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On Your Mark - In Contact - On Target - In Charge series visit Obama-OMama.blogspot.com for more eBooks and materials IN CHARGE GRAMMAR / Tenses INSTRUCTIONS FOR THE TEACHER This grammar exercise is a supplement to the exercises of In Charge 1, Unit 1, pages through Distribute the Student Worksheet to your students Have them fill in the blanks with the correct form of the verb in parentheses When the students finish the worksheet, have them discuss their answers with a partner Alternatively, have them the worksheet in pairs, discussing their choices as they go along Then have them work with another pair to compare answers Go over the answers as a class Note that some verb forms can be written in two different ways, depending on the student’s intended focus For example: Some studies (find) _ that spicy foods … (9) Answer: “have found” or “are finding” Note that an answer key is provided for the Student Worksheet Optional: In preparation for the Grammar Worksheet, have your students discuss the following questions Prompt them to use the simple present and present perfect progressive tenses in their responses How spicy you like your foods? Which spicy foods you like, if any, and how often you eat them? If you don’t like spicy foods, why not? Do you drink carbonated drinks? What are you having for dinner tonight? In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Tenses Student Worksheet Name: _ Read the following paragraph on spicy foods Fill in the blanks with the right form of the verb in parentheses Use the simple present, present progressive, present perfect, and present perfect progressive have Do you know what chili peppers and carbonated drinks (have) _ in (1) common? They both (deliver) _ a painful sensation to the brain that (2) many people actually like Scientists now (believe) _ that this type of (3) painful sensation is as much a part of the flavor of food as taste and smell Hot, spicy foods (exist) _ in most cultures However, in the U.S and (4) other Western cultures, for years spicy foods (have) _ a reputation (5) for causing stomach problems Western scientists only now (begin) _ (6) to appreciate the health benefits of hot, spicy foods that other cultures (know) _ about for ages The health benefits (seem) _ to (7) (8) include an improved digestion, reduced high blood pressure, and protection against some forms of cancer And what’s more, some studies (find) _ that spicy foods (speed up) _ metabolism, (9) (10) helping people to burn more calories In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Tenses Answer Key have deliver believe exist have had are beginning have known seem / have seemed have found / are finding 10 speed up In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Comfort Foods INSTRUCTIONS FOR THE TEACHER These exercises are a supplement to In Charge 1, Unit Part 1 Distribute the Student Worksheet to your students Discuss the concept of "comfort foods" with your students Tell them that comfort foods are foods that make you feel happy They are often linked to happy childhood memories and can be considered food’s equivalent to a hug Have the students make a list of their own comfort foods Then separate them into groups to share and discuss their choices Optional: Have small groups discuss the following questions: What you think makes a food a comfort food? Talk about a time recently when you needed some comfort food and what you chose to eat How did it make you feel? What makes your comfort foods particularly appealing to you? Is it the taste, the texture, availability and convenience, or a memory associated with the food? Explain Do you think the nature of comfort foods might be different in different cultures? Together create a new comfort food that you think you could market and sell Tell your classmates about it and take a vote to decide whose new comfort food sounds the most appealing Part Distribute the worksheet to the students Have them conduct a survey They can survey another class or survey people they know outside of school You may choose to have them the survey in their native language or in English, depending on whether you are teaching in an EFL or ESL setting When the students return to class have them combine their data into one chart per class or per group The chart could be written on the board or prepared by one student per group If the students are interested, have them repeat the survey to see if there are differences between age groups They can survey four people who are in each of the following age groups: from 12 to 20, from 20 to 40, and over 40 A final alternative for multicultural classes is to a survey for differences in comfort food choices between different culture groups In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Comfort Foods Student Worksheet Name: _ Part A The following is a list of some common comfort foods in America Put a check next to the ones you have eaten or are familiar with Circle any that could be comfort foods for you pudding macaroni and cheese chicken noodle soup mashed potatoes apple pie chocolate chip cookies ice cream corned beef and cabbage quesadillas chocolate strawberries and whipped cream lasagna pancakes and maple syrup bagels and cream cheese B Make a list of your three favorite comfort foods _ _ _ C In groups of three to five, compare and discuss your choices In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE Part Do a survey outside of class A Ask at least four men and four women what their three favorite comfort foods are Bring this information back to class Men: _ Women: B Compile your information in the chart below Include only foods mentioned more than one time In the left-hand column, write the number of times the food was chosen Number of times MEN WOMEN C Discuss your findings Is there any difference between what women and men choose as comfort foods? If so, what is the nature of the difference? In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY INSTRUCTIONS FOR THE TEACHER These exercises are a supplement to Unit of In Charge Part Distribute the Student Worksheet to your students Have them fill out the word formation chart They should use a monolingual dictionary as needed Point out that they may find a different form of the word in the dictionary Depending on how the dictionary is organized, other forms may appear somewhere in the definition or as a separate headword If the students are using different dictionaries, it might be worthwhile to look at the introduction to see how each dictionary works in this regard Note that an answer key is provided for Part Part Have your students write 10 sentences with blanks for the vocabulary words from the chart Tell them not to write their sentences in the same order as in the chart You may want to circulate to check the accuracy of the sentences and to help with individual vocabulary and spelling questions Part Have your students exchange papers and then fill in the blanks When they are have finished, have them return the papers to the pair who wrote the sentences They will grade the 10 items Tell them that 10 points will be awarded for every correct answer, and points will be awarded if the word choice is correct but the word form is not Leave time for the students to go over the papers together You may choose to have students Parts and individually for homework In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY Student Worksheet Name: _ Part Work in pairs Complete the word formation chart below Use a dictionary to help you find the word parts you not know The boxes with Xs indicate that the word does not exist in that form Noun Verb Adjective Adverb blend desirable desire delight range trace resemble aromatic linger smuggler prized compound secretion In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Comparisons, Sufficiency, Intensifiers, Negative Intensifiers Answer Key 10 11 12 13 14 15 16 17 18 19 20 and either or In addition because such as Besides also consequently either or neither nor Although nor because when either or such as In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Sleep Analysis INSTRUCTIONS FOR THE TEACHER These exercises are supplements to the exercises of In Charge 2, Unit Ask the students if they think they are good or bad sleepers Tell them to rate themselves on a scale of 1–10, with 10 being the best, and being the worst Have them write this rating on a slip of paper, but advise them not to show anyone Distribute the Student Worksheet to your students Have them take the sleep quiz Tell them to circle the number of the statements which apply to them Also, point out that the blanks in statements 8, 11, 16, and 17 are meant to be filled in You may want to circulate while the students take the sleep quiz to answer individual questions as needed Divide the class into pairs and have the pairs exchange quizzes with another pair Then have the students analyze and discuss the quizzes they received If desired, tell them to choose which statements are positive and which are negative, and then total the two types of statements up for both quizzes Tell the pairs to imagine they are doctors, and decide together what they would say to the students whose quizzes they just analyzed Rearrange the pairs so that each student is with one of the people who analyzed his or her quiz Then have them role-play being doctors and giving each other their analyses and advice When they finish, have them compare and discuss the differences between their own sleep habits In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Sleep Analysis Student Worksheet Name: _ A Take the following sleep quiz Circle the numbers that best describe your sleeping habits I fall asleep as soon as my head hits the pillow I lay awake for at least half an hour before falling asleep Once I fall asleep, I can usually sleep right through the night I’m a very light sleeper; I wake up at every noise I’m a heavy sleeper I need a loud alarm clock to wake me up I always wake up refreshed I always wake up feeling like I need more sleep I take a nap most days I usually nap for minutes I always feel tired, but I rarely take a nap 10 I worry about getting enough sleep 11 I need about _ hours of sleep each night 12 I never get enough sleep 13 I worry about having bad dreams at night 14 Sometimes I wake up laughing after having a funny dream 15 I can always wake myself up at whatever time I need to 16 I often eat _ before going to sleep 17 I try not to eat anything for at least _before going to sleep 18 I like to exercise at night B Work in pairs Exchange sleep quizzes with another pair Together, talk about the sleep patterns of the two people from the other pair What their sleep quizzes tell you? Does one person have a sleep problem? Rate the students on a scale of 1–10, with 10 being a perfect sleeper If you were a doctor, what would you advise your “patients” to differently in order to sleep better? C Change partners so you are in a pair with one of the two students whose sleep quizzes you analyzed Take turns role-playing being the doctor and telling your “patient” about your analysis of his or her sleeping patterns Give your patient advice D Compare and discuss your sleep patterns with your partner’s In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY INSTRUCTIONS FOR THE TEACHER These exercises are supplements to In Charge 2, Unit Distribute the Student Worksheet to your students Have them fill out the word formation chart (section A of the worksheet) They should use a monolingual dictionary as needed Point out that they may find a different form of the word in the dictionary Depending on how the dictionary is organized, other forms may appear somewhere in the definition or as a separate headword If the students are using different dictionaries, it might be worthwhile to look at the introduction to see how each dictionary works in this regard Note that an answer key is provided for the Student Worksheet For B, divide the class into pairs and have them write sentences using as many word forms as possible for each word Model the exercise with the following example He shadily ordered his shady partner to dig the grave in the shade of the large tree so that the tree would shade the grave all day Circulate to check that students are using the different word forms correctly, and to offer assistance as needed Have pairs choose their funniest sentences to read to the class Have the class vote on the funniest sentence In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY Student Worksheet Name: _ Part 1: Word Formation Chart Complete the word formation chart below Use a dictionary to help you find the word parts you not know The boxes with Xs in them indicate that the word does not exist in that form Noun affliction Verb afflicted Adjective Adverb assimilate claim coincidental critical illogical nervous physiological prophetic remedied shade B: Silly Sentences Work in pairs Write sentences using as many different word forms of the same word as possible _ _ _ _ _ In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY Answer Key A Noun Verb Adjective Adverb affliction afflicted assimilation assimilate claim claim coincidence coincide coincidental coincidentally critic criticize critical critically illogic / illogicalness / illogicality illogical illogically nerve / nervousness nervous nervously physiology physiological physiologically prophet / prophesy prophesize / prophesy prophetic prophetically remedy remedy / remedied remedial remedially shade shade shady shadily B Answers will vary In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Tag Questions and Participial Phrases INSTRUCTIONS FOR THE TEACHER These exercises are supplements to the exercises of In Charge 2, Unit 3, pages 29 through 33 Distribute the two-page Student Worksheet to your students Explain to them that many judges are elected, instead of appointed, in the U.S Ask them whether judges are elected or appointed in their countries Then ask them to discuss the advantages or disadvantages of having elected judges Have the students read the sentences in exercise A and answer any vocabulary questions they may have Then have them write their expanded sentences on a separate piece of paper If necessary, the first item with them Go over the answers as a class Ask the students if they can think of how Judge Gordon may have angered the voters Explain that exercise B is an interview with a newspaper reporter and Judge Gordon Have the students read the interview and then fill in the blanks with tag questions Then divide the class into pairs and have them take turns reading the interview aloud Discuss the kind of intonation Judge Gordon and the interviewer might use and tell students to try to use that intonation while practicing the interview Have select pairs read the interview to the class to go over the answers Note that an answer key is provided for the Student Worksheet In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Tag Questions and Participial Phrases Name: _ A In some of the following sentences about elected judges, clauses have been shortened by using present participles Put a check beside the sentences that begin with participial phrases Then, on a separate piece of paper, rewrite those shortened sentences without the participial phrases Use while, because, and as in your sentences and make any other necessary changes Making sometimes as many as fifteen important decisions a day, judges play a central role in the life of a community Directly affecting the freedom of the people appearing before the court, they must be fair and impartial Being fair and impartial is not enough; judges are also expected to be efficient and respectful Judge Gordon, not possessing those qualities, was not able to get reelected Having forgotten that he was a public servant whose job it was to serve the needs of the community, he displeased many members of his community Possessing high qualifications and many years of experience weren’t enough to keep him in his position Knowing him as well as I do, I wasn’t surprised by his outraged reaction to the outcome of the election Waiting for the election results to be reported, he celebrated with his supporters at a “victory party” Having heard the election results, I decided an interview with him would make a good story for my newspaper (more) In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE B Read the following interview with Judge Gordon and complete the conversation with the correct tag questions Interviewer: Judge Gordon, you couldn’t have been very surprised by your loss, could you I mean, it seems that over the last few years (1) _? you’ve gone out of your way to anger people, (2) _? Judge Gordon: You just asked me two questions, (3) _? But really, I don’t imagine you expect me to answer either one of them, (4) _? I mean, by the way you are asking these questions, it would seem that you already think you know the answers, (5) _? But I’ll answer the second one anyway You think I’ve deliberately angered the voters, (6) _? But when you really think about it, most of the general public could easily be angered by decisions they can’t understand, (7) _? And the general public, not being as well educated or intelligent as I am, can’t possibly understand most of the decisions judges like me have to make many times a day, now (8) _? So, if that has angered the voters, then it certainly isn’t my fault, (9) _? Interviewer: Well, I wonder if I could just… Judge Gordon: No, you can’t I have nothing more to say to you, and when that happens, the interview has to come to an end, (10) _? The door is over there In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE GRAMMAR / Tag Questions and Participial Phrases Answer Key A Sample Answers: As judges make sometimes as many as fifteen important decisions a day, they play a central role in the life of a community Because judges directly affect the freedom of the people appearing before the court, they must be fair and impartial not a participial phrase As Judge Gordon does not possess those qualities, he was not able to get reelected As he had forgotten that he was a public servant whose job it was to serve the needs of the community, he displeased many members of his community not a participial phrase Because I know him as well as I do, I wasn’t surprised by his outraged reaction to the outcome of the election While he waited for the election results to be reported, he celebrated with his supporters at a “victory party” As I had heard the election results, I decided an interview with him would make a good story for my newspaper B 10 could you haven’t you didn’t you you wouldn’t it don’t you couldn’t they can they is it doesn’t it In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Jury Duty INSTRUCTIONS FOR THE TEACHER This exercise is a supplement to the exercises of In Charge 2, Unit Distribute the Student Worksheet to your students Ask them discuss what they know about juries Refer students to for basic information on juries in a county in California Tell students that some rules and regulations for juries differ state by state, but these rules are fairly typical Have the students read about the case You may want to let them ask questions as a group so that the students can familiarize themselves with the case Check that they understand their role as members of the jury Divide the students into groups and, if possible, have them sit in different corners of the room so that they can discuss the case in private Tell each jury to select a chairperson to lead the discussion when necessary, and note down their jury’s decision If the students are having difficulty coming to a unanimous decision, have them note the decisions of the majority of the group, and the decisions of those who didn’t agree Have the chairpersons announce their decisions and the reasons for their decisions to the group while you write them on the board If there is time, invite the members of different juries to ask each other questions about their decisions In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE SPEAKING / Jury Duty Student Worksheet Name: _ You have been selected to sit on a jury on a civil case The case is outlined below You have heard the attorneys’ opening statements, the testimony of two expert witnesses, and the statements of both the plaintiff and the defendant Now you as the jury must decide what to award the plaintiff, if anything Read the case summary below Break into groups of six to eight students, select a chairperson, and discuss the case, making unanimous decisions about the four points listed below Note: You can award the plaintiff any amount of money you think is appropriate, or none at all Fill in the amounts next to each point The case: Mr J’s car was hit by Ms M’s car when she failed to stop at a stoplight Ms M accepted blame and her insurance company paid for the full repair of Mr J’s car At the time, neither Mr J nor Ms M seemed injured However, four weeks later, Mr J claimed that he started having bad back pains, but, being a young man of 21 with no health insurance, he decided not to see a doctor Two months later, he says he had to quit his job as a waiter because of his back pain At that time, he saw a chiropractor who treated him for six months, but told him he would never recover completely Mr J returned to work as a waiter after months It is now a year later and Mr J is suing Ms M’s insurance company for the following: his medical bills so far of $2000, medical bills of $100,000 for the future treatment his chiropractor says he will have to continue with all his life, months unpaid salary of $16,000, pain and suffering of an amount to be determined by you Comments: Two chiropractors testified One was Mr J’s chiropractor Ms M also had a chiropractor examine Mr J Her chiropractor didn’t agree with Mr J’s chiropractor He felt that Mr J did have problems, but couldn’t be sure they were from the same car accident, and also that Mr J’s chiropractor’s bill were very high He also wasn’t sure that Mr J would need continued care for an extended time into the future Mr J claims that he had never had back problems before the accident, and that nothing else had happened to him since to cause back problems Chairperson from each “jury,” tell the class what you decided and why In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY INSTRUCTIONS FOR THE TEACHER These exercises are supplements to In Charge 2, Unit For exercise A, distribute the Student Worksheet to your students Have the students read the passage and fill in the blanks You may want to circulate to check the students’ comprehension of the passage Put the students in pairs to compare their answers Ask them to discuss whether young people or elderly people are valued more highly in their societies, and to give examples to support their opinions For exercise B, divide the class into pairs of students to find the words listed on the worksheet, and to discuss possible synonyms or definitions Explain that, for each word, the students must first scan a passage in the Student Book; the page number for each passage is noted in parentheses for each word You may want to have students use a dictionary to compare these definitions to their own ones Note that an answer key is provided for the Student Worksheet In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY Student Worksheet Name: _ A Fill in the blanks with the following words: take precedence, elderly, noted, means, codes of conduct noted A (1) _historian once said that an enormous amount could be learned about a society by a study of its various (2) Certain acceptable behaviors in one society could be totally unacceptable in others simply because the values that (3) are different For example, in some societies, young people are valued more than (4) people In this situation, the social structures of a society might not provide people with sufficient (5) with which to take care of their older family members B The following legal terms appear in Unit of your student book Work with a partner and find each term on the page noted in parentheses Together, write a definition or a synonym If you are not sure of the meaning, use the context to help you figure it out Then, compare your definitions or synonyms with another pair’s settle (27) disputes (27) documents (29) evidence (29) testimony (29) commit (as in “commit a crime”) (31) proclaim (31) (taken into) custody (32) plea (32) 10 award (32) 11 dismiss (a case) (35) 12 (plea) bargain (35) 13 (criminal) record (36) 14 (be) charged (36) In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE VOCABULARY Answer Key A noted codes of conduct take precedence elderly means B Answers will vary Sample answers: 10 11 12 13 14 to resolve arguments or disagreements legal papers facts that make you believe something a truthful explanation or statement given in court something illegal say something officially put in jail statement of innocence or guilt given in court officially give someone some money as a result of a law suit decide that a case will not be tried agree to something for a more minor charge an official list of the crimes a person has committed say officially that someone may be guilty of a crime In Charge 2, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use ... was singing was putting Past Perfect had arrived had finished I had finished In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE. .. beginning have known seem / have seemed have found / are finding 10 speed up In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE. .. Do you drink carbonated drinks? What are you having for dinner tonight? In Charge 1, Unit Copyright © 2003 by Pearson Education, Inc Permission granted to reproduce for classroom use IN CHARGE