I dislike Thursdays, and I think that it´s because the last hour is with 6º of Primary...
I know that it´s a good class, they have a lot to teach me, and I have a lot to teach them...but there are sometimes that I don´t know what to do....
Sometimes I finish with a big headache...
There are students and students...
Tamara, Ángel, Jose, David, Miguel Ángel, Raúl, Jose Vicente...
OHHHHHHHHHH MY DEAR...HELP ME!!
jueves, 10 de noviembre de 2011
All about me
This lesson provides students with a live listening on the topic of the teacher’s personal interests and opinions. The students then use this as a model to chat about similar topics with their classmates using basic tenses and a variety of structures.
Plan components
Lesson plan: guide for teacher on procedure.
Download lesson plan 94k pdf
Worksheets: worksheets which can be printed out for use in class.
By Sally Trowbridge
The plans and worksheets are downloadable and in pdf format - right click on the attachment below and save it on your computer.
Topic: Personal interests, likes and dislikes
Age: Teenage/adult
Level: A2/B1
Timing: 60-90 mins
Aims:- To help students focus on fluency when speaking
- To develop students’ communication skills
- To develop students’ listening skills
Plan components
Lesson plan: guide for teacher on procedure.
Download lesson plan 94k pdf
Worksheets: worksheets which can be printed out for use in class.
- worksheet 1 - questions for interview
- worksheet 2 - notes from interview
By Sally Trowbridge
The plans and worksheets are downloadable and in pdf format - right click on the attachment below and save it on your computer.
| Attachment | Size |
|---|---|
| all-about-me-lesson-plan.pdf | 93.75 KB |
| all-about-me-worksheets.pdf | 55.34 KB |
Listen and draw
Activity type: Drawing dictation/pair work
Level: A2-B1
Age: Adults or senior YLs
… the middle … the corner … the corner
In the middle In the corner At the corner
a straight line - a dotted line - a broken line - a wavy line - a zigzag line
As a follow up activity, get students to write a description of their original design in their notebooks. They can exchange notebooks and correct their partner’s writing.
Level: A2-B1
Age: Adults or senior YLs
Preparation
- Write these incomplete phrases on the board:
… the middle … the corner … the corner
- Ask students to copy the phrases into their notebooks and to complete them by adding the correct prepositions.
- Ask students to compare their answers in pairs and then complete the phrases on the board:
In the middle In the corner At the corner
- Write these incomplete phrases on the board:
- Ask students to suggest which prepositions are missing.
- Complete the phrases with the correct prepositions:
- Draw the following geometrical features on the board:
a straight line - a dotted line - a broken line - a wavy line - a zigzag line
- Label each drawing. Elicit the vocabulary from the students.
- Draw two big squares (frames) on the board.
- Draw a simple design using geometrical shapes and lines in one square.
- Explain that you are going to copy the design in the second square but you are not going to look at the first square. You are going to follow the instructions that the students give you.
- Invite a student to give you the first instruction.
- Go around the class eliciting instructions and building up the second picture.
- When an instruction is not clear, draw the wrong thing so that the student has to reformulate the instruction.
- Pair work: Now get students to draw a geometric design in their notebooks. Give a limited time (3 minutes) for this.
- Put students into pairs, A and B.
- Students take turns in describing their design to their partner so that they can make an exact copy.
- Allow students to refer to the notes they made about prepositions and vocabulary.
As a follow up activity, get students to write a description of their original design in their notebooks. They can exchange notebooks and correct their partner’s writing.
viernes, 4 de noviembre de 2011
A positive attitude is key to maintaining a positive classroom climate
A positive attitude is key to maintaining a positive classroom environment.
I couldn’t agree more with Wade Boggs when he says
Implementing the classroom agreements of mutual respect, appreciation/no put downs, attentive listening and the right to pass establishes a positive classroom climate where students can feel save and valued. Of course establishing a safe, positive climate and maintaining it day in and day out are two different things. What’s the key to maintaining that safe, positive classroom climate once it is established. Without a doubt, it’s a positive attitude.
If you have a positive attitude you’ll believe and act as if all students will be successful in your class. If you have a positive attitude there are no losers in your classroom despite what you’ve might have heard. Students will live up to your expectations. Think and act as if students are trouble, believe me they won’t disappoint you. I’ve learned that the hard way in my early years of teaching.
Let me give you an example of what I mean. I’ve found that often well meaning colleagues will give me a heads up about the troublemakers they’ve had in their classes. When they find out I’ll be teaching these kids, they tell me how bad the students were. Just for a nanosecond I think great. Just what I need- trouble making students. But then I quickly remind myself that attitude is not a useful attitude to have about these new students whom I don’t even know. I really try hard not to prejudge them. I figure even if these kids were troublesome in the past, it doesn’t mean they are now. Things change.
A few years back I had two students whom I’ll call Chris and Kyle, not their real names of course. They came to my class with a negative reputation and promptly started living up to it. After a few days I decided that I wasn’t going to engage these kids in their battle. It would be totally counter productive to use all my energy battling with these two fourteen year olds, and besides they’d probably win the battle. So I decided that I needed to sit down and talk with them to see what’s going on.
Chris and Kyle proudly told me about their reputation for being bad in class. I told them I didn’t believe they it. They couldn’t believe that I hadn’t heard about them, so they promptly gave me all kinds of proof to support their reputation.
I decided that I would show them I didn’t believe that they were trouble makers and would treat them with respect and worked extra hard to develop a positive relationship with them. Whenever they were disrespectful to me, I’d go to them quietly and ask them why they were being disrespectful to me when I wasn’t being disrespectful to them. I did the same thing when they weren’t listening attentively or showing appreciation. They’d actually apologize for their inappropriate behaviour. I figured being disrespectful had just become a habit with them, and they would learn to be respectful over time. It wasn’t easy, but these two students got to see that they didn’t need to live up to their reputation as trouble makers because I refused to see our relationship as student vs teacher, as them vs me. I really did respect them as human beings and really did expect them to respect me as a human being.
I thank the classroom agreements of mutual respect/no put downs , appreciation, attentive listening and the right to pass for establishing a positive framework that enabled mutual respect to develop. Chris and Kyle became my biggest boosters and did all kinds of positive PR for me and even came back to visit all the time to laugh about how immature they were in grade nine and how they were not like that now. They were proud of being respectful and not of being troublesome.
I truly believe that a teacher’s positive attitude does cause a chain reaction of positive thoughts, events and outcomes. A teacher’s positive attitude is a catalyst and it sparks extraordinary results. Just because I believe this doesn’t mean that I don’t forget this lesson too from time to time because I get distracted by the challenges of my own life, and I regretfully adopt a negative attitude towards a student. I know better, but I also know I’m human and not perfect. When this happens, I apologize to show my respect for them. I want them to see mutual respect in action in my classroom.
I couldn’t agree more with Wade Boggs when he says
A positive attitude causes a chain reaction of positive thoughts, events and outcomes. It is a catalyst and it sparks extraordinary results.
In an earlier post, I wrote about how I set about establishing a positive classroom climate at the beginning of the semester and included the Slideshare presentation that I created to summarize the classroom agreements and what they meant. If you want a copy of the Slideshare presentation I’ve created , just email me I’d be delighted to send it to you.Implementing the classroom agreements of mutual respect, appreciation/no put downs, attentive listening and the right to pass establishes a positive classroom climate where students can feel save and valued. Of course establishing a safe, positive climate and maintaining it day in and day out are two different things. What’s the key to maintaining that safe, positive classroom climate once it is established. Without a doubt, it’s a positive attitude.
If you have a positive attitude you’ll believe and act as if all students will be successful in your class. If you have a positive attitude there are no losers in your classroom despite what you’ve might have heard. Students will live up to your expectations. Think and act as if students are trouble, believe me they won’t disappoint you. I’ve learned that the hard way in my early years of teaching.
Let me give you an example of what I mean. I’ve found that often well meaning colleagues will give me a heads up about the troublemakers they’ve had in their classes. When they find out I’ll be teaching these kids, they tell me how bad the students were. Just for a nanosecond I think great. Just what I need- trouble making students. But then I quickly remind myself that attitude is not a useful attitude to have about these new students whom I don’t even know. I really try hard not to prejudge them. I figure even if these kids were troublesome in the past, it doesn’t mean they are now. Things change.
A few years back I had two students whom I’ll call Chris and Kyle, not their real names of course. They came to my class with a negative reputation and promptly started living up to it. After a few days I decided that I wasn’t going to engage these kids in their battle. It would be totally counter productive to use all my energy battling with these two fourteen year olds, and besides they’d probably win the battle. So I decided that I needed to sit down and talk with them to see what’s going on.
Chris and Kyle proudly told me about their reputation for being bad in class. I told them I didn’t believe they it. They couldn’t believe that I hadn’t heard about them, so they promptly gave me all kinds of proof to support their reputation.
I decided that I would show them I didn’t believe that they were trouble makers and would treat them with respect and worked extra hard to develop a positive relationship with them. Whenever they were disrespectful to me, I’d go to them quietly and ask them why they were being disrespectful to me when I wasn’t being disrespectful to them. I did the same thing when they weren’t listening attentively or showing appreciation. They’d actually apologize for their inappropriate behaviour. I figured being disrespectful had just become a habit with them, and they would learn to be respectful over time. It wasn’t easy, but these two students got to see that they didn’t need to live up to their reputation as trouble makers because I refused to see our relationship as student vs teacher, as them vs me. I really did respect them as human beings and really did expect them to respect me as a human being.
I thank the classroom agreements of mutual respect/no put downs , appreciation, attentive listening and the right to pass for establishing a positive framework that enabled mutual respect to develop. Chris and Kyle became my biggest boosters and did all kinds of positive PR for me and even came back to visit all the time to laugh about how immature they were in grade nine and how they were not like that now. They were proud of being respectful and not of being troublesome.
I truly believe that a teacher’s positive attitude does cause a chain reaction of positive thoughts, events and outcomes. A teacher’s positive attitude is a catalyst and it sparks extraordinary results. Just because I believe this doesn’t mean that I don’t forget this lesson too from time to time because I get distracted by the challenges of my own life, and I regretfully adopt a negative attitude towards a student. I know better, but I also know I’m human and not perfect. When this happens, I apologize to show my respect for them. I want them to see mutual respect in action in my classroom.
Nine questions I ask my students on the first day of school
You’ve probably heard that expression that goes something like “you only get one chance to make a good first impression”. The first impression, that’s what concerns me about the first day of school. I want, no make that I need my students’ first impression of me and my classroom to be a positive one because I know that if for some reason things don’t get off to a good start it’s going to be an uphill battle for a long time.
As a Special Education teacher, I teach students who need extra support in some way or another to help them be as successful as they can be. Some of my students are so disconnected from teachers and school that they are at-risk of failing classes and even dropping out all together. I certainly don’t want that to happen ,so I need to engage these kids right from the first bell.
What do I do to try to make a good impression on the first day? You know part of me thinks it’s amazing that I’m even talking about the teacher making a good first impression. That part of me is thinking isn’t making a good impression something the student needs to be concerned with? The other part of me realizes that of course times have changed since the days back when, and I know from experience that it is important to set the right tone on the first day. I’ve had kids come and tell me they hate their teachers after just one class. There’s that first impression. We all do it. We make our first impression within seconds of meeting someone. Well maybe it’s longer than a few seconds. Don’t quote me on that one. I do remember reading some statistic about the length of time it takes us to make a first impression , but I’ve forgotten exactly how long that was but was an astonishing short amount of time. Maybe someone can remind me.
Now my challenge is that the students who come to my math class on the first day are specifically placed in my class because they haven’t enjoyed very much success in math thus far. Most of them come hating math and hating my class because , as so many of them keep telling me , it’s a class for losers. So you can appreciate why I’m a bit concerned about making a positive impression on the first day. If they already hate math, and if if they already hate the idea of coming to my class because they perceive it as a class for losers , if they decide to hate me too how much am I going to be able to teach them? How much are they going to be able to learn?
So, what do I do the first day of class. Well, for one thing I want them to leave that first class respecting me. How do I do that? Demonstrating competence never hurts. So I’ll start by be organized. Me, being organized is so crucial on the first day because the first day of school is so confusing for my students, especially the grade nines who are new to the school. Oh sure, they have been to orientation activities but still their heads will be spinning. Since they probably won’t be organized, I’ll have to be organized for them. I’ll have extra supplies for them to use. I’ll have an outline on the board of what we are going to be doing for that class, and I’ll greet them at the door and welcome them and introduce myself. That sets the stage.
One of things I ‘ll do that first class is get to know my students better by having them answer nine questions about themselves. I tell them that I would really appreciate it if they could answer some questions about themselves because their answers will help me plan the lessons and the activities we’ll do in class. I really do use their answers. The questions are
Then I go on to ask about challenges they have at school because the sooner I know about the challenges, the sooner I can teach kids strategies and give them support so that they can help themselves cope with whatever. So I ask
After completing this activity, I’ll tell my students that since they are in grade nine, by now, they are experts at knowing what makes a classroom work so that it is respectful and learning can go on. Given this, I want us to come up with some rules for the classroom that are stated in a positive way. For example, “come to class on time” and not “don’t be late for class”. Once we have decided on the rules for the classroom , we’ll create posters and post them around the room to remind us of what we need to do. The posters in the classroom are like the signs along the highway. They tell us what the appropriate thing to do is. In my last post , I talked about my theory about rules for the classroom. I don’t want to repeat myself here.
I just want to say in closing that I hope by the end of the first class the students realize the following:
1. The students and I are a team.
2. They have their job to do.
3. I have my job to do.
4. Certain behaviours are conducive to learning and these are to be encouraged.
5. Certain behavior in the classroom are not conducive to learning and these are to be discouraged.
6. Their input is valued.
At least the way I see it.
At this point I’d like to thank Mathew, Sarah, Tracy, Emily, Peggy, and Ron for their insightful comments about my last post Nine things my students taught me about classroom management and teaching. Please keep those comments coming. It’s important to hear other points of view on a topic, not just mine. I don’t expect everyone to agree with me. I’m not always right. I’m open to other points of view. So please, don’t hesitate to make a comment. Discussion is healthy. I’d also like to thank three feet up and the podsafe music network for my theme music.
As a Special Education teacher, I teach students who need extra support in some way or another to help them be as successful as they can be. Some of my students are so disconnected from teachers and school that they are at-risk of failing classes and even dropping out all together. I certainly don’t want that to happen ,so I need to engage these kids right from the first bell.
What do I do to try to make a good impression on the first day? You know part of me thinks it’s amazing that I’m even talking about the teacher making a good first impression. That part of me is thinking isn’t making a good impression something the student needs to be concerned with? The other part of me realizes that of course times have changed since the days back when, and I know from experience that it is important to set the right tone on the first day. I’ve had kids come and tell me they hate their teachers after just one class. There’s that first impression. We all do it. We make our first impression within seconds of meeting someone. Well maybe it’s longer than a few seconds. Don’t quote me on that one. I do remember reading some statistic about the length of time it takes us to make a first impression , but I’ve forgotten exactly how long that was but was an astonishing short amount of time. Maybe someone can remind me.
Now my challenge is that the students who come to my math class on the first day are specifically placed in my class because they haven’t enjoyed very much success in math thus far. Most of them come hating math and hating my class because , as so many of them keep telling me , it’s a class for losers. So you can appreciate why I’m a bit concerned about making a positive impression on the first day. If they already hate math, and if if they already hate the idea of coming to my class because they perceive it as a class for losers , if they decide to hate me too how much am I going to be able to teach them? How much are they going to be able to learn?
So, what do I do the first day of class. Well, for one thing I want them to leave that first class respecting me. How do I do that? Demonstrating competence never hurts. So I’ll start by be organized. Me, being organized is so crucial on the first day because the first day of school is so confusing for my students, especially the grade nines who are new to the school. Oh sure, they have been to orientation activities but still their heads will be spinning. Since they probably won’t be organized, I’ll have to be organized for them. I’ll have extra supplies for them to use. I’ll have an outline on the board of what we are going to be doing for that class, and I’ll greet them at the door and welcome them and introduce myself. That sets the stage.
One of things I ‘ll do that first class is get to know my students better by having them answer nine questions about themselves. I tell them that I would really appreciate it if they could answer some questions about themselves because their answers will help me plan the lessons and the activities we’ll do in class. I really do use their answers. The questions are
1. When have you felt particularly successful in school?I ask these questions first because I want the first thing they write for me to be about something positive. I want them to remember that they have been successful at something in the past because I want them to be open to being successful in the future in my class. Remember these kids think of themselves as “losers’. I want them to remember they have been winners.
2. When have you been the most proud of learning something?
3. What is the easiest part of school?
Then I go on to ask about challenges they have at school because the sooner I know about the challenges, the sooner I can teach kids strategies and give them support so that they can help themselves cope with whatever. So I ask
4. What is the hardest part of school?Next, I get subject specific. When I teach a math class, I ask about math. When I teach a literacy class, I ask about reading and writing. so because I’m teaching math the questions are
5. What do you like about math?
6. When is math easy or fun for you?
7. When is math difficult for you?
Believe me, the kids like having the opportunity to tell me what they like and don’t like about the subject.
Then, I go on to ask the following questions. I want my students to realize that we are a team. We each have our part to do in the learning that goes on in class. I need to know what I can do to help my students be more successful, and my students need to know what they can do to help themselves be more successful. These questions focus on the team aspect of the student/teacher relationship , and I discuss this with them.8. What three things can I as the teacher do to help you become more successful as a student in this class?Usually I get good cooperation. Sometimes, not often, a student will answer all questions in a negative way. That, in itself speaks volumes about that kid, and I respect his answers, and I don’t ask him to change them to positive ones. At the end of the semester, I’lll have the kids answer these questions again, and we’ll discuss the second set of answers vis-a-vis the first set of answers.
9. What three things can you do as a student to help yourself be more successful this year?
After completing this activity, I’ll tell my students that since they are in grade nine, by now, they are experts at knowing what makes a classroom work so that it is respectful and learning can go on. Given this, I want us to come up with some rules for the classroom that are stated in a positive way. For example, “come to class on time” and not “don’t be late for class”. Once we have decided on the rules for the classroom , we’ll create posters and post them around the room to remind us of what we need to do. The posters in the classroom are like the signs along the highway. They tell us what the appropriate thing to do is. In my last post , I talked about my theory about rules for the classroom. I don’t want to repeat myself here.
I just want to say in closing that I hope by the end of the first class the students realize the following:
1. The students and I are a team.
2. They have their job to do.
3. I have my job to do.
4. Certain behaviours are conducive to learning and these are to be encouraged.
5. Certain behavior in the classroom are not conducive to learning and these are to be discouraged.
6. Their input is valued.
At least the way I see it.
At this point I’d like to thank Mathew, Sarah, Tracy, Emily, Peggy, and Ron for their insightful comments about my last post Nine things my students taught me about classroom management and teaching. Please keep those comments coming. It’s important to hear other points of view on a topic, not just mine. I don’t expect everyone to agree with me. I’m not always right. I’m open to other points of view. So please, don’t hesitate to make a comment. Discussion is healthy. I’d also like to thank three feet up and the podsafe music network for my theme music.
questions
Where do you live?
I live in San Diego.
What's your (tele)phone number?
209-786-9845
How old are you?
Twenty-five. I'm twenty-five years old.
When / Where were you born?
I was born in 1961 / Seattle.
Are you married? / What's your marital status?
I'm single.
What do you do? / What's your job?
I'm a librarian.
Where did you go?
I went to a friend's house.
What did you do?
We played video games.
Where were you?
I was in New York for the weekend.
Have you got a car / job / house / etc.?
Yes, I've got a good job.
Have you got any children / friends / books / etc.?
Yes, I've got three children - two boys and a daughter.
Can you play tennis / golf / football / etc.?
Yes, I can play golf.
Can you speak English / French / Japanese / etc.?
No, I can't speak Japanese.
Could you speak English / French / Japanese / etc.?
when you were five / two / fifteen / etc. years old?
Yes, I could speak English when I was five years old.
Introducing Yourself / Saying Hello
How do you do?
How do you do. Pleased to meet you.
How are you?
Fine, thanks. And you?
Shopping
How can I help you? / May I help you?
Yes. I'm looking for a sweater.
Can I try it on?
Sure, the changing rooms are over there.
How much does it cost? / How much is it?
It's $45.
How would you like to pay?
By credit card.
Can I pay by credit card / check / debit card?
Certainly. We accept all major cards.
Have you got something bigger / smaller / lighter / etc.?
Certainly, we've got a smaller sizes as well.
Asking Something Specific
What's that?
It's a cat!
What time is it?
It's three o'clock.
Can / May I open the window?
Certainly. It's hot in here!
Is there a bank / supermarket / pharmacy / etc. near here?
Yes. There is a bank on the next corner next to the post office.
Where is the nearest bank / supermarket / pharmacy / etc.?
The nearest pharmacy is on 15th street.
Who wrote / invented / painted / etc. the ...?
Hemingway wrote "The Sun Also Rises".
Is there any water / sugar / rice / etc.?
Yes, there's a lot of sugar left.
Are there any apples / sandwiches / books / etc.?
No, there aren't any apples left.
Is this your / his / her / etc. book / ball / house / etc.?
No, I think it's his ball.
Whose is this / that?
It's Jack's.
Questions with 'Like'
What do you like?
I like playing tennis, reading and listening to music.
What does he look like?
He's tall and slim.
What would you like?
I'd like a steak and chips.
What is it like?
It's an interesting country.
What's the weather like?
It's raining at the moment.
Would you like some coffee / tea / food?
Yes, thank you. I'd like some coffee.
Would you like something to drink / eat?
Thank you. Could I have a cup of tea?
Asking for an Opinion
What's it about?
It's about a young boy who encounters adventures.
What do you think about your job / that book / Tim / etc.?
I thought the book was very interesting.
How big / far / difficult / easy is it?
The test was very difficult!
How big / far / difficult / easy are they?
The questions were very easy.
How was it?
It was very interesting.
What are you going to do tomorrow / this evening / next week / etc.?
I'm going to visit some friends next weekend.
Suggestions What shall we do this evening?
Let's go see a film.
Why don't we go out / play tennis / visit friends / etc. this evening?
Yes, that sounds like a good idea.
I live in San Diego.
What's your (tele)phone number?
209-786-9845
How old are you?
Twenty-five. I'm twenty-five years old.
When / Where were you born?
I was born in 1961 / Seattle.
Are you married? / What's your marital status?
I'm single.
What do you do? / What's your job?
I'm a librarian.
Where did you go?
I went to a friend's house.
What did you do?
We played video games.
Where were you?
I was in New York for the weekend.
Have you got a car / job / house / etc.?
Yes, I've got a good job.
Have you got any children / friends / books / etc.?
Yes, I've got three children - two boys and a daughter.
Can you play tennis / golf / football / etc.?
Yes, I can play golf.
Can you speak English / French / Japanese / etc.?
No, I can't speak Japanese.
Could you speak English / French / Japanese / etc.?
when you were five / two / fifteen / etc. years old?
Yes, I could speak English when I was five years old.
Introducing Yourself / Saying Hello
How do you do?
How do you do. Pleased to meet you.
How are you?
Fine, thanks. And you?
Shopping
How can I help you? / May I help you?
Yes. I'm looking for a sweater.
Can I try it on?
Sure, the changing rooms are over there.
How much does it cost? / How much is it?
It's $45.
How would you like to pay?
By credit card.
Can I pay by credit card / check / debit card?
Certainly. We accept all major cards.
Have you got something bigger / smaller / lighter / etc.?
Certainly, we've got a smaller sizes as well.
Asking Something Specific
What's that?
It's a cat!
What time is it?
It's three o'clock.
Can / May I open the window?
Certainly. It's hot in here!
Is there a bank / supermarket / pharmacy / etc. near here?
Yes. There is a bank on the next corner next to the post office.
Where is the nearest bank / supermarket / pharmacy / etc.?
The nearest pharmacy is on 15th street.
Who wrote / invented / painted / etc. the ...?
Hemingway wrote "The Sun Also Rises".
Is there any water / sugar / rice / etc.?
Yes, there's a lot of sugar left.
Are there any apples / sandwiches / books / etc.?
No, there aren't any apples left.
Is this your / his / her / etc. book / ball / house / etc.?
No, I think it's his ball.
Whose is this / that?
It's Jack's.
Questions with 'Like'
What do you like?
I like playing tennis, reading and listening to music.
What does he look like?
He's tall and slim.
What would you like?
I'd like a steak and chips.
What is it like?
It's an interesting country.
What's the weather like?
It's raining at the moment.
Would you like some coffee / tea / food?
Yes, thank you. I'd like some coffee.
Would you like something to drink / eat?
Thank you. Could I have a cup of tea?
Asking for an Opinion
What's it about?
It's about a young boy who encounters adventures.
What do you think about your job / that book / Tim / etc.?
I thought the book was very interesting.
How big / far / difficult / easy is it?
The test was very difficult!
How big / far / difficult / easy are they?
The questions were very easy.
How was it?
It was very interesting.
What are you going to do tomorrow / this evening / next week / etc.?
I'm going to visit some friends next weekend.
Suggestions What shall we do this evening?
Let's go see a film.
Why don't we go out / play tennis / visit friends / etc. this evening?
Yes, that sounds like a good idea.
jueves, 3 de noviembre de 2011
have got elementary
An Elementary Grammar Worksheet from Anna GrammarTM
I have a new mobile phone.
I have got a new mobile phone.
In these sentences, have and have got tell us that something is mine. It belongs to me.
(When we are talking informally, we often use have got.).
Present Simple Tense
I have/have got a new phone.
You have/have got a new phone.
He has/has got a new phone.
Questions and Negatives
Do you have any stamps?
Have you got any stamps?
I haven’t got any stamps.
I don’t have any stamps.
Do you have any stamps?
Have you got any stamps?
We have/have got new phones.
They have/have got new phones.
Yes, I have. / No, I haven’t.
Yes, I have. / No, I haven’t.
Examples of have / have got
We use have and have got when we talk about sickness.
I have / I’ve got the flu.
I have / I’ve got a cold.
We use have and have got when we talk about our relationships with other people.
We have / We’ve got four children.
We also use have and have got when we talk about what we look like.
I have / I’ve got brown eyes.
My grandmother has got brown eyes and gray hair.
Look at other examples for have and have got.
I have / I’ve got a great job. I love it.
I have / I’ve got lots of homework.
Exercise 1:
Answer these questions. Use have got in your answers. Answer in complete sentences.
1. Have you got black hair? ________________________________
2. Have you got blue eyes? ________________________________
3. Have you got any brothers or sisters? ________________________________
4. Have you got a mobile phone? ________________________________
5. Has your teacher got a dictionary? ________________________________
© 2009 ENGLISH TO GO LTD. ALL RIGHTS RESERVED. NOT TO BE REPRODUCED OR STORED IN ANY WAY WITHOUT THE PERMISSION OF ENGLISH TO GO LTD.
HTTP://WWW.ENGLISH-TO-GO.COM ENGLISH TO GO AND ANNA GRAMMAR ARE THE REGISTERED TRADE MARKS OF ENGLISH TO GO LTD. EMAIL: EDITOR@ENGLISH-TO-GO.COM
Actions
We also use have to talk about things we do.
I have breakfast. = I eat breakfast.
I have a cup of coffee at seven o’clock. = I drink my coffee.
I have a shower. = I wash in the shower.
We do not use have got to talk about things we do.
I have got a bath. = I have a bathtub.
My little brother has a bath every night.
Not My little brother has got a bath every night.
Exercise 2:
Are these sentences right or wrong? Correct them if they are wrong.
a. I have got a swim every day. ________________________________
b. I have got a cup of coffee in the morning. ________________________________
c. I have got a headache and I feel sick. ________________________________
d. I have got a chocolate cake. Do you want some? _____________________________
e. I have got a new car. ________________________________
ANSWER KEY
Exercise 2:
a. wrong, I have a swim every day. b. wrong, I have a cup of coffee in the morning. c. correct, d. correct, e. correct
I have a new mobile phone.
I have got a new mobile phone.
In these sentences, have and have got tell us that something is mine. It belongs to me.
(When we are talking informally, we often use have got.).
Present Simple Tense
I have/have got a new phone.
You have/have got a new phone.
He has/has got a new phone.
Questions and Negatives
Do you have any stamps?
Have you got any stamps?
I haven’t got any stamps.
I don’t have any stamps.
Do you have any stamps?
Have you got any stamps?
We have/have got new phones.
They have/have got new phones.
Yes, I have. / No, I haven’t.
Yes, I have. / No, I haven’t.
Examples of have / have got
We use have and have got when we talk about sickness.
I have / I’ve got the flu.
I have / I’ve got a cold.
We use have and have got when we talk about our relationships with other people.
We have / We’ve got four children.
We also use have and have got when we talk about what we look like.
I have / I’ve got brown eyes.
My grandmother has got brown eyes and gray hair.
Look at other examples for have and have got.
I have / I’ve got a great job. I love it.
I have / I’ve got lots of homework.
Exercise 1:
Answer these questions. Use have got in your answers. Answer in complete sentences.
1. Have you got black hair? ________________________________
2. Have you got blue eyes? ________________________________
3. Have you got any brothers or sisters? ________________________________
4. Have you got a mobile phone? ________________________________
5. Has your teacher got a dictionary? ________________________________
© 2009 ENGLISH TO GO LTD. ALL RIGHTS RESERVED. NOT TO BE REPRODUCED OR STORED IN ANY WAY WITHOUT THE PERMISSION OF ENGLISH TO GO LTD.
HTTP://WWW.ENGLISH-TO-GO.COM ENGLISH TO GO AND ANNA GRAMMAR ARE THE REGISTERED TRADE MARKS OF ENGLISH TO GO LTD. EMAIL: EDITOR@ENGLISH-TO-GO.COM
Actions
We also use have to talk about things we do.
I have breakfast. = I eat breakfast.
I have a cup of coffee at seven o’clock. = I drink my coffee.
I have a shower. = I wash in the shower.
We do not use have got to talk about things we do.
I have got a bath. = I have a bathtub.
My little brother has a bath every night.
Not My little brother has got a bath every night.
Exercise 2:
Are these sentences right or wrong? Correct them if they are wrong.
a. I have got a swim every day. ________________________________
b. I have got a cup of coffee in the morning. ________________________________
c. I have got a headache and I feel sick. ________________________________
d. I have got a chocolate cake. Do you want some? _____________________________
e. I have got a new car. ________________________________
ANSWER KEY
Exercise 2:
a. wrong, I have a swim every day. b. wrong, I have a cup of coffee in the morning. c. correct, d. correct, e. correct
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