Sandy's ESL Chants and Exercises - Sample Unit

Sandy Offenheim’s

and ESL Chants

Activities

CHANT! CHANT! CHANT! CHANT!

CHANT! CHANT! CHANT! CHANT!

Canadian Edition

Copyright Notice Copyright©2012 Canadian Resources for ESL All rights reserved All rights reserved. This book may not be reproduced, in whole or in part, in any form or by any means electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system now known or hereafter invented, without permission from the publisher, Canadian Resources for ESL/ ESL Resources. This book may be photocopied in part under the following conditions:

1. Purchasing Teacher (One Teacher Permission) A purchasing teacher is granted permission to photocopy this book for use by his/her ESL/literacy students only (not for education students). You can be an itinerant teacher at several sites or based at one site. Photocopies are not for resale.

2. Purchasing School/Address (One Address Permission) Photocopy permission for one address. The photocopies are for ESL/literacy students (not for education students) attending classes at the purchasing address only. Important Notice - Servicing More Than One Address If these books will service more than one address contact the publisher for a multi-site license. [email protected]

Printed in Canada Canadian Resources for ESL 15 Ravina Crescent Toronto Ontario Canada M4J 3L9 tel 416-466-7875 toll free 866-833-9485 fax 416-466-4383 toll free fax 888-342-7657 www.eslresources.com email [email protected] ISBN 978-1-894799-78-2

This book is dedicated

in loving memory

of my dear friend

Marilyn Gould.

Acknowledgements I would like to express deep gratitude to my colleagues and students at Overland Learning Centre, Toronto District School Board, for making my years of teaching so rewarding. Thanks especially to all of my students who complained, “English is a crazy language!” Their very words gave me the opening line of several of my chants, and inspired me to develop the activities to go with them. Special thanks to Estelle Cohen, Grant Reimer, Lisa Kattelus, Janet Timbrell and Sandra Martin. Thanks… to Sue Warden for asking me to write a chant using “should” for a medical theme in

her classroom so many years ago, when I was her volunteer. That was my beginning. to Margo Brown, Ruth Grant, Joanne Page, Nellie Jacobs, Marla Lukofsky, Susan

Skolnik, Elaine Rose and Clara Tobias for their input. to my husband, Harold, who painstakingly and lovingly helped me design all the games

and dealt with the many computer issues that I faced. to Thane Ladner, Canadian Resources for ESL, for working with me week after week, refining things and making this publishing experience an absolute joy. to both Harold and Thane, whose voices add so much to the CD. to Hugo Arias, whose illustrations add humour and fun to the book. and to my kids and grandkids: Nadine, Barry, Josh, Jordan, Stephen, Linda, Ashley,

Jake, and Rachel for filling my life with love and richness.

ABOUT THE AUTHOR Sandy Offenheim is a children’s songwriter and recording artist. From 1975 until 1982, Sandy recorded her original songs on four albums….If Snowflakes Fell in Flavours, Honey on Toast, Are We There Yet? and Nicknames…. with her husband, Harold, and 2 children, Nadine and Stephen. In 2000, Sandy Offenheim and Family released a compilation CD, Let’s Play a Statue Game….Again to celebrate their 25th year in the music business. More than thirty-five years later, their music still sells around the world. Sandy is also an educator. She taught adult ESL from 1989 until 2006, mostly at Overland Learning Centre, Toronto District School Board. She is one of the authors of the popular ESL books, “When’s the Next Holiday? Canadian Celebrations Book One” and “When’s the Next Holiday? Canadian Celebrations Book Two.” Over her ESL teaching career, Sandy responded to her students’ complaints that “English is a Crazy Language” by using her creative abilities to develop chants and corresponding activities to make learning fun and remembering easy. They are now available in Book One and Book Two of SANDY’S ESL CHANTS AND ACTIVITIES. To contact Sandy Offenheim regarding her music: [email protected] www.sandyoffenheim.com For more information regarding her books contact: [email protected] or visit www.eslresources.com

Introduction In the 1970s, I began writing children’s songs and formed a musical group with my husband and two children, named Sandy Offenheim and Family. We recorded four albums for kids. In the 1990s, I became an ESL teacher for adults. Whenever an English problem area arose in my classroom, I created a chant or rhyme for my students. This form of music was an additional way to present a lesson, to make learning fun, and to help everyone remember. Once the students understood the lesson, I added activities to reinforce the concepts and provide them the opportunity to practise. Most of the activities are at the lower CLB levels, CLB 2-4 and a few at higher levels, CLB 4-5. The activities focus on reading/writing/listening/speaking. The chants in Book One focus on grammar. Book Two deals with pronunciation, spelling, and language usage. A detailed table of contents is included. This makes planning your lessons and using the book easy. Column one (on the left side) indicates the page number; column two the name of the activity; column three the activity number; column four the CD track number; column five the skills (L = Listening, S = Speaking, R = Reading, W = Writing and P = Pronunciation) and column six the CLB level. The CLB levels are included as a guide, not as an exact measure. I encourage teachers to study each activity and assess the level and suitability for their students. Also included is a detailed table of contents for the CD that accompanies the book indicating each track, activity, and page number. On the CD, you will find chants and other types of listening exercises. Initially, each chant is recorded in full. Because students often need to listen more than once, each verse is then recorded individually on a separate, numbered track. Breaking the chants into bite size pieces makes it easier to use for teachers and students. The activities that include a CD track are marked on the activity page with a CD symbol, with the track number inside, see right. Here is how I structure a lesson. 1. Choose a chant. 2. Play the entire chant for the class the first time. 3. Play one verse at a time as the students learn the chant. 4. Once the students have learned the chant, choose the activities that meet their needs. Each unit has a board game. Most are played with several players. The one exception is the board game for Homonyms are Everywhere, which is played with only 2 players.

CD 91

Print one board game per group. Each group needs one die and each player requires a different marker. Dice and coloured beads can be purchased at any Dollar Store. Some teachers use a coin rather than a die. Flip the coin, heads equals one move, tails equals two moves. This method slows down the game and allows for more learning opportunities. Each unit has an activity for scrambled sentences. It allows students to work in groups, to talk as they move the words around, to disagree with each other, and eventually put the words in an order that make sense. Sometimes there is more than one correct answer. Print one copy of sheets #1-10. Number 10 envelopes from #1-10 as well. Cut out the words on the page, glue them on recipe cards (or just cut them and put them inside the corresponding envelope.) These lessons may be saved and used again with future classes. This saves paper and future prep time. I hope you and your students enjoy Sandy’s ESL Chants and Activities. Sandy Offenheim

Table of Contents

UNIT 1 - THAT’S WHAT ADJECTIVES ARE FOR

PAGE

CHANTS, ACTIVITIES & ACTIVITY NUMBERS CD

SKILLS

CLB LEVEL

2 CHANT 1-8 L, S 2-5

3 BOARD GAME 1 R, L, S 2-5

4 LIST THE ADJECTIVES 2 W 2-4

5 LABEL THE PICTURES 3 W 2

6 LOOK & ANSWER THE QUESTIONS 4 R, W 3-4

7-8 COMPARISONS WITH ADJECTIVES 5A-B R, W 3-4

9 I SPY WITH MY LITTLE EYE 6 S 2-4

10 FIND & UNDERLINE THE ADJECTIVES 7 R 2-3

11 EXPRESSIONS/IDIOMS WITH ADJECTIVES 8-A R 4-5

12 CHOOSE AN IDIOM FOR EACH SENTENCE 8-B R, W 4-5

13-22 SCRAMBLED SENTENCES 9 R, L, S 2-4

23 TEACHERS’ NOTES

24-26

UNIT 2 - HOMONYMS ARE EVERYWHERE

PAGE CHANTS & ACTIVITIES CD SKILLS LEVEL

28 CHANT 9-12 L, S 2-4

29 WORD LIST - COMMON EVERYDAY HOMONYMS - SPELLING

R 2-4


31 LISTEN & WRITE - TEACHERS’ TRANSCRIPT 2-A 13-22 L, W 2-3

32 LISTEN & WRITE 2-B 13-22 L, W 2-3

33 READING & WRITING 3 R, W 2-3


44-45 ANSWER KEY

ANSWER KEY

UNIT 3 - PREPOSITIONS

PAGE CHANTS & ACTIVITIES CD SKILLS CLB LEVEL

47-48 CHANT 23-29 L, S 2-5

49 WORD LIST R 2-5


51 PREPOSITION RAP - LISTENING & MOVEMENT

2 30-37 L, S 2-4

52 LISTEN AND DRAW - TEACHERS’ TRANSCRIPT AND ANSWER KEY

3A 38-48 L 3-4

53 LISTEN AND DRAW – STUDENT HANDOUT 3B L 3-4

54 DIALOGUES 4 49 L, S 2-3

55 MAGGIE THE DOG - TEACHERS’ TRANSCRIPT 5A 50-60 L, W 2-3

56 LISTEN AND WRITE - MAGGIE THE DOG 5B 50-60 L, W 2-4

57 COMPREHENSION - TRUE OR FALSE 5C 51-60 R, L 2-4

58 WHAT IS MAGGIE THE DOG DOING? 6 W 2-3

59-60 WRITING - WHERE’S MAGGIE? 7A-B

W 2-3

61 TAKING CARE OF MAGGIE 8 R, W 2-3

62-63 EXPRESSIONS/IDIOMS USING PREPOSITIONS

9A-B

R, W 4-5


74-76 ANSWER KEY

UNIT 4 - SHOULD SHOULDN’T PAGE CHANTS & ACTIVITIES CD SKILLS CLB

LEVEL

78 CHANT 61-63 L, S 2-5

79 BOARD GAME - GIVING ADVICE 1 R, L, S 2-3

80 INTERVIEW – GIVING ADVICE 2 L, S 2-3


82 TONGUE TWISTERS 4 65 L, P 2-5

83-74 WALKING DICTATION - SANDY’S ADVICE 5A-B L, S, R, W 2-3

85 SAFETY TIPS 6 66 L, R, W 3-4

86 OOPS! I SHOULD HAVE KNOWN BETTER 7 67 L, R, W 3-4

87 I AGREE, I DISAGREE 8 R, L, S 3-4


98-99 TEACHERS’ NOTES

100-102 ANSWER KEY

UNIT 5 - I-ME-DO-DILLY-DEE PAGE CHANTS & ACTIVITIES CD SKILLS LEVEL

104-105 68-76 L, S 2-5



117 REFLEXIVE PRONOUNS AS OBJECT OF THE PREPOSITION - LISTENING #1

3A 77 L, R, W 3-5

118 REFLEXIVE PRONOUNS AS OBJECT OF THE PREPOSITION - LISTENING #2

3B 78 L, R, W 3-5

119 READING & MATCHING 4 R 3-5

120 FIX THE MISTAKES 5 R, W 3-4

121-130 REFLEXIVE PRONOUNS - SCRAMBLED SENTENCES

6 R, L, S 3-4

131-132 TEACHERS’ NOTES

133-134 ANSWER KEY

CHANT

UNIT 6 - BORROW LEND PAGE CHANTS & ACTIVITIES CD SKILLS CLB

LEVEL

136 TEACHERS’ NOTES

137 79-83 L, S 2-5

138 I WOULD BORROW, I WOULD NEVER BORROW

1A S 2

139 I WOULD LEND, I WOULD NEVER LEND 1B S 2


141-143 IDIOMS ABOUT MONEY 3A-B R, W 4-5

144 DISCUSSION 4A S 2-4

144 BRAINSTORM 4B S, W 2-4

145 MONEY & JOBS 5A R 3-5

146-148 READING & LISTENING 5B-D 85-90 L, R, W 3-4


159 ANSWER KEY

UNIT 7 - PATTERNS, EXCEPTIONS, REMEMBER! PAGE CHANTS & ACTIVITIES CD SKILLS LEVEL

161-162 CHANT 91-96 L, S 2-5

163 WORD LIST – COMMON IRREGULAR VERBS R 2-3


165 PAST TENSE REGULAR & IRREGULAR VERBS FILL IN - PATTERNS/EXCEPTIONS

2 R, W 2-4

166-167 PAST EXCEPTIONS LISTENING LESSON & TEACHERS’ TRANSCRIPT

3A-B R, W 3-5

168 PAST - EXCEPTIONS 4A 97 L 2-4

169 PATTERNS EXCEPTIONS REMEMBER 4B W 2-4


180 ANSWER KEY

CHANT

CD TRACKS TRACK # TITLE PAGE

1 THAT’S WHAT ADJECTIVES ARE FOR - CHANT - COMPLETE 2

2 THAT’S WHAT ADJECTIVES ARE FOR - VERSE 1 2







9 HOMONYMNS ARE EVERYWHERE - CHANT - C0MPLETE 28

10 HOMONYMNS ARE EVERYWHERE - VERSE 1 28



14 HOMONYMNS - LISTEN AND WRITE - 1 31-32









13 HOMONYMNS - LISTEN AND WRITE - INSTRUCTIONS 31-32

23 PREPOSITIONS SELDOM TAKE A VACATION- CHANT- COMPLETE 47

24 PREPOSITIONS SELDOM TAKE A VACATION—VERSE 1 47







30 PREPOSITION RAP - CHANT - COMPLETE 51

31 PREPOSITION RAP - VERSE 1 51







38 LISTEN AND DRAW - INTRODUCTION AND 2 EXAMPLES 52-53

39 LISTEN AND DRAW - #3 52-53










49 DIALOGUES - INSTRUCTIONS & 1-8 54

50 MAGGIE THE DOG - INTRODUCTION 55-56

51 MAGGIE THE DOG - #1 55-56











61 SHOULD SHOULDN'T - CHANT - COMPLETE 78

62 SHOULD SHOULDN'T - CHANT - 1 78

63 SHOULD SHOULDN'T - CHANT - 2 78

64 DIALOGUES - INSTRUCTIONS & 1-6 81

65 TONGUE TWISTERS - INTRODUCTION AND 1 –12 82

66 SAFETY TIPS - INTRODUCTION AND 1-10 85

67 OOPS! I SHOULD HAVE KNOWN BETTER 86

68 I-ME-DO-DILLY-DEE - CHANT- COMPLETE 104-105

69 I-ME-DO-DILLY-DEE - VERSE 1 104-105








77 LISTENING LESSON 117

78 LISTENING LESSON 118

79 BORROW LEND - CHANTS - COMPLETE 137

80 BORROW LEND - CHANT 1A 137

81 BORROW LEND - CHANT 1B 137

82 BORROW LEND - CHANT 2A 137

83 BORROW LEND - CHANT 2B 137

84 DIALOGUES - INTRODUCTION AND 1-7 140


85 READING - A 146

86 READING - B 146

87 READING - C 146

88 READING - D 146

89 READING - E 147

90 READING - F 147

91 PATTERNS, EXCEPTIONS, REMEMBER! - CHANT- COMPLETE 161-162

92 PATTERNS, EXCEPTIONS, REMEMBER! - VERSE 1 161





97 PAST - EXCEPTIONS - INSTRUCTIONS AND 1-10 168

Photocopiable by the Purchasing Teacher for Her/His Students Only Sandy’s ESL Chants and Activities - Book 1 © 2012 www.eslresources.com 1-866-833-9485 1

That’s What Adjectives

Are For Book 1 - Unit 1


That’s What Adjectives Are For - Chant

THAT’S WHAT ADJECTIVES ARE FOR - CHANT Talk about it. Tell us more. That’s what adjectives Are for. Adjectives tell more about A person, thing or place. Describing different details of A car. A shirt. A face. Look at cars. They’re old. They’re new. They’re fast. They’re slow. They’re red. They’re blue. Look at shirts. They’re green. They’re white. They’re creased. They’re stained. They’re loose. They’re tight. Look at eyes. They’re brown. They’re blue. They’re closed. They’re open. Bloodshot too. Then there’s hair. Blond, black, grey, red. Curly. Straight. Or bald instead. Talk about it. Tell us more. That’s what adjectives Are for.

CD 1

CD 2

CD 3

CD 4

CD 5

CD 8

CD 7

CD 6

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www.eslresources.com


That’s What Adjectives Are For - Activity #1

BOA

RD G

AM

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. H

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ake

turn

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hen

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stop

, mak

e a

sent

ence

usi

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DJE

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the

box

. ST

ART

11.

quie

t

9.

clea

n

7.

roun

d

2.

smal

l

10.

nois

y

6.

light

12.

soft

5.

dark

1.

big

3.

curl

y 8.

dirt

y 4.

stra

ight

13.

roug

h

14.

clou

dy

15

.

sunn

y

16.

huge

21.

easy

20

.

happ

y 19

.

sad

18.

scar

y 17

.

tiny

22.

hung

ry

23.

thir

sty

FIN

ISH

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LIST THE ADJECTIVES Think of as many adjectives as you can to describe the noun at the top of each box. Write the adjectives on the lines under each noun.


CARS

SHIRTS EYES

HAIR

ICE CREAM WEATHER

FOOD

WATER ANIMALS

old used fast red clean rusty expensive

new dirty blue speedy cheap slow

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1

2 3 4

5

6 7 8

9

10 11 12

13

14 15 16

white square black square happy face sad face

old man young man cold day hot day

tall building short building big bag small bag

fast bike slow bike short line long line

LABEL THE PICTURES

_______________________ _______________________ _______________________ _______________________

_______________________ _______________________ _______________________ _______________________

_______________________ _______________________ _______________________ _______________________

_______________________ _______________________ _______________________ _______________________

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LOOK AND ANSWER THE QUESTIONS - READING & WRITING Look at the drawing and answer the questions in sentences.


1. What is taller than the flower?

2. What is shorter than the house?

3. What is bigger than the dog?

4. What is smaller than the house?

5. What is higher than the door?

6. What is lower than the windows?

7. What is hotter than the ice cream?

8. What is colder than the sun?

9. Who is younger than the woman?

10. Who is older than the baby?

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That’s What Adjectives Are For - Activity #5-A

MAGGIE is female.

TOBY is male.

BIRTHDAYS

January 14, 2002. May 10, 2003.

WEIGHT

70 pounds/31.75 kilograms 3 pounds/1.36 kilograms

HEIGHT

30 inches/76.2 cm. 10 inches/25.4 cm.

COMPARISONS WITH ADJECTIVES Use with 5-B on the next page.

MAGGIE TOBY

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That’s What Adjectives Are For - Activity #5-B

COMPARISONS WITH ADJECTIVES Use with 5-A.

Look at the drawings of Maggie and Toby on the previous page. Choose pairs of adjectives from the bottom of this page, and compare Maggie and Toby. MAGGIE TOBY Example: (height) 1. Maggie is taller than Toby. Toby is shorter than Maggie. 2. (age)

Maggie is ________ than Toby. Toby is ________ than Maggie. 3. (weight) Maggie is _________ than Toby. Toby is ________ than Maggie. 4. Maggie’s tail is than Toby’s. 5. Toby’s tail is than Maggie’s. 6. Maggie’s ears are than Toby’s. 7. Toby’s ears are than Maggie’s. 8. Maggie’s teeth are than Toby’s. 9. Toby’s teeth are than Maggie’s. 10. Maggie’s paws are than Toby’s. 11. Toby’s paws are than Maggie’s. 12. Maggie’s bark is than Toby’s. 13. Toby’s bark is than Maggie’s. 14. Maggie’s nose is than Toby’s. 15. Toby’s nose is than Maggie’s.

taller

shorter longer shorter lighter heavier

bigger smaller older younger higher deeper (also lower)

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I SPY WITH MY LITTLE EYE - SPEAKING Play in small groups.

More examples:

I spy with my little eye something that is round.

I spy with my little eye something that is shiny.

I spy with my little eye something that is bright.

Now students make their own sentences. “I spy with my little eye something that is…” Other adjectives students might use:

Colours: yellow, brown, red, blue, white, black…

Shapes: round, square, rectangular…

Patterns: striped, plaid, solid, floral…

Others: old, new, messy, neat, clean, dirty, beautiful, tiny, large, tall, short…

Write More Adjectives:

Each student in the group has a turn. The first student looks around the classroom or out the window and says, “I spy with my little eye something that is _________.” The first student fills in the blank with an adjective.

Example: “I spy with my little eye something that is green.” Someone in the group might ask, “Is it Sam’s shirt?” Answer: “Yes, it is.” or “No, it isn’t.” If the answer is NO, students continue asking until someone gets it right.



FIND AND UNDERLINE THE ADJECTIVES - READING

1. The yellow tablecloth has red spots on it.

2. The weather has been hot, sunny, and humid all week.

3. Ramona is tall, slim, and blonde.

4. Jonas never wears expensive clothing or designer shoes.

5. The cake was lumpy, but it tasted delicious.

6. High winds blew down old trees during the dangerous storm.

7. Fried foods are not healthy every day.

8. She had a terrible headache and a sore throat.

9. Stop when the light is red and go when it is green.

10. Most people think that English is a very difficult language.

11. A Jaguar is a wild animal or a luxurious car.

12. Max is a brilliant man with a prestigious job at the university.

13. Most parents think that their own child is intelligent and beautiful.

14. The new puppy was adorable, playful, and cuddly.

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That’s What Adjectives Are For - Activity #8-A

EXPRESSIONS/IDIOMS WITH ADJECTIVES Match the expressions/idioms with their meanings. Example:

1. D big hearted A very calm and cooperative

2. once in a blue moon B important assistant

3. sick as a dog C constantly wanting things to be tidy and clean

4. closed-mouthed D warm, kind, very generous

5. right hand man/woman E not a gossip, able to keep a secret, very private

6. the cold shoulder (usually used with give)

F rarely

7. happy go lucky G to enjoy a lot of sugary foods

8. easy going H ignore someone

9. neat freak I always laughing and joking

10. have a sweet tooth J very ill

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That’s What Adjectives Are For - Activity #8-B

CHOOSE AN IDIOM FOR EACH SENTENCE - READING To use with the previous page. Challenge: You have to change the grammar in number 8*.

1 I know that Nadine won’t tell anyone what I just told her. She’s very

_____________________. 2 Peter had a stomachache last night. He was _______________________

______________________________. 3 Mahmoud is always happy to help others. He is extremely _____________ _________________________. 4 Susanna is always tidying her purse and her apartment. She is a _______ _____________________. 5 Cheng works for the president of ABC Clothing Company. He is the president’s ___________________________________. 6 Li Hua is very cooperative with people and she never seems to get angry.

She’s quite _______________________________________. 7 Rachel is friendly. She always smiles and says hello to everyone in the hallway at school. She never gives anyone ________________________ _________________________. 8 Rosa enjoys eating chocolate, cake and cookies. She*_________________ ___________________________________. 9 Bella doesn’t spend much money on eating meals out. She only goes to a restaurant _______________________________________. 10 Aleks is always laughing and joking. He’s a _____________________ man.

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That’s What Adjectives Are For - Activity #9-1

TEACHERS: BEFORE CLASS: Write the numbers from 1-10 on ten envelopes. Print one copy of sheets 1-10. Cut out the words from each sheet, glue on recipe cards, and place in corresponding envelopes. (#1 in envelope #1 etc.) IN CLASS: Form groups of 3-6 students, depending upon class size. Hand out one envelope to each group. Students work together to unscramble the words from their envelope, and then write that sentence in their notebook. PUT THE NUMBER BESIDE EACH SENTENCE. As soon as everyone in a group has finished writing, they re-scramble the words, and switch envelopes with the teacher until they have completed all 10. Hint: Teachers! Keep at least 3 extra envelopes to give to groups that are ready for the next scramble.

and like

candies I

green yellow

SCRAMBLED SENTENCES - #1

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delicious cake

and sweet

is the

birthday

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her angry

Sara very

is at

friend today


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car new

last bought

a Milo

week silver

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a is

very Peter

boy happy

little




in flowers

vase put

the pretty

please the

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a is

Mara blue

beautiful wearing

dress




movies watch

Maria like

to scary

doesn’t

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red on the

are tree

turning the

tall leaves




wearing is

a red and

shirt striped

white Joe

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That’s What Adjectives Are For - Teachers’ Notes

THAT’S WHAT ADJECTIVES ARE FOR, TEACHERS’ NOTES Other linking verbs: Feel, look, sound, taste, smell, appear, seem, become, get… I get sick every winter. Dimitri feels sick. They look happy. Simone appears tired. Pedro seems busy. The music sounds beautiful. My ice cream tastes delicious. This new carpet feels soft.

In English, an ADJECTIVE usually comes BEFORE the NOUN. Fariba drives a red car. Jose drove an old car.

EXCEPTION: When you are using a LINKING VERB, the ADJECTIVE does NOT

come before the NOUN. It comes after the VERB. TO BE is a LINKING VERB.

Fariba’s car is red. Jose’s car was old.

USING ADJECTIVES TO COMPARE TWO NOUNS…COMPARATIVE For most one syllable adjectives, add “er.”

tall taller old older light lighter Pierre is older than Maria.

If the adjective has one syllable and ends with one vowel and one consonant: Double the consonant and add “er.”

big bigger thin thinner fat fatter

Nadia is bigger than her dog. Except: w (slower) y (greyer)

. If the adjective ends with a consonant and “y”, change “y” to “i” and add “er.”

happy happier busy busier funny funnier

Traffic is busier today than yesterday.

If the adjective ends in an “e” just add “r.”

large larger rare rarer blue bluer My brother’s shoes are larger than my shoes.

EXCEPTIONS: good….better bad….worse

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ANSWER KEY Activity #2, List the Adjectives Suggestions: Shirts: old, new, dirty, clean, creased, stained, large, medium, small, striped, plaid, solid, floral… Eyes: black, blue, brown, grey, green, bloodshot, open, closed, big, small, round, oval, tired, bright, itchy, teary… Hair: straight, curly, wavy, braided, black, brown, red, blond, grey, white, dirty, clean, shiny, matted, dyed, coloured… Ice Cream: cold, delicious, sweet, melted, frozen, yummy, chocolate, vanilla, spoiled, sticky… Weather: sunny, cloudy, freezing, cold, cool, hot, humid, wet, dry, rainy, snowy, comfortable, breezy, windy, icy… Water: hot, cold, boiled, polluted, clean, clear, wet, refreshing, slippery, soapy… Animals: wild, tame, cute, dangerous, soft, cuddly, scary, huge, tiny, big, small, trained, playful, comforting… Activity #3, Label the Pictures 1. tall building 2. short building 3. cold day 4. hot day 5. white square 6. black square 7. happy face 8. sad face 9. old man 10. young man 11. long line 12. short line 13. big bag 14. small bag 15. slow bike (bicycle) 16. fast bike (bicycle) Activity #4-A Look and Answer the questions 1. What is taller than the flower? tree, mother, girl, dog, house, baby, stroller 2. What is shorter than the house? flower, mother, girl, baby, stroller, dog 3. What is bigger than the dog? tree, mother, house 4. What is smaller than the house? dog, flower, mother, girl, baby, stroller 5. What is higher than the door? windows, tree, sun 6. What is lower than the windows? door, grass, flower, dog, mother, girl, baby, stroller 7. What is hotter than the ice cream? sun 8. What is colder than the sun? ice cream 9. Who is younger than the woman? girl, baby, dog 10. Who is older than the baby? girl, mother

That’s What Adjectives Are For - Answer Keys

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ANSWER KEY Activity #5-B, Comparisons with Maggie and Toby 1. height taller shorter 2. age younger older 3. weight heavier lighter 4. longer 5. shorter 6. longer 7. shorter 8. bigger (longer) 9. smaller (shorter) 10. bigger (heavier) 11. smaller (lighter) 12. deeper (lower) 13. higher 14. longer (bigger) 15. shorter (smaller) Activity #7, Find The Adjectives 1. yellow red 2. hot sunny humid 3. tall slim blonde 4. expensive designer 5. lumpy delicious 6. high old dangerous 7. fried healthy 8. terrible sore 9. red green 10. most difficult 11. wild luxurious 12. brilliant prestigious 13. most own intelligent beautiful 14. new adorable playful cuddly


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ANSWER KEY Activity #8-A 1D 2F 3J 4E 5B 6H 7I 8A 9C 10G Activity #8-B 1 closed-mouthed 2 sick as a dog 3 big hearted 4 neat freak 5 right hand man 6 easy going 7 the cold shoulder 8 has a sweet tooth 9 once in a blue moon 10 happy go lucky Activity #9, Scrambled Sentences 1. I like yellow and green candies. I like green and yellow candies. 2. The birthday cake is sweet and delicious. (delicious and sweet) 3. Sara is very angry at her friend today. 4. Milo bought a new silver car last week. 5. Peter is a very happy little boy. 6. Please put the flowers in the pretty vase. Please put the pretty flowers in the vase. 7. Mara is wearing a beautiful blue dress. 8. Maria doesn’t like to watch scary movies. 9. The leaves on the tall tree are turning red. The leaves are turning red on the tall tree. 10. Joe is wearing a red and white striped shirt.


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Homonyms Are

Everywhere Book 1 - Unit 2

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Sandy's ESL Chants and Exercises - Sample Unit