Chương trình học tiếng Anh của VOA hay và hiệu quả

Lesson 38: She's My Best Friend!

Anna: Hello! I have great news. My best friend from my hometown is coming here -- to Washington, D.C.! I can’t wait to catch up with her! Oh! I gotta go. Her train arrives in 10 minutes!

Anna: Penelope!

Penelope: Anna! I am really happy to see you!

Anna: Me too! How was your trip?

Penelope: It was fine.

Anna: Let me help you with your bags.

Penelope: I’m really excited to be in Washington, D.C.! I can’t wait to hear about … everything!

Anna: I have so much to tell you. Let’s go to my apartment. We can talk over a hot cup of tea.

Penelope: I love your apartment building, Anna. Is your rent expensive?

Anna: Well, I have a roommate. So, we split the rent.

Penelope: Oh, that’s right. Is your roommate nice?

Anna: Marsha is the nicest person I know in this city. Sometimes she worries too much. And she says I’m the messiest cook she knows. But we are great roommates.

Penelope: So, Anna, is it hard to make friends in D.C.?

Anna: At first it was hard. But now, Marsha is a good friend. And there’s Pete. Of all the people I know in D.C., Pete is the most serious and also the silliest.

Penelope: He sounds … interesting.

Anna: Jonathan and Ashley are two other good friends of mine. In the city, they are the friendliest people I know. They always help me when I need it.

Penelope: Your friends sound great! So, tell me about your job.

Anna: I love my work! I make a children’s show called the “Time Traveling Treehouse.”

Penelope: Anna, that is the best job for you! Do you remember when we were little? We played in that old treehouse behind my family’s house for hours!

Anna: I forgot about that! We thought it really time traveled! Penelope, it is really good to talk to you. New friends are good. But old friends are the best.

Penelope: I know. Our hometown isn’t the same now. You are not there.

Anna: No crying. Why don't you move here and live with me and Marsha?

Penelope: Anna, I can’t leave our hometown. You forget -- I love my job, too.

Anna: I didn’t forget. You are the most famous turkey farmer I know!

Penelope: Thanks, Anna.

Anna: Come on. Let’s go eat dinner at one of D.C.’s most famous restaurants.

Penelope: Awesome!

Anna: That’s the restaurant, Penelope. I’ll be right there.

Anna: I have a great apartment. I love my work. And I have awesome friends -- both old and new. I am the luckiest woman in Washington, D.C.

(sound of thunder)

Anna: Until next time ?

Writing

Who is the most important person in your life? They can be a family member or a friend. Tell us about them using some superlative adjectives like nicest, silliest, the most _____ and so on. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using superlative adjectives.

Lesson 38 Activity Sheet

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Evaluate. When we think about the good or bad qualities of someone or something, we are evaluating.
In this lesson, Anna tells her friend Penelope about her new life and friends in Washington, D.C. She evaluates by using words like best, nicest, friendliest, messiest and silliest. Anna says, "New friends are good. But old friends are the best. "
We can also evaluate our English language skills by testing ourselves. You can take the quizzes in these lessons, have a friend listen while you repeat new words and phrases, or record yourself and listen to your own pronunciation. How do you evaluate or check your use of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 37: Let's Agree to Disagree

Anna: You know, I am from the country and sometimes I miss it. But I really like life in the city! I love the city. Oh, look. Someone lost a bag. Maybe it's theirs. Excuse me. Is this bag yours?

Dr. Jill: No. It's not mine. It might be hers.

Anna: Excuse me. Is this bag yours?

Sarah: No. It's not mine. It might be his.

Anna: Thank you. Hello. Is this bag yours?

Phil: Yes, that's mine. These are all my travel things. Thank you, thank you!

Anna: Are you okay? You seem ... nervous.

Phil: Well, this is my first visit to Washington, D.C. I'm from a small town in the country. I feel a little lost.

Anna: I am from the country too! And I understand. When I first came here, I felt lost ... all the time.

Phil: So, do you like living in the country or in the city?

Anna: I like to live in the city.

Phil: Why?

Anna: The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs. That is why I'm here.

Phil: Well, I agree. There is more culture in the city and there might be more jobs. But the country has more nature! It's peaceful and beautiful. There are more trees and mountains. The air is clean. You can go hiking and camping. The city is not beautiful. It's noisy and dirty.

Anna: I disagree. I think all the different buildings are beautiful. And I like to watch all the different people.

Phil: That's another thing that is different. People in the country are friendly. They always say "hello!" Here, no one says "hello." I think city people are rude.

Anna: Well, I agree. Country people are friendly. But I don't think city people are rude. I think they're just busy.

Phil: That's a good point.

Anna: Look at me. I live in the city and I said "hello" to you.

Phil: But you are from the country.

Anna: I have an idea. Let's say "hello!" to people -- to many people!

Phil: What? Why?

Anna: Well, if we say "hello," maybe they will say "hello" to other people ... Hello!

Phil: ... and they will say "hello" to more people! That's a great idea! I'm glad you found my bag.

Anna: Come on. Let's go say "hello" to people.

Anna: We don't have to agree with people. They have their opinions. We have ours. And as we like to say, you can always agree to disagree! Until next time...! Hello!

Writing

What is the best place to live? Tell us about where you live now or where you want to live. Be sure you give a reason for your opinion. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice sharing opinions.

Activity Sheet Lesson 37

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Personalize. This means connecting new information to our own feelings and experiences. When we are listening in English, we personalize by thinking about how what we hear is like our own experience. When speaking or writing, we can use what we know to communicate.
In this lesson, Anna tells Phil why she likes living in the city. She is personalizing by thinking about the things she likes: "The city is exciting! It has more culture than the country. There are many museums and restaurants. Every night, there is theater and music. And, there are more jobs."
Can you find another example in this lesson of someone personalizing and giving a reason for their opinion? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 36: I Can Fix This!

Anna: Last time on Let’s Learn English, Marsha and I invited friends to a dinner party but I shopped with the wrong list. Guests are coming soon. Marsha is worried but I have a plan. Let’s see what it is.

Anna: I just need a couple of ingredients. Marsha, please hand me the flour.

Marsha: Anna, where is the flour? It's not in the cabinets.

Anna: I put the flour inside the refrigerator.

Marsha: Why?

Anna: It’s cold and dry in the refrigerator. See, it says: “Put in a cold, dry place.” Okay, now, Marsha, please hand me the eggs.

Marsha: Anna, where are the eggs?

Anna: The eggs are inside the cabinet under the sink.

Marsha: Anna, why are the eggs in here?

Anna: On the farm, we always put the eggs there. How else can the chickens see them? Okay. You clean the living room. I will make dinner.

Marsha: What are you going to make with these ingredients?

Anna: I have a plan.

Marsha: Okay, the apartment is clean. The kitchen is not. What are you cooking?

Anna: I made my favorite recipe: peanut-butter-banana pancakes!

Marsha: You made breakfast.

Anna: Yes! I call it let’s-eat-breakfast-for-dinner dinner!

Marsha: Anna! Mmm! Hey, this tastes good! Anna, you made it work!

Anna: That’s our guests!

Marsha: I’ll answer the door.

Anna: I’ll finish here.

Anna: Like I said, sometimes Marsha worries too much. When something goes wrong with your plan, just change the plan! Till next time!

Lesson 35: Let’s Make Dinner!

Anna: Hi there! Washington, D.C. has many fun places to eat. But, sometimes it's more fun to cook. In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping.

(phone rings) It’s Marsha. Hi, Marsha.

Marsha: Hi, Anna. Do you have the shopping list?

Anna: Yes, I told you: I have the shopping list. Can you hear it?

Marsha: Okay, good. I hear the list. Anna, please buy all the ingredients on the list.

Anna: Yes, Marsha, I will.

Marsha: And do not spend too much time shopping.

Anna: No, Marsha, I won’t. See you later.

Anna: Sometimes, Marsha worries too much. I love shopping! And, I did not spend too much money. Oh, no! But I did spend too much time! I have to return home now!

Marsha: Anna, what took you so long? Our guests will be here soon!

Anna: Don’t worry, Marsha. I bought everything on the list.

Marsha: Let me see. You bought a bunch of bananas, a box of pancake mix, a bag of coffee … Anna, this is all wrong!

Anna: What do you mean wrong? I bought a jar of peanut butter and a loaf of bread … no, wait … two loaves of bread.

Marsha: Anna, these are the wrong ingredients!

Anna: These ingredients are all on the list! I took this list from the counter.

Marsha: Anna, this is the shopping list for breakfast. I said, take the shopping list - on the refrigerator - for dinner!

Anna: Marsha, there was no shopping list - on the refrigerator - for dinner!

Marsha: Oh no! It’s on the floor!!

Anna/Marsha: Ahh!!! Ahh!!!

Marsha: What are we going to do?

Anna: When do our guests arrive?

Marsha: They arrive in 30 minutes!

Anna: I can fix this. Do you trust me?

Marsha: Do I have to?

Anna: Yes.

(The story continues next week)

Writing

Do you like shopping for food? What do you like to make for a dinner with guests? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about foods and measure words.​

Activity Sheet Lesson 35

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Cooperate. When we work together to meet a goal we are cooperating.
In this lesson, Anna and Marsha are planning a dinner party. They cooperate to share the work. Anna says, "In fact, tonight Marsha and I are cooking for friends. Well, she is cooking. I am doing the shopping.​"
We can also cooperate by practicing English language skills with a friend or classmate. How do you use this cooperating strategy in your study of English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 34: What Will I Do?

Summary

In this lesson, Anna wants to go to a Halloween party. But she needs a costume. Will her friend Genie help her find the right one?

Speaking

Learn the new words for this lesson. Then, learn how to talk about the future in two ways. You can use the modal verb "will" or the modal verb "might." ​

Pronunciation

Use this video to learn a stress pattern to show strong emotion with the modal "might."​

Anna: Hello! Halloween is very popular in the United States.

Anna: Children trick-or-treat. They ask people for candy. Children and adults wear costumes and go to parties!

Anna: In fact, there is a Halloween party tonight. I need my friend, Genie. Genie!

Anna: Hi!

Genie: Hi, Anna! What do you need?

Anna: Tonight, there is a Halloween party.

Genie: I love Halloween! Are you going?

Anna: I might go. I might not go. I don’t have a costume. Can you help me?

Genie: Dress as a genie!

Anna: Great idea! I can do a genie trick like read minds!

Genie: Anna, be careful. Things might go wrong.

Anna: What can go wrong?

Genie: Okay.

Anna: Hey, look! I’m a genie! This is going to be fun!

Genie: Remember, Anna. Be careful!

Anna: Don’t worry, Genie! I will!

Rebecca: Excuse me, are you really a mind reader?

Anna: I might be.

Rebecca: Okay, tell me what I am thinking.

Anna: Sure! First, what do you do?

Rebecca: I study. I'm a junior in college.

Anna: What do you study?

Rebecca: I study journalism.

Anna: Okay. Wait. You are thinking … you will graduate from college in about one year.

Rebecca: Well, yeah. That’s the plan. I told you, I’m a junior in college.

Anna: Right, um, wait. There’s more. You are thinking … you might get a job writing the news.

Rebecca: I MIGHT get a job writing the news? I MIGHT! That means I might not. And I'm studying really hard.

Anna: No, no, no, no. Uh, no, you will! You WILL get a job writing the news.

Rebecca: I will?

Anna: You will.

Rebecca: I will. I think.

Anna: 'Bye. Happy to help!

Kaveh: Can you really read minds?

Anna: I might.

Kaveh: Well, today, I will ask my girlfriend to marry me. What am I thinking?

Anna: Wait. Wait, you are thinking ... you might have a wedding very soon!

Kaveh: Might? MIGHT? She won’t say "no," will she?

Anna: No, no! She WILL say “yes”!

Kaveh: I will have a wedding, won’t I?

Anna: You will. You will!

Kaveh: Thanks. I think.

Anna: Good luck!

Anna: This is hard. Genie! Genie!

Genie: Anna, what’s wrong?

Anna: I don’t want to be a genie for Halloween. I might not go to the party.

Genie: Of course you will go. I have another costume for you!

Anna: I’m a rock star! You read my mind!

Genie: No. You told me you like rock music.

Anna: Oh, right. Well, I love it!

Genie: Have fun, Anna!

Anna: Thanks, Genie!!

Anna: I am ready for the Halloween party! But I am not going to read minds. I might play some rock music! Or I might not. Until next time …

Writing

What do you think about your future? Where might you live and work in five years? What might happen in your life? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about the important things that happen in our lives.

Activity Sheet Lesson 34

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Make Your Best Guess​. That means using what you know about the world to make a guess. When we do this with language, it can help us understand and speak more fluently.
For example, Anna says she might be able to read minds. But she is really guessing. After she hears Rebecca say, "I'm a junior in college." Anna says, "You are thinking … you will graduate from college in about one year." She knows that "junior" means a student in the third year at a four-year college, so she can make a good guess that Rebecca will be graduating in one year.
Can you find another example in the lesson of Anna making a guess? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 33: Learning America's Sport

Coworker 2: It is time for part two of the children’s show!

Coworker 1: It’s time! It’s time! I can’t wait!

Coworker 3: Shh! I can’t hear it!

Announcer: Last time on "The Time Traveling Treehouse," Anna was lost, really lost. She wants to learn about baseball. But her computer, MINDY, sent her to many wrong places.

Anna: MINDY! Help me! I am in the ocean with a shark!

MINDY: I will try one more time, Anna.

Anna: Please try harder, MINDY!

Anna: Now, where am I? I am at a playground with a baseball field! Yes! I can teach children about baseball here! MINDY, MINDY, it took you a long time. But you did it!

MINDY: Thanks, Anna. Give me a call when you find the answer.

Anna: Okay. Come with me. Let’s learn how to play baseball! This is a baseball field. This is a pitcher's mound. This is first base! This is second base! This is third base! This is home plate!

Anna: To play baseball, you really only need a bat, a ball and a glove. Each team has many players.

Pitchers pitch the ball.

Catchers catch the ball.

Batters bat the ball.

Runners run the bases.

Fielders field the ball.

Anna: First, the pitcher pitches the ball to the batter. The batter bats the ball. Then, the runner runs to first base.

Anna: Each time a batter bats, the runners run around the bases. Each time a runner runs across home plate, they score a run! There are nine innings in a game. The team with the most runs at the end of nine innings wins the game!

Anna: MINDY, MINDY, we found the answer! It’s time to return to the treehouse.

MINDY: Good job! That was fast.

Coworker 3: Good job Anna. You know, I still don't like children's shows, but I like this children's show.
Coworker 2: I liked the time travel.

Coworker 1: But time travel is not real. You’re so silly, Anna.

Anna: Yeah, time travel is so silly. Thanks, goodbye. Bye, thank you.

Anna: Hello, MINDY? Are you there?

MINDY: Hello, Anna.

Anna: MINDY, I want to go to China! Until next time …

Writing

Do you work with or play on a team? Did you work with or play on a team in the past? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about a sequence of events using agent nouns.

Activity Sheet Lesson 33

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Sequence. Sequence means thinking about how one event or action follows another.
For example, Anna says, "First, the pitcher pitches the ball to the batter. The batter bats the ball. Then, the runner runs to first base."
Can you find an example in the lesson of a sequence (hint: it follows "We found the answer!")? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Improving Your Grammar and Pronunciation

When you listen to music or read books in English, you will often hear and see how English speakers use different grammatical structures to change the sound of a sentence.
The speakers will use these different structures, or devices, to direct your attention to one or more words. They can also use changes in wording to create a variety, or mix, in the kinds of sentences they use.
Today, we consider a simple word: "there". We will learn how to use the word "there" to change the sound of a sentence. We also will learn how grammar controls when the speaker emphasizes the word "there".

The word "there" in popular music

Have you found that English speakers often say the word "there" in different ways?
In an earlier Everyday Grammar program, we examined how grammar can influence the sound of a sentence.
We played David Bowie’s song "Starman." It starts like this:

"There's a starman waiting in the sky

He'd like to come and meet us…"

So, why did Bowie sing "there's a starman waiting in the sky…"? Why not choose wording like "A starman is waiting in the sky" or "In the sky, a starman is waiting"?
All of these sentences have the same meaning.
While we may never know the exact reason Bowie chose these words, we can be fairly sure that this sentence sounded the best to his musical ear.
The question becomes this: why did it sound best to his ear?
One reason could be that the sentence uses what grammar expert Martha Kolln calls the “there transformation.”

The there transformation

The there transformation means changing the order of words in a sentence by adding the word "there."
When this happens, the word there acts as an expletive – a word that does not actually have meaning.
The two sentences "A starman is waiting in the sky" and "there's a starman waiting in the sky" have the same meaning.
However, in the second sentence, there is acting as a placeholder. It is pushing the subject of the sentence, a starman­, to a different position.*

​
When you hear or see the sentence "A starman is waiting in the sky," it is clear that the noun "a starman" is the subject of the sentence.
When you hear or see the sentence "There's a starman waiting in the sky," the noun phrase "a starman" is also acting as the subject.
So what could be the difference between the sentences, if the meaning is the same?
The difference is about style, a way of presenting things, and emphasis.
English speakers will often say the words "there's a" quickly and then emphasize the word directly following, usually the subject of the sentence.
The indefinite article "a" is sending a message that the subject will have new information.
So, when Bowie sings, "There's a starman waiting in the sky," he is setting up the sentence. In this way, he emphasizes the subject of the sentence, which is also the name of the song!

 You can hear this structure in other songs. Consider "There's a Place" by the Beatles.

There's a place where I can go…

The Beatles could have said "I can go to a place…"
And that expression would have the same meaning as "There's a place where I can go…"
But as you can hear, the sentence "I can go to a place" does not sound nearly as good as the "There's a place where I can go"!

TIP #1 Use the there transformation when you want to emphasize the subject

You can learn from David Bowie and the Beatles. They are showing you what native English speakers do with their voices when speaking.
Here is the point: if you want to speak or write a sentence that emphasizes the subject, you can use the there transformation. If you want to speak or write a sentence that does not emphasize the subject, you can use a normal sentence.
Both choices are grammatically correct, but their effects are different, because of their use of different grammatical structures.

Expletive there versus adverbial there

Until now, we have talked about the expletive "there" plus an indefinite subject. For example, let’s return to the earlier sentences, "there's a starman" or "there's a place."
What happens when "there is" is followed by a definite subject, such as "the starman" or "the place?"
If you use the definite article "the," you are suggesting that the subject is old, or known information.
If you wanted to change the wording we talked about at the beginning of this report, so that we used "there is the" instead of "there is a," you could say:

"There's the starman we were talking about."

"There's the place I want to go."

When you do this, the meaning of the sentence has changed.
In both examples, you can hear that the emphasis is placed on "there" because it is acting as an adverb – it is giving information about the location, or placement, of the subject. The sound of the sentence is much different than the sentence that begins with "there is a."
In these new sentences, the speakers are noting the location adverb because it is new and important information. In general, they do not emphasize the subject.
You will hear this structure often in everyday speech or in films.
Here is a line from Jackie Brown, a film by Quentin Tarantino.
The American actor Samuel L. Jackson plays a criminal who sells guns and drugs. While watching a television ad for guns, he makes the following comment:
"Now that there is the Tec-9….They advertise this Tec-9 as the most popular gun in American crime."
Tip #2 Emphasize adverbial there
In this sentence, you can hear Jackson emphasize the adverbial "there." He is pointing his finger at the TV screen and emphasizing the position of the gun.
We know that the name of the gun is old or already known because he says "the Tec-9." What is new is the location of the gun – on the television screen.
 
The difference between "there is a" and "there is the"

The important point in this report is that grammatical structures can have an effect on how a sentence sounds. The purpose of individual words in a sentence can influence how they are said or emphasized.
You will often hear the words "there is a…" in which the subject after the indefinite article is emphasized.
You will also hear "there is the…" in which the adverb, there, is emphasized. The subject is generally not emphasized.
Both of these sentence structures are common in popular music and everyday language.
By understanding how sentence structure and grammar have an effect on pronunciation, you can improve your writing and speaking skills.
You can think about if you are using one structure too often, or if you are not using the right structure for the right situation.
These ideas are difficult, but remember this: native English speakers only use these words and grammatical structures with ease because they have been learning them since birth.
You, too, can learn and master these structures, but it will take time and effort!
I’m Phil Dierking.
And I'm John Russell.
John Russell wrote this story for Learning English. George Grow was the editor.
We want to hear from you. Write to us in the Comments Section.
*A discussion about the grammatical subject and logical subject is beyond the scope of this story.
_______________________________________________________________

Words in This Story

emphasize – v. to place emphasis on (something)
transformation – n. a complete or major change in someone's or something's appearance, form, etc.
expletive – n. grammar a word that enables the writer or speaker to move the stress, or emphasis, in a sentence
indefinite article – n. the word a or an used in English to refer to a person or thing that is not identified or specified
definite article – n. the word the used in English to refer to a person or thing that is identified or specified
adverb – n. a word that describes a verb, an adjective, another adverb, or a sentence and that is often used to show time, manner, place, or degree
pronunciation - n. the way in which something is said
phrase – n. a group of words that express an idea, but do not generally form a complete sentence
noun – n. the name for a person, place or thing
grammatical – adj. of or related to the rules of language

Lesson 32: Welcome to the Treehouse!

Anna: Hello! Today is a big day. My first children’s show is on television! Woo-hoo! I’m excited and nervous.

Ms. Weaver: Hello, Anna.

Anna: Hello, Ms. Weaver!

Ms. Weaver: Some people are going to watch your children’s show. After they watch it, they’ll tell me what they liked, and what they didn’t like.

Anna: Oh, dear.

Ms. Weaver: They’re in the conference room. They’re in the conference room.

Anna: Hello, everyone. I’m Anna, and thanks for coming!

Coworker 2: What is the show about?

Anna: It’s a children’s show.

Coworker 1: But we are not children!

Anna: This children's show is different. I hope.

Coworker 3: I don’t really like children's shows.

Anna: Shhh, please. The show is starting!

Anna: Oh, hi! Just give me one minute ….oops! Oh well. I can fix that later.

Anna: Hello, I’m Anna! Welcome to “The Time Traveling Treehouse!” This is not a usual treehouse. It can time travel! That is why it’s called "The Time Traveling Treehouse."

MINDY: Anna, do not forget me.

Anna: Of course not! This is my partner, MINDY!

MINDY: My name means Massive Information Navigation Device, for You!

Anna: That means we can travel to many places and learn many things. Kids from all over the world ask us questions. We find them answers!

MINDY: Woo-hoo! That is right, Anna.

Anna: MINDY, what is our first question?

MINDY: Layla asks us this question.

Layla: Hello, Anna! Hello, MINDY! I'd like to know -- how do you play baseball?

Anna: That is a great question! MINDY, we need to find her an answer!

MINDY: I know that we can find it, Anna!

Anna: Where am I now? MINDY, now I am on a snowy mountain!

MINDY: That is a good place to learn how to ski.

Anna: Yes, MINDY, but it cannot teach us about baseball! And I don’t know how to ski!

MINDY: Sorry, Anna. Let’s try again.

Anna: Where I am now!? MINDY, I am in the ocean! An ocean cannot teach us about baseball!

MINDY: Please don’t yell, Anna. The ocean can teach us about surfing.

Anna: Yes, MINDY, it can teach us about surfing … and sharks! Ahhh!

MINDY: Anna, please wait. I need to fix my navigation device

Anna: MINDY, please fix it faster. And get me out of here … now!

Announcer: Whoa! Is Anna going to be lost forever? Next week, you can watch part two of “The Time Traveling Treehouse!”

Coworker 1: Aw, man! Will the shark eat her?

Coworker 2: Will Anna find the answer?

Coworker 3: Please tell me the ending!

Anna: So, you liked it?

Coworkers: Yes!

Anna: Well, you can watch the ending next week!

Coworkers: Noooooo!

Anna: Don’t forget to watch next week!

Writing

What do you think of Anna's new show? Does it remind you of a children's show you watched? Tell us about your opinion of Anna's show and suggest other questions for Anna to answer. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using interjections with a friend.

Activity Sheet Lesson 32

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Monitor. Monitor means to notice how well you are understanding or bring understood. It can also mean identifying problems in communication. This strategy helps us learn, because after we find a communication problem, we can decide how to solve it.
In this week's video, Anna monitors what MINDY is doing. She finds that there is a problem: she is not going to a place where she can learn about baseball. She tells MINDY, "It cannot teach us about baseball!"
Can you find an example in the lesson of MINDY monitoring, or finding out about a problem? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 31: Take Me Out to the Ball Game

Summary

Anna wants to go to see a baseball game. The question is: what is the fastest way for her to get there? Her friends Jonathan and Ashley give her advice.

Speaking

In this video, learn to say the new words for this lesson. You can also learn about ​comparative adjectives like "faster," and superlative adjectives like "fastest."

Pronunciation

Use this video to learn about pronouncing "than" in sentences with comparative adjectives.

Conversation

Let's Learn English Lesson 31: Take Me Out to the Ball Game (0:03:29)

Anna: Hi, there, sports fans! Baseball is America’s sport. Today, I am going to Nationals Park. It is home to Washington, D.C.’s baseball team -- the Washington Nationals!

Anna: Hi, Jonathan!

Jonathan: Hi, Anna! Where are you going?

Anna: I am taking a bus to a Nationals baseball game!

Jonathan: Don’t take the bus. A taxi is faster than a bus.

Anna: Oh, good idea. You know I love baseball.

Jonathan: That’s great. Have fun.

Anna: In fact, I wanted to be a baseball player.

Jonathan: Is this one of your memories? I’m really busy.

Anna: This won’t take long. I can see it now... I am at home plate. I wait for the pitch. The ball comes. I swing. It’s a hit! I run to first base, second base, third base, then home plate. It’s a home run! The crowd cheers! Woo hoo!

Jonathan: You really love baseball. Have fun at the game, Anna.

Anna: Thanks, Jonathan.Taxi!

Ashley: Hi, Anna. Where are you going?

Anna: Hi, Ashley. I am going to see a Nationals baseball game!

Ashley: What time is the game?

Anna: 7 o’clock.

Ashley: Do you have a ticket?

Anna: No, not yet.

Ashley: Anna, you should go a lot earlier than 7 o’clock.

Anna: That is why I’m taking a taxi. Taxi!

Ashley: Anna, Anna, that’s not a good idea. A bicycle is faster than a taxi.

Anna: Oh, Ashley. Ashley, Ashley, Ashley. A car is faster than your bicycle.

Ashley: In D.C. traffic sometimes a bicycle is faster than a car. And right now, there is a lot of traffic.

Anna: Good point. But I don’t have a bicycle.

Ashley: Okay, Anna, you can use my bicycle.

Anna: Thanks! I really want to learn how to ride one.

Ashley: What do you mean, learn how to ride a bike? Oh, Anna! Anna, Anna!

Ashley: You know, Anna, the Metro is faster than a taxi and a bicycle. You ought to take the Metro. It’s that way.

Anna: Good idea.

Ashley: OK.

Anna: See you later!

Ashley: Bye, Anna!

Anna: Bye!

Anna: The Metro was a lot faster than a bus, taxi or bike. And now I’m at Nationals Park! Look at all these fans! So many people like to watch baseball. There’s the ticket window. What? The tickets are sold out? Nooooooo!Nooooooo! But I really want to watch a baseball game. Does anyone have an extra ticket?

Fan: Next time, you should buy your ticket online.

Anna: Thanks. Thanks a lot. It is good advice. Being early is better than being late. Until next time …

Writing

Do you like to watch sports? Where do you watch them? Write to tell us about a game you saw. Try to use some of the words from this lesson, like ticket, crowd, fans, and cheer. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using comparative and superlative adjectives with a friend.

Activity Sheet Lesson 31

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Visualize. Visualize means creating an image in your mind. When learning a new language, we can visualize to help us understand what we are learning.
In this week's video, Anna visualizes playing a baseball game. You can also say she imagines playing the game. Jonathan listens and makes an image in his own mind. He understands that Anna loves baseball. He says, "You really love baseball. Have fun at the game, Anna."
Do you ever visualize when listening to or reading English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Lesson 30: Rolling on the River

Summary

Anna plans to have a dinner party. She needs to buy seafood, so she goes to the waterfront. She gets a surprise at the fish market.

Speaking

In this video, learn to say the new words for this lesson. You can also learn about how to use count and noncount nouns.

Pronunciation

Use this video to learn about the abbreviations for dozen and pounds.

Conversation

 Anna: Hello! Washington, D.C. sits on the Potomac River. This river is important to the history and culture of the city. Today, I am at an outdoor seafood market near the Potomac River. Some say it is the oldest outdoor seafood market in the United States! I am here to buy seafood. Let’s see what they have!

Anna: Excuse me. Can you help me?

Pete: Sure! What do you need?

Anna: Pete!

Pete: Anna!

Anna: What are you doing here?

Pete: I work here. You know, it’s not easy to be a writer.

Anna: Yeah, I heard that. Sorry.

Pete: But this job is great. I work outside by the river. And I can eat all the free seafood I want!

Anna: That is great, Pete. In fact, I am here to buy some seafood for my dinner party.

Pete: You came to the right place. They have the freshest seafood in town. How much money can you spend?

Anna: I can only spend $50.

Pete: Okay. What do you want?

Anna: First, I want to buy some shrimp.

Pete: Sure thing. Follow me. How much shrimp do you want?

Anna: How much do I need for five people?

Pete: (yells to co-worker) Give her a pound of shrimp!

Anna: Ok, now I want to buy some crabs.

Pete: The crabs here are delicious! They are the best because they come from the nearby Chesapeake Bay! Walk this way.

Pete: How many crabs do you want?

Anna: I want a dozen crabs.

Pete: You should get the larger crabs. They have the most meat.

Anna: Then I want a dozen large crabs, please!

Pete: Is that everything you need?

Anna: Let’s see … I have shrimp and crabs. And a friend is bringing a salad and many ears of corn-on-the-cob.

Pete: Is that all the seafood that you need?

Anna: Yes.

Pete: That’ll be $49.95. Cash or credit?

Anna: Credit, please.

Pete: Anna, you love to eat seafood. Did you grow up on the water?

Anna: No, I didn’t. But I love the water. And I love being on the water.

Pete: You know how to sail?

Anna: Well … this afternoon I am going on a boat.

Pete: You are full of surprises. What kind of boat? Is it a motorboat or a sailboat?

Anna: It’s a special boat, Pete. Well, thanks for your help. See you later!

Pete: See you, Anna! Wow, Anna’s a sailor! Who knew?

Anna: Yes, rivers are important to the history and culture of Washington, D.C. And now I am part of this city’s interesting waterfront culture. Until next time!

Writing

Where do you buy fresh food? Is there a seafood or vegetable market near where you live? Tell us about it! Try to use some of the words from this lesson, like best, freshest, oldest, spend, money, and larger. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using comparative and superlative adjectives with a friend.

Activity Sheet Lesson 30

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Make Inferences . Making inferences means using some information to make a guess. When learning a new language, we often need to guess at the meanings of words or sentences.
In this week's video, Pete guesses that Anna grew up on the water. He says, "Anna, you love to eat seafood. Did you grow on near the water?"

Anna answers, "No, I didn’t. But I love the water. And I love being on the water." Pete hears that and uses the information to make an inference about Anna. He asks her, "You know how to sail?"

Can you find another place in the conversation when Pete makes an inference? Do you ever make inferences when listening to or reading English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

Listen to short videos and test your listening skills with this quiz.

Review of Lessons 25 - 29

For Fun - 'Bloopers'

Sometimes we do not remember what to say. Or sometimes we are laughing about a funny event. Watch the video above to see these mistakes, or "bloopers."

Review Quiz

In this quiz, you can test your listening skills. Watch a short video and answer each question.

Lesson Review

Did you miss a lesson? Look back and see if you remember these grammar points and topics.
Lesson 25: Watch Out!
Grammar focus: Modals: should; ought to
​Topics: Warnings: Be careful, Watch out; Recommending products, giving advice
Learning Strategy: Cooperate
Speaking & Pronunciation Focus: past tense contractions​; Making recommendations using "should"
Lesson 26: This Game Is Fun!
Grammar focus: modal "ought to;" irregular past tense verbs
Topics: U.S. Presidents; Americana symbols
Learning Strategy: Make Associations
Speaking & Pronunciation Focus: Pronouncing "ought to" in fast speech; Giving warnings with the expression "look out;" Symbols associated with American Presidents
Lesson 27: I Can't Come In
Grammar focus: Irregular past tense verbs
Topics: Asking about health problems; giving advice for health problems
Learning Strategy: Analyze Information
Speaking & Pronunciation Focus: Wh-questions and Yes/No question intonation; Groups of verbs with irregular past tense forms
Lesson 28: I Passed It!
Grammar focus: Imperative verb forms, Past tense of BE
Topics: Giving a reason or excuse, Apologizing
Learning Strategy: Self Talk
Speaking & Pronunciation Focus: Imperative verbs, Extending the word "well"
Lesson 29: A Long Time Ago
Grammar focus: Review simple past and irregular past tense verbs; Using adjectives with correct adjective placement; Infinitives: to read, to be; to work
Topics: Describing physical states & emotions
Learning Strategy: Personalize
Speaking & Pronunciation Focus: Using adjectives; Back-channeling noises: Um-Hum, Uh-Huh
Now it's your turn. How is your progress with Let's Learn English? Tell us about where you live and how often you do these lessons. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of these lessons.

Lesson 29: A Long Time Ago

Summary

Anna and Marsha have a lot of work to do. An advertisement makes them remember their childhood dreams. What do you think they wanted to be?

Speaking

In this video, learn to say the new words for this lesson. You can also learn about how to use adjectives.

Pronunciation

Use this video to learn about the noises English speakers make to show they are listening.

Conversation

Anna: Hello! In Washington, D.C., there are many places that bring history to life. But people who live here often do not have time to see them. They are too busy with work -- like me. Hi, Marsha!

Marsha: Hi, Anna! Have a seat.

Anna: Thanks. This was a good idea. Working outdoors is nice.

Marsha: Um-hum, it is.

Anna: I am tired. Today was a busy day at work. And I still have work to do!

Marsha: Hmm, that’s too bad.

Anna: How are you these days?

Marsha: I'm really busy too, Anna. Let’s get to work.

Anna: Marsha, look! That bus has a photo of Abraham Lincoln!

Marsha: That’s an advertisement for Ford’s Theatre. They have a new show.

Anna: They have shows where Abraham Lincoln died?

Marsha: Yeah, it’s a working theater and a museum.

Anna: I love Lincoln. You know, Marsha, that advertisement reminds me of something.

Marsha: Um-hum. What’s that?

Anna: When I was a little girl … When I was a little girl … I was not like other children.

Marsha: Um-hum, I can believe that.

Anna's voice: I was tall, serious child. At the playground the other children played silly games. They played with dart guns. They played on the swings, the slide and the teeter-totter. They also played ball But not me. I loved to read serious books about U.S. presidents.

Anna: In fact, I wanted to be … don’t laugh … President of the United States.

Marsha: (laughs)

Anna: Stop! I know it’s a silly childhood dream.

Marsha: I’m sorry. It’s not silly. Guess what I wanted to be?

Anna: What?

Marsha: I wanted to be... an astronaut.

Anna: Really?

Marsha's Voice: When I was a kid, I studied the stars and planets. I wanted to fly into outer space!

Anna: You know, Marsha, childhood dreams are really important.

Marsha: They are. And it’s good to remember them.

Anna: Hey! I have an idea. Let’s go.

Marsha: Go where?

Anna: Let’s go make our childhood dreams come true.

Marsha: We’re going to the Air & Space Museum! Yes!

Anna: No. We’re going to see a show at Ford’s Theatre just like Abraham Lincoln! It’s not far from here.

Marsha: Uh huh. That is your childhood dream.

Anna: Good point. Okay, next week, we'll come here and be astronauts.

Marsha: Honestly?

Anna: Honestly.

Anna: Tonight we are seeing a show at Ford’s Theatre, where a man shot President Abraham Lincoln. This is history come to life … and a childhood dream come true! Until next time ...

Writing

In this lesson you learn about Anna and Marsha's childhood dreams. What was your childhood dream? What did you want to be? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using adjectives and talking about your career dreams with a friend.

Activity Sheet - Lesson 29

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Personalize. When we connect new information to our own interests and experiences, we are personalizing. Personalizing can help us remember new information.
In this week's video, Anna is learning about historic places in Washington, D.C. The advertisement for Ford's Theatre makes her think of her childhood dream - to be President of the United States. Anna is personalizing because she is connecting new information to her own interest in U.S. Presidents. She decides to act on her interests by going to the theater and learning more about Abraham Lincoln's history.
How about you? Do you ever personalize when you are learning English? Write to us about it in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

​Listen to short videos and test your listening skills with this quiz.

Lesson 28: I Passed It!

Summary

Anna tells her roommate, Marsha, about the problems she had in her driving test. Then Anna says she wants to drive to a special place in Washington, D.C. Where will she drive?

Speaking

Learn to pronounce the new words for this lesson. You can also learn about the imperative verb form.

Pronunciation

Use this video to learn about how people say "well" to give bad news, or an answer someone does not expect.

Conversation

Anna: Hello! Guess what this is? This is my driver’s license! I passed my driving test!

Today, I rented a car so I can drive around Washington, D.C. You can see more of the city this way. Marsha!

Marsha: Anna, did you get your driver’s license?

Anna: I did! But it was not easy.

Marsha: Why? What happened?

Anna: Well, you know, I can drive farm equipment really well. But I was really nervous driving in Washington, D.C. traffic!

Marsha: Did you pass the test the first time?

Anna: Well…no. But I did pass the second time.

Marsha: What happened during the first test?

Anna: It started fine.

John: Okay … Anna. Is your seatbelt buckled?

Anna: Yes, sir!

John: Great. Please start the car.

Anna: (to herself) Okay, Anna, start the car.Started the car. Good job, Anna.

John: Why are you talking to yourself?

Anna: I am a little nervous. When I’m nervous, I talk to myself.

John: You don't need to be nervous.

Anna: Listen to that engine!

John: Please, stop pushing the gas pedal!

Anna: Sorry.

John: Okay, when you are ready, turn.

Anna: Great!

John: Not now! You almost hit that car!

Anna: You said “turn!”

John: Look first! There were cars in the street.

Anna: Please don’t yell at me!

John: I’m sorry! I was afraid.

Anna: You were yelling.

John: Look out for that car! Brake! Brake!!

Anna and John: Ahhh!

Anna: Why is everyone honking at us?

John: You were driving too slow! Anna, stay on the street!

John: Hands on the wheel, Anna.

Anna: What’s that sound?

John: That, Anna, is the police.

Marsha: That sounds awful.

Anna: Yes, it did not go well. But, I practiced and passed the second time!

Marsha: Do you know where you want to take your first drive in Washington, D.C.?

Anna: Yes! Let’s go!

Anna: There it is … the White House!

Marsha: Anna, you do you know you can’t drive up to the White House, don’t you?

Anna: Yes. No. I didn’t know. I guess we walk from here!

Anna: Sometimes you can see more of Washington, D.C. in a car. If you want to see the White House, you need to walk. Until next time … !

Writing

Do you know how to drive a car? Were you nervous when you first learned? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using imperative verbs with a friend.

Lesson 28 Activity Sheet

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Self-Talk. When we need to be more confident, we can use Self-Talk.
In this lesson, Anna uses Self-Talk. Notice that John asks her about it.

John: Why are you talking to yourself?

Anna: I am a little nervous. When I’m nervous, I talk to myself.

John: You don't need to be nervous.

Talking to yourself in English can have two benefits. It may help you relax and do better. It can also give you more chance to practice using English. How about you? Do you sometimes talk to yourself? Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Quiz

​Listen to short videos and test your listening skills with this quiz.

Lesson 27: I Can't Come In

Summary

Anna does not feel well. She calls her boss and her doctor. What do they tell her to do? And will she follow their advice?

Speaking

Learn to pronounce the new words for this lesson. You also learn about irregular past tense verbs.​

Pronunciation

Use this video to learn about how to ask two kinds of questions: WH-questions and Yes/No questions.

Conversation

Anna: Hello! I am sure that today, in Washington, D.C,. there are a lot of great things to do. But I am not doing any of them. I am sick. Right now, I'm going to call my boss and tell her I cannot come in to work.

Caty: Hello?

Anna: Ms. Weaver, Hi. I can’t come to work today.

Caty: Why not? What is wrong?

Anna: Well, yesterday I felt fine.

Anna: In the morning, I painted for hours. In the afternoon, I cut wood. Then, I built a fire.

Caty: Anna, what do you mean? Why can’t you come to work today?

Anna: I do not feel well. I think I’m sick.

Caty: I’m sorry to hear that. I was sick last week, too. I had the flu.

Anna: (sneezes) What did you do?

Caty: I slept a lot and I drank a lot of water. Do you have a doctor?

Anna: Yes, I do.

Caty: You should call your doctor. And get lots of rest!

Anna: Thanks, Ms. Weaver. I’ll call right now. I'm calling my doctor.

Dr. Bennett: (to herself) Now, where does this thing go?

Dr. Bennett: Hello. This is Dr. Bennett. How can I help you?

Anna: Hello, Dr. Bennett. This is Anna.

Dr. Bennett: Oh, Hi, Anna. How can I help you?

Anna: I think I’m sick.

Dr. Bennett: Let me ask you a couple of questions. Do you have a sore throat?

Anna: Yes. I have a sore throat.

Dr. Bennett: Do you have a cough?

Anna: Yes. I have a cough.

Dr. Bennett: When did you start feeling sick?

Anna: This morning. Yesterday I felt great. In the morning I painted, for hours - in the afternoon I cut wood -

Dr. Bennett: Excuse me, Anna. But I don’t need to know all that. Do you have a fever?

Anna: Oh. My thermometer says 125 degrees?! What??

Dr. Bennett: Yeah, that’s not right.

Anna: Oh. Wait. The thermometer was in my hot cup of coffee.

Dr. Bennett: Please take it again, Anna.

Anna: Okay, the thermometer says 100.5 degrees.

Dr. Bennett: 100.5 degrees is not too high. I want you to drink lots of water. Rest in bed and get lots of sleep.

Anna: That is what my boss said to do. Um, Dr. Bennett, when can I go to work?

Dr. Bennett: Don’t go to work for a couple of days.

Anna: Yes! I mean, I don’t want to make my co-workers sick.

Dr. Bennett: That’s right. Call me back in a couple of days.

Anna: I will, Dr. Bennett. And thanks.

Anna: Well, you heard the doctor – no work for a couple of days. I need water, sleep and um … lots of movies! Well, the doctor didn’t say anything about movies. But it can’t hurt! Until next time!

Writing

What happens when you get the flu? Does your family have a special way to get well again? Write to us by email or in the Comments section. Click on the image below to download the Activity Sheet and practice talking about health problems with a friend.

Lesson 27 Activity Sheet

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Analyze Information. When we are learning a second language, we can think carefully about the new information we learn, and make a decision. That is what analyzing information means.
In the video, Dr. Bennett asks Anna many questions. Then she analyzes the information she learned. She tells Anna to stay home, drink water and sleep.
Can you find another time in the video when someone analyzes information? Write to tell us about it in an email or in the Comments section. Teachers, see the Lesson Plan for more on how to teach this strategy.

Quiz

​Listen to short videos and test your listening skills with this quiz.

Lesson 26: This Game Is Fun!

Anna: This is the Roosevelt Memorial. Where is the symbol?

Anna remembers that Dan said: You have to find things that aren't really there. ... When you find an American symbol, you win points and a Fun Fact about a U.S. President.

Anna: Yay! I found Uncle Sam and I won another 40 points! What is the Fun Fact?

Voice: Franklin Roosevelt was the first to fly in a plane as president!

Anna: I didn't know that. This is a really beautiful memorial.

Anna: This is the Lincoln Memorial! Where is the symbol?

Anna: I found it! The Statue of Liberty! Please give me my Fun Fact.

Voice: Abraham Lincoln was a great wrestler!

Anna: I didn't know that. Lincoln wanted freedom for all people. So, the Statue of Liberty works well.

Anna: And I won 20 points! Time to find the next symbol.

Dan: Hey! Look out!

Anna: Sorry. Hey, it's you! Now, I should be more careful.

Dan: That’s okay.

Anna: This game is a lot of fun. Hey, what’s your name?

Dan: Dan. What’s yours?

Anna: Anna.

Dan: Like Americana!

Anna: Yeah, I guess so.

Dan: Did you find any symbols?

Anna: Yes, I found three and won 120 points!

Dan: Me too. But, did you find the bald eagle?

Anna: No. Did you?

Dan: No. First one to find it wins?

Dan: Anna, look out for that tree!

Anna: I learned a lot about presidents with this game. But I ought to be more careful. Until next time …!

Writing

Are there any memorials to famous leaders in your town or in your country? Tell us about them. Do you admire the leader? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about sports with a friend.

Activity Sheet Lesson 26

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Make Associations. When we think of connections between things we are making associations.
In this lesson, Dan makes an association to help himself remember Anna's name. After Anna tells him her name, he says, "Like Americana!" The name "Anna" sounds like the end of the word "Americana" to Dan.
Can you find another example of making associations in the conversation? Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Lesson 25: Watch Out!

Summary

Anna learns about a new game, "Catch Americana." She walks around the memorials to U.S. Presidents and learns fun facts by playing the game.

Speaking

In this video, you can practice saying the new words and learn how to make recommendations using "should."

Pronunciation

This video teaches about past tense contractions, like "didn't."

Conversation

Anna: Hello from Washington, DC! This city has many monuments and memorials.

Anna: Today I am visiting the ones built in memory of our Presidents: Washington, Jefferson, Lincoln and Roosevelt.

Anna: I want to learn more about them.

Anna: Hey! Watch out!

Dan: Sorry! I didn't see you.

Anna: You were not looking. You should be more careful.

Dan: I know I should be more careful. But this game is really fun.

Anna: What kind of game?

Dan: You have to find things that aren't really there.

Anna: How can you find things that aren’t really there?

Dan: They're in your phone. See?

Anna: I see. It’s like a scavenger hunt.

Dan: That’s right!

Anna: I don’t have time for games. I want to learn about U.S. presidents.

Dan: Then you should play this game! When you find an American symbol, you win points and a Fun Fact about a U.S. President.

Anna: I have time for this game!

Dan: Here are the symbols that I caught: the Statue of Liberty for 20 points, Uncle Sam for 40 points and the American flag for 60 points.

Anna: What symbol are you looking for now?

Dan: I am looking for the bald eagle. That is 100 points! It should be near the Washington Monument.

Anna: This game is awesome.

Dan: You ought to buy the app right now. It’s called “Catch Americana.”

Anna: Got it. Catch Americana.

Anna: Thanks! Good luck!

Dan: Good luck to you too!

Anna: This is the Jefferson Memorial.

I know that Thomas Jefferson signed the Declaration of Independence! Now, where is that symbol?

Anna: Here it is! My first one. It’s an American flag! I won 60 points!

Anna: An American flag works well for Thomas Jefferson. I see lots of American flags on Independence Day!

Anna: Where is my Jefferson Fun Fact?

Voice: In his lifetime, Thomas Jefferson wrote about 19,000 letters!

Anna: I did not know that. Where is the next symbol?

Writing

In this lesson, Anna learns about a new video game. What games do you like to play? Write to us to tell us about the video games or other games you like. Send us an email or write in the Comments section.
Use the Activity Sheet to play a game that helps you practice talking about games, sports, and leisure activities.

Activity Sheet - Lesson 25

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Make Associations. When we think of connections between things we are making associations.
In this lesson, Anna connects the picture of an American flag in her mind with President Thomas Jefferson. She sees the flag in the game and says,
"I know that Thomas Jefferson signed the Declaration of Independence! Now, where is that symbol?"
"Here it is! My first one. It’s an American flag! I won 60 points! An American flag works well for Thomas Jefferson. I see lots of American flags on Independence Day!"
Anna is making associations between the flags and President Thomas Jefferson. What associations do you make when learning new things in English? Is there something in this lesson that you can associate with the new words? Maybe the association will help you remember them. Write to us in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Listening Quiz

Check your understanding and practice your listening skills with this quiz.

Review of Lessons 20 - 24

Introduction

 

We get many comments and emails from our friends online who use this course to learn English. In the video this week, we answer some of your comments.

Asif writes that he spends lots of time on different websites to practice English. But he doesn't know how to be a regular on VOA. He says "Please can you help me to be regular?"

The important thing in learning a language is to practice it regularly. Decide on a time every day when you can listen to English and practice speaking. You can set an alarm on your phone to remind you.

Another learner, Muneer, writes: The most important things here for me are the pronunciation and speaking parts.

Muneer, you learned that you can play the Speaking Practice video and repeat each new word. Do you record yourself on your phone or computer? When you do, you can listen to see if what you say matches the native speaker's words. After you watch the Pronunciation Practice video do you use the new expressions in your conversations with friends? You should!

Ederson in Brazil writes, "The course is excellent! I have done all activities and can easily read texts in English. However, I still find it very difficult to talk in English."

Ederson, you should find a friend nearby who is also studying English. Get together for coffee on a regular basis to talk in English. Try watching an episode of Let's Learn English and then act out the conversation with your friend. The words to each video are on the web page, so you can read them aloud easily. Make your learning of English fun and you will be able to keep up a regular practice schedule.
One way to study every day is to get our podcasts and daily emails.
For the Learning English podcast, click the link on the web page to go to the Learning English Broadcast and click on "View in iTunes." Then, click on "Subscribe." Then when you connect your phone or iPod to the computer, choose to automatically update the podcast. Now you can listen when you are out of the house, walking, riding on a bus or train, or running. Listening while your body is active helps your brain work well.
We hope you return every week to Let's Learn English for a new lesson.
I'm Jill Robbins.
Here are links to the podcasts and mailing list pages:

• Daily Emails of New Learning English Stories: Check the box, put in your email and click on "Subscribe."
• Click the link to go to the Learning English Broadcast and click on "View in iTunes." Click on "Subscribe."
• For all of VOA's podcasts, open your iTunes app and go to the VOA page.

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Review Quiz

In this quiz, you can test your listening skills. Watch a short video and answer each question.
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Lesson Review

Lesson 20 What Can You Do?
Grammar focus: Expressing ability; Can & Can't; Contractions
Topics: Occupations and skills; Helping friends
Learning Strategy: Identify Problems​
Speaking & Pronunciation Focus: Asking clarification questions; Pronouncing can & can’t

Lesson 21 Can you come to the party?
Grammar focus: Have to, Can, Can't, Contractions
​Topics: Invitations​, Apologizing, Hobbies & Personal Skills​, Expressing Obligation​
Learning Strategy: Cooperate
Speaking & Pronunciation Focus: Using then to talk about a result; Using have to or reduced hafta to express obligation

Lesson 22 Next summer…
Grammar focus: Talking about a sequence of events using going to to talk about future events
Topics: Vacations; Seasons
Learning Strategy: Planning
Speaking & Pronunciation Focus: Talking about plans; vacation activities; shadowing and summarizing

Lesson 23 What Do You Want?
Grammar focus: Using want to express desires
Topics: Asking the time; Counting back change; Time and Punctuality
Learning Strategy: Respond
Speaking & Pronunciation Focus: Counting change, Reduced form of "out of;" Reduced form, "whaddaya;" Informal agreement using "yep."

Lesson 24 Yesterday Was Amazing!

Grammar focus: Regular past tense verbs

Topics: Festivals and cultural traditions

Learning Strategy: Substitute

Speaking & Pronunciation Focus: Voiced and voiceless past tense pronunciations; Substituting one word for another

Now it's your turn. Send us an email or write to us in the Comments section below or on our Facebook page to let us know what you think of these lessons.

Related

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  Lesson 20: What Can You Do?

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  Quiz - Review of Lessons 20 - 24

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  Lesson 21: Can You Come to the Party?

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  Lesson 22: Next Summer...

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  Lesson 23: What Do You Want?

Let's Learn English is a new course for English learners. Certified American English teachers designed the course for beginners. The course continues for 52 weeks.
Each week, there will be a new lesson with video showing the lives of young Americans. The lesson includes instruction in speaking, vocabulary and writing.
There are also printable worksheets, assessments and lesson plans for individual learners and English teachers. We encourage you to follow the weekly lessons and share your progress with us through comments and email.

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  Introducing Let's Learn English