Posted in Grammar Classes, Video Classes

Chucky’s Participle Clauses

Photo credit: http://www.eltern.de/foren/2007-plauderforum-neu/1181239-chucky.html

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This is a lesson plan for higher levels (C1+) to teach participle clauses based around the theme of phobias and horror films.

You will need to download the powerpoint and lesson plan:

chuckys-participle-clauses-update

chucky-worksheet

Chucky’s Participle Clauses Lesson Plan

Warmer

What are you scared of?

Brainstorm different phobias on the board.

What gives you nightmares?

Have any specific films given you nightmares?

Have you seen any of the Chucky films?

Chucky Prank Video

Show the Chucky bus stop prank video until 2:20, tell students to focus on the actions:

Have them report back the different actions they saw.

Powerpoint

Go through the powerpoint, it will take students through present participle clauses and perfect participle clauses.

Guess My Job Game

Cut out and give out the job cards on the hand out, tell students to keep them secret from the rest of the class.

Students have to imagine that they are the person on their card; they have been invited to the class to share their experiences with the other students and give advice using participle clauses.

Example: Explorer, Having traveled all over the world, I can say that there’s no place like home. Having learnt 6 different languages, I thoroughly recommend it because it has broadened my mind immensely.

Give students a couple of minutes to think of their sentences, they then read them to the rest of the class who have to guess what job card they were given.

Having robbed a lot of banks, I have loads of money” “Are you a bank robber?” “Yes, I am!”

Homework

Set a film/book review task as participle clause can easily be used to describe narratives, encourage students to use at least 2 in their review.

Seeing her sister nominated to participate in the Hunger Games, Katniss volunteered to take her place.”

Having never seen a troll before, Bilbo was petrified.”

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Posted in Grammar Classes

Comparative/Superlative Reference Sheet

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A reference sheet with the grammatical rules for comparatives and superlatives.

Credit to http://english-zone.com/spelling/comparerules.html for the spelling rules.

Comparatives and Superlatives

Comparatives

Ronaldo is taller than Messi.

Physics is more difficult than French.

My sister is tidier than me.

Superlatives

Mount Everest is the highest mountain in the world.

…… is the most beautiful woman in the world.

….. is the most handsome man in the world.

Messi is the best footballer in the world.

Comparatives:

“Short adjectives” – with 1 syllable or 2 syllables that end in “y” + er than

 

John is shorter than Nigel.

Jane is older than Peter.

Teachers are busier than students.

Busy – “y” changes to “I”

Other “y” adjectives: funny, messy, tidy, hungry.

Superlatives:

Adjectives with 1 syllable or 2 syllables that end in “y” + the …..est

 

The Nile is the longest river.

The Amazon is the widest.

My son is the messiest child in his class.

“Long” adjectives: difficult/beautiful/handsome

+ more + adjective + than

 

Physics is more difficult than French.

Natalie Portman is more beautiful than Scarlett Johansson.

“Long” adjectives: difficult/beautiful/handsome

+ the most + adjective

 

…….. is the most handsome man in the world.

……… is the most beautiful woman.

Irregular comparatives/superlatives

Adjective Comparative Superlative
Good Better The best
Bad Worse The worst
Far Further/farther The furthest/farthest
Spelling rules for “short adjectives”

Change the Y to I and add -er /-est
Examples:

pretty =  prettier

happy =  happier

busy = busier

If the adjective has a CVC pattern, double the consonant and add -er.

Examples:

wet  =  wetter

big  =  bigger

sad = sadder

Posted in Games, Grammar Classes, Warmers

Advanced Relative Clause Pictionary

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Photo credit: http://www.lamaestrachiara.com/inglese/song/green-bottles/ten-green-bottles.htm

This is a revision lesson plan for CAE students studying advanced relative clause phrases such as: all of whom, some of which etc.

Here’s the handout:

Advanced Relative Clause Pictionary

Step 1

I use this game as a revision/warmer after we’ve already studied advanced relative clause phrases with which and whom.

Draw two columns on the board with the titles which (objects/things) and whom (people) and have students recall as many relative clause phrases as they can:

Which (objects/things) Whom (people)
In which (where)

All of which

Some of which

None of which

Both of which

Neither of which

(1,2,3) of which

All of whom

Some of whom

None of whom

Both of whom

Neither of whom

(1,2,3) of whom

Students may struggle with the difference between neither of whom/which and none of whom/which.

Neither refers to just two people/things where as none refers to a group of at least three:

Two students came to class, neither of whom had done their homework.

Ten students came to class, none of whom had done their homework.

There were two buses waiting to take people to the city centre, neither of which had enough space for us.

There were three buses waiting to take people to the city centre, none of which had enough space for us.

Cut out the hand out and divide the class into teams, one volunteer must attempt to draw the situation described in the picture, the team that calls out the corresponding sentence gets 1 point. Continue until all the situations have been used.

Draw the following sentences:

A group of children, some of whom are wearing hats, are waiting for the bus. Four houses, two of which are on fire.
A group of men, all of whom are wearing glasses, are watching TV. Two dogs, both of which are eating bones, are at the beach.
Two men, neither of whom has hair, are playing tennis. Two pizzas, both of which have mushrooms, are on the table.
Two snakes, both of which are green, are sleeping on the carpet. Ten bottles, all of which are full, are sitting on the wall.
Five babies, two of whom are sleeping, are lying on the bed. Five cats, some of which are black, are playing with a ball.
Posted in Conversation Classes, Grammar Classes, Video Classes

Zero Conditional: Hiccup Cures!

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

 

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This is a lesson plan to help students put the zero conditional into practice in conversation.

Download it here:

Zero Conditional

Introduction

Ask students the following: What do you do when you get hiccups?

Show them the following video and tell them to write down as many causes and cures for hiccups as they can.

Mine the video for vocabulary:

Spasm, stuck, breathe, gasp, exhale/inhale, hold your breath, difference between breathe (verb, long vowel sound) and breath (noun, short vowel sound), chug, pull, tongue, drink from, wrong side, take a sip, swallow, tip your head back, plug your nose, a teaspoon of, sprinkle, squeeze your pinky, pressure point, pinch, recite, backwards, think of, bald, cure/get rid of hiccups.

Ask them which methods from the video they use.

Model a few sentences on the board:

When/whenever I get hiccups, I ask a friend to scare me.

Tell students that this is called the zero conditional. Give out the first page of the handout and go over it quickly.

We use the zero conditional to talk about general or scientific truths and habits.

If you heat ice, it melts. (General truth)

If I drink coffee after 6pm, I can’t sleep. (Habit)

We also use it to talk about what people should do in certain situations.

If you feel tired, stop for a rest.

If you feel ill, take your medicine.

The formula is:

If/when/whenever + present simple, present simple.

Matching exercise

Match numbers 1-5 with letters a-e to make zero conditional sentences.

1.     If it rains, a.     The roads are dangerous.
2.     If it snows, b.     I try a new flavour of ice-cream
3.     Whenever I visit Rome, c.      Tell a security guard.
4.     If you see someone stealing d.     It boils.
5.     When water reaches 100º C, e.     We play basketball inside.

Matching Key

1-e, 2-a, 3-b, 4-c, 5-d

Conversation exercise

Cut the following cards up. Students take them one at a time and discuss them in conversation. Encourage the use of: “Me too/neither” or “So/neither do I”

Whenever I go on holiday… When I go to the dentist…
If I drink too much red wine… Whenever the sales are on…
If I see a beggar in the street… If I see a tourist with their bag open…
When I go to the beach, I always… When it’s my birthday…
If I’m feeling blue… Whenever I need help at work/school…
If I eat too much… When I watch a sad film at the cinema…
When I forget to do something important at home… If I have free time…
Whenever I go to the city centre… When I visit my relatives…
If someone asks me for directions in the street… If you get hiccups…
If you have a hangover… If you feel ill at work/school…
If you need to take a day off… When I have too much work to do…

Here are some alternatives for teenage students:

When I get bored… If I feel sleepy at school…
If I drop my ice-cream on the floor… If a wasp comes near me…
If I can’t sleep… If my brother/sister annoys me…
When I don’t feel like going to school… When my teacher puts a video on…
When I forget to do my homework… If I get sunburnt…

Photo credit: http://imgkid.com/too-much-coffee-meme.shtml

Video credit: buzzfeedyellow

Posted in Exam Preparation Class, Grammar Classes

CAE Revision Test

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My CAE students have a progress test next week so here’s their test on some of the grammar and vocab we’ve covered this year so far. Download the hand out and key here:

Revision Test

Revision test key

  1. Please hurry up and decide which film to watch.

MIND

I wish you would______________________________ about which film to watch.

  1. I ate frog’s legs for the first time.

NEVER

I________________________ before.

  1. He played for the club for the first time on Saturday.

DEBUT

He _________________________________for the club on Saturday.

  1. My Dad will collect us with his car at the airport.

UP

My Dad_______________________ at the airport.

  1. Police think he is the murderer.

TO

He _____________________________ murderer.

  1. The painters are painting our house at the moment.

HAVING

We______________________________ at the moment.

  1. Someone stole my phone in the bar.

GOT

I_______________________________ in the bar.

  1. Although she’s good with animals, she’s not very comfortable with people.

MAY

She ________________________ animals, but she’s unable to relax around people.

  1. I’ve lost my keys, it’s possible that I left them at work.

HAVE

I’ve misplaced my keys, ______________________ at work.

  1. I definitely didn’t write that note, Lyn! That’s not my handwriting!

WRITTEN

I ______________________, Lyn, because that’s not my handwriting!

  1. Paul will definitely win the competition.

BOUND

Paul _________________________ competition.

  1. You should clean your room.

TIME

It’s about _____________________ your room.

  1. I wasn’t allowed to play in the street when I was little.

LET

My parents_________________________ in the street when I was little.

  1. “Give me your phone or I’ll shoot you!” said the thief to the old lady.

THREATENED

The thief _________________________ if she didn’t give him her phone.

  1. If Billy hadn’t advised me to continue, I would have given up.

ADVICE

But _________________________, I would have given up.

  1. If I saw someone stealing, I couldn’t just ignore it.

WITNESS

Were_______________________, I couldn’t ignore it.

  1. If I hadn’t seen the sign, I would have crashed into the river.

NOT

Had _______________________, I would have crashed into the river.

  1. The moment I sat down, the phone rang.

HAD

No_________________________ the phone rang.

  1. We didn’t just see dolphins, we saw whales too!

BUT

Not___________________ also whales!

  1. Two students came to class. Both students hadn’t done their homework.

NEITHER

Two students came to class,_________________ done their homework.

  1. Although it was sunny, it was still chilly.

THOUGH

Sunny ____________________, it was still chilly.

  1. The police ordered the man to drive to the side of the road and stop.

PULL

The police ordered the man _________________.

Revision test key:

  1. Make up your mind/make your mind up
  2. Had never eaten frog’s legs
  3. Made his debut
  4. Will pick us up
  5. Is thought to be the
  6. Are having our house painted
  7. Got my phone stolen
  8. May be good with
  9. I might/could/may have left them
  10. Can’t have written that note
  11. Is bound to win the
  12. Time you cleaned
  13. Didn’t let me play
  14. Threatened to shoot the old lady
  15. For Billy’s advice to continue/carry on
  16. I to witness a robbery/someone stealing
  17. I not seen the sign,
  18. Sooner had I sat down than
  19. Only did we see dolphins, but
  20. Neither of whom had
  21. Though it was
  22. To pull over
Posted in Conversation Classes, Grammar Classes

A little bit of drama: Reported speech – reporting verb patterns

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This is a lesson plan for higher levels (B2+) to teach verb patterns with reporting verbs using video and scripted roleplays. It will be especially useful for CAE students as these structures tend to come up in key word transformations quite often.

You will need:

Explanation of the 4 groups of reporting verbs:

reporting-verbs1

Credit to http://www.eltbase.com/notes.php?id=59 for their great explanation.

The scripted scenarios (print out at least 3 copies):

reported-speech-script

The key to the scenarios:

Reported Speech Script Key

Introduction:

Write the verbs “accuse” and “deny” on the board. Then play the first minute of the following video:

Elicit the following sentences from students:

The Dad asked the boys who had got the paint out.

The older brother accused the younger brother of gettting/having got the paint out.

The younger brother denied getting/having got the paint out.

The older brother accused the younger brother of building stairs out of blocks.

Analyse the sentences and come up with the formula for the verbs accuse and deny:

accuse somebody of doing/having done something

deny doing/having done something

Ask students if they have ever been in a similar situation with a sibling or friend.

Have you ever been wrongfully accused of doing something?

Stage 2: 4 groups of reporting verbs

For this part you can either give out the handout on the 4 groups of reporting verb patterns. Or model the sentences on the board and have students dedicate a page in their vocab books for each group of verbs.

You’re going to need a lot of space on the board for this part. Divide the board into 4 quarters.

Write the following sentence, one at the top of each quarter:

  1. I’ll come to the party. (say)
  2. I’ll come to the party. (tell)
  3. I will definitely help with the cleaning. (promise)
  4. I didn’t steal the money. (deny)

Tell students to change the sentences to reported speech using the verb in brackets:

  1. He said that he would come to the party.
  2. He told me that he would come to the party.
  3. He promised to help with the cleaning.
  4. He denied stealing the money.

Tell students that these are the 4 groups of reporting verbs.

Group 1: Say pattern: Same as “say”

 He said that he would come to the party.

Subject + reporting verb + (that) + clause

Common verbs of this type:

admit
advise*
agree
announce
claim
complainconfess*
confirm
declare
explain
insist*
mention
promise*
propose*
say
suggest
warn*demand

* also used with other patterns – see below

Group 2: Tell pattern: Same as “tell”

He told me that he would come to the party.

Subject + reporting verb + direct object + (that) + clause.

Common verbs of this type:

advise
assure
convince
inform
notify
promise
reassure
remind
tell
warn

Group 3: Reporting actions: Promises requests etc.

 He promised to help with the cleaning.

Subject + reporting verb + infinitive with to

Common verbs of this type:

agree
ask
claim
demand
offer
promise
propose
refuse
threatentell (imperative)

He encouraged me to take maths instead of history.

Subject  + reporting verb + DO + infinitive with to

Common verbs of this type

advise
ask
beg
convince
encourage
forbid
instruct
invite
order
persuade
remind
tell
urge
warn (not to)

Group 4: Reporting verbs with gerund.

He denied stealing the money.

Subject + reporting verb + gerund

 Common verbs of this type:

admit
deny
mention
propose
report
suggest

 

Verbs with prepositions and gerund:

 

Accuse sb of doing st

Confess to doing something

Apologise to sb about/for doing st

Blame sb for st

Complain to sb about st

Insist on doing st

Object to st/doing st

Advise ab against doing st

Stage 3: Controlled Practice

Have students complete the 10 sentences on the back of the handout.

Report the sentence using the verb in brackets

  1. I want to see the manager! (demanded)

_________________________________________

  1. Don’t leave the path, there are dangerous snakes. (warned)

_________________________________________

  1. I will help you clean up after the party (promised)

_________________________________________

  1. Don’t forget to feed the fish. (Reminded)

_________________________________________

  1. No no no! I’m paying for dinner. (Insisted)

_________________________________________

  1. Listen everyone! I’m moving to New York next week. (announced)

_________________________________________

  1. You are not allowed to chew gum in class. (forbid)

_________________________________________

  1. I will punch you if you call me that again. (threatened)

_________________________________________

  1. I’m really sorry that I broke your favourite cup. (apologised)

_________________________________________

  1. Stand up and put your hands on your head. (ordered)

________________________________________

Key

  1. He demanded to see the manager. He demanded that he saw the manager.
  2. She warned us not to leave the path. She warned (us) that there were dangerous snakes.
  3. She promised to help clean up after the party. She promised (me) that she would help clean up.
  4. He reminded me to feed the fish.
  5. She insisted on paying for dinner. She insisted that she paid for dinner.
  6. He announced that he was moving to New York the following week.
  7. She forbid me to chew gum in class.
  8. He threatened to punch me in the face if I called him that again.
  9. She apologised for breaking my favourite cup.
  10. He ordered me to stand up and put my hands on my head.

Stage 4: Scripted role-play

Split the class into groups of 2-3 and give out the role-play scenarios, give them a couple of minutes to read and rehearse and then have students come to the front of the class and act out the scenarios. Then the other groups have to write sentences using as many reporting verb patterns as they can based on what happened in the scenarios. Guide students and model sentences, encourage them to place them in the correct group.

Reported speech – Scripts

Scenario 1

A: Hi son, How’s it going?

B: Hi Dad. I’m going out.

A: Wait a minute, wait a minute. Have you done your homework?

B: Ahhh come on Dad, it’s Friday night.

A: I don’t care, have you done it or not?

B: No. But I promise I’ll do it tomorrow.

A: Ok, but if you don’t you’ll be grounded for a week.

B: Ok it’s a deal.

They shake hands.

Scenario 2

Sarah: Hi Fiona, how’s it going? Are you coming to the party tonight?

Fiona: No I don’t think so; I’m not in the mood and I have to work tomorrow.

Sarah: No you don’t! Tomorrow is a holiday, the shop is closed.

Fiona: Oh yeah! I’d completely forgotten. I’m still not sure.

Sarah: Oh come on, you’ve got to come! Tommy’s going to be there.

Fiona: Really? Hhhhmmmm well, ok go on then, I’ll come.

Scenario 3

Teacher: (to John) You stole €5 from the charity collection box!

John: Me??? It wasn’t me! How dare you accuse me! It was Sandra who stole the money. I saw her do it!

Sarah: Me? No way! He’s lying!

Teacher: I want to see what’s in your pockets right now!

They turn out their pockets. John’s pockets are full of money.

Teacher: Aha! What’s all this?

John: Ok, it was me. I admit it.

Sarah: I think it’s unfair that I was accused of this crime. I’m going to tell my parents.

Teacher: I’m terribly sorry Sarah, it was a misunderstanding.

Scenario 4

Anna and Natalie are having a party. The music is very loud. There is a knock at the door.

Anna: (opening the door) Yes? Who is it? What do you want?

Little old lady: It’s 3am, I can’t sleep please turn the music down.

Natalie: Turn it down? No way! We just graduated!

Little old lady:  Oh please please please turn it down, I’m so tired.

Anna: Nope sorry, we’re not going to turn it down.

Little old lady: (angry) Well, if you don’t turn it down I’m going to call the police.

Natalie: Go ahead! You can come in and use my phone if you want.

Little old lady: oooo the cheek of it! That’s it! I’m going to call the police!

Reported Speech Script Key

Scenario 1

The Dad asked the son if he had done his homework.

The son admitted that he hadn’t done his homework.

The son admitted to not doing/having done his homework.

The son promised to do his homework the day after.

The Dad warned the son that if he didn’t do his homework he would be grounded for a week.

Scenario 2

Sarah asked Fiona if she was going to the party tonight.

Fiona replied that she didn’t think so. She said that she wasn’t in the mood and that she had to work the day after.

Sarah reminded Fiona that the day after was a holiday.

Sarah persuaded/convinced Fiona to come to the party by telling her Tommy would be there.

Scenario 3

The teacher accused John of stealing/having stolen the money.

John denied stealing the money and accused Sarah of stealing the money.

The teacher ordered them to turn out their pockets/demanded that they turned out their pockets.

John admitted to/confessed to stealing the money.

Sarah objected to being accused of stealing the money.

The teacher apologised for accusing Sarah of stealing the money.

Scenario 4

Anna asked who it was and what they wanted.

The old lady asked/urged them to turn the music down.

Natalie refused to turn the music down.

The old lady begged them to turn the music down.

Anna refused to turn the music down.

The little old lady threatened to call the police if they didn’t turn the music down.

Anna invited the old lady to use her phone.

The old lady announced that she was going to call the police.

Stage 4: Follow up activity, students write their own scripts.

Students come up with their own scenarios trying to use as many of the different verb patterns as possible. Other groups have to correctly guess the verb they were trying to express.

Posted in Conversation Classes, Grammar Classes

The Perfect Date – So/Neither do I

This is an activity to practice short answers of agreement “So/neither do I”

Download the handout here:

so neither do I

Introduction

We use the short answers “So do I/Neither do I” to express agreement or something in common that we have with another person.

We use “So do I” to respond to positive sentences and “Neither do I” for negative sentences.

A: I love Spanish wine. B: So do I!

A: I don’t like fast food. B: Neither do I.

Auxiliary Verbs

The auxiliary verb we use depends on the sentence we are responding to.

Present Simple: DO

A: I love Spanish wine. B: So do I!

A: I don’t like fast food. B: Neither do I.

Past Simple: DID

A: I went to the cinema last weekend. B: So did I.

A: I didn’t like the film though. B: Neither did I.

Or if another auxiliary verb is present we repeat it.

A: I can run the hundred metres in under 11 seconds. B: So ______ I.

A: I wouldn’t like to go there at night. B: ________ _________ __________.

Write the short answer responses in the first person for the following sentences:

  1. I’ve always wanted to visit Hong Kong. __________________________
  2. I’m not a big fan of basketball. _______________________
  3. I’d quite like to try to scuba diving. ___________________
  4. I shouldn’t smoke so much. _____________________
  5. I work in a bank. ______________________
  6. I can’t stand karaoke. _________________
  7. I had seen the film 3 times before. ____________________
  8. I couldn’t believe my eyes! _________________________

We can also use this structure with a possessive pronoun (mine/his/hers etc.)

A: My husband works in finance. B: So does mine.

A: My children go to St. Peter’s school. B: So do mine.

Role-play the perfect date

You go on date with someone you met on tinder. First, complete the following sentences about yourself, and then read them to your date. You discover that you are a match made in heaven!

Student 1:

I’ve always dreamed of_____________________

I’m crazy about_______________________

I can’t bear____________________________

I’m petrified of ___________________________

I will never forget___________________________

I really should _____________________________

Tomorrow I have to_________________________

When I was I child I used to_______________________

When I was little I couldn’t________________________

I’ve been ______ing ________________ for___________________.

My ex was a_______________________

My sister ________________________________

Student 2:

I will always remember________________________

If I wasn’t so ___________________, I would_________________

I must remember to_______________________

I can’t_____________________________

My grandparents__________________________

I should_____________________________

I’d love to________________________

When I was a student I used to_________________________

If I could go back in time, I would______________________

Before last week I had never___________________________

I couldn’t live without ___________________________

I’m a huge fan of__________________________

Disagreeing – A date from hell

If we disagree or don’t share the same taste or opinion as the person we can talk to we can simply repeat the auxiliary verb in affirmative/negative:

A: I love Woody Allen films. B: I don’t.

A: I wouldn’t like to try sky-diving. B: I would. – Repeat the date role play but disagree with everything!

Key 1st exercise:

  1. So have I
  2. Neither am I
  3. So would I
  4. Neither should I
  5. So do I
  6. Neither can I
  7. So had I
  8. Neither could I

Photo rights: http://adoniszone.blogspot.com.es/2014/11/5-ways-to-make-your-date-perfect.html