TEACHER’S BOOK
ENGLISH 9
ELIDA TABAKU
SHPRESA DELIJA (DOÇI)
PEGI
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INTRODUCTION TO THE TEACHER
General information th
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English 9 is 9 is a fully integrated course designed for the 9 classes. It covers the 9 grade syllabus thoroughly and provides practice practice in listening, listening, speaking, speaking, reading and writing. The topics topics and tasks chosen chosen will interest, interest, inform, and educate pupils and will will teach English as as well. The material has been designed to cater for heterogeneous classes, that is, classes in which pupils vary widely in level, language language learning ability, interests, motivation, etc. The book is made up of 18 units, and 5 revision lessons which cover the main points dealt with in the lessons. There are exercises for every level of pupils. Each lesson comprises Warm-up exercises where teachers can make students brainstorm ideas and language. It is a very important stage to set the lesson, to assess the needs of the class, so that to tailor the lesson to the specific class. Reading presents a reading text accompanied with comprehension exercises. The texts introduce language and grammar points. Focus on Grammar gives gives detailed and simple explanation of different grammar aspects. This is followed by Practice which presents exercises for practice on the grammar explanation given. The section of Talking, Listening and Writing deal the same topics covered in the reading text. These sections give practice to the language taught and learned. The workbook is workbook is made up of 18 units and follows the pattern Vocabulary, Grammar, Communication, Writing. There are a lot of exercises to be done at home or in the class according to the level of the pupils. They provide possibility for communicative language learning and for intercultural language learning. The materials on this book are based around a topic, including many student-centered activities. A topical or student-centered student-centered th approach is preferred because the pupils of the 9 class are t eenagers: eenagers:
Teenagers are hard to please; Teenagers often do not like the materials that books provide; Teenagers enjoy rebelling against a prescriptive approach; Teenagers get bored quickly; Teenagers crave independence; Left to their own devices teenagers are often more responsible, cooperative and sensible than we give them credit for; Teenagers often have stronger opinions about life than many adults. So, by using topic-based activities: Teenagers set their own activities within a secure framework;
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INTRODUCTION TO THE TEACHER
General information th
th
English 9 is 9 is a fully integrated course designed for the 9 classes. It covers the 9 grade syllabus thoroughly and provides practice practice in listening, listening, speaking, speaking, reading and writing. The topics topics and tasks chosen chosen will interest, interest, inform, and educate pupils and will will teach English as as well. The material has been designed to cater for heterogeneous classes, that is, classes in which pupils vary widely in level, language language learning ability, interests, motivation, etc. The book is made up of 18 units, and 5 revision lessons which cover the main points dealt with in the lessons. There are exercises for every level of pupils. Each lesson comprises Warm-up exercises where teachers can make students brainstorm ideas and language. It is a very important stage to set the lesson, to assess the needs of the class, so that to tailor the lesson to the specific class. Reading presents a reading text accompanied with comprehension exercises. The texts introduce language and grammar points. Focus on Grammar gives gives detailed and simple explanation of different grammar aspects. This is followed by Practice which presents exercises for practice on the grammar explanation given. The section of Talking, Listening and Writing deal the same topics covered in the reading text. These sections give practice to the language taught and learned. The workbook is workbook is made up of 18 units and follows the pattern Vocabulary, Grammar, Communication, Writing. There are a lot of exercises to be done at home or in the class according to the level of the pupils. They provide possibility for communicative language learning and for intercultural language learning. The materials on this book are based around a topic, including many student-centered activities. A topical or student-centered student-centered th approach is preferred because the pupils of the 9 class are t eenagers: eenagers:
Teenagers are hard to please; Teenagers often do not like the materials that books provide; Teenagers enjoy rebelling against a prescriptive approach; Teenagers get bored quickly; Teenagers crave independence; Left to their own devices teenagers are often more responsible, cooperative and sensible than we give them credit for; Teenagers often have stronger opinions about life than many adults. So, by using topic-based activities: Teenagers set their own activities within a secure framework;
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Teenagers get to work in groups helping and teaching each other; Teenagers choose what to read; Teenagers get to set their own questions and goals; Teacher acts as a facilitator and co-learner; Teenagers get to feel good about what they do know rather than feeling bad about what they don’t know. There is also a competitive edge to some of the activities. This gives more motivation to the students to think quickly and to cooperate.
Troubleshooting Below are common questions which arise in teaching heterogeneous classes, and some suggested answers. 1. How do I divide students into pairs or groups? Make a list of pairs of names before the lesson starts or while the students are coming in, or just tell them when the time comes: "Arben, you work with Bora; Mira, you’re with Agron this time." If there is an odd number of students make a group of three but break them up later in the lesson and put them into pairs with someone else so they get more chance to speak. You could put them in small groups to start with if the activity allows. You could even make the activity a competition in small teams if the activity allows, seeing which team gets the most answers right. Use the board or a piece of paper for keeping score. Change the partners quite often so that the students don’t get bored with their partner. This is especially important important if there is a student who isn’t very popular with the others. 2. How do I stop a class getting out of control in group work? Usually keep the group work short and use pair work rather than group work. Pairs work more quietly and are easier to control. Give clear instruction before starting the activity and make sure they are understood by all. Give a time limit. Here are some tips of how to end an activity. If you have a small enough group that you can be heard by everyone, just say something like "OK, you can stop there. Well done everyone. Thank you, you can stop now. Yes, that includes you, Dritan!" Then give the students a few seconds to finish their sentences until the room falls quiet. Let them finish what they were saying. If you have a big group so you won't be heard if you try talk over everyone then don't bother to shout yourself hoarse, simply have a certain place in the classroom where you go and stand when you want everyone's attention and go and stand in it. The students will stop talking very soon. You can explain to students at the beginning of the course, "When I want your attention I will stand here and you will stop what you are doing and listen to me because I don't like shouting for your attention. Is that clear"?
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3. When should the activity be stopped? It's not important if the students have finished the activity - it's the taking part that counts, as they say. It's a good idea to stop things while they are going swingingly because it means you never hit the students' boredom threshold. Leave them wanting more and enthusiasm will remain high. On the other hand, don't stop it too soon because not everyone will have had a chance to speak or guess the answers yet so they'll feel cheated.
4. How much should I use the mother tongue and / or translation? Try to avoid using Albanian as much as possible. Refuse to give translations for new vocabulary yourself. Encourage the students to guess the meaning of words they don't know or to ask each other for help or to look it up in a monolingual dictionary instead. Explain that you are a teacher, not an interpreter. Remind students that you are a teacher, not a dictionary. Translation should be avoided because: Translating some things word for word doesn't help. Translating slows students down which means you run the risk of getting bogged down in the fruitless pursuit of a word which isn't English anyway. Thinking in two languages simultaneously (which is necessary for translating) is very hard. Translation may be used in an English class when we want to check understanding, to highlight mistakes caused by the mother tongue interference , or to explain the meaning of vocabulary, when this can not be done through English or visual illustration. In this case translation is time-saving. Translation i.e. the back-up of the mother tongue use gives a comforting feeling of security to the less –advanced learners particularly. It is, however important to be aware of when and how much you are using Albanian and not let it dominate!
5. How do I get pupils to understand instructions? Pick a student and ask him/her to read the instructions for Activity 1/2/3 or whatever. whatever. "Miri, please read t he instructions for Activity 2 for us". Pick a different student each time. This must be done because: It saves you doing it.
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You can check pronunciation. The other students may well understand the instructions better when read by another student. The students are more likely to listen to another student than to you. If they all read the instructions silently they will all finish at different times. If they listen to someone reading the instructions out loud they all finish at t he same time. 6. How do I check their understanding? Ask your students "Is that clear?" If it’s clear, fine. If anyone says "No, can you explain that?/Can you explain again?", don’t. Ask if one of the other students can explain it. If nobody understands it, go through an example step by step together. They should get it then. If they still don’t get it, go through another example together. If the poor things are still lost either... Do the whole activity together as a class, if possible, or... Give up and go to the next activity. If it’s a word they are having difficulty understanding, you could set it for homework and get the students to explain the meaning to you next lesson. Another way to check understanding of instructions is to ask the students to imagine that you are a new student who has just come in - can they explain how to do the activity? You need to check that the students have understood because they are unlikely to tell you if they haven’t - they will simply bumble through the exercise, doing it wrong, probably aware that they are doing it wrong, and losing confidence. This must be done because: You need to ask "Is that clear?" rather than "Do you understand?" because the chances of a student saying "No, I don’t understand" are very slim - they will feel very stupid. Would you admit to not understanding something in front of others in a classroom situation? I wouldn’t! The student who doesn’t understand will be convinced s/he is the only one who doesn’t get it and will not want to admit that in public. Questions like "Is that clear?" shift the blame to the quality of the instructions instead. Neutral ground - much nicer. 7. How do I correct mistakes? Let the students make mistakes. They need to. We all learn best through making mistakes. Trial and error is the name of the game.
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Give students time to realize they've made a mistake and t ry to correct it themselves. If they can't, maybe someone else can help them. If nobody can help then you can either step in and give the correct form or make a note of it for later. As far as possible, correct mistakes anonymously. Do this by making notes of students' mistakes as you monitor than putting them on the board later and give the students themselves the opportunity to correct them, in pairs or small groups. If no one knows the right answer, give it to them, but only as a last resort. Anonymous error correction is a kind way to deal with mistakes. It isn't important who made the mistake originally - the point is, can the students all correct it? I tend to correct the mistakes in such a way that even the most careful pupil doesn't recognize them as his/her own. For example: Oral error: "I have been to Paris last year." Written error: "I have been to London last week." 8. Why should we have a positive attitude towards mistakes? Mistakes are good things and students need to know that they are. Learning English is like learning to ride a bike - you fall off a lot, but you get the hang of it in the end. You will make a lot of mistakes but you will be able to communicate effectively in the end. Very few people become successful international cyclists and the chances are that even though you can ride a bike you are not a professional cyclist. Very few students reach mother-tongue (supposedly error-free) level but many students learn to communicate very well in English in spite of this. You will probably never have error-free English so accept that you will always make some mistakes - just try to learn from them and learn to live with your linguistic imperfections. When a student makes a mistake it is usually counter-productive to say "No!"/"That's wrong!"/"Are you serious?"/"How long did you say you've been studying English?" etc. It's often kinder to say "Not bad"/"Nearly"/"Good try"/"That's an interesting mistake" etc. The ability to correct them when they make a mistake is an important one for students to develop. Encourage it and give them time to correct themselves - don't j ump in immediately to correct them. It's much better for the students if they get into the habit of listening to themselves when they are speaking and correct themselves as they go along. Obviously they won't be able to correct all the mistakes they make but they will be able to correct a lot of them. 9. How do I check work when students have done different tasks?
Try to encourage self-correction by providing answer sheets. Encourage peer correction. Check selected sections of their answers rather than always checking everything. If more advanced students have done extra tasks, have them share something with the rest of the class. Make sure you also invite less-advanced pupils to share their answers and ideas.
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How do I involve pupils to check together? When the students have finished doing an activity on their own, put them in pairs or small groups and tell them to check their answers together. Tell the students that if the answers are the same, they are probably correct but if they are different they need to explain/justify their choice of answer to their partner - in English! They can change their answers if they like. This must be done because: It's a good idea to let the pupils check their answers together before feeding back to the teacher because it gives them the chance to rub out/cross out any glaring errors before the teacher sees and thus avoid looking stupid in front of the class. If a pupil hasn't a clue about some of the answers it's reassuring to find out that their partner hasn't the foggiest either. The pupils realize they are not alone. They can also copy their partners’ answers (if their partner has some that they don't) but their partner might not be right! Peer teaching is considered a good thing in the world of EFL. Peers are equals. So in this case a pupils peers are a pupil’s fellow classmates. Working together and checking work together is a form of peer teaching. This means that instead of the know-it-all (and/or) mother-tongue teacher always teaching them, the students can teach each other (by explaining grammar points, correcting pronunciation, explaining new words and phrases etc). The beauty of it is that the students are all equal to each other and are in the same boat, linguistically speaking. 10. How can I avoid boredom during the class?
Change the pace of the lesson by breaking things up a bit. Instead of simply doing one activity straight after another, allow a little time for something different (pronunciation work, for example). You can also change the pace during a lesson by allowing time for a brainstorming session . Another way to liven up the pace is to put a time limit on some activities - "You have 2 minutes for this, so get going!" Or introducing an element of competition - put the class into small groups and tell them that these are teams and the first team to finish this activity is the winner. (Prize = no homework, or something like that.) Maybe the activities which involve matching words with pictures would be a good one for this). Use other material during the lesson - your course book etc. Wake people up by giving them a 2 minute test on last week's vocabulary. Allow silence at appropriate times during the lesson - while students are reading the questions or during speaking activities when students are formulating a response (thinking of something to say). Silence in the classroom can be a bit unnerving at first but it doesn't mean you're not doing your job - students need time to absorb information and time to think. We all do.
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This must be done because: The lesson will become rather monotonous if it's just a case of "Do Activity 1, then do Activity 2, next do Activity 3." The lesson will become even more monotonous if the students spend all lesson with the same partner - change the partners over, make small groups instead, or (especially in a brainstorming session) have the group brainstorming directly to you. Exercises may be numbered 1, 2, 3 etc but that doesn't mean you have to do them in that order or feedback in that order. In the discussion activities you may tell pupils to read all the questions, select the 3 that interest them most and talk about them. When feeding back from another exercise you may ask for the answer to number 5 then number 2 then number 4 - keeps the students on their toes! 12. What should I give for homework and how much? What about checking it? The workbook is designed to provide material for homework. You may, however, wish to give students activities from the Student’s Book. The amount of homework depends on the level of the class or of certain individuals. It is fairly time-consuming to check to check all notebooks or workbooks if you have a large class, although it should be done as often as possible. A useful tip is to take three or four notebooks or workbooks every week, at random, keeping the pupils alert and making checking manageable for you.
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Pre revision (page 5)
Overall objective: By the end of ‘Pre-revision’ the pupil should be able to: read and comprehend the reading passage; state his/her own view points about grades; use grammar knowledge in a correct way. Specific objectives: By the end of Pre-revision the pupil should be able to:
Culture and Communication Minimum identify the most important events and sequences of the paragraphs; react towards a known subject area; Medium get the overall idea of the reading passage; describe the characters in ‘English Reading’; Maximum find out facts and ideas about grades and express his/her own ones; express his/her own ideas about grades and job requirements;
Grammar By the end of Pre-revision the pupil should be able to:
Minimum identify and underline the correct verb form; conjugate the verb tenses which are done the previous years of study; Medium use the verb tenses in simple sentences;
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make sentences with the irregular verbs on page 8; Maximum write about experiences in his/her daily life by using correct verb tenses, and the three form of sentences: indicative, interrogative & negative; analyze the verbs morphologically.
Ask Ss do the exercises from page 5 to 11 as a class work and give them time to repeat what they have done during the previous school years of learning English. This review serves as a self test for the students and it also serves the teacher to build up his/her work during 9 th grade. Suggested answers A. Choose the best answer for each of the four questions that follow. 1) b, 2) b, 3) b, 4) d. B. There are seven sentences with a and b in each sentence. Tick the right one. b, a, a, b, b, a, a. C. There are only seven verbs to write in the grid. One box will not be filled i n. Which one? dreamed, dreamed; drink, drank; drive, drove; eat, ate; become, became; fall, fallen; begin, began, felt, felt, bend, bent; fight, fought, blow, blown; find, found, break, broke; fly, flew; bring, brought; built, built; forgave, forgiven; burnt, burnt; get, got, burst, burst; give, gave; buy, bought; go, gone, catch, caught; grew, grown; chose, chosen; hear, heard; come, came; hide, hid; cost, cost; cut, cut; held, held. The one which will not be filled is – be, was, been. D. Give the correct forms of the present continuous and simple present in the following sentences. 1) do you want, 2) eat, take, grab, 3) are you taking, 4) am visiting, am catching, 5) will you see, 6) am meeting, lives, runs, 7) Are you keeping him up to the mark, 8) is, is setting, 9)do you mean, 10) is making, made, 11) did you go, 12) are thinking of spending, don’t think, is, 13) suppose, are having, will want, 14) appears, speaks, belongs, is, 15) do you believe, is, 16) am warring, succeeds, give, 17) does that matter, 18) bet, does, speaks, understands. E. Choose the correct word to fill in the gap. 1) c; 2) a; 3) c; 4) b; 5) c; 6) a; 7) a; 8) d; 9) c; 10) c; 11) b; 12) c; 13) c.
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F. Complete these sentences, putting the verbs given into the past simple or present perfect. 3) have they bought; 4) bought; 5) caught; 6) have already chosen; 7) came; 8) cost; 9) have you done; 10) has just fallen; 11) felt; 12) found. G. Make sentences using the indicative, the negative and the interrogative. 1. Sara has been happy recently. 2. Alex had a bad day yesterday. 3. Ted is going to Madrid next December. 4. He stayed there four weeks. 5. Fadi often eats tomato soap as a starter. 6. If Raphael goes to military service he feels very happy. 7. When Brigitte goes to S witzerland she will meet her friends in Hove. 8. Hoon has never been to Switzerland before. 9. Jen is not going to buy that expensive watch. H. Complete the sentences in the Past Perfect Simple (Negative). 1) hadn’t touched, 2) hadn’t played, 3) hadn’t had, 4) hadn’t realized, 5) hadn’t gone.
Item 1: My country (page 12)
Overall objective: By the end of Item 1 ‘My country’ the pupil should be able to: read and comprehend the reading passage; tell about similarities and differences between Albania and Britain; Specific objectives: By the end of Item 1 ‘My country’ the pupil should be able to:
Culture and Communication Minimum identify the most important things in both passages ‘My country – Albania and My country – Britain’; read the numbers;
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Medium get the overall idea of the reading passage; describe Albania and Britain; ask and answer questions about both countries. Maximum find out facts and ideas about Albania and Britain, and about the listening part: ‘A trip to London’; express his/her own ideas about the two countries orally or in written form; tell what the numbers stand for. use vocabulary on page 17 in the pupil’s book to write a descriptive composition.
Grammar By the end of Item 1 the pupil should be able to:
Minimum identify and underline the correct verb form; tell what do a, an and the stand for; Medium put the verbs into the correct form; tell what are a, an and the used for; Maximum write about experiences in his/her daily life by using correct verb tenses; make a dialogue about a place he/she has been to by using questions.
1. Have students discuss on what they know on Albania and Great Britain. 2. Have them read the texts and try to make them guess the meaning of the unknown words. They may look at the vocabulary at the end of the Unit. Suggested answers
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B. Interview questions Example questions and answers 1) How big is your town? It is smaller than ---------. 2) How many people are there? There are 200,000 people. 3) Where is your town situated? It is in South East Albania. 4) Which countries is it bounded by? It is bounded by Italy, Greece, Montenegro, Kosovo and Macedonia. 5) What types of landscape are there? (mountains, lakes, rivers, valleys, fields and t he sea). 6) What are the main attractions? The beauty of landscape and the sea. Are there any sports facilities? There are water sports and football fields. 7) Are there many shops? There are supermarkets and small boutiques. 8) What are the main areas of employment? There are many jobs in the service industries. 9) Do you like your town? I quite like it. 10) Is your town a good place (a) to live (b) to spend a holiday? It's OK as a place to grow up in, but it is not a tourist resort. Practice Have Ss speak on the uses of the verbs in the present tense by urging them to give examples from the reading texts, so that to reinforce the vocabulary already learned. Then go through the notes of the book. Ss read them and provide other examples. You may ask a student to write the sample examples on the blackboard. Put the verbs into the correct form. 1. Paris is the capital of France. 2. Hamlet is a play by Shakespeare. 3. Mount Everest reaches a height of 8848 meters. 4. Water boils at 100°C. 5. Ice melts at 0°C. 6. The river Thames flows past the Houses of Parliament. 7. The Olympic Games takes place every four years. 8. A waiter works in a restaurant. 9. The earth travels around the sun in approximately 365 days. 10. My father speaks English.
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Item 2: Famous people (page 18)
Overall objective: By the end of Item 2 ‘Famous people speak’ the pupil should be able to: read and comprehend the reading passage about famous people in Albania and abroad; find information about famous people and tell his/her peers about them; Specific objectives: By the end of Item 2 ‘Famous people speak’ the pupil should be able to:
Culture and Communication Minimum identify the pictures and the names of the famous people in the reading passage; read the numbers of the years; Medium get the overall idea of the reading passage; describe his/her own famous person; ask and answer questions about their carrier. Maximum express preferences to his/her favorite famous person in music and art; discuss about famous people in Albania and abroad; agree and disagree to someone’s opinions about famous people. interview an imaginary famous person.
Grammar By the end of Item 2 the pupil should be able to:
Minimum identify and underline the correct verb form; tell what do a, an and the stand for; Medium
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put the verbs into the correct form (mind the use of present perfect and simple past); make the difference between since and for ; Maximum write about experiences of a famous person by using correct verb tenses, and since and for as well.
Warm - up Michael Jackson American singer; Andrew Lloyd Webber- runner; Carl Lewis; Elizabeth II – the Queen of England; Madonna – American singer; Maradona – Argentinean footballer; Nelson Mandela – the hero of South Africa; Mohamed Ali- boxer; Ismail Kadare - Albanian writer. Have Ss say what they know, and give extra information on the famous people they are more interested in. You may also give them project work on these people. Seat Ss in pairs or in groups of three so that, one paragraph may be read by at least two different groups. After reading them they check if they have found the right famous person for each paragraph. Suggested answers Practice A. Put the verbs in brackets into the correct form of the correct verb tense: 1. Have you recently seen Charles? I saw him in class last Friday but I haven’t see him since. 2. Franz was very tired yesterday. She went to bed early because she hasn’t slept much recently. 3. " Diana have you visited the Royal Pavilion yet?" "Yes, Ted. I have already been there." "Really! When did you go?” "I have just seen it. I went there yesterday! No, I'm joking. I went there two months ago." 4. "Mariella.... have you eaten any good Italian food lately?" "Yes. I ate some in London the day before yesterday. It was fantastic!" 5. "Ruth. Where did you spend your holidays when you were a child?" "Nowhere. I have never had a holiday in my life! .... No, that's a lie. I spent them at home!" 6. Tomoyo, Takako and Mayumi have all eaten Miso soup before in their lives, but they last ate some when they were in Japan. They haven’t eaten any lately!
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B. Put the verbs into the correct tense (simple past or present perfect simple). Mother: I want to prepare dinner. Have you washed the dishes yet? Daughter: I washed the dishes yesterday, but I haven’t had the time yet to do it today. Mother: Have you already done your homework? Daughter: No, I have just come home from school. Mother: You came home from school two hours ago! Daughter: Well, but my friend Lucy called when I arrived and I just finished the phone call. Mother: Did you see Lucy at school in the morning? Daughter: Yes, but we haven’t had time to talk then.
Item 3: Pen pals (page 25)
Overall objective: By the end of Item 3 ‘Pen pals’ the pupil should be able to: read and comprehend the reading passage about pen pals; exchange letters with his/her peers; Specific objectives: By the end of Item 3 ‘Pen pals’ the pupil should be able to:
Culture and Communication Minimum find the words that Milena addresses to her pen pal, Elena, or Mike to Linda and underline them; identify the characters who is who in the letters; read the passages. Medium get the overall idea of the reading passages; describe what writers say to their pen pals; ask and answer questions about them. Maximum express his/her own idea about having a pen pal;
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describe the pictures on page 29 physically and emotionally; write an application form.
Grammar By the end of Item 3 the pupil should be able to:
Minimum identify and underline the correct form of ‘ going to’; conjugate the verbs into the simple future; Medium put the verbs into the simple future; make the difference between ‘going to’ and ‘shall and will’; Maximum write about his/her school life to his/her pen pal by using the correct form of ‘going to’, ‘ present continuous’ and ‘shall and will’.
Have Ss guess the meaning of ‘pen pal’, then have them discuss about writing letters. Ask Ss to read the letter in silence and prompt them to guess the meaning of the following phrases in English. You may write them on the board. - you deserve your success; - for a couple of months; - I missed a lot of lessons; - we had such a good time. Ask them to match each paragraph to a subject by writing the correct letter (A-F) for what it talks about. Suggested answers 2. Pen Pals The order of paragraphs 2, one blank, 5,1,4. The paragraphs you do not need are 3 and 6.
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Focus on grammar Have Ss make their own sentences for each case given in the explanation of grammar, before going on to the practice. Practice A. Write the correct form of going to and use one of these verbs to complete the sentences. Use each verb once only. 2) is going to be, 3) is going to fail, 4) is going to complain, 5) is going to finish, 6) am going to drive, 7) is not going to work, 8) is going to die, 9) is going to fall off, 10) we are going to miss the lesson. B. Write these sentences, putting the verbs into the future simple. 3) How long will the journey take? 4) I suppose she will be in London next week. 5) John will phone your office for you. 6) Will there be a lot of people at the meeting? 7) What time will the race start? 8) He will never agree to your idea. 9) You will never see your money again. 10) What’s the matter? Shall I phone the doctor? 11) Don’t worry. I’ll pay for the damage to your car. 12) Will you be at home tomorrow? 13) The company will not give you an extra day’s holiday. 14) Don’t touch that. You will hurt yourself. 15) Will there be any newspapers tomorrow?
Revision 1: The queen bee (page 3 1)
Overall objective: By the end of ‘Revision 1’ the pupil should be able to: read and comprehend the reading passage ‘The queen bee’; use the vocabulary in sentences; use questions and answers in communication (oral or written); use grammar knowledge in a correct way. Specific objectives: By the end of Revision 1 the pupil should be able to:
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Culture and Communication Minimum identify the most important events and sequences of the paragraphs; react towards a known vocabulary; Medium get the overall idea of the reading passage ‘The queen bee’; describe the characters in the reading passage; Maximum find out facts and ideas about each of the character in the reading passage; tell the moral of the story;
Grammar By the end of Revision 1 the pupil should be able to:
Minimum identify and underline the correct verb form of the simple future, going to, simple past and present perfect ; conjugate the verb tenses which are done the previous items; Medium use the verb tenses in simple sentences; make sentences with the simple future, going to, simple past and present perfect ; Maximum write about experiences in his/her daily life by using correct verb tenses and t he articles; analyze the verbs morphologically.
Suggested answers A. Reading comprehension. b, b, a, b, b, b, a, a, b, c, a.
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B. Choose the correct answer in the following dialogue. b, b, a, b, b, a, c, b, b, a, a, c, b, b, a, b. C. Choose the correct future form to complete the sentences below. 1) ‘ll make, 2) is studying, 3) are you marrying, 4) is going to leave, 5) is going to rain, 6) will meet, 7) will be, 8) will you visit, 9) will begin, 10) will give, 11) is going to rain, 12) is winning, 13) are flying, 14) ‘ll finish, 15) go. D. Put the verbs in the present perfect tense. 1) have you been thinking, 2) has put, 3) hadn’t bought, 4) have you been, 5) hadn’t worked, 6) hadn’t written, 7) have you been.
Item 4: Food. P. 36 Overall objective: By the end of Item 4 Ss should be able to: read and comprehend the reading passage about food; enrich vocabulary that concerns food; Specific objectives: By the end of Item 4 ‘Food’ Ss should be able to:
Culture and Communication
Minimum underline words that express any kind of food; read the passage and try to say few words about it. Medium get the overall idea of the reading passage; describe British food; ask and answer questions about food. Maximum express his/her own idea about liking and disliking food; tell the difference between organic and artificial food; describe a recipe of a food you like most to his/her friend.
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Grammar
By the end of Item 4 Ss should be able to: Minimum identify and underline the linking words that are in the reading passage (both……and, either ……or, neither …or; underline the tenses of the verbs. Medium put the verbs into the correct tense forms; ask questions to the corresponding answers. Maximum finish sentences with their own ideas using linking words; explain the meaning of the phrasal verbs and use them in sentences.
Have Ss find out reading material on food and cooking and have them discuss on it. Suggested answers. A. Explain the lesson by focusing on the phrases in italics and the following phrases: look in the trolleys - check, examine; go for - like; while- whereas; further away - very remote areas; tend to eat - usually eat; prefer something to something - like something more than something; are accustomed to doing - are used to doing; put up with - tolerate; have little time for- have almost no time; host families - families that give accommodation to students; don’t appeal internationally - don’t interest people all over the world. Have the students read in a loud voice and deal with the questions. B. Vocabulary 1) A; 2) C; 3) A; 4) C; 5) A; 6) C; 7) B; 8) C. C. Translate these words in Albanian.
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zjerja, gatimi me avull ( banjo mari), zjerje e ngadaltë, skuqje, bërje pure, pjekje në zgarë, pjekje në furrë, zjerje në lëngun e vet (rosto), thekje, pure.
Practice. 3. Both the food and the service were terrible. 4. Both Angela and Lucy played the piano. 5. Neither Jessica nor Chloe were at home. 6. Neither his family nor his friends knew about his accident. 7. Both eagles and wolves hunt small animals. 8. Both the film and the book are funny. 9. Neither the beach nor the shops are far away. 10. Both Japan and California have a lot of earthquakes. Important Vocabulary and Measurements 1 inch - 2.54 centimeters Bake - cook in oven Cook Time - time needed to cook meal Cuisine - which country or tradition the meal comes from Cup - 250 ml Dip - put into liquid Grated - in tiny little flakes Mix - usually with dry ingredients, combining ingredients Occasion - appropriate time or meal Pound - beat flat Prep Time - time needed to prepare meal Refrigerate - put into refrigerator Spread - put onto with a knife Stir - usually with liquid ingredients, combining ingredients Strip - thin, long piece
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Tablespoon - 15 ml
Item 5. Travel and visits. P. 44 Overall objective: By the end of Item 5 ‘Travel and visits’ Ss should be able to: read and comprehend the reading passage about traveling; use the right vocabulary that is proper to traveling. Specific objectives: By the end of Item 5 ‘Travel and visits’ Ss should be able to: Culture and Communication Minimum underline words that express means of transport; read the passage and try to say few words about it. Medium get the overall idea of the reading passage; describe the pictures on page 45 in the pupil’s book and say how he/she can get there; ask and answer questions about traveling. Maximum express his/her own idea about different kinds of transport; tell the difference between them; express their feelings about traveling.
Grammar By the end of Item 5 Ss should be able to: Minimum
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identify and underline the ‘Past perfect’; underline the tenses of the verbs that are used in the reading passage . Medium put the verbs verbs into the correct correct tense forms forms (mind the use of the past perfect); perfect); ask questions to the corresponding answers. Maximum use the expressions on page 50 in a certain situation; use the past perfect while describing his/her sightseeing to a certain place. Elicit the significance of the title (from the picture on page 110). Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions. Suggested answers B. Exercise on accommodations accommodations looked in - visited for a short time; takes off - leaves the ground; could have gone down - could have sunk; got into - arrived in; get off - disembark; made for - go towards; came up to - approached, came; had come across - had met by chance; was holding up traffic - stopping the traffic; pulled pull ed out of - began to move away from; pulled in - stopped, parked; got to reached; pulled away - accelerated; putting putt ing on - gathering sped; going towards - approaching, going; to look up - pay a visit to; had fallen in with - had met by chance; to take them in - receive; getting about – traveling. C. Match a line 1. take 2. the plane 3. take 4. hire 5. hold up 6. take 7. get off 8. make for 9. get into 10. pulled in 11. pulled pulled out out of
in (A) with a line in (B) h. the boat e. take off k. a journey c. a car d. traffic g. a ferry j. the boat a. the exit i. the port f. at a garage b. the port
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Practice A. Put the verbs into the correct form (past perfect simple). 2. had not been; 3. had already done; 4. had made; 5. had put on; 6. had not ordered; 7. had learned; 8. had fallen; 9. had he phoned; phoned; 10. had not ridden. ridden. B. Fill in the gaps with the missing information. Arben, two weeks ago when he was in Hawaii, travel insurance, decided to complain, takes the bus, general, 6 o’clock, buy another car, expensive holiday, C. Finish C. Finish the sentences using the verb in the past perfect. 1) had set, 2) had lost, 3) had pulled out of, 4) had received, 5) had had, 6) had left, 7) had visited, 8)had taken.
Item 6: The future of design. P. 51 Overall objective: By objective: By the end of Item 6 ‘The future of design’ Ss should be able to: read and comprehend the reading passage about traveling; talk about design in Albania and abroad by using the vocabulary and expressions on page 57 in the activity book. Specific objectives: By the end of Item 6 ‘Travel and visits’ Ss should be able to: Culture and Communication Minimum identify sentences and words that express designing ; read the passage and try to say few words about it. Medium get the overall idea of the reading passage; say a few words about the Japanese innovator;
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ask and answer questions about designing in Albania and in other countries. Maximum express his/her own idea about designing; discuss with his/her peer about items he/she buys in the shop; express his/her feelings about designing. Grammar By the end of Item 6 Ss should be able to: Minimum identify and underline the ‘The time clauses’ and ‘Adverb clauses that show opposition’; underline the tenses of the verbs that are used in the reading passage . Medium make sentences with the question words that express time and opposition; ask questions to the corresponding answers using when, even though, although, though . Maximum use the expressions on page 57 in a certain situation; use the time clauses while describing his/her feelings about design.
Elicit the significance of the title. Explain the meaning of unfamiliar vocabulary vocabulary in the t ext. Then allow Ss 5 minutes to read the text and answer the questions. Have questions. Have the pupils discuss on design. Brainstorm the word.
Suggested answers B. Write these keywords from the article into t he sentences. 1) change the face, 2) founder, 3) improvement, 4) scheme, 5) mass-produced, 6) vague, 7) glowing, 8) ugly, 9) fairly, 10) manufacture. -to change the face of shopping = to make shopping different. - has a dream - dreams; to empty the shops of - to make the shops get rid of; makes a deal with - signs a contract with; involve everyone – make everyone participate;
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C. Find the best ending for each sentence. Pupils can give their own ideas, or ideas based on the text. All right sentences should be accepted. accepted. D. Put these sentences describing the design process in the correct order according to the article. 3, 1, 4, 10, 5, 2, 9, 8, 6, 7. Practice A. Write these sentences, putting the verbs into the future simple or present simple. 3. phone, will contact. 4. will see, fly 5. will send, leave 6. talk, will give 7. will visit, goes 8. will finish, am 9. will send ,get 10. will do, goes B. Complete the sentences. Before Ss do these exercises focus their attention on the time phrases. 1) I didn’t eat meat when I was younger. 2) I haven’t met Tom for many years. 3) We are having a meeting this time next week. 4) They go to the seaside at weekends. 5) After he finishes his homework He goes out with his friends. 6) By the time you receive this letter, don’t get disappointed. 7) I was in the Art Gallery three years ago. 8) We are going to the opera this week. 9) I haven’t been in the UK since 1996. 10. Someone called while I was watching TV. 11. I’ll go to Spain next year. 12. I haven’t finished my task yet. 13. Have you meet Anna and Tom yet?
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14) Usually I do not go to the pub. 15. Mary’s exams are in June. C. Join the following sentences using the words in brackets. 1. When enough people vote for the product he will make…. 2. Young designers will use the site to present their ideas before they make something…. 3. They will write appointments and notes on the bathroom mirror as soon as they buy it. 4. He will start looking for a job after he graduates. 5. They will rebuild the old school as soon as they raise the money. 6. When people like the product they will give new ideas for them.
Item 7: Criss – crossed lovers P. 58 Overall objective: By the end of Item 7 ‘Criss – crossed lovers’ Ss should be able to: read and comprehend the reading passage about criss-crossed lovers; talk about love among teens. Specific objectives: By the end of Item 7 ‘Criss – crossed lovers’ Ss should be able to: Culture and Communication Minimum identify sentences and words that express love ; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; describe the pictures in Item 7; ask and answer questions about love. Maximum express his/her own idea about love; discuss with his/her peer about love and impulsive people; express his/her feelings about love.
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Grammar By the end of Item 7 Ss should be able to: Minimum identify and underline the ‘The defining and non-defining causes’; underline the relative pronouns . Medium make sentences using defining and non-defining clauses; make sentences using relative pronouns. Maximum use the words and expressions on page 64 in a certain situation; use the defining and non-defining clauses to describe his/her feelings about love.
Elicit the significance of the title (from the pictures on page 59-60. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions. Suggested answers. A. _8_ Johnstone proposed to Dolby over the phone. ___2__ He started working at a Sydney building site. ____9_ Dolby returned to Britain. ___1__ Ian Johnstone flew to Australia. ____3_ Johnstone flew to Britain to propose to his girlfriend, Amy Dolby. ____4_ She waited for her connecting flight in the airport lounge in Singapore. ___3/1__ Amy Dolby flew from London to see Ian Johnstone. ____4/1_ He waited for his connecting flight in the airport lounge in Singapore. ____5_ Johnstone went to Amy's apartment in Britain but she wasn't there. ___7__ Dolby called Johnstone from Australia.
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___6__ Dolby was greeted at Ian's flat (apartment) by Ian's flat mate. ___10__ Johnstone returned to Australia. B. Johnstone and Dolby are from Britain. True Johnstone and Dolby met in Britain. NG Johnstone decided to take a year off from work to travel around Australia. True Johnstone got a job in Sydney so he could start saving money for a surprise airplane flight to Britain. True Dolby is older than Johnstone. False It took Dolby 24 hours to get to Sydney from London. NG Johnstone was met at Dolby's apartment door by her roommate. NG Johnstone stayed longer in Britain than Dolby stayed in Sydney. True Practice A. Write relative clauses without using th e relative pronoun. The book I gave her had many pictures. The book I am reading is very interesting. The town you live is very old. The sweets I bought yesterday are delicious. The football match my friend played in was very exciting . The letter I posted three days ago hasn't arrived yet. B. Join each pair of sentences together to make one sentence, using ‘Who or That’. She's the woman who telephoned the police. He's the person who wanted to buy your house. He threw out the computer which never worked properly. This is the lion that's been ill recently. The man who was driving the car was badly injured. The children who broke my window live in the next street. They sold the cat that was afraid of mice. This is the chair that my parents gave to me.
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I've applied for the job you told me about . We're looking for the ball that we were playing with. C. The pupils may give different non-defining relative clauses. The followings are examples. 2. Fier, situated in the middle of Albania. 3. played every four years. 4. liked by children a lot. 5. known as the deadliest disease 6. who I know since I started school. 7. which are common everywhere. 8. which I love more than anything else. 9. who are very helpful. 10. taking part in that discussion.
Revision 2: Eating out. P. 65 Overall objective: By the end of Revision 2 Ss should be able to: read and comprehend the reading passage about eating out; talk about restaurants and food. Specific objectives: By the end of Revision 2 Ss should be able to: Culture and Communication Minimum identify words and sentences that express activities while eating out; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; describe the pictures in Item 8; ask and answer questions about Item 8. Maximum
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express his/her own idea about restaurants; discuss with his/her peer about eating out; express his/her feelings about eating out and at home.
Grammar By the end of Revision 2 Ss should be able to: Minimum identify and underline the ‘The defining and non-defining clauses’; underline the relative pronouns . Medium make sentences using defining and non-defining clauses; make sentences using relative pronouns. Maximum use the words and expressions on page 64 in a certain situation; use the defining and non-defining clauses, time clauses, relative pronouns, linking words and the verb tenses to describe his/her feelings about eating out. Suggested answers A. Answer each question with a paragraph number (1-4). 1) 1, 2) 3, 3) 4, 4) 2, 5) 1, 6) 3, 7) 2, 8) 2, 9) 3. B. Join the sentences using a relative pronoun. 2. I saw the man that was holding the gun. 3. I am going to speak to the mechanic who repaired my car. 4. The TV program that I watched last night was very bad. 5. I saw the girl that had red hair. 6. That’s the woman who I was telling about her. C. Combine the sentences using relative clauses without relative pronouns. 1) The car we bought last week was blue.
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2) The girl we met at the party is a singer. 3) The bananas on the table are bought by George. 4) The film we watched last night was scary. 5) The new wards I have to learn are very difficult. D. Join the sentences by using the relative pronouns. 1. This is the car that my parents repaired. 2. I’ve applied for the job that you told me about. 3. We’re looking for the ball that we were playing with. 4. We saw the man that was holding the gun. 5. I’m going to speak to the mechanic that repaired my car. 6. The TV program that I watched last night was very bad. 7. The girl that I saw had red hair. 8) That’s the woman that I was telling you about. E. In your notebook join the phrases in the two columns using until, before, or after to make sentences. 1) until e; 2) after h; 3) after b; 4) before g; 5) before f; 6) after k; 7) before a; 8) after j; 9) until d; 10) until i; 11), before c; 12) until l; 13) after m; 14) before n; 15) after o. F. Fill in the gaps with the right form of the v erb. 1. has been living, 2. has had, 3. have helped, 4. had finished, 5. have been talking, 6. had studied. G. Put the right word in these clauses. 1) b, 2) a, 3) c, 4) a.
Item 8: A traditional wedding P.70 Overall objective: By the end of Item 8 ‘A traditional wedding’ Ss should be able to: read and comprehend the reading passage about wedding; talk about wedding. Specific objectives: By the end of Item 8 ‘A traditional wedding’ Ss should be able to:
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Culture and Communication Minimum identify words and sentences that express marriage; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; find the sequences of the events in the reading passage; describe the pictures in Item 8; ask and answer questions about marriage. Maximum express his/her own ideas about marriage; discuss with his/her peer about weddings in his/her home town; express his/her feelings about weddings.
Grammar By the end of Item 8 Ss should be able to: Minimum identify and underline the verbs in the passive voice in Item 8; underline the prepositions and particles; underline the modifying and intensifying adverbs Medium make sentences using passive form; make sentences using prepositions and particles. Maximum use the words and expressions on page 75 in a certain situation; use the prepositions, particles, modifying and intensifying adverbs to describe his/her feelings about weddings.
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Elicit the significance of the title (from the pictures on page 59-60. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions.
Suggested answers A. Read about this traditional wedding, then answer the true/false questions. 1) a, 2) b, 3) b, 4) a, 5) b, 6) a, 7) b. B. Match the phrases (1-7) from the text with their meanings (a-e). 1) d; 2) e; 3) b; 4) a; 5) c C. Match the words with their meaning. groom - man on his wedding day; father-in-law - husband’s or wife’s father; best man - groom’s chief attendant; sister- in- law - husband’s or wife’s sister; bridesmaid - girl or unmarried woman attending a bride at her wedding; mother-in-law - husband’s or wife’s mother; bride - woman on her wedding day; brother in law - husband’s or wife’s brother. Practice A. Rewrite the sentences in passive voice. 1. Money is collected by John 2. The window was opened by Anna. 3. Our work has been done by us. 4. A question will be asked by us. 5. The picture can be cut out. 6. A lot of grass was eaten by the sheep. 7. Our rooms are not cleaned by us. 8. The car will not be repaired by William. 9. Was this circle drawn by Sue? 10. Could the dog be fed by you?
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B. Put the following sentences from Passive Voice into Active Voice. 1. will have completed. 2. told 3. were serving 4. record 5. have always spoken Writing Take the following sentences in the passive voice and put them into active voice. 1. has changed. 2. will have to teach 3. manufactured 4. aren’t you finishing 5. had produced 6. must not wear.
Item 9: Teenage problems P. 76 Overall objective: By the end of Item 9 ‘Teenage problems’ Ss should be able to: read and comprehend the reading passage about wedding; talk about wedding. Specific objectives: By the end of Item 9 ‘A traditional wedding’ Ss should be able to: Culture and Communication Minimum identify words and sentences that express teenage problems; read the passage and try to say few words about it;
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Medium get the overall idea of the reading passage; ask and answer questions about teenage problems. Maximum express his/her own ideas about teenagers; discuss with his/her peer about teenagers’ problems in the Albanian society;
Grammar
By the end of Item 9 Ss should be able to: Minimum identify and underline the modal verbs in Item 9; underline the form of the verb ‘have + to infinitive’; underline the participle adjectives. Medium make sentences using modal verbs; make sentences using ‘have +infinitive’; Maximum use the words and expressions on page 83 in a certain situation; use the modal verbs, ‘have +infinitive’ and the participle adjectives’ to describe his/her feelings about teenage problems.
Ss look at the title and predict the content of the passage. Ss skim the text to check the gist of the passage. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and ask them to answer the questions.
Suggested answers. B. Answer the following questions.
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1) c; 2) b; 3) c; 4) b; 5) d; 6) b; 7) b; 8) All tittles that give the summary of the page may be accepted. Pupils should be praised for their involvement in finding a title. Some acceptable answers may be: A diary page of a teenager. The concerns of a teenager The first day of school worries. The inner conflicts of a t eenager. C. Have the pupils give full answers to the questions making use of the v ocabulary of the text and using their own vocabulary.
E. Match the words in A with the words in B. They are phrases used in the reading texts. 1) h; 2) j; 3) g; 4) e; 5) a; 6) i; 7) c; 8) b; 9) d; 10) f. Practice A. Choose a ward from the box to complete each sentence. Each word is used once. 1. mustn’t 2. shouldn’t 3 need to 4. needn’t 5. should B. Circle the right alternative in the following sentences 1) b; 2) a; 3) b; 4) b; 5) a; 6) b; 7) a; 8) a; 9) b; 10) b. C. Complete the sentences with an appropriate gerund. 1. I am a vegetarian. I hate eating meat. 2. Tom denies dropping school. 3. She looks forward to going abroad in summer. 4. He is considering going to university next year.
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5. I am thirsty. I feel like having a drink. 6. She really enjoys going football matches.
Item 10. Do you believe that UFOs exist? P. 84 Overall objective: By the end of Item 10 ‘Do you believe that UFOs exist?’ Ss should be able to: read and comprehend the reading passage about UFOs; talk about UFOs. Specific objectives: By the end of Item 10 ‘Do you believe that UFOs exist?’ Ss should be able to: Culture and Communication Minimum identify words and sentences that express the existence of UFOs; identify the sequences of the events in Item 10; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; ask and answer questions about the existence of UFOs. Maximum express his/her own ideas about UFOs; discuss with his/her peer about the existence of UFOs;
Grammar By the end of Item 10 Ss should be able to: Minimum identify and underline the articles a, an, the in Item 10; underline the linking words as, because, since; underline the verbs used in the indirect speech. Medium
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make sentences using the articles; make sentences using the linking words as, because, since; Maximum use the words and expressions on page 90 in a certain situation; use the indirect speech to describe his/her feelings about UFOs.
Direct Ss to the title of the unit. Discuss with them what the title means in order to make them understand what they are going to talk about. Write the word UFO on the board and elicit from the students the meaning of this abbreviation. Give them time to read the passage about UFOs and ask them to answer the questions. Suggested answer key Are the statements true or false? True; 2) false; 3) false; 4) false; 5) false; 6) true; 7) true; 8) true. Practice Circle the right article. a, 2) b, 3) c, 4) a, 5) a, 6) b, 7) c, 8) b, 9) a, 10) b. Circle the right alternative. a, 2) b, 3) b.
Item 11: Environment and its pollution (page 91) Overall objective: By the end of Item 11 ‘Environment and its pollution’ Ss should be able to: read and comprehend the reading passage about environment and its pollution; talk about environmental issues. Specific objectives: By the end of Item 11 ‘Environment and its pollution’ Ss should be able to: Culture and Communication
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Minimum identify words and sentences that express environmental issues; identify the sequences of the cause and result in Item 10; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; ask and answer questions about pollution. Maximum express his/her own ideas about pollution in our country; discuss with his/her peer about the measures to prevent pollution to a certain extend.
Grammar By the end of Item 11 Ss should be able to: Minimum identify and underline the prepositions in Item 10; make sentences with the prepositional phrases. Medium make use of prepositional phrases; Maximum use the words and expressions on page 97 in a certain situation; use the prepositions to describe his/her feelings about environment and its pollution. come up with solutions towards environmental issues.
Elicit the significance of the title (from the pictures on page 91). Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions. Suggested answers. true, 2) true, 3) true, 4) true, 5) t rue, 6) true, 7) true.
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Practice A. Find the correct statement. 1) d, 2) b) 3) a, 4) c, 5) c. B. Fill in the gaps with the proper prepositions. 1) for, 2) to, 3) for, 4) from, 5) to, 6) for---for, 7) to, 8) to, 9) in. C. Test your prepositions. 1) on, 2) for, 3) by, 4) at, 5) out of, 6) with, 7) at.
Revision 3: The story of St. Valentine (page 98) Overall objective: By the end of Revision 3 ‘The story of St. Valentine’ Ss should be able to: read and comprehend the reading passage about Valentine’s day; talk about the story of Valentine’s day. Specific objectives: By the end of Revision 3 Ss should be able to: Culture and Communication Minimum identify words and sentences that are used on Valentine’s day; identify the sequences of the events in Revision 3; read the passage and try to say few words about it; Medium get the overall idea of the reading passage; ask and answer questions about Valentine’s day. Maximum express his/her own ideas about Valentine’s day; discuss with his/her peer about Valentine’s day in Albania.
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Grammar By the end of Revision 3 Ss should be able to: Minimum identify and underline the prepositions in Revision 3; make sentences with passive verbs. Medium make use of prepositional phrases; make sentences with make and let. Maximum use the prepositions to describe his/her feelings about Valentine’s day. use the passive form of the verbs to describe Valentine’s day.
Suggested answer key B. Answer the following: 1) b, 2) d, 3) c and b. C. Match the words to th e correct meaning. 1-g, 2-i, 3-h , 4- b, 5- f, 6- a, 7- d, 8- j, 9- c, 10-e. D. Correct the mistake. 1. After I studied French for another year, I can speak it more fluently. 2. We must leave as soon as she gets here. 3. You ought to write to your parents more often. 4. He isn’t very bright; he’s failed the course three times. 5. I wish to come to your party. 6. He must wait until the bank opens. 7. They’ll have to take a taxi to get there in time. 8. My parents say that I can stay out until midnight.
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9. May I use this phone to make a private call? E. Complete the sentences in the passive using: is, are, was or were and a word from the box. 3. When were these houses built? 4. You can’t go into the school. The gates are locked always at 4.30. 5. These potatoes are grown in your garden. 6. I was given a beautiful gold watch. 7. We take the bus to work during the week so the car is driven only at weekends. 8. The problem was/is explained to us very clearly. 9. This letter is never sent. 10. Children are not taught any languages at primary school now. F. Write sentences, putting the underlined verbs into th e passive. Make any other changes necessary. 3. I don’t want to be told to be told what to do. 4. The windows are really dirty: They have not been cleaned for weeks. 5. After he was made redundant, he became very depressed. 6. I would like to have been given the chance to explain my point of view, but they weren’t interested. 7. I’m hoping I will be chosen for the college football team. 8. It is believed that many people will die of skin cancer over the next ten years. 9. If it hadn’t rained so much, the job would have been finished on time. 10. The remains were being cleaned of the old city by all the people. 11. The center of the city mainly for pedestrians have been designed by Tom and Sam G. Fill in the blanks with ‘let’ and ‘make’. 1) let, 2) lets, 3) make, 4) makes, 5) lets, 6) makes, 7) makes, 8) let, 9) made, 10) made, 11) made, 12) made, 13) made. H. Complete the exercise with the correct preposition. 1) at, 2) of, 3) at, 4) to…on, 5) on…at, 6) in, 7) at…. past…in, 8) for, 9) for, 10) at…by/at, 11) at, 12) at, 13) in, 14) through.
Item 12. Cell phones. P.103
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Overall objective: By the end of Item 12 ‘Cell phones’ Ss should be able to: read and comprehend the reading passage about cell phones; talk about the widespread of cell phones in among teens. Specific objectives: By the end of Item 12 ‘Cell phones’ Ss should be able to: Culture and Communication Minimum identify words and sentences that express the widespread of cell phones; read the passage and try to say few words about it; Medium get the overall idea of the reading passage about cell phones; ask and answer questions about the use of cell phones. Maximum express his/her own pros and cons about the use of cell phones in Albania; discuss with his/her peer about the use of cell phones at school.
Grammar By the end of Item 12 Ss should be able to: Minimum identify and underline the prepositions of place and movement in Item 12; put the verbs in brackets into the correct tense. Medium make sentences using the prepositions of place and movement; Maximum use the words and expressions on page 109 in a certain situation; use the prepositions of place and movement to describe his/her feelings about UFOs.
Elicit the significance of the title (from the picture on page 103). Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions.
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Suggested answer key A. Answer whether the sentence is true or false. If false correct the sentence. 1) true, 2) true, 3) true, 4) true, 5) true, B. Finish the following phrases with your own ideas. 1. According to the article cell phones are making the human race stupid. 2. We rely too much on technology. 3. Other memory devices offer a solution to the numbers and codes the person has to remember. 4. People have become incapable of remembering all the numbers they have to. 5. People use the devices instead of their memory. 6. Everybody talks about this problem. 7. We have to cope with this situation. Practice A. Put in the right preposition in the following sentences. P. 106 1) in, 2) by) 3) in, 4) at, 5) in. 6) on, 7) in, 8) past…at, 9) on, 10) into, 11) up, 12) up to. B. Write at, in or on to complete these sentences. 1) during, 2) at, 3) by, 4) for, 5) during … at, 6) for, 7) at .. on, 8) at …in, 9) on, 10) in.
Item 13: What is school? P. 111 Overall objective: By the end of Item 13 ‘What is school?’ the pupil should be able to: read and comprehend the reading passage about school; talk about his/her school. Specific objectives: By the end of Item 13 ‘What is school?’ the pupil should be able to: Culture and Communication
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Minimum identify words and sentences that are used to describe his/her school; read the passage and try to say a few words about his/her school; Medium get the overall idea of the reading passage; ask and answer questions about school. Maximum express ideas about his/her own school; discuss with his/her peer about education at his/her school; express ideas of how to get the most out of school.
Grammar By the end of Item 13 the pupil should be able to: Minimum identify and underline the prepositions of place and movement in Item 13; put the verbs in brackets into the correct tense. Medium make sentences using the prepositions of place and movement; use the present perfect progressive in his/her own sentences. Maximum use the words and expressions on page 117 in a certain situation; use the prepositions of place and movement to describe his/her school;
Elicit the significance of the title (from the picture on page 110). Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and answer the questions. Suggested answer key A. Answer true or false to the questions. 1) false, 2) true, 3), true 4) false, 5) false, 6) true, 7) false, 8) false.
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Practice A. Put the verb in the correct tense and complete where necessary with Since or For. 1) have been typing since, 2) have been off work for, 3) have you been waiting, 4) have you been off work, 5) have you been typing, 6) have been living in that hotel since, 9) have been working for, 10) has been risen……. since interest rates were lowered, 11) is……he has not drunk since, 12) has been standing for, 13) has not been shining since, 14) have been sitting … for, 15) have not taken …. Since, 16) have you been doing since, 17) have been …for, 18) have been trying … since, 19) For how long have you been there? B. Give the questions using present continuous. 1. How long haven’t you met him? 2. How long have you been living in this neighborhood? 3. What are you doing? 4. How long did it take you to finish painting the house? 5. How long haven’t you visited your grandparents? 6. How long did it take you to repair the house? 7. How long haven’t you been in the USA? 8. What are you doing painting? C. Put the verbs in brackets into the present perfect or in the present perfect continuous. 1) have painted, 2) have been living, 3) have been working4) have you been crying, 5) have been writing, 6) has been reading, 7) has read, 8) has your father been driving, 9) has been cooking
Item 14: Changes in my town P. 118 Overall objective: By the end of Item 14 ‘Changes in my town’ Ss should be able to: read and comprehend the reading passage about changes in his/her own town; talk about his/her home town. Specific objectives: By the end of Item 14 ‘Changes in my town’ Ss should be able to:
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Culture and Communication Minimum identify words and sentences that are used to describe his/her home town; read the passage and try to say a few words about his/her town; Medium get the overall idea of the reading passage; ask and answer questions about his/her town. Maximum express ideas about his/her own town; discuss with his/her peer about changes in his/her town; express ideas of the development of his/her town.
Grammar By the end of Item 14 Ss should be able to: Minimum identify and underline the question tags in Item 14; tell the verbs from the nouns (ex. teach – teacher). Medium make sentences using nouns as adjectives; use the tag questions in his/her own sentences. Maximum use the words and expressions in Item 14 to write a description about the changes that have recently occurred in his/her own home town; use the prepositions of place and movement to describe his/her home town;
Elicit the significance of the title (from the picture on page 118). Students look at the picture shown and speculate about what has happened /is happening in the picture. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read and ask them to complete their task. Suggested answer key
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A. 1) true, 2) true, 3) true, 4) true, 5) true, 6) true, 7) true, 8) false.
Practice Indicate whether the word in bold is an adjective or a noun. 1) adjective, 2) adjective) 3) adjective, 4) adjective, 5) adjective, 6) adjective, 7) adjective. Underline the adjective in each sentence that is often a noun 1) runny, 2) junkyard, 3) school, 4) apple, 5) onion, 6) cat, 7) glue, 8) beef, 9) automobile. Read the sentences below and give the right answer to the ph rases in brackets. 1) a, 2) c, 3) b, 4) a, 5) b, 6) c. After reading the grammar notes on question tags, put the question tag that suits the sentences below. 1) isn’t he, 2) is it, 3) does he/she, 4) did I, 5) will I, 6) haven’t you, 7) hasn’t she, 8) can we, 9) wouldn’t they, 10) do they. Choose the correct tag to finish the sentence. 1) d, 2) d, 3) b, 4) a, 5) d, 6) d.
Item 15: Sport P. 126 Overall objective: By the end of Item 15 ‘Sport’ Ss should be able to: read and comprehend the reading passage about sport; talk about his/her sport. Specific objectives: By the end of Item 15 ‘Sport’ Ss should be able to: Culture and Communication
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Minimum identify words and sentences that are used to describe sport; read the passage and try to say a few words about sport; Medium get the overall idea of the reading passage; ask and answer questions about sport. Maximum express ideas about sport in Albania; discuss with his/her peer about sport activities at his/her school; express ideas of how to get the most out of sport.
Grammar By the end of Item 15 Ss should be able to: Minimum identify and underline the adverbs in Item 15; put the verbs in brackets into the correct tense. Medium make sentences using the adverbs of time, frequency and degree; use the verbs in the correct form. Maximum use the adverbs of time, frequency and manner to describe his/her sport activities; use the words and expressions in Item 15 to write a description about sport activities in his/her own home town;
Ask Ss to list the most popular sports they like and know most of. Elicit the relevant background information given in the text. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read and ask them to complete their task. Suggested answer key Practice Put the verbs into the correct form.
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2) arrive, 3) go, 4) drinks, 5) does, 6) do not often sing, 7) doesn’t play, 8) do not usually watch, 9) do they spend, does he always wear. Complete the sentences with the right adverb. 1) happily, 2) loudly) 3) badly, 4) angrily, 5) carelessly, 6) quietly, 7) wonderfully, 8) wonderfully.
Revision 4: In Britain, America or elsewhere? P. 133 Overall objective: By the end of Revision 4 ‘In Britain, America or elsewhere?’ Ss should be able to: read and comprehend the reading passage about learning English in Britain or America’; talk about learning English in an English speaking place. Specific objectives: By the end of Revision 4 ‘In Britain, America or elsewhere?’ Ss should be able to: Culture and Communication Minimum identify words and sentences that are used to describe learning English in an English speaking country; read the passage and try to say a few words about learning English; Medium get the overall idea of the reading passage; ask and answer questions about places where to learn English better. Maximum express ideas about English learning language in Albania or in an English speaking place; discuss with his/her peer about learning English at his/her school;
Grammar By the end of Revision 4 Ss should be able to:
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Minimum identify and underline the adverbs in Revision 4; put the verbs in brackets into the correct tense. identify adverbs, prepositions, noun adjectives. Medium make sentences using the adverbs of time, frequency and degree; use the verbs in the correct form. Maximum use the adverbs of time, frequency and manner to describe his/her daily life;
Suggested answer key A. Read the text and choose the best answer for each question: 1) b, 2) b, 3) c,4) b. B. Choose the correct word to fill in the gap. 1-c, 2-c, 3-a , 4- b, 5- b, 6- b, 7- a, 8- d, 9- d, 10-a. C. Read the sentences below and fill in the gabs with the present perfect progressive. 1. have been painting. 2. have been talking. 3. has been working. 4. have you been doing. 5. has been teaching. 6. has been taking. 7. has been feeling. 8. has not been practicing. 9. have not been cleaning. 10. have been digging. D. Using the words in brackets, complete the text with the appropriate tenses. 1. has been r aining….says…..will stop 2. is studying.
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3. has been reviewing 4. will snow 5. have been watching. 6. has been working. 7. is taking. 8. has been painting. 9. read. 10. has been cooking. E. Write a question tag to finish each question. 1) did we, 2) could I, 3) can’t I, 4) doesn’t she, 5) wasn’t he, 6) do you, 7) aren’t you, 8) were they, 9) aren’t they, 10) doesn’t she.
Item 16: A very bad day P. 137 Overall objective: By the end of Item 16 ‘A very bad day’ Ss should be able to: read and comprehend the reading passage about ‘A very bad day’; talk about a bad day in his/her life. Specific objectives: By the end of Item 16 ‘A very bad day’ Ss should be able to: Culture and Communication Minimum identify words and sentences that are used to describe a bad day; read the passage and try to say a few words about Item 16; Medium get the overall idea of the reading passage; ask and answer questions about a bad day in his/her life.
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Maximum express ideas about a bad day in his/her life; discuss with his/her peer about a dad day in his/her life;
Grammar By the end of Item 16 Ss should be able to: Minimum identify and underline the conditionals in Item 16; Medium make sentences using the three kinds of conditionals; use the verbs in the correct form. Maximum use the conditionals to describe a bad day in his/her life; use the words and expressions in Item 16 to write a description about a bad day in his/her life;
Ss look at the title and predict the content of the passage. Ss skim the text to check the gist of the passage. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and ask them to answer the questions. Suggested answer key B. Match the words below with the definitions. a) covering letter, b) escalator, c) puddle, d) bruise C. Match a line in A with a line in B to make expressions found in the text above. get on well with my boss, she found the job really boring, it sounded perfect to me, to set my alarm, breathe a sigh of relief, have a dreadful feeling, to be in a rush, to get off the train D. Read the sentences and answer True or False to the questions. a) false, b) true, c) false, d) true, e) t rue, f) true, g) true, h) true.
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Practice A. Finish the following sentences using a 0 conditional sentence. 1) ……you may apply for another one, 2) ….you can’t be in time for school, 3) … you find it difficult to make your living, 4) …… you will get soaked, 5) …. if you get the first prize, 6) … it is heated, 7) …...you say bad words to them, 8) ….. they are loaded with information. B. Write about what you will do if you go on a school trip to Durrës. 2) If I go to Durrës I will visit the Amphitheatre. 3) If I go to Durrës I will go sightseeing. 4) If I go to Durrës I will have a walk at the seaside. 5) If I go to Durrës I will have a meal in a fish restaurant. 6) If I go to Durrës I will go swimming. C. Put the verbs in brackets into the correct tense. 1) would not have, 2) got up, 3) had, 4) sold, 5) trusted, 6) bought, 7) went, 8) lived, 9) were, 10) had. D. Match a line in A with a line in B to make proverbs. 1) If a man deceives me once shame on him. 2) If a man deceives me twice shame on me. 3) If you sell the cow. You sell her milk too. 4) If you run after two hares, you will catch neither.5) If your ears glow, someone is talking to you. 6) If you want knowledge, you must toil for it. 7) If you venture nothing, you will have nothing. 8) If you make yourself an ass, don’t complain if people ride you. F. Translate them into Albanian. 1) Nëse dikush të mashtron një herë, turp për atë. 2) Nëse dikush të mashtron dy here, turp për ty. 3) Nëse ti shet lopën, ti e shet atë me gjithë qumësht. 4)Nëse vrapon mbas dy lepujve, s’kap asnjërin. 5) Nëse të oshëtijnë veshët, dikush të përgojon. 6) Nëse kërkon dije,duhet të gërmosh për ta gjetur7) Nëse nuk rrezikon, nuk fiton gjë.8) Nëse sillesh si gomar, mos u anko kur të tjerët të hypin sipër.
Item 17: Say it again P. 144 Overall objective: By the end of Item 17 ‘Say it again’ Ss should be able to: read and comprehend the reading passage about ‘Say it again’; talk about the sequences of events in Item 17.
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Specific objectives: By the end of Item 17 ‘Say it again’ Ss should be able to: Culture and Communication Minimum identify words and sentences that are used to describe an activity; read the passage and try to say a few words about Item 17; Medium get the overall idea of the reading passage; ask and answer questions about activities you do in his/her life. Maximum talk or write about the sequences of the activities he/she does in his/her life; discuss with his/her peer about activities he/she does in his/her life.
Grammar By the end of Item 17 Ss should be able to: Minimum identify and underline the Reported speech in Item 16; Medium make a dialogue using the Reported speech; use the verbs in the correct form. Maximum use the Reported speech to show daily activities; use the words and expressions in Item 17 to write a description about his/her daily activities where the Reported speech is used.
Ss look at the title and predict the content of the passage. Ss skim the text to check the gist of the passage. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and ask them to answer the questions. Suggested answer key
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B. Finish the sentences with the words from the text. 1) what that man was up to, 2) wondered whether he was trying to lure him into starting up the car, 3) he could afford it, 4) it was a pleasant weather, 5) it was his car, 6) one of his brake lights had gone, 7) of his duty, 8) to let him see the road, 9) he wants C. Can you guess the meaning of these phrases from the context? Then check the vocabulary to see if you were right. 1) go out immediately, 2) police make severe tests on drink driving, 3) direct the attention to the beauty of the weather. 4) What’s wrong with him? 5) buy it on a good prize. 6) The driver has driven a lot of miles. 7) block the progress or movement of him. 8) I have nothing to do now. 9) It is an unpleasant situation, so it is hard to escape. 10) I had knowledge of the policeman. Make adverbs from the foll owing adjectives. pleasantly, cheaply, politely, confidently, strangely, really, possibly, loudly, slowly, quickly. Practice A. Rewrite the sentences into the reported speech. Change pronouns and expressions of time and place where necessary. 2) She said she went to the cinema yesterday. 3) He said he is writing a test tomorrow. 4) You said you will do this for him. B. Write these sentences in reported speech, using the words in brackets. Change tenses and pronouns where necessary. 1) The mechanic says that he will look at the car the tomorrow afternoon. 2) She said she was a dentist. 3) They say they aren’t going to sell their house. 4) The officer told Mr Smith that his passport was out of date. 5) The woman said she was going to see the doctor. 6) He told Anna that he loved her.
Item 18: Life through a lens P. 153 Overall objective: By the end of Item 18 ‘Life through a lens’ Ss should be able to: read and comprehend the reading passage about ‘Life through a lens; talk about the sequences of events in Item 18.
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Specific objectives: By the end of Item 18 ‘Life through a lens’ Ss should be able to: Culture and Communication Minimum identify words and sentences that are used to describe life through lens; read the passage and try to say a few words about Item 18; Medium get the overall idea of the reading passage; ask and answer questions about changes lens have brought to his/her life. Maximum talk or write about changes lens have brought to his/her life; discuss with his/her peer about changes lens have brought to his/her life;
Grammar By the end of Item 18 Ss should be able to: Minimum identify and underline the Reported speech in Item 18; Medium make a dialogue using the Reported speech; use the verbs in the correct form. Maximum use the Reported speech to show daily activities; use the words and expressions in Item 18 to write a description about his/her daily activities where the Reported speech is used.
Ss look at the title and predict the content of the passage. Ss skim the text to check the gist of the passage. Explain the meaning of unfamiliar vocabulary in the text. Then allow Ss 5 minutes to read the text and ask them to answer the questions. Warm up
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Fill in the gaps in the sentences using these key words from the text. multitask, widespread, a balanced life, survey, decline, essential, pastime, reluctant, sedentary.
Suggested answer key A. Look in the text and find this information as quickly as possible. 1) 63%, 2) 20 minutes, 3) four hour and 40 minutes each day, 4) 1.147, 5) four out of five. B. Are the statements True or False according to the text. 1) true, 2) true, 3) false, 4) true. C. Find the following words or phrases in the text. 1) four out of five, 2) keep up with, 3) annually. 4) flick through. 5) refused. D. Verb + noun collocation 1 – g, 2 – h, 3 – a, 4 – c, 5 – f, 6 – b, 7 – d, 8 – e. E. Word building. 1) interaction, 2) imagination, 3) decline, 4) research, 5) refuse, 6) inquiry, 7) investigation, 8) pleasure. Practice A. Rewrite the following sentences using one of the beginning given in Focus on Grammar. 1) Do you know what male ballerinas are called? 2) Do you happen to know if blind people can see their dreams and if they dream? 3) They’d like to know why Wile E coyote doesn’t buy his dinner as he has enough money to buy all that Acme crap? 4) Can you tell me why the person who handles money is called a broker? 5) If quizzes are quizzical, do you have any idea what tests are? 6) If corn oil is made from corn and vegetable oil is made from vegetable. Do you happen to know what baby oil is made from? 7) If a man is walking in a forest and no one is there to hear him can you tell me he is still wrong? 8) Have you any idea why it is that when …………… ? 9) I’d like to know you call it an asteroid when it’s outside the atmosphere? 10) I’d like to know if you noticed that ………….
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11) Have you any idea when the president came? 12) Can you tell me when I popped in your house, where you were? 13) I was wondering why you told the secret to Anna? 14? Do you happen to know you didn’t tell in advance? 15) Can you tell me which doctor you saw yesterday in the hospital? B. Rewrite the sentences beginning with the words in brackets. 1) They have told me they couldn’t come on Tuesday. 2) The President will announce that I’m going to visit Europe this. 3) Gemma tells me she can’t stand classical music. 4) The pilot has just announced that the plane will land in half an hour. 5) The booking office says that there are no tickets left for tonight’s performance. 6) The children say that they haven’t had anything to eat. 7) He’s told me he has already seen the play. 8) I’ve told them I will come again next year.9) Simon says that he is not feeling very well. 10) Jason has just said that he ha never been to Japan. 11) She will tell you that she is meeting the students for lunch next year. 12) The advertisement claims that you will never drive a better car. 13) Ann told me that she explained everything to the dean. 14) The secretary said that students will be present in that important meeting. 15) Pegy told me that the doctors in her town are very kind and professional. 16) Mary asked if the letters should be written in English. 17)Sue replied that her books are on the second shelf. 18) Mary said that her mother cooked a very delicious meal for her birthday. 19) Bob said to the general director that Mary replied to all the companies for everything. 20) James told Bill that Tom is going to the beach tomorrow.
Revision 5: Questions P. 160 A. Put the verbs in brackets in the right form. 1) going, having bought, 2) to think, 3) start playing, 4) to start, to meet, 5) seeing, 6) studying, to understand, 7) marrying, to buy, 8) eating, 9) going, dancing, 10) living, to move, 11) to turn, leaving, 12) buying. B. Provide the “to” or the “ing” form of the verb. It may be necessary to provide a preposition as well. 1) of spending, 2) of endangering, 3) to take, 4) get, breaking, 5) to load, 6) trying to lift, 7) skated, 8) to buy, 9) to impress, to read, 10) bitten by. C. Complete the sentences in reported speech. Note the change of pronouns and tenses. 1) where her umbrella was, 2) how we were, 3) if I had to do it, 4) where she has been, 5) which dress he liked best, 6) what they were doing, 7) if I was going to the cinema, 8) if there was anyone who spoke English, 9) how I knew that, 10) if Caren talked to Kevin, 11) she had to do with those files, 12) where we were going that night, 13) if those books were hers, 14) where the bank was, 15) how I was doing.
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E. Choose the correct word to fill in the gap. 1) c, 2) c, 3) a, 4) d, 5) c, 6) a, 7) c, 8) a.
ANSWER KEY TO ACTIVITY BOOK Item 1 My Country Write the verbs in simple past. P.5 1. 2. 3. 4.
were called, smelled began was. Answer the questions 1. It lies on the shores of Lake Michigan. 2. It is “wild onions” 3. It was built in Chicago. Grammar Exercise 1 Fill in the gaps with a or an, the or no article in the following letter. Dear William, Hello from 'Mexico City! I'm staying at a beautiful hotel in the centre of the city. This x morning I had x breakfast in the hotel garden. Tomorrow I'm going to rent a car and drive to the mountains. I hope the weather will be fine. See you soon, Carol
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Exercise 2 Put the words in these sentences in the correct order. 1. 2. 3. 4. 5.
She buys a lovely new silk blouse. The shop sells expensive old handmade objects. She seldom gets to work before 9.00. I'll probably see him early in the morning when I come to work. He left the house quite suddenly after his phone call. Exercise 3. Complete the sentences, using a verb f rom the box. Use each verb once. help, stay, find, speak, look after, telephone, buy, go out, get on.
1. We decided to go to Spain for our holidays. 2. She learnt to speak Arabic when she was a child. 3. I tried to telephone you but there was no answer. 4. They refused to get on the plane. 5. She hopes to find a job soon. 6. Did you forget to buy the bread? 7. I'm tired: I don't want to go out tonight. 8. They offered to look after the children for the evening. 9. They're planning to stay with us for the weekend. 10. He agreed to help us with our problem.
1. 2. 3. 4. 5.
Exercise 4 Put the verbs into the correct form. I like pizza. He hates garlic. My sister prefers tea to coffee. I want to get away from here. She does not understand me.
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6. I do not believe it. 7. I do not know why you are so mean. 8. We do not think that this is right. 9. What does it mean? 10. Do you hear the music? Exercise. 5 Choose the correct word to fill in the gap 1. c; 2. a; 3. c; 4. b; 5. d; 6. a; 7. a; 8. d; 9. c; 10.a. Fun time Put the verbs into the correct form. 1. SHAGGY - Strength of a Woman: I wonder if God is a woman. 2. PINK - Family Portrait: You fight about money, ... 3. BLUE feat. ELTON JOHN - Sorry seems-----to be the hardest word. 4. SHANIA TWAIN - Ka-Ching: We live in a greedy little world. 5. ATOMIC KITTEN - Love does not have to hurt. 6. JUSTIN TIMBERLAKE - Cry Me A River: You don’t have to say, what you did. 7. SHAKIRA - Objection: I don’t want to be the exception. 8. COUNTING CROWS - Big Yellow Taxi: ... don’t know what you got 'til it's gone. 9. NATASHA THOMAS - Why: Why does your love hurt so much? 10. Avril Lavigne - Skaterboy: –Does your pretty face-see-what he's worth?
Item 2 Famous people speak Exercise 1
1. 2. 3. 4.
Magical Mystery Tour of Bournemouth & the Isle of Purbeck a. Question Prompts: ask and answer What did Hamdan pass? What did he steal? What happened in the evening? When did they arrive in Bournemouth?
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5. How long did the tour take? 6. What did Giuseppe tell Hamdan ? 7. Why were the students happy? 8. What did they do after they parked the bus? 9. Where did they take lunch? 10. How many miles of sand did the beach have? Exercise 2 Make sentences about what you have done using the following phrases: Give one or two examples yourself or by an advanced pupil. Point out they should use the verb in the present perfect. Grammar a- Complete these PRESENT PERFECT sentences using "for" or "since". 1. She's very tired. She hasn't slept for twenty hours. 2. He smells very bad. He hasn't washed for a week since last week 3. That student is very bored. He hasn't had a good teacher for a long time. 4. This teacher is very boring. He hasn't taught a good lesson for a long time. 5. I have been studying English verb tenses since I started learning English. 6. I haven't spoken my own language since I moved to the USA for a long time. 7. Those ladies are unhappy. They haven't kissed anybody for ages. 8. I am very thirsty. I haven’t had any water since early morning. 9. How long have you been learning English? For 6 years, since I was 10. 10. How long have you been living in England? For 10 years, since I graduated.
1. 2. 3. 4. 5. 6.
b- Make questions in the Present Perfect for recent events or your life so far. Have you seen any good films recently? Has he ridden a camel before? Has she ever eaten frogs legs? Have they read any good books recently? has she made any good friends since she came here? Have we studied our grammar yet? Exercise 3
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1. 2. 3. 4. 5. 6. 7.
Answer these questions with the Present Perfect. Why are you so sad? I have just... heard something bad. ...... Why are you so hungry? I haven't . eaten anything since yesterday morning........ Why are you so tired? I haven't had a break since I started work......... Why is Yvonne smiling? She's just talked to her friend........... Why is Ted angry? The students have made fun of him............... Why don't the students like the recent weather? It has stopped them from playing out...... Why are the students so worried? They haven't received the test results yet. ................... Exercise 4 Put the verbs in brackets into the correct present or past form (present; past; present perfect; past perfect). You may use both simple and continuous aspects. A: How long did you work there? B: For three years. I left last year. A: Have you met Sarah? B: Oh, yes, I have known her for several months. She is in my dance class. We have been going to the same class every Tuesday since January. A: Is the phone ringing? B: Yes, but I am cooking dinner, so I don’t answer it. A: Why didn't you give him the news? B: By the time I found out, he had already left . Exercise 5 Write positive sentences in present perfect simple to show the following people have just completed an action. 1. has visited; 2. has played; 3. have washed; 4. has repaired; 5. has helped; 6. have washed; 7. has talked; 8. has drawn; Exercise 6 Put the verbs into the correct tense (simple past or present perfect simple) 1. won; 2.has already prepared; 3. found; 4. has just come; 5. bought; Exercise 7 Put the verbs into the correct tense (simple past or present perfect simple) 1. haven’t seen; 2.did not go; 3. have not been; 4. has not arrived; 5. did not visit.
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Exercise 8 In your notebook, write these sentences putting the words in brackets in the correct place. If two answers are possible, write them both. 1. 2. 3. 4. 5. 6. 7.
Have you finished yet? It's time to go. I haven't done my homework yet. I've already told her several times that I can't come. You've just missed her - if you hurry, you'll catch her in the street, Have you finished painting the house yet? I've already said that I'm not going to be here tomorrow, I haven't yet explained,
Item 3 Pen Pals Vocabulary Read the following letter from one friend to another and fill in the gaps with the words given able, house warming, looking forward, when, surprise, before, had to, tried, busy, then, the chance of, maybe Not : There is a mistake in the letter. Line 3 is ‘ all ready’ instead of ‘already’ Exercise1 Two friends are talking on the phone. Read the dialogue and answer the questions. Exercise 2 Choose the correct answer to these questions based on the dialogue. Q. 1 a; Q .2. b; Q.3. c; Q.4. c; Q.5. a.
Ask questions to fill the gaps with the missing information. Page 20
Where was he born? How long did he go to school?
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What does miss? What has he done in Denver for over 4 years? What does he do? When is he going to receive his Bachelor of Science? Who is he going to marry? What does Alice do at the University in Buenos Aires? What is she going to receive next May? Where were they hiking together? How long have they been engaged? GRAMMAR
1. 2. 3. 4. 5. 6. 7. 8.
Exercise 1 ( page 21) is raining are eating are going to drive / are driving am going to brush are going to break it are staying/ are going to saty going to tell are going to miss Exercise 2 (page 22) 1. to express; 2. typing; 3.to use; 4. working; 5. to meet; 6. working; 7. being; 8. to further; 9. working; 10 . hearing. Exercise 3 (page 22) was, had rained, was , smelled, was, had all gone, had arrived, had sat up, was, had only been.
Exercise 4 (page 23) 1. B; 2. B; 3. A; 4. A; 5.A; 6.A; 7. A; 8. A; 9. A; 10. A.
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Item 4. Food 1. 2. 3. 4. 5. 6. 7.
Vocabulary What’s wrong? (page 25) He provides his customers with bread. Mrs. Brown came into the shop and asked for three loaves of brown bread. He had two loaves remaining. If Jack had baked another loaf of brown bread. I baked some extra loaves a few hours ago. Would you like me to bring one by? So Jack got into his bike and rode to Mrs. Brown's to deliver the third loaf of brown bread)
1. 2. 3. 4. 5.
Exercise 1 (page 26) Both ‘George’s’ and ‘The three Stars’ are popular restaurants. The oven is used both for roasting meat and for baking it. I like neither beer nor wine Neither the snack bar next to the school nor the school canteen were open. Arben speaks both English and French fluently.
1. 2. 3. 4. 5. 6. 7. 8.
Exercise 1 (page 27) These clothes are too small for Andrew. I should give them away. I don't know the meaning of this word. I must look it up. We should talk about this problem. Can we fix up a meeting? Your room looks terrible, James. Why don't you put your clothes away. Would you like to put your bag down? This problem is really difficult. Could you help me work it out it? OK, we're ready. Would you turn on the machine, please? Marie can't come. She wants to put off the meeting until Monday.
Exercise 3 (page 28) 1. What would you like to have?
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2. 3. 4. 5. 6. 7. 8.
What did you do yesterday? What is Ann doing? What are you going to do this summer? When do you get up in the morning? Is he married? How long has he lived here? What will you order? Exercise 4 (page 28) met, are, have, have just come, are you going, Do you mean, like to come, am going, go, don’t see, has painted, are lying, like, do not want, have never told, have not had, come, will take, order, will think, have, wil l sit, have, have you ever had, had, have never been, Exercise 5 (page 30) Have you ever tasted, have eaten, did you eat, ate, invited, did you like, was, have been, ordered, had. Exercise 6 ( page 30) Did you have, was, arrived, knew, had forgotten, did she do, pretended had not forgotten, said, was not ready, had got, Exercise 7 (page 31) 1. Everybody in my class is studying English. 2. If you marry me, I'll give you everything. I'll take you everywhere and you will meet everyone. 3. I'm very unhappy because nobody loves me; I feel I'm going nowhere and I can't do anything about it. Can anyone help me? 4. " Nothing is more important than love. If you have love, you have everything you need!" "That's not true. I agree that you have everything but you don't have all things." "O.K., but having something is better than having nothing ."
Item 5 Travel & Visits
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Vocabulary a. Comprehension Quiz (page 33) 1. A tourist who has traveled a lot. 2. An area between mountains. 3. A bungalow. 4. The guests. 5. Recreation activities. 6. In Chisom. b.Exercise on Accomadation (page 33) 1. double room, 2. twin room, 3. family room, 4. dormitory, 5. bunk beds, 6. reception, 7. key, 8. advance, 9. vacancies. c) ( page 34) 1. book 2. packed, 3. travel, 4. breakfast, 5. peak, 6. accommodations, 7. insurance, 8. package, 9. connecting, 10. found Grammar Exercise 1 (page 35) 1. What had Bob done.. 2. Had you eaten… 3. Had he lived … 4. Had she found… 5. Had they booked… 6. How often had you rung… 7. Why had they left… 8. Had Carly washed.. 9. Had you read.. 10. Who had lived…. Exercise 2 (page 35) had left , had been, had, went , running, had noticed, had been standing, was wearing, had thought, was not raining. Exercise 3 (page 36)
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had watched, had missed, had built, had painted, had planted, had written, had practiced, had ordered,had knocked, had slipped. Exercise 4 (page 36) Example b 1. a, 2. b, 3. c, 4. b, 5. b, 6. d.
Item 6. The Future of Design Exercise 2 (page 41) onto, to, during, beyond that, until, Exercise 3 (page 41) See.2. mean,3. love,4. looks,5. does not make sense, 6. do not understand, 7. do not care, 8. do you think, 9. do you speak, 10. do you believe, Exercise 4 (page 42) visit, will go. 2. will phone, get. 3. will call, sign. 4. will not do, tell. 5. will be, meet.
1. 2. 3. 4. 5.
Exercise 5 (page 42) They will take up snowboarding when they go on holiday She will join a design group as soon as she graduates. She will study designing when she goes to university. They will not approve the design until they check it. He will be very rich before he is 24. Writing (page 44) did his best, make money, business, made, doing, made, suggestion, phone call, made, made, made, favour, duties, efforts, make.
Item 7 Criss Crossed Lovers
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Exercise 1. (page 46) 2 3 4 5 6 7 8 9
1. 2. 3. 4. 5. 6. 7. 8.
I don't like the people who are staying with the Browns I like books that make you think about things. I'm looking for the person whose car I've just hit . Most of the books I read as a child are still popular today.. You can buy the pasta from that Italian shop which has just opened in the high street. The woman whose job I'm doing is coming back to work soon.. Is she the new television presenter everyone's talking about? People who have a lot of leisure time often have very little money to spend on leisure.
Exercise 2. (page 47) They didn’t give me any money. She showed the car to all her friends. I gave the students the news. Did you lend him my pen? I bought some flowers for my parents. Why didn’t you bring me some perfume? We took Janice some grapes and some flowers. He showed me his injured hand. Exercise 3. (page 48) 1. so, 2.before, 3.but, 4. then, 5. after, 6. and, 7. but, 8. before, 9. after, 10. because, 11. then, 12. because, 13. so. Exercise 4. (page 48) 1. where, 2. who, 3. whose, 4. when, 5. which.
2. 3. 4. 5.
Exercise 5. (page 49) These are some suggestions, but the pupils are free to give their own opinions. the greatest competitions in centuries the biggest sea mammals a very dangerous disease who is very fond of English
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6. which are very useful and convenient Talking (page 50) Ian. Thinking about, Ian. think of, Amy. think of, Amy. think about, Ian . think of , Amy. Think about, Ian. Think of,
Item 8 A Traditional Wedding A. Vocabulary A.1. Fill in the missing prepositions and particles in the following joke. Write your answers at the bottom of the page. There is an example at the beginning (0).
Blind date Once upon a time there was a very ugly monster who lived a lonely, unhappy life. He longed ( 0) company, so one day he got (1 ) x the courage to put an advert (2) on the newspaper (3) to a girlfriend. He waited anxiously (4) for almost a week, then the(5) next Friday, he got a letter (6) from a 30-year-old lady (7) in Hampstead. They wrote (8) to each other several times before they decided to meet. “I must warn you that I'm not very attractive to look (9) x,” wrote the monster. “In fact, I have two heads, I'm covered (10) with nasty yellow scabs and I've got lumps (11) of green hair growing all (12) on me. I also have a wooden leg and one (13) of my arms trails (14) along the ground when I walk. If having heard this, you still want to meet me, then I suggest we meet (15) in front of the clock (16) by Paddington Station (17) on Sunday (18) at 1 p.m.” A couple of days later, a letter came (19) to the lady. The monster opened it nervously, terrified that his description would have put her (20) up. “I think personality is more important than looks,” she wrote, “so I look forward (21) to meeting you (22) on Sunday. Since we haven't met before, would you wear a pink carnation so I can recognize you?” A.2. Make sentences. Put the words in the correct order. example to / It's / cold / too / outside / go It's too cold to go outside.
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1. 2. 3. 4. 5. 6. 7. 8.
This coffee’s a little strong for me. This T-shirt is miles big for me. The program’s on a bit late, too. I’m too old to be a pop star. You’re too young to go far on holiday alone. It’s far way, too to go on foot. Your essay’s slightly too short. I’m much old too to go out dancing.
A. 3. Modifying and intensifying adverbs Take out the extra word from each sentence. Write the correct sentence into the line given. example I thought the film was absolutely good. I thought the film was good. 1) After our long walk, I got home really exhausted. 2) What an extremely nice person he is! 3) The performance was absolutely good. 4) They seem a bit happy at the moment. 5) I think she's totally delightful! 6) Tom's girlfriend is quite intelligent. 7) He is quite amazing.
A. 4. Topic: At a party Circle the words that best fits the meaning 1) I want to make a party next weekend. 2) I didn't know this was a tone party. Yes, it is - the tone is "come as your favorite celebrity". 3) Are you going to John's party? No, I wasn't invited. 4) Tom's having a party Oh yeah? What's the event? It's his birthday. 5) BYOB stands for "bring your own bottle". 6) A "party creature" is a term used (somewhat jokingly) to refer to someone who loves to party. 7) Are you going to serve dinner at your party? No, it's going to be a "wine and cheese" party. 8) Are you having a good time? Yeah! I'm having a blast!
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9) I love this song! Turn it up (= make it louder)! 10) I invited Neil and his girlfriend, but they didn't show up (= didn't come).
B. Grammar Exercise 1- Combine the two sentences into one, using a relative pronoun or a conjunction, and making any necessary changes. 1. That's the woman whose dog bit me. 2. Can you tell me about the town where you were born? 3. I found the book. It was taken from the library. 4. I can't remember the time. I first heard that song. 5. The woman who married my best friend is my cousin. Exercise 2. Rewrite the sentences in the passive voice beginning wi th the word in bold 1. An advert was put in the newspaper by a very ugly monster. 2. Many letters were sent to his girlfriend by the monster. 3. Many books in English have been recently published by them. 4. Tennis was not played in this court by them. 5. A new school will be built Supplementary exercise Some advice will be given to Rachel. A letter was sent to him by me. The way was shown to us by the police. A lift was given to me by our neighbour. A favour was asked him by us. A lie was told to me by her. A postcard has been written to her by them. A cup of tea will be made to you by Kerrie.
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The coffee has not been brought to us by the waiter. A seat was not offered to her by them. Exercise 3. Rewrite the sentences, putting the underlined verbs into th e passive. Make any changes necessary. 1. Snack food is not liked by me. 2. The windows are very dirty because they have not been cleaned for weeks. 3. A lot of profit is made out of tourism industry. 4. I have been given the chance to explain my point of view. 5. I’m hoping I will be chosen for the college football team. 6. It is believed by people that many more people will die of skin cancer over the next ten years. 7. The job has been finished on time. 8. We can’t take the car: it is being repaired by the people at the garage. Writing Write some statements with which you will agree or disagree using the following expressions. 3) ‘I hope so’, because I am going to the USA next month. 4) ‘I think so’, because he is always there in class with his students. 5) I hope so. / I hope not. 6) I hope not. 7) Could I find them at home now? 8) Will she have to meet the president?
Item 9 Teenage Problems a) Read the following dialogue and try to guess the meaning of the phrases in red. Have pupils give the meaning themselves and then deal with exercise. You should accept even Albanian translations. Some meanings may be: Get ahead = be successful, do well, have good results Got on = had good results, had a good time, proceeded well, got on well with the lessons Messed around= skipped work, didn’t do much work, made noise, didn’t work steadily
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Got down to work = worked seriously, worked hard, took my schoolwork seriously Got through = finished successfully, had good results in the exams, finished my exams Went on to = continued to study, didn’t stop studying, b) Now match each one of the phrasal verbs with their meanings and find out if you guessed all right. 1. to get down to work 2. to go on to 3. to get ahead 4. to get on 5. to mess around 6. to get through
b. start work seriously a. continue to do e. to succeed f. to proceed well c. to play d. to finish
c) Read the following text about April Fool and write the appropriate word in the blank space 1. to play jokes 2. you are supposed to 3. unclear 4. by pouring 5. embarrassing 6. prank 7. fell for 8. hoax 9. tradition / considered Grammar Exercise1 : Give the right form of the following sentences 1. Mary ought to clean up the mess she made. 2. Shouldn’t the opposite of zero be everything? 3. Everyone should look at the stars from time to time. 4. We should have a plan when the going gets difficult. 5. To whom should we turn for inspiration and wisdom?
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6. Dan ought to work more if he wants to pass the exam. 7. You ought not to worry about things you can't change. 8. Some think that schools should offer parenting classes. 9. Vegetables ought to be canned while they're still fresh. 10. Don’t say you ought to do something unless you can actually do it. Exercise 2 Circle the right alternative that fits the sentence best. 1.can ; 2.shouldn’t; 3. must; 4. can’t; 5. must; 6.can; 7. can; should; 9. must. Exercise 3. Rewrite the sentences adding have + to-infinitive in the correct tense and form. 1. I've had to use the bus for the last two days. 2. I have to do the washing once a week. 3. We didn't have to go to college yesterday. 4. Did you have to get up early this morning? Remember Exercise 4. Circle the correct word in each sentence. 1. It was a very interesting performance. 2. We were all very interested in what he said. 3. It was a very tiring journey. 4. We were all very worried... Exercise 5. Put the verbs in the proper form, Gerund or Infinitive: "-ing" or "to" 1. I can't think of going to visit her in hospital without buying some flowers. 2. The examiner gave the students some time to think. 3. The band plans started playing by 9pm. 4. The play is programmed to start at 7pm, so we have decided to meet at 6.30. 5. I am looking forward to seeing the film again. 6. I intend to study English to understand American business methods. 7. She still plans on marrying him even after he refused to buy an engagement ring. 8. I cannot resist eating fish and chips when I am in England.
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9. She enjoys going to parties and dancing in discos all night long. 10. I stopped living in London when I realized it was time for me to move on.
Item 10. Do you believe that UFOs exist? Exercise 1: Put the story into the correct order. 1 – 10; 2 – 2; 3 – 6; 4 – 5; 5 – 7; 6 – 8; 7 – 4; 8 – 9; 9 – 3; 10 – 1. Exercise 2: Read this story about a teacher talking to h is/her students. Write the correct two-part verb into each box. Turn on; put out; turn off; turn off; take off; hang up; look after; put away; put down; turn up; pick up. Grammar Exercise 1: Fill in each blank space with the right article: a, an, the. the, the, the, a, a, a, a, the, a, the, the, an, a, a. Exercise 2: Link the two sentences to make one sentence, using the word given. …………. Use a comma if the link word comes at the beginning of your sentence. 3. I don’t think he will pass the exam, since he hasn’t done any work. 4. The bus crashed, because the driver fell asleep. 5. As it was raining we decided not to go out. / We decided not to go out, as it was raining. 6. The climate is changing, because the earth is getting warmer. 7. Since Monday is a public holiday, we’re going to spend the weekend in the mountains. Exercise 3: Fill in each b lank space with the right article. 1) the; 2) b; 3) the; 4) b; 5) a; 6) b. Exercise 4: Fill in the gap s in the following sentences either with make or let in the right form. 1. made; 2. made; 3. made; 4. made; 5. made; 6. made me; 7. made myself; 8. let. Exercise 5: ………………….. Change the pronouns where necessary. 3. She said she was waiting for Jessie.
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4. He said didn’t like the tea. 5. She said the car wasn’t at her house. 6. He said the washing machine was broken. 7. He said he was working. 8. They said they were worried about Peter. Exercise 6. Complete the sentences, using the phrasal verbs in the box. Put the v erbs into the correct tense form. 2) get up; 3) stay in, go out; 4) hurry up; 5) set off, sleep in; 6) speak up; 7) look out; 8) go out
Item 11. Environment and its pollution Exercise 2. Write the verbs in the correct tense. 1. noticed, was not; 2. will host; 3. will do; 4.will ban. Exercise 3: Read the text below and underline the right word in brackets. Quality, constant, bad, obviously, attention. Grammar Exercise 1 Upon, in, with, into, near, out of, into, for, down, within, out, with, in, away with, Exercise 2 1. in front of, 2. as, 3. on, 4. down / into, 5. of, 6. away from. Exercise 3. Fish Before my wondering eyes swims a fish Between the slimy green pebbles Without limitations Into a shaded area he disappears Since the sun is shining brightly
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Beneath the cool dampness of a lily pad he rests For a while, he is nowhere to be found Across the muddy bank, he shimmers But he quickly disappears To a new place round the bend. Smoking Before the addiction Among the crowd Around fresh air Into having it all About my future Among many friends After the addiction Into the halls Away from the crowd Through my lungs Near the end Beneath the ground Among the dead. Exercise 4. 1. by, 2. about, 3. on, 4. at, 5. of, 6. a, 7. with, 8. of, 9. to,10. into, 11. X, 12. with. Exercise 5. Once, of, in, by, into, about, for, during, in, between, on, for, in, for, of traveling out, in, in, from, from, before, at, on, At, by, by, by, in, x, by, on, at, on, in, During, out of, on, about.
Item 12: Cell Phones Exercise 1. 1. …………………. Are engines that will take you to your chosen site in seconds.
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2. …………………. that can take you into world, any field of knowledge you desire. 3 ………………….. examine in detail usually with the purpose of trying to find someone or something. 4. …………………. a machine that with the help of some kind of power will enable something to move. Grammar Exercise 1. 1. something to me 2. what it is. 3. with living. 4. to be away. 5. happy about. 6. if I. 7. could borrow. 8. to ask. Exercise 2: 1. going, buying; 2. to think; 3. to start playing; 4. to start, to meet; 5. to seeing; 6. to study, to understand; 7. marrying, to buy; 8. eating; 9. going; 10. living, to move. Exercise 3 1. for; 2. in; 3. with; 4. to; 5. to; 6. at; 7. according to; 8. for; 9; on; 10. on, on Exercise 4. 1. x, for; 2. on; 3. on; 4. in, in; 5. to; 6. to; 7. to; 8. ever been in. Exercise 5: 1. look after, 2. look round, 3. came across; 4. takes after. Grammar Exercise 1. 1. has been, 2. how are, 3. has, 4. have, 5. has been, 6. living in, 7. for, 8. been working, 9. been, 10. traveling after. Exercise 2. 2. have been waiting, 3. has been living, 4. has been playing, 5. have you been learning, 6. have been looking for, 7. have been living, 8. has not been running, 9. has she been working, 10. has not been. Exercise 3.
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1. have not been playing, 2. has not been driving, 3. has not been going, 4. have not been running, 5. have not been smoking, 6. have not been eating, 7. has not been working, 8. have not been reading, 9. have not been cycling. Exercise 4. 1. I have to do the washing………….. 2. We didn’t have to go to ………….. 3. Did you have to get up …………….. 4. I will have to start work ……………. 5. I have always had to work hard. Exercise 5. 1. I’ve been typing for…….. 2. have been……for………. 3. have you been waiting for……… 4. have you been off work for? 5. have you been typing? 6. has been living … since……. 7. has been studying…… for….. 8. has she been studying… 9. have been working …. since…. 10. have been decorating …… since…. Exercise 6. 1. fell…. was crossing 2. dropped ……… was running…. 3. got…….. walking …. 4. opens…….. shout…… 5. was cleaning …. Fell …. 6. got …. Rang…… 7. slipped …… fell……… were climbing…. 8. was sightseeing …. Hid Exercise 7. 1. have been repairing, 2. has been, 3. have you waited, 4. have you been, 5. have you been traveling, 6. has been living, 7. has been teaching, 8. have you been playing, 9. have been interested, 10. have visited. Writing
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gathered, are touching, reported, planted, digging, didn’t, experimenting, have gathered.
Item 14. Changes in my town Vocabulary a) Read the paragraph below and put the words in brackets in the right form. exploding, driven, pot, influenced, ethnic, i ndustry, draw, humid, mild, affordable. b) Match the sentences and responses. 1-e; 2-c; 3-b; 4-g; 5-h; 6-a; 7-f; 8-d. Grammar Exercise 1. haven’t we; won’t it; hadn’t I; don’t we; isn’t there. Exercise 2. 1-e; 2-h; 3-d; 4-j; 5-i; 6-a; 7-c, 8-g; 9-b, 10-f. Exercise 3. 1-c; 2-a; 3-c; 4-b; 5-a; 6-c; 7-b; 8-b; 9-a; 10-b. Exercise 4. isn ‘t he ; don’t you ; don’t we ; will we ; didn’t he ; won’t they ; mustn’t we ; aren’t I ; didn’t you. Exercise 5. English teacher; geography teacher, business trip, physics lab; cinema ticket, TV camera, an onion basket, dessert knife, hospital nurse, magazine photographer. Exercise 6. abbreviation, which, branches, serves, other, institutions, site, world, collection, others. Exercise 7. shouldn’t; mustn’t; mustn’t, have to do, don’t need to go, does not need to, have to. Writing What did he click? Who robbed the bank? What burned down? Who did the children respect?
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How did they welcome the new pupil?
Item 15 Sport Vocabulary Exercise 1. slept in, get up, stayed up, going out, lay on, cleared away, tried out, stayed in, go back, fix it up, carry on. Exercise 2 3. fix it up; 4. go sightseeing; 5. stay in; 6. set off; 7. cleared away; 8. carry on; 9. get up; 10. go back; 11. stay up; 12. save up; 13. go out; 14. stay up; 15. call on. Grammar Exercise 1. 1. He never speaks to me nicely in the morning. 2. We were listening carefully all evening. 3. Se’s been sleeping soundly in that chair all afternoon. 4. He usually is at the college at this time of day. 5. The postman comes very early in the morning. 6. I thought you spoke very well in that meeting yesterday. 7. We generally go swimming at the local pool on Saturdays. 8. He bought these jeans very cheaply in the sales last week. Exercise 2. 1. will have been working; 2. will have to finish; 3. are not to speak; 4. Will you be waiting; 5. don’t intend to marry; 6. will do; 7. didn’t come; 8. wrote; 9. knew; 10. stopped making. Exercise 3. today, often, a lot of, very, extremely, sometimes, repeatedly, soon, today it. Exercise 4. cooking, to look for, reading, asking, suit to wear f or my interview, skiing, to pass, i nviting, building, to go. Exercise 5. 1. She’s the woman who telephoned the police. 2. We threw out the computer which never worked properly. 3. This is the lion that has been ill recently.
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4. The man who was driving the car was badly injured. 5. The children who broke my window live in the next street. 6. They sold the cat that was afraid of mice.
Item 16. A very bad day Vocabulary a, for, has, told, messages, much, forward, He, it, nothing, nothing, when, did, where, hey, over, which, where, who, in. Grammar Exercise 1. goes, get, can not hear, doesn’t work, are, does not work, boils, goes. Exercise 2. Probably not, May be, Probably not, May be, Probably not, May be, Yes, May be.
Item 17. Say it again Vocabulary Exercise 1. 2, 3, 1, 3, 1. Fill in the blanks with reported speech using the text above. were on, would, was, was, was, was, his, didn’t see, wasn’t watching, knew me,. Exercise 2. started, we, to, also, problems, the, x, language, is, America, different, so, as, English, speak, also, of, are, more. Grammar Exercise 1. 1. …….. he did not like that song. 2. ……… where my sister was. 3. …. She didn’t speak Italian. 4. …….. to say Hello to Jim. 5. that the film began at seven o’clock. 6. ……….. not to play on the grass. 7. ………….. where he had he spent his money. 8. …………. He never makes mistakes. 9………… if she knew Robert. 10. ………….. not to try that at home.
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Exercise 2. 1. ….where her umbrella was. 2. …… how we were. 3. …… if he had to do it. 4. ….. where her daughter had been. 5. …….. which dress he liked best. 6……….. what they were doing. 7. ………. If they were going to the cinema. 8. who spoke English. 9. ….. how I knew that. 10. ………… if Caron had talked to Kevin.
Item 18. Life through a lens Vocabulary Exercise 1. Remember, today’s, huge, popular, bad, televisions, videos, increased, shows, television Exercise 2. 1-b; 2-a; 3-c; 4-b; 5-c; 6-c, 7-c, 8-c; 9-b; 10-a. Grammar Exercise 1. Watching, to go, to send, going, for trying. Exercise 2. 1. They’ve told me they couldn’t come on Tuesday. 2. The President will announce that he is going to visit Europe next yea. 3. Gemma tells me that she can’t stand classical music. 4. The pilot has just announced that the plane will land in half an hour. 5. The booking office says that there are no tickets left for tonight’s performance. 6. The children say that they haven’t had anything to eat. 7. He’s told me that he has already seen the play. 8. I’ve told them that I’ll come again next year. 9. Simon says that he is not feeling very well. 10. Jason has just said that he has never been to Japan. 11. Sue says that she can’t listen to what they say. Exercise 3. 2. We came over as quickly as possible after hearing the news. 3. After having worked hard all day, she wanted to go out for dinner.
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