分类： Let’s Learn English (Level 2)

Conversation

Anna: Penelope, even though we both love speed walking, could we slow down a bit?

Penelope: No way! I think because I’m walking with you, I’m walking faster.

Anna: Come on, Penelope. Let’s take a break. We’ve been speed walking since 8 a.m.! You’re so competitive! You even wore your medals!

Penelope: You brought your trophies! You’re out of shape. When we were little girls, we could speed walk all day! (pulls ahead)

Anna: (chases her) Hey, wait for me! Hey, you know the speed walking rules! If both feet leave the ground, it’s running! You ran!

Prof. Bot: Anna and Penelope are doing something they both love – speed walking!

They are also using adverb clauses.

Adverb clauses tell us when, why, how, where and under what conditions.

For example, “since 8 a.m.” tells us when.

Adverb clauses are dependent clauses and need an independent clause to make a complete sentence.

Words like before, after, when, because, since, if and even though can signal an adverb clause.

Keep watching for more adverb clauses!

Penelope: Whew! That was great!

Anna: (Anna catches up) Wow, Penelope, you’re still really fast! Since I’ve been working in an office, my speed walking has been much slower.

Penelope: You are slower, Anna. Maybe you should hire a personal trainer.

Anna: That will be great. As long as the trainer understands speed walking.

Penelope: (hands her a business card) Try this company. After you fill out an online application, they will match you to the perfect trainer.

Anna: As soon as I get home tonight, I’ll do it! Thanks.

Anna: Are you my trainer?

Alaskan Albert: If you’re Anna, then I’m your trainer — Alaskan Albert. Because I’m from Alaskan wilderness, I’m skilled in all outdoor activities of the wild.

Anna: That’s great but what about speed walking?

Alaskan Albert: Speed walking? That’s funny! Since I’ve been living in the city, I’ve combined wilderness training with a city workout. I call it “Call of the Wild Parkour!” (He howls like a wolf.)

Anna: Okay … but seriously, when do we speed walk?

Alaskan Albert: Your application did not say how funny you are!

Anna: No. But it did say that I’m a speed walker! Did you read it? Forget it. We’ll have to cancel.

Alaskan Albert: Why?

Anna: We can’t train today because it’s too cold and too windy.

Alaskan Albert: No way! No pain, no gain! When you exercise in really cold weather, you feel alive!

Anna: Really? Because right now I just feel cold.

Alaskan Albert: You’re so funny. But seriously, after our training, you will be ready for any extreme physical challenge. Let’s get started!

(He leads Anna through some parkour exercises.)

Alaskan Albert: Anna, even though you’re trying really hard, you’re really bad at Call of the Wild Parkour. (he howls)

Anna: I’m bad at Call of the Wild Parkour because I don’t want to do Call of the Wild Parkour! (she howls) I am a speed walker. It’s what I do. It’s part of who I am.

Alaskan Albert: Why didn’t you say something?

Anna: I did. Several times! You thought I was joking.

Alaskan Albert: Now I understand. Anna, I can help you., if you follow my advice, I’ll put the speed back in your speed walk.

(He shows her how to improve her speed walking)

Alaskan Albert: Go, Anna, go!

Prof. Bot: For more about adverb clauses, visit our website!

Conversation

Anna: Hello! What are you guys looking at?

Pete: I’m showing Ashley pictures of my girlfriend. We have so much in common — even small things. She can’t whistle and I can’t either.

Ashley: (to Pete) And here’s a picture of my boyfriend. (sighs)

Ashley: My family is big and so is his. I don’t like ball sports and he doesn’t either! (sighs) We are made for each other …

Pete: … and so are we. (sighs)

Anna: Uh… you have found perfect partners … and so have I!

Professor Bot: Pete and Ashley are talking about people they love. They are putting two ideas together with connectors.

Let’s start with these two sentences: She can’t whistle. Pete can’t whistle. How do you put them together?

Pete says, “She can’t whistle and I can’t either.”

You can see we just add the conjunction “either” and take away the verb “whistle.” And Ashley says: “I don’t like ball sports and he doesn’t either!”

Keep looking for connectors!

Ashley: You met someone, Anna? That’s great! What’s his name?

Anna: His name? His name is uh… (stalling, looks around, sees a bus) Bus … ter. (stalling, looks around, sees a car) Car … ter.

Ashley: (says it like Anna did) Bus…ter Car…ter?

Anna: It’s just Buster Carter, Ashley. I like him and he likes me. We’re a great couple.

Ashley: Hey, let’s all get dinner tonight, together. You can bring Buster.

Pete: (laughing) Yeah, I can’t wait to meet him.

Anna: Thanks, Ashley, but he’s really busy tonight with his uh, (looks around, sees squirrel) squirrel collection. Bye, guys! Gotta go!

Ashley: Squirrel collection?

Pete: You know, she made all that up.

Ashley: That’s so sad. She needs to meet someone. Hey, do you know anyone who she might…

Pete: No.

Anna: (to herself) Anna, Anna, you lied! You lied! Now, they think you have a boyfriend – with a squirrel collection. Here, squirrel. (throws food) Well, you need to tell them the truth. You don’t have a boyfriend.

Man: Excuse me, is this seat taken?

(Anna shyly shakes head “no”)

Anna: Ashley, Pete, I need to talk to you. This morning, I lied.

Pete: Let me guess. There’s no Buster Carter. What a surprise!

Anna: I’m sorry. But later I really did meet someone and we have a lot in common!

He’s good at flying kites and so am I.

He likes to read comics and so do I.

I can play the ukulele and so can he.

Ashley: He sounds perfect for you, Anna. Can he come tonight?

Anna: That’s the sad part. You see, he just got a job as a spy, and tonight he leaves on assignment.

Pete: Of course he does.

Anna: But that’s okay, because now I know that there is someone out there made for me. (looks at the time) Oh, it’s late! I have to see him off at the train station. Bye, you guys!

Ashley: Bye Anna! Oh dear, she’s worse than we thought.

Pete: She’s lost her mind.

Ashley: What should we do?

Pete: (happy, excited) Let’s tell her!

(Pete goes to leave but Ashley pulls him back.)

Ashley: No, Pete. Mr. Right may not be real but he makes her really happy.

Professor Bot: Did you find any other connectors? Notice how the words are in a different order in the part after “so.” “I am” becomes “am I” and “he can” becomes “can he.”
“He’s good at flying kites and so am I. I can play the ukulele and so can he.”

Conversation

Prof. Bot: We are back with Anna and Caroline and the bees. Last time, Anna was afraid. (Anna: I’m not afraid of bees!) But Caroline is helping her to stay safe. Look at sentences that start with “If” to find more conditional sentences. Remember, Type 1 conditionals use the present tense and “will,” and Type 2 use the past tense and “would.” Now, let’s find out what happens with Anna and the bees.

Caroline: I have a feeling that your fear of bees will be gone soon. There are things beekeepers do to protect ourselves. For example, we wear protective clothing. This is a beekeeper’s veil, suit and gloves. There are other things we can do, too. If I use a smoker, the bees will stay calm.

Anna: Let’s use smoke … lots of smoke.

Caroline: Okay, Anna, that’s enough smoke. Another thing you can do is stay calm. Okay. When I lift the frame, you will see the bees.

Anna: I’m ready. Let’s do this thing!

Caroline: Okay, let’s put on our protective clothing.

Caroline: I will carefully take out a frame. This is where the bees live. There are worker bees, drone bees and the queen bee. The bees have different jobs. The queen bee lays the eggs. The worker bees collect nectar and pollen ?from flowers and bring it back to the hive. Then they make honey! Now, you hold the frame. There are the bees.

Anna: There are so many! And they are so busy! Now I know why we say, “busy as a bee!”

Caroline: Good job, Anna.

Anna: Caroline, bees are beautiful and important. If I wanted to help the bees, what would I do?

Caroline: Great question. You can plant native flowers that bees like. Here’s a book to help you know which ones to plant.

Anna: It’s a beautiful book. And look, it tells you which bees like which types of flowers.

Caroline: It also tells you how the flowers affect the flavor of the honey.

Anna: Flowers make a big difference to bees. If they don’t eat, they won’t live.

Caroline: Buying local honey also helps the bees. If you want to help bees, do those two things.

Prof Bot: I learned a lot about bees. Hey, if I worked with bees, I would not need protective clothing! Guess what? That was a Type 2 conditional. And I heard a Type 1 conditional, too. (Anna: If they don’t eat, they won’t live.)

Anna: Thanks for the book, Caroline, and the bee puppet and for teaching me about bees. Look … I’m not scared.

Caroline: Good job, Anna. If you ever want to see the bees again, I’ll be here! You have my business card. I’ll let you see yourself out.

Anna: Thanks! Bye! I will plant tons of flowers!

Bees: Thanks, Anna. (bees spell out the words)

Anna: Sure thing, bees! Oh, and I’m sorry about hitting that hive when I was a little girl.

Bees: We love you, Anna. (bees make a heart sign.)

Anna: Take care, bees! (to herself) Which way is the Metro?

Bees: That way. (they draw an arrow)

Anna: Thanks!

Prof. Bot: So, if I you want to learn more about bees, visit your local beekeeper like Anna did. Maybe you can try some local honey, too.

Now it’s your turn. Practice making conditional sentences. If you practice, you will become better at them. That’s type 1!