GRAMMAR / Tag Questions and Participial Phrases

[Pages:9]IN CHARGE 2

GRAMMAR / Tag Questions and Participial Phrases

INSTRUCTIONS FOR THE TEACHER

These exercises are supplements to the exercises of In Charge 2, Unit 3, pages 29 through 33.

1. Distribute the two-page Student Worksheet to your students. Explain to them that many judges are elected, instead of appointed, in the U.S. Ask them whether judges are elected or appointed in their countries. Then ask them to discuss the advantages or disadvantages of having elected judges.

2. Have the students read the sentences in exercise A and answer any vocabulary questions they may have. Then have them write their expanded sentences on a separate piece of paper. If necessary, do the first item with them.

3. Go over the answers as a class. Ask the students if they can think of how Judge Gordon may have angered the voters.

4. Explain that exercise B is an interview with a newspaper reporter and Judge Gordon. Have the students read the interview and then fill in the blanks with tag questions. Then divide the class into pairs and have them take turns reading the interview aloud. Discuss the kind of intonation Judge Gordon and the interviewer might use and tell students to try to use that intonation while practicing the interview. Have select pairs read the interview to the class to go over the answers.

5. Note that an answer key is provided for the Student Worksheet.

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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IN CHARGE 2

GRAMMAR / Tag Questions and Participial Phrases

Name: _______________________

A. In some of the following sentences about elected judges, clauses have been shortened by using present participles. Put a check beside the sentences that begin with participial phrases. Then, on a separate piece of paper, rewrite those shortened sentences without the participial phrases. Use while, because, and as in your sentences and make any other necessary changes.

____1. Making sometimes as many as fifteen important decisions a day, judges play a central role in the life of a community.

____2. Directly affecting the freedom of the people appearing before the court, they must be fair and impartial.

____3. Being fair and impartial is not enough; judges are also expected to be efficient and respectful.

____4. Judge Gordon, not possessing those qualities, was not able to get reelected.

____5. Having forgotten that he was a public servant whose job it was to serve the needs of the community, he displeased many members of his community.

____6. Possessing high qualifications and many years of experience weren't enough to keep him in his position.

____7. Knowing him as well as I do, I wasn't surprised by his outraged reaction to the outcome of the election.

____8. Waiting for the election results to be reported, he celebrated with his supporters at a "victory party".

____9. Having heard the election results, I decided an interview with him would make a good story for my newspaper.

(more)

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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IN CHARGE 2

B. Read the following interview with Judge Gordon and complete the conversation with the correct tag questions.

Interviewer: Judge Gordon, you couldn't have been very surprised by your loss,

(1) ___c_o_u__ld__y_o__u___? I mean, it seems that over the last few years

you've gone out of your way to anger people, (2) _______________?

Judge Gordon: You just asked me two questions, (3) _______________? But really, I don't imagine you expect me to answer either one of them, (4) _______________? I mean, by the way you are asking these questions, it would seem that you already think you know the answers, (5) _______________? But I'll answer the second one anyway. You think I've deliberately angered the voters, (6) _______________? But when you really think about it, most of the general public could easily be angered by decisions they can't understand, (7) _______________? And the general public, not being as well educated or intelligent as I am, can't possibly understand most of the decisions judges like me have to make many times a day, now (8) _______________? So, if that has angered the voters, then it certainly isn't my fault, (9) _______________?

Interviewer: Well, I wonder if I could just...

Judge Gordon: No, you can't. I have nothing more to say to you, and when that happens, the interview has to come to an end, (10) _______________? The door is over there.

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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IN CHARGE 2

GRAMMAR / Tag Questions and Participial Phrases

Answer Key

A. Sample Answers:

1. As judges make sometimes as many as fifteen important decisions a day, they play a central role in the life of a community.

2. Because judges directly affect the freedom of the people appearing before the court, they must be fair and impartial.

3. not a participial phrase 4. As Judge Gordon does not possess those qualities, he was not able to get

reelected. 5. As he had forgotten that he was a public servant whose job it was to serve

the needs of the community, he displeased many members of his community. 6. not a participial phrase 7. Because I know him as well as I do, I wasn't surprised by his outraged reaction to the outcome of the election. 8. While he waited for the election results to be reported, he celebrated with his supporters at a "victory party". 9. As I had heard the election results, I decided an interview with him would make a good story for my newspaper.

B.

1. could you 2. haven't you 3. didn't you 4. do you 5. wouldn't it 6. don't you 7. couldn't they 8. can they 9. is it 10. doesn't it

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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IN CHARGE 2

SPEAKING / Jury Duty

INSTRUCTIONS FOR THE TEACHER

This exercise is a supplement to the exercises of In Charge 2, Unit 3.

1. Distribute the Student Worksheet to your students. Ask them discuss what they know about juries. Refer students to for basic information on juries in a county in California. Tell students that some rules and regulations for juries differ state by state, but these rules are fairly typical.

2. Have the students read about the case. You may want to let them ask questions as a group so that the students can familiarize themselves with the case. Check that they understand their role as members of the jury. Divide the students into groups and, if possible, have them sit in different corners of the room so that they can discuss the case in private. Tell each jury to select a chairperson to lead the discussion when necessary, and note down their jury's decision. If the students are having difficulty coming to a unanimous decision, have them note the decisions of the majority of the group, and the decisions of those who didn't agree.

3. Have the chairpersons announce their decisions and the reasons for their decisions to the group while you write them on the board. If there is time, invite the members of different juries to ask each other questions about their decisions.

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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SPEAKING / Jury Duty

Student Worksheet

IN CHARGE 2

Name: _______________________

1. You have been selected to sit on a jury on a civil case. The case is outlined below. You have heard the attorneys' opening statements, the testimony of two expert witnesses, and the statements of both the plaintiff and the defendant. Now you as the jury must decide what to award the plaintiff, if anything. Read the case summary below. Break into groups of six to eight students, select a chairperson, and discuss the case, making unanimous decisions about the four points listed below.

Note: You can award the plaintiff any amount of money you think is appropriate, or none at all. Fill in the amounts next to each point.

The case: Mr. J's car was hit by Ms. M's car when she failed to stop at a stoplight. Ms. M accepted blame and her insurance company paid for the full repair of Mr. J's car. At the time, neither Mr. J nor Ms. M seemed injured. However, four weeks later, Mr. J claimed that he started having bad back pains, but, being a young man of 21 with no health insurance, he decided not to see a doctor. Two months later, he says he had to quit his job as a waiter because of his back pain. At that time, he saw a chiropractor who treated him for six months, but told him he would never recover completely. Mr. J returned to work as a waiter after 8 months. It is now a year later and Mr. J is suing Ms. M's insurance company for the following:

__________ 1. his medical bills so far of $2000,

__________ 2. medical bills of $100,000 for the future treatment his chiropractor says he will have to continue with all his life,

__________ 3. 8 months unpaid salary of $16,000,

__________ 4. pain and suffering of an amount to be determined by you

Comments: Two chiropractors testified. One was Mr. J's chiropractor. Ms. M also had a chiropractor examine Mr. J. Her chiropractor didn't agree with Mr. J's chiropractor. He felt that Mr. J did have problems, but couldn't be sure they were from the same car accident, and also that Mr. J's chiropractor's bill were very high. He also wasn't sure that Mr. J would need continued care for an extended time into the future. Mr. J claims that he had never had back problems before the accident, and that nothing else had happened to him since to cause back problems.

2. Chairperson from each "jury," tell the class what you decided and why.

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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IN CHARGE 2

VOCABULARY

INSTRUCTIONS FOR THE TEACHER

These exercises are supplements to In Charge 2, Unit 3.

1. For exercise A, distribute the Student Worksheet to your students. Have the students read the passage and fill in the blanks. You may want to circulate to check the students' comprehension of the passage.

2. Put the students in pairs to compare their answers. Ask them to discuss whether young people or elderly people are valued more highly in their societies, and to give examples to support their opinions. For exercise B, divide the class into pairs of students to find the words listed on the worksheet, and to discuss possible synonyms or definitions. Explain that, for each word, the students must first scan a passage in the Student Book; the page number for each passage is noted in parentheses for each word. You may want to have students use a dictionary to compare these definitions to their own ones.

3. Note that an answer key is provided for the Student Worksheet.

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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VOCABULARY

Student Worksheet

IN CHARGE 2

Name: _______________________

A. Fill in the blanks with the following words: take precedence, elderly, noted, means, codes of conduct.

A (1) _______n_o_te_d_______historian once said that an enormous amount could be

learned about a society by a study of its various (2) ______________________.

Certain acceptable behaviors in one society could be totally unacceptable in

others simply because the values that (3) __________________________ are

different. For example, in some societies, young people are valued more than (4) ________________________ people. In this situation, the social structures of

a society might not provide people with sufficient (5) ____________________

with which to take care of their older family members.

B. The following legal terms appear in Unit 3 of your student book. Work with a partner and find each term on the page noted in parentheses. Together, write a definition or a synonym. If you are not sure of the meaning, use the context to help you figure it out. Then, compare your definitions or synonyms with another pair's.

1. settle (27) 2. disputes (27) 3. documents (29) 4. evidence (29) 5. testimony (29) 6. commit (as in "commit a crime") (31) 7. proclaim (31) 8. (taken into) custody (32) 9. plea (32) 10. award (32) 11. dismiss (a case) (35) 12. (plea) bargain (35) 13. (criminal) record (36) 14. (be) charged (36)

In Charge 2, Unit 3

Copyright ? 2003 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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