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Matching
An exercise is considered to be a Matching
exercise when the student is required to match possible responses
to items. This activity-type includes, but is not limited to, the matching
of single words, phrases, and complete sentences. When a response is chosen,
it is eliminated from the list of possibilities (i.e., each response will
be used no more than once). These activities often resemble those of the
Fill-in-the-Blank type. However, here we define
a matching exercise as one in which possible responses are listed in one
of two ways:
- vertically (in a vertical column on the
page)
- horizontally (in a horizontal row across
either the top or the bottom
of the page)
Other
Related Categories in this Inventory
Work
with Illustrations | Fill-in-the-Blank
ACTIVITIES:
1. The following are examples
of common English expressions that are imperatives. Choose an appropriate
verb from the box below. Write affirmative and negative imperatives on
the two separate lists. Discuss the meanings of these expressions. The
first one has been done for you.
| talk |
keep |
give |
take |
cry |
be |
| rock |
go |
leave |
drink |
have |
do |
Affirmative
1. Give me a break.
2. __________ careful.
3. __________ it easy.
4. __________ ahead.
5. __________ a good day.
6. __________ in touch.
7. __________ me alone.
8. __________ the best you can.
Negative
1. __________ the boat.
2. __________ to strangers.
3. __________ over spilled milk.
4. __________ and drive.
Badalamenti, V. and Henner-Stanchina, C. (1993). Grammar
Dimensions, Book One.
2. Match each phrasal verb with
its one-word equivalent. Try to understand the meaning of each from the
context.
| 1. Don't just stand at the door. Come in.
|
Extinguish |
| 2. Don't be nervous. Calm down. |
Raise |
| 3. I've just pulled the fire alarm. The firemen will
be here soon to put out the fire. |
Remove |
| 4. We're going to practice using phrasal verbs. Henry,
would you please hand out the exercise. |
Telephone |
| 5. 1 left my assignment book at school. I don't remember
the homework for tonight. I'll call up Manny and ask him. |
Relax |
| 6. I can't talk to you now. Come back in
15 minutes. |
Distribute |
| 7. I can't concentrate! Would you please turn
down the music. |
Discard |
| 8. I love that new song. Please turn up
the volume. |
Return |
| 9. Aren't you hot? Why don't you take off
your jacket. |
Enter |
| 10. Your hands are all sticky. Throw away
that candy wrapper. |
Lower |
Badalamenti, V. and Henner-Stanchina, C. (1993). Grammar
Dimensions,Book One.
Return to Top
3. Using the answers to guide
you, fill in the blanks with the correct Wh-question word.
|
Questions
|
Answers
|
| 1. _____ is the Great Wall of China? |
About 2200 years old. |
| 2. _____ are the authors of Grammar Dimensions, Book
1? |
Victoria Badalamenti and Carolyn Henner-Stanchina. |
| 3. _____ is Morocco? |
In North Africa. |
| 4. _____ are the summers in Washington, D.C.? |
Hot and humid. |
| 5. _____ is the capital of Belgium? |
Brussels. |
| 6. _____ is the first day of summer? |
June 21st. |
| 7. It's 10 a.m. in Boston. _____ is it in Paris? |
4:00 p.m. |
| 8. _____ is Independence Day in the United States? |
July 4. |
| 9. _____ are you in this class? |
To learn English. |
| 10. _____ are the names of the seven continents? |
North America, South America, Australia, Europe,
Asia, Africa, and Antarctica. |
Badalamenti, V. and Henner-Stanchina, C. (1993). Grammar
Dimensions, Book One.
Return to Top
4. Match the verbs listed in
Group A with the verbs in Group B that have the same or similar meaning.
|
GROUP A
|
GROUP B
|
| let |
convince |
| help |
hire |
| have |
require |
| get |
employ |
| make |
permit |
| |
assist |
| |
encourage |
Thewlis, S. (1993). Grammar Dimensions, Book Three.
Return to Top
5. Match each question to its answer by writing the letter of the appropriate
answer next to each question.
| 1. Why does he need English? |
(a) every day |
| 2. When does the semester begin? |
(b) at the City University of New York |
| 3 What do they do in class? |
(c) They practice all the time |
| 4. What time does your class start? |
(d) They speak, read, write, and listen to English |
| 5. Where does he study English? |
(e) because he wants to go to school in the United
States
(He needs English because he wants to go to school in the United States.) |
| 6. How often does he speak English? |
(f) at 8:30 |
| 7. How do students learn to speak English? |
(g) on September 10 |
Badalamenti, V. and Henner-Stanchina, C. (1993). GrammarDimensions,
Book One.
Return to Top
6. Match these statements
with their correct implied meaning.
| Statement |
Implied Meaning |
| 1. (a) If John has the money, he always stops for
a cup of espresso on his way to class.
(b) If John had the money, he would always stop for a cup of
espresso on his way to class.
|
(a) He doesn't usually do this, because he usually
doesn't have the money.
(b) He always does this whenever he has the money.
|
| 2. (a) If I had to work, I wouldn't be helping you
with your homework.
(b) If I have to work, I won't be able to help you
with your homework.
|
(a) I may have to work.
(b) I don't have to work.
|
| 3. (a) If Bambang took the TOEFL yesterday, I'm sure
he did very well.
(b) If Bambang had taken the TOEFL, I'm sure he would have done
very well.
|
(a) Bambang didn't take the TOEFL.
(b) Maybe Bambang took the TOEFL.
|
Thewlis, S. (1993). Grammar Dimensions, Book Three.
Return to Top
7. Choose nouns from this list
to write next to the expressions of measure. Use a dictionary for words
you don't understand. Check your work with a partner and report to the
class.
| oranges |
cheese |
spaghetti |
pie |
meat |
eggs |
gasoline |
jam |
grapes |
| gum |
toothpaste |
soap |
sugar |
lemon |
juice |
tea |
orange juice |
soda pop |
| bread |
corn |
bananas |
lettuce |
soup |
beer |
cereal |
|
|
| a head of __________ |
a bunch of __________ |
an ear of __________ |
| a loaf of __________ |
a bottle of __________ |
a cup of __________ |
| a can of __________ |
a glass of __________ |
a teaspoon of __________ |
| a tablespoon of __________ |
a bar of __________ |
a tube of __________ |
| a stick of __________ |
a box of __________ |
a carton of __________ |
| a jar of __________ |
a gallon of __________ |
a dozen __________ |
| a case of __________ |
a slice of __________ |
a piece of __________ |
| a package of __________ |
a pound of __________ |
a bunch of __________ |
McKay, I. (1996). Grammar Strand 1.
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to Table of Contents for the Grammar Activities Inventory
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