How Much How Many A1-Merged

HOW MUCH - HOW MANY
How much and how many are used to form questions

when we want to know the quantity or price of
something.
How much
To know the price How much is this tie?
of something
How much are these bracelets?
Used with singular
and plural nouns How much is this jacket and these
trousers?
How much
To know the How much apple juice is in the bottle?
quantity
of something How much time do you need?
Used with How much information is there in the
uncountable
nouns only guidebook?
How much flour do I need to add to the
mix?
How many
To know the How many people are at the conference?
quantity
of something How many different types of shoes do
you have?
Used with
uncountable How many books do I need to buy for this
nouns only course?
How many children are in the nursery?
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HOW MUCH
HOW MANY
Warmer
Countable and Uncountable Nouns:
⎪ Divide your class into pairs.

⎪ Distribute the questionnaires.
⎪ Have students complete the questions.
⎪ Students ask each other the questions.
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HOW MUCH - HOW MANY
Main usage
How much and How many are expressions that request quantity.
● The question: How much? asks for the cost or size of an uncountable noun.
● The question: How many? asks for the quantity of a countable noun.
● An uncountable noun is a noun that cannot be counted.
● A countable noun is a noun that can be counted.
Countable /
Uncountable
Quantifier Question Phrase
Noun
How much information do you want?

bread did she eat?
advice did he give you?
How many cookies would you like?

kilometers did they walk?
apples are in the bowl?
How much is used to ask the quantity of uncountable and singular nouns.
How much food is there in the basket? There isn't much food in there.
How many is used to ask the quantity of countable and plural nouns.
How many people did you eat lunch with? I ate lunch with two people.

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HOW MUCH - HOW MANY
Exercise 1
Complete the text below using the correct option of how many / how much.
A: Excuse me. ______________ are these steaks?

B: They are 3 Euro each.
A: ______________ steaks can I get for 10 Euro? Can you give me four steaks?
B: No, I can’t. It’s a set price.
A: Oh, okay. What about the red wine - ______________ is it?
B: The Bordeaux is 27 Euro.
A: Alright. I’ll take four steaks and 3 bottles of wine. ______________ is that?
B: That’s 66 Euro.
A: I’ll take a box of cookies too. ______________ are in the box?
B: About ten. Here you go.
A: Great. Thanks!
Exercise 2
Complete the text below using the correct option of how many / how much.
1. Excuse me. _____________ is this box of apples?

It’s 7.50Euro.
2. _____________ people are waiting to see the doctor?

Ten people are waiting.
3. _____________ information do you have about the budget for next year?
Unfortunately, I don’t have any information.
4. _____________ data is on the computer related to our project?

There’s no data. It’s on the other computer.
5. Please explain _____________ products I can buy for a limited budget of 100
Euro.

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HOW MUCH - HOW MANY
Exercise 3
Divide your groups into teams of two or three. One person plays the shop-
keeper, and the other(s) is/are the shopper(s). Give the shopping list to the
shopper(s). The objective is to buy everything with a limited budget of 30
euros within the time limit. This is a perfect activity to help students practice
how much for price and how many for quantity.
Shopper Shopkeeper

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HOW MUCH - HOW MANY
Exercise 4
Complete the dialogue with the correct use of how much/how many
1. She doesn’t know ____________ her tuition costs. Her parents pay it.
2. Please inform us ____________ people are attending the party. We need to
reserve a table.
3. Please remind me ____________ I owe you. I want to pay you back the money you
lent me.
4. When I read my credit card statement, I was shocked to see ____________ I owed
the bank!
5. It doesn’t matter ____________ people you bring. Everyone is welcome!
6. All I know is ____________ I love you!
7. ____________ students are in your classroom? We want to keep the class small.
8. I don’t know ____________ information the director of the school has about
universities, but you could ask him.
9. You should always check your accounts to know ____________ money you have.
10. Please count ____________ glasses are on the table for our dinner guests.

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HOW MUCH - HOW MANY
Activity
Quiz. Divide the class into two teams. The teacher reads out a list of nouns that
each team have to decide if they are countable, uncountable or both. The team
with the most correct answers is the winner.

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THE CHRISTMAS GIFT
It was Christmas Eve and the store was filled with people. Annabel sat
on Santa’s knee. “What do you want for Christmas?” asked Santa Claus.
“I want a puppy,” replied Annabel smiling. She reached up to pull his
beard. He leaned back saying, ‘ho ho ho, don’t do that, child. If you’re a
really good girl, you might get a puppy. But you must promise to be
good and keep your promise.” Annabel promised to be good and Santa
gave her a wind up toy from his sack. She walked back to her mother
with a smile on her face. “Look what Santa gave me,” she said, holding
up the little toy. “Very nice,” her mother replied. “It is. It’s very nice. But
what I really want this Christmas, mummy, is a puppy,” Annabel said.
“Do you think Santa will get me a puppy?” she asked.
“I don’t know Annabel, you’ll have to wait and see,” her mother replied.
They walked home together, their coats wrapped tightly around them.
The afternoon was cold and it was already getting dark. Annabel was so
excited about Christmas that it was hard to sleep. She tossed and turned
all night. Eventually, the sun rose and morning came. Annabel jumped
out of bed and ran down the stairs. Under the Christmas tree there were
dozens of presents all wrapped in coloured paper. On the paper there
were little pictures of reindeers and snowmen and Santa in his sleigh.
The presents were piled up very high. Annabel’s parents came in behind
her.

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THE CHRISTMAS GIFT
“Merry Christmas, my dear,” they both said.

“Merry Christmas mummy and daddy!” she
shouted as she began to unwrap her presents.
There was the doll she had wanted and a
colouring book full of animal shapes – she
loved colouring in – and a new bucket and
spade for their next holiday, but there was no
puppy.
“I’ll have to thank Santa for the presents,”

Annabel said. “Maybe I’ll get a puppy next
year. Maybe I wasn’t good enough.” “No
Annabel, you were good enough. But Santa
couldn’t bring you a puppy; it would have
jumped out of the sleigh. He told us that he
wanted us to get one from the shelter. He told
us to take you there today and you could pick
one out yourself. So go on, get your coat!” her
mother said. Annabel lit up with happiness.
She dashed upstairs and grabbed her jacket. It
was the best Christmas gift ever.

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THE CHRISTMAS GIFT
Vocabulary
Spend 3 minutes researching the vocabulary below that is used in the text. Then
discuss your answers with the teacher.
Puppy
Sunrise
Doll
Wind up toy
Sleigh
Exercise 5
Read the story and then answer the true or false questions below:
T/F Annabel really wanted a puppy for Christmas

T/F Christmas eve was warm and sunny
T/F Santa brought Annabel a puppy
T/F Annabel had a lot of presents
T/F Annabel slept very well the night before Christmas
Chatterbox
What do you remember about Christmas from when you were a child?
What was the best Christmas present you received?
Did you ever go to a grotto to see Santa?
Do you think it is acceptable to give a pet as a Christmas present?
How much money is an acceptable amount to spend on children at Christmas?
How many presents did you receive last Christmas?

I'D LIKE
Would like is used to make a polite request or to
express a wish, desire, invitation or suggestion. It can
be used with or without a main verb.
AFFIRMATIVE
I would like a return ticket to London, please.

You would like the train fare to be cheaper.
He would like sugar with his coffee.
We would like to thank you all for being here.
They would like to order the pizza.
AFFIRMATIVE CONTRACTIONS
I'd like a trampoline for my birthday, please.

You'd like to suggest a new title for his book.
It'd like you to feed it as it looks very hungry.
We'd like two pies and two sodas, please.
They'd like to win the lottery, but it's unlikely.
NEGATIVE
I wouldn't like to go to Australia because I don't like snakes.

You wouldn't like the proposed train fare increase.
She wouldn't like to ride a bike up that mountain.
We wouldn't like to be outside in this weather.
They wouldn't like to eat here as they don't like sushi.
QUESTIONS
Would I like all of the songs on the album?

Would you like to dance with me?
Would she like some flowersfor Valentines Day?
Would we like to travel to Cambodia one day?
Would they like us to go to the city with them?
WH AND HOW QUESTIONS
What would you like to do at the weekend?

When would you like to go shopping?
Where would you like to watch the sunset?
Why would you like to visit Turkey?
Who would you like to invite to your party?
How would you like your meat cooked?
How many tickets would you like?
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I'D LIKE
Warmer
⎪ Divide your class into groups of three people.

⎪ Each group must decide on one activity they would like to do together this weekend.
⎪ Have each group present what they would like to do to the rest of the class.
⎪ Together, the whole class must vote on the best activity and to arrange where
they would all like to meet, what they’d like to do and when they would like to
do it.
Main usage
The expression would like or I‘d like is used to:

⎪ Make a request
⎪ Express a desire or wish

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I'D LIKE
Construction
Here are some examples of how to construct questions and answers using the I'd Like
form:
Would you like a cup of tea?

Yes, I'd like a cup of tea, please.
Would he like to travel abroad?
Yes, he'd like to travel abroad one day.
Would she like to take dance classes?

No, she wouldn't like dance classes.
Would we like to arrive to the hotel early?

Yes, we'd like that very much.
No, we wouldn't.
Would they like to meet John?

Yes, they would.
Would it like some food?

Yes, it would.
No, it wouldn't.
Wh Questions + Would Like
What What would you like to do after work?

Where Where would she like to eat?
When When would they like to move in?
Why Why would he like her?
Who Who would like some crisps?
How How would you like to pay?
How much How much sugar would they like?
How many How many slices of bread would she like?

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I'D LIKE
Rules
Would like precedes the main verb.

We use would like when making a polite request.
Would you like to buy tickets?

Yes. We would like to buy two tickets, please.
Would she like to eat something?

She would like to have a piece of cake.
We can also use would like without a main verb

when making a request:
I would like that book, please.

My friend would like some coffee.
Note:
When we formulate a request using would like, we
often contract the pronoun and auxiliary verb:
I would like becomes I’d like and the same

contractions with the other subject pronouns
You would like = You’d like

I would like = I’d like
He would like = He'd like
She would like = She'd like
It would like = It'd like
We would like = We'd like
They would like = They’d like

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I'D LIKE
Exercise 1
Complete the restaurant dialogue using would like / I‘d like in the correct form
Person 1: Hello. I ______________ to make an order, please.

Person 2: Of course. What ______________ (you)?
Person 1: Have you got any hamburgers?
Person 2: Yes, we do.
Person 1: I ______________ two hamburgers, please.
Person 2: ______________ (you) a side salad?
Person 1: Yes. I’d appreciate a glass of water, too.
Person 2: Of course.
Person 1: Thanks. We ______________ the food quickly, please.
Exercise 1
Select the best answer:
1. Would you like tea and biscuits?

a. Yes, I will.
b. Yes, please.
c. Yes, I want.
2. When would they like to visit the cathedral?

a. Early in the morning.
b. To see the beautiful architecture.
c. Yes, they would.
3. Would she like to go to a state university? No she ________

a. Would.
b. Won’t
c. Wouldn’t

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I'D LIKE
4. Where would the children like to play?

a. Upstairs
b. After breakfast
c. Yes, they would
5. Why would you like to visit China?

a. In the spring
b. By plane
c. To visit the Great Wall

6
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I'D LIKE
Exercise 3
You are at ‘The American Café’. A waiter or waitress (partner) approaches you.
Request a table for one and a menu, using the ‘would like’ expression.
The waiter offers to take your order. Request something to eat and drink from the
menu below. Switch roles so that each person takes a turn to order.

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I'D LIKE
Exercise 4
Complete the dialogue with the correct forms of would like:
Welcome to Barcelona. _____________ (you) some information?

Yes please. We _____________ to visit the city.
Of course. _____________ (you) a map of the city?
Yes, we _____________ . We _____________ two day pass tickets for the train, too.
No problem. Here is the map and here are the two tickets. The price is 15 Euro. How
_____________ (you) to pay?
We _____________ to pay by credit card. Is that possible?
Yes, it is. _____________ (you) anything else?
That’s everything. Thank you for your help!
Exercise 5
Complete the dialogue with the correct forms of would like:
1. Where ______________________________ (you/to be) in ten months?

I ______________________________ (to be) in a new job!
2. When ______________________________ (she/to change) her job? She
______________________________ (to change) her job next year.
3. Why ______________________________ (he/visit) New York?
Because he ______________________________ (to see) The Statue of Liberty.
4. How ______________________________ (you/to eat) your steak?
I ______________________________ (to eat) it well done, please.
5. Who ______________________________ (you/to meet)?
I ______________________________ (to meet) Madonna!

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I'D LIKE
Chatterbox
Which city would you like to visit and why?

Which famous person would you like to meet and why?
What would be your dream job and why?
What sporting event would you like to go to and why?
When would you like to retire?
Activity
You are in a fictional restaurant where they will serve you any type of food
from any country in the world. The waiter (teacher) prompts you by asking
‘what would you like’?
You reply by asking for your favorite starter, main course, dessert and
drink.
You must start each sentence with ‘To start, I would like….’ or ‘For my
main course, I would like….’
To extend this further you could ask how you would like your food to be
cooked. Take advantage, this is the most perfect restaurant in the world!

IMPERATIVES
WE USE THE INFINITIVE OF THE VERB TO FORM THE
IMPERATIVE TO MAKE A COMMAND OR REQUEST. WHEN WE
USE IMPERATIVES THEY CAN SOUND VERY DIRECT OR 'BOSSY'.
TO MAKE A COMMAND:
Close the window, it's freezing.
Tidy your room.
Take off your shoes in the house.
Do your homework.
Let's ask mum.
Don't ignore me!
TO GIVE A WARNING:
Be careful! That car is going very fast.

Watch out! There's a bug in your drink.
Don't touch that, it's hot.
Let's not cycle too close to the edge.
Don't eat that, it isn't cooked.
TO OUTLINE INSTRUCTIONS:
Turn right at the lights.

Hammer the nail into the door.
Shake the bottle before opening.
Don't empty the water too soon.
Crack the egg into the mix.
TO MAKE A REQUEST:
Mind my jacket whilst I call a cab.

Let's take my car.
Wait here whilst I get your parents.
Let's watch that movie.
Mind the gap.
LET'S AND DON'T:

When we want to use the imperative and include
ourselves, we use let's:
Let's not go any further, it looks dangerous.
Let's eat all the cake, they'll never know
To form the negative imperative, we use don't:
Don't look down!

Don't run in the corridors.
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IMPERATIVES
Warmer
Simon Says.......
⎪ Play this game with the entire group of students.

⎪ The teacher starts by explaining the rules: when the leader says ‘Simon says’
before the imperative, you must do the action. If the leader does not say
‘Simon says’, you must not do the action. If you do it by mistake, you are out!
The last person to stay in the game is the winner.
⎪ The teacher starts by showing the class how to play the game, and then passes
it to the next person to lead, and so on…
Main usage
The Imperative form is used to:

⎪ Make a command
⎪ Present an order
⎪ Give a warning
⎪ Outline instructions
⎪ Make a request.
Construction
When we create an imperative form, we simply use the infinitive of the verb:
Eat your dinner.
Turn off the T.V.
To create a negative imperative, simply put “do not” or “don’t” before the verb in the
sentence:
Don’t tell anyone our secret.
Do not talk to me like that!

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IMPERATIVES
Making a command / presenting an order.

A person in authority can use the imperative form to command someone else.
Open your textbooks, please.

There’s no talking in the courtroom. Be quiet.
Giving a Warning
Imperatives can be used to give a warning: emphasize every word in the phrase
and raise the intonation at the end:
Watch out!
Be careful!
Outlining instructions
IImperatives can also be used to instruct or outline a point or process:
Turn left at the roundabout.

Stir in the sugar. Don’t mix it too much.
Making Requests
Imperatives can also be used to make formal or informal requests:
Hold the line, please.

Bear with me while I try to connect you.
Wait here while I see if he’s here.
When making an imperative and you want to include yourself, add the word
‘Let’s’.
Let’s play outside!

Let’s watch television!
Let’s not eat too much now. We’ll have dinner later.

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IMPERATIVES
Exercise 1
Complete the restaurant dialogue using the verbs in brackets in the imperative
forms:
A: Welcome home, Mom!

B: Thanks, dear…oh no, what a mess! _______________ (to clean up) the
dishes! I told you to keep the house organized.
A: I didn’t have time, Mom! I was playing music with my band.
B: Jenny, _______________ (not/to speak) to your mother in that tone!
_______________ (to open) your books now and start your studies!
A: But Mom! I told Christine and the girls that I can meet them at 7:30 for the
party tonight!
B: No party for you, young lady! After your homework, _______________ (to go)
right upstairs and _______________ (to get) ready for your aunt’s wedding
tomorrow!
B: Do I have to go to the wedding?
A: Yes, you do! Now _______________ (to start) your work, missy!
Exercise 2
Complete the sentences with the correct imperative forms:
1. ____________________(not/to forget) to wash the dishes when you finish

your dinner!
2. ____________________(not/to tell) anyone our secret! Promise me!
3. ____________________(to add) ice-cream to the pie to make it really special.
4. ____________________(to be) careful when you are walking on the road. The
cars drive fast.
5. ____________________ (to stay) here while I check to see if the doctor is
ready.

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IMPERATIVES
Exercise 3
⎪ Divide your class into pairs

⎪ Distribute the recipes to one member of all pairs
⎪ Ask those students to hide the information on the paper/document.
Ask them to instruct their partners on the ingredients and how to make the dish.
⎪ The other partner must write down the instructions in simple words.

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IMPERATIVES
Exercise 4
Help the manager instruct his new team member on how to work on a computer
application:
Welcome to the team, Michael. Here’s your desk and computer. I’d like to explain
how to access our online tool. Firstly, __________________ (to turn on) the computer.
Then, __________________(to click) on this icon and __________________ (to input)
your login and password. __________________ (not/to click) on ‘Remember password’
as this is a shared computer. When you enter the application, _________ (to go) to the
left of the page to access your work panel. __________________ (to check) your work
for the day and__________________ (to begin) to enter your numbers.
__________________ (not/to add) any information for another day on ‘Today’s Work
Panel’. So, is that clear? Great! Get started!
Exercise 5
Transform these positive imperatives into negative ones:
1. Eat the rest of the chocolate cake.

2. Tell everyone the secret!
3. Always remember that experience as a child.
4. Follow me everywhere I go.
5. Imagine the worst this situation.

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IMPERATIVES
Activity
The teacher reads out ten commands to the class. You receive one point for each
completed task and the student who completes the most tasks is the winner. The
commands could be ‘Touch your nose’ or ‘Draw a monkey’. The teacher can be
creative with his or her commands to make the game fun.

COMPARING THE TWO USES
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INTO VS IN TO
Exercise 6
Select the correct form to go in the blank in the following sentences:
1. (In to / Into) everyone’s life a little joy must fall.

2. He went (In to / Into) see his doctor, but he greeted the receptionist first.
3. I walked (in to / into) a bar, and it hurt.
4. I walked (in to / into) the bar to have a drink.
5. We zoomed (in to / into) watch the plane just in time to see it fly (in to /
into) the cloud.
Exercise 7
Select the correct answer:

1- He placed his books _____ his bag
A. In to
B. Into
2- He went _______ work to see his boss

A. In to
B. Into
3- The car crashed _______ the wall

A. In to
B. Into
4- They went for a walk _______ the forest

A. In to
B. Into
5- We walked ______ the shop just as we scored a goal

A. In to
B. Into

INTENSIFIERS
Intensifers are used to modify verbs, adverbs and

adjectives to strengthen or emphasize a sentence.
Look at the list below and see how intensifiers can modify the
level of hunger that Michele is feeling:
COMPLETELY / ABSOLUTELY
1 Michele is absolutely starving. She hasn't eaten

since yesterday.
TOTALLY / INCREDIBLY
2 Michele is incredibly hungry. Her breakfast wasn't

enough.
UTTERLY / REMARKABLY
3 Michele is remarkably hungry. Lunch was such a

small meal.
VERY / REALLY
4 Michele is really hungry. Her dinner wasn't very big.
RATHER / SO
5 Michele is rather hungry because her husband ate

half of her meal.
QUITE / KIND OF
6 Michele is kind of hungry. She could definitely

have a snack.
PRETTY / FAIRLY
7 Michele is fairly hungry but she can wait a little

longer before eating.
A BIT / A LITTLE
8 Michele is a little hungry but she's not ready to eat

yet.
NOT VERY / NOT REALLY
9 Michele has just eaten lunch, so she's not very

hungry.
ABSOLUTELY / COMPLETELY
10 Michele is completely full. She couldn't eat

anything else.
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INTENSIFIERS
Warmer
Questionnaire
Divide the students into pairs. Allow them 10 minutes each to write answers to the
questions in the questionnaire below. Students must try to use the intensifiers at the
top of the questionnaire as much as possible. At the end, students discuss their
answers with the rest of the class.
Main usage
Intensifiers are used to:

⎪ Emphasize a feeling or emotion
⎪ Accentuate another adverb or adjective

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INTENSIFIERS
Intensifiers are adverbs that are usually placed before another

adjective of adverb.
Intensifier Adjective / Adverb
I’m very disappointed in you.

She is really tired – it’s late.
We are quite happy with the new house.
Intensifiers can be matched with gradable adjectives (adjectives that can be

described by degree or quantity) or non-gradable adjectives (adjectives that
cannot be described by degree or quantity).
The general rule is that the intensifiers on the left are used with non-
gradable adjectives/adverbs and the intensifiers on the right are used with
gradable adjectives:
Non-gradable Gradable
absolutely very
totally fairly
completely quite
really rather
quite pretty
pretty really
extremely
It’s very cold today = intensifier (very) + gradable adjective (cold)

The view was absolutely amazing = intensifier (absolutely) + non-gradable
adjective(amazing).
I was really furious with him = really + gradable or non-gradable (furious)

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INTENSIFIERS
Exercise 1
Read the adjectives below and decide whether they are gradable or non-
gradable. Complete the box with the words.
Dead Excellent Good Angry Amazing

Boiling Tired Hot
Non-gradable Gradable

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INTENSIFIERS
Exercise 2
Decide whether the adverbs/adjectives in these sentences are gradable or

nongradable, and then fill in the gaps with the appropriate intensifier:
1. I am _______ disappointed in your exam results!

a. Totally
b. Very
2. We are _______ satisfied with the food in this restaurant.

a. Very
b. Absolutely
3. Turn on the heat! I’m _______ freezing.

a. Very
b. Absolutely
4. It’s not windy today – it’s _______ calm.

a. Totally
b. Quite
5. The service in our hotel was _______ excellent.

a. Very
b. Absolutely

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INTENSIFIERS
Exercise 3
⎪ Divide your group into two teams.

⎪ Distribute the pictures and have students quickly match up the images
and the intensifiers + adverbs/adjectives.
⎪ Have each group imagine a situation or reason that each person is
feeling this emotion.
Absolutely furious
Extremely satisfied
Deeply disappointed
Very cold
Totally thrilled

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INTENSIFIERS
Exercise 4
Complete the sentences, using one of the intensifiers in the brackets:
1. Mrs. Marks can’t come to the phone. She’s ________ (very/totally) busy at the
moment.
2. It’s getting late! I’m feeling ________ (completely/a little) tired.
3. So, you’re a beginner at golf. Well, that was ________ (absolutely/quite) a good shot!
4. We were in central Africa last year. It was ________ (completely/extremely) hot in the
jungle!
5. The temperature changed this week – I’m feeling ________ (absolutely/rather) cold!

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INTENSIFIERS
Exercise 5
Select the correct answer from the multi-choice options:
1. Oh, is this your _______ new car? I love it!

a. Totally
b. Brand
2. It’s a lovely day, isn’t it? It’s _______ hot!

a. Quite
b. Completely
3. I know Brad Pitt. He lives near me – I know him _________ well!

a. Totally
b. Rather
4. I was ______ surprised when I saw my brother after five years.

a. So
b. Such
5. I think you are right! We ________ have to change our working process.
a. Extremely
b. Absolutely

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INTENSIFIERS
Activity
Divide the class into pairs. Each pair is to write a heading, sub-heading, short news
story and their final thoughts about one of the photos from exercise 3. The news
story can be funny, serious or informative and must reflect the emotion in the
photo. When completed, the pairs then read their news article to the rest of the
class. The teacher decides which pairing uses the most eye-catching headlines
and writes the best article.

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THE BIG GAME
It was about midday and the sun

was shining. Felix had been training
for months and today was the day
of the big
g game.
e. It
I was really hot.
He would
ld have
have to drink
drink lots
l of
water.
r. Football
Football was very
very important
im
to Felix.
i He never missed
miss d training.
His parents
nts were hard
hard on
o him, but
he was hard on
n himself
hi lf too. He
went to practice before school and
after school every day. He was
naturally good but it takes practice
to be the best. So practice was The game would start in five
exactly what he did. minutes. Felix was having a drink of
water and stretching. He did his
boots up and ran onto the pitch. All
his friends waved and cheered as he
ran to the centre. The referee stood
in black and white kit holding a
whistle to his lips. Five. Four. Three.
Two. One. He blew the whistle and
the game began.

A1
THE BIG GAME
The corner was taken and Felix hit it

with his head. His teammate took the
ball and ran down the pitch. Everyone
followed. “Looks like it’s going to be a
tight game,” Felix dad said to Felix’s
little sister, Megan. She sat cheering in
the audience, her face painted in blue,
the colour of the team’s kit.
“Go Felix,” she shouted as Felix took

the ball, clapping her hands excitedly.
He aimed at the goal and kicked it as
hard as he could. It went straight and
then bounced into the goal.“
The crowd screamed and cheered

and Megan started dancing with her
arms above her head. The game went
on and no more goals were scored.
Felix had done it. He’d scored the
winning goal, the only goal. Felix had
won the big game for his team.

A1
THE BIG GAME

Vocabulary
Spend 3 minutes researching the vocabulary below that is used in the text.
Then discuss your answers with the teacher.
To clap
Graze
Booed
To blow
Whistle
Exercise 6
T/F Felix’s team won the game
T/F Felix’s team wore red
T/F Felix grazed his knee
T/F The referee’s kit was black and white
T/F The match was in the evening
Chatterbox
Have you ever been the hero in a team sport?

Do you ever watch your family play sport?
What is your favourite memory of playing sport as a child?

BUSINESS ENGLISH
INTERVIEW PREPARATION
RESEARCH THE CHOOSE AN

COMPANY OUTFIT
The person interviewing you Your outfit will be the first chance
would be thrilled to know that you have to make a good
you've taken the time to impression. Depending on the job, a
research the company. Check suit and tie might not always be
out their website and social necessary. However, you will always
media platforms to gain be expected to be wearing smart
knowledge about them that clothes with clean shoes. Your outfit
would impress the interviewer, will say a lot about you and how you
afterall that's what it's all respect the potential future role. It
about. will also give you the confidence to
excel in the interview.
ROLE-PLAY ETIQUETTE
Before your interview you Turn your phone off, fasten your
should practice interview role- shoe laces and relax. Introduce
plays with your partner, friends yourself with a hand shake, smile
or even alone in the mirror. and have an updated C.V ready for
Practice answering different inspection. During the interview try
questions that will give you the to sit upright, don't chew chewing
confidence in the interview to gum and try not to tap or play with
answer without hesitating. a pen. Do not lie! These are just a
few of the things that might
frustrate the interviewer and cost
you a job or promotion.
PREPARATION
So you've researched the company, you've chosen your outfit and
you've updated your C.V - but that's not everything. Have you got
the address with directions? What mode of transport will you take?
How long does it take to get there? Do you have a copy of your
references? Have you analyzed the role so you know exactly what
they'll be looking for? Have you prepared questions for when they
ask you if you have any? Preparing properly will have better results,
impress the interviewer and give you the confidence to tackle
every eventuality.
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BUSINESS ENGLISH LEVEL 3
INTERVIEWS
Warmer
Appropriate Answers
Divide your class into pairs and answer the multi-choice questions.
When the groups are finished, go through their answers as a group.
This activity should generate some laughs and lead to a discussion on
appropriate communication during an interview.
1. Why are you applying for this job?

A. Because I can’t wait to leave my current job. My boss is a maniac!
B. I’m looking for a new challenge.
2. Do you have experience in this domain?

A. Oh, I hate this question! Next one, please.
B. Yes, I have extensive experience in this area.
3. What are your weaknesses?

A. Actually, I don’t have any weaknesses.
B. I could improve my ability to speak French and to delegate more.
4. Describe your skills.

A. I have a range of computer skills and I speak three languages
B. I’m friendly, fun and sociable! What date is the Christmas party?
5. How do you manage conflict?

A. I hate conflict!
B. I use communication as a tool to resolve issues.
6. What’s your management style?

A. Well, I love bossing people around!
B. I take a participative approach to management.
2
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INTERVIEWS
Lesson Objectives:
• Preparing for an interview
• Conducting and participating in an interview
Exercise 1
Match the phrasal verbs on the left with their definitions on the right:
1. Extensive A. Intersecting
2. Dedicated B. Doing different jobs
3. Interpersonal skills C. Committed
4. Multi-tasking D. Broad and vast
5. Transversal competence E. Social competence
Multi-tasking Interpersonal Skills
3
INTERVIEWS
Exercise 2
In this activity, students work individually to complete the dialogue
using the expressions in the box below.
Management style Challenge Candidate
Interpersonal skills Match
Interviewer: Hello. You must be Matthew.
Interviewee: Good morning! Yes, I’m Matthew. It’s nice to meet you, Mrs.
Stevens.
Interviewer: Please call me Danielle. It’s a pleasure to meet you also.
Please take a seat. Would you like a coffee?

Interviewee: No, thanks.
Interviewer: We’ve reviewed your CV and we’re quite impressed by your
experience, Matthew. As you know, we are looking for a party organizer

for our company. The selected _________________ must be highly
organized but creative too, as each party should be unique for our VIP
guests.
Interviewee: I understand. I really enjoy preparing special, innovative and
customized events – depending on your customer.

Interviewer: I see that you’ve been working at The ABC Company for
three years as an Event Manager. Why do you want to leave your job?
4
INTERVIEWS
Interviewee: I love my job at The ABC Company, but I’m looking for a
new ____________ I’d like to have the chance to be more creative and
offer my own ideas to event-planning.
Interviewer: Well, there’s plenty of scope in this position to do that –
we need someone original! However, it’s essential that you can
manage a team of organizers. What’s your __________________?
Interviewee: I take a participative approach to management. I fully
involve my staff, I have strong _______________ in the decision-making
but keep strict deadlines.
Interviewer: I think you’re a good _________ for this role. Are you
available on Monday to meet George Johnson, our director?
Interviewee: Yes, I would love to. Thanks for the opportunity.
5
INTERVIEWS
Exercise 3
Interview Process
Divide your group into pairs.
Distribute the role-play cards below. Give one pair member the
interviewer card and give the interviewee to the other student. *Feel
free to change the job profile in the simulation to suit the needs and
interests of your students.
Allow pairs to perform the role-play, using the expressions learned in
the previous exercises.
Let pairs switch roles for further practice.
Interviewer
You are a head-hunter for some of the top companies in
the country. You’ve been asked recently to find a reporter
for the leading newspaper in your city. You need to find
someone who is curious, dedicated, a good writer and
speaker. An interested candidate (your partner) is meeting
you today. You will be able to offer him/her a generous
compensation if he/she meets all the necessary criteria.
Interviewee
You’re a journalist. You are currently writing for a daily
newspaper but today, you have an interview for a job in
one of the leading newspapers in the country. You really
want the job. When you meet the interviewer (your
partner), present your experience in writing, reporting and
present your strengths and skills.
6
INTERVIEWS
Exercise 4
Participating and leading interviews
Divide your class into two groups: interviewers and interviewees.
Distribute the job openings to everyone in both groups.
Let the ‘interviewees’ read through the texts. Ask them to decide
what job they’d like to apply for.
Meanwhile, assign a specific job for each interviewer and ask them to
prepare five questions to ask the applicant.
Now, let the fun begin! Let the interviews take place.
At the end of the activity, conduct an open discussion about what
went well or what failed during the interviews.
I.T. Project Leader

The ABC Company is looking for an I.T. project leader.
The role includes managing projects to create and
deploy software for all departments of the group. I.T
skills essential for the job, with specific experience in
software programming and development.
Events Coordinator
The NYGroup is seeking a skilled Events Coordinator. The
selected candidate will be expected to arrange exhibitions
of our training services for our V.I.P. customers. Experience
in event coordination is necessary along with an ability to
manage conferences of more than 100 people.
7
INTERVIEWS
Accountant
We’re looking for an accountant at KYL Furniture, Ltd..
The chosen applicant will be required to manage all
accounts payable to our various suppliers. Experience in
book-keeping and basic accounting skills required.
Sales Manager
At The ABC Company, we are seeking a dynamic sales
manager to head a team of ten sales people. We expect
our new sales manager to expand our turnover, develop
a successful team and lead forecasting for our entire
group. A generous compensation will be offered to the
successful candidate.
Customer Care Manager
KYL Furniture, Ltd. is looking for a customer care

manager who can lead a team of seven customer care
agents. The chosen applicant must have an ability to
manage a team, deal with customer issues and
respond to problems in a high-paced environment.
8
INTERVIEWS
Exercise 5
How to succeed in an interview
Students work in pairs to read the dialogue and select the correct
answer from the multiple-choice options.
Preparation
Prepare for the interview by doing a little research on the company you’re
applying to. If you know something about the group, you’ll ____________
(come out/come in/come across) as more professional and serious in the
interview.
Your CV
Make sure your CV is ____________ (out-of-date/in-date/up-to-date) and
modified to the job you’re applying for. As an example, if you’re applying
for a managerial role, you can edit your CV, emphasizing your __________
(stamina/strengths/stunts) and achievements as a manager. When you
arrive at the interview, have a few crisp and clean copies of your CV
available.
Behavior
It’s important to relax enough during the interview to be yourself and
communicate in a friendly yet professional tone. A little nervousness will
show the interviewer that you are serious and interested in the ________
(responsibility/role/career).
9
INTERVIEWS
Body language
When you meet your interviewer, you can shake hands and wait for her
or him to show you to a seat. As in every professional meeting, manage
your posture and avoid nervous tapping or twitching!
Communication
Show interest in the company you’re applying for. Remember: the
interview is also a chance for you to gauge whether or not this job is a
good ___________ (suit/outfit/match) for you. Ask appropriate questions
that relate to the business and industry you may work for. Avoid the
interviewer asking any personal questions. Answer her or his questions
honestly. Speak at length but don’t drone on for too long!
10
BUSINESS ENGLISH
M E E T I N G S
ORGANIZE THE MEETING
The first part of hosting an efficient business
meeting is to ensure that it is organized correctly
with plenty of notice. Remember to set the date
and time to participants and include the meeting
objectives and length of time it is expected to
take.
INTRODUCTIONS
Welcoming the participants to the meeting and
introducing any unfamiliar members to each other
will help those in attendance to contribute to the
meeting.
CLEAR AGENDA
Setting out the goals of the meeting early on will
help to maintain focus and keep the momentum
rolling throughout. It is advised to have the agenda
written out on a board or printed off and handed
to the participants.
PARTICIPANT CONTRIBUTION
The lead should always remember that the fellow
participants have been invited to the meeting for a
reason and that their input is vital. Keeping the
participants involved by regularly eliciting a
response will help them to remain focused.
CONCLUSION
It is vital that at the end of the meeting you
summarize the results of the issues raised on the
agenda. In some cases it will also be advisable to
write up a review of the meeting and send it to the
participants and other people that it may concern.
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MEETINGS
Warmer
Opening a Meeting
Divide your class into pairs.

Give a time limit to allow the groups to match the objectives with
the correct phrases. Some objectives are used more than once.
This activity is a great way to show how students can vary
expression for the situational part of the meeting.
Opinions Interrupting
Suggestions Responding to an interruption
Compromising Apologizing
Convincing x2 Ending x2
• We’re running out of time.

• We’ll have to leave it there.
• You won’t regret signing the deal.
• It’s essential for our company!
• I’m really sorry for being late. I was stuck in traffic!
• From my perspective, we should terminate the contract with the
current supplier.
• I strongly recommend that we cover all three points today.
• Let’s try to meet half-way on this point.
• Excuse me. I’d like to make a point.
• Would you mind waiting until the end of the meeting? We’re speaking
about the project now.
2
MEETINGS
Lesson Objectives:
• Opening a meeting
• Introductions
• Presenting the agenda
Exercise 1
Match the idioms on the left with their synonyms on the right:
1. Get together A. Plan
2. Road map B. In agreement
3. Update C. Focused
4. Stay on track D. Meet up
5. On the same page E. Review
Plan Meet Up
3
MEETINGS
Exercise 2
Committee Action plan Update
Stay on track On the same page
Meeting leader: Good morning and welcome, everyone. Thank you for
being here today. I think everyone from the business _____________
has arrived.
Jen: Everyone is here except Amira Bengazi.
Meeting leader: Alright. While we’re waiting for her, perhaps Jason
could present today’s agenda. Jason?
Jason: Thanks, Peter. Today, we’re covering three main points: the
status of our current project, problems with the supplier and our
________ for the next six months.
Jen: Ah, here’s Amira now.
Amira: Hello, team. I’m sorry that I’m late. I was stuck in traffic!
Meeting leader: No problem, Amira. Please take a seat. We have
limited time today, so let’s start with the first point: the status of the
current project. Jen – can you give us an _________?
4
MEETINGS
Jen: Sure. We’ve complete the first milestone of the project. We’re
ready to move on to the next step.
Amira: Excuse me – I’d like to ask a question. What’s the start date of
the next holiday period?
Meeting leader: Amira, we need to ___________. We can speak about
holiday time later. Let’s move to the next point: problems with the
supplier.
Jason: We’ve had considerable delays and ongoing quality issues.
Meeting leader: In that case, we will terminate the contract with the
supplier. Are we all ______________ regarding this point?
Amira, Jason and Jen: Yes, we all agree.
Meeting leader: We’re running out of time – let’s end it there. We’ll
cover the third point in our next meeting. Thanks everyone for your
time. See you on Monday.
Amira, Jason and Jen: Bye, Peter!
5
Exercise 3
Keeping Focused During Meetings

Meeting Leader card and give the Meeting Participant to the other
student.
Meeting Leader
You are meeting your colleague (your partner) to speak about the
status of an important project that you need to finish by the end of the
week. Your colleague arrives late. Secondly, she/he wants to speak
about last weekend, holidays and fun. Use key phrases to keep the
meeting on track so that you don’t run out of time. Make sure you’re
both on the same page regarding the project.
Meeting Participant
You’re quite late for a meeting with your colleague (your partner). This
co-worker is really stressed about a project she/he’s trying to finish with
you by the end of the week. You’d prefer to speak about holidays and
last weekend. However, your colleague wants to stay focused on work
topics – together, find out if you’re on the same page regarding the
schedule of the project.
6
MEETINGS
Exercise 4
Keeping Focused During Meetings
This is a group activity. There are six roles to be play in a skit.

Distribute the meeting topic and explain that your students will
perform a meeting about whether to buy a coffee maker or new
computers for the office.
Distribute a role to each group member (pages 7, 8 & 9).
Let the groups conduct their own meetings in a simulation
method. Make sure the teams use key phrases learned today
related to dealing with interruptions, opinions, suggestions,
staying on track, agreement and ending!
Today’s Meeting
Topic: Budget Allocation: A new coffee machine for the office or new
computers?
The Meeting Leader

You are the leader of the meeting. Your job today is to open the
meeting, welcome everyone and present today’s meeting objective.
You also must encourage participation from all members – even the
quiet ones! Keep track of the time and deal with unexpected
interruptions. End the meeting at 12 minutes.
7
MEETINGS
The Recorder
You record the minutes of this meeting. Your job is to make sure the
meeting leader stays within the time frame. You have 12 minutes for
this meeting, so remind the meeting leader of time. Also, record any
important points of the meeting and report back to the attendees at
the end of the meeting.
The Angry Participant

You’re in a bad mood by the time you arrive at the meeting! You’re
furious that your team must decide between a coffee-maker or
computers – you think everyone should have both! Use your voice
strongly to give your opinion.
The Latecomer
You’re late for the meeting – as usual! You were busy chatting to friends
on the phone. However, you can say that you were stuck in traffic!
When you arrive, you may continue to get calls on your phone and
messages from your partner.
8
MEETINGS
The Talker
You’re in the meeting today – because it’s an obligation! However,

you’d prefer to tell everyone about your last vacation. You may try to
dominate the meeting with long stories about your friends, fun and
family!
The Silent Participant

You’re in a meeting today, but as usual, you feel shy and you don’t want
to speak up. You really need a new computer – will you dare to mention
it in the meeting?
9
Exercise 5
Leading and Participating in Meetings
Let’s go through some critical points to manage and participate in a meeting
successfully.
Firstly, we can’t underestimate the importance of planning. Without a clear
objective, _________ (map road/road map/map) and agenda for the meeting,
it isn’t clear to participants why they are attending the meeting. Therefore, it’s
imperative to prepare a goal, ___________ (action plan/action/active plan)
and time structure for the meeting.
Secondly, it’s a good idea to inform participants in advance of what the
meeting goal and agenda will be. It will give them a chance to prepare
questions and opinions so they can be more fully ___________
(implicated/impulsive/involved) in the get-together. During the meeting itself,
keep an __________ (ear/eye/mouth) on the time and stay on track!
Otherwise, you may not get a chance to cover all the important points.
Finally, don’t let the meeting drag on too long. Provide a summary of what
the meeting had covered and __________ (follow in/follow out/follow up)
with an email or memo to remind participants of what was communicated.
Thank them for their participation.
10
BUSINESS ENGLISH
MONEY & FINANCE
CURRENCIES FROM AROUND THE WORLD
UNITED STATES OF AMERICA - USD
The US Dollar is the most widely used currency

in the world with many countries adopting it as
an alternative to their own.
EURO - SOME EU MEMBERS
The Euro is the official currency of 19 of

the 28 members of the European Union,
including Germany, France, Spain and
Italy.
GBP - UNITED KINGDOM
The British Pound is used in the United

Kingdom, including Northern Ireland. The
British government has refused to join the euro
on a number of occassions.
RENMINBI - RMB - CHINA
The Renminbi, also known as the 'Yuan' is the

official currency of China. However, in Hong
Kong only a select few places will accept it.
Instead, they use the Hong Kong Dolar.
RUPEE - NUMEROUS COUNTRIES
The rupee is used in many Asian countries,

although the value is different in each region.
Examples of countries that use the rupee are
India (INR), Pakistan (PKR) and Sri Lanka (RLK).
DOLLAR - VARIOUS COUNTRIES
Many countries around the world have adopted

their own version of the dollar. These include:
Australia (ASD), Canada (CAD), New Zealand
(NZD) and Singapore (SGD).
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MONEY & FINANCE

Warmer
Categorizing Finance Departments
Divide the class into small groups of three or four people.

Distribute the responsibilities and charts below to all groups.
Explain to the groups that they can discuss the tasks and decide which
financial role in a company they belong to.
At the end of the exercise, have an open discussion about the roles of
each financial person (CFO, financial analyst, controller and accountant)
in a company.
Accounts Receivable
Managing Financial Risk
Financial forecasting
Quarterly reporting
Accounts Payable
Overseeing financial forecast and reporting
Chief financial officer:
Financial analyst and controller:
Accounting:
2
MONEY & FINANCE
Lesson Objectives:
• Describing financial roles in business
• Explaining the movement of money and finance in a company
Exercise 1
Match the expressions and words on the left with their definitions
on the right:
1. Turnover A. Document of payment
2. Book-keeping B. Bill
3. Invoice C. Total revenue, income
4. Debt D. Accounts
5. Receipt E. Money owed
Invoice Receipt
3
MONEY & FINANCE
Exercise 2
In this activity, students work individually to complete the dialogue using

the expressions in the box below.
Fiscal Budget Expenses Turnover Increase
Financial Controller: Good morning and welcome to the quarterly
review of the performance of our company.
Finance Team: Good morning.
Financial Controller: Let’s start with a quick review of this quarter,
January to March. Firstly, ____________ stands at 785,000€ for this
period. That’s an ___________ of 6.5 percent since the previous quarter.
Finance Team: Good news!
Financial Controller: However, costs were higher due to
_______________ for resources and training. Therefore, our profit is at
82,430€, a 2.4 percent increase since the quarter before.
Finance Team: We still performed better than last year.
Financial Controller: True. However, we haven’t hit our target of 5.3
percent. Let’s hear from our financial analyst, Luke, do you know the
reasons why?
4
MONEY & FINANCE
Financial Analyst: As you mentioned, expenses were higher and due
to the change in the tax law, our ___________ outgoings increased too.
Those figures explain the discrepancy in profit.
Financial Controller: Our financial objectives are higher this year.
What can we do?
Finance Team: We need a fresh review of our _____________. Let’s
create a plan to cut costs and manage expenses more vigilantly.
Financial Controller: Let’s get started on that, team. Thanks for your
input, Luke.
5
Exercise 3
Financial risk and solutions

Distribute the role-play cards below and on the next page. Give one
pair member the financial controller card and give the financial
analyst to the other student.
Financial Controller
You are the financial controller of The ABC Company.
Today, you are presenting the figures below to your
team and financial analyst (your partner). You would
like to get his/her opinions and explanations for the
changes in figures. Present the information and then
have a discussion about financial risk and solutions.
Quarter 2 Financial Report

April to June, 2018
Turnover $648,000
Expenses and Tax $208,500
Profit $439,500
Increase since Quarter 1 1.3%
Increase in expenses since Quarter 1 $64,350
6
MONEY & FINANCE
Financial Analyst
You are the financial controller of The ABC Company.
Today, you are presenting the figures below to your
team and financial analyst (your partner). You would
like to get his/her opinions and explanations for the
changes in figures. Present the information and then
have a discussion about financial risk and solutions.
Quarter 2 Financial Report

April to June, 2018
Turnover $648,000
Expenses and Tax $208,500
Profit $439,500
Increase since Quarter 1 1.3%
Increase in expenses since Quarter 1 $64,350
Breakdown of expenses
Increase in supplier costs: $24,000
Increase in taxes: $18,500
Increase in new recruits: $21,850
7
MONEY & FINANCE

Exercise 4
Budget Allocation
Divide your group into two teams.

Explain to the students that they must create a budget allocation
plan for the upcoming business event.
This game is an activity to help students to use key language related
to finance, budgeting and accounting.
Your team has been given $5000 to organize a Christmas or

annual party for the company. With this amount, you have to
arrange and pay for: a venue for the party, food, drinks, transport
of staff to the venue, entertainment and catering if you hire a
catering company. Use the table on the next page to allocate the
budget. The teacher is the independent adjudicator that decides
on the cost of the activities.
8
MONEY & FINANCE
Venue
Food
Drinks
Transport
Entertainment
9
MONEY & FINANCE
Exercise 5
Divide your class into groups of three people.

Distribute the text below.
Give a time limit and have students fill in the gaps to revise words
related to Finance and Money.
A: Hi, Jason. Welcome to the accounts team! I’m Jen, an accountant.
B: Hello, Jen. Thanks.
A: Let me show you around. Firstly, this is the Accounts Payable area.
Here, we receive __________ (receipts/invoices) from suppliers and file
them in the database. They’re due for payment within 30 days, so we
process payment by the end of each month.
B: By wire transfer?
A: Exactly. You’ll have access to the company bank account by the end
of your training. Let me show you to Accounts Receivable. This is the
department where we accept payments from customers.
B: How do we receive payments?
A: Everything is done online now. We get the payment by ___________
(check transfer/wire transfer) directly into the company account and
you can view it on the internal database.
B: What happens if a customer doesn’t pay his invoice?
10
MONEY & FINANCE
A: It happens! We send monthly reminders and send the bill to
___________ (correction/collection) if the customer refuses to pay it.
Sometimes, clients may request a ____________ (reminder/refund) for
a broken product. In that case, we issue a _________ (payment
reminder/credit note). You can process it on this system.
B: That’s clear. Thanks for your help!
11
PAST SIMPLE
THE PAST SIMPLE IS USED TO TALK ABOUT A
PAST ACTION OR EVENT THAT HAS ALREADY
BEEN COMPLETED.
AFFIRMATIVE REGULAR
We form the affirmative past simple of regular

verbs by adding -ed to the end of the bare infinitive:
I looked out of the train window as it passed the

mountains.
She washed her car last weekend.
They missed their mother not being home at Christmas.
NEGATIVE REGULAR
To form the negative past simple, we use the past

simple of the auxiliary verb with not (n't) and the base
form of the main verb. The subject usually precedes the
auxiliary verb.
They didn't eat all of their breakfast.

We didn't know that Marvin was an engineer.
He didn't go to the car show last week.
QUESTIONS:
To form past simple questions, we use the past simple

of the auxiliary verb and the base form of the main
verb. The auxiliary verb usually precedes the subject.
Did you play the piano last night?

Did they own a computer when they were children?
Did he make that that chair with his own hands?
PAST SIMPLE
THE PAST SIMPLE IS USED TO TALK ABOUT
A PAST ACTION OR EVENT THAT HAS
ALREADY BEEN COMPLETED.
WE USE THE PAST SIMPLE TO:
EXPRESS COMPLETED ACTIONS IN THE PAST:
I tested a new vaccination last week.

Susie didn’t enjoy her meal last night
Did we visit Ireland when we were younger?
EXPRESS PAST HABITS AND STATES:
I watched sport often when I was at University

Johnny collected stamps when he was a teenager.
Phil and Paul didn’t like tuna as kids but now they
both love it.
EXPRESS AN ACTION THAT HAPPENED AT A SPECIFIC

TIME:
We finished the job at 9pm

Daisy went to University in September
Did you go to the Zoo yesterday?
EXPRESS A COMPLETED ACTION IN THE PAST THAT

CORRESPONDED WITH ANOTHER ACTION:
She called me whilst I was having a bath.

It started snowing when Debbie was on the bus.
My wife watched the television whilst I was working
in the garden.
EXPRESS ACTIONS THAT OCCURRED OVER A PERIOD

OF TIME:
Between 2001 and 2002 we studied science at

college.
Last year I lived with my brother for a short time.
Melanie and Joseph worked in Australia for 6 months.
PAST SIMPLE
SPELLING OF REGULAR PAST SIMPLE VERBS:
FOR VERBS THAT END WITH AN E:

ADD A D AT THE END:
My pet hamster died last week.

He phoned his mum to wish her a happy birthday.
FOR VERBS THAT END WITH A Y:

REMOVE THE Y AND ADD IED:
I cried at the end of the film.

The security guard carried their luggage for them.
WHEN TO DOUBLE THE CONSONANT:
IF THE VERB IS ONE SYLLABLE:

AND ENDS WITH CONSONANT-VOWEL-CONSONANT:
I stopped the car when the traffic lights turned to red.

They banned me from their shop for stealing.
Joe and Jack planned every last detail to perfection.
EXCEPTION: IF THE VERB ENDS WITH AN X OR W

The repair man fixed my washing machine.
The stars glowed brightly.
IF THE VERB IS TWO OR MORE SYLLABLES:

DOUBLE THE CONSONANT IF THE STRESS IS ON THE
LAST VOWEL:
He preferred oranges when he was younger.

The accident occurred at night time.
EXCEPTION: IF THE VERB ENDS IN A C - ADD KED:
My friend panicked when her phone rang.

He mimicked his favourite comedian regularly.
IN BRITISH (BUT NOT AMERICAN) ENGLISH, WE

ALWAYS DOUBLE THE LAST 'L':
We always travelled together when we were kids.

He fulfilled his lifetime ambition last year.
PAST SIMPLE
CERTAIN TIME EXPRESSIONS INDICATE THE USE OF

THE PAST SIMPLE. HERE ARE SOME EXAMPLES:
At 9pm In August
At breakfast In 2012
At lunchtime In the Spring
At the beginning In the 16th century
On Wednesday During the summer
On 15th June During the holidays
A minute ago Last night
An hour ago Last week
Two days ago Last year
A week ago Last Thanksgiving
One month ago The week before last
A long time ago The year before last
REGULAR PAST SIMPLE VERBS ARE PRONOUNCED IN

THREE DIFFERENT WAYS:
1-Regular past simple verbs that end with a strong /d/

sound:
Arrived Believed Burned Called
Cleaned Died Enjoyed Happened
Loved Moved Played Tried
2-Regular past simple verbs that end with a /t/ sound:
Booked Cooked Damaged

Developed Established Fixed
Laughed Marked Stopped
3-Regular past simple verbs that end with an /id/ sound:
Completed Created Decided

Estimated Hated Invented
Limited Pointed Wanted
PAST SIMPLE
IRREGULAR POWER VERBS IN THE PAST SIMPLE:
TO BE:
I was at the airpor this time yesterday.

He was at school when he called me.
She was going to eat the soup but decided against it.
It was too late to order a new passport.
You weren't very happy last night, what happened?
We were travelling to Asia this time last year.
Where were they yesterday?
TO HAVE
I had to pullover to be sick.
She had to travel home alone.
We didn't have any food left to give to the dogs.
They had to change their plans at the last minute.
Did you have any money left after the concert?
Why didn't you have a birthday present for Jill?
TO COME
What time did you come home last night?

He came into my office to discuss my promotion.
When did you last come to visit us in New England?
They didn't come to school because they have the flu.
TO DO
I did my work and then I left to go home.

We didn't do the homeork because it was too difficult.
Did you do the chores like I asked you to?
She didn't do as well as expected in her exams.
Did we do everything that we could to help?
Why didn't we do more?
TO GIVE
I gave you all of my heart but you didn't want it.

You gave me your telephone number yesterday.
I didn't give him any more money. He must have stolen
it.
Why didn't he give me these instructions yesterday?
Some time ago I gave up my ambitions of being a
piano player.
PAST SIMPLE
HERE IS A LIST OF COMMON IRREGULAR PAST
SIMPLE VERBS AND THE PAST PARTICIPLE:
INFINITIVE PAST SIMPLE PAST PARTICIPLE
Become Became Become

Begin Began Begun
Bleed Bled Bled
Blow Blew Blown
Break Broke Broken
Build Built Built
Buy Bought Bought
Catch Caught Caught
Choose Chose Chosen
Cost Cost Cost
Cut Cut Cut
Draw Drew Drawn
Drink Drank Drunk
Drive Drove Driven
Eat Ate Eaten
Fall Fell Fallen
Feed Fed Fed
Feel Felt Felt
Find Found Found
Forget Forgot Forgotten
Get Got Got
Keep Kept Kept
Know Knew Known
Leave Left Left
Lose Lost Lost
Make Made Make
Meet Met Met
Pay Paid Paid
Put Put Put
Read Read Read
Run Ran Run
Say Said Said
See Saw Seen
Sell Sold Sold
Send Sent Sent
Sit Sat Sat
Speak Spoke Spoken
Spend Spent Spent
Take Took Taken
Teach Taught Taught
Tell Told Told
Think Thought Thought
Understand Understood Understood
Win Won Won
Write Wrote Written
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PAST
SIMPLE
Warmer
Mimes
⎪ Divide your group into two teams.

⎪ Write out ‘action cards’ (disco dancing, jumping frog, opera-singing) and
distribute them to each member of the two groups.
⎪ Now, divide your group into two teams.
⎪ Each person mimes the action. When the person is finished, his/her team
must guess the action. The team must explain what the person did using past
forms of each verb to practice the past simple tense.
⎪ This activity is great fun and starts the lesson with lots of laughter!
Main usage
The Past Simple Tense is used to express:

⎪ A finished action.
⎪ Events that occur in the past.

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PAST SIMPLE
Construction
Interrogative:
Did + subject + verb
Did you live in South Africa?
Did he fly to New York?
Did she make toast with breakfast this morning?
Did we go to school together?
Did they sleep well last night?
Affirmative
Subject + verb+ed.
I lived in South Africa for 12 months.
He smoked twenty cigarettes yesterday.
She traveled here alone.
We visited our sister on Sunday.
They passed the test with flying colors.
You saved a lot of money last year.
Negative
Subject + didn't + verb.
I didn't live in South Africa last year.
He didn't smoke yesterday.
She didn't travel here alone.
We didn't visit our sister on Sunday.
They didn't pass the test.
You didn't save much money last year.

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PAST SIMPLE
With the auxiliary verb to be:
Were you with David last night?

Yes, I was with David.
Were we alone at the restaurant?
No, we weren't alone.
Were they at school this morning?
Yes, they were at school this morning.
Was I at the airport yesterday?

Yes, I was.
No, I wasn't.
Was she a good friend?

Yes, she was my best friend.
Was he a timid child?

Yes, he was.
No, he wasn't.
Key words
The Past Simple tense is frequently used with key words that indicate an action
occurred in the past. The following key words express a finished action in the past:
When The team celebrated when they won.

Yesterday Yesterday I landed at Boston airport.
Before Before we moved to New York we lived in London.
Last week My son performed in a play at school last week.
Last night Last night Mike and Anna watched a movie together.
Last year Last year we visited every major city in europe.
Before I worked at McDonalds before I decided to change jobs.
Ago Two years ago I started volunteering at the local shop.

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PAST SIMPLE
Some verbs behave irregularly in the past simple affirmitive. Here is a list of the most
popular irregular past simple verbs:
Infinitive Past Simple Past Participle
To be Was / Were Been

To do Did Done
To say Said Said
To see Saw Seen
To come Came Come
To go Went Gone
To eat Ate Eaten
To write Wrote Written
To sleep Slept Slept
To forget Forgot Forgotten
To buy Bought Bought
Exercise 1
Complete the dialogue, writing the verbs into the correct form of the past simple:
A: Hello, Rick! I ______________ (not see) you last night at my piano concert Where
________________(you be)?
B: Oh hi, Jason! I’m sorry I ____________ (not attend) your concert. I
_____________ (have to) study for an exam. I ___________ (cannot) go because I
__________________ (do research) until midnight!
A: That’s too bad! I __________ (think) I __________ (tell) you about the concert
two weeks ago.
B: Actually, you _____ (do) but I ___________ (not listen) to you and I
____________(forget) all about the concert.
A: Well, don’t worry! The concert __________ (be) very short. You can come to the
next one!

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PAST SIMPLE
Exercise 2
Select the correct form of the verbs for each sentence:
1. We _________ snails at a French restaurant last night.

a. Eaten
b. Ate
c. Eated
2. The weather ________ awful so we stayed home.

a. Were
b. Was
c. Been
3. ______ you see her face when you told her the story? She was very angry!
a. Did
b. Do
c. Saw
4. I ________ stop laughing when the funny clown fell down.

a. Can’t
b. Could
c. Couldn’t
5. _______ you afraid of spiders as a child? I was.

a. Was
b. Were
c. Did

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PAST SIMPLE
Exercise 3
Divide your class into pairs. Distribute the timelines. Students create their
own ‘lifestory’ and then create questions to ask their partners about dates
and events.
Students then interview their partners about the events in their lives from
birth until now:
Here are some examples of what

you might include:
1975 Born
1980 First day at school
1987 First day at secondary
school
1992 Secondary school
graduation
1997 University graduation
1998 First day at work
2002 Marriage
2004 First child

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PAST SIMPLE
Exercise 4
Complete the dialogue with the correct past simple forms of the verbs:
A: Oh hello, Jack. Do you live next door?

B: Hello! Yes, I __________ (move) here last year. Before, I ________ (live) in San
Francisco.
A: How long ______________ (stay) there?
B: I was in San Francisco for seven years. I applied for a job here in Boston. I decided
to live here when I _________ (start) the new job. How about you? Why __________
(come) to Boston?
A: Well, my husband and I ___________ (want) to practice English and to experience a
new culture.
B: What ____________ (you do) in Rome?
A: I ___________ (have) a good job in the construction industry. However, my real
passion is art, so I _____________ (change) my position and ___________ (receive) a
new opportunity here.
B: So … ____________ (you make) the right decision?
A: Absolutely! We ____________ (make) a good choice to come to Boston. It’s great!
Chatterbox
When you were a child, what did you want to do when you grew up?
What was your last job?
Where did you go on your last holiday and what activities did you do?
Ask each student to discuss their morning before they arrived to work using the
past simple. Eg I woke up at 8am and then I had breakfast….etc

Past Simple
4 5 6
8 9
10
11
12
ACROSS DOWN
3 I ____________ at a department 1 John __________ off the bridge

store to make extra money and into the water
4 We ____________ along the 2 He always ____________ late for
beach at sunset work
8 They _____________ dating when 5 She _______________ to her
they were at school favourite music on the bus
9 She ______________ with her 6 The man on the bike
parents until she was 25 years old _____________ the old man when
10 Mary and Peter he fell over
________________ around the 7 I ___________ my car when the
world when they won the lottery light was on red
11 I ___________ the guitar a lot
when I was a child
12 We __________ England last
summer
PAST SIMPLE
TO BE
The verb to be is the most irregular and most important verb in the
English language. It can be used as a main verb, as an auxiliary verb or
in the passive. Here we look at how it functions in the past simple.
PAST SIMPLE AFFIRMATIVE / NEGATIVE
I was (not) at the shop.

You were (not) at the shop.
He was (not) at the shop.
She was (not) at the shop.
It was (not) at the shop.
We were (not) at the shop.
They were (not) at the shop.
PAST SIMPLE TO BE QUESTIONS
Was I a teacher? Wasn't I a teacher?

Were you a teacher? Weren't you a teacher?
Was he a teacher Wasn't he a teacher?
Was she a teacher Wasn't she a teacher?
Was it a teacher? Wasn't it a teacher?
Were we teachers? Weren't we teachers?
Were they teachers? Weren't they teachers?
WH- QUESTIONS WITH PAST SIMPLE OF TO BE
What was I wearing yesterday?

Why were you at the neighbours house last night?
Where were you after school?
When were they last on holiday?
Who were we with last Easter?
How were the cupcakes that I bought for you?
How long was I asleep for?
PAST SIMPLE NEGATIVE CONTRACTIONS
I wasn't complaining.
You weren't complaining.
He wasn't complaining.
She wasn't complaining.
It wasn't complaining.
We weren't complaining.
They weren't complaining.
FOR REFERENCE:
WWW.ENTREPRISESCANADA.CA
PAST SIMPLE
TO BE
English language. It can be used as a main verb, as an auxiliary verb or in
the passive. Here we look at how it functions in the past simple.
AS A MAIN VERB:
With adjectives:
That was a pretty chair.
Bobby wasn't a very handsome baby.
Was he a fast runner?
For location:
The family weren't at the park.
I was at the hospital.
Weren't you at the party with your friends?
AS A MAIN VERB:
To express a role in a job or relationship:

Timothy was my friend.
We were waitresses in a coctail bar.
With comparatives and superlatives: With nouns:

My wife was richer than yours. Was this your football?
Your English teacher was the best. Where was his jacket?.
AS AN AUXILIARY VERB:
Were you running a bath, Michele?

Peter was always arguing with his work colleagues.
Mary was going to be working all night at that rate.
It was walking across the bridge towards us.
We were taking the next train home.
They were smoking in the rain.
PASSIVE:
I was given a lift to work every day.

You were seen at the disco.
He was being tested for chicken pox.
She was late every day this week.
The dog was washed every day last week.
Lots of the best brands were made in China.
Many different carols were sang at Christmas.
FOR REFERENCE:
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PAST SIMPLE OF
'TO BE'
Chatterbox
Yesterday, I was.....
Where were you yesterday? Give three examples of different places you were in. For
example: In the morning I was at work.
Where was your teacher?
Where were the other students?
Were you at work last week?
Was your friend with you at the weekend?
What were you better at as a child than you are now?
What were you bad at in the past, but better at now?
Main usage
The Past Simple tense of the verb ‘to be’ is used in English to express or
question an action that is finished.
I was a great dancer when I was young.

Where were your colleagues at lunch time?

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PAST SIMPLE OF 'TO BE'
Construction
Interrogative:
Was / Were + subject
Were you at school yesterday?
Was the boss in New York?
Was she on the road early this morning?
Were we dating before or after Christmas?
Were they better behaved today?
Affirmative
Subject + Was / Were
I was in South Asia last year.
He was a better dancer than me.
She was beautiful and kind.
We were singing in the street last weekend.
They were celebrating too soon.
You were very sad last night.
Negative
Subject + Wasn't / Weren't
I wasn't at the shops this morning.
He wasn't smoking last year.
She wasn't travelling with her uncle.
We weren't on the same team.
They weren't rich enough to buy the car.
You weren't able to save any money.

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Key words that might express the use of the past simple:
Last night Were you with Debbie last night?

Last week Last week, I was working every day.
Last year He wasn't living in this house last year.
Yesterday Were you asleep all day yesterday?
Ago Six months ago I was single. Now I'm married.
Before Before he arrived the team wasn't very good.
When When I was young I was brilliant at darts.
Earlier They weren't at home earlier, they were at work.
Wh Questions with Past Simple of ‘to be’
When When were we in Italy for our holidays?

Where Where were you at 9PM last night?
Why Why was he in the boss’ office all day?
Who Who were you on the phone to just now?
What What was your role in the Christmas show?
How How were your parents when you saw them?
How many How many people were you with last night?
How long How long was he in the pub for yesterday?

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Here are a few examples of how to answer questions using the past simple of to be:
Questions Answers
Why were you upset when I saw you? I was upset because I was late for the bus.
Where was he last night? He was at a show with friends.
Were you afraid of the dark when you No, I wasn’t.
were a child?
Who were you with at the park? I was with Mike, Sofia and the children.
Exercise 1
Select the correct form of the verb ‘to be’ in the past form in each sentence:
1. The children _______ (was/were) afraid of the black and red spider.
2. _______ (Was/were) the group of colleagues working in the same office?
3. It _______ (was/were) raining the whole night!
4. Why _______ (was/were) the girls dressed in white?
5. What _______ (was/were) the last thing he said before he left?
Exercise 2
Select the correct question word:
Who How What Where Why
1. _______________ were you? At the beach.

2. _______________ was he late for class? He lost his bag on the school bus.
3. _______________ was his former job? He worked as a financial controller.
4. _______________ were you with? I was with my boss.
5. _______________ was your mother feeling when you saw her? She was feeling
better, thanks.

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Exercise 3
Divide your class into two groups and ask them to rearrange the story back together
correctly. Ask every member in each team to explain one event of the story. Who do
the teams think killed Mister Abbey and why?

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Exercise 4
Complete the dialogue with the missing words (was/were and question words) we
have studied in this unit:
A: Ally! Where _________ you? I waited for you for three hours!
B: I’m sorry. I _________ at work. I couldn’t leave because my boss and the team
_________ under pressure to finish a large project.
A: I _________ here for a long time. _________ were you not in contact with me?
B: I didn’t have access to a telephone. I _________ in a small lab, working on research.
There _________ no possibility to call you. _________ did you do?
A: I had some coffee and cake, I wrote emails and waited for you._________ was your
boss so hard with you?
B: He _________ also under pressure. _________ was the coffee and cake?
A: They _________ very good. Okay, let’s go! We are late for the cinema.

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Activity
There was a robbery at a bank last night and all of your students are suspects.
Each student creates their own character and completes the statement below.
When completed, the teacher grills each student about their statements. Then, the
class must decide whose story is the least compelling and find that person guilty of
the crime.

POSSESSIVE
ADJECTIVES
POSSESSIVE ADJECTIVES SHOW OWNERSHIP OR
POSSESSION OF SOMETHING. THESE INCLUDE
OBJECTS, RELATIONSHIPS AND PARTS OF THE
BODY. THEY ARE NOT TO BE CONFUSED WITH
POSSESSIVE PRONOUNS.
My wife is a nurse. Oh no! Your car is on

fire.
He broke his arm. Her dress is green.
Its food bowl is Our house has three

green. floors.
Your meeting is in It's their wedding

room 106. day.
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POSSESSIVE
ADJECTIVES
Warmer
⎪ Divide your class into groups according to nationality. If all students are the
same nationality, assign them a different country for this task.
⎪ Have each nationality prepare three points (they can write them down) about
‘our country’.
⎪ Next, have individual members of all groups write three points about ‘my
region’.
⎪ Have groups exchange information. Each person can present the information
about his or her (his/her partner’s) region.
⎪ This exercise will warm up the students to the use of possessive adjectives.

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POSSESSIVE ADJECTIVES
Main usage
Possessive adjectives are used:
⎪ To express possession of an object, item or person. Possessive adjectives

indicate who owns an object.
Construction
Subject Pronouns Possessive Adjectives
I My
You Your
He His
She Her
It Its
We Our
They Their
Rules
Possessive adjectives are placed before the noun they modify to denote possession:
Are these my books or John’s books?

They are not your books! These are his books and
those are your books.
My = possessive adjective comes before the noun.
His = John’s
My mother lives downtown in a small studio. Her sister

lives next door.
My = possessive adjective of me.

Her = possessive adjective of my mother (She)

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Exercise 1
Complete the dialogue with the appropriate possessive adjective:
A: Hello, Mr. Elliot!!

B: Hello, Jonathan! Is this __________ family?
A: Yes, it is. This is _________ partner, Emma.
B: Hello, Emma. It’s lovely to meet you.
These are our two children. This is ________ daughter, Kate – she’s nine years
old. This is _______ son, Phil – he’s thirteen.
B: Hello, children! You are so lucky to have such beautiful kids!
A: Thanks, Mr. Elliot! Do you have a family?
B: Yes, I do. ________ wife works at the local hospital. Here’s a picture of
_________ sons : Harry, Peter and of course, _______ cat, Snowball!
A: I’m sure you are proud!
B: Of course! Goodbye, Jonathan. Goodbye, Emma!
A: Goodbye, Mr. Elliot!
Exercise 2
Fill the gaps:
1. This is __________ (you) desk. That office belongs to the company manager.
2. I love __________ (she) new coat! It’s very chic.
3. Where is ___________ (he) house? I’m lost!
4. Don’t forget to give the children __________ (they) presents on Christmas Eve.
5. Welcome to __________ (we) home. Please come in!

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Exercise 3
⎪ Divide your students into pairs.

⎪ Distribute the simulation cards and give a Department Manager role and a New
Colleague role to the members of each pair.
⎪ Have students act out the simulation.
⎪ If you have extra time, have students exchange roles.
Department Manager
You are the manager of the department. Your task
today is to welcome a new colleague to this
division and to describe your job in simple words.
Then, show him / her your office and desk. Finally,
give him / her a short tour and indicate his / her
desk, computer and other items he / she will need.
New Colleague
It’s your first day in a new job. The manager
welcomes you and introduces himself / herself. Ask
questions to know where your desk is. You also want
your own computer, a comfortable chair and your own
writing materials.

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Exercise 4
Fill in the gaps with the correct possessive adjective:
1. Here is _________ (you) new bicycle for your birthday! Have fun!
2. This is my rabbit Pinkie and here is _________ (it) hut.
3. We just bought _________ (we) new car, a BMW. We love it!
4. She’s a very obstinate manager and only wants to work ________ (she) way.
5. The children took ___________ (they) toys and played downstairs.
Exercise 5
Replace the personal pronouns by possessive adjectives
1. Max is in (he) ___________ bedroom, sleeping.

2. Where are (you) ____________ parents now?
3. I received a phone call from (I) __________ doctor late last night.
4. (They) ____________ colleagues are attending a conference in London.
5. I want to meet Valerie and (she) ___________ family when we visit Paris.

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Activity
Divide the class into two teams and start the quiz about the UK. There is 1
point for each correct answer and the team with the most points at the end
is the winner.

PREPOSITIONS
OF PLACE
PREPOSITIONS OF PLACE ARE USED TO EXPRESS

THE LOCATION OF AN OBJECT OR PERSON.
The ball is next to the boy. The ball is above the boy
The ball is behind the boy. The ball is between the

boy and girl.
The ball is inside the box The ball is under the table.
The ball is in the sports bag. The ball is on the table.

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PREPOSITIONS
OF PLACE
Warmer
⎪ Divide the class into pairs.

⎪ Give both members of each pair one of the pictures below.
Give a blank piece of paper and a pencil to each student.
⎪ The students take turns to describe the picture, explaining the objects and
location to one another.
⎪ The partners must listen and draw the picture, according to the descriptions
(without seeing the picture, of course!)
⎪ The teacher can help students by writing some prepositions of place on the board.
Main usage
Prepositions of place are used:
⎪ To refer to the position or place of a person or object.

⎪ To define the direction of an action.

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PREPOSITIONS OF PLACE
Construction
Prepositions that define Prepositions that define

position: direction:
The books are on the table. She is walking towards the man.
The bird is in the cage. I crawled through the dark tunnel.
We live opposite the store. I swam across the water.
Rules
The prepositions at, in and on are also used as prepositions of time, but they are
used differently:
At is used to define a specific point:

The wedding will be at The Imperial Hotel on Sunday afternoon.
In is used to refer to the interior position:

Put the cake in the box.
On specifies a surface position:

The bird is on the roof of the house.

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Exercise 1
Fill the gaps with the correct prepositions from the box below:
Through At Across At Up
A: Excuse me. I’m trying to get to the old castle. Could you help?
B: Of course. It’s not far. Go straight down this street. Do you see the yellow sign?
A: Yes, I do.
B: Turn right just ___ that sign. Walk ______ the bridge and walk for a few more
minutes. Go ___ the big hill and you will reach a tunnel.
A: A tunnel?
B: Yes! It’s the entrance to the old castle. Go _______ the tunnel and you will arrive
____a very large door. Open the door. It’s the castle!
A: Thanks! You are very kind. Goodbye!
Exercise 2
Fill the gaps with the correct prepositions from the box below:
From In On At In At Across At/In To At In On
1. Let’s meet for lunch _____ Chez Max restaurant on Saturday afternoons.
2. I’m booking a flight from London _____ Paris.
3. Walk straight down and turn left ____ the traffic lights. The museum is ____ your right.
4. Every afternoon, we walk ________ the bridge on the way to work.
5. We live ____ Dublin at the moment, but we come ______ San Francisco.
6. Our house is _____ the corner of 5th Avenue and Sutter Street.
7. The children are _____ school when I’m working at the office.
8. I work _____ a small company in the city.
9. Careful! Don’t put a hot pot ____ the plastic surface!
10. We stopped the car ____ a petrol station to get gas.

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Exercise 3

⎪ Distribute the simulation cards and give a Tourist role and a Visitor Center
Agent role to the members of each pair.
TOURIST
You are lost in New York City! Go to the Visitors
Center to ask your way to the Brooklyn Bridge, the
Empire State Building, the Rockefeller Center and The
Statue of Liberty.
VISITOR CENTRE AGENT

You work at the Visitor Center in New York. A tourist (your
partner) enters. He/she wants help to get to the Brooklyn
Bridge, the Empire State Building, the Rockefeller Center
and The Statue of Liberty. Give her / him directions to each
place, with the help of the map below!

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Exercise 4
Fill the gaps with the correct preposition of place:
A: Hello?
B : Hello, Jean-Luc ! It’s Max !
A: Hello, Max. How are you?
B: I’m fine! I’m calling to invite you to a game ____ the Yankee stadium this weekend.
A: That sounds great! Who’s playing?
B: The New York Yankees are playing the Boston Red Sox.
A: I would love to come! It’s my first time to see a baseball game.
B: Really? The game is ___ the Yankee Stadium ___ the south Bronx ___ New York
City.
A: When is the game?
B: The game starts ___ 2PM ___ Saturday afternoon ___ the stadium. What time do
you want to meet?
A: What about 1:30 PM _____ O’Connor’s Bar?
B: That’s perfect.
A: Thanks for the invitation, Max. See you ____ the bar ____ Saturday ___ 1:30PM.
B: It’s a pleasure. See you then!
Chatterbox
Have students describe the position of people and things in the classroom. For
example ‘the students are inside the classroom’ or ‘the books are on the table’. Be
©TEAM TEFL ALL RIGHTS RESERVED 2018
creative and move objects so that the students have to discuss the different
prepositions of place.
Activity
Re-arrange the following sentences so that they are in the correct order.
1- table on books The are the
2- next to the is The house the park
3- She the towards walks every city day
4- inside presents are box the The
5- friend opposite class sits My John me in
WWW.TEAMTEFL.COM 6
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A DAY AT THE ZOO
Granny Joanne takes her granddaughter Lily on a trip to the zoo.
Grandma Joanne pushed her

granddaughter in a pushchair down
the path. It was a long time since
she had been to the zoo. She had
been with her own daughter and
she went as a child, but both were a
very long time ago.
When she was little, she loved the
tigers best. She had done a project
on tigers at school and learnt all “Do you learn about animals at
about them. They are the largest of school, Lily?” Grandma Joanne
all the wild cats. They live between asked.
twenty and twenty-six years in zoos “Yes, we learnt about monkeys last
and can run at between forty-nine week. The teacher said we all used to
and sixty-five kilometres per hour. be monkeys, but I don’t believe
She loved learning about tigers at him,” Lily said.
school. “That’s very true, we did!” Grandma
Joanne said. “Shall we go and see the
monkeys?” she asked.
"Yes please!” Lily shouted.
She was very excited to see the
monkeys.
They reached the monkey enclosure
and headed towards them.

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A DAY AT THE ZOO
They were all hiding in tyres and “He thinks you’re a monkey,”
behind wooden boxes that swung Grandma Joanne laughed.
from the roof. Suddenly, one “But I’m not a monkey! And I don’t
jumped from on top of a box and think I ever was one!” Lily shouted,
grabbed a rope. It swung through suddenly angry.
the air and Lily screamed. It scared “I was only teasing dear,” Grandma
her. Joanne said. “What do you want to
“It’s okay Lily. They’re just very see next, Lily?”
excited to see you,” Grandma Without answering, Lily said,
Joanne explained. “Grandma, I think someone left the
Lily giggled. Grandma Joanne gate open.”
unclipped her from the pushchair They both looked over and sure
and Lily walked towards the fence. enough, the gate was open.
A brown monkey with long arms “Perhaps it’s feeding time,” Grandma
sat next to her baby by the fence. Joanne said not wanting to worry
Lily stuck her finger through the her as they walked away quickly.
fence and tried to touch it. The “Maybe,” Lily said, a little unsure.
monkey just looked at her finger. It At the end of the day Grandma
crooked its head to one side and Joanne pushed Lily over the bridge
stared. towards the car park.

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A DAY AT THE ZOO
“Say goodbye to the zoo, Lily,” Grandma

Joanne said as they got close to the gate.
Lily turned around and saw a monkey
waving goodbye.
“Goodbye zoo!” she called to the monkey
and waved back.
Exercise 5
1. T/F Tigers can live for more than 35 years in a zoo.

2. T/F The monkey waved goodbye to Lily.
3. T/F Lily didn’t want to see the monkeys.
4. T/F Grandma had never been to the zoo before.
5. T/F Tigers are the biggest wild cat.
Exercise 6
How many of the following prepositions of place are there in the story?
Across In On top of Over By

Close to Inside Next to Down Away
Behind Under Above Towards Beside
Chatterbox
Do you like going to the zoo? What is your favourite animal?

Is there a zoo in your town or city?
What would happen if the gate was left open by mistake?

PREPOSITIONS
OF TIME
We use the prepositions of time - at, in and
on - to express the time frame of when an
action or event occurred.
AT
We use at to express specific time and
time frames, holidays and festivals.
We are meeting in the conference room at 8pm.

Lunch is served at noon.
We last saw mum at Christmas.
I wake up every day at the crack of dawn.
My baby never sleeps at night.
ON
We use on to express days and
weekends, special days and dates.
The technology convention is on Tuesday.

Happy Hour is only served on Friday nights.
We are goin out on New Years Eve this year.
I am taking the day off work on my birthday.
I am going to Lake Tahoe on the weekend.
I ate too much on Thanksgiving day.
We use in to express months, seasons,
IN years, centuries, general times of day

and longer periods of time.
I have to wake up at 6am in the morning.

My birthday is in May.
I was born in 1966.
I am travelling around Africa in the summer.
He didn't like me in the past, but he does now.
The wheel was invented in the stone age.
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PREPOSITIONS
OF TIME
Warmer
Write up several different dates and times on the board. For example: June,
2014 or last Friday night.
Ask students to choose a date / time and to explain what he/she was doing on
that date or time.
Make sure each person has a chance to practice using the date or time with the
correct preposition.
Main usage
At is used to refer to specific times, time-frames, holidays and festivals.
In is used to express months, seasons, years and general times of day.
On is used to express days and weekends, special days and dates.
Construction
AT IN ON
I go to work at 9am. My birthday is in October. My brother arrives on Friday.
It often snows at Christmas. It rains a lot in winter. I start work on 12th May.
We eat lench at noon. I was born in 1972. We met on Valentine's Day.
Note: We also use in to refer to periods of time:

In the middle ages, King Henry VII reigned in England.
People invented the wheel in the stone ages.

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PREPOSITIONS OF TIME
Exercise 1
Complete the gaps with the correct preposition of time:
1. We wake up early _____ the morning.

2. _____ winter, the nights are colder.
3. Let’s have a lunch meeting ______ midday tomorrow.
4. The whole family likes to be together ______ Christmas Day.
5. ____midnight, the old clock rang loudly.
6. John was born ____ 2004.
7. I don't work ____ weekends.
8. We walk the dog ___ 7:30am every day.
9. ____ Mondays I eat breakfast ____ 10am because I don't start school until 11:00am.
10. ___ February it starts to get lighter ____ the evenings.
Exercise 2
Insert the words into the boxes to match the correct prepositions of time:
Summer Christmas Day Valentine’s Day The Renaissance period

February November My birthday The crack of dawn
1975 Tuesday Saturday night A quarter-past five
New Year’s Eve Night 1776
Noon 7AM 3PM
AT IN ON

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Exercise 3
Making an Appointment

⎪ Distribute the simulation cards and give a Secretary role and a Patient role to
the members of each pair.
PATIENT
Here is your schedule for this week. You
want to make an appointment with the
dentist. Call the dental clinic and speak with
the secretary (your partner) to book a date
and time with the dentist.

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SECRETARY
You work in a dental clinic as a secretary. You
receive a call from a person (your partner) who
wants to book an appointment with the dentist.
Suggest 2 or 3 dates and times and set the
appointment with the patient.

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Exercise 4
Complete the dialogue, inserting the correct prepositions of time in the gaps below:
Ring! Ring!
A: Hello. This is Georgio’s Hair Salon. How can I help you?
B: Hi. My name is Lucy Watson. I’d like to make an appointment with my favorite
stylist, Antonio!
A: Of course. What date and time is best for you?
B: What about ___ 3PM this afternoon?
A: Let’s see…Antonio is busy in the afternoon because he has many customers. In
fact, he’s busy ____ Monday and Tuesday, and he has no availability ____ the
month of January.
B: Oh, that’s a pity! What about ____ February?
A: He’s free ____ the 5th ____ the morning only.
B: Okay. I can come on that date ____ 10AM. Does that suit?
A: Yes, that’s fine. I’ll send you an email to confirm. Thank-you!
B: Thanks! Goodbye!
Chatterbox
What time did you go to bed last night?

What time do you start work?
What month is your birthday in?
What day do you usually do your food shopping?
What day do you normally see your family?
What year did you start work in your job?

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Activity
Divide the class into two teams. The teacher creates a secret list of days, dates,
times, months, years, periods and seasons. The teacher then starts a quiz, asking
the students to raise their hands before answering the questions. If students shout
out the answer without permission from the teacher first, that team loses a point. The
students must answer the teacher's question with one of in, at or on. For example, if
the teacher says ‘1975’ then the student’s answer is ‘in’. If the answer is correct, the
team receives 1 point. If the answer is incorrect then that team loses 1 point.

PRESENT
CONTINUOUS
An action or event that is ongoing in the present and is
generally considered unfinished or incomplete.
An action or event that is happening right

now:
It's currently snowing in Boston.

I'm studying for my exam at the moment.
We are walking our dogs in the forest.
A future event that is already planned or

organized:
We're travelling around Europe next year.

Is the dentist closing at 7pm tonight?
Harrods isn't opening until 9am on Boxing day.
To emphasize repeated actions:
He's constantly moaning about his job.

Are they always fighting over their toys?
She's forever denying him access to his child.
Exceptions - Stative Verbs

Stative verbs are not used in the continuous form. These refer to
states rather than events or actions. Here are some correct and
incorrect examples of stative verbs and their categories:
Opinions I believe that Tiger can win this tounament.

I am believing that Tiger can win this tournament.
Mental states I know that this grammar work is difficult.
I am knowing that this grammar work is difficult.
Measurements That Gucci handbag costs too much.
That Gucci handbag is costing too much.
Emotions I hate his new girlfriend.
I am hating his new girlfriend.
Senses His dog smells really bad.
His dog is smelling really bad.
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PRESENT
CONTINUOUS
Warmer
Describe your partner:

⎪ Divide your class into pairs.
⎪ His/her partner must describe what the other person is wearing, using the
present continuous. For example: ‘’Clara is wearing glasses and a long
black jumper’’.
⎪ Make sure to give each person in the class a chance to speak.
Main usage
The Present Continuous Tense is used to express:
⎪ An event that is happening right now

⎪ A planned future event

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PRESENT CONTINUOUS
Construction
Question
Am/Are/Is + subject + verb + ing + object
Are you reading a good book?

Are they living close by?
Is your boyfriend living with you?
Affirmitive
Subject + to be + verb + ing + object
I’m writing an email right now.

She’s talking to her friend on the phone.
Negative
Subject + to be + not + verb + ing + object
I’m not working there anymore.
You’re not eating well = You aren’t eating well.
We’re not living there = We aren’t living there.
She’s not working as she’s on maternity leave =

She isn’t working as she’s on maternity leave.
Wh Questions with Present Continuous:

Wh / how + to be + subject + verb+ing + object
What are you doing?
Why is he giving this presentation?
Where are we going?
Who are you speaking to on the phone?
How are you watching the game later?

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PRESENT CONTINUOUS
Rules
The Present Continuous tense is used in English to express an

action that is happening right now.
It's 1pm, I'm still eating lunch.
We are sitting and waiting right now.
They are walking by the lake.
The Present Continuous can sometimes be used to express the future.

When you refer to a planned action or event that will occur in the near
future, you can use this tense.
He's meeting Sarah in half an hour.
My plane is boarding in ten minutes.
My parents are leaving tomorrow.
The Present Continuous can also be used to emphasize repeated actions.
She's always telling lies at school.
My boss is constantly complaining.
We are forever working late.
Like all continuous tenses, you cannot use stative verbs. Stative verbs usually
express feelings and emotions. Here are some examples: Like, Love,
Understand, Hate, Guarantee, Want.
I'm not liking my current job. I don't like my current job.
He's guaranteeing that he'll win. He guarantees that he'll win.
They are loving their new cat. They love their new cat.

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PRESENT CONTINUOUS
Key words
The Present Continuous tense is frequently used with key words that indicate an
action that occurs at that moment. The following key words express the current
moment.
Now I am travelling now, call me tomorrow.
Right now He is sleeping right now.
At the moment At the moment they are talking to the suspect.
Currently There is currently no-one walking on the beach.
Today Today I am seeing my in-laws.
Later I am getting the train later.
Still We're still waiting for an answer.
Exercise 1
Write the questions for each response in the Present Continuous:
Q: ___________________________________?
A: Yes, I’m speaking on the phone right now.
Q: ___________________________________?
No, she’s not working on anything urgent. I’ll connect you to her now.
Q: ___________________________________?
That’s right. We are living on Green Street in London.
Q: ___________________________________?
That’s right. I’m studying in San Francisco for six months to improve my English.
Q: ___________________________________?
No, the children aren’t playing games. They’re already asleep!

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PRESENT CONTINUOUS
Exercise 2
Select the correct answer to the questions:
1. What are you doing?

a. I’m fine
b. I’m writing a story.
c. I’m Kevin.
2. Who is the man she’s speaking to?

a. Mr. Matthews.
b. The computer
c. That’s Kelly.
3. Where are we going?

a. By car
b. Greg and Kelly.
c. To Paris.
4. When is he arriving?
a. In the morning.
b. Heathrow airport.
c. For the meeting.
5. Why are we finishing early?

a. In the meeting-room.
b. By 5PM.
c. Because it’s the holidays!

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PRESENT CONTINUOUS
Exercise 3
The actions game
⎪ Firstly, draw and cut out pictures of several activities, such as a person dancing,
cycling, singing and reading. Of course, the funnier the action the better! If the
teacher doesn't have pictures then he/she can write the actions on a piece of paper.
⎪ Next, divide your group into two teams and allocate the cards individually.
Each person is not allowed to disclose his card to anyone else.
⎪ Like charades, one person of each team performs the action on his or her card.
The individual performing the action is not allowed to speak. The team to
guess the answer first gets one point.
⎪ The team with the most points is the winner.

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PRESENT CONTINUOUS
Exercise 3
Complete the dialogue, writing the verbs into the present simple or present continuous:
A: _________________ (organize) an election campaign this year, Senator

Matthews?
B: Yes, I am. We _________________ (arrange) an exciting presidential
campaign.
A: Good news, Senator! Everyone _________________ (expect) right now that you
_________________ (make) plans for important changes for our country.
B: Definitely. I completely _________________ (see) and _________________ (respect)
the concerns of the people and I ______________ (guarantee) the people of this nation
that I _________________ (already get) ready for very big changes!
A: When exactly will we see an improvement in employment, tax reform and
benefits for the poor?
B: When I am elected! Our hard-working team _________________ (work) on these
objectives right now!
Chatterbox
Are you studying English right now?

Are you reading an interesting book?
Are you watching any television series at the moment?
Where are you going to after class?
Ask each student to show their classmates a photo from their mobile phones.
Students should discuss what is happening in the photos using the present
continuous tense that they have learned in this unit.

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PRESENT CONTINUOUS
I HE THEY I
START SEE EAT WATCH PLAY
In this board game, students must think of a sentence in the YOU

present continuous about using the verb and subject of the
square they have landed on. Blue writing = affirmative. Red WORK
writing = negative. Green writing = Question. Orange = bad!
The first player to reach the finish square is the winner.
WE THEY SHE IT THEY

HUG OPEN TEACH EAT STUDY
YOU I YOU YOU GO

JUMP SING SLEEP LISTEN BACK
4 SPACES
GO BACK IT I WE
TO THE WALK SING WRITE
FINISH
START
WE THEY WE GO MISS
DRESS WAKE READ BACK A
UP 7 SPACES TURN
GO I WE YOU THEY
BACK VISIT DRINK VOTE WIN
3 SPACES

PRESENT
SIMPLE
The present simpe is used:
For facts, opinions and general

truths:
Water boils at 100c
I think that L.A is the best city in the world
Blueberries boost energy.
For habits:
I don't play squash on Wednesday's.

Do you drink alcohol?
I visit my gran ever Sunday.
For instructions and directions:
Whisk together the milk, flour and eggs.

Hammer the nail into the wall.
Turn right at the traffic lights then right again.
For permanent situations:
My mum works in a bank.

David and Maureen live in Mississippi.
I don't like fish, it's disgusting!
For repeated actions and events:
We travel around Spain every summer

Do they take the car to work every day?
I don't watch the soaps at the weekend.
For future planned events based on

facts:
The children are due to arrive at 6pm today.
The train departs at 12.06pm.
The shop closes at 9pm.
Questions:
Do I play golf every Sunday?
Does the battery work?
Do we know how to get to the church?
Does he smoke?
Do they grow apples in their garden?
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PRESENT
SIMPLE
Warmer
Twenty Questions:
⎪ Divide your class into two teams: Teams A and B.
⎪ Assign an object (animal or person) to each person in both teams.
⎪ Team A starts: they ask 20 questions in the present simple to find out who or
what the animal or person is. For example: ‘’Are you from England?‘’ ‘’Do you
live in France?" “Are you alive?’’
⎪ The person being questioned can only answer ‘Yes’ or ‘No’.
⎪ The two teams take turns to ask 20 questions.
Main usage
The Present Simple Tense is used to express:
⎪ A routine action, regular events.

⎪ Facts, opinions and general truths.
⎪ Habits.
⎪ Permanent situations.
⎪ For future planned events.

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PRESENT SIMPLE
Construction
Main Verb
Question
Do/Does + subject + verb + object
Do you play tennis?

Does Keisha work here?
Affirmitive
Subject + verb + object
I visit my grandmother on Sundays

She sometimes goes to the museum
Negative
Subject +don’t/doesn’t + verb + obj
We don’t watch TV anymore.
She doesn’t eat meat on Friday.
How to answer questions:
Do you eat sausages? Does she live with you?
Yes! No!
Yes, I do. No, she doesn't.
Yes, I eat sausages. No, she doesn't live with me.

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PRESENT SIMPLE
Construction
Auxiliary Verb
Question
To be + subject + object
Are you a teacher?

Is she at the shops?
Affirmitive
Subject + To be + object
I am a Zookeeper.
They are at the lake.
Negative
Subject + To be + not + obj
We aren't students.
It isn't here.
How to answer questions:
Are you a mechanic? Is she with you?
Yes! No!
Yes, I am. No, she isn't.
Yes, I am a mechanic. No, she isn't with me.

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PRESENT SIMPLE
Key words
The Present Simple tense is frequently used with key words that indicate that an
action occurs on a regular basis. The following key words express a routine or
occasional action:
Sometimes He sometimes cycles to work.
Always I always wake up at 7:30am.
Never They never speak to us anymore.
Often We often walk along the beach.
Rarely Joan rarely sees her parents.
Usually The dog usually eats around 10am.
Frequently We frequently dine at our favourite restaurant.
Every I drink a lot of tea every day.
Present simple for future

The Present Simple can sometimes be used to express the future. Specifically,
when you want to refer to a schedule, we can use the Present Simple to explain
a time or date.
My flight leaves tomorrow at 2PM.

What time is your train tomorrow?
The present simple can also be used with the future simple to express an action
in the future. This often includes time expressions:
As soon as I finish my dinner, I will join you.

When I see you, I will give you a big hug.

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PRESENT SIMPLE
Present simple for habits:

We use the present simple to express actions that are taken on a regular basis:
Exercise 1
Use the present simple verbs in the box below to complete the sentences.
Brush Work Eat Wake up Drink Read Take Fall Drive
I _________ at 8am. Then, she _________ Next, he _________

a shower. his teeth.
At 8:30am I ______ She __________ all Then, she _________

coffee. day. home.
At 7pm I _____ Before bed, she He ______ asleep by

dinner. ______ a book. 10pm .

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PRESENT SIMPLE
Exercise 2
Put the verb in the brackets into the correct form of the past simple to complete each
sentence.
1. This mountain ________(look) like the biggest one in the country!
2. The Tiber River ________ (flow) into the Mediterranean Sea.
3. ________ (you like) the new TV series about the girl detective?
4. I sometimes _________ (enjoy) reading Stephen King but I ____________ (not like)
his new novel.
5. What _______________________(your mother/do) for a living?
6. You _________ (look) sick! Go back to bed!
7. This food __________ (taste) strange. Is it out of date?
8. More than 10 million people __________ (live) in Mexico City.
9. In my opinion, we ____________ (watch) too much TV in our house.
10. ___________ (you prefer) Manchester City or Manchester United football club?
Exercise 3
Select the correct form of the present simple tense in each sentence:
1. Do you like her? Yes, _________ 4. Uncle Frank _________ smoke

cigarettes anymore.
a. I am
b. I do a. Doesn’t
c. I doesn’t b. Do
c. Does
2. Unlike swallows, blackbirds ______
migrate south in the winter.
5. _______ the children learn English
a. Don’t at school?
b. Do
c. Doesn’t a. Are
b. Do
3. _______ it snow here in December? c. Does
a. Does
b. Do
c. Saw

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PRESENT SIMPLE
Exercise 4
Daily Agenda
Students work in pairs.

One student acts as an assistant who is completing the weekly schedule for his/her
colleague or manager.
He/she asks questions in the present simple and writes down the routine agenda of
his / her partner. For example: ‘What do you do on Friday morning at 9AM?".
The partner describes his/her schedule from morning until evening. For example:
‘On Monday afternoon, I eat lunch in the canteen’.
Partners swap roles.

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PRESENT SIMPLE

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PRESENT SIMPLE
Exercise 4
Complete the dialogue with the missing words:
A: Hello! _____ you my new neighbor?

B: Yes, I ____ . My name ____ George. And you?
A: I’m Gina. It’s a pleasure to meet you, George.
B: Me too! So, ______ you live on this street?
A: Yes, I ____ . I live here with my partner and two children. What about you?
____________________(you like) the neighborhood?
B: So far, so good. The people here _________ (to be) quiet but friendly.
A: _____________ (you work) in the city?
B: No, I ________ . I work in my home office every day. My partner Dave ______ (to
be) a dentist and he _______ (have) a clinic downtown.
A: __________(you want) to come in for a coffee?
B: Yes, I _____ but I __________ (not have) time because I have an appointment in
five minutes.
A: I understand! Have a nice day!
B: And you! Goodbye.
Chatterbox
Do you have any bad habits?

Where do you work?
What time do you usually eat dinner?
How often do you go to the cinema?
Name something that you do every day?
What time do you wake up on a workday?
Where does the person on your right live?
What temperature does water boil?
How often do you have a meal with your whole family?
How often do you play sports?

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PRESENT SIMPLE
Activity
Guess who.
Each student writes three facts about themselves on a piece of paper in the
present simple and gives it to the teacher without showing it to the other
students. The teacher then reads out the three facts of each student whilst the
other students try to guess who the teacher is talking about.
Examples of facts can be ‘I have three sisters’ or ‘I run 5km every day’ etc.

PRONOUNS
PERSONAL AND OBJECTIVE
THE SUBJECT IS THE NOUN OR PRONOUN THAT IS DOING THE

ACTION. SUBJECT PRONOUNS ARE USED TO:
Replace subject nouns in a sentence.
Avoid repetition of the subject.
I like your new car.

You are late for work.
He is good at playing baseball.
Sandra is very intelligent. She is also hard-working.
The TV is broke. It isn't working.
We are going to the theatre tonight.
John and David are shopping. They are looking for
Christmas presents.
THE OBJECT IS THE NOUN OR PRONOUN THAT IS RECEIVING

THE ACTION. OBJECT PRONOUNS ARE USED TO:
Replace object nouns in a sentence.
Avoid repetition of the object.
Mateo doesn't like me very much.

I haven't got the bike, I gave it to you.
Pass the football to him.
Sandra is very intelligent. Her IQ score is 134.
The glass broke because Ben broke it.
Our mum took us to the airport at 6am.
Annie and Jake are twins. I don't know what to
buy them for Christmas.
WHEN THE GENDER IS UNKNOWN OR NEUTRAL:
We use it for both subject and object forms when discussing:
Weather - It's a lovely day.

Temperature - It's 40c in California today.
Time - Hurry up, it's already ten past eight.
Child - It's a really tall baby.
Inanimate object - Do you see that street light? My wife drove into it
last week.
Animal - The cat is in my garden again. I'm going to feed it.
We use they or them in the third person when the gender is

unknown.
I have a ticket for you co-worker. Can they pay me in cash?

I have a ticket for your co-worker. Could you give it to them, please?
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PRONOUNS
PERSONAL AND OBJECT
Warmer
Match up the students with partners.

Have each person introduce himself / herself and then introduce their partner
to the rest of the class.
Ask each person to mention 3 points about himself or herself and their
partner.
Main usage
Subject and object pronouns are used:
⎪To replace the noun in the sentence to avoid repetition.

⎪Subject pronouns replace the subject.
⎪Object pronouns replace the object.
Construction
Subject Pronouns Object Pronouns
I Me
You You
He Him
She Her
It It
We Us
They Them

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PRONOUNS
PERSONAL AND OBJECT
Rules
The subject pronoun appears at the beginning of the phrase. The object pronoun
is used at the end of the phrase.
Susan plays tennis. She likes it.
Subject Object Subject Object
Exercise 1
Fill the gaps with the correct subject pronouns:
1. These are my parents. _________ are called Wilma and George.

2. Do you like my house? I built _______ myself!
3. Let me introduce you to your new colleagues, Chris and Pete. _______ work in
this office.
4. Say hi to my daughter Tina. ________ is on holiday with her granny.
5. Here are the old offices. ___________ are not used anymore.
6. There's our neighbour, Tim. _______ live next door to him.
7. ____ work in a hardware store with my husband. We love our jobs.
8. Hi Michele, are ______ eating with us tonight or are ______ eating at work?

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PRONOUNS
PERSONAL AND OBJECT
Exercise 2
Fill the gaps with the correct subject or object pronouns:
A: Hello. Is Mandy there?

B: Sorry. ____’s not here at the moment. Only ______ mother is here.
A: Can I speak to ______ please?
B: Yes. I’ll transfer you now.
A: Hi, Mrs. O’Connor!
B: Hello, Kelly. Mandy’s not here. _______’s with ______ brothers in the city.
A: When will _______ all be back?
B: I spoke to my sons this morning. I asked _______ to come home by 6PM.
A: Can you leave a message for Mandy?
B: Of course. I’ll tell ______ that you called.
A: Thanks, Mrs. O’Connor!
Exercise 3
⎪ Divide your students into groups of four.

⎪ Distribute the simulation cards and give an Inspector role and a
receptionist role to two members of each group. The other two people
play Mr. Peters and Miss Williams.
⎪ If you have extra time, have students switch roles so everyone
gets a chance to be the receptionist.

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PRONOUNS
PERSONAL AND OBJECT
INSPECTOR
You are an inspector. You arrive at the reception.
Introduce yourself to the receptionist and explain to
him/her that you would like to meet Mr Peters and
Miss Williams. The receptionist will then introduce
you to the two colleagues.
RECEPTIONIST
You are a receptionist. An inspector arrives.
Introduce yourself and welcome him/her to the
company. Introduce the inspector to Mr Peters and
Miss Williams and explain what they do.
Exercise 4
Select the correct pronoun:
1. The children love ice-cream. They eat ______ every day!

a. Them
b. It
2. I saw your husband talking to a beautiful woman! He met ______ at the

restaurant.
a. Her
b. Him

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PRONOUNS
PERSONAL AND OBJECT
3. I gave you two documents. Where are ________?

a. Them
b. They
4. The weather is beautiful today. _____ won’t last long!

a. It
b. Them
5. Can you leave a message for my wife? Please ask _____ to meet our son at
school.
a. She
b. Her
6. He gave me some advice but I decided to ignore ____.

a. Them
b. It
7. There are three new houses on the block. ______ are very modern and cool.
a. They
b. Them
8. We’re hungry! Please give _____ our food.

a. We
b. Us

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PRONOUNS
PERSONAL AND OBJECT
9. We don’t need extra food but those poor people need ____ .
a. It
b. Them
10. Here are your books. Put _______ away in your bag.
a. It
b. Them
Chatterbox
What is your opinion of Madonna?

Do you like The Beatles?
Name a person you admire and why?
Do you know who Barack Obama is?
Do you have a pet? If so, tell your class about it.
Activity
Who am I?
The teacher writes the names of famous people on pieces of paper and sticks them
to the head of each student. The students then take it in turns to ask questions to try
to identify who they are. The answers can only be yes or no. If necessary, the
teacher can write some questions on the board to help the students. For example
‘am I alive?’ or 'am I a man'?

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THE BROTHER & SISTER
Anna and Mark were brother and sister. They grew up together in a
little house on a farm. When they were kids they enjoyed looking at the
sheep, cows and pigs and walking through the fields on sunny days.
One day, when Anna was eight and Mark was ten, they found a sheep
with an injured hoof. It had trapped its hoof in the metal fence on the
edge of the field. The sheep looked like it was in pain. Anna started to
cry. Mark hugged his sister around the shoulders and told her it would
be all right. “I’ll be right back,” he told her as he ran off towards the
house. For several minutes Anna stood alone looking at the poor,
injured sheep. After a few more minutes Mark came back holding a pair
of scissors. They were the big kitchen scissors from the drawer by the
sink.
“Mummy uses those for cutting meat,” Anna said surprised. “What are
you going to do?” she asked. Mark bent down and looked at the injured
hoof. There were scratches and it was bleeding badly. He felt sorry for
the animal. Anna watched. Carefully, Mark started cutting bits of the
wire fence back. He cut one, two, three wires, and the sheep was free. It
took a step backwards but kept its foot curled up in pain. “It’s still in
pain,” Anna said. “I know,” Mark replied. “We should get mum.”

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With that, they ran off together towards the

house. They stepped into the kitchen and
found their mother cooking dinner. The smell
was wonderful. “Mum! There’s a sheep in the
field and it’s injured!” they shouted.
“Oh dear,” she replied. She followed them out

to the field where the sheep stood by the fence.
“I’m going to need my first aid kit,” she said.
She returned to the house and after a few
minutes came back carrying a green box
marked with a cross. She knelt down by the
sheep and bandaged up the injured hoof. Then
she gave it something for the pain.
Mark and Anna were so happy the sheep was better. They hugged each
other and followed their mother back into the house for lemonade. They
drank to the sheep’s good health and to being a brother and sister who
loved each other and loved animals.

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Vocabulary
Spend 3 minutes researching the vocabulary below that is used in the text. Then
discuss your answers with the teacher.
Hoof
Scissors
Fence
Knelt
To grow up
Exercise 1
1. T/F Mark started to cry

2. T/F Anna went to get the scissors
3. T/F Their mother was watching television
4. T/F The plural of sheep is ‘sheep’
5. T/F Mark and Anna loved animals
Chatterbox
Have you, your family or your friends ever owned a farm or farm animals?
How is your relationship with your brother(s) and sister(s)?
Have you ever helped an animal in pain?

QUESTIONS
We ask questions to elicit a response to something that
we wish to know.
DIRECT QUESTIONS
Direct questions are the normal way in which we ask questions. They are
direct and straight to the point. It is the general way in which we talk
amongst family, friends and people that we know well. We can ask direct
questions with just an auxiliary verb or with a main verb:
Do you know Pete?

Where is the bathroom?
Why are you studying English?
How much did your glasses cost?
How long is he staying in town for?
Do you play a musical instrument?
INDIRECT QUESTIONS
Indirect questions are a polite way to ask a question in a formal situation or
when you don't know a person very well. They usually start with a polite
phrase:
I was wondering if you knew Pete?

Could you tell me where he bathroom is, please?
I'd like to know why you are studying English?
Could I ask you how much your glasses cost?
Do you have any idea how long he will be staying in town for?
May I ask if you play a musical instrument?
TAG QUESTIONS
We use tag questions when we think that we already know the answer to
the question, but we require it to be confirmed. When the first part
(statement) is positive, the second part (question) is negative and vice versa:
You don't know Pete, do you?

The bathroom is over there, isn't it?
You're studying English because it's good for your CV, aren't
you?
He's staying in town for three weeks, isn't he?
You don't play a musical instrument, do you?
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QUESTIONS
Warmer
Questionnaire:
⎪ Divide the group into pairs
⎪ Distribute the questionnaire to all pairs
⎪ Ask the partners to formulate the questions, using the cues. They can write
the questions if they wish.
⎪ Have the students interview each other. They can share their answers with
the class.

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QUESTIONS
Main usage
Questions or interrogative forms are used to:
⎪ Ask a question directly

⎪ Ask an indirect question
⎪ Ask a tag question
Construction
Direct Questions
Direct questions are the usual way we ask questions. They can be formed with a
question word or simply with the auxiliary:
Direct questions with question words:
Question word + auxiliary verb + subject + main verb
Where do you live?

What does he do?
What do you like to do for fun?
Direct questions with auxiliary verb and main verb:

Auxiliary verb + subject + main verb
Do you eat meat?

Does he work from home?
Do they play hockey together?
Direct questions with auxiliary verb only:
Auxiliary verb + subject:
Are you at work?

Are they with you?
Is he happy?
3
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QUESTIONS
Indirect Questions
Indirect interrogatives are used to express a more formal or polite question.

You can use indirect questions when requesting information or being polite.
Do you mind giving me some information, please?
Could I ask you to pass me the salt?

I was wondering if you knew our neighbor?
Tag Questions
Tag questions consist of a statement followed by a mini question. That mini

question is called a question tag. Tag questions are used to ask confirmation or
verify information that we think we know is true. Note that usually, when the
statement is positive, the tag will be negative and vice versa.
You're Sammy, aren't you?
He likes fish, doesn't he?
That isn't Matt Damon, is it?
4
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QUESTIONS
Exercise 1
In each mini-dialogue, complete the question that matches the answer:
1. ________________________ do for fun?

I enjoy football and walks in the mountain.
2. _______________________ work?
They work in the city.
3. ________________________prefer the city?
She prefers the city because she likes shopping and the cinema.
4. _______________________ travel to school?
I normally take the bus to school.
5. _______________________ the most?
I admire my Dad the most!
Exercise 2
Fill the gaps: direct questions with only auxiliary verbs:
1. ______________________________ happy?
I’m happy most of the time.
2. ______________________________ have a boyfriend?
Yes, I do. He’s called Alex.
3. ______________________________ your teacher?
Yes. That’s Miss Stevens.
4. ______________________________ like him?
Yes, I think she likes him a lot!
5. ______________________________ come here often?
Yeah. They come here every night!

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QUESTIONS
Exercise 3
Select the correct form of the present simple tense in each sentence:
⎪ Have students work in pairs.

⎪ Distribute the questionnaires. Students work together to write the questions.
⎪ Students simulate the interview. One person acts as the interviewer and the
other as the interviewee.
Chatterbox
After the completion of question 4, arrange the group into pairs. Each member of
the pair asks the survey questions to his / her partner. Switch roles so that both
partners ask questions and give answers. If a student isn't currently working they
can make up their answers.

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QUESTIONS
Exercise 4
Make suitable questions for the answers below:
1. ____________________ fish? Yes, I really like fish!

2. ____________________ her birthday? It’s July 15th.
3. ____________________ sad? Yes, she is. Her dog just died.
4. ____________________ come on holiday with me? Yes, please! I want to!
5. ____________________ so busy? I’m busy because I’m organizing a party for
tonight!
6. ____________________ your favorite band? It’s U2.
7. ___________ _________ Excuse me. Have we met? name? My name is Stephanie.
8. ____________________ enjoy risk sports? Yes, I do. I did a parachute jump last
year!
9. ____________________ go for your summer holidays? We usually go camping in
the Alps.
10. ____________________ your children? Yes, they are. This is Chloe and Chris.
Chatterbox
Where do you go to relax?

Why do you want to learn English?
When do you study English outside of the classroom?
What time do you have dinner every night?
Which month do you celebrate your birthday?
How many children do you have?

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QUESTIONS
Activity
If this is the answer, what is the question? Below are a number of answers to
different questions. Students take it in turns to guess what the question might
be. Remember that there can be more than one question for each answer.
1- 60 million
2- Turkey, potato, yorkshire puddings, vegetables, gravy, stuffing.
3- Paella
4- Bill Gates
5- Russia
6- Dollar
7- 25th December

THERE IS - THERE ARE
USED TO IDENTIFY THE EXISTENCE OF SOMETHING OR
SOMEONE.
THERE IS
Use with uncountable nouns.
There is live music at the bar tonight.

01
Is there any news about your friend?
There is no money in my bank.
THERE ARE
Use with countable nouns.
There are four hotdogs in the fridge.
Are there any penguins in the zoo?
There are no empty chairs in the classroom.
CONTRACTIONS
There's a mouse in our house.
There're too many people on the bus.
There isn't a swimming pool in this hotel.
There aren't any supermarkets open today.
IRREGULAR COUNTABLE NOUNS

Child - Children Person - People
Woman - Women Man - Men
Foot - Feet Tooth - Teeth
Wolf - Wolves Knife - Knives
Mouse - Mice Goose - Geese
MASS NOUNS
A mass noun is a noun that cannot be counted, modified or
quantified in a reasonable manner. They are often liquids, small
objects or immeasurable concepts.
There isn't any water in the bottle.
There is boiled rice with dinner.
Is there advice about good restaurants in the book?
COLLECTIVE NOUNS
Collective nouns are a group of countable nouns that join together
to make a unit.
In British English we can use In American English we always
the single or plural form: use the singular form:
My team is winning. The yellow team is losing.

The staff are working hard. The staff is on a break.
The army are at war. The army is short of staff.
The mob are outside.
VISIT TheFOR
WWW.DOGTRAINER101.COM mob is watching
MORE TIPS. us.
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THERE IS
THERE ARE
Warmer
⎪ Divide your class into groups of three people.

⎪ Ask the students to match the two sides and then have them formulate
sentences using ‘There is’ and ‘There are’ using the cues.
⎪ For example: ‘There are two colors on the Japanese flag’.
Three colors Bird

11 players Solar System
50 states A kilogram
Eight legs Irish flag
Two wings United States
One tail Dog
7 days One year
1000 grams Spider
8 planets and Pluto Football team
365 days One week
Main usage
There is / There are are used to:
⎪ Express the existence of an object

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THERE IS / THERE ARE
Construction
There Is
Is + there + singular or uncountable noun
Is there a desk in the room?

Is there information in the manual?
There + is + singular or uncountable noun
There Is a potato on the floor

There Is money in my wallet.
There + isn't + singular or uncountable noun

There Isn't a chair available.
There Isn't much work at the factory.
There Are
Are + there + plural noun
Are there any apples in the basket?
Are there children outside?
There + are + plural noun
There are many birds in the trees.

There are lots of people in the supermarket.
There + aren't + plural noun

There aren't any books left.
There aren't many students in my class.

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Rules
We often use there is / there are with countable and uncountable nouns.
Countable nouns are nouns we can count:
There is a pen on the table.
We add an s for pluaral countable nouns:
There are four cats in my garden.
Uncountable nouns are nouns we cannot count. These

nouns are usually treated as singular.
There is information in this guidebook.

There is fruit in the kitchen.
Exercise 1
Insert the short answers into the gaps provided:
1. Is there someone at the door?

No, _________________________.
2. Are there any sweets left in the jar?
Yes, _________________________.
3. There are other colleagues my age in the team, aren’t there?
Of course _________________________.
4. Is there any information about the movie in this magazine?
No, _________________________
5. There’s some food left in the fridge, ____________?

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Exercise 2
Fill the gaps with the correct form of there is or there are:
1. ______________________ any children in the classroom yet?

2. ______________________ fourteen people waiting to see the doctor!
3. ______________________ any money in my bag. I have nothing!
4. ______________________ wine in that bottle? Pour me a glass!
5. ______________________ one girl and three boys in our team at work.
Exercise 3

⎪ Distribute the simulation cards and give a Customer role and a Shop Assistant
role to each partner.
⎪ If you have extra time, have students switch roles.
Shop Assistant
You work in a fruit and vegetable shop.
A customer (your partner) enters the store.
Explain what sort of fruit and vegetables
you have today. Try to make a big sale!
Customer
You’re a customer at a fruit and vegetable
shops. You want bananas, oranges and
apples. Find out if there are any of these
fruits. You may buy other items that the shop
assistant (your partner) will offer you.

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Exercise 4
Fill in the gaps:
A: Welcome to FoodMart. Can I help you?

B: Hello. I’d like to buy some food for a dinner party tonight.
A: Sure. What do you want?
B: _____________ any fresh bread?
A: Yes. ______________ white rolls, brown bread and croissants.
B: I’ll take six white rolls. _____________ any fresh steaks or other meat?
A: _____________ some duck. We also have steaks.
B: Mmm. I’ll take the duck and three steaks. Oh, I nearly forgot! _________ any
cakes?
A: No ___________, . We only have apple tart and fresh fruit meringue with cream.
B: cookies?
A: ____________ a box of chocolate-chip cookies over there.
B: I’ll take the tart and the meringue, after all. So, how many items ____________ ?
A: a total of five items. Is that everything?
B: Yes, that’s it. Thanks for your help!
Chatterbox
Make questions and then answer them orally.

_________________ monkeys in Space?
_________________ a pen in your bag?
_________________ information about learning English
in this textbook?
_________________ some bad people in the world?
_________________ a Royal family in the USA?
Activity
Divide the class into pairs. Give each pairing the task of creating a new city. They
list 15 new ideas for their city, starting each sentence with ‘there is’ or ‘there are’.
For example ‘There is a beach’ or ‘There are shops’. At the end of the activity the
teacher decides which of the cities he or she would prefer to live in.

TO BE
the passive.
AFFIRMATIVE / NEGATIVE
I am (not) at the shop.

You are (not) at the shop.
He is (not) at the shop.
She is (not) at the shop.
It is (not) at the shop.
We are (not) at the shop.
They are (not) at the shop.
QUESTIONS
Am I a teacher? I'm a teacher?

Are you a teacher? Aren't you a teacher?
Is he a teacher? Isn't he a teacher?
Is she a teacher? Isn't she a teacher?
Is it a teacher? Isn't it a teacher?
Are we teachers? Aren't we teachers?
Are they teachers? Aren't they teachers?
CONTRACTIONS
I'm taller than the elephant.

You're taller than the elephant.
He's taller than the elephant.
She's taller than the elephant.
It's taller than the elephant.
We're taller than the elephant.
They're taller than the elephant.
NEGATIVE CONTRACTIONS
I'm not complaining.

You're not complaining.
He isn't complaining.
She isn't complaining.
It isn't complaining.
We aren't complaining.
They aren't complaining.
FOR REFERENCE:
TO BE
the passive.
AS A MAIN VERB:
With adjectives:
That is a pretty chair.
Bobby isn't a very handsome baby.
Is he a fast runner?
For location:
The family aren't at the park.
I'm at the hospital.
Aren't you at the party with your friends?
AS A MAIN VERB:
To express a role in a job or relationship:

Timothy is my brother.
We're waitresses in a coctail bar.
With comparatives and superlatives: With nouns:

My wife is richer than yours. Is this your football?
Your English teacher is the best. Where is his jacket?.
AS AN AUXILIARY VERB:
I am never eating raw fish ever again.

Are you running a bath, Michele?
Peter is always arguing with his work colleagues.
Mary is going to be working all night at this rate.
It is walking across the bridge towards us.
We're taking the next train home.
They're smoking in the rain.
PASSIVE:
I am given a lift to work every day.

You were seen at the disco.
He is being tested for chicken pox.
She has been late every day this week.
The dog is washed every week.
Lots of the best brands are made in China.
Many different carols are sang at Christmas.
FOR REFERENCE:
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TO BE
Warmer
What is it?
⎪ Divide the class into two groups.
⎪ Write the name of an object or person on a piece of paper and hand it to each
person in both teams. Ask students to hide the paper from the opposing team.
⎪ Give a time limit of one minute for each ‘guess’. Each team has to guess what the
object is. They can ask any question they like using the auxiliary verb to be.
For example: Is it a fruit? Is it sweet?
Construction
Here is the construction of the verb in the present tense:
Interrogative: Negative
Am + I - Am I right? I+ am not - No, I’m not happy.
Are + you - Are you happy? You + are - you’re not right/you aren't right.
Is + he - Is he a policeman? He + is not - No, he’s not/No, he isn’t.
Is + she - Is she angry? She + is not - No, she’s not/she isn’t.
Are + we - Are we there? We + are not - No, we’re not/we aren’t.
Are + they - Are they tired? They + are not - No, they’re not/they aren’t.
Affirmative Main usage

I + am - I am happy.
The irregular verb to be is used as a main
You + are - You’re here.
verb or as an auxiliary verb.
He + is - Yes, he’s a policeman.
She + is - Yes, she’s angry.
We + are - Yes, we are.
They + are - Yes, they are.

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TO BE
Rules
The auxiliary verb to be appears before the subject at the very start of a question:
Is he Mr Matthews
Auxiliary verb Subject
In an affirmative or negative statement, the auxiliary appears after the subject:
We are tired.
You’re not right.
In spoken English, we often contract the subject and verb to be:
I am becomes I’m.
Yes, I’m David.
You are becomes you're.
You’re late!
He is becomes He’s.
He’s my brother.
He is not becomes He’s not or He isn’t.

He isn’t my brother.
He's not my brother
We are becomes We’re.

Yes, we’re almost there.
We are not becomes We’re not or We aren’t.

No, we aren’t almost there.
No, we're not almost there.
They are becomes They're.

They're on their way.

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TO BE
Exercise 1
Fill in the gaps with the correct auxiliary:
1. Are you tired? Yes ______,

2. Is he rich? No, he _______.
3. Are we there yet? No, we _______.
4. What time _________?
5. Why _______ they still here? It’s midnight!
Exercise 2
Fill in the gaps with the correct form of to be:
A: Excuse me. I have an appointment with Doctor Collins. ____ she here?
B: Yes, but she _____ with a patient. What _____ your name?
A: My name _____ Luke Grant.
B: Let’s fill in this medical form for you, Luke. What ____ your date of birth?
A: It’s November 9th, 1980.
B: Thanks. What _____ your medical problem?
A: I have a backache. ____ there a doctor available now? We _____ in a rush.
B: Okay. Doctor Collins is very busy. I will ask is if some other doctors _____ available.
Please take a seat.

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TO BE
Exercise 3

⎪ Distribute the simulation cards and give a New Member role and a Gym
Manager role to the members of each pair.
New Member
You want to join a gym. Visit the local sports center, ‘Slim Gym’.
Introduce yourself to the gym manager (your partner). Answer
his/her questions to fill out the form below.
Gym Manager
You work in a gym (sports center). A person wants to become
a new member. Welcome her/him to the gym and introduce
yourself. Then, ask questions to fill out the form below.

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TO BE
Exercise 4
Choose the correct auxiliary verb to complete each sentence.
1. I ______ going to the beach this afternoon. Do you want to come?

2. My brother _______ twenty years old today!
3. ______ you still tired or do you want to play basketball with us?
4. Mom _______ at home. She’s at the shop.
5. Hey! _____ that your teacher, Ms Greenbaum? She’s over there!
6. What _________ your favorite fruit? Mine is pineapple.
7. How _________ your kids?
8. The boys and girls ________ at the cinema right now.
9. Each member of the team _________ an important part of the project.
10. Why ________ you so happy?
Chatterbox
Where is your teacher from?

Who is your idol and why?
Ask each student to introduce the person on their left to the rest of the class.
Theyshould give three to five pieces of information and use the verb ‘to be’.
Activity
Each student takes it in turns to sit in the hot seat. They have one minute to
answer as many questions as the teacher can ask them. The only problem is
that the students cannot answer with ‘yes’ or ‘no’. They cannot repeat the same
answer and they cannot hesitate with their answers.

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POEM
Exercise 5
Each student chooses an animal from the jungle to write a poem about. The
poem should be similar in style to the one above.

ADJECTIVES:
DESCRIPTIVE
Common or descriptive adjectives are used to
modify or describe a noun.
THE THREE FORMS OF ADJECTIVES
Absolute Comparison Superlative
He is a brave man. He is a braver man He is the bravest

than me. man.
She is a tall girl. She is taller than She is the tallest girl
her friends in her class.
ORDER OF MULTIPLE ADJECTIVES

When there are multiple adjectives used, they must be in a specific order :
1- Quantity or number One - Second - two - fifth
2- Quality or opinion Beautiful - Ugly - Terrible - Great
3- Size Long - Short - Tall - Big
4- Age Old - New - Aincient - 3 years old
5- Shape Round - Square - Oval - Triangle
6- Color Red - Blue - Purple - Green
7- Material Wooden - Silk - Metal - Cotton
8- Proper / Origin French - Italian - Chinese - British
9- Purpose or qualifier Sports - Sleeping - Drinking - Walking
When the adjectives precede the noun, the last adjective isn't followed by a comma
or and:
He has a lovely, big, old, blue, Italian-style house.
They have a tall, modern, metal shower in their garden.
When the adjectives are not followed by a noun, the last adjective must be preceded
by and:
The chair was wide, green and wooden.
TMy hair is ugly, curly and grey.
PERSONALITY ADJECTIVES
Positive Negative
Ambitious Obedient Angry Lazy
Brave Polite Arrogant Malicious
Delightful Proud Cold Moody
Faithful Studious Distrusting Opinionated
Happy Successful Fickle Paranoid
Jolly Thoughtful Foolish Selfish
Kind Wise Irritable Stubborn
Nice Witty Jealous Tactless
FOR REFERENCE:
ADJECTIVES:
DEMONSTRATIVE
Demonstrative adjectives are used to indicate who or what
we are talking about. They do not describe the noun.
THIS
This is used to refer to a singular object or person that is

near to the person that is talking:
This is my bag. Yours is over there.

This is my boss, Sally.
This is his coat. I think that he has taken mine.
I would like this cake here, please.
THAT
That is used to refer to a singular object or person that is

further away from the person that is talking:
That is my car over there, the blue one.
That woman at the back of the room is my mother.
That's your train leaving the station.
No, not this sandwich. I want that one at the back of the fridge.
THESE
These is used to refer to plural objects or people that are

near to the person that is talking:
These are my biscuits, get your own.
These are my children, Dylan and Mikey.
These socks have holes in them.
Could I have these Belgian chocolates, please?
THOSE
Those is used to refer to plural objects or people that are

further away from the person that is talking:
Hey! Those are my shoes.
Those kids playing outside are making a lot of noise.
Those trees are going to fall over if this wind continues.
Are those books due back at the library?
FOR REFERENCE:
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ADJECTIVES
COMMON & DEMONSTRATITIVE
Chatterbox
⎪ Divide your group into pairs.

⎪ Each pair takes a turn to stand up in front of the group.
⎪ Ask each member of every pair to introduce his or her partner using the
phrase ‘’This is…’’
⎪ Each person must use at least three descriptive adjectives during the
introduction. For example: ‘’This is Dave. He’s tall, dark and handsome!’’
Main usage
⎪ Common or Descriptive Adjectives are used to modify or describe a noun.

⎪ Demonstrative Adjectives are used to point to or specify a noun or object.
Construction
Descriptive Adjectives
Subject + verb + adjective + object
She's a beautiful girl.

Matt's a clever, funny guy.
The ball is new and round.
My boss is relentless.
I wake up tired and grumpy.

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ADJECTIVES
COMMON & DEMONSTRATITIVE
Order of Adjectives
Descriptive adjectives occur in a specific order:
1. Quantity or Number In Rome, I bought two long, black leather coats.

2- Quality or opinion There are three tall, fashionable women in your
3- Size office.
4- Age I’d like a large, hot coffee, please.
5- Shape My car is a fast, blue, Audi, sports car.
6- Color The teacher is young and French.
7- Material The model is pretty, petite, young and
8- Proper / Origin Japanese.
9- Purpose or qualifier
Descriptive Adjectives usually go before the noun they modify.
It’s a lovely day.

That's a pretty, beige skirt.
However, we can change the position of the adjectives when we change

the syntax of the phrase:
The day is lovely.

That skirt is pretty and beige.

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A E T ES
OMMO EMO STRAT T E
With descriptive adjectives, we don t add a comma after the last adjective in the series:
I made a delicious, large, chocolate cake.

It s a beautiful, hot, sunny day.
When two or more adjectives come at the end of a phrase, we use and between the
last two.
Marie is pretty, intelligent and kind.

The morning was cold and frosty.
Demonstrative Adjectives
THIS THAT
For singular people or objects that For singular people or objects that
are close to the speaker: are further away from the speaker:
This is my son, Dylan. That is my aunt Sandra by the door.

This is your sandwhich. That is my coat on the hanger.
Would you like to buy this watch That shop is owned by the Smith's.
This car isn't mine, it's my mum's. I would like that pie, please.
THESE THOSE
For plural people or objects that For plural people or objects that are
are close to the speaker: further away from the speaker:
These are my keys. Those are my friends over there.

These are my parents, Bob and Sue. Those men look scary.
Do you want these games Those books belong to ohn.
These crisps are delicious. Are those your shoes by the door

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ADJECTIVES
COMMON AND DEMONSTRATIVE
Exercise 1
Select the correct option using this, that, these and those:
1. Is the black coat yours, or is it ___________ brown jacket?

It’s ___________ one: the black coat.
2. Mr. Mayor, I’d like to introduce you to my husband. ___________ is Jack.
3. These are our seats, near the front of the bus. We don’t want to sit in
___________ seats at the back.
4. This dog here is brown and white. ___________ dog is golden and belongs to the
neighbor.
Exercise 2
Select the correct option using this, that, these and those:
A: Welcome to my new home, Amira! Please come in. _________ is the hallway.
Here we have the dining-room. Can I get you a coffee?
B: Yes, please. I love the kitchen. It’s pretty!
A: _________ rooms at the back are the laundry-room and a private office. Would
you like to see upstairs?
B: Yes, I would.
A: _________ room is the playroom for the children. _________ space over there is
just a closet. _________ rooms here are the master bedroom and the music room.
B: How lovely! You have a beautiful home, Mary.

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ADJECTIVES
Exercise 3
Write the adjectives in the correct order into the gaps provided:
1. It’s a _______________________ (yellow/ beautiful) sunrise

2. We walked in the _____________________ (lovely/ green) meadow.
3. The children loved the _______________________ (small/funny) monkeys.
4. I love your __________________________________ (black/long/leather/Italian)
jacket.
5. I work in a ____________________________________ (American/medical
/medium-sized) company.
Exercise 4
Match the adjectives with their antonyms
1. Beautiful a. Terrible
2. Fantastic b. Satisfied
3. Interesting c. Happy
4. Straightforward d. Ugly
5. Silly e. Dry
6. Simple f. Lazy
7. Annoyed g. Boring
8. Hungry h. Serious
9. Wet i. Difficult
10. Hard-working j. Problematic

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ADJECTIVES
Exercise 5
Students work in pairs. Each partner should hide his/her picture from his/her
partner. One person describes the picture and the partner must draw the picture
on a blank piece of paper. Ask your students to use a variety of descriptive
adjectives to define the image. It can be fun to show the results at the end of the
activity!

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ADJECTIVES
Exercise 6
Welcome your colleague to The NY Production Company, where you work.

Show her/him around your company. Use this/that and these/those to explain
what each department represent:

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ADJECTIVES
Exercise 7
Complete the dialogue with the appropriate demonstrative adjective:
A: Hello, Mr. Elliot!

B: Good morning, Joe! Is ___________ your family?
A: Yes, it is. ___________ is my wife, Sarah.
B: Is she English?
A: Yes, she is! She just joined me at our new home here in Los Angeles.
___________are my kids. ___________ is my daughter, Julie – she’s twelve
years old. ___________ is my son, Zach. He’s nine.
B: Hi, kids! They are lovely kids. You are lucky!
A: Yes, I am. How about you, Mr. Elliot? Do you have a family?
B: I am a widower. ___________ is a photo of my two sons. Wally is 37 years
old. He is a financial buyer on the New York stock exchange. ___________ is my
daughter, Rosa. She is a musician – a pianist.
A: You must be proud!
B: I am very proud of them, but I miss them. Goodbye, Joe!
A: Bye bye, Mr. Elliot!
Activity
Whisper it
The teacher creates a sentence using the vocabulary we have learned in this
unit. He then whispers in the ear of the student sat the closest to him or her. That
student then whispers it into the ear of the next student and so on until all of the
students have heard the whisper. The final student then repeats aloud what he
or she has heard and compares it with what the teacher originally said. You can
only whisper the sentence one time per student.

ADVERBS OF FREQUENCY
Adverbs of frequency modify verbs to

indicate how frequently an action is taken.
ALWAYS
100
I always wake up at 6am, even at weekends.
%
80 USUALLY
% We usually go to the park on Sunday mornings.
70 FREQUENTLY
% What problems do you frequently have with your

computer?
60 OFTEN
% How often do you cycle to work?
50 SOMETIMES
% We sometimes visit grandma but not as often as we

would like.
40 OCCASIONALLY
% I will occasionally eat chocolate but I prefer crisps.
30 RARELY
% We rarely drive into the city, we usually take a taxi.
20
SELDOM
% He seldom smokes at home, the problem is when he

is with his friends.
10 HARDLY EVER
% They hardly ever practice the guitar anymore.
0
NEVER
We never go out now that we have children.

%
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ADVERBS OF
FREQUENCY
Warmer
Guess the job:
⎪ Divide the group into two teams.

⎪ Distribute job titles to each person in both teams. For example: Company
Director/Secretary/Plumber/I.T. engineer/Accountant/Teacher
⎪ Each person in both teams gets a chance to describe what the professional
‘sometimes’, ‘often’ and ‘never’ does.
⎪ The other team must guess the job.
⎪ Give a time limit for each turn.
⎪ The team with the most correct answers is the winner.
Main usage
⎪ Adverbs of Frequency modify verbs to indicate the frequency of the action verb.
⎪ Adverbs of Frequency are also known as Adverbs of Time.
List of adverbs of frequency

Below is a list of the most popular adverbs of frequency with examples of how they are
used:
Always The team always wins at home.

Usually I usually wake up around 8am.
Frequently John frequently puts the radio on in the morning.
Often We often celebrate our success with the staff.
Sometimes Michele sometimes sleeps in the afternoon.
Occasionally Occasionally, the dogs will bark for hours.
Seldom He seldom tackles his issues.
Never I never work at the weekend.

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Construction
Main Verb:
The famous writer rarely speaks in public.
We always have turkey for Christmas dinner.
The children sometimes buy sweets at the shop.
Auxiliary Verb:
I am always at home on Saturday afternoons.
My parents are usually abroad during holidays.
It is occasionally rainy during the summer.
Questions:
Do you visit her regularly?
How often do you eat Chinese food?
Is he always this unhappy?
We place adverbs of frequency after the auxiliary verb and before the lexical verb or
participle.
They are always at school on Monday morning.

She’s usually reading at this time.
I have never been late for a meeting.
Certain Adverbs of Frequency (always, continually, frequently, occasionally, often,

once, twice, periodically, repeatedly, sometimes, usually) can occur at the beginning
or end of a phrase. For example:
We sometimes eat fish on Friday.
Sometimes, we eat fish on Friday.
We eat fish on Friday, sometimes.

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Exercise 1
Rewrite the sentences, placing the adverb of frequency into the correct position:
1. We eat dinner at 7PM (sometimes).

2. The children are in the sports center on Friday (never).
3. Are you out on Sunday mornings? (usually)
4. The teacher gives weekend homework to the kids (hardly ever).
5. These Monday meetings go on too long! (always)
Exercise 2
Complete the dialogue using the appropriate adverbs of frequency:
Usually Ever Sometimes Hardly ever Often
A: Do you ___________ visit your family in Australia?

B: No, I never do because they live so far away.
A: Where do you ___________ go on your holidays?
B: Well, we normally go to a country in Europe – Spain and Italy.
A: How ___________ do you visit Italy?
B: We go to Italy once a year. We ___________ go to the same place: a little
village in Tuscany.
A: Why don’t you visit Sicily?
B: That’s a good idea. We ___________ go there! I was there a few years ago.
I’d like to go again!

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Exercise 3
Divide your group into pairs. Partners take turns to ask each other the
questions. Ask students to answer the questions using the adverbs of
frequency that we have learned in in this unit.

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Exercise 4
Fill in the gaps:
1. The children _________________ on time for school (to be/always)

2. The manager is kind. He _________________ angry with his team (to be/hardly ever)
3. Do ______________________________ your childhood? (you/think about/frequently)
4. ______________________________ hungry in the morning (we/feel/usually)
5. ______________________________in the desert? No, it doesn’t (it/rain/ever)
Chatterbox
How often do you go to the cinema?

How often do you eat out?
How often do you play sports or exercise?
How often are you late for work?
How often do you see your friends?
How often do you watch tv?
How often do you play board games?
How often do you go shopping for clothes?
Activity
1- Always
2- Often
3- Sometimes
4- Not very often
5- Rarely
6- Never
Students sit in a circle and take turns to roll a die. If the die lands on a 1, the
student says out loud something that they always do. For example ‘I always travel
to work by car’. If it lands on 2 then they have to say something that they often do
and so on.

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Exercise 5
Read the work schedule and complete the sentences using the correct adverb of
frequency:
Usually Always Sometimes Hardly ever Never
1. I __________________ attend meetings during the week.

2. I __________________ go to ballet class.
3. I __________________ have a conference call at 9AM.
4. I __________________ meet Japanese colleagues.
5. I __________________ eat lunch at the canteen.

EACH
VERSUS
EVERY
COMPARING THE 2 USES
EACH EVERY
Singular noun used Singular noun used to

to refer individually refer individually to
to members of a members of a group.
group. Emphasizes Emphasizes the
the individual group
“I will place each “I gave a copy of the

stamp into a pile rules to every
according to its participant.”
value.”
“Each child got a turn “Every student on the

on the swings.” list will receive a
certificate.”
“Each car on the sales Also used to refer to

floor has been priced.” how often something
happens:
"I'm so proud of each
of you" “He is late every time.”
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EACH VS EVERY
Exercise 6
Select the correct form to go in the blank spaces in the following sentences:
1. I need to do (each / every) step in the dance sequence.

2. (Each / Every) part was cleaned and put away.
3. (Each / Every) time I opened the lid, something jumped out at me.
4. You went to (each / every) vendor for a quote?
5. (Each / Every) student is tested in (each / every) subject.
Exercise 7
Write correct or incorrect to the following:
1- We speak to him every day. ___________

2- We go on holiday each year. ___________
3- I love every of my sisters dearly. ___________
4- Almost every car is causing pollution to the atmosphere. ___________
5- She gets her hair done each three weeks. ___________
Exercise 8
Create three sentences that use “each” and three that use “every” correctly.

BUSINESS ENGLISH
THE BENEFITS OF
ONLINE ADVERTISING
TARGET RETAINING
AUDIENCE DATA
Unlike many other formats, By gaining and then retaining
online advertising allows you data of customers, businesses
to specifically target potential have an abundance of
customers. Imagine a world information that can be used to
where your product can be advertise to an already
targeted at people of a specific captured audience. Data can be
age, job, sex etc. gained via subscriptions to
Yeah - it already exists and it's newsletters, online purchases
highly beneficial. or from marketing agents.
DRIVE TRAFFIC SOCIAL MEDIA
One of the most important Since the explosion of social

factors of online advertising is media platforms, even failed
the ease of which customers advertising campaigns can still
can arrive to your website. be beneficial long term. The
With the click of a button the customer might not like the
potential customer is now on product you are advertising at
your web page where they will this time, but they may just be
find more products and your next follower and be open
information that could lead to to future purchases.
further sales.
REACH A WIDER, GLOBAL AUDIENCE

At the time of writing, Facebook has almost 2 billion users, Twitter
over 300 million and Pinterest almost 100 million. The ability to
capture an audience from every corner of the universe has never
been easier and more accessible. Take advantage!
WWW.TEAMTEFL.COM
ADVERTISING
Warmer
Classifying Adverts
Divide your class into groups of three or four people.
Distribute the advertisements(next page) that represent different
products.
Allow students to work together to discuss the adjectives to describe
the ads.
When students have finished the activity, manage an open discussion
of their answers and ask their opinions of the advertisements.
Make sure to clarify the meaning of the adjectives.
Ludicrous Shocking Sensational Provocative
Alluring Hilarious Ridiculous Realistic
2
3
ADVERTISING
Lesson Objectives:
• Describing methods of advertising
• Developing an advertising campaign
Exercise 1
Match the adjectives on the left with their definitions on the right:
1. Sensational A. Surprising
2. Riveting B. Repelling
3. Repulsive C. Confusing
4. Baffling D. Exciting
5. Shocking E. Gripping
Shocking Excited
4
ADVERTISING
Exercise 2
Splash Association Brainstorming Promotion Slogan
Advertising Manager: Welcome to our ___________ session,
professionals!
Advertising Team: Good morning boss – happy to be here!
Advertising Manager: As you know, marketing has assigned us to
create a campaign for the Christmas advertisement for the new party
clothing collection.
Advertising Team: How exciting!
Advertising Manager: Exciting, but a lot of work! Let’s start with your
ideas. Anyone?
Advertising Team: I’ve been in contact with Lady Gaga’s agent who
says that we can get a picture with Lady Gaga in London next week.
Advertising Manager: Great news! Good work, Tom – she is a famous
face and her ______________ with our company will work wonders!
Advertising Team: So, we’re doing the poster ad and the TV ad, right?
Advertising Manager: Yes. Now, we need a __________– something
catchy that will make a ____________ .
5
ADVERTISING
Advertising Team: How about ‘Feel sensational in our new collection’?
Advertising Manager: I like that! Why don’t we all work on the slogan
over the weekend.
Advertising Team: We could also offer a _____________– a Christmas
gift collection, something like that.
Advertising Manager: Yes. Let’s keep the campaign sophisticated yet
accessible.
6
ADVERTISING
Exercise 3
Advertising Campaign Discussion

Advertising Executive 1 card and give the Advertising Executive 2 card
to the other student.
Allow pairs to perform the role play, using the expressions learned in
Advertising Executive 1
You are an advertising executive. You’re meeting your
colleague (partner) to create a multi faceted advertising
campaign for a travel service. This service will offer
organized trips to the jungle, canyon, desert, cities or any
destination of the customer’s choice. Create a campaign,
selecting a celebrity to represent the service, a slogan and
a visual for the advertisement.
Advertising Executive 2
You are an advertising executive. You’re meeting your colleague
(partner) to create a multi faceted advertising campaign for a
travel service. This service will offer organized trips to the jungle,
canyon, desert, cities or any destination of the customer’s
choice. Create a campaign, selecting a celebrity to represent
the service, a slogan and a visual for the advertisement.
7
ADVERTISING
Exercise 4
Creating an Ad campaign
Allow your class to work in groups of three or four people.

Distribute one product (see list on the next page) to each group.
Hand out the chart below with the five point criteria for target
advertising.
Students study the product and create an advertising campaign, based
on the five criteria.
At the end of the activity, one student of each group can present his
advertisement. Encourage students to use visuals.
Target Advertising Criteria
• Repetition
• Claims (This product will make you better)
• Association (Famous person)
• Bandwagon (‘Everyone does it’)
• Promotions
8
ADVERTISING
Product 2: A service to
Product 1: A new drink learn a language fluently
Product 3: An investment Product 4: A travel service

product (bank) to visit other countries
Product 5: An electric
car
9
ADVERTISING
Exercise 5
The five key criteria to a successful advertising campaign
Here are the five points to keep in mind as you develop an advertising
campaign:
1. You can select a famous person who your target audience knows and
likes to advertise your product or service. In this way, your business and
service is now ______________ (associating/associated/association) with
this popular face. You also get immediate recognition.
2. It’s a good idea to write a catchy ____________

(phrase/concept/slogan) that people will remember about your product.
For example, ‘Just Do It’ is a memorable motto Nike uses to appeal to its
sporty clientele.
3. ______________ (Family/Familiar/Familiarity) is created through

repetition. That’s why advertisers reach their consumers not only
through one advertising channel. Globalize your campaign and repeat
your ad frequently enough until everyone knows what your product is!
10
ADVERTISING
4. ‘Everyone’s doing it!’ Advertisers use the ‘bandwagon’ _________
(conclusion/concept/contest) to encourage people to join the club
and buy the product. If you tell customers that other people like the
service, they will be more motivated to buy it.
5. Last but not least, offer a promotion, discount or special deal. This
old technique still works _________ (wonders/wonderful/wondering)
for both cheap offers and luxury products.
11
Can - Could
MODAL VERBS
We use the modal We use the modal
verb can: verb could:
TO EXPRESS POSSIBILITY: TO MAKE POLITE REQUESTS:
He can become the Could you bring me the

world champion. menu, please?
She can't win the race Could you tell me where
from last position. the post office is?
TO DISCUSS ABILITY: TO EXPRESS PAST ABILITY:
She can ride her bicycle I could sing better when

now after lots of practice. I was younger.
They can't play the flute He couldn't dance like
despite having many that when he a child.
lessons.
TO ASK PERMISSION: TO EXPRESS PAST ABILITY:
Can I wear jeans to the David could have been a

wedding? famous rock star.
Can we smoke on the Peter couldn't have made
bus? the donation because he
has no money.
TO MAKE INFORMAL TO SUBSTITUTE FOR CAN IN

REQUESTS: THE CONDITIONAL:
Can you take me to work, If I had more time, I could

my car isn't starting? have had more lessons.
Can you pass me the If we had more money,
bread? we could have travelled
the world.
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CAN - CAN'T
COULD - COULDN'T
Warmer
⎪ Students work in pairs

⎪ Each partner asks the question 'can you...' or 'could you....' for each of the
abilities below. Use 'can' for present ability and 'could' for past.
Play sports? Cook?
Speak another language? Play a musical instrument?
Draw or paint? Build a website?

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CAN - CAN'T
COULD - COULDN'T
Main usage
The modal verb can is used: The modal verb could is used:
⎪ To express ability ⎪ To express the past form of can (ability)
⎪ To express possibility ⎪ To express the conditional form of can (ability)
⎪ To make a request
Can Could
I can play the piano really well. I could speak Japanese from the age of 3.
You can swim very fast. You could eat Lucky Charms 10 years ago.
He can smoke in here. He could visit europe on his travels.
She can open the door. She could cook before she met him.
We can stay another night. We could have stayed another night.
They can eat breakfast with us. They could sing when they were young.
Can you stop for a minute? When could you finish the job?
Can he send you an email? Could you play the guitar 10 years ago?
Can't Couldn't
I can't speak Japanese. I couldn't play the piano 6 months ago.
You can't eat in this room. You couldn't swim at all until you were 7.
He can't date you, he's married. He couldn't smoke here, but he can now.
She can't use the internet very well. She couldn't open the door, it was locked.
We can't walk any further. We couldn't stay longer as we had to work.
They can't leave their dog tied up. They couldn't sleep well with that noise.
Why can't you visit us more often? Could you speak German when you lived
Why can't we see a doctor today? there?

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CAN - CAN'T
COULD - COULDN'T
The modal verb can is used in the same way as other modals. It appears before
the subject in the sentence that precedes the main verb:
Can you play the piano?

Yes, I can play it!
No, I can’t play the piano but I can play the trumpet.
The modal verb could is used in the same structure. Could expresses the past
form of can when expressing ability:
Could you play rugby when you were younger?

Yes, I could play rugby when I was younger.
No, I couldn't play rugby when I was younger.
Could is also used to formulate a polite request:
Could you pass the salt, please?

Could I have some information about your town?
The modal verb could is used in the conditional form. In this case, it is the
past form of can, used in the unreal or second conditional:
I could buy a big house if I had the money!

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CAN - CAN'T
COULD - COULDN'T
Exercise 1
Complete the sentences using can (for ability) in the present or past forms:
1. Mary ________ (can) speak Italian, but she ________ (not can) speak Russian.
2. ______________________ (can/you/to play) the violin? No, I ____________ .
3. When my father was young, he ___________ travel because he was a sailor.
4. ________________ (can/he/to play) basketball when he was young? Yes, he
______________ .
5. The family ___________ go to the lake for a picnic. It’s a beautiful day!
Exercise 2
Complete the dialogue using could for polite requests and can for ability.
A: Hello! Welcome to the Visitor’s Center. _______ I help you?

B: Hello. _________ I have some information about the city, please?
A: Yes, of course. Here is a map of the city. You ___________ travel around by bus
or by tram.
B: We would like to travel by tram. __________ we buy a tram ticket here?
A: Yes. You _________ buy a day pass for 7 Euro for the tram, but you _________
use it on the bus. It’s only for the tram system.
B: Okay. ___________ we have two one day passes, please. __________ we use
this day pass if we left the city limits?
A: No, you ____________ . The day pass is only for the city center districts.
B: Alright. Thank you very much. Goodbye!
A: Bye!

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CAN - CAN'T
COULD - COULDN'T
Exercise 3
⎪ Divide your class into pairs. Distribute the simulation cards and give a Language
School Manager role and a New Student role to the members of each pair.
New Student
You want to start a new language class at a school.
Enter the school and ask for information about classes,
and languages you can learn at this school. Explain the
languages you already know and can speak.
Language School Manager

You are the manager of a language school. A person
(your partner) enters the school and requests to sign up
for classes. Ask questions to find out what native
language the person speaks, his/her other languages
and skills. Give him/her a date and time for the first
class next week.
Exercise 4
Select can or could for each sentence:
1. My sister ________ play tennis really well as she has trained for years.
2. Many years ago, people ________ meet at the local dance every Saturday evening.
3. My grandmother __________ cook very well before she became ill.
4. If you had time, you ___________ walk up the road to visit the old castle.
5. Here are your options: you _________ complain about your problems or you
________ make the most of your situation!

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CAN - CAN'T
COULD - COULDN'T
Exercise 5
Complete the dialogue:
A. Hello! I’m Sam and this is Juno. We would like a room in your hotel.
B. Of course. Do you want a double room?
A. We’re not a couple! We’re just friends.
B. Okay! Well, you _______ book a twin room or you ________ reserve two
separate rooms. The twin room is 100Euro and two rooms are 160Euro.
A. ________ we have the two rooms for the same price as the twin room?
B. I’m sorry – you ________ have two rooms for that price. It’s not possible. We
____________ give the separate rooms for 200 Euro if you decide to stay for two
nights.
A. That’s great! We’d like to take the rooms for two nights, please. ____________
we have a wake-up call at 7AM?
B. Of course. Thank you for your reservation.
Chatterbox
What could you do as a child that you can’t do now?

What couldn’t you do as a child that you can do now?
Can you play any musical instruments?
Can you speak any other languages?
Can you pat your head and rub your tummy in a circle at the same time?
Can you roll your tongue?
Can you do the splits?
Can you sing?

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CAN - CAN'T
COULD - COULDN'T
Activity
Each student writes down three things that they can or can’t do now, or could or
couldn’t do in the past. The rest of the students in the class have to decide if they
are things the student can or can’t do now or they could or couldn’t do in the past.
For example:
Student 1 writes:
1: Now - Drive.
2: When I was ten years old - Swim.
3: Last year - Play the drums.
The rest of the students can answer in the following ways;
1- Now, you can drive?

2- When you were ten, you couldn’t swim?
3- Last year, you could play the guitar?

TOO
VERSUS
TO
COMPARING THE 2 USES
Adverb: can mean An incredibly

additionally or versatile preposition:
excessively Can mean toward, as
far as, until, in
purpose of, and other
uses. Also used to
form the infinitive of
a verb
Use to refer to going

Use to speak of toward a place, a
something additional purpose or condition.
or excessive: Also to form the
infinitive of a verb:
" I laughed, then they “I am going to the

did too" mall.”
“I would like some “She had to do it to

cake too.” prove she was
capable”
"Me too"
“I had too many “The king was

drinks last night.” restored to power.”
"Oh no I've spent too “I like to camp out

much" among the trees.”
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TOO VS TO
Exercise 6
Select the correct form to fill in the blanks in the following sentences:
1. I need _____ (to / too) wash the laundry.

2. _____ (To / Too) build a house, first start with the foundation.
3. You went _____ (to / too) fast in your car.
4. I want _____ (to / too) go _____ (to / too) the party.
5. All of the sellers want _____ (to / too) much money.
6. _____ (To / Too) provide for others, they say, is a noble thing.
Exercise 7
Have students discuss the following sentences to try to understand their meaning:
1- They too had had too much to drink

2- To get to the shops, turn left at the lights but don’t go too far
3- Too much money too soon is too appealing for young sports stars today
Exercise 8
Create three sentences that use “too” and three that use “to” correctly.

COMPARATIVES
We use the comparative form to express a greater
degree or quantity of one thing over another.
WHEN THE ADJECTIVE IS ONE SYLLABLE:

We add -er to the adjective and add 'than' to make the comparison:
My mother is taller than you.

His sister is smarter than his brother.
My cat is bigger than my dog.
That sports car is faster than my Prius.
We are better golfers than those professionals.
Note - When the adjective ends with consonant - vowel - consonant we

double the last consonant.
WHEN THE ADJECTIVE IS TWO OR MORE SYLLABLES:

We precede the adjective with 'more':
My friend is more intelligent than me.

Her current boyfriend is more thoughtful than her ex.
Tony is a more careful driver than Jeremy.
My dad is more generous than his brother.
Their neighbour is more unpleasant than their last neighbour.
EXCEPTIONS:
When a two or more syllable adjective ends with a 'y' - remove the y and
add -ier.
My boss is friendlier than my colleague.
Our new housemate is much tidier than the last one.
Add or end with -er when a two or more syllable adjective ends with -er,
-le or -ow:
He is cleverer than his friend at school.
She is gentler with her hamster than her dog.
This road is narrower than that one.
IRREGULAR ADJECTIVES IN THE COMPARATIVE

Adjective Comparative Example
Bad Worse This meeting is worse than yesterday's.
Good Better He's a better pianist than his brother.
Little Less This bag costs less than that one.
Many More There are more sweets in this bag than in his.
Much More There is more advice in his book than hers.
Far (place) Far (place) The castle is farther away than the hills.
Far (time) Far (time) Summer is further away than winter.
Well Better I am better today than I was yesterday.
SUPERLATIVES
We use the superlative form to express the greatest
degree or quantity of one thing over everything else.
WHEN THE ADJECTIVE IS ONE SYLLABLE:

We precede the adjective with 'the' and add -est to the adjective to make
the superlative:
John is the tallest person in his office.

I am the smartest boy in my class.
The cheetah is the fastest animal in the kingdom.
Bill Gates is the richest man in the world.
Mary is the nicest person that I know.
Note - When the adjective ends with consonant - vowel - consonant we

double the last consonant.
WHEN THE ADJECTIVE IS TWO OR MORE SYLLABLES:

We precede the adjective with 'the most':
Her sister is the most beautiful little baby in the world.

Tiger Woods is the most successful golfer ever.
Johnny is the most intelligent student at university.
My nephew is the most charming man I've ever met.
That was the most delicious meal I've had this year.
EXCEPTIONS:
When a two or more syllable adjective ends with a 'y' - remove the y and
add -iest.
That was the healthiest drink I've ever made.
My mum is the wealthiest person that I know.
Some 2 syllable adjectives in the superlative can take both the 'most' or
the -est form. If in doubt it is better to use the 'most' form.
He is the cleverest kid at school.
He is the most clever kid at school.
The guinea pig is the gentlest pet in our house.
The guinea pig is the most gentle pet in our house.
IRREGULAR ADJECTIVES IN THE SUPERLATIVE

Adjective Superlative Example
Bad Worst This is the worst meeting this week.
Good Best He's the best pianist in his family.
Little Least This is the least expensive bag.
Many Most This bag has the most sweets in.
Much Most This book contains the most advice.
Far (place) Farthest The castle is the farthest away.
Far (time) Furthest Decemember is the furthest away month.
Well Best This is the best I've felt all week.
COMPARATIVES
AND
SUPERLATIVES
MAKING A COMPARISON OF EQUALITY:
When two or more things are equal or of similar degree of quantity, we use:
'as - adjective - as' to form the comparison:
John is as tall as his work colleague.

I am as smart as any boy in my class.
The cheetah is as fast as any other animal in the kingdom.
Bill Gates is as rich as Mark Zuckerberg.
Mary is as nice a person as anyone that I know.
WHEN USING BOTH COMPARATIVE AND

SUPERLATIVE TOGETHER:
When we wish to compare more than two people or objects, we can use
both the comparative and superlative:
Her sister is more beautiful than her brother, but my daughter is the
most beautiful baby in the world.
Tiger Woods is better than any other golfer at the moment, but Arnold
Palmer is the greatest golfer in history.
Johnny is as intelligent as any other student in his class, but Samantha
Jones is the most intelligent at University.
QUESTIONS:
How to make questions that trigger the use of the comparative:
Which is the better bank, Barclays or HSBC?
Why did you choose Oxford University over Cambridge?
Which of your children are shorter, John or Michael?
Which is worse for your health, smoking or drinking?
How to make questions that trigger the use of the superlative:

What is the greatest invention ever made?
Who is the smartest kid at school?
Which is the fastest animal in the jungle?
What is the worst type of addiction?
NEGATIVE:
There are two ways to form the negative comparative:
Ben isn't as tall as Danny. (This means Danny is taller.)
My team aren't as good as Sam's. (This means Sam's team is better.)
The bag is less expensive than the coat. (The bag is cheaper.)
There are two ways to form the negative superlative:

Danny isn't the tallest.
Sam's team are not the best.
Never in a million years is Brad Pitt the greatest actor in history.
No way are the Spice Girls the best girl band of the 90's.
Note: In the last two examples, it's the use of a negative phrase at the start of
the sentence that indicates a negative superlative.
COMPARATIVES
AND
SUPERLATIVES
LIST OF ADJECTIVES WITH THE COMPARATIVE AND
SUPERLATIVE FORMS:
Adjective Comparative Superlative
Aggressive More aggressive Most aggressive

Ambitious More ambitious Most ambitious
Arrogant More arrogant Most arrogant
Beautiful More beautiful Most beautiful
Big Bigger Biggest
Bored More bored Most bored
Clumsy Clumsier Clumsiest
Confident More confident Most confident
Delightful More delightful Most delightful
Disgusting More disgusting Most disgusting
Depressed More depressed Most depressed
Friendly Friendlier Friendliest
Generous More generous Most generous
Grumpy Grumpier Grumpiest
Happy Happier Happiest
High Higher Highest
Hungry Hungrier Hungriest
Intelligent More intelligent Most intelligent
Jealous More jealous Most jealous
Kind Kinder Kindest
Moody Moodier Moodiest
Nervous More nervous Most nervous
Perfect More perfect Most perfect
Pleasant More pleasant Most pleasant
Pretty Prettier Prettiest
Quiet Quieter Quietest
Short Shorter Shortest
Silly Sillier Silliest
Skinny Skinnier Skinniest
Small Smaller Smallest
Successful More successful Most successful
Talented More talented Most talented
Tall Taller Tallest
Thoughtful More thoughtful Most thoughtful
Bad Worse Worst
Good Better Best
Little Less Least
Many More Most
Much More Most
Far (place) Farther Farthest
Far (time) Further Furthest
Well Better Best
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COMPARATIVES AND
SUPERLATIVES
Warmer
Comparing students:
⎪ Have students work together in pairs.
⎪ Look at the adjectives and adverbs in the boxes below.
⎪ Ask students to write a phrase about the students in the class using the
comparatives and superlative forms of the words. The teacher can help by writing
cues on the board
⎪ Students then read out their sentences to the class.

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OM ARAT ES A
SU ERLAT ES
M nu e
⎪ Comparatives are used to express the greater quantity or degree of something

over another
⎪ Superlatives are used to express the greatest quantity or degree of something

over everything else.
Con truct on
Comp r t e
1 yll ble ect e or erb: A er n t n

My house is larger than yours.
Debbie is kinder than Mr Smith.
I am shorter than my brother.
2 yll ble ect e or erb t t en t y: A er

My wife is funnier than me. funny
Your dog is cra ier than hers. Cra y
Some students are happier in class than others. Happy
2 or more yll ble or :A more t n

Mike is more handsome than everyone else.
His work was more exciting than his rivals.
My mum is more generous than my father.

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COMPARATIVES AND
SUPERLATIVES
Superlative
1 syllable adjective or adverb: Add the + -est

This is the highest mountain in the world.
Joan is the nicest student in the class.
Michael is the tallest player in the team.
2 syllable adjective or adverb that end with -y: Add -iest

She is the prettiest girl in school.
This is the loveliest looking cake I've ever seen.
He is the happiest he's ever been.
2 or more syllable adj or adv: Add the most + adj/adv

I am the most intelligent person at university.
Raul is the most passionate scientist in the country.
My nan was the most wonderful human being.

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COMPARATIVES AND
SUPERLATIVES
Some adjectives and adverbs are irregular – they change completely

in comparative and superlative forms and do not follow the normal
rule. Here is a list of those irregular adjectives and adverbs.
Adj / Adv Comparative Superlative
Bad Worse Worst

Good Better Best
Late Later Latest
Little Less Least
Far (place) Farther Farthest
Far (time) Further Furthest
Exercise 1
Write the correct form of the comparative or superlative into the gaps.
1. This is the ____________ (pretty) flower in the garden.

2. Don’t underestimate your abilities. You are ____________ (capable) than
other people in the team.
3. This is the ____________ (difficult) project we have had.
4. You are the ____________ (polite) person I’ve ever met!
5. The hummingbird is the ____________ (small) bird in the world.
6. This new comedian is ____________ (funny) than any other performer.
7. In my opinion, the pyramids are ____________ (interesting) than the River
Nile.
8. The classic black jacket is a ____________ (good) option than the leather one
for the interview.
9. My son Ethan is ____________ (old) than his younger sisters, Ella and Laura.
10. The quiet man was the ____________ (strange) person I ever met.

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COMPARATIVES AND
SUPERLATIVES
Exercise 2
Irregular practice
1. I’m not very hungry. Please give me the _______ amount of food.
a. Less
b. Littlest
c. Least
2. I’m surprised by your low performance this year! It’s _______ than last year.
a. Worser
b. Worse
c. Worst
3. The beach is _________ away than the village. It’s about two kilometers from
there.
a. Far
b. Farther
c. Further
4. The __________ back I can remember in my childhood is my first day at

school.
a. Most far
b. Furthest
c. Farthest
5. Did you see the __________ (late) comedy show on TV? It’s hilarious!
a. Last
b. Later
c. Latest

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COMPRATIVES AND
SUPERLATIVES
Exercise 3
Divide your group into two teams. Distribute the questions to each team. Set
a time limit for each question. Team A asks Team B a question and the two
teams take turns to go through the questions. The team with the most
correct answers is the winner!

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COMPRATIVES AND
SUPERLATIVES

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COMPARATIVES AND
SUPERLATIVES
Exercise 4
Complete the dialogue about Stockholm and San Francisco with the correct form
of the comparatives or superlatives.
A: Hello, Christine. So, are you enjoying life in San Francisco?

B: It’s fantastic, but there are some things I miss about Sweden
A: Really?
B: Yes. I think the wine is ___________ (good) in Sweden. Also, the plates of food are
___________ (small) in my country.
A: Ha ha! That’s true. Everything is ___________ (large) in the USA!
B: Additionally, the food is ___________ (bad) here than in Europe.
A: Well, in that case, is there anything that is ___________ (good) here?
B: Yes, of course! People are much ___________ (nice) here than in countries in
Europe. Products are ___________ (cheap) than in Europe. The weather is
___________ (warm) than in Stockholm, and the people are _________ (friendly) than
the Swedes.
A: So, which city is the best?
B: That’s difficult! My heart is in the two cities!
Exercise 5
Match the adjectives / adverbs with their comparative or superlative forms:
Far (place) Trickier

Late Funniest
Good Worse
Bad Better
Funny Latest
Tricky Furthest
Far (time) Farthest
Less Least

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COMPARATIVES AND
SUPERLATIVES
Chatterbox
Students should debate and compare the following things and give their opinion as
to what is the best option using the comparative and superlative forms.
London v New York

England v Spain
Vs
Living in the city v living in the country
Staying at home v Partying
Chocolate v Sweets
McDonalds v Burger King
Activity
The teacher asks the students to stand up at the front of the class. He / she then
asks a number of questions, such as ‘who is the tallest student in the class’? The
students then line up in order of tallest to shortest. Once in a line, each student
then has to describe his or her position in the line with either a comparison or
superlative. E.g ‘I am the tallest person in the class’ or ‘I am taller than John but
shorter than Mary’. The teacher can be spontaneous and fun with their requests,
such as ‘who is the best dancer?’.

E FEVOLUTION
F E C T I V E WOF
AYS
TECHNOLOGY
O F S T U D Y I N IN
G
B E FBUSINESS
ORE EXAMS
TELEGRAPH
19th CENTURY
The telegraph changed the way

businesses could communicate
forever. Long distance communication
was enabled for the first time as the
telecommunications revolution got
under way in Baltimore in 1844.
TELEPHONE
1874
Alexander Bell's invention of the

telephone in 1974 improved the
efficiency and cost of business
communication and paved the way for
the world that we live in today.
COMPUTER
17th century -
The invention of the computer can

date back to as early as the 17th
century, but it's true significance in the
workplace really came to the fore after
the invention of the internet in 1983.
MOBILE PHONES &

SMARTPHONES
1973
Advancements in communication
technology lead us to the mobile phone in
1973. Soon, business people could be out of
the office but still contactable, changing
workplace flexibility forever. The invention
of the smartphone changed the dynamics
even further. Now, workers not only had the
ability to communicate with the office but to
access the internet, emails and documents
too. A computer that fits in your pocket?
Technology has come a long, long way!
LAPTOPS
1981
Much like the invention of the mobile

phone, laptops changed the dynamics
of the workplace. With a portable
computer, workers could now be at
work any time, any place. Nowadays
you will regularly see people in cafes,
train stations and parks working away
on the latest laptop.
WWW. T E AMT E FL. C OM

COMPUTERS AND TECHNOLOGY
Warmer
Technology In Business
Brainstorm ‘technology in business’. Using the photos as cues, discuss:

How has technology in business changed in recent years?
What technology do you use in your job?
How is technology used in your sector?
Could you imagine doing your job without modern technology?
2
Lesson Objectives:
• Describing the use of computers and technology in business
• Explaining the impact of technology in business
Exercise 1
Match the tech vocabulary on the top with their definitions on the bottom:
1. Apps 2. Hardware 3. Storage 4. Device 5. Tablet
A. Small portable computer
B. Gadget, equipment
C. Hardware used for storing files
D. Physical component of a computer
E. Software used for various purposes on a computer or smart phone
Apps Tablet
3

Exercise 2

Troubleshoot Data User-friendly Migrate Bugs
A: Hello, Mike. How’s it going with the I.T. project?
B: It’s going well, Juan. We are in the process of setting up a new
operating system on all computers in the company. The goal of this
project is to install the new OS for all employees.
A: What’s the status of the project today?
B: We have set up the operating systems on all computers. However,
we still have to ______________ all ____________ from the old system,
so that will take some time.
A: What’s the advantage of this migration?
B: The advantage is that the new system offers better protection
against _____________, security for our company and a more
_____________ way of working.
A: Is it necessary to implement training for users?
B: I don’t think so. However, the I.T. team will offer all levels of support.
If users face a problem, we can _____________ the problem for them.
A: Thanks for informing me about the project.
4

Exercise 3
Creating a New App for Payroll

Project Manager card and give the Engineer role to the other student.
I.T. Project Manager

You are the I.T. manager in a medium-sized
company. The Human Resources department has
requested your department to create new software
to manage the payroll system for your entire
company. Meet your I.T. engineer (partner) to
present the specifications of the project. Together,
decide on a project to create, develop and deploy a
new application for this purpose.
I.T. Engineer
You are an I.T engineer and software programmer
for a medium-sized company. Today, you’re
meeting your direct manager (your partner). He/she
wants your input into creating new software to
manage the payroll system for the entire company.
Together, decide on a project to create, develop
and deploy a new application for this purpose.
5

Exercise 4
Building an I.T Project
Allow your class to work in pairs.

Distribute the mixed up sentences on the next page.
Allow groups to decide on the structure of their I.T. project and place
the sentences in the correct order on the chart below.
There are two parts to each stage.
This activity is a great way to understand how to deploy an I.T. project
as well as build language specific to Information Technology.
Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
6
Meet the customer to clarify software requirements
Implement the application (software) in the customer’s system
Create specifications for the software
Validate the tool or software
Train users in the software
Meet your I.T. team to decide on the project plan
Launch the application
Develop the software
Plan the software creation project
Build the software
7

Exercise 5
How to manage an I.T. project
When leading an I.T. project for your company, follow these steps
to carry out the mission successfully.
1. Meet with your customer to establish _______________
(specifics/specialities/specifications) for the project. Your client will
explain what exactly he or she wants, in practical terms. Your job is to
understand these needs, interpret them into technical solutions and
_______________ (intervene/interfere/interface) with your I.T. team to
inform them of how to respond to practical requirements.
2. Conduct a meeting with your I.T. experts to set up a project to put
together the software or tool required by your client. Assign a role to
each member of your team.
3. The next step in your project is software creation and development.
Whether you decide to _______________ (source/outsource/insource)
the work or do it in-house, allow programmers and developers to work
closely to ensure the product is modified according to plan.
8
4. Allow a milestone for _______________
(verifying/vindication/validation). During this step, the software can be
checked for bugs and small issues resolved.
5. The final step in your mission is the software or tool launch. Once
your validation team has given the _______________ (red light/blue
light/green light), the product is ready to go. Meet your customer to
present the final version, allowing extra time to troubleshoot any
further issues.
9
Gerunds
GERUNDS LOOK LIKE VERBS BUT THEY FUNCTION
AS NOUNS:
AS THE SUBJECT OF THE SENTENCE:
Dieting is not for me.

Cleaning your face every day is important.
Gambling regularly is bad for you.
AS THE OBJECT OF THE SENTENCE:
She enjoys eating.

We don't like running.
Do you like driving?
AS A COMPLIMENT TO THE VERB TO BE
My favourite pastime is hiking.

Seeing is believing.
What I don't like is talking to rude people.
AFTER SOME PHRASAL VERBS:
John thought about eating all of the cake in one go.

She gave up on planning the trip that night.
Did Paul talk about quitting dance class?
AFTER PREPOSITIONS:
The referee decided against cancelling the match.

We were thirsty after walking nearly 20km.
Mary wasn't very good at drawing.
AFTER CERTAIN PHRASES:
They can't stand waiting in line at lunch time.

It's no use talking to him, he's rude!
Is it worth asking Mr Smith if he is able to come with us?

Gerunds
HERE IS A LIST OF SOME OF THE VERBS THAT ARE
OFTEN FOLLOWED BY THE GERUND:
ADMITS He admits stealing the money.
ALLOW We don't allow testing on animals.
APPRECIATE She appreciates working again.
AVOID Avoid punishing him for his mistakes.
BEGIN They should begin revising for their test.
CONSIDER I considered teaching as a career.
CONTINUE He continued coaching after his injury.
DEFEND Don't defend driving fast near schools.
DELAY I delayed having kids until I was 38.
DENY Do you deny complaining about Peter?
DISCUSS Have you discussed meeting him later?
ENJOY I enjoy biking and hiking in the hills.
EXCUSE Can you excuse lying in any situation?
FINISH Have you finished your homework yet?
FORGET We forgot sending Mike a present.
FORGIVE Forgive my saying so, but I don't like him.
HATE I hate seeing my dog in so much pain.
IMAGINE She imagines winning the lottery regularly.
INVOLVE He involves running as part of his routine.
JUSTIFY We couldn't justify paying so much money.
KEEP Keep persuading him to do the course.
LIKE I like reading every night before bed.
LOVE He loves watching his son grow up.
MENTION I mentioned seeing him at the funfair.
MISS I missed playing hockey when I was ill.
NEED He needs teaching a lesson that one.
PREFER I preferred singing when I was younger.
PROPOSE They proposed visiting China and Vietnam.
QUIT Quit gambling or you will lose your house.
REGRET She regrets not having children.
REMEMBER I remember learning algebra at school.
REQUIRE It requires nursing back to full health.
RESIST I resisted eating all of the donuts.
RISK It's a risk driving so close to the cliff edge.
SAVE She never saved any of her earnings.
START I started training for the race 3 days ago.
STOP Don't stop believing in yourself.
SUGGEST I suggest walking in the woods next time.
TOLERATE I can't tolerate eating with an open mouth.
TRY I tried cycling to work but it's too far.
UNDERSTAND John understands that talking is important.
URGE I was urged that meditating is good for me.

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GERUND
VERB + ING
Chatterbox
⎪ Divide your group into pairs.

⎪ Distribute the pictures or highlight them on the board.
⎪ Ask pairs to find out what their partners enjoy or dislike doing in their free
time.
⎪ Have pairs present their findings to the group. Then, discuss the six photos
below and find out which of your classmates enjoy doing these activities.

A1
GERUND: VERB + ING
Main usage
A gerund is a verb + ing. This form of the verb replaces the noun phrase.
Construction
Here’s a chart of common verbs with the gerunds:
Prefer I prefer eating fish to meat.

Like Miriam likes skiing in the mountains.
Love My wife loves shopping until she drops.
Hate She hates waiting in line.
Finish The colleagues finished working on that project.
Don't mind I don’t mind walking in the rain.
Can't stand They can’t stand watching soap operas.
Avoid You always avoid doing hard work.
Deny Don’t deny doing it. I know you’re guilty!
Note that some of these verbs can also be followed by the to infinitive. With
these verbs, the meaning does not change whether they use the gerund or
infinitive form:
Prefer I prefer to eat meat on Friday's.

Like John likes to swim every morning.
Love We love to stare at the stars in the winter.
Hate They hate to waste time on this topic.

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GERUNDS: VERB + ING
Rules
The main verb in the sentence determines whether an infinitive or gerund will
follow. If you follow the list above and learn these verbs, you can always follow
them with a gerund in the phrase. There is a list attached to this lesson plan
for your convenience.
Note: Be careful! Some verbs change meaning depending on the choice of

infinitive or gerund.
He stopped working when he was 64 years old.
He retired at 64.
I regret stealing the money
I feel guilty about stealing the money.
He stopped to eat lunch.
He took a break for lunch.
I regret to tell you that I cannot take the job.
I have bad news about the job.

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GERUND: VERB + ING
Exercise 1
Select the correct option:
1. I truly enjoy ______________ alone, fishing by the river.

a. To be
b. Being
2. My mother can’t stand ______________ to techno music!

a. To listen
b. Listening
3. My brother stopped ______________ about ten years ago.

a. To smoke
b. Smoking
4. When I saw my colleague on the street, I stopped ______________ to her

immediately.
a. To talk
b. Talking
5. He began ______________ novels as a young man.

a. To write
b. Writing

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GERUND: VERB + ING
Exercise 2
Match the verb phrases on the left with the correct phrase on the right:
1. Please consider a. To him that he make a greater effort at work.

2. She strongly suggested b. Walking alone late at night.
3. I always avoid c. Accepting my offer.
4. Please don’t forget d. Lending him the money as he will never pay me back.
5. I really regret e. To bring home something for dinner.
Exercise 3
⎪ Organize your group into pairs and distribute the cards below.
Have each pair take turns to interview each other.
⎪ The sentences and indirect questions will prompt students to use gerunds.
Partner A
Tell me about.....
1. Something you finished
2. Something you enjoy
3. A special memory you remember
4. Something you regret
Partner B
Tell me about.....
1. Something you avoid
2. A movie you recommend
3. A job you would consider doing
4. A sport you love
5. Something you’re bad at doing

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GERUNDS: VERBS + ING
Exercise 4
Select the gerund or infinitive form of each verb:
1. Avoid _____________ (eat) too much too fast.
2. Please remember _____________ (close) the door quietly. The children are
asleep.
3. He really regrets _____________ (go) too fast that day when he crashed her car.
4. Forget _____________ (do) boring tasks. Focus on priorities instead.
5. I don’t remember _____________ (see) that movie. I want to watch it now!
Activity
In pairs, the students interview each other asking the following questions. At the
end, students report their answers to the whole class. The questions start with;
What do you like doing…..
In the morning?
In the evening?
On Saturdays?
In your free time?

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GERUNDS: VERBS + ING
Exercise 5
Complete the letter with the appropriate infinitives or gerunds:

A1
GOOD, WELL & FINE
Good
Adjective: means having desirable qualities.
Comparative: Better
Superlatives: Best
Well
Adverb: means in a good or thorough way.
Adjective: means in a good or satisfactory state.
Comparative: Better. No superlative
Fine
Adverb: informal synonym for well
Adjective: informal synonym for good. Also may
mean thin or exceptionally good.
Comparative: Finer Superlative: Finest
There are many different situations in which you use one or two of
these words but not the other:
⎪ As an adverb, use well:
“The pianist performed well.”
“If you play well enough, you might win the game.”
⎪ As an informal adverb, use well or fine:
“The team played fine.”
“Everyone did fine.”

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GOOD, WELL & FINE
⎪ As an adjective related to a person’s health, use well:
“I was ill, but now I am well.”
“I felt well enough to go to school today.”
⎪ As an adjective related to anything other than health, use good:
“The team is good this year.”
“Oak is better than pine wood for building furniture.”
⎪ To demonstrate the difference between an adjective and an adverb:
“The best team played well.”
⎪ As an informal adjective, use good or fine:
“Dinner was fine.”
“The party was really good.”
⎪ As an adjective meaning thin, always use fine:
“His hair is so fine that it’s difficult to cut.”
“Use the fine wire for the most delicate work in the jewelry.”
⎪ As an adjective meaning exceptionally high quality, always use fine:
“I prefer dining at the finer restaurants due to their higher class of service.”
“His parents sent him to the finest schools they could afford.”

A1
GOOD, WELL & FINE
Exercise 5
Circle the correct form in the following sentences:
1. All (good / well / fine) things must end.

2. That is a very (good / well / fine) piano.
3. That is a very (good / well / fine) -made piano.
4. Who is the (best / well / finest) singer in the group?
5. I am feeling perfectly (good / well / fine) .
6. For dinner tonight, we should use the (good / well / fine) silverware.
7. The (better / well / finer) choice is the one that ends (good /
well / fine) ..
Exercise 6
Multiple-choice
1- How are you on this ______ morning?

A. Good
B. Fine
C. Well
2- I hope he is _______ today, he was ill yesterday.

A. Good
B. Fine
C. Well
3- The team were very ________ today, they won 3-0.

A. Good
B. Fine
C. Well

A1
GOOD, WELL & FINE
4- This is the _________ restaurant in London

A. Best
B. Wellest
C. Finest
5- The ________ actor won the Oscar.

A. Best
B. Wellest
C. Finest
Exercise 7
Students working individually create two sentences that use

“good/better/best” and two that use “well” and two that use “fine” correctly.

FUTURE:
GOING TO
The simple future with 'going to' is used to express future
events or actions with some reference to the present.
For actions or events that are already

planned:
I'm going to meet John at 8pm tonight.

We're going to visit my uncle after school.
When are you going to retire?
To make a prediction:
We're losing 3-0, we aren't going to win this game.

You are going to pass the exam.
Damn, it's going to rain on Sunday.
When something is about to happen:
Be careful! That dog is going to bite you.

Look out, that car's going to crash.
You're not going to eat that snail, are you?
Grammar:
We conjugate the present form of to be when using going to:
Is she going to see the doctor today?

The train isn't going to arrive on time.
Are they going to travel in this weather?
In spoken English, particularly in the USA, we use gonna

instead of going to. *It is rarely written in this way.
Are you gonna watch the match at home tonight?

I'm gonna tell you a great story tomorrow.
They're not gonna accept this decision.
A1
GOING TO
Warmer
The teacher writes the basic use of the going to form on the white board and
distributes the following questionnaire. Students work in pairs to complete the
phrases and ask each other the questions. They then share their answers with the
rest of the class:
Main usage
The Going To future form is used to express:

⎪ A planned event in the future.
⎪ An intention for the future.

A1
GOING TO
Construction
Present form of to be + subject + going to +infinitive form of the verb?
Interrogative
Are you going to visit New York in the spring?
Are they going to buy that house?
Is he going to sleep in that position?
Subject + present form of to be + going to + infinitive form of the verb
Affirmative
Yes, I’m going to visit New York in March.
Yes, we're going to buy it next month.
Yes, he's going to fall asleep any minute now.
Subject + negative present form of to be + going to + verb infinitive
Negative
No, I’m not going to visit New York in March.
No, we're not going to buy that house now.
No, he's not going to fall asleep in that position.
In spoken English, we often contract going to for gonna:
Are you gonna come to the concert tonight?

Yes, we're gonna meet you at 8pm.
No, we're not gonna go to the concert afterall.

A1
GOING TO
We often contract the subject and auxiliary (to be) verb when using
the going to form in English.
Interrogative Affirmative Negative
Am I going to......? I'm going to...... I'm not going to.....

Are you going to......? You're going to...... You're not going to.....
Is he going to........? He's going to...... He's not going to.....
Is she going to......? She's going to..... She's not going to.....
Is it going to.........? It's going to..... It's not going to.....
Are we going to.......? We're going to..... We're not going to.....
Are they going to......? They're going to..... They're not going to...
Going to is used to express a planned or expected action in the future.
There are big, dark clouds. It’s going to rain.

There is a crack in the plate. It’s going to break!
In comparison, the Future Simple can be used to express more spontaneous

actions.
I’ll put you through to Mr. Matthews now.

We’ll meet tomorrow if we have time.
Like the use of going to, the Future Simple can also be used to make a prediction.
The favorite horse will win this race.

The favorite horse is going to win this race.
The difference between the two forms is that the use of will is used to express an
event we think or suggest will happen as well as for spontaneous decisions:
Mrs. Sanders will be back at 3PM. I’ll email her a message that you called.

A1
GOING TO
Exercise 1
Read the dialogue and complete the sentences with the correct form of going to:
A: Hi, Sally. _____________ (you/to be) at the party on Saturday night?

B: I don’t know, Keiko! I don’t have an outfit for it.
A: Well, let’s go shopping! __________________ (you/to work) this afternoon?
B: Yes, I am. I _____________ (work) at my job tomorrow also, so I
_____________ (not/to be) available. What about Friday? Will you be free on
Friday?
A: Yes, I’m free. Where will we meet?
B: How about at Saks Department Store on 5th Avenue? Will you meet me at the
front door?
A: Sure! What time there?
B: I’m checking my schedule. I'll take the 3PM train, so I’ll be at Saks at 3:30PM.
A: Perfect! I’ll be there! See you then.

A1
GOING TO
Exercise 2
Select the best response:
1. Is he going to be away all weekend?

a. Yes, he going to.
b. Yes, he is.
c. Yes, he will going to.
2. Is the company going to have a Christmas party this year?

a. No, she isn’t.
b. No, it’s not.
c. No, it not going to.
3. Are all the employees going to join the union?

a. Yes, they is.
b. Yes, they are.
c. Yes, they’re.
4. Am I going to stay here all night?

a. No, you aren’t.
b. No, you isn’t.
c. No, you are.
5. Is it going to snow tonight?

a. Yes, it isn’t
b. No, it’s going to snow.
c. No, it isn’t.

A1
GOING TO
Exercise 3
You’re organizing a trip with your friends for the weekend to a city in Europe.
Complete the itinerary below and then explain to your class where you are
going to travel to, mode of transport, the dates and three activities you are
going to participate in during this trip.

A1
GOING TO
Exercise 4
Complete the dialogue with the correct use of will or going to. In some cases,
both forms are possible.
A: Hello. This is ‘Rental Car Hire’. May I help you?

B: Good morning. I’m calling to hire a car. I ____________ be in San Francisco for
one week.
A: How many days ____________you be in Los Angeles?
B: I ____________ be there for three days.
A: No problem. What dates in L.A.?
B: I ____________ be there from May 3rd to May 6th.
A: We have a Jeep Cherokee or a small BMW available.
B: I ____________ take the BMW.
A: The total price is $145.
B: ____________ this include insurance?
A: Yes, it ____________ . How would you like to pay for this?
B: I ____________ pay by credit card.
A: What email address should I send the booking to?
B: Please send it to m.matthews@gmail.com.
A: Thank you for your business, Mr. Matthews. Enjoy your trip to Los Angeles!

A1
GOING TO
Chatterbox
What are you going to do after class?

Where are you going to go at the weekend?
Which football team is going to win the league this season?
How are you going to travel to work tomorrow?
When are you going to retire?
Where are you going to travel to this year?
Are you going to study English at home?

A1
GOING TO
I HE THEY I
STA T WORK EAT WATCH PLAY
In this board game, students must think of a sentence using YO

the going to form,using the verb and subject of the square
they have landed on. Blue writing affirmative. Red writing WORK
negative. Green writing uestion. Orange bad! The first
player to reach the finish square is the winner.
WE THEY SHE IT THEY

H G OPEN TEACH EAT ST DY
YO I YO YO GO
J MP SING SLEEP LISTEN BACK
4 SPACES
GO BACK IT I WE
TO THE WALK SING WRITE
FINISH
START
WE THEY WE GO MISS
DRESS WAKE READ BACK A
P SPACES T RN
GO I WE YO THEY
BACK VISIT DRINK VOTE WIN
3 SPACES

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HOW MUCH - HOW MANY

How much and how many are used to form questions

Countable and Uncountable Nouns:

⎪ Divide your class into pairs.

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How much information do you want?

How many cookies would you like?

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A: Excuse me. ______________ are these steaks?

1. Excuse me. _____________ is this box of apples?

2. _____________ people are waiting to see the doctor?

4. _____________ data is on the computer related to our project?

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2. Please inform us ____________ people are attending the party. We need to

5. It doesn’t matter ____________ people you bring. Everyone is welcome!

6. All I know is ____________ I love you!

universities, but you could ask him.

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“Merry Christmas, my dear,” they both said.

“I’ll have to thank Santa for the presents,”

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T/F Annabel really wanted a puppy for Christmas

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I would like a return ticket to London, please.

I'd like a trampoline for my birthday, please.

I wouldn't like to go to Australia because I don't like snakes.

Would I like all of the songs on the album?

WH AND HOW QUESTIONS

What would you like to do at the weekend?

⎪ Divide your class into groups of three people.

The expression would like or I‘d like is used to:

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Would you like a cup of tea?

Would she like to take dance classes?

Would we like to arrive to the hotel early?

Would they like to meet John?

Would it like some food?

Wh Questions + Would Like

What What would you like to do after work?

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Would like precedes the main verb.

Would you like to buy tickets?

Would she like to eat something?

We can also use would like without a main verb

I would like that book, please.

I would like becomes I’d like and the same

You would like = You’d like

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Person 1: Hello. I ______________ to make an order, please.

Select the best answer:

1. Would you like tea and biscuits?

2. When would they like to visit the cathedral?

3. Would she like to go to a state university? No she ________

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4. Where would the children like to play?

5. Why would you like to visit China?

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Complete the dialogue with the correct forms of would like:

Welcome to Barcelona. _____________ (you) some information?

Complete the dialogue with the correct forms of would like: