Professional Documents
Culture Documents
LEAD-IN:
Where are you from?; Is it a beautiful place?; Who is your favourite famous person?
READING:
Read the following text about the Martina Stoessel who plays the title role ‘Violetta Castillo’ in the series ‘Violetta’:
Martina Stoessel is from Buenos Aires, Argentina. She is the daughter of producer and director Alejandro
Stoessel and Mariana Muzlera, has a brother who is a year older named Francisco. Her birthday is on March 21st , 1997. She
begins her artistic training at a young age studying singing, piano, musical comedy, musical theater and dance.
She stars in films and sings. In 2010, she obtains the title role in the series Violetta, Violetta Castillo.
Stoessel sings the song forerunner of the series published on 5 April 2012 and entitled En mi mundo. For this role
she wins an award for "Female Newcomer".
Moreover she lends her voice to the character of Carrie in the dubbing of the Italian version of the film
Monsters University.
Martina is a friendly girl, who likes wearing smart clothes but also casual clothes. She is very keen on
spending her free time going shopping, doing sports. She hates wasting her time, but she enjoys travelling a lot.
Comprehension questions:
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VOCABULARY PRACTICE
a. France 1. Norwegian
b. Turkey 2. Irish
c. Spain 3. Polish
d. Poland 4. Dutch
e. England 5. Spanish
f. Finland 6. Greek
g. Norway 7. French
h. Greece 8. English
i. Holland 9. Turkish
j. Ireland 10. Finnish
k. Italy 11. Australian
l. Denmark 12. Japanese
m. Japan 13. Italian
n. Hungary 14. Danish
o. Australia 15. Hungarian
p. Portugal 16. Portuguese
3. Talk to your partner about your nationality and the country you come from/are from/he comes from/is
from. Use the names and countries in the above exercises.
Ex: Where are you from?/Where do you come from?/ What nationality are you?
4. Meeting People. Read the dialogue and complete it with the following lines.
Oh, I mean I only started last week. It’s my first job. What about you?
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Angela: Come on, Polly, there’s someone I’d like you to meet.
Liz: (a)………………………………………………………….
Liz: (b)……………………………………………………………..
Liz: (c)……………………………………………………………
Dave: Sorry?
Liz: (d)…………………………………………………………….
Dave: Me? Oh, well, I’m working on a TV commercial for an internet bank at the moment.
Liz: (e)……………………………………………………………..
GRAMMAR PRACTICE
5. Work with your partner. Ask your partner if he/she likes doing these things. Answer with love, hate, enjoy, can’t
stand.
Ex: You: Do you like playing tennis?
Partner: Yes, I love playing tennis. OR No, I hate playing tennis.
a. Doing Math homework
b. Taking medicines
c. Buying clothes
d. Travelling
6. ‘Vienna Restaurant’. Put the verbs in brackets into the present simple.
This restaurant is called ‘Vienna’. Ten people……………………….(work)here. Julia Thomas is the owner. She
…………………………….(go) to the restaurant at four o’clock in the afternoon. The waiters ……………………………..(arrive)at
half past four. They……………………(set) the tables and…………………………………(tidy) the kitchen. The chef, Pierre
Rousseau,………………………(come) at five o’clock. He…………………………..(prepare) the food for the evening. The
restaurant…………………………(open) at six o’clock. Many people……………………….(eat) here because the food is very
good. The restaurant…………………………….(close) at one o’clock in the morning and at half past one Julia, the chef and
the waiters ………………………….(go) home.
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ACTIVITIES
Imagine that the Olympic torch travels through as many countries as possible. Describe its journey from
the city where the Games last took place to the new venue. (GW) Use the capitals of the countries as destinations.
E.g. A-A Greek athlete carries the torch to Istanbul.
B- A Turkish athlete carries it to Tehran.
C- An Iranian athlete carries it to………..
Get inspired from the flowing list of countries: Holland, the USA, Spain, Ireland, Japan, Finland, France,
Italy, Germany, Russia, Hungary, China, Egypt, England, Greece.
Loan words
Match the words with the languages they come from. (GW)
words languages
Anorak, tycoon, canoe, coach, bamboo, boss, lilac, Japanese, Eskimo, Carib, Hungarian, Farsi, Malay,
silk, vodka, zebra, tomato, yoghurt, whisky, piano, Chinese, Swahili, Gaelic, Russian, Spanish, Dutch,
pyjamas robot, kangaroo, mattress, mosquito, Finnish, Aborigine, Basque, Italian, Arabic, Turkish,
yacht, sauna, bizarre Hindi, Czech, Nahuatl, Dutch
Key:
1. Carib language is a dialect spoken in the Republic of Suriname whose official language is Dutch
2. Farsi language is spoken in Iran ( limba persana)
3. Swahili language is the official language of Kenya
4. Basque language is a dialect spoken in the north-eastern Spain and the south-western France (the province is
called Tara Bascilor)
5. Aborigine language is a dialect spoken in Australia
6. Nahuatl language is a language spoken in Central Mexico
MY MAGIC BOX
1. Too Many Chiefs and Not Enough Indians – this is often used to describe a company where there are too
many managers and not enough people doing the actual work
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2. Beware of the Greek with a gift- means that you must be suspicious of presents from certain people who are just
looking for something from you.
3. It’s all Greek to me – we use this expression when we cannot understand something we read or hear
4. Chinese Whispers – this expression is often used as a metaphor for mistakes and inaccurate information which
comes from rumours of gossip.
5. Talk for England – when someone can talk for hours and hours
TASK: Following the model of the first idiom, draw your own images for the next ones.
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MY NAME IS………………………..
I AM………………..YEARS OLD.
MY HOBBIES ARE……………………………………………….
I ADORE…………………………………….
I HATE……………………………………….
HANDOUT 1/unit 1
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MEETING PEOPLE
1. In each box, match the words in the two columns to make statements or questions.
a. There’s someone
in advertising.
b. Paul, this is
I’d like you to meet.
c. I’d like you
is Vic.
d. Vic’s
to meet Paul.
e. Nice to
l. That really?
HANDOUT 2/unit 1
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MEETING PEOPLE
1. Put the words in the correct order to make sentences. Write them in the correct place in the conversation.
a/coincidence/./That’s
teacher/be/you/a/?/young/bit/Aren’t/to/a
a/ask/Can/?/I/question/you
?/Do/enjoy/studying/you/zoology
him/I/like/./think/you’ll
a/I’m/./teacher
,/./meet/nice/to/too/Yeah/you
someone/I’d/like/meet/./to/There’s/you
Micky: (c)………………………………………………………………………….
Micky: I don’t really know. I’ve just got there. My course hasn’t started. But what about you? What do you do?
Joseph: (e)…………………………………………………………………
Joseph: Zoology.
Micky: (f)………………………………………………………………………..
Micky: (g)…………………………………………………………………………
Joe: Of course.
Micky: (h)………………………………………………………………….
Joe: Yes, I suppose I am. But like you, I’ve just started.
2. Imagine you meet your favourite famous person in the street. You are one your way to the mall. Create a dialogue
between you, your friend and the famous person, using the words and phrases in Handouts 1and 2 and the
following ones:
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Hello, I don’t think we’ve met. I’m ...
Pleased to meet you.
Nice to meet you, too.
May I introduce myself? My name is ...
Famous people
HANDOUT 3/unit 1
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Present Simple practice
1. Complete the sentences with the correct form of the verb in brackets and ask questions to the underlined words.
a. She always…………………………………to school by bus. (travel)
b. They…………………………………………..home from college until 4.15. (not get)
c. He sometimes……………………………..to French classes on Mondays. (go)
3.
A: I have the perfect son.
B: Does he smoke?
A: No, he doesn't.
B: Does he drink whiskey?
A: No, he doesn't.
B: Does he ever come home late?
A: No, he doesn't.
B: I guess you really do have the perfect son. How old is he?
A: He will be six months old next Wednesday.
4. _______________________________________________________________
A family of mice are surprised by a big cat. Father Mouse jumps and says, "Bow-wow!" The cat runs away. "What is
that, Father?" asks Baby Mouse. "Well, son, that's why it's important to learn a second language.
_______________________________________________________________
5. Home Project. Imagine you are a reporter for a famous magazine. Your boss wants you to interview a celebrity.
Write the interview with that very well-known person. (where she/he Is from, his/her nationality, hobbies etc.)
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UNIT 2 - My Favourite Outfit
A B
Activity 1. – Speaking
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4. A: Does Sally wear short skirts?
B: No, she wears .................... skirts.
5. A: Do you live in a dirty flat?
B: No, I live in a ................. flat.
6. A: Is London an ugly city?
B: No, it’s a very ................... city.
7. A: Is “Star Trek” a boring film?
B: No, it’s a very ............................... film.
8. A: Do you have a light blue jumper?
B: No, I have a .................... blue jumper.
The Danube (2,860 km) Amazon River (6, 400 km) The Nile (6, 650 km)
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Positive Short Expensive
Comparative shorter than more expensive than
Superlative the shortest the most expensive
҉ REMEMBER:
good – better than – the best little – less than- the least
bad – worse than – the worst much/many - more than – the most
Look at the models above (4A and 4B) and fill in the blanks with the right form of the adjectives:
4C slow / fast
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Activity 6.-writing-
Using the information in the dialogue above (activity 5), complete the sentences with one of the words in the box:
Activity 7 – writing
*** Worksheet - Activity 8 – Writing – Find the words and match them with the pictures.
Read the dialogue below between a customer and a shop assistant. In pairs, write a similar dialogue about one of the items: a
pair of gloves, a pair of boots, a pair of jeans.
Perform the dialogue in front of the class.
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S.A: Of course. The fitting room's over there.
C: They're a little large. Have you got anything smaller?
S.A: These are smaller.
C: Great! I'll take them. Thank you!
S.A: Thank you! Have a nice day!
Activity 10 – Writing
What is your favourite outfit? Draw a picture and write a short description of your favourite clothes!
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________
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*** Worksheet - Activity 8 – Find the words and match them with the pictures.
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UNIT 3
EXCUSE ME, WHERE IS THE PACK OF WOLVES?
Lead –in
Reading
The Saiga antelope is a big animal populating the arid steppe regions of Central Asia. Scientists are trying to protect the
saiga antelope in Mongolia’s Gobi Desert by using high-tech GPS collars.
It has the head covered with thick woolly fur, dark yellow on the back. During the summer, the fur is reddish, while during
the winter it is thicker and grey-white. The woolly fur layer is made of long hairs, more resistant and shorter ones, soft and
fluffy.
It is remarkable by the big, flexible snout, with the nostrils oriented downwards with the purpose of having a good sense of
smelling, of controlling the body temperature, of heating the air during the winter and filtering the dust during the
summer. Its head is extremely big. Its feet are short and slender, the length of the body being 1 to 1,4 meters, the height of
60 to 80 cm, the weight around 29 to 69 kg, while the tail is 6 to 12 cm long. The males are usually bigger than the females.
Ten thousand years ago, saigas roamed from as far afield as the northern Yukon and Alaska to the United Kingdom.
However, today they are found only in Asia because of changes in climate, vegetation, and habitat.
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Poachers, or illegal hunters, kill them for their horns, which are used in medicine. A million of these antelopes lived on the
earth just 15 years ago, but only a few thousand survive today.
These animals live in big herds, preferring to roam around the semi-deserts and open steppes, eating different species of
juicy plants. Their capacity of running is very hard, at over 80 km per hour. The breeding season is in November. In the
spring of the following year, the females give birth to one or two cubs, who are given milk for approximately a few weeks.
These antelopes live up to 6 to 10 years. The biggest enemies of the antelope are the steppe carnivore animals and the
wolves. The youngsters often happen to be the victims of the eagles, foxes and ravens.
The antelope is part of the Bovidae family and it is a very vulnerable species.
Comprehension questions
Vocabulary practice
1. Match the families of animals in Romanian to their correspondents in English. (collective nouns)
2. Listen to your teacher imitating some animals and guess the sounds made by these animals:
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3. Mice a. squeak b. croak c. coo d. chirp
4. Donkeys a. bray b. neigh c. roar d. chirp
5. Cats a. mew b. grunt c. buzz d. crow
3. Look back at the text and underline all the plural forms of the nouns.
Add –es (to nouns ending –s, -ss, -ch, -sh, -x, -o): bus-buses, church-churches, brush-brushes, box-boxes
Together with your teacher, see unit 2 to remember the uncountable nouns.
ACTIVITIES
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5. Group Work. Imagine that a new animal appears on Earth. In your group, describe this new animal while your
group mates try to draw it following your description. Use plural nouns. Show it to the whole class.
6. Pair Work. Imagine you are an animal, but don’t tell your partner which one. Continue the sentences and see if
your partner can guess what you are. You can use the following animals: bees, hippos, whales, snakes, spiders,
owls, bats, ostriches.
I live in…………
I’m afraid of…………
During the day I………..
I normally live for……
At night I………..
I can…….
I eat……..
……….are afraid of me.
7. Project. Imagine you are an animal. Write about your life. Mention where you live, what you eat, what you look
like, how long you live for etc.
MY MAGIC BOX
play roughly
Horse around
make a beeline Go straight for something
let the cat out of the bag Reveal a secret
smell a rat Begin to suspect something tricky
straight from the horse's mouth Directly from the original source
Jokes
What did the dog say to the hot dog bun? "Are you pure bred?"
What is the difference between a cat and a dog? Dogs think, "Humans are good, they feed me and take care of me, so they must be
Gods. Cats think, "Humans are good, they feed me and take care of me, so I must be God."
Handout 1/Unit 3
a. c. e.
b. d. f.
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a. Duck…………………
b. Ostrich (strut)…………………..
c. Parrot……………………………….
d. Mouse………………………………..
e. Turkey……………………………….
f. Calf………………………………………
g. Fox………………………………………
badger
3. Reading practice. Read the following text and try to place the sentences beneath it in the correct gap.
1.
Dogs in particular, can make your life more interesting and that is why they are the most popular ones in the world.
2.
Children love them because they are very playful. Also, they obey commands better than most other animals as they are very obedient. What is more, they
never run away from their owners because they are very loyal pets.
3.
Firstly, they need a lot of space as they are very energetic animals. Secondly, they can cause problems with your neighbours. They can be very noisy
sometimes.
4.
Give your dog a little love and attention and you can have a friend for life.
A. However, keeping a dog in the house can be difficult.
B. A pet can change your life.
C. In conclusion, I believe that, despite those minor problems, dogs still make the best pets.
D. Dogs are wonderful pets.
Handout 2/Unit 3
1. Group Work. Here is some advice about how to look after a small dog. Complete the note with suitable words.
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Looking After Your Small Dog
A small………………….needs regular exercise, but………………cannot go………..long walks. You should take your
dog…………………..short…………………..two………………..three times…………day.
A dog……………to have……………..regular feeding routine. You ………………feed…………….dog at the same time………………day.
But………….must………………..careful not……………….feed it too much. One tin…………..dog food……..day…………….enough. You………………also make
sure………….dog always……………enough water…………drink, especially ………………..summer.
When …………………first get……………..dog, take…………….to the vet……a general check-up. After
that……………..need……………..take……………….there regularly……………..vaccinations………………further check-ups.
2. Pair Work. One of you is the shop assistant in the pet shop and the other one wants to buy a pet.
Use the guiding ideas to make up a dialogue between the two people.
-what animal makes the best pet (you live in a flat);
-the price of the pet;
-does it need a lot of care?
-does it make noise?
-does it need to be trained?
-does it need much space?
3. What is the baby of each animal called? Match the 2 columns.
Lion Lamb
Sheep Cub
Dog Calf
Cow Foal
Horse Kid
Goat Puppy
Cat Kitten
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VOCABULARY: ANIMALS - WRITING
INTRODUCTION
EAGLE VULTURE OSTRICH FLAMINGO PARROT TOUCAN HIPPO RHINO BUFFALO ELEPHANT
LION TIGER LEOPARD CHEETAH PANTHER PUMA GIRAFFE ZEBRA MONKEY GORILLA KANGAROO
KOALA PANDA HYENA PORCUPINE CROCODILE SNAKE TORTOISE CHAMELEON SHARK DOLPHIN WHALE
WRITING
1. Unscramble the words an write the names of these animals:
1. GIRTE 5. YOMENK
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2. ILNO 6. AAOKGRNO
3. AEEOHCMNL 7. OIDHPLN
4. YAENH 8. NKSEA
2. Watch de video and write the names of the animals that you can see (you can pause the video while you write)
1. 2. 3. 4. 5. 6. 7. 8.
a) V LT R b) ST IC c) B FF L d) K L
e) L P RD f) P N ER g) CR C DI h) R NO
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OSTRICH - PIRANHA - CROCODILE - WHALE - EAGLE - TORTOISE - HIPPO - RHINO - VULTURE - CHAMELEON
BUFFALO - DOLPHIN - FLAMINGO - SHARK - GIRAFFE - PARROT - CHEETAH - SNAKE - KANGAROO - TOUCAN
Activity 1 – speaking
Answer the following questions:
1. Do you live in a house or in a flat?
2. Would you like to live in the countryside? Give reasons to explain your choice.
Jane and her children want to move from their flat in London. They want to find a nice spacious house in the
unspoilt countryside where her son - John and her daughter - Julia can enjoy the fresh air and the peaceful
atmosphere. They visited four houses so far, but they didn’t like any of them. Jane wants to find the perfect house
for her family. They are visiting another house tomorrow morning. It’s situated somewhere in Devon. Both her
son and her daughter are excited about tomorrow. This is their conversation as they reach their destination.
Julia: “I like it too. Everything is so green and the air is so fresh as compared to the hurly-burly of city life. What
are those white dots in the distance? Sheep?!”
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Mum:“Well… let’s not get too enthusiastic for the time being. Let’s wait until we see the house. I hope it’s not as
old and derelict as the house we visited last week!”
John: “Mum, that’s the house! There it is! Wow, look at those trees around the house!”
Mum: “And look at that garden and those flowers! I can grow my own plants and vegetables!”
Julia: “Well, it looks quite spacious. It’s also got an attic. The attic will be my room!”
Mum: “Well, the living room looks nice. Look at that white furniture. I like it. I will have to change those curtains
though. I don’t like them. We need something more colourful.”
John: “Is that the kitchen? It looks nice. That fridge is huge!”
Mum: “Well, here’s one bedroom. I like this sofa and these pillows. But I don’t like those white lamps and that
window above my bed. Let’s see the other room.”
Julia: “Yes!! This is the attic. It’s the perfect room for me! I can see the sky and the stars from that big window!
John, do you mind if I have this room? I’m your little sister you know…”
John: “Well, if Mum agrees, I guess it’s alright. Let’s go see the garden a bit.”
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Julia: “Yes. And that house over there belongs to our future neighbours I guess.”
John: “Wow, a lake!! I’ve always wanted to live near a lake! I can go fishing on weekends. I might catch the
biggest fish in the world….”
Julia: “You see, you were kind enough to let me have the attic, so now your dream came true. This should be our
home, Mum!”
I.Read the text and choose the synonyms/explanatory phrases for the words below:
a= b= c= d= e= f=
II. Now mark the following statements True or False. When you report to the class, you also have to correct
the False statements.
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13. Jane doesn’t like the sofa and the pillows in her bedroom. ___
14. Julia loves the attic. ___
15. John finds a lake near the house and he catches the largest fish in the world. ___
16. Jane decides to buy this house. ___
III. In pairs, build questions starting from the given words and then answer these questions.
1. How many/ children/ have/ Jane? – How many children does Jane have?
She has two children – a son and a daughter.
2. Where/ they/ live?
3. Why/ they/ want/ to move/ countryside?
4. How many/ houses/ visit/ so far?
5. Where/ is/ house/ situated?
6. How/ kids/ feel/ about tomorrow?
7. What / can/ they/ see/ in the distance?
8. What/ can/ they/ see/ around the house?
9. House/ have/ garden?
10. Do/ they/ like/ living room?
11. How/ be/ fridge?
12. Why/ Julia/ like/ the attic?
13. What/ John/ find/ near the house?
14. What/ be/ John’s hobby?
҉ REMEMBER: Demonstratives
Singular this - this house
that - that house
Plural these – thesetrees
those - those trees
We usually use this/these for things that are close in space or time. Here often follows.
This house is very spacious.
This is fun.
We usually use that/those for things that are further away in space or time. There often follows.
That one over there is very small.
Activity 3 – grammar
Look at the text again and in pairs underline all the demonstratives that you can find in the text. An example has
been done for you: John: ”I just love this landscape, Mum!”
CLOSE FAR
SG PL SG PL
this ….. …. …..
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Activity 4:
Adjectives Pronouns
my mine
your yours
his his
her hers
our ours
your yours
their theirs
! A noun follows a possessive adjective but not a possessive pronoun.
e.g. That’s her house. Or That’s hers.
Activity 8 – grammar
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Look at the text again. Pay attention at the highlighted words and in pairs check if they are possessive adjectives or
possessive pronouns. Report to the class how many examples have you found for each category.
b) The cat is a pet. __________ ears are black with white spots.
e) Nanny and you are twins. __________ parents are Mr and Mrs Brown.
l) Those pupils have got new CDs. __________ favourite singer is Pavarotti.
m) This is Bryan Adams. You and I like this singer. Bryan Adams is __________ favourite singer.
Activity 13 – Speaking
On a piece of paper write some words that describe your room (e.g. big windows, large bed, a green carpet etc.).
Then swap papers with your partner and each of you describes the other’s room. E. g. His/her room has got big
windows…. There is a green carpet in her/his room…
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References – Units 2,4,6,9,10 - see the last page of Unit 10.
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***Activities 10-12 – Worksheet 3 - Possessive Adjectives & Possessive Pronouns
It’s mine!
I My Mine
He His His
It Its Its
We Our Ours
1. John is a photographer.
The camera is _______.
4. Carl is policeman.
The helmet is ________.
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The passport is ________.
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UNIT 5
HOORAY!!WE ARE GUESTS AT THE INTERNATIONAL
FEAST!
LEAD-IN
Do you enjoy going to parties?; What do you usually eat when you are at a party?
Imagine you are on holiday and you are visiting some foreign countries. Do you know how to say ‘Pofta Buna!’ in the
language of the country you stop in?
Basque On egin!
Danish Velbekomme!
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Hebrew (be'te-avon)
Hungarian Jó étvágyat!
(itadakimasu)
Vær så god!
Norwegian
Vel bekomme!
(befarma'id)
Persian (Farsi)
(nooshe jan)
Ith gu leòir!
Scottish Gaelic Ith do shàth!
Làmh fhada is cead a sìneadh!
READING
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Read the following text about food around the world and discuss about the types of food you like most.
An English Sunday roast with roast beef, roast potatoes, vegetables and Yorkshire pudding.
Yassa is a popular dish throughout West Africa, prepared with chicken or fish.
A cuisine is a characteristic style of cooking practices and traditions, often associated with a specific
region, country or culture. To become a global cuisine, a local, regional or national cuisine must spread around the world;
it's food served world-wide.
African cuisine – the various cuisines of Africa use a combination of locally available fruits, cereal, grains and
vegetables, as well as milk and meat products. In some parts of the continent, the traditional diet contains of milk,
curd and whey products. In much of tropical Africa, however, cow's milk is rare and cannot be produced locally
(owing to various diseases that affect livestock).
Whey= zer
Asian cuisine - Ingredients common to many cultures in the east and Southeast regions of the continent include
rice, ginger, garlic, sesame seeds, chilies, dried onions, soy, and tofu. Basmati rice is popular in the subcontinent,
Jasmine is often found across the southeast. Curry is also a common dish found in southern and eastern Asia. Those
curry dishes with origins in India and other South Asian countries usually have a yoghurt base.
Bobotie - (South African) This popular meal is made of minced lamb or beef; bread, rice or potatoes,
onions, and spices. The ingredients are mixed with egg and milk and baked.
dim sum - (Chinese) This meal is usually eaten as breakfast or lunch at a restaurant. It’s noodles,
dumplings, vegetables, and meat. Diners are served bite-sized portions in small bamboo cups.
Samosas - (Indian) These snacks are made of meat, potatoes, vegetables, and spices stuffed inside
pastry dough and fried in oil.
Stink bugs: These little crawlies are of economic importance in Mexico and not least because they are eaten as taco
filling, in Taxco and other regions of Mexico. The Mexican comestible bugs are called jumil, and are eaten alive.
Gibnut with rice: The Gibnut, also known as Paca, is a nocturnal rodent that feeds on fruit and leaves. This animal is
served on the side with rice, or in a stew.
Stinkheads: A dish native to the Yup’ik Eskimos, stinkheads are basically fish heads (traditionally salmon) that has
been buried in the ground throughout summer.
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GRAMMAR PRACTICE
1. Look back at the text and underline the countable nouns with a line and the uncountable ones with 2 lines.
2. Pair Work.
Look at this table. In pairs, ask and answer questions as in the example. Use how much, how many, little/ a little,
few/a few, no.
B: There is no butter.
3. Some uncountable nouns can be made countable by using the recipients (containers) they are put in: jar, bottle,
piece, loaf, cup, bar, glass, kilo, carton, bowl, can, jug, slice, tin, packet, etc.
Ex:
a jar of marmalade a bottle of beer a piece of pie a loaf of bread a cup of coffee
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A carton of milk a bowl of soup cans of juice a jug of juice
VOCABULARY PRACTICE
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roast
cut
dip
grate
grill
melt
pinch
pour
scramble
serve
simmer
spread
taste
shake
whisk
scrub
mash
peel
grind
mince
MY MAGIC BOX
Read the sets of four words carefully and choose the odd one out then explain why your decision.
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c. Indian, Chinese, French, Italian
d. Cows, chicken, sheep, fish
e. Bread, cake, pie, pudding
2. Edible or Inedible? (PW)
Sit facing each other. Take turns to throw a ball of paper to your partner as you say a noun. When you
catch the ball you must say immediately if the noun is edible (can be eaten) or inedible (cannot be eaten).
Ex:
A: Egg!
B: Edible. (throwing) – Book!
A: Inedible. (throwing) – House!
HANDOUT 1/unit 5
1. (PW) At the Grocer’s. Work in pairs. One of you is the grocer and the other is the customer. Read the example
carefully and act out similar dialogues.
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B: Yes. A carton of orange juice and 2 tins of beans.
A: Here you are.
B: Thank you.
Shopping list: onions, wine, olives, sausages, milk, butter, bananas, eggs, cheese, chocolate
2. Speaking activity. Read carefully through the menu below and discuss it with your partner. Tell him/her what your
favourite dish is and why.
3. Read this recipe for a chef’s salad and fill in the gaps with words from the list.
List of words: add, boil, cut, mix, pour, put, remove, serve, slice.
Chef’s salad
Ingredients
2 eggs, 8 lettuce (salata verde) leaves, 150 grams of cheese, 4 slices of ham, 1 small cucumber, 1 large
tomato
Dressing
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2 tablespoons (lingurite) of mayonnaise, 1 tablespoon of tomato ketchup, 1 tablespoon of vinegar, 1
tablespoon of olive oil, salt and pepper.
Instructions: ………………………………….the eggs for 10 minutes. ……………………..up the lettuce leaves and put
them into a bowl. Cut the cheese and the ham into small pieces and add them to the bowl.
.......................................the cucumber and cut the tomato into pieces, then add them to the bowl.
…………………………………….the shell from the eggs, slice them and put them on top of the salad.
For the dressing: ……………………………..the mayonnaise, tomato ketchup, olive oil and vinegar into a small
bowl and……………………………………..them well. ……………………..salt and pepper. Finally, ………………………..the
dressing over the salad. ………………………with fresh bread.
HANDOUT 2/unit 5
1. You are having a party. Ten friends are coming. Write a shopping list for the party.
Shopping list
A kilo of grapes
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------------------------------------------------------------
2. Home Project. Imagine you are a cook. Using the kitchen actions in Unit 2, the model on HANDOUT 1 and the
quantifiers, write a recipe. You can either think of a real dish or make up an imaginary one.
3. Fill in the gaps using some, any, no.
a. What would you like to eat? Eggs? Toast? Fruit?
b. Could you give me……………………..toast, please?
a. Would you like something to read?
b. Yes. Could you give me…………magazines, please?
a. I’m going shopping. I’m going to buy…………………..bread.
b. Could you buy something for me, too? We haven’t got…………..milk. We also
have……….eggs.
4. Write much or many in front of these nouns.
a. How……………………..money?
b. How…………………….films?
c. How…………………….snow?
d. How…………………….homework?
e. How ………………….times?
f. How…………………..food?
g. How……………………cats?
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UNIT 6 – Telling Tales
Activity 1 – speaking
Answer the following questions:
1. Do you like stories?
2. What is your favourite fairy tale? Give some reasons to explain your choice.
3. What was the first story you have ever read by yourself?
4. Are bed-time stories important? Give some reasons to explain your choice.
In a field one summer's day a Grasshopper was hopping about, chirping and singing to its heart's content.
An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.
"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same."
"Why bother about winter?" said the Grasshopper; "We have got plenty of food at present." But the Ant went on
its way and continued its toil.
When the winter came, the Grasshopper had no food and found itself dying of hunger - while it saw the ants
distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper
knew: it is best to prepare for days of need.
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1. The story is about a grasshopper and a a mosquito. ____
2. The Grasshopper first meets the Ant in the autumn. _____
3. The Ant was carrying a large steak to its nest. ____
4. The Ant worked hard all summer. _____
5. The Ant sang all summer long. _____
6. The Ant had nothing to eat during the harsh winter. ____
7. The Grasshopper learns that it’s best to prepare things in advance. ___
A. Use the words in the box (IMAGE 1) to write sentences of your own:
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e.g. : The book is near the vase.
1. _______________________________________________________________
2._______________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
5.________________________________________________________________
6.________________________________________________________________
7.________________________________________________________________
B. Then, look at IMAGE 2 and write as many sentences as possible to describe the picture, using: near,
under, on, in, behind, next to, in front of, between.
When the woman entered the room, she was shocked. The room was a complete mess.
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Useful Language:
Directions
Go straight ahead
Prepositions
B. During his holidays John visited some friends at school. Then he had to meet his group in the library to
look for a nice restaurant for lunch. He asked a police officer the way from school to the library but he
doesn't know the way to the restaurant either. Can you help him?
1. Complete the dialogue with the directions that the police officer gave to John.
John: Excuse me. Can you tell me the way to the library?
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Police officer: It is not far from here. You can go on foot. It is ______ the Shopping Centre. Go ______ the street,
take the first _______ on the left and then turn ________ again. The building at the corner is __________. Next to
it there’s the ________and the library is _________ the cinema.
2. How can John get from Library to the Museum? Find the way and then write a paragraph of your own to
give directions.
Activity 7 - Speaking
In pairs, look at the images below and describe them using the prepositions you studied in this Unit (near, under,
on, in, behind, next to, in front of, between etc.). E.g. In the second image there is a bottle on the beach. In the
bottle...
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References – Units 2,4,6,9,10 - see the last page of Unit 10.
UNIT 7
LEAD-IN
How many members are there in your family?; Do you think a larger family is also a happier one?
READING
The Robinsons have got a large family. They are happy together, even if sometimes they yet have fights,
especially the little ones.
Mrs. Robinson is the mother of the family. She is very kind and friendly and laughs and smiles all the time.
Everyone likes her. She owns a beauty salon in the city center. Rupert is her husband. He is a bit chubby, blue-eyed and has
got a moustache. He is really vain and likes looking at himself in the mirror a lot. He is also cruel and likes upsetting people.
He is a mechanic. Their daughter Rebecca is really lazy and hates doing any work. But she still has a job, she is a
receptionist. She works in a modern and famous hotel. Rebecca’s cousin, Steve, is an insincere man and never says what he
really thinks. Steve is ambitious and wants to be an assistant manager one day. Zeph, Mrs. Robinson’s nephew, is 20 years
old and very much in love with Angela. He is tall and well-built. He’s got a round face and curly hair. He is a jealous person.
He is really a bad-tempered man and can get angry very easily. He is a bricklayer. Rebecca is married. Her mother-in –law,
Christine Carr, is a hard-working woman because she has to earn a lot of money for her family. She is an honest person and
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always says what she thinks. Rebecca’s godmother is the boss of a restaurant and she is very rude to her stuff. She is a
mean woman and wants to save money all the time.
A very special person in this family is Mr. Garrett, Mrs. Robinson’s brother. He is a bit plump, in his sixties. Tom
Garrett is bald and has got bushy eyebrows. He is a teacher of English and French and he is special because he lives in
France, but he works in England. Only on Mondays he leaves home almost right after midnight and travels a lot by car and
by ferry to Manor School in Kent. In England he teaches French and back home in France he teaches English.
After reading the text, underline all the words related to family relationships with red, and all the jobs with green.
After that, circle the words regarding people’s character and physical appearance.
VOCABULARY PRACTICE
1. Fill in the chart with word or phrases referring to both physical appearance and character of each person
in the above text.
Physical appearance-What does he/she look like? Character-What is he/she like?
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carpenter Defends guilty people in the court of law
surgeon Works in the garden
lawyer Operates on sick people
gardener Makes things out of wood
shop assistant Takes care of sick animals
4. Complete the chart then make sentences about your family members.
Fantastic sense of humour, good-looking, immature, great sense of style, outgoing, olive skin, dark hair,
casual clothes, friendly, wavy hair, pale complexion, rude, lazy, pointed nose, shoulder-length hair, slim,
of medium height, generous, popular, bossy, attractive, plump.
Appearance Personal qualities
GRAMMAR PRACTICE
Jane and Corinne are good friends. However, there are some differences between their life styles.
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many jewels a watch
Ex:
ACTIVITIES
1. (Pair Work). Nice people, nasty people. Take turns to describe someone you know and see if your partner can think
of the right adjective. Use the following list of adjectives: honest, modest, careless, moody, positive, selfish, easy-
going, rude, cheerful, hard-working, kind, polite, boring. Use also words naming family members.
Moody=cu toane
Easy-going=superficial
Cheerful=vesel
Rude=needucat
2. (Pair Work). Talk to your partner and ask him/her to describe his/her family to you.
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HANDOUT 1/unit 7
1. Miming. A student will mime a job in the jobs chart in unit 3 and the other students in the group have to guess
it. The one who guesses the job goes in front of the class and mimes another job.
2. Match the adjective to their justifications. Then, use your answer to talk about your relatives or your friends.
Adjectives Justifications
generous Wears smart clothes
talkative Always buys family presents
energetic Is very active
intelligent Is liked by everyone
bossy Does well at school
rude Always smiles
impatient Hates waiting for anything
popular Doesn’t like working
cheerful Isn’t polite to other people
lazy Never stops chatting
well-dressed Cares only about himself/herself
selfish Always tells people what to do
3. We use have or have got to talk about possessions, families, to describe people and say that we are not feeling
well.
Write positive or negative sentences or questions using have got and the words in brackets.
EX: (she/not/brown eyes) She hasn’t got brown eyes.
a. (he/a /flat/in the town centre) ___________________________________________
b. (she/a headache) ____________________________________________
c. (Steve/brown hair?) ____________________________________________
d. (you/a car?) ____________________________________________
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4. Work places. (PW) Imagine you have a job in one of these places. Your partner will ask you yes/no questions to
discover your job.
A: I work in a hospital.
B: Do you operate on people?
A: No, I’m not a surgeon.
B: Do you clean the floors?
A: No. I’m not a cleaner.
5. What’s my job? (GW) Listen to your teacher saying some sentences and shout out the job.
EX: Take two of these twice a day.
The brakes need replacing.
Are you ready to order?
Go to the blackboard and write a sentence.
a. He wins a marathon
b. They’re playing poker; c. They’re about to take an important exam; d. He has a new sports car; e. He is drunk; f. She falls
in the street; g. They will get married; h. He saw a ghost; i. She complains to the manager.
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UNIT 8
FUNNY AND SPORTY
Lead-in
Reading
Kids exercise all the time without even thinking of it. Just being active, like when you run around outside or play
kickball at school, is a kind of exercise. What else counts as exercise? Playing sports, dancing, doing push-ups, and even
reaching down to touch your toes.
You may know that your heart is a muscle. It works hard, pumping blood every day of your life. You can help this
important muscle get stronger by doing aerobic exercise.
Aerobic means "with air," so aerobic exercise is a kind of activity that requires oxygen. When you breathe, you take
in oxygen. Aerobic activity can get your heart pumping, make you sweaty, and quicken your breathing.
When you give your heart this kind of workout on a regular basis, your heart will get even better at its main job —
delivering oxygen to all parts of your body.
So you want to do some aerobic exercise right now? Try swimming, basketball, ice or roller hockey, jogging , inline
skating, soccer, skiing, biking, or rowing. And don't forget that skipping, jumping rope, and playing hopscotch are aerobic
activities, too!
Another kind of exercise can help make your muscles stronger. By using your muscles to do powerful things, you
can make them stronger.
Here are some exercises and activities to build strong muscles: push-ups, rowing, running, inline skating, bike riding.
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Can you touch your toes easily without yelling ouch? Most kids are pretty flexible, which means that they can bend
and stretch their bodies without much trouble. It's easy to find things to do for good flexibility: tumbling and gymnastics,
dancing, especially ballet, martial arts, simple stretches, such as touching your toes or side stretches.
Food gives your body fuel in the form of calories, which are a kind of energy. Your body needs a certain amount of
calories every day just to function, breathe, walk around, and do all the basic stuff. But if you're active, your body needs an
extra measure of calories or energy. If you're not very active, your body won't need as many calories.
3. Using the same sports, work in pairs and decide on the correct verb that goes with each sport.
play do go
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4. Do you remember the reading text telling you about the benefits of sport regarding keeping your body
healthy? Work with your partner and cut out the part of the body. Then stick them on your partner’ s body.
HEAD EAR
ARM HAND
FOREHEAD TONGUE
LIPS HAIR
EYE ELBOW
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LEG FOOT
KNEE ANKLE
FINGER TOE
CHIN
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Grammar practice
I, You, He, She, It, We, You, They CANNOT (CAN’T) - negative
CAN to ask somebody to do something: Can you open the door, please?
1. Ask questions using the modal verb CAN and give positive or negative answers:
EX: Elephants fly.
Can elephants fly?
No, they can’t.
a. Penguins swim.
……………………………………………..
……………………………………………..
b. Horses swim.
……………………………………………..
…………………………………………….
c. Lions climb trees.
………………………………………………..
………………………………………………..
2. Pair Work. Ask your partner what she/he can do.
Picture A Picture B
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Handout 1 – Present continuous, CAN/Unit 8
Phrases: tell me the time, tell me the way to Buckingham Palace, make me a sandwich, buy me a magazine.
List of words: borrow your pen, close the window, turn on the TV, use your dictionary.
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Handout 2 – Sports, Parts of the Body/Unit 8
2. Fill in the blanks with the right verb: DO, PLAY, GO.
a. I love to……………………………….badminton.
b. Every winter, my family and I………………………………..skiing in the mountains.
c. I………………………..aerobics three times a week.
d. In their spare time, they…………………………soccer with their friends.
e. I usually…………………..jogging in the morning.
f. All little girls want to……………………………..gymnastics.
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How many parts of the body do we have? one / two / ten
head fingers eyes mouth nose knees ears
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One eye head
Keep moving!
Keep moving!
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Two arms toes
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Ten toes arms
Keep moving!
Keep moving!
We move our bodies like this !!!
VOCABULARY:
Countries and nationalities (Where are you from?, Where do you come from?, What nationality are you?);
Celebrities; your favourite famous person;
Meeting people – ways of greeting people and introducing someone;
GRAMMAR :
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ACTIVITIES :
THREE HANDOUTS
VOCABULARY
GRAMMAR
ACTIVITIES
A New Animal! - GW
What Animal are You? – PW
Imagine you are an animal – Pj. W.
VOCABULARY
GRAMMAR
Uncountable nouns;
Quantifiers;
ACTIVITIES
TWO HANDOUTS
VOCABULARY
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Family members;
Describing people (appearance and character);
Jobs;
GRAMMAR
Have/has got;
ACTIVITIES
ONE HANDOUT
VOCABULARY
GRAMMAR
TWO HANDOUTS
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Unit 9 – Funny Memories
Activity 1 – speaking
Answer the following questions:
1. How did you spend last weekend?
2. Who was there with you?
3. What was the funniest thing that happened to you last year?
Read the passage and underline the verbs in the Past Tense.
I remember now. It was a Tuesday and the weather was very cold. Mary was sick, the twins were ill and I had
a cold. The dog wasn’t very well, either. He had a terrible cough and a temperature. I can still remember the
dog’s cough. Poor old Benjy. He was really ill. It’s funny, isn’t it? I can remember it all very clearly. It seems
like it was only yesterday.
Activity 3-grammar
Complete the dialogue with the correct words from the box.
Was waswaswas
Werewere did did
Have have had had
Alice: Oh dear, there are a lot of colds around. Did you ....... a temperature?
Simon: Yes, I .....It .....n’t very nice. Did you ....an English test yesterday?
Activity 4 - writing
Read the note from Simon’s mother to his teacher. Write a similar note from one of your parents saying why
you were not at school.
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32, Castle Street, Dover
May 25th
I am sorry the Simon was not at school yesterday. He was not very well and stayed in bed all day. He had a
sore throat and a temperature.
Yours sincerely,
Irene Dawson
Activity 5 - grammar
......................................................................................................................
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.................................................................................................................
Activity 6
I got up at half past eight. I got dressed but didn’t wash, because I was late. I didn’t have breakfast, either, but
took a sandwich to eat on the way to school. Normally I walk to school, but the bus came, so I got on it. I was
in school at ten to nine – ten minutes early.When the English class started, the teacher said, “Where’s your
homework, Susan?” and I thought, “Oh dear!” My English homework was on the kitchen table at home, in my
schoolbag. It was the beginning of a terrible day.
Activity 7
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e.g. Was the weather good when you were on holiday?
He wasn’t at home last night.
Activity 8
Alice spent the weekend at her grandparents. Ask her questions about it. Use the past simple.
This is a list of things Mrs. Miller did yesterday. Repeat them, beginning like this:
*** Activity 10 – Worksheet – What’s the question that refers to the underlined part of the answer?
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Larry had a very strange day yesterday. Not only did he lose his wallet but also his suitcase.
Yes, that’s how his day started. Either somebody stole it while he was waiting for a bus or he simply forgot to take
it. He didn’t know how it happened. Anyway, he began working as usual. He took out some papers from the
drawer. Then, he accidentally knocked over the ink bottle. The ink ruined all the documents on the desk. His boss
screamed at him and all he could do was cry. After some time, he pulled himself together and apologized for all
the mess. Right after that, he was on his way to his office when he tripped over a book and almost broke his arm.
His friend, Linda, saw it all and decided to bring him some coffee. It was too much for the poor man that day. He
needed a break. When she made a cup of coffee for him, she took it into his office and put it on his desk. He
wanted to take a sip when, to his surprise and horror, he noticed that there were false teeth in the cup. His friend,
Linda, said later on that she didn’t know anything about it. Was it just bad luck or was somebody playing dirty
tricks on him?
I. Read the text and choose the synonyms /explanatory phrases for the words below:
A B c D e
II. Now mark the following statements True or False. Then change the False statements into correct
ones.
1. Larry had a great day yesterday. False – No, he didn’t. He had a bad day yesterday.
2. He lost only his wallet. _______
3. He went to work by bus. _____
4. He knew exactly how it happened. ____
5. He spilt tea on all the documents on his desk. ____
6. The boss screamed at him. ____
7. He said he was sorry for all the mess. ____
8. He broke his leg because he tripped over a computer cable. ____
9. Linda felt sorry for him and brought him a cup of coffee. ___
10. Larry found a fly in his coffee. ___
11. Linda had no idea who played this dirty trick on Larry. ___
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Activity 12- Speaking
Did anyone play any funny tricks on you? What happened? Talk to your partner about it.
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References – Units 2,4,6,9,10 - see the last page of Unit 10.
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Unit 10 - Mysteries
Activity 1 – speaking
Answer the following questions:
1. Do you believe in aliens?
2. Do you like reading about unsolved mysteries? Give some reasons to explain your choice.
3. Look at the pictures above. In what way do they relate to the idea of mystery?
d).pincer4. the act of taking sb. away by force, demanding money for their release
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f). scared 6. showing signs of old age
Past Continuous
Form
The spelling sometimes changes when we add “ ing” – smile – smiling; run – running.
(?) and (-): Were the creatures smiling?; The spaceship wasn’t moving.
Use
For an action that was happening, but not completed, at a particular time in the past. We often describe a scene
with past continuous. e.g.Charlie was talking and Ed was laughing.
Sometimes one past action interrupts another. We use Past Continuous for the action which was already
happening and Past Simple for the shorter “interrupting” action.
e.g. I was walking through the park when suddenly I heard a loud bang.
II. A).Work in pairs. Look back at the text and identify verbs used in their Past Simple form and verbs used
in their Past Continuous form. Report your findings.
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B). Fit the Past Simple forms of these verbs into the puzzle. Write your answers across.
Can, happen, see, talk, take, think
C). To find out which planet the aliens were from, solve the next task.
Look at the statements below. If the statement is True, circle the letter in the True column. If you think it is
False, circle the letter in the False column. Then put together all the circled letters.
True False
It happened late at night. Z T
Ed heard a loud bang. R E
Ed and Charlie live in Australia. K I
The aliens were unfriendly. B G
Ed can’t remember everything. L E
The sky went dark green. S O
Charlie and Ed were scared. N D
The aliens came from planet _____________
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_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____
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FORM: We form the Past Continuous from the past tense of be (was/were) + -ing form.
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Mary and Sue were studying. Mary and Sue weren´t studying. Were they studying? ***Worksheet(
USE: We use the Past Continuous to say that something was in progress at a certain time in Activities 7-10)- Unit
the past. 10 – Past Continuous
Example: At 5 o´clock Mark was playing football with his friends.
NOTE: Verbs of thinking and feeling usually do not use the Past Continuous but the Past
Simple.
E.g.: think, know, see, hear, like.
7).Fill in the gaps with the Past Continuous of the verbs in brackets.
8). Look at the picture below and write sentences. Use The Past Continuous.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
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9) Look at the picture again and answer the following questions:
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The children / not play/ on the beach / (swim)
_________________________________________________
You / not listen to me / (talk)
_________________________________________________
My parents / not watch TV / (work)
_________________________________________________
Ann / not laugh / (cry)
_________________________________________________
My sister / not sleep / ( study)
________________________________________________
I / not eat / (drink)
_________________________________________________
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