Lesson 52: Taking Chances

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Let's Learn English Certificate of Completion

Summary

Anna is on a talk show to tell us about her new career move - acting as a tree in the movies. She looks back at the chances she took in the past year and plans for the future. Will she stay in Hollywood or come back to live in Washington, D.C.?

Speaking

Use this video to learn the new words for this lesson. Then, learn about some new phrasal verbs.

Let's Learn English Lesson 52 Speaking Practice

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Pronunciation

Use this video to learn about the blend of two words in the phrase "sit down."
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Let's Learn English Lesson 52 Pronunciation Practice

 

 

 

Conversation

Lesson 52: Taking Chances

Anna: Hello, it's Anna! I did it - Washington, D.C. is my home. Looking back over the past year, I’ve done so many amazing things! I have met people from all over the world. I’ve made many good friends. And I have a great job! And I've taken a lot of chances. And now I have some really big news! Wait for it… and 3, 2, 1…

Kelly: Hello and welcome to “Around the Corner and Across the Street from the Actor’s Studio!” Many people dream of becoming actors. But very often, those dreams don’t come true.

Kelly: Well, today we will meet a woman and -- her acting career has really taken off. In fact, she acted in my play, “The Woods Are Alive!” Oh. She really brought the part of Tree Number 15 to life! Let’s give a warm welcome to Anna Matteo!

Anna: Thank you. Thank you so much for having me here.

Kelly: Please, please, sit down. Here, here, let me help you.

Anna: Thanks. Thanks. Wow, it is great to see you again, Director Kelly!

Kelly: It’s great to see you too, Anna. I see you are still wearing your tree costume. Does this have anything to do with your big news?

Anna: Yes. Yes, it does.

Kelly: Well, Anna, please share that news with us.

Anna: Kelly, I will be acting in three movies.

Kelly: That is amazing! Anna, tell us more.

Anna: Well, the first is a science fiction movie. The second is a romantic comedy. And the third is an action movie.

Kelly: That is so great! Let me guess -- you’re playing a tree in all of them!

Anna: Yes! This is what happened. To prepare for your play, I had to find out what it was like to BE a tree in the world. I had to find out where to eat, where to shop, where to meet people and how to get around the city.

Kelly: Amazing. I think big things are going to happen for you, Anna. So, tell me, will you be moving to Hollywood for a career in movies?

Anna: No. I’ll make the movies and then come back. Washington, D.C. is my home.

Kelly: I’m sure your family is very proud.

Anna: Yes, they are. You know, Kelly, not too long ago, I didn’t feel very good about my life. I had to make a change. So, I took some chances. Sometimes I succeeded. Sometimes I failed. But I will never stop trying.

Kelly: Well, thank you for sharing your news and so much more with us, Anna.

Kelly: Until next time …

Writing

In this lesson, Anna looks back on how she has learned by taking chances over the past year in Washington, D.C. Have you ever taken chances to learn something new or to meet your goal? Tell us about a chance you took and how it helped you to learn or do something important to you . Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet to practice phrasal verbs and evaluating. Please note, our activity sheets now can be completed on the computer.

Lesson 52 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. We use this strategy when we look back at how we have learned and look forward to how we can learn more. In learning a language, we can evaluate how well we are learning and also evaluate how we are using strategies to learn. When we think about which strategies helped us, we know that we should use those strategies again.
In this lesson, Anna looks back at how she took chances in learning to do her job and to live in a big city. She is also looking forward to her new career as an actor. She is taking a chance to go to Hollywood and be in the movies.
Look back at how you have been learning English. What helped you the most?Now look forward. What will help you in the future? Are you taking chances to practice in lots of ways? 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 51: A Good Habit

Summary

Anna has a new goal - to run in a marathon. Her friend Ashley knows that training a little every day is a good idea. Will Anna be able to meet her goal?

Speaking

In this video, learn how to say the new words. Then learn about gerunds and infinitives.

Let's Learn English Lesson 51 Speaking Practice

 

 

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Pronunciation

Use this video to learn about how Americans pronounce the reduced form of "to" in sentences with infinitives.

Let's Learn English Lesson 51 Pronunciation Practice

 

 

 

Conversation

Let's Learn English Lesson 51: A Good Habit

Anna: D.C. is a popular city for marathons! A marathon is a long race. Many marathons raise money for charity, you know - good works. A marathon is a good fitness goal too. I want to challenge myself in a marathon and maybe win a medal! Hey, there’s Ashley. Ashley! Wait for me! It’s Anna!

Anna: Ash … ley. Ash … ley.

Ashley: Are you okay, Anna?

Anna: I just ran … from over there.

Ashley: Do you want to sit down, Anna? Do you want some water? (Anna takes the bottle and tries to return it.) No thanks. You keep it.

Anna: Thanks. I didn’t know you like to run.

Ashley: I love running. In fact, this weekend, I will run in my first marathon.

Anna: Me … too.

Ashley: Really? You are running in a marathon?

Anna: Yeah. In a couple of days. Why do you ask … like that?

Ashley: What do you know about running in a marathon?

Anna: I know that there’s a lot of running and sometimes you can win a medal.

Ashley: How long have you been training?

Anna: I started today. I’ve been training for an hour … no, an hour and seven minutes!

Ashley: Anna, training a little every day is a good habit to get into. Not all at once!

Anna: Thanks for the advice, Ashley. But I’m running in a special race.

Ashley: What marathon is it?

Anna: I don’t remember the name. But the website said everyone gets a medal.

Ashley: Okay, well, good luck, Anna!

Anna: Thanks, Ashley. Good luck to you, too.

Ashley: Thank you.

Anna: Bye!

Ashley: Bye, Anna!

Anna: See you!

(At the race: an announcer calls out race information)

Anna: Hello. I am here to enter the race!

Woman: But ma’am you can’t enter the race.

Anna: What? How am I going to meet my goal?

Woman: Ma’am, this race is for children. You can’t run with the children.

Anna: Children? Children. That’s perfect. I just might win!

Woman: No, ma’am. You really can’t run with the children.

Anna: I’m sorry. Of course. I was only thinking of my goal.

Woman: Well, you can help us with our goal, which is to raise money for sick children. Would you like to help us?

Anna: I’ve just found my new goal. And I get to wear a medal. (to child who finished race) Good job!

Writing

In this lesson, Anna helps at a charity event. Have you ever helped with a charity? Tell us about what you did to help. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet to practice using gerunds and infinitives to talk about sports. Please note, our activity sheets now can be completed on the computer.

Activity Sheet - Lesson 51

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Set a Goal. This strategy is what we do when we plan to do something. In learning a language, setting a goal means we have a reason to learn. That helps us focus on our study and practice more often.
In this lesson, Anna has a goal of running in a marathon. Her friend Ashley has the same goal. But Ashley has been training so she can run the long race. She set a goal and is working hard to meet it.
Anna's goal is not easy to meet because she has not been training, or preparing to run well. She learns that she can have a new goal in this week's lesson. That goal is something she will be able to meet.
What is your goal for learning English? Write to us about the goals you have and how you are working to meet them in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Lesson 50: Back to School

Summary

Anna has been wanting to go back to school for a long time. In this lesson, we go to class with her at Georgetown University, where she is getting ready to give a report in her class. Did she understand the directions?

Speaking

In this video, learn how to say the new words. Then learn about the present perfect continuous verb tense.

Let's Learn English Lesson 50 Speaking Practice

 

 

 

Pronunciation

This video teaches about how the word "for" is pronounced quickly in sentences using the present perfect continuous and a time phrase.

Let's Learn English Lesson 50 Pronunciation Practice

 

 

Conversation

Let's Learn English Lesson 50: Back to School

Anna: Hello, and welcome to Georgetown University in Washington, D.C.! I am going back to school! Georgetown is the oldest Catholic and Jesuit university in the United States. The Jesuits are a religious order known worldwide for their many colleges and universities. Students have been studying here since 1792!

Sarah: Hey, are you finished with your report?

Taylor: Almost. I have been writing and re-writing since last night! The subject is really interesting to me.

Sarah: Me too! I have been studying this topic* for a long time.

Anna: Am I late?

Sarah: You’re a little late. But don’t worry. The professor isn’t here yet.

Anna: How long has the class been waiting?

Taylor: We’ve only been waiting for about 10 minutes.

Anna: Oh good. Oh, no! I forgot my pencil sharpener. Excuse me, do you have a pencil sharpener I can borrow?

Taylor: No, sorry.

Anna: Oh wait. I found my extra one! Whew, that was close.

Anna: So, how long have you been studying at Georgetown?

Andrew: I’ve been studying here since 2015.

Anna: Awesome. You know, I've been wanting to go back to school for a long time. So, here I am!

Andrew: Well, you picked a great school. I’ve been really happy here.

Anna: Awesome. See, I’ve been working for several years now. So, going back to school makes me a little nervous.

Randall: Don’t be nervous. Just pay attention and do your best!

Anna: That is great advice. You know, I have been paying attention. But sometimes I still feel like I don’t understand. Like last week …

Anna: What’s that?

Jada: This is my draft.

Anna: What draft?

Jada: The professor told us to bring our drafts.

Anna: I think she said “giraffe.”

Jada: No. She didn’t.

Anna: Here comes the professor.

Dr. Jones: Hello class! Sorry I'm late, but the snow storm made getting here really difficult. I see you’ve been waiting very patiently. So, let’s get started! Who wants to give their talk first?

Anna: Oh! Oh! Please, please pick me.

Dr. Jones: Anna?

Anna: Who me? Sure. Thanks.

Anna: Here is my report on “Violins in the City.”

Anna: People have been looking for a solution to the problem of violins in the city. I say stop! Stop! They are not the problem! In fact, violins are part of the solution!

Anna: Violins create beautiful music that can fill a city with hope.

Dr. Jones: Anna …

Anna: If we put a violin in the hands of every child …

Dr. Jones: Anna! The topic is “Violence in the city.” Violence. Not violins.

Anna: Until next time …Like I was saying, many people are saying that violence in the city is a problem. A very big problem.

* topic = subject
Thanks to Georgetown University for allowing us to film on their historic campus. And a special thanks to the Georgetown students and staff who appeared in this episode: Andrew Debraggio, Sarah Mucha, Taylor Soergel, Jada Bullen, and Randall-Grace Johnson.

Writing

In this lesson, Anna goes back to school. Did you ever take a special training course or classes? What did you learn? If you have not gone back to study, do you want to study something? Tell us about it. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice using the present perfect continuous tense and monitoring what you hear. Please note, our activity sheets now can be completed on the computer.

Lesson 50 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 Monitor. This strategy is what we use when we are speaking, and we want to know if our listeners understand what we say. We also monitor while we are listening, to check on whether we understand what we hear.
In this lesson, Anna goes back to school. She misunderstands the professor, and gives her report on the wrong topic. As she is speaking, she looks at her classmates. Their faces show they are confused. Anna should be monitoring here, to see that the other students cannot understand why she is talking about violins. After the professor corrects her, she begins talking about the topic of violence.
What do you do to monitor when you are speaking in 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.

Lesson 49: Operation Spy!

Summary

Ms. Weaver has asked Anna to help with Operation Spy. Her mission is to learn all she can about spying. She learns by going to the International Spy Museum in Washington, D.C.

Speaking

In this video, learn how to say the new words. Then compare the present perfect, present, and past verb tenses.

Let's Learn English Lesson 49 Speaking Practice

 

 

Direct link

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Pronunciation

Use this video to learn about how Americans pronounce the reduced forms of "has" and "have' in the present perfect verb tense.

Let's Learn English Lesson 49 Pronunciation Practice

 

 

 

Conversation

Let's Learn English Lesson 4: Operation Spy!

  

Anna: It is no secret that Washington, D.C. has spies. Well, it should be a secret because spying is secret. But it’s not a secret. There’s even a spy museum! The International Spy Museum has created an amazing collection of spy things! And today, we will see them! My boss, Ms. Weaver, has sent me here … on a mission!

Ms. Weaver: Hello, Anna, are you there?

Anna: That’s her. Yes, Agent Peacock. This is Agent Flamingo, reporting for duty.

Ms. Weaver: Agent what? Look, Anna … I mean, Agent Flamingo, I want you to learn all you can about spying.

Anna: You mean, collect intelligence?

Ms. Weaver: Yeah, it’s for our new show -- “D.C. Secrets.”

Anna: You've got it, Agent Peacock. The mission is safe with me.

Ms. Weaver: Oh, okay, great. Just be back by noon.

Anna: Agent Peacock, I’m at an air duct!

Ms. Weaver: Yes, spies sometimes sneak down air ducts.

Anna: I have never snuck down an air duct. It’s dark and small. I’m afraid of dark, small places.

Ms. Weaver: You can do it, Agent Flamingo. You know, spies aren’t afraid of a little darkness.

Anna: Right. It’s just an air duct -- a dark, small air duct. Okay. I’m doing it, Agent Peacock! I am sneaking down a long, dark, small air duct. I’m having a little trouble breathing.

Ms. Weaver: Just keep going, Agent Flamingo. Think of the team!

Anna: Okay, I will think of the team. I’m thinking of the team, Agent Peacock! I did it! I did it! I sneaked down an air duct. That was a little uncomfortable.

Ms. Weaver: Good!

Anna: What's the next mission?

Ms. Weaver: Umm … have you ever cracked a code?

Anna: No.

Ms. Weaver: Well, go learn. Spies use their brains.

Anna: Got it! I’ve never cracked a code before. Let’s try, Agent Flamingo! This is really hard. I'm still trying to crack the code. I've cracked the code! I've cracked the code, Agent Peacock! My brain really hurts.

Ms. Weaver: Great. Umm, Agent Flamingo, now answer this question: Do spies have to be in good shape?

Anna: “Yes,” Agent Peacock! Spies have to be in really good shape! Can you hear me?

Ms. Weaver: You’re breaking up, Flamingo.

Anna: The International Spy Museum is awesome! Agent Peacock, I completed the mission!

Ms. Weaver: Great. Great. Now, I have another very important mission for you.

Anna: Got it. See you back at H.Q.!

Ms. Weaver: Yummy! You brought my lunch! Thanks, Agent Flamingo!

Anna: Mission completed. Agent Peacock!

(Amelia makes a face.)

Ms. Weaver: Don't ask.

Special thanks go out to the International Spy Museum for letting us film in the museum!

Writing

In this lesson, Anna learns about a job that many people think is exciting. Have you ever thought about doing a job that is different from the one you have now, or the one you think you will have when you finish school? Would it be more fun or more exciting? Tell us about the job. Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet to practice three verb tenses and learn about how your friends practice speaking English. Please note, our activity sheets now can be completed on the computer.​

Lesson 49 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 Find Practice Opportunities. This strategy is what we use when we look for any chance we can get to practice speaking, listening to, reading, or writing English.
In this lesson, Anna is learning about being a spy. She practices some of the things that spies do - sneaking down an air duct, cracking a code, and staying in good shape. She found a good opportunity to practice spy skills. These experiences will help her to write a good story for her children's show.
What do you do to find opportunities to practice English? Maybe you meet another English learner for coffee and speak English when you are together. Maybe you write emails or texts to a friend in English. Or you could read in English for fun: novels, comics, blogs, tweets, and so on. Write to us about how you look for ways to practice in the Comments section or send us an email. Teachers, see the Lesson Plan for more details on teaching this strategy.

Lesson 48: Have You Ever ...?

Summary

Anna helps a tourist find interesting museums in Washington, D.C. She gets some help herself, too.

Speaking

In this video, learn how to say the new words. Then learn about using the present perfect verb tense.

Let's Learn English Lesson 48 Speaking Practice

 

 

 

Pronunciation

Use this video to learn about how Americans pronounce "been," the present perfect form of BE.

Let's Learn English Lesson 48 Pronunciation Practice

 

 

 

 

Conversation

Let's Learn English Lesson 48: Have You Ever...?

Anna: Hello! I have lived in Washington, D.C. for a long time now. And I have done a lot. I feel that I know this city pretty well. (walks off and comes back) That's the wrong way. Where is it again?

Anna: (sees a tourist at a sign) Excuse me, can I help you? Have we met before?

Jean: I don’t think so. I’ve just flown in from Boston. My name is Jean.

Anna: Hi, Jean! I'm Anna. I really feel like we’ve met before. Anyway, how can I help?

Jean: I want to see an interesting museum but I don’t know which one.

Anna: I can help with that. I’ve lived in Washington, D.C. a long time. I think I’ve seen all the museums.

Jean: Wow, thanks. So, tell me, which museums are good?

Anna: Well, they are all good. But they’re all different. There are science museums and history museums and art and culture museums.

Jean: I want to see an unusual museum.

Anna: I like the Sculpture Garden. Have you ever seen sculptures in a garden? It is really artistic!

Jean: I have never seen a garden of sculptures! I’ll write that on my list!

Anna: Have you been to the Museum of the American Indian? I’ve visited that museum many times. It is very peaceful.

Jean: I have always liked American Indian culture.

Jean: I’ll put that on my list. (writes on list) Do you have any other suggestions?

Anna: Well, if you like plants, you can visit the U.S. Botanic Gardens. It's very organic.

Jean: I have always loved plants. I’ll write that on my list, too! Wow, you know so much about D.C.’s museums.

Anna: Well, I have lived here for over a year.

Jean: You’re so lucky to live in such a beautiful city filled with so many museums and a zoo!

Anna: What? D.C. has a zoo?

Jean: Yes, and it’s beautiful. You’ve lived here for so long and you haven’t been to the zoo?

Anna: I've never been to D.C.’s zoo. I've never been to any zoos!

Jean: You have never seen zoo animals?

Anna: I grew up on a farm, Jean. I've known farm animals my whole life.

Jean: But the zoo has lions (makes sound of lion roaring) and elephants (makes sound of elephant trumpeting) and zebras (makes no sound)! If you have never seen a real, live elephant, you must. They are so majestic.

Anna: I will. I will! (writes list) There. I’ve written my own must-see zoo animal list!

Jean: Have fun at the zoo and thanks, Anna!

Anna: Have fun at the museums, Jean! And thank YOU!

Anna: This has been awesome! And I have seen every animal on my list! Jean, the tourist, helped me see more of my city. But where have I seen her before?

Oh well. Until next time …

Writing

In this lesson, Anna helps Jean learn about places to see in Washington, D.C. Have you ever visited a museum, a zoo, or a public garden? Where was it? What did you see there? If you have not, what would you tell a tourist to see in your home town? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about things you have seen or done. Please note, our activity sheets now can be completed on the computer.

Activity Sheet - Lesson 48

Learning Strategy

Learning Strategies are the thoughts and actions that help make learning easier or more effective.
The learning strategy for this lesson is Focus Attention. This strategy is what we use when we want to finish a job and make sure we do all of the things we want to do.
In this lesson, Jean is a tourist in Washington, D.C. Anna tells Jean about the interesting museums in the city. Jean makes a list so she can remember to visit all of the interesting museums. When Jean makes at her list, then looks at it later, she is focusing attention on what she wants to do. As she sees each museum, she can check each museum off on the list.
What do you do to focus your attention on the things you are learning in 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.

Lesson 47: How Can I help?

Summary

Pete is fixing his car. Can Anna help him? She was fixing cars when she was a teenager.

Speaking

In this video, learn how to say the new words. Then learn about how to offer and accept help.

Let's Learn English Lesson 47 Speaking Practice

 

 

 

Pronunciation

Use this video to learn about the reduced form of "I will" in the future tense.

Let's Learn English Lesson 47 Pronunciation Practice

 

 

 

 

Conversation

Let's Learn English Lesson 47: How Can I Help?

Anna: Hi, Pete. What are you doing?

Pete: Oh! Hi, Anna. Right now, I am fixing my car.

Anna: How’s it going?

Pete: It’s going … not so good.

Anna: How can I help? I was planning to visit some friends. But if you need help, I can help. I like helping.

Pete: Anna, I can fix it myself. But thanks.

Anna: Pete, I think I found your problem. These are spark plugs. (holds them up)

Anna: They start the engine.

Pete: I know that, Anna. But there were too many spark plugs … in there. So I took out the extra ones.

Anna: There are no extras, Pete. You need all of them. Pete, can you fix a car yourself?

Pete: Well, Anna, last night I was watching the online video course, “You CAN Fix a Car Yourself!”

Dan: Yes, you CAN fix your car yourself!

Pete: And I watched the first 10 lessons. So, I think I know what I’m doing.

Anna: How many lessons are there?

Pete: Four hundred and fifty.

Anna: 450! That'll take too long! If I fix your car, I'll have it running in 10 to 15 minutes.

Anna: Where’re your tools?

Pete: I have this. (puts a useless tool in her hand). And this. (hands her another useless tool)

Anna: Great. Um, I’ll get my tools. I’ll be back in a flash!

Pete: But, Anna, I don’t need your ...

(She goes and quickly comes back with tools.)

Pete: … help.

Anna: Pete, when I was a teenager, I was fixing cars -- myself. I learned from a master.

Anna: You can trust me.

Pete: Okay.

Anna: Great! But we need teamwork. You sit in the car. When I say “go,” you start the engine.

Anna: Okay, go! ​

Anna: Stop!

Anna: Okay, go! Huh.

Pete: It's not starting! It’s not starting!

Anna: What’s wrong?

Pete: This car is stupid … stupid, stupid!

Anna: Pete, kicking the tires will not help.

Pete: Well, you did not help, Anna. You did not help!!

Anna: Pete, Pete! Pull yourself together, man. Give me the keys. I must feel the key in the ignition and turn it myself.

Master: Use the key, Anna. Turn the key, Anna. What are you forgetting, Anna?

Anna: Pete. Pete.

Pete: What?

Anna: You are out of gas.

Pete: I can’t be out of gas. (looks at gauge) I’m out of gas. Sorry, Anna. I’ll go get some.

Anna: Pete. You relax. Clean your face. You can watch the rest of your online video course. It’ll be faster if I go … in a flash. Until next time …

Dan (in the online video course): “Lesson 11. Always make sure you have a full tank of gas!”

Writing

In this lesson, Anna helps Pete fix his car. When was the last time you helped a friend or family member? What were they doing when you helped? What were you doing to help them? Write to us by email or in the Comments section.
Click on the image below to download the Activity Sheet and practice talking about common household problems and offering help. Please note, our activity sheets now can be completed on the computer.

LLE 47 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 Access Information Sources. In today's computer age, it is easy to learn online. But you can also learn from people who have experience.
In this lesson, Pete learns to fix his car by watching an online video course. Anna tells Pete that she learned to fix cars from someone who had many years of experience. She calls her teacher "a master," and she remembers her master's words when she helps Pete with his car. Both Pete and Anna are accessing information sources to learn.
What sources of information do you use, or access, as 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.