CONTENTS

Acknowledgments

Unit 1: Home and away

 Cities and countries

1
 Weather and climate
Unit 2: Living things
 Plants
 Animals
 Human beings
Language course
By Alpha Acamedy
Unit 3: Values

 Family relationships
 Friendship
 What we value

Unit 4: The world of work

 Professions
 Work past and future

Unit 5: Creativity

 Art
 Music 2017
 Stories and poems
Comprehension
Unit 6: Reading for Pleasure
Grammar
Unit 7: Fantasy world

 Home andVocabulary
garden
 City
 World
Conversation
Unit 8: Sports

 Sport for all

 Rules and respect
 Human body and exercise

Unit 9: Holidays

 Destinations
 Holiday activities
Unit 3 Cities and countries
 5. Divide the following words from the box into two groups:

Grammar:
Reading:
Work in groups .
Read information about students
Discuss these questions:
Answer the questions
1)Do you live in a city or in a country?
Who are they? from which country?
2) Do you like where you live? Why? Why not?
Nationality ?
3) Would you like to move house? If yes, where?

4) What do you think which country would be the best place to live. Why?
Look up any city words that you don’t know in the dictionary. Find
all of these city words in the grid above. Allay

apartment

bank

building

bus

city

crime

crowd

culture

curb

entertainment

factory

freeway

gallery park stadium

hospital people street

hotel police station subway

jobs pollution taxi

library restaurant theater

lights rush hour traffic jam

museum signs university

office skyscraper
Grammar (Every, No,
Some, Any)

Unit 4

Weather and climate

The Weather in English
In English, we usually use it is when we talk about the weather.
This is normally: It is + adjective OR It is + verb-ing
It is + adjective = A description of the weather

 It is sunny today.
 It's hot and humid today.
 It'sa nice day today.

We can also say:

It is a + adjective + day (or morning/afternoon/night)

 It's a fine day.

 It's a windy afternoon.

It is + verb-ing = This type of weather is happening now.

 It's drizzling outside.

 It's snowing.
 Take an umbrella, it's raining.

You can also use it is in different tenses

 It was cold yesterday.
 It will be cloudy tomorrow.

When you are learning vocabulary about the weather, it is important to

remember that some of the words have a noun form, a verb form
and/or an adjective form. For example:

 Rain: (noun) The game was cancelled because of the rain.

 Rain: (verb) I think it is going to rain later.
 Rainy: (adjective) It's a rainy day.

It pays to learn the different forms of each word and when they are
used.
Nouns and Adjectives 
Many times when we are talking about the weather, we can add the
letter Y to the end of a noun to make it an adjective.

 rain (noun) - rainy (adjective)

  sun (noun) - sunny (adjective)
 wind (noun) - windy (adjective)
 cloud (noun) - cloudy (adjective)
 fog (noun) - foggy (adjective)
Reading Part

The weather today is very cold. It's just a few degrees above zero right now, and it's
probably going to snow. The sky is gray and cloudy.

Yesterday's weather was like today's. It was cold and cloudy, and then it snowed in the
afternoon. In the evening, it got really, really cold. After midnight, the temperature was
ten degrees below zero.

The winter in Minnesota is long and hard. Usually, the snow starts to fall in November
and it stops falling in March. In April it melts. On average, there are five months of
winter weather.

On days when it snows, the sky is dark and gray, but on days when the temperature
goes below zero, it's very sunny and the sky is clear and blue. Isn't that interesting?

Practice:

How much do you remember from the reading? Fill in the blanks.Work with your partner

 1A: What color is the sky?

 1B: It's ___________.
 2A: Was yesterday's weather the same or different?
 2B: It was _____________.
 3A: How many months of snow does Minnesota usually get?
 3B: It gets _________ months of snow.
 4A: What happens to the snow in April?
 4B: It ___________.
  Look at the picture and discuss with your group-mate

• Living things

Unit 4

 Living things
 Look at the picture and discuss with your group-mate
 Watch the video

And discuss with your group-mate

Did you understand from the video?

Grammar
adjective superlativ example
comparative e sentence

good better the best irregular Tara is the

best
athlete in
the school.
 Grammar
adjective superlativ example
comparative e sentence

well (healthy) better the best He is still in

hospital,
but he is
better than
he was last
week.

bad worse the worst irregular You are the

worst
driver I
have ever
known.

far further the furthest irregular My house is

the furthest
one.

farther the farthest regular My house is

the farther
one.

old (people in elder the eldest irregular Ram is my

a family) elder
brother.
Learn and remember

Learn by heart “The flower song”

Learn new words

Unit 5
Unit 6 Parts of the body
 Grammar :

Try to give definitions to new words and remember

have breakfast / lunch / dinner have a cup of tea / coffee
have something to eat have a bath / a shower have a rest / a break /
a party/ a holiday/a day off
have fun / a good time have difficulty / trouble
have a chat / a word / a conversation / a discussion (with) have a
lesson / a lecture / a meeting -  have a baby
have an accident have a look at

Complete the following sentences using have or have got. In some cases either
could be used.
1. She ………………….. a car.
a) has b) has got c) either could be used here
2. I ……………………… a headache.
a) have b) have got c) either could be used here
3. Jane …………………… a new boyfriend.
a) has b) has got c) either could be used here
4. I …………………… flu last week.
What
Unittime
6Bis it?
 Unit 7 My family

Read about Tomas who comes from Vienna, then answer

the True/False questions about him.
I'm Tomas and I live in Vienna with my parents and my
sisters. I'm the youngest in my family. I turned 13 last
month. My sisters are Martina, 16, and Betta, 19. Betta's
very serious and she always tells me what to do, I guess
because she's the oldest. I go to a nice school not too far from
our home and I really enjoy it. I have a lot of friends there
and I enjoy studying. My best subject is Geography,
probably because it's the easiest too! My most difficult
subject is Math - I'm terrible and I don't like my teacher. I
love playing sports, especially basketball. I'm the tallest
player on the school team and I usually play really well. It's
the happiest part of my day. My coach says that one day I
could play professional basketball! On the weekend I spend a
lot of time with my friends Ralf and Kurt. We do everything
together and they are the most important people in my life,
apart from my family of course!
Answer the following questions:
1. Tomas is older than Martina.
     True
     False
2. Betta is the oldest.
     True
     False
3. Geography is the easiest subject.
     True
     False
4. English is more difficult than Math.
     True
     False
5. Tomas is the tallest on the team.
     True
     False
6. Kurt is more important than Betta.
     True
     False
Unit 7B
Writing
Describe your family
Write about your family
Grammar
 Unit 8
Friendship

“Friendship- my definition- is built on two things. Respect and trust. Both

elements have to be there. And it has to be mutual. You can have respect for
someone, but if you don't have trust, the friendship will crumble.”

Stieg Larsson,

Speaking
-What do you think about friendship?
-What makes you a good friend?
-Can you say 3 qualities of a friend?
Unit 8
Speaking: Describing people

1) Try to describe girl from above using with words from the table
2) Describe a famouse person and your group-mates should find
who is that person
 Arithmetic
Integers
0 zero 10 ten 20 twenty
1 one 11 eleven 30 thirty
2 two 12 twelve 40 forty
3 three 13 thirteen 50 fifty
4 four 14 fourteen 60 sixty
5 five 15 fifteen 70 seventy
6 six 16 sixteen 80 eighty
7 seven 17 seventeen 90 ninety
8 eight 18 eighteen 100 one hundred
9 nine 19 nineteen 1000 one thousand

−245 minus two hundred and forty-five

22 731 twenty-two thousand seven hundred and thirty-one
1 000 000 one million
56 000 000 fifty-six million
1 000 000 000 one billion [US usage, now universal]
7 000 000 000 seven billion [US usage, now universal]
1 000 000 000 000 one trillion [US usage, now universal]
3 000 000 000 000 three trillion [US usage, now universal]

Fractions [= Rational Numbers]

 1/2 — a half, one half.

 1/3 — a third, one third.
 1/4 — a quarter, one fourth.
 1/5 — one fifth.
 1/6 — one sixth.
 2/3 — two thirds.
 3/4 — three fourths.
 1/8 — one eighth.
 1/10 — a tenth.
 1/100 — a hundredth.
 1¼ — one and a quarter.
 1½ — one and a half.
 1¾ — one and three quarters

Real Numbers
 −0.067 minus nought point zero six seven
81.59 eighty-one point five nine
−2.3 ·10 6
minus two point three times ten to the six
[= −2 300 000 minus two million three hundred thousand]
4 · 10−3
four times ten to the minus three
[= 0.004 = 4/1000 four thousandths]
π [= 3.14159 . . .] pi [pronounced as ‘pie’]
e [= 2.71828 . . .] e [base of the natural logarithm]

Complex Numbers
I i
3 + 4i three plus four i
1 − 2i one minus two i
1 − 2i = 1 + 2i the complex conjugate of one minus two i equals one plus two i

The real part and the imaginary part of 3 + 4i are equal, respectively, to 3 and 4.

Basic arithmetic operations

Addition: 3 + 5 = 8 three plus five equals [= is equal to] eight
Subtraction: 3 − 5 = −2 three minus five equals [= . . . ] minus two
Multiplication: 3 · 5 = 15 three times five equals [= . . . ] fifteen
Division: 3/5 = 0.6 three divided by five equals [= . . . ] zero point six

(2 − 3) · 6 + 1 = −5 two minus three in brackets times six plus one equals minus five
1−3
= −1/3 one minus three over two plus four equals minus one third
2+ 4
4! [= 1 · 2 · 3 · 4] four factorial

Exponentiation, Roots
5
2
[= 5 · 5 = 25] five squared
53 [= 5 · 5 · 5 = 125] five cubed
5
4
[= 5 · 5 · 5 · 5 = 625] five to the (power of) four
5
−1
[= 1/5 = 0.2] five to the minus one
5
−2
[= 1/5 √2 = 0.04] five to the minus two
√3 [= 1.73205 . . .] the square root of three
√3 64 [= 4] the cube root of sixty four
√5 32 [= 2] the fifth root of thirty two

In the complex domain the notation √n a is ambiguous, since any non-zero complex number
has n different n-th roots. For example, √4 −4 has four possible values: ±1 ± i (with all
possible combinations of signs).

Algebra
 Algebraic Expressions
A=a 2
capital a equals small a squared
a=x+y a equals x plus y
b=x−y b equals x minus y
c=x·y·z c equals x times y times z
c = xyz c equals x y z
(x + y)z + xy x plus y in brackets times z plus x y
x + y+z x squared plus y cubed plus z to the (power of) five
2 3 5

x + y=z x to the n plus y to the n equals z to the n

n n n

(x− y )3 m x minus y in brackets to the (power of) three m

x minus y, all to the (power of) three m

2x 3y two to the x times three to the y

ax + bx + c a x squared plus b x plus c
2

Matrices
column colonne
column vector vecteur colonne
determinant d´eterminant
index (pl. indices) indice
matrix matrice
matrix entry (pl. entries) coefficient d’une matrice
m × n matrix [m by n matrix] matrice `a m lignes et n colonnes
multi-index multiindice
row ligne
row vector vecteur ligne
square carr´e
square matrix matrice carr´ee
Inequalities
x > y x is greater than y
x ≥ y x is greater (than) or equal to y
x < y x is smaller than y
x ≤ y x is smaller (than) or equal to y
x > 0 x is positive
x ≥ 0 x is positive or zero; x is non-negative
x < 0 x is negative
x ≤ 0 x is negative or zero
 English tenses

Present simple and present continuous

Present simple tense

Forming:
Positive Negative Question form: Negative The passive
statement: statement: question: voice:
I play, He plays I do not play (I Do you play? Do you not The game is
don't play), He Does he play? play? (Don't you played. The
does not play play?) Does he letters are
(He doesn't play) not play? written. (See
(Doesn't he more at Active
play?) and passive
voice.)

Spelling

We only use -s ending (plays) in the third person singular.

We add -es to the verbs that end in ss, sh, ch, x and o: misses, finishes, watches, mixes, goes.

If the verb ends in a consonant and -y, we change -y into -i and use the -es ending: carry -
carries, try - tries.

But: play - plays, because this verb ends with a vowel and -y.

The auxiliary verb do is not used to make questions and negative statements with modal
verbs and the verb to be.
Are you a student? Is he in London? I am not at home. He is not happy. Can you sing?
Must I come? I cannot swim. He mustn't stay.

If the wh- pronoun introducing the question (who, which) is the subject of the question,
we do not use the auxiliary verb do. Compare the following sentences.

Who knows you? (who is the subject)

Which cars belong to you? (which cars is the subject)

But: Who do you know? (who is the object)

The negative question normally expresses a surprise.

Doesn't he work?
Present continuous tense

Forming:
Positive statement: Negative statement: Question: Negative question:
I am playing, You are I am not playing (I'm Are you playing? Is Are you not playing?
playing, He is not playing), You are he playing? (Aren't you playing?)
playing not playing (You Is he not playing?
aren't playing), He is (Isn't he playing?)
not playing (He isn't
playing)

The present continuous tense is formed with the verb to be and the present participle (-
ing ending).
The negative question normally expresses a surprise: Isn't he working?

Use The present continuous tense is used:

1. If we want to say that something is happening at the time of speaking. We often use it
with time expressions such as now or at the moment.

I am doing housework at the moment.

You aren't listening to me now!

Look at him! What is he doing?

2. For temporary activities that are true now, but maybe not happening at the time of
speaking. Time expressions such as today, this week or these days are typical of this
use.

I am in London. I am learning English here.

She can't go out today. She is preparing for an exam.

You can't meet him this week. He is working in Bath.

3. For planned future arrangements. The time of the action must be given in the
sentence (soon, tomorrow, on Monday, next week), otherwise it is not clear that we talk
about future.

I am coming soon.

We are leaving on Monday.

She is starting next week.

4. With always to express the idea that something happens too often and it annoys the
speaker.

I am always forgetting my keys.

He is always smoking in the living room!

We do not normally use in the continuous the following groups of verbs (so called state
verbs):

1. Of senses: feel, hear, see, smell, taste. On the other hand, look, watch or listen are
action verbs and can be used in the continuous:

I can hear you. - I am listening to you.

Can you see the bird? - Are you looking at the bird?

2. Of liking and disliking: like, love, hate, fear, detest, want, wish...

I like animals.

I hate snakes.

3. Of mental states: agree, believe, forget, know, remember, suppose, think...

I agree with you.

I suppose you are right.

4. Of permanent states: be, have, belong, contain, owe, own, possess...

This pen belongs to me.

I have a new pet.

5. Of appearance: seem, appear, look, sound...

It seems that it will rain.

Your new haircut looks really good.

If some of these verbs are used in the present continuous, they have a different meaning. In
such a case they become action verbs.

I think he is my best friend. (mental state) - I'm thinking of giving him a present. (mental
activitiy)

Past simple
Form - regular verbs

Positive statement: Negative statement: Question: Neg. question:

I watched, He I did not watch (I Did you watch? Did you not watch?
watched didn't watch), He did (Didn't you watch?)
not watch (He didn't
watch)

It is formed by -ed ending. It is the same for all persons, singular and plural.

Spelling

We add -d (not -ed) to the verbs that end with -e: like - liked

If the verb ends with a consonant and -y, we change -y into -i: carry - carried, try - tried.

But: play - played, because this verb ends with a vowel and -y.

If the verb has only one syllable and ends with a vowel and a consonant, we double the
consonant

to keep the same pronunciation: stop - stopped. The same rule applies to the verbs that end
with -

l: travel - travelled.

Form - irregular verbs

All the irregular verbs have different forms: go - went, buy - bought, cut - cut etc.

The question and negative are made in the same way: I went - Did you go? No, I did not
go.

Notes

We do not use the auxiliary verb did with the verb to be and modal verbs.

Were you a student? Was he in London? I was not at home. He was not happy.

The auxiliary verb did is not used in questions beginning with wh- pronouns (who, which) in
case that the pronoun is the subject of the question.

Who met you? (who is the subject)

But: Who did you meet? Which train did you miss? (who and which train are the
objects)
The negative question normally shows a surprise.

Didn't you know it?

Past continuous
Forming:

Positive statement: Negative statement: Question: Neg. question:

I was watching, You I was not watching (I Were you watching? Were you not
were watching wasn't watching), Was he watching? watching? (Weren't
You were not you watching?) Was
watching (You he not watching?
weren't (Wasn't
watching) he watching?)

The past continuous tense is formed with the past tense of the verb to be and the
present participle (-ing form).
Use:

We use the continuous tense for actions or situations in the past that were not
completed.
From 10 to 12 I was washing my car. I was in the garage.
(I did not finish my work. It was in progress. I started before 10 and finished after 12.)
The sun was setting. The beach was changing its colours.
(The sun was still in the sky when I was watching it.)
Compare this sentence with the past simple, which is used for completed activities:
From 10 to 12 I washed my car.
(I finished my work. I started at 10 and finished at 12.)
Finally, the sun set. It was dark and we did not see the beach anymore.
(The sun completely disappeared.)
We use it for continuous, uninterrupted activities. If the action is interrupted
(something is done in more intervals or we did more things one after another), we must
use the past simple.
Tom was watching TV on Sunday.
Tom watched TV in the morning and in the evening.
Yesterday I was working in the garden.
The past continuous tense is typically used:
1. Combined with the past simple tense to describe the idea that the action in the past
continuous started
before the action in the past simple and continued after it.
When she saw me, I was looking at the trees.
(These two activities happened at the same time. I was looking at the trees for some time and
she saw me in the middle of it.)
Compare with the past simple:
When she saw me, I looked at the trees.
(These two activities happened one after another. First she saw me and then I looked at the
trees.)
2. With a point in time to express an action that started before that time and continued
after it.
At 8 o'clock Jane was having a bath.
(At 8 o'clock she was in the middle of the activity. She did not finish it.)
Compare with the simple tense:
At 8 o'clock Jane had a bath.
(She started the activity at 8 o'clock and finished it.)
3. To describe a situation, while the past simple is used to tell a story.
The sun was shining. Jack and Jill were lying on the beach. Jack was reading a book and Jill
was sleeping.
All of a sudden, Jack raised his head. Jill woke up. Something happened.
4. For incomplete activities in contrast with the past simple, which is used for
completed activities.
I was reading a book yesterday. And today I am going to continue.
I read the book yesterday. I can lend it to you now.
5. The past continuous can be used instead of the simple to show a more casual action:
I was talking to my neighbour yesterday. We had a nice chat.
(I did not do it on purpose. We just met in the street.)
I talked to my neighbour yesterday. And he promised to help me.
(I did it on purpose. I needed to ask him for help.)

References:
 34.Dictionary.com: This site isn’t just for looking up words, although it’s quite useful in
that function. Dictionary.com also offers a word of the day, games, quotes, translation,
and much more.
35.Thesaurus.com: Like Dictionary.com, Thesaurus.com goes beyond simple reference,
bringing inspiration and fun in the form of synonyms, fun word facts, and even search
trends.
36.Common Errors in English Usage: Read Paul Brian’s Common Errors in English
Usage on this website, and even get links to the book’s blog, calendar, and entry-a-day
Facebook page.
37.Play & Learn English: Through the Early Childhood Education Network’s Play &
Learn English resource, you can share letters, print, shapes, writing, and other relevant
images for learning the English language.
38.Idiom Site: With the help of this site, English language learners can make sense of
common idioms.
39.Fonetiks: Direct students to this incredibly useful pronunciation guide with instant
sound and samples by native speakers.

Listen and Watch :

Unit 3: Weather in English

https://www.youtube.com/watch?v=tfAB4BXSHOA

Unit 4: Living and nonliving things

https://www.youtube.com/watch?v=cPiNTkCmmv0