ASSESSMENT
LISTENING 2
MAD Fill-in-the-Blanks
Listen to the following student talk about herself and the chapter topic. Fill in the blanks
with words that are missing in her interview. The blanks may have more than one word.
Use capitalization when needed.
Kaitlyn: “[To get to] my house, you will [go straight] on Good
Hope Road and then take the second exit at the roundabout.
Then, [you will] continue on Good Hope Road, and turn right [on]
Hamilton Drive. Then, [turn right] on Willow View Drive, and my
house will be on the right hand [side].”
GRAMMAR 1
MAD Fill-in-the-Blanks
Complete each sentence with either a conjunction (and, but, for, or, so) or a preposition of
movement (across, around, over, past, through, to).
1. The taxi drives [through] the city looking for passengers.
2. Would you prefer to go to the pool [or] the park today?
3. I need to go to the post office [for] I do not have any stamps.
4. The parking garage is open, [so] I am going to park there.
5. The plane flew [over] the city.
6. Can we drive [to] the bank first?
7. Drive carefully when going [past] a school entrance.
8. Let’s go downtown to see a movie [and] then eat at a restaurant.
4-60 CHAPTER 4
ASSESSMENT
GRAMMAR 2
MAD Image Match
Match each command with the correct image from the picture.
1. Look before you cross 2. Get off the bus
the street. slowly.
3. Stop at the red light. 4. Drink lots of
water.
5. Don’t hit the woman 6. Park in front of the cafe.
biking!
7. Stop at the blue sign 8. Buy a book for dad’s
for the passenger. birthday.
READING
MAD Question and Answer
Read the passage below about a treasure hunt that Kyle went on. Then, answer the questions
using complete sentences.
I went to visit my cousins in Appleton, Wisconsin for a week during the summer. One of the best
parts about my visit was the treasure hunt my aunt made for me and my cousins. A treasure hunt
is a fun game. People get clues or notes and follow the directions to find a special treasure at the
end of the game. The first clue was, “Take me to get to downtown.” We knew right away that we
needed to take a train. My aunt drove us to the train station, and we rode into the center of
downtown. When we arrived, my aunt gave us the next clue, “I have many pages of information
and stories in my store.” We were all thinking hard when my cousin yelled, “The bookstore! Let’s go!”
We all were running for the door when my aunt told us, “Slow down! Walk carefully when we leave
the train station.” We turned left from the station and continued straight down the street for two
blocks to the bookstore. We found the next clue with my older cousin who worked there. It said,
“I have many stamps.”
CHAPTER 4 4-61
ASSESSMENT
READING (Continued)
MAD Question and Answer
We all knew right away that this was the post office. We exited the bookstore and went to the
stop light. We had to cross the street, but needed to wait until it was safe. Finally, we arrived at
the post office, and my aunt gave us an envelope with the next clue, but this one was different.
It had directions to a final location instead of a clue to a place. It told us to go straight on North
Mary Street, and then turn right to find our final destination. We quickly left the post office and
followed the directions to arrive at Peabody Park. We went to our favorite place in the park to
find my uncle with a picnic, yummy desserts, and different games for us to play. What a fun day!
1. What is a treasure hunt?
2. What was the location of the first clue?
3. What were the directions from the second location to the bookstore?
4. Who gave them the clue at the bookstore?
5. How was the final clue different from the other clues?
6. Where was the final destination, and what was the “treasure” waiting for them?
Possible answers:
1. A treasure hunt is a game where people get clues or notes and follow the directions to
find a special treasure at the end of the game.
2. The location of the first clue was in the center of downtown.
3. They left the train station and turned left. Then, they continued straight for two blocks.
4. Kyle’s older cousin gave them the clue.
5. The final clue had directions to the final location instead of a clue.
6. The final destination was Peabody Park, where a picnic, desserts and different games
were waiting for them.
4-62 CHAPTER 4
ASSESSMENT
WRITING
MAD Open Text
Use the map to type directions
from the apartments to the ice
cream shop.
SPEAKING 1
MAD Open Recording
Use the map to give directions
from the school to the hospital.
SPEAKING 2
MAD Open Recording
Look at the vocabulary images from the beginning of each section. Describe one image using
new vocabulary that you learned from this chapter.
CHAPTER 4 4-63
CHAPTER FIVE
15 HEALTH & WELLNESS
VOCABULARY
Body Parts and Injuries ............................................. 5-4
Going to the Doctor .................................................... 5-16
It’s an Emergency ........................................................ 5-27
LEARNING OBJECTIVES GRAMMAR
I will be able to... Reflexive Pronouns ..................................................... 5-7
• discuss body parts and injuries. Past Participles as Adjectives ................................... 5-10
• use reflexive and indefinite pronouns. Indefinite Pronouns .................................................... 5-19
• discuss illnesses and give recommendations. The Verb Should and Ought ................................... 5-22
• use the present perfect. Present Perfect ............................................................ 5-30
• identify indirect objects and prepositional phrases. Indirect Objects ........................................................... 5-33
CONVERSATION
Create a Monster ........................................................ 5-14
Monster Comparison ................................................. 5-14
Ask anyone anything! ................................................. 5-25
What should I do? ....................................................... 5-25
Have you ever? ............................................................. 5-38
Describe an illness or injury ..................................... 5-39
READING
Athlete’s Bodies: Soccer Player ................................ 5-15
Caroline Goes to the Doctor ..................................... 5-26
Band-Aids ...................................................................... 5-40
LET’S TALK!
Video - Let’s check on Skylar! ................................... 5-42
Interviews - Let’s talk about injuries! ...................... 5-45
REVIEW & ASSESSMENT
Review ............................................................................ 5-47
Projects .......................................................................... 5-51
Assessment ................................................................... 5-51
INTRODUCTION 5-1
15 CULTURE IN THE U.S.A.UNITED STATES OF AMERICAINTROSECTION 1SECTION 2SECTION 3LET’S TALK!REVIEW & ASSESSMENT
TEXAS
TX
Abbreviation: TX Known For: being the largest state
Nickname: The Lone Star State The Alamo
Capital City: Austin friendliness
Other Major Cities: Houston, San Antonio, Dallas, Austin, BBQ, chili
Fort Worth, El Paso, Arlington football
Population: 27.86 million (2016) Texas tea
Area: 268,597 mi² (square miles) hot weather
Flag: Houston Space Center
oil
State Song: Texas, Our Texas rodeos, horses, cowboys
State Bird: Northern Mockingbird Gulf Coast Resorts
State Flower: Bluebonnet The King Ranch
Tyler Municipal Rose Garden
Dallas Cowboys (NFL)
INTERNET SEARCH: (in your language)
1. In Chapter 4, you learned about transportation. Using the google transit map,
find routes from Dallas to University Park. A few options should show up.
Discuss these options. Go to other cities and look at the information you can get
from this map.
2. In Texas, sports are a way of life. Research one of the professional sports teams
or the rodeo. Write down 5 interesting facts that you read about the sport or
team. Talk about this as a class.
5-2 INTRODUCTION
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
VOCABULARY
SECTION 1 VOCABULARY: Body Parts and Injuries
Parts of the Body Verbs
the ankle the foot (feet) the throat to ache to hurt (hurt)
the arm the hand the toe to break (broke) to get hurt
the back the head the tooth (teeth) to cut (cut)
the body the heart the wrist to fall (fell) to injure
the brain the knee the injury
the chest the leg to fall down
the face the neck to heal to sprain
the finger the stomach
to be healed
SECTION 2 VOCABULARY: Going to the Doctor
Illnesses At the Doctor Recommendations
the ache the illness the appointment It is important...
the earache sick to check to be careful
the headache the dentist to exercise
the stomachache to be sick the doctor (Dr.) to lie down (lay)
the toothache to get sick to give (gave) to rest
to feel sick the medicine the rest
to be ill; to feel ill to sneeze the nurse to sit (sat)
the cold the sneeze to take care of someone; to sleep (slept)
to cough the symptom to stand (stood)
to look after someone to wash (up)
the cough the temperature to wash with soap
to feel
the flu to take someone’s temperature
to have a fever the waiting room
SECTION 3 VOCABULARY: It’s an Emergency
In the Hospital Adjectives Other Words and Phrases
the accident to hear (heard) able weak Feel better soon!
the ambulance the pain alone worried Get well soon!
the bandage; Band-Aid to be in pain bad; terrible I am sorry for your loss.
the blood the problem brave I am sorry to hear that.
to bleed (bled) fast Ouch!; Ow!
the danger lucky That hurts!
dangerous ready What happened?
to die sure
to be dead strong
INTRODUCTION 5-3
15 VOCABULARYINTROSECTION 1SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
BODY PARTS AND INJURIES
ACTIVITY 5.1.1 - SPEAK
MAD Open Recording
Record yourself saying as much as possible about the Section 1 Vocabulary picture.
What words or phrases do you know? What do you see? What is happening in the picture?
TEACHER NOTE: After students complete the activity in the MAD, discuss the image as a class
using the LAD Presentation Mode.
ACTIVITY 5.1.2 - LISTEN & SPEAK
MAD Segmented Recording
Section 1 Vocabulary Pronunciation
ACTIVITY 5.1.3 - SPEAK
MAD Pronunciation
Pronounce sentences using Section 1 Vocabulary.
1. He was running and hurt his ankle. 6. How did you hurt yourself?
2. My tooth fell out last night! 7. I want a cup of tea because my throat hurts.
3. Did you sprain your wrist? 8. My feet ache because I walked all day.
4. The injury hurt a lot. 9. She broke her finger when she fell.
5. The cut on my knee is now healed. 10. Learning English makes my brain hurt.
5-4 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
VOCABULARY
ACTIVITIES
ACTIVITY 5.1.4 - WRITE
MAD Letter Jumble
Spell vocabulary words from Section 1.
1. the stomache 2. yourself 3. the injury 4. the heart
7. the finger 8. to fall
5. the body 6. the neck
ACTIVITY 5.1.5 - WRITE
MAD Fill-in-the-Blanks
For each number, write the body part that it is indicating.
1. [the head]
2. [the eye]
3. [the ear]
4. [the nose]
5. [the chest]
6. [the arm]
7. [the knee]
8. [the leg]
9. [the hand]
10. [the mouth]
ACTIVITY 5.1.6 - LISTEN
MAD Image Match
Listen to what happened to each person. Then, match each description with the correct image.
My mom was teaching Last night I slept well,
1. me how to ride my bike. 2. but when I got out of
I turned too quickly and bed my back was aching.
fell off. I hurt my leg.
I love to run every day. I played football for
3. Yesterday I was running 4. years. I had to stop
and hurt my knee. It is because of a brain
now sprained. injury.
SECTION 1 5-5
15 VOCABULARYINTROSECTION 1SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES I was running and
not wearing shoes.
ACTIVITY 5.1.6 - LISTEN (Continued) 6. I broke my toe.
MAD Image Match
My friend was going fast
5. down the stairs. She fell
and hurt her back.
I broke my foot and hurt I fell off of my
7. my knee because I fell 8. bicycle and got a
going downstairs. big cut on my face.
ACTIVITY 5.1.7 - LISTEN
MAD Fill-in-the-Blanks
Listen to the children’s song that kids learn about body parts. Write the words that you hear.
First verse:
[head], shoulders, [knees] and [toes], [knees] and [toes] ♫ Sung twice
[eyes] and [ears] and [mouth] and [nose]
[head], shoulders, [knees] and [toes], [knees] and [toes]
Second verse:
[arms], [stomach], [feet] and chin, [feet] and chin ♫ Sung twice
[eyes] and [ears] and [mouth] and shin
[arms], [stomach], [feet] and chin, [feet] and chin
ACTIVITY 5.1.8 - SPEAK
MAD Open Recording
Use the verb to say a sentence including a body part. Use any verb tense.
1. to break 2. to cut 3. to hurt 4. to sprain
5. to injure 6. to fall 7. to ache 8. to heal
5-6 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
LET’S BREAK IT DOWN!
REFLEXIVE PRONOUNS
Reflexive pronouns are used when the subject is doing the action and is also receiving the action of
the verb. They either end in -self, for singular, or -selves, for plural.
Examples of reflexives: Frank cut himself on accident while cooking yesterday.
We injured ourselves in the car accident.
Susan wrapped her ankle by herself when she sprained it.
Pronoun Reflexive Pronoun
I myself
yourself
you himself
he herself
she itself
it
we ourselves
you (plural) yourselves
they themselves
ACTIVITY 5.1.9 - WRITE
MAD Fill-in-the-Blanks
Fill in each blank with the correct reflexive pronoun.
1. I hurt [myself] yesterday at the playground.
2. Did you cut [yourself] while making dinner?
3. The boys injured [themselves] outside.
4. Did he hurt [himself] at the football game?
5. Helen injured [herself] at her volleyball game.
6. The dog hurt [itself] because he ran too fast.
7. My sister and I injured [ourselves] at the basketball competition.
SECTION 1 5-7
INTRO15 GRAMMARSECTION 1SECTION 2SECTION 3LET’S TALK!REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.1.10 - WRITE
MAD Word Jumble
Put the statements or questions in the correct word order.
1. I was cutting vegetables when I cut myself with the knife.
2. I sprained my wrist and it healed itself in two weeks.
3. Did you injure yourself?
4. They applauded themselves after a great game.
5. Austin drew himself for his art project.
6. Did she go shopping by herself?
7. I made myself a necklace.
8. Did you cook yourself dinner?
ACTIVITY 5.1.11 - READ
MAD Multiple Choice
Read the conversation between Melanie and Tessa. They are camping and talking about
injuries. Fill in the blanks with the correct reflexive pronoun.
Melanie: Have you ever hurt __________ badly?
Tessa: Yes, once. I was 14 years old and hurt __________ while riding my bike.
Melanie: What did you do?
Tessa: I broke my right wrist, hand and finger.
Melanie: That sounds awful. My brother hurt __________ badly like that once. I never have
though.
Tessa: You never broke a bone before?
Melanie: No. Worst thing that I have done is cut myself.
Tessa: How did you do that?
Melanie: I was helping my dad cook dinner. I was cutting the onion and cut __________ instead.
Tessa: Ouch.
Melanie: Yeah. I cut a little bit of my finger off and had to go to the hospital. My dad drove me
to the hospital. My mom was at work and drove __________ there to meet us.
Tessa: Yuck. I never want to be a doctor. I do not like it when people hurt __________.
Melanie: I like helping people. I want to be a doctor or nurse.
Tessa: Well, let’s try to be careful. We don’t want to hurt __________ while we are camping.
You aren’t a doctor yet and there are not many people around to help us.
Melanie: Good idea. A small cut can heal __________. A big cut, sprain or break is a different story.
At least there is a hospital about 20 minutes away from here. That isn’t too far.
5-8 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.1.11 - READ (Continued)
MAD Multiple Choice
1. Melanie: Have you ever hurt __________ badly?
A. myself B. yourself C. herself
2. Tessa: Yes, once. I was 14 years old and hurt __________ while riding my bike.
A. myself B. yourself C. herself
3. Melanie: That sounds awful. My brother hurt __________ badly like that once. I never have though.
A. myself B. yourself C. himself
4. Melanie: I was helping my dad cook dinner. I was cutting the onion and cut __________ instead.
A. myself B. itself C. himself
5. Melanie: My mom was at work and drove __________ there to meet us.
A. myself B. yourself C. herself
6. Tessa: Yuck. I could never be a doctor. I do not like it when people hurt __________.
A. himself B. themselves C. herself
7. Tessa: We don’t want to hurt __________ while we are camping.
A. myself B. yourself C. ourselves
8. Melanie: Good idea. A small cut can heal __________.
A. myself B. yourself C. itself
ACTIVITY 5.1.12 - SPEAK
MAD Continuous Recording
Say a statement that describes what happened to each person using the past simple and a
reflexive pronoun.
For example: You see: You say: Jane hurt herself.
Possible answers: I injured myself. Matt hurt himself.
Andy and I hurt ourselves. The girls hurt themselves. You injured yourself.
Rose cut herself.
SECTION 1 5-9
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
LET’S BREAK IT DOWN!
PAST PARTICIPLES AS ADJECTIVES
Past Participles can be used as adjectives. They can describe how someone feels.
For example: I am bored.
Past Participles can also describe the state or condition of a thing.
For example: My leg is injured.
Formation of Past Participles
1. First, choose the correct form of the Present Simple Past Simple
verb be and the correct tense (present
simple or past simple). I am I was
You are You were
*to review complete rules of the: He / She / It is He / She / It was
present simple go to page ___________ We / They are We / They were
past simple go to page ___________
2. If the verb is regular, add d or ed to the For example:
base form of the verb to form the past injure → injured (My ankle is injured.)
participle. sprain → sprained (My wrist is sprained.)
Examples of irregular past participles that are used
3. If the verb is irregular, you will need to as adjectives in this chapter:
know the memorized irregular form.
*See the chart ___________ break → broken feel → felt sleep → asleep
cut → cut hear → heard take → taken
die → dead hurt → hurt
fall → fallen lie → lain
For example: My knee is sprained. His foot is broken.
5-10 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.1.13 - READ
MAD Multiple Choice
Choose the correct past participle form of each verb.
1. to sprain A. sprayn B. sprain C. sprained
2. to cook A. cooked B. cookded C. cook
3. to break A. breaked B. broked C. broken
4. to need A. need B. needed C. ned
5. to hurt A. hurted B. hurt C. hurtd
6. to wash A. wash B. washed C. washd
7. to sleep A. sleep B. slept C. asleep
8. to fall A. fallen B. falled C. fell
ACTIVITY 5.1.14 - LISTEN
MAD Image Match
Listen to each person describe an injury they received. Then, match the injury with the name
of the person who received the injury.
1. My name is Joshua. I was playing with my friends and now my head is hurt.
2. My name is Ben. Yesterday, I was running down a hill and fell. My knee is hurt.
3. My name is Jose. I was climbing a tree and fell. My leg is broken.
4. My name is Dorothy. I enjoy riding my bike daily, but the other day I fell off and now my wrist
is broken.
5. My name is Patrick. I was playing football and I took a hard hit to the knee. It is sprained.
6. My name is Kimberly. This morning I went running and injured myself. I think my ankle is sprained.
Ben Dorothy Kimberly Joshua Jose Patrick
SECTION 1 5-11
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.1.15 - WRITE
MAD Fill-in-the-Blanks
Change each past simple statement into a statement that uses the past participle as an
adjective.
For example: You see: My sister sprained her wrist.
You type: [My sister’s wrist is sprained.]
1. I injured my knee. [My knee is injured.]
2. Michael broke his arm. [Michael’s arm is broken.]
3. Lisa hurt her neck. [Lisa’s neck is hurt.]
4. Anthony cut his finger. [Anthony’s finger is cut.]
5. Karen injured her foot. [Karen’s foot is injured.]
6. Paul washed his hands. [Paul’s hands are washed.]
7. My hand healed. [My hand is healed.]
8. Jack sprained his ankle. [Jack’s ankle is sprained.]
ACTIVITY 5.1.16 - READ
MAD Sentence Jumble
Put the story in the correct order.
Yesterday, my friends and I went for a run.
We were running on a trail in the woods.
Suddenly, I tripped on a rock.
I fell and hurt myself.
My left wrist is now injured.
I don’t think it is broken or sprained.
However, it does hurt a lot.
Also, my left knee is cut.
It didn’t bleed too much, but I am in pain.
We went home after I got the injury.
5-12 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.1.17 - SPEAK
MAD Open Recording
Use the words given to say a complete sentence describing the condition of a body part.
For example: You see: Laura / the back / to injure
You say: Laura’s back is injured.
Possible answers:
1. Steve / the ankle / to sprain Steve’s ankle is sprained.
2. I / the leg / to break My leg is broken.
3. Helen / the toes / to hurt Helen’s toes are hurt.
4. Frank / the head / to injure Frank’s head is injured.
5. Emma / the hand / to cut Emma’s hand is cut.
6. Tyler / the teeth / to brush Tyler’s teeth are brushed.
7. Alan / the back / to heal Alan’s back is healed.
SECTION 1 5-13
15 CONVERSATIONINTROSECTION 1SECTION 2SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.1.18 - SPEAK: Create a Monster
LAD Pairing Activity
For this activity, you are going to practice using the body part vocabulary. You need to draw
a monster with as many body parts as you can. For example, you could draw two heads, 6
arms, 3 legs, etc. Then, Partner 1 describes his/her monster to Partner 2 who is going to
draw it. When Partner 1 is finished describing his/her monster, then Partner 2 describes
his/hers, so Partner 1 can draw it. When the descriptions and drawings are complete, you
and your partner are going to show each other the monsters to compare.
TEACHER NOTE: If you want to be able to listen to these conversations later, launch the
recorder at the beginning of this activity and hit record. Print the worksheet from the
A2 Resources Google Doc Folder or download the A2StudentWorksheet.pdf.
ACTIVITY 5.1.19 - SPEAK: Monster Comparison
MAD Open Video or Class Presentation
You and your partner are going to compare the monsters that each of you drew. Discuss
how similar or different the monsters are. Did each partner draw all the correct body parts?
Record a video in the MAD talking about the differences between your monster picture and
your partner’s monster picture. Show the picture as well. OR Present to the class with your
partner.
5-14 SECTION 1
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
READING
ATHLETES’ BODIES: SOCCER PLAYER
The human body is a combination of different parts that work together to help us do anything we
want to do. Just talking on the phone involves your brain, your arm, your hand, your fingers, your mouth,
your tongue, your lungs, and more! Everyone uses their bodies in different ways, but athletes work their
bodies in special ways. Depending on the sport they are playing, different parts of the body work harder
than others. Let’s talk about the different body parts a soccer player uses.
Soccer is a game where you kick a ball with your feet, but cannot use your hands or arms. Therefore,
if you play soccer, you need to have quick feet and strong legs to kick. When the ball is coming to you,
instead of catching it with your hands, you can use your chest to stop the ball. After, you can use your feet,
legs, and knees to continue moving the ball towards the goal. Finally, if the ball is really high in the air, you
can use your head to hit the ball. Be careful that the ball doesn’t hit your face because that can really hurt.
It is a really fun game, but you have to work hard not to use your hands and to score a goal.
A soccer player would need to be in good shape to protect himself or herself from an injury. For example,
an athlete was injured when she fell while taking the ball from another player. She cut her leg and needed
to go to the doctor to get stitches to help her get better. It is also possible to break a bone if you run into
another player. In addition, you could fall and sprain your ankle or muscles in your foot or leg. While
there are many ways to hurt the different parts of the body, athletes work hard, exercise, and protect
themselves while playing. Most of the time, they play a great game and hopefully win!
ACTIVITY 5.1.20 - READ
MAD Multiple Choice
Decide if the statements are true or false based on the reading.
1. When you do something like talking on the phone or eating dinner, you only use two or three
parts of your body. A. True B. False
2. When you play soccer, you can’t use your hands. A. True B. False
3. You can use your knees to catch the ball when you play soccer. A. True B. False
4. An athlete needs to be in good shape to protect his or her body. A. True B. False
5. A soccer player can sprain a muscle in their foot, ankle, or leg. A. True B. False
6. An athlete always gets hurt when they play a sport. A. True B. False
ACTIVITY 5.1.21 - READ & SPEAK
MAD Open Recording
You just read about the different parts of the body soccer players use. Think of a sport you
played in the past or play now. What parts of your body do you use while you play? Record
yourself explaining what body parts you use and why when you play your sport.
SECTION 1 5-15
15 VOCABULARYINTROSECTION 1SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
GOING TO THE DOCTOR
ACTIVITY 5.2.1 - SPEAK
MAD Open Recording
Record yourself saying as much as possible about the Section 2 Vocabulary picture.
What words or phrases do you know? What do you see? What is happening in the picture?
TEACHER NOTE: After students complete the activity in the MAD, discuss the image as a class
using the LAD Presentation Mode.
ACTIVITY 5.2.2 - LISTEN & SPEAK
MAD Segmented Recording
Section 2 Vocabulary Pronunciation
ACTIVITY 5.2.3 - SPEAK
MAD Pronunciation
Pronounce sentences using Section 2 Vocabulary.
1. Drink water if you have a headache. 6. I don’t feel good, I need to lie down.
2. My cough is worse than yesterday. 7. Last week, my sister had the flu.
3. Make an appointment. 8. I will take care of you.
4. What are his symptoms? 9. It is important to exercise often.
5. She has a bad illness. 10. Gabrielle has a fever.
5-16 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
VOCABULARY
ACTIVITIES
ACTIVITY 5.2.4 - WRITE
MAD Letter Jumble
Spell vocabulary words from Section 2.
1. the medicine 2. to check 3. the earache 4. the cold
7. the cough 8. to lie down
5. to sneeze 6. to feel sick
ACTIVITY 5.2.5 - READ
MAD Multiple Choice
Read each scenario and choose the most appropriate recommendation.
1. It is time for dinner.
A. Exercise. B. Rest. C. Wash up.
2. Students sit all day at school. It is important to...
A. sleep. B. stand when they can. C. be careful.
3. I think I have a fever.
A. Take your temperature. B. Stand. C. Be sick.
4. My tooth hurts.
A. Call the doctor. B. Sneeze. C. Call the dentist.
5. When you walk to school, it is important to…
A. be careful. B. lie down. C. sleep.
6. You have an earache. It is important to…
A. exercise. B. feel ill. C. take the medicine.
7. When you have the stomach flu, it is important to...
A. eat often. B. rest. C. go for a hike.
8. My brother fell and hurt his knee. It is important to...
A. wash it with soap. B. stand. C. take his temperature.
9. My head feels funny.
A. Go for a run. B. Exercise. C. Lie down.
10. When you have a bad cough. It is important to…
A. sneeze. B. take cough medicine. C. cough a lot.
SECTION 2 5-17
15 VOCABULARYINTROSECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.2.6 - LISTEN
MAD Image Match
Listen to Tony’s story. Then, match the ordinal number with the correct picture.
This morning, I was feeling sick.
My dad called the doctor to make an appointment.
I went to her office at 11:00 a.m.
I told her that I had an earache.
She checked my ear.
Then, she gave me some medicine.
I went home and lay down to rest.
Sixth Seventh Second Fifth Fourth First Third
ACTIVITY 5.2.7 - LISTEN & SPEAK
MAD Segmented Recording
You are in the doctor’s office. Answer the doctor’s questions about your symptoms.
Use the prompts in your answer. Prompts:
1. How are you feeling? sick
2. What are your symptoms? cough, fever
3. Did you take your temperature? 102
4. How long did you have the cough? 7 days
5. Would you like medicine to feel better quickly? yes
CULTURAL NOTE
Doctor vs. Dr.
“Dr.” is simply an abbreviation for the title “Doctor.” You can use it as a title when addressing
someone. For example, Dr. Marsha Flynn. It is respectful and customary to use “Dr.” as part
of their full title. You don’t spell out “Doctor Marsha Flynn” though in this case. Use the full
word “doctor” when you refer to a medical profession in general. For example: “I am looking
for a doctor who specializes in treating athletes.” Remember, there are lots of different kinds
of doctors! When people earn a doctoral degree also called a phD, they are doctors of that
profession and can place “Dr.” in front of their names.
5-18 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
LET’S BREAK IT DOWN!
INDEFINITE PRONOUNS
Indefinite pronouns are pronouns that do not refer to a specific person, place, or thing.
Pronouns that end in -one or -body refer to people
* -one is a more formal version, while -body is more informal
Pronouns that end in -thing are for things.
Pronouns that end in -where are for location.
For example:
Definite Pronoun Indefinite Pronoun
Jack made the doctor’s appointment. Someone made the doctor’s appointment.
Base Word Use Indefinite Pronoun Example
some Used to describe someone Can someone please help me?
unspecified somebody Somebody has a cough.
quantities or somewhere I have a pain somewhere in my leg.
unknown things something I need something to reduce my fever.
every Used to describe everyone Everyone should try to sleep 8 hours a night.
a complete everybody Everybody needs to drink 8 glasses of water a day.
quantity or all everywhere Germs can be everywhere, so wash your hands!
everything Tell your doctor everything you are feeling.
anyone Anyone who feels ill should get some rest.
Anybody can get the flu.
Used to describe anybody You can sit anywhere in the waiting room.
any any one person, anywhere I went to the doctor to see if they could do
anything about my stomachache.
place, or thing anything
Used to no one No one is sick.
no describe an nobody Nobody has a toothache.
nowhere My son goes nowhere but bed when he is sick.
absence nothing I have nothing to give you for your fever.
Negative
The only indefinite pronouns that can be used in the negative form are anyone, anybody, anywhere,
and anything.
For example:
I don’t (do not) have anything for my cold. We can’t (can not) go anywhere until your fever is gone.
SECTION 2 5-19
15 GRAMMARINTROSECTION 1SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.2.8 - READ
MAD Multiple Choice
Choose the best indefinite pronoun to complete each sentence.
1. Can __________ look after Charlotte? She is sick.
A. someone B. everything C. anywhere D. nobody
D. anything
2. I looked __________ and I can’t find my medicine. D. something
D. Nothing
A. nobody B. something C. everywhere D. everything
D. nowhere
3. I’m sorry, but I have __________ to give you for your headache. D. everybody
D. anything
A. everybody B. nothing C. anywhere D. something
D. Somewhere
4. __________ seems to be sick!
A. Everyone B. Anything C. Somewhere
5. It is important to listen to __________ the doctor says.
A. somebody B. anyone C. nothing
6. Is __________ here a nurse?
A. somewhere B. anyone C. everything
7. Don’t go __________ today. You need to get some rest!
A. nowhere B. anywhere C. something
8. Does __________ have an illness?
A. no one B. everything C. somebody
9. Asher needs __________ for his earache.
A. everybody B. nowhere C. anything
10. __________ can take someone’s temperature.
A. Anyone B. Nobody C. Everything
ACTIVITY 5.2.9 - READ
MAD Word Jumble
Put the statements or questions in the correct word order.
1. Nobody got hurt at the park.
2. Is anybody in the waiting room?
3. The nurse speaks to everybody before the doctor does.
4. Do you have anything for a headache?
5. I don’t want to go anywhere today.
6. We looked everywhere for the medicine.
7. Can someone drive me to see the doctor?
8. Do you know how to take someone’s temperature?
5-20 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.2.10 - WRITE
MAD Fill-in-the-Blanks
Complete the phone conversation between Sarah and Ashley with the correct indefinite
pronoun from the word bank. *Use capitalization when needed.
everyone nowhere someone anything somewhere
something nothing anywhere nobody everywhere
Sarah: Hi, Ashley! It’s Sarah. I am calling to see if you would like to go see a movie with me tonight.
Ashley: I would love to, but I am sick and I feel like going [nowhere].
Sarah: Too bad. It seems like [everyone] is sick. [Nobody] that I called can go. What illness do you
have?
Ashley: I’ve got the flu. [Nothing] is making me feel better right now.
Sarah: I’m sorry to hear that. Is there [anything] that I can do for you?
Ashley: Thank you, but I do not want you to come [anywhere] near me. This is a horrible illness.
Sarah: What are your symptoms?
Ashley: I have a fever of 103 and my body aches [everywhere].
Sarah: That is terrible. Is [someone] there to take care of you?
Ashley: Yeah. My mom is here with me. Well, I am feeling a little hungry so I am going to try to eat
[something] and then rest [somewhere] where I can’t hear my little brother.
Sarah: Ok. Feel better soon.
Ashley: Thank you. Bye.
ACTIVITY 5.2.11 - LISTEN & READ & SPEAK
MAD Segmented Recording
Listen to the question and say the best response in the recording pause provided.
1. Where do you want to go on vacation? Anywhere! I just need to rest and have fun.
2. Whom do you want to call for help? Someone at the hospital. I had a bad accident.
3. What do you want to do for dinner? Let’s go somewhere to eat instead of cooking.
4. Whom do you want to tell? Nobody. I am embarrassed about my accident.
5. What do you want to help the pain? Nothing. I am not in a lot of pain.
6. Who should go to the doctor? Anyone who is not feeling well or wants to catch an illness.
SECTION 2 5-21
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
LET’S BREAK IT DOWN!
SHOULD / OUGHT TO
Should and ought to are modals used to describe obligations or advice. Both words mean the same
thing, but should is used more commonly, while ought to is more formal.
Should = Ought to
Should and ought to are located after the subject of the sentence but before the infinitive.
For example:
Subject + should / ought to + infinitive + other information
You should eat more fruits and vegetables to stay healthy.
You ought to eat more fruits and vegetables to stay healthy.
You should go to the dentist every 6 months.
You ought to go to the dentist every 6 months.
Negative
To form the negative of should, you need to add the word not. It can be a contraction as well.
For example: I should not exercise this week.
I shouldn’t exercise this week.
To form the negative of ought to, you need to add the word not.
For example: You ought not to exercise this week.
Questions
To form questions, only use should. Questions using ought to are very formal and not used often.
For example:
Should + subject + infinitive + other information
Should he take medicine tonight?
Shouldn’t we check with the doctor?
What should I bring to the hospital?
5-22 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.2.12 - WRITE
MAD Word Jumble
Put the statements or questions in the correct word order.
1. You ought to call the doctor about that cough.
2. Noah should lie down to rest.
3. How often should Emily take her medicine?
4. The nurse ought to take Jacob’s temperature.
5. The children ought to take care of their grandparents.
6. I should feel better by tomorrow.
7. Should I take care of him today?
8. You should not exercise too hard.
ACTIVITY 5.2.13 - LISTEN
MAD Category Match
Listen to each person describe an illness or injury. Then, match the illness/injury with the correct
recommendations for the person.
My name is Zoe. Last night, I was playing soccer. I ran into another girl and fell down. My ankle is
in a lot of pain right now.
My name is Nathan. Today, I feel ill. I am really cold and my body aches. My mom took my
temperature and it is 101 degrees Fahrenheit.
My name is Alex. I have a headache. I’m coughing and sneezing all the time.
Zoe Nathan Alex
has a sprained ankle has a fever has a cold
should see a doctor to check should drink some hot tea should take some cough
it out should lie down and rest medicine
should take some pain should drink a lot of water
medicine
SECTION 2 5-23
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.2.14 - READ
MAD Sentence Jumble
Put the conversation between Wyatt and his doctor in the correct order.
Doctor: Good afternoon, Wyatt. How are you feeling today?
Wyatt: Not very well. I feel really sick.
Doctor: Can you tell me about your symptoms?
Wyatt: Well, I am coughing and sneezing a lot. My right ear also hurts.
Doctor: I ought to listen to your chest and check your ears.
Wyatt: Ok. What should I do about my earache?
Doctor: Well, your ear does look a little red. You should take some pain medicine.
Wyatt: Pain medicine? Okay. Anything else I should do?
Doctor: You ought to drink a lot of water and rest.
Wyatt: Do you recommend cough medicine?
Doctor: You ought to take cough medicine when you need it.
Wyatt: Ok. Thank you for checking my symptoms.
ACTIVITY 5.2.15 - SPEAK
MAD Open Recording
Lucy is sick. Give her recommendations for what she should/ought to do.
5-24 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
CONVERSATION
ACTIVITIES
ACTIVITY 5.2.16 - SPEAK: Ask anyone anything!
LAD Pairing Activity (Groups of 3)
TEACHER NOTE: If you want to be able to listen to these conversations later, launch the
recorder at the beginning of this activity and hit record. Print the worksheet from the
A2 Resources Google Doc Folder or download the A2StudentWorksheet.pdf.
Take turns asking and answering questions using indefinite pronouns. You are given four
questions to ask and then you have to come up with one question on your own. Make sure to
use an indefinite pronoun. Write down what your partner says so you can tell his/her answer
in the MAD for the next activity.
QUESTIONS PARTNER 1 PARTNER 2
You can go anywhere in the world. Where do
you want to go? Why?
You can buy anything for someone’s birthday.
What do you buy? Why?
You can help anyone feel better. Whom do you
help? Why?
You can take anyone on vacation with you.
Whom do you take? Why?
Your question:
ACTIVITY 5.2.17 - SPEAK
MAD Open Recording
Pick one answer you liked the best from each partner. Say their answer in your own words.
Lastly, read the extra question that you asked your partners.
ACTIVITY 5.2.18 - SPEAK: What should I do?
LAD Pairing Activity
In pairs, you are going to take turns playing the role of doctor and sick person. Use the
symptoms provided when speaking with the doctor. The doctor will listen to the symptoms
and then give recommendations on what the person should do.
PARTNER A’s Symptoms PARTNER B’s Symptoms
fever feel cold body aches coughing sneezing throat hurts
Recommendations for PARTNER B Recommendations for PARTNER A
SECTION 2 5-25
15 READINGINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
CAROLINE GOES TO THE DOCTOR
ACTIVITY 5.2.19 - READ
MAD Multiple Choice
Based on Caroline’s form, choose the best answer to each question.
1. Which city does Caroline live in?
A. Dallas B. Texas C. Clementine
2. What is the last name of the doctor she is seeing?
A. Monroe B. Stevens C. Texas
3. Which symptom does she NOT have?
A. fever B. cough C. vomiting
4. Where does she NOT have pain?
A. head B. hands C. ear
5. When did Caroline start to feel sick?
A. Monday B. Sunday C. yesterday
6. What has Caroline NOT taken to help her symptoms?
A. cough drops B. pain medicine C. sore throat medicine
7. Who is Caroline’s first emergency contact?
A. her dad B. her mom C. Dr. Monroe
ACTIVITY 5.2.20 - READ & SPEAK
MAD Open Recording
Pretend you are Caroline and tell the doctor what your symptoms are, when they started, and
what you are doing to help them.
5-26 SECTION 2
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
VOCABULARY
IT’S AN EMERGENCY
ACTIVITY 5.3.1 - SPEAK
MAD Open Recording
Record yourself saying as much as possible about the Section 3 Vocabulary picture.
What words or phrases do you know? What do you see? What is happening in the picture?
TEACHER NOTE: After students complete the activity in the MAD, discuss the image as a class
using the LAD Presentation Mode.
ACTIVITY 5.3.2 - LISTEN & SPEAK
MAD Segmented Recording
Section 3 Vocabulary Pronunciation
ACTIVITY 5.3.3 - SPEAK 6. The hospital is full of worried parents.
MAD Pronunciation 7. It is dangerous to drive in a bad storm.
Pronounce sentences using Section 3 Vocabulary. 8. What is the problem?
1. Thankfully my grandfather did not die. 9. I am sorry to hear that.
2. Feel better soon. 10. The nurse put a bandage on my arm.
3. The ambulance arrived at the accident.
4. Her back was in pain for she slept wrong.
5. Are you able to walk?
SECTION 3 5-27
5
ACTIVITIES
CULTURAL NOTE
911
When emergencies happen, you want to get help quickly. That’s why 911 was made.
In the United States, you simply call 911 if there is an emergency where you need the fire
department, police department, or an ambulance to go to the hospital. The emergency
dispatcher who answers the phone can tell where you’re calling from, and he or she is trained
in how to best respond, what emergency service is needed, and how to get help to you as
quickly as possible.
Never call 911 as a joke or to see what happens. You can get a ticket and have to pay money
to the city. The only time you should call 911 is if someone is hurt or in danger. This might
include a car accident, a crime, someone who is having a medical emergency, or a house on
fire.
ACTIVITY 5.3.4 - WRITE
MAD Letter Jumble
Spell vocabulary words from Section 3.
1. the hospital 2. terrible 3. to be dead 4. What happened
7. dangerous 8. the bandage
5. Get well soon 6. worried
ACTIVITY 5.3.5 - READ
MAD Text Match
Match the sentence starter with the correct ending.
1. Are you sure you are feeling better?
2. I heard that Leo is really sick.
3. The hospital is next to the police station.
4. There was a lot of blood.
5. What is the problem?
6. Audrey’s parents are worried about her.
7. I am sorry for your loss.
8. Jacob took care of his baby sister.
9. Your nose is bleeding.
10. Is he able to drive?
GAME - CHAPTER 5 VOCABULARY REVIEW
Class activity
GAME: Bingo and/or Marker War (Find the explanation and playing sheet in
the A2 Resources Google Doc Folder or download the A2StudentGames.pdf.)
5-28 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
VOCABULARY
ACTIVITIES
ACTIVITY 5.3.6 - WRITE
MAD Fill-in-the-Blanks
Complete each blank with an adjective from the word bank.
lucky worried alone able weak
fast
dangerous terrible ready sure
1. Are you [able] to walk on your broken foot?
2. I have a [terrible] headache!
3. The mother is [worried] about her son’s illness.
4. The stomach flu makes me feel [weak].
5. Caleb drove too [fast] and got in an accident.
6. Don’t go to the hospital [alone]. I can drive you.
7. Are you [sure] you are feeling okay?
8. You are very [lucky] that you didn’t die in the accident.
9. Is Nora [ready] to go to her doctor appointment?
10. It can be [dangerous] if someone has a very high fever.
ACTIVITY 5.3.7 - SPEAK
MAD Continuous Recording
Say the best response for each scenario. Choose from the following responses:
Feel better soon.; Get well soon!; I am sorry for your loss.; I am sorry to hear that.;
Ouch! That hurts. You can only use each response one time. Answers may vary.
1. You heard that your friend’s grandmother died. What should you say to him?
I’m sorry for your loss.
2. You heard that your little sister broke her arm. What should you say to her?
Ouch! That hurts.
3. You heard that your dad has a terrible stomachache. What should you say to him?
Get well soon! OR Feel better soon.
4. You heard that your friend can’t go to the movies with you because she is sick. What should
you say to her? Get well soon! OR Feel better soon.
5. You heard that your friend got in a car accident and he has to buy a new car.
I am sorry to hear that.
SECTION 3 5-29
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
LET’S BREAK IT DOWN!
PRESENT PERFECT
The present perfect is used to discuss what someone has done.
Uses of the present perfect Examples
1. It is used to describe events that happened
in the past and are still true now because you She has been sick for a week.
can see the result.
2. It is used to describe experiences in one’s life. She and I have exercised together for years.
3. It is also used to describe events that started We have been seeing this doctor for 10 years now.
in the past and are still happening now.
Formation of the Present Perfect
Positive
I / you / we / they have / ‘ve past participle
he / she / it has / ‘s past participle
For example:
I have sprained my ankle twice. OR I’ve sprained my ankle twice.
He has fallen. OR He’s fallen.
I / you / we / they Negative
he / she / it have not / haven’t / ‘ve not
has not / hasn’t / ‘s not
For example:
I have not broken a body part. OR I haven’t broken a body part.
My family has not been to the hospital yet. OR My family hasn’t been to the hospital yet.
Have Questions past participle?
Has I / you / we / they
he / she / it
For example:
Have you been resting? Has she had a high temperature?
*The word ever is often used in present perfect questions. It is placed after the subject in the question.
For example: Have you ever broken your ankle? Has he ever had an earache?
5-30 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.3.8 - READ
MAD Multiple Choice
Choose the correct conjugation for each verb in the present perfect.
1. you / to sprain
A. you have sprained B. you has sprained C. you sprained
2. my grandpa / to die
A. my grandpa died B. my grandpa has died C. my grandpa have died
3. they / to sit
A. they has sat not B. they have not sat C. they sat not
4. Lila / to bleed
A. Lila has bled B. Lila bled C. Lila have bled
5. we / to wash
A. we washed B. we has washed C. we have washed
6. I / to rest
A. I rested not B. I have not rested C. I has not rested
7. the nurse / to take
A. the nurse has taken B. the nurse have taken C. the nurse has took
8. the girls / to exercise
A. the girls exercised B. the girls has exercised C. the girls have exercised
ACTIVITY 5.3.9 - WRITE
MAD Fill-in-the-Blanks
Fill in each blank with the present perfect conjugation of each verb based on the subject
given. For example: You see: I / to injure You type: [I have injured]
1. they / to be in pain [they have been in pain]
2. she / to hear [she has heard]
3. I / to feel ill [I have felt ill]
4. my uncle / to die [my uncle has died]
5. Judy / to bleed [Judy has bled]
6. he / to sprain [he has sprained]
7. we / to wash up [we have washed up]
8. Dylan / to lie down [Dylan has lain down]
SECTION 3 5-31
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.3.10 - WRITE
MAD Fill-in-the-Blanks
Rewrite the past simple statements in the present perfect. Do not use contractions.
For example: You see: My brother was ill for a week.
You type: [My brother has been ill for a week.]
1. The ambulance arrived at the hospital. [The ambulance has arrived at the hospital.]
2. Jake died in a car accident. [Jake has died in a car accident.]
3. The doctor washed his hands. [The doctor has washed his hands.]
4. Sam did not break his arm. [Sam has not broken his arm.]
5. Michelle did not have a fever. [Michelle has not had a fever.]
6. My knee ached for two days. [My knee has ached for two days.]
7. The nurse took care of her. [The nurse has taken care of her.]
8. My sister felt weak. [My sister has felt weak.]
ACTIVITY 5.3.11 - WRITE
MAD Question and Answer
Answer each personal question using the present perfect in a complete sentence.
1. Have you ever broken a body part? If so, which?
2. Have you visited someone in a hospital? If so, whom?
3. Have you taken care of someone? If so, of whom?
4. Have you ever had an earache?
5. Have you ever been in a car accident?
ACTIVITY 5.3.12 - SPEAK
MAD Segmented Recording
Listen to the past simple sentences and repeat them using the present perfect.
For example: You hear: I went to the hospital. You say: I have gone to the hospital.
You hear: Did you go to the doctor? You say: Have you gone to the doctor?
1. I was ill for a week. I have been ill for a week.
2. Did the nurse take your temperature? Has the nurse taken your temperature?
3. Molly sprained her ankle. Molly has sprained her ankle.
4. Did the kids wash up with soap? Have the kids washed up with soap?
5. The doctor gave him medicine. The doctor has given him medicine.
6. Did Emmett make an appointment? Has Emmett made an appointment?
5-32 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
LET’S BREAK IT DOWN!
INDIRECT OBJECTS (Dative Case)
I.O. = INDIRECT OBJECT The indirect object answers the question
‘To or for whom is receiving the action of
The INDIRECT OBJECT is a noun or a pronoun. the verb?’
It is a person or thing indirectly receiving the action of
the verb.
For example: The doctor gave Jeff medicine. (Ask: To or for whom is the medicine being given?)
Indirect Object = Jeff
The indirect object comes before the direct object of the sentence.
Indirect object pronouns are used to replace indirect object nouns.
Once someone has established a noun, we can use a pronoun instead to not be repetitive.
For example: Jeff needed something for his cough. The doctor gave Jeff the medicine.
= Jeff needed something for his cough. The doctor gave him the medicine.
Instead of using an indirect object, you can also use a prepositional phrase with to/for.
The noun is then called the object of the preposition because it is the object in the prepositional
phrase. It still answers the question To whom? Or For whom?
For example: The doctor gave Jeff the medicine can also be written as follows:
The doctor gave him the medicine. OR The doctor gave the medicine to him.
prepositional phrase
I.O.
My mom bought soup for me.
My mom bought me soup. OR prepositional phrase
I.O.
SUBJECT PRONOUNS DIRECT OBJECT PRONOUNS INDIRECT OBJECT PRONOUNS
(Norminative Case) (Accusative Case) (Dative Case)
I me me
you you you
he him him
she her her
it it it
we us us
they them them
SECTION 3 5-33
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.3.13 - READ
MAD Multiple Choice
Choose the indirect object noun of each statement.
1. The nurse gave Silas a bandage.
A. the nurse B. a bandage
C. Silas D. gave
2. Jessica has told the doctor her symptoms.
A. her symptoms B. the doctor
C. Jessica D. has told
3. My mom made me a dentist appointment.
A. made B. a dentist appointment
C. my mom D. me
4. The doctor gave Hazel the medicine.
A. the medicine B. Hazel
C. gave D. the doctor
5. His dad gave Leo cough medicine.
A. Leo B. cough medicine
C. his dad D. gave
6. Caleb bought Jane some soup to help her cold.
A. some soup B. bought
C. Jane D. Caleb
7. We brought her flowers at the hospital.
A. her B. brought
C. we D. flowers
8. My mom made my sister tea to help the pain in her throat.
A. made B. my sister
C. tea D. my mom
5-34 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.3.14 - READ
MAD Multiple Choice
Identify the part of speech that is between the two asterisks (*).
1. The nurse took *my* temperature.
A. direct object B. indirect object C. prepositional phrase
2. I asked to speak *with her*.
A. direct object B. indirect object C. prepositional phrase
3. My dentist gave me *a new tooth*.
A. direct object B. indirect object C. prepositional phrase
4. My dentist gave *me* a new tooth.
A. direct object B. indirect object C. prepositional phrase
5. I need *a Band-Aid*. My leg is bleeding.
A. direct object B. indirect object C. prepositional phrase
6. Can you give *her* a Band-Aid? She has a cut.
A. direct object B. indirect object C. prepositional phrase
7. Our doctor gave medicine *to us*.
A. direct object B. indirect object C. prepositional phrase
8. You had *an accident*? I am sorry to hear that.
A. direct object B. indirect object C. prepositional phrase
SECTION 3 5-35
15 GRAMMARINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.3.15 - WRITE
MAD Fill-in-the-Blanks
Fill in each blank with the indirect object pronoun that best completes each sentence.
1. Josh was bleeding at school. The teacher gave [him] a bandage.
2. The doctor took good care of me. He gave [me] medicine.
3. Sandy is sick. Her brother gave [her] the flu.
4. I am really sick. I don’t want to give [you] this bad cold.
5. My siblings and I are sick. Our dad made [us] an appointment for Friday.
6. I ate too much sugar. It gave [me] a stomachache.
7. I did not go to the movies with my friends because I did not want to give [them] my illness.
8. I called Mrs. Jones to get an appointment with my doctor. I asked [her] for an appointment
tomorrow.
ACTIVITY 5.3.16 - READ
MAD Multiple Choice
Read the sentence and then choose the correct pronoun to complete the sentence.
1. We need to call the doctor. __________ needs to hear about your symptoms.
A. He (subject) B. Him (direct object) C. Him (indirect object)
2. The doctor told __________ to lie down and rest.
A. I (subject) B. me (direct object) C. me (indirect object)
3. My mom gave __________ the couch medicine.
A. he (subject) B. him (direct object) C. him (indirect object)
4. I need to take your temperature. Oh! __________ have a fever!
A. You (subject) B. You (direct object) C. You (indirect object)
5. I called the nurse this morning. I told __________ you are not feeling well.
A. she (subject) B. her (direct object) C. her (indirect object)
7. Can you give __________ recommendations to feel better quickly?
A. we (subject) B. us (direct object) C. us (indirect object)
8. I need an appointment to see the doctor. Can you make __________ for Tuesday at 10:00 a.m.?
A. it (subject) B. it (direct object) C. her (indirect object)
5-36 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
GRAMMAR
ACTIVITIES
ACTIVITY 5.3.17 - WRITE
MAD Fill-in-the-Blanks
For 1-5, rewrite each sentence to include a prepositional phrase with pronoun.
1. I gave her some soup. [I gave some soup to her.]
2. Did you make him an appointment? [Did you make an appointment for him?]
3. I gave her my cold. [I gave my cold to her.]
4. Can you make her some tea? [Can you make some tea for her?]
5. My mom packed me a lunch. [My mom packed a lunch for me.]
For 6-10, rewrite each sentence to include an indirect object pronoun.
6. Can you give the name of your doctor to me? [Can you give me the name of your doctor?]
7. She brought clothes to him at the hospital. [She brought him clothes at the hospital.]
8. Did you make dinner for them? [Did you make them dinner?]
9. Jacob brought the medicine to me. [Jacob brought me the medicine.]
10. The nurse brought bandages for us. [The nurse brought us bandages.]
ACTIVITY 5.3.18 - SPEAK
MAD Continuous Recording
What happened to Rob? As you see the pictures, tell what happened to Rob. Try to use
indirect object pronouns. For example: say to whom things were given or to whom things
happened.
SECTION 3 5-37
15 CONVERSATIONINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
ACTIVITY 5.3.19 - SPEAK: Have you ever...?
LAD Pairing Activity
Partner 1 will ask Partner 2 a question. Partner 2 will answer. Partner 1 will write the
person’s name and their answer in the question box.
For example:
Partner 1: What is your name?
Partner 2: My name is Sadie. (student says his/her name)
Partner 1: Have you ever broken your arm?
Partner 2: Yes, I have broken my arm. Have you ever broken
You complete the box that has the question you asked like this: your arm?
Now repeat, but Partner 2 asks a question. Yes, Sadie has broken her arm.
Then, the teacher switches the LAD partners so the students can talk with another partner.
Have you ever had to Have you wanted to Have you ever been Have you ever sprained
stay in the hospital? be alone instead of with in danger or done something? What?
something dangerous?
Who have you looked people before?
after? When/Why?
Have you ever been in Have you had the flu At your last
a car accident? this year? appointment, how long
did you have to sit in the
waiting room?
Have you ever had a Have you ever broken Have you injured Have you done
toothache? something? What? yourself in a sports something too fast and
competition? gotten hurt?
When have you been in Have you had a cold Who have you visited Have you exercised
a lot of pain? this year? in a hospital? today?
TEACHER NOTE: If you want to be able to listen to these conversations later, launch the
recorder at the beginning of this activity and hit record. Print the worksheet from the
A2 Resources Google Doc Folder or download the A2StudentWorksheet.pdf.
5-38 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
CONVERSATION
ACTIVITIES
ACTIVITY 5.3.20 - SPEAK: Describe an illness or injury
LAD Pairing Activity (Groups of 4)
TEACHER NOTE: If you want to be able to listen to these conversations later, launch the
recorder at the beginning of this activity and hit record. Print the worksheet from the
A2 Resources Google Doc Folder or download the A2StudentWorksheet.pdf.
Each person is going to describe a time when he/she had an illness or an injury. As each
person shares, the other people are going to ask questions to learn more about it. Write some
notes about each person’s injury/illness and what happened.
QUESTIONS PARTNER 1 PARTNER 2 PARTNER 3
Illness or Injury
What happened?
ACTIVITY 5.3.21 - SPEAK
MAD Open Recording
Choose one partner’s story and tell it in your own words. What was their illness or injury?
How did it happen?
SECTION 3 5-39
15 READINGINTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
BAND-AIDS
Have you ever cut yourself and used a bandage or a Band-Aid? Homes all over the world have boxes
of Band-Aids to help when someone is bleeding thanks to two people named Earle and Jossephine
Dickson. Earle worked for a company called Johnson & Johnson that bought and sold cotton.
Jossephine worked hard at home and liked to cook. Many times she would have accidents or get bad
cuts that needed bandages. Earle and Jossephine would wrap her cuts in cotton and tape every night.
It was hard, took a long time, and Earle always worried about his wife. Then, they had a great idea!
They created the Band-Aid so Jossephine could be safe and take care of herself easily. Later, they
thought other people might want the help too, so they showed their idea to Earle’s company. They
liked it very much, so they decided to sell Band-Aids to everyone. Now when anyone has bled, they
can be able to take care of themselves quickly. Today, Band-Aids are different sizes, shapes, and
materials. They are used at home, in the ambulance, and at the hospital. Doctors like them because
they can help stop people from getting infections and feel better soon. Also, they are strong and
doctors do not have to worry about them coming off. Now when someone has injured himself or
herself, they have Band-Aids to help.
ACTIVITY 5.3.22 - READ & WRITE
MAD Question and Answer
Read the following questions and answer in complete sentences.
1. Who created the Band-Aid?
Earle and Jossephine Dickson created the Band-Aid.
2. Why did they create the Band-Aid?
They created it because Jossephine cut herself a lot, and it took a long time to
bandage her.
3. How are Band-Aids different today?
They come in different sizes, shapes, and materials.
4. Where are Band-Aids used?
They are used at home, in the ambulance, and at the hospital.
5. Why do doctors like Band-Aids?
Doctors like them because they can help stop infections and are strong.
5-40 SECTION 3
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
READING
ACTIVITIES
ACTIVITY 5.3.23 - READ & SPEAK
MAD Open Recording
Tell about a time when you needed to use a bandage or Band-Aid. What happened?
(Some ideas to talk about: How badly were you bleeding? How many bandages did you need
before the bleeding stopped? Did you use medicine?)
CULTURAL NOTE
Brand Names
Languages can be funny sometimes. We shorten words, abbreviate them or use slang in everyday
talk. Often we do this because the new version of the word is easier to say. In other cases, a word
that was a product or brand name can become a generic term after becoming so well-known for
its use. Here are a few examples: “Band-Aid” is a brand name of a line of bandages, yet we ask for a
band-aid when we have a cut and do not ask for a bandage. “Kleenex” is a brand of facial tissue, but
the word is used to refer to facial tissues of any brand. “Dixie Cups” is a brand representing small,
disposable paper cups, but people may ask for a Dixie cup if they would like to use a cup they can
throw away.
SECTION 3 5-41
15 LET’S TALK!INTROSECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
VIDEO - LET’S CHECK ON SKYLAR!
LT 5.1 - LISTEN (Available with or without captions)
MAD Listening & Viewing
Watch the chapter video.
Teachers, you can also launch this as a LAD activity and have your students all watch it at the
same time.
Grace: Hey, I came over as soon as I could. Are you okay?
Skylar: Uh, no, I went to see the doctor this morning and he said I broke my arm.
Grace: Oh no. How’d that happen? What were you doing to break your arm?
You don’t play any sports!
Skylar: I know! It was really embarrassing. I was at the park with my little brother this afternoon and
it was still wet from this morning. So I was going down the slide and I saw a big puddle at the end.
I tried to jump off and I slipped and fell on my arm.
Grace: Ouch! Bad luck! That must have been a pretty hard fall to break your arm.
Skylar: Yeah, it definitely wasn’t my most graceful moment, that’s for sure. And that’s not even
the worst part. I hit my head and I was unconscious so my little brother had to call 911 and the
ambulance had to come and help.
Grace: Really?
5-42 LET’S TALK!
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
LET’S TALK!
VIDEO - LET’S CHECK ON SKYLAR!
LT 5.1 - LISTEN (Continued) (Available with or without captions)
MAD Listening & Viewing
Skylar: My little brother has never seen anyone unconscious before.
Grace: He must have been super scared.
Skylar: He’s only 10, he said he’d never been so scared before.
Grace: Well, how can I help?
Skylar: Well, all of my books are in my locker at school. I was gonna* see if you could maybe pick
them up for me? And ask my teachers about the homework I’m missing this week?
Grace: Yeah, definitely. How long will you be out?
Skylar: Uh, the doctor said I should rest for about 1 week. And after that, he said that if I’m feeling
better I can go back for half days only. Writing is going to be tough though because it is my right
arm, so I think I’m gonna bring my computer to help me take notes.
Grace: Yeah. Does it hurt badly?
Skylar: I am in a lot of pain. The doctor said that I really just need to rest up this week. But he’s
more concerned about my head than my arm. My brain hurts when I walk.
Grace: Yikes. Do you have any medicine that will help?
Skylar: He did give me medicine for the next two weeks. It takes some of the pain away, but not
all of it!
Grace: Well, I have never heard of anyone breaking their arm in a park before. You are special!
Skylar: Thanks. I know!
gonna* - Gonna can be used in informal spoken language in place of going to.
LET’S TALK! 5-43
15 LET’S TALK!INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! REVIEW & ASSESSMENT
ACTIVITIES
LT 5.2 - LISTEN & READ
MAD Multiple Choice
Answer questions about the video.
1. Why did Skylar visit the doctor?
A. She felt ill. B. She broke her arm. C. She injured her leg.
C. her brother
2. Who was at the park with Skylar? C. She slipped off the slide.
C. Grace
A. Grace B. her mom C. fifteen
C. two weeks
3. How did she break her arm? C. her head
A. She jumped off a swing. B. She tripped.
4. Who was called to help Skylar?
A. her brother B. an ambulance
5. How old is Skylar’s brother?
A. ten B. twelve
6. For how long should Skylar rest?
A. one week B. ten days
7. What hurts when she walks?
A. her arm B. her leg
LT 5.3 - LISTEN & WRITE
MAD Fill-in-the-Blanks
Something is false about each statement. Change the word(s) marked between the two asterisks
(*) to make the sentences true.
1. Skylar went to see the *dentist* this morning. [doctor]
2. Skylar and her brother were at the *beach*. [park]
3. The *best* part was when she hit her head. [worst]
4. Her *big sister* called for help. [little brother]
5. *Skylar* will pick up her books from school. [Grace]
6. The doctor gave Skylar medicine for *one week*. [two weeks]
5-44 LET’S TALK!
INTRO SECTION 1 SECTION 2 SECTION 3 LET’S TALK! 15REVIEW & ASSESSMENT
LET’S TALK!
INTERVIEWS - LET’S TALK ABOUT INJURIES!
LT 5.4 - LISTEN
MAD Listening & Viewing
Listen to the following students talk about themselves.
Note: The interview answers are unscripted responses to a question. You may notice some
grammatical errors, so please keep in mind that these are authentic responses.
Jason Jack
LT 2.5 - LISTEN & WRITE
MAD Fill-in-the-Blanks
Listen to the following students talk about themselves. Fill in the blanks with words that are
missing in their interview. *Watch spelling and capitalization if it is the beginning of a
sentence.
Jason: “When I was in [first grade], I was riding my bike [down] my street [to get to] my house,
and - uh - my bicycle ran [over] a rock, I [fell off] the bike and [broke] my collarbone. So, I had
to go into the [hospital] and get a sling that I had [to wear] for a couple of months.”
Jack: “One time when I was really [young], I was [sitting] on a rocking chair, and I was rocking
it back and forth [until] I rocked [too far] and it tipped back. When I [fell] I had split [my head]
open, and I had [to go to] the hospital to get stitches.”
LET’S TALK! 5-45
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