, an, or some before the following nouns. 1.

mail

11.

friend

21.

problem

advice

12.

sand

22.

love

apple

13.

piece

23.

partner

traffic

14.

news

24.

music

hair

15.

girl

25.

classmate

information

16.

26.

women

job

17.

message

27.

book

work

18.

hard drive

28.

ant

assignment

19.

bus

29.

rice

10.

homework

20.

cheese

30.

pen

Exercise 5 Place is or are after the following nouns. 1. Six women

11. Faith

2. The mail

12. Five emails

3. Economics

13. Physics

4. Milk

14. Three bowls

5. Tigers

15. Sugar

6. The team

16. The army

7. The Washington Post

17. The movie F rozen

8. Coffee

18. Patience

9. The boys and girls

19. The Obamas

10. Salt

20. The grammar books

Count Vs. Non-Count Nouns

Grammar Practice Worksheets

Answer Key Exercise 1

17. The Argentine people are very generous. 18. Harvey had a bad accident. He hurt his feet.

1. N

10. C

19. C

28. N

37. N

19. I cooked fish for dinner.

2. C

11. N

20. N

29. N

38. C

20. How much furniture is there in your apartment?

3. N

12. N

21. C

30. C

39. C

4. C

13. N

22. N

31. N

40. C

5. C

14. C

23. N

32. N

41. C

6. C

15. N

24. N

33. C

42. N

7. C

16. N

25. N

34. C

43. N

some

8. N

17. N

26. C

35. C

44. N

9. C

18. C

27. N

36. N

45. C

some

Exercise 2 1.

cup

box

glass

container

bowl

loaf

7. 8.

gallon/

bottle

liter

10. piece

can

Exercise 3 1.

The news on Channel 46 is always bad.

Rosa’s hair is long and blond and her clothes are very stylish.

The advisor gave me the wrong information. Her advice was incorrect.

I bought two pounds/kilograms of cheese and three quarts/liters of milk.

Exercise 4 some

13. a

19. a

25. a

some

14. some

20. some

26. some

15. a

21. a

27. a

10. some

16. an

22. some

28. an

11. a

17. a

23. a

29. some

12. some

18. a

24. some

30. a

13. is

17. is

Exercise 5 1.

are

2. 3. 4.

are

10. is

14. are

18. is

11. is

15. is

19. are

12. are

16. is

20. are

SPELLING NOTE: This lesson shows the American spelling of the words Color, Jewelry, Favorite, and Liters. Most other English-speaking countries spell these words this way: Colour, Jewellery, Favourite, and Litres. Make it a challenge for your students to find these

Henry drank two cups of tea.

Statistics is a difficult class.

Hye Lim’s favorite subject is biology.

The sand on Waikiki Beach is golden.

Jim gave his girlfriend two gold rings for her birthday.

Note that it is possible to count some very common non-count

10. The clothing in the new store at the mall is very expensive.

nouns such as coffee and Coke. You might want to point this out

11. Hank wants to give you some advice,

in Exercise 3, #5. If coffee or Coke were given as the noun, both

but the information is not available. 12. Two men and three women are dancing in the hall. 13. Heera needs some paper. She heard good news, and she wants to write two letters. 14. Love is stronger than hate. [no articles] 15. Martha says beauty is not as important as intelligence in a partner. [no articles]

words in the lesson and see if they know the alternate spellings. EDITOR’S NOTES:

Henry drank two cups of coffee/Coke and Henry drank two coffees/ Cokes would be possible. For more practice with articles and quantifiers, see our Grammar Practice Worksheet lessons on Articles – Beginner, Articles – Intermediate, and Quantifiers – Some & Any. https://esllibrary.com/courses/88/lessons

16. Coffee has much/a lot of caffeine, so it keeps me awake.

Articles

Grammar Practice Worksheets

Articles Table of Contents 2

QUICK AND HANDY GR AMMAR REVIEW Articles

EXERCISE 1: A or An Complete the sentences using a or an.

EXERCISE 2: A, An, or Ø Choose the correct noun to complete each sentence.

EXERCISE 3: A or The Complete the dialogues using a or the.

EXERCISE 4: A, An, or The Complete the story using a, an, or the.

EXERCISE 5: A, An, The, or Ø Complete the sentences using a, an, the, or Ø.

EXERCISE 6: A, An, The, or Ø Write a paragraph using a, an, the, and Ø.

EXERCISE 7: A, An, The, or Ø Complete the class survey.

EXERCISE 8: A, An, The, or Ø Complete the multiple-choice quiz.

ANSWER KEY

Articles

Grammar Practice Worksheets

Quick and Handy Grammar Review ARTICLES An article is a little word that come before a noun (a person, place, or thing). English articles include a, an, and the.

A. General Articles: A / An / Ø Use a, an, or Ø (no article) before a general noun. General (indefinite) means “one of many.” In other words, you can’t see the noun and/or you don’t know which noun it is. Examples: • I want to watch a movie. (Any movie is okay. You don’t know which movie you want to watch.) • I bought a new bicycle. (You can’t see the bicycle right now.) SINGULAR NOUNS

PLUR AL NOUNS

NON-COUNT NOUNS

Use a or an before a singular noun that is general. Singular means one. Use a before a consonant, and use an before a vowel (a, e, i, o, u).

Use Ø (no article) before a plural noun that is general. Plural means two or more.

Use Ø (no article) before a non-count (uncountable) noun that is general. A non-count noun is a noun that you can’t count because it is too small (snow, hair), liquid (soup, water), abstract (love, happiness), etc.

• I have a cat. • She has an iPhone.

• Our family likes animals. (no article) • You brought pens and books to class. (no articles)

• He drinks milk every day. (no article) • They usually have rice for dinner. (no article)

Articles

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. B. Specific Article: The Use the before a specific noun. Specific (definite) means you can see the noun and you know which noun it is. Examples: • T he black-and-white puppy is really cute. (You can see the puppy, and you know which puppy it is.) • I am buying the dress that is on sale. (You can see the dress, and you know which dress it is.) SINGULAR NOUNS

PLUR AL NOUNS

NON-COUNT NOUNS

• He likes the blue shirt better than the green one.

• T he students made the posters in this room.

• The children played in the sand all day.

• The new rug matches the sofa.

• Anyone can use the computers at our school.

• Here is the money that I owe you.

Articles

Grammar Practice Worksheets

Quick and Handy Grammar Review cont. C. Chart

SINGULAR (1)

PLUR AL (2 or more)

GENER AL (any one / you don’t know which one)

SPECIFIC (a certain one / you know which one)

A or An (singular count noun)

The (singular count noun)

• I gave a flower to my mom.

• Pass me the pen that you’re holding.

Ø (plural count noun or non-count noun)

The (plural count noun or non-count noun)

• I gave flowers to my mom. • I have money in my pocket.

• Pass me the pens that you’re holding. • I brought the money that I owe you.

D. Tips 1. Use the when there is only one of the noun. • •

t he sun, the moon (in the sky) the mall, the library, the hospital (in a city)

2. Use the for the second mention of a noun. • •

I bought a laptop yesterday. The laptop was expensive. I want a new puppy. The puppy must be toilet trained.

3. Use the with a general noun when the noun is followed by that and information that describes it (called an adjective clause). • T he shoes that I wear every day are red. • The TV that I want to buy is really big. 4. In most cases, use a/an/Ø with a specific noun when the sentence starts with “There is/are” and includes a preposition. Use the after the preposition. • There is a dog on the sofa. • There are flowers in the vases.

Articles

Grammar Practice Worksheets

Exercise 1 A OR AN Complete the sentences using a or an. a 1. John wants pair of jeans.

6. Alfonso wants Apple computer.

2. Silvia wants iPad.

7. Lee wants car.

3. Atsuko wants bicycle.

8. Lisa wants electric guitar.

4. Maria wants pair of shoes.

9. Miguel wants skateboard.

5. Bob wants book.

10. Sonya wants umbrella.

Exercise 2 A, AN, OR Ø Choose the correct noun to complete each sentence.

Part A 1. I want a

a) money.

2. He wants an

b) e-reader.

3. She wants

c) chocolate bar.

Part B 1. Do you have a

a) time?

2. Do you have an

b) pet?

3. Do you have

c) iPad?

Part C 1. She bought an

a) orange shirt.

2. He bought

b) new iPhone.

3. I bought a

c) colorful paper.

Articles

Grammar Practice Worksheets

Exercise 3 A OR THE Complete the dialogues using a or the. Write the correct article on the line.

Dialogue A

Dialogue B

Tracy: What did you buy yesterday?

Lee:

a new shirt. Mike: I bought

Mika: I bought new shirt.

Tracy: What does it look like?

Lee:

What did you buy yesterday?

What does it look like?

Mike: shirt has picture of sun.

Mika: shirt has picture of flower.

Tracy: Sounds nice! I can’t wait to see it.

Lee: Sounds nice! I can’t wait to see it.

Dialogue C Now practice with a partner! Draw an object on the plain shirt and describe it to your partner. A: What did you buy yesterday? B: I bought new shirt. 1.

A: What does it look like? B: shirt has picture of . 2.

A: Sounds nice! I can’t wait to see it.

Articles

Grammar Practice Worksheets

Exercise 4 A, AN, OR THE Complete the story using a, an, or the. Shopping Spree the mall. Yesterday was Lisa’s birthday. Her parents gave her $200 to spend at 1.

First Lisa bought necklace. necklace was silver with pink heart. 2.

Next, Lisa bought pair of shoes. Lisa really liked shoes because they 5.

were pink. After that, Lisa went into clothing store. She bought dress. 7.

The saleswoman said dress looked great on Lisa. Can you guess what color 9.

dress was? 10.

Exercise 5 A, AN, THE, OR Ø Complete the sentences using a, an, the, or Ø. the TV show that I watched last night? 1. Did I tell you about 2. Dave likes reading in library. 3. Yosuke shops for new shirt every week. 4. She needs new glasses. 5. Julia has dog. 6. We usually eat rice for lunch. 7. Chris has motorcycle. 8. There are children in the park. 9. Marco owns e-reader. 10. He climbed tree that is in his backyard.

Articles

Grammar Practice Worksheets

Exercise 6 A, AN, THE, OR Ă&#x2DC; Write a short paragraph about your hometown. Use a, an, the, and Ă&#x2DC; in your sentences as often as possible. Example: I live in Vancouver, Canada. There is a big shopping mall in Vancouver called Pacific Centre. I like to buy clothes at the mall. Vancouver also has a park called Stanley Park. It takes three hours to walk the seawall that goes around the park. I like to take pictures of the ocean and the park. Does your hometown have a big park and an ocean nearby, too?

Articles

Grammar Practice Worksheets

Exercise 7 A, AN, THE, OR Ø Class Survey: Ask your classmates these questions, and write their answers in the chart below. Try to speak to a new classmate for each question. Focus on articles when you answer these questions. Write the answers in complete sentences. #

Question

Do you have a pet?

Do you have any brothers or sisters?

Do you have a mobile phone?

Do you want a new car?

Do you want new shoes?

Do you wish you had more money?

What’s the name of the movie you like the most?

What’s the name of the song you like the least?

Can you tell me about an animal you like?

Can you tell me about a country you want to visit?

Classmate

Answer

Articles

Grammar Practice Worksheets

Exercise 8 A, AN, THE, OR Ø Quiz: Circle the correct article for each sentence. 1. My friend has two daughters. girls want bicycles for Christmas. a) A b) An c) The d) Ø 2. Do you want ice cream cone from the store? a) a b) an c) the d) Ø 3. Jim picked out puppy at the pet shop. a) a b) an c) the d) Ø 4. She bought new jeans. a) a b) an c) the d) Ø

5. Did you see full moon last night? a) a b) an c) the d) Ø 6. There is book on the shelf. a) a b) an c) the d) Ø 7. movie that I saw yesterday got good reviews. a) A b) An c) The d) Ø 8. See those two shirts? Mark chose orange shirt, not the blue one. a) a b) an c) the d) Ø

9. We need paper and scissors for this project. a) a b) an c) the d) Ø 10. I found ID card yesterday. The card didn’t have an address on it. a) a b) an c) the d) Ø 11. When she got sick, she went to hospital. a) a b) an c) the d) Ø 12. There are apple trees in our backyard. a) a b) an c) the d) Ø

Articles

Grammar Practice Worksheets

Answer Key Exercise 1

Exercise 5

1. a

3. a

5. a

7. a

9. a

1. the

3. a

5. a

7. a

9. an

2. an

4. a

6. an

8. an

10. an

2. the

4. Ø

6. Ø

8. Ø

10. the

Exercise 2

Exercise 6

PART A

PART B

PART C

1. c

1. b

1. a

2. b

2. c

3. a

3. b

Answers will vary.

Exercise 7 Answers will vary. Monitor your students for correct article usage.

Exercise 3

Exercise 8

DIALOGUE A

DIALOGUE B

DIALOGUE C

1. a

2. The

3. a

4. the

4. a

4–5. A nswers will vary.

1. c

3. a

5. c

7. c

9. d

11. c

2. b

4. d

6. a

8. c

10. b

12. d

SPELLING NOTE: This lesson shows the American spelling of the words Color,

Exercise 4

Colorful, and Practice. Most other English-speaking countries spell these words this way: Colour, Colourful, and Practise

1. the

3. The

5. a

7. a

9. the

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

2. a

4. a

6. the

8. a

10. the

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

(Answer: The dress was pink.)

lesson and see if they know the alternate spellings.

Grammar Practice Worksheets

There Is / There Are Table of Contents 2

Grammar Notes There Is / There Are

Exercise 1 There Is or There Are?

Exercise 2 Story

Exercise 3 In the Kitchen

Exercise 4 There Was or There Were?

Exercise 5 Questions

Exercise 6 Class Survey

Exercise 7 Nouns in a Series

Exercise 8 Pair Work

Exercise 9 Find the Error

Exercise 10 Quiz

Grammar Assessment

Self-Assessment

Answer Key

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes THERE IS / THERE ARE When “there” begins a sentence, it has no meaning. It is called an “empty subject.” We can use “there” and the Be verb to describe the amount and location of an object. Is “there” singular or plural? It depends on the object (the noun that follows the Be verb).

A. Positive Sentences Sentences beginning with “there” follow specific patterns in English. We use “there is” when the object noun is singular (one) and “there are” when it is plural (two or more).

Type

Pattern

Examples

Singular Noun

There + is + a + noun + preposition + the + noun.

• There is a cat on the bed. • There is a girl in the photo. • There is a tree in the front yard.

Plural Noun

There + are (+ quantifier) + noun + preposition + the + noun.

• There are apples in the fridge. • There are two pillows on the bed. • There are many people at the gym.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes cont. A. Positive Sentences cont. Note #1

Memory Trick

Did you notice the articles in the example sentences? We use a or an after Be and the after the preposition.

Almost every sentence with “there is” and “there are” needs an -s! If there is no -s at the end of the object noun, use “is.” If there is an -s at the end of the noun, use “are.”

• There is a cat on the bed. • There is a clock on the nightstand. • There is an orange in the bowl.

• There is a plate in the cabinet. • There is milk in the fridge. • There are pens in my bag.

Note #2 Some nouns in English are uncountable. For example, we can’t count snow, rain, water, or milk. Use “there is” with these non-count nouns even if you use a quantifier like “some” or “a lot of.” • There is water in the bathtub. • There is some snow on the trees. • There is a lot of rice on the plate.

Note #3 It is common to shorten “there is” to “there’s” (especially when speaking). We can never shorten “there are” to “there’re” because it is too difficult to pronounce “there’re”! check There’s a dog in the park. times There’re two dogs in the park.

Note #4 Some sentences don’t include “preposition + the + noun.” This happens when the location is obvious or not important. • There is a good explanation. • There is some new information. • There are many children here today.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes cont. B. Negative Sentences Negative sentences starting with “there” usually take a plural verb and a plural object noun. We can use aren’t + any or are + no with no difference in meaning.

Type

Pattern

Examples

Negative Verb

There + aren’t + any + plural noun + preposition + the + noun.

• There aren’t any books on the table. • There aren’t any leaves in the yard. • There aren’t any good movies in the theater.

Negative Noun

There + are + no + plural noun + preposition + the + noun.

• There are no children at the park. • There are no blankets on the bed. • There are no rules for the game.

Note #5 It is more common for negative sentences starting with “there” to take a plural verb and object noun, but a singular verb and object noun are also possible. • There isn’t any reason to keep studying. • There is no snow on the ground.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes cont. C. Questions Yes/no questions with “there” begin with the Be verb. This is the normal pattern for simple present tense questions with Be. Short answers include “Yes, there is/are” and “No, there isn’t/aren’t.” Type

Singular Noun & Non-Count Noun

Plural Noun

Pattern

Is + there + a + noun + preposition + the + noun?

Are + there (+ any) + noun + preposition + the + noun?

Questions

Answers

Is there a textbook on the desk?

• Yes, there is. • No, there isn’t.

Is there a boy on the playground?

• Yes, there is. • No, there isn’t.

Is there sand on the beach?

• Yes, there is. • No, there isn’t.

Are there errors in my essay?

• Yes, there are. • No, there aren’t.

Are there any cookies in the cabinet?

• Yes, there are. • No, there aren’t.

Are there any good shows on TV?

• Yes, there are. • No, there aren’t.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes cont. D. Present & Past Tenses We use “there is” and “there are” to describe scenes in the simple present tense. To describe a scene in the simple past tense, we can use “there was” and “there were.”

Verb Form Singular Noun & Non-Count Noun

Plural Noun

Simple Present

Simple Past

is / are

was / were

There is a mess in the kitchen today.

There was a mess in the kitchen yesterday.

There isn’t any ice on the road.

There wasn’t any ice on the road.

Is there an e-reader on the desk?

Was there an e-reader on the desk?

There are many people on the bus today.

There were many people on the bus yesterday.

There aren’t any books on the floor.

There weren’t any books on the floor.

Are there any dogs at the park?

Were there any dogs at the park?

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Grammar Notes cont. E. Nouns in a Series When “there + Be” is followed by more than one noun object, the normal rules do not apply. We would expect that two or more nouns would take a plural verb, but this does not happen. It all depends on the first noun in the series. The Be verb agrees with that first noun only. #

Rule

Examples

When the first noun in a series is singular, use “there is.”

• There is a book and an apple in my backpack. • There is a dog and two cats in your yard. • There is an orange, a banana, and a plum in the bowl.

When the first noun in a series is plural, use “there are.”

• There are jackets and shoes in the closet. • There are 15 boys and 11 girls in my class. • There are many pens and a pencil on the desk.

When the first noun in a series is uncountable, use “there is.”

• There is ice and rocks on the road. • There is juice, milk, and water in the fridge. • There is some sugar and a lot of butter in these cookies.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 1 THERE IS OR THERE ARE? Circle the correct answer. Ex. There boxes of old clothes to donate. a) is b) are 1. There several tall buildings on Main Street. a) is b) are 2. There a new lamp in the living room. a) is b) are 3. There a lot of students from South America at this school. a) is b) are

6. There any bottles in the recycling bin. a) isn’t b) aren’t 7. There a woman from Turkey in the cafeteria. a) ‘s b) ‘re 8. There computers at this library. a) is no b) are no 9. There a rule about chewing gum in class. a) is b) are 10. There any excuses for her bad behavior.

4. There bugs on my windshield. a) is b) are

a) isn’t b) aren’t

5. There a cute puppy in the window. a) ‘s b) ‘re

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 2 STORY Write “there is” or “there are” in each blank. Rika’s New Apartment There are Rika is renting a new apartment. three rooms. 1

First, a large living room. She has a couch, a love 2

seat, and a chair in the room. also a coffee table in 3

front of the couch. Next, a small kitchen next to 4

the living room. In the kitchen, a big 5

refrigerator. a stove, but no 7

microwave. four chairs around the kitchen table. 8

Finally, a medium-sized bedroom. The best 9

thing about the bedroom is that three windows, 10

so always a lot of sunlight in the room. Rika is very 11

happy with her new apartment.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 3 IN THE KITCHEN

A. Vocabulary Look at the picture and make a list of the nouns you see.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 3 cont. B. Writing Work with a partner and write five or more sentences that describe the picture on page 10.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 4 THERE WAS OR THERE WERE? Circle the correct answer. Ex. There ants on our picnic blanket last weekend. a) was b) were

6. There a single cookie left in the tin. a) wasn’t b) weren’t 7. There a rabbit in my backyard last night.

1. There a scratch on my car yesterday. a) was b) were

a) was b) were 8. There any instructions on the test.

2. There two World Wars in the 20th century. a) was b) were

a) wasn’t b) weren’t 9. There a blanket on the bed.

3. There a big sale at the mall last Wednesday. a) was b) were 4. There snowboards in the rental shop. a) was no b) were no

a) was b) were 10. There a lot of homework from yesterday’s class. a) was b) were

5. There five English classes on last week’s schedule. a) was b) were

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 5 QUESTIONS Fill in the missing verb. Are there any good movies at the theater today? Ex. Q: A: Yes, there are. 1. Q: there many biology textbooks in the bookstore? A: No, there aren’t. 2. Q: Are there any students from Brazil in the class? A: Yes, there . 3. Q: there an eraser on the desk? A: Yes, there is. 4. Q: there any books I can borrow? A: No, there aren’t. 5. Q: there another teacher for Reading Level 1? A: Yes, there is. 6. Q: Are there a lot of mistakes in that paragraph? A: No, there . 7. Q: Is there any food left from the party? A: No, there . 8. Q: there another way home? A: Yes, there is.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 6 CLASS SURVEY How Environmentally Friendly Are You?

A. Speaking Ask your classmates these questions. When someone answers “yes,” put a check mark (check) in one of the boxes next to the question. 1. Do you usually recycle? 2. Do you use plastic straws? 3. Do you buy plastic water bottles? 4. Do you bring your own bags when shopping? 5. Do you litter?

� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �

B. Writing Write five sentences about your classmates using “There is” or “There are.” Ex. There are five people who usually recycle. There aren’t any people who litter. 1. 2. 3. 4. 5.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 7 NOUNS IN A SERIES Write “There is” or “There are” in each sentence. There are Ex. two books and a pen on the desk. 1. a dog and a cat in the basement. 2. a pillow and three blankets on the bed. 3. four adults and a baby on the couch. 4. snow and ice in our driveway. 5. a lot of books on the bookshelf. 6. flowers and vegetables in my garden. 7. cheese and crackers on the table. 8. a lot of sand on the beach. 9. five cars and one truck in the parking lot. 10. cookies and fruit for dessert.

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 8 (Student A) PAIR WORK

A. Ask

B. Answer

Ask your partner these questions. Then draw the missing items.

Look at the picture below. Answer your partner’s questions.

1. What is on the floor? 2. What is on the wall? 3. What is on the desk?

Word List backpack

apple

teddy bear

pillow

clock

lamp

pair of shoes

book

T-shirt

phone

pair of socks

picture

– LO W I N T / V E R S I O N 1.1)

computer

There Is / There Are

Grammar Practice Worksheets

Exercise 8 (Student B) PAIR WORK

A. Answer

B. Ask

Look at the picture below. Answer your partner’s questions.

Ask your partner these questions. Then draw the missing items. 1. What is on the bed? 2. What is in the closet? 3. What is on the nightstand?

Word List backpack

apple

teddy bear

pillow

clock

lamp

pair of shoes

book

T-shirt

phone

pair of socks

picture

– LO W I N T / V E R S I O N 1.1)

computer

There Is / There Are

Grammar Practice Worksheets

Exercise 9 FIND THE ERROR Find one error in each sentence. Rewrite the sentences correctly. Ex. There are a pen and two pencils in my bag. There is a pen and two pencils in my bag. 1. There are an empty apartment in my building.

2. There are five student from Vietnam in our class.

3. There is the cat on the chair.

4. There are a textbook and a notebook on the desk.

5. There were eight child on the playground yesterday.

6. There was glasses of juice on the counter.

7. Are there another math teacher at this school?

8. There is a lot of people from Europe at my school.

9. Were there any chicken left after dinner?

10. There was rocks and ice on the road.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Exercise 10 QUIZ Circle the correct answer. 1. There six students in the cafeteria. a) was b) were 2. There a chair, a table, and a lamp in the living room. a) is b) are 3. there any vegetables in the fridge? a) Is b) Are 4. There no apartments for rent. a) was b) were

5. There three women from Russia in my English class.

9. there any survivors from the plane crash? a) Is b) Are

a) is b) are 6. There a couch in this room.

10. There any students at the bus stop at 6:30 am. a) were b) weren’t

a) isn’t b) aren’t 7. There two accidents on the highway yesterday.

11. There a blue car in my driveway. a) ‘s b) ‘re

a) was b) were 8. There rice and beans on the table.

12. there a pencil or a pen I could borrow?

a) is b) are

– LO W I N T / V E R S I O N 1.1)

a) Is b) Are

There Is / There Are

Grammar Practice Worksheets

Grammar Assessment Student / Group:

Date

Level

Criteria

Assessed By

Target

Skill

There Is / There Are

Grammar

Achieved

Achieved with Help

Needs Improvement

demonstrates correct usage of “there is” with singular and non-count nouns demonstrates correct usage of “there are” with plural nouns uses the correct verb form for positive and negative sentences uses the correct verb form in questions uses the correct verb form with different tenses uses the correct verb form with nouns in a series

Notes

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Self-Assessment THERE IS / THERE ARE Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say and write “there is” and “there are” correctly in positive sentences? use “there is” and “there are” correctly in negative sentences? make questions with “is there” and “are there”? make simple past sentences with “there was” and “there were”? choose the correct verb form that agrees with nouns in a series? describe a room using “there is” and “there are”?

My Notes

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students learn how “there is” and “there are”

TIME:

agree with the object noun. They learn how to choose the correct verb form with count and non-count object nouns in the simple

2–3 hours

TAGS: there is, there are, there, be, agreement, nouns, count, non-count, uncountable, singular, plural,

present and past tenses. This lesson also covers using “there” with

verbs, present, simple present, simple past,

nouns in a series.

grammar, grammar exercises

Grammar Notes

Exercise 2

Before you begin, ask your students if they know how to determine

Have students complete the story individually or in pairs. Faster

whether a verb following “there” is singular or plural. Then try to

students can draw the apartment on the bottom half of the page,

elicit the pattern for singular, plural, and uncountable nouns.

or you could assign this as a homework task.

Note that the rules for there is/there are with a series of nouns are

There are

there is

the most generally accepted rules. However, not all grammar guides

there is

There are

agree. For more discussion and examples of there with multiple

There is

there is

nouns, see There Is / There Are + Nouns in a Series:

there is

10. there are

https://esllibrary.com/blog/there-is-there-are

there is

11. there is

There is

For a review of there, their, and they’re, see Teaching Tips on They’re, Their, and There: https://blog.esllibrary.com/2013/07/05/ teaching-tips-on-theyre-their-and-there

(continued on the next page...)

Exercise 1 1. b

3. b

5. a

7. a

9. a

2. a

4. b

6. b

8. b

10. b

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Answer Key cont. Exercise 3

Exercise 6

A. VOCABULARY

Answers will vary. Monitor your students for correct verb form in

Answers will vary. You may wish to go through the nouns as a class before students try Part B. Possible nouns include: stove, fridge, counter, cabinets, sink, faucet, bowl/fruit bowl, fruit, apple,

Part B. You may want to take up the answers as a class.

Exercise 7

bananas, picture/photo/art, window, curtains, rug/mat, dog, table, chairs, vase, flowers, fork. B. WRITING Answers will vary. Monitor students for correct sentence formation and agreement. Possible answers include:

There is

There are

There is

There are

There is

There are

10. There are

Exercise 8

•

There is a pot on the stove.

•

There are curtains on the window.

•

There are cabinets under the sink.

•

There is a fruit bowl on the counter.

•

There is an apple in the fruit bowl.

•

There are (two) bananas in the fruit bowl.

•

There is a dog on the mat.

•

There is a mat on the floor.

•

There is a fridge against the wall.

•

There are three chairs around the table.

•

There is a fork on the table.

•

There is a vase on the table.

•

There are flowers in the vase.

Answers will vary. Model an example for your students if they need more help. Monitor your students for correct verb form and encourage them to make sentences using nouns in a series for each part of the bedroom. The verb form agreement will depend on your students’ choice of the first noun in the series. You may want to encourage students to try using “there’s” instead of “there is.”

Exercise 9

Exercise 4 1. a

3. a

5. b

7. a

9. a

2. b

4. b

6. a

8. b

10. a

Exercise 5

There is an empty apartment in my building.

There are five students from Vietnam in our class.

There is a cat on the chair.

There is a textbook and a notebook on the desk

There were eight children on the playground yesterday.

There were glasses of juice on the counter.

Is there another math teacher at this school?

There are a lot of people from Europe at my school.

Was there any chicken left after dinner?

10. There were rocks and ice on the road. 1.

Are

isn’t

are

Are

aren’t

(continued on the next page...)

– LO W I N T / V E R S I O N 1.1)

There Is / There Are

Grammar Practice Worksheets

Answer Key cont. Exercise 10 Use this task for review or assessment. 1. b

3. b

5. b

7. b

9. b

11. a

2. a

4. b

6. a

8. a

10. b

12. a

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 words Theater and Behavior. Most other English-speaking countries spell these words this way: Theatre and Behaviour. 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 beginner-level practice with “there is” and “there are,” try our Fun Grammar Lesson: https://esllibrary.com/courses/116/ lessons/2492 For more practice with subject–verb agreement, try this Grammar Practice Worksheets lesson: https://esllibrary.com/courses/88/lessons/1610

– LO W I N T / V E R S I O N 1.1)

Super Simple Questions

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

Hello.

Student B:

Hi.

Student A:

What's your name?

Student B:

My name is Joey.

Student A:

Hi, Joey. I'm Nenita.

Student B:

It's nice to meet you, Nenita.

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

Hello.

Student B:

Hi.

Student A:

What's your name?

Student B:

My name is .

Student A:

Hi, . I'm .

Student B:

It's nice to meet you, .

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

What's Your Name? Super Simple Questions

Let's Learn! LETTERS OF THE ALPHABET

A. Speaking

B. Writing

Repeat these letters and words.

Practice writing these letters.

A as in apple.

B as in ball.

C as in cat.

D as in dog.

E as in egg.

F as in fish.

G as in giraffe.

H as in house.

I as in ice cream.

J as in juice.

K as in kite.

L as in leaf.

M as in moon.

N as in night.

O as in orange.

P as in pan.

Q as in quiz.

R as in rose.

S as in sun.

T as in table.

Y as in yarn.

U as in umbrella.

V as in violin.

W as in wind.

X as in xylophone.

Zz as in zebra.

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

What's Your Name? Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Hello.

Student A:

Hi there.

Student B:

Hi.

Student B:

Hello. I'm Ella.

Student A:

What's your name?

Student A:

Hi, Ella. I'm Juan.

Student B:

My name is Joey.

Student B:

Juan? How do you spell that?

Student A:

Hi, Joey. I'm Nenita.

Student A:

J-u-a-n.

Student B:

Nice to meet you, Nenita. How do you spell your name?

Student B:

Is that J as in juice?

Student A:

That's right.

Student A:

N-e-n-i-t-a.

Dialogue 5 Practice the dialogue again with your own information.

Today's Questions & Answers

Student A:

Hi there.

• What's your name? • My name is Catie.

Student B:

Hello. I'm .

• How do you spell that? • C-a-t-i-e.

Student A:

Hi, .

• Is that C as in cat? • That's right

I'm . Student B:

? How do you spell that?

Student A:

Student B:

Is that as in ?

Student A:

That's right.

(first letter of name)

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

What's Your Name? Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg

Try using this lesson in the first week of class with your absolute

TIME:

beginners. After doing this lesson, students will be able to say and spell their name and their classmates' names. This lesson also

1 hour

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

introduces or reviews the letters of the alphabet and some basic vocabulary (nouns).

Let's Begin!

Today's Questions & Answers

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

There are many ways you could use these questions and answers

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

to review what students have learned in this lesson.

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

Let's Learn! Review or introduce the letters of the alphabet by having students repeat after the recorded voice (or you). If your students need to learn when to use lowercase and uppercase letters, check out: https://esllibrary.com/resources/2152. Next, get students to practice writing the uppercase and lowercase letters on the back of the page or in their notebooks. Note: You may want to demonstrate how people usually print a and g, so that they

•

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

•

Have students copy these questions and answers into their notebooks.

•

Have students review these questions and answers at home.

•

Review these questions and answers in class the next day.

•

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

•

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

(continued on the next page...)

understand the difference between the typed font (a and g) and handwritten letters (a and g).

Let's Practice! In Dialogues 3 and 4, have students listen to the dialogues before they read the dialogues out loud in pairs. Then have them switch roles (A and B) and read them out loud again. In Dialogue 5, have them read the dialogue out loud in pairs with their own information, and then get them to switch roles. Make sure that your students can express numbers easily. If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners.

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

What's Your Name? Super Simple Questions

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

Have students write out and hand in a class list. Encourage students to talk to each other to get the correct spelling. TASK 2 Ask students to spell the words on the alphabet sheet out loud. Can they say the letters out loud without looking? TASK 3 Observe students as they "pretend" to meet each other for the first time. Tell them to say hello and find out each other's fictional names.

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

Functional English

Giving a Warning Let’s Learn Caution signs are easy to spot. They are usually yellow and have a symbol on them. The symbol explains the danger. In spoken English, there are many different phrases to use when giving a warning. In this lesson, you will practice giving and responding to different types of warnings. Let’s begin!

Warm-Up Note:

HEADS UP! “Heads up!” is a warning. It usually means a ball or other object might hit you. Practice tossing a ball or other object around your class. Warn your classmates that something is coming.

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

The expression “Thanks for the heads up!” means “Thanks for the warning!” (any warning).

Giving a Warning

Functional English

Useful Expressions Listen to your teacher give and respond to warnings. Then recite these phrases together as a class.

A. Warnings Giving a Warning

Other Words of Caution

• Be careful.

• It’s hot!

• Watch out!

• It’s sharp.

• Watch your step.

• It’s slippery.

• Look out!

• It’s (still) on/off.

• Slow down.

• It’s busy.

• Stay back. / Stay away. / Get up!

• It’s heavy.

• Pay attention.

• It’s high.

• Heads up!

• It’s tight.

• Don’t fall.

B. Responses Asking about the Warning

Expressing Gratitude

Interjections

• What’s wrong?

• Thanks for the warning.

• Oh no.

• What’s the matter?

• Thanks for the heads up!

• Uh oh.

• What is it? / What was that?

• Thanks!

• Yikes.

• What happened?

• Thank you!

• Oops.

• What did I do? / What did you do?

• You saved my life!

• Ah!

• I owe you one.

• Whoa!

• What should we do? • Why? / Why not? • Now what? / Now what’s wrong?

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

Giving a Warning

Functional English

Dialogues Dialogue 1

Dialogue 2

Practice a conversation that takes place in a park.

Now practice a conversation that takes place in a car.

Look out!

Slow down!

What was that?

What’s wrong?

A bird!

I hear sirens up ahead.

A bird?

Uh oh. What happened?

Yes. There is a nest above you.

Um, it looks like a bad accident.

Oh no.

Keep your eyes on the road.

Dialogue 3 Practice a conversation that takes place at an entrance. Dialogue

Comprehension

Grandchild:

Watch your step.

1. Who are the speakers?

Grandparent:

I’m fine, dear.

2. What are the speakers doing?

Grandchild:

Hold onto the railing.

3. What warnings does the grandchild give?

Grandparent:

Okay, dear.

4. What warning does the grandparent give?

Grandchild:

Be careful. It’s slippery.

5. What does the grandchild mean by “heads up”?

Grandparent:

Thanks, dear.

Grandchild:

Here we are.

Grandparent:

Watch your head, dear. The ceilings are low.

Grandchild:

Thanks for the heads up.

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

Giving a Warning

Functional English

Practice A. Matching

B. Complete the Dialogue

Use a pencil. Match the words to complete the warnings. Try to use each choice only once.

Complete the dialogue by writing the warnings and the follow-up questions. Practice with a partner. Then change the words in bold to create a different scene. Perform your dialogue for your class.

Look

a) careful!

b) down!

Slow

c) up!

Heads

Look !

d) back!

What’s ?

Stay

e) attention!

There’s a cyclist up ahead.

Pay

f) hot!

It’s

g) out!

Whoa! Thanks.

Watch

h) your step!

out!

Now ?

Dog poop.

C. Giving Advice Complete the dialogue by writing the follow-up advice from the word list. Two items will not be used. A:

It’s cold out.

Brr. .

It’s slippery out.

Yikes. .

It’s sunny out.

Whoa! .

Word List: • • • • •

Bundle up! Hurry up! Don’t fall! Take your shades! Head’s up!

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

Giving a Warning

Functional English

Grammar Review A. Adjectives

C. Practice

Listen to your teacher give a warning. Circle the adjective that you hear.

Use contractions to complete the dialogue between the hungry kids. Then practice it.

1. a) hot b) cold

Sister:

Mmm. Cake and cookies!

Brother:

Whoa. Don’t touch them!

Sister:

Why not?

Brother:

hot!

Sister:

But hungry!

Brother:

Okay. Pass me a knife.

Sister:

Be careful! sharp.

Brother:

Ouch!

Sister:

What happened?

Brother:

I touched the oven. still on!

Sister:

Yikes. Turn it off!

Brother:

Shh! loud.

4. a) loose b) tight

2. a) slippery b) sharp

5. a) busy b) heavy

3. a) hungry b) sick

6. a) on b) off

B. Contractions A contraction shortens two words into one. The apostrophe (‘) replaces a letter. Practice saying these two forms: • The oven is hot.  It’s hot. • The air is cold.  It’s cold. • The ground is slippery.  It’s slippery. • The iron is on.  It’s on. • The knives are sharp.  They’re sharp.

1. They are

2. I am

3. It is

4. It is

5. You are

• The bolts are loose.  They’re loose. • I am hungry.  I’m hungry. • You are loud.  You’re loud. • My friends and I are sick.  We’re sick.

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

Giving a Warning

Functional English

Review Task 1

Task 2

WORDS & EXPRESSIONS

GIVING A WARNING

List as many expressions as you can for giving a warning.

Listen to your teacher describe five scenarios. Give an appropriate warning. Use a different warning each time.

•

Be careful!

•

• • • • •

Task 3 ROLE-PLAY Work with a partner.

•

Student A:

Student B:

•

You are a construction worker. Your partner is a home owner. Guide your partner into the construction zone. Give at least five warnings. Use body language.

Your home is under construction. You arrive to take a look. Use questions, interjections, and expressions of gratitude in your responses to a construction worker’s warnings.

• • • • •

Now switch roles.

• • • • • •

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

Giving a Warning

Functional English

Role-Play Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Role-Play Scenario

Skill

Giving & Responding to a Warning

Speaking

Achieved

Achieved With Help

Needs Improvement

gives appropriate warnings

uses body language

speaks loudly and clearly

responds effectively to warnings (uses interjections)

takes turns speaking

Notes

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

Giving a Warning

Functional English

Learner Reflection GIVING A WARNING 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 the expression heads up?

give a warning?

respond appropriately to a warning?

use interjections in response to a warning?

give simple advice with a warning?

form a contraction?

My Notes

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

Giving a Warning

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

In this lesson, students review language and useful expressions

TIME:

for giving cautions and warnings. They practice a variety of scenarios. Includes assessment tasks.

1–2 hours

TAGS: functional English, useful expressions, beginner, warnings, cautions, warning, giving a warning, getting things done

Let’s Learn

Practice

Go over the learning objective with your students.

A. MATCHING

Introduce the word “caution.”

Warm-Up Introduce the phrase “Heads up!” Use a soft ball or object to toss around the class. This is also a good time to introduce the expression “Thanks for the heads up.”

Answers may vary if you allow students to use the same answers for more than one question. 1.

g (b, c)

d (b)

c (b)

h (g)

B. COMPLETE THE DIALOGUE Answers may vary. Possible answers include:

Useful Expressions Recite the words and expressions and have your students repeat after you for intonation practice.

Dialogues Read the dialogues out loud or in pairs.

out

Watch/Look

wrong

what

Take your shades!

C. GIVING ADVICE 1.

Bundle up!

Don’t fall!

(continued on the next page...)

DIALOGUE 3 1.

The speakers are a grandchild and grandparent.

The speakers are entering a place (such as a stairwell or building).

The grandchild warns the grandparent to watch his/her step, hold onto the railing, and be careful because it’s slippery.

The grandparent warns the grandchild to watch his/her head because the ceilings are low.

“Head’s up” means the warning.

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

Giving a Warning

Functional English

Answer Key cont. Grammar Review

A. ADJECTIVES

You are walking down the street. There is a pothole up ahead. Warn your friend. You are a passenger in a car. Traffic is stopping up ahead. Warn your friend.

Read the following sentences.

Ask students to say or write a warning. They must use

Have your students circle the adjective they hear.

a different warning each time. Answers will vary.

Watch out! The cookies are hot.

This knife is sharp. Be careful.

My kids are sick. Stay away.

Pay attention. That board is loose.

If you want to use this task for summative assessment, hand

Traffic is heavy. Slow down.

out the ready-made Role-Play Assessment Tool (page 7), or

Look out! The oven is on.

personalize your own from a template in Shared Criteria for

TASK 3

Success: https://esllibrary.com/resources/2352 B. CONTR ACTIONS

Place students in pairs and have them do a role-play for the

Now recite the sentences and have your students repeat after you.

class (or just for you) using the scenario provided. Alternatively, you could provide a different scenario for each pair using your own ideas.

C. PR ACTICE 1.

They’re

It’s

I’m

It’s

You’re

Review (Assessment Tasks) The last three tasks are optional and can be used for assessment purposes and/or review practice. Task 3 includes an assessment

Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart. SPELLING NOTE:

tool that you can share with learners so that they understand

This lesson shows the American spelling of the word Practice.

your expectations. Have students switch roles so you can assess

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

them giving and responding to a warning.

(when used as a verb; Practice when used as a noun). For Task 2, note that Toward is preferred in American and Canadian English

TASK 1 Give students a few minutes to make a list of warnings. Answers will vary.

while Towards is preferred in British English. ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from

TASK 2 Read the following scenarios out to your students: 1.

Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

You are at a baseball game. A ball is coming toward your friend’s head. Warn your friend.

It is snowing very hard. Your friend is going out to his/her car. Give your friend a warning.

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

Functional English

Saying Thank You Let’s Learn In this lesson, you will learn how to say thank you a few different ways. You will also learn how to respond to thank-yous and how to say “no thank you.” Let’s begin!

Warm-Up BR AINSTORM In English, we say “thank you” a lot! What are some reasons to thank someone? Brainstorm with your classmates: Thanks for... (+ noun)

Thanks for... (+ gerund)

•

the call

•

calling

•

the help

•

helping

•

the coffee

•

bringing coffee

•

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Useful Expressions Listen to your teacher say these common expressions. Then recite them together as a class.

A. Saying “Thank You” • Thank you! • Thanks! • Thank you for (+ noun/gerund). • Thanks a lot!* • Thanks so much. • I really appreciate it.

*Note: THANKS A LOT! The expression “Thanks a lot!” can be sarcastic. The sarcastic meaning is the opposite of “thank you.“ Listen to the tone and watch for body language.

• That was so kind/nice of you. • You are so sweet. • You’re the best. • You shouldn’t have!

B. Responding to “Thank You”

C. Saying “No Thank You”

• You’re welcome.

• No thank you.

• No problem.

• I’m not interested, thank you.

• Anytime.

• Not today, thank you.

• My pleasure.

• Thanks anyway.

• It was no big deal.

• Thanks, though.

• Don’t mention it!

• Maybe another time. • Thanks, but no thanks. (informal, impolite)

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Dialogues Read the dialogues, and practice with a partner.

Dialogue 1

Dialogue 2

THANK YOU

THANKS AGAIN

Here is a little gift for the baby.

It’s snowing. You can work from home today.

Thank you so much!

Okay, thanks! I really appreciate it.

You’re welcome. I hope you like it.

No problem. See you Monday.

It’s beautiful. You’re so sweet.

Thanks again.

Dialogue 3

Dialogue 4

THANKS FOR...

NO THANK YOU

Your report was excellent.

Do you want to buy a rose?

Thanks! And thanks for helping me.

No thank you.

Anytime! See you tomorrow.

They are only five dollars each.

Bye. Thanks again for your help.

Not today, thank you.

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Speaking Practice Complete the dialogues, and then practice with a partner.

A. Cookies A:

I baked some cookies for you.

You’re . I hope you like chocolate chip.

I do! You’re so !

B. Clothes A:

I folded your clothes for you.

Thank you! I really it.

No . You’re busy this week.

again. I’ll fold yours next week.

C. A Ride A:

Thanks the ride.

welcome. Thank you for coming with me.

My !

D. A Discount Card A:

Do you want a discount card?

No .

Are you sure? It’s free.

I’m not , thank you.

It only takes a minute to sign up.

Maybe .

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Listening Practice A. Syllables & Stress Listen to your teacher say these words and phrases. Divide the syllables with lines. Circle the stressed sounds. Then practice the examples on page 2 again.

Thank you.

Thanks.

Thanks again.

1. 2. 3.

I appreciate it.

You’re welcome.

You’re the best.

You are so sweet.

No problem. Anytime.

B. Choose the Correct Response Listen to the recording. Circle the best response to each question or statement. 1. a) Anytime. Talk to you later. b) Yes, I’ll call. c) Maybe tomorrow. Bye!

4. a) Yes, thank you! b) Anytime. c) No thank you.

7. a) We’re thankful. b) 339-9909, thanks. c) I appreciate it.

2. a) You’re welcome. b) I do. You’re so sweet. c) No problem.

5. a) Thanks again. b) Thanks a lot! c) My pleasure.

8. a) My pleasure. b) Anytime. c) Aw. Thanks so much.

3. a) Don’t mention it. b) That’s fine, thank you. c) Thanks again.

6. a) It’s no big deal. b) No thank you. c) No problem.

9. a) Yes. Thanks again. b) My pleasure. c) Not today, thank you.

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Review Task 1 WORDS & EXPRESSIONS

A. Saying Thank You List as many words and expressions as you can for saying thank you.

B. Responding Now list some responses.

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Review cont. Task 2 COMPLETE THE DIALOGUE Complete the dialogue between two neighbors and perform it for your teacher with a partner. A:

for watering my plants. I really it.

problem. Thanks the gift!

My .

Task 3 THANK YOU OR NO THANK YOU? Work with a partner. Role-play a dialogue between two coworkers. Use three “thank-yous” and one “no thank you.” Switch roles. Your classmates will have to answer the following: • Who are the speakers? • What is the speaker thankful for? • Why does the speaker say “no thank you”?

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Speaking Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Role-Play Scenario

Skill

Saying Thank You (and responding)

Speaking

Achieved

Achieved With Help

Needs Improvement

uses polite language for saying thank you

uses polite language for saying no thank you

responds appropriately to a thank-you

speaks clearly

Notes

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Learner Reflection SAYING THANK YOU 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 many different expressions to say thank you?

respond to thank you in a variety of ways?

say no thank you a few different ways? use correct intonation when saying and responding to a thank-you?

My Notes

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students review language and useful expressions

TIME:

for saying thank you. They practice different ways of saying thank you and responding to a thank-you. They also practice

TAGS: functional English, useful expressions, thank you, thank-you, saying thank you, gratitude, response,

saying “no thank you.”

Let’s Learn Go over the learning objective with your students.

Warm-Up Brainstorm different reasons for saying thank you. Write the responses on the board and have students copy the examples

1 hour

responding, interacting with others

B. CLOTHES A:

I folded your clothes for you.

Thank you! I really appreciate it.

No problem. You’re busy this week.

Thanks again. I’ll fold yours next week.

C. A RIDE

to complete their lists. You can decide if you want to introduce

Thanks for the ride.

gerunds or stick with nouns.

You’re welcome. Thank you for coming with me.

My pleasure!

Useful Expressions

D. A DISCOUNT CARD Recite the words and expressions and have your students

Do you want a discount card?

No thank you.

Dialogues

Are you sure? It’s free.

I’m not interested, thank you.

Read the dialogues out loud or in pairs.

It only takes a minute to sign up.

Maybe another time.

repeat after you for pronunciation and intonation practice.

Speaking Practice

(continued on the next page...)

Answers may vary. Give students time to complete the dialogues and practice with a partner. Check your students’ work. A. COOKIES A:

I baked some cookies for you.

Thanks! / Thanks so much. / Thank you!

You’re welcome. I hope you like chocolate chip.

I do! You’re so kind / nice / sweet!

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Answer Key cont. Listening Practice

Review (Assessment Tasks)

A. SYLLABLES & STRESS

The last three tasks are optional and can be used for assessment purposes and/or review practice. Task 3 includes an assessment

Read the words and phrases out clearly, one at a time. Your students will divide the syllables with lines and circle the stressed sounds. Go over the answers on the board and have students repeat them using the correct stress.

tool that you can share with learners so that they understand your expectations. TASK 1

Thank you.

You are so sweet.

Thanks.

You’re wel come.

Thanks a gain.

No pro blem.

I a ppre ci ate it.

An y time.

You’re the best.

Give students a few minutes to make a list of ways to say and respond to “thank you.” Answers will vary. Note that there is a task on writing thank-you notes in our Writing in English lesson on How to Write a Note: https://esllibrary.com/courses/74/lessons/2365 TASK 2 Have students complete the text and read it

B. CHOOSE THE CORRECT RESPONSE

in front of you with a partner. Answers will vary.

Play the recording or say each sentence or question for your students. Your students will listen and circle the best response. #

Sentence/Question

Answer

Thanks for calling.

I hope you like them.

I really appreciate it.

Did you receive the invitation?

I parked in your space.

Do you want to buy a lottery ticket?

Here is my number in case you need it.

We left a tip on the table.

Thanks for the ride.

Thanks / Thank you

appreciate

for

pleasure

TASK 3 If you want to use this task for summative assessment, hand out the ready-made Speaking Assessment tool (page 8), or personalize your own from a template in Shared Criteria for Success: https://esllibrary.com/resources/2352 Place students in pairs and have them do a role-play for the class (or just for you) using the scenario provided. You can decide how much time you want to give pairs to practice. (continued on the next page...)

Note: Response 8c uses the interjection “aw.” Here is a blog post to help you teach Aw vs. Awe: http://blog.esllibrary.com/2016/03/24/aw-vs-awe/

– LO W I N T / V E R S I O N 4 . 0)

Saying Thank You

Functional English

Answer Key cont. Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart. SPELLING NOTE: This lesson shows the American spelling of the words Neighbors and Practice. Most other English-speaking countries spell these words this way: Neighbours and Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if they know the alternate spellings. EDITOR’S NOTE: For more practice on word and sentence stress, see our blog post (includes a printable worksheet): http://blog.esllibrary.com/2015/11/26/sentence-stress/

ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

– LO W I N T / V E R S I O N 4 . 0)

Functional English

Asking for the Time Warm-Up What time is it in each city? Take a guess! 1. What time is it in Toronto, Canada? 2. What time is it in London, England? 3. What time is it in Sydney, Australia?

Dialogues Listen to the dialogues. Then practice with a partner. Dialogue 1

Dialogue 2

Dialogue 3

A: What time is it?

A: Excuse me. Do you have the time?

A: Is it two thirty yet?

B: It’s five thirty. A: Thanks a lot.

B: Yes, it’s two thirty-three.

B: Just a sec. I’ll check my phone.

A: Oh no! I’m late.

A: Thanks.

B: Don’t worry. My watch is a few minutes fast.

B: It’s (a) quarter to ten.

A: Oh good! I’m on time.

A: Sorry? B: Nine forty-five. A: Thanks!

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Saying & Writing the Time 11

11 2

9 4 7

11 2

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

9 4 7

4:50 four fifty / ten to five

3 8

4 6

4 5

4:40 four forty / twenty to five

3 8

4 7

4:45 four forty-five / (a) quarter to five

Morning or Night?

10 3

11 2

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

4 7

2 3

10 3

4:30 four thirty / half past four

4 6

4:20 four twenty / twenty after four

4 6

10 3

11 2

4:05 four oh five / five after four

4:15 four fifteen / (a) quarter after four

4 7

10 3

4:10 four ten / ten after four

2 3

4:00 four o’clock / four pm / four in the afternoon

4 7

10 3

12:00 am twelve o’clock in the morning / midnight

4 7

10 3

12:00 pm twelve o’clock in the afternoon / noon

4 7

10 3

Do people know if you mean morning or night? If not, say or write "am" after a morning time. Say or write "pm" after an afternoon or evening time.

4:55 four fifty-five / five to five

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Questions about Time Write an answer to each question using the information in parentheses. 1. What time is it?

4. Am I late? (3:00)

(No / on time)

2. Do you have the time?

5. Am I early?

(Yes / 4:00 pm)

(No / late)

3. Is it five o’clock yet?

6. Am I on time? (No / 4:45)

(Yes)

Speaking Practice Work with a partner. One of you will say a time from any of the analog or digital clocks. The other will point to the clock that says that time.

3:45

4 7

11:55

12:00

3 8

4 7

2:00

3 8

4 7

Choose the Correct Response Circle the best response for each question. 1. Do you have the time? a) Yes, I'm late. b) Sorry, I don't. c) I'm out of time. 2. What time is it? a) Half past six. b) A little early. c) No, it's seven.

3. Am I late?

5. Is it time to go now?

a) Ten to three. b) No, you're on time. c) Later. 4. Were you on time?

a) Yes, it's three o'clock. b) I was late. c) Seven thirty. 6. Is it 5:00 yet?

a) No, it's on time. b) No, I was late. c) It’s 5:15.

a) Yes, it’s three o’clock. b) Almost. It’s 4:53. c) Around seven thirty.

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Review Task 1 WRITE THE TIME Write two complete sentences for each clock time. #

Clock

What time is it? 12

3 8

4 7

7:05

3 8

4 7

3 8

4 7

4:45

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Review cont. Task 2 MATCHING Match the question to the appropriate response. Each response can only be used once. 1.

Do you have the time?

a) No, you’re right on time.

What time is it?

b) 12:15.

Is it time to go now?

c) Yes, we’re late.

Are we on time?

d) Sorry, I don’t.

Am I early?

e) Actually, we’re a few minutes early.

Task 3 LISTEN & RESPOND Listen to some questions. Respond with an appropriate answer. Responses 1. 2. 3. 4. 5.

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Speaking Assessment Tool Student / Group: Date

Level

Criteria

Assessed By

Task

Skills

Asking for the Time

Speaking and Listening

Achieved

Achieved with Help

Needs Improvement

uses a few ways to describe the time

forms questions about the time properly

responds to questions about the time properly

uses appropriate word forms when talking about the time

Notes

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Self-Assessment ASKING ABOUT THE 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

ask for the time?

say the time in a few ways?

answer questions about the time?

ask questions about the time?

My Notes

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

Students review language and useful expressions

TIME:

for telling time. They practice telling someone what time it is and asking about the time.

1 hour

TAGS: functional English, useful expressions, time, socializing, telling time, clocks

Warm-Up

Speaking Practice

Answers will vary. If you are teaching in Toronto, London, or Sydney,

•

six twenty or twenty after six

choose another city to check. Visit the World Clock for answers:

•

three forty-five or (a) quarter to four

http://www.timeanddate.com/worldclock/

•

eleven fifty-five or five to twelve

•

seven fifteen or (a) quarter after seven

•

twelve o’clock or noon or midnight

•

two o’clock

•

eight thirty or half past eight

Dialogues Play the recordings and have students read the dialogues out loud in pairs.

Saying & Writing the Time Practice the clock times with your students. Have students take turns reading them out loud.

Choose the Correct Response 1. b

2. a

3. b

4. b

5. a

6. b

(continued on the next page...)

Questions about Time 1.

It’s 3:00.

Yes, it’s 4:00.

No, it’s (only) 4:45.

No, you’re on time.

No, you’re late.

Yes, you’re on time.

– LO W I N T / V E R S I O N 3 .1)

Asking for the Time

Functional English

Answer Key cont. Review (Assessment Tasks)

EDITOR’S NOTE: You may also want to teach our related Functional English lessons:

The following three tasks can be used for assessment

•

purposes and/or review practice.

A sking about Days and Dates https://esllibrary.com/courses/92/lessons/1943

TASK 1 •

Answers may vary. Example answers:

Saying & Writing Numbers https://esllibrary.com/courses/92/lessons/1957

It’s eight thirty. / It’s half past eight.

It’s seven oh five. / It’s five after seven.

It’s two fifteen. / It’s (a) quarter after two.

It’s nine thirty-five. / It’s twenty-five to ten.

It’s four forty-five. / It’s (a) quarter to five.

We also have a Basic Grammar Sentences lesson: Simple Present – What time is it? (https://esllibrary.com/courses/89/lessons/1574)

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

TASK 2 1. d

Other English-speaking countries spell it this way: Practise 2. b

3. c

4. e

5. a

TASK 3

(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.

Do this task individually with each student to assess their ability to talk about the time. Ask the questions below and have the student respond orally. If there is no clock available, tell students that the answers don’t have to be true about the current time. (If you can’t assess each student, have them write their answers in the space provided.) You could do a follow-up task by asking students to ask you five time questions. Answers will vary. 1.

What time is it?

What is another way to say “five fifteen”?

Were you late for school today?

Is it five o’clock?

Do you have the time?

– LO W I N T / V E R S I O N 3 .1)

Easy Readers

Barbie Reading 1. I n 1945, Ruth and Elliot Handler made a new company called Mattel. Their company made action toys for boys and girls in America. 2. I n 1957, Ruth Handler designed a doll for little girls. The new doll was named after the Handlers’ own daughter, Barbie. The Barbie dolls were made of plastic and manufactured in Japan. By 1959, Barbie was being sold in stores all over America. 3. B efore Barbie, most dolls for young girls were baby dolls. The baby dolls taught girls how to be mothers. Barbie was different. The new doll was a young woman. She looked like a fashion model. Most importantly, Barbie had many beautiful clothes. Barbie taught young girls how to shop. 4. L ater, Mattel designed a wedding dress for Barbie. After they designed the wedding dress, they designed Ken, Barbie’s boyfriend. Ken was named after Ruth and Elliot Handler’s son, Ken Handler. 5. B arbie was sold on television. In 1959, this was a new way to sell toys to children. Today, Barbie is still very popular in America. The average American girl has seven Barbie dolls.

I N T – I N T / V E R S I O N 3 . 0)

Barbie

Easy Readers

Reading Comprehension Answer the following questions using complete sentences. 1. W hat year did Ruth and Elliot Handler make a new company?

8. What did baby dolls teach young girls?

9. What did Barbie look like? 2. What did their new company make?

10. What did Barbie teach young girls? 3. What did Ruth Handler design?

11. Who was Ken? 4. When did she design the new doll?

12. When was Ken designed? 5. T he new doll was named Barbie. Who was the doll named after?

13. Where were Barbie dolls sold? 6. Where were Barbie dolls manufactured?

14. How many Barbie dolls does the average American girl have? 7. B efore Barbie, what kind of dolls did most young girls have?

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

Barbie

Easy Readers

Vocabulary Review A. Unscramble the Words Unscramble the words below from the story. Then write one original sentence for each word. #

Word

famunacurted

rabbie

solld

claspti

kne

dewding

avergea

Unscrambled

B. Find the Words Now find the words from the exercise above in the word search to the right.

Sentence

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

Barbie

Easy Readers

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – Int

In this lesson, students read about the history of

TIME:

Barbie dolls in America. They also answer comprehension questions and review vocabulary from the reading.

1 hour

TAGS: Barbie, Barbie dolls, dolls, toys, easy readers, reading, vocabulary

Reading Comprehension

Vocabulary Review

Ruth and Elliot Handler made a new company in 1945.

A. UNSCR AMBLE THE WORDS

Their new company made action toys.

Ruth Handler designed a doll for little girls.

She designed the new doll in 1957.

T he new doll was named after the Handlers’ own daughter, Barbie.

Sentences will vary. manufactured

plastic

Barbie

Ken

dolls

wedding

Barbie dolls were manufactured in Japan.

Before Barbie, most young girls had baby dolls.

Baby dolls taught young girls how to be mothers.

Barbie looked like a fashion model.

10. Barbie taught young girls how to shop.

11. Ken was Barbie’s boyfriend.

B. FIND THE WORDS

13. Barbie dolls were sold on television

(and in stores all over America).

12. Ken was designed after the Handlers designed Barbie’s wedding dress.

14. The average American girl has seven Barbie dolls.

average

I N T – I N T / V E R S I O N 3 . 0)

Holidays & Events

Independence Day Vocabulary Match the words with the correct images.

the United States

flag

barbecue

parade

picnic

fireworks

concert

pie

decorations

d e

f i

10. celebration

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Reading 1. July 4 is Independence Day. On July 4, 1776, the United States became an independent country. 2. Americans like to have a big celebration on July 4. Some people have a picnic in a park or by a lake. Some people have a barbecue in their backyard with friends and family. Many people like to eat hamburgers, hot dogs, potato salad, corn on the cob, and apple pie on Independence Day. 3. On Independence Day, you will see the American flag everywhere. People hang flags from buildings or homes. Some people also carry small flags in their hands. 4. Many cities have free outdoor concerts or parades. Lots of people celebrate Independence Day together at these events. There are usually many red, white, and blue decorations because these are the colors of the American flag. 5. At night, people like to watch fireworks. What a perfect ending to a fun holiday!

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Comprehension A. True or False? Are the following statements true or false? Write T if the answer is true and F if the answer is false. 1. Independence Day is on July 1. 2. Some people go to an outdoor concert on Independence Day. 3. The American flag is red, white, and blue. 4. Some people eat apple pie on Independence Day. 5. People watch fireworks during the day.

B. Ask & Answer ractice asking and answering the following questions with your partner. P Then write the answers in the spaces below. 1. When is Independence Day celebrated?

2. Why do people celebrate Independence Day?

3. Name two things you can do outdoors on Independence Day.

4. What do some people carry in their hands on Independence Day?

5. What do some people do at night on Independence Day?

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Vocabulary Review A. Unscramble the Words Unscramble the words from the reading on page 2. 1. brbeecua

6. eht udtnie ssteta

2. epi

7. lfga

3. sotidocearn

8. ccoenrt

4. letoincebar

9. cinicp

5. rapdae

10. owfrkiser

B. Word Search Find the words you unscrambled in Part A in the Word Search below.

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Vocabulary Review cont. C. Look at the Pictures Circle the sentence that best describes the picture. 1.

a) Let’s watch the fireworks. b) Let’s have a barbecue. c) Let’s go to a parade. d) Let’s have a picnic.

a) The flag looks pretty in the night sky. b) The decorations look pretty in the night sky. c) The fireworks look pretty in the night sky. d) The pie looks pretty in the night sky.

a) He is cooking hamburgers next to the barbecue. b) He is cooking hamburgers on the barbecue. c) He is cooking hamburgers under the barbecue. d) He is cooking hamburgers around the barbecue.

a) They are marching in a parade. b) They are looking at a parade. c) They are listening to a parade. d) They are watching a parade.

a) The hamburger is on the plate. b) The hamburger is in the plate. c) The hamburger is at the plate. d) The hamburger is under the plate.

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

hotdog

piece of watermelon

bowl of potato salad

Example: A: How many cherries are on the picnic table? B: There are 6 cherries on the picnic table.

hamburger

apple

/ V E R S I O N 4 . 0)

bottle of pop

piece of pie

cherry

Independence Day Holidays & Events

Pair Activity (Student B) What’s for lunch? Ask your partner how many hamburgers, apples, pieces of pie, and bottles of pop are on his/her picnic table. Draw those missing food items on your picnic table.

hotdog

piece of watermelon

bowl of potato salad

Example: A: How many cherries are on the picnic table? B: There are 6 cherries on the picnic table.

hamburger

apple

/ V E R S I O N 4 . 0)

bottle of pop

piece of pie

cherry

Independence Day Holidays & Events

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.

Question

Does your country celebrate a day of independence?

Did you decorate your house last year for a holiday?

Do you know what your country’s flag looks like? Describe it.

Do you like apple pie?

Do you like watching parades?

Do you like going on picnics?

Do you like going to concerts?

Do you like hamburgers?

Do you like watching fireworks?

Do you often have a barbecue with your friends?

Classmate

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Listening  http://blog.esllibrary.com/2017/07/04/podcast-independence-day-beg/ Fill in the blanks as you listen to the recording. 1. July 4 is Independence Day. On July 4, 1776, became an independent . 2. Americans like to have a big celebration on July 4. Some people have a in a park or by a lake. Some people have a barbecue in their backyard with friends and family. Many people like to eat hamburgers, hot dogs, potato salad, corn on the cob, and apple on Independence Day. 3. On Independence Day, you will see the flag everywhere. People hang flags from buildings or homes. Some people also carry small in their hands. 4. Many cities have free outdoor or parades. Lots of people celebrate Independence Day together at these events. There are usually many red, white, and blue because these are the colors of the American flag. 5. At night, people like to watch . What a perfect ending to a fun holiday!

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

This lesson includes a reading, vocabulary development tasks,

TIME:

comprehension questions, a pair activity, and a group activity.

1.5–2 hours

TAGS: Independence Day, USA, United States of America, holiday, July 4, July Fourth, Fourth of July

Vocabulary

Vocabulary Review

1. f

3. d

5. i

7. c

9. h

2. b

4. e

6. a

8. j

10. g

Reading (and/or Listening)

A. UNSCR AMBLE THE WORDS 1.

barbecue

parade

concert

pie

the United

picnic

decorations

States

10. fireworks

celebration

flag

Read individually, in small groups, or as a class. You can also play the listening as your students read along. A gap-fill version of the reading is available on page 9. Help your students with vocabulary and expressions that they are unfamiliar with.

Comprehension A. TRUE OR FALSE? 1. F – Independence Day is on July 4. 2. T 3. T 4. T

B. WORD SEARCH c n i p i c a p f t s t

e d i s w a a i o h d i

l e n s o r b o i e a c

e e i b a r b e c u e n

b c c d f a c o r n f i

r o e a i r r n e i l b

a w s v r a u s r t r k

t k t b t d e e w e k a

i f a i p e w f o d s r

o r o k f o s l k s f n

n n u c r l t r r t i c

s t n k p d a r b a r e

d i s a r a r g r t a u

r o t e a c o n c e r t

k n p i c n i c u s c o

5. F – People watch fireworks at night. C. LOOK AT THE PICTURES B. ASK & ANSWER

Explain the meaning of any new words

Independence Day is celebrated on July 4.

and the different prepositions.

People celebrate Independence Day because it is the day that

1. d

the United States became an independent country (in 1776). 3.

You can go to concerts or parades. You can have a picnic or a barbecue. You can watch fireworks.

2. c

3. b

4. a

5. a

(continued on the next page...)

Some people carry an American flag in their hands on Independence Day.

Some people watch fireworks at night on Independence Day.

/ V E R S I O N 4 . 0)

Independence Day Holidays & Events

Answer Key cont. Pair Activity Student A must draw: 4 hot dogs, 2 pieces of watermelon, 1 bowl of potato salad, and 5 cookies.

SPELLING NOTE: This lesson shows the American spelling of the words Color and Practice. Most other English-speaking countries spell these words this way: Colour, and Practise (when used as a verb; Practice

Student B must draw: 2 hamburgers,

when used as a noun). Make it a challenge for your students

5 apples, 3 pieces of pie, and 2 bottles of pop.

to find these words in the lesson and see if they know the alternate spellings.

Find Someone Who... Have the students circulate around the class asking the questions

EDITOR’S NOTES: 1.

on the sheet. When the student finds a classmate who can answer “yes,” he/she will write the student’s name next to the question. If you think your students can handle it, have them follow up with one more question of his/her own for some or all of the questions. E.g., For the question “Did you decorate your house last year for a holiday?”, if the student answers “yes” the second question might be: “Which holiday was it?” or “What kinds of decorations did you use?”. Follow up by sharing some of the answers with

Independence Day is also commonly known as the Fourth of July or July Fourth.

The United States and Canada celebrate their days of independence (on July 4 and 1, respectively) in similar ways. Please note that our Beginner US Independence Day and Canada Day lessons have similar readings, tasks, and vocabulary. We do not recommend teaching both of these lessons to the same group of students.

the whole class.

Listening 1.

the United States, country

picnic, pie

American, flags

concerts, decorations

fireworks

/ V E R S I O N 4 . 0)

Grammar Practice Worksheets

Simple Past Table of Contents 2

Grammar Notes Simple Past

Exercise 10 Irregular Verbs: Opposites

Exercise 1 Be: Fill in the Blanks

Exercise 11 Irregular Verbs: Time Markers

Exercise 2 Be: Complete the Sentences

Exercise 12 Irregular Verbs: Positive & Negative

Exercise 3 Be: Pair Work

Exercise 13 Irregular Verbs: Write the Questions

Exercise 4 Regular Verbs: Verb Chart

Exercise 14 Irregular Verbs: Find Someone Who

Exercise 5 Regular Verbs: Choose the Correct Verb

Exercise 15 All Past Verbs: Writing

Exercise 6 Regular Verbs: Questions & Answers

Exercise 16 All Past Verbs: Quiz

Exercise 7 Irregular Verbs: Verb Chart

Irregular Verb List

Answer Key

Exercise 8 Irregular Verbs: Choose the Correct Verb

Exercise 9 Irregular Verbs: Bingo

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Grammar Notes SIMPLE PAST

A. Use We use the simple past to talk about finished actions that happened in the past.

past

present

future

B. Time Markers Words that show the time of an action are called "time markers." Common time markers for the simple past are yesterday, last, ago, and when. Time Marker

Examples

yesterday

• •

I walked my dog yesterday. He called me yesterday morning.

last

• •

They went to the movies last night. Our company hired 20 new employees last year.

ago

• •

She got a new job two months ago. Six weeks ago, we moved to New York.

when

• •

My brother learned to ride a bike when he was four years old. When I graduated from university, I applied for many jobs.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Grammar Notes cont. C. Form A common way to form the simple past is to add -ed to the end of a verb. These verbs are called “regular verbs.” Other verbs have many kinds of changes. They are called “irregular verbs.” The Be verb is a special kind of irregular verb. It has two forms (was and were). It also has different sentence patterns. Let’s look at regular verbs, irregular verbs, and the Be verb in more detail.

D. Regular Verbs To form the past tense of regular verbs, add -ed to the base verb. Type of Sentence

Pattern

Examples • I talked to my friends for hours yesterday.

Positive

base verb + -ed

• They worked until 7:00 pm last night. • She tried to help me two weeks ago. • My coworkers completed the project.

Negative

did not / didn't + base verb

Question

did + subject + base verb

Wh- Question

Wh- word + did + subject + base verb

• He did not study French at school. • My classmates didn't like my speech. • Did you call me last night? • Did she go on a trip last year? • When did you leave? • How did they know about the test?

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Grammar Notes cont. D. Regular Verbs cont. How do we spell regular past verbs? Follow these simple rules: #

Rule

Examples

If a verb ends in -e, add -d.

• like  liked • arrive  arrived • decide  decided

If a verb ends in consonant + -y, change -y to -i and add -ed.

• carry  carried • try  tried • study  studied

If a verb ends in vowel + -y, add -ed.*

• play  played • stay  stayed • enjoy  enjoyed

If a verb ends in a consonant-vowel-consonant (CVC) pattern, double the final consonant and add -ed.**

• hug  hugged • plan  planned • stop  stopped

For all other verbs, add -ed.

• watch  watched • ask  asked • clean  cleaned

*Note:

**Note:

There are some exceptions to this rule:

For verbs with more than one syllable, this rule is only true if the stress is on the last syllable. Notice the difference below:

• pay  paid • lay  laid

• prefer  preferred • visit  visited

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Grammar Notes cont. E. Irregular Verbs To form the past tense of an irregular verb, we must make a change (in the middle or ending) to the verb. Type of Sentence

Pattern

Examples • She wrote me a long email this morning. • I ate an entire pizza on the weekend.

Positive

various changes*

• The staff members met with the boss. • They rode their bikes to school when they were young. • He did not read the newspaper yesterday.

Negative

did not / didn't + base verb

• My neighbors didn't pay their rent last month. • Did you tell her about your accident?

Question

did + subject + base verb

Wh- Question

Wh- word + did + subject + base verb

• D id they go shopping yesterday afternoon? • When did you catch a cold? • Why did you sing that song?

*Note: For a complete list of irregular verbs, see page 23 in this lesson.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Grammar Notes cont. F. Be Verb To form the past tense of the Be verb, use the words was or were. Type of Sentence

Pattern

Examples

I / he / she / it / singular count noun / non-count noun + was

• I was happy when I was in Hawaii.

you / we / they / plural count noun + were

• We were sick last month.

was not / wasn't

• He was not at home last night.

were not / weren't

• We weren't at work yesterday.

Positive

Negative

Question

was / were + subject

Wh- Question

Wh- word + was / were + subject

• The teacher was in the classroom.

• The children were at the park.

• Were you in trouble? • Was your sister at school yesterday? • Who was that? • Where were you?

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 1 FILL IN THE BLANKS Put the correct past tense form of Be in the blanks below. was Ex. Eva sick yesterday. 1. We in the same class last year. 2. I tired after a long day at work. 3. The weather beautiful yesterday. 4. My teachers really good last semester. 5. The children hungry after so much exercise. 6. The wind very strong last night. 7. She so happy last week. 8. They nervous on the first day of school. 9. Luckily, the windows closed during the rainstorm. 10. We very happy to get your invitation last week.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 2 COMPLETE THE SENTENCES Finish the following sentences using the negative form of Be in the past tense. I wasn’t at work yesterday. Ex. I am at work today, but 1. It is cold outside today, but 2. She is sick today, but 3. They are at school today, but 4. The TV show is good today, but 5. The peaches are sweet today, but 6. The class is interesting today, but 7. He is angry today, but 8. The door is locked today, but 9. The exercises are easy today, but 10. The children are tired today, but

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 3 PAIR WORK Write the questions using the prompt and the simple past tense. Then interview your partner. Write down your partner’s answers. #

Prompt

Question

Answer

at home / last night

Were you at home last night?

No, I wasn't.

at school / yesterday

at the movies / last weekend

at the gym / last week

at the mall / last month

in another country / last year

tired / last night

angry / last week

sick / last month

excited / about your last birthday

happy / during your last vacation

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 4 VERB CHART (REGULAR VERBS) Review the spelling rules on page 4. Then write the past forms of these regular verbs.

Base Form

Past Form

Base Form

ask

asked

laugh

brush

learn

carry

check

listen

clean

plan

cry

play

dance

study

decide

talk

hope

walk

hug

wash

– LO W I N T / V E R S I O N 4 . 3)

Past Form

Simple Past

Grammar Practice Worksheets

Exercise 5 CHOOSE THE CORRECT VERB Choose a verb from the list on the right to complete the following sentences. Write the verb in the past tense. Use each verb only once. visited Ex. I my friend in the hospital last night. 1. The boys baseball in the field behind the school. 2. Robert his wife wash the dishes. 3. We our living room a soft blue color. 4. Susan TV for two hours last night. 5. We planes on the way to New York.

Verb List: • • • • • • • • • • •

change visit paint travel listen help arrive learn watch play wait

6. She for him for 20 minutes at the coffee shop. 7. He how to swim when he was a child. 8. They all around the country three years ago. 9. The students late for class. 10. We to the radio until midnight.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 6 QUESTIONS & ANSWERS

A. Write the Answers Answer the questions using the simple past tense and the prompt. #

Question

Prompt

Did Anna bake a cake last weekend?

Did the boys play soccer yesterday?

yes

Did she call her mother last night?

Did you fix your TV yesterday?

Did they play in a band together?

yes

Did he study history at university?

yes

Answer No, she didn’t.

B. Interview Your Partner Now write five questions using any regular verbs from the list on page 10. Then ask your partner the questions and write his or her answers. #

Question

Answer

Did you watch TV last night?

Yes, she did.

1 2 3 4 5

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 7 VERB CHART (IRREGULAR VERBS) Write the past forms of these irregular verbs. Refer to the list on page 23 if you need help.

Base Form

Past Form

Base Form

was, were

make

begin

read

bring

run

catch

see

choose

sing

sleep

fall

take

teach

have

think

know

write

– LO W I N T / V E R S I O N 4 . 3)

Past Form

Simple Past

Grammar Practice Worksheets

Exercise 8 CHOOSE THE CORRECT VERB Choose a verb(s) from the list on the right to complete the following sentences. Write the verb(s) in the past tense. Use each verb only once. broke Ex. She a plate when she was washing the dishes. 1. They to Paris in a jumbo jet last week. 2. I the alarm clock for 7:00 yesterday morning, but I up an hour before the alarm clock . 3. I an email to my friend back home. 4. He a five-page essay last night. 5. His mother care of him when he sick. 6. The teacher the mathematics class and then the students three exercises to do for homework. 7. Matthew his wallet on the way to work yesterday.

Verb List: • • • • • • • • • • • • • • • • • • • • •

buy ring lie break teach fly set send wake swim feel pay meet have write drink give get take catch lose

He very upset. 8. Angie a bad cold last week. She in bed for three days. 9. The children in the lake behind their house last summer. 10. We a wonderful time at your party last night. 11. I groceries on my way home yesterday and I cash. 12. I three friends at the cafe and we several cups of coffee together.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 9 IRREGULAR VERB BINGO Choose any 24 verbs from the Irregular Verb List on page 23 and write the past tense forms in the squares. Then play Bingo! Draw an  when you hear your teacher call out a matching verb.

Free Space

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 10 OPPOSITES Write the opposite of each verb below. Make sure to use the past tense. There may be more than one possible opposite, but try to think of one that has an irregular past form.

Verb

Opposite

gave

took

remembered

bought

found

sat

arrived

opened

rose (the sun)

learned

floated

saved (money)

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 11 TIME MARKERS Complete the following sentences using yesterday, last, or ago. last Ex. We went skiing a lot winter. 1. She came to this country three years . 2. The teacher canceled the class Monday. 3. I spoke to him for ten minutes . 4. We went dancing night. 5. The boss was away morning. 6. We began this class fall. 7. The children ran around outside afternoon. 8. She got married five years . 9. We went shopping . 10. He left five minutes .

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 12 POSITIVE & NEGATIVE Read the example. Then complete the sentences below using the past tense. Make the first sentence negative and the second one positive. Ex. Ben usually eats cereal for breakfast. He

didn’t eat

ate

6. Ben usually meets his boss in the morning.

cereal yesterday.

his boss in the morning.

toast.

him in the afternoon.

1. Ben usually gets up at 7:00.

7. Ben usually writes ten emails in the morning.

at 7:00 yesterday.

ten emails yesterday.

at 8:00.

five letters.

2. Ben usually takes a shower.

8. Ben usually eats lunch in the office.

a shower yesterday.

lunch in the office today.

a bath.

lunch in a restaurant.

3. Ben usually reads the Times newspaper.

9. Ben usually has a lot of appointments every day.

the Times yesterday.

the Post.

He only

4. Ben usually leaves the house at 8:00.

a lot of appointments yesterday. a few.

10. Ben usually gets home at 6:00.

the house at 8:00.

home at 6:00 yesterday.

at 9:00.

home at 7:00.

5. Ben usually takes a bus to work. He

a bus yesterday.

a taxi.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 13 WRITE THE QUESTIONS Use the correct question word (who, what, where, when, why, how many) to make Wh- questions in the simple past tense. The bold words are the answers to the questions. Ex. Where did she buy that toy?

She bought that toy at Walmart.

She said “hello” to me.

They left the office at 6:00.

I felt sick yesterday.

She didn’t go to work because she was sick.

The sun rose at 6:45 am yesterday.

I spent $80.00 on groceries.

She wore a beautiful dress to the party.

10.

Rosa spoke to the boss.*

The meeting took place in Room 29.

Rosa spoke to the boss.*

*Note: There is a difference between questions 4 and 5. Can you explain the grammar rule?

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 14 FIND SOMEONE WHO Walk around the classroom and ask your classmates questions. Write the questions in the spaces provided below, and write your classmate’s name on the right if he/she answers “yes.”

Find someone...

Question

who woke up late this morning.

Did you wake up late this morning?

who didn’t take the bus to school this morning.

who ate an egg for breakfast this morning.

who saw a good movie on TV last night.

who bought something expensive yesterday.

who had a bad cold last week.

who won something last year.

who read a great book last month.

who heard some interesting gossip last week.

who went on vacation to another country last year.

Classmate

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 15 WRITING Choose one of the topics below. Write a paragraph using regular and irregular past tense verbs. Topics: • what you did yesterday • what you did last weekend • what you did during your last vacation

Example: I went on vacation to Amsterdam last year. It was spring. There were many tulips. I went to a lot of museums and saw a lot of beautiful art…

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Exercise 16 QUIZ Circle the correct answer. 1. Two weeks ago, I a new car. a) bought b) buyed 2. Juan at the store on his way home. a) stoped b) stopped 3. I was very tired week. a) ago b) last 4. It us two days to write the report. a) taked b) took 5. How the weather last weekend? a) was b) were 6. Alyssa to go to Spain. a) decideed b) decided

7. They left the city a month . a) ago b) last 8. She a cold last week. a) cought b) caught 9. your homework? a) Did you finish b) Did you finished 10. Maya and Louise late for class. a) was b) were 11. They to sell their house. a) tryed b) tried 12. Chang to the party last night. a) didn’t go b) didn’t went

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Irregular Verb List Base Form

Past Form

Base Form

Past Form

Base Form

Past Form

was, were

get

got

read

become

became

give

gave

ring

rang

begin

began

went

run

ran

break

broke

grow

grew

say

said

bring

brought

have

had

see

saw

buy

bought

hear

heard

sell

sold

catch

caught

hide

hid

send

sent

choose

chose

hit

shut

come

came

hold

held

sing

sang

cost

keep

kept

sleep

slept

cut

know

knew

speak

spoke

did

lay

laid

spend

spent

draw

drew

lead

led

stand

stood

drink

drank

leave

left

take

took

drive

drove

let

teach

taught

eat

ate

lie

lay

tell

told

fall

fell

lose

lost

throw

threw

feel

felt

make

made

understand

understood

find

found

meet

met

wake

woke

forget

forgot

pay

paid

wear

wore

freeze

froze

put

write

wrote

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

This lesson covers the past tense of the Be verb, regular verbs,

TIME:

and irregular verbs. Through various individual and group activities, students will get plenty of written and oral practice with the

TAGS: simple past, past, past tense, verbs, verb tenses, regular verbs, irregular verbs, Be, spelling,

affirmative, negative, and question forms of simple past verbs.

Exercise 1

3–4 hours

pronunciation, grammar

Exercise 3

were

was

Partners’ answers will vary. Make sure students write down their

was

partner's answers and not their own. You can have them copy

was

were

exactly what their partners say (Yes, I was/No, I wasn't) or have them

were

report their partner's answers (Yes, he/she was/No, he/she wasn't).

were

10. were

Exercise 2 1.

...it wasn’t cold yesterday.

...she wasn’t sick yesterday.

...they weren’t at school yesterday.

...it wasn’t good yesterday.

...they weren’t sweet yesterday.

...it wasn’t interesting yesterday.

...he wasn’t angry yesterday.

...it wasn’t locked yesterday.

...they weren’t easy yesterday.

Were you at school yesterday?

Were you at the movies last weekend?

Were you at the gym last week?

Were you at the mall last month?

Were you in another country last year?

Were you tired last night?

Were you angry last week?

Were you sick last month?

Were you excited about your last birthday?

10. Were you happy during your last vacation? (continued on the next page...)

10. ...they weren’t tired yesterday.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Answer Key cont. Exercise 4

Exercise 7

brushed

hoped

15. played

began

had

15. slept

carried

hugged

16. studied

brought

knew

16. took

checked

10. laughed

17. talked

caught

10. made

17. taught

cleaned

11. learned

18. walked

chose

11. read

18. thought

cried

12. liked

19. washed

did

12. ran

19. wrote

danced

13. listened

fell

13. saw

decided

14. planned

went

14. sang

Review the spelling rules on page 4 before starting this exercise. For further spelling practice when forming regular past verbs, try the worksheet in our Grammar & Usage Resource: https://esllibrary. com/resources/2732

Exercise 8 1.

flew

lost, felt/got

set, woke, rang

caught, lay

For pronunciation practice, have students read the past forms out

sent

swam

loud. Before that, you may want to hand out our pronunciation

wrote

10. had

rules guide and exercise (with audio) in our Grammar & Usage

took, got/felt

11. bought, paid

Resources: https://esllibrary.com/resources/2733

taught, gave

12. met, drank

Exercise 5

Exercise 9

played

waited

Make sure your students mix up the order of the verbs they copy

helped

learned

down so that they all have a different card. Tell them you will call

painted

traveled

out the base/present verb and that they should draw an  over

watched

arrived

the corresponding past form if they have it on their card. The first

changed

10. listened

Exercise 6

student to complete a line (horizontally, vertically, or diagonally) should shout “Bingo!” To make the game last longer, tell students they can only yell “Bingo!” when they have two completed lines instead of one.

A. WRITE THE ANSWERS 1.

Yes, they did.

No, she didn’t.

No, I didn’t.

Yes, they did.

Yes, he did.

(continued on the next page...)

B. INTERVIEW YOUR PARTNER? Questions and answers will vary.

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Answer Key cont. Exercise 10

Exercise 13

Answers may vary. If this task is too difficult for your students,

When did they leave the office?

you could write the base forms of the following suggested

Why didn’t she go to work?

answers on the board (in a random order).

How much did you spend on groceries?

Who did Rosa speak to?

Who spoke to the boss?

What did she say to you?

How did you feel yesterday?

When/What time did the sun rise yesterday?

What did she wear to the party?

forgot

closed/shut

sold

set/went down

lost

taught/forgot

stood

sank

left

10. spent

10. Where did the meeting take place?

Exercise 11

Note Answer: Question 4 is asking about the indirect object 1.

ago

last

(who someone spoke to) and question 5 is asking about the

last

yesterday

subject (who spoke to someone).

yesterday

ago

last

yesterday

10. ago

Exercise 14 Classmates’ answers will vary.

Exercise 12 1.

didn’t get up / got up

didn’t meet / met

didn’t take / took

didn’t write / wrote

didn’t read / read

didn’t eat / ate

didn’t leave / left

didn’t have / had

didn’t take / took

10. didn’t get / got

Did you wake up late this morning?

Did you take the bus to school this morning?

Did you eat an egg for breakfast this morning?

Did you see a good movie on TV last night?

Did you buy something expensive yesterday?

Did you have a bad cold last week?

Did you win something/anything last year?

Did you read a great book last month?

Did you hear some/any interesting gossip last week?

10. Did you go on vacation to another country last year? (continued on the next page...)

– LO W I N T / V E R S I O N 4 . 3)

Simple Past

Grammar Practice Worksheets

Answer Key cont. Exercise 15

EDITOR'S NOTES: 1.

Answers will vary. Encourage your students to use both

In our Verb Cards: Present, Past & Past Participle resource (available in our Grammar & Usage Resources section) you’ll

positive and negative, regular and irregular past verbs.

find cards on pages 1–4 that you can use in a variety of ways. Page 7 contains a blank card template so that you or

Exercise 16

your students can make your own. https://esllibrary.com/ resources/2247

1. a

3. b

5. a

7. a

9. a

11. b

2. b

4. b

6. b

8. b

10. b

12. a

You could use these verb cards with some of the activities suggested in our 5 Fun Activities for Irregular Verbs blog post: http://blog.esllibrary.com/2015/02/26/5-fun-activities-

SPELLING NOTES: 1.

for-irregular-verbs/

This lesson shows the American spelling of the words Color, Neighbors, Canceled, and Traveled. Most other Englishspeaking countries spell these words this way: Colour, Neighbours, Cancelled, and Travelled. Make it a challenge for your students to find these words in the lesson and see if

See our spelling rules and pronunciation guide for regular past verbs in our Grammar & Usage Resources section: •

https://esllibrary.com/resources/2732

they know the alternate spellings. 2.

Note that in the American spelling of words ending with

Spelling Rules:

•

the CVC pattern of consonant + e + l, the final l will

Pronunciation Rules: https://esllibrary.com/resources/2733

usually not double in the most commonly accepted form (e.g., travel  traveled, cancel  canceled). Most other English-speaking countries prefer to double the final l (e.g., travel  travelled, cancel  cancelled).

– LO W I N T / V E R S I O N 4 . 3)

Grammar Practice Worksheets

Adverbs of Manner Table of Contents 2

Grammar Notes Adverbs of Manner

Exercise 1 Fill in the Blanks

Exercise 2 Adverb Formation

Exercise 3 Complete the Sentences

Exercise 4 Interview

Exercise 5 Find the Error

Exercise 6 Class Act

Exercise 7 Adverb or Adjective?

Exercise 8 Pair Work

Exercise 9 Adverbs with Two Forms

Exercise 10 Quiz

Answer Key

Class Act Cards

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Grammar Notes ADVERBS OF MANNER

A. Introduction to Adverbs An adverb is a word that describes a verb, an adjective, another adverb, or a sentence. Adverb

Function

You speak quickly.

The adverb quickly describes the verb speak.

I am extremely tired.

The adverb extremely describes the adjective tired.

He drives really carefully.

The adverb really describes the adverb carefully.

I love rainy days, actually.

The adverb actually describes the whole sentence.

B. Adverbs of Manner This lesson will focus on adverbs of manner. Adverbs of manner describe how an action is done. Look at the following examples. What do these adverbs have in common? What positions can adverbs of manner have in a sentence? #

Action

How?

Action + Adverb

She studies every day.

How does she study every day?

She studies quietly every day.

They spoke to each other.

How did they speak to each other?

They spoke to each other calmly.

He is petting the puppy.

How is he petting the puppy?

He is gently petting the puppy.

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

Adverbs of Manner

Grammar Practice Worksheets

Grammar Notes cont. C. Form Most adverbs of manner are formed by adding -ly to an adjective.

Adverb Formation

Exception #1

Look at the adjective and adverb pairs. What spelling changes do you notice?

Some adverbs are irregular because they don’t have an -ly ending. These adverbs and adjectives have the same form. Common irregular adverbs include hard, fast, and late.

Adjective

Adverb

angry

angrily

bad

badly

beautiful

beautifully

careful

carefully

cautious

cautiously

dangerous

dangerously

gentle

gently

happy

happily

healthy

healthily

lazy

lazily

loud

loudly

noisy

noisily

quick

quickly

quiet

quietly

sleepy

sleepily

• She is a fast runner. (the adjective fast describes the noun runner) • She runs fast. (the adverb fast describes the verb runs)

Exception #2 Another irregular adverb is well. The adjective good becomes the adverb well. • There are many good athletes at our school. (the adjective good describes the noun athletes) • Our school’s athletes performed well during the competition. (the adverb well describes the verb performed)

Exception #3 Some adjectives end in -ly just like most adverbs do. Common adjectives ending in -ly are friendly, costly, and silly. Other words, such as hourly, daily, weekly, monthly, and yearly, can be both adjectives and adverbs. • They have a daily meeting. (the adjective daily describes the noun meeting) • They attend a meeting daily. (the adverb daily describes the verb attend)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Grammar Notes cont. D. Sentence Position There are four possible sentence patterns for adverbs of manner. The most common pattern is Verb + Adverb. Pattern

Position

Verb + Adverb

after the main verb

SVO + Adverb

after the object or at the end of the sentence

Adverb + Verb

Verb + Adverb + Verb

before the main verb

between the auxiliary verb and the main verb

Examples • I ran quickly down the stairs. (the adverb quickly describes the verb ran) • They are laughing loudly. (the adverb loudly describes the verb are laughing) • She sings the song well. (the adverb well describes the verb sings) • We will give the money to you soon. (the adverb soon describes the verb will give) • He quietly read his book. (the adverb quietly describes the verb read) • I calmly practiced my speech. (the adverb calmly describes the verb practiced) • They are patiently waiting for his arrival. (the adverb patiently describes the verb are waiting) • She is cautiously climbing the ladder. (the adverb cautiously describes the verb is climbing)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Grammar Notes cont. E. Adverbs with Two Forms Some adverbs have different forms depending on the meaning and sentence position. Can you guess which two adverbs are not adverbs of manner?

Meaning

Position

Examples

near in space or time

after a verb

• You're standing too close (or closely) to me.*

closely

near

before or after a verb

• We are closely related. • They worked closely on this presentation.

hard

with a lot of effort

after a verb

• Did you study hard for the test?

hardly

almost not at all

before a verb or at the beginning of a sentence

• She hardly got anything ready before the party. • Hardly anyone came to the meeting.

late

after an expected time

after a verb

• He always sleeps late and misses the bus.

lately

recent time

at the beginning or end of a sentence

• Lately I haven't been feeling well. • Everything has been great lately.

slow

the opposite of fast

after verbs of movement

• Drive slow (or slowly) on these icy roads.*

slowly

the opposite of fast

before or after a verb

• The truth slowly came out. • The teacher spoke slowly so everyone could understand.

*Note After verbs of movement, slow and close are more common than slowly and closely.

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 1 FILL IN THE BLANKS Write one adverb from the list into each sentence. Use each adverb only once. intelligently Ex. During the interview, she answered all the questions . 1. There was a fire, but everyone made it out of the building . 2. I can't believe my coworker just spoke to our boss. I wonder if he'll get fired. 3. It's cold out. I hope you dress . 4. Pablo worked really on his essay. 5. My roommate is folding his laundry. 6. When the power went out, the kindergarten teacher spoke to the frightened students. 7. My cat stretched out in the sun.

Adverb List: • • • • • • • • • • •

lazily politely rudely quickly hard safely warmly neatly calmly sleepily intelligently

8. She greeted me when we were introduced. 9. The little girl smiled at her father when he woke her up. 10. How did you finish the test so ?

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 2 ADVERB FORMATION Write the adverb form next to each adjective. Pay attention to your spelling.

Adjective

Adverb

Adjective

kind

kindly

calm

hungry

dangerous

intelligent

gentle

bad

fast

healthy

patient

important

daily

careful

simple

quick

good

noisy

sleepy

hard

weekly

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

Adverb

Adverbs of Manner

Grammar Practice Worksheets

Exercise 3 COMPLETE THE SENTENCES Complete each sentence by writing the missing adverb. Use the adjective below the line to help you form the adverb. helpfully Ex. The counselor responded when I asked for advice. (helpful)

1. My sister has an amazing voice. She sings . (beautiful)

2. That guy sure knows how to run . He beat everyone at the track competition. (fast)

3. When you want something done , sometimes you have to do it yourself. (correct)

4. The new girl introduced herself to the class. (shy)

5. Now that the windshield is clean, I can see . (clear)

6. The ballerinas danced around the stage. (graceful)

7. That joke was so funny. I laughed when you told it to me. (loud)

8. The chef will prepare our meal. (quick)

9. The children ate their snacks . (noisy)

10. The big waves crashed onto the beach. (violent)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 4 INTERVIEW Ask your partner questions 1–8 and write his/her answers on the lines. Then write your own questions for 9 and 10. Answer your partner’s questions using adverbs of manner. You can use an adverb from the list or think of your own.

Example A: How do you brush your hair? B: I brush my hair roughly. [A writes, "She brushes her hair roughly."]

1. How do you run? Adverb List: • • • • • • • • • • • • • • • • • • • • • •

2. How do you sing?

3. How do you dance?

4. How do you eat?

5. How do you text?

6. How do you talk to your friends?

7. How do you speak English?

well badly quickly slowly happily angrily cheerfully sadly loudly softly noisily quietly gently roughly nervously confidently politely rudely intelligently foolishly enthusiastically reluctantly

8. How do you answer questions in a job interview?

9. How do you ?

10. How do you ?

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 5 FIND THE ERROR Find one error in each sentence. Rewrite the sentences correctly. There may be more than one possible answer. Ex. The parents sang to get their children to go to sleep softly. The parents sang softly to get their children to go to sleep. / The parents softly sang to get their children to go to sleep. 1. Hans answered all of the intelligently questions on the job application.

2. The carefully scientist mixed the chemicals.

3. I haven't played the piano for two years. When I tried yesterday, badly I played.

4. She completed the driving successfully test.

5. Lee well played soccer yesterday.

6. The boy hugged his gently baby sister.

7. Diego approached the cautiously big dog.

8. Hye Jun ran to catch the quickly bus.

9. Julia studied to improve hard her English.

10. She asked about the repeatedly homework.

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 6 CLASS ACT Form two teams. One member from the first team will come to the front of the class. Your teacher will choose a verb and tell everyone what it is, and then that student will choose an adverb card. The first team has 10 seconds to guess what their teammate is doing! Guess by yelling out a sentence with an adverb. Then it’s the other team’s turn. Keep going until all the cards are gone. Which team can get the most points?

Example

Verb List:

Student A:

You're dancing slowly!

Student B:

You're dancing nervously!

Student C:

You're dancing badly!

Teacher:

Mohammed is right. Naoko is dancing nervously. Mohammed's team gets a point!

• • • • • • • • • • • • • • • •

I N T – I N T / V E R S I O N 2 . 2)

walk run stand up sit down speak text jump (with both feet) hop (on one foot) sing dance shake cry laugh smile eat drink

Adverbs of Manner

Grammar Practice Worksheets

Exercise 7 ADVERB OR ADJECTIVE? Write “adverb” if the word in bold is an adverb and “adjective” if it is an adjective. Refer back to the Grammar Notes (Exceptions 1–3) on page 3 for help.

Sentence

Adverb or Adjective?

They arrived late to class.

adverb

She is a hard worker.

He works hard at his job.

Sandra entered the class quietly because it had already started.

I like Ryan. He's a friendly guy.

We moved fast when we realized we were late.

They saw some fast cars in the race yesterday.

Are you going to the weekly study session?

My new purse is by a famous designer. It's pretty costly.

I didn't study last night, so I probably won't do well on the test.

Don't speak loudly in the library.

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 8 (Student A) PAIR WORK

Example

A. Last Saturday What did Sachiko and Ali do last Saturday? How did they do each action? Look at the chart. Ask your partner for the missing information. Use adverbs that match the emoji you see.

exercise

Sachiko

Ali

talk to a friend

quickly

Student A:

How did Sachiko exercise?

Student B:

[looks at emoji] She exercised quickly. How did Ali exercise?

Student A:

[looks at emoji] He exercised slowly.

do homework

go to a movie

nervously

loudly

go to bed

sleepily

excitedly

B. Writing Now write sentences about Sachiko and Ali. 1. Sachiko exercised quickly, and Ali exercised slowly. 2. 3. 4. 5.

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

Adverbs of Manner

Grammar Practice Worksheets

Exercise 8 (Student B) PAIR WORK

Example

A. Last Saturday What did Sachiko and Ali do last Saturday? How did they do each action? Look at the chart. Ask your partner for the missing information. Use adverbs that match the emoji you see.

exercise

Sachiko

Ali

talk to a friend

Student A:

How did Sachiko exercise?

Student B:

[looks at emoji] She exercised quickly. How did Ali exercise?

Student A:

[looks at emoji] He exercised slowly.

do homework

shyly

slowly

go to a movie

go to bed

happily

quietly

sleepily

B. Writing Now write sentences about Sachiko and Ali. 1. Sachiko exercised quickly, and Ali exercised slowly. 2. 3. 4. 5.

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 9 ADVERBS WITH TWO FORMS Fill in the blanks with an adverb from the box. Use each adverb only once. Refer back to the Grammar Notes on page 4 for help. hardly Ex. She said anything to me at the party. Adverb List:

1. That man and that woman are related. 2. I got home really last night, so I'm tired today. 3. If you speak more , I will be able to understand you better. 4. They made any progress on their report because they were talking so much.

• • • • • • • • •

hardly slow closely hard late hardly lately close slowly

5. Go ! The roads are icy. 6. Have you heard from him ? 7. She worked for that promotion. 8. Please don't sit so to me.

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Exercise 10 QUIZ Choose the correct answer. 1. He smiled at me. a) nervous b) nervously 2. Jun played baseball today. a) well b) goodly 3. Did you answer ? a) honestly the questions b) the questions honestly 4. Samira painted a . a) beautiful painting b) painting beautifully

7. Don't show up ! a) late b) lately 8. Make sure you play with the small kittens. a) careful b) carefully 9. I'm tired because I slept last night. a) unwell b) badly 10. She friendly. a) is b) has

5. Lee the choices.

11. Juan .

a) carefully considered b) considered carefully

a) fast drove b) drove fast

6. How did you finish ? a) so quickly the test b) the test so quickly

12. Sarah sang . a) beautifully the song b) the song beautifully

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – Int

In this lesson, students learn the form and sentence positions of

TIME:

adverbs of manner. Students are also introduced to adverbs with two forms.

2 hours

TAGS: adverbs, manner, how, adverbs of manner, verbs, grammar practice, grammar

Grammar Notes

Exercise 2

Review the grammar notes as a class, or have students read

hungrily

11. dangerously

through them for homework before starting this lesson. After

intelligently

12. gently

reviewing page 2, you may wish to elicit the form (adjective + -ly

badly

13. fast

ending) and sentence patterns (adverb + verb, verb + adverb, SVO

healthily

14. patiently

+ adverb, verb + adverb + verb) for adverbs of manner before

importantly

15. daily

showing students the examples on page 3.

carefully

16. simply

quickly

17. well

noisily

18. sleepily

hard

19. weekly

On page 3, try to elicit these spelling rules for adverb formation: 1.

Add -ly to most adjectives.

Adjectives ending in -l take a double -ll.

10. calmly

Adjectives ending in -e drop the -e.

Adjectives ending in -y change to -i.

Exercise 3

On page 5, the adverbs with two forms that aren’t adverbs of manner are hardly and lately.

Exercise 1 1.

safely

calmly

rudely

lazily

warmly

politely

hard

sleepily

neatly

10. quickly

beautifully

gracefully

fast

loudly

correctly

quickly

shyly

noisily

clearly

10. violently

(continued on the next page...)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Answer Key cont. Exercise 4

Exercise 6

Answers will vary. You may wish to go over the meaning of the

Cut up the set of cards on page 20. Assign students to two groups

adverbs in the Adverb List before students interview each other.

and have them choose their team name. Make sure the students

If your students can handle it, encourage them to use two adverbs

know the meaning of all the verbs. Proceed with the game. If the

in their answers. (E.g., I brush my hair quickly and roughly.)

student chooses an adverb that just won’t work with the verb, they

Exercise 5 You can tell students to write only one sentence if more than one answer is possible, or you can have them write all possible

can choose another card instead, but encourage them to try odd combinations to make the game more fun (e.g., eat angrily).

Exercise 7

sentences using the back of the page. You may wish to point out

adjective

that for sentences where three adverb of manner positions are

adverb

adjective

possible, the most common pattern is V + Adv, followed closely by

adverb

adjective

SVO + Adv. The Adv + V pattern is not quite as common. See the

adjective

adverb

Editor’s Note on page 19 if your students ask you when and why

adverb

10. adverb

certain patterns are possible/not possible. 1.

Hans answered all of the questions on the job application

Exercise 8

intelligently. / Hans intelligently answered all of the questions on the job application. 2.

The scientist mixed the chemicals carefully. / The scientist carefully mixed the chemicals.

3. 4.

Student A: Sachiko talked to a friend shyly and went to a movie

When I tried yesterday, I played badly.

happily. Ali exercised slowly, did homework quietly, and went to

She completed the driving test successfully. /

bed sleepily.

Lee played soccer well yesterday.

The boy hugged his baby sister gently. / The boy gently hugged his baby sister. Diego approached the big dog cautiously. / Diego cautiously approached the big dog.

Answers may vary.

I haven’t played the piano for two years.

She successfully completed the driving test.

A. LAST SATURDAY

Hye Jun ran quickly to catch the bus. / Hye Jun quickly

Student B: Sachiko exercised quickly, did homework nervously, and went to bed sleepily. Ali talked to a friend loudly and went to a movie excitedly. B. WRITING 2.

and Ali talked to a friend loudly.

ran to catch the bus. / Hye Jun ran to catch the bus quickly. 9.

Julia studied hard to improve her English.

Sachiko did homework nervously, and Ali did homework quietly.

10. She asked repeatedly about the homework. / She asked about the homework repeatedly. /

Sachiko talked to a friend shyly,

Sachiko went to a movie happily, and Ali went to a movie excitedly.

She repeatedly asked about the homework. 5.

Sachiko and Ali went to bed sleepily.

(continued on the next page...)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Answer Key cont. Exercise 9

EDITOR'S NOTES:

closely

slow

late

lately

slowly

hard

hardly

For higher-level students, you may wish to point out when the four adverb positions are possible. Here are some rules to share with your students: 1.

Most transitive verbs (verbs that take a direct object) follow three adverbs patterns. The adverbs usually don’t go between the verb and the object.

Exercise 10

 He finished his homework completely. (SVO + Adv)

1. b

3. b

5. a

7. a

9. b

11. b

 He completely finished his homework. (Adv + V)

2. a

4. a

6. b

8. b

10. a

12. b

 He will completely finish his homework. (V + Adv + V)  He finished completely his homework. (V + Adv)

SPELLING NOTE:

Most intransitive verbs (verbs that don’t take a direct object) follow all four adverb patterns.

This lesson shows the American spelling of the words Counselor and Practice. Most other English-speaking countries spell

 She asked repeatedly about the homework. (V + Adv)

these words this way: Counsellor and Practise (when used as

 She asked about the homework repeatedly.

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

(at end of sentence)

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

 She repeatedly asked about the homework. (Adv + V)

know the alternate spellings.

 She is repeatedly asking about the homework. (V + Adv + V)

ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from

The adverbs badly, well, fast, late, and hard follow the V + Adv pattern only when there is no direct object. If there is an

Twemoji, an open-source project by Twitter. They are licensed

object, they only follow the SVO + Adv pattern. They never

under CC-BY 4.0. https://github.com/twitter/twemoji

follow the Adv + V pattern.  She sang well.  She well sang.  She sang the song well.  She sang well the song. 4.

If there is another verb in the prepositional phrase, the adverb cannot go at the end of the sentence unless it is modifying the verb in the prepositional phrase.  He ran quickly to catch the bus. (quickly modifies ran)  He quickly ran to catch the bus. (quickly modifies ran)  He ran to catch the bus quickly. (quickly does not modify ran; it modifies catch)

I N T – I N T / V E R S I O N 2 . 2)

Adverbs of Manner

Grammar Practice Worksheets

Class Act Cards

quickly

happily

slowly

sadly

quietly

angrily

loudly

carefully

gently

noisily

fast

nervously

well

sleepily

badly

repeatedly

lazily

shyly

roughly

enthusiastically

awkwardly

anxiously

cheerfully

carefully

noisily

silently

reluctantly

confidently

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

Grammar Practice Worksheets

Wh- Questions Table of Contents 2

Grammar Notes Wh- Questions

Exercise 1 Wh- Words & Uses

Exercise 2 Complete the Question

Exercise 3 Matchup

Exercise 4 Question Cards

Exercise 5 Write the Question

Exercise 6 Find the Error

Exercise 7 Listening

Exercise 8 Party Planning

Exercise 9 Quiz

Answer Key

Question Cards for Exercise 4

Blank Question Cards Optional Activity

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Grammar Notes WH- QUESTIONS

A. Introduction Questions are a common part of conversations in English. It is important to learn how to ask and answer different types of questions. There are two main types of questions: • Yes/No Questions (e.g., Do you like pizza?) • Wh- Questions (e.g., What kind of pizza do you like?)

Key Symbol

Part of Speech

Wh-

Wh- word

Aux

Auxiliary verb

Subject

Verb

Object

Meaning a question word (who, what, where, when, etc.) a word that “helps” the main verb (do, be, have, will, can, etc.) the person or thing doing the action the action the person or thing receiving the action

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Grammar Notes cont. B. Wh- Questions Wh- questions are very common in English. We use Wh- words to ask about a person, place, time, etc. Wh- words begin with the letters "wh" (e.g., who, where, when, etc.). The only Wh- word that doesn't begin with those letters is how. Answers are usually complete sentences that focus on the Wh- word from the question.

1. Wh- Questions with Be The usual Wh- question pattern with the Be verb is:

Wh- word + V + S (+O) Wh- Word

Use

Example Question

Example Answer

Who

person

Who is the man in the blue shirt?

He's our new teacher.

What

thing

What is that?

It's a new game.

Where

place

Where is your school?

My school is on Smith Street.

When

time

When is your birthday?

It's April 25.

Why

reason

Why are they late?

They are late because they slept in this morning.

How

method/way

How is your new car?

It is very fast.

Which

choice

Which is better, the cake or the pie?

The cake is better than the pie.

Whose

possession

Whose jacket is this?

It's Mike's jacket.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Grammar Notes cont. B. Wh- Questions cont. 2. Wh- Questions with All Other Verbs For all other verbs besides the Be verb, the Wh- question pattern is:

Wh- word + Aux + S + V (+O) Wh- Word

Use

Example Question

Example Answer

Who

person

Who are you talking to now?

I'm talking to my boyfriend.

What

thing

What did Wendy do last weekend?

She went to a party.

Where

place

Where do they live?

They live on Johnson Street.

When

time

When do you need this report?

I need it by 5:00 pm.

Why

reason

Why did you quit your job?

I quit because it was too stressful.

How

method/way

How can we fix this?

We can call a plumber.

Which

choice

Which does he prefer, horror movies or comedies?

He prefers comedies.

Whose

possession

Whose sunglasses did you borrow?

I borrowed my brother's sunglasses.

Did You Know? The verbs in Wh- Questions can be in any tense. Which tenses are used in each of the examples above: the simple present, present progressive, or simple past?

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Grammar Notes cont. C. Notes Note #1

Note #3

In the simple present tense, the auxiliaries do and be end with -s in the third person singular form (with he, she, it, singular count nouns, and non-count nouns).

Questions with how can ask about the way someone is feeling. How questions are very common in conversations.

• When does she work out? • How is your son feeling today?

Note #2

Question

Answer

How are you?

I'm fine, thanks.

How is he feeling?

He's feeling better today.

How does she feel?

She's nervous.

Wh- words usually act as the object of a sentence. How is also often used with another word such as often (to ask about frequency), much (to ask about cost), or many (to ask about an amount).

Wh- + Aux + S + V Question

Answer

What does she drive? O Aux S V

She drives a truck.

Question

Answer

How often do you study?

I study every night.

However, some Wh- words, especially who and what, can also act as subjects.

How much is this dress?

It's $85.00.

Wh- + V (+ O)

How many dogs do you have?

I have three dogs.

Question

Answer

Who called? S V

Maria called. S V

What made that noise? S V O

A cat made that noise. S V O

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Grammar Notes cont. C. Notes cont. Note #4 What is often used with another word such as time (to ask about clock time). Question

Answer

What time is it?

It's 1:15 pm.

What time does the class start?

It starts at 9:00.

What is also used before another noun to ask about a choice. (What and which have the same meaning in the examples below.) Question

Answer

What movie do you want to watch?

Let’s watch the new Star Wars.

Which movie do you want to watch?

Let’s watch the new Star Wars.

What kind of pizza do you want?

Pepperoni, please.

Which kind of pizza do you want?

Pepperoni, please.

Note #5 Whose and who’s sound the same but have different meanings. Whose means possession (something belongs to someone), while who’s means who is or who has. Question

Answer

Whose car is that?

It's Doug's car.

Who's coming to the party?

Silvia is coming.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 1 WH- WORDS & USES Draw a line between the Wh- word and its most common use. 1.

when

a) place

where

b) reason

what

c) time

whose

d) method

how

e) choice

who

f) person

why

g) possession

which

h) thing

Exercise 2 COMPLETE THE QUESTION Choose the best Wh- word for each question. Use each Wh- word only once. When Ex. is your birthday? 1. do you live? 2. happened to your leg? 3. blue hat is this? 4. are you feeling today?

Wh- Words • • • • • • • •

who what where when why how which whose

5. called while I was away? 6. do you prefer, cats or dogs? 7. did he quit his job?

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 3 MATCHUP Match the questions with the best answers. g

Why did you call me?

a) That's my uncle.

How did you unlock the door?

b) I can play the violin.

Who is the man in the black jacket?

c) I like orange juice.

Whose glasses are these?

d) I lived in Taiwan when I was a child.

When is your birthday?

e) I used my key.

What instrument can you play?

f) They're mine.

Where did you grow up?

g) I needed help with my homework.

Which do you prefer, apple juice or orange juice?

h) It's in October.

Exercise 4 QUESTION CARDS Time for a chat! Your teacher will give you some question cards. Take turns picking up a card and reading the question out loud to your partner(s). Answer using complete sentences.

Example: A:

What time do you usually wake up?

I usually wake up at 7:00 am during the week. On weekends, I wake up at 9:00.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 5 WRITE THE QUESTION Write questions for the following answers. Ex. When do you go to the gym? I go to the gym every weeknight. 1. I usually eat a sandwich for lunch. 2. My daughter is three years old. 3. The hotel costs $150 a night. 4. She is the teacher. 5. They are from Korea. 6. The class starts at 1:00 pm. 7. He is a butcher. 8. I prefer coffee. 9. That is Sarah's pen. 10. I finished my homework two days ago.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 6 FIND THE ERROR Find one error in each of the questions AND answers below.

Questions & Answers

Corrections

Q: What did Robert last Sunday?

What did Robert do last Sunday?

A: He going to the movies.

He went to the movies.

Q: Why work Maria two jobs? A: She need the money.

Q: What the weather like yesterday? A: It is cold.

Q: Whose our teacher? A: Our teacher is Mr. Johnson's.

Q: When did come Chang to class? A: He come at 3:00.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 6 cont. #

Questions & Answers

Corrections

Q: How often can she attends these meetings? A: She can attends every Tuesday and Thursday morning.

Q: Where were he yesterday? 6

A: I'm not sure because I no see him.

Q: Why do you prefer, chocolate or vanilla ice cream? A: I prefers chocolate.

Q: How change you this clock? 8

A: You holding down the button on the right.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 7 LISTENING Listen to the questions. Circle the best response for each question. 1. a) It's at 2:00. b) It's in three days. c) It's 5:30.

6. a) I saw Wonder Woman. b) I went to a movie. c) I went out last night.

2. a) That is John's bag. b) That is John. c) That is Johns bag.

7. a) I want to get a good job. b) I asked why. c) I am studying now.

3. a) I took the bus. b) I get good grades. c) I know how.

8. a) He is my brother. b) He is lazy. c) He works at the mall.

4. a) Luis is in my class. b) Julia sits beside me. c) Abdul sit next to me.

9. a) I can call you at 8:00. b) I didn't call her. c) I hurt my back.

5. a) It's at the bank. b) It's around the corner. c) It's a place.

10. a) I like animals. b) I love elephants. c) I have two pets.

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 8 PARTY PLANNING Imagine you are planning a party with a partner. Write a dialogue using Wh- questions. Then perform your dialogue for the class.

Example:

Talk about:

Did you hear that Alex is turning 30 on Saturday?

Really? Let's throw a party for him.

Okay! Who should we invite?

� reason/theme � guest list � food � decorations � music � activities

(etc.)

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Exercise 9 QUIZ Read the story. Then write the missing questions and answers in the boxes below.

This is Lee. Lee is 17 years old. He lives in San Diego, California. Lee likes watching movies and playing the guitar. He likes playing the guitar much better than playing the piano. Lee also goes surfing every day. He often uses his brother’s surfboard.

Question

He is 17 years old.

Where does Lee live?

He likes watching movies, playing the guitar, and surfing.

Which does he prefer to play, the guitar or the piano?

Answer

He goes surfing every day.

Whose surfboard does Lee often use?

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students learn how to form Wh- questions.

TIME:

They practice asking and answering Wh- questions through

2–3 hours

TAGS: questions, question formation, Wh- questions,

various speaking and writing activities.

Wh questions, grammar, grammar practice worksheets, present, past, present progressive, can, who, what, where, when, why, how, which, whose

Grammar Notes

Exercise 4

Review the grammar notes with your students.

Answers will vary. Divide students into pairs or groups. Cut up the

Answers to the (optional) Did You Know box on page 4 are:

cards from pages 17–18 and divide them among the pairs/groups (or cut up one whole set for each pair/group). Monitor students for

•

present progressive

•

simple past

•

simple present

•

simple present

•

simple past

•

simple present (with a modal of ability)

•

simple present

•

simple past

correct answer formation. Encourage students to follow up with more discussion after they answer each question. (E.g., A: Which do you prefer, dogs or cats? B: I prefer dogs. I have a dog at home named Fido. How about you? A: I'm a dog person too.) Page 19 has a blank card template to use as an optional review activity on another day. Have students write their own Wh- questions before proceeding as above.

Exercise 5

Exercise 1 1.

Exercise 2 1.

Where

Who

What

Which

Whose

Why

How

Answers may vary. 1.

What do you (usually) eat for lunch?

How old is your daughter?

How much does the hotel cost (a night)?

Who is that woman?

Where are they from?

What time / When does the class start?

What does he do? / What is his job?

Which do you prefer, coffee or tea?

Whose pen is this/that?

10. When did you finish your homework?

Exercise 3 1.

(continued on the next page...)

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Answer Key cont. Exercise 6

Exercise 9

Why does Maria work two jobs? She needs the money.

What was the weather like yesterday? It was cold.

Who is/Who's our teacher? Our teacher is Mr. Johnson.

When did Chang come to class? He came at 3:00.

How often can she attend these meetings? She can attend every Tuesday and Thursday morning. Where was he yesterday?

I'm not sure because I didn't see him.

Answers may vary. 1.

How old is Lee?

He lives in San Diego, California.

What does Lee like doing?

He prefers to play the guitar.

How often does Lee go surfing?

He often uses his brother's surfboard.

Which/What do you prefer, chocolate or vanilla ice cream?

I prefer chocolate. How do/can you change this clock?

You hold down the button on the right.

Exercise 7 Play the recording or read out the transcript below. 1.

3. a

5. b

9. a

2. a

4. b

6. a

8. c

10. b

Transcript: 1.

What time is it?

Whose bag is on the table?

How did you get to school today?

Who sits next to you in class?

Where is the nearest bank?

Which movie did you see last night?

Why are you studying English?

Where does your brother work?

When can you call me back?

10. What is your favorite animal?

Exercise 8 Answers will vary. Monitor your students for correct question formation and pronunciation.

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Question Cards Cut up these cards and use them for Exercise 4 (on page 8).

What time does this class start?

How many brothers and sisters do you have?

Which do you prefer, summer or winter?

How are you today?

What do you do on weekends?

Whose English skills do you admire?

Which do you prefer, dogs or cats?

How often do you study English?

What time do you eat breakfast?

What did you do last night?

Who is your favorite singer?

Why are you studying English?

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Question Cards cont.

Where is your favorite vacation spot?

How much was your last pair of shoes?

How often do you exercise?

How often do you eat junk food?

What's your favorite movie?

When did you wake up this morning?

Who do you text the most often?

What's your favorite food?

Which book did you last read?

Why is it important to eat healthy food?

Whose clothes did you last borrow?

When is your birthday?

– LO W I N T / V E R S I O N 1. 0)

Wh- Questions

Grammar Practice Worksheets

Blank Question Cards Optional activity. Have students write their own questions to use as a warm-up or review activity.

– LO W I N T / V E R S I O N 1. 0)

Everyday Dialogues

Making a Grocery List In this lesson, you will learn useful words to use at a grocery store. You will also learn words for containers and quantities. Try to make your next grocery list in English.

Pre-Reading A. Warm-Up Questions 1. W hat food items do you buy every time you go to a grocery store? 2. W hat grocery items do you only buy once in a while? 3. W hat products are the most expensive to buy at a grocery store in your country?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.

be out of

soap that you use to wash plates, cups, and other dishes

sugar

a baked product used for making sandwiches or toast

flour

twelve

bread

to not have any left

loaf

a glass or plastic container that holds food such as jam or sauce

toothpaste

a sweetener

cereal

a container that you squeeze something out of such as toothpaste

dish detergent

a breakfast food made from grains such as wheat or oats

a dozen

a baked mound of bread that you slice up for single servings

10. jar

a substance that you clean your teeth with

11. tube

a powder made from grains such as wheat, used for making bread

â&#x20AC;&#x201C; LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Dialogue Reading Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Circle any new words or phrases that you need to practice.

Ruth:

I’m out of sugar and flour. I’m going to the grocery store. Can I get anything for you?

Anna:

Uh, let me think. I need some bread.

Ruth:

How much do you want?

Anna:

I’d like two loaves.

Ruth:

Do you need anything else?

Anna:

No, I think that’s all. Do you want me to pay you now?

Ruth:

No. That’s okay. You can pay me when I get back.

Anna:

Okay. Thanks. See you later.

Ruth:

Bye.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Practice Work with your partner. Role-play the dialogue on page 2, substituting the different expressions below. Then switch roles. 1. I ’m out of sugar and flour. • I don’t have any milk. • I need some peas and carrots. 2. Can I get anything for you? • Do you need anything? • Have we run out of anything else? • Are we out of anything else?

6. Do you need anything else? • Is that everything? • Is that all? 7. No, I think that’s all. • That’s everything. • No, that’s it. 8. Do you want me to pay you now?

3. I need some bread. • • • • • • •

some eggs some peanut butter some toothpaste some soap some tuna some cereal some dish detergent

• Should I pay you now? • Should I give you the money now? 9. N o. That’s okay. You can pay me when I get back. • No. That’s fine. You can pay me later. • It’s okay. I’ll get it later.

4. How much do you want? • How much do you need? • How much should I get? 5. I ’d like two loaves. • • • • • • • •

I need two dozen. I need a carton of eggs. I could use one jar. Could you get me one tube? I need three bars. Just two small cans. I just need one box. I could use one large bottle.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Ruth:

I’m out of and flour. I’m going to the store. Can I get anything for you?

Anna:

Uh, let me think. I need some .

Ruth:

How much do you want?

Anna:

I’d like two .

Ruth:

Do you need anything ?

Anna:

No, I think that’s all. Do you want me to you now?

Ruth:

No. That’s okay. You can pay me when I get .

Anna:

Okay. Thanks. See you .

Ruth:

Bye.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Vocabulary Review Match the quantity or container on the left with the product on the right. 1.

a tube

of tuna

a dozen

of peanut butter

a can

of dish detergent

a bar

of cereal

a loaf

eggs

a jar

of toothpaste

a box

of soap

a bottle

of bread

My Staples In English, the word staple refers to something you buy regularly for basic needs. Milk, eggs, and toilet paper are examples of staples. Make a list of your top 10 staples and compare it with a partner’s list. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Write Your Own Dialogue Write a dialogue with a partner using phrases from page 3. One of you will be going to buy groceries and the other will need groceries. Practice and present the dialogue to your class.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Review Task 1 LISTEN & ANSWER Listen to the conversation and answer the questions. Your teacher will tell you if you have to write or say the answers. 1. What are the two girls (Ruth and Anna) mainly talking about?

2. Why does Ruth (the first speaker) need to go out?

3. What will Ruth (the first speaker) pick up for her roommate?

4. What will Anna (the second speaker) do when her roommate gets back?

Task 2 WHICH CONTAINER? Many grocery products come in specific containers.

Listen to your teacher say products. Which container does each product usually come in? Write the container you need to look for in the grocery store beside each number.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students learn words for foods and

TIME:

other products that they will buy at a grocery store.

1.5 hours

TAGS: everyday dialogues, groceries, grocery shopping,

They also learn quantities and containers.

food, products, list, supermarket, shopping, store, quantity, container, roommate

Pre-Reading

Vocabulary Review

A. WARM-UP QUESTIONS

1. f

3. a

5. h

7. d

2. e

4. g

6. b

8. c

Discuss as a class or in small groups. Answers will vary.

My Staples

B. VOCABULARY PREVIEW 1. d

3. k

5. i

7. h

9. c

2. f

4. b

6. j

8. a

10. e

Dialogue Reading Give your students time to read the dialogue in pairs.

Practice

11. g

Answers will vary.

Write Your Own Dialogue Encourage your students to use vocabulary from the model.

(continued on the next page...)

Have your students read the dialogue again and practice subbing in some of the different expressions.

Listening Practice Have students complete the dialogue by listening to the recording or by having two students read the completed dialogue from page 2.

– LO W I N T / V E R S I O N 4 .1)

Making a Grocery List Everyday Dialogues

Answer Key cont. Review (Assessment Tasks) The following tasks can be used for assessment purposes and/or review practice. You can save all of the tasks until the end or assess your students throughout the lesson.

TASK 1 Play the audio from this lesson. Then assign the questions. You can decide if you want your students to say or write the answers. 1.

T he girls are talking about what groceries they need.

T he first speaker needs to go to the grocery store to pick up some sugar and flour.

T he first speaker will pick up two loaves of bread for her roommate.

T he second speaker will pay her roommate for the bread when she returns from the grocery store.

TASK 2 Read this list out slowly to your students: I need... They will listen to the grocery item (e.g., peanut butter) and write the word that it comes in (e.g., jar). Don’t read out the answers. Answers may vary. 1.

peanut butter (answer: jar)

toothpaste (tube)

eggs (carton)

tuna (can)

dish detergent (bottle or box)

cereal (box or bag)

tomato sauce (jar, can, or bottle)

crackers (box)

You can assess this task orally by asking each student to read the list back to you. You will need to remind your students of the products in order for them to read the full list to you. You can write the words on the board or say them out loud again. For example: Student: You need a jar of peanut butter, a carton of eggs, a can of tuna, etc.

– LO W I N T / V E R S I O N 4 .1)

Everyday Dialogues

Making a Grocery List

Super Simple Questions

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

Hi, Ned.

Student B:

Hi, Mandy. How are you?

Student A:

I'm fine, thanks. How are you?

Student B:

Good, thanks.

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

Hi, .

Student B:

Hi, . ?

Student A:

I'm . How you?

Student B:

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

How Are You?

Super Simple Questions

Let's Learn! A. Speaking FEELING GOOD

FEELING OK AY

FEELING BAD

The question How are you? is a form of "small talk." In English, we usually answer in a positive way during small talk.

Here are some words you can use when you are feeling somewhere between good and bad.

For close friends and family, it is okay to say your true feelings. Here are some words you can use.

Repeat these words.

• • • •

Repeat these words. • • • •

good great wonderful fine

okay all right not bad pretty good

sick tired bored sad

B. Reading

C. Listening

Read these sentences.

Listen to some sentences. How is this person feeling?

• How are you?

Write a  if the person is feeling good. Write a ? if the person is feeling okay. Write an  if the person is feeling bad.

• I'm okay. • I'm great, thank you. • I'm good. How about you? • What's wrong? • I'm tired. • I'm sick. • I'm sad.

10.

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

How Are You?

Super Simple Questions

Let's Practice! Dialogue 3

Dialogue 4

Practice the dialogue with your partner.

Student A:

Hi, Stephanie. How are you?

Student A:

Hey, Marshall. How are you today?

Student B:

I'm great, thanks. How are you?

Student B:

I'm okay. [sounds sad]

Student A:

I'm wonderful.

Student A:

What's wrong?

Student B:

That's good to hear.

Student B:

I'm sick.

Student A:

That's too bad.

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

Hi, . How are you? (name)

IF GOOD:

IF OK AY / BAD:

Student B:

I'm . How ?

I'm .

Student A:

I'm , thanks.

What's wrong?

Student B:

That's good to hear.

Today's Questions & Answers • How are you? • I'm fine, thanks. • How about you? • I'm okay. • What's wrong? • I'm sick.

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

How Are You?

Super Simple Questions

Answer Key LESSON DESCRIPTION:

LEVEL: Pre Beg – Beg

After completing this lesson, students will be able to say how they

TIME:

are feeling in a small talk situation. They will learn a few different ways to say if they are feeling good, okay, or bad.

1 hour

TAGS: functional English, absolute beginner, true beginner, feelings, adjectives, good, bad, how are you, small talk

Let's Begin!

Let's Practice!

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

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

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

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

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

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

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

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

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

and then get them to switch roles. Make sure that your students can easily say how they're feeling.

Let's Learn!

If you think your students can handle it, have them walk around the classroom and practice the dialogue with various partners.

A. SPEAKING Review or introduce adjectives that describe good and bad feelings.

Today's Questions & Answers

Tell your students that it's best to answer in a positive way during small talk with people they don't have a close relationship with.

There are many ways you could use these questions and answers to review what students have learned in this lesson.

B. READING

•

questions orally to check their understanding.

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

Have your students read through the examples silently. Ask •

Have students copy these questions and answers into their notebooks.

C. LISTENING Play the recording for your students or read these sentences out loud. Your students will place a  (good), ? (okay), or  (bad), beside each number.

•

Have students review these questions and answers at home.

•

Review these questions and answers in class the next day.

•

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

•

Encourage students to add these questions and answers to their Vocabulary Word Bank:

I'm great, thanks. 

I'm sick. 

I'm bored. 

I'm sad. 

I'm not bad. ?

I'm okay. ?

I'm pretty good. 

I'm tired. 

I'm fine, thanks. 

10. I'm all right. ?

https://esllibrary.com/resources/2173 (continued on the next page...)

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

How Are You?

Super Simple Questions

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

Place students in a circle and have them take turns asking and answering the question How are you? The first person begins by asking How are you? to the person on the right. The next person responds and follows up with the question How are you? Challenge students to alternate between different types of feelings as they go around the circle. TASK 2 At the beginning of each class, encourage students to practice asking the question How are you? to their classmates. You can decide how many people you want them to ask each morning and/ or afternoon. You may want to give "small talk points" to students who remember! TASK 3 Challenge students to make a list of the types of people they should ask this question (How are you?) to daily (e.g., parent, child, classmates). Remind your students that when making small talk with people other than close friends and family, it is best to answer in a positive, simple way (e.g., I'm good, thanks. How are you?). A few days after doing this lesson, ask your students to take out their lists and check off who they remembered to say How are you? to that week. Can they add anyone else to the list (e.g., next-door neighbor, pizza deliverer, teacher)?

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

Functional English

Saying Hello Let’s Learn The word hello is a “greeting.” In this lesson, you will learn and practice a few different greetings. You will also learn how to introduce yourself. Then you’ll do some pronunciation practice. Let’s begin!

Warm-Up SMILING When we say hello, we smile and make eye contact. Smile and look at your classmates as you say hello. Now say hello without smiling. How does it feel?

Ways to Say Hello Listen to your teacher say these common greetings. Then repeat them together as a class. • Hello. • Hi. • Hi there. • Hey. • Hiya. (informal) • Howdy. (informal) • Yo. (informal) • Greetings. (formal) • What’s up? (informal) • Good morning / afternoon / evening. (formal) • How’s it going? (informal)

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Dialogues Dialogue 1

Dialogue 2

Practice saying hello to a person you just met.

Now practice saying hello to someone you know well.

Hello. I’m Jane.

Hey!

Hi. I’m Casey.

Hi! What’s up?

Where are you from, Casey?

Long time no see.

I’m from Toronto. And you?

I know! How are things?

I’m from Winnipeg.

Good. You?

Nice to meet you, Jane.

I’m good, thanks. It’s great to see you.

You too.

Dialogue 3 Practice the following dialogue. Then answer the questions. Dialogue

Questions

Good morning, Antonio.

1. Do these people know each other?

Hello, Fiona. How are you?

2. How formal is this conversation?

I’m well, thanks.

3. Where do you think this conversation took place?

Nice day, isn’t it?

Yes, it’s lovely out.

Have a good day.

You too.

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Practice A. Complete the Dialogue

B. About Us

Complete the dialogue, and practice with a partner.

Complete the dialogue with information about you and your partner, then practice together.

A: B:

Hello. Jane. 1.

are you from, Casey?

I’m Toronto. And you?

from Winnipeg.

Hello, I’m .

Hi. I’m .

Where are you from, ?

I’m from . And you?

I’m from .

Nice to meet you, .

You too.

(name)

Hi. I’m .

(name)

(place)

Nice to you, Jane. 6.

(name)

You . 7.

C. Questions & Answers Write questions or answers using vocabulary from pages 1 and 2. Use the hints to write complete sentences. 1. A: What is his name?.

6. A: ?

B: . (Ben)

2. A: What’s her name?

B: He’s from Mexico City. 7. A: ?

B: . (Sara)

3. A: Where does she live? B: . (New York)

4. A: Where is he from?

B: I am from Ontario. 8. A: What is your name? B: . 9. A: Where are you from?.

B: . (China)

5. A: ? B: Her name is Lindsay.

B: . 10. A: Nice to meet you. B: .

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Pronunciation Practice A. Listening

B. Pair Activity

Listen to your teacher read one word from these groupings. One sound is different from the other two. Circle the word you hear.

Now work with a partner. Take turns reading one word from each pair from Part A. Point to the word you hear.

1. a) meet b) neat

3. a) name b) came

5. a) nice b) mice

2. a) you b) yo

4. a) she b) he

6. a) hey b) hi

Contractions A. Listen & Repeat

B. Practice

A contraction shortens two words into one. The apostrophe (‘) replaces a letter.

Use contractions to rewrite the dialogue. A:

Hello. Jane.

Hi. Casey, and this is Ella.

Where are you from?

from Toronto. And you?

from Winnipeg.

Nice to meet you, Jane.

You too. Oh, here is my husband, Luke.

Hello.

Luke, this is Casey and Ella. from Toronto.

1. I am

Practice saying these two forms: • • • • • •

I am  I’m He is  He’s She is  She’s You are  You’re We are  We’re They are  They’re

2. I am

3. We are 4. I am

5. They are

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Review Task 1 WORDS & EXPRESSIONS List as many words and expressions as you can for saying hello.

Task 2

Task 3

COMPLETE THE DIALOGUE

ROLE-PLAY

Now complete the dialogue between two friends.

Work with a partner. One of you is a new employee. The other is a long-term employee. Role-play a greeting between the new coworkers. Your teacher or classmates will answer the following questions:

. I’m .

Hi, . I’m .

It’s meet you.

1. What are the employees’ names?

Where are you ?

2. Where is the new employee from?

I’m . How about you?

3. Is the greeting formal or informal?

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Role-Play Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Role-Play Scenario

Skill

Saying Hello

Speaking

Achieved

Achieved With Help

Needs Improvement

says “hello”

introduces oneself by name, uses contractions

speaks loudly and clearly

smiles and makes eye contact

takes turns speaking

Notes

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

say hello in formal and informal situations?

introduce myself?

use contractions to introduce myself and others?

use friendly body language when saying hello?

My Notes

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

In this lesson, students review language and useful expressions

TIME:

for saying hello informally and formally. They practice introducing themselves and using contractions.

1 hour

TAGS: functional English, useful expressions, beginner, socializing, hello, saying hello, opening, greeting

Let’s Learn

Practice

Go over the learning objective with your students.

A. COMPLETE THE DIALOGUE

Introduce the word “greeting.”

Warm-Up Introduce the phrase “make eye contact” and have your students practice smiling and making eye contact as they say hello.

Ways to Say Hello

Answers may vary. 1.

I am / I’m

Casey

meet

Where

too

from

B. ABOUT US Answers will vary.

Recite the words and expressions and have your students repeat after you for intonation practice.

C. QUESTIONS & ANSWERS Answers may vary.

Dialogues Read the dialogues out loud or in pairs. DIALOGUE 3

His name is Ben.

Where’s he from?

Her name is Sara.

Where are you from?

She lives in New York.

My name is .

He is from China.

I am from .

What’s her name?

10. You too.

Answers will vary. The people know each other’s names, but the dialogue is a bit formal for close friends. They may be coworkers

(continued on the next page...)

or acquaintances who met in an elevator or passing by.

/ V E R S I O N 3 . 0)

Saying Hello

Functional English

Answer Key cont. Pronunciation Practice A. LISTENING

TASK 2 Have students complete the text based on words and expressions they learned in this lesson. Answers will vary.

Read one word from each pair and have your students circle the word they hear. B. PAIR ACTIVIT Y

TASK 3 If you want to use this task for summative assessment, hand out the ready-made Role-Play Assessment Tool (page 6), or personalize

Now put students in pairs and ask them to take turns reading

your own from a template in Shared Criteria for Success:

one word from each pairing from Part A. They should point

https://esllibrary.com/resources/2352

to the word they hear in each group.

Place students in pairs and have them do a role-play for the

Contractions

class (or just for you) using the scenario provided. Alternatively, you could provide a different scenario for each pair using your own ideas.

A. LISTEN & REPEAT Review the pronunciation of these contractions. B. PR ACTICE 1.

Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart.

I’m

We’re

I’m

This lesson shows the American spelling of the word Practice.

They’re

Most other English-speaking countries spell it this way:

SPELLING NOTE:

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

Review (Assessment Tasks) The last three tasks are optional and can be used for assessment

Make it a challenge for your students to find this word in the lesson and see if they know the alternate spelling.

purposes and/or review practice. Task 3 includes an assessment

ABOUT THE EMOJI:

tool that you can share with learners so that they understand

The emoji (and their derivatives) used in this lesson are from

your expectations. TASK 1

Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

Give students a few minutes to make a list of ways to say hello. Answers will vary.

/ V E R S I O N 3 . 0)

Functional English

Giving Personal Information Let’s Learn Your personal information includes your full name, your birthdate, your phone number(s), and your mailing and email addresses. In this lesson, you will practice sharing this information with others who need it. You will also practice asking for personal info.

Warm-Up BIRTHDAY VS. BIRTHDATE Your birthday is the anniversary of your birth (e.g., May 20). Your birthdate (or date of birth) is the day and year when you were born (e.g., May 20, 1983). Practice pronouncing these two words. Then find the birthdate of one famous person. Share it with a classmate.

Questions Listen to your teacher say these common questions. Practice saying them out loud. • Can I get some information / info?

• What’s your cell number?

• What’s your first name?

• What’s your work number?

• What’s your surname?

• What’s your birthdate?

• Do you have a middle name?

• What’s your email address?

• What’s your home number?

• Is this your current mailing address?

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Dialogues Work with a partner. Practice the dialogues. Then change the personal information to your own information.

Dialogue 1

Dialogue 3

Practice giving and spelling names.

Now practice sharing home and email addresses.

Can I have your last name, please?

Is this your current mailing address?

It’s Williams. W-I-L-L-I-A-M-S.

No, we moved.

And your first name?

What’s your new address?

Corey. C-O-R-E-Y.

My address is 45 Arrow Drive. Unit 88.

Do you have a middle name?

Is that in Buffalo?

No, I don’t.

Yes.

What’s your zip code?

My zip code is 14215.

Great. And is your email address still coreywilliams@mailme.com?

That’s right.

Dialogue 2 Now practice giving phone numbers and birthdates. A:

Can I have your phone number, please?

Sure. It’s 555-222-7798.

555-222-7798. Is that your home number?

That’s my cell. I don’t have a home phone.

Okay. Do you have a work number?

Yes. It’s 414-990-4878.

And your birthdate is May 5, 1987, right?

That’s correct.

Correct Info? Sometimes people already have your information. They may check to make sure it’s still correct. You can answer in a few ways: • • • • •

That’s right. Right. That’s correct. You got it. Yes.

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Practice A. Complete the Dialogue Complete the dialogue, and practice with a partner. A:

Can I get some info?

Sure.

I need your .

It’s 334-889-0087.

Is that your home number or your number?

That’s my cell. I don’t have a number.

Okay. What’s your mailing ?

It’s 97 Waverly Court in Miami. My is 33128.

Thanks. And do you have an address?

Yes. My email address is jjcool@quicksend.com.

Thanks. And your is July 9, 1994, right?

That’s correct.

B. Writing Practice In your notebook, answer the following questions with your own personal information. Write complete sentences. 1. What’s your surname? 2. Do you have a middle name? 3. What’s your cell number? 4. What’s your birthdate? 5. What’s your mailing address?

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Listening Listen to each question. Choose the correct response. 1. a) 467-990-8909. b) 29575. c) 57 Hero Lane.

3. a) No, we don’t. b) That’s my work number. c) 27.

5. a) 77 1st Ave. b) It’s erin889@telecall.ca. c) Yes, I did.

2. a) Yes, it’s Mike. b) No, I don’t. c) Smythe.

4. a) Yes, I do. b) Yes, my surname. c) That’s correct.

6. a) Of course. b) Yes, that’s my name. c) No, you didn’t.

Spelling Are you giving personal information over the phone or in a loud place? It’s useful to spell out difficult or important words. Use familiar nouns or the English Phonetic Spelling Alphabet. A:

What’s your surname?

Chia.

Can you spell that for me, please?

Yep. It’s C as in Charlie, H as in Hotel, I as in India, A as in Alfa.

C-H-I-A?

That’s correct.

Ask your teacher for a printout of the English Phonetic Spelling Alphabet. Practice spelling out your name, street, and email address using the words that go with each letter.

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Review Task 1 WORDS & EXPRESSIONS Write five personal information questions. 1. 2. 3. 4. 5.

Task 2

Task 3

COMPLETE THE DIALOGUE

ROLE-PLAY

Now complete a dialogue that takes place over the phone. Perform the dialogue for your teacher.

Work with a partner. One of you is a furniture salesperson. The other is a customer. Ask for and provide personal information from this lesson. Spell out at least one important word. Then switch roles.

What’s your first ?

Juan.

Can you spell that, please?

B: A:

Can I get your , please?

Sure. It’s 889-098-7890.

Thanks. And I need address.

It’s juan@mailnow.com.

Okay. Lastly, I need your .

September 19.

1994?

You it.

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Role-Play Assessment Tool Student / Group:

Date

Level

Criteria

Assessed By

Role-Play Scenario

Skills

Giving Personal Information

Speaking, Listening

Achieved

Achieved With Help

Needs Improvement

gives basic personal information in response to direct questions

forms questions about basic personal information

spells out difficult or important words

speaks clearly and loudly enough

Notes

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Learner Reflection GIVING PERSONAL INFORMATION 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 birthday and birthdate? answer questions about basic personal information (name, birthdate, address, phone number, email address)? ask questions about basic personal information?

confirm that information is correct?

spell out important words?

My Notes

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students review questions and responses

TIME:

for providing basic personal information, including names, addresses, and phone numbers. They also practice spelling

1 hour

TAGS: functional English, useful expressions, beginner, sharing information, personal information,

out important information.

name, address, phone number

Let’s Learn

Listening

Go over the learning objective with your students.

Read the question or play the recording and have your students circle the best response.

Warm-Up

1. b

Practice pronouncing and hearing the pronunciation difference

Transcript:

between birthdate and birthday. Review the different meanings.

Questions Recite the questions and have your students repeat after you for intonation practice.

2. c

3. a

What’s your zip code?

What’s your surname?

Do you have a home phone?

That’s Carl with a C, right?

Can I get your email address?

Can I get some information?

4. c

5. b

6. a

Dialogues

Spelling

Have students read the dialogues out loud in pairs.

Optional task. For higher-level students, try this additional task

Practice

Find a handout of the Phonetic Spelling Alphabet in our Resources

that is often used when providing information over the phone. section: https://esllibrary.com/resources/2447

A. COMPLETE THE DIALOGUE (continued on the next page...)

Answers may vary. 1.

phone / telephone number

zip code

cell / mobile / work

home / work

birthdate

address

B. WRITING PR ACTICE Answers will vary. Check sentence formation.

– LO W I N T / V E R S I O N 3 .1)

Giving Personal Information

Functional English

Answer Key cont. Review (Assessment Tasks) The last three tasks are also optional and can be used for assessment purposes and/or review practice. Task 3 includes an assessment tool that you can share with learners so that they understand your expectations. TASK 1 Give students a few minutes to make a list of questions covered in this lesson. Answers will vary. TASK 2

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. ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

Have students complete the answers based on vocabulary they learned in this lesson. Answers will vary. TASK 3 If you want to use this task for summative assessment, hand out the ready-made Role-Play Assessment Tool (page 6), or personalize your own from a template in Shared Criteria for Success: https://esllibrary.com/resources/2352 Place students in pairs and have them do a role-play for the class (or just for you).

Learner Reflection When you are finished with this lesson, have your students reflect on their learning by filling in the chart.

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

The Beatles Pre-Reading A. Warm-Up Questions 1. Who are the people in this picture? 2. What country are these people from? 3. Do you know any songs by these people?

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

high school

a) something that is very popular, such as a song or album

band

b) a set of recorded songs, a record

join

c) excitement about the Beatles in the ‘60s

drum

d) a trip performers take to many places

hit

e) a group of musical performers

album

f) to become part of a group

Beatlemania

g) where teens get an education, after primary school

tour

h) barrel-shaped musical instrument, played with sticks

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Reading ABOUT THE BEATLES 1. John Lennon lived in Liverpool, England. In 1956, he started a high school band. He called his band the Quarrymen. They played jazz, blues, and folk music. 2. Paul McCartney and George Harrison joined Lennon’s band. They played rock and roll music together. They called their new band the Beatles. In 1962, Ringo Starr joined the band. He played the drums. 3. The Beatles’ first hit was the song “Love Me Do.” It became popular in the US, too. The Beatles’ first album came out in 1963. It was also a hit. 4. In 1964, the Beatles played on The Ed Sullivan Show. People around the world fell in love with the band. This was the birth of Beatlemania. The Beatles went on a world tour and made movies and albums. They became the most popular rock band of all time.

Writing MY MUSIC Finish the My Music sentences. Use your own personal information. Compare your answers with a partner. 1. Ringo Starr played the drums.

3. The Beatles’ first hit song was “Love Me Do.”

I play

The first song I loved was

2. Paul McCartney liked rock and roll music.

4. In the 1960s, people fell in love with the Beatles.

I like

, I fell in love with

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Comprehension A. Timeline Now, put the timeline in the correct order. Check your answers with a partner. 1. The Beatles released their first hit. 2. Beatlemania was born. 3. Paul McCartney joined the Quarrymen. 4. The Beatles appeared on The Ed Sullivan Show. 5. John Lennon started a high school band. 6. “ Love Me Do” became popular in the US. 7. The Quarrymen became the Beatles.

B. Forming Questions Work with a partner. Here are the answers. What are the questions? 1.

Paul McCartney played bass guitar.

The Beatles became famous around the world after they appeared on The Ed Sullivan Show.

John Lennon’s high school band was the Quarrymen.

The Beatles’ first album came out in 1963.

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Grammar Review A. Subject Pronouns A subject pronoun is a small word that replaces the subject of a verb. It helps us avoid repetition in our speaking and writing. Look at the examples. Then circle the subject pronoun that goes with each subject. Examples: 1. John Lennon started the Beatles. John Lennon He was a singer and songwriter.

2. The Beatles are still popular today. They are the most famous rock and roll band.

3. Jackie and I like the Beatles. We listen to their albums all day long.

3. The Beatles’ tour bus

5. The Beatles’ fans

Questions: 1. John Lennon a) he b) they c) I 2. The Beatles a) he b) they c) we

a) he b) it c) they

a) it b) she c) they

4. John Lennon’s wife

6. The song “Love Me Do”

a) he b) she c) they

a) she b) they c) it

B. Possession In English, an apostrophe is used to show that something belongs to someone. This is called possession. Here are three rules to remember:

Now write three sentences that use possession. Use these three nouns: John Lennon, the Beatles, tour bus 1.

1. Add ‘s to a single noun to show possession. This is Ringo Starr’s drum set. 2. Add ‘ to a plural noun ending in -s to show possession. The Beatles’ hit is on the radio.

3. Add ‘s to a singular noun ending in -s. Our class’s nickname is “The Beatlemaniacs.”

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Listening A. Gap Fill Listen to a recording of this reading. Fill in the gaps. Listen again and check your answers.  http://blog.esllibrary.com/2015/03/17/podcast-the-beatles-2 1. John Lennon lived in Liverpool, . In 1956, he started a high school band. He called his band the Quarrymen. They played jazz, blues, and folk . 2. Paul McCartney and George Harrison joined Lennon’s band. They rock and roll music together. They their new band the Beatles. In 1962, Ringo Starr joined the band. He played the drums. 3. The Beatles’ first hit was the song “Love Me Do.” It became popular in the US, too. The Beatles’ album came out in 1963. It was also a . 4. I n 1964, the Beatles played on The Ed Sullivan Show. around the world fell in love with the band. This was the birth of Beatlemania. went on a world tour and made movies and albums. They became the most popular rock band of all time.

B. Extra Practice Do you want more listening practice? After you fill in the gaps in Part A, listen to the recording a few more times. Underline all of the subject pronouns.

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students read a brief biography about the Beatles.

TIME:

They practice isolating subject pronouns and learn how to use an apostrophe to show possession.

1.5–2 hours

TAGS: the Beatles, Beatles, UK, England, Britain, music, US, rock and roll, rock ‘n’ roll, rock, band, apostrophe, subject pronouns, possession, John Lennon, Paul McCartney

Pre-Reading

Comprehension

A. WARM-UP QUESTIONS

A. TIMELINE

They are the Beatles.

4 The Beatles released their first hit.

They’re from England.

7 Beatlemania was born.

Individual answers.

2 Paul McCartney joined the Quarrymen. 6 The Beatles appeared on The Ed Sullivan Show.

B. VOCABULARY PREVIEW

1 John Lennon started a high school band.

1. g

3. f

5. a

7. c

2. e

4. h

6. b

8. d

Reading Read the text together as a class, or assign it as silent reading.

5 “ Love Me Do” became popular in the US. 3 The Quarrymen became the Beatles. B. FORMING QUESTIONS 1.

What instrument did Paul McCartney play?

What was the name of John Lennon’s high school band? / What did John Lennon call his high school band?

Writing Individual answers.

How/When did the Beatles become famous?

When did the Beatles’ first album come out?

(continued on the next page...)

– LO W I N T / V E R S I O N 3 .1)

The Beatles

Famous People

Answer Key cont. Grammar Review A. SUBJECT PRONOUNS 1. a

2. b

3. b

4. b

5. c

6. c

B. POSSESSION Individual answers. Visit our editor’s blog for tips on teaching possession: http://blog.esllibrary.com/2014/04/17/forming-thepossessive-of-words-ending-in-s/

Listening A. GAP FILL 1.

England, music

first, hit

played, called

People, The Beatles

B. EXTR A PR ACTICE 1.

he, he, they

It, it

they, they, he

They

– LO W I N T / V E R S I O N 3 .1)

Holidays & Events

Easter Vocabulary Match the words with the correct images. 1.

basket

lamb

ham

chick

church

treat

hunt

bunny

flower

10. egg

c g

j h

/ V E R S I O N 4 . 0)

Easter

Holidays & Events

Reading 1. E aster is a holiday that is celebrated every spring. This holiday is important to Christians. It celebrates how Jesus Christ came back from the dead. Many Christians go to church to pray on this day. They also spend time with family and friends. 2. E aster is also celebrated by non-religious people. This holiday celebrates the arrival of spring and new life. Some of the symbols of Easter include bunnies, lambs, chicks, eggs, and flowers. These symbols all have the meaning of new life. 3. E gg dyeing and egg hunts are popular activities during Easter. People use dye to turn eggs into pretty colors. On Easter Sunday, parents hide eggs, chocolate bunnies, and other treats for children to find. Children have a lot of fun hunting for eggs and putting them into a decorated Easter basket. Most families have a big ham dinner on Easter Sunday or Easter Monday. 4. Happy Easter!

Comprehension Practice asking and answering the following questions with your partner. Then write the answers in your notebook. 1. When is Easter celebrated? 2. Why is Easter important for Christians? 3. What are some symbols of Easter? Name three things. 4. What are two activities that people do during Easter? 5. What do children hunt for on Easter Sunday?

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Easter

Holidays & Events

Vocabulary Review A. Look at the Pictures Circle the sentence that best describes the picture. 1.

a) There are chocolates under the basket. b) There are chocolates in the basket. c) There are chocolates on the basket. d) There are chocolates next to the basket.

a) He is chopping the ham. b) He is eating the ham. c) He is cooking the ham. d) He is carving the ham.

a) They are hunting for Easter eggs. b) They are playing with Easter eggs. c) They are eating Easter eggs. d) They are hiding Easter eggs.

a) The lamb is wearing a bow above its neck. b) The lamb is wearing a bow in its neck. c) The lamb is wearing a bow under its neck. d) The lamb is wearing a bow around its neck.

a) She is eating the Easter egg. b) She is cooking the Easter egg. c) She is decorating the Easter egg. d) She is hunting for the Easter egg.

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Easter

Holidays & Events

Vocabulary Review cont. B. Unscramble the Words Unscramble the words from the reading on page 2. #

Word

Unscrambled

Word

mah

gge

nynub

lowfer

cckih

nuht

hrcuch

blam

terat

tekasb

Unscrambled

C. Find the Words Can you find all 10 words from Part B in the word search below?

b n

a m h p

o m n

h h u p p

h u

b u o n m

r m w q

n m n

a m y

n p

t m

o u

a m b m s

m m

w g

a m e w

b q u

a m n h c

u o i r

r m

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Easter

Holidays & Events

Discussion 1. D o you celebrate Easter? What do you do on this holiday? Do you have any other spring festivals in your country? 2. Do people keep bunnies as pets in your country? Do you have a pet? Tell your partner about it. 3. What are some symbols of spring or new life? Can you and your partner think of five? 4. What is your favorite flower? Can you describe it and draw it for your partner? 5. What is your favorite animal? Can you describe it and draw it for your partner?

Easter Mad Lib Look at the words under each blank in the story. Don’t read the whole story yet! Fill in the blanks with words of your choice (by yourself). When everyone is finished, take turns reading your mad libs out loud to your classmates.

A Special Easter Egg Hunt Last Easter, something happened during (adjective)

my Easter egg hunt. I was in my looking for (room in a house)

eggs, when suddenly I saw a on the (animal)

. I felt really . (piece of furniture)

(adjective)

The animal was sitting on a pile of Easter eggs! (color)

I wanted to get the eggs, so I said . (verb)

The animal ran away, and I got all the eggs!

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Easter

Holidays & Events

Listening  http://blog.esllibrary.com/2013/03/27/podcast-easter-beginner-level/ Fill in the blanks as you listen to the recording. 1. E aster is a holiday that is celebrated every . This holiday is important to Christians. It celebrates how Jesus Christ came back from the dead. Many Christians go to to pray on this day. They also spend time with family and friends. 2. E aster is also celebrated by non-religious people. This holiday celebrates the arrival of spring and new life. Some of the symbols of Easter include , lambs, , eggs, and flowers. These symbols all have the meaning of new life. 3. E gg dyeing and egg hunts are popular activities during Easter. People use dye to turn into pretty colors. On Easter Sunday, parents hide eggs, chocolate bunnies, and other for children to find. Children have a lot of fun hunting for eggs and putting them into a decorated Easter . Most families have a big ham dinner on Easter Sunday or Easter Monday. 4. Happy !

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Easter

Holidays & Events

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

This lesson includes a reading, vocabulary development

TIME: 2–3 hours

tasks, comprehension questions, discussion questions,

TAGS: Easter, Easter bunny, religion, holiday, Christian

and a mad-lib activity.

Vocabulary

Vocabulary Review

1. h

3. a

5. b

7. g

9. d

2. e

4. j

6. i

8. f

10. c

Reading (and/or Listening)

A. LOOK AT THE PICTURES Explain the meaning of any new words (such as “carving”) and the different prepositions. 1. b

Read individually, in small groups, or as a class. You can also play the listening as your students read along. A gap-fill version of the

2. d

3. a

4. d

5. c

B. UNSCR AMBLE THE WORDS

reading is available on page 6. Help your students with vocabulary

Put students into pairs or small groups. Encourage them to

and expressions that they are unfamiliar with.

try this exercise without looking back at the words on page 1.

Comprehension

ham

treat

bunny

egg

10. basket

chick

flower

church

hunt

After reading the passage, break the students into pairs and have them practice asking and answering the comprehension questions. At the end of the oral practice, have the students write the answers. Review again orally with the whole class. 1.

Easter is celebrated in the spring.

Easter is important for Christians because it celebrates how Jesus Christ came back from the dead.

Symbols of Easter include bunnies, lambs, chicks, eggs, and flowers.

People dye eggs and have egg hunts during Easter. Some people also go to church to pray. They also spend time with family and friends. Most families have a ham dinner.

Children hunt for eggs, chocolate bunnies, and other treats.

lamb

C. FIND THE WORDS g

m w

m m

(continued on the next page...)

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Easter

Holidays & Events

Answer Key cont. Discussion Put students into pairs or small groups and have them discuss these questions. Students can use the boxes, the back of these pages, or their notebooks for drawing pictures.

Easter Mad Lib

SPELLING NOTE: This lesson shows the American spelling of the words Color, Favorite, and Practice. Most other English-speaking countries spell these words this way: Colour, 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.

Have students fill in the blanks by themselves and tell them not to read the paragraph yet. Tell them to write a word that matches the part of speech or vocabulary category in parentheses underneath the blanks. Encourage them to use funny, silly words. Circulate to ensure that students are using the correct part of speech or vocabulary category. Have faster students help slower students come up with remaining words. When everyone is finished, put students into small groups and have them take turns reading their nonsensical mad libs out loud!

Listening Play the recording and have students fill in the blanks. 1.

spring, church

bunnies, chicks

eggs, treats, basket

Easter

Extra Activity EASTER EGG HUNT For this activity, you can choose to bring in chocolate eggs, use hard-boiled eggs (that you can have students dye and decorate in class the day before), or use egg shapes cut out of cardboard or paper (that you can have students decorate with colored pencils, markers, glitter, etc. the day before). Hide the eggs around the school before class starts. Put students into pairs and see which team can find the most eggs! Optional: Have a little prize for the winning team.

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Holidays & Events

New Yearâ&#x20AC;&#x2122;s Vocabulary Preview Match the words and the images. h

1. cheers 2. party 3. champagne 4. midnight 5. dress 6. tuxedo 7. fireworks 8. calendar 9. countdown 10. resolutions

c e

f g

d j

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New Year’s

Holidays & Events

Reading 1. Many people around the world celebrate the beginning of the new year on December 31 and January 1. 2. The night of December 31 is New Year’s Eve. People often go to New Year’s Eve parties. Some people get dressed up in formal clothing such as tuxedos and dresses. They celebrate the start of the new year by eating food and drinking champagne with friends and family. 3. It’s time for the countdown! About 10 seconds before midnight, people count down to the new year by yelling out “10…9…8…7…6…5…4…3…2…1! Happy New Year!” 4. At midnight, many people toast one another with a glass of champagne. They clink their glasses together and say “Cheers!” or “Happy New Year!” Sometimes people watch fireworks at midnight too. 5. New Year’s Day is on January 1. It is the start of a new calendar year. Many people spend this holiday with family and friends. It is a popular day to make New Year’s resolutions. People often set personal goals such as “I will quit smoking” or “I will exercise more this year.”

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New Year’s

Holidays & Events

Comprehension A. True or False? Are these sentences true or false? Write T if the answer is true and F if the answer is false. 1. New Year’s Eve is on January 1. 2. Tuxedos and dresses are casual clothing. 3. People say “Happy New Year!” at 11:00 pm. 4. New Year’s Day is on January 1. 5. “I will eat healthier food this year” is an example of a New Year’s resolution.

B. Ask & Answer Ask your partner these questions. Then write the answers in complete sentences in the spaces below. 1. When do people celebrate New Year’s Eve?

2. What do people do on New Year’s Eve?

3. When do people celebrate New Year’s Day?

4. What do people do on New Year’s Day?

5. What are some common New Year’s resolutions that people make?

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New Yearâ&#x20AC;&#x2122;s

Holidays & Events

Vocabulary Review A. Unscramble the Words Unscramble the words from the reading on page 2. 1. eodxut

6. tighdimn

2. serds

7. korifewsr

3. lendcara

8. tiluseroons

4. ctnoundow

9. gapmachen

5. aptry

10. rehecs

B. Word Search Find the words you unscrambled in Part A in the Word Search below.

c p u r e s r e s c a e e

h i f c o u n t d o w n h

a m i d n i g h t d c r c

m k r w k k c o d n a h l

p s e o l h r k x r l e d

a s w a e r a r q z e e a

g e o e p e e n z r n s r

n d r b x u x u e e d a s

e s k n r r p m m b a c f

k o s t a o r p r a r a i

r e s o l u t i o n s l r

o r d t u x e d o n n n e

p p a r t y y a a e n d l

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New Year’s

Holidays & Events

Vocabulary Review cont. C. Look at the Pictures Circle the sentence that best describes the picture. 1.

a) She is writing her resolutions in a piece of paper. b) She is writing her resolutions under a piece of paper. c) She is writing her resolutions above a piece of paper. d) She is writing her resolutions on a piece of paper.

a) They are toasting each other. b) They are glassing each other. c) They are breading each other. d) They are drinking each other.

a) They are counting up the seconds until midnight. b) They are counting down the seconds until midnight. c) They are counting on the seconds until midnight. d) They are counting around the seconds until midnight.

a) He will wear casual clothing to the New Year’s Eve party. b) He will wear a dress to the New Year’s Eve party. c) He will wear jeans to the New Year’s Eve party. d) He will wear a tuxedo to the New Year’s Eve party.

a) New Year’s Day is on January. b) New Year’s Day is at January. c) New Year’s Day is in January. d) New Year’s Day is to January.

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New Year’s

Holidays & Events

New Year’s Survey Walk around the classroom and ask your classmates questions. Write your classmate’s name on the right if he/she answers “yes.” #

Question

Is New Year’s your favorite holiday?

Do you like watching fireworks?

Do you usually spend New Year’s Eve with friends?

Do you usually go to a party on New Year’s Eve?

Do you drink any special drinks on New Year’s Eve?

Do you have any common New Year’s traditions in your country?

Do you usually spend New Year’s Day with family?

Do you eat any special food on New Year’s Day?

Do you give and get gifts on New Year’s Day?

Do you usually make New Year’s resolutions?

Classmate

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New Year’s

Holidays & Events

Listening Fill in the blanks as you listen to the recording. 1. M any people around the world celebrate the of the new year on December 31 and 1. 2. The night of December 31 is New Year’s Eve. People often go to New Year’s Eve . Some people get dressed up in formal clothing such as tuxedos and . They celebrate the start of the new year by eating food and drinking champagne with friends and family. 3. It’s time for the ! About 10 seconds before , people count down to the new year by yelling out “10…9…8…7…6…5…4…3…2…1! Happy New Year!” 4. At midnight, many people toast one another with a glass of champagne. They clink their glasses together and say “ !” or “Happy New Year!” Sometimes people watch at midnight too. 5. New Year’s Day is on January 1. It is the start of a new year. Many people spend this holiday with family and friends. It is a popular day to make New Year’s . People often set personal goals such as “I will quit smoking” or “I will exercise more this year.”

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New Year’s

Holidays & Events

Answer Key LESSON DESCRIPTION:

LEVEL: Beg

This lesson includes a reading, vocabulary development tasks,

TIME:

comprehension questions, and a group activity.

1.5–2 hours

TAGS: holidays, New Year’s, new year, New Year’s Eve, New Year’s Day, Happy New Year, resolutions

B. ASK & ANSWER

Vocabulary Preview 1. h

3. f

5. e

7. b

9. j

2. d

4. a

6. c

8. g

10. i

Reading

People celebrate New Year’s Eve on December 31.

People go to parties, drink champagne, count down the seconds until midnight, and watch fireworks on New Year’s Eve.

People celebrate New Year’s Day on January 1.

People spend New Year’s Day with family and friends and make New Year’s resolutions.

Read individually, in small groups, or as a class. You can also play the listening as your students read along. A gap-fill version of the

Answers will vary. Common resolutions include goals about health, fitness, hobbies, travel, careers, loved ones, etc.

reading is available on page 7. Help your students with vocabulary and expressions that they are unfamiliar with.

Comprehension

Vocabulary Review Put students into pairs or small groups. Encourage them to

After reading the passage, have students complete Part A and then go over the answers as a class. For Part B, break students into pairs and have them practice asking and answering the comprehension

try this exercise without looking back at the words on page 2. A. UNSCR AMBLE THE WORDS

questions. At the end of the oral practice, have the students write

tuxedo

midnight

the answers. Review again orally with the whole class.

dress

fireworks

calendar

resolutions

A. TRUE OR FALSE?

countdown

champagne

1. F – New Year’s Eve is on December 31.

party

10. cheers

2. F – Tuxedos and dresses are formal clothing. 3. F – People say “Happy New Year!” at midnight.

(continued on the next page...)

4. T 5. T

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New Year’s

Holidays & Events

Answer Key cont. Vocabulary Review cont.

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

B. WORD SEARCH c p u r e s r e s c a e e

h i f c o u n t d o w n h

a m i d n i g h t d c r c

m k r w k k c o d n a h l

p s e o l h r k x r l e d

a s w a e r a r q z e e a

g e o e p e e n z r n s r

Most other English-speaking countries spell it this way: Favourite. n d r b x u x u e e d a s

e s k n r r p m m b a c f

k o s t a o r p r a r a i

r e s o l u t i o n s l r

o r d t u x e d o n n n e

Make it a challenge for your students to find this word in the

p p a r t y y a a e n d l

lesson and see if they know the alternate spelling. EDITOR’S NOTE: To teach the capitalization rules for New Year and for a discussion on New Year vs. New Year’s, please see our editor’s blog post: http://blog.esllibrary.com/2012/12/28/when-to-write-new-yearsnew-year-and-new-year/

C. L OOK AT THE PICTURES 1. d

2. a

3. b

4. d

5. c

New Year’s Survey Have the students circulate around the class asking the questions on the sheet. When the student finds a classmate who can answer “yes,” he/she will write the student’s name next to the question. If you think your students can handle it, have them follow up with one more question of his/her own for some of the questions. E.g., “Is New Year’s your favorite holiday?” If the student answers “yes,” the second question might be: “Why is it your favorite holiday?” Follow up by sharing the information with the whole class.

Listening 1.

beginning, January

parties, dresses

countdown, midnight

Cheers, fireworks

calendar, resolutions

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