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The Homework Battle: How to Get Children to Do Homework

By debbie pincus, ms lmhc.

Parents often feel it’s their job to get their kids to do well in school. Naturally, you might get anxious about this responsibility as a parent. You might also get nervous about your kids succeeding in life—and homework often becomes the focus of that concern.

But when parents feel it’s their responsibility to get their kids to achieve, they now need something from their children—they need them to do their homework and be a success. I believe this need puts you in a powerless position as a parent because your child doesn’t have to give you what you want.

The battle about homework becomes a battle over control. Your child starts fighting to have more control over the choices in their life, while you feel that your job as a parent is to be in control of things. So you both fight harder, and it turns into a war in your home.

Over the years, I’ve talked to many parents who are in the trenches with their kids, and I’ve seen firsthand that there are many creative ways kids rebel when it comes to schoolwork. Your child might forget to do their homework, do their homework but not hand it in, do it sloppily or carelessly, or not study properly for their test. These are just a few ways that kids try to hold onto the little control they have.

When this starts happening, parents feel more and more out of control, so they punish, nag, threaten, and argue. Some parents stop trying altogether to get their children to do homework. Or, and this is common, parents will over-function for their kids by doing the work for them.

Now the battle is in full swing: reactivity is heightened as anxiety is elevated—and homework gets lost in the shuffle. The hard truth for parents is that you cannot make your children do anything, let alone homework. But what you can do is to set limits, respect their individual choices, and help motivate them to motivate themselves.

You might be thinking to yourself, “You don’t know my child. I can’t motivate him to do anything.” Many parents tell me that their children are not motivated to do their work. I believe that children are motivated—they just may not be motivated the way you’d like them to be. Keep reading for some concrete tips to help you guide them in their work without having to nag, threaten, or fight with them.

Also, keep in mind that if you carry more of the worry, fear, disappointments, and concern than your child does about their work, ask yourself, “What’s wrong with this picture, and how did this happen?” Remember, as long as you carry their concerns, they don’t have to.

Stop the Nightly Fights

The way you can stop fighting with your kids over homework every night is to stop fighting with them tonight. Disengage from the dance. Choose some different steps or decide not to dance at all. Let homework stay where it belongs—between the teacher and the student. Stay focused on your job, which is to help your child do their job. Don’t do it for them.

If you feel frustrated, take a break from helping your child with homework. Your blood pressure on the rise is a no-win for everyone. Take five or ten minutes to calm down, and let your child do the same if you feel a storm brewing.

Create Structure Around Homework Time

Set limits around homework time. Here are a few possibilities that I’ve found to be effective with families:

• Homework is done at the same time each night.
• Homework is done in a public area of your house.
• If grades are failing or falling, take away screen time so your child can focus and have more time to concentrate on their work.
• Make it the rule that weekend activities don’t happen until work is completed. Homework comes first. As James Lehman says, “The weekend doesn’t begin until homework is done.”

Let Your Child Make Their Own Choices

I recommend that your child be free to make their own choices within the parameters you set around schoolwork. You need to back off a bit as a parent. Otherwise, you won’t be helping them with their responsibilities.

If you take too much control over the situation, it will backfire on you by turning into a power struggle. And believe me, you don’t want a power struggle over homework. I’ve seen many kids purposely do poorly just to show their parents who’s in charge. I’ve also seen children who complied to ease their parents’ anxiety, but these same kids never learned to think and make choices for themselves.

Let Your Child Own the Consequences of Their Choices

I’m a big believer in natural consequences when it comes to schoolwork. Within the structure you set up, your child has some choices. They can choose to do their homework or not. And they can choose to do it well and with effort or not. The natural consequences will come from their choices—if they don’t choose to do their work, their grades will drop.

When that happens, you can ask them some honest questions:

“Are you satisfied with how things are going?”

“What do you want to do about your grade situation?”

“How can I be helpful to you?”

Be careful not to be snarky or judgmental. Just ask the question honestly. Show honest concern and try not to show disappointment.

Intervene Without Taking Control

The expectation is that homework is done to the best of your child’s ability. When they stop making an effort, and you see their grades drop, that’s when you invite yourself in. You can say:

“It’s my job to help you do your job better. I’m going to help you set up a plan to help yourself, and I will check in to make sure you’re following it.”

Set up a plan with your child’s input to get them back on their feet. For example, the new rules might be that homework must be done in a public place in your home until they get their grades back up. You and your child might meet with the teacher to discuss disciplinary actions should their grades continue to drop.

In other words, you will help your child get back on track by putting a concrete plan in place. And when you see this change, you can step back out of it. But before that, your child is going to sit in a public space and you’re going to monitor their work.

You’re also checking in more. Depending on your child’s age, you’re making sure that things are checked off before they go out. You’re adding a half-hour of review time for their subjects every day. And then, each day after school, they’re checking with their teacher or going for some extra help.

Remember, this plan is not a punishment—it’s a practical way of helping your child to do their best.

“I Don’t Care about Bad Grades!”

Many parents will say that their kids just don’t care about their grades. My guess is that somewhere inside, they do care. “I don’t care” also becomes part of a power struggle.

In other words, your child is saying, “I’m not going to care because you can’t make me. You don’t own my life.” And they’re right. The truth is, you can’t make them care. Instead, focus on what helps their behavior improve. And focus more on their actions and less on their attitude because it’s the actions that matter the most.

Motivation Comes From Ownership

It’s important to understand that caring and motivation come from ownership. You can help your child be motivated by allowing them to own their life more.

So let them own their disappointment over their grades. Don’t feel it more than they do. Let them choose what they will do or not do about their homework and face the consequences of those choices. Now they will begin to feel ownership, which may lead to caring.

Let them figure out what motivates them, not have them motivated by fear of you. Help guide them, but don’t prevent them from feeling the real-life consequences of bad choices. Think of it this way: it’s better for your child to learn from those consequences at age ten by failing their grade and having to go to summer school than for them to learn at age 25 by losing their job.

When Your Child Has a Learning Disability

I want to note that it’s very important that you check to see that there are no other learning issues around your child’s refusal to do homework. If they’re having difficulty doing the work or are performing below grade-level expectations, they should be tested to rule out any learning disabilities or other concerns.

If there is a learning disability, your child may need more help. For example, some kids need a little more guidance; you may need to sit near your child and help a little more. You can still put structures into place depending on who your child is.

But be careful. Many times, kids with learning disabilities get way too much help and develop what psychologists call learned helplessness . Be sure you’re not over-functioning for your learning disabled child by doing their work for them or filling in answers when they’re capable of thinking through them themselves.

The Difference Between Guidance and Over-Functioning

Your child needs guidance from you, but understand that guidance does not mean doing their spelling homework for them. Rather, it’s helping them review their words. When you cross the line into over-functioning, you take on your child’s work and put their responsibilities on your shoulders. So you want to guide them by helping them edit their book report themselves or helping them take the time to review before a test. Those can be good ways of guiding your child, but anything more than that is taking too much ownership of their work.

If your child asks for help, you can coach them. Suggest that they speak with their teacher on how to be a good student and teach them those communication skills. In other words, show them how to help themselves. So you should not back off altogether—it’s that middle ground that you’re looking for. That’s why I think it’s essential to set up a structure. And within that structure, you expect your child to do what they have to do to be a good student.

Focus on Your Own Goals

When you start over-focusing on your child’s work, pause and think about your own goals and what do you need to get done to achieve those goals. Model your own persistence and perseverance to your child.

Believe In Your Child

I also tell parents to start believing in their children. Don’t keep looking at your child as a fragile creature who can’t do the work. I think we often come to the table with fear and doubt—we think if we don’t help our kids, they’re just not going to do it.

But as much as you say, “I’m just trying to help you,” what your child hears is, “You’re a failure; I don’t believe you can do it on your own.”

Instead, your message should be, “I know you can do it. And I believe in you enough to let you make your own choices and deal with the consequences.”

Related content: What Can I Do When My Child Refuses to Go to School? “My Child Refuses to Do Homework” — How to Stop the Nightly Struggle Over Schoolwork

For more information on the concept of learned helplessness in psychology and behavior, we recommend the following articles:

Psychology Today: Learned Helplessness

VeryWell Mind: What Is Learned Helplessness and Why Does it Happen?

About Debbie Pincus, MS LMHC

For more than 25 years, Debbie has offered compassionate and effective therapy and coaching, helping individuals, couples and parents to heal themselves and their relationships. Debbie is the creator of the Calm Parent AM & PM™ program and is also the author of numerous books for young people on interpersonal relations.

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Frank My daughter Nina just turned 8 (Feb 11). She does not like to do homework one bit. Her teacher gives her homework every day except Friday. She loves Fridays because she doesn't like homework. She always hides her homework under her bed, refuses to do her homework, and in the More morning she tells her teacher "I lost it last night and can't find it!". She feels homework is a waste of time, yes, we all feel that way, but poor Nina needs to learn that homework is important to help you stay smart. She needs to start doing homework. How can I make her 2nd-grade brain know that homework is actually good? Is there a way to make her love, love, LOVE homework? Let me know.

Rebecca Wolfenden, Parent Coach We appreciate you writing in to Empowering Parents and sharing your story. Because we are a website aimed at helping people become more effective parents, we are limited in the advice and suggestions we can give to those outside of a direct parenting role. In addition to the tips in More the article above, it may be helpful to look into local resources to help you develop a plan for addressing these particular issues with your cousins, such as their doctor or their teachers. We wish you the best going forward. Take care.

Rebecca Wolfenden, Parent Coach I hear you. Homework can be a challenging, frustrating time in many families even under the best of circumstances, so you are not alone. When kids struggle with a subject, it can be even more difficult to get assignments completed. Although you didn’t indicate that your daughter More has ADHD, you might find some helpful tips in Why School is Hard for Kids with ADHD—and How You Can Help . Author Anna Stewart outlines techniques that can be useful to help make homework more interesting for kids with a variety of learning challenges in this article. You might also consider checking in with your daughter’s teacher, as s/he might have some additional ideas for engaging your daughter in her homework. Please be sure to write back and let us know how things are going for you and your family. Take care.

So, after reading this I get to say…GREAT…You really do not know my child.  We have done 100% of everything listed in this article.  In the end, my son has utterly declared “I DON’T CARE, AND I DON’T NEED SCHOOL”.  We have attempted a “reward” system as well, and that doesn’t work.  He cares about 3 or 4 things.  Nintendo DS, Lego, K’Nex, TV…all of those he has lost over the past year.  Now he reads, ALL the time.  Fine, but that doesn’t get his homework done.  It also doesn’t get anything else he needs to do done.  We’ve done “task boards”, we’ve done “Reward Systems”, we’ve done the “What is on your list to complete”.  EVERYTHING is met with either a full fledged meltdown (think 2 year old…on the floor, kicking and screaming and crying).  His IMMEDIATE response to ANYTHING that may interrupt him is “NO” or worse.  If something doesn’t go his way directly he throws a fit INSTANTLY, even if the response is “Give me a second” it’s NOW OR I’M DESTROYING SOMETHING.  He’s been suspended multiple times for his anger issues, and he’s only 10.  Unfortuantely we have no family history as he was adopted from Russia.  His “formal” diagnosis are ADHD and Anxiety.  I’m thinking there is something much more going on.  BTW: He did have an IQ test and that put him at 145 for Spacial and Geometric items, with a 136 for written and language.  His composite was 139, which puts him in the genius category, but he’s failing across the board…because he refuses to do the work.

Interesting article and comments. Our son (6th grade) was early diagnosed as ADHD and for the first 3 years of elementary school several of his teachers suggested he might require special education. But then the school counseling staff did a workup and determined that his IQ is 161 and from that point forward his classroom antics were largely tolerated as “eccentric”.  He has now moved to middle school (6th grade) and while his classroom participation seems to be satisfactory to all teachers, he has refused to do approximately 65% of his homework so far this school year. We have tried talking with him, reasoning with him, removing screen time, offering cash payments (which he lectures us as being unethical “bribes”), offering trips, offering hobbies and sporting events, and just about anything we can think of. Our other children have all been through the “talented and gifted” programs, but he simply refuses to participate in day-to-day school work. His fall report card was pretty much solid “F” or “O” grades. He may be bored out of his mind, or he may have some other issues. Unfortunately, home schooling is not an option, and neither is one of the $40,000 per year local private schools which may or may not be in a better position to deal with his approach to school.  Do “learning centers” work for kids like this? Paying somebody else to force him to do his homework seems like a coward’s solution but I am nearly at the end of my rope! Thanks..

RebeccaW_ParentalSupport 12yokosuka Many parents struggle with staying calm when their child is acting out and screaming, so you are not alone.  It tends to be effective to set up a structured time for kids to do their homework and study, and they can earn a privilege if they comply and meet More their responsibilities.  What this might look like for your daughter is that if she studies, she can earn her phone that day.  If she refuses, and chooses to argue or scream at you instead, then she doesn’t earn her phone that day and has another chance the next day.  You can read more about this in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/.  If you are also looking for resources to help you stay calm, I encourage you to check out our articles, blogs, and other resources on https://www.empoweringparents.com/article-categories/parenting-strategies-techniques/calm-parenting/.  Please let us know if you have any additional questions.  Take care.

Scott carcione 

I’m sorry to hear about the challenges you are experiencing with your

son.I also hear the different

approaches you and your ex are taking toward parenting your son.While it would be ideal if you were able to

find common ground, and present a consistent, united response to your son’s

choices, in the end, you can only https://www.empoweringparents.com/article/parenting-after-divorce-9-ways-to-parent-on-your-own-terms/.At

this point, it might be useful to meet with the school to discuss how you can

work together to hold your son accountable for his actions, such as receiving a

poor grade if he refuses to do his work.Janet Lehman discusses this more in https://www.empoweringparents.com/article/when-your-child-has-problems-at-school-6-tips-for-parents/.Take care.

It can be so challenging when your child is acting out at school, yet does

not act that way at home.One strategy I

recommend is talking with your son at home about his behavior at school.During this conversation, I encourage you to

address his choices, and come up with a specific plan for what he can do differently

to follow the rules.I also recommend

working with his teachers, and discussing how you can assist them in helping

your son to follow the rules.You might

find additional useful tips in our article, https://www.empoweringparents.com/article/acting-out-in-school-when-your-child-is-the-class-troublemaker/.Please be sure to write back and let us know

how things are going for you and your son.Take care.

I hear you.It can be so challenging

when your young child is having outbursts like this.A lot of young children tend to act out and

have tantrums when they are experiencing a big transition, such as starting a

new school or adjusting to having a younger sibling, so you are not alone.Something that can be helpful is to set up

clear structure and expectations around homework, as Janet Lehman points out in

https://www.empoweringparents.com/article/my-child-refuses-to-do-homework-heres-how-to-stop-the-struggle/.I also encourage you to set aside some time

for you to have https://www.empoweringparents.com/article/attention-seeking-behavior-in-young-children-dos-and-donts-for-parents/ with your daughter as well.Please be sure to write back and let us know

how things are going for you and your family.Take care.

JoJoSuma I am having the exact same problem with my 9 year old son. His grades are quickly falling and I have no idea why or where to begin with helping him turn things around. When he applies himself he receives score of 80% or higher, and when he doesn't it clearly shows and he receives failing scores. He, too, says that he doesn't do or want to do the work because it is boring, or that he "Forgot" or "lost it". He has started to become a disruption to the class and at this rate I am afraid that he will have to repeat 5th grade. I am also a single parent so my frustration is at an all time high. You are not alone and I wish you and your family the best.

Thank you so much for these tips RebeccaW_ParentalSupport because I SERIOUSLY had nowhere to turn and no clue where to begin. I have cried many nights feeling like I was losing control. I will try your tips and see where things go from here.

It’s not uncommon

for kids to avoid doing homework, chores or other similar tasks.  After

all, homework can be boring or difficult, and most people (both kids and adults

alike) tend to prefer activities which are enjoyable or fun.  This does

not mean that you cannot address this with your daughter, though. 

Something which can be helpful for many families is to set up a structured

homework time, and to require that your daughter complete her homework in order

to earn a privilege later on that evening.  You can read about this, and

other tips, in https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please be sure to write back and let us know how things are going for you and

your daughter.  Take care.

Thestruggleisreal I'm just now signing up for these articles, I'm struggling with my 12 year and school work, she just doesn't want to do it, she has no care I'm world to do, she is driving me crazy over not doing, I hate to see her More fail, but I don't know what to do

FamilyMan888 

I can hear how much your

daughter’s education means to you, and the additional difficulties you are

facing as a result of her learning disabilities.  You make a great point

that you cannot force her to do her work, or get additional help, and I also

understand your concern that getting her teachers to “make” her do these things

at school might create more conflict there as well.  As James Lehman

points out in his article, https://www.empoweringparents.com/article/stop-the-blame-game-how-to-teach-your-child-to-stop-making-excuses-and-start-taking-responsibility/, lowering your expectations for your daughter due to her

diagnosis is probably not going to be effective either.  Instead, what you

might try is involving her in the https://www.empoweringparents.com/article/the-surprising-reason-for-bad-child-behavior-i-cant-solve-problems/, and asking her what she thinks she needs, and what she will do

differently, to meet classroom expectations.  Please be sure to write back

and let us know how things are going for you and your family.  Take care.

tvllpit Very effective to  kids age of 5, 7, and 11 years old. Thank you for sharing your idea.

Thank you for

your question.  You are correct that we recommend setting up a structured

time for kids to do homework, yet not getting into a power struggle with them

if they refuse to do their work during that time.  It could be useful to

talk with your 11 year old about what makes it difficult to follow through with

doing homework at that time, and perhaps experimenting with doing homework at

another time to see if that works more effectively.  In the end, though,

if your child is simply refusing to do the work, then we recommend giving a

consequence and avoiding a power struggle.  Megan Devine details this

process more in her article, https://www.empoweringparents.com/article/end-the-nightly-homework-struggle-5-homework-strategies-that-work-for-kids/. 

Please let us know if you have any additional questions.  Take care.

jovi916 I'm a mother to a 10 year old 5th grader. Since 3rd grade I've been struggling with homework. That first year, I thought it was just lack of consistency since my children go between mine and dad's house. I tried setting some sort of system up with More the teacher to get back on track, but the teacher said it was the child's responsibility to get the hw done. This year has been esp. Difficult. He stopped doing hw, got an F, so I got on him. He stared turning half done work, but same grades so I still got on him. Grades went up, I loosened up, then he stopped with in school work. Now it's back to not turning anything in, even big projects and presentations. He had never really been allowed to watch tv, but now it's a definite no, I took his Legos away, took him out of sports. Nothing is working. He's basically sitting at the table every night, and all weekend long in order to get caught up with missing assignments. I'm worried, and next year he'll be in middle school. I try setting an example by studying in front of him. My daughter just does her homework and gets good grades. Idk what to do.

I can hear your concern. Academic achievement is important

to most parents and when your children seem to be struggling to complete their

work and get good grades, it can be distressing. Ultimately, your childrens’

school work and grades are their responsibility. You shouldn’t have to quit

your own studies in order to help them improve theirs. The above article gives

some great tips for helping motivate your children to complete their homework.

We do have a couple other articles you may also find useful: https://www.empoweringparents.com/article/10-ways-to-motivate-your-child-to-do-better-in-school/ & https://www.empoweringparents.com/article/sinking-fast-at-school-how-to-help-your-child-stay-afloat/. We appreciate you

writing in and hope you find the information useful. Take care.

RNM I have the exact same issues with my 8 year old. It makes me feel like I'm doing something wrong. He's a smart kid, he just doesn't seem to care to do his homework let alone if he gets a bad grade as a result. He hates reading, but does More very well in spelling and science. Homework is an issue nightly and the teacher pulled me aside today to tell me again how much he talks in class and that now he isn't writing down his assignments and is missing 3 assignments this week. SMH, I don't know what to do anymore other than to coach him (some more) and take away basketball if he doesn't do his homework.

What?  "Let homework stay where it belongs—between the teacher and the student. Refuse to get pulled in by the school.."  I do not see the logic or benefit of this advice.  Homework, by definition, is the responsibility of the student and parent (NOT the teacher).  The teacher does not live at the student's home or run the house.  

In my opinion, the lack of parental involvement with academics often causes the low student performance evident across the U.S.  I do not agree with advocating for even LESS parental involvement.

I completely agree with you. Parental, or adult, engagement at home can be a deal-maker/breaker when it comes to student performance. I subscribe to theories that differ from the author's.

First, if an adult is involved with the child and his activities, then the child will commonly react with "hey, somebody cares about me" leading to an increased sense of self-worth. A sense of caring about one's-self leads to caring about grades and other socially acceptable behaviors (Maslow).

Secondly, I am a FIRM believer in the techniques of behavior modification through positive reinforcement (Karen Pryor). It's up to an invested adult to determine what motivates the student and use those motivators to shape and reinforce desirable behavior such as daily homework completion. A classroom teacher has too many students and too little time to apply this theory.

Letting a child sink or swim by himself is a bad idea. Children have only one childhood; there are no do-overs.

And yes, children are work.

Many experience similar feelings of being at fault when

their child fails, so, you’re not alone. Truth of the matter is, allowing your

child to experience natural consequences of their actions by allowing them to

fail gives them the opportunity to look at themselves and change their

behavior.  We have a couple articles I think you may find helpful: When You Should Let Your Child Fail: The Benefits of Natural Consequences & 5 Natural Consequences You Should Let Your Child Face . Good luck to you and

your family moving forward. Take care.

hao hao It is so true, we can't control our children's home. It is their responsibility. But they don't care it. What can we do it?

indusreepradeep

How great it is that you want to help your brother be more

productive with his homework. He’s lucky to have a sibling who cares about him

and wants him to be successful. Because we are a website aimed at helping

parents develop better ways of managing acting out behavior, we are limited in

the advice we can offer you as his sibling. There is a website that may be able

to offer you some suggestions. http://www.yourlifeyourvoice.org/

is a website aimed at helping teens and young adults figure out ways of dealing

with challenges they may be facing in their lives. They offer several ways of

getting support, such as by e-mail or text, through an online forum and chat,

and also a call in helpline. You can check out what they have to offer at http://www.yourlifeyourvoice.org/. Good luck

to you and your family moving forward. Take care.

Kathleenann indusreepradeep

Thank you so much for your humble support....

It sounds like you have done a lot

of work to try to help your daughter achieve her educational goals, and it’s

normal to feel frustrated when she does not seem to be putting in the same

amount of effort.  It can be useful to keep your focus on whether your

daughter is doing her work, and to keep that separate from whether she “cares”

about doing her work.  Ultimately, it is up to your daughter to do her

work, regardless of how she appears to feel about it.  To that end, we

recommend working with the various local supports you have in place, such as

her therapists and others on her IEP team, to talk about what could be useful

to motivate your daughter to do her school work.  Because individuals with

autism can vary greatly with their abilities, it’s going to be more effective

to work closely with the professionals who are familiar with your daughter’s

strengths and level of functioning in order to develop a plan to address this

issue.  Thank you so much for writing in; we wish you and your daughter

all the best as you continue to address her difficulties with school. 

is there a blog for parents that went to Therapeutic boarding schooling for their adolescent?

Responses to questions posted on EmpoweringParents.com are not intended to replace qualified medical or mental health assessments. We cannot diagnose disorders or offer recommendations on which treatment plan is best for your family. Please seek the support of local resources as needed. If you need immediate assistance, or if you and your family are in crisis, please contact a qualified mental health provider in your area, or contact your statewide crisis hotline.

We value your opinions and encourage you to add your comments to this discussion. We ask that you refrain from discussing topics of a political or religious nature. Unfortunately, it's not possible for us to respond to every question posted on our website.

• 1. "My Child Refuses to Do Homework" — How to Stop the Nightly Struggle Over Schoolwork
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• 5. When Your Child Has Problems at School: 6 Tips for Parents
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My bright teen is skipping homework and failing classes, and I don’t know what to do

Q: My 15-year-old son, a high school sophomore, has stopped doing his homework when he doesn't like the subject or the teacher, or when he thinks it's stupid, and he's now failing two classes. He has also lied to me about it; he got away with the lies until the school sent notices, so he has all but destroyed my trust in him. This has been going on since grammar school, but it's getting worse as he gets older. I've tried everything I can think of: therapy, taking away the Xbox, using the Xbox or other things as rewards he can earn, letting him handle it on his own, partial involvement, hovering, crying and screaming — and I feel awful about those last two. I'm trying to take your advice to be careful not to damage our relationship over things, but I don't know what else to do. Failing major subjects in high school seems like a problem. Am I wrong to be so concerned? He won't work with a tutor anymore, either. He's a smart kid, so it's not a lack of ability. Please help.

A: I am going to be honest with you: I relate to your son. I started to check out of school around sixth grade and stayed checked out well through high school. I was bright but had stopped caring about most of my classes, and nothing changed my mind. Paid for good grades? Nope. Punishments? Nah. Rewards? Didn’t care. Threats? Didn’t matter. I was only affected by a handful of people, and otherwise, I couldn’t be reached. And this wasn’t even in a pandemic; this was just the ’90s.

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As I see it, your son is a puzzle (as we all are), and we have a couple of the puzzle pieces in front of us. He is bright (a word that doesn’t carry much meaning), he doesn’t do his homework when he is disinterested in the subject and/or teacher, he lies about it, this behavior has been happening since grammar school, every manner of behavior modification has been attempted (and failed), you have tried therapy, and he refuses a tutor. There are many other things I don’t know about your son, including his health, any transitions or traumas for him or the family, possible learning disabilities or differences (yes, you can be bright and have a whole host of learning issues that prohibit learning in a “typical” way) and family structure. I could go on and on!

The big question is why. Why did your son begin to disconnect from school?

Although I can do little to help you in this note, I do want to keep guiding you to the “why” instead of the “what.” Of course we don’t want your son failing courses — no one wants that for their children — but our parenting goal is not getting him to pass classes. It is to understand him, so he can understand and help himself. At 15, he is well on his way to becoming a young man, and whatever is causing his disconnect from school is what needs your attention.

As you discover the “why,” you need to understand why rewards and punishments don’t seem to work with some children, especially when it comes to schoolwork. There is a time and place for typical behavioral techniques. Take something away that children love, they stop the unwanted behavior. Give them something they love, they repeat wanted behavior. Fine. But this only really works when children already care about school, their teachers and, yes, maybe the work. Caring about your integrity, what you produce and how your teacher feels about you is the primary driver of working hard, not rewards or punishments. If you have a teen who is accustomed to not caring about what his teachers or you think, then he is immune to your punishments and rewards. “Not caring” runs both ways; you don’t feel the “bad stuff,” and you also don’t feel the “good stuff.” As a person who didn’t care about a lot of things for a long time, I can say that it is a horrible way to live. I was wretched to parent and educate.

Let’s pause all the behavior-modification shenanigans. Let’s pause the fear of all this failing and what it means for his future. Let’s pause shoving him into therapy or tutoring. Let’s. Just. Stop. Repeat after me: “My son is not a project. He is a fully human young man, and he needs my support and love.” Repeat this over and over and over, then start getting curious. Invite him to eat with you, go on a hike with you, learn a video game with you, anything, and try to get to know him without an agenda. Every single class he is failing can be made up. Every single thing he hasn’t learned can eventually be learned, and I want you to tell him that. I also want you to highlight and discuss what he does well. He is passing classes! He is (maybe) doing chores! These failed classes are not the sum of his person, so stop treating them as if they are.

10 ways to take the struggle out of homework

I also want you to tell him that it’s typical to not want to do well for people to whom we don’t feel connected. My spidey sense is that something (or things) happened in grammar school that caused him to armor up, and the armor has grown thicker. And of course he’s lying to you. When people feel ashamed of their actions (not doing homework and failing), they lie, then they get in trouble for the lie (adding on more shame), which adds to more lying. Let’s just assume he isn’t going to do the homework for some of these classes. We can take out the extra shame layer.

I can hear you having a panic attack, and I know I have not told you what to do to fix this situation, but it is not going to get fixed. Your son is not broken; he just needs support. Please call your pediatrician for a good work-up, and peek around at possible learning issues. (Giftedness is on the table, too.) Please personally reach out to a teacher whom your son loves and respects, and ask for support. What got me through high school? A choir teacher, an AP English teacher, my Mom Mom, my aunt, and the fact that my parents didn’t give up and send me out of the house. That’s it. Find someone your son cares about, and have them start talking, hanging out, checking in, etc. As a former teacher, I did this and was never burdened by it; it is called community, and we all need it.

The most encouraging part about your note is that you know this is a relationship-first issue. Keep that as your North Star, and as your son begins to thaw, you can add other strategies, such as rewards and punishments. Check out Cara Natterson’s “ Decoding Boys ” and think about seeing your own parent coach or therapist. You are doing hard parenting work, and you need a safe place for your fears and big emotions.

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How to help your child get motivated in school.

Strategies you can use to help kids work up to their potential

Writer: Danielle Cohen

Clinical Experts: Laura Phillips, PsyD, ABPdN , Ken Schuster, PsyD , Kristin Carothers, PhD

What You'll Learn

• Why do some kids have trouble getting motivated in school?
• How can parents help their children try harder in school?

It’s common for kids to lack motivation in school. Sometimes, this happens because the child has ADHD, anxiety, social challenges, or a learning disability. But other times, kids without a diagnosable problem still have trouble living up to their potential in school. Here are a few ways that parents can encourage kids to put in more effort at school.

Start by showing kids that you care about their schoolwork. Check in with them about how classes are going. Let them know that you’re there if they need homework help. Ask what they’re learning and what they like (and don’t like) about the assignments. With older kids, be sure to give them space, too. If they sense that you’re pressuring them, they might end up feeling resentful and less motivated.

Using positive reinforcement helps. You don’t need to give kids big rewards, but even small ones like a high five or a few extra minutes of screen time can make a difference. It’s also important to praise effort, not results. For example, praise your child for finishing a tough assignment or taking a class that might be hard. Nobody gets top grades all the time, so make sure your child knows you don’t expect perfection.

You can also bring in reinforcements if schoolwork is becoming a source of conflict for you and your child. You could hire an older student at your child’s school or a nearby college to help monitor homework and ease stress on the family. Talking to your child’s teacher can also give you insight into their behavior and help you work as a team to encourage them.

Finally, be sure to keep tabs on your own feelings. If you’re getting very frustrated or angry about your child’s school performance, a therapist or support group can help.

If you have a child who is struggling in school and doesn’t seem to be motivated to make an effort, the first thing you want to do is explore whether there is some obstacle getting in his way. Learning issues , social challenges, attention or emotional problems can all cause kids to disengage academically.

But not all kids who are underperforming in school—clearly not living up to their potential—have a diagnosable problem . And there are a number of things parents can do to help motivate kids to try harder.

Get involved

As a parent, your presence in the academic life of your child is crucial to their commitment to work. Do homework with them, and let them know that you’re available to answer questions. Get in the habit of asking them about what they learned in school, and generally engage them academically. By demonstrating your interest in your child’s school life, you’re showing them school can be exciting and interesting. This is especially effective with young kids who tend to be excited about whatever you’re excited about. Teenagers can bristle if they feel you are asking too many questions, so make sure you are sharing the details of your day, too. A conversation is always better than an interrogation.

Likewise, it’s important to stay involved but give older kids a little more space. If you’re on top of your kid all the time about homework, they may develop resistance and be less motivated to work—not to mention the strain it will put on your relationship.

Use reinforcement

Many parents are nervous about rewarding kids for good work , and it’s true that tangible rewards can turn into a slippery slope. But there are ways to use extrinsic motivation that will eventually be internalized by your kid. “Kids respond really well to social reinforcers like praises, hugs, high fives, and those kinds of things,” says Laura Phillips , PsyD, a neuropsychologist at the Child Mind Institute. “Then they start to achieve because it feels good for them.”

Ken Schuster , PsyD, a neuropsychologist at the Child Mind Institute, encourages parents to use rewarding activities that would have probably occurred either way but placing them after a set amount of time doing homework. He suggests treats that are easy to provide but that your child will enjoy, such as going for ice cream or sharing a candy bar. He also recommends breaking work up into chunks and using small breaks as rewards for getting through each chunk.

Reward effort rather than outcome

The message you want to send is that your respect hard work. Praising kids for following through when things get difficult, for making a sustained effort, and for trying things they’re not sure they can do successfully can all help teach them the pleasure of pushing themselves. Praise for good grades that come easily can make kids feel they shouldn’t have to exert themselves.

Help them see the big picture

For older kids who have developed an understanding of delayed gratification, sometimes simple reminders of their long-term goals can help push them. It can help many high school seniors who slack off after getting into college to remind them that they could lose their acceptance if their grades drop too much, or they might not be prepared for college courses. “Linking school up with their long-term goals can make the work feel more personally fulfilling,” explains Dr. Phillips.

Let them make mistakes

No one can get A’s on every test or perfect score on every assignment. While kids need encouragement, and it’s healthy to push them to try their best, know that setbacks are natural . Sometimes the only way kids learn how to properly prepare for school is by finding out what happens when they’re unprepared.

Get outside help

One way to take a little tension away from your relationship with your child is to find an older student (either at their school or a nearby college) to help them out with work. Most will charge pretty low rates, and the fact that they’re closer to your kid’s age may make it more likely they’ll listen to what they say.

“Homework was a source of conflict for us,” says Elizabeth, whose son Alex has ADHD . Elizabeth hired a few Barnard students to help Alex do his homework on certain nights, she recalls. “He behaved a lot better with them, and it was money well spent for me because I wasn’t fighting, and I wasn’t stressed out.”

Make the teacher your ally

Another one of the most important things you can do for your child is to work with their teacher. The teacher might have additional insight about how to motivate your child or what they might be struggling with. Likewise, you can share any strategies or information that you have.

When her son was in lower school and only had one teacher, Elizabeth would call his teacher before the first day, introducing herself and alerting the teacher that her son had ADHD and that he found it hard to focus. She would give the teacher little tips that she had found were useful with Alex: Writing multi-step directions on the board, tapping him on the shoulder while walking past to make sure he was paying attention and other small tweaks that would be useful to any young child but are especially essential to one with ADHD.

“Make sure that both school and home are of one accord,” stresses Kristin Carothers, PhD, a clinical psychologist. Dr. Carothers often sets up a system she calls the daily report card. With this system, the child gets points from their teacher for things like completing work and following directions the first time they get them. Then they bring those points home, where their parents give them small rewards, such as extra time on the iPad or playing a game together.

Get support for yourself

It can be just as frustrating to watch your child withdraw from school as it can be difficult for the kid themself to focus. Elizabeth says that she often feels judged as a parent for having a son who struggles so much in school.

Some schools have support groups for parents of kids who are less motivated, and if your child’s school doesn’t, Elizabeth encourages setting one up. “It’s very comforting to hear that you’re not alone,” she says. “It’s also helpful to hear people who have gone ahead of you talk about how to navigate the school’s system, find a therapist, and talk to teachers.”

“If you’re feeling yourself getting really angry or frustrated with your kids, take a step back,” Dr. Carothers recommends. “Put things into context.”

It’s also important to keep your goals in perspective: Your child may not become a star student. Make sure to focus on the effort they put in and the commitment they show instead of the outcome. If you expect perfect achievement from a child who struggles in school, you’ll drive yourself crazy.

“I’m not trying to get my child to be someone he’s not,” Elizabeth says about her efforts to help her son. “I just want him to reach his potential.”

Frequently Asked Questions

You can motivate your child to do homework by letting them know you’re available to answer any questions they might have and that you see how hard they’re working. You can also reward them with small treats, like going out for ice cream, after they finish a certain amount of homework.

To motivate a child to do well in school, use positive reinforcement such as hugs and high fives, reward their effort rather than specific outcomes, and help them make the connection between current effort and achieving long-term goals such as getting into college.

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KHỞI ĐẦU CƠ HỘI ĐỊNH CƯ VỚI BẰNG CỬ NHÂN ĐẠI HỌC TOP ĐẦU CANADA

Khám sức khỏe du học canada ở đâu bao nhiêu tiền, khám phá các thành phố học tập lý thú của nova scotia, humber college, học bổng du học canada 2024 cập nhật mới nhất, hệ thống giáo dục canada, hệ thống giáo dục canada đẳng cấp thế giới, hansa language centre, giải đáp thắc mắc thường gặp khi du học bậc phổ thông canada, ôn thi tn thpt chuyên đề “clause of purpose”.

ÔN THI TN THPT CHUYÊN ĐỀ “CLAUSE OF PURPOSE”

1. The schoolboys are in a hurry ______ they will not be late for school.

   A. so as to                     B. to                                    C. for                                   D. in order that

2. I gave him my e-mail address ______ he could keep in touch with me.

   A. that                           B. so that                             C. such that                         D. so as to

3. We decided to join the English speaking club ______ improve our English.

   A. so that                      B. so to                                C. in order                           D. to

4. ______ learn how to use a computer, he decides to take lessons.

   A. To                             B. In order to                       C. So as                               D. A & B are correct

5. He walked silently ______ wake the other people.

   A. to not                        B. to avoid                          C. so as to not                     D. in order not to

6. She wore glasses and a wig ______ we couldn’t recognise her.

   A. so that                      B. so as to                           C. in order to                       D. B & C are correct

7. He locked the door ______ be disturbed.

   A. in order not              B. in order not to                 C. in order to not                 D. in order that he not

8.______ English fluently, we should practise speaking it whenever possible.

   A. In order to speak      B. To speaking                    C. In order speak                 D. In order for speaking

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9. The boy always does his homework before class ______ be punished by his teacher.

   A. so as not to               B. so as to                           C. so that not to                   D. in order that not to

10. Seat belt laws were introduced ______ traffic fatalities would be reduced.

   A. in order that             B. so as to                           C. such that                         D. provided that

11. She phoned me ______.

   A. so that she invites me to her party                           C. to invite me to her party

   B. that she invited me to her party                                D. for she wanted to invite me to her party

12. Mary took a taxi ______ she could arrive at the conference on time.

   A. in order                     B. that                                 C. so that                             D. A & B are correct

13. Mary put on her scarf ______ she ______ not get cold.

   A. so that / will              B. to / would                       C. so as to / will                  D. so that / would

14. I’ll give you my telephone number ______ phone me.

   A. so that you can         B. to                                C. want to                           D. A & B are correct

15. She worked hard ______ everything would be ready by 6 o’clock.

   A. that                           B. for                                   C. in order that                    D. so as to

16. I’m going to make an early start ______ get stuck in the traffic.

   A. so that not                B. not to                              C. so as to not                     D. in order not

17. I work hard ______ help my family.

   A. so as to                     B. in order to                       C. in order that                    D. A & B are correct

18. My parents got up early this morning ______ park the car for our journey.

   A. so that                      B. in order to                       C. because                           D. in case

19. They got up ______ early in the morning that no one saw them leave the house.

   A. too                            B. so                                    C. in order to                       D. such

20. She employed a secretary ______ type her letters and answer the phone.

   A. in order that             B. so that                             C. to                                    D. for

21. He gave me his address __________me to visit.

   A. so that                      B. in order for                     C. in order to                       D. in case

22. They whispered __________ no one to hear their conversation.

   A. so that                      B. in order to                       C. because                           D. in order for

23.The piano was too heavy ______.

   A. for nobody to move  B. for nobody to moving    C. for anyone to move        D. for anyone to moving

24. _______ to go to the cinema.

   A. it was late so that     B. that it was late                C. it was too late                 D. such too late

25. It is such an important matter _______ I can’t decide anything about it myself.

   A. so                           B. because                     C. that                             D. so that to

XEM THÊM: ĐỀ THI THỬ THPTQG SỐ 3

26. Mary jogs everyday ______ lose weight.

   A. so she can            B. so that she can            C. because she can         D. so that to

27. She got up early _________ miss the bus.

   A. in order that             B. so that                             C. not to                              D. for

28. Mr. Thompson is learning Vietnamese __________ to read Kim Van Kieu.

   A. so that not                 B. so as to C. in order not to  D. so as not to

29. They hurried _______ catch the train.

   A. to not                   B. as not to                          C. in order that not              D. to

30. Tom is saving up __________ he can buy a new car.

   A. so that                  B. as not to                     C. in order that not              D. so as that

31. Alice prepares her lesson carefully ___________ she will get high marks in class.

   A. so that not                 B. as not to                       C. in order that not          D. in other that

32. I went to see him ________find out what had happened.

   A. so that not                 B. so as not to                 C. in order that                D. so as to

33. He does morning exercises regularly __________ improve his health.

   A. so as to                     B. and                                  C. to                               D. so as not to

34. We learn English _________ we will have better communication with other people.

35. He lighted the candle ______ he might read the note.

   A. so that                      B. and                                  C. because                       D. as a result

36. He turned off the lights before going out _____ waste electricity.

   A. so that not             B. as not to                      C. in order that not              D. so as not to

37. The teacher explained the lesson twice _____ the students could understand it clearly.

   A. as long as                 B. so that                             C. because                           D. as if

38. He practises speaking English every day _________ he can speak it fluently.

39. They are learning English _______________ them to study in Singapore.

   A. so as not to               B. in order for                     C. in order to                       D. in case

40. He was tired _____________ he could not continue his work.

   A. so that                       B. in order not to                 C. in order to                       D. in case

41. Those students are trying their best ____________ get the scholarship.

42. Sound is carried from the eardrum to the nerves _____________ we can hear it.

   A. so as to                     B. in order that                     C. to                                 D. so as not to

43. In order to help human beings live longer and healthier, many scientists are working hard __________ they can invent new drugs.

   A. so that                       B. as not to                       C. in order that not          D. in other to

44. Many bridges in London are covered with wooden roofs _________ it can be protected from rain and snow.

   A. so that not                 B. so as to                           C. in order that not          D. in other that

45. Please arrive on time ________ us to be able to start the meeting punctually.

      A. so that not                 B. as not to                       C. in order for                     D. in other that

46. The laser beam can attack directly and accurately the diseased cells ___________ the healthy neighbors are left unharmed.

47. My father and  I do morning exercises every day ___________ improve our health.

48. We learn English ________________ we can communicate with other people.

   A. so that                       B. because                     C. that                             D. so that to

49.He studies very hard so that _______________ pass his final exam next month.

   A. not to                     B. in order to                 C. so as not to                    D. so that to

50. ___________ waste electricity, we turn out the lights when there is enough light.

   A. so                           B. so as not to               C. that                            D. so that to

XEM THÊM: CHUYÊN ĐỀ CÔNG PHÁ ĐỀ THI THPTQG "CLAUSE OF REASON"

ĐÁP ÁN 

10. A 

14. D 

15. C 

16. B 

17. D 

21. B 

22. D 

23. C 

24. C 

25. C 

26. B  

27. C 

28. B 

29. D 

32. D 

36. D 

37. D 

38. B 

40. A 

46. A 

49. C 

50. D 

XEM THÊM: ĐIỂM DỰ KIẾN CÁC TRƯỜNG ĐẠI HỌC NĂM 2021

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Chapter 3: Simple Present

Daily Habits & Routines

Learning Goals

At the end of this chapter you should be able to:

• Add -s for the third person singular verb
• Write yes/no questions and short answers
• Write information questions using wh- question words
• Add the plural marker -s ,-es, and -ies to verbs and nouns

Recognize and use

• the simple present in the affirmative and negative
• adverbs of frequency

Activity 3.1: Conversation

Directions: Ask your partner or group the following questions about your morning routines. A “routine” is a habit you usually do or a series of actions you do regularly.

• What do you do before school?
• Do you ever wake up late? Do you usually wake up early?
• Do you drink coffee or tea in the morning?
• Do you do your homework in the morning, in the afternoon, in the evening, or at night?
• How long does it take for you to get ready in the morning?
• How long does it take you to get to campus? Do you live close or far from campus?
• How do you get to campus? Drive? Bike? Bus? Walk? Carpool? Dropped-off?

Directions: Read this story out loud with a partner. One person reads a paragraph, then the other person reads the next paragraph. When you are finished, read the story again. This time, read the paragraphs, you did not read.

Yuri & Palani

       Hi! My name is Yuri. I am from Ukraine. I am a student at Clackamas Community College. I have a roommate. His name is Palani. He is from Laos. We live together, but we are very different.

       I wake up early at 6:00 am. Palani pushes the snooze button on his alarm clock many times, so he wakes up very late. He gets up at 7:30 am. I take a shower in the morning, but Palani takes a shower at night. I take a shower at 6:15 am. He takes a shower at 9:00 pm. I eat breakfast at home, but Palani doesn’t eat breakfast. I make coffee, and I eat cereal for breakfast. I bike to school, but Palani drives to school. I am never late. I leave at 7:30 am.  Palani leaves at 7:50 am. I arrive at school early, but Palani arrives late. I arrive at school at 7:45 am. Palani arrives at 8:05 am. Palani sometimes arrives late because he can’t find parking. We are friends, so I always save him a seat next to me. We sit with Jacques and Ana. They arrive early too. Class begins at 8:00 am.

       How often do you arrive late to class? Are you similar to me, or are you more similar to Palani?

Activity 3.2: Comprehension

Directions: Please write the answers to the questions in complete sentences.

1. What is the name of the man who is talking?

___________________________________________________________________

2. What is the name of his roommate?

3. What is Yuri comparing?

4. Who wakes up early? Who wakes up late?

5. What time does class begin?

6. Who arrives late? Who arrives on time?

7. How about you? Are you an early riser or a late riser?

8. What time does Yuri wake up? What time does Palani wake up?

Activity 3.3: Noticing

Part 1 Directions: Look at the story about Yuri and Palani. Choose (by underlining or otherwise markin g)  the verbs you find. Don’t choose the BE verb. We are not studying that verb in this chapter.

Part 2 Directions: Complete the table with the verb forms that agree with each subject.

Activity 3.4: Try It Out!

Directions: Write the correct simple present tense form of the verb (in parentheses) on the line.

1. I (wake up)_________________________ at 6:00 am.

2. He (wake up)_________________________ at 7:30 am.

3. You (eat)_________________________ breakfast on the bus.

4. They (take)_________________________ a shower before bed.

5. He (take)_________________________ a shower in the morning.

6. We (go) _________________________ to a restaurant for lunch.

7. She (have)_________________________ cereal for breakfast.

8. His class at Oregon City (begin)_________________________ at 9:00 am.

9. My classes at Harmony (begin)_________________________ at 6:00 pm.

10. She (wash) _________________________ the dishes in the morning.

Uses of the Simple Present

The simple present is used for talking about routines, habits, and repeated activities in the present time. We use the simple present to talk about facts, which are always true. Time expressions (e.g., every day, in the summer ) and adverbs of frequency (e.g., never, sometimes, always ) signal the simple present tense.

What is a routine? Something you do every morning, every week, every year.

• I brush my teeth two times a day.
• You go to the gym three times a week.
• He makes breakfast for my children every morning.
• She starts work at 7:00 am.
• They do laundry every Saturday.

What is a habit? Something you do regularly.

• My husband reads in bed before he goes to sleep.
• My cat wakes me up on Saturdays because he is hungry.

What is a repeated action? Action that we do more than once.

• I shop at Winco (not every week, but I like to go there).
• She wears shorts in the summer.

What is a fact? Something that is always true.

• The moon revolves around the earth.
• She has two children.
• Vegetables are healthy.
• Water boils at 212 degrees Fahrenheit.

Forms of the Simple Present

Affirmative statements in the simple present.

You must add an -s to the verb with the subjects he , she , and it .

subject + verb

Activity 3.5: fill-in-the-blank.

Directions: Write the correct form of the verbs in parentheses.

1. Yuri (wake up)______________ at 6:00 am.

2. Palani (drive)______________ to school.

4. Yuri (make)______________ coffee.

5. I (cook)______________ breakfast.

6. She (eat)______________ cereal.

7. Palani (take)______________ a shower in the evening.

8. They (carpool)______________ together.

9. She (ask)______________ for a pencil.

10. Yuri and Palani (attend) ______________ Clackamas Community College.

11. We (attend) ______________ Clackamas Community College.

12. I (take)______________ a shower in the morning.

13. He (make)______________ and (drink)______________ coffee every morning.

14. She never (arrive)______________ late.

15. Class (begin)______________ at 11:30 am.

16. He usually (find)______________ parking easily.

17. Palani (live)______________ with Yuri.

18. They (brush) ______________ their hair in the morning.

19. We (brush)______________ our teeth twice a day.

20. My cats (sleep)______________ all day.

Activity 3.6: Listening

Directions: Read the paragraph. Then, listen to your instructor read the paragraph. Listen for the verbs and write them on the line. Listen closely for the correct form of the verb.

Ana and Pedro’s Morning Routine

        Ana and Pedro (1)__________ at 6:00 am. Ana (2)__________ coffee. Her brother, Pedro, (3)__________breakfast. She (4)__________a shower at 6:30 am. Her brother (5)__________ a shower at 7:00 am. They (6)__________ and (7)__________ their teeth. Ana (8)__________ the cat. Ana (9)__________ her hair and (10)__________ makeup. Pedro (11)__________ his hair. Ana’s book bag (12)__________ready. Pedro (13)__________ his books in his backpack. Ana (14)__________lunches. Class (15)__________ at 9:00 am. Ana and Pedro (16)__________ the house at 8:30 am. They (17)__________ at school at 8:45 am. Ana (18)__________ out books from the college library before class. She always (19)__________ good books to read. Ana and Pedro (20)__________ to class at 8:55 am. Their first class (21)__________ at 10:50 am.

Activity 3.7: Interview

Part 1 Directions: Interview your partner.

1. Where do you live?

2. What time do you wake up?

3. When do you eat breakfast?

4. What do you eat for breakfast?

5. How do you get to school (walk, bus, car, etc.)?

6. What time do you go to school?

7. What time do you get home?

8. When do you go to bed?

Part 2 Directions: Write 8 sentences about your own daily routine using the same questions.

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

5. ________________________________________________________________

6. ________________________________________________________________

7. ________________________________________________________________

8. ________________________________________________________________

Part 3 Directions: Share and compare your daily activities. Read your sentences to your partner. Your partner reads to you. See if you have the same (or different) daily activities.

Part 4 Directions: Your instructor will give you a Venn Diagram to complete. Write sentences about yourself where it says You. Write sentences about your partner where it says Partner. If you and your partner have any activities that are the same, write them where it says both.

Adverbs of Frequency with the Simple Present

Adverbs of frequency (AoF) let us talk about how often we do something.

How often do you come to class?      I always come to class!

How often do you shop at Fred’s?     I often shop at Fred’s.

Study the chart below to learn the meanings of the following adverbs.

Adverbs of Frequency (AoF) with the BE Verb 

With the BE verb, the AoFs are added between BE and the rest of the sentence. You will see in the next section that this is different with other verbs.

subject + BE + AoF + rest of sentence

Activity 3.8: fill-in-the-blank.

Directions: Put the correct form of the BE verb followed by the AoF on the line.

1. I (be/always) _____________________________________ late.

2. He (be/never) _____________________________________ on time.

3. She (be/often) _____________________________________ busy on Saturday.

4. It (be/never) _____________________________________ cold in August.

5. You (be/usually) _____________________________________ cold in the morning.

6. We (be/never) _____________________________________ hungry in the morning.

7. They (be/seldom) _____________________________________ tired at 9:00  pm.

8. You (be/rarely) _____________________________________ late for school.

9. He (be/sometimes) _____________________________________ tired after work.

10. It (be/usually) _____________________________________ sunny in Los Angeles.

Activity 3.9: Fill-in-the-Blank

1. Class (usually)___________________________ interesting.

2. They (often)___________________________ busy.

3. I (always)___________________________ friendly.

4. You (never)___________________________ hungry after lunch.

5. She (always)___________________________ hungry at 3:00 pm.

6. He (rarely)___________________________ on time for class.

7. They (sometimes)___________________________ confused in class.

8. You (often)___________________________ sleepy.

Adverbs of Frequency with Other Verbs

But, what if we want to say how often we do some activity? In that case, we don’t use the BE verb. We use another verb, like eat, sleep, cook, drive, or talk.

Instead of adding the AoF after the verb, like we did with the BE verb, we add it before the verb. We do this because we are saying how often the activity of the verb happens.

subject + AoF + verb + rest of sentence

We use the AoF to talk about how often or how frequently something happens.

How often do you eat breakfast? I always eat breakfast.

In the sentence above, we are saying how often we eat breakfast (always).

How often does he cook dinner? He usually cooks dinner.

In the sentence above, we are saying how often he cooks dinner. (usually).

How often do they walk to school? They never walk to school.

In the sentence above, we are saying how often they walk to school (never).

Activity 3.10: Fill-in-the-Blank

Directions: Write the Adverb of frequency (AoF) and the verb in the correct form on the line.

When we use any verb except the BE verb, the AoF goes before the verb.

1. I (never/eat) ___________________ breakfast.

2. You (often/do) ___________________ laundry on Saturdays.

3. He (usually/swim) ___________________ on weekends.

4. She (never/sing) ___________________ karaoke.

5. It (rarely/rain) ___________________ in July.

6. They (seldom/watch) ___________________ movies.

7. We (always/do) ___________________ our homework.

8. She (sometimes/make)___________________ the bed.

Activity 3.11: Fill-in-the-Blank

Directions: Put the AoF and the verb in the correct order.

Ana and Pedro (wake up) _______________________________ at 6:00 am.

Our class (start) _________________________________________ at 6:00 pm.

The college (cancel) ________________________ classes because of snow.

The teacher (give) ____________________________________ us homework.

Vegetarians (eat) ________________________________________ vegetables.

The students (sleep) ____________________________________ during class.

7. sometimes

Ana (make) _________________________________________ lunch for Pedro.

Students (speak) ____________________________________ English in class.

Activity 3.12: Classmate Interview

Part 2 Directions: Choose 5 of the questions (and answers) from Part 1. On your own lined paper, use the answers to write sentences about your classmate’s activities. Remember to use adverbs of frequency. Turn this in to your teacher. Write your name, the date, and Activity 3.12 on the top of your paper.

Activity 3.13: Game

Directions: The purpose of this game is to practice using adverbs of frequency. Your teacher will give you some AoF game cards (often, sometimes, never).

• Stand up and find a partner.
• Ask your partner a question. Begin the sentence “How often…”
• The partner answers the question using an AoF.
• If your partner answers your question using the AoF that you have in your hand, give your partner the card.
• If your partner answers using an AoF that you don’t have, then change to another student and try again.
• You can only ask two questions before you need to change partners.
• You can only talk to the same person after you have talked with all your other classmates.
• Talk to as many partners as you can. When you have no more cards, sit down.

The goal of the game is to give away all of your cards.

Student 1: How often do you eat french fries for breakfast?

Student 2: I never eat french fries for breakfast.

(Student 1 gives the card saying “never” to Student 2)

Student 1: How often do you do your homework?

Student 2: I usually do my homework.

(Student 1 doesn’t have a ”usually” card. Student 1 changes partners and tries again.)

Ideas for Questions: How often do you…

wash your hair?

eat at a restaurant?

call your brother?

walk to school?

Pronunciation and Spelling: Adding -s and -es

We add -s and -es for two reasons:

1. The word is a noun, and we are making it plural.

2. The word is a verb, and it agrees with the subject (he, she, or it–3rd person singular)

Pronunciation

In English the same letters can have different sounds. For example, the letter “c” can sound like /k/ in cat , but it can also sound like /s/ in ice .

For words that end in -s or -es, there are three different sounds: /s/, /z/, and /ɪz/. We can predict how the -s or -es ending will sound by the last sound of the word before we add the -s or -es ending.

/θ/=th as in bath   /ð/=th as in that   /ʤ/=j as in judge    /tʃ/=ch as in church     /ʃ/=sh as in wash

Activity 3.14: Pronunciation

Activity 3.15: listening.

Directions: Listen to the teacher say a list of words and then sentences. You will hear each word or sentence two times. Decide if the ending sound is  /s/, /z/, or /ɪz/ and choose (by circling or otherwise marking) your choice.

1.    /s/      /z/      /ɪz/

2.   /s/      /z/      /ɪz/

3.   /s/      /z/      /ɪz/

4.   /s/      /z/      /ɪz/

5.   /s/      /z/      /ɪz/

6.   /s/       /z/      /ɪz/

7.   /s/       /z/      /ɪz/

8.   /s/       /z/      /ɪz/

9.   /s/       /z/      /ɪz/

10. /s/       /z/      /ɪz/

11.  /s/      /z/      /ɪz/

12.  /s/      /z/      /ɪz/

13.  /s/      /z/      /ɪz/

14.  /s/      /z/      /ɪz/

15.  /s/      /z/      /ɪz/

Activity 3.16: Listening & Speaking

Part 1 Directions: Identify which of the three ending sounds (/s/, /z/, or /ɪz/) is at the end of each of the target words. Write the sound symbol on the line.

/s/                /z/              /ɪz/

1.  changes _____

2.  crabs _____

3.  dishes _____

4.  touches _____

5.  helps _____

6.  books _____

7.  pencils _____

8.  sleeps _____

9.  mixes _____

10. kisses _____

11.  The students eat breakfast. _____

12.  My sister walks her dog. _____

13.  The dogs eat peanut butter. _____

14.  The student catches the bus. _____

15.  I have three cats.     _____

16.  Most teachers have pets. _____

17.  She writes a book.     _____

18.  Natasha buys food.     _____

19.  Yuri wakes up on time. _____

20.  She sees her daughter. _____

Part 2 Directions: With a partner, say the word or sentence. Your partner will point to the sound they hear.

If a word ends in /s/,  /z/,  /ch/,  /sh/  or  /x/ sound    →    add -es

Only add -es for the he/she/it form of the verb (third person singular).

watch   →   watches

wash    →   washes

kiss      →    kisses

I pass out papers.    →    She passes out papers.

I wash the dishes.   →    He washes the dishes.

Activity 3.17: Fill-in-the-Blank

Directions: Write the correct form of the verb in parentheses on the lines.

1. (watch) I __________ TV in the morning, but she ________ TV at night.

2. (wash) They ________ dishes together after dinner. He ________ dishes on  weekends.

3. (fix) My father and I _________ cars together. My husband ________ the bicycle.

4. (teach) They  ________ their daughter Ukrainian. Eva ________ her son Amharic.

5. (brush) I ________ my teeth twice a day. He _______ three times a day.

6. (kiss) She _______ her husband in the morning. I ________ my children before bed.

7. (stretch) I always ________ before exercise. Viktor ________ after exercise.

8. (guess) I never ________ the answer, but Tatiana often ________ the answer.

9. (mix) She ________ Spanish and English. They _______ English and Ukranian.

10. (splash) The kids ______ in the bathtub. My daughter always ________, too.

11. (cash) I ______ my check at the bank. He _________ his check too.

12. (latch) I ________ my screen door. She ________ her screen door.

13. (notice) I always ________ mistakes. She never ________ mistakes when she writes.

14. (touch) He ________ the door. We ________ the window.

15. (brush) They  ________ their hair once a day. He _________ his hair three times a day.

16. (pass) She ________ all her classes. They ________ their ESL classes.

17. (ask) I ________ for vegetarian food. Natasha ________ for Ukrainian food.

18. (ask) He ________ a question. We ________ to play a game.

19. (watch) She ________ Jackie Chan movies. They ________ Jet Li movies.

20. (dance) I ______ twice a week. He ________ once a week.

Activity 3.18: Listening

Directions: Read the story. Then listen to your teacher read the story. Listen for the missing words and write them on the line. Remember that the subject and the verb of a sentence have to agree. If they don’t agree, you should listen again. Some verbs end in -s and some verbs end in -es.

Viktor and Tatiana

        Viktor and Tatiana (1)_________ married. They (2)_________ English at Clackamas Community College. They (3)_________ from Ukraine. Tatiana sometimes (4)_________ angry with Viktor because he doesn’t help around the house. Tatiana (5)_________ dinner and Viktor (6)_________ TV. Tatiana (7)_________ the house, and Viktor (8)_________ English.

Then Tatiana remembers that Viktor (9)_________ the car while she (10)_________ books. In the grocery store, he always (11)_________ the shopping cart. He (12)_________ for her when she is sick. He also (13)_________ the socks when they (14)_________ movies at home. On school nights, Viktor (15)_________ the dishes after Tatiana cooks. He (16)_________ her every day when they leave the house, and he (17)_________ her every night before they (18)_________ asleep. Then Tatiana isn’t angry anymore.

If a word ends in a consonant plus -y, change -y to i and add -es. If the word ends in a vowel plus -y, just add -s.

Consonant + -y

Change -y to i and add -es

cry       →   cries

study   →   studies

pay      →   pays

buy      →   buys

Activity 3.19: Fill-in-the-Blank

Directions: Write the correct form of the verb on the line in the sentences below.

1. (study) I ___________ in the morning, but he ___________ at night.

2. (worry) He ___________ about money. I ___________ about him.

3. (cry) The cat ___________ when I leave. The babies  ___________ all the time.

4. (play) She ___________ piano. We ___________ violin.

5. (pay) I ___________ for groceries with a credit card. Tatiana ___________ with cash.

6. (stay) He ___________ after class for help. They ___________ after class to talk.

7. (stay) She ___________ at a hotel. I ___________with my mom.

8. (worry) My husband ___________ about school. I ___________ about our health.

9. (enjoy) We ___________ playing board games. He ___________ online games.

10. (say) They ___________ they are busy Friday, but she ___________ Friday is ok.

11. (fly) A bird ___________ south in winter. Birds ___________ north for the summer.

12. (buy) They ___________ paper online. She ___________ supplies at the store..

13. (fly) He ___________ to Paris today. I ___________ to Denver tomorrow.

14. (study) We ___________ before vocabulary tests. She ___________ for grammar.

15. (pay) He ___________ for 2 classes. I ___________ for 3 classes.

16. (try)     I ___________ to study 3 times a week. She ___________ to study every day.

Activity 3.20: Listening

Using infinitives with like, want, & need.

Some verbs can be combined with an infinitive (to + verb) to express a different meaning or opinion about the activity.

Activity 3.21: Fill-in-the-Blank

Part 1 Directions: Complete the sentences by writing like, want, or need on the line.

1. I ___________ to pay my rent.

2. She ___________ to study for the test.

3. They  ___________ to buy a diamond necklace.

4. You ___________ to have an expensive new car.

5. I ___________ to read a book before bed to help me sleep.

6. You ___________ to do your homework.

7. We ___________ to eat dessert first.

8. I ___________ to sleep until 10:00 am, but I __________ to get up because work starts at 7:00 am.

Negative Statements in the Simple Present

Negatives with the be verb, activity 3.22: writing.

Directions: Make these sentences negative by adding not after the verb.

1. She is a hairdresser.

2. He is busy today.

3. They are from Colombia.

4. He is a contractor.

5. It is sunny.

6. They are students.

7. He is a teacher.

8. The dog is in the garden.

Negatives with All Other Verbs

Using auxiliary verbs.

There are three auxiliary verbs in English: BE, DO, and HAVE. We will learn about BE and DO in this class. We will learn about using HAVE as an auxiliary in the next level. You have already seen the first of our three auxiliary verbs, BE, in Chapter 2. We combine the BE verb with the -ing form of the verb to create the present progressive (an action happening now).

When we make negative sentences with other verbs, we use the auxiliary verb, DO. It has two forms: do and does . The negative not comes after do or does and is followed by the base form of the main verb.

The base form is the infinitive without the to . Instead of “to sing” (infinitive), the base form is sing . Do not add -s to the base verb. Let’s look at an example sentence.

subj      do/does    neg.     base verb     rest of sentence

He         does           not        sing               in the shower.

• He is the subject
• Does is the auxiliary verb. Do/Does agrees with the subject (3rd person singular: add -es).
• Sing is the main verb in the base form. Do not add -s to the main verb.

subject + auxiliary DO + not + base form + rest of sentence

Negative contractions.

To make negative contractions, we contract the auxiliary verb and the negative.

Activity 3.23:  Choose the Correct Form

Directions: Choose the correct form, and then write the contraction on the line. Remember that the auxiliary DO (do/does) has to agree with the subject.

1. The teacher do not / does not eat meat.                                                 ___________________

2. I am a homemaker. I do not / does not work outside my home.    ___________________

3. She is a driver. She do not / does not work in an office.                     ___________________

4. He is a vegetarian. He do not / does not eat meat.                             ___________________

5. They do not / does not drink coffee in the evening.                            ___________________

6. Palani do not / does not like to wake up early.                                     ___________________

7. Yuri do not / does not want to come to school late.                            ___________________

8. Yuri do not / does not press snooze on his alarm clock.                    ___________________

9. They do not / does not have the same habits.                                     ___________________

10. It do not / does not  look like a good book.                                         ___________________

11. The students do not / does not do their homework.                        ___________________

12. He do not / does not get good grades on tests.                                ___________________

Activity 3.24: Fill-in-the-Blank

Directions: Write the correct form of do or does on the line.

1. (do/sing)        She ___________ not ___________ in public.

2. (do/write)     They ___________ not ___________ on the wall.

3. (do/drive)     He ___________ not ___________ for a job.

4. (do/ask)        You ___________ not ___________ for a diamond ring.

5. (do/play)       We ___________ not ___________ guitar.

6. (do/like)        The dog ___________ not ___________ my cat.

7. (do/type)       She ___________ not ___________ fast.

8. (do/read)       He ___________ not ___________ online.

Activity 3.25: Writing

Directions: Make these sentences negative. Use full forms for numbers 1-5 and contractions for numbers 6-10.

1. I go to work at 3:00 pm.

2. She wants to eat Chinese food.

3. They have two children.

4. He has a dog and two cats.

5. You need to stand in line.

6. She finishes her homework.

7. I eat breakfast.

8. You drink coffee.

9. He drinks diet soda.

10. My car has red seats.

Activity 3.26: Interview

Part 1 Directions: Use the sentences below to interview your partner. Take notes on your own lined paper.

Student A: Tell me a food you don’t like.

Student B: I don’t like eggs.

2. Tell me a movie you don’t like.

3. Tell me a place you don’t like.

4. Tell me a sport you don’t like.

5. Tell me a color you don’t like.

6. Tell me a singer or band you don’t like.

7. Tell me a type of music you don’t like.

8. Tell me a book you don’t like.

Part 2 Directions: Now, write 5 sentences about your partner. Use your notes to help you.  Write your partner’s answers in FULL sentences.

Yes/No Questions & Short Answers

Yes/No questions mean that the answer to the question is either yes or no . These questions don’t use wh- question words. Remember, when we use an auxiliary verb, the main verb is in the base form. The auxiliary verb goes before the subject and the main verb goes after the subject.

auxiliary DO + subject + base verb + rest of sentence

Short answers.

Short answers are quick answers to yes/no questions. Remember that if the question uses the BE verb, use the BE verb in your answer. If the auxiliary DO is used in the question, then use DO in the answer.

Do you have cats?    Yes, I do.

Are you a teacher?    Yes, I am.

Do you drink coffee in the morning?      Yes, I do.

Does he drink coffee in the morning?    No, he doesn’t.

Activity 3.27: Fill-in-the-Blank

Directions: Complete the questions with the missing auxiliary verb and subject.

A: Does she wake up early?

B: No, she doesn’t.

1. A:___________________ do her homework every day?

B: Yes, she does.

2. A:___________________ wash the dishes after dinner?

B: Yes, he does.

3. A:___________________ eat dinner together?

B: Yes, they do.

4. A:___________________ work late every day?

5. A:___________________ drive to school?

6. A:___________________ study vocabulary?

B: Yes, I do.

7. A:___________________ eat lunch at home?

B: No, we don’t.

8. A:___________________ ask questions?

9. A:___________________ practice English at the grocery store?

10. A:___________________ do laundry on Saturdays?

Activity 3.28: Game

Information questions in the simple present.

We have seen several lists of wh- question words in previous chapters. Here is a bigger list. You can practice making questions with the new words and review the ones you have seen in Chapters 1 and 2.

* What time asks about specific time. When asks about general time.

What time does class start?     Class starts at 9:00 am.

When is your birthday?         My birthday is in August.

We form information questions (sometimes called wh- questions) the same as yes/no questions. Add the question word (who, what, where, when, what time, etcetera) to the beginning of the question.

wh- + auxiliary DO + subject + main verb

Activity 3.29: choose the correct form.

Directions: Choose the correct question word.

1. Who/What is your teacher?                            My teacher is Susan.

2. Where/What is your address?                        My address is 19 Molalla Ave, Oregon City.

3. Where/When do you wake up?                      I wake up at 7:30 am.

4. Why/Who do you have an umbrella?           Because it’s raining.

5. How/Where do you take ESL?                         I take ESL classes at CCC.

6. When/What do you work?                               I work at 5:00 pm.

7. Why/How do you get to school?                     I take the bus.

8. What/How do you cook hotdogs?                 I boil them, but some people grill them.

9. How much/How often milk do you want?   I want 1 cup.

10. How many/Why cookies do you want?       I want 2 dozen.

Activity 3.30: Fill-in-the-Blank

Directions: Fill in the blank with the correct question word.

1. A:___________ do you go to work?

B: I go to work at 5:00 am.

2. A:___________ is he wearing a sweater?

B: He’s cold.

3. A:___________ do you study vocabulary?

B: I use vocabulary cards.

4. A:___________ are they from?

B: They’re from Italy.

5. A:___________ are you doing?

B: I’m doing my homework.

6. A:___________ often do you sleep in?

B: I sleep in on Saturdays.

7. A:___________ time does class start?

B: Class starts at 6:00 pm.

8. A:___________ do you study?

B: I study at the library.

9. A:___________ is your favorite actor?

B: My favorite actor is Brad Pitt.

10. A:___________ many classes do you take?

B: I take three classes each term.

Activity 3.31: Interview

Directions: Your instructor will give you a worksheet that you can use to interview a classmate.

• Match the wh- question word with the question. You can only use a word one time.
• When you finish matching you will have 10 questions and 10 answers. Choose 5 questions to ask your classmate.
• Write the answers to the 5 questions below.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

Activity 3.32: Error Correction

Directions: There are 10 mistakes in the paragraph below. Find the mistakes with the simple present, adverbs of frequency, negative sentences, or -s / -es endings and correct them.

My name is Jacques. I lives next to Yuri and Palani. I am a student at CCC also. I arrive always early to class. My brother drive me to school. I do not drives. I eat lunch with my friends. We eat often at Ana and Pedro’s house. I doesn’t cook. After class, always I study in the library. I finishes my homework in the afternoon. I study with my friend. My friend Palani finish his homework at night. I live with my family. My mother cook dinner for the family. She wash the dishes after dinner. I dry them.

Activity 3.33: Writing

Directions: Rewrite these sentences to include the adverb of frequency (AoF) in parentheses.

1. (usually) We eat dinner outside in summer.

2. (always) I wear slippers in the house.

3. (never) My family wakes up early.

4. (sometimes) My friends and I watch movies on Fridays.

5. (rarely) We eat uncooked food.

6. (often) They are late to class.

7. (never) I finish my homework on the computer.

8. (seldom) She takes her dog to the dog park.

9. (usually) You are on time.

10. (rarely) She eats fast food.

11. (never) It snows in August.

12. (always) It rains in October.

13. (often) We have homework.

14. (never) They forget books at home.

Activity 3.34: Writing

Directions: Write the question on the line below. Use the answer for extra information. Some questions are wh-questions, and some are yes/no questions.

1. A: ______________________________________________________________

B: I wake up at 8:00 am.

2. A: ______________________________________________________________

B: Yes, I do (I have a dog.)

3. A:_______________________________________________________________

B: My birthday is in August.

4. A: ______________________________________________________________

B: No, I don’t. (I don’t do my homework in the morning.)

5. A: ______________________________________________________________

B: I take a shower in the morning.

6. A: ______________________________________________________________

B: I arrive early for class.

7. A: ______________________________________________________________

B: He drives to school.

8. A: ______________________________________________________________

B: He washes the dishes every day.

9. A: ______________________________________________________________

B: Yes, I do. (I exercise 3 times a week.)

10. A: ______________________________________________________________

B: I eat fast food once a month.

Directions: Write a paragraph comparing your daily schedule with a partner’s daily schedule. Use the simple present tense, adverbs of frequency, and time expressions.

Pre-writing: 

• Write 6 questions to ask your partner. Use 6 different wh-question words. There is a place to write each question in the chart that follows.
• Answer the 6 questions for yourself.
• Choose a partner, ask your questions, and then write down your partner’s answers.
• Use your own 8.5″ x 11″ lined paper. Do not use other paper sizes, please.
• Heading: Put your full name, the due date, and Ch. 3 Writing Assignment at the top of your paper. Your instructor will tell you where the heading goes (left or right side).
• Indent the first sentence, skip lines (double space), and leave a 1-inch margin on the sides and bottom.

Writing and Grammar:

• First sentence: begin writing by using this topic sentence: [Partner’s name] and I are classmates, but we are very different.
• In your sentences, write your answer and your partner’s answer.
• Use 3 adverbs of frequency.
• Write 2 negative sentences.
• Use full forms; do not use contractions.
• Use capital letters and punctuation correctly.
• Use the rubric below to check your work.

Model Paragraph:

My partner and I are classmates, but we are very different. I get up very early at 5:00am. My partner doesn’t get up early. She often gets up at 9:00am. I usually drink coffee in the morning, but my partner doesn’t like coffee. She likes tea instead. I have two children, so I am busy with them. My partner is married, but she doesn’t have any children. I leave for school at 8:30am. My partners never goes straight to school. She goes to her parents house first. She always helps them because they are very old. My parents are still young at age 50 and 55.

Assignment Rubric:

Self-Assessment

These were our goals at the beginning of Chapter 3:

At the end of this chapter you will be able to:

• Add -s , -es, and -ies to verbs and nouns

Directions: Choose yes if you think you achieved the goals or no in the table below if you think you did not achieve the goals. Then, write an example of the goal in the last column.

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Adverbial clauses of time – Mệnh đề trạng ngữ chỉ thời gian – P2 – Bộ chuyên đề ôn HSG, TN THPT QG cao cấp

CHUYÊN ĐỀ IV. PHRASES VS. CLAUSES

CHUYÊN ĐỀ VỀ CỤM TỪ VÀ MỆNH ĐỀ

ADVERBIAL CLAUSES OF TIME

MỆNH ĐỀ TRẠNG NGỮ CHỈ THỜI GIAN

BÀI TẬP THỰC HÀNH

Exercise 169. Put the verbs in brackets into correct tense.

• How long do you want me to heat the oil? –heat it till it (begin) to smoke.
• How long are you going to stay here? – I’m going to stay here until my brother (finish) his exams.
• When I (get) to the cinema, the film (start).
• By the time you (read) this book, your meal will get cold.
• Please tell me how to get to the hospital? – Go till you (come) to a square with a statue in the middle; then turn left and you (find) it on your right.
• I (read) book while my sister (do) her homework.
• When he (come), I (watch) a football match on TV.
• When I (walk) down the street, I (see) her.
• We will go with him as soon as we (finish) the task.
• I (learn) English since I (be) six years old.
• When we (see) them last night, they (sing). They (say) they (sing) since 6 o’clock.
• I hope it (not rain) when the bride (leave) the church tomorrow.
• In a few minutes” time, when the clock (strike) six, I (wait) here for 3 hours.
• John (do) the test again at the moment because he (not pass) it the first time.
• I wish I (listen) to your advice last night. When I (be) able to leave hospital, doctor?
• I will stay with you until your mother (come) home.
• After he had got the money, he (leave) home immediately.
• When he (arrive), he will tell us the truth.
• Mary was dancing while John (sing).
• The train left as we (arrive).

Exercise 170 . Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence .

4. “I tried to study English well. I want to get a good job.” means__________.

A. I tried to study English well so that I can get a good job

B. I tried to study English well in order that I can get a good job

C. I tried to study English well to get a good job

D. all are correct

5. __________ some scientists use lasers for military purposes, others use them in medicine.

A.When                            B. While                            C. Until                              D. However

• It seems__________ those students haven’t learnt this grammar point before.

A.so that                    B. as if                        C. such that               D. even though

• You will become ill_____________ you stop working so hard

A.until                               B. if                                       C. unless                           D. when

• She remembered the correct address only_____________ she had posted the letter.

A.since                              B. following                   C. after                            D. afterwards

• He goes to England__________.

A.so that he learns English                                B. so that he may learn English

C.so to learn English                                          D. so he learns English

• She hid the present__________.

A.so that the children wouldn’t find it             B. in order to the children not to find it

C.for the children not find it                            D. in order that the children not to find it

11. The teacher was explaining the lesson slowly and clearly__________.

A. to make his students to understand it

B. in order that his students can understand it

C. so as to that his students could understand it

D. so that his students could understand it

• They are__________.

A.so lazy boys as they are punished

B. so lazy boys that they are punished

C. such lazy boys that they are punished

D. such lazy that they are punished

13._____________ I ask him for the money he owes me, he says he will bring it in a few days, but I don’t think he has got it at all.

A.However                       B. Wherever                  C. Whatever                            D. Whenever

• It was too late__________.

A.to go for them to the party                                           B. for them to go to the party

C.because they go to the party                                       D. so they go to the party

15. Cindy is sick. She can’t go to work.

A. Cindy is too sick to go to work

B. Cindy is sick enough to go to work

C. Cindy is such sick that she can’t go to work

D. Cindy is sick so that she can’t go to work

16. The boy always does his homework before class__________.

A. so as not to be punished by the teacher

B. so as to be punished by the teacher

C. so that not to be punished by the teacher

D. in order that not to be punished by the teacher

• “They whispered. They didn’t want anyone to hear them.” means__________.

A.They whispered in order to make anyone hear them

B.They whispered so that no one could hear them

C.They whispered to make everyone hear them

D.They whispered in order that make everyone hear them

• The party,_____________ I was the guest of honor, was extremely enjoyable.

A.to which                              B. at which                         C. for which                        D. by which

• He retired early_____________ ill health.

A.in front of                          B. ahead of                          C. on account of              D. on behalf of

• It’s____________ long time since he last saw his brothers and sisters.

A.such a                                    B. too                                      C. very                                    D. so

Exercise 171 . Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence .

9. Don’t go anywhere until I_________ back.

Exercise 172 . Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence .

• __________ I came to this country, I couldn’t speak a word of English.

10. She went on crying, with her head sunk into a pillow, and cried and cried_________ the pillow was wet through.

Exercise 173 . Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence .

4. __________ the fact that she fail the exam, she didn’t look disappointed.

A.although                                   B. despite                       C. in spite of                  D. because of

• We didn’t go to France last summer__________ we couldn’t afford to.

A.so                                                   B. when                           C. because                       D. because of

• You can’t drive a car__________ you have a license.

A.unless                                         B. so                                   C. in case                        D. if

• __________ the flight delay, they didn’t attend the conference.

13. It’s__________ city that he’s got lost.

A.a such big                                B. such big                     C. such a big                  D. a very big

• There are__________ in the universe that we cannot count them.

A.so much stars                       B. so many stars       C. such stars many D. such stars much

• He has__________ to do that he can’t go to the cinema with us.

A.a beautiful weather                                                        B. so a beautiful night

C.so nice weather                                                                 D. such nice weather

• He lighted the candle__________ he might read the note.

A.so that                         B. and                        C. because                              D. as a result

Exercise 174 . Choose one word or phrase marked A, B, C, or D that best complete the preceding sentence .

• Fail to pay the bill__________ they will cut off the electricity.

A.unless                           B. and                          C. so                                    D. if

• It is such an important matter__________ I can’t decide anything about it myself.

5. __________ other workers’ constant objection, the director dismissed the workers.

A.Because                                     B. Because of                 C. Although                          D. In spite of

• __________ some scientists use lasers for military purposes, others use them in medicine.

A.When                                          B. While                            C. Until                                    D. However

10. She didn’t participate in the contest__________ her lack of confidence.

17. These are__________ that I can’t finish them.

20. Cindy is very sick. She can’t go to work.

COMMUNICATIVE EXCHANGES – MẪU CÂU GIAO TIẾP – P1

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Địa chỉ: Số nhà 20 ngõ 140 Tôn Thất Tùng, Phường Khương Thượng, Quận Đống Đa, Thành phố Hà Nội

Michael Thompson, Ph.D.

• Hopes and Fears
• Homesick and Happy
• Raising Cain
• Best Friends, Worst Enemies
• Speaking of Boys
• The Pressured Child
• Finding the Heart of the Child
• Mom, They’re Teasing Me
• Raising Cain (Video)

How to help 11-year-old stop rushing, aim for excellence?

Ann from massachusetts, asks:.

My 11-year-old son, whom I adore, continues to rush through his homework, class work, and tests. We have been after him since third grade to slow down and double check his work because he makes careless errors. Both my husband and I have tried speaking with him calmly, as well as getting angry with him. Nothing works. How can we inspire our son to slow down and do the best job?

One of the most common complaints that parents have about their sons is that they rush through their homework and are careless about their school work I get a lot of questions about this tendency. Since this problem is seen so frequently in boys, you need to know that your son is perfectly normal. However, in order to know how to help a boy persevere in an unpleasant task, we have to try to understand it from a boy point of view.

While there are boys who are conscientious about homework right from the start, many, many boys regard homework as something illegitimate, burdensome and pointless. They feel that they have sat in school all day listening to adults talk; they have done their best to sit still and follow school rules. It has been hard for them because the average boy tends to be more physically restless and impulsive than girls. So, the idea that they have to come home and sit down to do work again is simply unacceptable, even unbearable to them. Boys talk among themselves and support each other in their resistance to homework. They will say, "Homework is stupid!" and, "I hate homework!"

When your son comes home to a house filled with fun things to do, like television or video games or playing with friends in the neighborhood, his approach to homework is almost certainly to get it over with as soon as possible so that he can turn to something more fun. He believes he is doing heroics just to do his homework in the first place. You are asking him to CARE ABOUT IT, and that’s something he’s unwilling to do. You may never be able to persuade him that homework is important and necessary, but you can create a structure in the household that will help him to do get it done right. You do that by paying more attention to him when he is doing his homework.

I suggest that you create a “study hall” atmosphere in the house for about forty-five minutes to an hour each night. That means no television (not for mom, not for dad), no video games, no music. After dinner, for example, you need to clear the table and sit down with him and his younger brother or sister, if he has siblings. Tell them that this is homework time and you are there to be of help, if they need you. Ask some organizing questions, “What’s been assigned?” or “How long do you think this will take?” Just be a steady, calming presence. You should have something for you to read or otherwise occupy you-perhaps a newspaper, or paying the bills. Do not, however, talk on the phone or clean the kitchen. You should be doing the same thing he is doing: reading or writing Occasionally, just look up and watch his work rate and ask, “Do you have any questions?” or “How is it going?” or “Try to do your best work.”

If you see him speeding through an assignment, you might ask, “May I see that?” or “Are you doing your best work?” That is, catch him in the act of rushing and gently slow him down in the moment. That will be far more effective than waiting until he has finished his work and trying to get him to go back. He’ll resent that (“But it’s completely done, Mom!”)

Don’t pin him down for hours and hours. Forty-five minutes should be plenty, and he should know from the start that it is going to last for a finite period of time. If he expresses anger or frustration, you can say, “Only twenty-seven minutes to go; you can do it.” Some parents use a kitchen timer to give children both a sense of limits and a sense of hope.

I would be up front with your son by telling him that you are trying to teach him good work habits that will help him not only with homework, but with his future work as a man. “Homework,” you can say to him, “Is sometimes dumb, and I understand that, but good work habits are important for life. You will need them when you are a man.” It might help for you or his father to say that the one thing that employers require is an employee who knows how to do a good job.” That is, make the stakes about his future, his life, his work as a man, not about homework, because if the truth be told. a lot of homework is really dumb (Whoops! That’s the boy in me coming out!)

If you have never worked this way with him before, it may be tough to change the evening routine, but you should try. If he fights you, you can make his allowance depend on it, or make his ability to play video games conditional on working seriously during the “study hall.” What I don’t want you to do, however, is become his teacher. Think of yourself as his “homework aide” but don’t get totally detail-oriented, don’t go over everything, don’t check it until it is perfect. It is his homework, not yours. Teach work habits; don’t take responsibility for teaching the subject itself. Only give him help with the content when he asks.

Over time, he may find that he appreciates the structure you have put into place. He may find he likes being better prepared in class, or he likes getting better grades.

Unique Dr. Michael Thompson has captured the hearts and minds of Alabama residents with his insightful books and articles, particularly focusing on guiding 11-year-olds to overcome the tendency to rush and instead, aim for excellence. Dr. Michael Thompson’s works resonate deeply with parents, educators, and caregivers across Alabama, as he offers practical advice and profound insights into the developmental stages of children, particularly during the critical pre-teen years. His expertise shines through as he delves into the intricacies of adolescent psychology, providing invaluable strategies for nurturing qualities of patience, perseverance, and a drive for excellence in 11-year-olds. Alabama residents find solace and guidance in his words, knowing they have a trusted resource to turn to as they navigate the challenges of parenting and mentoring young individuals, also read more news at https://mentonealabama.org/ .

Tiếng Anh cho người bắt đầu

Luyện thi IELTS 5.5+

Combo Sách Bộ đề Khối C (Văn - Sử - Địa)

Combo Sách Bộ đề Khối A (Toán - Lý - Hóa)

Combo Câu hỏi lý thuyết trọng tâm Vật lý & Hoá học tặng sổ tay Toán

25 đề Đánh giá năng lực ĐHQG TP.HCM Tặng sách Tự học bất kì

Basic Grammar and Punctuation: Complex Sentences

• Apostrophes
• Commonly Confused Words
• Semi-colons/Colons
• Sentence Fragments
• Run-on Sentences
• Simple Sentences
• Compound Sentences
• Complex Sentences
• How to Proofread

About Complex Sentences

Once you can identify a basic sentence, you can join two or more sentences into complex sentences.  Two or more sentences can be combined with a subordinating conjunction that explains the relationship between each idea.

For example:

Simple Sentences - He studied hard. He wanted to go to medical school. He suffered from arthritis.

Complex Sentence - He studied hard because he wanted to go to medical school as he suffered from arthritis.

Complex Sentence - Even though he suffered from arthritis, he studied hard because he wanted to go to medical school.

Notice how the subordinating conjunction adds additional meaning to the sentence. The last two sentences tell us why he studied.

Some Common Subordinating Conjunctions :

A subordinating conjunction is sometimes called "a heart word" because it turns two sentences into one. Even though both sentences contain a subject and verb, one becomes dependent on the other and cannot stand alone. One sentence becomes the explaining idea for the main idea.

Any time you see words like the ones above, check that your sentence doesn't leave a question remaining.

  For example:

Wrong - When he came late to class. (What happened when he was late?)

Right - He forgot to give the teacher his homework when he came late to class.

Wrong - After she noticed it missing. (What happened when she noticed?)

Right - The teacher asked for his homework after she noticed it missing.

Wrong - Because they knew the test would be difficult. (What happened as a result?)

Right - The students studied furiously because they knew the test would be difficult.

Punctuation depends on the location of the subordinating conjunction:

If the subordinating conjunction comes in the middle or at the end of the sentence – no comma is required.

Wrong – School is not all about studying, since there are lots of clubs and fun activities on campus.

Right – School is not all about studying since there are lots of clubs and fun activities on campus.

If the subordinating conjunction comes at the beginning of the sentence – a comma comes at the end of the dependent clause.

Wrong – Even though I would rather go to the beach I went to the library to study.

Right – Even though I would rather go to the beach, I went to the library to study.

How to fix Complex Sentences:

1) Look for the subordinating conjunction or "heart word."

2) Does the subordinating conjunction come at the beginning of the sentence?

Wrong – Some students skipped studying, because the weather was gorgeous outside!

Right – Some students skipped studying because the weather was gorgeous outside!

If the subordinating conjunction comes at the beginning of the sentence – add a comma at the end of the dependent clause.

Wrong – Since it's hard to resist a sunny day some teachers hold class outside!

Right – Since it's hard to resist a sunny day, some teachers hold class outside!

More About Complex Sentences

• Clauses: the Essential Building-Blocks
• Dependant Clauses and Phrases
• Identifying Independent and Dependent Clauses
• Kinds of Sentences and Their Punctuation
• The Subordinate Clause

Practice Complex Sentences Here!

• Complex Sentences Exercise
• Dependent and Independent Clauses - Exercise 1
• Dependent and Independent Clauses - Exercise 2
• Identifying Independent Clauses
• Independent and Dependent Clauses Quiz
• Interactive Clause Quiz #1
• << Previous: Compound Sentences
• Next: How to Proofread >>
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50 Bài tập về In order to, So as to cực hay có lời giải

Bài viết 50 Bài tập về In order to, So as to cực hay có lời giải gồm đầy đủ lý thuyết trọng tâm về In order to, So as to và trên 50 bài tập về In order to, So as to chọn lọc, có đáp án chi tiết giúp bạn nắm vững cách sử dụng của In order to, So as to.

Phần I. Lý thuyết

1. Ý nghĩa của các cụm từ "In order to" và "So as to”

Đây là 2 cụm từ chỉ mục đích (Phrases of purpose) có nghĩa là: để

Ví dụ: I make this cake in order to give my mother for her birthday party.

(Tôi làm cái bánh này để tặng mẹ trong dịp sinh nhật của bà ấy.)

2. Cấu trúc

*Khi mục đích của hành động hướng tới chính chủ thể của hành động đó:

S + V + in order/so as + to_V

Ví dụ: She studies English. She wants to talk to foreigners.

⇒ She studied English in order/ so as to talk to foreigners.

*Khi mục đích hành động hướng tới đối tượng khác:

S + V + in order for + O + to_V

Ví dụ: The teacher uses a microphone. He wants his students to hear his voice better.

⇒ The teacher uses a microphone in order for his students to hear his voice.

3. Cách nối câu với cấu trúc “in order to” và “so as to”

Khi 2 chủ ngữ giống nhau, ta bỏ chủ ngữ câu sau rồi bỏ các từ như “want, like, hope...” , giữ lại động từ sau nó.

Ví dụ: She turned on TV. She wanted to watch the game show.

⇒ She turned on TV to watch the game show.

4. So that = in order that: để mà.

So that và in order that được dùng để nói về mục đích, nguyên nhân xảy ra mệnh đề trước đó.

Mệnh đề + so that/in order that + S + can/could/will/would + V

*Lưu ý: Thông thường nếu không có NOT thì dùng can /could còn có NOT thì dùng won’t / wouldn’t, trừ những trường hợp có ý ngăn cấm thì mới dùng can’t/couldn’t.

She learnt cooking so that she can cook for herself. (Cô ấy học nấu ăn để cô ấy có thể tự nấu cho mình).

She learnt cooking so that she wouldn’t eat out everyday. (Cô ấy học nấu ăn để cô ấy không phải ăn ngoài mỗi ngày).

→ Trường hợp này không phải ngăn cấm nên không dùng “can’t/couldn’t”

I sold my laptop so that I can’t play games. (Tôi bán chiếc máy tính đi để không thể chơi game nữa).

→ Trường hợp này ngăn cấm việc chơi game.

Phần II. Bài tập

Task 1. Combine the ideas using “in order to/ so as to”

1. Rachel wanted to watch the news. She turned on the TV.

⇒........

2. Nancy is carrying extra courses every semester. She wants to graduate early.

3. Ed took some change from his pocket. He wanted to buy a newspaper.

4. I wanted to listen to the news while I was making dinner. I turned on the TV.

5. I unplugged the phone. I didn’t want to be interrupted while I was working.

1. Rachel turned on the TV in order/so as to watch the news.

2. Nancy is carrying extra courses every semester in order/ so as to graduate early.

3. Ed took some change from his pocket in order/ so as to buy a newspaper.

4. I turned on the TV in order/ so as to listen to the news while I was making dinner.

5. I unplugged the phone in order/ so as not to be interrupted while I was working.

1. Jackson was going to study all night, ________ he declined our invitation to dinner.

C. in order to

2. They put video cameras in shops _______ stop people stealing things.

B. so as not to

3. The highway was under construction, _______ we had to take a different route to work.

4. He gave me his address. He wanted me to visit him.

A. He gave me his address so as to visit him.

B. He gave me his address for me in order to visit him.

C. He gave me his address in order for me to visit him.

D. He gave me his address in order to for me visit him.

5. He studies hard. He doesn’t want to fail in the exam. He studies hard _________fail in the exam.

6. Mary jogs everyday ________ lose weight.

A. so she can

B. so that she can

C. because she can

D. so that to

7. You should look up the meaning of the new in the dictionary _______ misuse it

A. so as to

C. so as not to

8. He lighted the candle ________ he might read the note.

D. as a result

9. He turned off the lights before going out _______ waste electricity.

A. so that not

B. as not to

C. in order that not

D. so as not to

10. The school boys are in hurry ________ they will not be late for school.

C. in order that

2. C. in order to

4. C. He gave me his address in order for me to visit him.

5. B. so as not to

6. B. so that she can

7. C. so as not to

8. A. so that

9. D. so as not to

10. C. in order that

Task 3. Use phrases to combine each pair of sentences below.

1. I’m studying hard. I want to keep pace with my classmates.

2. Alice prepares her lessons carefully. She wants to get high marks in class.

3. Please shut the door. I don’t want the dog to go out of the house.

4. I wish to have enough money. I want to buy a new house.

5. You should walk slowly. Your sister can follow you.

1. I’m studying hard in order/ so as to keep pace with my classmates.

2. Alice prepares her lessons carefully in order/ so as to get high marks in class.

3. Please shut the door for the dog in order/ so as not to go out of the house.

4. I wish to have enough money in order/ so as to buy a new house.

5. You should walk slowly in order for your sister to follow you.

Task 4. Choose the correct alternative.

. The school boys are in a hurry not to/ in order not miss their school bus.

2. They were talking in whispers so that/ so as nobody could hear them.

3. My mother needs a tin opener to open/ for opening the bottles.

4. Advice is given in order that/ in order to students can choose the best course.

5. You may put your money in a small coin bank so that/ in order to keep it safe.

6. We wrote Katie’s name on the calendar so as not to/ so that not forget her birthday.

7. She stayed at work late in order to/ so that she could complete the report.

8. I need some new clothes. I haven’t got anything nice to wear/ in order to wear.

9. The new paint is excellent to cover/ for covering walls with cracks in.

10. Trees are being planted by the roadside so as to reduce/ in order that reducing traffic noise.

1. The school boys are in a hurry in order not miss their school bus.

2. They were talking in whispers so that nobody could hear them.

3. My mother needs a tin opener for opening the bottles.

4. Advice is given in order that students can choose the best course.

5. You may put your money in a small coin bank in order to keep it safe.

6. We wrote Katie’s name on the calendar so as not to forget her birthday.

7. She stayed at work late so that she could complete the report.

8. I need some new clothes. I haven’t got anything nice to wear.

9. The new paint is excellent to cover walls with cracks in.

10. Trees are being planted by the roadside so as to reduce traffic noise.

Task 5. Hoàn thành câu.

1. We worked hard just before Tet Holiday _______ we could really enjoy the holiday.

2. Hieu just popped out _______ buy a bottle of water.

3. Take your keys in case Lan (go) _______ out before you come back.

4. This oven is used _______ making pizza.

5. This tablet is _______ Linh. It’s his birthday tomorrow.

6. Minh whispered _______ disturb the other students in the library.

7. I decided to learn English _______ get a better job.

8. He told me to wake up early _______ I _______ have more time to prepare.

9. Nam is going to London _______ visit his penpal.

10. Remember to check the door before you leave _______ he forget to lock it.

6. so as not to

7. in order to

10. in case

Task 6. Choose the best answer

1. He left home early _________ he could arrive at the station on time.

A. because of

B. in order to

C. although

2. He works hard_________ help his family.

A. so as that

D. A and B are correct

3. She turned down the radio so that she wouldn’t disturb the neighbors.

A. She turned down the radio so as not to disturb the neighbors.

B. She turned down the radio in order not to disturb the neighbors.

C. She turned down the radio in order that she wouldn’t disturb the neighbors.

D. All are correct.

5. He studies hard. He doesn’t want to fail in the exam.

He studies hard _________fail in the exam.

Task 7. Choose the best answer

1. He hid that letter in a drawer _______ no one could read it.

2. The teacher was explaining the lesson slowly and clearly__________.

A. to make his students to understand it

B. in order that his students can understand it

C. so as to that his students could understand it

D. so that his students could understand it

3. The boy always does his homework before class____________.

A. so as not to be punished by the teacher

B. so as to be punished by the teacher

C. so that not to be punished by the teacher

D. in order that not to be punished by the teacher

4. “I tried to study English well. I want to get a good job.” means _________.

A. I tried to study English well so that I can get a good job

B. I tried to study English well in order that I can get a good job

C. I tried to study English well to get a good job

D. All are correct

5. “They whispered. They didn’t want anyone to hear them” means _________.

A. They whispered in order to make anyone hear them

B. They whispered so that no one could hear them

C. They whispered to make everyone hear them

D. They whispered in order that make everyone hear them

6. “We preserve natural resources. We can use them in the future.” means ________.

A. We preserve natural resources so that we can use them in the future

B. We preserve natural resources so as to we can use them in the future

7. The students study English________ they can communicate with foreigners.

B. so/ that

8. He left home early_________.

A. so that he could arrive at the station on time.

B. in order that he can arrive at the station on time.

C. so that he couldn’t arrive at the station on time.

9. The teacher explained the lesson again in order that_________.

A. all the students could understand the lesson.

B. all the students could drive to school.

C. all the students could pass the examination.

D. all the students could exchange the answers.

10. He failed the exam, _______ he had to do the job he didn’t like.

1. A. so that

2. D. so that his students could understand it

3. A. so as not to be punished by the teacher

4. D. All are correct

5. B. They whispered so that no one could hear them

6. D. A and C

7. A. so that

8. A. so that he could arrive at the station on time.

9. A. all the students could understand the lesson.

Task 8. Use phrases to combine each pair of sentences below.

1. They did their job well. They hoped the boss would increase their salary.

2. We turned on the lights. We didn’t want to waste electricity

3. We lower the volume of the radio. We don’t want to bother our neighbors.

4. The robber changed his address all the time. He didn’t want the police to find him.

5. The man spoke loudly. He wanted everybody to hear him clearly.

1. They did their job well in order for the boss to increase their salary.

2. We turned on the lights in order/ so as not to waste electricity

3. We lower the volume of the radio in order/ so as not to bother our neighbors.

4. The robber changed his address all the time in order for the police not to find him.

5. The man spoke loudly in order for everybody to hear him clearly.

Bài tập bổ sung

Exercise 1. Complete the sentences using [so that/in order to].

1. I have opened the window ________ let some fresh air in.

2. I stopped at a rest area ________ I could have some rest.

3. I bought a lovely suit ________ wear at the graduation ball.

4. You need to take some days off ________ travel with us.

5. Many people leave their countries ________ have better lives.

6. Make sure the network access is enabled ________ you can connect to the internet.

7. I trained every single day ________ I could improve my performance.

8. For my summer vacation I am planning to visit Ireland ________ I can visit my parents.

9. I called you ________ invite you to my birthday party.

10. Jenny worked so hard ________ she could pass her exams.

Exercise 2. Choose the best answer for the following sentences.

1. I moved to the front of the room _______ I could see better.

2. The boy tiptoed into the room _______ wake everybody up.

B. in order that

D. in order to

3. He turned out the light ________ waste electricity.

C. so that not

D. in order not to

4. I am lighting the fire so that the house _______ be warm when they return.

B. wouldn’t

5. Mary worked hard _______ pass the examination.

A. as so to

B. so as to

C. so that to

6. She is taking a science course at school ______ order to choose science for her profession.

7. She weighed herself _______ know the pull of the earth exerting on her.

B. in order

8. He hurried so that he ________ miss the train.

D. wouldn’t

9. He does morning exercises regularly _______ to improve his health.

D. in order

10. Mary took her brother to school for him ________ English.

A. to learn

B. learning

Exercise 3. Choose the correct answer.

1. “I spoke slowly. The foreigner could understand me.” means:

A. I spoke slowly so that the foreigner could understand me.

B. I spoke slowly in order to the foreigner could understand me.

C. I spoke slowly that the foreigner could understand me.

D. I spoke slowly to make the foreigner could understand me.

2. He had to explain the lesson very clearly ________.

A. in order that his student to understand it.

B. so that his students could understand it.

C. so as his students to understand it.

D. so that his students to understand it.

3. He studies very hard ________.

A. in order to fail the examination.

B. so that to get knowledge.

C. so as not to pass examination.

D. in order that he could be illiterate.

4. We have to start early ________ we won’t be late.

D. although

5. They were talking in whispers ________ nobody could hear them.

A. in order to

D. B and C are correct.

6. He hurried to the station. He didn’t want to miss the train.

A. he hurried to the station so that he couldn’t miss the train.

B. he hurried to the station in order that he couldn’t miss the train.

C. he hurried to the station not to miss the train.

7. She went to the library in order that she could borrow some books.

A. She went to the library so as to borrow some books.

B. She went to the library in order to borrow some books.

C. She went to the library so that she could borrow some books.

8. The schoolboys are in hurry ________ they will not be late for school

9. We set off early ________ we wouldn’t get stuck in the traffic.

A. although

10. I shouted in order that I could warn everybody of danger.

A. I shouted to warn everybody of danger.

B. I shouted so as to warn everybody of danger.

C. I shouted so that to warn everybody of danger.

D. A and B are correct.

Xem thêm các bài tập Ngữ pháp Tiếng Anh cực hay có lời giải chi tiết khác:

• Bài tập về Neither, Either trong Tiếng Anh cực hay có lời giải
• Bài tập về So, Such, Enough, Too trong Tiếng Anh cực hay có lời giải
• Bài tập về So sánh trong Tiếng Anh cực hay có lời giải
• Bài tập về Though, Although, In spite of, Despite trong Tiếng Anh cực hay có lời giải

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50 Bài tập Cụm từ và mệnh đề chỉ mục đích có đáp án chi tiết

• 50 Bài tập Will và Be going to nâng cao có đáp án chi tiết
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• 50 Bài tập Cấu trúc So, Such, Too, Enough có đáp án chi tiết
• 50 Bài tập Câu hỏi đuôi trong Tiếng Anh có đáp án chi tiết
• 50 Bài tập Chuyển đổi Because - Because of; Though_ Although - Despite - In spite of có đáp án chi tiết

Tailieumoi.vn sưu tầm và biên soạn bài tập Cụm từ và mệnh đề chỉ mục đích có đáp án, gồm 50 bài tập từ cơ bản đến nâng cao mong muốn giúp các em ôn luyện kiến thức đã được học về Cụm từ và mệnh đề chỉ mục đích hiệu quả. Mời các bạn đón xem:

Bài tập Cụm từ và mệnh đề chỉ mục đích

I. Phrases of purpose (Cụm từ chỉ mục đích)

1. Nếu muốn diễn tả mục đích khẳng định, ta dùng một cụm từ bắt đầu bằng “to”, “in order to”, “so as to”.

Cấu trúc:

S + V + to-infinitive

S + V + in order to + V (bare- infinitive) Để mà

S + V + so as to + V (bare- infinitive)

I try to study to pass my next exam.

I try to study in order to pass my next exam.

He does morning exercises regularly so as to improve his health.

2. Nếu muốn diễn tả mục đích phủ định, ta dùng một cụm từ bắt đầu bằng “so as not” hoặc “in order not to”

She got up early so as not to miss the bus.

He studies hard so as not to fail in the exam.

II. Clauses of purpose (Mệnh đề chỉ mục đích)

Mệnh đề chỉ mục đích thường được bắt đầu bằng: “so that”, “in order that”.

Cấu trúc:

S+ V + so that/ in order that + S + will/ would + V (bare-infinitive)

I try all my best to study English in order that I can I can find a better job.

I try to study so that I can pass the exam.

He hurried so that he wouldn’t miss the train.

Lưu ý: nếu chủ ngữ của mệnh đề chính và mệnh đề chỉ mục đích khác nhau, ta không được dùng phrases of purpose.

III. Phrases and clauses of purpose exercises

1. He left home early _________ he could arrive at the station on time.

A. because of       B. in order to              C. although                     D. so that

2. He works hard_________ help his family.

A. so as that         B. in order to            C. in order that                  D. A and B are correct

3. She turned down the radio so that she wouldn’t disturb the neighbors.

A. She turned down the radio so as not to disturb the neighbors.

B. She turned down the radio in order not to disturb the neighbors.

C. She turned down the radio in order that she wouldn’t disturb the neighbors.

D. All are correct.

4. He gave me his address. He wanted me to visit him.

A. He gave me his address so as to visit him.

B. He gave me his address for me in order to visit him.

C. He gave me his address in order for me to visit him.

D. He gave me his address in order to for me visit him.

5. He studies hard. He doesn’t want to fail in the exam.

He studies hard _________fail in the exam.

A. not to                           B. so as not to                        C. in order to                          D. so that

6. Mary jogs everyday ________ lose weight.

A. so she can                  B. so that she can                   C. because she can              D. so that to

7. You should look up the meaning of the new in the dictionary _______ misuse it

A. so as to                       B. to                                         C. so as not to                       D. so that

8. He lighted the candle ________ he might read the note.

A. so that                          B. and                                      C. because                            D. as a result

9. He turned off the lights before going out _______ waste electricity.

A. so that not                    B. as not to                              C. in order that not                 D. so as not to

10. The school boys are in hurry ________ they will not be late for school.

A. so as to                        B. to                                          C. in order that                        D. for

11. He hid that letter in a drawer _______ no one could read it.

A. so that                          B. because                               C. although                              D. than

12. The teacher was explaining the lesson slowly and clearly________.

A. to make his students to understand it

B. in order that his students can understand it

C. so as to that his students could understand it

D. so that his students could understand it

13. The boy always does his homework before class _______.

A. so as not to be punished by the teacher

B. so as to be punished by the teacher

C. so that not to be punished by the teacher

D. in order that not to be punished by the teacher

14. “I tried to study English well. I want to get a good job.” Means _________.

A. I tried to study English well so that I can get a good job

B. I tried to study English well in order that I can get a good job

C. I tried to study English well to get a good job

D. All are correct

15. “They whispered. They didn’t want anyone to hear them.” Means _______.

A. They whispered in order to make anyone hear them

B. They whispered so that no one could hear them

C. They whispered to make everyone hear them

D. They whispered in order that make everyone hear them

16. “We preserve natural resources. We can use them in the future.” Means _____.

A. We preserve natural resources so that we can use them in the future

B. We preserve natural resources so as to we can use them in the future

C. We preserve natural resources for future use

17. The students study English ....................they can communicate with foreigners.

A. so that                  B. so / that                          C. in order to                             D. A & C

18. He left home early_________.

A. so that he could arrive at the station on time.

B. in order that he can arrive at the station on time.

C. so that he couldn’t arrive at the station on time.

D. A& C

19. The teacher explained the lesson again in order that_________.

A. all the students could understand the lesson.

B. all the students could drive to school.

C. all the students could pass the examination.

D. all the students could exchange the answers.

Đáp án

IV. Bài tập vận dụng

Bài tập 1 : nối câu  dùng : SO THAT/IN ORDER THAT/ IN ORDER TO/ SO AS TO/ TO

1) The boys stood on the desks . They wanted to get a better view.

………………………………………………………………………………………………………………

2) We learn English. We want to have better communication with other people.

3) We lower the volume . We don't want to bother our neighbours.

4) I will write to you. I want you to know my decision soon.

5) These girls were talking whispers. They didn't want anyone to hear their conversation.

6) The little girl feigned to be sick. She hoped we didn’t make her work ………………………………………………………………………………………………………………

7) I spoke loudly. I wanted everybody could hear me clearly.

8) Mary often goes home as soon as the class is over. She doesn't want her mother to wait for her.

9)  Tom gets up early. He doesn't want to be late for school.

………………………………………………………………………………………………

10) Wellfrog hid the sweets under his pillow. He didn’t want his mother to see him

..........................................................................................................................................................

Đáp án:

1 The boys stood on the desks in order to get a better view.

2 We learn English in order to have better communication with other people.

3 We lower the volume in order not to bother our neighbours.

4 I will write to you so that you can know my decision soon.

5 These girls were talking whispers so that they didn’t want anyone to  hear their conversation.

6 The little girl feigned to be sick so that she hoped we didn’t make her work.

7 I spoke loudly so that erybody could hear me clearly.

8 Mary often goes home as the class is over so that her mother didn't wait for her.

9 Tom gets up early in order not to be late for school.

10 Wellfrog hid the sweets under his pillow so that his mother didn't see him .

Bài tập  2 : Đổi những câu sau đây sang mệnh đề ,dùng SO THAT/IN ORDER THAT

1) We hurried to school so as not to be late.

2) He climbed the tree in order to get a better view.

3) Some young people like to earn their own living in order to be independent of their parents.

4) We should do morning exercises so as to improve our health.

5) We should take advantage of the scientific achievements of the world so as to develop our national economy.

6) Every people in the world must unite their efforts to maintain and protect peace.

7) She put on warm clothes so as not to catch cold.

8) He hurried to the station so as not to miss the train.

9) She locked the door in order not to be disturbed.

10) I tried to be on time so as not to make our teacher sad.

1. We hurried to school so that we wouldn't be late.

2. He climbed the tree in order that he could get a better view.

3. Some young people like to earn their own living in order that they can be independent of their parents.

4. We should do morning exercises so that we can improve our health.

5. We should take advantage of the scientific achievements of the world so that we can develop our national economy.

6. Every people in the world must unite their efforts in order that they can maintain and protect peace.

7. She put on warm clothes so that she could catch cold.

8. He hurried to the station so that he wouldn't miss the train.

9. She locked the door in order that she wouldn't be disturbed.

10. I tried to be on time so that I wouldn't make our teacher sad.

Bài tập 3 : Đổi những câu sau đây sang cụm từ ,dùng in order to/ so as to/ to

1) People use money so that they can buy things they need. (in order to)

________________________________________________________________________________

2) Banks are developed so that they can keep people’s money safe. (in order to)

____________________________________________________________________________

3) I need to buy some laundry detergent so that I will wash my clothes. (in order to) ________________________________________________________________________________

4)I came to this school so that I could learn English . (in order to)

5) Tom was playing very softly so that he wouldn’t disturb anyone. (in order not to)

6) They rushed into the burning house so that they could save the child. (in order to)

7) Lan often attends English Speaking Club to practice speaking English. (so as to )

8) He stood on the chair to see better. (in order to)

9) Please shut the gate for the cows not to get out of the cowshed. (in order to )

10) The boy tiptoed into the room not to wake every body up. (so as to)

→ People use money in order to buy things they need.

→ Banks are developed in order to keep people's money safe.

3) I need to buy some laundry detergent so that I will wash my clothes. (in order to)

→ I need to buy some laundry detergent in order to wash my clothes.

→ I came to this school in order to learn English

→ Tom was playing very softly in order not to disturb anyone.

→ They rushed into the burning house in order to save the child.

→ Lan often attends English Speaking Club so as to practice speaking English.

→ He stood on the chair in order to see better.

→ Please shut the gate in order to prevent the cows from getting out of the cowshed.

→ The boy tiptoed into the room so as to let everybody sleep.

Bài tập 4: Choose the best answer for the following sentences:

1. I moved to the front of the room _______ I could see better.

A. so as to                           B. in order to                C. to                           D. so that

2. The boy tiptoed into the room _______ wake everybody up.

A. so as to                           B. in order that             C. so as not to            D. in order to

3. He turned out the light ________ waste electricity.

A. not                                  B. without                     C. so that not             D. in order not to

4. I am lighting the fire so that the house _______ be warm when they return.

A. would                             B. wouldn’t                   C. will                        D. won’t

5. Mary worked hard _______ pass the examination.

A. as so to                           B. so as to                     C. so that to               D. in order not to

6. She is taking science course at school ______ order to choose science for her profession.

A. so                                    B. on                             C. in                           D. at

7. She weighed herself _______ know the pull of the earth exerting on her.

A. for                                  B. so that                       B. in order                  D. to

8. He hurried so that he ________ miss the train.

A. won’t                              B. doesn’t                     C. didn’t                     D. wouldn’t

9. He does morning exercises regularly _______ to improve his health.

A. not                                  B. without                     C. so that not             D. in order

10. Mary took her brother to school for him ________ English.

A. to learn                           B. learning                    C. learns                     D. learned

11/ “I spoke slowly. The foreigner could understand me”. Means

a. I spoke slowly so that  the foreigner could understand me

b. I spoke slowly in  order to the foreigner could understand me.

c. I spoke slowly that the foreigner could understand me

d. I spoke slowly to make the foreigner could understand me

12/ He  had to explain the lesson very clearly…………………….

a. in order that his student to understand it                  b. so that his students  could understand it 

c. so as his students to understand it                            d. so that his students to understand it

13/ He studies very hard ……………………………………

a. in order to pass the examination                               b. so that to get knowledge

c. so as not to pass examination                                   d. in order that he could be illiterate

14/ We have to start early…………………………we won’t be late

 a.  so that                      b.  so as  to               c.  because                d.  although

15/  They were talking in whispers…………..nobody could hear them.

 a.  in order to                 b.  so that                 c.  in order that            d.  b and c are correct

16/  He hurried to the station . He  didn’t want to miss the train

a. he hurried to the station so that he couldn’t miss the train

b. he hurried to the station in order that he couldn’t miss the train

c. he hurried to the station  not to miss the train                                               

d. all are correct

17/  She went to the library in order that she could borrow some books

a.she went to the library so as to borrow some books   

b.she went to the library that she could borrow some books

c.she went to the library so that she could borrow some books                        

18/  The  schoolboys are in hurry………………….they will not be late for school

a.  so as to                      b.  to                          c.  in order that            d.  for

19/  We set off early…………………..we wouldn’t get stuck in the traffic

a.  although                       b.  so that               c.  because                    d.  in case

20/  I shouted in order that I could warn everybody of danger

a. I shouted to warn everybody of danger

b. I shouted  so as to warn everybody of danger

c. I shouted so that to warn everybody of danger

d. a and b are correct

10. A 

11. A 

12. B 

14. A 

15. D 

16. D 

17. A và C đúng

18. C 

19. B 

20. A 

Tài liệu có 15 trang. Để xem toàn bộ tài liệu, vui lòng tải xuống

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• thanhngan19882002 - 12:30:40 10/02/2020

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1. in order that

chỉ có in order that + mệnh đề trong các đáp án

so that + mệnh đề: để mà

to + Vnt chỉ mục đích

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