B2 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

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

Exercise 2: Punctuate the sentences.

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

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

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

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

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

Answer Key

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

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

Complex Sentences and Contrast Adverbs !

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Exercise 2: Punctuate the following sentences. 1. While my father loves spicy food my mother hates it. ___________________________________________________________________________________ 2. Although Nick runs very slowly he is an excellent defender in soccer. ___________________________________________________________________________________ 3. Sal will pick up little Joey from preschool if you donâ&#x20AC;&#x2122;t get back in time. ___________________________________________________________________________________ 4. I love you because you always help me with my homework. ___________________________________________________________________________________ 5. Because the weather was so bad they canceled the trip to the museum. ___________________________________________________________________________________ 6. While Joe always gets high grades Lester never gets more than a C. ___________________________________________________________________________________ 7. After she drove her brother to school Victoria stopped for coffee. ___________________________________________________________________________________ 8. Hank is always happy while his sister Gina is often sad. ___________________________________________________________________________________ 9. The teacher corrected the exams after she listened to music for an hour. ___________________________________________________________________________________ 10. Patrick gets excellent grades although he never studies. ___________________________________________________________________________________

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 3: Analyze the following chart.

Marcia, age 31

Hilda, Marciaâ&#x20AC;&#x2122;s sister, age 26

high salary

low salary

lives in a contemporary house

lives in a very old house

lives close to work

lives far from work

very tall

short

outgoing

shy

an optimist

a realist

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

1. While Marcia __________________________________________________________________________. 2. While Hilda is _________________________________________________________________________. 3. While Marcia is an optimist, ______________________________________________________________. 4. Marcia is __________________________________ whereas Hilda is _____________________________. 5. Marcia lives ________________________________ while Hilda ________________________________. 6. While Hilda is a _______________________________________________________________________. 7. While Marcia is 31 years old, _____________________________________________________________. 8. Hilda is shy while ______________________________________________________________________. 9. Hilda earns a low salary whereas ___________________________________________________________. 10. Marcia has an excellent job while __________________________________________________________.

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

Exercise 4: Write five sentences comparing two of your relatives. Use “while” and “whereas.” 1. ___________________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ___________________________________________________________________________________ 4. ___________________________________________________________________________________ 5. ___________________________________________________________________________________

Exercise 5: Complete the sentences with something surprising or unexpected. 1. Although Han Jin weighs only 82 pounds (37 kg), _________________________________________. 2. Though it was over 100 degrees Fahrenheit (38°C), ________________________________________. 3. Even though Ms. Hanbury is a very strict professor, ________________________________________. 4. Despite the fact that Omar never studied music, ___________________________________________. 5. In spite of the fact that Marta did not read the book, ________________________________________. 6. Even though Inge does not come from Russia, ____________________________________________. 7. Despite the fact that Manchester United is a much better team, ________________________________. 8. _______________________________________ in spite of the fact that it is 200 miles (322 km) away. 9. _____________________________________________ despite the fact that she is relatively unknown. 10. _____________________________________ even though he was not the best worker in the company.

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

1. Although she has passed all the examinations for her degree in medicine. ___________________________________________________________________________________ 2. Ashraf is thin although he doesnâ&#x20AC;&#x2122;t eat much. ___________________________________________________________________________________ 3. The course is difficult in spite of the fact that the teacher is not good. ___________________________________________________________________________________ 4. Though the meeting took place in the next room, everyone was on time. ___________________________________________________________________________________ 5. Greta plays well even though she studied music for 11 years. ___________________________________________________________________________________ 6. In spite of the fact that it was raining, the picnic was canceled. ___________________________________________________________________________________ 7. While Jill is cheap, her brother is also cheap. ___________________________________________________________________________________ 8. Maya lives in a hotel whereas Barbara also lives in a hotel. ___________________________________________________________________________________ 9. Kevin got a low grade in spite of the fact that he did not study. ___________________________________________________________________________________ 10. Despite the fact that the road was closed due to heavy snow. ___________________________________________________________________________________ ! Copyright 2012, Red River Press Inc. For use by members of ESL-library.com in accordance with membership terms.

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

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

2. Amy doesnâ&#x20AC;&#x2122;t speak Vietnamese well _________________ she lived in Hanoi for six years.

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

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

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

World War II.

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

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

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

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

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

Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

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Complex Sentences and Contrast Adverbs !

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Grammar Practice Worksheets

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

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Verb Tense Review 1 â&#x20AC;&#x201C; The Simple Tenses Table of Contents 2

Grammar Notes The 6 Simple Tenses & Their Time Markers

Exercise 7 The Simple Past & the Past Progressive

Exercise 1 The Simple Present, Past & Future

Exercise 8 The Simple Future & the Future Progressive

Exercise 2 The Simple Present, Past & Future

Exercise 9 All Tenses

Exercise 3 The Simple Present, Past & Future

Exercise 10 All Tenses

Exercise 4 The Simple Past & the Simple Future

Exercise 11 All Tenses

Exercise 5 The Simple Past & the Simple Future

Exercise 12 All Tenses

Exercise 6 The Simple Present & the Present Progressive

Answer Key

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Grammar Practice Worksheets

Grammar Notes THE 6 SIMPLE TENSES & THEIR TIME MARKERS

Simple Present

Present Progressive

Form

Base Verb (+ -s for third person singular)

Be + -ing Verb

Function

A repeated action

A continuing present action

Time Markers

• adverbs of frequency (always, usually, sometimes, never, etc.) • every • once, twice, three times, etc.

• • • •

Example

I always eat breakfast.

I’m doing my homework now.

Tense

Simple Past

Past Progressive

Tense

Diagram

now right now at the moment at this time

• • • •

nowadays these days currently presently

Diagram

+ -ed IRREGULAR VERBS: Various changes

Was / Were + -ing Verb

Function

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

A long past action interrupted by a short past action

Two long past actions occurring at the same time

Time Markers

• yesterday • the day before yesterday • last

• when

• when • while

I was studying when the phone rang.

I was daydreaming while you were talking.

Form

Example

REGULAR VERBS: Verb

• ago • when

I went to the gym last week.

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Grammar Practice Worksheets

Grammar Notes cont. Simple Future

Future Progressive

Form

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

Will + Be + -ing Verb

Function

A future action

A long future action interrupted by a short future action

Time Markers

• tomorrow • the day after tomorrow • from now

Example

• I will call you tomorrow night. • I am going to call you tomorrow night. • I ’m calling you tomorrow night.

Tense

Diagram

• next • when

• when

I will be sleeping when the girls get home.

Note #1 INDICATING TIME There are other ways to indicate time in an English sentence besides using time markers. Context One way is to notice the context. For example, if someone is talking about last weekend, then all of the verbs will probably be in the simple past tense even though “last weekend” may only be mentioned in one sentence. • I went to a great party last weekend. We ate lots of delicious food and danced until dawn. Other Verbs Another way is to notice the other verbs in the sentence. For example, if a verb is in the simple past tense, then the other verb is almost always in the past as well, even if no time markers are used. • They asked for directions, but they still got lost.

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Grammar Notes cont. Note #2 FUTURE VERBS For the simple future and the future progressive tenses, remember the rule “No two wills.” We can never use will, be going to, be + -ing verb, or will + be + -ing verb twice in a sentence. The rule is to use the future tense in the independent clause, and the simple present in the dependent clause. Remember that even though the simple present is used, the whole sentence still has a future meaning! •

I will graduate when I finish my exams.

•

When I finish my exams, I will graduate.

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

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Grammar Practice Worksheets

Exercise 1 THE SIMPLE PRESENT, PAST & FUTURE Choose a word from the box, and use it to form the simple present, simple past, or simple future tense. jumped 1. My dog into the bathtub with me yesterday. 2. The choir at the concert tomorrow night. 3. She always on the track behind the school. 4. They for their honeymoon tomorrow night. 5. He beside me every day in class.

Word List: • • • • • •

jump leave sing run talk sit

6. Last night I to my boyfriend for hours.

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

Word List:

2. John usually for his math tests. 3. The car swerved and the tree. 4. The restaurant owner gets mad when his employees their hands. 5. We the game, but we had a great time.

• • • • • •

wash hit finish go study win

6. She her homework tomorrow.

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

2. My sister breakfast every day. (eat)

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

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

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

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

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

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

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

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

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

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

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Grammar Practice Worksheets

Exercise 6 THE SIMPLE PRESENT & THE PRESENT PROGRESSIVE Complete the story. Use the verbs provided to form sentences with the simple present or the present progressive tense. Every Sunday my family to the zoo. My little sister the lions. 1. go

2. love

We at the zoo right now, and it a beautiful day. 3. be

4. be

We the big cat show. The zookeeper the lions. 5. watch

6. feed

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

8. fight

and my sister scared sometimes. But today she afraid. 9. get

10. feel, not

Today she and her hands. 11. smile

12. clap

I that she to bring a lion home as a pet. 13. think

14. want

Now she out to the lions, “Here, kitty, kitty!” 15. call

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Grammar Practice Worksheets

Exercise 7 THE SIMPLE PAST & THE PAST PROGRESSIVE

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

1. when my alarm clock rang

a) I was daydreaming

2. when my car hit the tree

b) I was waiting for her

3. when the phone rang

c) I was taking a shower

4. when the teacher yelled at me

d) I was sleeping

5. when my grandmother arrived at the airport

e) I was driving

6. when it was time to leave the office

f) I was still writing the report

B. Writing Now write the complete sentences. Don’t forget to add a comma when you begin your sentence with “when.” 1. When my alarm clock rang, I was sleeping. / I was sleeping when my alarm clock rang. 2. 3. 4. 5. 6.

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Grammar Practice Worksheets

Exercise 8 THE SIMPLE FUTURE & THE FUTURE PROGRESSIVE Work with a small group. Imagine that you are hosting a big party for your friend’s birthday. Now imagine what you and your guests will be doing at various times during the party. Share ideas and complete the sentences below together. our guests will be starving. Ex. When the food is served, 1. When our friend arrives, 2. When it’s time for presents, 3. When the dancing starts, 4. When the music stops, 5. When the cake is served,

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Grammar Practice Worksheets

Exercise 9 ALL TENSES Rewrite the sentences by changing the verb tense. Change the time marker if necessary. 1. He doesnâ&#x20AC;&#x2122;t feel good right now. (past)

2. The cat caught a bird. (future)

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

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

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

6. She is studying French nowadays. (future)

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

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

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

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

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Exercise 10 ALL TENSES Get into pairs or small groups and discuss your goals and dreams. When you were a child, what dreams did you have for the future (job, family, etc.)? What ambitions do you have for the future? What steps are you taking now to accomplish your goals? Try to use all six verb tenses as often as you can.

Exercise 11 ALL TENSES Write a short story about something that affected you in the past. It can be real or made-up. Describe the past event, and explain how it affects you nowadays. Write about how you think it will affect you in the future, and what steps you will take to overcome or learn from it. Try to use all six verb tenses at least once.

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Grammar Practice Worksheets

Exercise 12 ALL TENSES Complete the story. Use the verbs provided to form sentences with the appropriate verb tense. I to travel. When I was young, I to Paris. 1. love

2. go

I the day that I the Eiffel Tower. 3. remember

4. visit

People to go to the top when someone suddenly a gun. 5. line up

6. fire

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

8. stop, not

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

10. go

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

12. go

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

14. shop

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

16. go

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

18. line up

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

20. wake up

and I that it probably again. 21. realize

22. happen, not

At the moment, I the days! 23. count down

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

Verb Tense Review 1

Grammar Practice Worksheets

Answer Key NOTE:

LESSON DESCRIPTION:

LEVEL: Int

When the simple future tense is required,

This review lesson offers exercises that

TIME:

answers using the form will + base verb

combine two or more of the following

are listed below, but other future forms

tenses: the simple present, simple past,

(be going to + verb or be + -ing verb) may

simple future, present progressive, past

be possible.

progressive, and future progressive.

2 hours

TAGS: simple present, simple past, simple future, present progressive, past progressive, future progressive,

Students will also find handy tips about

negative forms, time markers,

time markers so that they can recognize

mixed tenses, verbs, verb tenses,

these tenses in context. Use this lesson

simple tenses, verb tense review

as a review or quiz after studying the tenses separately.

Exercise 4

Exercise 1 1.

jumped

runs

sits

Answers will vary. You may choose to assign a group member

will sing

will leave

talked

to keep track of how many times each student uses the past and future forms.

Exercise 2

Exercise 5

won’t go

didn’t hit

didn’t win

doesn’t study

don’t wash

won’t finish

Exercise 3

Answers will vary.

Exercise 6

bought

wasn’t

goes

is feeding

11. is smiling

eats

Will, call

loves

get

12. clapping

doesn’t go

are

fight

13. think

won’t arrive

Did, visit

gets

14. wants

will come

10. Does, wear

are watching

10. doesn’t feel

15. is calling

(continued on the next page...)

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

Verb Tense Review 1

Grammar Practice Worksheets

Answer Key cont. Exercise 7

Exercise 9

A. MATCHING

Time markers may vary.

1. d

2. e

3. c

4. a

5. b

B. WRITING 1.

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

When my car hit the tree, I was driving. / I was driving when my car hit the tree.

When the phone rang, I was taking a shower. / I was taking a shower when the phone rang.

When the teacher yelled at me, I was daydreaming. / I was daydreaming when the teacher yelled at me.

When my grandmother arrived at the airport, I was waiting for her. / I was waiting for my grandmother when she arrived at the airport.

When it was time to leave the office, I was still writing the report. / I was still writing the report when it was time to leave the office.

6. f

He didnâ&#x20AC;&#x2122;t feel good yesterday.

The cat will catch a bird.

My neighbor is waiting for the package to arrive.

I was watching TV for two hours last night.

The students took a test last week.

She will study French next month.

They are going to the park now.

I go swimming every day.

Mary will be playing the guitar when the phone rings.

10. Our teacher is telling us to be quiet.

Exercise 10 Answers will vary. You may choose to assign a group member to keep track of how many times each student uses each verb tense.

Exercise 11

Exercise 8

Answers will vary.

(continued on the next page...)

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

Verb Tense Review 1

Grammar Practice Worksheets

Answer Key cont. Exercise 12

SPELLING NOTE: This lesson shows the American spelling of the words Traveling

love

14. am shopping

went

15. didn’t have

remember

16. am going to go /

visited / was visiting

were lining up

17. feel

fired

18. will be lining up

was

19. goes off

doesn’t stop / didn’t stop

20. wake up

This lesson should show you which tenses your students are still

am planning

21. realize

struggling with. Try the following sections for further practice:

22. won’t happen /

•

10. am going to go / am going / will go 11. am 12. went

am going / will go

isn’t going to happen

and Neighbor. Most other English-speaking countries spell these words this way: Travelling and Neighbour. 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:

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

23. am counting down •

Basic Grammar Sentences https://esllibrary.com/courses/89/lessons

13. am going to go / am going / will go

Grammar Practice Worksheets

•

Grammar Stories https://esllibrary.com/courses/90/lessons

For teaching tips, charts, and examples of the individual verb tenses, refer to our blog post: http://blog.esllibrary.com/2014/07/24/100-days-of-grammar/ For answers requiring the simple future tense, will + base verb is listed, but other future forms may be possible (be going to + verb, be + -ing verb).

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

Reading in English

Identifying the Author’s Purpose Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Identifying the Author’s Purpose

Guided Practice

Vocabulary Review

More Practice

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

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

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

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

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

B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 3. 1.

purpose

a) not being on any side

persuade

b) most important

entertain

c) a reason

acronym

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

informative

e) to cause another to enjoy

neutral

f) to convince

recipient

g) the person who receives

primary

h) giving a lot of information

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Reading 1. The author’s purpose is the reason why a writer writes a piece. Three of the main reasons to write are to persuade, to inform, and to entertain. The acronym “PIE” can help you remember these three reasons. 2. Authors often try to persuade their readers. They want readers to take a certain point of view or to make a change. Advertising messages are persuasive. Blog posts and reviews can also be persuasive. Similarly, the purpose of a self-help book is to convince the reader to make some changes.

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

reason aim intent goal mission objective

3. Articles in newspapers and magazines are often informative. The author is usually neutral when the primary purpose is to inform. This means the author does not try to get the reader to think or act a certain way. Non-fiction books are often informative. Letters are usually informative too. Likewise, the main purpose of an invitation is to inform the recipient of an event and its date and time. 4. In some cases, the author’s main reason for writing is to entertain the reader. The purpose of fictional books, poetry, and lyrics is to entertain. Entertaining writing can be funny, romantic, mysterious, or dramatic. The reader usually has an emotional experience with this type of writing. Note that a piece of writing can be entertaining even if that is not its primary purpose. 5. There are many other specific reasons that an author might have for writing. For example, an author’s purpose can be to summarize a historic event, describe a character, or explain a procedure. However, these examples can also be classified as informative writing. On the other hand, an author may want to evaluate, analyze, or argue a point. These examples can typically be classified as persuasive writing. 6. What is the author’s primary purpose for this reading?

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

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

A. Clues 1. Persuade Function

Features

to convince the reader of something

• • • • •

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

2. Inform Function

Features

to explain or describe something that the reader may not know

• • • • •

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

3. Entertain Function

Features

to bring enjoyment to the reader

• • • • •

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Identifying the Author’s Purpose cont. B. What Is the Purpose? Work with a partner. What is the most likely author’s purpose for each text type? In addition to the primary purpose, star any that may have a secondary purpose and note what it could be.

Text Type

Author’s Purpose

song lyrics

to entertain

a poem

a business email about a meeting change

a blog post about 5 reasons to floss

a birthday invitation

a romance novel

an editorial about why flu shots are a necessity

a CEO’s biography

a self-help book for leaders

a French textbook

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Guided Practice A. Email #1 Read the text below. Underline any clue that helps you find the author’s primary purpose. Compare your clues with a partner’s clues. Is there a secondary purpose?

Sender: mia@mailme.com Subject: Buy Sia’s Chocolate Recipients: jen@mailme.com, alexa@mailme.com, aaron@supermail.com, lucinda@wondermail.com As I mentioned last week, my daughter Sia is fundraising for her school. She is selling chocolate almonds and they are delicious! This is Sia’s first time fundraising, and she is doing very well. In fact, she has a chance at winning the TOP prize for her hockey team (a trip to the aquarium). Please consider supporting Sia by purchasing at least one box of chocolate almonds this week. Christmas is coming and these make great stocking stuffers! You can bring us cash or send an electronic transfer to this email address. The candy is $6 per box and the deadline is Sunday, December 10.

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

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Guided Practice cont. B. Email #2 Underline any clue that helps you find the author’s primary purpose. Compare your clues with a partner’s clues. Is there a secondary purpose?

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

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

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

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

absent away, not present

See you all tomorrow in Room #3. Coach Jared and Coach Kelly

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Guided Practice cont. C. Email #3 Underline any clue that helps you find the author’s primary purpose. Compare your clues with a partner’s clues. Is there a secondary purpose?

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

Glossary

Hi hockey parents and kids, What a win today! Did everyone see the look on the other coach’s face? He didn’t expect us to score six goals in a row after being down 5–0. We sure surprised him! Congratulations to our forward, Erica Kane, who had her best game of the season. Attached is a video Coach Kelly took of the kids celebrating after the big win.

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

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Vocabulary Review A. C omplete the Sentences Complete the sentences using vocabulary from page 2. 1. NASA is an . 2. The website is . You can read everything about the procedure before you agree to it. 3. My uncle loves to kids. He has a joke for every occasion. 4. Did the pamphlet you to sign up for the training? 5. I have to remain . Don’t ask me to choose a side in this argument.

B. Matching Match each word to the best example. 1.

acronym

a) Hockey Parent Group

recipient

b) “I am not taking sides.”

persuade

c) NATO

entertain

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

neutral

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

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

Reminders spa

• look for clues • remember the acronym (PIE)

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

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

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

Clues

Text Type

Author’s Purpose

C. Comprehension Use complete sentences to answer questions about the reading on page 10. 1. What type of event is this for?

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

3. When is the event?

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Assessment Read the paragraph and answer the main idea questions.

A. Reading

Sender: Hotel Suites Supreme Subject: Hotel Confirmation Recipients: jaredswanson@mailme.com Enjoy your stay in Palm Springs! Your confirmation # is: 88889007980

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

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

3. What type of text is this?

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

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

share Share

5. Is the author neutral?

calendar-alt Add to calendar

Thank you for choosing Hotel Suites Supreme. See you soon!

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Reading Assessment Tool Name:

Description of Task

Skill

Score / Success

Date Completed

Level

Reading

Success 

Yes

Assessment Criteria

Almost

Not Yet

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

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

identify the three main reasons an author writes?

find the author’s purpose in a text?

use clues to help locate the author’s purpose?

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

use academic vocabulary from this lesson?

My Notes

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – Int

In this lesson, students learn how to identify the author’s purpose

TIME:

in a short text. They learn clues, tips, and a helpful acronym to find the author’s primary purpose. This lesson includes

3+ hours

TAGS: identifying the author’s purpose, author purpose, reading, reading in English, reading comprehension,

vocabulary review practice, comprehension, and assessment.

academic vocabulary, email, invitation, interacting with others

Pre-Reading

Identifying the Author’s Purpose

A. WARM-UP

A. CLUES

Introduce the three main purposes an author has for writing.

Have students read through the three clues that

The acronym “PIE” can be used to remember (persuade, inform,

can help them identify the author’s purpose of a text.

entertain). You may want to note that there are many more specific reasons (e.g., to apologize, to summarize), but most can be generalized into these main headings (to persuade, to inform, to entertain). Discuss the quote.

B. WHAT IS THE PURPOSE? It’s possible to predict what the author’s purpose is based on the text type. Ask students to give reasons why they chose each purpose. Answers may vary.

B. VOCABULARY PREVIEW Give students a few minutes to try the vocabulary preview task. Take up the answers to learn how much your students already know about vocabulary related to finding the author’s purpose.

to entertain

to inform

to persuade (secondary: to inform)

1. c

3. e

5. h

7. g

to inform

2. f

4. d

6. a

8. b

to entertain

to persuade (secondary: to inform)

to inform

to persuade

Reading Have students read the instructional text individually or in pairs or groups. Alternatively, you can read the text together as a class.

10. to inform (continued on the next page...)

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Answer Key cont. Guided Practice

C. COMPREHENSION Answers will vary.

Give your students time to practice finding the author’s purpose with three emails. Review the

The event is a wedding.

vocabulary from the glossaries.

T he recipients will likely be friends or family members of the bride- and groom-to-be (or their parents’ friends).

Clues may vary. 1.

The reception is at 5:00 pm on the same day.

to persuade (clues: author uses persuasive language, such as “please consider,” “high quality,” “you won’t be disappointed”)

2. 3.

T he ceremony is on Saturday, August 21, 2022, at 2:00 pm.

Guests who cannot attend should send an email to the

to inform (clues: author is neutral, text includes dates and

groom‑to-be to let the couple know they cannot attend

times, text includes bullet points)

the wedding.

to entertain (clues: attachment is a fun video, text is informal)

Assessment Vocabulary Review

A. READING

A. COMPLETE THE SENTENCES

Use the reading on page 12. Give your students a set amount

acronym

persuade

informative

neutral

entertain

of time to complete this task (e.g., 30 minutes). A ready-made assessment tool is available on page 13. B. COMPREHENSION

B. MATCHING 1. c

2. a

3. d

4. e

5. b

dates, times, confirmation number, neutral, necessary details,

confirmation notice from a hotel (email)

formatted text

More Practice A. READING Assign the reading and have students complete the exercise

Yes

(continued on the next page...)

individually. You can reuse the chart and questions on page 11 for more practice or assessment purposes using additional invitations of your choice. B. IDENTIFYING THE AUTHOR’S PURPOSE Answers will vary. Suggested answers include: Clues: dates, times, formatted text Text type: invitation Author’s purpose: to inform

I N T – I N T / V E R S I O N 1.1)

Identifying the Author’s Purpose

Reading in English

Answer Key cont. Self-Assessment When you are finished with this lesson, have your students reflect on their learning by filling in the chart on page 14.

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

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

I N T – I N T / V E R S I O N 1.1)

Reading in English

Identifying the Main Idea Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Identifying the Main Idea

Guided Practice

Vocabulary Review

More Practice

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

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

Identifying the Main Idea

Reading in English

Lesson Objective In this lesson, you will learn how to find the main idea in a short text. You will learn what the main idea is and where to look for it. You will also learn how to express it. First, let’s look at who creates the main idea.

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

“Everything begins with an idea.” —Earl Nightingale

a paragraph an article a book a song

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

B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 3. 1.

main idea

a) a detail that helps you find an answer

topic

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

clue

c) the subject of the text

supporting details

d) to restate information in a simple way

summarize

e) what the author wants you to remember most

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

Identifying the Main Idea

Reading in English

Reading 1. The main idea is what the author wants you to remember most about the text. A week after reading a story or book, you should still be able to remember the main point. 2. To find the main idea, first think about the topic. Sometimes a picture tells you the topic before you even read a word. Sometimes the title gives the topic away. A topic sentence is another clue. The topic sentence is often the first sentence in a paragraph. Repeated words are also main idea clues.

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

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

3. Every text has supporting details. Often there is one detail that is the most important. This detail helps you figure out what the main idea is. You can work backwards to find the author’s main idea by looking at the details. An easy way to find the main idea is to remember this formula: topic + most important point = main idea. 4. Once you know the main idea, you need to know how to express it. There are lots of types of main idea questions, but they all have a similar answer. They all want you to summarize the main idea in your own words. 5. Now you know how to identify the main idea of a reading. Can you express the main idea of this text?

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

Identifying the Main Idea

Reading in English

Identifying the Main Idea Now letâ&#x20AC;&#x2122;s review some clues that can help you find the main idea of a text.

A. Clues 1. Picture Function

Tip

A picture often tells you what the reading is going to be about (topic) before you read. A picture may also be an example of a supporting detail.

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

2. Title Function

Tip

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

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

3. Topic Sentence Function

Tip

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

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

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

Identifying the Main Idea

Reading in English

Identifying the Main Idea cont. A. Clues cont. 4. Supporting Details Function

Tip

This information proves the authorâ&#x20AC;&#x2122;s point.

Collect the details and look for a common theme.

5. Repeated Words Function

Tip

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

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

B. Where Is the Clue? Work with a partner. Consider each type of main idea clue. Where could you find it? #

Clue

topic sentence

supporting details

picture

title

repeated words

Where to Find It

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

Identifying the Main Idea

Reading in English

Guided Practice A. Finding the Main Idea Read the text below. Underline any clue that helps you find the main idea. Compare your clues with a partner’s clues.

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

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

Example

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

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

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

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

Identifying the Main Idea

Reading in English

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

Not all trees have growing seasons. In tropical climates, trees grow all year long. There are no rings to see because the wood is always growing. In climates with seasons, trees grow most in the spring. The dark rings mark the beginning of slower summer growth. Together, one light ring plus one dark ring equals one year of life as a tree.

1. What is the topic?

2. What is the most important detail?

3. What is the author’s main point?

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

Identifying the Main Idea

Reading in English

Vocabulary Review A. C omplete the Sentences Complete the sentences using vocabulary from page 2. 1. An author makes his or her point with several details. 2. The sentence is usually the first sentence in a paragraph. 3. A picture gives you a about the topic before you read the text. 4. The topic plus the most important detail equals the . 5. Write one sentence to the main idea in your own words.

B. Matching Match the vocabulary to the tip. 1.

main idea

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

topic sentence

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

supporting details

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

clue

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

repeated words

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

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

Identifying the Main Idea

Reading in English

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

Julie’s Plans for Tonight Julie is going to have fun tonight. She is going to meet her friends downtown. First, they are going to have dinner at a restaurant. They are going to order the most expensive thing on the menu. They are also going to order the biggest dessert. Then they are going to go dancing. Julie is going to get dressed up. She’s going to wear a new dress. She is also going to put on makeup. They are going to find a dance club that is open all night long. Julie is going to stay out really late tonight. She is going to party all night long.

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

Reminders • look for main idea clues • use the formula

Identifying the Main Idea

Reading in English

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

Clues

Topic

Most Important Detail

4. State the main idea of the story.

5. What is the authorâ&#x20AC;&#x2122;s main point?

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

Identifying the Main Idea

Reading in English

Assessment Read the paragraph and answer the main idea questions.

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

B. Comprehension 1. Which is the main idea of the reading? a) Making small talk is hard when you don’t know the language. b) Etiquette differs by culture, and the best way to learn it is by watching people. c) It’s rude to make eye contact in some Asian countries. 2. What clues are in the reading to help you find the main idea?

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

4. What is another way to phrase question 1?

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

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

Identifying the Main Idea

Reading in English

Reading Assessment Tool Name:

Description of Task

Skills

Date Completed

Score / Success

Level

Reading, Writing

Success 

Yes

Assessment Criteria

Almost

Not Yet

gets the gist from short texts finds clues to locate the main idea identifies key details in a short text summarizes the main idea completes a reading task within an appropriate amount of time Notes

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

Identifying the Main Idea

Reading in English

Self-Assessment IDENTIFYING THE MAIN IDEA Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

find the main idea in a text?

use clues to help me find the main idea?

find the topic sentence?

find important details?

summarize the main idea in writing?

My Notes

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

Identifying the Main Idea

Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int

In this lesson, students learn how to identify the main idea in a

TIME:

short text. They learn clues, tips, and a helpful formula to find the main idea. This lesson includes vocabulary review practice,

3+ hours

TAGS: identifying the main idea, main idea, reading, reading in English, reading comprehension,

comprehension, and assessment.

academic vocabulary, graphic organizer

Pre-Reading

Identifying the Main Idea

A. WARM-UP

A. CLUES

Have a short discussion about types of text that have a main idea.

Have students read through the five clues that

Other ideas that may come up include scripts, commercials, letters,

can help them identify the main idea of a text.

notes, forms, etc. B. WHERE IS THE CLUE? B. VOCABULARY PREVIEW Give students a few minutes to try the vocabulary preview task. Take the answers up to learn how much your students already know about vocabulary related to finding the main idea. 1. e

2. c

3. a

4. b

Find it in the first sentence of a paragraph.

Find these throughout the text.

Find this at the top of the text or beside some specific text.

Find this at the top of the text.

Find these throughout the text and especially at the beginning and end of the text.

5. d

Reading

Guided Practice

Have students read the instructional text individually or in pairs or

Give your students time to practice

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

finding the main idea using a guide. C. PR ACTICE Answers may vary. 1.

The topic is tree rings.

The most important detail is that not all trees have growing seasons.

The author’s main point is that tree rings show which trees experience seasonal growth and which ones grow all year.

(continued on the next page...)

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

Identifying the Main Idea

Reading in English

Answer Key cont. Vocabulary Review

Assessment

A. COMPLETE THE SENTENCES

A. READING

supporting

main idea

Use the reading on page 11 (or choose a reading at an appropriate

topic

summarize

level for your students). Give your students a set amount of time

clue

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

B. MATCHING 1. a

2. e

3. b

4. c

5. d

More Practice

B. COMPREHENSION 1.

title, image, repeated words (e.g., culture, etiquette)

cultural etiquette + observe people to learn about it = Etiquette differs by culture, and the best

Assign the story and have students complete the exercise. You can reuse the chart on page 10 for more practice or assessment purposes using a reading of your choice.

way to learn it is by observing people. 4.

What is your main takeaway from the reading? What is the author’s main point?

B. EXPRESSING THE MAIN IDEA Answers will vary. Suggested answers include: 1.

photo of dancing, title (Julie’s Plans for Tonight),

What is the reading/paragraph mainly about?

central idea, main point, main takeaway

Self-Assessment

repeated words: going to (plans), night, tonight 2.

Julie’s plans

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

Julie is going to have fun with her friends.

on their learning by filling in the chart on page 13.

Julie has big plans to have fun with her friends tonight.

The author’s main point is that Julie has a lot of (previously made) plans to have fun with her friends tonight.*

*You could teach your students the difference between main point and author purpose here. The author’s main purpose is to entertain while using be going to repeatedly in a story about future plans so learners can see examples of the simple future (be going to) in context.

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

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

Reading in English

Identifying the Layout Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Identifying the Layout

Guided Practice

Vocabulary Review

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

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

Identifying the Layout

Reading in English

Lesson Objective In this lesson, you will learn how to identify the layout of a formatted text. You will learn some features to look for that will help you find the main purpose and the key details. You will also learn some related vocabulary.

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

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

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

B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 3. 1.

layout

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

heading

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

bullet

c) the organization of the information

font

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

cell

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

label

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

small print

g) very small letters that may contain important information

legend

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

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

Identifying the Layout

Reading in English

Reading 1. The layout of a text is the organization of the information on a page. Examples of formatted texts include diagrams, maps, tables, notices, lists, and graphs. When reading a formatted text, you may not need all of the information on the page. The format makes it easy to quickly find what you need. 2. There are different things to look for in formatted texts. Many types of layouts have headings. These are usually in a bold or large font. Lists have bullets. Each item has its own line. Tables have rows and columns. Information goes inside the cells below the headings. Diagrams and maps have labels. Some maps also have legends. Legends have symbols that offer more information.

Style Here are some styles used in formatted texts. These often highlight important information: • • • • •

old b italics underlined text ALL CAPS small print

3. To read a formatted text, scan the whole document. Try to identify the layout. Next, look for headings and subheadings. These help you understand the overall purpose of the text. Lastly, read the information in the labels and cells. Ignore the parts you don’t need. 4. Formatted texts often contain different font styles. Important information may be styled differently so that it stands out. For example, a font that uses all uppercase letters (all caps) is often important. Check to see if there is any small print. The small print (also called fine print) gives extra (often important) information.

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

Identifying the Layout

Reading in English

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

A. Clues 1. Diagram Description

Clue

A diagram is a picture with information about it.

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

2. Map Description

Clue

A map shows how to get to places in a certain area. This can be a building, a city, or a province/state.

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

3. Table Description

Clue

Tables have headings, columns, and rows. A schedule is a type of table that offers information about times and dates. Train, bus, and ferry schedules tell you departure and arrival times. Work schedules tell you about staff hours and vacation time.

Headings and subheadings are very important. Look for small print for important information about weekends, holidays, and closures. Ignore the information you don’t need.

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

Identifying the Layout

Reading in English

Identifying the Layout cont. A. Clues cont. 4. Notice Description

Clue

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

Look for large, bold text. The text is often centered.

5. List Description

Clue

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

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

6. Graph Description

Clue

A graph displays data in an easy-to-read way. The text is limited.

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

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

Identifying the Layout

Reading in English

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

Clue

Layout

has a legend or key

notice

has warnings or rules

list

has bullets

map

has rows and columns

diagram

has labeled parts

table

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

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

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

Identifying the Layout

Reading in English

Guided Practice A. Layout 1 Star any clue that helps you identify the layout. Compare your clues with a partner’s clues.

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

Lv. Pacifica Mall at Miles Ave

Lv. Academy and 5th

Lv. Broadway and 5th

Lv. Willow and Brown

Lv. Harold and Pembina

Ar. downtown at Whales and Main

6:10 am

6:22

6:30

6:45

6:52

7:00

6:25

6:37

6:45

7:00

7:07

7:15

6:45*

—

7:23

7:00

7:12

7:20

7:35

—

7:48

7:15

7:27

7:35

7:50

7:57

8:05

7:30*

—

8:08

7:45

7:57

—

8:17

8:24

8:32

8:00

8:12

8:20

8:35

8:42

8:50

Questions 1. What is the layout? 2. What are the clues? 3. What time does the last bus arrive downtown? 4. When is there an express bus?

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

Identifying the Layout

Reading in English

Guided Practice cont. B. Layout 2 Star any clue that helps you identify the layout. Compare your clues with a partner’s clues.

The State Capitals Montpelier Madison

Augusta

Concord

Indianapolis Hartford

Springfield

Albany Olympia

Helena

Bismarck

Lansing

St. Paul

Salem

Boise

Pierre Cheyenne

Carson City Sacramento

Salt Lake City

Phoenix

Denver

Santa Fe

Lincoln

Topeka

Boston

Columbus Harrisburg Annapolis

Des Moines

Dover

Jefferson City

Oklahoma Little City Rock

Providence Trenton Washington, DC Richmond

Frankfort Nashville Atlanta

Raleigh Charleston

Columbia

Austin

Tallahassee Baton Rouge

Montgomery

Jackson

Juneau

Key State Capital National Capital

Honolulu

Questions 1. What is the layout? 2. What are the clues? 3. What is the main purpose of this formatted text? 4. What is the nation’s capital?

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

Identifying the Layout

Reading in English

Guided Practice cont. C. Layout 3 Star any clue that helps you identify the layout. Compare your clues with a partner’s clues.

Questions

Pool Rules

1. What is the layout?

All swimmers must take a shower before entering the pool.

2. What are the clues?

Three whistles mean get out of the pool. Swim with a buddy.

3. W hat is the main purpose of this formatted text? 4. H ow many swimmers are allowed in the pool at one time?

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

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

Identifying the Layout

Reading in English

Guided Practice cont. D. Layout 4 Star any clue that helps you identify the layout. Compare your clues with a partner’s clues.

Sleepover Camp

Questions

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

� 2 T-shirts

� mess kit*

� 1 hat

� toiletry items

� 1 sweater

� washcloth

� 1 rain jacket

� bug spray

� 2 pairs of long pants

� sunscreen

� 3 pairs of underwear

� book or drawing supplies for quiet time

� 1 pair of running shoes

2. What are the clues? 3. W hat is the main purpose of this formatted text?

CLOTHING

� 3 pairs of socks

1. What is the layout?

4. What should parents do?

� flashlight

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

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

Identifying the Layout

Reading in English

Guided Practice cont. E. Layout 5 Star any clue that helps you identify the layout. Compare your clues with a partnerâ&#x20AC;&#x2122;s clues.

How to Drive in a Roundabout pedestrian crossing

first exit (right turn)

third exit (left turn)

YIELD

through traffic (going straight)

U-turn (going all the way around)

Questions 1. What is the layout? 2. What are the clues? 3. What is the main purpose of this formatted text? 4. What should drivers do at a crosswalk in a roundabout?

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

Identifying the Layout

Reading in English

Guided Practice cont. F. Layout 6 Star any clue that helps you identify the layout. Compare your clues with a partner’s clues.

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

40%

% percentage

35 30

25%

25 20

15%

10 5 Spanish

English Chinese

Arabic Portuguese Hindi

3% Other

Each language includes associated languages and dialects.

Questions 1. What is the layout? 2. What are the clues? 3. What is the main purpose of this formatted text? 4. W hat is the second-most common first language spoken by grade 10 students at Riverside Heights?

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

Identifying the Layout

Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences using vocabulary from page 2. 1. The indicates geographical features, such as forests. 2. Make a list with numbered . The first item is: buy milk. 3. The says Summer Bus Schedule. We need the winter one. 4. The on the tag is SOLD. 5. Be sure to read the . There may be different rules for traveling with pets.

B. Matching Match the vocabulary items to the correct tip. 1.

cell

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

heading

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

font

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

bullets

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

layout

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

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

Identifying the Layout

Reading in English

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

A. Formatted Text

Healthy Eating Guide DAILY RECOMMENDED FOOD INTAKE

10% Dairy 6–8 per day

15% Proteins

40% Fruits & Vegetables

35% Grains

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

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

Identifying the Layout

Reading in English

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

3. What styles of font are used?

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

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

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

Identifying the Layout

Reading in English

Reading Assessment Tool Name:

Description of Task

Skills

Date Completed

Score / Success

Level

Reading, Writing

Success 

Yes

Assessment Criteria

Almost

Not Yet

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

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

Identifying the Layout

Reading in English

Self-Assessment IDENTIFYING THE LAYOUT OF FORMATTED TEXTS Add check marks () to show what you've learned in this lesson. Name:

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

identify the layout of a formatted text?

use clues to help me identify the layout?

find important details in a formatted text?

find the main purpose of a formatted text?

My Notes

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

Identifying the Layout

Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int

In this lesson, students learn how to identify the layout of a

TIME:

formatted text. They also learn clues and tips to help them find important information such as diagrams, maps, tables, lists,

3+ hours

TAGS: identifying the layout, formatted text, organization, reading in English, reading comprehension,

and notices. This lesson includes vocabulary review practice,

academic vocabulary, graphic organizer,

comprehension, and assessment.

getting things done

Pre-Reading

C. COMPREHENSION

A. WARM-UP

A table has rows, columns, and headings.

A nswers will vary. One example of a table is a train or bus schedule with dates and times on it.

Have a short discussion about types of formatted texts. Other types include forms, maps, diagrams, signs, advertisements, notices, and posters. B. VOCABULARY PREVIEW

Guided Practice Give your students time to practice

Give students a few minutes to try the vocabulary preview task. Take the answers up to learn how much your students already know about vocabulary related to layout. 1. c

3. f

5. h

7. g

2. a

4. b

6. e

8. d

identifying the layout of the samples. QUESTIONS You can decide if you want your students to answer the questions out loud or in writing. Answers may vary. A. LAYOUT 1

Reading

table

rows, columns, headings, times, places

Have students read the instructional text individually or in pairs or

8:50 am

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

6:45 am and 7:30 am

B. LAYOUT 2

Identifying the Layout A. CLUES Have students read the descriptions of five types of formatted

map

labels, legend, place names

The main purpose is to show the state capitals.

Washington, DC

texts. The clues will help them identify the layout. (continued on the next page...)

B. WHAT IS THE LAYOUT ? 1.

map

list

notice

table

diagram

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

Identifying the Layout

Reading in English

Answer Key cont. Assessment

C. LAYOUT 3 1.

notice

has rules, warnings, short form, all caps, bold font, times and

A. FORMATTED TEXT

days

Give your students a set amount of time (e.g., 15 minutes) to review

The main purpose is to explain the pool rules.

the formatted text sample and answer the questions. You can

use this for review or for a formal assessment task. A ready-made

D. LAYOUT 4

assessment tool is available on page 16.

list

B. COMPREHENSION

check boxes for bullets, point form

The main purpose is to give kids a list of items to

limited text, easy-to-read data, shaped like a pie

pack for sleepover camp.

italics, small/fine print, bold, and all caps

Parents should allow kids to do their own packing

Fruits & Vegetables

using the list as a guide.

Some people have special dietary needs. People should check with their doctors before changing their diet.

E. LAYOUT 5 1.

diagram

a picture, labeled parts, a heading at the top

The main purpose is to demonstrate

Self-Assessment

how to use a roundabout to drivers.

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

Drivers should yield to pedestrians in a roundabout crosswalk.

on their learning by filling in the table on page 17. Ask them what type of formatted text this is (list is the best answer).

F. LAYOUT 6 1.

graph

SPELLING NOTE:

bars, percentages, data that is easy to read

This lesson shows the American spelling of the words Traveling,

The main purpose is to show the first languages of grade 10

Labeled, and Centered. Most other English-speaking countries

students at Riverside Heights.

spell these words this way: Travelling, Labelled, and Centred. Make

English is the second-most common first language of grade 10

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

students at this school.

and see if they know the alternateÂ spellings.

Vocabulary Review A. COMPLETE THE SENTENCES 1.

legend

heading

bullets

label

small/fine print

B. MATCHING 1. b

2. d

3. c

4. a

5. e

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

Reading in English

Skimming & Scanning Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Skimming & Scanning

Guided Practice

Vocabulary Review

More Practice

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

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

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

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

B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words on page 3. 1.

strategy

a) overall, main

skim

b) to look for the general idea

general

c) a plan or tip that helps you succeed

scan

d) detailed, narrow

specific

e) to look for specific information

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

Memory Tip

2. There are many tips to help you read. Tips are also called strategies. Some reading strategies help you understand the text more quickly.

Skim ends in the letter “m.” Think of “m” for main idea.

3. S kimming is a useful reading strategy. When you skim a reading, you look for the general idea. You look at headings, visuals, and bold words. These things help you find the main topic or purpose of a reading quickly. 4. S canning is another useful strategy. When you scan a reading, you look for specific information. Specific information includes names, dates, times, numbers, and other keywords. Scanning helps you answer specific questions about a reading.

Scan ends in the letter “n.” Think of “n” for narrow.

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

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

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

A. Reading Reading Strategy #1 What?

Skimming

Why?

How?

To get the general overview of a reading

• • • •

Why?

How?

To find specific information

• • •

Look for the title. Look for headings. Look for visuals. Look for bold or italic words.

Reading Strategy #2 What?

Scanning

•

Read or listen to the question. Look for keywords in the question. Look for numbers, such as dates, times, and addresses. Look for proper nouns.

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Skimming & Scanning Cont. Now copy the information from page 4 into the charts below.

B. Writing Reading Strategy #1 What?

Why?

How?

Why?

How?

Reading Strategy #2 What?

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

Strategy

Type of Strategy

Read the question.

scanning

Read the title.

Look for the date.

Look for a name.

Look for keywords in the question.

Look at the pictures.

Look for a number.

Read bold words.

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

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Guided Practice A. Skimming Skim the reading. Place a star (*) beside anything you notice while skimming.

What is the reading about? Answer the questions out loud with a partner.

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

1. Where did you place your stars (*)? 2. What type of reading is this?

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

1 × $1.00

Gift Wrap

3 × $1.00

Pens

2 × $1.00

Subtotal:

$6.00

Tax:

$0.78

TOTAL:

$6.78

Example Q: Where did you place your first star? A: I placed my first star beside the picture.

Thank you!

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Guided Practice cont. B. Scanning Read the questions below. Then scan the reading. Place a star (*) beside the keywords in the questions below.

What are the important parts? Answer the questions out loud with a partner.

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

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

1 × $1.00

Gift Wrap

3 × $1.00

Pens

2 × $1.00

Subtotal:

$6.00

Tax:

$0.78

TOTAL:

$6.78

1. When was the purchase? 2. Where was the purchase? 3. How many items did the shopper buy? 4. What was the total cost?

Example Q: When was the purchase? A: The purchase was on November 30th, 2019.

Thank you!

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

Country Lane Condos

WARNING Safety Equipment Required Beyond This Point All visitors and staff MUST wear safety equipment on levels 3 and 5. This includes: • hard hat • safety goggles • gloves

Strategies 1. Skim for the general overview. 2. Read the questions. 3. Scan for the answers.

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

1. What type of reading is this?

2. What is the purpose of the reading?

3. Who is this reading for?

4. Where do people have to wear safety equipment?

5. When did this rule start?

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences. Use the following words: strategy, skim, scan, general, specific. 1. Skimming is a reading . 2. Did you the reading for keywords in the questions? 3. A date is an example of information. 4. The title gives you a overview. 5. As you the reading, look for headings and bold words.

B. Matching Match the vocabulary to the example. 1.

bold

a) difficult

title

b) A Difficult Day at Work

italics

c) Jakob Nielsen

name

d) important

date

e) 02/04/20

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

Tips for Class

Set Goals

Show Respect

• make a list • check things off

• turn off your phone • use polite language

Arrive on Time

Raise Your Hand

• in the morning • after break

• ask questions • share ideas

Come Prepared • bring your school supplies • bring your homework

Havendale School Author: Mrs. Peacock

B. Comprehension Discuss these questions with your class. 1. What is the poster about? 2. What reading strategy did you use for question 1? 3. Who is the writer? 4. What does the poster say about phones? 5. What does the poster say about time?

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Assessment Skim and scan the reading to answer the questions.

A. Reading

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

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

3. Which reading strategy helps you find specific information?

4. What size is the item?

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

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Reading Assessment Tool Name:

Task

Skills

� Skill-Using Activity � Assessment Task

Reading, Writing

Date Completed

Score / Success

Level

Success 

Yes

Assessment Criteria

Almost

Not Yet

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

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

skim a reading to learn what it’s about?

find keywords in a question?

scan a reading to find important information? understand the difference between skimming and scanning?

My Notes

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: Beg – Low Int

In this lesson, students learn how to skim and scan short,

TIME:

real‑world readings to find general and specific information. They learn about types of visuals, formatting, and keywords to look

3+ hours

TAGS: s kimming, scanning, skimming and scanning, reading, main idea, details, getting things done, label, warning,

for. Includes assessment tasks and tools.

receipt, formatted text

Pre-Reading

C. WHICH ONE IS IT ? 1.

scanning

skimming

Read the introductory text together. Have students point to the

scanning

bold and italic words. Ask if anyone understands the meaning of

scanning

skimming

A. WARM-UP

the quote. If not, come back to it after the lesson and ask again.

Guided Practice

B. VOCABULARY PREVIEW Give students a few minutes to try the vocabulary preview task.

Give your students time to practice skimming and scanning the

Take the answers up to learn how much your students already

formatted texts individually. Then have them ask and answer the

know about vocabulary related to skimming and scanning.

questions orally with a partner.

1. c

2. b

3. a

4. e

5. d

Reading Have students read the informative text individually or in pairs or

A. SKIMMING Answers may vary. 1.

picture, store name, address, total, thank-you note

It is a receipt from a dollar store.

groups. Alternatively, you can read the text together as a class. (continued on the next page...)

Skimming & Scanning A. READING Read through the charts together. Ask if there are any questions. Check to make sure your students understand the difference between skimming and scanning. B. WRITING Have your students copy the charts from part A. Check their spelling and answers.

– LO W I N T / V E R S I O N 1.1)

Skimming & Scanning

Reading in English

Answer Key cont. Guided Practice cont.

B. COMPREHENSION

B. SCANNING Answers may vary. 1.

It was on November 30, 2019. (*When, purchase)

It was at 35 Sixth Ave., New York. (*Where, purchase)

The shopper bought six items. (*How many, items)

The total cost was $6.78. (*What, total)

It’s about tips for class.

Skimming.

The writer is Mrs. Peacock

Turn off your phone.

Arrive on time.

Assessment A. READING

C. SKIMMING & SCANNING Answers may vary. Ask your students which questions require

Use the reading on page 12. Give your students a set amount

skimming (1, 2) and which ones require scanning (3, 4, 5).

of time to complete this task (e.g., 15 minutes). A ready-made assessment tool is available on page 13. You can decide if you want

It is a warning/notice.

The purpose is to inform people about a safety precaution.

This reading is for staff and visitors at Country Lane Condos.

They must wear safety equipment on levels 3 and 5 of

your students to write short answers or tell you the answers. B. COMPREHENSION

Country Lane Condos.

This rule started on January 1, 2019.

Skimming.

Vocabulary Review A. COMPLETE THE SENTENCES 1.

strategy

general

scan

skim

specific

Scanning.

It is size small.

No, you can’t.

Self-Assessment When you are finished with this lesson, have your students reflect on their learning by filling in the chart on page 14.

B. MATCHING 1. d

2. b

3. a

4. c

5. e

ABOUT THE EMOJI: The emoji (and their derivatives) used in this lesson are from

More Practice

Twemoji, an open-source project by Twitter. They are licensed under CC-BY 4.0. https://github.com/twitter/twemoji

A. READING Assign the reading and questions for homework or class work and see if your students are ready for assessment.

– LO W I N T / V E R S I O N 1.1)

Reading in English

Using a Dictionary Table of Contents 2

Lesson Objective

Pre-Reading

Reading

Using a Dictionary

Guided Practice

Vocabulary Review

More Practice

Assessment

Reading Assessment Tool

Self-Assessment

Answer Key

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

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

Pre-Reading A. Warm-Up How well do you know the order of the alphabet? Work with a partner. Which letter comes first? Who can answer more quickly? Why is it important to know the alphabet well to use a dictionary? • A or B? • P or N? • G or T?

• S or Z? • M or Q? • X or J?

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

B. Vocabulary Preview Match up as many words and meanings as you can. Check this exercise again after seeing the words in context on page 3. 1.

entry

a) in a sequence from A to Z

alphabetical order

b) the meaning of a word or expression

look up

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

definition

d) how to say a word correctly

part of speech

e) a word that means the same or similar

pronunciation

f) for casual or familiar use only

synonym

g) one item in a reference book

antonym

h) a word that means the opposite

informal

i) very old, not in use anymore

10. archaic

j) to search for information

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Reading 1. Dictionaries are reference books that help you understand words. They contain entries for all of the words and expressions in a language. 2. How well do you know the order of the alphabet? Dictionary entries are in alphabetical order. They begin with words starting with the letter A and end in words starting with the letter Z. The word aardvark is one of the first words in a dictionary. The word zoo comes near the end of a dictionary.

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

3. Look at the first few letters of a word you want to look up. Then open a dictionary to find words that begin with that letter. Go back and forth in the pages until you find the word you are looking for. Make sure it has the exact same spelling. Many English words look very similar. 4. Some English words have more than one dictionary entry. The first entry has the most common definition. Dictionary entries also show you the part of speech (e.g., noun, verb, or adjective). Some words have more than one word form. Look up the most basic form of a word to find the meaning (e.g., look up run, not running).

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

5. Dictionary entries tell you the spelling, meaning, and pronunciation of a word. Some dictionary entries also tell you similar words. These are called synonyms. Dictionaries may also show you antonyms. These are words that mean the opposite. The word “informal” means that this word is suitable for a situation between friends or relatives. Do not use informal words in business. The word “archaic” means that a word is so old that it’s not used anymore. 6. There are many types of dictionaries. Picture dictionaries are for new and young learners. Bilingual dictionaries offer entries in two languages. Online dictionaries are easy to use. Search “define: word” to find the definition of a word. Online dictionaries have audio. You can listen to the pronunciation of the word by clicking the audio button.

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

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

A. Parts of a Dictionary Entry 1. Word About

Tip

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

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

2. Part of Speech About

Tip

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

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

3. Pronunciation/Audio About

Tip

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

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

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Using a Dictionary cont. A. Parts of a Dictionary Entry cont. 4. Definition Function

Tip

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

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

5. Example Sentence Function

Tip

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

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

6. Synonyms & Antonyms Function

Tip

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

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

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

Using a Dictionary Reading in English

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

Example

Part of Entry

Butterflies always seem happy.

example sentence

a good feeling

adjective

sad

/‘h æ|pi/

happy

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

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Guided Practice A. Alphabetical Order Read the list of reference books below. Rewrite it in alphabetical order. 1. • directory • dictionary • almanac • encyclopedia

2. 3. 4.

• thesaurus

• atlas

• manual

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

Word

Definition

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Guided Practice cont. C. Part of Speech Look up the reference book words. What part of speech is each word? Do any of the words have an entry with a different part of speech? Discuss your findings with a partner.

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

Word:

Dictionary Name

Pronunciation

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Vocabulary Review A. Complete the Sentences Complete the sentences using vocabulary from page 2. 1. Dictionaries are organized in . 2. A word that means the same or similar is a . 3. The verb form of is define. 4. A word that has the opposite meaning is an . 5. You can the definition of a word in a dictionary.

B. Matching Match the vocabulary to the tip. 1.

archaic

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

part of speech

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

entry

look up

informal

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

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

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

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

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

B. Copying a Dictionary Entry Choose one circled word from above and copy the entry from your dictionary. Word: Part of Speech: Definition:

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

Example Sentence:

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

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

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

Using a Dictionary Reading in English

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

A. Reading

B. Comprehension

Parts of Speech

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

In English, the main parts of speech are: nouns, verbs, articles, adjectives, adverbs, prepositions, and conjunctions. Nouns are people, places, or things. Pronouns (I, you, she, he, it, we, they, me, him, mine, yours, etc.) are words that can replace nouns. Nouns and pronouns can be subjects of a sentence, objects of a sentence, or objects of a preposition. Verbs are the action or state of being in a sentence. Most verbs are action verbs that have one or more parts (run, is running, has been running, etc.). The most common state of being (no action) verb is be. Verbs usually follow a subject and can be followed by an object. With imperative verbs, the subject “you” is dropped. Articles are little words that give information about a noun. They come before a noun and usually show how many of a noun there are. Common articles are a, an, the. Other similar words are determiners such as a number (one, two) or a quantifier (many, a few).

2. What is the meaning of the word “imperative”? 3. How many syllables are in the word “quantifier”? 4. How many meanings are there for the word “article” in your dictionary? 5. What synonym does your dictionary give for the word “indicate”? 6. What does the word “quantifier” mean?

Adjectives are words that describe nouns. Adjectives give information about the noun’s color, shape, size, etc. They have two common patterns in English: before a noun or after the “Be” verb. Adverbs are words that can describe verbs, adjectives, other adverbs, or even the whole sentence. Adverbs often end in -ly. Prepositions are little words that indicate direction, time, place, etc. They are followed by a noun. Conjunctions are short words that join two sentences or two similar parts of speech.

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Reading Assessment Tool Name:

Description of Task

Skills

Using dictionaries

Reading, Writing

Date Completed

Score / Success

Level

Success 

Assessment Criteria

Yes

Almost

Not Yet

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

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

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

Can I...

Date: Yes (very well)

Yes (with help)

Not yet

quickly find an entry in a dictionary using alphabetical order? find and copy the part of speech of a word in a dictionary entry? find and copy the pronunciation of a word in a dictionary entry? find and learn from an example sentence in a dictionary entry? find and copy synonyms and antonyms in a dictionary entry?

My Notes

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Answer Key LESSON DESCRIPTION:

LEVEL: Low Int – Int

In this lesson, students learn how to use a dictionary to find

TIME:

information about a word, including the part of speech, meaning, pronunciation, and more. Students practice looking at different

3+ hours

TAGS: u sing a dictionary, dictionary, word meanings, words, vocabulary, reading, reading in English, reading

dictionaries and copying parts of dictionary entries.

comprehension, academic vocabulary

Pre-Reading

Using a Dictionary

A. WARM-UP

A. PARTS OF A DICTIONARY ENTRY

Challenge your students to show off their knowledge of

Have students read through the six parts of a dictionary entry.

alphabetical order. Which student is the quickest at this game? You could also print Letter flashcards and show two or three randomly to see how fast your students can identify which letter comes first: https://esllibrary.com/flashcard_genres/23/ flashcard_categories/124 B. VOCABULARY PREVIEW

B. WHAT PART OF THE ENTRY IS IT ? 1.

example sentence

antonym

definition

pronunciation

part of speech

word

C. WRITE A DICTIONARY ENTRY

Give students a few minutes to try the vocabulary preview task. Take the answers up to learn how much your students already know about vocabulary related to dictionaries.

Have students create their own dictionary entry for their favorite English word or expression. Encourage students to consult more than one dictionary as they create their entry.

1. g

3. j

5. c

7. e

9. f

2. a

4. b

6. d

8. h

10. i

(continued on the next page...)

Reading Have students read the instructional text individually or in pairs or groups. Alternatively, you can read the text together as a class.

I N T – I N T / V E R S I O N 1. 2)

Using a Dictionary Reading in English

Answer Key cont. Guided Practice

More Practice

A. ALPHABETICAL ORDER

Assign the reading about pronunciation and have students

Give your students time to copy the list of reference books into alphabetical order. You may want to time your students. 1.

almanac

encyclopedia

atlas

manual

dictionary

thesaurus

directory

complete Exercises B and C. Answers will vary depending on the words your students choose to look up. You may want to recommend which dictionaries your students use (we recommend using one paper-based dictionary and two online dictionaries).

Assessment

B. DEFINITIONS

A. READING

Have students copy the definitions for three of the words from

Use the reading on page 12. Give your students a set amount of

Part A. You may want to tell your students which dictionary to use.

time to complete this task (e.g., 15 minutes). You can decide if you want your students to write the answers on a piece of paper or tell you the answers. A ready-made assessment tool is available

C. PART OF SPEECH

on page 13. Answers will vary depending on the dictionary your

All of the words are nouns. However, the word manual can also be

students use.

an adjective. D. PRONUNCIATION

Self-Assessment

Have students look at three different dictionaries to compare

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

the pronunciation information. Your students will learn more

on their learning by filling in the chart on page 14.

about pronunciation on page 10. You may want to introduce your students to the Basic IPA Chart: https://esllibrary.com/resource_ categories/103/resources/2151. However, many dictionaries use

SPELLING NOTE:

their own system and symbols. Encourage your students to become

This lesson shows the American spelling of the words Favorite

familiar with the system that their favorite dictionary uses.

and Practice. Most other English-speaking countries spell

At ESL Library, we recommend The Merriam-Webster.com Dictionary.

these words this way: Favourite and Practise (when used as a verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if they

Vocabulary Review

know the alternate spellings.

A. COMPLETE THE SENTENCES 1.

alphabetical order

antonym

synonym

look up

definition

B. MATCHING 1. b

2. a

3. d

4. e

5. c

I N T – I N T / V E R S I O N 1. 2)

Applying for a Job

English at Work – Episode #1

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

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

2. Where do you work or want to work?

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

3. Where do you look for jobs?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.

job posting

a) to request something officially

apply

b) a meeting between a job candidate and an employer

degree

c) a posted description of an available job

experience

d) academic accomplishment

education

e) knowledge or skill achieved over time

interview

f) a certificate for completing university

candidate

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

administrative assistant

h) a person who is being interviewed for a job

resume (CV)

i) a person who helps run an office

10. president

j) a list of personal employment history and qualifications

Applying for a Job

English at Work – Episode #1

Reading Practice reading the email messages out loud with a partner. Underline any words or phrases you don’t understand.

A. Email #1

B. Email #2

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

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

To whom it may concern,

Dear Mr. Timson,

I read your job posting for a sales representative on your company’s website. I am interested in applying for the job.

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

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

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

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

I look forward to meeting you and talking during the interview. Sincerely, Mr. William Michaels, President of Sales

Sincerely, Lee Timson Attachment: Lee Timson’s resume

Applying for a Job

English at Work – Episode #1

Comprehension 1. What degree does Lee have? 2. What type of work experience does Lee have? 3. When does Mr. Michaels want to meet Lee for an interview? 4. What does Mr. Michaels instruct Lee to do when he arrives at the office for an interview?

Vocabulary Review Complete the sentences using vocabulary from page 1. You may need to change the word forms. 1. A lot of companies put a new online or in local newspapers. 2. Darrin got his college at Stanford University. 3. The boss liked the because that person wrote a good letter explaining his education. 4. When Nathan finished college, he started for jobs. 5. The candidate had a in business from the local university. 6. John worked a long time before he became the at the technology company. 7. Most people must go through an before they can get hired for a job. 8. The boss hired a new to help file papers and answer the phones. 9. Marty was happy he had working at three restaurants because he wanted to be the manager at a big restaurant in the city. 10. Yumin listed her education and work experience on her and sent it to the company she wanted to work for.

Speaking

Writing

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

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

Applying for a Job

English at Work – Episode #1

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

A. Email #1

B. Email #2

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

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

To whom it may concern,

Dear Mr. Timson,

I read your for a sales representative on your company’s website. I am interested in for the job.

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

I have a in business from the University of Bonnville. My college classes taught me to be a hard worker and good businessman. I also have from working in sales at Joseph’s Book Company. My and experience would make me a good member of your team. Please let me know if I can meet with you for an . We can meet at your earliest convenience.

I would like to meet with you in person. Please come to our office at 3:00 pm on Monday, July 1. The office is located at 1530 Fordshackle Street. Please ask the to call me when you get here. I look forward to meeting you and talking during the interview. Sincerely, Mr. William Michaels, of Sales

Sincerely, Lee Timson Attachment: Lee Timson’s

Applying for a Job

English at Work – Episode #1

Answer Key LESSON DESCRIPTION:

LEVEL: Intermediate–Advanced

In this lesson, students read an email exchange

TIME:

between a job applicant and a potential employer.

2 hours

TAGS: English at work, work, job, application, business,

They learn new vocabulary and practice writing emails.

business English, applying, career, email, writing an email

Pre-Reading

Speaking

A. WARM-UP QUESTIONS

Answers will vary.

Discuss as a class, in groups, or in pairs.

Writing

B. VOCABULARY PREVIEW 1. c

3. f

5. d

7. h

9. j

2. a

4. e

6. b

8. i

10. g

Reading

Answers will vary.

Listening Note: There are two recordings in this episode. You can

Have students practice reading the emails with a partner. Monitor their pronunciation. Go over any difficult vocabulary and useful phrases as a class. You may also choose to play the audio as your students read along a second time. A gap-fill version of the reading is available on page 4. See Listening for more information.

Comprehension 1.

He has a degree in business.

He has sales experience at a book company.

Mr. Michaels wants to meet at 3:00 pm on Monday, July 1.

Lee should tell the administrator to notify Mr. Michaels of his arrival.

play the mp3 from the site, or you can download the audio: https://esllibrary.com/courses/85/lessons/1699. The second recording begins at 00:45. A. EMAIL #1

B. EMAIL #2

job posting

candidate

applying

administrative assistant

degree

President

experience

education

interview

resume

(continued on the next page...)

Vocabulary Review 1.

job posting

president

education

interview

candidate

administrative assistant

applying

experience

degree

10. resume

Applying for a Job

English at Work â&#x20AC;&#x201C; Episode #1

Answer Key cont. Correspondence Building This optional task is included at the end of the lesson. Students should cut up the strips and rearrange them into the correct order. A. EMAIL #1 1. i

3. l

5. f

7. b

9. c

11. j

2. k

4. g

6. a

8. h

10. e

12. d

11. r

B. EMAIL #2 1. n

3. s

5. v

7. q

9. u

2. t

4. p

6. w

8. o

10. m

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

Applying for a Job

English at Work – Episode #1

Correspondence Building The correspondence below is not in the right order. Cut up the strips, and then work alone or with a partner to rearrange them into the correct order. Then read the emails out loud.

A. Email #1 a

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

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

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

Lee Timson

We can meet at your earliest convenience.

f g h

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

B. Email #2 m

Sincerely,

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

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

You sound like a good candidate for the position.

The office is located at 1530 Fordshackle Street.

Mr. William Michaels, President of Sales

Thank you for your interest in our job posting.

Dear Mr. Timson,

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

I would like to meet with you in person.

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

I am interested in applying for the job. My education and experience would make me a good member of your team.

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

Sincerely,

To whom it may concern,

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

Getting Hired

English at Work – Episode #3

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

4. What is a good salary?

2. What qualities does a good boss have?

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

3. What qualities does a bad boss have?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

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

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

Getting Hired

English at Work – Episode #3

Reading Practice reading the email message and phone call out loud with a partner. Underline any words or phrases you don’t understand.

A. Email

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

Lee

Mr. Michaels

I enjoyed our interview last week. We had a lot of time to discuss your qualifications. Your experience and education are what the company needs.

I’d like for you to start next week.

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

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

I need to give my employer two weeks’ notice.

That sounds good.

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

Let’s discuss salary next. The starting salary is $24,000 a year.

Sincerely, William Michaels

I know that’s for a new person, but I do have some experience. I’d like to start at a higher salary. I’d like to make $29,000. You drive a hard bargain. I could go up to $28,000 and set up a bonus plan for good sales. I like the idea of a bonus plan. I accept. Great! I’ll write the contract and I’ll see you at 9:00 am sharp on July 21. Great to have you on board, Lee. Good to be on board, Mr. Michaels!

Getting Hired

English at Work – Episode #3

Comprehension 1. What type of position did Mr. Michaels offer Lee? 2. What does Lee need to do before starting his new job? 3. What did Mr. Michaels and Lee have to negotiate? 4. What final salary did Lee accept?

Vocabulary Review Complete the sentences using vocabulary from page 1. You may need to change the word forms. 1. Ryan told the interviewer that he had good such as a college education and job experience. 2. The position requires Rosario to work 40 hours a week. Her part-time position only requires 20 hours. 3. Mikhail had to sign a agreeing to the salary and start date. 4. The boss didn’t like people to be late for work, so everyone was always at the office at 9:00 am . 5. Nikola was excited about her new because she could now afford to buy a new car. 6. Kristin could not start the new job until she gave her old boss . 7. Her would be in three weeks. 8. John’s new was going to be at the office in Vancouver, Canada. 9. Mr. Carson told Max that he would be an to his company. 10. Ryoung was excited that she would receive an extra thousand dollars as a if she did her job well and brought in new clients.

Getting Hired

English at Work – Episode #3

Speaking Write your own dialogue. Work with a partner and write your own phone conversation using at least four words or phrases from today’s lesson. Practice the dialogue, and then present it in front of the class.

Writing In the spaces below, write short answers to the following questions. 1. Describe a job that you’d like to have.

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

2. What qualifications do you need to get the job? 6. What kind of job offer would you accept?

3. What kind of salary do you want? 7. Do you want to work full-time or part-time? Why?

4. Do you think you can drive a hard bargain? Why or why not?

Getting Hired

English at Work – Episode #3

Listening Lee

Fill in the blanks as you listen to the recordings.

A. Email

To: leetimson2090@email.com Subject: Job Offer Date: July 7, 2015 Dear Lee, I enjoyed our interview last week. We had a lot of time to discuss your . Your experience and education are what the company needs. Therefore, I’m pleased to offer you a full-time position as a sales representative at River Education Books. I think you’ll be an to our team. Please call me so that we can a start date and discuss your salary. I’m looking forward to working with you. Sincerely, William Michaels

Mr. Michaels

B. Phone Call Hello, Mr. Michaels. This is Lee Timson. I’m calling in response to your email message. I’m very excited about the job offer. Hello, Lee. Thanks for calling. We need to your start date and . When do you want me to start? I’d like for you to start next week. I need to give my employer . I understand. You can start in two weeks then. How about July 21? That sounds good. Let’s discuss salary next. The starting salary is $24,000 a year. I know that’s for a new person, but I do have some experience. I’d like to start at a higher salary. I’d like to make $29,000. You . I could go up to $28,000 and set up a plan for good sales. I like the idea of a bonus plan. I accept. Great! I’ll write the contract and I’ll see you at 9:00 am on July 21. Great to have you , Lee. Good to be on board, Mr. Michaels!

Getting Hired

English at Work – Episode #3

Answer Key LESSON DESCRIPTION:

LEVEL: Intermediate–Advanced

In this lesson, Lee receives a job offer by email and must phone

TIME:

his new employer to negotiate the terms. Students read an email message and listen to a phone call. They practice vocabulary

2 hours

TAGS: English at Work, job, hiring, hired, business, email, phone, telephone, salary

related to salaries and hiring.

Pre-Reading

Vocabulary Review

A. WARM-UP QUESTIONS

qualifications

salary

position

full-time

two weeks’

asset

contract

notice

10. bonus

sharp

Discuss as a class, in groups, or in pairs. B. VOCABULARY PREVIEW 1. e

5. p

9. o

13. m

2. a

6. b

10. d

14. i

3. n

7. j

11. h

15. g

4. l

8. c

12. f

16. k

start date

Speaking Answers will vary.

Reading

Writing

Have students practice reading the email and phone conversation

Answers will vary.

with a partner. Monitor their pronunciation. Go over any difficult vocabulary and useful phrases as a class. You may also choose to

(continued on the next page...)

play the audio as your students read along a second time. A gapfill version of the reading is available on page 5. See Listening for more information.

Comprehension 1.

Lee was offered a full-time position as a sales representative at River Education Books.

Lee needs to give his current employer two weeks’ notice.

Mr. Michaels and Lee had to negotiate Lee’s start date and salary.

Lee accepted $28,000 plus a bonus for good sales.

Getting Hired

English at Work – Episode #3

Answer Key cont. Listening Note: There are two recordings in this episode. You can play the mp3 from the site, or you can download the audio: https://esllibrary.com/courses/85/lessons/1697. The second recording begins at 00:38. A. EMAIL

B. PHONE CALL

qualifications

negotiate

asset

salary

set up

two weeks’ notice

drive a hard bargain

bonus

sharp

on board

Correspondence Building This optional task is included at the end of the lesson. Students should cut up the strips and rearrange them into the correct order. A. EMAIL 1. i

3. b

5. c

7. e

9. d

2. f

4. j

6. h

8. g

10. k

11. a

B. PHONE CALL 1. n

4. p

7. t

10. m

2. o

5. s

8. w

11. r

3. x

6. q

9. v

12. l

13. u

Getting Hired

English at Work – Episode #3

A. Email a

William Michaels

I enjoyed our interview last week.

Your experience and education are what the company needs.

I’m looking forward to working with you.

I think you’ll be an asset to our team.

Dear Lee,

B. Phone Call l

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

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

Hello, Mr. Michaels. This is Lee Timson. I’m calling in response to your email message. I’m very excited about the job offer.

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

I’d like for you to start next week.

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

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

Please call me so that we can set up a start date and discuss your salary.

I need to give my employer two weeks’ notice.

Therefore, I’m pleased to offer you a full-time position as a sales representative at River Education Books.

That sounds good.

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

Good to be on board, Mr. Michaels!

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

Let’s discuss salary next. The starting salary is $24,000 a year.

When do you want me to start?

We had a lot of time to discuss your qualifications.

Sincerely,

Marketing Meeting

English at Work – Episode #8

Marketing Meeting Pre-Reading A. Warm-Up Questions 1. What kinds of advertising are there? 2. Where do you see the most advertising? 3. What is your favorite advertisement?

4. What commercials do you remember most from television? 5. What do you think makes a good commercial?

B. Vocabulary Preview Match the words on the left with the correct meanings on the right. 1.

introduce

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

commercial

b) better chance of happening

advertise

c) the first thing to do

come up with

d) to develop, to think of, to create

marketing campaign

e) to be sure of

first order of business

f) main

audience

g) to present two people to each other

wider

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

bet

i) bigger, broader

10. primary

j) an advertisement (usually on TV or radio)

11. more likely

k) an advertising plan

12. face it

l) to accept something

Marketing Meeting

English at Work – Episode #8

Reading Practice reading the dialogue out loud with a group of three. Underline any words or phrases you don’t understand.

Lee

Jim

Jacob

Lee, let me introduce you to Jacob. He’s going to help us come up with a marketing campaign. It’s nice to meet you, Jacob. It’s nice to meet you, too. I think our first order of business is to decide what kind of marketing campaign to do. There are three primary places to advertise: newspapers, radio, and television. Yes, that’s true. Let’s think about our audience. Our audience is college students. They use the books we sell. I’d bet that they don’t read the newspapers much. I agree. I think they probably listen to the radio more. They like to listen to music. They like television, too. Television advertising is more expensive than radio advertising. So which is a college student more likely to do: listen to the radio or watch television? Let’s face it. They’ll watch more television. Do you agree, Jacob? Yes, I do. Even though television commercials cost more, we should do a television commercial because we’ll reach a wider audience. A commercial it is!

Marketing Meeting

English at Work – Episode #8

Comprehension 1. What was the first order of business at the marketing meeting? 2. What are the three primary places to advertise? 3. According to Jim, who is their company’s target audience? 4. What is Lee’s opinion about college students? 5. Why do they agree to do a TV commercial?

Vocabulary Review Complete the sentences using vocabulary from page 1. You may need to change the word forms. 1. On my first day at the office, my boss me to everyone. 2. Ana needs to the fact that getting a job in advertising is difficult. 3. The is to order supplies for everybody in the accounting department. 4. The advertising team wanted to reach a wider so they decided to put ads on the radio and in the newspapers. 5. The reason I want a job is so I can pay my bills. 6. He wants to be a manager, but I think it’s that he will have to start at a lower level. 7. Nathan had better a good excuse for being late or else the teacher will suspend him. 8. The for the new sports drink consisted of television commercials and advertisements in the newspaper. 9. In order to increase our sales, we needed to launch TV and radio . 10. At the marketing meeting, it became apparent that the company needed to its products more.

Speaking Write your own dialogue. Work with a partner and write your own conversation using at least four words or phrases from today’s lesson. Practice the dialogue, and then present it in front of the class.

Marketing Meeting

English at Work â&#x20AC;&#x201C; Episode #8

Writing In the spaces below, write complete sentences to answer these questions. 1. Whatâ&#x20AC;&#x2122;s your favorite company or organization?

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

2. What kind of marketing campaigns does it have? 6. If you owned this company, what would be your first order of business?

3. W ho is the primary audience for its marketing campaigns? How can you tell? 7. What challenges would you be likely to face?

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

Marketing Meeting

English at Work – Episode #8

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

Lee

Jim

Jacob

Lee, let me introduce you to Jacob. He’s going to help us a . It’s nice to meet you, Jacob. It’s nice to meet you, too. I think our is to decide what kind of marketing campaign to do. There are three places to : newspapers, radio, and television. Yes, that’s true. Let’s think about our . Our audience is college students. They use the books we sell. I’d bet that they don’t read the newspapers much. I agree. I think they probably listen to the radio more. They like to listen to music. They like television, too. Television advertising is more expensive than radio advertising. So which is a college student to do: listen to the radio or watch television? Let’s . They’ll watch more television. Do you agree, Jacob? Yes, I do. Even though television cost more, we should do a television commercial because we’ll reach a audience. A commercial it is!

Marketing Meeting

English at Work – Episode #8

Answer Key LESSON DESCRIPTION:

LEVEL: Intermediate–Advanced

In this lesson, Lee takes part in a marketing meeting with two other

TIME:

business professionals. Students write and perform their own dialogues with the new vocabulary that they learn.

2 hours

TAGS: business, business English, English at Work, office, marketing, advertising

Pre-Reading

Vocabulary Review

A. WARM-UP QUESTIONS

introduced

more likely

face

come up with

first order of business

marketing campaign

audience

commercials

primary

10. advertise

Discuss as a class, in groups, or in pairs. B. VOCABULARY PREVIEW 1. g

3. a

5. k

7. h

9. e

11. b

2. j

4. d

6. c

8. i

10. f

12. l

Reading Have students practice reading the dialogue in groups of three. Monitor their pronunciation. Go over any difficult vocabulary and useful phrases as a class. You may also choose to play the audio as your students read along a second time. A gap-fill version of the reading is available on page 5.

Comprehension 1.

The first order of business was to decide what kind of marketing campaign to do.

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

Answers will vary.

Writing Answers will vary.

Listening 1.

come up with

audience

marketing campaign

more likely

first order of business

face it

primary

commercials

advertise

10. wider

According to Jim, their company’s target audience is college students.

Speaking

(continued on the next page...)

Lee thinks that college students don’t read newspapers very often.

They agree to do a TV commercial because, even though it will cost more, they will reach a wider audience.

Marketing Meeting

English at Work â&#x20AC;&#x201C; Episode #8

Answer Key cont. Dialogue Building This optional task is included at the end of the lesson. Students should cut up the strips and rearrange them into the correct order. 1. c

4. o

7. k

10. p

13. q

16. l

2. h

5. e

8. f

11. g

14. n

17. b

3. a

6. i

9. m

12. d

15. j

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

Marketing Meeting

English at Work – Episode #8

Dialogue Building The dialogue below is not in the right order. Cut up the strips, and then work alone or with a group of three to rearrange them into the correct order. Then read the dialogue out loud.

It’s nice to meet you, too.

Do you agree, Jacob?

A commercial it is!

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

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

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

Television advertising is more expensive than radio advertising.

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

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

They like television, too.

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

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

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

They like to listen to music.

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

It’s nice to meet you, Jacob.

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

Everyday Idioms 1

Episode 1:

Jon Meets Amy Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever rented a movie from a video store or TV provider? Have you ever streamed one online? 2. Do you ask other people for their movie recommendations? 3. What kind of movies do you like? Why? 4. What movies do you recommend?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

be choosy

a) a popular movie that made a lot of money

have a sec

b) to watch, to look at

blockbuster

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

winner

d) to like, to be interested in

check out

e) to know a lot about

start from scratch

f) to be picky, to not like many things

know one’s stuff

g) to call someone on the telephone

keep up with

h) a good choice

be into

i) to start at the very beginning

10. give someone a ring

j) to have some free time

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

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Listening Fill in the blanks as you listen. Then read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand.

Jon

Amy

Excuse me, do you have a ? Yes? I want to rent a movie for tonight. Do you have any ? Sure! What kind of movies are you ? I’m not choosy. Well, I really liked the Indiana Jones movie. How was it? It was a ! It has some of everything: comedy, drama, and a lot of action. a winner. Wasn’t there more than one Indiana Jones movie? Which one should I check out first? There were four movies, actually. . Rent the first one tonight. Great. Hey, any other recommendations? I have time for two movies and you know . Thanks. I keep up with the new movies. Do you like drama? Sometimes. Why? What do you recommend? I’d try Million Dollar Baby. of people liked it. It won the Academy Award. Sounds great. Hey, can I later? I’m Jon. Sure. I love talking about movies. My name is Amy. Here’s my number.

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

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What did Jon ask Amy for?

2. What was the first movie Amy recommended?

3. How many Indiana Jones movies were there?

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

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I like jazz and blues music. What kind of music ? 2. I’m not . I like all kinds of music. 3. Let’s go the new Brad Pitt movie this weekend. 4. I heard the new Brad Pitt movie is a . 5. I don’t like big Hollywood . All those movies are the same. 6. I’ll tonight and we can chat on the phone.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon and Amy meet at the video store. Jon asks Amy

TIME:

for movie recommendations and then asks for her phone number. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, introductions, getting acquainted, love, movie, movies, films, genres

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. f

3. a

5. b

7. e

9. d

2. j

4. h

6. i

8. c

10. g

1. k

5. h

9. g

13. a

2. e

6. n

10. l

14. i

3. p

7. m

11. c

15. b

4. j

8. d

12. o

16. f

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension

EDITOR’S NOTE:

Jon asked Amy for a movie recommendation.

Amy recommended Indiana Jones.

There were four Indiana Jones movies.

Amy gave Jon her telephone number.

You may wish to point out that the idiom “give someone a call” is more commonly heard in North America than “give someone a ring.”

Vocabulary Review 1.

are you into

winner

choosy

blockbusters

check out

give you a ring

Writing Answers will vary.

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

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Dialogue Transcript Read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand.

Jon

Amy

Excuse me, do you have a sec? Yes? I want to rent a movie for tonight. Do you have any recommendations? Sure! What kind of movies are you into? I’m not choosy. Well, I really liked the Indiana Jones movie. How was it? It was a blockbuster! It has some of everything: comedy, drama, and a lot of action. Sounds like a winner. Wasn’t there more than one Indiana Jones movie? Which one should I check out first? There were four movies, actually. Start from scratch. Rent the first one tonight. Great. Hey, any other recommendations? I have time for two movies and you know your stuff. Thanks. I keep up with the new movies. Do you like drama? Sometimes. Why? What do you recommend? I’d try Million Dollar Baby. A lot of people liked it. It won the Academy Award. Sounds great. Hey, can I give you a ring later? I’m Jon. Sure. I love talking about movies. My name is Amy. Here’s my number.

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

Jon Meets Amy

Episode 1 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

Sure! What kind of movies are you into?

Excuse me, do you have a sec?

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

Sometimes. Why? What do you recommend?

Sounds great. Hey, can I give you a ring later? I’m Jon.

Great. Hey, any other recommendations? I have time for two movies and you know your stuff.

It was a blockbuster! It has some of everything: comedy, drama, and a lot of action.

Yes?

How was it?

Sure. I love talking about movies. My name is Amy. Here’s my number.

Well, I really liked the Indiana Jones movie.

Sounds like a winner. Wasn’t there more than one Indiana Jones movie? Which one should I check out first?

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

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

I’m not choosy.

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

Everyday Idioms 1

Episode 2:

Amy Has a Crush Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Who is your best friend? 2. What things do you talk about with your friends? 3. Where is a good place to meet new people? 4. What qualities do you look for in friends? 5. What famous person do you have a crush on?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

have a crush

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

where on earth

b) a phrase used to attract someone (romantically)

easy on the eyes

c) to start

hot

d) very good-looking, sexy

nervous wreck

e) to be compatible

pickup line

f) a very anxious person

kick off

g) to like someone (romantically)

well-built

h) muscular

be made for each other

i) attractive, good-looking

10. keep one’s fingers crossed

j) where (stated with surprise)

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

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Listening Fill in the gaps as you listen. Then read the dialogue with your partner a few times. Take turns being each character. Practice your intonation and pronunciation. Underline or highlight any new words or phrases that you don’t understand.

Amy

Sara

Sara, what? I have a crush on a boy I met last night. No way! Where did you meet him? We met at the video store. The video store? Well, what’s he ? He has brown hair and blue eyes. His name is Jon. He sounds on the eyes! And? What else? Well, he’s tall and well-built. He sounds hot! Is he nice? Yeah, he’s really . Usually, I’m a nervous , but he was easy to talk to. Did he use a line? No, he didn’t. He our conversation by asking me for a movie recommendation. He sure asked the right person. You’re the movie fan I know! I was glad I had some ideas for him. I think he likes movies . Sounds like you were made for each other. Did he ask for your number? He did. I hope he calls me soon! I’ll keep my fingers for you!

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

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Where did Amy meet Jon?

2. Describe Jon.

3. Was Amy nervous to speak with Jon?

4. What is Sara keeping her fingers crossed for?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. The concert is going to at 8:00 pm. 2. Dave has to give a speech in front of 400 people. He’s a . 3. Keiko has a on Mark. She thinks he’s hot. 4. Keiko used a when she met Mark today. 5. Hiroki goes to the gym almost every day. He’s very . 6. Keiko and Mark have a lot of things in common. They . 7. Suzy just took a difficult test. She’s hoping she’ll pass. She’s going to .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy tells her best friend, Sara, about

TIME:

her new crush. Sara asks Amy to describe Jon. Students

1–2 hours

TAGS: idioms, love, dating, crush, friendship, describing people

learn and review idioms and practice all four skills.

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. g

3. i

5. f

7. c

9. e

2. j

4. d

6. b

8. h

10. a

Listening

1. a

5. b

9. o

13. h

2. d

6. l

10. f

14. k

3. n

7. e

11. j

15. p

4. i

8. c

12. g

16. m

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

Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension 1.

Amy met Jon at the video store.

Jon has brown hair and blue eyes. He’s tall and well-built.

No, she wasn’t. He was easy to talk to.

Sara hopes Jon will call Amy.

Vocabulary Review 1.

kick off

well-built

nervous wreck

were/are made

crush

pickup line

for each other 7.

keep her fingers crossed

Writing Answers will vary.

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Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Amy

Sara

Sara, guess what? I have a crush on a boy I met last night. No way! Where on earth did you meet him? We met at the video store. The video store? Well, what’s he like? He has brown hair and blue eyes. His name is Jon. He sounds easy on the eyes! And? What else? Well, he’s tall and well-built. He sounds hot! Is he nice? Yeah, he’s really sweet. Usually, I’m a nervous wreck, but he was easy to talk to. Did he use a pickup line? No, he didn’t. He kicked off our conversation by asking me for a movie recommendation. He sure asked the right person. You’re the biggest movie fan I know! I was glad I had some ideas for him. I think he likes movies too. Sounds like you were made for each other. Did he ask for your number? He did. I hope he calls me soon! I’ll keep my fingers crossed for you!

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

Amy Has a Crush

Episode 2 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

He has brown hair and blue eyes. His name is Jon.

He sounds hot! Is he nice?

No way! Where on earth did you meet him?

Well, he’s tall and well-built.

Did he use a pickup line?

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

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

The video store? Well, what’s he like?

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

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

He sounds easy on the eyes! And? What else?

I’ll keep my fingers crossed for you!

We met at the video store.

Yeah, he’s really sweet. Usually, I’m a nervous wreck, but he was easy to talk to.

He did. I hope he calls me soon!

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

Everyday Idioms 1

Episode 3:

Jon Calls Amy Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever asked anyone out on a date? 2. Where would you like to go on a date? 3. What are some fun things to do on a date? 4. What kind of food do you like to eat? 5. What is your favorite restaurant?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

grab a bite

a) to have good ideas or choices

pick

b) to not work so hard, to relax

have good taste

c) to go on a date

end up

d) to quickly eat a meal

take it easy

e) to have the same ideas

give it a shot

f) to try something new

have something on one’s mind

g) to want something very much

go out

h) choice

be of like mind

i) to be thinking about something

10. be dying to

j) to finish with, the results

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

Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Amy

Jon

Hello? Hello. Is Amy home? This is Amy. Hi, Amy. This is Jon. We met at the store last week. Hi, Jon. I remember. Did you enjoy my movie ? I did! You have in films. What did you end up watching? I watched a called An Inconvenient Truth. It’s about the planet and the environment. Sounds interesting. I’ll the next time I rent movies. Well, I have something on my mind. What is it? Will you go out with me on Friday night and see a movie? ! Great! Maybe we can a bite before the movie? Do you like Italian food? We’re of mind! Italian is my favorite. Have you been to Roberto’s? It’s by the video store. No, I haven’t. I’ve been dying to try it! Sounds like a plan. I’ll call you in a few days to a time. Bye, Amy. See you, Jon. !

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

Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What movie did Amy watch?

2. What does Jon have on his mind?

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

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

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. J im, this restaurant was a great . You’ve got in food. 2. I heard you finally decided on a new car. What did you buying? The red one or the blue one? 3. I’m to see the new James Bond film. I’m a huge fan of those films. 4. You and I always have the same ideas. I guess we’re . 5. Jon and Amy are going to tonight. It’s their first date. 6. After class, I’m going to at the cafeteria and then rush to work.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon and Amy talk on the phone for the first time

TIME:

and plan their first date. They decide to go to an Italian restaurant. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, phone, on the phone, telephone, call, date, making plans, future plans, future

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. d

3. a

5. b

7. i

9. e

2. h

4. j

6. f

8. c

10. g

1. n

4. a

7. b

10. g

13. i

16. j

2. e

5. h

8. o

11. d

14. c

17. q

3. m

6. l

9. k

12. p

15. f

SPELLING NOTE:

Listening

This lesson shows the American spelling of the words Favorite

Have students fill in the blanks as they listen to the dialogue.

words this way: Favourite and Practise (when used as a verb;

and Practice. Most other English-speaking countries spell the

After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

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.

Comprehension 1.

Amy watched a documentary called An Inconvenient Truth.

Jon wants to ask Amy out.

Amy’s favorite kind of food is Italian.

Jon and Amy are going to a restaurant and a movie.

Vocabulary Review 1.

pick, good taste

of like mind

end up

go out

dying

grab a quick bite

Writing Answers will vary.

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

Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Amy

Jon

Hello? Hello. Is Amy home? This is Amy. Hi, Amy. This is Jon. We met at the video store last week. Hi, Jon. I remember. Did you enjoy my movie picks? I did! You have good taste in films. What did you end up watching? I watched a documentary called An Inconvenient Truth. It’s about the planet and the environment. Sounds interesting. I’ll give it a shot next time I rent movies. Well, I have something on my mind. What is it? Will you go out with me on Friday night and see a movie? I’d love to! Great! Maybe we can grab a bite before the movie? Do you like Italian food? We’re of like mind! Italian is my favorite. Have you been to Roberto’s? It’s by the video store. No, I haven’t. I’ve been dying to try it! Sounds like a plan. I’ll call you in a few days to arrange a time. Bye, Amy. See you, Jon. Take it easy!

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

Jon Calls Amy

Episode 3 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

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

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

I’d love to!

Hello. Is Amy home?

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

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

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

We’re of like mind! Italian is my favorite.

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

What is it?

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

This is Amy.

Hello?

Sounds interesting. I’ll give it a shot next time I rent movies. Well, I have something on my mind.

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

See you, Jon. Take it easy!

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

Everyday Idioms 1

Episode 5:

Jon Has a Crush Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What would be your ideal date? 2. What was the best or worst date you or a friend has ever had? 3. Who do you think should pay for the date? 4. Do you have a best friend that you can talk to? 5. What do you and your best friend talk about?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

the big night

a) to be happy for the good things

give the scoop

b) talkative

by far

c) to be in love after just one meeting

count one’s blessings

d) to tell someone about something

common ground

e) to believe without anyone else’s ideas

chatty

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

one’s heart races

g) to a great degree

love at first sight

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

fall head over heels

i) an important and special time

10. see for oneself

j) things that are similar between two people

11. For sure.

k) Absolutely. / Definitely.

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

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Jon

Andrew

Was last night the big night? Yeah. It was great! I went on my first date with Amy. Give me the ! It was by far the best date I’ve had. I’m my blessings! Do you have a lot ? Yeah. We found a lot of common . We both like a lot of the same things. That’s great. Did you talk a lot? Yeah. She’s really . So we had some great conversations. Do you think you’ll go on another date? For sure. In fact, we already made plans to see each other next week. I can’t wait. Wow! You must really like her. I do. My heart every time I think about her. Do you believe in love at first ? I’m not sure, but I think I’m falling for her. She must be a great girl. She is. I for you to meet her. Then you’ll see for yourself how great she is!

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

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. How was Jon’s date with Amy?

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

3. How does Jon feel about Amy?

4. Does Jon want Andrew to meet Amy?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I went on a date with Paul yesterday, and it was the most exciting night I’ve ever had. 2. Every time I see you, my . 3. When you graduate, you will how good it feels to be done with school. 4. So I hear you went on a date with Sara. . 5. We both like to read books and exercise, so we found a lot of . 6. Because Nancy always talks in class, everybody thinks she is quite .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon tells his friend Andrew all about his first

TIME:

date with Amy. He can’t wait to see her again next week.

1–2 hours

TAGS: idioms, crush, dating, chatting,

Students learn and review idioms and practice all four skills.

love, falling in love, simple past

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. i

3. g

5. j

7. f

9. h

2. d

4. a

6. b

8. c

10. e

11. k

1. c

5. h

9. b

13. a

2. e

6. m

10. d

14. i

3. j

7. n

11. l

15. f

4. k

8. g

12. p

16. o

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension 1.

It was by far the best date he’s ever had.

Yes, they both like the same things.

Jon really likes Amy. His heart races every time he thinks about her.

Yes, he wants Andrew to see for himself how great Amy is.

Vocabulary Review 1.

by far

Give me the scoop

heart races

common ground

see for yourself

chatty

Writing Answers will vary.

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

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Jon

Andrew

Was last night the big night? Yeah. It was great! I went on my first date with Amy. Give me the scoop! It was by far the best date I’ve had. I’m counting my blessings! Do you have a lot in common? Yeah. We found a lot of common ground. We both like a lot of the same things. That’s great. Did you talk a lot? Yeah. She’s really chatty. So we had some great conversations. Do you think you’ll go on another date? For sure. In fact, we already made plans to see each other next week. I can’t wait. Wow! You must really like her. I do. My heart races every time I think about her. Do you believe in love at first sight? I’m not sure, but I think I’m falling head over heels for her. She must be a great girl. She is. I can’t wait for you to meet her. Then you’ll see for yourself how great she is!

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

Jon Has a Crush

Episode 5 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Do you believe in love at first sight?

Give me the scoop!

Do you think you’ll go on another date?

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

Was last night the big night?

Wow! You must really like her.

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

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

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

That’s great. Did you talk a lot?

She must be a great girl.

She is. I can’t wait for you to meet her. Then you’ll see for yourself how great she is!

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

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

Do you have a lot in common?

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

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

Everyday Idioms 1

Episode 6:

Girls’ Night Out Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Do you like to listen to music? 2. What kind of music do you like? 3. What is your favorite band? Who is your favorite singer? 4. Have you ever been to a concert? Talk about the experience. 5. Do you play any musical instruments?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

awesome

a) to be very happy

be crazy about

b) to like a lot

top-notch

c) good, cool, or talented

luck out

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

No doubt.

e) silence

No problem.

f) excellent, the best

slip one’s mind

g) to be successful by chance

be on top of the world

h) Certainly. / For sure.

dead air

i) to look forward to something

10. can’t wait

j) to forget

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

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Amy

Sara

Sara, this band is ! I’m crazy about them. Yeah! And the seats are top-notch. We with these tickets. No doubt. We were really lucky! Thanks again for them. No problem, Amy. Hey, it almost my mind. How was your date last night? Oh, I’m on top of the world! We had a fantastic time. Jon’s a great guy. Was it hard to find things to talk about? Not at all. There was no the whole night. So when do I get to meet him? Soon, I hope. We should all have dinner one night at my house. That . I can’t wait to finally meet him. Yeah. I to introduce you. Now, enough about Jon. Let’s watch the rest of this concert!

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

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Who purchased the tickets to the concert?

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

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

4. Does Sara want to meet Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. The radio station stopped playing music, and there was for three minutes. 2. This is the last available table at the restaurant. We ! 3. ! I didn’t mind helping you study for your test. Math is my favorite subject. 4. Can I borrow your phone? It almost that I have to call my brother. 5. Chris was when he got a job at a big company in Tokyo. 6. He is going to the best university in Europe. He’s smart. ! 7. Darrin bought the best smartphone available. It’s really . 8. You got into college? Congratulations! That’s . 9. I to go on vacation. 10. Myrna told me that she’s her new nephew.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy and Sara go to a concert.

TIME:

Amy tells Sara all about her first date with Jon. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, girls, friendship, concert, music, dating

Warm-Up

Writing

A. DISCUSSION

Answers will vary.

Discuss in groups or as a class. Answers will vary.

Dialogue Building

B. VOCABULARY PREVIEW 1. c

3. f

5. h

7. j

9. e

2. b

4. g

6. d

8. a

10. i

Listening Have students fill in the blanks as they listen to the dialogue.

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order. 1. j

3. b

5. f

7. a

9. k

2. i

4. g

6. e

8. c

10. d

11. h

SPELLING NOTE:

After correction, have them practice reading it aloud in pairs.

This lesson shows the American spelling of the words Favorite

The full transcript is on page 5 (optional handout).

and Practice. Most other English-speaking countries spell these words this way: Favourite and Practise (when used as a

Comprehension

verb; Practice when used as a noun). Make it a challenge for your students to find these words in the lesson and see if

Sara purchased the tickets to the concert.

She feels like she’s on top of the world.

they know the alternate spellings.

They had a fantastic time. 3.

Yes, she did. There was no dead air the whole night.

Yes, she can’t wait to meet Jon.

Vocabulary Review 1.

dead air

No doubt

lucked out

top-notch

No problem

awesome

slipped my mind

can’t wait

on top of the world

10. crazy about

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

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Amy

Sara

Sara, this band is awesome! I’m crazy about them. Yeah! And the seats are top-notch. We lucked out with these tickets. No doubt. We were really lucky! Thanks again for buying them. No problem, Amy. Hey, it almost slipped my mind. How was your date last night? Oh, I’m on top of the world! We had a fantastic time. Jon’s a great guy. Was it hard to find things to talk about? Not at all. There was no dead air the whole night. So, when do I get to meet him? Soon, I hope. We should all have dinner one night at my house. That sounds great. I can’t wait to finally meet him. Yeah. I can’t wait to introduce you. Now, enough about Jon. Let’s watch the rest of this concert!

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

Girls’ Night Out

Episode 6 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Not at all. There was no dead air the whole night.

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

So, when do I get to meet him?

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

Was it hard to find things to talk about?

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

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

Yeah. I can’t wait to introduce you. Now, enough about Jon. Let’s watch the rest of this concert!

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

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

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

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

Everyday Idioms 1

Episode 7:

Preparing for a Test Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Do you study alone or with friends? 2. When do you start studying for a test? 3. What are some good study habits? 4. What kind of tests do you like (e.g., multiple-choice, essay, matching) 5. Do you get nervous before you have to take a test?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

be a bundle of nerves

a) something one is good at

strong suit

b) to see or view something

have a mind for

c) to stop worrying about something

cover

d) to return to memory

have a look

e) to include

know something like the back of one’s hand

f) to study or review

breathe a sigh of relief

g) to believe something only after it happens

go over

h) be very worried or anxious

come back

i) to be good at something

10. believe it when one sees it

j) to know something very well

11. take someone out

k) to take someone on a date

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

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Amy

Jon

Thanks for helping me study. I’m a of nerves. I don’t mind at all. Math is not my strong suit. No? I like math a lot. I have a for numbers. The test will cover chapters 6 and 7. Okay. Let me have a look at your . Have you studied this before? Yes. I know this like the of my hand! Oh, good. I can a sigh of relief. Let’s go over these problems first. Oh, yes. The teacher talked about this. It’s to me. Good. I think you will do fine. I’m happy you helped me. You should have passing this test. I’ll believe it when I see it! I’ll take you out when your test is over.

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

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What is Amy nervous about?

2. Does Jon like math?

3. Is Amy good at math?

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

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I’m worried about meeting my teacher. I’m a . 2. The teacher said the final exam will all the material from this semester. 3. at this dress, Gena. It is perfect for you. 4. Let’s our plan for Friday night. What time should I meet you? 5. Oh, yes, it’s . He said we have tickets for the 8:00 pm movie. 6. I for dates, so I do well in my history class. 7. Math is not one of my . I’m terrible with numbers. 8. Kelly when her teacher said she passed the test.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon helps Amy study for a math test.

TIME:

He has a mind for numbers and gives her the confidence she needs. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, dating, studying math, numbers, test

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. h

3. i

5. b

7. c

9. d

2. a

4. e

6. j

8. f

10. g

11. k

1. k

5. f

9. g

13. h

2. d

6. j

10. o

14. c

3. a

7. b

11. l

15. n

4. m

8. p

12. i

16. e

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension 1.

She is nervous about her math test.

Yes, he likes math a lot. He has a mind for numbers.

No, math is not her strong suit.

Jon will take Amy out when her test is over.

Vocabulary Review 1.

bundle of nerves

coming back to me

cover

have a mind for

Have a look

strong suits

go over

breathed a sigh of relief

Writing Answers will vary.

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

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Amy

Jon

Thanks for helping me study. I’m a bundle of nerves. I don’t mind at all. Math is not my strong suit. No? I like math a lot. I have a mind for numbers. The test will cover chapters 6 and 7. Okay. Let me have a look at your textbook. Have you studied this before? Yes. I know this like the back of my hand! Oh, good. I can breathe a sigh of relief. Let’s go over these problems first. Oh, yes. The teacher talked about this. It’s coming back to me. Good. I think you will do fine. I’m happy you helped me. You should have no problem passing this test. I’ll believe it when I see it! I’ll take you out when your test is over.

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

Preparing for a Test

Episode 7 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Math is not my strong suit.

Good. I think you will do fine.

Have you studied this before?

Okay. Let me have a look at your textbook.

You should have no problem passing this test.

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

I don’t mind at all.

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

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

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

The test will cover chapters 6 and 7.

I’ll believe it when I see it!

Oh, good. I can breathe a sigh of relief.

Let’s go over these problems first.

I’m happy you helped me.

Yes. I know this like the back of my hand!

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

Everyday Idioms 1

Episode 8:

Andrew Gets Fired Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Do you have a job? 2. What are some reasons people get fired? 3. Do you know anyone who has been fired from a job? 4. What are some good qualities for a worker to have? 5. What are some good qualities for a boss to have?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

What’s up?

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

Same old, same old.

b) a new beginning

How’s it going?

c) What’s new? / What’s happening?

be down

d) to stay strong, to not give up

get something off one’s chest

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

get canned

f) to become crazy

be out of one’s head

g) to talk about a personal problem

go off the deep end

h) to be crazy

a fresh start

i) Same as usual.

10. keep one’s chin up

j) to get fired, to lose a job

11. No way!

k) to be sad

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

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Andrew

Jon

Hi, Jon. What’s up? Not much. Same old, same old. How’s it going? I’m a little . Why? What ? I got some bad news. Do you want to your chest? Yeah. I got today. No way! Are you ? serious. Why did they you? The boss said I wasn’t working hard enough. He must be his head! Everybody knows you’re a really hard worker. I know. I think my boss has gone off the end. It will be okay. I never liked the job, anyway. You can get a fresh start. Thanks for listening, Jon. Keep your up, Andrew. Call me if you need anything.

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

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Why is Andrew down?

2. Why did Andrew get fired?

3. Is Andrew a hard worker?

4. What does Jon suggest Andrew do?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. Hi, Kate. ? 2. Ted is because he got a bad grade on his test. 3. I’m glad she . It helps to talk about it. 4. John’s sister yesterday, so she is not going to work today. 5. The boss is . He fired 14 people! 6. Sandy got fired, so I told her to and look for a new job. 7. Karyn lost her job this month. I think she needs a .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Andrew tells Jon that he was fired from his job.

TIME:

Jon tries to cheer up his friend. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, job, work, fired, employment, bad news, friends

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. c

3. a

5. g

7. h

9. b

2. i

4. k

6. j

8. f

10. d

11. e

1. e

5. n

9. j

13. b

2. i

6. h

10. p

14. o

3. a

7. l

11. m

15. f

4. c

8. d

12. g

16. k

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension 1.

Andrew is down because he got fired.

The boss said he wasn’t working hard enough.

Yes, he is a really hard worker.

Jon suggests that Andrew keep his chin up.

Vocabulary Review 1.

What’s up?

out of his head

down

keep her chin up

got it off her chest

fresh start

got canned

Writing Answers will vary.

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

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Andrew

Jon

Hi, Jon. What’s up? Not much. Same old, same old. How’s it going? I’m a little down. Why? What happened? I got some bad news. Do you want to get it off your chest? Yeah. I got canned today. No way! Are you serious? Totally serious. Why did they fire you? The boss said I wasn’t working hard enough. He must be out of his head! Everybody knows you’re a really hard worker. I know. I think my boss has gone off the deep end. It will be okay. I never liked the job, anyway. You can get a fresh start. Thanks for listening, Jon. Keep your chin up, Andrew. Call me if you need anything.

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

Andrew Gets Fired

Episode 8 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

I’m a little down.

I know. I think my boss has gone off the deep end. It will be okay. I never liked the job, anyway.

Why? What happened?

No way! Are you serious?

Hi, Jon. What’s up?

Thanks for listening, Jon.

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

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

Totally serious.

Keep your chin up, Andrew. Call me if you need anything.

Yeah. I got canned today.

The boss said I wasn’t working hard enough.

I got some bad news.

You can get a fresh start.

Why did they fire you?

Do you want to get it off your chest?

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

Everyday Idioms 1

Episode 9:

Amy Passes Her Test Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever gotten an “A” on a test? 2. What subject do you like to study the most? Why? 3. What subject do you like to study the least? Why? 4. Do you do better on tests for subjects that you like? Why or why not? 5. How many hours do you study for a test?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

be on cloud nine

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

be all ears

b) to not be worried

ace a test

c) to think really hard

be on pins and needles

d) to be ready to listen

rest easy

e) to get an “A” as a test score

throw in the towel

f) to go slowly

beat one’s brains out

g) to be very happy

take one’s time

h) to be very nervous

someone’s treat

i) to give up, to quit

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

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Jon

Amy

Hi, Amy. How are you? Fantastic! I’m on ! Why? I’m . I my math test! That’s great news! I was on pins and all day. Well, I wasn’t worried. I believed in you. I was . But I was worried! Really worried! I was ready to the towel. I knew you could do it. I couldn’t have done it without you. I’m glad I could help. Was the test ? I had to beat my brains out on a problems. How did you them? I took my time and thought about them. I think we should . Yes! Let’s have dinner. It’ll be !

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

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. How did Amy do on her test?

3. Was Jon worried about Amy?

2. Was Amy worried about taking the test?

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

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I was ready to , but my mom told me to keep trying. 2. Yeon Sung was when he won the election. 3. My best friend is when I have a problem. 4. The teacher told Darrin that he would the test if he studied. 5. I so I could get the math problems correct. 6. Lunch was to thank Connie for helping me. 7. Nathan because the test was over. 8. Ilene was while waiting for her teacher. 9. I had to to solve the math problems. They were so hard!

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy shares good news with Jon about

TIME:

her math test. Jon offers to take Amy out to celebrate. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, test, math, celebrate, good news, dating

Warm-Up

Writing

A. DISCUSSION

Answers will vary.

Discuss in groups or as a class. Answers will vary.

Dialogue Building

B. VOCABULARY PREVIEW

This optional task is included on page 6. Students should

1. g

3. e

5. b

7. c

2. d

4. h

6. i

8. f

9. a

Listening Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

cut up the strips and rearrange them into the correct order. 1. o

5. c

9. p

13. m

2. d

6. g

10. n

14. b

3. i

7. j

11. e

15. k

4. l

8. a

12. f

16. h

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

Comprehension

Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a

Amy did great on her math test. She aced it.

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

Yes, she was really worried.

see if they know the alternate spelling.

No, he knew she could do it.

She took her time and thought about the problems.

Vocabulary Review 1.

throw in the towel

my treat

on cloud nine

rested easy

all ears

on pins and needles

ace

beat my brains out

took my time

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

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Jon

Amy

Hi, Amy. How are you? Fantastic! I’m on cloud nine! Why? I’m all ears. I aced my math test! That’s great news! I was on pins and needles all day. Well, I wasn’t worried. I believed in you. I was resting easy. But I was worried! Really worried! I was ready to throw in the towel. I knew you could do it. I couldn’t have done it without you. I’m glad I could help. Was the test hard? I had to beat my brains out on a few problems. How did you solve them? I took my time and thought about them. I think we should celebrate. Yes! Let’s have dinner. It’ll be my treat!

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

Amy Passes Her Test

Episode 9 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips, and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

Why? I’m all ears.

I took my time and thought about them.

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

That’s great news!

I think we should celebrate.

Fantastic! I’m on cloud nine!

I aced my math test!

I’m glad I could help. Was the test hard?

How did you solve them?

I had to beat my brains out on a few problems.

I couldn’t have done it without you.

I was on pins and needles all day.

Hi, Amy. How are you?

Yes! Let’s have dinner. It’ll be my treat!

I knew you could do it.

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

Everyday Idioms 1

Episode 10:

The Girls Go Shopping Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Do you like to shop? 2. What kind of shopping do you do? 3. Who do you go shopping with? 4. Do your friends help you choose what to buy? 5. How much money do you spend when you shop?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

shop till one drops

a) to pay too much for something

pick out

b) impossible

not have the foggiest idea

c) to see, to examine

window-shop

d) to put on clothes to see if they fit

out of the question

e) to shop until one is too tired to move

pay through the nose

f) to pay a large amount of money

spend a fortune

g) to not know, to have no answer

knock one’s socks off

h) to choose

check it out

i) to give someone a pleasant surprise

10. try on

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

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

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Amy

Sara

I’m glad you came shopping with me, Sara. Me too. till we drop! I need to pick out something to wear on my next with Jon. What do you want? I haven’t the idea. Let’s first. Good idea. This dress looks nice. Can you see the price tag? But I’m on a , so I can’t pay through the . It looks like it’s $400. That’s question. I want to look good, but I don’t want to spend a fortune. Then how about that blue dress in the other window? That looks nice. Let’s go in and . I’ll try it on. Amy, that will look great on you! You’ll his socks off! I sure hope so.

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

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Who came shopping with Amy?

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

2. What is Amy looking for?

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

Vocabulary Review Fill in the blanks with the correct idioms from page 1. Angela: Did you hear the big news? Lynne: No. I don’t what you’re talking about. 1.

Angela: Vickie is getting married! Lynne: Really? I didn’t think she and her boyfriend were serious! Angela: Well, we need to buy dresses to wear to her wedding. Lynne: I don’t want to on the dress. 2.

Angela: I agree! I can’t afford to . Anything over $100 is . 3.

Lynne: Okay. Then let’s before we clothes. 5.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy and Sara go shopping.

TIME:

Amy needs a new outfit for her date with Jon. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, shopping, trying on clothes, dating, friendship, clothing

Warm-Up

Vocabulary Review

A. DISCUSSION

have the foggiest idea

spend a fortune*

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. e

3. g

5. b

7. f/a

9. c

2. h

4. j

6. a/f

8. i

10. d

Listening Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

Comprehension

pay through the nose*

out of the question

window-shop

try on

*In this exercise, “pay through the nose” and “spend a fortune” can work in either sentence.

Writing Answers will vary.

Dialogue Building This optional task is included on page 6. Students should

Sara went shopping with Amy.

She is looking for something to wear on her next date with Jon.

The first dress was $400.

No, she doesn’t want to pay through the nose.

cut up the strips and rearrange them into the correct order. 1. d

4. b

7. m

10. i

2. f

5. l

8. g

11. a

3. j

6. c

9. e

12. k

13. h

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 spellings.

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

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Amy

Sara

I’m glad you came shopping with me, Sara. Me too. Let’s shop till we drop! I need to pick out something to wear on my next date with Jon. What do you want? I haven’t the foggiest idea. Let’s window-shop first. Good idea. This dress looks nice. Can you see the price tag? But I’m on a budget, so I can’t pay through the nose. It looks like it’s $400. That’s out of the question. I want to look good, but I don’t want to spend a fortune. Then how about that blue dress in the other window? That looks nice. Let’s go in and check it out. I’ll try it on. Amy, that will look great on you! You’ll knock his socks off! I sure hope so.

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

The Girls Go Shopping

Episode 10 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

I sure hope so.

What do you want?

Then how about that blue dress in the other window?

Let’s window-shop first.

I need to pick out something to wear on my next date with Jon.

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

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

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

I haven’t the foggiest idea.

Me too. Let’s shop till we drop!

It looks like it’s $400.

Good idea. This dress looks nice. Can you see the price tag? But I’m on a budget, so I can’t pay through the nose.

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

Everyday Idioms 1

Episode 11:

Talking about Future Plans Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. When will you graduate? 2. What are you studying in school? 3. What kind of job do you want to have? 4. Why did you choose that job? 5. Where do you want to live after you graduate?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

Time flies!

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

long road

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

weigh one’s options

c) a difficult decision

not have a clue

d) a path that takes a long time to travel

pros and cons

e) to delay, to not think about right now

climb the ladder

f) to decide which choice is best

make ends meet

g) to decide, to choose

make up one’s mind

h) Time goes by so fast!

tough call

i) the positives and the negatives

10. put on the back burner

j) to have no idea

11. hang out with

k) to spend time with, to be with

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

Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Amy

Sara

Time ! I can’t believe we’re graduating from college this year. Me . It’s been a long road. What are you going to do after ? I’m my options. What are you going to do? I have two job . Which one do you think you’ll take? I don’t have a . What are the pros and ? Well, the first job would let me climb the ladder. That sounds . Yes, but I wouldn’t be able to make meet in the beginning. The starting salary is quite low. What about the other job? It pays really well, but I would have to work weekends. That’s my only time to with Jon. It’s a call, then. Well, you’ve still got time to think about it. True. Put the decision on the back . You still have three months to make up your mind.

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

Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Where are Amy and Sara graduating from this year?

2. What is Sara going to do after graduation?

3. How many job offers does Amy have?

4. When does Amy usually hang out with Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I have been with my company for ten years. ! 2. I studied in college for five years. It was a . 3. My first job didn’t pay much. It was hard to . 4. I worked hard and . Now I am a vice president. 5. There are to working for my company. I make a lot of money, but I have to work a lot of hours. 6. I am , but I think this is the best job for me. 7. It was a , but I think I chose the best person for the job. 8. I don’t have to work on Friday night. Did you want to ?

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy and Sara talk about plans after graduation.

TIME:

Amy has to weigh two job options. Students learn and review

1–2 hours

TAGS: idioms, future plans, graduating, graduation, future tense

idioms and practice all four skills.

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. h

3. f

5. i

7. b

9. c

2. d

4. j

6. a

8. g

10. e

11. k

1. f

5. l

9. m

13. o

2. n

6. i

10. d

14. h

3. c

7. j

11. e

15. g

4. b

8. a

12. p

16. k

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spellings.

Comprehension 1.

They are graduating from college.

Sara hasn’t decided yet. She is weighing her options.

Amy has two job offers.

Amy usually hangs out with Jon on the weekends.

Vocabulary Review 1.

Time flies!

pros and cons

a long road

weighing my options

make ends meet

tough call

climbed the ladder

hang out

Writing Answers will vary.

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

Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Amy

Sara

Time flies! I can’t believe we’re graduating from college this year. Me neither. It’s been a long road. What are you going to do after graduation? I’m weighing my options. What are you going to do? I have two job offers. Which one do you think you’ll take? I don’t have a clue. What are the pros and cons? Well, the first job would let me climb the ladder. That sounds promising. Yes, but I wouldn’t be able to make ends meet in the beginning. The starting salary is quite low. What about the other job? It pays really well, but I would have to work weekends. That’s my only time to hang out with Jon. It’s a tough call, then. Well, you’ve still got time to think about it. True. Put the decision on the back burner. You still have three months to make up your mind.

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

Talking about Future Plans

Episode 11 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

What are the pros and cons?

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

What are you going to do after graduation?

That sounds promising.

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

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

True.

It’s a tough call, then. Well, you’ve still got time to think about it.

Which one do you think you’ll take?

I don’t have a clue.

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

I have two job offers.

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

Me neither. It’s been a long road.

It pays really well, but I would have to work weekends. That’s my only time to hang out with Jon.

What about the other job?

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

Everyday Idioms 1

Episode 12:

Meeting the Parents Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever introduced a boyfriend or girlfriend to your parents? If yes, how did the meeting go? 2. What do you think it means when someone introduces someone else to his or her parents? 3. Do you enjoy meeting your friends’ parents? 4. What meeting traditions do you have in your country?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

What are you up to?

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

have a lot on one’s plate

b) Children are similar to their parents.

shoot

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

bounce an idea off of someone

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

mean the world to someone

e) to relieve pressure or worry

take the weight off one’s shoulders

f) the ability to appreciate funny things

The apple doesn’t fall far from the tree.

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

joke around

h) to tell someone about something

sense of humor

i) to have a good time

10. run in the family

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

11. have a ball

k) to not be serious, to tell jokes

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

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Amy

Jon

Jon, what are you up to over break? I don’t have a lot on my . Why? I want to an idea off of you. Okay, shoot. I’d like you to meet my parents. They’ll be this weekend. Really? I’m honored. Well, you mean the to me, so I want you to get to know them. I’m a little nervous. Don’t worry. Let me take the off your shoulders. How? You like me, right? Well, the apple doesn’t from the tree. So you and your parents are very ? How are you alike? Well, my parents love to like I do. We have the same sense of humor. I guess it must run in the family. It does. Hey, let’s take my parents to Roberto’s. We’ll . That sounds great. Thanks for me, Amy.

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

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Does Jon have a lot to do over spring break?

3. What is similar between Amy and her parents?

2. What does Amy want Jon to do?

4. Where does Amy want to take her parents?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. The graduation party was fun. We . 2. Her daughter looks just like her mother. Brown hair must . 3. Saturday night? Do you want to go to the mall? 4. When I asked my dad if we could talk, he said, “ .” 5. I’m going to school, working at the mall, and playing on the baseball team. I . 6. I think people who have a good are happier than people who don’t appreciate funny things. 7. My dad is always . People like to be around him. 8. My parents are teachers and so am I. I guess .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy tells Jon she wants him to meet her parents.

TIME:

Jon is nervous, but Amy helps him feel better about the big day. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, dating, meeting the parents, meeting people

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. g

3. h

5. c

7. b

9. f

2. j

4. a

6. e

8. k

10. d

11. i

1. b

5. m

9. a

13. o

2. g

6. p

10. l

14. d

3. k

7. e

11. n

15. f

4. j

8. c

12. i

16. h

SPELLING NOTE:

Listening

This lesson shows the American spelling of the words Humor, Have students fill in the blanks as they listen to the dialogue.

Honored, and Practice. Most other English-speaking countries

After correction, have them practice reading it aloud in pairs.

spell these words this way: Humour, Honoured and Practise

The full transcript is on page 5 (optional handout).

(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

Comprehension

and see if they know the alternate spellings.

No, he doesn’t have many plans.

She wants Jon to meet her parents.

They like to joke around.

Amy wants to take her parents out for dinner.

Vocabulary Review 1.

had a ball

sense of humor

run in the family

joking around

What are you up to

the apple doesn’t

Shoot

have a lot on my plate

fall far from the tree

Writing Answers will vary.

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

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Amy

Jon

Jon, what are you up to over spring break? I don’t have a lot on my plate. Why? I want to bounce an idea off of you. Okay, shoot. I’d like you to meet my parents. They’ll be in town this weekend. Really? I’m honored. Well, you mean the world to me, so I want you to get to know them. I’m a little nervous. Don’t worry. Let me take the weight off your shoulders. How? You like me, right? Well, the apple doesn’t fall far from the tree. So you and your parents are very similar? How are you alike? Well, my parents love to joke around like I do. We have the same sense of humor. I guess it must run in the family. It does. Hey, let’s take my parents to Roberto’s. We’ll have a ball. That sounds great. Thanks for inviting me, Amy.

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

Meeting the Parents

Episode 12 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

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

Okay, shoot.

Jon, what are you up to over spring break?

I want to bounce an idea off of you.

I’m a little nervous.

How?

I guess it must run in the family.

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

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

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

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

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

I don’t have a lot on my plate. Why?

Really? I’m honored.

That sounds great. Thanks for inviting me, Amy.

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

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

Everyday Idioms 1

Episode 14:

Falling in Love Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Do you like to go camping? 2. What are some good places to go camping? 3. Have you ever been in love? 4. How do you celebrate dating or wedding anniversaries? 5. Where do you want to go on vacation the most?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

get away

a) to have fun in a city

get along

b) to become completely in love with someone

be head over heels

c) You’re right!

paint the town red

d) to know what someone is thinking

music to one’s ears

e) to take a vacation

be coming up

f) to be a lot alike

You got it!

g) to be happening soon

read one’s mind

h) good news that makes one happy

two peas in a pod

i) to be on good terms

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

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Amy

Jon

It’s such a night. Yeah. We picked a great day to get . These past few months with you have been so special. I know. I love time with you. We get along so well. Jon, can I tell you something? Of course. What is it? I’m falling head over in love with you. Amy, that’s to my ears! I feel the same way. Do you know what’s next month? Let me guess. Our one-year ? You got it! What should we do to ? Let’s the town red. We’ll go for dinner and then dancing. You read my mind! That’s exactly what I was thinking. We’re like two in a pod. We sure are. These are great times!

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

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. How does Amy feel about the time she has spent with Jon?

2. Is Jon in love with Amy?

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

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I’m not surprised that Tim and Lisa got married. They’re like . 2. When my teacher told me I passed the test, I told her that was . 3. I think my mother can . She said she knew I was going to tell her about my new girlfriend! 4. My birthday is , and I hope no one forgets. 5. We all need to after school ends this semester. How about a trip to the lake? 6. I with my roommate really well. I hope she never moves away! 7. Ana told me that she is in love with her new boyfriend, and they’ve only been dating three weeks! 8. Let’s after the final exam!

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy tells Jon she is falling in love with him,

TIME:

and Jon tells her he feels the same way. They make plans

1–2 hours

TAGS: idioms, love, falling in love dating, feelings

for their one-year anniversary. Students learn and review idioms and practice all four skills.

Warm-Up

Writing

A. DISCUSSION

Answers will vary.

Discuss in groups or as a class. Answers will vary.

Dialogue Building

B. VOCABULARY PREVIEW

This optional task is included on page 6. Students should

1. e

3. b

5. h

7. c

2. i

4. a

6. g

8. d

9. f

Listening Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

cut up the strips and rearrange them into the correct order. 1. n

4. m

7. j

10. a

13. g

2. k

5. b

8. d

11. l

14. c

3. e

6. h

9. f

12. i

15. o

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell it this way: Practise

Comprehension

(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.

Amy thinks that the time she has spent with Jon has been very special.

Yes, he is.

They want to go for dinner and then dancing.

Vocabulary Review 1.

two peas in a pod

get away

music to my ears

get along

read my mind

head over heels

coming up

paint the town red

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

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Amy

Jon

It’s such a beautiful night. Yeah. We picked a great day to get away. These past few months with you have been so special. I know. I love spending time with you. We get along so well. Jon, can I tell you something? Of course. What is it? I’m falling head over heels in love with you. Amy, that’s music to my ears! I feel the same way. Do you know what’s coming up next month? Let me guess. Our one-year anniversary? You got it! What should we do to celebrate? Let’s paint the town red. We’ll go for dinner and then dancing. You read my mind! That’s exactly what I was thinking. We’re like two peas in a pod. We sure are. These are great times!

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

Falling in Love

Episode 14 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Let me guess. Our one-year anniversary?

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

Jon, can I tell you something?

I’m falling head over heels in love with you.

We’re like two peas in a pod.

Yeah. We picked a great day to get away.

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

You got it! What should we do to celebrate?

These past few months with you have been so special.

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

Do you know what’s coming up next month?

It’s such a beautiful night.

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

We sure are. These are great times!

Of course. What is it?

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

Everyday Idioms 1

Episode 4:

The First Date Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What are good things to talk about on a first date? 2. Who do you spend time with? 3. What are some of your favorite things? 4. What activities do you like to do? 5. Who do you have a lot in common with?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

be free

a) to be available, to have no plans

get to know each other

b) a lot of money, expensive

have two left feet

c) to go to, to attend

hang out

d) at the present time

have a knack for something

e) to not be able to dance

not know the first thing

f) to have a talent or skill

hit

g) to have no knowledge

nowadays

h) I don’t believe it! / You’re joking!

fortune

i) to learn things about each other

10. Get out!

j) to spend time with someone

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

The First Date

Episode 4 of 20 | Everyday Idioms 1

Jon

Amy

I’m glad you were tonight. Yeah. Me too. Why don’t we each other a little better? Okay. I know you love movies. What else do you like? I like reading books, riding my bike, and . I have ! But I like riding my bike, and reading is fun. We should go for a bike ride sometime. Sounds great! Where do you like to ? I like going to the park or the local cafés. Me too. I also like the new mall because it has some great stores and the movie . What other kinds of food do you like? I really like Chinese. I have a knack for cooking Chinese food. Really? I like to eat, but I don’t know the first thing about cooking. What kind of music are you ? I like a lot of different kinds of music, but rock is still my favorite. I as many concerts as I can. I love concerts too, but they’re usually a fortune. My friend Sara and I are going to see U2 next month. ! I’m so jealous!

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

The First Date

Episode 4 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Where does Jon like to hang out?

2. What other types of food does Amy like?

3. Does Jon go to a lot of concerts?

4. Where are Amy and Sara going next month?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. I about hockey. I’ve never even seen it played. 2. After the movie, we should the new night club that just opened. 3. , seeing a movie costs . It was much cheaper when I was a child. 4. ! Are you really moving to Paris? 5. I hate dancing. I . But I love listening to music. 6. tomorrow night? I want to with you.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

The First Date

Episode 4 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon and Amy have their first date.

TIME:

They get to know each other and discuss music, food, and hobbies. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, date, getting acquainted, expressing likes, likes, hobbies, cooking

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. a

3. e

5. f

7. c

9. b

2. i

4. j

6. g

8. d

10. h

Listening

1. d

4. a

7. c

10. i

13. m

2. k

5. g

8. j

11. n

14. f

3. o

6. l

9. b

12. e

15. h

SPELLING NOTE: This lesson shows the American spelling of the words Favorite, Theater, and Practice. Most other English-speaking countries spell

Have students fill in the blanks as they listen to the dialogue.

the words this way: Favourite, Theatre, and Practise (when used

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

your students to find these words in the lesson and see if they know the alternate spellings.

Comprehension 1.

Jon likes to hang out at the park or local cafés.

Amy likes Chinese food.

Yes, Jon hits as many concerts as he can.

Amy and Sara are going to the U2 concert.

Vocabulary Review 1.

don’t know the first thing

Get out!

hit

have two left feet

Nowadays, a fortune

Are you free, hang out

Writing Answers will vary.

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

The First Date

Episode 4 of 20 | Everyday Idioms 1

Jon

Amy

I’m glad you were free tonight. Yeah. Me too. Why don’t we get to know each other a little better? Okay. I know you love movies. What else do you like? I like reading books, riding my bike, and dancing. I have two left feet! But I like riding my bike, and reading is fun. We should go for a bike ride sometime. Sounds great! Where do you like to hang out? I like going to the park or the local cafés. Me too. I also like the new mall because it has some great stores and the movie theater. What other kinds of food do you like? I really like Chinese. I have a knack for cooking Chinese food. Really? I like to eat, but I don’t know the first thing about cooking. What kind of music are you into? I like a lot of different kinds of music, but rock is still my favorite. I hit as many concerts as I can. I love concerts too, but nowadays they’re usually a fortune. My friend Sara and I are going to see U2 next month. Get out! I’m so jealous!

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

The First Date

Episode 4 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

I like reading books, riding my bike, and dancing.

What other kinds of food do you like?

I like going to the park or the local cafés.

I’m glad you were free tonight.

What kind of music are you into?

I love concerts too, but nowadays they’re usually a fortune. My friend Sara and I are going to see U2 next month.

I have two left feet! But I like riding my bike, and reading is fun. We should go for a bike ride sometime.

Get out! I’m so jealous!

I really like Chinese. I have a knack for cooking Chinese food.

Me too. I also like the new mall because it has some great stores and the movie theater.

Yeah. Me too. Why don’t we get to know each other a little better?

Sounds great! Where do you like to hang out?

I like a lot of different kinds of music, but rock is still my favorite. I hit as many concerts as I can.

Really? I like to eat, but I don’t know the first thing about cooking.

Okay. I know you love movies. What else do you like?

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

Everyday Idioms 1

Episode 13:

Andrew Gets Hired Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever moved to a new city? 2. Would you move for a good job? 3. What kind of job would make you move to a new city? 4. What are some good things about moving? 5. What are some sad things about moving?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

What’s up?

a) to feel like a new place is like one’s home

Gray skies always clear up.

b) to have to make a difficult decision

be stuck between a rock and a hard place c) What’s new? / How are you?

look up

d) to get used to living somewhere new

make up one’s mind

e) Bad things go away.

feel at home

f) New York City

get settled

g) to make a decision

the Big Apple

h) to get better

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

Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Jon

Andrew

Hey, Andrew. ? Hi, Jon! Guess what? Things are up! Why? Did you get some good news? Yeah, really good news. I got a new job! Great, Andrew. always clear up. I got offered a position at a tech company. Congratulations! Are you going to the job? Thanks. Well, the bad news is that I have to move to New York if I want the job. What? Yeah. I’m between a and a hard place. I guess you have to give up your home or the job. I think I’ve already made up . I want to take the job. It’s the right choice, Andrew. And I’m sure you’ll feel at home once you get . Maybe you can visit soon. That would be great. I’ve never been to the .

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

Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Why is Andrew so happy?

3. Where is the new job located?

2. What type of position was Andrew offered?

4. Has Jon ever been to the Big Apple?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. Bill got a new job, so things must be for him. 2. We’re so excited to visit . We heard it’s a very big city. 3. Joe is in his new apartment that he just recently purchased. 4. Well, when you , let me know. I can help you find a new job. 5. Sofia was upset because her boyfriend just broke up with her. Her mom said, “ .” 6. Tommy moved into his new apartment on Bay Street. He says it already . 7. Hey, Billy! ? 8. My rent is increasing, but I can’t find a roommate to help with expenses. I’m .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Andrew is offered a job. Jon congratulates him and

TIME:

then finds out his friend will be moving to New York. Students learn and review idioms and practice all four skills.

1–2 hours

TAGS: idioms, jobs, job offer, changing jobs, work, making decisions, New York

Warm-Up

Writing

A. DISCUSSION

Answers will vary.

Discuss in groups or as a class. Answers will vary.

Dialogue Building

B. VOCABULARY PREVIEW 1. c

3. b

5. g

7. d

2. e

4. h

6. a

8. f

Listening Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order. 1. e

4. h

7. a

10. i

13. n

2. m

5. l

8. f

11. b

14. d

3. k

6. c

9. o

12. j

15. g

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

Comprehension

words this way: Grey and Practise (when used as a verb; Practice

Andrew got a new job.

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

He got offered a manager position at a tech company.

alternate spellings.

The new job is located in New York City.

No, he hasn’t.

when used as a noun). Make it a challenge for your students

Vocabulary Review 1.

looking up

feels like home

the Big Apple

What’s up

getting settled

stuck between a

make up your mind

Gray skies always clear up

rock and a hard place

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

Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Jon

Andrew

Hey, Andrew. What’s up? Hi, Jon! Guess what? Things are looking up! Why? Did you get some good news? Yeah, really good news. I got a new job! Great, Andrew. Gray skies always clear up. I got offered a manager position at a tech company. Congratulations! Are you going to take the job? Thanks. Well, the bad news is that I have to move to New York if I want the job. What? Yeah. I’m stuck between a rock and a hard place. I guess you have to give up your home or give up the job. I think I’ve already made up my mind. I want to take the job. It’s the right choice, Andrew. And I’m sure you’ll feel at home once you get settled. Maybe you can visit soon. That would be great. I’ve never been to the Big Apple.

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

Andrew Gets Hired

Episode 13 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Congratulations! Are you going to take the job?

Yeah. I’m stuck between a rock and a hard place.

I guess you have to give up your home or give up the job.

I think I’ve already made up my mind. I want to take the job.

I got offered a manager position at a tech company.

Why? Did you get some good news?

Maybe you can visit soon.

Great, Andrew. Gray skies always clear up.

Hey, Andrew. What’s up?

Hi, Jon! Guess what? Things are looking up!

Thanks. Well, the bad news is that I have to move to New York if I want the job.

It’s the right choice, Andrew. And I’m sure you’ll feel at home once you get settled.

That would be great. I’ve never been to the Big Apple.

What?

Yeah, really good news. I got a new job!

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

Everyday Idioms 1

Episode 15:

Jon Forgets Their Anniversary Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What are some important dates to remember? 2. How do you remember important dates? 3. Have you ever forgotten a special date? 4. Has someone ever forgotten a special day for you? 5. What do you think should happen to someone who forgets a special day?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

read one’s mind

a) to be able to remember a lot

Oh my God!

b) an easy solution that will not last

What can “sorry” do?

c) Oh, no! (an expression used to show surprise)

a memory like an elephant

d) to do something so the person will forgive you

sweep things under the carpet

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

quick fix

f) a remark used when an apology is not enough

make it up to someone

g) to agree to an idea

be off the hook

h) to have an idea

have in mind

i) be forgiven

10. have a deal

j) to try to forget or ignore bad things

11. mean the world to someone

k) to know what someone is thinking

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

Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Amy

Jon

Why are you so upset, Amy? Don’t you know? Well, I can’t read your . It was our one-year yesterday! Oh my God! I forgot. I’m so sorry, Amy. What can “sorry” do? I don’t have a like an elephant. I just can’t you forgot. I know. I feel awful. Let’s go out tonight instead. You can’t just things under the carpet. I know it’s a quick fix. I’ll do more to to you. Like what? You mean the to me, Amy. I’ll plan another night out. A really special night. Well, what do you have in mind? I don’t know. Let’s start with dinner at Roberto’s? we had our first date? Yes. It was a special night. Okay. You have a . But you’re not off the yet!

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

Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. Why is Amy upset with Jon?

3. What solution does Jon propose to Amy?

2. Does Jon have a good memory?

4. Is Amy happy with Jon’s solution?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. If someone does not accept your apology, he/she will say, “ ?” 2. If someone remembers a lot of things, he/she has . 3. If someone has an idea, he/she has something . 4. If two people agree on something, they . 5. If someone apologizes, he/she may be trying to get . 6. If someone likes another person a lot, then that person to the first person. 7. If someone knows what you are thinking, we say that that person can .

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy can’t believe Jon forgot their

TIME:

one-year anniversary. Jon wants to make it up to Amy.

1–2 hours

TAGS: idioms, dating, love, forgetting,

Students learn and review idioms and practice all four skills.

apologizing, saying sorry, anniversary

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is included on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. k

3. f

5. j

7. d

9. h

2. c

4. a

6. b

8. i

10. g

Listening

11. e

1. o

4. r

7. p

10. m

13. f

16. g

2. h

5. e

8. i

11. a

14. c

17. l

3. b

6. d

9. j

12. n

15. q

18. k

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell it this way: Practise

Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs. The full transcript is on page 5 (optional handout).

(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.

Comprehension 1.

Jon forgot about their one-year anniversary.

No, he doesn’t.

He wants to plan another special night for Amy.

She is for now, but Jon is not off the hook yet.

Vocabulary Review 1.

What can sorry do

off the hook

a memory like an elephant

means the world

in mind

read your mind

have a deal

Writing Answers will vary.

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

Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Amy

Jon

Why are you so upset, Amy? Don’t you know? Well, I can’t read your mind. It was our one-year anniversary yesterday! Oh my God! I completely forgot. I’m so sorry, Amy. What can “sorry” do? I don’t have a memory like an elephant. I just can’t believe you forgot. I know. I feel awful. Let’s go out tonight instead. You can’t just sweep things under the carpet. I know it’s a quick fix. I’ll do more to make it up to you. Like what? You mean the world to me, Amy. I’ll plan another night out. A really special night. Well, what do you have in mind? I don’t know. Let’s start with dinner at Roberto’s? Where we had our first date? Yes. It was a special night. Okay. You have a deal. But you’re not off the hook yet!

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

Jon Forgets Their Anniversary

Episode 15 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

I know it’s a quick fix. I’ll do more to make it up to you.

I know. I feel awful. Let’s go out tonight instead.

Well, I can’t read your mind.

Okay. You have a deal. But you’re not off the hook yet!

Well, what do you have in mind?

Yes. It was a special night.

What can “sorry” do?

You can’t just sweep things under the carpet.

Oh my God! I completely forgot. I’m so sorry, Amy.

Like what?

You mean the world to me, Amy. I’ll plan another night out. A really special night.

Why are you so upset, Amy?

I don’t have a memory like an elephant.

I don’t know. Let’s start with dinner at Roberto’s?

It was our one-year anniversary yesterday!

Where we had our first date?

Don’t you know?

I just can’t believe you forgot.

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

Everyday Idioms 1

Episode 16:

The Relationship Sours Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Who do you talk to about your problems? 2. Why is that person a good person to talk to? 3. What kind of problems do you share with other people? 4. What kind of problems do you keep to yourself? 5. What is the best advice you’ve ever gotten from someone?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

What’s shaking?

a) to hurt someone’s feelings (regarding love)

down

b) to expect the best, to hope for success

bend one’s ear

c) to talk to someone

What’s the matter?

d) What’s wrong?

break one’s heart

e) angry

worked up

f) to be odd or unusual

get over it

g) sad

How did it go?

h) to stay strong, to not give up

have a different feel

i) What’s happening in your life?

10. have high hopes

j) to talk about a problem

11. hang in there

k) to forget or forgive

12. get it off one’s chest

l) What happened?

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

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Jon

Andrew

Hello? Andrew, hi. It’s Jon. Hey, Andrew. What’s ? Not much. You down. Do you want to get it off your ? Yeah. I need to your ear. What’s the ? Things aren’t going well with Amy. I think I broke her heart. What did you do? I forgot our anniversary! She got really about it. Oh, man! So what ? Did she get over it? Well, I took her out to dinner the next night. And how did it go? It was okay. But things have a feel now. I don’t have hopes. I’m sorry to hear that, Jon. in there.

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

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. How did Jon sound on the phone?

3. What did Jon forget about?

2. Did Jon break Amy’s heart?

4. When did Jon take Amy out to dinner?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. Justin thought he did well on his test. He had . 2. Kyle said his new house had a than his old house. 3. Ashley’s fish died, so she was all week long. 4. Darren feels better when he talks about a problem and . 5. My nephew gets when his friends are mean to him. 6. You’re crying! ? 7. I know things are going badly, but . It will get better soon.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon calls Andrew for advice.

TIME:

He forgot his and Amy’s one-year anniversary and Amy is upset. Students learn and review idioms, and practice all four skills.

1–2 hours

TAGS: idioms, asking for advice, giving advice, relationships, dating, love

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. i

3. c

5. a

7. k

9. f

11. h

2. g

4. d

6. e

8. l

10. b

12. j

Listening

1. l

4. n

7. j

10. h

13. b

2. c

5. k

8. e

11. o

14. i

3. g

6. a

9. d

12. m

15. f

SPELLING NOTE: This lesson shows the American spelling of the word Practice. Most other English-speaking countries spell it this way: Practise

Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

see if they know the alternate spelling.

Comprehension 1.

Jon sounded down.

Yes, he did.

Jon forgot about his and Amy’s one-year anniversary.

Jon took Amy out for dinner the next night.

Vocabulary Review 1.

high hopes

worked up

different feel

What’s the matter?

down

hang in there

gets it off his chest

Writing Answers will vary.

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

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Jon

Andrew

Hello? Andrew, hi. It’s Jon. Hey, Andrew. What’s shaking? Not much. You sound down. Do you want to get it off your chest? Yeah. I need to bend your ear. What’s the matter? Things aren’t going well with Amy. I think I broke her heart. What did you do? I forgot our anniversary! She got really worked up about it. Oh, man! So what happened? Did she get over it? Well, I took her out to dinner the next night. And how did it go? It was okay. But things have a different feel now. I don’t have high hopes. I’m sorry to hear that, Jon. Hang in there.

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

The Relationship Sours

Episode 16 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Yeah. I need to bend your ear.

And how did it go?

Andrew, hi. It’s Jon.

What did you do?

Things aren’t going well with Amy. I think I broke her heart.

I’m sorry to hear that, Jon. Hang in there.

Hey, Andrew. What’s shaking?

I forgot our anniversary! She got really worked up about it.

It was okay. But things have a different feel now. I don’t have high hopes.

What’s the matter?

You sound down. Do you want to get it off your chest?

Hello?

Well, I took her out to dinner the next night.

Not much.

Oh, man! So what happened? Did she get over it?

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

Everyday Idioms 1

Episode 17:

Jon & Amy Break Up Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Have you ever broken up with somebody? 2. Why did you end the relationship? 3. How did you feel after the breakup? 4. What are some good reasons to break up with someone? 5. What are some bad reasons to break up with someone?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

heart-to-heart

a) to end a relationship

break up

b) to be thinking or worrying about things

What’s up?

c) to change one’s mind

not that big a deal

d) to reunite with someone after making a great effort

have a lot on one’s mind

e) What’s happening? / What’s new?

put it out of one’s mind

f) to stop thinking about something

have a change of heart

g) a serious talk

slim chance

h) to be finished

win back

i) a remark used when something has ended

10. be through

j) not important

11. It’s over.

k) a very small possibility

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

Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Jon

Amy

Jon, we need to have a heart-to-heart. Okay. What’s ? I think we need to . What? Why? I’m really hurt you forgot our . Come on, Amy. It’s not that big a . I had a lot on my mind and just forgot. It’s a big deal to me. I can’t put it . Please don’t do this. Will you have a change of heart? I don’t know. I’m really hurt. Do I still have a chance of winning you back? I don’t think so, Jon. We’re for now. Are you serious? Yeah. It’s over, Jon. I’m sorry.

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

Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What type of conversation did Amy have with Jon?

3. Will Amy have a change of heart?

2. Why does Amy want to break up?

4. Why did Jon forget their anniversary?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. When Joseph was failing school, he had a with his parents. 2. Andrea was sad when she with her boyfriend. 3. Hey, ? You seem upset. 4. She said she is with her boyfriend and is looking for a new one. 5. Kate said she was fine and that her problem was . 6. Jennifer broke up with Michael yesterday, so Michael sent her flowers to . 7. He only had a of getting her forgiveness.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Amy breaks up with Jon. She can’t get over the fact

TIME:

that Jon forgot their anniversary. Jon hopes she’ll have a change of heart. Students learn and review idioms, and practice all four skills.

1–2 hours

TAGS: idioms, break up, breaking up, relationships, anniversary, love

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. g

3. e

5. b

7. c

9. d

2. a

4. j

6. f

8. k

10. h

11. i

1. m

3. a

5. e

7. h

9. f

11. l

2. b

4. g

6. k

8. c

10. i

12. d

13. j

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

Listening

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

Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

see if they know the alternate spelling.

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

The full transcript is on page 5 (optional handout).

Comprehension 1.

They had a heart-to-heart.

She is hurt because Jon forgot their anniversary.

She’s not sure yet.

He had a lot on his mind.

Vocabulary Review 1.

heart-to-heart

not that big a deal

broke up

win her back

what’s up

slim chance

through

Writing Answers will vary.

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

Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Jon

Amy

Jon, we need to have a heart-to-heart. Okay. What’s up? I think we need to break up. What? Why? I’m really hurt you forgot our anniversary. Come on, Amy. It’s not that big a deal. I had a lot on my mind and just forgot. It’s a big deal to me. I can’t put it out of my mind. Please don’t do this. Will you have a change of heart? I don’t know. I’m really hurt. Do I still have a slim chance of winning you back? I don’t think so, Jon. We’re through for now. Are you serious? Yeah. It’s over, Jon. I’m sorry.

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

Jon & Amy Break Up

Episode 17 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

I think we need to break up.

It’s a big deal to me. I can’t put it out of my mind.

Okay. What’s up?

Do I still have a slim chance of winning you back?

Please don’t do this. Will you have a change of heart?

Yeah. It’s over, Jon. I’m sorry.

Are you serious?

Come on, Amy. It’s not that big a deal. I had a lot on my mind and just forgot.

I’m really hurt you forgot our anniversary.

I don’t think so, Jon. We’re through for now.

I don’t know. I’m really hurt.

What? Why?

Jon, we need to have a heart-to-heart.

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

Everyday Idioms 1

Episode 18:

Jon Is Down Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. Who do you talk to when something bad happens? 2. Do you talk about problems on the phone or in person? 3. What kind of news is bad? 4. What kind of news is good? 5. Who do you share good news with?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

go down

a) the end, no other options left

take a punch

b) to remain cheerful in a difficult situation

end of the road

c) to change one’s mind, to see another way

move on

d) to move forward in one’s life

head south

e) a lot of choices of people to date

get over

f) to have something bad happen

come around

g) to go badly

keep one’s chin up

h) to forget about

plenty of fish in the sea

i) to happen

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

Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Jon

Andrew

How did things go with Amy? Not good! I took a . Did she with you? Yeah. It’s the end of the for us. This seems so . Actually, things started heading a while back. Amy is a nice girl. Maybe she’ll come . I really hope so. For now, you just need to . I don’t think I can her. Just try to keep your chin up. There are of fish in the sea. right. Thanks, Andrew.

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

Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What happened to Jon and Amy?

2. Was Andrew surprised about the breakup?

3. What advice did Andrew give to Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. How did things at the meeting? Was anything resolved? 2. I thought it was for me when I found out we had to take a test this morning. I didn’t study at all! 3. Amy and David are fighting all the time. Things are quickly for them. 4. Tom told me that I needed to my anger. 5. I have to after a tough day. 6. It wasn’t that hard for Jim to after his girlfriend broke up with him.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon hangs out with Andrew and tells him about

TIME:

his break up with Amy. Andrew tries to cheer his friend up. Students learn and review idioms, and practice all four skills.

1–2 hours

TAGS: idioms, breaking up, break up, friends, friendship, love, relationships

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. i

3. a

5. g

7. c

2. f

4. d

6. h

8. b

9. e

1. g

3. a

5. e

7. j

9. k

11. b

2. c

4. l

6. i

8. d

10. h

12. f

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

Listening

Most other English-speaking countries spell it this way: Practise (when used as a verb; Practice when used as a noun). Make it a

Have students fill in the blanks as they listen to the dialogue. After correction, have them practice reading it aloud in pairs.

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

The full transcript is on page 5 (optional handout).

Comprehension 1.

They broke up.

Yes, he thought it was very sudden.

He told Jon to move on and keep his chin up.

Vocabulary Review 1.

go down

get over

the end of the road

keep my chin up

heading south

move on

Writing Answers will vary.

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

Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Jon

Andrew

How did things go down with Amy? Not good! I took a punch. Did she break up with you? Yeah. It’s the end of the road for us. This seems so sudden. Actually, things started heading south a while back. Amy is a nice girl. Maybe she’ll come around. I really hope so. For now, you just need to move on. I don’t think I can get over her. Just try to keep your chin up. There are plenty of fish in the sea. You’re right. Thanks, Andrew.

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

Jon Is Down

Episode 18 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Did she break up with you?

How did things go down with Amy?

Just try to keep your chin up. There are plenty of fish in the sea.

I don’t think I can get over her.

Not good! I took a punch.

Actually, things started heading south a while back.

I really hope so.

Amy is a nice girl. Maybe she’ll come around.

This seems so sudden.

For now, you just need to move on.

You’re right. Thanks, Andrew.

Yeah. It’s the end of the road for us.

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

Everyday Idioms 1

Episode 19:

A Second Chance Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What are some ways you can say you’re sorry? 2. What are some actions you can do to apologize? 3. Have you ever gotten back together with an ex? 4. What actions are easy to forgive? 5. What actions cannot be forgiven?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

It’s been ages.

a) to become a couple again

hang in there

b) two people who are perfect for each other

What’s new with you?

c) nothing is different, everything is the same

get back together

d) What’s different in your life?

cling to hope

e) to admire someone

match made in heaven

f) to keep trying, not give up

same old

g) It’s been a long time.

give it a shot

h) to try

think the world of someone

i) to sincerely wish for something

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

A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Amy

Jon

Hello? Amy, this is Jon. Hi, Jon. It’s been . How have you been? I’m there. What’s new with you? Same . Why are you calling me? I’ve got something to ask you. What is it? Can we get ? I’m clinging to hope. Really? Yeah. Don’t you think we’re a made in heaven? You’re right. We’re so much . So, then, why don’t we give it a ? Yeah. Let’s do it. I’ve you a lot, Jon. Me too. I still think the of you.

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

A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. What did Jon ask Amy about?

2. Does Jon still have feelings for Amy?

3. Does Amy want to get back together with Jon?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. Hey, Alberto! I haven’t seen you for a while. ? 2. Tony and Angela had a serious talk and decided to again. 3. since they’ve seen each other. 4. I was because I love him so much! 5. It’s good you and didn’t give up on her. 6. They are a . They are so much alike.

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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

A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon calls Amy and asks her to get back together

TIME:

with him. Amy has missed Jon too. She knows how much

1–2 hours

TAGS: idioms, second chance, getting back together,

they have in common. Students learn and review idioms,

love, dating, relationships

and practice all four skills.

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. g

3. d

5. i

7. c

2. f

4. a

6. b

8. h

9. e

1. f

3. j

5. m

7. b

9. g

11. c

13. l

2. k

4. a

6. d

8. h

10. n

12. i

14. e

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

Listening

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

Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

see if they know the alternate spelling.

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

The full transcript is on page 5 (optional handout).

Comprehension 1.

Jon asked Amy about getting back together.

Yes, he still thinks the world of her.

Yes, she thinks they are so much alike.

Vocabulary Review 1.

What’s new with you

clinging to hope

get back together

hung in there

It’s been ages

match made in heaven

Writing Answers will vary.

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A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Amy

Jon

Hello? Amy, this is Jon. Hi, Jon. It’s been ages. How have you been? I’m hanging in there. What’s new with you? Same old. Why are you calling me? I’ve got something to ask you. What is it? Can we get back together? I’m clinging to hope. Really? Yeah. Don’t you think we’re a match made in heaven? You’re right. We’re so much alike. So, then, why don’t we give it a shot? Yeah. Let’s do it. I’ve missed you a lot, Jon. Me too. I still think the world of you.

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A Second Chance

Episode 19 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

I’m hanging in there. What’s new with you?

Can we get back together? I’m clinging to hope.

What is it?

So, then, why don’t we give it a shot?

You’re right. We’re so much alike.

Hi, Jon. It’s been ages. How have you been?

I’ve got something to ask you.

Amy, this is Jon.

Me too. I still think the world of you.

Yeah. Let’s do it. I’ve missed you a lot, Jon.

Hello?

Same old. Why are you calling me?

Really?

Yeah. Don’t you think we’re a match made in heaven?

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Everyday Idioms 1

Episode 20:

Wedding Bells Warm-Up A. Discussion Answer and discuss these questions in pairs or as a class. 1. What are weddings like in your country? 2. How long should a couple know each other before they get married? 3. Where are some good places to get married? 4. What qualities does a good partner have? 5. How long have you known your best friend?

B. Vocabulary Preview Match the idioms on the left to the correct definitions on the right. 1.

Tell me about it!

a) I agree!

a month of Sundays

b) a very long time

spill the beans

c) to want to be somewhere more than anything else

tie the knot

d) to have two couples go out together

the big day

e) to get married

count on

f) extremely happy

wouldn’t miss it for the world

g) a very lovely person

sweetheart

h) to depend on

double date

i) to tell someone something

10. on cloud nine

j) the day of a wedding

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Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Jon

Andrew

Hello? Andrew. It’s Jon. Jon. Great to from you. It’s been a long time. Yeah, ! It’s been a month of . So, what’s new? Well, I have some big . Really? the beans. Amy and I are the . That’s great news! When’s the day? December 1. Can I you to be there? Of course. I wouldn’t miss it for the . Great. You can bring a . I’d like to. I met a new girl. She’s a . That’s great. I can’t wait to meet her. Maybe we can . Good idea. Congratulations, Jon. Thanks, Andrew. I’m on nine.

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Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Comprehension Answer and discuss these questions in pairs or as a class. 1. How long has it been since Jon spoke with Andrew?

2. What kind of big news does Jon tell Andrew?

3. When is the date of Jon and Amy’s wedding?

Vocabulary Review Complete the sentences with the correct idioms from page 1. 1. Come on, Tom, . You have to tell me everything about her. 2. He can his family to help whenever he has a problem. 3. Your daughter is such a . She always helps me with my kids. 4. Ted and Sarah invited another couple to go on a . 5. If you are really happy, then you will tell people you are . 6. I’m getting married soon. The is July 9!

Writing In your notebook or on the back of this paper, write a dialogue with a partner using idioms from page 1. Practice and present the dialogue to your class.

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Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Answer Key LESSON DESCRIPTION:

LEVEL: Int

In this episode, Jon calls Andrew to tell him some big news. He and

TIME:

Amy have decided to tie the knot. Andrew has some good news too. Students learn and review idioms, and practice all four skills.

1–2 hours

TAGS: idioms, wedding, wedding bells, future plans

Warm-Up

Dialogue Building

A. DISCUSSION

This optional task is on page 6. Students should cut up the strips and rearrange them into the correct order.

Discuss in groups or as a class. Answers will vary. B. VOCABULARY PREVIEW 1. a

3. i

5. j

7. c

9. d

2. b

4. e

6. h

8. g

10. f

1. i

5. e

9. n

13. l

2. k

6. a

10. f

14. c

3. b

7. m

11. j

15. p

4. o

8. h

12. g

16. d

SPELLING NOTE:

Listening

This lesson shows the American spelling of the word Practice. Have students fill in the blanks as they listen to the dialogue.

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

After correction, have them practice reading it aloud in pairs.

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

The full transcript is on page 5 (optional handout).

challenge for your students to find this word in the lesson and see if they know the alternate spelling.

Comprehension 1.

It’s been a very long time.

He and Amy are getting married.

December 1

Vocabulary Review 1.

spill the beans

double date

count on

on cloud nine

sweetheart

big day

Writing Answers will vary.

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Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Jon

Andrew

Hello? Andrew. It’s Jon. Jon. Great to hear from you. It’s been a long time. Yeah, tell me about it! It’s been a month of Sundays. So, what’s new? Well, I have some big news. Really? Spill the beans. Amy and I are tying the knot. That’s great news! When’s the big day? December 1. Can I count on you to be there? Of course. I wouldn’t miss it for the world. Great. You can bring a guest. I’d like to. I met a new girl. She’s a sweetheart. That’s great. I can’t wait to meet her. Maybe we can double date. Good idea. Congratulations, Jon. Thanks, Andrew. I’m on cloud nine.

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Wedding Bells

Episode 20 of 20 | Everyday Idioms 1

Dialogue Building The dialogue below is not in the right order. Cut up the strips and then work alone or with a partner to rearrange them into the correct order. Then read the dialogue out loud.

Well, I have some big news.

Hello?

Jon. Great to hear from you. It’s been a long time.

Of course. I wouldn’t miss it for the world.

That’s great. I can’t wait to meet her. Maybe we can double date.

Andrew. It’s Jon.

Thanks, Andrew. I’m on cloud nine.

I’d like to. I met a new girl. She’s a sweetheart.

So, what’s new?

Really? Spill the beans.

December 1. Can I count on you to be there?

That’s great news! When’s the big day?

Great. You can bring a guest.

Yeah, tell me about it! It’s been a month of Sundays.

Amy and I are tying the knot.

Good idea. Congratulations, Jon.

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Student Book 1,2,3,4,5, 6 Audio App Interactive Platforms Level Certificate