Knowing me knowing you classroom activities to develop learning strategies and stimulate conversation



Language handbook additional practice in grammar, usage, and mechanics grade 6

TX_L06LH_01 1/4/70 10:26 AM Page 1 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 1 Identifying Nouns Exercise A Underline each noun in the following sentences. A sentence may have more than one noun. EXAMPLE 1. The apples in the basket are for Aunt Meg. 1. The samurai of Japan were powerful warriors. 2. Robin received e-mail from a friend. 3. Are Mom and Dad at the game? 4. Trout and perch swam in the lake. 5. Turn off the lights. 6. Francisco has an idea for the play. 7. Rows of wheat waved in the breeze. 8. Marissa carefully cut and sanded the boards. 9. Mr. Kwan showed the class a film about Egypt. 10. The high peaks of the Rocky Mountains stopped some pioneers. Exercise B For each of the following sentences, identify the underlined nouns. On the line provided, write common if the underlined noun is a common noun. Write proper if the noun is a proper noun. EXAMPLE proper 1. The cabin sat on the shores of the Hudson River. © Houghton Mifflin Harcourt Publishing Company _________ 1. Emily Rosa published an article in a medical journal when she was only nine. _________ 2. Marie Curie and her husband, Pierre, won a Nobel Prize in physics in 1903. _________ 3. The iron bridge rusted after years of neglect. _________ 4. Every soldier saluted the general. _________ 5. The first person over the finish line was Yolanda. _________ 6. Freighters carry goods through the Panama Canal. _________ 7. A series of canals connected the fields to the river. _________ 8. English scientist Jane Goodall studied chimpanzees in Tanzania, Africa. _________ 9. Beyond the desert lay green valleys and silver lakes. _________ 10. We recited the first words of the Declaration of Independence. The Parts of Speech 1 TX_L06LH_01 6/2/09 9:27 AM Page 2 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying Pronouns WORKSHEET 2 Exercise Underline the pronouns in the following sentences. A sentence may have more than one pronoun. EXAMPLE 1. They promised us a ride on their pony. 1. Do your homework before dinner. 2. Abe and she mopped the floor and waxed it. 3. The grateful king granted me a place at his feast. 4. The treehouse belongs to her, but he and I play in it. 5. We told our story, but they did not believe us. 6. The ancient Greeks often decorated their pottery with scenes from daily life. 7. The entire village greeted them after their journey. 8. The book The Dark Child is mine, but I lent it to her. 9. Chad took the turtle back to its pond. 10. Soon the golden trophy will be ours. 11. She looked at herself in the mirror. 12. Both of my sisters take singing lessons. 13. Bridget and I enjoyed the African dance performance. 14. These are the photos from our trip to Mexico City. 15. The coach congratulated everybody on the team. 16. You are being too hard on yourself. 18. Is this an Italian restaurant? 19. They think their dog eats its food too fast. 20. Did Mr. Moore give them a map of New Orleans? 21. Some of the boys amused themselves by reading their new magazines. 22. Please let me know when either of our cousins arrives. 23. Those have grown the tallest of any of the flowers in my garden. 24. Because she had many peaches, Mrs. Farley shared some with us. 25. He would not play his guitar until he had replaced all of its broken strings. 2 Language Handbook © Houghton Mifflin Harcourt Publishing Company 17. Has somebody eaten all of the peaches? TX_L06LH_01 1/4/70 10:26 AM Page 3 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 3 Identifying Adjectives Exercise A Underline the adjectives in the following sentences. Do not include the articles a, an, and the. On the line provided, write the word that each adjective modifies. EXAMPLE rocks 1. Colorful rocks lined the bottom of the aquarium. _____________ 1. A fish swam through a small castle. _____________ 2. Five catfish patrolled the bottom of the tank. _____________ 3. A toy diver bobbed up and down. _____________ 4. Anna gave the glass a light tap, and the fish swam toward her. _____________ 5. The aquarium belonged to the science class. _____________ 6. A tiny snake swam at the bottom. _____________ 7. Naguib fed the fish a special food. _____________ 8. Air bubbles gave the fish oxygen. _____________ 9. The fish seemed happy in the tank. _____________ 10. We were proud of the aquarium. Each of the following sentences contains at least one adjective. Underline each adjective, and draw an arrow to the word it modifies. Do not include the articles a, an, and the. Exercise B EXAMPLE 1. Those kittens seem healthy and active. 1. In many Japanese homes, people sleep on futons. © Houghton Mifflin Harcourt Publishing Company 2. Maya picked the perfect spot for the vegetable garden. 3. The food at that Indian restaurant tasted delicious. 4. In late spring, the flowers are beautiful. 5. That story is funny and has a positive message. 6. The city of Madrid has a dry climate. 7. Please set these bowls on the round table. 8. The explorers set out into the frigid Alaskan wilderness. 9. Some peoples in the Caribbean area weave beautiful cloth. 10. Bring me the blue shirt, please. The Parts of Speech 3 TX_L06LH_01 6/2/09 9:27 AM Page 4 NAME Language Handbook CLASS DATE 1 The Parts of Speech Using Pronouns and Adjectives WORKSHEET 4 Exercise A Rewrite the following sentences on the lines provided. Replace the repeated nouns with pronouns. EXAMPLE 1. Mrs. Robertson works in Mrs. Robertson’s office during the week. Mrs. Robertson works in her office during the week. 1. Mr. Lee picked up Mr. Lee’s Scout troop for the field trip. __________________________ 2. The best part of the movie is the movie’s special effects. __________________________ 3. James Joyce wrote about James Joyce’s native city of Dublin, Ireland. ______________ 4. Cathy likes science, but Cathy prefers math. ____________________________________ 5. Juan’s teachers recommended Juan for a scholarship. ______________________________ Exercise B For each of the following sentences, write an appropriate adjective in the blank. EXAMPLE 1. The puppy slept on a fluffy pillow. 1. Mrs. Calvino offered us a bowl of _______________ grapes. 3. The _______________ farmers planted corn and potatoes in Peru. 4. _______________ rings and golden coins filled the treasure chest. 5. Rich carpets and _______________ curtains decorated the German castle. 6. A _______________ gentleman guided us through the museum. 7. On the bedside table sat a _______________ clock. 8. Only _______________ minutes were left in the game. 9. A _______________ smell drifted from the kitchen where Mama was cooking lentil soup. 10. We found a _______________ bird’s nest behind the garage. 4 Language Handbook © Houghton Mifflin Harcourt Publishing Company 2. The _______________ team played until after dark. TX_L06LH_01 1/4/70 10:26 AM Page 5 NAME Language Handbook CLASS DATE 1 The Parts of Speech WORKSHEET 5 Identifying and Using Action Verbs Exercise A Underline the verbs in the following sentences. Some sentences have more than one verb. EXAMPLE 1. Our new kitten sleeps under the couch and plays in the laundry basket. 1. Sea gulls soared on the wind and dived toward the sea. 2. The equator divides the Northern and Southern Hemispheres. 3. I remember the cluttered, dusty attic at Grandpa’s house. 4. The Maya of Central America and southern Mexico developed a form of hieroglyphics. 5. Call the doctor and make an appointment. 6. Good campers prepare for emergencies. 7. Dark gray clouds covered the horizon and hid the sun. 8. Antelope grazed along the grassy riverside. 9. The environmental club organized a small party in Cesar Chavez Park. 10. Joy and George Adamson worked with lions in Kenya, Africa. Exercise B On the line provided, write an action verb for each of the following sentences. EXAMPLE 1. Scientist Rosalind Franklin research. used X-rays in her 1. I _______________ the money in my bank account. © Houghton Mifflin Harcourt Publishing Company 2. Sunlight _______________ in through the window. 3. Mom _______________ my sister and me to hockey practice. 4. Our flag _______________ in front of the courthouse. 5. Miss Chan and Mr. Draper _______________ our float for the parade. 6. Toni Cade Bambara _______________ many stories. 7. Juanita _______________ the ducks some stale bread. 8. The mountain climbers stopped and _______________ for the night. 9. My friend Ravi easily _______________ his wheelchair around the school. 10. _______________ your name at the top of the page. The Parts of Speech 5 TX_L06LH_01 6/2/09 9:27 AM Page 6 NAME Language Handbook CLASS DATE 1 The Parts of Speech Identifying Action and Linking Verbs WORKSHEET 6 Exercise A Underline the linking verbs in the following sentences. Some sentences have more than one linking verb. EXAMPLE 1. The large box appeared heavy but was light. 1. The colt grew fat in the lush pasture. 2. Amelia Earhart was the first woman to fly solo across the Atlantic Ocean. 3. I am very interested in the art of Pablo Picasso. 4. Those oranges tasted sour to me. 5. The sword remained sharp for many years. 6. Are Tamika and Tyrone twins or just brother and sister? 7. Learning fractions seems hard but is sometimes easy. 8. His tough words sounded brave but were foolish. 9. Be careful with my Patsy Cline CD. 10. The hamster appeared sad without its companion. Exercise B Underline each verb in the following sentences. If the verb is a linking verb, write LV in the blank at the left. If it is an action verb, write AV. EXAMPLES LV 1. Larry looked sad to Jenna and me. AV 2. We looked for Larry’s library book. _________ 1. I smelled the last roses of the summer. _________ 3. Dad tasted my brother’s homemade tortillas. _________ 4. The tortillas tasted dry to my father and me. _________ 5. Bharati Mukherjee is an interesting writer. _________ 6. She published her first book, The Tiger’s Daughter, in 1972. _________ 7. Alaskan farmers grow many kinds of vegetables. _________ 8. Fish grow large in the cold Alaskan waters. _________ 9. Each student felt the surfaces of the crystals. _________ 10. The crystals felt hard and bumpy. 6 Language Handbook © Houghton Mifflin Harcourt Publishing Company _________ 2. The roses smelled fresh and sweet. 

McGraw hills complete medical spanish

Acknowledgments We would like to acknowledge Tamara Anahí Ríos, M.S.; Silvia “Yola” Ruanova; Dolores Torres Villate, R.N.; Emilio Fernández Torres, M.S.; and Luvy Bravo de Nuanes, Ph.D., for their help with vocabulary and expressions as used in Mexico, the Caribbean, and Central America. Special thanks go to Milagros Martínez Bello, M.D., for her assistance with medical terms and proofreading the dialogues for accuracy. Thanks also to all of the students in the medical field who have taken our courses over the years and have been an ongoing source of information. ix Copyright © 2004 by Joanna Ríos and José Fernández Torres. Click here for terms of use. This page intentionally left blank. Introduction McGraw-Hill’s Complete Medical Spanish is an illustrated medical Spanish text-workbook specifically geared to healthcare professionals, in particular, physicians, physicians’ assistants, nurses (including NPs, LVNs, LPNs, MAs), medical attendants, lab technicians, and ancillary medical staff. The book is composed of ten chapters or lessons. Each chapter introduces grammar concepts (often referred to as “structures,” which somehow sounds less threatening), vocabulary, and dialogues that attempt to follow the order in which your patient visit takes place. For example, you will learn to greet a patient, take vital signs, interview him or her, find out the chief complaint, review the medical history, give a physical exam, and then recommend prescription or follow-up instructions. Vocabulary and dialogues for various lab tests are also included. Many significant cultural aspects are also interspersed throughout each chapter, culminating with the last lesson that focuses on “Cross-cultural communication.” Each chapter follows a logical progression and introduces vocabulary by means of pictures that are generally related to a single topic. The initial vocabulary section of each chapter is followed by related exercises, dialogues, and/or crossword puzzles. Grammar concepts are explained in a simple, clear, and concise manner. Although grammar, per se, is not stressed, it is reinforced by constant repetition—the very manner in which we learned our native tongue as children. The purpose of the illustrations and the suggested method of instruction is to encourage you to avoid translating from Spanish to English and vice versa. Instead, you are encouraged to relate the image or concept directly with the appropriate Spanish word, thus eliminating an entire and irrelevant translation step. The dialogues are based on vocabulary that has already been presented, so you are familiarized with nearly all the words and phrases that will be encountered in each dialogue. Obviously, the purpose of this book is to teach you to communicate with your Spanish-speaking patients in order to form strong clinician–patient rapport. You will be learning a standardized universal Spanish that also includes many xi Copyright © 2004 by Joanna Ríos and José Fernández Torres. Click here for terms of use. xii Introduction words and expressions that take on different meanings in different countries and regions. Your Latino patients will come from a variety of countries, education levels, socioeconomic backgrounds, and origins (whether urban or rural). Some may be from indigenous groups for whom Spanish is also a second language. The point is that their Spanish accents, some vocabulary, expressions, and cultural traits will differ; yet you will be able to understand the essential, salient aspects of what they express. Just think of the variations that exist in English; nevertheless, you probably understand someone from England, Australia, New Zealand, the southern United States, or New York. If anything, the Spanish text is weighted slightly toward expressions used in Mexico. This is in large part a reflection of the fact that the majority of the healthcare professionals who have studied in the authors’ programs and workshops treat more Spanish-speaking-only patients of Mexican origin than those from any other region. Nevertheless, many expressions from Central America, the Caribbean, and some parts of South America are also included. It is important to remember that if you smile and say as much as you can in Spanish—even if it is only introducing yourself—most of your Spanish-speaking patients will be relieved and impressed that you are attempting to learn and use their language. Don’t worry too much about your accent—your patients will understand, and the more you listen to the accompanying recordings, the more you will improve. Just go for it, and, when necessary, ask for their help. You will find that by remembering just a handful of very basic structures, combined with some of the many cognates (words in Spanish that are similar to words in English) that exist in the medical field, you will surprise yourself with your ability to converse satisfactorily. Above all, keep in mind: do not translate literally, and keep it simple. Please note: medicine changes so rapidly that what is an accepted word or concept today may not be so tomorrow. Therefore, while we have changed VD to STDs and now to STIs, please make allowances for other examples of new usage that develop once this book is published. (And, by the way, in Spanish it is still called enfermedades venéreas!) We have tried to be as medically correct as possible, and although we have chosen only a few medical dialogues from certain fields, the conversations offer an example of how to use sentence structure and the “power verb concept.” The point of this text-workbook is not to include dialogues of every field for you to memorize, but to teach the basic sentence structures needed to form your own dialogues to suit your own specific needs. If you learn the basic structures, you will be able to fill in the sentences with any word from your specialized area. Introduction xiii If a word, dialogue, or concept related to your specific field is not mentioned or used, simply learn to use the sentence structure (in the simplest form) and add your specialized term. In this way, you will learn how to say whatever you need to and to understand why something is stated as it is in Spanish. This takes you beyond just memorizing and allows you to form your own thoughts in Spanish in order to best communicate with your Spanish-speaking-only patients. Remember to “keep it simple.” And don’t be afraid to use a dictionary. It’s a great invention—and it works! How to use this course 1. As this is a self-study course, we strongly suggest you start working through the text from the beginning, one section at a time. Don’t take things too fast, only to discover that you have not fully assimilated the material. The grammatical structures on which conversational Spanish is based are introduced gradually and are immediately placed in contexts that are relevant to healthcare professionals and applicable to common doctor–patient exchanges. 2. Be sure to complete the exercises. You will notice that the exercises within each section generally become progressively more challenging, starting with a basic reinforcement of the grammar concepts and progressing to exercises that require more challenging cognitive thinking. You may check your answers with the suggested responses in the Answer Key at the back of the book. For easy reference, a verb table is also provided in Appendix A, listing the different verb tense endings and conjugations. 3. Vocabulary lists are there to be learned. You should be accustomed to memorizing and assimilating vast quantities of information. (How else were you able to succeed during “med school” or any medically related field of training?) The vocabulary that is presented has been carefully selected to correspond to common healthcare-related conversations; where longer or more technical vocabulary lists are provided, you may be more selective and ignore terms that are not relevant to your specific field. 4. When you arrive at a dialogue in the text, having first memorized the vocabulary, read it as many times as you feel you need. Then listen to the dialogue on the recording while reading along in the book simultaneously. The first few times, just attempt to obtain the general idea of the dialogue. Do not focus on each separate word (just as you don’t concentrate on every word uttered by a radio announcer when listening to a radio station in English); rather, try to “catch” the key phrases. xiv Introduction Repeat words and phrases aloud as much as possible to reinforce the structures and to mimic the accent and intonation. Subsequently, just listen to the dialogue on the recording. As important as studying the healthcare provider’s role, however, is listening carefully to the patient’s part in the dialogues. This will train you to understand what your patient is attempting to communicate to you. To help you achieve this goal, a variety of accents and intonations are included on the recordings. If a particular dialogue has driven you crazy and you simply must know what it means in English, you may turn to Appendix C, which contains English translations of all the dialogues and monologues. However, we hope that you use the translations only as a last resort. 5. Remember, you can reread sections in the book and replay the recordings as often as you need. Even if it is only for five or ten minutes, regular review will help consolidate your grasp of medical Spanish and boost your confidence. You will then realize how much Spanish you have retained and now understand. 6. Don’t be shy! Use the Spanish that you have learned whenever the opportunity presents itself. The more you use it, the more comfortable and natural it will seem. And the more you will build your rapport with your Latino patients. Good luck! 

McGraw hills essential ESL grammar a handbook for intermediate and advanced ESL students

PA RT I Noun Phrases 1 Copyright © 2008 by Mark Lester. Click here for terms of use. This page intentionally left blank 1 Nouns This chapter is divided into three sections. The first two sections describe in detail the two basic types of nouns: proper nouns and common nouns. Proper nouns are the names of specific individuals; common nouns are the names of categories. The third section describes how we form possessive nouns. Proper Nouns Here are some examples of proper nouns: Specific persons: Dorothy, Miss Marple, Senator Smith, Uncle Fred Specific places: Chicago, Jordan, Red Sea, Mount Olympus Specific things: New York Times, Microsoft Corporation Capitalization of Proper Nouns The most obvious feature of proper nouns is that they are capitalized. However, the conventions of capitalization are anything but simple. Here are some of the more important capitalization rules for persons, places, and things: Capitalization of Persons. Capitalize all parts of the name, including Jr. and Sr.: Fred Smith Sr. Martin Luther King Jr. 3 Copyright © 2008 by Mark Lester. Click here for terms of use. 4 Noun Phrases When civil, military, religious, and professional titles precede a name and are used as part of the name, they are capitalized: General Patton Pope Benedict XVI President Bush However, if the title follows the name or is used to talk about a person, then the title is considered a common noun and is not capitalized. For example, compare the following: Proper noun: Governor Schwarzenegger was reelected. Common: Arnold Schwarzenegger, the governor of California, was an actor. Common: Arnold Schwarzenegger is the governor of California. The names of groups of people (linguistic, religious, racial) are normally capitalized. For example: Catholics Chinese Latinos Capitalization of Places. Geographical terms (for example, street, river, ocean) that are part of a name are also capitalized. For example: Atlantic Ocean Great Barrier Reef Deep Creek Lake Erie Elm Street Mississippi River Empire State Building Rocky Mountains The names of distinct regions are usually capitalized. For example: Mid Atlantic the South the Midwest Southeast Asia Nouns 5 Popular names of places are usually capitalized (and not enclosed in quotation marks). For example: Badlands (South Dakota) Eastern Shore (Chesapeake Bay) Bay Area (California) Fertile Crescent Strangely enough, words derived from geographical names are generally not capitalized. For example: china (dishes) plaster of paris french fries venetian blinds Capitalization of Things. The complete names of private and public organizations of all kinds are capitalized. For example: Cheney High School Peace Corps Green Bay Packers (football team) Xerox Corporation New York Philharmonic The names of historical, political, and economic events are generally capitalized. For example: Boston Tea Party New Deal Great Depression The names of acts, treaties, laws, and government programs are generally capitalized. For example: Declaration of Independence Marshall Plan Federal Housing Act Monroe Doctrine The names of months and the days of the week are capitalized, but not the names of the seasons. For example: fall summer February Wednesday spring winter 6 Noun Phrases Plural Forms of Proper Nouns Plural proper nouns are uncommon, not because there is any grammatical restriction on them, but because we rarely need to use them. Here are some examples of plural proper nouns: We have had three hot Julys in a row. The Smiths went to the beach this weekend. There are two New Yorks, one for the rich and another for the rest of us. Do not use an apostrophe for the plural of proper nouns. For example: X We have known the Johnson’s for a long time. For the use of definite articles with plural proper nouns, see Chapter 3. Common Nouns Common nouns refer to persons, places, things, and ideas (abstractions). Here are some examples: Persons: Places: Things: Ideas: student, women, reporter, father, employee city, river, mountains, forest, sidewalk computer, book, water, elephant justice, love, friendship, honesty, respect Common nouns are divided into two main categories: noncount and count. Noncount nouns are nouns that cannot be used in the plural. The term noncount refers to the fact that these nouns are literally not countable; that is, they cannot be used with number words. Most common nouns are count nouns; they can be counted and used in the plural. The distinction between noncount and count nouns is of particular importance in determining which article to use. This topic is covered in detail in Chapter 3. 

New american streamline departures



New american streamline destinations



New english file elementary test booklet

NAME 1 B Reading and Writing 2 Answer the questions. R EAD I N G 1 Read the text and tick (✓) A, B, or C. Example: What’s the name of Carmen’s school? King''s School Studying in the UK 1 What is Carmen’s surname? __________ 2 Where is her school? __________ A student at King’s School tells us what she likes about her English course. My name’s Carmen García and I’m a student at King’s School, which is a language school in Glasgow. I’m Spanish, from Madrid, but my mother is French. She’s a teacher in Madrid. The students at King’s School are from many different countries. I’m in a class which has students from Japan, Mexico, Germany, and Italy. It’s really interesting to meet so many different people. The director of the school is British, but my teacher is American. She’s from New York and her name’s Helen. She’s very nice and she’s an excellent teacher. Her classes are always great fun. José and Karl are probably my best friends in the class. José is from Mexico and Karl is from Berlin, in Germany. We always speak English together because that’s the best way to learn. 3 Where’s her mother from? __________ 4 Who is her teacher? __________ 5 Where’s the director from? __________ 6 What nationality is Karl? __________ 7 Which country is José from? __________ Reading total 7 15 WR ITI N G Answer the questions with complete sentences. Example: How old are you? I’m twenty-four years old. 1 Where are you from? Example: King’s School is a language school. __________________________________________. ✓ ■ A True B False ■ C Doesn’t say ■ 2 When are your English classes? __________________________________________. 3 What’s your surname? 1 Carmen is Spanish. A True ■ B False ■ C Doesn’t say ■ ■ C Doesn’t say ■ __________________________________________. 4 Where’s your father from? 2 Her mother is a teacher. A True ■ B False __________________________________________. 5 Is your teacher from the United States? 3 Her father is Spanish. A True ■ B False ■ C Doesn’t say __________________________________________. ■ 6 What’s your phone number? 4 The students at the school are from the same country. A True ■ B False ■ C Doesn’t say ■ 7 What’s your address? __________________________________________. 5 The director is from Glasgow. A True ■ B False ■ C Doesn’t say ■ 8 What’s your name? __________________________________________. 6 Carmen’s teacher is British. A True ■ B False ■ C Doesn’t say ■ 9 Is your TV from Germany? __________________________________________. 7 José and Karl are in Carmen’s class. A True ■ B False ■ C Doesn’t say ■ 10 Where’s your mother from? __________________________________________. 8 José is German. A True ■ B False __________________________________________. ■ C Doesn’t say ■ 10 8 New English File Elementary photocopiable © Oxford University Press 2004 Reading and Writing total 25 11 NAME 1 NAME A Listening and Speaking 1 B Listening and Speaking LI STE N I N G LI STE N I N G Listen to Mario talking to the receptionist. Tick (✓) A, B, or C. Listen to Mario talking to the receptionist. Tick (✓) A, B, or C. 1 His e-mail address is A mariobenedetti@hotmail.com B benedetti.mario@hotmail.com C mario.benedetti@hotmail.com 1 His address is 2 His address is 3 Mario is 4 His postcode is A B C A B C A B C 5 His mobile number is A B C ■ ■ ■ Via Foro 22. ■ Via Foro 20. ■ Via Foro 25. ■ 22. ■ 20. ■ 25. ■ Rome 01032. ■ Rome 00132. ■ Rome 00123. ■ 348 226 7341. ■ 348 266 7341. ■ 348 226 7314. ■ 2 His home number is A 06 841 5517. B 06 840 5517. C 06 840 5117. 3 His postcode is 4 His e-mail address is A benedetti.mario@hotmail.com B mariobenedetti@hotmail.com C mario.benedetti@hotmail.com 5 Mario is A 25. B 20. C 22. Listening total 10 Speaking total 15 Speaking total 15 Listening and Speaking total 25 Listening and Speaking total 25 Student A What’s your first name? Where are you from? What’s your address? How do you spell your surname? Are you married? What’s your mobile number? 2 Read this information and answer your partner’s questions. Ewan McGregor Born Crieff, Scotland 1971 3 Your partner has information about another famous person. Ask your partner these questions. 12 ■ ■ ■ ■ ■ ■ 10 1 Ask your partner these questions. it / man / woman? •• IsWhat / name? How /spell? • A Rome 00132. B Rome 00123. C Rome 01032. Listening total S P EAKI N G 1 2 3 4 5 6 ■ ■ ■ ■ ■ ■ ■ ■ ■ A Via Foro 25. B Via Foro 20. C Via Foro 22. old? •• How Where / from? • How / spell? Student B S P EAKI N G 1 Answer your partner’s questions. Now ask your partner these questions. 1 2 3 4 5 6 What’s your surname? What’s your e-mail address? How do you spell your first name? What’s your phone number? Are you single? Are you a student? 2 Your partner has information about a famous person. Ask your partner these questions. it / man / woman? •• IsWhat / name? How / • spell? old? •• How Where / from? • How / spell? Now look at this information and answer your partner’s questions. Halle Berry Born Cleveland Ohio, USA 1968 New English File Elementary photocopiable © Oxford University Press 2004 NAME 2 A Grammar, Vocabulary, and Pronunciation G R AM MAR VO C AB U L ARY 1 Complete the sentences. Use the verbs in brackets. 4 Look at the pictures and complete the phrases. Example: She lives (live) in a house. 1 They _______________ (not have) children. 2 I _______________ (work) in a school. Example: play the guitar 3 The pub _______________ (close) at 11.00 p.m. 4 She _______________ (not like) coffee. 5 We _______________ (speak) English and Italian. 6 You _______________ (study) at the university. 1 2 3 4 7 My mother _______________ (drive) a nice car. 8 Juan _______________ (not play) computer games. 8 2 Complete the sentences with one word. Example: Do you like Mexican food? 1 __________ they live in France? 2 __________ your father work in a restaurant? 3 How old __________ your brother? 5 6 4 We __________ live in a house. We live in a flat. 5 What __________ your father do? 6 Is your brother __________ actor? 6 3 Underline the correct word or phrase. Example: This is my brothers’ / my brother’s wife. 7 8 1 It’s Ben’s / the Ben’s pen. 2 These are my childrens’ / children’s books. 3 I like the film’s end / end of the film. 4 That’s my parents’ / parent’s car. 1 __________ a cigarette 5 I don’t like Charles’s / Charle’s brother. 6 He’s my teachers’ / teacher’s husband. Grammar total 2 __________ fast food 6 3 do __________ 20 4 have a sandwich for __________ 5 __________ to the cinema 6 __________ to the radio 7 live in a __________ 8 wear __________ New English File Elementary photocopiable © Oxford University Press 2004 8 13 NAME 2 A Grammar, Vocabulary, and Pronunciation 5 Write the jobs. P R O N U N C IATI O N 7 Match the sounds with the words. Example: I work for a newspaper. I’m a journalist. 1 I work in a school. I’m a t__________. 2 I work in an office or a hotel. I’m a r__________. 3 I work in the theatre. I’m an a__________. 4 I work in a hospital. I’m not a doctor. I’m a 1 sushi n__________. 5 I work in a restaurant. I’m a w__________. what 2 6 I’m at university. I’m a s__________. thirteen 6 6 Complete the sentences about the family tree. does 3 journalist John = Mary coffee 4 Mike = Sue Helen = Jack Paul 5 Tom David Sally Sam 8 Underline the stressed syllable. Example: John is Mary’s husband. 1 Helen is John’s ________________. Example: coffee 2 David is Sam’s ________________. 1 grandfather 3 Mike is Sally’s ________________. 2 mother 4 Sally is Jack’s ________________. 3 family 5 Mary is Tina’s ________________. 4 engineer 6 Tom is Paul’s ________________. Vocabulary total 14 5 Tina 6 20 5 policeman 5 Pronunciation total 10 Grammar, Vocabulary, and Pronunciation total 50 New English File Elementary photocopiable © Oxford University Press 2004 NAME 2 B Grammar, Vocabulary, and Pronunciation G R AM MAR VO C AB U L ARY 1 Complete the sentences with one word. 4 Complete the sentences about the family tree. Example: Do they live in Spain? John = Mary 1 __________ you like Japanese food? 2 What __________ your uncle do? Mike = Sue Helen = Jack Paul 3 How old __________ your sister? 4 Is your cousin __________ actor? Tom David Sally 5 __________ your father work in a hotel? 6 We __________ live in a flat. We live in a house. Sam Tina Example: Helen is Jack’s wife. 6 1 David is Sam’s _______________. 2 Underline the correct word or phrase. 2 Helen is John’s _______________. Example: He’s my teachers’ / teacher’s wife. 3 Tom is Paul’s _______________. 1 It’s the Ben’s / Ben’s brother. 4 Mary is Tina’s _______________. 2 These are my childrens’ / children’s sweets. 5 Mike is Sally’s _______________. 3 That’s my parent’s / parents’ dog. 6 Sally is Jack’s _______________. 4 I don’t like James’s / Jame’s sister. 5 This is my brothers’ / brother’s house. 6 I like the end of the book / book’s end. 6 5 Write the jobs. 6 3 Complete the sentences. Use the verbs in brackets. Example: I work in the theatre. I’m an actor. 1 I work in an office or a hotel. I’m a r__________. 2 I’m at university. I’m a s__________. Example: My brother drives (drive) a nice car. 3 I work in a school. I’m a t__________. 1 I ________________ (work) in an office. 4 I work for a newspaper. I’m a j__________. 2 They ________________ (not have) a dog. 5 I work in a restaurant. I’m a w__________. 3 She ________________ (live) in a flat. 6 I work in a hospital. I’m not a doctor. I’m a 4 James ________________ (not play) chess. n__________. 5 We ________________ (speak) French and English. 6 6 She ________________ (not like) milk. 7 The café ________________ (close) at 7.00 p.m. 8 You ________________ (study) at the language school. 8 Grammar total 20 New English File Elementary photocopiable © Oxford University Press 2004 15 NAME 2 B Grammar, Vocabulary, and Pronunciation 6 Look at the pictures and complete the phrases. P R O N U N C IATI O N 7 Underline the stressed syllable. Example: coffee Example: eat fast food 1 mother 2 grandfather 3 policeman 1 4 engineer 2 5 family 5 8 Match the sounds with the words. 3 4 1 coffee thirteen 5 6 2 does journalist 3 what sushi 4 7 8 5 5 1 do __________ 2 __________ the guitar Pronunciation total 10 Grammar, Vocabulary, and Pronunciation total 50 3 __________ to the cinema 4 wear __________ 5 have a sandwich for __________ 6 __________ to the radio 7 __________ a cigarette 8 live in a __________ 8 Vocabulary total 16 20 New English File Elementary photocopiable © Oxford University Press 2004 

NTCs super mini english dictionary

Useful Spelling Rules For the past tense and the past participle: ■ Add -ed to the bare verb. If the bare verb ends in y preceded by a consonant, change y to i before adding -ed. If the bare verb ends in e, just add -d. walk > walked like > liked judge > judged try > tried carry > carried measure > measured For the present participle: ■ Add -ing to the bare verb. If the bare verb ends in a single e preceded either by a consonant or by u, drop the e before adding -ing. If the bare verb ends in ie, change ie to y before adding -ing. judge > judging take > taking ask > asking carry > carrying pay > paying pursue > pursuing hoe > hoeing see > seeing go > going lie > lying x Useful Spelling Rules Doubling of consonants in participles and past-tense forms: ■ When -ed or -ing is added to a word that ends in a consonant (other than h, w, x, or y) preceded by a single vowel, and the final syllable is stressed, then the consonant is normally doubled. Thus commit and control, which are accented on the last syllable, become committed and controlling, but limit and cancel, which are accented on the first syllable, become limited and canceling. Similarly, stop becomes stopping, but look, in which the consonant is preceded by two vowels, becomes looking. Within the dictionary, forms that do not follow these doubling rules are noted in individual entries. The most typical exceptions to the doubling rules are words with a final c that becomes ck rather than doubling (e.g., picnicking), verbs that are compounds, and verbs with closely related noun senses or more than one pronunciation. Outside the dictionary, learners will encounter other exceptions. Variation also occurs, because sometimes another option is correct, although less familiar in American English than the option given here. xi Useful Spelling Rules Regular Noun Plurals To form the plural of a regular noun: ■ If the singular form ends in s, z, x, ch, or sh, add -es. kiss > kisses box > boxes match > matches dish > dishes bus > buses ■ If the singular form ends in y preceded by a consonant, change y to ie and then add -s. baby > babies library > libraries university > universities butterfly > butterflies ■ For nouns ending in o, the regular plural form may be formed by adding -es or by adding -s. For some words, both spellings are possible. In this dictionary, each entry for a noun ending in o specifies the correct plural form or forms for that word. radio > radios potato > potatoes tornado > tornados or tornadoes xii Useful Spelling Rules ■ For all other regular nouns, add -s to the singular form to make the plural. table > tables boy > boys television > televisions valley > valleys An Important Note on the English Plural The English plural makes English very difficult for adults to learn. Many English nouns cannot be made plural, unlike their counterparts in other languages. Nothing sounds more “non-English” than advice, information, or baggage with the plural s on the end. Among the American English nouns in this dictionary, there are many that the learner should not attempt to make plural—ever! In addition, many of the nouns that can be followed by the plural s seem to be plural but really refer to kinds or types of the noun in question. For example, when the word margarine has an s on the end, it refers to different kinds, types, or varieties of margarine. margarine ["mar dZ@ rIn] n. a food made from animal or vegetable fats, used in place of butter; a spread for bread. (Pl only for types and instances.) Many American English nouns can take the plural s while only referring to different kinds, types, instances, or varieties of the noun. xiii Pronunciation The symbols of the International Phonetic Alphabet are used to show the pronunciation of the words in this dictionary. The speech represented here is that of educated people, but it is not formal or overly precise. It is more representative of the West and the middle of the country than of the East, South, or upper Midwest. Pronunciation of American English is variable in different regions of the country, but most native speakers of American English can understand one another quite well. The goal of the pronunciation scheme is to provide the student with one acceptable model of pronunciation for each entry. Where the numbered senses of an entry are all pronounced the same way, the phonetic representation follows the main entry word. In entries where even one of the numbered senses is pronounced differently from the rest, all the senses are provided with a phonetic representation. Sounds represented here as [or] are often pronounced as [Or] in some parts of the East. Similarly, the sequence [Er] is often pronounced [Ar] in parts of the East. One heavy stress is marked for most words. The dictionary user should expect to hear variation in the pronunciation of most of the words listed in this or any dictionary, but should remain confident that the model provided here is understood and accepted in all parts of the country. The chart on the next page shows the symbols used here and what they correspond to in some simple English words. xiv Copyright 2002 by The McGraw-Hill Companies, I nc. Click Here for Terms of Use. Pronunciation { [ ] { [ɑυ] { [ɑ] { [b] { [d] { [ð] { [d ] { [e] { [ε] { [ə] { [ɑ] stop top sat track cow now bite my beet bubble dead body that those jail judge date sail get set above around { [ ] { [f] { [ ] { [h] { [i] { [] { [j] { [k] { [l] { [m] { [ ] nut shut bird turtle feel if get frog hat who feet leak bit hiss yellow you can keep lawn yellow family slam { [ŋ] { [o] { [o] { [ɔ] { [p] { [r] { [s] { [ʃ] { [t] { [tʃ] { [n] new funny bring thing coat wrote spoil boy caught yawn tip pat rat berry sun fast fish sure { [u] { [υ] { [v] { [w] { [ ] { [z] { [ ] { [] { [θ] thin faith food blue put look save van well wind wheel while fuzzy zoo pleasure treasure water ho tel top pot cheese pitcher xv 

Oxford dictionary of proverbs

Contents Abbreviations Introduction Dictionary Bibliography Thematic Index Abbreviations used in the dictionary a Apr. Aug. AV BCP c cent. cf. COD Dec. Dict. Du. ed. EETS esp. et al. Feb. Fr. Ger. Gr. Hist. Ibid. Ital. Jan. L. Mag. Mar. mod. MS(S) Nov. NY Oct. ODEP OED ante (before) April August Authorized Version (of the Bible), 1611 Book of Common Prayer circa (about) century confer (compare) Concise Oxford Dictionary December dictionary (of) Dutch edition Early English Text Society especially et alii (and others) February French German Greek history (of), historical ibidem (in the same place) Italian January Latin Magazine March modern manuscript(s) November New York October Oxford Dictionary of English Proverbs Oxford English Dictionary Pt. quot. rev. Sept. Ser. St. STS tr. US vol. part quotation revised September series Saint Scottish Text Society translation (of) United States (of America) volume Introduction Th e Concise Oxford Dictionary of Proverbs provides a general history of proverbs in common use in Britain in the last two hundred years. Some of the proverbs have been in use throughout the English-speaking world for many years; others (especially Scottish proverbs) have spread from regional use to attain general currency in the nineteenth and twentieth centuries. Proverbs which originated in the United States and in other countries outside the British Isles, such as If you dont like the heat, get out of the kitchen or The apple never falls far from the tree, are included if they are now current in Britain, or if they are particularly prevalent in their region of origin. A proverb is a traditional saying which offers advice or presents a moral in a short and pithy manner. Paradoxically, many phrases which are called proverbial are not proverbs as we now understand the term. We might for instance refer to the proverbial fly on the wall or say that something is as dead as the proverbial dodo, although neither of these phrases alludes to a proverb. The confusion dates from before the eighteenth century, when the term proverb also covered metaphorical phrases, similes, and descriptive epithets, and was used far more loosely than it is today. Nowadays we would normally expect a proverb to be cast in the form of a sentence. Proverbs fall readily into three main categories. Those of the first type take the form of abstract statements expressing general truths, such as Absence makes the heart grow fonder and Nature abhors a vacuum. Proverbs of the second type, which include many of the more colourful examples, use specific observations from everyday experience to make a point which is general; for instance, You can take a horse to water, but you cant make him drink and Dont put all your eggs in one basket. The third type of proverb comprises sayings from particular areas of traditional wisdom and folklore. In this category are found, for example, the health proverbs After dinner rest a while, after supper walk a mile and Feed a cold and starve a fever. These are frequently classical maxims rendered into the vernacular. In addition, there are traditional country proverbs which relate to husbandry, the seasons, and the weather, such as Red sky at night, shepherds delight; red sky in the morning, shepherds warning and When the wind is in the east, tis neither good for man nor beast. Several of the more common metaphorical phrases are included in the dictionary if they are also encountered in the form of a proverb. The phrases to cut off your nose to spite your face and to throw the baby out with the bathwater, for example, would not ordinarily qualify for inclusion, but have been admitted because they are often found in proverb formDont cut off your nose to spite your face and Dont throw the baby out with the bathwater. Other metaphorical phrases (to win ones spurs, to throw in the towel, etc.), similes (as red as a rose, as dull as ditchwater), and aphoristic quotations (Power grows out of the barrel of a gun) are not included. Nevertheless, proverbs which originated in English as quotations, such as Hope springs eternal or Fools rush in where angels fear to tread, are included when the origins of the quotations are no longer popularly remembered. It is sometimes said that the proverb is going out of fashion, or that it has degenerated into the clichộ. Such views overlook the fact that while the role of the proverb in English literature has changed, its popular currency has remained constant. In medieval times, and even as late as the seventeenth century, proverbs often had the status of universal truths and were used to confirm or refute an argument. Lengthy lists of proverbs were compiled to assist the scholar in debate; and many sayings from Latin, Greek, and the continental languages were drafted into English for this purpose. By the eighteenth century, however, the popularity of the proverb had declined in the work of educated writers, who began to ridicule it as a vehicle for trite, conventional wisdom. In Richardsons Clarissa Harlowe (1748), the hero, Robert Lovelace, is congratulated on his approaching marriage and advised to mend his foolish ways. His uncle writes: It is a long lane that has no turning.Do not despise me for my proverbs. Swift, in the introduction to his Polite Conversation (1738), remarks: The Reader must learn by all means to distinguish between Proverbs, and those polite Speeches which beautify Conversation: . . As to the former, I utterly reject them out of all ingenious Discourse. It is easy to see how proverbs came into disrepute. Seemingly contradictory proverbs can be pairedToo many cooks spoil the broth with Many hands make light work; Absence makes the heart grow fonder with its opposite Out of sight, out of mind. Proverbs could thus become an easy butt for satire in learned circles, and are still sometimes frowned upon by the polished stylist. The proverb has none the less retained its popularity as a homely commentary on life and as a reminder that the wisdom of our ancestors may still be useful to us today. This shift is reflected in the quotations which accompany the entries in the dictionary: recent quotations are often taken from the works of minor writers, or from newspapers and magazines, while earlier quotations are more frequently from the works of major writers. It is a reflection of the proverbs vitality that new ones are continually being created as older ones fall into disuse. Surprisingly, A trouble shared is a trouble halved is not recorded before the twentieth century, and A change is as good as a rest apparently dates only from the last decade of the nineteenth; the popular saying A watched pot never boils first occurs as late as 1848. The computer world has recently given us a potential classic, Garbage in, garbage out, and economics has supplied us with Theres no such thing as a free lunch. Proverbs continueas the early collectors never tired of statingto provide the sauce to relish the meat of ordinary speech. * Proverb dictionaries differ in their manner of ordering material. There are a number of choices open to the compiler. One method favoured in early dictionaries was a straight alphabetical sequence, starting with all proverbs beginning with the word a, such as A bird in the hand is worth two in the bush and A stern chase is a long chase, and continuing in this rigid style until z. The problems caused by this system are manifold, the most apparent being the grouping of large numbers of unrelated proverbs under a few words such as a, every, one, and the, forcing the user to engage on a long search for the proverb of his choice. Another option is thematic presentation, whereby proverbs relating to cats, dogs, the Devil, Pride, etc., are each placed together. Despite the many advantages of this method, confusion can occur when there is no clear subject, as when a proverb falls under two or more thematic headings. The manner of arrangement chosen here is that favoured by most major proverb collections of recent years, such as M. P. Tilleys Dictionary of the Proverbs in England in the Sixteenth and Seventeenth Centuries (1950) and B. J. Whitings Early American Proverbs and Proverbial Phrases (1977). This method combines the advantages of alphabetical and thematic presentation by listing proverbs by the first significant word; thus All cats are grey in the dark may be found at cats, You cannot put an old head on young shoulders at old, while Every picture tells a story occurs at picture. Furthermore, a generous selection of crossreferences is given in the text to assist the reader in cases of difficulty. The first of the three examples above, for example, is crossreferenced at grey and dark, the second at head, young, and shoulder, and the third at every, tell, and story. Variant forms are always noted at the main form when they are important enough to merit inclusion. Illustrative quotations of proverbs are a major feature of the dictionary, as in ODEP. Accordingly, the earliest known example of each proverbs occurrence in literature is always given as the first quotation. Many of the proverbs were probably in common oral use before being recorded in print, but this dictionary clearly must rely upon the evidence of the printed word. When a proverb is known to have existed in another language before its emergence in English, this is indicated in the headnote preceding the quotations. For instance, although Theres many a slip twixt cup and lip is first recorded in English in 1539, its parent form is found in both Greek and Latin, and this information is provided before the sixteenth-century English citation. Similarly, Nothing succeeds like success, first noted in English in 1867, was current in French some decades earlier. It is interesting to note that a high proportion of traditional English proverbs are of foreign origin. Like many of the words in our language, proverbs frequently passed into English from Latin or Greek, through the learned disciplines of medicine or the law, or from a knowledge of the classical authors; or they came into English from French in the years following the Conquest. A number of modern proverbs, such as The opera isnt over till the fat lady sings or The family that prays together stays together, originated in the United States. Predictably, one classic proverb of English origin is the old saying It never rains but it pours. Each entry is provided with several illustrative quotations which show the contexts in which the proverb has been used, up to the present day. The standard form of a proverb often changes 

Portuguese phrases for dummies

02_037508 ftoc.qxp 11/20/06 9:54 AM Page ix Table of Contents ix Lindo maravilhoso! ....................................................188 ẫ mesmo? ....................................................................189 Um beijo! or Um abraỗo!............................................189 Imagina! .......................................................................189 Pois nóo? .....................................................................190 Com certeza! ...............................................................190 Fique tranqỹilo ...........................................................190 Chapter 13: Ten Phrases That Make You Sound Like a Local . . . . . . . . . . . . . . . . . . . . . . . . . 191 Nộ? ...............................................................................191 Tỏ .................................................................................192 Ah ộ? ............................................................................192 Entóo............................................................................192 Sabe?............................................................................192 Meio .............................................................................193 Ou seja/E tal................................................................193 Cờ Instead of Vocờ......................................................193 Pra Instead of Para a..................................................194 Tụ instead of Estou ....................................................194 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 03_037508 fflast.qxp 11/20/06 9:55 AM Page x 04_037508 intro.qxp 11/20/06 9:55 AM Page 1 Introduction T he world is shrinking. Communication technology is getting faster and faster, making it easier to contact people in what used to be exotic, faraway lands. Air travel has gotten a lot cheaper, too, so visiting these places has never been simpler. Experiencing um pouco (oong poh-koo; a little) of a new language is a great way to familiarize yourself with a region of the world or specific country. Not only does it allow you to communicate verbally, but knowing new words opens the door to understanding the specific culture itself. If youre curious about language and want to know how to ask someones name, ask for directions in a city, or talk about what your interests are, youve come to the right place. Im not promising fluency here, but this book provides a great start. This book tells you about the language spoken in Brazil. Thanks to Brazils huge population around 170 million or so Portuguese is the fifth-mostspoken language in the world. (Flip ahead to Chapter 1 to read about which other countries in the world speak Portuguese.) Brazilian Portuguese is specific because the accent and some basic words are unique to Brazil. And the country itself is a pretty popular destination these days, with its earned reputation as a land of funloving, generous people. A bonus to knowing Brazilian Portuguese is that it can help you to understand a little French, Spanish, and Italian, too. Theyre all Romance languages, which means many words among these languages sound similar. 04_037508 intro.qxp 2 11/20/06 9:55 AM Page 2 Portuguese Phrases For Dummies Brazilian Portuguese is very lyrical. The sounds can be difficult to make for nonnative speakers, but speaking Portuguese is fun after you get into it. I advise you to treat yourself while youre reading the book: Buy some Brazilian music. Youll fall in love with the sounds, and the background music adds great ambience. About This Book Heres the good news: This book isnt a class you have to drag yourself to. Its a reference book, so use it at your leisure. Youre the boss. You may choose to just leaf through, glancing only at chapters and pages that grab your attention. Or you can read the whole thing from start to finish. (From finish to start is okay, too no ones looking.) The first few chapters may be helpful to read first, though, because they explain some basic information about pronunciation and explain words that appear throughout the book. Conventions Used in This Book To make the book easy to read and understand, Ive set up a few stylistic rules: Web addresses appear in monofont. Portuguese terms are set in boldface to make them stand out. Pronunciations and definitions, which are shown in parentheses, follow the terms the first time they appear in a section. Within the pronunciation, the part of the word thats stressed is shown in italics. Knowing key words and phrases is important in the quest to speak a new language. I collect important words and put them in a special blackboard-shaped Words to Know box. 04_037508 intro.qxp 11/20/06 9:55 AM Page 3 Introduction 3 Verb conjugations (lists that show you the forms of a verb) are given in tables in this order: the I form, the you form, the he/she form, the we form, and the they form. Pronunciations follow in a second column. Heres an example of a conjugation chart for the word ser (seh; to be). Because the subjects always come in the same order, you can see that words in this chart mean I am, you are, he/she is, we are, and they are. Conjugation Pronunciation eu sou eh-ooh soh vocờ ộ voh-seh eh ele/ela eh-lee/eh-la eh nús somos nohz soh-mooz eles/elas sóo eh-leez/eh-lahz sah-ooh Foolish Assumptions To write this book, I had to imagine who my readers would be. Yes, you! I think if youve picked up this book, youre probably a pretty open-minded person who enjoys learning. Thats excellent. Because the first step to absorbing new information is wanting to absorb it. Here are some other things Im imagining about you: You dont want to memorize long lists of vocabulary to know Portuguese. You want to get your feet wet in Portuguese while having fun at the same time. Youre interested in learning about Brazilian culture as well as its language. Youre not looking for a book to make you fluent in Portuguese but one that instead gives you bite-size information that provides a solid base to understanding the language. 04_037508 intro.qxp 4 11/20/06 9:55 AM Page 4 Portuguese Phrases For Dummies Icons Used in This Book Drawings and symbols always liven things up a bit, dont they? Here are some icons that point you to important information: This icon shows you where you can find some fascinating tidbits that highlight either a linguistic aspect or give travel tips. Tips can save you time and frustration. This handy icon pops up whenever you run across a bit of information that you really should remember after you close the book, whether its about the Portuguese language or Brazil in general. Languages are full of quirks that may trip you up if youre not prepared for them. This icon points to discussions of these weird grammar rules. The Cultural Wisdom snippets help give insight into Brazilian culture. Where to Go from Here When you have a spare moment, pop open the book. All you need is a curious mind and the openness to learn about Brazil. Above all, dont think of reading the book as a chore. Its meant to be relaxing and enjoyable. Feel free to complement this book with other activities that enhance your knowledge of Portuguese, like entering a Portuguese-language chat room on the Internet or having Brazilian music on in the background so you can hear the sounds of the language. Oh, and boa sorte (boh-ah soh-chee; good luck)! 

Reading comprehension skills strategies level 8

Directions: ROOT act ang aud cred dict fac loc man mob Would you believe that a large part of our language has its roots in Latin? Well, after you complete this page, you will. Study the Latin roots and the English words that were grown from them. Then, match each word to its meaning. (just MEANING do bend hear believe speak make place hand move a few) LATIN ROOTS: EXAMPLE ROOT enact ped triangle pop audience rupt discredit sign dictate spec factory tract locate urb manual vac mobile vid 1. incredible 2. angular 3. manipulate 4. audible 5. relocate 6. mobilize 7. pedestrian 8. contradict 9. abrupt 10. suburb 11. vivid 12. attraction 13. popular 14. disrupt 15. manufacture 16. evacuate 17. audition 18. automobile 19. evidence 20. signature EXAMPLE pedal population erupt signal spectator traction urban vacant video having bends move into action one who is on foot speak against not believable move by hand able to be heard move to a new place easy to see pull toward liked by people a sudden break break up or apart below or outside the city leave a place empty seen with the eyes make by hand the mark of identity a time to be heard machine that moves by itself Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 MEANING foot people break mark see pull, drag city empty see 10 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: The roots of our language are widespread. The ones below are Greek. After you complete this page, their meanings won’t be Greek to you. Study the Greek roots. Then for each, write two English words that grew from them. GREEK ROOTS: 1. ast: star 2. cycl: circle ________________________ ________________________ ________________________ ________________________ 3. graph: write/draw 4. gram: written ________________________ ________________________ ________________________ ________________________ 5. meter: measure 6. phon: sound ________________________ ________________________ ________________________ ________________________ 7. photo: light 8. scop: see ________________________ ________________________ ________________________ ________________________ 9. therm: heat ________________________ ________________________ ________________________ 12. hydr: water ________________________ ________________________ ________________________ ________________________ 13. opt: eye telephoto phonics biopsy diagram hydrant graphic optical photosynthesis symphony biology claustrophobic cyclical geology 10. bio: life ________________________ 11. geo: earth geography thermos periscope asterisk phobia cyclone diameter hydroelectric autograph optometrist astronomy telescope telegram thermometer (2) 14. phob: fear ________________________ ________________________ ________________________ ________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 11 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: Read each word. Pull it apart in your mind. Then write the parts in the correct columns. The first one is done for you. PREFIX ROOT WORD SUFFIX host ess 1. hostess ____________________________________________________ 2. discomfort ____________________________________________________ 3. redefine ____________________________________________________ 4. import ____________________________________________________ 5. annually ____________________________________________________ 6. uncertainty ____________________________________________________ 7. thoughtless ____________________________________________________ 8. mispronounce ____________________________________________________ 9. government ____________________________________________________ 10. joyous ____________________________________________________ 11. irregular ____________________________________________________ 12. antisocial ____________________________________________________ 13. misleading ____________________________________________________ 14. uncomfortable ____________________________________________________ 15. sorrowful ____________________________________________________ 16. knighthood ____________________________________________________ 17. subcategory ____________________________________________________ You’re on a roll! Now find three words in one of your textbooks: one with a root word plus a prefix, one with a root word plus a suffix, and one with both. Write them below. 18. _______________________________________________________________________________ 19. _______________________________________________________________________________ 20. _______________________________________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 12 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com You’re a well-oiled reading machine, right? But it wouldn’t hurt to check if you are a bit rusty with this skill—recognizing plurals and possessives. Directions: Test your ability to tell the difference between a plural and a possessive. Remember: a plural means more than one; a possessive shows ownership. Fill in the bubble that describes the word in bold. 1. Maria’s cat seems to sleep all day. 1. O plural O possessive 2. The boys’ gloves lay by the bench. 2. O plural O possessive 3. Thunderous clouds loomed in the distance. 3. O plural O possessive 4. The girl’s makeup was too heavy. 4. O plural O possessive 5. The bird preened its feathers. 5. O plural O possessive 6. Loud noises came from the barn. 6. O plural O possessive 7. Dr. Raymond’s office was crowded. 7. O plural O possessive 8. The planks creaked as we walked across. 8. O plural O possessive 9. A big ship can withstand pounding waves. 9. O plural O possessive 10. I’m always finding Rex‘s toys in my room. 10. O plural O possessive 11. The flowers’ petals were soft and delicate. 11. O plural O possessive 12. I hardly recognized the Browns’ children. 12. O plural O possessive 13. An artist’s style is unique. 13. O plural O possessive 14. The trees’ branches were laden with snow. 14. O plural O possessive 15. The moon’s gravity causes Earth’s tides. 15. O plural O possessive 16. Whales migrate thousands of miles. 16. O plural O possessive 17. Caroline thought your brother’s car was cool. 17. O plural O possessive 18. The beaches are patrolled day and night. 18. O plural O possessive 19. Dad went to Uncle Jeff’s to go fishing. 19. O plural O possessive 20. In the cave hung hundreds of bats. 20. O plural O possessive Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 13 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Reading is like detective work. Clues to unknown words can be found right among the words around it. This strategy is called using context clues, and it works! Directions: Use context clues to figure out the meaning of the bold word. Write it on the line. 1. In math class, Jen passed the note to Sara discreetly. __________________________________________________ 2. The thirsty man yearned for a drink of water. __________________________________________________ 3. The miner struck a new lode of coal. __________________________________________________ 4. Old age did not hamper him one bit. __________________________________________________ 5. The explorers were running short on provisions. __________________________________________________ 6. Pirates were caught red-handed with the contraband. __________________________________________________ 7. Without shots, the animals were susceptible to disease. __________________________________________________ 8. This is only a facsimile—the real gem is in the safe. __________________________________________________ • necessities • strongly wished for • hold back; adversely affect • in a positive way • destroy • newborn • vulnerable to attack • look alike; copy • in a secretive way • stolen goods • members of the cat family • vein of mineral ore 9. The tiny infant remained in the neonatal ward. __________________________________________________ 10. The tornado threatened to annihilate the small town. __________________________________________________ 11. Unlike other felines, lions live in groups. __________________________________________________ 12. Dad said nothing, but just nodded affirmatively. __________________________________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 14 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com Directions: Read the story. Use context clues to figure out the possible meanings of the words in bold. Then write them next to their meanings below. Last month we took a trip to Southern California for my cousin’s wedding. By the scowl on my face when Mom told us we were going, she knew I was less than thrilled. So the next declaration out of her mouth was that, besides going to the wedding (drudge, drudge), we would also be going to the Wild Animal Park AND the water park. OK! I decided I could sit through the wedding and even be hospitable for a few hours. During the ceremony I was catatonic, but the reception wasn’t too bad. There were copious amounts of food and their choice of music was palatable. It was over in a flash and the next day we were on to better things. The Wild Animal Park was awesome. No cages or enclosures—just open range for giraffes, zebras, and other creatures to roam. The docent said as long as we adhered to the rules, everyone (us and the animals) would be safe. The next day we donned our swimsuits for a day at the water park. Mom was a trifle tired, so she just reclined under a shady tree and read a book. The rest of us did the slides, the tubes, the wave machine...stopped for a snack...then did it all again. That night I wrote a thank-you note to my cousin Irene for the great time we had (at her wedding, of course). 1. hard, tedious work: ______________________ 2. tour guide: _________________________ 3. abundant; plentiful: _________________________ 4. a small amount; a bit: _____________________ 5. leaned or lay back to rest: ________________________ 6. put on or dressed in: __________________________ 7. open area of land for grazing: _________________________ 8. statement; announcement: _____________________________ 9. a frowning facial expression: __________________________ 10. friendly, sociable toward guests: _____________________________ 11. pleasant or acceptable to the taste or mind: ________________________ 12. unmoving; seemingly without thought or action: _______________________________ Name: _______________________________________ Reading Comprehension • Saddleback Educational Publishing ©2002 15 Date: _____________________ 3 Watson, Irvine, CA 92618•Phone(888)SDL-BACK•www.sdlback.com 

Rosetta stone american english level 2 student workbook

Unit 1, Lesson 2, Worksheet 2 Section 1. Circle the word or phrase that does not belong in each list. Follow the example: walking 1) watching running driving on the left 2) straight ahead bus stop on the right subway hotel taxi bus 3) one 4) second first fourth near 5) beside under for restroom living room kitchen bookstore Section 2. Put these sentences in a logical order. Write the words first, second, or third under each sentence. Follow the example: She’s going to work. second She’s at work. third She’s at home. first 1) He’s getting off the bus. He’s getting on the bus. He’s standing at the bus stop. 2) I’m sitting at the subway station. I’m getting off the subway. I’m getting on the subway. 3) They’re going home. They’re at home. They’re at school. 4) We’re at the cafe. We’re going home. We’re at home. Section 3. Complete the sentences with one appropriate word. 1) Where do you want to go? We 2) How do you get to work? I 3) The bus is to go to the stadium. the bus. left. 4) The women are off the subway. 5) Where are you going? We’re 6) Go straight 7) He’s 8 to the restaurant. to the museum. a taxi. Rosetta Stone® Workbook – English (American) Level 2 Unit 1, Lesson 2, Worksheet 3 Section 1. Complete the sentences based on the pictures. Follow the example: The first person in line is tall. 1) The person in line is thirsty. 2) The person in line has black hair. 3) The person in line has blonde hair. 4) The third child in line is wearing 5) The second child in line is wearing . . 6) The fourth child in line is wearing 7) The first child in line is wearing . . Section 2. Write a sentence about what each person is doing based on the pictures. Follow the example: 2) 1) She’s sitting in the theater. 4) 3) 5) Section 3. Draw a line to match each sentence to the picture. 1) The taxi is going straight ahead. a. b. c. d. e. f. 2) The restroom is the second door on the left. 3) The bus is turning left. 4) The park is beside the museum. 5) The car is turning right. 6) The restroom is the first door on the right. g. 7) The bus stop is in front of the park. Rosetta Stone® Workbook – English (American) Level 2 9 Unit 1, Lesson 2, Worksheet 4 Section 1. Answer the questions based on the pictures. Follow the example: 2) How do I get to the jewelry store? Turn left . 1) How do I get to the library? Go to and 3) . . How do I get to the bus stop? Go . How do I get to a bank? to the park, and The bank is . . Section 2. Complete the conversations based on the pictures. 1) How do you get to work? 2)  Excuse me, where is my seat?    3) Where is the restroom? 4)     I’m going to the subway station. Section 3. Circle the sentence that best matches the picture. 1) A. She’s getting on the bus. 2) B. She’s getting off the bus. C. He’s taking the bus. A. The gas station is far from the city. B. The gas station is near the city. C. The gas station is beside the city. 3) A. The bus is going straight ahead. B. The car is turning right. C. The taxi is turning left. 4) A. The first person in line is tall. B. The third person in line has blond hair. C. The second person in line is thirsty. 5) A. They’re going to school. B. They’re at school. C. They’re going home. 6) A. We’re standing at the bus stop. B. We’re sitting at the bus stop. C. We’re sitting at the subway station.         10     Rosetta Stone® Workbook – English (American) Level 2 Unit 1, Lesson 2, Quiz Section 1. Circle the correct answer to complete the sentences. 1) How do I get to the cafe? 2) ( Going / Go ) to the third street and ( turning / turn ) left. ( We’re / We ) going to the bus stop. 3) He’s ( getting / getting on ) the subway. 4) They’re standing ( at / to ) the bus stop. 5) The bicycle is going straight 6) How ( beside / ahead ). ( you do / do you ) get to school? I take the bus. Section 2. Draw a line from the sentence on the left to the sentence on the right which best matches it. Follow the example: The taxi to work. 1) She’s at turning right. 2) The bank work of the park. 3) We’re is in front ahead. 4) I straight at the theater. 5) Go is the bus. 6) I want to go taking the hotel. Section 3. Put the words in order to make a complete sentence. Follow the example: work at We’re . We’re at work. 1) station He’s to going subway the . 2) ahead going The is straight taxi . 3) the to get I library do How ? 4) boy third line in The hungry is . 5) to do Where you go want ? Rosetta Stone® Workbook – English (American) Level 2 11 Notes 12 Rosetta Stone® Workbook – English (American) Level 2 Unit 1, Lesson 3, Worksheet 1 Section 1. Match the sentences to the time. Follow the example: It’s four o’clock. E 1) It’s twelve thirty. A. 11:23 2) It’s three fifteen. B. 8:10 3) It’s eight ten. C. 6:57 4) It’s one fifty. D. 12:30 E. 4:00 5) The train arrives at six fifty-seven. F. 1:50 6) The bus departs at eleven twenty-three. G. 9:25 7) The airplane arrives at nine twenty five. H. 3:15 Section 2. Read the times below. Then write morning, afternoon, evening, or night. ­Follow the example: It’s seven o’clock a.m. 1) It’s one thirty p.m. 2) It’s ten fifteen p.m. 3) It’s eleven twenty a.m. 4) It’s seven forty-five p.m. 5) It’s three o’clock p.m. morning Section 3. Fill in the blanks with an appropriate word from the text box. at waiting miles which delayed depart minute time in departs hours buy 1) What time does your train ? My train at twelve fifteen. 7) What time does the flight arrive? flight? The flight from Beijing. 2) I’m 8) There are sixty seconds in one for train forty-seven. 3) Is the flight ? No, it’s on time. 4) It is fifteen to the train station. 10) The bus arrives 5) I need to How much does it cost? 6) What a ticket. 9) There are twenty-four 11) The train departs . in one day. ten minutes. six twenty. is it? It’s four thirty. Rosetta Stone® Workbook – English (American) Level 2 13 

Rosetta stone american english level 3 student answer key

WAK-ENG-L3-1.0 ISBN 978-1-60391-434-5 All information in this document is subject to change without notice. This document is provided for informational purposes only and Rosetta Stone Ltd. makes no guarantees, representations or warranties, either express or implied, about the information contained within the document or about the document itself. Rosetta Stone®, Language Learning Success™, and Dynamic Immersion®, are trademarks of Rosetta Stone Ltd. Copyright © 2008 Rosetta Stone Ltd. All rights reserved. Printed in the United States of America Rosetta Stone Harrisonburg, Virginia USA T (540) 432-6166 • (800) 788-0822 in USA and Canada F (540) 432-0953 RosettaStone.com Unit 1, Lesson 1 Worksheet 1 Worksheet 4 Worksheet 2 Section 1 1) throw 2) jumping 3) caught 4) works 5) jump 6) repair 7) work 8) repair 9) climb Section 1 See below: Section 1 1) in 2) under 3) beside 4) on, on 5) on, beside I H E A S Y V C E L O O K S I N M E B I N G 2 5 Section 2 1) Because I was hungry. 2) Because it was too difficult. 3) Because she was in a meeting. 4) Because I like it better than the brown one. Section 3 1) do 2) does 3) do 4) does 5) do 6) do Worksheet 2 Section 1 1) doesn’t look like 2) looks like 3) look like 4) don’t look like 5) look like Section 2 1) them 2) her 3) each other 4) each other 5) him 6) each other Section 3 1) He threw the ball. 2) They’re going to jump off the bed. 3) I’m not repairing the phone. Worksheet 3 Section 1 1) I was hungry. 2) He was sick. 3) I like the gray one better. 4) My computer didn’t work. 5) It was too difficult. Section 2 Answers may vary. Possible responses are shown. 1) Someday I will cook like she does. 2) Someday I will sing like she does. 3) Someday I will ski like he does. 4) Someday I will drive like he does. 5) Someday I will speak English like she does. Section 3 1) We love each other. 2) You are helping each other. 3) They wrote each other. 4) We’re working with each other. 7 8 J U J U M P P L I K E D O F F 3 6 D I F F I C U L T O E A C H O T H E R S I N G O F F ‘ T O N T O W V O C E R E P A I R I N G K U G T H E Y D O T 1 4 9 10 11 12 13 Section 3 Answers may vary. Quiz Section 1 1) A 2) B 3) A 4) A 5) C 6) A 7) B 8) A 9) B 10) B Section 2 1) A 2) B 3) C 4) C 5) A 6) B Section 2 1) dishes 2) empty 3) refrigerator 4) stove 5) trash 6) couch Section 3 1) out 2) of 3) of 4) of 5) to Worksheet 3 Quiz Section 1 Section 1 1) one 2) over 3) onto 4) difficult 5) work 6) throw 7) caught 8) repairing 9) pool 10) easy B A T H T U B O C F N A C M W Section 2 1) A 2) B 3) C 4) B 5) B 6) C 7) B 8) A Section 3 1) catch 2) jumped 3) threw 4) repair 5) works 6) play 7) looks Test Section 1 1) A 2) C 3) B 4) C 5) C Section 2 1) catch 2) They 3) cook 4) does 5) climb 6) work 7) repair 8) Does 9) caught Section 3 1) The girl jumped on the bed. 2) The man caught the apple. 3) The boy threw the apple. X M J L W W S O X X N L Q X Z Q K T T R W U F Y T E I X Z N Section 1 1) chicken 2) napkin 3) game 4) jumping 5) drum 6) smell Section 2 1) dishes 2) bad 3) floor 4) vacuuming 5) full 6) refrigerator 7) take out 8) shower 9) empty 10) bowls Section 3 1) put 2) vacuum/clean/wash 3) take out 4) repair 5) repair 6) put Rosetta Stone® Answer Key – English (American) Level 3 V K P E H P D I S H E S P A M T B N O O Q N Q C E I L I N G I R W O D G L V A C U U M R K F E A R E F R I G E R A T O R R D I S H W A S H E R H D Z M S E R D H C C D S U E M B X S D E U V D V B T S J Z B J J I E M P T Y C O U N T E R U Q U H K P X I V U F U L L X M U C H M M W E C Q B D F Q E Y K V Section 3 Answers may vary. Worksheet 4 Section 1 Answers may vary. Possible responses are shown. television couch dishwasher desk kitchen stove sheets bedroom HOUSE refrigerator toilet blanket sink bathroom bathtub Test Section 1 1) I/She swept the floor. 2) He’s going to wash the dishes. 3) The boy took a bath. 4) She’s going to take a bath. 5) She’s taking out the trash. Section 2 1) Please sweep the floor. 2) Please wash the sheets. 3) Please take out the trash. 4) Please repair the chair. 5) Please clean the stove. 6) Please vacuum the rug. Section 3 1) Yes, I took a shower today. 2) Yes, I’m going to vacuum the rug. 3) I will sweep the rug after I eat lunch. 4) She’s washing the clothes. Unit 1, Lesson 3 bed pillow living room counter dishes Worksheet 1 H U E E H S U Y N G V J Q H Z Section 2 1) bathtub 2) cleaning 3) couch 4) counter 5) dishes 6) dishwasher 7) empty 8) full 9) refrigerator 10) shower 11) stove 12) sweep 13) trash 14) vacuum rug Unit 1, Lesson 2 E F S H E C S F P A Z K B D Q Section 3 1) swept 2) take 3) swims 4) wash 5) vacuum 6) cleaning couch Section 2 Answers may vary. Possible responses are shown. 1) is going to wash the dishes. 2) have to vacuum the rug in the living room. 3) swept the floor in the kitchen. 4) are going to wash the clothes. 5) David is going to repair the chair in the dining room. 6) Mom cleaned the counter. 7) I am going to put the glasses in the dishwasher. 8) Robert took out the trash. Worksheet 1 Section 1 Answers may vary. Possible responses are shown. 1) A mountain 2) The library 3) A school 4) A living room 5) to play 6) to sail 7) to eat 8) swim 9) The garden, to read Section 2 1) should 2) should not 3) should not 4) should 5) should 6) should not 7) should 8) should not 1 Section 3 1) He’s, the violin in his bedroom 2) He’s, the guitar outside 3) She’s, soccer outside Worksheet 2 Section 1 1) The woman is stronger, the man 2) is exercising 3) No, isn’t exercising, reading a newspaper 4) They exercise, beach Section 2 1) 8 2) 5 3) 1 4) 2 5) 6 6) 3 7) 4 8) 7 Section 3 1) Sometimes 2) Someone 3) Someone 4) something 5) Someday 6) Sometimes 7) something 8) Someday Worksheet 3 Section 1 1) He’s always late for work. 2) Sometimes, we practice soccer inside. 3) The women always wear suits to the office. 4) Salt is never sweet. 5) Sometimes, the doctor eats meat. 6) The baby is always hungry. 7) They never go to the mountains. Section 2 Answers may vary. Possible responses are shown. 1) He should go to the grocery store. 2) You should not buy it. 3) I should not wear it. 4) I should call my friend. 5) She should eat a sandwich. 6) The soccer team should practice. Section 3 Answers may vary. Possible responses are shown. 1) I always/never exercise./ Sometimes, I exercise. 2) Sometimes, I listen to music./ I always/never listen to music. 3) Sometimes, I camp in the mountains./I always/never camp in the mountains. 2 Worksheet 4 Unit 1, Lesson 4 Section 2 1) 3 2) 3 3) X 4) X 5) X 6) 3 7) 3 8) X 9) 3 Worksheet 1 Section 3 1) He’s eating something. 2) I want to drink something. 3) He’s going to the movie theater with someone. 4) Someday Sara will have a party. 5) Someone is practicing the guitar. 6) I’m looking for something. 7) Someday we will buy a car. 8) Someone gave me the flowers. Quiz Section 1 1) grocery store 2) Someone 3) team 4) should 5) Sometimes 6) stronger 7) should not 8) place 9) never 10) always Section 2 1) F 2) A 3) B 4) C 5) D 6) E 7) H 8) I 9) G Section 3 1) B 2) C 3) A 4) C 5) C 6) B Test Section 1 1) is, easy, difficult 2) wear, pants, wear, skirts 3) drink, coffee, drink, tea Section 2 Answers may vary. Possible responses are shown. 1) It doesn’t work. 2) It’s dirty. 3) It smells bad. 4) It’s not very good. Section 3 1) I always drink coffee in the morning. 2) She never wears a suit to the office. 3) The bus is never on time. 4) Sometimes we camp in the woods. Section 4 Answers may vary. Accept all reasonable responses. Section 1 1) a leg 2) an ear 3) a nose 4) a mouth 5) a head 6) an elbow 7) a stomach Section 2 1) She fell off her bicycle when she was riding it. 2) He went to the beach when it was very sunny. 3) They fell off when she was running in the park. 4) He ate a lot of cake when he was at the party. 5) She drank the tea when it was too hot. 4) You should wash your eye. 5) He should go to the hospital. 6) He should take medicine. 7) You/We should stay in bed. Section 2 B A N D A G E M O U T H L E G S H U R T E Y E S E A R S E L B O W T E M P E R A T U R E Worksheet 2 H E A D Section 1 1) 3 2) 1 3) 4 4) 2 M E D I C I N E Section 2 1) The flight to Australia departs once a week. 2) We brush our teeth twice a day. 3) He takes the medicine once a day. 4) I study Arabic three times a week. 5) The bus departs four times a day. 6) We go to China once a year. Section 3 1) It’s eighty-seven degrees. 2) It’s one-hundred two degrees. 3) It’s sixty-five degrees. Worksheet 3 Section 1 1) you repair the car. 2) you ride your bike. 3) you climb a tree. 4) Please be careful when you play with the baby. 5) Please be careful when you drive in the snow. Section 2 1) My son’s/His knee hurts. 2) His mouth hurts.3) Our legs hurt. 4) Her fingers hurt. 5) Their ears hurt. 6) My eyes hurt. 7) Their arms hurt. 8) His arms hurt. 9) The father’s legs hurt. Worksheet 4 Section 1 Answers may vary. Possible answers are shown. 1) We should swim in the swimming pool. 2) She should put a bandage on her elbow. 3) We should stay inside. H O S P I T A L Quiz Section 1 1) C 2) A 3) C 4) A 5) A 6) C Section 2 1) hurts 2) fell 3) skiing 4) played 5) Take 6) eat Section 3 1) when you are climbing the ladder. 2) when you swim in the lake. 3) Please be careful when you are skiing. 4) Please be careful when you drive in the snow. Test Section 1 1) What’s the matter? 2) What happened? 3) Do you have a bandage? 4) Would you like a glass of water ? 5) What’s the temperature outside? 6) Did you hurt your knee? 7) Do you play golf? Section 2 1) 2 2) 1 3) 4 4) 3 5) 5 Section 3 Answers may vary. Accept all reasonable responses. Rosetta Stone® Answer Key – English (American) Level 3 Unit 2, Lesson 1 Worksheet 1 Section 1 1) that 2) Which 3) who 4) Which 5) that 6) who 7) that 8) that 9) who 10) Which Section 2 1) I don’t know how he is. 2) I don’t know where he is. 3) I don’t know what he’s watching. 4) I know that he’s watching television. 5) I don’t know how many people play the guitar. 6) I know that they play the guitar. 7) I don’t know how much coffee the doctor wants. Section 3 1) 2 2) 3 3) 4 4) 1 Worksheet 2 Section 1 1) winning 2) lost 3) wears 4) plays 5) won 6) teaches 7) talking 8) fell 9) speaks 10) going Section 2 1) There is something/Something is 2) No one, jumping 3) Everything, blue 4) Everyone, sitting 5) Something Section 3 1) No, there are not enough napkins for everyone. 2) No, there are not enough chairs for everyone. 3) Yes, there are enough plates for everyone. 4) No, there is not enough dessert for everyone. Worksheet 3 Section 1 1) 3 2) X No one has a dog. 3) 3 4) X Robert, Viktor and Mei drink coffee in the morning. 5) 3 6) X Everyone has a brother. 7) X Someone/Robert likes to cook. Section 3 1) who speaks Chinese 2) who speaks Russian 3) that I can wear in cold weather 4) that works 5) that is expensive Worksheet 4 Section 1 Answers may vary. Possible responses are shown. 1) will probably drink coffee 2) will probably go to the movie theater 3) will probably buy it 4) will probably visit Rome 5) will probably buy go to the grocery store Section 2 1) The team that lost the match is not happy. 2) The computer that is on the table doesn’t work. 3) I’m taking the bus that departs at four thirty. 4) The waiter who works in the restaurant is a singer. Section 3 Answers may vary. Possible responses are shown. 1) they lost the game. 2) he’s earing the cake. 3) she’s happy. 4) I can dance well. 5) I’m cold. Quiz Section 1 1) who 2) where 3) how much 4) how many 5) if 6) who 7) that 8) that 9) when 10) where Section 2 1) A 2) A 3) B 4) B 5) A 6) B 7) B 8) A Section 3 1) everyone, something, won, lost, Although, that, probably, No one Test Section 1 1) B 2) C 3) C 4) C 5) A 6) C Section 2 1) how many fish there are in the ocean 2) where your sunglasses are 3) if he plays tennis 4) when our flight departs Section 3 1) I will probably buy the blue ones, Because the blue ones are 2) we will probably go to the mountains, Because we also like to to ski. Unit 2, Lesson 2 Worksheet 1 Section 1 1) Africa 2) Asia 3) Europe 4) South America 5) Australia 6) North America Section 2 1) families in Africa. 2) my soccer game. 3) her family. Worksheet 2 Section 2 1) He was born in 1901. 2) He lived in Russia for twenty years. 3) He went to Italy. 4) He married Giuliana 5) They married in Rome. 6) The lived in Italy for fifty-six years. 7) Their first child was born in 1926. 8) Giuliana died in 1980. 9) Robert went to his grandfather’s funeral. Section 3 Answers may vary. Possible responses are shown. 1) I hope we win. 2) I hope it doesn’t rain. 3) I hope I catch it. 4) I hope it’s a girl. 5) I hope it’s not delayed. 6) I hope there is enough cake. 7) I hope it fits. Worksheet 3 Section 1 Answers may vary. Possible responses are shown. 1) afraid, she’s lost 2) sad, she’s leaving Answers may vary. Accept all reasonable responses. responses are shown. 1) I brushed my teeth two hours ago. 2) I played tennis two weeks ago. 3) I ran three months ago. 4) I bought something four days ago. 5) I danced two nights ago. 6) I went to a party six weeks ago. Section 3 1) got 2) been 3) died 4) has 5) building 6) will Worksheet 4 Section 1 1) He has been dead for three years. 2) She has been working for six hours. 3) He has been in New York for four days. 4) She has been studying for two and a half hours. 5) They have been watching the movie for thirty minutes. Section 2 1) The baby was already born. 2) They are going to/will get married soon. 3) They are going to/will live here soon. 4) They already finished cleaning the kitchen. 5) It’s going to/it will rain soon. Quiz Section 1 1) continent 2) wedding 3) already 4) about 5) Australia 6) funeral 7) Congratulations 8) condolences 9) afraid 10) soon Section 2 1) 5 2) 8 3) 6 4) 7 5) 4 6) 1 Section 3 1) We have been married for ten years. 2) I ate breakfast two hours ago. 3) They have been studying English for three months. Section 2 Answers may vary. Possible Rosetta Stone® Answer Key – English (American) Level 3 3 Test Worksheet 3 Section 1 Answers may vary. Possible responses are shown. 1) I have been studying English for two years. 2) I have lived in my city for ten months. 3) My friend has been married for two weeks. 4) I was born twenty years ago. 5) Yes, I’m going to visit my family soon. 6) I live in Europe. Section 1 Section 2 1) 3 2) X He was born in 1901. 3) X They’re building a temple. 4) 3 5) He ate his vegetables already. Worksheet 4 Section 3 1) 6 2) 4 3) 2 4) 5 5) 1 6) 3 Section 2 1) Now the computer is hers. 2) Now the house is ours. 3) Now the car is his. 4) Now the tent is mine. 5) Now the jewelry is hers. 6) Now the camera is his. 7) Now the chairs are ours. Unit 2, Lesson 3 Worksheet 1 Section 1 1) China, Japan 2) Italy, France 3) Australia, Russia 4) Germany, Spain 5) Mexico, Pacific 6) United Kingdom Section 2 2, 4, 3, 1 Section 3 1) police officer 2) pine tree 3) United Kingdom 4) rain forest 5) Indian Ocean Worksheet 2 Section 1 1) I will arrive in Spain at sixthirty in the morning. 2) I will stay in Spain for three days. 3) I’m going to/I will take the train east to France, I will stay in a hotel. 4) I will drive north to the United Kingdom, I will stay in a hotel. 5) my flight will depart from the United Kingdom. Section 2 1) Where do these plants grow 2) What’s growing here 3) What type of tree is this 4 Section 3 1) The yellow flowers are hers. 2) The black car is his. 3) The pink cell phone is hers. 4) The big cup is mine. 5) The bread is ours. 6) The brown dog is his. START desert rain forest Indian Ocean mine south apple tree between beside county west said Germany fire continents ice Mexico say grow plants sand United Kingdom Antlantic Ocean growing speak E Unit 2, Lesson 4 N Pacific Ocean who Spain whose holding said hold depart leave arrived these north D Section 1 1) of 2) in 3) between 4) from, in 5) for 6) to 7) in/of, in 8) of 9) in 10) of Quiz Section 1 1) east, France 2) The dog is between 3) walking in the desert 4) are in the rain forest 5) a pine tree 6) holding her baby Section 2 1) I said that the flight is delayed 2) He said that you should exercise. 3) The teacher said that this plant grows in Mexico 4) He said that they have chicken and beef Section 3 1) are ours. 2) is mine. 3) are his. Test Section 1 1) North America 2) Africa 3) Europe 4) Spain 5) Pacific 6) Atlantic 7) north 8) Brazil Section 2 1) C 2) C 3) A Worksheet 1 Section 1 1) a whale 2) a monkey 3) a tiger 4) an elephant 5) a penguin 6) a sheep 7) a cow 8) a duck 9) a chicken Section 2 1) a whale, whales 2) a monkey, monkeys 3) a tiger, tigers 4) an elephant, elaphants 5) a penguin, penguins 6) a sheep, sheep 7) a cow, cows 8) a duck, ducks 9) a chicken, chickens DESERT OCEAN RAIN FOREST LAKE whale ish monkey bird duck frog Section 2 1) They’re ours. 2) It’s theirs. 3) This one is yours. 4) Yes, it’s mine. 5) No, it’s theirs. 6) Yes, it’s yours. Quiz Section 1 1) B 2) A 3) C 4) A 5) C 6) A Section 2 Answers may vary. Possible responses are shown. Animals with two legs chicken penquin bird Animals with four legs Animals with no legs cow camel tiger snake shark whale BOTH NOT DANGEROUS Section 3 DANGEROUS ire tigers Section 3 Answers may vary. Possible responses are shown. insect camel Worksheet 4 Section 1 1) They’re afraid of the snake. 2) He’s afraid of sharks. 3) He’s not afraid of insects. Answers may vary. Accept all reasonable responses. frogs snakes insect whale chickens grass cow sheep ASIA tiger elephant Worksheet 2 Section 1 1) whale 2) cows 3) penguin 4) tiger 5) frogs 6) snake Section 3 Answers may vary. Accept all reasonable responses Worksheet 3 Section 1 1) This bird is red. 2) This tiger is running. 3) This dog is ugly 4) These cows are beautiful. 5) This monkey is in the tree. Test Section 1 Answers may vary. Possible responses are shown. 1) bird 2) Spain 3) whale 4) Atlantic Ocean 5) snake 6) tiger 7) cow Section 2 Answers may vary. Accept all reasonable responses. Section 3 1) yours 2) their 3) Yours 4) Her 5) mine 6) ours 7) his Section 2 1) 3 2) X 3) 3 4) 3 5) X 6) 3 7) 3 8) X 9) X Section 3 1) animal 2) stove 3) snake 4) glass 5) window 6) plant Rosetta Stone® Answer Key – English (American) Level 3 

Rosetta stone american english level 4 student workbook

Unit 1, Lesson 2, Worksheet 1 Section 1. Use the clue to unscramble the word and find out what each person likes to do. Follow the example: Jane likes the water. She wants to go I O K S R G N N L E 1) Bobby likes to go down the hill fast. He wants to go D L S G D N E I _____________________ G I R I N D _____________________ G I S T C N K I E A _____________________ 2) Pierre has a horse and likes to go 3) It’s cold outside. Let’s go snorkeling _____________________ Section 2. Find the words from the list hidden in the puzzle. Words may run horizontally, vertically, or diagonally, and in any direction (forwards or backwards). Follow the example: Y R T C H J W M S A Q L O R P R E E F W E N B O M V C X S D I C E S K A T I N G I T R S J L F G B D K A W C P T X H T Y A S N O R K E L M L 4) ice-skating S R I U P X B M N I 5) cross-country skiing L P E N D E O O L A E E R T U R Y T L R 6) quiet D F H R O W B O A T 7) loud D L T Y L S S R V T I Q K S D Y U C I U 8) rowboat N D U K G H M Y T M 9) motorcycle G E K I H T P C S V W E I I E I O L E L E D B N T T Y E F H N S R G S O O N T Z 1) hike 2) snorkel 3) sledding 10) trail 11) festival Section 3. Use a word from Section 2 to complete the sentence. Follow the example: quiet Be ______________. The baby is sleeping. 1) They are fishing from a _________________ . 4) He is going to ____________ in the woods with his dog. 2) A _______________ is not quiet. It is very loud. 5) She wants to ________________ in the ocean. 3) The _______________ is two miles long. 6) The musicians played guitars at the _________. Rosetta Stone Workbook – English (American) Level 4 ® 7 Unit 1, Lesson 2, Worksheet 2 Section 1. Complete the conversation. Follow the example: going to go I’m sorry, I can’t. I’m __________________ sledding ________________ with my sister. cross-country skiing Do you want to go ______________________ with me this afternoon? 1)A. Tomorrow I am going ______________ . Would you ________________________ ? 1)B. First I’m ______________________ with my friends. Then we can __________________ . 2)A. I’m going to go __________________ tomorrow. _______________ with me? 2)B. No, thanks. I don’t like ________________ . Let’s ________________________________ . Section 2. Fill in the blanks with an appropriate word from the text box. Follow the example: rowboat fishing fun Saturdays lunch drive quiet don’t hours is find talk is Alex, and on ________ I go ________ with my father. We pack a ________ and My name ________ ________ to the lake. When we get there, we put our ________ into the water. It’s very ________ and we can ________ for ________. Sometimes we ________ a lot of fish and sometimes we ________ find any. That’s okay. We have ________. Section 3. Circle the correct word to complete the sentence. Follow the example: ( / on) a festival. 1) He’s hiking (on / in) a trail (in / at ) the mountains. 2) Sometimes it’s loud (on / in ) airports. 3) He’s having fun (on / at ) school. The tourists are at 8 ( / / ) 5) I’m (in / on ) a rowboat. 6) The motorboats are (at / in ) the water. 4) It’s two too to loud (two / too / to ) read. Rosetta Stone Workbook – English (American) Level 4 ® Unit 1, Lesson 2, Worksheet 3 Section 1. Look at the picture and circle the correct answer. Follow the example: How do I get to the beach? A. To take Ogpin Street for one mile. B. Take Ogpin Street for one mile. C. Taking Ogpin Street for one mile. 1) How do I get to the temple? A. Turn left in Naret Street. B. Turn left of Naret Street. C. Turn left on Naret Street. 2) How far is it to the festival? A. The festival is twelve miles from here. B. The festival is twelve miles to here. C. The festival is twelve miles in here. 3) Excuse me, how far is it to the beach? A. There has only two miles to the beach. B. It’s only two miles to the beach. C. You have only two miles to the beach. Section 2. Using the words in the box, complete the lists. library birthday party reading a book soccer game the woods crying baby stadium motorboat temple church motorcycle rowboat Quiet Loud temple _________________ motorboat _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ Section 3. Circle the answer that best completes the sentence. Follow the example: ( / going ) sledding tomorrow. 1) Yesterday, the business people (are / were ) bored at the office. 2) Bertrand was (having / have ) fun playing golf. 3) The men are (wear / wearing ) costumes for the festival. 4) The band is (going to play / played ) at the festival tomorrow. 5) Be quiet. The children (slept / are sleeping ). I want to go Rosetta Stone Workbook – English (American) Level 4 ® 9 Unit 1, Lesson 2, Worksheet 4 Section 1. Find the word in the sentence that is not correct. Write the number that corresponds to the wrong word, and then write the corrected form of the word on the second line. Follow the example: 3 _______ bored _______________________________ 1) All the children are have fun at the party. 1 2 3 4 5 _______ _______________________________ 2) Not talking in the library! 1 2 3 4 5 _______ _______________________________ 3) Be quiet! The movie is begin. 1 2 3 4 5 _______ _______________________________ 4) She’s ride a horse on a trail. 1 2 3 4 5 _______ _______________________________ 5) Turn right when you seeing a green sign. 1 2 3 4 5 _______ _______________________________ They are boring at work. 1 2 3 4 5 Section 2. Use the underlined letters to form a word about how people travel. Write the word on the line. Follow the example: He wants to visit the ruins. ________________ train 1) The children are listening to the band playing in Barcelona. ________________ 2) The beautiful girls are cross-country skiing. ________________ 3) Sarah went to the palace and cathedral on Monday. ________________ 4) Why is the old woman traveling by train? ________________ Section 3. Use the word in parentheses to write a sentence about what you would like to do on vacation. Follow the example: (beach ) I would like to go to the beach with my family and sit in the sun. 1) (festival ) 2) (snorkeling ) 3) (sailboat ) 4) (fishing ) 5) (bicycle ) 10 Rosetta Stone Workbook – English (American) Level 4 ® Unit 1, Lesson 2, Quiz Section 1. Use the clue to write a question for the given answer. Follow the example: How far is it to the school? 1) 2) 3) 4) 5) (school ) It’s three miles to the school. (temple ) Turn right on Main Street. (ocean ) No, it’s only one half mile from here. (trail ) The trail is two miles long. (palace ) Yes, the palace is twenty miles from here. (museum ) Take Park Street for one mile and turn left. Section 2. Fill in the blank with the correct form of the verb in parentheses. Follow the example: saw I ________ see ( ) the movie yesterday. Jen and Mike ________ (arrive ) in Spain yesterday. Today there is a big festival. The musicians ________ (wear ) costumes and ________ (play ) guitars. Many tourists ________ (walk ), ________ (talk ) and ________ (eat ) in restaurants. Tomorrow, Jen and Mike ________ (go ) to the beach and then they ________ (go ) shopping. Last year, they ________ (buy ) toys for their children. This year, they ________ (buy) jewelry for their daughter and clothes for their son. They like to ________ (travel ) to different countries when they ________ (go ) on a vacation. They ________ (be ) happy they ________ (come ) to Spain this year. They ________ (have ) fun! Section 3. Look at the picture and write what is happening. Follow the example: the man and woman ____________________________ are sleeping on the beach. ____________________________ 1) 2) ____________________________ 3) ___________________________ ____________________________ ___________________________ ____________________________ 4) ___________________________ ____________________________ ___________________________ Rosetta Stone Workbook – English (American) Level 4 ® 11 Notes 12 Rosetta Stone Workbook – English (American) Level 4 ®