Language Circle Lesson

1. LanguageCircle:
T
ogetherWithNature
basedon
T
ogetherIdioms
1

2. 2
Objectives
• Review and practice the Together Idioms. Use them in a
related activity
• Speak about people being closer to nature
• Learn new vocabulary
• Listen to a passage and answer comprehension questions
• Grammar – Second Conditional
• Reflect on your learning today

3. 3
Review the idioms
in this related lesson
https://livelearn.ca/lessons/%settlement-topic%/together-idioms/

4. 4
Review the idioms in this related lesson
“To put your hands together”– To applaud someone/to clap
“To put your heads together”– To think of a solution to a problem
with another person
“To rub elbows with…” – To meet and talk with (someone) in a friendly way
“Birds of a feather flock together” – Those with similar interests or of the same
kind tend to form groups
“We should get together sometime!” - We should meet up or spend time together
at some point in the future
“To put two and two together”- To make a correct guess based on what one has
seen or heard

5. 5
Practice the idioms: Quiz time
1. When the presenter said, “Let’s put our hands together for Jim” he
meant…
a) that we should give Jim a hand, help him with something
b) that we have to carry Jim in our arms as he is hurt
c) that we applaud and honour Jim

6. 6
Practice the idioms: Quiz time
1. When the presenter said, “Let’s put our hands together for Jim” he
meant…
a) that we should give Jim a hand, help him with something
b) that we have to carry Jim in our arms as he is hurt
c) that we applaud and honour Jim

7. 7
Practice the idioms: Quiz time
2. The manager asked the team to put their heads together. He wanted
them to…
a) come close to each other for him to take a picture
b) find a solution to the problem their department faces
c) put their hats together

8. 8
Practice the idioms: Quiz time
2. The manager asked the team to put their heads together. He wanted
them to…
a) come close to each other for him to take a picture
b) find a solution to the problem their department faces
c) put their hats together

9. 9
Practice the idioms: Quiz time
3. He was happy to “rub elbows” with the Olympic champions. That
means…
a) to meet and talk casually with them
b) he rubbed alcohol on their elbows before the games
c) to add a patch on their t-shirts where the elbows are

10. 10
Practice the idioms: Quiz time
3. He was happy to “rub elbows” with the Olympic champions. That
means…
a) to meet and talk casually with them
b) he rubbed alcohol on their elbows before the games
c) to add a patch on their t-shirts where the elbows are

11. 11
Practice the idioms: Quiz time
4. What did she mean when she said that birds of a feather flock
together?
a) she chased a flock of birds and some feathers came off
b) people with similar interests will search for each other’s company

12. 12
Practice the idioms: Quiz time
4. What did she mean when she said that birds of a feather flock
together?
a) she chased a flock of birds and some feathers came off
b) people with similar interests will search for each other’s company

13. 13
Practice the idioms: Quiz time
5. Fill in the missing words:
She is very smart. One can never fool her. She puts ____ and
_____together and always knows when he lies.

14. 14
Practice the idioms: Quiz time
5. Fill in the missing words:
She is very smart. One can never fool her. She puts two and two
together and always knows when he lies.

15. 15
Agenda
1. Speaking
2. Vocabulary
3. Listening
4. Grammar
5. Reflect on learning

16. 16
Speaking

17. 17
Speaking activity
Do you think people should be closer to nature
and work together with animals to protect each
species’ habitat? Why?

18. 18
Vocabulary

19. 19
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans
2. Marine arthropods whose eggs are eaten by birds
3. Type of birds
4. To eat large quantities of something, usually with pleasure.
5. Part of Earth comprising of North and South America and
the surrounding waters.
6. (of an egg) to open and produce a young animal.

20. 20
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds
3. Type of birds
4. To eat large quantities of something, usually with pleasure.
5. Part of Earth comprising of North and South America and
the surrounding waters.
6. (of an egg) to open and produce a young animal.

21. 21
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds horseshoe crabs
3. Type of birds
4. To eat large quantities of something, usually with pleasure.
5. Part of Earth comprising of North and South America and
the surrounding waters.
6. (of an egg) to open and produce a young animal.

22. 22
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds horseshoe crabs
3. Type of birds plovers and sandpipers
4. To eat large quantities of something, usually with pleasure.
5. Part of Earth comprising of North and South America and
the surrounding waters.
6. (of an egg) to open and produce a young animal.

23. 23
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds horseshoe crabs
3. Type of birds plovers and sandpipers
4. To eat large quantities of something, usually with pleasure. to feast on
5. Part of Earth comprising of North and South America and
the surrounding waters.
6. (of an egg) to open and produce a young animal.

24. 24
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds horseshoe crabs
3. Type of birds plovers and sandpipers
4. To eat large quantities of something, usually with pleasure. to feast on
5. Part of Earth comprising of North and South America and
the surrounding waters.
Western Hemisphere
6. (of an egg) to open and produce a young animal.

25. 25
to hatch (verb) creatures (noun pl.)
Western Hemisphere (phr.) horseshoe crabs (noun pl.)
to feast on (phr.) plovers and sandpipers (nouns pl.)
1. Living animals or humans creatures
2. Marine arthropods whose eggs are eaten by birds horseshoe crabs
3. Type of birds plovers and sandpipers
4. To eat large quantities of something, usually with pleasure. to feast on
5. Part of Earth comprising of North and South America and
the surrounding waters.
Western Hemisphere
6. (of an egg) to open and produce a young animal. to hatch

26. 26
Listening

27. 27
Listen to the passage below twice and answer the questions:
Source: ReadWorks.org after a text provided courtesy of the National Audubon Society.
1. When do the horseshoe crabs come out of the ocean to lay eggs on the beach?
2. How long do the birds stay on the beach feasting on eggs?
3. Why are the horseshoe crabs important?
4. Who is working together to locate and protect beaches for birds?

28. 28
Listen to the passage below and answer the questions:
Source: ReadWorks.org after a text provided courtesy of the National Audubon Society.
1. When do the horseshoe crabs come out of the ocean to lay eggs on the beach?
In the month of May of every year.
2. How long do the birds stay on the beach feasting on eggs?
3. Why are the horseshoe crabs important?
4. Who is working together to locate and protect beaches for birds?

29. 29
Listen to the passage below and answer the questions:
Source: ReadWorks.org after a text provided courtesy of the National Audubon Society.
1. When do the horseshoe crabs come out of the ocean to lay eggs on the beach?
In the month of May of every year.
2. How long do the birds stay on the beach feasting on eggs?
Two or three weeks.
3. Why are the horseshoe crabs important?
4. Who is working together to locate and protect beaches for birds?

30. 30
Listen to the passage below and answer the questions:
Source: ReadWorks.org after a text provided courtesy of the National Audubon Society.
1. When do the horseshoe crabs come out of the ocean to lay eggs on the beach?
In the month of May of every year.
2. How long do the birds stay on the beach feasting on eggs?
Two or three weeks.
3. Why are the horseshoe crabs important?
If there were no horseshoe crabs and no beaches, the migrating shorebirds
would not find "fuel" to reach their nesting places.
4. Who is working together to locate and protect beaches for birds?

31. 31
Listen to the passage below and answer the questions:
Source: ReadWorks.org after a text provided courtesy of the National Audubon Society.
1. When do the horseshoe crabs come out of the ocean to lay eggs on the beach?
In the month of May of every year.
2. How long do the birds stay on the beach feasting on eggs?
Two or three weeks.
3. Why are the horseshoe crabs important?
If there were no horseshoe crabs and no beaches, the migrating shorebirds
would not find "fuel" to reach their nesting places.
4. Who is working together to locate and protect beaches for birds?
Canada, the United States, and many other South American countries are working
together to locate and protect beaches for birds, other creatures, and people, too!

32. 32
Grammar

33. 33
Second conditional
The second conditional is used to imagine situations
that are impossible or unlikely in reality. It is used with the “if” clauses.
Ex: If we worked together, we would find the solution.
If we worked together (if clause), we would find the solution (main clause).
If we worked (Past Tense Simple) together,
we would find (would + verb at infinitive ) the solution.
The structure of the second conditional is
Past tense in the if clause + would + infinitive in the main clause.

34. 34
Second conditional
If we worked together (if clause), we would find the solution (main clause).
Note: Don’t be confused if the “if clause” is placed at the end of the
statement. The grammar stays the same.
Ex: We would find a solution (main clause) if we worked together (if clause).
What changes is the punctuation.
If we worked together, we would find the solution.
(comma)
We would find a solution if we worked together.
(no comma)

35. 35
Second conditional – practice
Put the verbs at the right tense to create the second conditional
Remember: if clause – past tense simple / main clause – would +infinitive
Ex: If Mary …..(put) two and two together, she …..(know) her son was skipping school.
If Mary put two and two together, she would know her son was skipping school.
1. If we ……(be) born elsewhere, maybe we… (rub) elbows with rich people.
2. If nations …..(work) together, we …..(fight) climate change better.
3. If the birds …..(not stop) on the beach, they …..(not have) enough fuel to fly North.

36. 36
Second conditional – practice
Put the verbs at the right tense to create the second conditional
Remember: if clause – past tense simple / main clause – would +infinitive
Ex: If Mary …..(put) two and two together, she …..(know) her son was skipping school.
If Mary put two and two together, she would know her son was skipping school.
1. If we ……(be) born elsewhere, maybe we… (rub) elbows with rich people.
If we were born elsewhere, maybe we would rub elbows with rich people.
2. If nations …..(work) together, we …..(fight) climate change better.
3. If the birds …..(not stop) on the beach, they …..(not have) enough fuel to fly North.

37. 37
Second conditional – practice
Put the verbs at the right tense to create the second conditional
Remember: if clause – past tense simple / main clause – would +infinitive
Ex: If Mary …..(put) two and two together, she …..(know) her son was skipping school.
If Mary put two and two together, she would know her son was skipping school.
1. If we ……(be) born elsewhere, maybe we… (rub) elbows with rich people.
If we were born elsewhere, maybe we would rub elbows with rich people.
2. If nations …..(work) together, we …..(fight) climate change better.
If nations worked together, we would fight climate change better.
3. If the birds …..(not stop) on the beach, they …..(not have) enough fuel to fly North.

38. 38
Second conditional – practice
Put the verbs at the right tense to create the second conditional
Remember: if clause – past tense simple / main clause – would +infinitive
Ex: If Mary …..(put) two and two together, she …..(know) her son was skipping school.
If Mary put two and two together, she would know her son was skipping school.
1. If we ……(be) born elsewhere, maybe we… (rub) elbows with rich people.
If we were born elsewhere, maybe we would rub elbows with rich people.
2. If nations …..(work) together, we …..(fight) climate change better.
If nations worked together, we would fight climate change better.
3. If the birds …..(not stop) on the beach, they …..(not have) enough fuel to fly North.
If the birds didn’t stop on the beach, they would not have enough fuel to fly North.

39. 39
Second conditional – practice
Now re-write these sentences placing the if clause at the end of the statement.
Watch the punctuation.
1. If we were born elsewhere, maybe we would rub elbows with rich people.
2. If nations worked together, we would fight climate change better.
3. If the birds didn’t stop on the beach, they would not have enough fuel to fly North.

40. 40
Second conditional – practice
Now re-write these sentences placing the if clause at the end of the statement.
Watch the punctuation.
1. If we were born elsewhere, maybe we would rub elbows with rich people.
Maybe we would rub elbows with rich people if we were born elsewhere.
2. If nations worked together, we would fight climate change better.
3. If the birds didn’t stop on the beach, they would not have enough fuel to fly North.

41. 41
Second conditional – practice
Now re-write these sentences placing the if clause at the end of the statement.
Watch the punctuation.
1. If we were born elsewhere, maybe we would rub elbows with rich people.
Maybe we would rub elbows with rich people if we were born elsewhere.
2. If nations worked together, we would fight climate change better.
We would fight climate change better if nations worked together.
3. If the birds didn’t stop on the beach, they would not have enough fuel to fly North.

42. 42
Second conditional – practice
Now re-write these sentences placing the if clause at the end of the statement.
Watch the punctuation.
1. If we were born elsewhere, maybe we would rub elbows with rich people.
Maybe we would rub elbows with rich people if we were born elsewhere.
2. If nations worked together, we would fight climate change better.
We would fight climate change better if nations worked together.
3. If the birds didn’t stop on the beach, they would not have enough fuel to fly North.
The birds would not have enough fuel to fly North if they didn’t stop on the beach.

43. 43
Reflect
on
learning

44. 44
What did you learn today?
• Review and practice the Together Idioms. Use them in a
related activity
• Speak about people being closer to nature
• Learn new vocabulary
• Listen to a passage and answer comprehension
questions
• Grammar – Second Conditional
• Reflect on your learning today

45. 45
Homework
Read a fascinating fact about the horseshow crabs
(see text on the next slide) and write two paragraphs
describing how the horseshoe crab saved human lives for
decades.

46. 46
Homework reading
The Humble Horseshoe Hero
Don’t let appearances fool you, the humble Atlantic Horseshoe Crab has been saving
human lives worldwide for decades. How? The secret is in the crab’s blue blood. Most
animals have the iron-based molecule hemoglobin to carry oxygen in their blood.
However, because horseshoe crabs are living fossils that have remained relatively
unchanged for 450 million years, they rely on the copper-based molecule hemocyanin
to carry oxygen, giving their blood its distinctive color. Horseshoe crabs haven’t had
much need to change in so long thanks to their extremely adaptable immune system.
Rather than use specialized cells like white-blood cells to hunt down invaders, the
simple horseshoe crab has its blood cells produce a substance that coagulates at the
earliest sign of a foreign entry. The result: near immediate blockage of any cracks or
leaks, and defense from a wide variety of pathogens. Since 1977, the FDA has utilized
this unique property of horseshoe crab blood to test the purity of injected medicines,
assuring no harmful bacteria has inadvertently made its way into mass-distributed
vaccines or other medicines. With the sheer number of vaccinations and other
injected medicines taken daily, along with the ineffectiveness of alternative
procedures, anyone who has been vaccinated in the past four decades can thank the
horseshoe crab for an infection-free vaccination.
Source: Envirobites.org

47. Thankyou!
Questions?
Created by : Ruxandra Nicolescu – English Online
47
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