Irregular Verbs in the Past and Past Participle

בס"ד

Name_____________________________

Irregular Verbs in the Past and Past Participle

Write the V3 form

  

V1               V2               V3

begin           began        ___________________

drink            drank        ___________________

give             gave           ___________________

sing              sang          ___________________

sit                 sat             ___________________

swim            swam         ___________________

babysit        babysat         ___________________

Write in sentences in the past tense

________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write sentences in the present tense 
________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Write sentences with the past participle 
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Rachael Alice Orbach 
http://www.live-english.net/

Active to Passive Game for your class. Use during a class party at the end of the year!

Activity: Change to Passive This can be used for the last day of class party, before a vacation.

Level: High-intermediate through advanced

Preparation: around 5 minutes

Time: 30 minutes

Directions: Print this page. Fill in the blank spaces with the names of some of your students. Copy on to colored paper or card stock and cut the sentences into strips. Divide the class into teams. This game is played in rounds. For each round, give every team one strip. Students work together to change the active voice sentence to passive. One member of the group races to the board and rewrites the sentence in the passive--if possible. (Almost all the sentences can be changed to passive; there are just a few that can't- to throw a wrench into the activity.) You can add more sentences.

 You check the sentences with the class and keep track of each team's points on the board.
Scoring is as follows: Grammatically perfect sentences are worth 5 points. An incorrect passive voice
sentence is worth 0 points. Subtract one point for every other type of grammatical mistake.


Scientists observed the tigers for six days.

Scientists are investigating the possibility of life on other planets.

When we walked into the classroom, the teacher had already given the assignment.

Some teachers cleaned up the teachers’ room.

I think the students will have drunk most of the coffee by the time we arrive.

People believe that San Francisco is a warm city.

Ben made the coffee.

Avi’s cat broke the vase.

Everyone thinks that San Francisco is the most beautiful city in the US.

Our findings will intrigue the world.

Someone will tell us by this time next week.

Many people visit Disneyland every year.

Someone has washed the dishes.

Someone poisoned the king’s dinner.

What happened to you last night?

John needs to have someone fix his car.

Mother wants to have someone clean her house.

Maybe we can have someone fix the heat.

A penny hit David on the head.

Yossi could not fall asleep.

A pack of wild students attacked Yinon.

The United States will win the next World Cup.

Ofir ate Shomi’s lunch.

The police dragged the thief away.

John will wash the dishes tonight.

The computer needs to get fixed!

Turn off the water!

The Mars rover is still doing experiments for ten years.

Marci cured her cough by drinking lemon juice with hot chili powder.

Going to the Doctor - Easy English conversation lesson you can use in class.

בס"ד 

Here is an easy English conversation lesson that you can use in your classroom.  It takes about 15 minutes depending upon the level of your class.  A more advanced class will do it in less time.  First you read the dialogue with one student volunteer, and then have the students work in pairs reading the dialog to each other, switching parts saying the dialog to each other.  Good luck!  to my book that is on Amazon:   The Relatives are coming to Visit  

   The Relatives are coming to Visit  

Going to the Doctor

Rina Levy :     Hi Dr. Cohen, I feel terrible. (cough cough)

Dr. Cohen:      What seems to be the matter?

Rina                 I have this terrible cough.

Dr. Cohen       How long have you had the cough?

Rina                 Oh, for about a week.

Dr. Cohen.      Did you have a cold before that?

Rina                 Yes, (cough, cough)

Dr. Cohen       Well, go sit on the table.

Rina                 Ok. (sits on the examining table)

Dr. Cohen       Open your mouth,  yes, yes, sore throat, post nasal drip

Rina                 Is it bad?

Dr. Cohen       Come sit down at the desk.   Good,  you need some medication.

Rina                 I am allergic to all medications that contain penicillin.

Dr. Cohen       I don't think that you need an antibiotic.  Don't worry.

Rina                 Thanks.

Dr. Cohen       I wrote you out a prescription for Robitussin, a cough syrup, to be taken only at bedtime,  and a             nasal spray.  This you use three times a day.

Rina                 But I also need some vitamins. 

Dr. Cohen       Ok, do you need a multi-vitamin? 

Rina                 Yes, and iron and calcium

Dr. Cohen       Well, in order for me to give you those, you need a blood test.  Here's the form.  Just                           go to the nurse next door, she takes blood only until 9:30 am.

Rina                 Why its 9:25.  I'd better hurry! Thank you doctor!  How do I pay you?

Dr. Cohen       Aren't you a member of the Kupat Cholim? 

Rina                 No, I'm just visiting Israel for the summer.  I have my insurance, Blue Sheild from my                        job in New York.

Dr. Cohen       Talk to the receptionist, she will help you all the forms that you need to fill out.  Don't                         worry, feel better!  Bye! 

Speaking exercises:

1. What seems to be the _______________________ (trouble, problem, matter)?

2. How long have you had the cough?  Oh, for about ________________ ( two weeks, a week).

3. Go______________(lie, sit, lean)  on the table.

4. I am allergic to all ________________( pills, medications, medicines) that contain penicillin.

___________________________________________________________________________________

Grammar

Pronunciation of some words ending in “ed”

When the last sound of the base verb is k, f,s,p, sh, ch, ck

  watch, laugh, kiss, pick, ask, check, book, - you pronounce ed as/ t/

Work               workt

Walk                walkt

Talk                 talkt

Watch              watcht

Laugh              laught

Kiss                 kisst

Ask                  askt

Check              checkt

Book               bookt

Wash               washt

Exercise:

Say the following sentences:

I booked the plane flight for June 30^th,  does that fit your schedule?

I laughed so hard that I fell off the chair!

I asked you to buy milk at the supermarket, why did you bring home wine instead?

She watched the children while I washed the floor.

                                               

All Work and no play makes Rachael Alice a dull Girl!

Now you can see that I have many talents!  Not only teaching English, but Music as well.
Enjoy this Improv Mandolin piece that just came to my hands, and was captured on video camera!

Rachael Alice
http://rachaelorbach.weebly.com/ 

Parts of the body in Hebrew and English

Follow my blog with Bloglovin

This is a worksheet that I am working on for one of my students.
If you can use it all the better!

חלקי הגוף Body Parts
ראש	Head
יד	Hand
רגל	Leg
כף רגל	Foot
פנים	Face
עין	Eye
פה	Mouth
חזה	Chest
מרפק	Elbow
זרוע	Arm
כתף	Shoulder
מותניים	Waist
ברך	Knee
ירך	Thigh
צוואר	Neck
גב	Back
אוזן	Ear
שער	Hair

Bagrut Writing Assignment 4 or 5 points

I use this for Bagrut preparation for the Bagrut Writing Sections

Name_____________________________________  Date______________________

Essay in Class Assignment: Write your Ideal Day

YOUR ACTION PLAN FOR IDEAL DAY GENERATION:               Give it Life!

Starting from the exact time that you wake up, write out your entire ideal day.  Describe

everything.  Your home.  Your family. Your health.  Your cars.  Your vacations.  Write out

your perfect routine.  Fill it with details and   MAKE IT VIVID. Pick a school day or a non-school day.

This should really excite you because you are taking the first step toward creating your

ideal future.  You create the person you want to be, where you want to live, who you want

to be surrounded by, and even how you want to make your money.

By writing your Ideal Day down, you give it life.  You give it tremendous momentum to

move in your direction.

And remember to NEVER limit your ideas.  Write 80 – 100 words  Use modals and semimodals.


____________________________________________________________________________

HOTS Uncovering Motives Lesson Plan

Rachael Orbach –  One and Twenty by A. E. Housman

Explicit HOT - Uncovering motives

Uncovering

motives

identify motives that explain the character’s behavior and support this with evidence from the text.

Why do you think that wise man gave the advise? Support your answer.

What made the young man change his mind?  Give supporting details.

Deductive Methodology #1

Stage 1 Introduction of HOTS Uncovering Motives.

Stage 2 Application of HOTS to other areas

Stage 3 Reading the text

Stage 4 Checking comprehension through LOTS

Stage 5 Re-introduction of HOTS (based on analysis of text) in relation to the text

Key Components Examples of Activities

Pre-Reading Activity • What are motives? How can you know why

someone does something? (Oral activity)

Basic Understanding

(LOTS)

Analysis and Interpretation:

• Explicit teaching of HOTS

• Examples of using the

HOTS in real-life situations

(oral or written).

• Using the HOTS you taught

to help understand the text

(written).

• Teaching literary terms

and using them to analyze text.

• worksheet define all the unfamiliar words of

the text.

• Have the students complete a chart with

“translation”

• Rue - Pain



• Optional: Activities for analyzing and interpreting (as you have done in the past). • Role play activity: Son goes out late at

night on a school night. Mother waits at home

very worried.

• Why did the son go out?

• Why is the mother worried?

• Now we read the text: and apply this HOT

to the text.

• What is the motive of the wise man in the

first part of the poem

When I Was One-and-Twenty

A. E. Housman (1859-1936)

When I was one-and-twenty

I heard a wise man say,

"Give crowns and pounds and guineas

But not your heart away;

Give pearls away and rubies

But keep your fancy free."

But I was one-and-twenty,

When I was one-and-twenty

I heard him say again,

"The heart out of the bosom

Was never given in vain;

'Tis paid with sighs-a-plenty

And sold for endless rue."

And I am two-and-twenty,

And oh, 'tis true, 'tis true.

No use to talk to me.