Table of Contents

Chapter 1: Technology and Society

• Text 1: Technology and Communication
• Text 2: Social Media and Its Impact
• Lesson 1: Vocabulary and Grammar
• Lesson 2: Comprehension and Speaking

Chapter 2: Education and Learning

• Text 1: Online Learning Platforms
• Text 2: The Future of Education
• Lesson 1: Vocabulary Development
• Lesson 2: Writing and Discussion

Chapter 3: Environment and Sustainability

• Text 1: Climate Change Challenges
• Text 2: Green Solutions
• Lesson 1: Reading Skills
• Lesson 2: Presentation Practice

Chapter 4: Work and Lifestyle

• Text 1: Remote Working
• Text 2: Work-Life Balance
• Lesson 1: Role Play
• Lesson 2: Grammar in Use

Chapter 5: Culture and Identity

• Text 1: Language and Culture
• Text 2: Cultural Exchange
• Lesson 1: Listening Practice
• Lesson 2: Speaking Exercises

Chapter 6: Health and Wellness

• Text 1: Healthy Habits
• Text 2: Mental Health Awareness
• Lesson 1: Reading and Speaking
• Lesson 2: Group Discussion

Chapter 7: Travel and Tourism

• Text 1: Tourist Attractions
• Text 2: Cultural Etiquette
 • Lesson 1: Descriptive Writing
• Lesson 2: Role Play

Chapter 8: Science and Innovation

• Text 1: AI in Daily Life
• Text 2: Future Technologies
• Lesson 1: Vocabulary in Context
• Lesson 2: Debate Practice

Chapter 9: Art and Creativity

• Text 1: The World of Art
• Text 2: Music and Expression
• Lesson 1: Listening and Interpretation
• Lesson 2: Creating a Project

Chapter 10: Media and Communication

• Text 1: Fake News
• Text 2: Media Influence
• Lesson 1: Discussion and Analysis
• Lesson 2: Grammar Practice

Chapter 11: Nature and Wildlife

• Text 1: Endangered Animals
• Text 2: Forest Protection
• Lesson 1: Report Writing
• Lesson 2: Visual Presentation

Chapter 12: Finance and Economy

• Text 1: Personal Finance
• Text 2: Global Economy
• Lesson 1: Vocabulary Building
• Lesson 2: Case Study

Chapter 13: Ethics and Society

• Text 1: Social Justice
• Text 2: Ethical Dilemmas
• Lesson 1: Debate and Dialogue
• Lesson 2: Grammar and Style

Chapter 14: Communication Skills

 • Text 1: Effective Speaking
• Text 2: Writing Emails
• Lesson 1: Practical Skills
• Lesson 2: Simulations

Chapter 15: The Future World

• Text 1: Life in 2050
• Text 2: Space Exploration
• Lesson 1: Visionary Thinking
• Lesson 2: Project Development
chapter 1
 TEXT
2. Technology and Communication
The advent of modern technology has revolutionized communication, enabling rapid, seamless
interactions across vast distances. From emails and instant messaging to video conferencing and social
media platforms, technology has redefined how we connect with others and share information.

While these advancements have made communication more efficient, they have also introduced
challenges. The immediacy of digital communication often comes at the expense of depth, with quick
text exchanges replacing meaningful face-to-face conversations. Social media, though a powerful tool
for staying connected, can sometimes foster superficial relationships and contribute to feelings of
isolation or inadequacy.

Nevertheless, when used mindfully, technology can enhance relationships and productivity. Striking a
balance between online and offline interactions is crucial to maintaining both personal connections
and mental well-being. Allocating time for in-person conversations and setting boundaries for screen
use are simple yet effective strategies.

1. How has modern technology changed the ways people

communicate?
2. What communication methods are mentioned in the text?
3. What are two benefits of technology in the field of
communication?
4. What challenges has technology introduced to human
communication?
5. How can the use of social media affect personal relationships?
6. Why is achieving a balance between digital and personal
communication important?
7. What strategies does the text suggest for maintaining healthy
communication?
8. How can technology be used to enhance productivity and
relationships?
Mastering the Present: Simple, Continuous,
and Perfect Tenses

Mastering Present Tenses

Present
Present Simple
Continuous

Present Perfect

1. Present Simple Tense

The Present Simple is used to talk about actions or situations that are regular, factual, or
permanent.

When to Use It:

• Habits or routines: This tense describes things you do regularly. For example: “I drink
coffee every morning.”
• Facts or general truths: It is used to state something that is always true. For example:
“The Earth orbits the Sun.”
• Schedules or timetables: Use this tense for events that are fixed or programmed. For
example: “The bus leaves at 8:00 a.m.”
Key Words:

• Always, usually, often, sometimes, never.

For example: “She always wakes up early.”

2. Present Continuous Tense

The Present Continuous describes actions that are happening right now or temporary
situations.

When to Use It:

• Actions happening now: If something is happening at this very moment, this is the
correct tense.
For example: “I am reading a book now.”

• Temporary actions: It’s also used for things that are not permanent.
For example: “She is staying with her friend this week.”

• Future plans: It can indicate something you have already arranged to do in the future.
For example: “We are meeting them tomorrow.”
Key Words:

• Now, at the moment, currently, this week, today.

For example: “They are working on a project now.”

3. Present Perfect Tense

The Present Perfect connects the past to the present. It describes actions that happened at an
unspecified time in the past or actions that continue up to now.

When to Use It:

• Unspecified past actions: Use it to talk about something that happened, but the exact
time isn’t important.
For example: “I have visited France before.”

• Actions continuing to the present: This is for something that started in the past and is
still true now.
For example: “He has lived in this city for five years.”

• Life experiences: This tense is commonly used to talk about experiences.

For example: “She has traveled to many countries.”

Key Words:

• Already, yet, ever, never, for, since.

For example: “I have already finished my homework.”
Difference Between the Tenses

• Present Simple is for permanent actions or regular routines.

For example: “I walk to school every day.”

• Present Continuous is for temporary or ongoing actions.

For example: “I am walking to school right now.”

• Present Perfect is for actions that link the past to the present. For example: “I have
walked to school many times.”

Understanding English Present Tenses

Present Perfect Present Simple

Used for
Links past actions permanent
actions or regular
to the present
routines

Present
Continuous
Used for
temporary or
ongoing actions
Exercises for Mastering the Present: Simple,
Continuous, and Perfect Tenses
1. Fill in the blanks using the Present Simple tense:

1. He ______ (wake) up at 6:00 a.m. every day.

2. The Earth ______ (orbit) the Sun.
3. We ______ (not go) to school on weekends.
4. ______ she ______ (play) football after school?
5. They always ______ (eat) breakfast together.

2. Fill in the blanks using the Present Continuous tense:

1.I ______ (study) for my exams right now.
2. She ______ (read) a book at the moment.
3. We ______ (not watch) TV now because we’re busy.
4. ______ they ______ (play) in the garden now?
5. The kids ______ (learn) how to swim this summer.

3. Fill in the blanks using the Present Perfect tense:

1. He ______ (visit) three countries this year.
2. They ______ (not finish) their homework yet.
3. ______ you ever ______ (try) sushi?
4. She ______ (live) in this city since 2010.
5.I ______ (already see) this movie before.

4. Choose the correct form of the verb:

1.I ______ (drink / am drinking) coffee every morning.
2. She ______ (has worked / is working) in this company for five years.
3. They ______ (are playing / play) football right now.
4. He ______ (have finished / finishes) his homework every evening.
5. We ______ (visit / are visiting) our grandparents this weekend.

5. Rewrite the sentences in negative form:

1. She speaks French fluently.
2. They are watching a movie.
3. He has written a letter.
4. I read books every night.
5. We are learning English grammar.

6. Form questions based on the words in brackets:

1. ______ (he / like) pizza?
2. ______ (you / study) for your exams now?
3. ______ (she / visit) Morocco before?
4. ______ (they / work) on the project this week?
5. ______ (you / play) football every weekend?

7. Fill in the blanks using appropriate keywords (already, yet, now, always,
since):
1.I have ______ finished my homework.
2. He is playing video games ______.
3. They have lived in this house ______ 2015.
4. She ______ goes to the park in the morning.
5. Have you eaten lunch ______?

8. Identify the tense used in each sentence:

1. They are reading a book.
2.I have seen this movie before.
3. She walks to school every day.
 4. He is traveling to Spain tomorrow.
5. We have lived in this city for ten years.

9. Choose the correct answer to complete the sentence:

1. She ______ (writes / is writing / has written) an email now.
2.I ______ (go / am going / have gone) to the gym every weekend.
3. They ______ (watch / are watching / have watched) TV every night.
4. He ______ (is working / works / has worked) at this company for two years.
5. We ______ (are having / have / have had) dinner right now.

1. Fill in the Blanks (15 sentences)

Complete the sentences with the correct form of the verb in brackets (Present Simple,
Present Continuous, or Present Perfect).

1. She ________ (speak) three languages fluently.

2. Right now, the children ________ (watch) their favorite cartoon.
3. I ________ (never/try) sushi before.
4. He usually ________ (walk) to school, but today he ________ (take) the
bus.
5.
6. My mom ________ (cook) dinner every evening.
7. They ________ (build) a new shopping mall in our area this year.
8. The baby ________ (not/sleep) well lately.
9. We ________ (already/finish) our homework.
10. Sarah ________ (visit) her grandparents every weekend.
11. Look! It ________ (rain) outside.
12. I ________ (not/understand) this math problem. Can you help?
13. He ________ (read) this book twice before.
14. Why ________ you ________ (cry)? What happened?
15. My dad ________ (work) in this company for 10 years.
The dog ________ (always/bark) at the mailman!
2. Choose the Correct Option (15 sentences)
Choose the correct verb form to complete the sentence.

1. 2.She ________ (writes / is writing / has written) an email right now.

Saturday.We ________ (play / are playing / have played) football every
3.
He ________ (has never visited / never visits / is never visiting) the
zoo before.
4. I ________ (am working / work / have worked) on my homework at the
moment.
5. This restaurant ________ (serves / is serving / has served) delicious
pasta.
6. They ________ (always forget / are always forgetting / have always
forgotten) their keys!
7. week.We ________ (are learning / learn / have learned) about tenses this
8. food.
9. 10. forShe ________ (does not like / is not liking / has not liked) spicy
hours.
11. 12. He ________ (has lived / is living / lives) in this house since 2005.
My friends ________ (play / are playing / have played) video games

Why ________ (do you cry / are you crying / have you cried)?
I ________ (never drink / am never drinking / have never drunk)
coffee in the morning.
13. 14.Look! The train ________ (comes / is coming / has come).
project yet.He ________ (not/finish / is not finishing / has not finished) his
15. years
now. She ________ (teaches / is teaching / has taught) us English for two

3. Rewrite the Sentences (10 sentences)

Rewrite the sentences in the indicated tense.

1. (Present Simple): He is working on a new painting.

➡ Rewrite in Present Perfect: ________________________

2. (Present Continuous): I study English every day.
➡ Rewrite in Present Continuous: ________________________
3. (Present Perfect): She teaches English at a local school.
➡ Rewrite in Present Simple: ________________________
4. (Present Continuous): They play football on Sundays.
➡ Rewrite in Present Continuous: ________________________
5. (Present Simple): We have already visited this museum.
➡ Rewrite in Present Perfect: ________________________
6. (Present Perfect): He is walking to the park now.
➡ Rewrite in Present Simple: ________________________
7. (Present Simple): The kids are playing in the garden.
➡ Rewrite in Present Continuous: ________________________
8. (Present Perfect): She drinks coffee every morning.
➡ Rewrite in Present Perfect: ________________________
9. (Present Continuous): I cook dinner for my family every day.
➡ Rewrite in Present Simple: ________________________
10. (Present Simple): We have never traveled to Paris.
➡
Rewrite in Present Perfect: ________________________
4. Error Correction (10 sentences)
Each sentence below contains an error. Identify and correct it.

1. She have been to the market twice this week.

2. The dog bark loudly every night.
3. I am knowing her for a long time.
4. They has eaten breakfast already.
5. The children is playing with their toys now.
6. He do not like coffee at all.
7. We are always forget our homework.
8. She never drinks coffee yesterday.
9. I has finished my project.
10.
The train leaves right now.

5. Writing Practice (2 tasks)

1.Write a short paragraph about your daily routine using Present Simple.
2.Write a short paragraph about something you are doing these days and
something you have recently done, using Present Continuous and Present Perfect.
 TEXT
The Importance of Recycling
Recycling is an essential practice in today’s world, helping to reduce
waste and protect the environment. By reusing materials like paper,
plastic, glass, and metal, we can save natural resources and lower
pollution. Many countries have established recycling systems, making it
easier for people to separate their trash and contribute to a cleaner
planet.
However, not everyone recycles regularly. Some people are not aware
of how to do it properly, while others believe it takes too much time.
Education and public awareness campaigns can play a major role in
encouraging more people to recycle.
If more individuals make recycling a habit, we can reduce the amount
of garbage that ends up in landfills and oceans. It’s a small action that
can have a big impact on our future.

QUESTIONS
1. What is the main purpose of recycling?
2. Name four materials that can be recycled.
3. How does recycling help the environment?
4. Why do some people avoid recycling?
5. What role does education play in recycling?
6. What are landfills?
7. How can recycling reduce ocean pollution?
8. What makes recycling easier in some countries?
9. Do people need special equipment to recycle?
10. Why is recycling considered a small action with a big effect?
Time in Action: Past Simple vs. Past
Continuous Explained

Understanding Past Tenses

Past Simple Past Examples Common

Tense Continuous Mistakes
Tense

---

1. Past Simple Tense

Definition:
The Past Simple is used to talk about actions or events that were completed in the past.

Form:
Subject + Verb (past form) + Object
 Identifiez le
sujet

Verbe
conjugué au
passé

Objet
concerné

•For regular verbs: Add -ed to the base verb (e.g., play
•For irregular verbs: Use the specific past tense form (e.g., go
→ played).
→ went).
Examples:
•I watched a movie last night.
• She went to the market yesterday.
• They finished their homework before dinner.

Keywords:
• Yesterday, last week, last year, two days ago, in 1990, etc.

---

2. Past Continuous Tense

Definition:
The Past Continuous is used to talk about ongoing actions that were happening at a specific
time in the past or were interrupted by another action.

Form:
Subject + was/were + Verb (-ing) + Object
 Identify
Subject

Select
Auxiliary
Verb

Choose Verb
Ending in -
ing

Identify
Object

Complete
Sentence

• Was is used with singular subjects (I, he, she, it).

• Were is used with plural subjects (we, you, they).

Examples:
•I was reading a book at 8:00 p.m.
• She was cooking dinner when the phone rang.
• They were playing football while it was raining.

Keywords:
• While, when, at that moment, at 7 p.m., during, etc.

---

3. Comparing Past Simple and Past Continuous

1. Actions at a specific time in the past:
• Past Simple: The action started and finished in the past.

• Example: I ate dinner at 7 p.m.

• Past Continuous: The action was ongoing at that time.

• Example: I was eating dinner at 7 p.m.

 2. Interrupted actions:
• Past Simple: The action that interrupted another action.
• Past Continuous: The ongoing action that was interrupted.

• Example: I was reading a book when the phone rang.

3. Parallel actions:
• Use the Past Continuous for two actions happening at the same time.

• Example: She was singing while he was playing the guitar.

4. Sequence of actions:
• Use the Past Simple for actions that happened one after another.

• Example: He woke up, brushed his teeth, and went to work.

Specific Actions Interrupted Actions

Past Simple Past Simple

Past Continuous Past Continuous
Past Tense
Usage
Sequence of Actions Parallel Actions

Past Simple Past Continuous

---

4. Common Mistakes to Avoid

1. Mixing up Past Simple and Past Continuous:

•❌ I was watched a movie yesterday.
• ✅ Iwatched a movie yesterday.

2. Using the wrong auxiliary verb:

•❌ They was playing football.

• ✅ Theywere playing football.

3. Forgetting the -ing form in the Past Continuous:

•❌ I was play basketball when it started raining.

• ✅ Iwas playing basketball when it started raining.

---

5. Examples in Context
Example 1:
 • At 8 p.m. last night, I was watching TV. (Ongoing action)
• Suddenly, the power went out. (Completed action that interrupted)

Example 2:
• While they were walking in the park, they saw a beautiful sunset.
• After that, they sat down and talked for hours.

Example 3:
•I was studying for my exam when my friend called me.

---

6. Summary
• Use the Past Simple for completed actions or a sequence of events in the past.
• Use the Past Continuous for ongoing actions, interrupted actions, or two actions
happening at the same time.

Key Question to Decide:

• Did the action have a clear end? Use Past Simple.
• Was the action ongoing? Use Past Continuous.
Exercises for Past Simple vs. Past
Continuous
1. Fill in the blanks with the correct tense (Past Simple or Past
Continuous):
1.I ______ (walk) to school when it ______ (start) raining.
2. While she ______ (cook), the phone ______ (ring).
3. They ______ (play) football when they ______ (see) a dog running across the field.
4. He ______ (study) all night and ______ (fall) asleep at 3 a.m.
5. While we ______ (watch) TV, the lights suddenly ______ (go) out.

2. Rewrite the sentences with the correct tense:

1. She (read) a book when I (call) her.
2. While the kids (play) outside, it suddenly (begin) to snow.
3.I (not hear) the alarm because I (sleep).
4. They (work) in the garden when we (arrive).
5. While he (talk) to the teacher, the bell (ring).

3. Match the sentences:

A (Past Continuous - ongoing
actio1n.)I was writing an email.
2. She was cleaning the house.
3. They were hiking in the mountains.
B (Past Simple - interrupting action)a. when I spilled coffee on my keyboard.b. when the
guests arrived.c. when it started to rain heavily.

4. Correct the mistakes:

1. He was walk to school when he saw an accident.
2. They watched TV while they were eating dinner.
3.I was listen to music when my friend called me.
4. She was washing the dishes when she was hear a noise.
5. While they were playing football, it was rain.

5. Choose the correct tense:

1. When I ______ (was entering / entered) the room, everyone ______ (was talking /
talked).
2. She ______ (wrote / was writing) her essay while her brother ______ (played / was
playing) video games.
3. We ______ (saw / were seeing) a shooting star while we ______ (were walking /
walked) home.
4. He ______ (was watching / watched) TV when the power ______ (went / was
going) out.
5. The teacher ______ (was explaining / explained) the lesson when a student ______
(asked / was asking) a question.

6. Write your own sentences:

1. Write a sentence using Past Continuous and when.
2. Write a sentence using Past Simple and while.
3. Write a sentence with two simultaneous actions using Past Continuous.

7. Put the words in the correct order:

1. playing / she / the piano / was / when / knocked / someone / the door.
2. saw / the bird / he / while / flying / walking / was.
3. arrived / we / while / raining / was / it.
4. were / watching / they / TV / when / the phone / rang.
5. cooking / was / I / when / the lights / went / out.
 8. Identify the tense in each sentence:
1.I was reading a book when my friend called.
2. They played football after school yesterday. 3.
While I was walking in the park, I saw a squirrel.
4. She was singing a song when the doorbell
rang. 5. He worked on his project all night.

9. Fill in the blanks using appropriate keywords (while, when, at that

moment):
1.I was doing my homework ______ the power went out.
2. She called me ______ I was driving home.
3. They were swimming in the pool ______ it started raining.
4. ______ I was working, my friend brought me coffee.
5. The baby woke up ______ I was reading a book.

10. Complete the dialogue:

A: What ______ (you / do) yesterday evening?B: I ______ (watch) a movie.A: ______ (it /
be) good?B: Yes, but while I ______ (watch) it, my phone ______ (ring).

1. Fill in the Blanks (20 sentences)

Complete the sentences with the correct form of the verb (Past Simple or Past Continuous).

1. 2.I ________ (watch) TV when the phone ________ (ring).

games. 3.She ________ (read) a book while her brother ________ (play) video
4. 5.
(arrive). They ________ (walk) to school when it ________ (start) raining.
6. He ________ (fall) asleep while he ________ (study).
phones. The children ________ (play) in the park when their parents ________
7. down).
8. 9. 10.
We ________ (not/see) the car because we ________ (look) at our
someone.
11.
I ________ (write) an email when the computer ________ (suddenly/shut

While we ________ (have) dinner, the lights ________ (go) out.

What ________ you ________ (do) when the earthquake ________ (happen)?
She ________ (not/notice) the mistake because she ________ (talk) to

He ________ (run) to catch the bus when he ________ (trip) and

________ (fall).
12. While they ________ (wait) for the train, they ________ (meet) an old
friend.
13. I ________ (hear) a strange noise while I ________ (sleep).
14. The teacher ________ (ask) a question while the students ________
(still/write) their notes.
15. While he ________ (drive) home, he ________ (see) an accident.
16. They ________ (not/pay) attention while the teacher ________
(explain) the lesson.
17. She ________ (cry) because she ________ (lose) her wallet.
18. I ________ (run) when I ________ (step) on a sharp rock.
19. While the chef ________ (cook), the fire alarm ________ (go) off.
20. The dog ________ (bark) loudly while we ________ (try) to sleep.
 2. Choose the Correct Option (15 sentences)
Choose the correct form of the verb to complete the sentences.

1. While I ________ (was walking / walked) to school, I ________ (met /

was meeting) an old friend.
2. He ________ (played / was playing) football when it ________ (started
/ was starting) to rain.
3. They ________ (studied / were studying) when the power ________ (went
off / was going off).
4. She ________ (cleaned / was cleaning) the house while her sister
________ (watched / was watching) TV.
5. I ________ (heard / was hearing) a loud noise while I ________ (slept
/ was sleeping).
6. We ________ (talked / were talking) about the project when the teacher
________ (entered / was entering) the room.
7. While I ________ (waited / was waiting) for the bus, it suddenly
________ (arrived / was arriving).
8. He ________ (dropped / was dropping) the glass while he ________
(carried / was carrying) it.
9. They ________ (ran / were running) to catch the train when the doors
________ (closed / were closing).
10. The kids ________ (played / were playing) outside when it ________
(started / was starting) to rain.
11. I ________ (finished / was finishing) the exam while the others
________ (still/wrote / were still writing).
12. While the dog ________ (barked / was barking), the baby ________
(woke up / was waking up).
13. She ________ (bought / was buying) groceries while I ________ (waited
/ was waiting) in the car.
14. He ________ (read / was reading) a book when I ________ (called / was
calling) him.
15. While they ________ (discussed / were discussing) the plan, the
manager ________ (entered / was entering) the room.

3. Error Correction (10 sentences)

Each sentence below contains an error. Identify and correct it.

1. While I was read a book, my phone rang.

2. He was watch TV when the lights went out.
3. The teacher asked a question while we was writing our notes.
4. I didn’t see the car because I looked at my phone.
5. They was running in the park when it started to rain.
6. While we eat dinner, the doorbell rang.
7. She fell while she run in the race.
8. While he drove to work, he was listening to music.
9. I didn’t hear the alarm because I was sleep.
10. The kids was played in the garden when it started raining.

4. Writing Practice (2 tasks)

1. Write a short paragraph (5-7 sentences) about something that happened

to you recently. Use both Past Simple and Past Continuous to describe the main
actions and the background.
2. Write a story about what you were doing yesterday evening. Include
examples of Past Simple and Past Continuous to show different events and actions
happening simultaneously.
chapter 2
 TEXT
Learning a New Language
Learning a new language is a rewarding experience that can open
doors to different cultures and opportunities. Whether for travel,
work, or personal growth, knowing more than one language helps
people communicate with others around the world.
It also improves memory and problem-solving skills. However, it
requires time, patience, and consistent practice. Many learners
face difficulties such as pronunciation or remembering
vocabulary.
Using apps, watching movies, or speaking with native speakers
are effective ways to improve language skills. Even if progress is
slow, practicing every day can make a big difference over time.

QUESTIONS
1. What are some benefits of learning a new language?
2. How does it help with personal growth?
3. In what ways does language learning affect the brain?
4. What is one common difficulty language learners face?
5. How can watching movies help language learners?
6. Why is regular practice important?
7. Name three tools or methods to improve language skills.
8. What kind of skills can improve besides language ability?
9. Why do some learners feel progress is slow?
10. What is the overall message of the text?
 The Future is Here: Understanding Future
Tenses

Understanding Future Tenses

Future
Continuous Future Simple
Depicts an
Expresses a
ongoing action at
decision or
a future time.
prediction about
the future.

Future Perfect Be Going To

Indicates a
Shows an action
planned action or
that will be
completed before intention.
a specific time.

Present
Continuous for
Future
Describes a
scheduled event
in the near future.

1. Future Simple (Will)

Form:

• Positive: Subject + will + base verb

• Negative: Subject + will not (won’t) + base verb
• Question: Will + subject + base verb?
 How to construct a sentence in the
future tense?

Positive Form Negative Form

Construct a positive future Construct a negative future
tense sentence using "will". tense sentence using "won't".

Question Form
Formulate a question in the
future tense using "will".

Uses:

1. Predictions: When talking about things we believe will happen in the future.
•I think it will rain tomorrow.
2. Promises or Offers:
•I will help you with your homework.
3. Spontaneous Decisions: When deciding something at the moment.
•I’ll answer the phone.

2. Be Going To

Form:

• Positive: Subject + be going to + base verb

• Negative: Subject + be not going to + base verb
• Question: Is/Are + subject + going to + base verb?
 How to construct sentences using "be going to"?

Negative
Positive Construction Question
Construction Construction
Used to indicate what
will not happen in the Used to inquire about
Used to express future.
intention or certainty future intentions.
about the future.

Uses:

1. Plans or Intentions: When you have already decided to do something.

• I’m going to visit Paris next summer.
2. Predictions with Evidence: When there are clear signs of something happening.
• Look at those clouds! It’s going to rain.

3. Present Continuous for Future

Form:

• Positive: Subject + be + verb(+ing)

• Negative: Subject + be not + verb(+ing)
• Question: Is/Are + subject + verb(+ing)?
 Start:
Subject

Positive Negative Question

Form Form Form

Be + Be Not + Is/Are +
Verb(+ing) Verb(+ing) Verb(+ing)

Uses:

1. Definite Arrangements: Future events that have been planned with a time reference.

• I’m meeting Sarah at 5 PM tomorrow.

4. Future Perfect

Form:

• Positive: Subject + will have + past participle

• Negative: Subject + will not have + past participle
• Question: Will + subject + have + past participle?
 Future Perfect Tense Forms

Question Form Positive Form

Inquires about a Indicates a
completed action completed action
in the future. in the future with
affirmation.

Negative Form
Indicates a
completed action
in the future with
negation.

Uses:

1. Actions completed before a specific time in the future:

• By next week, I will have finished my project.

5. Future Continuous

Form:

• Positive: Subject + will be + verb(+ing)

• Negative: Subject + will not be + verb(+ing)
• Question: Will + subject + be + verb(+ing)?
 Yes
Identify Will be +
Is it positive?
Subject verb(+ing)
No
Yes
Is it Will not be +
negative? verb(+ing)

No
Will +
subject + be
+ verb(+ing)

Uses:

1. Ongoing actions at a specific time in the future:

• At 10 PM tonight, I’ll be watching a movie.

By understanding these future tenses, learners can enhance their ability to communicate
intentions, plans, and predictions effectively.
10 Exercises on Future Tenses

1. Choose the correct form (will / going to):

a. Look at those dark clouds! It ___ (rain) soon.b. I’m sure you ___ (pass) the exam; you
studied hard.c. We ___ (visit) our grandparents next weekend; we already made plans.

2. Complete the sentences using the Future Continuous:

a. This time tomorrow, I ___ (fly) to Paris.b. At 8 PM tonight, we ___ (watch) the football
match.c. Don’t call me in the afternoon; I ___ (work).

3. Fill in the blanks with “will have” + the correct verb:

a. By next year, she ___ (finish) her degree.b. By 10 PM, they ___ (leave) the party.c. By the
time you arrive, I ___ (clean) the house.

4. Rewrite the sentences using “be going to”:

a. I decided to start a new job.b. She plans to study abroad next year.c. They want to buy a
new car this summer.

5. Use the Present Continuous for future arrangements:

a. I ___ (meet) Sarah at the café tomorrow.b. We ___ (have) dinner with our friends on
Friday.c. They ___ (travel) to Italy next month.

6. Choose the correct future tense (will / going to / Present

Continuous):

a. I ___ (take) my driving test next week; I’ve already booked it.b. Don’t worry; I ___ (help)
you with your homework.c. She ___ (start) university in September.

7. Correct the mistakes in the following sentences:

a. I will visiting my cousin tomorrow.b. By next week, we will have finish the project.c. He
going to buy a new phone soon.

8. Match the sentences with the correct future tense:

a. At 7 PM tomorrow, I’ll be having dinner. (Future Continuous)b. I think I will get a promotion
next month. (Future Simple)c. By 2026, they will have built the new bridge. (Future Perfect)
 9. Write your own sentences:

a. A prediction about the weather using “will.”b. A plan for next weekend using “be going to.”
c. An arrangement with a friend using the Present Continuous.

10. Answer the questions in the correct future tense:

a. What are you doing tomorrow evening?b. Will you travel next summer?c. When will you
have completed your studies?

Exercise 1: Fill in the blanks with “will” or “going to”.

1. Look at those clouds! It _______ (rain) soon.

2. I think technology _______ (improve) significantly in the next decade.
3. They _______ (move) to a new house next month; they’ve already signed
the contract.
4. 5. Be careful! You _______ (drop) the glass.
planned.We _______ (visit) our grandparents this weekend; it’s already

Exercise 2: Choose the correct future tense: “will,” “going to,” or “present continuous”.

1. She _______ (travel) to London next summer; her tickets are booked.
2. I don’t think I _______ (finish) this project by tomorrow.
3. What time _______ (the train/leave) tomorrow?
4. Look at this mess! We _______ (clean) it up right now.
5. He _______ (buy) a new phone next week.

Exercise 3: Correct the mistakes in the sentences below.

1. I will going to start a new job next month.

2. She is meeting her friends tomorrow evening.
3. It’s so cold. I think it going to snow tonight.
4. We will leaving early in the morning.
5. They are not going attend the event next week.

Exercise 4: Write sentences using the correct future tense based on these situations.

1. You see a dark sky and hear thunder.

2. You made a plan to meet a friend tomorrow.
3. You predict that robots will replace many jobs in the future.
4. You notice a car is about to crash into a tree.
Exercise 5: Match the sentences to the correct use of the future tense.

1. I’m going to learn Spanish next year.

2. The plane departs at 9:00 a.m. tomorrow.
3. I’ll help you with your homework if you need me.
4. She is having dinner with her boss tonight.

Uses:a. Scheduled event.b. Plan or intention.c. Offer or promise.d. Fixed arrangement.

Exercise 6: Write a short paragraph about your plans for next weekend.

• Use “going to” for intentions.

• Use “will” for predictions.
• Use the present continuous for fixed arrangements.
 TEXT
4. Traveling Solo
Solo travel is an enriching experience that fosters self-discovery, independence, and
personal growth. It offers the freedom to craft an itinerary tailored entirely to your
preferences, allowing you to immerse yourself fully in destinations without the constraints
of accommodating others' schedules or interests.

Beyond the enjoyment of exploration, solo travel equips individuals with valuable skills.
Navigating unfamiliar environments, overcoming language barriers, and managing
unforeseen challenges enhance adaptability and self-confidence. These experiences
often lead to a deeper understanding of oneself and a broader perspective on the world.

However, solo travelers must prioritize safety. Thorough research of destinations,

including cultural norms and potential risks, is essential. Sharing your travel plans with a
trusted person, maintaining awareness of your surroundings, and securing important
documents can mitigate risks. Despite these considerations, the rewards of solo travel are
immense, offering opportunities for adventure, reflection, and personal transformation.

QUESTIONS
1. What are the main benefits of solo travel?
2. How does solo travel help in building self-confidence?
3. What skills can be gained from traveling alone?
4. How does solo travel contribute to a person’s understanding of
themselves and the world?
5. Why is it important to research travel destinations before going
solo?
6. What safety precautions should be taken when traveling alone?
7. How can solo travel be an adventurous and transformative
experience?
8. Why is it important to share your travel plans with a trusted
person?
Degrees of Comparison: Superlatives and
Comparatives Simplified

Degrees of Comparison Hierarchy

Superlative Degree

Comparative Degree

Positive Degree

1. Positive Degree
The positive degree is the base form of an adjective. It describes a quality without making
any comparisons.

• Example: The car is fast.

2. Comparative Degree
The comparative degree is used to compare two things.

• Form: Add -er to short adjectives or use "more" before long adjectives.
• Structure: Subject + is + comparative adjective + than + object.

Examples:

• Short adjectives: This car is faster than that one.

• Long adjectives: This book is more interesting than the other one.
 How to compare adjectives?

Short Adjectives Long Adjectives

Use for direct, simple Use for more complex
comparisons with one- comparisons involving multi-
syllable adjectives. syllable adjectives.

3. Superlative Degree
The superlative degree indicates that one thing is the most among three or more things.

• Form: Add -est to short adjectives or use "most" before long adjectives.
• Structure: Subject + is the + superlative adjective + (optional: in/of group).

Examples:

• Short adjectives: This is the fastest car in the race.

• Long adjectives: This is the most beautiful place I’ve ever seen.

FINISH

Other cars in the race Fastest car

Rules for Forming Comparatives and Superlatives

 1. Short adjectives (1 syllable):
•Add -er for comparatives and -est for superlatives.Example: tall

→ taller → tallest
2. Adjectives ending in -e:
•Add -r or -st.Example: nice

→ nicer → nicest
3. Adjectives ending in a vowel + consonant:
•Double the consonant before adding -er or -est.Example: big

→ bigger → biggest
4. Long adjectives (2+ syllables):
•Use "more" for comparatives and "most" for superlatives.Example: beautiful

→ more
5. Irregular beautiful → most beautiful
adjectives:
• Some adjectives have unique forms.Examples:

• good
•bad
→ better → best
• far
→ worse → worst
→ farther/further → farthest/furthest

Short Adjectives
Add -er for comparatives and
-est for superlatives
Adjectives Ending in -e
Add -r or -st

How to form
comparative and
superlative Vowel + Consonant
adjectives?
Double the consonant before
adding -er or -est
Long Adjectives
Use "more" for comparatives
and "most"

Key Words to Look For

• Use "than" with comparatives:

She is taller than her brother.
 • Use "the" with superlatives:
He is the smartest student in the class.

Examples in Sentences
1. Comparative:
• This cake is sweeter than that one.
• My car is more expensive than his.

2. Superlative:
• She is the fastest runner on the team.
• This is the most exciting movie of the year.

Choose the appropriate form of comparison for your needs.

Comparative Superlative
Used for relative Used for absolute
comparison comparison
10 Exercises on Degrees of Comparison

1. Complete the sentences with the correct comparative form:

a. This road is ___ (narrow) than the one we took yesterday.b. My house is ___ (big) than my
friend’s house.c. He is ___ (intelligent) than his classmates.

2. Complete the sentences with the correct superlative form:

a. Mount Everest is ___ (high) mountain in the world.b. This is ___ (interesting) book I have
ever read.c. Yesterday was ___ (hot) day of the year.

3. Choose the correct form (comparative or superlative):

a. Sarah is ___ (taller / the tallest) than her sister.b. This is ___ (better / the best) restaurant in
town.c. He runs ___ (faster / the fastest) than his teammates.

4. Rewrite the sentences using the correct degree of comparison:

a. This car is fast. (Compare it to another car)b. This hotel is luxurious. (Say it’s the most
luxurious in the city)c. Apples are sweet. (Compare them to oranges)

5. Fill in the blanks with “more” or “most”:

a. This painting is ___ beautiful than the one in the museum.b. It’s the ___ expensive dress
I’ve ever seen.c. John is ___ hardworking than his colleagues.

6. Correct the mistakes in the sentences:

a. She is the more smart girl in her class.b. This book is interestinger than that one.c. He is the
goodest player on the team.

7. Match the adjectives to their comparative and superlative forms:

• Adjectives: big, happy, bad
• Comparatives: worse, bigger, happier
• Superlatives: happiest, worst, biggest

8. Write sentences using the given words:

a. (beautiful / the most beautiful): The park…b. (cold / colder): Winter…c. (good / better): This
coffee…
 9. Fill in the blanks with the correct adjective form:

a. This exam is ___ (difficult) than the last one.b. It was ___ (good) day of my life.c. These
shoes are ___ (comfortable) than my old ones.

10. Answer the questions using comparatives or superlatives:

a. Which city is ___ (large): Paris or London?b. What is the ___ (beautiful) place you’ve
visited?c. Who is ___ (strong): Superman or Batman?

Exercise 1: Fill in the blanks with the correct form of the adjective (comparative or
superlative).
1. This book is __________ (interesting) than the one I read last week.
2. Mount Everest is the __________ (tall) mountain in the world.
3. My dog is __________ (friendly) than my neighbor’s dog.
4. That was the __________ (bad) movie I have ever seen!
5. She runs __________ (fast) than her brother.

Exercise 2: Rewrite the sentences using the correct degree of comparison.

1. This car is fast. That car is faster. (Rewrite using a superlative)

2. John is tall. Sarah is taller. (Rewrite using a comparative)
3. This is a good cake. (Rewrite using a superlative)
4. Today is cold. Yesterday was colder. (Rewrite using a superlative)
5. My house is big. My friend’s house is bigger. (Rewrite using a

superlative)

Exercise 3: Choose the correct answer.

1. Which is __________ (more beautiful / most beautiful), the beach or

the mountains?
2. She is the __________ (most talented / more talented) singer in the
competition.
3. 4. My bag is __________ (heavier / heaviest) than yours.
season. That was the __________ (more exciting / most exciting) game of the
5.
This problem is __________ (simpler / simplest) than I thought.

Exercise 4: Correct the mistakes in the following sentences.

1. He is the more smart student in the class.

2. This movie is the goodest I have seen all year.
3. My brother is stronger then me.
4. That restaurant serves the more delicious food in town.
5. Today is hotter that yesterday.
Exercise 5: Write sentences using the given adjectives in their comparative and superlative
forms.

1. Happy
2. Beautiful
3. Difficult
4. Expensive
5. Good

Exercise 6: Match the sentences to the correct degree of comparison.

1. This is the oldest tree in the park.

2. Jane is smarter than her classmates.
3. Today is the most important day of my life.
4. This test is easier than the one we had last week.

Degrees:a. Comparativeb. Superlative

Exercise 7: Write a short paragraph comparing three cities, people, or objects.

• Use at least three comparatives and two superlatives.

chapter 3
 TEXT
5. The Role of Music in Culture
Music transcends cultural boundaries, serving as a universal language that unites
people and reflects the unique identity of societies. Throughout history, music has
played an integral role in ceremonies, storytelling, and communal celebrations. For
instance, traditional African drumming conveyed messages across distances, while
medieval European chants were central to religious practices.

In contemporary society, music continues to be a powerful medium of expression and

connection. Genres such as jazz, rock, and electronic music have influenced global
culture, while traditional forms like flamenco in Spain or gamelan in Indonesia
preserve cultural heritage. Moreover, music's emotional resonance makes it a vital
part of individual lives, capable of evoking memories, inspiring creativity, and
providing solace.

The social role of music is equally significant. Festivals and concerts foster a sense of
community, bringing people together to share experiences. National anthems, protest
songs, and celebratory tunes unite individuals around common ideals or emotions. In
essence, music serves as both a reflection of cultural identity and a bridge between
diverse communities.

QUESTIONS
1.1. What role has music played in history?
2. 2. How does music serve as a universal language?
3. 3. What are some examples of traditional music mentioned in the
text?
4. 4. How has contemporary music influenced global culture?
5. 5. In what ways does music impact individuals emotionally?
6. 6. How does music contribute to fostering a sense of community?
7. 7. What examples of social roles of music are provided in the text?
8. 8. Why is music considered a reflection of cultural identity?
9. 9. What is the importance of national anthems and protest songs?
10. 10. How does the text describe the balance between preserving
traditional music and embracing modern genres?
 Passive Voice Made Easy: Speaking
Without the Subject

Mastering the Passive Voice

Formation Usage
Describes how to construct Guides when to appropriately
sentences in the passive voice. use the passive voice.

Definition Key Notes

Explains the grammatical Provides important
structure of the passive voice. considerations for using the
passive voice.

What Is the Passive Voice?

The passive voice is a way of structuring sentences where the focus is on the action or the
object of the action, rather than the person performing the action (the subject).

For example:

• Active: The teacher explains the lesson.

• Passive: The lesson is explained.
 Emphasizes the Emphasizes the
subject action/object

Active Voice Passive Voice

Choose voice based on focus.

How to Form the Passive Voice

To form the passive voice, follow this structure:
Object + verb “to be” (in the correct tense) + past participle of the main verb

Forming the Passive Voice

Identify Object
Select Verb "to
be Use Past
Participle
Determine the
object of the Choose the
sentence correct tense Apply the past
of "to be participle of the
main verb

Examples in Different Tenses:

• Present Simple: The house is cleaned every day.

• Past Simple: The house was cleaned yesterday.
• Future Simple: The house will be cleaned tomorrow.
 When to Use the Passive Voice
1. When the subject (the doer) is unknown or unimportant:
• My wallet was stolen. (We don’t know who stole it.)
2. When you want to focus on the action or the object:
• A famous monument was built in 1889. (The focus is on the monument, not the
builder.)
3. In formal or scientific writing:
• The experiment was conducted successfully.

Key Notes

• The passive voice is often used to emphasize the action or result rather than who
performed it.
• The word “by” is optional and only included if the doer of the action is important:
• The book was written by Shakespeare.

Understanding Passive Voice Usage

Optional 'By'
Usage Action Emphasis
'By' is used if the doer is The focus is on the action itself
significant. rather than the doer.
Exercise 1: Convert the following sentences
into the passive voice

1. They deliver newspapers every morning.

2. She is writing a letter to her friend.
3. They built a new hospital in the city.
4. He will repair the car tomorrow.
5. They have cleaned the house.
6. The teacher explains the lesson every day.
7. The chef cooks the meal every evening.
8. They are organizing a party for her.
9. She has completed the project.
10.
The police caught the thief last night.

Exercise 2: Fill in the blanks with the correct passive form

11. The book ________ (write) by a famous author.

12. The house ________ (build) in 2015.
13. The documents ________ (sign) by the manager today.
14. The game ________ (play) by the children every Sunday.
15. The letter ________ (send) yesterday.
16. A new product ________ (launch) next year.
17. The results ________ (announce) soon.
18. The room ________ (clean) every morning.
19. The party ________ (organize) by her friends.
20. The movie ________ (watch) by millions of people.

Exercise 3: Change the following sentences into passive voice

21. They gave me a gift for my birthday.

22. She teaches math every day.
23. They repaired the car yesterday.
24. He is reading the book right now.
25. They made a new movie last year.
26. They will open the new shop next month.
27. She has already sent the invitation.
28. The workers are cleaning the streets.
29. He will finish the assignment by tomorrow.
30. The students are writing the essays.
Exercise 4: Convert the following passive voice sentences into active voice

31. The report was written by Sarah.

32. The cake was eaten by the children.
33. The lesson is being explained by the teacher.
34. The house was built last year.
35. The package has been delivered to her.
36. The documents will be signed tomorrow.
37. The match was won by the team.
38. The song is sung by a famous artist.
39. The bill will be paid next week.
40. The movie was watched by everyone.

Exercise 5: Complete the sentences with the correct passive verb form

41. A new building ________ (construct) in our city. The new

42. song ________ (release) next month. The project ________
43. (complete) next week. The emails ________ (check) by
44. the manager right now. The car ________ (wash) by the
45. workers every Monday. The exam results ________
46. (announce) next week. The book ________ (publish) in
47. 2000. The cake ________ (bake) now by the chef. The
48. office ________ (renovate) next month. The speech
49. ________ (deliver) by the president.
50.

Exercise 6: Change the following sentences into passive voice

51. The workers are repairing the roof.

52. They taught me how to drive.
53. The company launched a new product.
54. The chef cooked the dinner last night.
55. People speak English all over the world.
56. They gave him a reward for his hard work.
57. She will decorate the room for the party.
58. They repaired the car last week.
59. The teacher has explained the lesson.
60. The authorities are investigating the matter.

Exercise 7: Identify whether the sentence is in active or passive voice

61. The novel was written by a famous author.

62. She is reading the book right now.
63. The tickets were sold within an hour.
64. The workers are cleaning the windows.
65. The manager will sign the documents tomorrow.
66. The gifts were wrapped by the children.
67. The movie is being watched by millions of people.
68. He fixed the car yesterday.
69. The meeting will be held next week.
70. The document was signed by the CEO.
Exercise 8: Convert the following sentences into passive voice

71. They will announce the results tomorrow.

72. They have delivered the package.
73. The company will launch a new product soon.
74. The students are doing their homework.
75. The government passed a new law last month.
76. She is writing an email to her friend.
77. They have built a new school in the area.
78. They teach French at the school.
79. The restaurant serves delicious food.
80. The children will play the game after lunch.

Exercise 9: Fill in the blanks with the correct passive voice form

81. The project ________ (finish) by the end of the week.

82. The results ________ (announce) next Monday. The
83. cookies ________ (bake) in the oven now. The car
84. ________ (repair) by the mechanic. The letter ________
85. (write) right now. The room ________ (decorate) for
86. the event. The film ________ (release) in cinemas
87. soon. The report ________ (submit) by the team
88. tomorrow. The conference ________ (hold) next
89. month. The game ________ (watch) by many people.
90.

Exercise 10: Convert the following sentences to passive voice

91. They have discovered a new planet.

92. The teacher will explain the lesson tomorrow.
93. The workers are building a new bridge.
94. They have painted the house.
95. The police arrested the suspect last night.
96. The company is planning to release a new product.
97. They were repairing the road when I passed by.
98. The teacher has given us the assignment.
99. They will finish the task by the deadline.
100.
The manager will discuss the issues at the meeting.
Exercise 1: Change the following sentences into passive voice.

1. The teacher explains the lesson.

2. They built a new school in the neighborhood.
3. People speak English all over the world.
4. The chef cooked a delicious meal.
5. The company will release the new product next month.

Exercise 2: Choose the correct passive form.

1. 2. The book __________ (is/are) read by many students every year.

3. 4. The emails __________ (is/are) sent out every morning.
week. A new movie __________ (was/were) released last Friday.
5. The project __________ (will/will be) completed by the end of the

The report __________ (has/have) been written by the team.

Exercise 3: Identify the passive voice sentences and correct the ones that are in active voice.

1. The cake was baked by my mother.

2. They have delivered the package to the wrong address.
3. The decision will be made by the committee.
4. The song is sung by the choir every Sunday.
5. The letter has been sent yesterday.

Exercise 4: Rewrite the following sentences in the passive voice.

1. People speak Spanish in many countries.

2. Someone took the car keys.
3. They will announce the results tomorrow.
4. The workers are building a new bridge.
5. The teacher has corrected the homework.

Exercise 5: Complete the sentences with the correct form of the verb in the passive voice.

1. The project __________ (complete) by next week.

2. A new restaurant __________ (open) in town last month.
3. The report __________ (write) by the team right now.
4. The windows __________ (clean) every morning.
5. A new law __________ (introduce) next year.

Exercise 6: Choose the correct passive voice form.

1. The house __________ (was/were) painted last summer.

2. The homework __________ (is/are) completed by all the students.
3. The car __________ (has/have) been repaired this morning.
4. The event __________ (will/will be) held next Friday.
5. The documents __________ (is/are) being printed right now.
Exercise 7: Write 5 sentences in passive voice using these verbs: “build,” “discover,” “teach,”
“write,” “celebrate.”
Exercise 8: Transform the following sentences into passive voice. Pay attention to the tense.

1. People will use this new technology in the future.

2. The workers have finished the project.
3. They are fixing the road this week.
4. The company launched the product last year.
5. The police will investigate the crime.
 TEXT
Healthy Eating Habits
Eating healthy is key to staying strong and feeling good. A
balanced diet includes fruits, vegetables, whole grains, proteins,
and healthy fats. Drinking water and avoiding too much sugar or
junk food is also important.
Many people struggle to maintain healthy habits because of busy
lifestyles, fast food, or lack of knowledge about nutrition.
Planning meals and cooking at home can help.
Making small changes, like adding a fruit to your breakfast or
choosing water instead of soda, can lead to better health over
time. Healthy eating is not about being perfect, but about making
better choices every day.

QUESTIONS
1. What does a balanced diet include?
2. Why is drinking water important?
3. What are two things people should avoid in their diet?
4. Why do people find it difficult to eat healthy?
5. How does fast food affect healthy habits?
6. What are two small changes people can make?
7. How does cooking at home support healthy eating?
8. Do people need to follow strict diets to be healthy?
9. What does the text say about being perfect in eating?
10. What is the general advice given in the text?
4. Third Conditional (Unreal Past)
• Structure: If + present simple, will + base verb.
• Example: If it rains tomorrow, we will stay home.
• Explanation: This talks about a likely situation in the future, where rain (the
condition) will result in staying home (the result).

• Used for: Hypothetical situations in the present or future that are unlikely or
impossible.
• Structure: If + past simple, would + base verb.
• Example: If I were a bird, I would fly across the ocean.
• Explanation: This situation is not real because the person isn’t a bird, but it’s
imagined or hypothetical.

• Used for: Hypothetical situations in the past and their possible results, but these
conditions didn’t actually happen.
• Structure: If + past perfect, would have + past participle.
• Example: If I had studied harder, I would have passed the test.
• Explanation: This refers to something that did not happen in the past, and it
imagines what could have been the result if things were different.

Structure: If
+ Present
Simple,
Present
Simple
Zero
Conditional
Example:
Water boils
at 100°C

Structure: If
+ Present
Simple, Will
+ Base Verb
First
Conditional
Example: If it
rains, we will
stay home

Identify Type of
Situation Conditional? Structure: If
+ Past
Simple,
Would +
Base Verb
Second
Conditional
Example: If I
were a bird

Structure: If
+ Past
Perfect,
Would Have
+ Past
Participle
Third
Conditional
Example: If I
had studied
harder
Key Words in Conditionals:
• If and When are both used to introduce conditional clauses, but they have slightly
different meanings.

• If is used for situations that are uncertain or possible.

• Example: If it rains tomorrow, we’ll cancel the picnic.

• Explanation: The rain is uncertain, but it is possible.
• When is used for situations that are certain or will definitely happen.

• Example: When you heat water to 100°C, it boils.

• Explanation: This is a certainty or fact, not a possibility.

More Examples of Conditionals:

• Zero Conditional: If you mix red and blue, you get purple.(This is a fact that is always
true.)

• First Conditional: If I finish my homework, I will go to the park.(This talks about a future
event that will happen if the condition is met.)

• Second Conditional: If I had a million dollars, I would travel the world.(This is a

hypothetical present situation, imagining something unlikely.)

• Third Conditional: If I had known about the meeting, I would have attended.(This talks
about a past event that didn’t happen, imagining a different outcome.)

Conditional Sentences in English Grammar

Past

Third Conditional Zero Conditional

Hypothetical Real

Second First Conditional

Conditional

Present
Summary of Conditional Forms:

1. Zero Conditional: If + present simple, present simple. (Facts)

2. First Conditional: If + present simple, will + base verb. (Real future possibilities)
3. Second Conditional: If + past simple, would + base verb. (Unlikely present/future
situations)
4. Third Conditional: If + past perfect, would have + past participle. (Imagined past
situations)

Tips for Using Conditionals:

• Use if for uncertainty or possibility in the present, future, or past.

• Use when for certainty or a fact, particularly when the action happens repeatedly or is
always true.
• Remember to check the verb tense when using each type of conditional to make sure
it fits the situation (real, hypothetical, past).
Conditionals Exercises
Exercise 1: Convert the following sentences to the “First Conditional”

1. If it rains tomorrow, we ________ (stay) home.

2. If you study hard, you ________ (pass) the test.
3. If I have time, I ________ (go) to the gym.
4. If they invite me to the party, I ________ (attend).
5. If she finishes her homework early, she ________ (watch) a movie.

Exercise 2: Convert the following sentences to the “Second Conditional”

6. 7. If I ________ (be) you, I would take the job.

world. If I ________ (have) a million dollars, I would travel around the
9.
8.
day. If they ________ (speak) French, they would move to Paris.
10. If we ________ (live) closer to the beach, we would go swimming every

If he ________ (not be) so busy, he would help you with the project.

Exercise 3: Complete the sentences with “If” or “When”

11. If you ________ (study) harder, you will get better grades.
12. When I ________ (finish) my work, I will go for a walk.
13. If she ________ (arrive) early, we can start the meeting on time.
14. When they ________ (graduate), they will look for a job.
15. If you ________ (tell) me about the problem, I could have helped you.

Exercise 4: Choose the correct conditional form (First, Second, or Third)

16. If I had known about the meeting, I ________ (attend) it.

17. If she ________ (be) more careful, she wouldn’t have broken the vase.
18. If we leave now, we ________ (arrive) on time.
19. If you ________ (have) more time, you would learn to play the piano.
20. If I were you, I ________ (take) the opportunity.

Exercise 5: Complete the sentences with the correct verb form

21. If he ________ (ask) her out, she will say yes. If you ________ (not
22. speak) so loudly, they wouldn’t have noticed. If we ________ (not
23. miss) the bus, we would have arrived earlier. If they ________
24. (study) more, they could have passed the exam. If I ________
25. (have) a free day, I would relax and watch movies.

Exercise 6: Convert the following sentences to the “Third Conditional”

26. If I ________ (know) about the surprise, I would have joined the
party.
27. If she ________ (take) the job offer, she would have moved to New
York.
28.
If we ________ (not lose) the map, we would have found the museum.
29.
30. If they ________ (arrive) earlier, they could have met the president.
If I ________ (study) for the exam, I would have passed.
Exercise 1: Fill in the blanks with the correct form of the verb for the first conditional (if +
present, will + verb).

1. If it __________ (rain) tomorrow, we __________ (stay) indoors.

2. She __________ (help) you if you __________ (ask) her.
3. If I __________ (have) enough money, I __________ (buy) a new phone.
4. We __________ (leave) as soon as the meeting __________ (finish).
5. If they __________ (not hurry), they __________ (miss) the bus.

Exercise 2: Fill in the blanks with the correct form of the verb for the second conditional (if +
past simple, would + verb).

1. 2. 3. If I __________ (be) you, I __________ (take) that job offer.

4. If she __________ (study) harder, she __________ (pass) the exam.
5. We __________ (go) on vacation if we __________ (have) more time.
money. If I __________ (know) about the party, I __________ (attend) it.
He __________ (buy) a new car if he __________ (not spend) so much

Exercise 3: Choose the correct form for the third conditional (if + past perfect, would have +
past participle).

1. 2. 3. If I __________ (study) harder, I __________ (pass) the test. She

differently. __________ (not miss) the train if she __________ (leave) earlier. If
4. route. they __________ (know) about the situation, they __________ (act)
5.
you. We __________ (arrive) earlier if we __________ (take) the other

If you __________ (tell) me about the problem, I __________ (help)

Exercise 4: Complete the sentences with the correct conditional form (first, second, or third).

1. If I __________ (have) a car, I __________ (drive) to work every day.

2. If we __________ (know) about the event, we __________ (attend) it.
3. If she __________ (be) more careful, she __________ (not break) the
vase.
4. If you __________ (study) more, you __________ (do) better in the
exam.
5. If it __________ (snow) tomorrow, we __________ (build) a snowman.

Exercise 5: Identify the type of conditional (first, second, or third).

1. If I had known about the concert, I would have bought tickets.

2. If she gets home early, she will help with the dinner.
3. If I were rich, I would travel around the world.
4. If they had listened to the instructions, they wouldn’t have made
mistakes.
5. If you exercise regularly, you will feel better.
Exercise 1: Fill in the blanks with the correct form of the verb for the first conditional (if +
present, will + verb).

1. If it __________ (rain) tomorrow, we __________ (stay) indoors.

2. She __________ (help) you if you __________ (ask) her.
3. If I __________ (have) enough money, I __________ (buy) a new phone.
4. We __________ (leave) as soon as the meeting __________ (finish).
5. If they __________ (not hurry), they __________ (miss) the bus.

Exercise 2: Fill in the blanks with the correct form of the verb for the second conditional (if +
past simple, would + verb).

1. 2. 3. If I __________ (be) you, I __________ (take) that job offer.

4. If she __________ (study) harder, she __________ (pass) the exam.
5. We __________ (go) on vacation if we __________ (have) more time.
money. If I __________ (know) about the party, I __________ (attend) it.
He __________ (buy) a new car if he __________ (not spend) so much

Exercise 3: Choose the correct form for the third conditional (if + past perfect, would have +
past participle).

1. 2. 3. If I __________ (study) harder, I __________ (pass) the test. She

differently. __________ (not miss) the train if she __________ (leave) earlier. If
4. route. they __________ (know) about the situation, they __________ (act)
5.
you. We __________ (arrive) earlier if we __________ (take) the other

If you __________ (tell) me about the problem, I __________ (help)

Exercise 4: Complete the sentences with the correct conditional form (first, second, or third).

1. If I __________ (have) a car, I __________ (drive) to work every day.

2. If we __________ (know) about the event, we __________ (attend) it.
3. If she __________ (be) more careful, she __________ (not break) the
vase.
4. If you __________ (study) more, you __________ (do) better in the
exam.
5. If it __________ (snow) tomorrow, we __________ (build) a snowman.

Exercise 5: Identify the type of conditional (first, second, or third).

1. If I had known about the concert, I would have bought tickets.

2. If she gets home early, she will help with the dinner.
3. If I were rich, I would travel around the world.
4. If they had listened to the instructions, they wouldn’t have made
mistakes.
5. If you exercise regularly, you will feel better.
 Exercise 6: Complete the sentences with your own ideas using the first, second, or third
conditional.

1. If I win the lottery, __________.

2. If I had known about the meeting, __________.
3. When I finish my homework, __________.
4. If I were a famous singer, __________.
5. If you had invited me to your party, __________.

Exercise 7: Write a short paragraph using all three conditionals (first, second, and third).

• Include at least one example for each type of conditional in the

paragraph.
chaptr 4
 TEXT
Remote Work and Flexibility (Work)
Remote work has become more common in recent years,
especially after the global pandemic. Many companies
now allow employees to work from home or other
locations. This can help save time, reduce stress, and
improve work-life balance.
However, working remotely also has challenges. Some
people miss the social aspect of the office or find it hard to
stay focused at home. Others may feel isolated or have
trouble separating work from personal life.
To succeed with remote work, it’s important to create a
good routine, stay organized, and take breaks.
Communication with teammates is also key.

QUESTIONS
1. Why has remote work become more popular?
2. What are three benefits of remote work?
3. What is a common problem when working from home?
4. How does remote work affect social interaction?
5. Why do some people feel isolated?
6. What can help workers stay focused at home?
7. Why is a daily routine important in remote work?
8. What role does communication play in remote work?
9. How can remote workers avoid burnout?
10. What is the overall message of the text?
The Power of Modals: Can, Could, Should,
and More

Mastering Modal Verbs

Can

Could
Enhanced
Communication
Should

Must

1. Can

Usage:
• To express ability, permission, or possibility.

Examples:
• Ability: I can speak three languages. (I have the ability to do it.)
• Permission: You can leave early today. (You are allowed to do it.)
• Possibility: Accidents can happen anytime. (It is possible.)
 Ability Permission

Speak Three Languages Leave Early

Can
Complete Tasks Access Restricted Areas

Possibility

Accidents Happen Anytime

Weather Changes Unexpectedly

2. Could

Usage:
• To express past ability, possibility, or a polite request.

Examples:
• Past Ability: She could play the piano when she was five. (She had the ability in the
past.)
• Possibility: It could rain tomorrow. (It is possible but not certain.)
• Polite Request: Could you open the window, please? (A polite way to ask for
something.)
 Contextual Uses of "Could

Formal

She could play the Could you open

piano when she the window,
was five. please?

Past Ability Polite Request

It could rain
tomorrow.

Informal

3. Should

Usage:
• To express advice, expectation, or moral obligation.

Examples:
• Advice: You should drink more water. (It’s a good idea.)
• Expectation: The train should arrive at 10 AM. (It is likely to happen.)
• Moral Obligation: You should always tell the truth. (It is the right thing to do.)
 Advice

Expectation

Moral
Obligation

4. Must

Usage:
• To express necessity, strong obligation, or logical deduction.

Examples:
• Necessity: You must wear a seatbelt while driving. (It is required.)
• Strong Obligation: Employees must follow the company rules. (It is mandatory.)
• Logical Deduction: This must be her bag; it has her name on it. (It is a logical
conclusion.)

Necessity Strong Obligation

Seatbelt Requirement Company Rules

Must
Legal Compliance Policy Adherence

Logical Deduction

Identification
Assumption

Key Notes:
• Modals are always followed by the base form of the verb (without “to”).

• Correct: He can swim.

• Incorrect: He can swims.
• To form the negative, add not after the modal.

• Example: She cannot (can’t) drive.

10 Exercises on Modals: Can, Could, Should,
and Must
1. Fill in the blanks with the correct modal (can, could, should, or must):
1. You ___ go to bed earlier if you want to feel more rested. (Advice)
2. They ___ be at the party by now; it started an hour ago. (Logical deduction)
3.I ___ hear you clearly; the phone connection is bad. (Ability)
4. We ___ not forget to bring our tickets to the concert. (Necessity)
5. ___ I borrow your pen for a moment? (Polite request)

2. Choose the correct modal:

1. You (should / could) try that new restaurant; it’s really good.
2. He (can / must) finish the report by Friday.
3.I (could / should) help you with your homework if you need it.
4. She (must / could) have forgotten about the meeting.
5. We (can / should) walk to the park; it’s a nice day outside.

3. Rewrite the sentences using modals:

1.It is a good idea to save money for emergencies.
2.It’s possible that they will call me later.
3. He had the ability to solve the problem in the past.
4. It’s necessary to arrive on time for the interview.
5. You must take your umbrella because it might rain.

4. Choose the appropriate modal for each situation:

1. Asking for permission: ___ I use your phone for a minute?
2. Giving advice: You ___ eat more vegetables for better health.
3. Expressing ability: I ___ play the guitar quite well.
4. Making a polite request: ___ you help me carry these books?
5. Showing possibility: It ___ rain tomorrow, so bring a coat.

5. Correct the mistakes in the sentences below:

1. He can to speak French fluently.
2. You mustn’t to park here.
3.I could to help you with that.
4. She should goes to the doctor if she feels sick.
5. They can speaks four languages.

**6. Fill in the blanks with can, could, should, or must:

1.He ___ be at work now; his car is in the parking lot.

2.We ___ finish this project by the end of the week.
3.You ___ visit the museum if you have time; it’s really interesting.
4.She ___ have been the one who called me yesterday.
5.I ___ eat a whole pizza if I’m really hungry.

7. Choose the correct modal:

1. You (must / should) drink plenty of water during the day.
2.I (could / should) play soccer when I was a child.
3. We (must / could) have a meeting tomorrow morning.
 4. He (should / could) join us for dinner; he’s a good friend.
5. She (can / must) speak English very well.

8. Fill in the blanks with the correct modal verb:

1.I ___ believe what I saw yesterday. (surprised)
2. You ___ wear a helmet while riding a bike. (necessary)
3. He ___ run faster when he was younger. (ability in the past)
4. I ___ leave now; my train is about to depart. (necessity)
5. You ___ take a break if you’re feeling tired. (suggestion)

9. Rewrite the following sentences using modals to express a suggestion or advice:

1.It’s a good idea to get some rest.
2.It’s better to exercise regularly.
3. You should eat vegetables to stay healthy.
4. It’s important to study every day for exams.
5. You might want to bring a jacket; it could get cold.

10. Match the modals with their meanings:

1. Can
2. Could
3. Should
4. Must
5. Might
Meanings:

A. Ability in the present

B. Polite request or suggestion
C. Strong recommendation or obligation
D. Possibility or uncertainty
E. Past ability
Exercise 1: Fill in the blanks with the correct modal verb.

1. You _______ (can/could/should) call your friend if you need help.

2. When I was a child, I _______ (can/could) climb trees easily.
3. You _______ (should/must) finish your homework before going out.
4. _______ (Can/May) I borrow your pen for a moment?
5. He _______ (can’t/must not) be at home; I saw him leave earlier.

Exercise 2: Choose the correct modal verb for each situation.

1. Advice: You _______ (should/must) drink more water every day.

2. Permission: _______ (May/Should) I sit here?
3. Possibility: It _______ (might/can) rain later, so take an umbrella.
4. Obligation: You _______ (must/could) wear a seatbelt while driving.
5. Ability: She _______ (can/should) speak three languages fluently.

Exercise 3: Rewrite the sentences using the modal in parentheses.

1. You are allowed to leave early. (can)

2. It is necessary to submit your work on time. (must)
3. It’s possible that he forgot about the meeting. (might)
4. It’s not a good idea to eat so much junk food. (should)
5. It’s impossible for her to finish this task alone. (can’t)

Exercise 4: Match the modal verbs to their functions.

1. Can
2. Should
3. Might
4. Must
5. Could

Functions:a. Giving adviceb. Expressing obligationc. Talking about abilityd. Expressing

possibilitye. Asking for permission

Exercise 5: Identify and correct the mistakes in the following sentences.

1. You should to study harder for the test.

2. He can speaks French very well.
3. Could you helping me with this box?
4. You must not to use your phone in class.
5. May I to borrow your book?
Exercise 6: Complete the sentences with your own ideas.

1. If you want to be healthy, you should __________.

2. When I was younger, I could __________.
3. You must __________ if you want to pass the exam.
4. Can you __________ for me, please?
5. It might __________ tomorrow, so don’t forget your umbrella.

Exercise 7: Write a short dialogue using the following modal verbs: “can,” “should,” “must,”
and “might.”
Example Prompt:Two friends are discussing their plans for the weekend.
 TEXT
Life on Other Planets
For many years, scientists and ordinary people have wondered if life
exists on other planets. With advanced telescopes and space
missions, we are now learning more about distant planets and
moons. Some of them have water or conditions that might support
simple life forms, like bacteria.
Mars is one of the most studied planets. Rovers and satellites have
found signs that water once existed there. In the future, humans
might be able to visit or even live on Mars. Other moons, such as
Europa and Titan, also seem interesting to scientists because of
their unique environments.
Although we haven’t found aliens yet, the universe is so big that
many experts believe we are not alone. Discovering life elsewhere
would change how we see ourselves and our place in the universe.

QUESTIONS
1. What is the main topic of the text?
2. Which planet is most studied for possible life?
3. What evidence has been found on Mars?
4. Why is water important in the search for life?
5. What are Europa and Titan?
6. Have scientists found aliens yet?
7. Why do experts believe we are not alone?
8. What tools help us study other planets?
9. How might life elsewhere affect our thinking?
10. Do you think humans will live on Mars one day?
The Art of Possibility: Gerunds and
Infinitives Demystified

Understanding Gerunds and Infinitives

Contexts Definition

Examples Usage Rules

What is a Gerund?
A gerund is the “-ing” form of a verb that acts as a noun. It transforms an action or activity into
a thing. For example:

• Reading is a great way to learn.

•I love swimming in the ocean.

In these examples, the gerunds “reading” and “swimming” refer to activities while functioning
as nouns. Gerunds are used in several situations:

1. As the subject of a sentence:

• Eating vegetables is important for health.
(Here, “eating” is the subject of the sentence, referring to the activity of eating.)
 2. After certain verbs:
Some verbs are commonly followed by gerunds. For example, “enjoy,” “avoid,”
“suggest,” “finish,” and “keep” are often followed by gerunds.

• She enjoys reading novels.

• He suggested going to the museum.

3. After prepositions:
Gerunds are always used after prepositions.

• She is interested in learning new skills.

• I’m tired of waiting for the bus.

Identify
Gerunds

Is it the
subject of a
sentence? No

Yes

Example:
Eating
vegetables Does it
follow
certain
No
verbs?

Yes

Example:
Enjoy Is it after a
reading preposition?
No
Yes

Example: Review
Interested in grammar
learning rules
What is an Infinitive?
An infinitive is the base form of a verb, typically preceded by the word “to.” It conveys the
idea of doing something in the future, purpose, or intention. Examples of infinitives include:

•I need to study for the test.

• She plans to visit her family this summer.

Infinitives are used in various situations:

1. To express purpose or intention:

•I went to the store to buy some milk.
(Here, the infinitive “to buy” explains the purpose of going to the store.)

2. After certain verbs:

Some verbs are followed by infinitives, such as “want,” “need,” “hope,” “plan,” and
“decide.”

•I hope to see you soon.

• They want to learn English.

3. After adjectives: Infinitives can also follow adjectives, often when the adjective
expresses a feeling, necessity, or willingness.
•It’s important to practice every day.
• She is happy to help you.
 Infinitive
Phrases

Express After
After Verbs
Purpose Adjectives

Example: Example:
Example: to Example: to Example: to
important to happy to
buy see learn
practice help

Key Differences Between Gerunds and Infinitives

Although both gerunds and infinitives can act as nouns, their usage differs significantly. One
crucial aspect to remember is that some verbs can be followed by either a gerund or an
infinitive, and the meaning of the sentence can change based on which form you use.
 Which form to use after the verb?

Use Gerund Use Infinitive

Use when the action is Use when the action is
ongoing or habitual, or intended or to express
to emphasize the purpose.
process.

For example, consider the verb stop:

• Stop + gerund means to quit an action you were already doing.

•I stopped smoking last year. (I no longer smoke.)
• Stop + infinitive means to pause in order to do something else.
•I stopped to smoke. (I paused my activity in order to have a cigarette.)

Another example is remember:

• Remember + gerund refers to recalling a past experience.

•I remember seeing him at the party. (I recall seeing him in the past.)
• Remember + infinitive means to not forget to do something.
• Don’t forget to call me later. (Make sure you call me in the future.)

When to Use Gerunds and When to Use Infinitives?

1. Use a gerund when:
• You are talking about activities or hobbies.

• Example: I enjoy reading books.

 • You want to talk about something that has already happened or is a regular
activity.

• Example: He likes cooking dinner at night.

• You follow certain verbs like “enjoy,” “suggest,” “finish,” and “keep.”

• Example: She finished studying early today.

• You are using prepositions.

• Example: I’m looking forward to meeting you.

2. Use an infinitive when:

• You want to express purpose or intention.

• Example: I went to the store to buy groceries.

• You follow verbs like “want,” “need,” “decide,” “plan,” and “hope.”

• Example: I decided to leave early.

• You are expressing an action that you intend to do in the future.

• Example: I plan to travel next summer.

Activities or
Hobbies

Regular
Activities
Use Gerund? Follow
Verbs: enjoy,
suggest,
finish

Use
Start
Prepositions
Express
Purpose or
Intention

Follow
Verbs: want,
Use
Infinitive? need, decide

Future
Actions
Here are 10 exercises to practice gerunds
and infinitives:
1. Fill in the blanks with the correct form (gerund or infinitive):
1.I love ______ (read) books in my free time.
2. He decided ______ (take) a break after working all day.
3. They want ______ (travel) to Japan next year.
4. We are planning ______ (go) on a road trip this summer.
5. She enjoys ______ (swim) in the pool every morning.

2. Choose the correct form:

1.I suggested ______ (go) for a walk after lunch.a) goingb) to go

2. He forgot ______ (buy) the bread on his way home.a) buyingb) to buy

3. She’s interested ______ (learn) about different cultures.a) in learningb) to learn

4. We hope ______ (visit) the museum tomorrow.a) visitingb) to visit

3. Correct the mistakes in the sentences below (if there are any):
1.I enjoy to swim in the ocean.
2. She promised helping me with the project.
3.I stopped to eat because I was hungry.
4. He needs to working on his homework.

4. Choose the correct sentence:

1. a) I like swimming in the pool.b) I like to swim in the pool.

2. a) She plans to meeting her friends this evening.b) She plans to meet her friends
this evening.

5. Fill in the blanks with the correct verb form (gerund or infinitive):
1.I can’t afford ______ (buy) a new laptop right now.
2. They finished ______ (read) the book by yesterday.
3. We can’t stop ______ (laugh) at that funny movie.
4. She asked ______ (come) to her birthday party.
5. He is looking forward to ______ (see) the concert tonight.

6. Rewrite the sentences using the opposite form (gerund or infinitive):

1.I want to go to the gym. (Change to gerund)
2. She enjoys cooking dinner. (Change to infinitive)
3. They decided to travel in the summer. (Change to gerund)
4. I love reading books. (Change to infinitive)
7. Choose the correct verb to complete the sentence:

1.I can’t help ______ (laugh) when he tells jokes.a) laughingb) to laugh

2. She forgot ______ (bring) her notebook to class.a) bringingb) to bring

3. We need ______ (study) for the test.a) studyingb) to study

4. I hope ______ (see) you soon.a) seeingb) to see

8. Fill in the blanks with the correct verb form (gerund or infinitive):
1. He avoided ______ (speak) to her after the argument.
2.I can’t wait ______ (try) that new restaurant.
3. We decided ______ (take) a different route home.
4. She suggested ______ (watch) a movie instead of going out.
5. He’s trying ______ (learn) how to play the guitar.

9. Complete the sentences with the appropriate verb form (gerund or infinitive):
1.I need ______ (finish) my homework before I go out.
2. She enjoys ______ (travel) around the world.
3. I’m thinking about ______ (apply) for the job.
4. He wants ______ (become) a doctor in the future.
5. We decided ______ (stay) at home this weekend.

10. Correct the sentences with mistakes in gerund and infinitive use:
1.I enjoy to read books before bed.
2. She wants going to the beach next weekend. 3.I
remember to see her at the party last night. 4. He
promised finishing the project by tomorrow.
Exercise 1: Choose the correct form (gerund or infinitive).

1. I enjoy __________ (read) books in my free time.

2. He promised __________ (help) me with my project.
3. They are thinking about __________ (move) to another city.
4. She stopped __________ (talk) when the teacher entered the room.
5. I can’t afford __________ (buy) that new phone.

Exercise 2: Fill in the blanks with either the gerund or infinitive form of the verb in
parentheses.

1. I can’t stand __________ (wait) in long lines.

2. We hope __________ (visit) the museum this weekend.
3. They are interested in __________ (learn) new languages.
4. I promised __________ (call) her as soon as I arrived.
5. He’s planning __________ (study) abroad next year.

Exercise 3: Identify whether the sentence uses a gerund or an infinitive.

1. I love going for a walk every evening.

2. She decided to take a break from work.
3. We need to finish this report by tomorrow.
4. They hate to be late for appointments.
5. He prefers to read books rather than watch TV.

Exercise 4: Correct the mistakes in the following sentences.

1. She suggested to go to the park for a picnic.

2. I look forward to meet you soon.
3. He stopped to smoke after lunch.
4. They enjoy to swim in the lake during the summer.
5. We agreed going to the movies on Saturday.

Exercise 5: Complete the sentences with the correct form of the verb (gerund or infinitive).

1. I can’t believe I forgot __________ (bring) my homework to class.

2. They were afraid of __________ (fail) the test.
3. He decided __________ (join) the basketball team this year.
4. She’s thinking of __________ (start) her own business.
5. I’m looking forward to __________ (see) the new movie.
Exercise 6: Choose the correct verb form (gerund or infinitive) for the following sentences.

1. I can’t stand __________ (listen) to loud music.

2. After school, I plan __________ (go) to the gym.
3. He refused __________ (help) me with the assignment.
4. They love __________ (travel) to new countries.
5. She enjoys __________ (watch) movies on the weekend.

Exercise 7: Fill in the blanks with either the gerund or infinitive form of the verb in
parentheses.

1. She is good at __________ (paint) landscapes.

2. I hope __________ (see) you at the party tomorrow.
3. He can’t help __________ (laugh) when he hears a funny joke.
4. We decided __________ (take) a break from work.
5. I’m sorry for __________ (forget) your birthday.

Exercise 8: Write 5 sentences using gerunds and 5 sentences using infinitives.

• Focus on a variety of verbs that require either a gerund or an

infinitive.
 et

chapter 5
 TEXT
The History of Photography
Photography has changed the way we see and remember the
world. In the early 1800s, the first cameras were created.
These early photos were black and white and required long
exposure times. Over the years, photography improved quickly.
Color photography became popular in the 20th century. Then
came digital cameras, which made taking and storing photos
much easier. Today, most people use smartphones to take
pictures, and we can edit or share them instantly.
Photography is not just about capturing moments; it’s also a
powerful art form. Photographers tell stories, express
emotions, and even raise awareness about important social
issues. With a simple click, they can show beauty, sadness, or
truth.

QUESTIONS
1. When did photography begin?
2. What were early photos like?
3. What made digital photography popular?
4. How have smartphones changed photography?
5. Why is photography considered an art?
6. What emotions can photos express?
7. How can photography raise awareness?
8. What is the difference between old and new photography?
9. Why do people love taking photos?
10. Do you prefer printed photos or digital ones? Why?
Lesson: Relative Clauses – ConnectingIdeas for Fluent English

Exploring the Dimensions of Relative Clauses

Types of Relative Clauses

Use of Relative Pronouns

Relative Clauses

Common Mistakes

Practice Exercises

What Are Relative Clauses?

Relative clauses describe or give extra information about a noun. They begin with relative
pronouns:

• Who: refers to people.

• Whom: formal, refers to people as the object of a clause.
• Whose: shows possession.
• Which: refers to things or animals.
• That: refers to people or things in defining clauses.
 Hierarchy of Relative Pronouns

Whose

Whom

Who

Which

That

Types of Relative Clauses

1. Defining Relative Clauses

These clauses provide essential information about a noun. Without them, the sentence loses
its meaning.
Examples:

• The woman who called me is my friend.

• This is the house that I want to buy.

2. Non-Defining Relative Clauses

These clauses add extra, non-essential information. They are separated by commas.
Examples:

• My brother, who lives in London, is a doctor.

• The Eiffel Tower, which is in Paris, is a famous landmark.
 Which type of relative clause to use?

Defining Relative Clauses Non-Defining Relative Clauses

Essential for sentence Adds extra information,
meaning, no commas used commas used

Using Relative Pronouns

• Who: used for people. Example: The boy who is playing football is my brother.

• Whom: used formally for people as objects. Example: The woman whom you met is
my aunt.
• Whose: shows possession. Example: The man whose car is red is my neighbor.

• Which: used for animals or things. Example: The movie which we watched was
amazing.
• That: used for people or things in defining clauses. Example: The book that I borrowed
was interesting.
 Mastering Relative Pronouns

Who

Whom

Coherent
Whose Sentence
Construction

Which

That

Omitting the Relative Pronoun

In defining relative clauses, you can omit the relative pronoun if it’s the object of the clause.
Examples:

•The car that I bought

•The woman whom we met
→ The car I bought.
→ The woman we met.

Common Mistakes

1. Adding extra prepositions:

Incorrect: The school where I study at is big.
Correct: The school where I study is big.

2. Misusing ‘who’ and ‘whose’:

Incorrect: The girl who bag is blue is my friend.
Correct: The girl whose bag is blue is my friend.

Practice Sentences
Complete the following sentences with the correct relative pronoun:

1. The boy ____ is standing near the door is my cousin.

2.I visited the city ____ you were born in.
3. The teacher ____ class we enjoy the most is very kind.
4. The painting ____ he showed us was beautiful.
5. My friend, ____ lives in another country, is coming to visit soon.
Exercises on Relative Clauses

Part 1: Fill in the Blanks (10 Exercises)

Complete the sentences with the correct relative pronoun (who, whom, whose, which, or
that):

1. The teacher ____ taught us English is very kind.

2. The cake ____ she baked was delicious.
3. This is the car ____ I want to buy.
4. The woman ____ house is on the corner is my aunt.
5. The boy ____ you saw in the park is my cousin.
6. The movie ____ we watched last night was boring.
7. The man ____ helped me find my wallet is a firefighter.
8. This is the girl ____ dog won the competition.
9. The river ____ flows through the city is very polluted.
10. The teacher ____ we all admire is retiring next year.

Part 2: Combine Sentences (5 Exercises)

Combine the sentences using relative clauses:

11. The man is a famous writer. He gave us a lecture yesterday.

12. The house is very big. It was built 50 years ago.
13. I have a friend. His brother is a professional football player.
14. The restaurant is very popular. It serves delicious food.
15. She bought a laptop. The laptop has the latest features.

Part 3: Rewrite Sentences (5 Exercises)

Rewrite the sentences using non-defining relative clauses:

16. My brother lives in Spain. He is a doctor.

17. The Eiffel Tower is in Paris. It is a famous landmark.
18. I met Sarah yesterday. She is my best friend.
19. Mount Everest is the highest mountain. It is located in Nepal.
20. My parents love gardening. They grow many flowers in their backyard.

part 4: on Relative Clauses

. Fill in the blanks

Complete the sentences with the correct relative pronoun (who, whom, whose, which, or
that):

1. The teacher ____ we all like is retiring soon.

2. The phone ____ you borrowed is on the table.
3. The boy ____ I saw in the park is my cousin.
4. This is the house ____ I grew up in.
5. The man ____ we met at the party is a doctor.

. Combine sentences

Combine the following sentences using relative clauses:

6. The woman is very talented. She won the award last year.
7. The dog is very friendly. It belongs to my neighbor.
8. I have a friend. Her brother is a famous singer.
 9. The hotel was amazing. We stayed there last summer.
10. The book is on the shelf. It tells an exciting story.

part 5: Choose the correct relative pronoun

Choose the correct relative pronoun to complete the sentences:

11. The person ____ called you is waiting outside.

•• a)
who
•• b) whom
12. c) whose
•• d) that
••
The restaurant ____ we ate in last night was excellent.
a) which
b) who
c) that
d) whom

Identify the mistake

Find and correct the mistake in the sentences:

13. The man whom we saw him at the store is my uncle.

14. The dog who barked all night was my neighbor’s.
15. The book whose cover was torn is very old.

Complete the sentence

Complete the sentences with your own ideas using relative clauses:

16. This is the girl ____ (add your idea).

17. I know a place ____ (add your idea).
18. The movie ____ (add your idea) was amazing.

Non-defining relative clauses

Rewrite these sentences using non-defining relative clauses:

19. Sarah is my best friend. She is very funny.

20. Paris is a beautiful city. It is known for its history.

parte 6: Fill in the blanks

Complete the sentences with the correct relative pronoun (who, whom, whose, which, or
that):

1. The movie ____ we watched last night was amazing.

2. The girl ____ you met at the party is my sister.
3. The teacher ____ class I attend is very strict.
4. The dog ____ barked all night is very annoying.
5. This is the restaurant ____ I love to go to on weekends.
Combine sentences

Combine the sentences using relative clauses:

6. The man is my boss. He is from Canada.

7. The house is old. It was built in 1920.
8. I met a girl. Her father is a famous actor.
 9. The museum is very interesting. We visited it last week.
10. The book is on the shelf. It is about space exploration.

Choose the correct relative pronoun

Choose the correct relative pronoun to complete the sentences:

11. The teacher ____ we all respect is retiring this year.

•• a) who
•• b) whom
12. c) which
•• d) that
••
The house ____ we lived in was near the beach.
a) whom
b) whose
c) who
d) which

partt 7: Correct the mistakes

Identify and correct the mistakes in the following sentences:

13. The person who I spoke to was very helpful.

14. The dog whom I adopted is very friendly.
15. The book who I read last night was thrilling.

Rewrite the sentences

Rewrite the following sentences using non-defining relative clauses:

16. My brother is very athletic. He plays football professionally.

17. London is a busy city. It has many historic landmarks.
18. Jane is my neighbor. She just moved here last week.
19. The Grand Canyon is amazing. It is located in Arizona.
20. My parents love to travel. They have visited many countries.
Writing Exercise on Relative Clauses
Topic: Write a short composition (about 150-200 words) describing a memorable experience,
using relative clauses to connect your ideas. Use at least five relative clauses in your writing.
Guidelines:

• Start by introducing a person, place, or event that you want to

describe.
• Use relative clauses to give more details about the people or things
involved.
• Make sure to use defining relative clauses (which provide essential
information) and non-defining relative clauses (which add extra, non-essential
information).
• For example:
• “I visited a museum in Paris which was full of interesting artifacts.”
• “My friend, who loves art, came with me to the museum.”

Example Structure:

• Introduction: Start by describing the event or place.

• Body: Give more details using relative clauses to explain what
happened, where it took place, who was involved, and any interesting facts.
• Conclusion: End by reflecting on how this experience was meaningful to
you.

Sample Starting Point for Your Composition:

“One of the most memorable experiences I had was when I went on a trip to Paris with my
family last summer. We visited a museum called the Louvre, which is known for its amazing
collection of art. The museum, which was built in the 12th century, has many famous
paintings, including the Mona Lisa. My sister, who loves history, was very excited to see the
ancient artifacts. We spent hours there, admiring the art and learning about its history.”

This writing exercise will help you practice relative clauses in a real-world context by
describing a personal experience!
 TEXT
City Life vs. Country Life
City life and country life offer different experiences. In the
city, people live close to shops, schools, restaurants, and
hospitals. There are more job opportunities, public
transportation, and entertainment. However, cities are
often crowded, noisy, and more expensive.
On the other hand, the countryside is usually quiet and
peaceful. People enjoy nature, fresh air, and a slower
lifestyle. Life is less stressful for many, but services and
jobs might be harder to find.
Each lifestyle has its pros and cons. Some prefer the fast,
active city, while others love the calm of rural areas. It
depends on what people value more: convenience and
opportunities or peace and simplicity.

QUESTIONS
1. What are some advantages of city life?
2. Why can cities be stressful?
3. What is peaceful about country life?
4. What are the downsides of living in rural areas?
5. Which lifestyle has more job opportunities?
6. How does transportation differ in cities and villages?
7. What do people enjoy in nature?
8. Why might someone choose the countryside?
9. What does the text mean by "pros and cons"?
10. Where do you think you would feel happier? Why?
Understanding Articles in English

Mastering English Articles

Zero Article Definite Article

Indefinite Articles

1. The Definite Article: “The”

The definite article “the” is used to refer to a specific noun that is already known to both the
speaker and the listener. It is used when the noun is definite or specific.

Examples:

•I saw the book on the table. (The book is specific, and both the speaker and listener
know which book is meant.)
• The sun is shining today. (There is only one sun, so “the” refers to that specific sun.)
 General context Universal
usage context usage

Specific Items Unique Entities

Understanding Article Usage in English

2. Indefinite Articles: “A” and “An”

The indefinite articles “a” and “an” are used to refer to non-specific or general nouns. They
are used when the noun is mentioned for the first time or when the speaker does not know
exactly which one is meant.

• “A” is used before words that begin with a consonant sound.

Examples:

•I saw a dog in the park. (It could be any dog, not a specific one.)
• She wants a sandwich. (Any sandwich, not a specific one.)

• “An” is used before words that begin with a vowel sound.

Examples:

•I need an apple. (It could be any apple.)

• She is eating an orange. (Any orange, not a specific one.)

Understanding Indefinite Articles

Usage of "An Usage of "A

Used before vowel Used before
sounds consonant
sounds
3. The Zero Article
The zero article is used when no article is needed. It is often used with plural nouns,
uncountable nouns, and proper nouns. It shows that the noun is general or indefinite.

Plural Nouns Uncountable Nouns

Examples Examples
Zero Article
Usage Rules Usage Rules

Proper Nouns

Examples
Usage Rules

• With plural nouns:

• Dogs are friendly. (Not talking about specific dogs; it’s general.)
• People like to travel. (Referring to people in general, not specific individuals.)

• With uncountable nouns:

• Water is essential for life. (Refers to water in general, not a specific amount.)
• Milk is good for your bones. (General statement about milk.)

• With proper nouns (names of specific people, places, or things):

• John is my friend. (John is a specific person.)

• Paris is beautiful. (Paris is a specific place.)

4. When to Use Each Article

• Use “the” when referring to something specific or known to both the speaker and
listener.
• Use “a” or “an” when referring to something non-specific or mentioned for the first
time.
 • Use the zero article when referring to general things, plural or uncountable nouns, or
proper nouns.

Practice Sentences:
1.I read a book yesterday. (Any book, not specific.)
2. The book I read was really interesting. (Refers to a specific book mentioned earlier.)
3. We are going to the park this afternoon. (A specific park, known to both.)
4. She drinks a glass of water every morning. (Any glass of water, not a specific one.)
5. The water in this bottle is cold. (Refers to specific water, the one in the bottle.)

Summary:

• “The” is used for specific or known nouns.

• “A” and “An” are used for general, non-specific nouns.
• The zero article is used for plural and uncountable nouns, and proper nouns.
 1. Fill in the blank with the correct article:
1.I saw ___ cat in the garden.
2. ___ book on the table is mine.
3. She bought ___ apple from the store.
4. We visited ___ Louvre in Paris.
5.I need ___ pen to write.

2. Choose the correct article (“the,” “a,” “an,” or no article):

2. We are going to ___ beach tomorrow.
3. He is ___ engineer.
4. I have ___ idea!
5. ___ dogs are loyal animals.
6. She is eating ___ banana.

3. Fill in the blank with the correct article:

1. ___ sun is shining brightly today.
2.I want to buy ___ new car.
3.I saw ___ movie last night.
4. She plays ___ piano very well.
5. ___ children are playing outside.
4. Determine if you need an article or not:
1.I like to drink ___ coffee in the morning.
2. They live in ___ house near the park.
3. ___ sky is clear today.
4. She is ___ doctor.
5.I have ___ idea about the answer.
5. Rewrite the following sentences correctly:
1. (a / dog / big / is / this) ___
2. (I / an / breakfast / had / egg / for) ___
3. (the / park / we / in / walked) ___
4. (an / I / saw / interesting / film / yesterday) ___
5. (the / I / read / book / this / in / evening) ___
6. Choose the correct article (the, a, an, or no article):
1. ___ Mount Everest is the highest mountain in the world.
2. They are planning to visit ___ museum next week.
3. She wants to eat ___ sandwich.
4. I saw ___ interesting book on the shelf.
5. We are traveling to ___ Japan in summer.
7. Use the correct article or no article:
1. ___ (apple) is healthy.
2. ___ (mountain) is tall.
3. She is ___ (teacher).
4. I have ___ (idea) for the project.
5. We visited ___ (museum) in the city.
8. Fill in the blank with the correct article:
1.I want to buy ___ (a / the) red dress.
2.I saw ___ (a / the) movie last night.
3. He is studying ___ (a / the) history of art.
4. ___ (a / the) dog is barking outside.
5.I have never been to ___ (a / the) museum in New York.
9. Choose the correct article based on the sound:
1. She has ___ (a / an) interesting idea.
2.I want to have ___ (a / an) orange juice.
3. He is ___ (a / an) honest man.
4. It was ___ (a / an) amazing day.
5. We need ___ (a / an) umbrella.
10. Complete the following sentences:
1. He wants to become ___ (a / the) scientist.
2. She is reading ___ (a / the) book I gave her.
3.I went to ___ (a / the) park after school.
 4. They built ___ (a / the) house in 1995.
5. ___ (the / a) moon is beautiful tonight.
11. Correct the mistakes in the following sentences:
1. She is a best singer.
2.I visited a Eiffel Tower last summer.
3. We saw an dogs in the park.
4. The people are very kind.
5.I need the pencil for my homework.
12. Add the correct article (“the,” “a,” “an,” or no article):
1.I have never been to ___ (Europe).
2. She bought ___ (book) and ___ (pen).
3.I want to be ___ (doctor).
4. ___ (water) is important for life.
5. He is from ___ (United States).

14. Fill in the blank with the correct article:

1.I saw ___ (a / the) movie we talked about.
2. She is studying to become ___ (a / the) doctor.
3. They are going to ___ (a / the) theater tonight.
4. I have ___ (a / the) idea for a new project.
5. He wants to visit ___ (a / the) museum next year.
15. Use the articles in the following sentences:
1. We have ___ (dog).
2. She is reading ___ (book) about history.
3.I saw ___ (man) in the street.
4. I love ___ (music).
5. ___ (earth) is beautiful.
16. Choose the correct article:
1.I need ___ (a / an) umbrella because it’s raining.
2. He lives in ___ (a / the) small village.
3. She wants to be ___ (a / the) artist.
4. ___ (the / a) book I gave you is on the table.
5. We have to visit ___ (a / the) museum.
17. Choose the correct article:
1. She has ___ (a / the) big family.
2. ___ (a / the) people in the room are talking.
3.I like to eat ___ (a / the) apple every day.
4. We went to ___ (a / the) concert last weekend.
5. They live in ___ (a / the) old house.
18. Fill in the articles in the following sentences:
1.I want to buy ___ new phone.
2. ___ music in the background is beautiful.
3. ___ teacher is very kind.
4. I want to have ___ lunch.
5. They are sitting in ___ park.
19. Complete the sentences:
1. ___ (a / the) car is parked outside.
2. ___ (a / the) people love nature.
3.I need ___ (a / the) spoon for my soup.
4. ___ (a / the) moon is bright tonight.
5. She ate ___ (a / the) sandwich for lunch.
Writing Exercise:
Topic: “A Day at the Park”
Write a short essay (150-200 words) about your day at the park. While writing, try to use the
correct articles (“the,” “a,” “an,” or no article) in your sentences. The essay should include at
least:

1. A description of the park or the place you visited.

2. The activities you did during the visit (such as playing, walking, or
reading a book).
3. The people or animals who were with you at the park.
4. Mention the things you saw or heard in the park.

Tips to help:

• Use “the” when referring to something specific or known to the reader

(like the park you visited or a person you know).
• Use “a” or “an” when referring to something unspecific or for the first
time.
• Do not use any article with uncountable nouns (like “water” or “music”)
or with public places that don’t need an article (like “in the park”).

Note: Try to avoid mistakes in article usage where an article is needed or not needed in
certain sentences.
Lesson: Phrasal Verbs for Everyday
Conversations

Mastering Phrasal Verbs

Conversational
Skills

Meanings & Examples

Phrasal Verbs

Common Phrasal Verbs and Their Meanings

1. Wake up
• Meaning: To stop sleeping and become awake.
• Example: I wake up at 7 a.m. every day.

2. Get up
• Meaning: To rise from bed or a sitting position.
• Example: I get up at 8 a.m. and go for a walk.

3. Turn on
• Meaning: To start something, such as a machine or device.
• Example: Can you turn on the TV? I want to watch the news.

4. Turn off
• Meaning: To stop something from working.
• Example: Don’t forget to turn off the lights before leaving.

5. Pick up
• Meaning: To lift something from the ground or a surface.
 • Example: Can you pick up the phone? It’s ringing.

6. Look after
• Meaning: To take care of someone or something.
• Example: I look after my little brother when my parents are out.

7. Look for
• Meaning: To search for something or someone.
• Example: I’m looking for my keys. Have you seen them?

8. Hang out
• Meaning: To spend time relaxing or having fun with someone.
• Example: Let’s hang out at the park this afternoon.

9. Give up
• Meaning: To stop trying to do something because it is too difficult.
• Example: Don’t give up! Keep trying, and you will succeed.

10. Run out of

• Meaning: To use all of something.
• Example: We ran out of milk, so I need to buy some more.

11. Call back

• Meaning: To return a phone call.
• Example: I’ll call you back after my meeting.

12. Bring up
• Meaning: To mention or start a discussion about something.
• Example: She brought up the topic of vacation plans during the meeting.

13. Set up
• Meaning: To arrange or organize something.
• Example: I’ll set up the meeting for 3 p.m.

14. Pick out

• Meaning: To choose or select something.
• Example: Can you pick out a gift for Sarah?

15. Drop by
• Meaning: To visit someone without an appointment.
• Example: I’m going to drop by Sarah’s house later to say hello.

16. Check in
• Meaning: To arrive and register at a place (such as a hotel or event).
• Example: We need to check in at the airport two hours before our flight.

17. Get along

• Meaning: To have a good relationship with someone.
• Example: Sarah and I get along very well.

18. Break up
• Meaning: To end a relationship or partnership.
• Example: They decided to break up after three years together.

19. Catch up
• Meaning: To talk to someone after a period of time and share news.
• Example: Let’s catch up over coffee this weekend.

20. Take off

• Meaning: To leave the ground (in terms of planes) or to remove something.
 • Example: Our flight will take off at 6 p.m.
• Example: Please take off your shoes before entering the house.

Understanding Common Phrasal Verbs

Get up Turn on
Wake up To rise from bed To start Turn off
or a sitting something, such
To stop sleeping To stop
position. as a machine or
and become something from
device.
awake. working.

Pick up Hang out

To lift something Look after Look for To spend time
from the ground relaxing or having
or a surface. To take care of To search for fun with
someone or something or someone.
something. someone.

Practice Using Phrasal Verbs in Sentences

To reinforce your understanding of phrasal verbs, try to create sentences using the following
verbs:

1. Wake up
2. Look after
3. Pick out
4. Set up
5. Get along
Exercises on Phrasal Verbs for Everyday
Conversations
1. Fill in the blank with the correct phrasal verb:
1.I always ___ early in the morning. (wake up / give up)
2. Could you ___ the lights? It’s getting dark. (turn on / bring up)
3. Please ___ the trash on your way out. (pick up / run out of)
4. I have to ___ my little brother tonight. (look after / check in)
5. Let’s ___ at the mall this afternoon. (hang out / catch up)
2. Match the phrasal verb to its meaning:
a. Run out of – ___ b. Pick up – ___ c. Look after –
___ d. Bring up – ___ e. Turn off – ___

1. Take care of someone or something.

2. Stop something from working.
3. Lift something from a surface.
4. Use all of something.
5. Mention or discuss something.

3. Choose the correct phrasal verb:

1. We need to ___ more milk because we’re out of it. (pick up / run out of)
2. Can you ___ the topic of the party during the meeting? (bring up / give up)
3. The plane will ___ at 5 p.m. (take off / set up)
4. Let’s ___ at Sarah’s house later. (drop by / break up)
5. They decided to ___ after five years together. (look for / break up)

4. Rewrite the sentences using the correct phrasal verb:

1.I didn’t answer the phone, but I’ll call her later.• I’ll ___ her later.

2. Please select a dress for me.• Please ___ a dress for me.

3. Can we discuss the problem during the meeting?• Can we ___ the problem
during the meeting?
4. We are out of sugar, so I need to buy some.• We have ___ sugar.

5.I have a good relationship with my coworkers.• I ___ well with my coworkers.

5. Complete the sentences with the correct phrasal verb:

1.I usually ___ at 6:30 a.m.
2. Don’t ___ your dreams; keep trying!
3. She wants to ___ her shoes before going inside.
4. They will ___ the new project tomorrow.
5. The teacher asked me to ___ my homework.

6. True or False:
1. “Turn on” means to stop something from working.
2. “Get along” means to have a good relationship.
3. “Drop by” means to visit without an appointment.
4. “Run out of” means to stop trying.
5. “Pick up” means to take care of someone.
7. Correct the mistakes in the following sentences:

1.I am going to run after milk because we are out.

2. Please turn of the TV before you leave.
3. They get on very well with their neighbors.
4. I will bring on the topic during the meeting.
5. Let’s catch on this weekend.

8. Fill in the blanks:

1.I will ___ the meeting for 2 p.m. tomorrow.
2. He wants to ___ his jacket because it’s too hot.
3. Can you ___ me later? I’m busy now.
4. They want to ___ their grandparents on the weekend.
5. We should ___ a movie to watch tonight.

9. Create sentences using these phrasal verbs:

1. Turn off
2. Set up 3.
Catch up
4. Look after
5. Run out of

10. Multiple Choice:

1.I always ___ before going to work.• a) take off• b) get up• c) run out of

2. She ___ her phone from the table.• a) picked up• b) brought up• c) set up

3. The teacher asked us to ___ the topic of climate change.• a) pick out• b) bring
up• c) check in

4. Let’s ___ over lunch next week.• a) look after• b) catch up• c) give up

5. The kids ___ their toys before going to bed.• a) turned off• b) picked up• c)
brought up

11. Match the sentences with the correct phrasal verb:

1.I stopped sleeping at 6 a.m.
2.I took care of my sister last night.
3. We used all the bread.
4. They removed their shoes before entering.
5.I visited my friend without planning.a. Run out ofb. Look afterc. Take offd. Wake
upe. Drop by

12. Combine the words to form correct phrasal verbs:

1. Turn + ___ (on / in / for)
2. Look + ___ (after / in / up)
3. Pick + ___ (off / out / at)
4. Catch + ___ (up / after / on)
5. Bring + ___ (for / up / off)
 13. Fill in the gaps using the phrasal verbs:
1. We should ___ the party before everyone arrives.
2. Can you ___ the trash? It’s full.
3. She ___ a new topic during the conversation.
4. They ___ the lights because it was too bright.
5. We ___ our teacher at the mall yesterday.

14. Write a short paragraph using 5 phrasal verbs.

15. Rearrange the words to make correct sentences:

1. phone / back / I / later / you’ll / call.
2. ran / we / milk / of / out / so / the / store / we / to / went.
3. kids / the / toys / their / picked / up.
4. want / to / I / hang / friends / out / with.
5. checked / we / in / at / hotel / the / 3 / p.m.

16. Find and underline the phrasal verbs in this paragraph:

Yesterday, I woke up late and quickly turned on the coffee machine. I had to pick up my
laundry before heading to work. During lunch, I caught up with an old friend and brought up
our travel plans. After work, I dropped by my parents’ house and looked after their dog for a
bit.

18. Replace the underlined phrases with phrasal verbs:

1.I stopped sleeping at 7 a.m. (wake up)
2. We used all the water. (run out of)
3.I removed my jacket when I got inside. (take off)
4. She takes care of her little brother. (look after)
5. Let’s choose a movie to watch. (pick out)

19. Use the correct phrasal verb to complete the dialogues:

1. A: Did you ___ the movie I told you about?B: Yes, it was amazing!

2. A: Can you ___ the TV? I can’t hear anything.B: Sure.

3. A: What time do you usually ___?B: Around 6 a.m.

4. A: Let’s ___ at the park later.B: Sounds good!

5. A: I need to ___ my keys. Have you seen them?B: No, sorry.

18. Write a dialogue between two friends using at least 5 phrasal verbs.
Complete the exercises, and I’ll be happy to review them for you!
chapter 6
 TEXT
Volunteering in Your Community
Volunteering is a way to help others and make your community
a better place. Many people give their time to clean parks, help
the elderly, teach children, or support local charities.
When you volunteer, you don’t just help others—you also learn
new skills, meet new people, and feel more connected to your
surroundings. It’s a great way to build experience, especially for
students or job seekers.
Volunteers don’t always need special training. What’s most
important is a kind heart and a willingness to give time and
energy. Even small actions, like helping a neighbor, can make a
big difference.
Communities with strong volunteer support are often healthier,
safer, and more united. Giving time is one of the most valuable
gifts we can offer.

QUESTIONS
1. What is the main idea of the text?
2. Name three examples of volunteer activities.
3. How can volunteering help the person who volunteers?
4. Why is it useful for students or job seekers?
5. Do volunteers always need special skills?
6. What qualities are important in a volunteer?
7. What are some small ways to help others?
8. How does volunteering affect a community?
9. What does the text mean by “giving time is a gift”?
10. Would you like to volunteer? In what way?
Adverbs and Adjectives: Adding Color to
Your Sentences

Enhancing Language with Adjectives and Adverbs

Definitions
Examples
Illustrative Basic
sentences explanations of
showcasing adjectives and
adjectives and adverbs
adverbs

Applications Differences
How adjectives
Key distinctions
and adverbs are
between
used in sentences adjectives and
adverbs

1. What are Adjectives?

Adjectives are words that describe or provide more information about nouns, which can
include people, places, things, or ideas. They convey qualities, quantities, or specific details
about the noun.
 The Role of Adjectives

Specific Details Qualities

Unique traits like blue or Attributes like beautiful or
round tall

Quantities
Numbers like two or
several

• Examples:
• A beautiful sunset.
• The young boy is reading a book.
• She has two cats.

2. What are Adverbs?

Adverbs are words that describe or give more information about verbs, adjectives, or other
adverbs. They answer questions such as how, when, where, or to what extent something
occurs.

• Examples:
• He runs quickly.
• They arrived yesterday.
• She is very tired.

3. Key Differences Between Adjectives and Adverbs

• Adjectives describe nouns:

• “The blue car is fast.” (Here, "blue" describes the car, which is a noun.)
• Adverbs describe verbs, adjectives, or other adverbs:
• “He drives quickly.” (In this case, "quickly" describes how he drives, which is a
verb.)
 Hierarchy of Descriptive Language

Adverbs

Adjectives

4. How to Form Adverbs

Many adverbs are formed by adding -ly to an adjective:

• Quick
• Happy
→ Quickly
→ Happily
However, some words are irregular:

• Good (adjective) becomes well (adverb).

• Fast remains the same as both an adjective and an adverb.
 How is the adverb formed from the
adjective?

Add -ly Irregular Form

Most adjectives form Some adjectives have
adverbs by adding -ly, e.g., irregular adverb forms, e.g.,
quick → quickly. good → well.

Same Form
Some adjectives and
adverbs remain the same,
e.g., fast.

5. Examples in Sentences
• Adjective:
• The cake is delicious.
• He bought a large pizza.
• Adverb:
• She speaks softly.
• They will visit us tomorrow.
Adverbs and Adjectives: Adding Color to
Your Sentences:
Exercise 1: Identify Adjective or Adverb
Decide if the highlighted word is an adjective or an adverb.

1. The boy runs quickly.

2. She is wearing a beautiful dress.
3. The sun shines brightly in the morning.
4. He is a smart student.
5. The dog barked loudly.

Exercise 2: Choose the Correct Form

Choose the correct word (adjective or adverb) to complete the sentence.

1. The cat moved (quiet / quietly) through the garden.

2. This is a very (happy / happily) moment for all of us.
3. He speaks English so (fluent / fluently).
4. The cake smells (good / well).
5. You should drive (careful / carefully) in the rain.

Exercise 3: Word Transformation

Change the following words from adjectives to adverbs or vice versa, then use them in
sentences.

1. Quick

→ __________
2. Happy → __________
3. Beautiful → __________
4. Loud → __________
5.
Exercise Slow
4: → Correction
Error __________
Correct any mistakes in the following sentences:

1. She sings very good.

2. The baby is sleeping quietly.
3. He is a perfectly teacher.
4. The weather is wonderfully today.
5. They worked hardly on the project.

Exercise 7: Fill in the Blanks

Fill in the blanks with the correct adjective or adverb.

1. She danced so __________ (graceful / gracefully) that everyone

clapped.
2. His explanation was very __________ (clear / clearly).
3. The dog barked __________ (angry / angrily) at the stranger.
4. The road is __________ (slippery / slipperily), so drive carefully.
5. This is an __________ (important / importantly) lesson to learn.

Exercise 8: Rewrite the Sentences

Rewrite the sentences using an adverb instead of an adjective (or vice versa).
 1. She speaks loud.

2. He is a quick runner. 3. They worked

4. The soup smells delicious.
→ She speaks __________. → He runs __________.
hard on the project. 5. The baby cried sadly.
→ They were __________ workers. →The
chef cooked the soup __________. → The baby had a __________
cry.

Exercise 9: Identify and Replace

Underline the incorrect word (adjective or adverb) in the sentence and replace it with the
correct form.

1. The children played happy in the park.

2. She sings very good in the choir.
3. The painter worked careful to finish the masterpiece.
4. This book is written clear and simple.
5. He walked slow across the street.

Exercise 10: Sentence Expansion

Expand the sentences by adding at least one adjective and one adverb to make them more
descriptive.

1. The girl reads.

2. The dog barked.

3. He ran down the street.
→ ___________________________. →
4. The flowers bloom.
___________________________. →
5. They finished their work.
___________________________. →
___________________________. →
___________________________.

Exercise 11: Sorting Challenge

Sort the following words into the correct category (Adjective or Adverb):
Words:Beautifully, Happy, Slowly, Bright, Loudly, Kind, Quickly, Strong, Carelessly, Elegant

Adjectives Adverbs

Exercise 12: Creative Comparison

Write two sentences comparing the same thing using:

1. An adjective (to describe it).

2. An adverb (to describe how something happens).

Example:The car is fast.The car moves quickly.

Exercise 13: Complete the Dialogue
Fill in the blanks with the correct adjective or adverb to complete the dialogue.
Anna: How was your trip?Tom: It was __________ (amazing / amazingly)! The weather was
__________ (perfect / perfectly), and everyone treated us so __________ (kind / kindly).
Anna: That sounds __________ (wonderful / wonderfully)! Did you try anything new?Tom:
Yes, I learned to surf! At first, it was __________ (difficult / difficultly), but the instructor
explained everything __________ (clear / clearly).

Exercise 14: Use Both in a Sentence

Write a sentence that uses both an adjective and an adverb.

1.
2.
3.
4.
5.

Example:She painted a beautiful picture quickly.

Exercise 15: Spot the Differences

Some sentences below have incorrect usage of adjectives or adverbs. Find and correct the
mistakes.

1. He always speaks polite to his friends.

2. The food smells wonderfully.
3. She looked happily after hearing the news.
4. The teacher explained the topic very clear.
5. He ran fastly to catch the bus.

Exercise 16: Add Descriptions

Add appropriate adjectives and adverbs to make the sentences more colorful and
descriptive.

1. The cat jumped.

2. The boy answered.
3. She walked through the garden.
4. The chef prepared the meal.
5. The wind blew.

Exercise 17: Transformation Challenge

Transform each sentence by replacing the adjective with an adverb or vice versa.

1. The music played loudly.

2. He is a careful driver. 3. The

4. She always speaks kindly.
→ The music was __________. → He drives __________.
→ The ac5to. Trsh pe esrtfuodremnetsd w _o_r_k_e_d_ _h_ar_d_..→

She has a __________ tone. → They are __________

students.
Exercise 18: Correct Order
Place the adjectives and adverbs in the correct order.

1. She sings (beautifully / always) in the morning.

2. The (delicious / fresh) bread smells (strongly / very).

3. He finished the project (quickly / last night /
→ ___________________________
4. The (exciting / new) book is being (soon
→ ___________________________
5. They worked on the (challenging /
→ ___________________________
s/ ureclceeasssefudl)l.y).
extremely) t→as _k _(e_f_f_ic_ie_n_t_ly_ _/ _y_e_st_e_r_d_a_y)_._______

→ ___________________________
Exercise 19: Creative Paragraph
Write a paragraph describing a place or event using at least 7 adjectives and 7 adverbs.
Prompt:Describe your favorite park, a recent trip, or a celebration you attended.

Exercise 20: Fill the Chart

Fill in the blanks with the correct adjective or adverb form of the word.
Base Word Adjective AdverbHappy _____________ ____________Quick
_____________ ____________Clear _____________ ____________Beautiful
_____________ ____________Angry _____________ ____________

Exercise 21: Adjective or Adverb Quiz

Choose the correct word in parentheses.

1. She danced (graceful / gracefully) across the stage.

2. The soup tastes (delicious / deliciously).
3. He solved the puzzle (easy / easily).
4. The baby looked (sleepy / sleepily).
5. They answered all the questions (correct / correctly).
Creative Writing Exercise: Adverbs and
Adjectives in Action
Prompt: Write a short story (8-10 sentences) about a memorable day in your life. Use at least:

• 5 adjectives to describe things, people, or places.

• 5 adverbs to describe actions or how things happened.

Instructions:

1. Start by setting the scene with adjectives (e.g., beautiful morning,

busy street, cheerful friends).
2. Add details to actions with adverbs (e.g., walked slowly, spoke
kindly, laughed loudly).
3. Highlight emotions and experiences using both adjectives and adverbs.

Example:
It was a bright and sunny morning when my family and I decided to visit the park. The air felt
fresh, and the flowers smelled wonderful. My little brother ran excitedly towards the swings,
laughing happily. Meanwhile, I walked slowly along the path, enjoying the colorful flowers
and the sound of the birds chirping softly. We sat under a large tree and ate sandwiches that
my mom had packed carefully. The day passed by peacefully, and I felt grateful for such a
lovely time.
 TEXT
The Magic of Theater
Theater is one of the oldest forms of art. For centuries, people have
gathered in theaters to watch plays, musicals, and performances.
Unlike movies or TV shows, theater is live, and every performance is
a bit different. This makes it exciting and unique.
Actors on stage must memorize their lines, move confidently, and
express emotions clearly. The audience can feel the energy and
emotions directly from the performers. A good performance can
make people laugh, cry, or think deeply.
Theater also involves many people behind the scenes—directors,
costume designers, lighting technicians, and stage managers.
Everyone works together to bring the story to life.
Whether you’re watching a classic Shakespeare play or a modern
musical, theater offers a powerful and emotional experience.

QUESTIONS
1. What makes theater different from movies?
2. Why is each theater performance unique?
3. What skills do actors need on stage?
4. How does theater affect the audience?
5. Who works behind the scenes in theater?
6. What is the job of a stage manager?
7. Why is teamwork important in theater?
8. Name a famous writer of classic plays.
9. What can theater make people feel?
10. Have you ever been to a live theater show? Describe it.
 Questions Made Simple – How to Form and
Answer Them

Mastering Questioning

Answering
Techniques Practice Methods
Strategies for providing Exercises to improve
accurate and effective questioning and answering
responses. skills.

Types of
Questions
Different categories of Tips and Tools
questions to enhance Helpful advice and resources
communication. for effective questioning.

Question
Formation and
Answering

1. Types of Questions

A. Yes/No Questions

• These are questions that can be answered with yes or no.

• They usually start with auxiliary verbs like be, do, have, or a modal verb (can, should,
will, etc.).

Structure:
 Auxiliary Verb + Subject + Main Verb + (Object)?

Structure of Yes/No Questions

Object Auxiliary Verb

The entity receiving the action, The verb that helps form the
if applicable question

Main Verb Subject

The action or state being The main focus of the question
inquired about

Examples:
•Is she coming to the party?
•Do you like pizza?
•Can he swim? → Yes, she is. / No, she isn’t.
→ Yes, I do. / No, I don’t.
→ Yes, he can. / No, he can’t.
B. WH-Questions

• These questions ask for specific information and begin with question words: who,
what, when, where, why, how, etc.

Structure:

WH-Word + Auxiliary Verb + Subject + Main Verb + (Object)?

 Structure of WH-Questions

Object WH-Word
The entity that receives the The starting word that
action, if applicable indicates the type of
information sought

Main Verb Auxiliary Verb

The action or state being Helps to form the tense and
inquired about aspect of the question

Subject
The main focus of the question,
usually the doer of the action

Examples:
•What do you like to eat?
•Where is your school?
→ I like pasta.
•How does she travel to work?
→ It’s near the park.
→ She travels by car.
C. Choice Questions

• These questions give a choice between two or more options.

Structure:

Option 1 + or + Option 2?
Examples:
•Do you want tea or coffee?
•Is your favorite color blue or red?
→ I want coffee.
→ My favorite color is blue.
D. Tag Questions

• These are short questions added to the end of a statement to confirm information.

Structure:

Statement + (Positive/Negative) Tag?

Should you use a positive or negative tag in your question?

Positive Tag Negative Tag

Confirms agreement or Indicates disagreement or
affirmation negation
Examples:

•You like music, don’t you?

•It’s cold today, isn’t it?
→ Yes, I do.
→ Yes, it is.

2. How to Answer Questions

A. Yes/No Questions

• Use the same auxiliary verb or modal verb as in the question.

Examples:
•Q: Is he a student?
•Q: Do you enjoy reading?
→ A: Yes, he is. / No, he isn’t.
→ A: Yes, I do. / No, I don’t.
B. WH-Questions

• Give specific information in your answer.

Examples:
•Q: Where are you from?
•Q: Why are you late?
→ A: I am from France.
→ A: I missed the bus.
C. Choice Questions

• Choose one of the options given.

Examples:
•Q: Would you like tea or coffee?
•Q: Is your house big or small?
→ A: I’d like coffee.
→ A: It’s big.
D. Tag Questions

• Confirm the statement with yes or no, or provide clarification.

Examples:
•Q: You’re tired, aren’t you?
•Q: He didn’t call you, did he?
→ A: Yes, I am.
→ A: No, he didn’t.
 How to respond to different types of
questions?

Yes/No Questions WH-Questions

Use the same auxiliary or Provide specific information
modal verb as in the relevant to the question.
question.

Choice Questions Tag Questions

Select one option from the Confirm the statement or
given choices. provide clarification.

3. Practice

A. Form Questions

1. You / like / football? (Yes/No Question)

2. Where / she / live? (WH-Question)
3.Is / he / coming / or / staying home? (Choice Question)
4. You / speak English, / don’t you? (Tag Question)

B. Answer the Questions

1. Do you enjoy traveling?

2. What’s your favorite food?
3. Would you like pasta or pizza?
4. It’s raining, isn’t it?

4. Tips for Forming Questions

1. Always pay attention to the tense of the question (past, present, future).
2. Use the correct auxiliary verb.

• Do/Does/Did for action verbs.

•Is/Are/Was/Were for continuous forms or states.
• Have/Has/Had for perfect forms.
3. Practice switching between statements and questions to build confidence.
Exercises for “Questions Made Simple: How
to Form and Answer Them”
Exercise 1: Form Yes/No Questions
Rewrite the following statements as Yes/No Questions.

1. She is your teacher.

2. They are playing football.
3. You like chocolate.
4. He has a car.
5. We will travel tomorrow.

Exercise 2: Form WH-Questions

Use the question word in parentheses to form a WH-Question for each sentence.

1. She is going to the park. (Where)

2. He arrived at 8 o’clock. (When)
3. Sarah called her mother. (Who)
4. I like pizza because it’s delicious. (Why)
5. They are learning English. (What)

Exercise 3: Choice Questions

Complete the choice questions using the given options.

1. Do you want ________ or ________? (tea, coffee)

2. Are they ________ or ________? (happy, sad)
3. Does she prefer ________ or ________? (reading, writing)
4. Would you like ________ or ________ for lunch? (pasta, salad)
5. Is the weather ________ or ________? (hot, cold)

Exercise 4: Tag Questions

Add the correct tag question to the following sentences.

1. You are coming to the party, ________?

2. She doesn’t like spicy food, ________?
3. They were late yesterday, ________?
4. He isn’t studying for the exam, ________?
5. You’ve finished your homework, ________?

Exercise 5: Answer the Questions

Answer the following questions based on your own experience:

1. Do you enjoy reading books? What is your favorite

2. hobby? Would you like to go to the beach or the
3. mountains?
4. It’s a sunny day, isn’t it?
5. Why do you like learning English?
Exercise 6: Correct the Mistakes
Find and correct the mistakes in the following questions:

1. Where she is going?

2. You like pizza?
3. Do he have a dog?
4. What you are doing now?
5. She can drive, can’t she not?

Exercise 7: Create Your Own Questions

Write one question for each type:

1. A Yes/No Question
2. A WH-Question
3. A Choice Question
4. A Tag Question

Exercise 8: Match the Question and Answer

Match the questions in Column A with the appropriate answers in Column B.

Column A (Questions) Column B (Answers)
1. Where do you live? A. Yes, I am.
2. Are you feeling better? B. I live in Paris.
3. Why are you late? C. Because I missed the bus.
4. Do you play football or chess? D. I prefer football.
It’s cold today, isn’t it? E. Yes, it is.

Exercise 9: Rewrite as Questions

Rewrite the following statements into different types of questions (Yes/No, WH-, Choice, or
Tag):

1. She is reading a book.

2. They are going to the mall.
3. We should study now.
4. He loves playing football.
5. You visited the museum last weekend.

Exercise 10: Write a Dialogue

Write a short dialogue between two people, using at least:

• 2 Yes/No Questions
• 2 WH-Questions
• 1 Choice Question
• 1 Tag Question

Exercise 11: Identify the Type of Question

Read each question and identify whether it is a Yes/No Question, WH-Question, Choice
Question, or Tag Question.

1. Is it raining outside?
2. Why are you late?
3. Would you like tea or coffee?
4. You’re coming to the meeting, aren’t you?
5. What time does the movie start?
6. Are they playing football?
7. Do you prefer cats or dogs?
Exercise 12: Fill in the Blanks
Complete the sentences with appropriate question words (who, what, where, when, why,
how).

1. ________ is your favorite singer?

2. ________ are you going tomorrow?
3. ________ did you miss the train?
4. ________ is knocking on the door?
5. ________ do you usually wake up?
6. ________ can I improve my English skills?
7. ________ is your best friend?

Exercise 14: Rearrange the Words

Rearrange the words to form correct questions.

1. your / is / where / school?

2. late / why / you / are?
3. working / she / is / today?
4. prefer / tea / or / you / coffee / do?
5. aren’t / cold / it’s / today / you?

Exercise 15: Short Answers Practice

Answer the following Yes/No Questions with a short answer.

1. Do you like traveling?

2. Is your best friend kind?
3. Are they coming to the party?
4. Can you swim?
5. Did she call you yesterday?

Exercise 16: WH-Questions with Different Tenses

Write a WH-Question for each sentence in the given tense.

1. Present Simple: I go to school at 8 AM.

2. Past Simple: He traveled to London last summer.

3. Future Simple: She will start her new job tomorrow.
→ __________________________ →
4. Present Continuous: They are watching a movie.
__________________________ →
5. Past Continuous: I was cooking dinner when she called.
__________________________ →
__________________________ →
__________________________
Exercise 17: Negative Tag Questions
Complete the sentences with the correct negative tag.

1. You’ve finished your homework, ________?

2. He isn’t coming to the party, ________?
3. They were playing in the garden, ________?
4. You don’t like coffee, ________?
5. She hasn’t met him before, ________?

Exercise 18: Write a Short Story with Questions

Write a short story or dialogue (8-10 sentences) about a day at school. Include at least:

• 2 Yes/No Questions
• 2 WH-Questions
• 1 Choice Question
• 1 Tag Question

Exercise 20: Correct the Errors

Find and correct the errors in the following questions.

1. Do likes she ice cream?

2. Why you are laughing?
3. Is he can speak French?
4. What time do the train arrive?
5. You’ve met him already, isn’t it?
Creative Writing Exercise: Using Questions
in a Story
Prompt: Write a short story (8-12 sentences) about a conversation between two friends
planning a weekend trip. Include:

• At least 2 Yes/No Questions.

• At least 2 WH-Questions (who, what, when, where, why, how).
• At least 1 Choice Question (e.g., Would you prefer A or B?).
• At least 1 Tag Question (e.g., It’s going to be fun, isn’t it?).

Example Start:
Sara and Lina were sitting in the café, talking about the weekend.Sara asked, “Do you want to
go on a trip this Saturday?”Lina smiled and said, “Yes, I’d love to! But where should we go?”
Sara thought for a moment and replied, “How about the beach? Or would you prefer the
mountains?”“The beach sounds amazing,” Lina said. “What time should we leave?”Sara
suggested, “We could leave early in the morning, around 7 AM. That’s not too early, is it?”Lina
nodded and added, “Should we invite anyone else to join us?”“Maybe we could ask Sam and
Nora,” Sara said. “What do you think?”

Instructions:

1. Write a similar dialogue or story about a real or imagined event.

2. Use a variety of questions to make the story engaging.
3. Check your grammar and punctuation, especially in the questions.
chapter 7
 TEXT
What Happens After Divorce
Divorce is one of life’s most difficult transitions. It marks the legal end of a marriage but often brings
emotional and logistical challenges that take time to resolve. For adults, divorce can lead to feelings of
grief, failure, or relief, depending on the circumstances. It requires adjusting to a new lifestyle, which
might include living alone, managing finances independently, or co-parenting.

Children, too, are deeply affected by divorce. They may feel confused, anxious, or even responsible for the
separation. Younger children might struggle to understand what’s happening, while older ones may
experience anger or sadness. Maintaining open communication, offering reassurance, and keeping
consistent routines are crucial for helping children cope.

Financial changes are another major aspect of divorce. Splitting assets, adjusting to a single income, and
managing legal fees can create stress. It may also mean finding new housing or rethinking future plans.

Despite the challenges, divorce can also be an opportunity for growth and renewal. Many people
rediscover themselves, focus on personal goals, and find healthier relationships. Support from friends,
family, or therapists can help individuals heal emotionally and create a stable, fulfilling life after divorce.

QUESTIONS
1. What does divorce mark in a person’s life?
2. What are some common emotions adults experience after divorce?
3. How might divorce affect a person’s lifestyle?
4. In what ways can children be impacted by divorce?
5. What are some strategies for helping children cope with divorce?
6. What financial challenges might arise after a divorce?
7. How can divorce create opportunities for personal growth?
8. Why is support from friends, family, or therapists important after
divorce?
9. What adjustments might individuals make regarding housing or
future plans?
10. How can individuals rebuild a stable and fulfilling life post-
divorce?
Lesson: Sentence Structure – Building
Blocks of Communication

Building Blocks of English Sentences

Types of Sentences
Different forms of sentences

Components
Elements that make up sentences

Clarity and
Effectiveness
Ensuring clear communication

1. What is Sentence Structure?

Sentence structure refers to the way words are arranged to form a meaningful sentence. A
complete sentence has a subject (what the sentence is about) and a predicate (what is said
about the subject).

Subject Predicate

Noun Verb
Sentence
Pronoun Object
Structure
Example:

• The cat (subject) is sleeping on the bed (predicate).

2. Types of Sentences by Structure

A. Simple Sentence

A simple sentence contains one independent clause (a subject and a predicate).

Formula: Subject + Verb (+ Object).

Examples:

• She reads books.

• The sun is shining.

B. Compound Sentence

A compound sentence contains two or more independent clauses joined by a coordinating

conjunction (and, but, or, so, for, yet, nor).

Formula: Independent Clause + (Conjunction) + Independent Clause.

Examples:

•I like coffee, and she prefers tea.

• He was tired, but he finished his homework.

C. Complex Sentence

A complex sentence contains one independent clause and one or more dependent clauses
(introduced by subordinating conjunctions like because, although, since, if, when).

Formula: Independent Clause + Dependent Clause (or) Dependent Clause + Independent

Clause.

Examples:

•I stayed home because it was raining.

• Although she was tired, she went to the gym.

D. Compound-Complex Sentence

A compound-complex sentence contains two or more independent clauses and at least one
dependent clause.

Examples:

• She missed the bus because she woke up late, so she walked to school.
• Although he studied hard, he didn’t pass the test, but he didn’t give up.
 Sentence Structure Hierarchy

Compound-Complex Sentences
Two independent clauses and at least one dependent
clause

Complex Sentences
One independent and one or more dependent clauses

Compound Sentences
Two independent clauses joined by conjunction

Simple Sentences
One independent clause with subject and predicate

3. Components of a Sentence

A. Subject

The person, thing, or idea that the sentence is about.

• Example: The dog barked loudly.

B. Predicate

The part of the sentence that tells what the subject does or is. It includes the verb.

• Example: The dog barked loudly.

C. Objects

• Direct Object: Receives the action of the verb.

• Example: She ate an apple.

 • Indirect Object: Tells to whom/what or for whom/what the action is done.

• Example: He gave her a gift.

D. Modifiers

Words that describe or give more information about the subject, object, or verb (e.g.,
adjectives and adverbs).

• Example: The happy child ran quickly.

Understanding the Core Components of Sentence Structure

Subject
The main focus of the sentence, indicating who or what
it is about.

Predicate
Sentence Structure
Describes the action or state of the subject, including the
verb.

Objects
Receives the action of the verb (direct) and indicates to
whom/for whom (indirect).

Modifiers
Provides additional details about the subject, object, or
verb.

4. Common Errors in Sentence Structure

1. Run-On Sentences: Two or more independent clauses joined without proper

punctuation or conjunction.
• Incorrect: I went to the park it was sunny.
• Correct: I went to the park because it was sunny.
2. Sentence Fragments: Incomplete sentences missing a subject, verb, or both.
• Incorrect: Because I was tired.
• Correct: I went to bed early because I was tired.
3. Subject-Verb Agreement Errors: The subject and verb must agree in number.
 • Incorrect: She were happy.
• Correct: She was happy.

5. Practice

A. Identify the Sentence Type

Label each sentence as simple, compound, complex, or compound-complex:

1.I love ice cream, and my brother loves cake.

2. Although it was raining, we went outside to play.
3. The dog barked loudly.
4. She was late because she missed the bus, but she still made it to work.

B. Correct the Errors

Fix the following sentences:

1. He likes swimming he doesn’t like running.

2. While I was cooking dinner.
3. They is going to the store.
4. The child was happy he got a new toy.

C. Write Your Own Sentences

1. Write a simple sentence about your favorite hobby.

2. Write a compound sentence about your daily routine.
3. Write a complex sentence about your plans for the weekend.
4. Write a compound-complex sentence about a recent trip or event.
 Sentence Structure and Error Correction

Compound
Simple Sentences Sentences
Focus on writing Combine two independent
straightforward, single-clause clauses with a conjunction.
sentences.

Compound-
Complex Complex
Sentences Sentences
Incorporate dependent clauses Blend multiple independent and
for detailed expressions. dependent clauses.

Tips for Clear Sentence Structure

1. Always include a subject and a predicate.
2. Use conjunctions to combine ideas logically.
3. Add modifiers (adjectives, adverbs) to make your sentences more descriptive.
4. Avoid overly long sentences; break them into smaller parts if needed.
Exercises for “Sentence Structure: Building
Blocks of Communication”
Exercise 1: Identify the Sentence Type
Read the sentences below and identify whether they are Simple, Compound, Complex, or
Compound-Complex.

1. 2. 3. She loves music.

4. I was hungry, so I made a sandwich.
hungry. Although it was raining, we decided to go for a walk.
5. They visited the museum, and then they had lunch because they were

We played games, but she preferred to read a book.

Exercise 2: Fill in the Blanks

Complete the sentences by adding the appropriate subject, verb, or object:

1. The baby ___________ loudly.

2. My parents ___________ to the market every Saturday.
3. She ___________ the cake for her friend’s birthday.
4. ___________ is my favorite hobby.
5. The children ___________ their toys in the park.

Exercise 3: Combine Sentences

Combine the following pairs of sentences using coordinating conjunctions (and, but, or, so,
yet):

1. I like tea. I don’t like coffee.

2. She was tired. She went to bed early.
3. We can go to the park. We can stay home.
4. He studied hard. He passed the exam.
5. It was raining. We decided to stay indoors.

Exercise 4: Rewrite Sentences

Rewrite the following sentences as complex sentences by adding a dependent clause:

1. She went to the store. She needed some milk.

2. He didn’t attend the meeting. He was feeling sick.
3. I stayed home. It was snowing heavily outside.
4. They are happy. They won the match.
5. I forgot my homework. I was in a hurry this morning.

Exercise 5: Correct the Errors

Find and correct the mistakes in the following sentences:

1. He walk to school every day.

2. The cat is sleeping the bed.
3. While we was watching a movie.
4. I likes to play football.
5. She and her brother goes to the park.
Exercise 6: Sentence Expansion
Expand the following simple sentences into compound or complex sentences:

1. The sun is shining.

2. He ate lunch.
3. They went home.
4. She is reading a book.
5. The dog is barking.

Exercise 7: Create Sentences

Write one sentence for each type:

1. A Simple Sentence about your favorite food.

2. A Compound Sentence about your weekend plans.
3. A Complex Sentence about a recent event.
4. A Compound-Complex Sentence about a school day.

Exercise 9: Sentence Fragments

Fix the following sentence fragments to make them complete sentences:

1. After we arrived at the park.

2. Running fast through the forest.
3. Because she was late for class.
4. The boy playing with his toy.
5. When they finished their homework.

Exercise 10: Write a Short Paragraph

Write a short paragraph (5–6 sentences) about a day you enjoyed. Use:

• At least 1 Simple Sentence

• At least 1 Compound Sentence
• At least 1 Complex Sentence
• At least 1 Compound-Complex Sentence

Exercise 11: Rearrange the Words

Rearrange the words below to form meaningful sentences:

1. to / I / park / went / the / yesterday.

2. likes / she / coffee / tea / prefers / but.
3. because / was / He / missed / bus / he / late.
4. reading / She / a / book / in / is / room / the.
5. played / They / and / football / tired / were / then.

Exercise 12: Identify the Subject and Predicate

Underline the subject and circle the predicate in each sentence:

1. The birds are singing in the trees.

2. My brother and I went to the market.
3. She is cooking dinner for her family.
4. The children played happily in the park.
5. Our teacher gave us a difficult test.
Exercise 13: Sentence Types and Punctuation
Decide if each sentence below is declarative, interrogative, imperative, or exclamatory. Add
the correct punctuation.

1. What are you doing this weekend

2. I love watching sunsets
3. Please close the window
4. How beautiful the flowers are
5. We are going to the beach tomorrow

Exercise 14: Add Modifiers

Add adjectives and adverbs to make the sentences more descriptive:

1. The cat sat on the mat.

2. The child ran across the field.
3. They ate dinner together.
4. She is reading a book.
5. He spoke to his teacher.

Exercise 15: Create Compound-Complex Sentences

Combine the following ideas into compound-complex sentences:

1. I was tired. I went to bed early. I had a big meeting the next day.
2. She loves cooking. She doesn’t like cleaning. Her brother helps her.
3. The sun was shining. We went for a walk. It started raining later.
4. I enjoy painting. My sister prefers drawing. We often share ideas.
5. They finished their project. They submitted it on time. Their teacher

praised them.

Exercise 16: Complete the Sentences

Complete the sentences with your own ideas:

1. When I woke up this morning, ________________________.

2. She likes pizza, but ________________________. Although it
3. was raining, ________________________. I was watching TV
4. while ________________________. They went to the park
5. because ________________________.

Exercise 17: Sentence Transformation

Rewrite the following sentences as instructed:

1. (Simple

→ Compound): She enjoys reading. She also likes painting.

2. (Compound → Complex): I was tired, so I went to bed early.
3. (Complex → Simple): Because it was raining, we stayed home.
4. (Simple → Complex): She is happy.
5.
Exercise (Compound
18: → Compound-Complex): He studied hard, and he passed the test.
Fix the Mistakes
Find and correct the errors in the sentences below:
 1. She don’t likes ice cream.
2. The boy were playing with his friends.
3. When they arrived late to school.
4. He goes to the gym every day, and he work hard.
5. We is planning a trip next weekend.

Exercise 19: Write a Dialogue

Write a short dialogue (8–10 lines) between two people discussing their weekend plans. Use:

• At least 2 Simple Sentences

• At least 1 Compound Sentence
• At least 1 Complex Sentence
• At least 1 Compound-Complex Sentence

Exercise 20: Combine Sentences with Conjunctions

Combine the following pairs of sentences using appropriate conjunctions (and, but, because,
although, so):

1. I was tired. I went to bed early.

2. She likes apples. She doesn’t like bananas.
3. He studied for the test. He passed with a high score.
4. It was raining. They decided to cancel the picnic.
5. I want to go to the beach. My friends want to go hiking
 TEXT
The World of Insects
Insects are the most common animals on Earth. There are more
than one million different species of insects, and they live in
almost every environment—forests, deserts, farms, and even
cities.
Some insects, like bees and butterflies, help plants grow by
moving pollen. Others, like ants and beetles, clean the
environment by eating waste and dead animals. Insects are also a
food source for many birds and reptiles.
However, some insects can be harmful. Mosquitoes can spread
diseases, and locusts can destroy crops. But overall, insects play
an important role in the balance of nature.
Scientists study insects to understand their behavior and how
they affect the environment. By protecting insect habitats, we
protect the health of the planet.
1.
QUESTIONS
1. How many insect species exist?
2. Where can insects be found?
3. What do bees and butterflies do for plants?
4. How do ants and beetles help the environment?
5. What animals eat insects?
6. What problems can mosquitoes cause?
7. What damage can locusts do?
8. Why are insects important to the planet?
9. What do scientists learn by studying insects?
10. How can we help protect insects?
 Lesson: Conjunctions and Linking –
Connecting Ideas in English

Mastering English Connections

Definitions Types

Common
Rules for Usage
Mistakes

Practice Exercises

1. What Are Conjunctions?

Conjunctions are words that connect words, phrases, or clauses in a sentence.

Types of Conjunctions

There are three main types of conjunctions:

1. Coordinating Conjunctions
• Connect words, phrases, or independent clauses of equal importance.
• Common conjunctions: and, but, or, so, yet, nor, for.
• Examples:
•I like coffee and tea.
• She was tired, but she kept working.

2. Subordinating Conjunctions
• Link a dependent clause to an independent clause.
• Common conjunctions: because, although, since, if, when, while, as.
• Examples:
•I stayed home because it was raining.
• Although she was late, she finished her work on time.
 How to use conjunctions and linking words correctly?

Subordinating
Coordinating Conjunctions
Conjunctions Use a comma after the Linking Words
dependent clause if it comes Use to connect ideas smoothly
Use a comma before the
conjunction when linking two first. between sentences or
independent clauses. paragraphs.

4. Common Mistakes
1. Overusing conjunctions or linking words:
• Incorrect: She was late, and she forgot her homework, and she was tired.
• Correct: She was late, forgot her homework, and was tired.

2. Using incorrect conjunctions:

• Incorrect: I stayed home but it was raining.
• Correct: I stayed home because it was raining.

3. Forgetting commas with coordinating conjunctions:

• Incorrect: She was hungry but there was no food.
• Correct: She was hungry, but there was no food.

5. Practice

A. Identify the Conjunctions

Underline the conjunctions in the sentences below:

1.I wanted to go to the park, but it started raining.

2. She works hard because she wants to succeed.
 4. We can go hiking or stay at home and watch a movie.

B. Choose the Correct Linking Word

Fill in the blanks with the correct linking word: however, because, therefore, and, or

1.I was tired, _______ I went to bed early.

2. She didn’t study for the test. _______, she didn’t do well.
3. Would you like tea _______ coffee?
4. He stayed home _______ it was raining.
5.I love pizza, _______ I don’t eat it every day.

C. Write Your Own Sentences

1. Write a sentence using a coordinating conjunction.

2. Write a sentence using a subordinating conjunction.
3. Write a sentence using a correlative conjunction.
4. Write two sentences connected by a linking word.
Exercises for “Conjunctions and Linking”
Exercise 1: Identify the Conjunctions
Read the sentences below and underline the conjunctions. Write if they are coordinating,
subordinating, or correlative.

1. I was tired, but I finished my homework.

2. She stayed home because it was raining.
3. Either we can go to the park, or we can stay home.
4. Although he was late, he still joined the meeting.
5. We not only visited the museum but also took photos in the park.

Exercise 2: Fill in the Blanks

Complete the sentences with the correct conjunction: and, but, or, because, although, so,
neither…nor.

1. I wanted to go to the beach, ______ it started raining.

2. She likes tea, ______ she doesn’t like coffee. He
3. stayed home ______ he was feeling sick. ______ we
4. arrive early, we will get good seats. We can go to the
5. park ______ have a picnic. ______ my brother ______ I
6. enjoy spicy food.

Exercise 3: Match the Clauses

Match the first part of the sentence (A) with the correct second part (B) using conjunctions.
AB
1.I went to the store a. but she was very happy.
2. He didn’t study for the exam b. because I needed milk.
3. She was tired c. so he failed.
4. I will call you d. or we will miss the train.
5. We need to leave now e. when I arrive at the airport.

Exercise 4: Rewrite the Sentences

Combine the sentences below using the given conjunctions:

1. She loves painting. She is very talented. (and)

2. He wanted to go outside. It was raining heavily. (but)
3. You should study hard. You might fail the test. (or)
4. I stayed home. I was not feeling well. (because)
5. We can visit the museum. We can explore the park. (or)

Exercise 5: Use Linking Words

Use the given linking words to connect the sentences: however, therefore, in addition,
although, because.

1. The weather was cold. ______, we decided to go hiking.

2. She is very smart. ______, she works hard.
3. I couldn’t join the meeting ______ I was traveling.
4. ______ she was tired, she finished the project on time.
5. He plays the guitar well. ______, he sings beautifully.

Exercise 6: Complete the Sentences

Complete the sentences using your own ideas and the given conjunctions or linking words:
 1. I stayed home because ________________________.
2. She was excited, but ________________________.
3. You can choose tea or ________________________.
4. Although he was late, ________________________.
5. First, we went to the park. Then, ________________________.

Exercise 7: Write a Short Paragraph

Write a short paragraph (5–7 sentences) about your favorite hobby. Use at least:

• 2 Coordinating Conjunctions
• 1 Subordinating Conjunction
• 1 Linking Word

Exercise 8: Correct the Errors

Find and fix the mistakes in these sentences:

1. She likes chocolate and she don’t like ice cream.

2. We stayed home because it was raining, and we was tired.
3. He didn’t call me nor text me, but he said he would.
4. Although the movie was interesting. We left early.
5. You should bring a jacket or it is cold outside.

Exercise 9: Choose the Best Option

Choose the correct conjunction to complete the sentence:

1. I wanted to go for a walk, ______ it started raining.

a) because
b) but
c) so
2. He works hard ______ he wants to succeed.
a) or
b) because
c) yet
3. ______ we finished eating, we went for dessert.
a) Although
b) After
c) But
4. She was tired, ______ she continued studying.
a) so
b) yet
c) because
5. Would you like to go to the park ______ stay home?
a) and
b) or
c) but

Exercise 10: Categorize the Conjunctions

Below is a list of conjunctions. Sort them into coordinating, subordinating, and correlative
categories.
List: and, because, or, since, but, although, neither…nor, both…and, yet, so, if, while, not
only…but also
Exercise 11: Complete the Story

Fill in the blanks with appropriate conjunctions (and, but, or, because, although, so, while):
Yesterday was an exciting day! I woke up early ______ it was my birthday. My family
surprised me with a cake ______ gifts. We planned to have a picnic, ______ the weather
was cloudy. ______ we waited for the sun to come out, we played games at home. Later,
the sky cleared up, ______ we decided to go to the park. We ate sandwiches ______
played football. It was a perfect day ______ I felt very happy!

Exercise 12: Combine Sentences

Combine the sentences below using the indicated conjunctions:

1. 2.The train was late. We waited at the station. (while)

(because)She wants to study medicine. She is interested in helping people.
3. 4. 5.
I like chocolate. My brother likes vanilla. (but)
You can take the bus. You can walk to school. (or)
He worked very hard. He achieved his goals. (so)

Exercise 13: Rewrite with Linking Words

Rewrite the sentences below using the suggested linking words (however, therefore,
moreover, although, in addition):

1. It was raining. We decided to stay home. (therefore) She is talented.

2. She is also hardworking. (moreover) He was tired. He finished his
3. homework. (although) She loves reading books. She enjoys watching
4. movies. (in addition) The exam was difficult. Many students passed.
5. (however)

Exercise 14: Fix the Errors

Correct the mistakes in the following sentences:

1. I wanted to go out, so I stayed home instead.

2. Although it was cold, but we went swimming.
3. He likes coffee and he don’t like tea. We went
4. to the park or played basketball. Not only she
5. sings, but also she dances.

Exercise 15: Create Your Own Sentences

Write your own sentences using the following conjunctions:

1. because
2. but
3. although
4. so
5. either…or

Exercise 16: Choose the Correct Pair

Fill in the blanks using the correct correlative conjunctions (either…or, neither…nor, both…and,
not only…but also):
 1. She can ______ come to the party ______ stay home.
2. ______ he ______ his brother knows how to cook.
3. She is ______ intelligent ______ hardworking.
4. He is ______ a good singer ______ an amazing dancer.
5. You will ______ study hard ______ fail the exam.

Exercise 17: Build a Paragraph

Write a short paragraph (6–8 sentences) about your weekend plans. Use:

• At least 2 coordinating conjunctions

• At least 2 subordinating conjunctions
• At least 1 linking word

Exercise 18: Identify the Sentence Types

Identify whether the sentences below are simple, compound, or complex:

1. He went to the park because he wanted to exercise.

2. She enjoys painting, and she loves music.
3. Although it was raining, they continued playing outside.
4. I like tea, but I don’t like coffee.
5. They played football under the bright sun.

Exercise 19: Write a Dialogue

Write a dialogue (6–8 lines) between two friends discussing their weekend. Use a mix of:

• Coordinating conjunctions
• Subordinating conjunctions
• Linking words
Writing Exercise: “A Memorable Adventure”
Task: Write a story (10–12 sentences) about a memorable adventure you experienced, real or
imaginary. Use a variety of conjunctions and linking words to make your story flow naturally.
Instructions:

1. Plan Your Writing:

• Introduction: Start with when and where the adventure happened.
• Main Events: Describe what happened during the adventure. Include
details about challenges, surprises, or exciting moments.
• Conclusion: End with how the adventure made you feel or what you
learned from it.
2. Include Different Conjunctions:
• At least 3 Coordinating Conjunctions (and, but, or, so).
• At least 2 Subordinating Conjunctions (because, although, while).
• At least 1 Correlative Conjunction (not only…but also, either…or).
3. Use Linking Words for Flow:
•
Words like however, therefore, first, then, finally, in addition.

Example:

“Last winter, my friends and I decided to go hiking in the snowy mountains, and it turned out
to be an unforgettable experience. We woke up early, so we could reach the summit before
sunset. Although it was freezing, we were excited to start our journey.
The trail was beautiful because the snow covered everything like a white blanket. Not only
did we enjoy the breathtaking views, but we also took amazing photos along the way.
However, halfway through, the weather suddenly changed, and it started snowing heavily.
We felt worried, yet we didn’t give up. Since we were close to the summit, we encouraged
each other to keep going. Finally, after hours of hiking, we reached the top. The view was
incredible, and we felt proud of ourselves.
This adventure taught me that challenges can be overcome when you work together. It is a
day I will always remember.”
chapter 8
 TEXT
Marriage Marriage is one of the most important partnerships in life, combining emotional, social, and often
financial aspects. It is built on love, trust, and commitment, but maintaining a successful marriage requires
effort, understanding, and communication.

A healthy marriage provides emotional support, companionship, and a sense of stability. Couples often share
life’s joys and challenges, from raising children to managing finances and celebrating achievements. For many,
marriage offers a safe space where they can express their thoughts and feelings without judgment.

However, marriage also has its difficulties. Differences in communication styles, financial stress, or unmet
expectations can lead to conflicts. Couples who navigate these challenges successfully often do so by being
patient, practicing empathy, and seeking compromises. Counseling or relationship workshops can also help
strengthen bonds and address deeper issues.

Culturally, marriage carries various meanings. In some societies, it is seen as a sacred bond blessed by
religion, while in others, it may be viewed as a practical partnership. Despite these differences, marriage
remains a universal symbol of connection and commitment.

For those who choose it, marriage is a journey of growth and partnership, requiring dedication but offering
deep rewards in return

QUESTIONS
1. What are the key foundations of a successful marriage?
2. What emotional benefits does a healthy marriage provide?
3. How do couples share life’s challenges and achievements in a
marriage?
4. What are some common difficulties faced in marriage?
5. How can couples effectively navigate conflicts in their relationship?
6. What role can counseling or workshops play in strengthening a
marriage?
7. How does the cultural meaning of marriage vary across societies?
8. Why is marriage considered a symbol of connection and commitment?
9. What are some ways to express love and understanding in a marriage?
10. What rewards does marriage offer to those who choose it?
Lesson: Words: Bridging Ideas Effectively

Understanding Bridging Words

Categories
Different types of bridging
Practice words
Exercises
Reinforcing learning

Importance
Enhancing clarity and
Common coherence
Mistakes
Errors to avoid

Examples
Illustrating usage in
context

What Are Bridging Words?

Bridging words are used to connect ideas, sentences, or paragraphs in a clear and logical
way. They help readers understand relationships between ideas, such as cause and effect,
contrast, sequence, or addition.

Categories of Bridging Words

1. Addition
• Use these words to add more information or support.
• Examples: and, also, furthermore, moreover, in addition
• Example Sentence: She loves reading, and she also enjoys writing.

2. Contrast
 • Use these words to show differences or contradictions.
• Examples: but, however, yet, on the other hand, although, though
• Example Sentence: The weather was cold, but we still went hiking.

3. Cause and Effect

• Use these words to explain reasons or results.
• Examples: because, since, therefore, so, as a result, thus
• Example Sentence: He missed the bus because he woke up late.

4. Sequence or Order
• Use these words to show the order of events or ideas.
• Examples: first, then, next, after that, finally
• Example Sentence: First, we packed our bags. Then, we left for the airport.

5. Examples or Emphasis
• Use these words to give examples or highlight important ideas.
• Examples: for example, for instance, such as, especially, indeed
• Example Sentence: She enjoys outdoor activities, especially hiking and
swimming.

6. Conclusion or Summary
• Use these words to wrap up or summarize ideas.
• Examples: in conclusion, to sum up, in summary, overall
• Example Sentence: In conclusion, teamwork is essential for success.

Understanding Discourse Connectors

Conclusion or
Summary Addition
Words that add
Words that wrap up or
summarize ideas information or support

Examples or Contrast
Emphasis Words that show
Words that give examples differences or
or highlight ideas contradictions

Sequence or Cause and

Order Effect
Words that show the order Words that explain
of events or ideas reasons or results
Why Are Bridging Words Important?

• They make your writing smoother and more cohesive.

• They help readers follow your ideas easily.
• They improve the flow of your sentences and paragraphs.

Examples in Context
1. Without Bridging Words:

•I woke up late. I missed the bus.

• She loves reading. She doesn’t like writing.

2. With Bridging Words:

•I woke up late, so I missed the bus.
• She loves reading; however, she doesn’t like writing.

Common Mistakes to Avoid

1. Overusing bridging words: Using too many can make sentences feel forced or
repetitive.
2. Choosing the wrong word: Ensure the word fits the relationship you want to show.
3. Forgetting punctuation: Some bridging words require commas or semicolons (e.g.,
however).

Practice Sentences
Fill in the blanks with appropriate bridging words:

1. She loves painting, ______ she doesn’t enjoy drawing.

2. We visited the museum; ______, we went to the park.
3. He stayed home ______ it was raining.
4. I love outdoor sports, ______ hiking is my favorite.
5. ______, the project was a huge success.

Practice Writing
Write a paragraph about your favorite hobby, using at least five bridging words from
different categories.
Exercises: Words - Bridging Ideas
Effectively
Exercise 1: Fill in the Blanks
Complete the sentences below using suitable bridging words:

1. 2. 3. 4.I wanted to go for a walk, ______ it started raining heavily.

flights. 5.She is very talented; ______, she works hard to improve her skills.
6. The train was delayed, ______ I missed my appointment.
together.He loves traveling to new places, ______ he doesn’t enjoy long
7. 8.
______ the weather was cold, we decided to go to the beach.
First, we went to the supermarket. ______, we prepared dinner

She enjoys outdoor activities ______ hiking, camping, and cycling.

______, teamwork is essential for achieving success.
Exercise 2: Match the Columns
Match the sentences in Column A with the correct bridging word in Column B:
Column A Column BI forgot my umbrella. ______, I got wet. a) becauseShe enjoys art,
______ she dislikes music. b) howeverWe missed the bus ______ we were late. c) in
additionHe is very smart; ______, he is hardworking. d) thereforeThe hotel was amazing;
______, the food was excellent. e) but

Exercise 3: Correct the Errors

Identify and correct the mistakes in the following sentences:

1. He was tired, so he stayed up late to watch a movie.

2. Since it was raining, but we went outside anyway.
3. I love reading books; and it helps me relax.
4. She is not only talented, but she is also hardworking.
5. He studied hard, so, he failed the exam.

Exercise 4: Rewrite Using Bridging Words

Rewrite the sentences below by adding suitable bridging words to connect the ideas:

1. I went to the park. I forgot to take my water bottle.

2. The teacher gave us homework. We had to submit it the next day.
3. I enjoy cooking. I don’t like cleaning the kitchen.
4. He didn’t study for the test. He passed with a high score.
5. We packed our bags. We left for our holiday.

Exercise 5: Combine the Sentences

Use appropriate bridging words to combine the sentences into one:

1. She studied very hard. She didn’t pass the exam.

2. I wanted to buy the book. It was too expensive.
3. The children were tired. They continued playing.
4. He loves football. He doesn’t like basketball.
5. It was late. We decided to stay at home.

Exercise 6: Categorize the Bridging Words

Sort the following bridging words into their correct categories (addition, contrast, cause and
effect, sequence, or conclusion):
Words: however, therefore, first, in addition, although, finally, so, but, then, because
Exercise 7: Write Your Own Sentences
Write one sentence for each of the following bridging words:

1. however
2. because
3. therefore
4. in addition
5. finally

Exercise 8: Paragraph Practice

Write a short paragraph (6–8 sentences) about your favorite holiday or memory. Use at least:

• 1 word for addition 1 word

• for contrast 1 word for
• cause and effect 1 word
• for sequence 1 word for
• conclusion

Exercise 9: Choose the Correct Bridging Word

Choose the correct bridging word for each sentence:

1. I wanted to buy the dress, ______ it was too expensive. (but/and)

2. The meeting was canceled; ______, we all went home early.
(therefore/however)
3. I love pizza, ______ my brother prefers pasta. (so/but)
4. He didn’t study for the exam. ______, he passed with a high grade.
(However/Therefore)
5. She enjoys outdoor activities, ______ she loves hiking the most.
(especially/in addition)

Exercise 10: Story Completion

Finish the story below by adding appropriate bridging words:
“Last weekend, my family and I decided to go on a picnic. ______, we packed our food and
drinks early in the morning. The weather was sunny and perfect, ______ we chose a nice
spot by the lake. My brother wanted to go fishing, ______ I preferred to read a book under
the trees. ______ we all had lunch together, we played some games. ______, it was a great
day, and we all had so much fun!”

Exercise 11: Fill in the Blanks

Use the correct bridging word to complete each sentence:

1. I wanted to go to the party, ______ I had too much homework.

2. We arrived late to the show; ______, we missed the first act.
3. She doesn’t like tea, ______ she loves coffee.
4. He bought a new car ______ it was more efficient than his old one.
5. I studied for hours; ______, I passed the exam with flying colors.
6. ______ it was snowing, we decided to go skiing.
7. The city is crowded; ______, it’s full of energy and excitement.

Exercise 12: Sentence Matching

Match the beginning of each sentence in Column A with the most appropriate ending in
Column B:

Column A Column B
She is very busy, ______ a) we couldn’t finish on time.
I enjoy swimming; ______ b) she still finds time to help me.
We started working late, ______ c) it’s refreshing and keeps me fit.
It was raining heavily; ______ d) therefore, we stayed indoors.
He didn’t study for the test, ______ e) as a result, he failed.

Exercise 13: Combine Ideas

Combine the pairs of sentences using appropriate bridging words:

1. The movie was very long. It was still enjoyable.

2. I enjoy painting. My brother prefers playing video games.
3. She worked hard to prepare for the meeting. It was a success.
4. We went to the market. We bought fresh vegetables and fruits.
5. The weather was cold. We decided to stay home and watch a movie.

Exercise 14: Choose the Best Option

Pick the correct bridging word for each sentence:

1. The soup was too salty; ______, the salad was delicious. (however/therefore)
2. I woke up early, ______ I still missed the bus. (but/so)
3. He enjoys outdoor sports, ______ hiking and cycling. (especially/although)
4. ______ the traffic was heavy, we managed to reach on time. (Although/Because)
5. I finished all my chores. ______, I can finally relax. (In conclusion/Therefore)

Exercise 15: Write a Paragraph

Write a short paragraph (6–8 sentences) about your daily routine. Use at least one bridging
word from each of these categories:

• Addition: and, also, in addition

• Contrast: but, however, although
• Sequence: first, then, finally
• Cause and Effect: because, therefore, so
• Conclusion: in conclusion, overall

Exercise 16: Sentence Expansion

Expand the short sentences below by adding bridging words to connect the ideas:

1. I went to the park. I met my friend.

2. The homework was difficult. I completed it.
3. She enjoys cooking. She dislikes cleaning up afterward.
4. The power went out. We lit candles.
5. He was tired. He kept working.

Exercise 17: Categorize Bridging Words

Sort the following bridging words into their correct categories (addition, contrast, cause and
effect, sequence, or conclusion):

Words: furthermore, although, therefore, next, overall, in addition, because, however, finally,
so

Exercise 18: Error Correction

Find and correct the errors in the following sentences:

1. Although it was raining, but we decided to go hiking.

 2. He worked hard and therefore he didn’t succeed.
3. I want to study medicine, however, I’m not good at biology.
4. She not only sings, but also dances beautifully.
5. The weather was cold, so we decided to go swimming.

Exercise 19: Finish the Story

Complete the story below by adding bridging words:

“It was a beautiful morning, ______ the birds were singing, and the sky was clear. ______,
we decided to go for a walk in the park. The park was full of flowers, ______ we stopped to
take some photos. ______ we were walking, we met an old friend we hadn’t seen in years.
______, we spent hours catching up and enjoying the day. ______, it was one of the best
mornings I’ve had in a long time.”

Exercise 20: Creative Writing

Write a short story (8–10 sentences) about your favorite holiday or trip. Use at least:

• 2 words for addition

• 2 words for contrast
• 1 word for cause and effect
• 1 word for sequence
• 1 word for conclusion
 TEXT
Life in a Small Village
Living in a small village is very different from living in a big city.
Villages are usually quiet, with fewer people, cars, and buildings.
Many people in villages know each other, and life moves at a
slower pace.
In small villages, people often grow their own food or work in
local farms and markets. Children usually go to small schools,
and families often spend more time together.
There are fewer shops, buses, and entertainment options, but
there is more space, fresh air, and nature. Many people enjoy the
peace of village life, while others prefer the energy of city life.
Both city and village life have advantages and disadvantages.
The best choice depends on your needs and personality.

QUESTIONS
1. How is life in a village different from city life?
2. Why is village life quieter?
3. What jobs do people often have in villages?
4. What do children do in villages?
5. What is missing in most small villages?
6. What natural benefits do villages offer?
7. Why do some people prefer cities?
8. What are some advantages of village life?
9. What makes the best living place for you?
10. Would you like to live in a village? Why?
Expressing the Past: Present Perfect vs. Past
Perfect

Exploring English Tenses: Present and Past Perfect

Present Perfect Structure

Present Perfect Usage

Understanding
Past Perfect Structure
English Tenses

Past Perfect Usage

Key Differences

Present Perfect
The Present Perfect tense is utilized to establish a connection between the past and the
present. It describes actions or events that occurred at an unspecified time in the past or
actions that are still ongoing.

Structure:

• Subject + have/has + past participle

When to Use Present Perfect:

 1. Unspecified Time in the Past:
The Present Perfect is used when the exact time of the action is not mentioned.
Example: I have visited Paris.

2. Life Experiences:
It is used to discuss life experiences without specifying when they occurred.Example:
She has never tried sushi.

3. Actions Continuing into the Present:

This tense describes actions that began in the past and are still true or ongoing.
Example: They have lived in this house for ten years.

4. Recent Actions with Present Relevance: It describes actions that have just occurred
and are relevant to the present.Example: I have just finished my homework.

Uses of Present Perfect Tense

Life Experiences
Recent Actions with
Present Relevance
Present Perfect Tense
Actions Continuing
into the Present
Unspecified Time in
the Past

Past Perfect

The Past Perfect tense is employed to indicate that one action in the past took place before
another action in the past. It emphasizes the sequence of events.

Structure:

• Subject + had + past participle

When to Use Past Perfect:

 1. Actions Before Another Past Action:
It is used to describe an action that was completed prior to another action in the past.
Example: She had already eaten when they invited her to dinner.

2. Emphasizing the First of Two Past Events:

The Past Perfect clarifies which event occurred first.Example: By the time we arrived,
the train had left.

3. Explaining Reasons in the Past: It can be used to explain why something happened in
the past.Example: He failed the test because he had not studied enough.

Past Perfect Tense Usage

She had The train had He had not

already eaten left studied enough

Action completed before Train departure before Lack of study before test
dinner invitation arrival failure

Key Differences Between Present Perfect and Past

Perfect

• Present Perfect connects the past to the present and focuses on the result or
relevance now.Example: I have seen that movie.

• Past Perfect looks back further into the past and focuses on the sequence of past
events.Example: I had seen that movie before you recommended it.
Exercises on Present Perfect vs. Past Perfect
Exercise 1: Fill in the blanks with the Present Perfect tense

1. She ______ (visit) France several times.

2.I ______ (already/finish) my homework.
3. They ______ (never/eat) sushi before.
4. We ______ (live) in this city for five years.
5. He ______ (just/come) back from the gym.

Exercise 2: Fill in the blanks with the Past Perfect tense

1. By the time we arrived, the train ______ (already/leave).
2. She ______ (finish) her book before she went to bed. 3.
They ______ (eat) breakfast before the meeting started. 4.
He ______ (lose) his keys, so he couldn’t open the door. 5.
We ______ (not/meet) him before the party.

Exercise 3: Choose the correct tense (Present Perfect or Past Perfect)

1.I ______ (see/have seen) that movie twice.
2. She ______ (read/had read) the book before it was adapted into a movie.
3. They ______ (finish/have finished) their homework, so they’re watching TV now.
4. He ______ (leave/had left) by the time I arrived at the station.
5. We ______ (never/try) this dish before.

Exercise 4: Rewrite the sentences with the correct tense

1.I (already/finish) my project before the deadline.
2. She (never/visit) the museum until yesterday.
3. By the time the bus arrived, they (walk) home.
4. We (live) here since 2010.
5. He (not/see) the email before he called me.

Exercise 5: Fill in the blanks with Present Perfect tense

1. They ______ (win) three awards this year.

2. I ______ (not/see) Sarah since last week.
3. He ______ (just/arrive) at the airport.
4. We ______ (already/finish) cleaning the house.
5. She ______ (be) to New York many times.

Exercise 6: Fill in the blanks with Past Perfect tense

1. By the time the movie started, we ______ (find) our seats.

2. He ______ (not/study) enough for the exam, so he failed.
3. They ______ (leave) the party before we arrived.
4. She ______ (not/know) about the news until I told her.
5. I ______ (finish) cooking dinner when the guests arrived.

Exercise7: Choose the correct tense (Present Perfect or Past Perfect)

1. 2. 3. He ______ (finish/had finished) his homework before going to bed.

abroad. We ______ (travel/have traveled) to several countries this year.
4. 5. She ______ (not/visit/had not visited) her grandparents before moving

They ______ (clean/have cleaned) the house, so it looks great now.

By the time the rain stopped, we ______ (already/go) home.
Exercise 8: Correct the mistakes

1. She has went to the store before dinner.

2. By the time we got to the station, the train has left.
3. They didn’t finish their project, but now they had complete it.
4. He have never been to this city before.
5. I has already eaten breakfast before you woke up.

Exercise 9: Write sentences using the given words

1. (Present Perfect) she / already / finish / her homework.

2. (Past Perfect) we / leave / the house / before / it started / to rain.
3. (Present Perfect) I / never / try / Italian food.
4. (Past Perfect) they / see / that movie / before / you recommended /
it.
5.
(Present Perfect) he / not / call / me / yet.

Exercise 10: Fill in the blanks with Present Perfect tense

1. She ______ (never/see) a shooting star before.

2. We ______ (visit) the museum twice this month.
3. He ______ (just/buy) a new laptop.
4. The children ______ (not/do) their homework yet.
5. I ______ (read) three books this week.

Exercise 11: Fill in the blanks with Past Perfect tense

1. After they ______ (eat) dinner, they went to bed.

2. I ______ (not/finish) my essay when the teacher asked for it.
3. By the time the sun rose, the storm ______ (stop).
4. She ______ (already/leave) the office before the manager arrived.
5. We ______ (not/meet) the new neighbors until last weekend.

Exercise 12: Choose the correct tense (Present Perfect or Past Perfect)

1. 2. 3. 4.He ______ (have/had) a car accident before he moved to the city.

5. We ______ (have/had) a great time at the concert last night.
yesterday.She ______ (has/had) been to this café many times before it closed.
They ______ (have/had) already prepared dinner when we arrived.
I ______ (have/had) never seen such a beautiful sunset until

Exercise 13: Rewrite the sentences with the correct tense

1. I (finish) my homework, so now I can relax.

2. She (not/hear) about the meeting before I told her.
3. By the time we reached the park, it (start) raining.
4. They (travel) to Japan twice this year.
5. He (already/leave) before we arrived at his house.

Exercise 14: Write a sentence using the hints

 1. (Present Perfect) I / always / want / to learn Spanish.
2. (Past Perfect) she / already / call / the doctor / before / he
arrived.
3.
(Present Perfect) they / never / visit / this country / before.
4.
(Past Perfect) we / not / clean / the house / before / the guests
came.
5.
(Present Perfect) he / just / send / me / a message.
Exercise 15: Identify the mistake and correct it

1. She has saw that movie last week.

2. We had eaten breakfast, so we are not hungry now.
3. He haven’t been to the park yet.
4. By the time the bus arrived, we has waited for an hour.
5. I have finished my homework before the class started.

Essay Writing Exercise: Using Present

Perfect and Past Perfect
Write an essay of about 100-150 words describing a memorable event in your life. Use both
Present Perfect and Past Perfect tenses to explain your experience.
Guidelines:

1. Begin with a general introduction to the event. For example: I have

experienced many wonderful moments in my life, but one stands out the most.
2. Use the Present Perfect to describe the overall experience and its
connection to your life now. Example: This event has changed the way I look at
challenges.
3. Use the Past Perfect to describe the sequence of events. Example: By
the time we reached the venue, everyone had already started the celebration.
4. Conclude with how the event has impacted you or why it is important to
you.

Example Topic:
Write about the best trip you have ever taken, a special family celebration, or an important
achievement.
chapter 9
 TEXT
The History of Maps
Maps have been used by humans for thousands of years to
understand and explore the world. The earliest maps were drawn
on clay tablets and animal skins. They showed rivers, mountains,
and trade routes.
In the past, maps were not always accurate because people had
little knowledge about the Earth’s shape. As explorers traveled to
new places, they helped improve mapmaking by adding new
details.
Today, maps are made using satellites and digital technology. GPS
systems use maps to guide drivers, pilots, and even hikers. Online
maps allow people to explore cities and countries from their
phones or computers.
Maps are more than just tools for navigation—they also tell stories
about history, culture, and human discovery.

QUESTIONS
1. What were early maps made of?
2. What did old maps usually show?
3. Why were early maps sometimes inaccurate?
4. How did exploration help mapmaking?
5. What tools are used to make maps today?
6. How does GPS use maps?
7. What can online maps help us do?
8. Why are maps important in history?
9. What do maps teach us about culture?
10. How have maps changed over time?
Prepositions in Practice: Where and How to
Use Them

Mastering Prepositions

Types of
Mastery Benefits Prepositions

Practical Relationship
Examples Establishment

What Are Prepositions?

Prepositions are small but essential words that show the relationship between a noun (or
pronoun) and another word in the sentence. They tell us where, when, or how something
happens. Examples include: in, on, at, to, with, under, over, etc.

1. Prepositions of Place (Where?)

These prepositions show the location of something.

• In: Used when something is inside an enclosed space.Example: The milk is in the
fridge.
• On: Used when something is on a surface.Example: The book is on the table.

• At: Used to refer to a specific point or location.Example: She is at the door.

 Prepositions
of Place

In On At

Inside
Specific
Enclosed On Surface
Point
Space

2. Prepositions of Time (When?)

These prepositions indicate time or duration.

• In: Used for longer periods like months, years, or parts of the day.Example: We will go
on vacation in July.
• On: Used for specific days or dates.Example: The exam is on Monday.

• At: Used for specific times and points in time.Example: The meeting starts at 3 PM.
 Categorization of Time Prepositions

Longer Periods

in July

Specific General

on Monday at 3 PM

Days

3. Prepositions of Movement (How?)

These prepositions show movement from one place to another.

• To: Indicates movement toward a destination.Example: He is going to the library.

• Into: Shows movement inside something.Example: She walked into the room.

• Onto: Indicates movement onto a surface.Example: The child climbed onto the table.
 To
Indicates movement toward
a destination.
Into
Which preposition of Shows movement inside
movement should be something.
used? Onto
Indicates movement onto a
surface.

How to Remember Prepositions?

1. Think about relationships: Prepositions connect nouns to other parts of the sentence.
Example: The bag is under the table (relationship between “bag” and “table”).
2. Practice common phrases: Many prepositions are used in fixed expressions.Example:
“At home,” “on time,” “in the car.”
3. Visualize the action: Imagine the movement or location to choose the right
preposition.

Common Mistakes to Avoid

• Don’t confuse in and on: Use in for inside spaces (in the box) and on for surfaces (on
the table).
• Don’t forget at for specific points: Use it for places (at the bus stop) and times (at 5
PM).
 Exercises for “Prepositions in Practice”
Exercise 1: Fill in the blanks with the correct preposition

1. The book is ___ the table.

2. He lives ___ Paris.
3. My birthday is ___ July.
4. She is sitting ___ the chair.
5. The plane will arrive ___ 10 PM.

Exercise 2: Correct the mistakes in the sentences

1. The cat is in the table.

2. She arrived to the station late.
3. He jumped in the car and drove away.
4. The photo is in the wall.
5. We met at Monday.

Exercise 3: Match the sentence halves

Match the first part of each sentence (Column A) with its correct ending (Column B).
Column A Column B
1. The clock is ___ a. in my bag.
2. She is standing ___ b. at the bus stop.
3. The shoes are ___ c. on the wall.
4. He put the keys ___ d. onto the bed.
5. The cat jumped ___ e. under the table.

Exercise 4: Choose the correct preposition

1. The phone is ringing (on/in/at) the kitchen.

2. We always go to the beach (on/in/at) summer.
3. She arrived (on/to/at) the party late.
4. The dog ran (in/into/on) the house.
5. He left his phone (on/in/to) the car.

Exercise 5: Identify the prepositions

Find the prepositions in the following sentences:

1. The pen is on the desk.

2. She walked into the room quickly.
3. They are sitting under the tree.
4. We arrived at the station at 8 o’clock.
5. He went to the store near the park.

Exercise 6: Complete the sentences

1. The flowers are ___ the vase.

2. The students are sitting ___ their desks.
3. She walked ___ the door without looking back.
4. The keys are ___ my pocket.
5. We are meeting ___ the park later.
Exercise 7: Use the correct preposition of time

1. I was born ___ 2003.

2. We are having lunch ___ 2 PM.
3. Let’s meet ___ Saturday morning.
4. They arrived ___ the evening.
5. The class starts ___ 8:30.

Exercise 8: Use the correct preposition of place

1. The clock is ___ the wall.

2. The bag is ___ the chair.
3. She lives ___ a small town.
4. The kids are playing ___ the garden.
5. He works ___ a big office.

Exercise 9: Fill in the blanks with “to,” “into,” or “onto”

1. He walked ___ the room quietly.

2. The cat jumped ___ the bed.
3. They are going ___ the market.
4. She climbed ___ the roof to fix it.
5. He threw the ball ___ the basket.

Exercise 10: Rewrite the sentences with correct prepositions

1. She put the bag in the table.

2. He arrived to the station on time.
3. The dog jumped in the car.
4. We are meeting at Friday.
5. The picture is in the wall.

Exercise 11: Fill in the blanks with “in,” “on,” or “at”

1. I was born ___ a small village.

2. The meeting will be held ___ Monday afternoon.
3. He is ___ the park, waiting for us.
4. The food is ___ the table.
5. She stayed ___ home all day.

Exercise 12: Create your own sentences using these prepositions

1. In: ___
2. On: ___
3. At: ___
4. To: ___
5. Under: ___
Exercise 13: Fill in the blanks with prepositions of movement

1. She ran ___ the hill as fast as she could.

2. The bird flew ___ the window.
3. He drove ___ the tunnel.
4. They climbed ___ the mountain.
5. The kids went ___ the park after school.

Exercise 14: Complete the sentence with your own answers

1. I usually sit ___ the front of the classroom.

2. My phone is ___ my pocket.
3. We went ___ the mall yesterday.
4. The bus stopped ___ the corner.
5. She works ___ a café near her house.

Exercise 15: Find the prepositions in these sentences

1. The cat is hiding under the bed.

2. He went to the store and bought some milk.
3. The meeting is at 3 PM.
4. She lives in a house near the beach.
5. They arrived on time for the movie.

Exercise 16: Fill in the blanks with “in,” “on,” or “at”

1. The keys are ___ the table.

2. He stayed ___ bed all day.
3. We are meeting ___ the café at 5 PM.
4. She is ___ the bus, heading downtown.
5. The money is ___ my wallet.

Exercise 17: Rewrite the sentence using the correct prepositions

1. The book is on my bag.

2. He is waiting in the bus stop.
3. We are going in a trip tomorrow.
4. She is at the room studying.
5. The ball rolled in the table.

Exercise 19: Complete the paragraph with prepositions

I went ___ the market this morning. The bread was ___ the shelf, and the vegetables were
___ a basket near the door. I put everything ___ my bag and walked ___ the park on my
way home.

Exercise 20: Choose the correct preposition for each sentence

1. He is standing (on/in/at) the corner of the street.

2. She walked (into/to/onto) the room and sat down.
3. They are going (in/to/on) a trip next weekend.
4. The phone is (on/in/at) the kitchen counter.
5. I will meet you (at/on/in) Friday evening.
Prepositions in Practice: Where and How to
Use Them
Write a short essay (100-150 words) on the topic “A Day in My Life”, focusing on using
prepositions correctly.
Guidelines:

1. Include prepositions of time (e.g., in the morning, at night, on

Monday).
2. Use prepositions of place (e.g., in the park, at the library, on the
table).
3.
Add prepositions of direction/movement (e.g., to the store, into the
room, onto the bus).

Example Starter:

“In the morning, I wake up at 7:00 AM and get out of bed. I go to the kitchen for breakfast
and place my coffee mug on the table. After eating, I head to school. At school, I sit in my
classroom and listen to my teacher carefully…”
Task:

Write your own essay with similar structure, focusing on correctly placing prepositions.
 TEXT
Volunteering and Community Service
Volunteering means giving your time to help others without expecting
payment. It is a way to support your community, learn new skills, and
make a difference in people’s lives.
People volunteer in many places: schools, hospitals, animal shelters,
and food banks. Some help clean the environment, teach children, or
take care of the elderly.
Volunteering can also be a way to discover your interests or future
career. For example, if you like animals, working in an animal shelter
might help you decide to become a vet.
Many universities and employers value volunteer experience because it
shows responsibility, teamwork, and care for others.
Volunteering is not just about helping—it’s also about connecting,
learning, and growing as a person. When you give your time, you often
receive joy and purpose in return.

QUESTIONS
1. What does volunteering mean?
2. Why do people volunteer?
3. Where can people volunteer?
4. How can volunteering help the environment?
5. What can volunteering teach us?
6. How can it help with future careers?
7. Why do employers value volunteer experience?
8. What personal qualities does volunteering show?
9. What do people receive from volunteering?
10. Have you ever volunteered? If not, would you like to?
 Reported Speech: Transforming
Conversations into Indirect Talk

Mastering the Art of Reported Speech

Tense Changes

Pronoun
Changes

Time and Place

Changes
Reported
Speech
Reporting
Questions
Reporting
Commands and
Requests

Practical
Examples

What is Reported Speech?

Reported speech, also called indirect speech, is a way to share what someone said without
quoting their exact words. Instead of repeating their words word-for-word, you describe
their message while adapting the sentence to fit the context.

How to Use Reported Speech

1. Tense Changes
When reporting speech, the verb tense usually shifts back to reflect that the words were
spoken in the past. This is called “backshifting.”

• Direct Speech: “I am tired.”Reported Speech: She said (that) she was tired.
Examples of tense changes:
•Present tense becomes past tense: “I live here”
•Past tense becomes past perfect: “I ate breakfast”
→ She said she lived there.
•Will becomes would: “I will call you”
→ He said he had eaten breakfast.
→ She said she would call me.

Transformation of Direct Speech to Reported Speech

Identify Direct Speech

Transform Present Tense

Transform Past Tense

Transform Future Tense

2. Pronoun Changes
Pronouns need to change to reflect the perspective of the speaker and the reporter.

• Direct Speech: “I love my brother.”Reported Speech: She said (that) she loved her
brother.

3. Time and Place Changes

Words related to time and place often need adjustment:

• “Now” becomes “then.”

• “Today” becomes “that day.”
• “Tomorrow” becomes “the next day.”
• “Here” becomes “there.”

Example:
• Direct Speech: “I’ll meet you here tomorrow.”Reported Speech: She said she would
meet me there the next day.
 Transformation of Direct Speech to Reported Speech

Identify Direct Speech

Change Pronouns

Adjust Tenses

Modify Time and Place

Formulate Reported
Speech

Reporting Questions
• For yes/no questions, use if or whether:Direct Speech: “Are you coming?”Reported
Speech: She asked if I was coming.

• For wh- questions, keep the question word but change the word order to that of a
statement:Direct Speech: “Where do you live?”Reported Speech: He asked where I
lived.

Reporting Commands and Requests

To report commands, use told and the infinitive (to + verb):

• Direct Speech: “Close the window.”Reported Speech: He told me to close the

window.

For requests, use asked with the infinitive:

• Direct Speech: “Can you help me?”Reported Speech: She asked me to help her.

For negative commands, use not to + verb:

• Direct Speech: “Don’t touch that!”Reported Speech: He told me not to touch that.
Examples in Use

1. Direct Speech: “I am going to the park now.”Reported Speech: She said she was
going to the park then.
2. Direct Speech: “We finished our homework yesterday.”Reported Speech: They said
they had finished their homework the day before.
3. Direct Speech: “Don’t be late.”Reported Speech: She told me not to be late.

4. Direct Speech: “Will you come with us?”Reported Speech: They asked if I would come
with them.

Tips for Mastering Reported Speech

• Always consider the context and adjust tenses, pronouns, and time/place expressions
accordingly.
• Avoid backshifting if the original sentence talks about a general truth or something still
true.Direct Speech: “The Earth is round.”Reported Speech: He said the Earth is round.
exercises for practicing
Reported Speech:
Exercise 1
Transform:

• “I am happy to see you,” she said.

Exercise 2
Rewrite:

• “Where are you from?” he asked.

Exercise 3
Transform this:

• “I can’t come to the party,” she told me.

Exercise 4
Turn this into reported speech:

• “Did you finish your homework?” the teacher asked.

Exercise 5
Rewrite:

• “Let’s go to the park,” he suggested.

Exercise 6
Transform this statement:

• “I am studying for my exams,” he said.

Exercise 7
Rewrite:

• “Why are you late?” she asked him.

Exercise 8
Transform this into reported speech:

• “Don’t touch the wires,” he warned.

Exercise 9
Rewrite:

• “Can I borrow your pen?” she asked.

Exercise 10
Turn this into reported speech:

• “We’ll visit our grandparents tomorrow,” they said.

Exercise 11
Transform:

• “Do you know the answer?” he asked.

Exercise 12
Rewrite:

• “I will call you later,” she promised.

Exercise 13
Turn this into reported speech:

• “Have you seen my phone?” she asked.

Exercise 14
Rewrite:

• “Please open the window,” he requested.

Exercise 15
Transform this:

• “I forgot my keys,” he admitted.

Exercise 16
Rewrite:

• “Why didn’t you tell me the truth?” she asked.

Exercise 17
Transform this into reported speech:

• “Can you help me with my project?” he asked.

Exercise 18
Rewrite:

• “Don’t forget to call me,” she reminded him.

Exercise 19
Turn this into reported speech:

• “I’m planning a surprise party,” he said.

Here is the English translation of the
exercises:
Exercise 1: Transforming a Conversation into Reported Speech

Read the following dialogue between Ahmed and Sarah, then transform it into reported
speech:

Dialogue:
Ahmed: “I am going to the library to study.”Sarah: “Can I join you? I need to borrow a book.”
Ahmed: “Sure, but we need to leave now because the library closes at 6 PM.”Sarah: “Alright,
let me grab my bag. Do you know if the librarian is available today?”Ahmed: “Yes, I saw her
this morning. She told me she will be there until closing time.”

Task:Rewrite what Ahmed and Sarah said in reported speech.

Exercise 2: Transforming Longer Statements

Read the following text and transform it into reported speech:

Text:The teacher said to the students, “You need to submit your assignments by Friday. If you
have any questions, you can ask me during office hours tomorrow. Remember, late
submissions will not be accepted.”

Task:

• Rewrite the teacher’s statements in reported speech as if you were

telling someone else what the teacher said.

Exercise 3: Retelling a Story

Read the following short story and transform the dialogue into reported speech:

Story:Ali met his friend, Omar, at the park. Omar said, “Hi, Ali! It’s been a long time since we
last met. How have you been?” Ali replied, “I’ve been good, but busy with work. What about
you?” Omar said, “I’ve started a new job, and it’s keeping me busy too.” Ali asked, “Do you
have time to grab a coffee and catch up?” Omar said, “Sure, let’s go to that café nearby.”

Task:

• Rewrite the story by replacing the dialogue with reported speech.

Exercise 4: Transforming an Interview into Reported Speech

Here is an excerpt from a football player’s interview. Transform the questions and answers
into reported speech:

Interview:
Interviewer: “How did you feel after winning the match?”Player: “I felt amazing! It was a tough
game, but we worked hard as a team.”Interviewer: “What is your plan for the next season?”
Player: “We aim to win the championship and improve our defense.”Interviewer: “Do you
have a message for your fans?”Player: “Yes, thank you for your support. It means a lot to us.”
Task:

• Rewrite the conversation in reported speech as if you were writing a

news report about the interview.

Exercise 5: A Multi-Party Conversation

Read the following conversation between three people (Noura, Khaled, and Ali) and
transform it into reported speech:

Conversation:
Noura: “I’m organizing a picnic next Saturday. Would you like to join?”Khaled: “That sounds
great! Where are we going?”Ali: “I’d love to join too. What time should we meet?”Noura:
“Let’s meet at 10 AM in front of the park entrance. Don’t forget to bring snacks!”Khaled: “Sure,
I’ll bring some sandwiches.”Ali: “I’ll bring drinks for everyone.”

Task:

• Rewrite what happened using reported speech, starting with:

Noura told her friends that…

Exercise 6: Reporting a Meeting

Imagine the school principal said the following during a teachers’ meeting:

• “The school will start new after-school programs next month. We expect
all teachers to participate. If you have ideas, please share them by next week.”

Task:

• Write a report summarizing what the principal said in reported speech.

Exercise 7: A Full Scenario

Read the following scenario and transform it into reported speech:

Scenario:A doctor spoke to a patient and said, “You need to take this medicine twice a day.
Also, make sure to avoid spicy food. Come back for a check-up in two weeks.” The patient
asked, “Can I exercise during this time?” The doctor replied, “Yes, but don’t overdo it.”
chapter 10
 The Psychology of Colors
Colors are more than just visual elements—they can affect our
mood, behavior, and decisions. For example, blue is often linked
to calmness and trust, while red can create feelings of
excitement or urgency.
Many companies use color psychology in their branding. Fast
food chains often use red and yellow to make people feel hungry
and energetic. Hospitals and clinics usually use light blue or
green to create a peaceful atmosphere.
Colors also play a role in culture. In some countries, white
means purity, while in others it is a symbol of mourning.
Designers and artists often use colors carefully to send specific
messages.
Understanding how colors affect us can help us make better
choices in everything from clothing to interior design.

1. What can colors affect besides appearance?

2. How does blue usually make people feel?
3. Why do fast food brands use red and yellow?
4. What colors are common in hospitals?
5. How do colors differ between cultures?
6. What does white mean in some countries?
7. How do designers use color?
8. What is the role of color in branding?
9. How can color help in design choices?
10. What color do you like and how does it make you feel?
Writing Professional Emails and Reports

Professional Communication Hierarchy

Effective Communication
Conveying messages clearly and efficiently

Report Writing
Structuring and presenting detailed
business reports

Email Mastery
Crafting concise and effective email
messages

Basic Skills
Fundamental writing and editing abilities

1. Writing Professional Emails

Emails are one of the most common forms of communication in professional settings. A
well-structured email should be clear, polite, and to the point.

1.1 Structure of a Professional Email

A professional email typically includes the following parts:

1. Subject Line
The subject line should be short and clear, indicating the purpose of the email.
✅ Good Example: Meeting Request: Project Update
❌ Bad Example: Hello

2. Salutation
Use an appropriate greeting based on the level of formality:
• Formal: Dear Mr. Smith,
 • Semi-formal: Hello Sarah,
• Casual (for colleagues): Hi Mark,

3. Opening Sentence
Start with a polite introduction and state the purpose of the email.
✅ Example: I hope this email finds you well. I am writing to request a meeting
regarding our upcoming project deadlines.

4. Body
Provide necessary details in a clear and organized manner. If there are multiple points, use
bullet points or short paragraphs.
✅ Example:
• The meeting will take place on Tuesday at 10 AM.
• We will discuss project updates and next steps.
• Please confirm your availability.

5. Closing Sentence
Summarize your request or action points politely.
✅ Example: Looking forward to your confirmation.

6. Sign-off
Use an appropriate closing phrase, followed by your name and job title (if needed).
• Formal: Best regards, / Kind regards,
• Semi-formal: Best, / Thanks,
• Casual: Cheers,

Structured Email Composition

Subject Line Salutation Opening Body Closing Sign-off

Indicates the email's
Sentence Sentence Uses a suitable
Chooses an Provides detailed
purpose clearly appropriate greeting information in an closing phrase and
Introduces the email Summarizes the includes the sender's
based on formality politely and states organized manner request or action name
its purpose points politely

✅ Example:
Best regards,
John Doe
Project Manager

1.2 Example of a Professional Email

Subject: Request for Meeting – Project Update

Dear Mr. Smith,

I hope you are doing well. I am writing to request a meeting to discuss the progress of the
XYZ project and address any potential challenges.

Would you be available on Tuesday at 10 AM for a 30-minute discussion? Please let me know
if that time works for you or suggest an alternative.

Looking forward to your response.

Best regards,
John Doe
Project Manager

2. Writing Professional Reports

A professional report is used to present information in a structured and formal way. Reports
can be used for business updates, project summaries, or research findings.

2.1 Structure of a Professional Report

A well-organized report should include:

1. Title Page
• Title of the Report
• Your Name / Author’s Name
• Date of Submission
✅ Example: Quarterly Sales Report – Q1 2025

2. Executive Summary – For Long Reports

A brief summary of the report’s purpose, key findings, and recommendations.
✅ Example:
“This report provides an overview of sales performance in Q1 2025. It highlights key trends,
challenges, and recommendations for improvement.”

3. Introduction
Explain the purpose of the report and provide background information.
✅ Example:
“The purpose of this report is to analyze the sales performance for Q1 2025 and identify areas
for improvement.”

4. Main Body
This section contains detailed analysis, data, and findings. Use headings, subheadings, and
bullet points for clarity.
✅ Example:
 Professional Report Structure

Main Body

Introduction

Executive Summary

Title Page

Sales Performance Overview

• Total revenue increased by 8% compared to Q4 2024.
• Product A was the best-performing product, with 12% growth.
• Customer complaints decreased by 5% due to better customer service.

5. Conclusion & Recommendations

Summarize key findings and suggest solutions.
✅ Example:
“The company experienced strong sales growth, but there were delays in product delivery. It
is recommended to improve supply chain management to enhance efficiency.”

6. Appendices – If Needed
Include extra documents such as charts, surveys, or references.

2.2 Example of a Professional Report (Summary Format)

Quarterly Sales Report – Q1 2025

Prepared by: Sarah Johnson
Date: April 5, 2025

1. Introduction
This report analyzes the sales performance for Q1 2025, highlighting key trends,
challenges, and recommendations for improvement.

2. Sales Performance Overview

• Total revenue increased by 8% compared to Q4 2024.
• The top-performing product was Product A, with a 12% sales growth.
• Customer complaints decreased by 5% due to improved customer service.
 Challenges & Recommendations

| Challenge | Recommendation |
|-------------------------------|------------------------------------|
| Delays in product delivery | Improve supply chain management|
| Lower sales in Region B | Increase marketing efforts |

4. Conclusion
Overall, sales performance was positive, but addressing the identified challenges will
help maintain growth.

3. Key Tips for Writing Emails & Reports Professionally

Emails
• Keep emails short and clear.
• Use a professional tone.
• Check grammar and spelling before sending.
• Use bullet points for multiple points.
• Avoid unnecessary details.

Reports
• Use headings and subheadings to organize information.
• Keep sentences short and precise.
• Support findings with data and examples.
• Use a neutral and professional tone.
• Proofread before submission.
Exercises on Writing Professional Emails
and Reports
Exercise 1: Identify the Mistakes in an Email

Read the email below and identify at least three mistakes. Rewrite the email
correctly.

Subject: Important

Hi,
I hope you’re good. I just wanted to ask about the meeting. When is it? Also, I
need some information about the report. Let me know ASAP.

Thanks,
Mike

Exercise 2: Complete the Email with Proper Phrases

Fill in the blanks using appropriate words:

Subject: ________

Dear Mr. Johnson,

I hope you are doing well. I am writing to ________ about the upcoming meeting
scheduled for next week. Could you please confirm the ________ and time?

Looking forward to your response.

Best ________,
Emma Brown

Exercise 3: Rewrite the Sentences Using More Professional Language

Rewrite the following sentences to make them more professional and polite:

1. I need the report by tomorrow.

2. Send me the files as soon as possible.
3. I don’t understand what you mean. Explain.
4. The meeting was bad. We didn’t achieve anything.
5. You made a mistake in the report. Fix it.

Exercise 4: Arrange the Email in the Correct Order

The following email is mixed up. Arrange the sentences in the correct order to form a
professional email.
 1. I hope this email finds you well.
2. Please confirm if this time works for you.
3. I am writing to request a meeting to discuss the new project.
4. Looking forward to your response.
5. Best regards,
6. We are available on Wednesday at 3 PM.
7. John Smith

Exercise 5: Fill in the Report with Missing Information

Complete the missing parts of the business report.

Annual Sales Report – 2024

Prepared by: ________

Date: ________

1.Introduction

This report analyzes the ________ performance of our company in 2024 and
highlights key trends and areas for improvement.

2. Sales Performance

• Total revenue increased by ________% compared to 2023.

• The best-performing product was ________.
• Customer satisfaction improved due to ________.

3. Challenges & Recommendations

Challenge Recommendation
________ Improve supply chain management
Lower sales in Region B ________

4. Conclusion

In conclusion, despite some challenges, the company showed ________. By

addressing the identified issues, we can achieve further growth.

Exercise 6: Rewrite the Conclusion in a More Formal Way

Rewrite the following conclusion to sound more professional and well-structured:

“Sales were really good, but we had some issues with delivery. If we fix that,
things will be better.”

Exercise 7: Write Your Own Email

Write a formal email to your manager, requesting a day off next Monday. Be
polite and professional.

Exercise 8: Write a Short Business Report

Write a short report (5-7 sentences) about the challenges your company faced
last year and how they were solved.
 TEXT
The Importance of Critical Thinking
Critical thinking means carefully analyzing information before making a
decision. It helps us avoid believing false ideas and allows us to make
better judgments.
In school, critical thinking is important when writing essays, solving
problems, or doing research. It helps students think beyond memorizing
facts.
In daily life, critical thinking helps us evaluate news, advertisements, and
social media content. It teaches us to ask questions like: “Is this true?” or
“What’s the source of this information?”
With so much information online, critical thinking has become more
important than ever. It’s a skill that leads to smarter choices and better
communication.

QUESTIONS
1. What is critical thinking?
2. Why is it important in school?
3. How does it help with problem solving?
4. What kind of questions should critical thinkers ask?
5. Why is critical thinking important in daily life?
6. How does it help with understanding social media?
7. What is one danger of not thinking critically?
8. How does critical thinking affect communication?
9. Why is it more important now than before?
10. How can we improve our critical thinking?
Advanced Idiomatic Expressions and Their
Origins

Enhancing English Fluency with Idioms

Meanings

Origins

Understanding
Idiomatic Fluency Improvement
Expressions

Engaging Conversations

Contextual Practice

1. Common Advanced Idiomatic Expressions and

Their Origins

1. Bite the bullet

Meaning:
This idiom means to endure a painful or difficult situation with courage. It is used when
someone has to face something unpleasant but unavoidable.

Origin:
In the past, before anesthesia was available, doctors would give soldiers a bullet to bite on
during surgery to help them bear the pain. Instead of screaming, they would bite the bullet.

Example Sentences:
•I really don’t want to go to the dentist, but my tooth hurts, so I have to bite the bullet.
 • He didn’t like his new job, but he decided to bite the bullet and keep working until he
found a better one.

2. Burn the midnight oil

Meaning:
This idiom means to work late into the night, usually to complete an important task.

Origin:
Before electricity, people used oil lamps to provide light at night. If someone worked late,
they had to keep burning oil in their lamp, which led to the phrase “burning the midnight oil.”

Example Sentences:
• She had an important exam, so she burned the midnight oil to study.
• We had a deadline to meet, so we burned the midnight oil to finish the project on
time.

3. Throw in the towel

Meaning:
This idiom means to give up or admit defeat.

Origin:
The phrase comes from boxing. If a boxer’s coach saw that his fighter was too weak to
continue, he would throw a towel into the ring to signal surrender.

Example Sentences:
• After trying to fix his old car for hours, he finally threw in the towel and called a
mechanic.
•I won’t throw in the towel just because learning English is difficult. I will keep
practicing!

4. The ball is in your court

Meaning:
This idiom means that it is now someone else’s responsibility to take action or make a
decision.

Origin:
The phrase comes from tennis. When the ball is on your side of the court, it’s your turn to hit
it back. Similarly, in a conversation or situation, when someone says this phrase, it means the
responsibility is now yours.

Example Sentences:
•I’ve given you all the information about the job offer. Now the ball is in your court—will
you accept it or not?
• She apologized, and now the ball is in his court. It’s his choice whether to forgive her.

5. Break the ice

Meaning:
This idiom means to start a conversation or activity in a way that makes people feel
comfortable.

Origin:
In cold regions, ships sometimes had difficulty moving through frozen waters. Special boats
called icebreakers were used to break the ice and create a clear path. This concept was later
used to describe starting a conversation to make people feel more relaxed.

Example Sentences:
• The teacher told a joke at the beginning of the lesson to break the ice with the new
students.
• At the party, I didn’t know anyone, so I asked a simple question to break the ice.

Idioms and Their Meanings

Throw in the
Bite the Bullet Break the Ice
Towel
This idiom means to This idiom means to
This idiom means to
endure a painful or start a conversation
give up or admit
difficult situation or activity to make
defeat, coming from
with courage. It people feel
boxing where a
originated from comfortable, likened
coach throws a
soldiers biting a to icebreakers
towel to signal
bullet during surgery clearing a path in
surrender.
to bear pain. frozen waters.

Burn the The Ball is in

Midnight Oil Your Court
This idiom refers to This idiom indicates
working late into the that it is someone
night to complete an else's responsibility
important task, to take action,
originating from the derived from tennis
use of oil lamps where the ball on
before electricity. your side means it's
your turn.

2. Practice Activities

Activity 1: Understanding the Idioms

Read the following sentences and try to determine which idiom best fits each situation.
 1. Sarah had a lot of work to do, so she stayed up all night to complete it. Which idiom
describes what she did?
2. Ahmed was nervous at the beginning of his presentation, so he started with a funny
story. Which idiom fits this situation?
3. John had been trying to fix his broken phone for hours, but he finally decided to give
up. What idiom could describe his decision?
4. After months of job searching, Tom got two job offers. His friend told him, “Now it’s
your choice, ______________.”
5. Lisa didn’t want to confront her boss, but she knew she had to. Which idiom could
describe her situation?

(Answers: 1. Burn the midnight oil, 2. Break the ice, 3. Throw in the towel, 4. The ball is in your
court, 5. Bite the bullet)

Activity 2: Fill in the Blanks

Complete the following sentences with the correct idiom:

1.I know you’re scared to speak in public, but you have to ______________ and just
do it.
2. The project deadline is tomorrow, so we have no choice but to ______________
tonight.
3.It was my first day at the new office, and I didn’t know anyone, so I tried to
______________ by introducing myself.
4. He has been trying to start his own business for years, but after many failures, he finally
______________.
5.I’ve helped you with everything I can. Now, ______________—you have to make the
final decision.

(Answers: 1. Bite the bullet, 2. Burn the midnight oil, 3. Break the ice, 4. Threw in the towel, 5.
The ball is in your court)

3. Speaking Practice

Now, let’s practice using these idioms in real-life conversations.

Scenario 1:
Your friend is struggling to study for an exam. Encourage them to keep going by using an
idiom from today’s lesson.

Example:
• “I know you’re tired, but you need to burn the midnight oil if you want to pass the
test!”

Scenario 2:
You are at a party where you don’t know anyone. How would you break the ice?

Example:
• “I asked the person next to me where they were from to break the ice.”

Scenario 3:
Your friend has a big decision to make. Use an idiom to tell them that it’s their responsibility
now.
Example:
• “I’ve given you my advice, but now the ball is in your court.”

How to handle the given scenarios?

Encourage Break the Ice Convey

Studying Initiate conversation by Responsibility
asking about the Use the idiom "the ball is
Use the idiom "burn the person's origin to in your court" to indicate
midnight oil" to motivate engage with new people that the decision is now
a friend to study hard for at a party. up to the friend.
an exam.

4. Homework Assignment
Write a short paragraph (5-7 sentences) using at least two of the idioms learned today. Try to
make it as natural as possible.

Example Answer:
Last night, I had a big exam, so I had to burn the midnight oil to study. I was very tired, but I
knew I had to bite the bullet and keep going. In the morning, I was nervous before the test,
but I broke the ice by talking to my classmates. Now that the test is over, the ball is in my
court to wait for my results and see how I did.

5. Conclusion
In this lesson, we learned five advanced idiomatic expressions, their meanings, and their
origins. We practiced using them in sentences and real-life conversations. Idioms can make
your English sound more natural, so try using them in your daily life!
Exercises on “Advanced Idiomatic
Expressions and Their Origins”
Exercise 1: Choose the Correct Answer
Choose the correct idiomatic expression for each sentence from the given options.

1. Sami was hesitant to face his manager, but he finally decided to

____________ and told him the truth.
• a) Burn the midnight oil
• b) Bite the bullet
• c) Throw in the towel
• d) Break the ice
2. Mariam studied all night because she wanted to pass the exam. She was
____________.
• a) Throw in the towel
• b) The ball is in your court
• c) Burn the midnight oil
• d) Bite the bullet
3. When we arrived at the meeting, everyone was silent, so I decided to
say something funny to ____________.
• a) Break the ice
• b) Bite the bullet
• c) Throw in the towel
• d) Burn the midnight oil
4. I have given you all the advice I can. Now, ____________. You have to
make the decision yourself.
• a) The ball is in your court
• b) Burn the midnight oil
• c) Throw in the towel
• d) Break the ice
5. After trying several times to fix his car without success, Ahmed
decided to ____________ and called a mechanic.
• a) Throw in the towel
• b) The ball is in your court
• c) Break the ice
• d) Burn the midnight oil

Exercise 2: Complete the Sentences with the Correct Expression

Use one of the following idiomatic expressions to complete the sentence correctly:
(Bite the bullet – Throw in the towel – Burn the midnight oil – Break the ice – The ball is in
your court)

1. I didn’t want to speak in front of the crowd, but I had no choice, so

I decided to ____________ and started talking.
2. When we started our trip, everyone was shy, so I tried to tell a funny
story to ____________.
3. My father told me he couldn’t help me anymore and said that
____________. I have to decide on my own.
4. Sara failed the exam twice, but she didn’t ____________. She decided
to study harder this time.
5. The night before the exam was tough, but I needed to study, so I
decided to ____________ until late.

Exercise 3: Write Sentences Using the Idioms

Write a meaningful sentence using each of the following expressions:
 1. Bite the bullet
2. Burn the midnight oil
3. Throw in the towel
4. Break the ice
5. The ball is in your court

Exercise 4: Choose the Correct Expression in the Dialogue

Read the dialogue below and choose the correct expression from the parentheses:

Ahmed: Have you started writing your school report?

Sami: Not yet, but I need to start today, or I will have to (throw in the towel
– burn the midnight oil – break the ice) tonight.

Laila: Are you going to ask your boss for a raise?

Omar: Yes, I know it’s difficult, but I have to (bite the bullet – break the ice –
throw in the towel) and just ask directly.

Nader: Have you made a decision about traveling abroad?

Ali: No, I’m still thinking. But in the end, (the ball is in your court – burn
the midnight oil – throw in the towel), and I have to decide on my own.

Exercise 5: Rewrite the Sentences Using Idiomatic Expressions

Rewrite the following sentences using one of the appropriate idiomatic expressions:

1. He didn’t want to speak in front of everyone, but he gathered his

courage and gave his speech.
2. I didn’t have enough time to finish my project, so I stayed up all
night working on it.
3. After many attempts to solve the problem, I decided to give up.
4. Now the decision is not mine; it’s yours.
5. At the party, no one knew each other, so we started the conversation
with some simple questions.

Exercise 6: Write a Short Story Using at Least 3 Idioms

Write a short story that includes at least three of the idioms you learned
today.
chapter 11
 TEXT
The Impact of Climate Change on Wildlife
Climate change has become one of the biggest environmental challenges of our time. Its effects
are widespread and have a significant impact on ecosystems around the world. One of the most
affected groups of organisms is wildlife. As global temperatures rise and weather patterns
change, many species are struggling to adapt to new conditions, and some are facing the threat
of extinction.
Rising temperatures are causing many animals to lose their natural habitats. For example,
polar bears are being forced to move further inland as sea ice melts, and coral reefs are
suffering from bleaching due to warmer ocean temperatures. These changes disrupt the
delicate balance of ecosystems and make it difficult for species to survive.
In addition to habitat loss, climate change affects the availability of food and water for many
animals. Some species may find it harder to find food or water due to changes in plant growth
or water sources. The timing of migration, breeding, and hibernation may also be affected, as
animals rely on specific environmental cues to guide their behaviors.
Despite these challenges, there is hope. Many conservationists and organizations are working
to protect endangered species and preserve their habitats. Efforts such as creating protected
areas, reducing carbon emissions, and raising awareness about the impacts of climate change
can help safeguard wildlife for future generations.
This section
Ultimately, addressing climate change is essential not only for humans but for all species that
discusses
share our planet. By taking action to reduce our environmental footprint,exceptions
we can ad help protect
unique cases related
wildlife and ensure a sustainable future for all living organisms.
to countable and
uncountable nouns.

QUESTIONS
1.How is climate change affecting wildlife?
2.What are some examples of animals losing their habitats
due to climate change?
3.How does climate change impact the availability of food
and water for wildlife?
4.How do climate change and temperature shifts affect
animal behaviors like migration and breeding?
5.What are some of the efforts being made to protect
endangered species?
6.Why is it important to address climate change for the
sake of wildlife?
7.How can individuals contribute to protecting wildlife
from the effects of climate change?
 Avoiding Outdated or Inappropriate
Language (Intermediate Level)

Enhancing Communication Through Language

Inappropriate
Outdated
Language
Language
Words that may
Terms that no longer offend or
reflect current miscommunicate
understanding

Modern
Examples
Alternatives
Illustrations of
outdated or Current terms that
inappropriate terms promote clarity and
respect

1. Introduction to Outdated and Inappropriate

Language
Language is constantly evolving. As cultures and societies change, so do the words and
expressions that are considered appropriate. What was once common and acceptable can
become outdated, inappropriate, or even offensive over time. This lesson will help you
understand what outdated and inappropriate language is, why it’s important to avoid it, and
how you can use more appropriate and modern alternatives.
 Understanding Language Evolution

Inappropriate Importance of
Language Avoidance
Words that may Reasons to use
offend or exclude modern language

Outdated Modern
Language Alternatives
Words that are no Current acceptable
longer accepted expressions

2. What is Outdated Language?

Outdated language refers to words or phrases that were once commonly used but have
fallen out of favor because they are no longer relevant, have become less common, or are
seen as inappropriate in modern contexts.

Examples of Outdated Language:

1. “Dial-up internet” – This term refers to old internet connections that used phone lines
to connect to the internet. It’s no longer widely used as most people now have
broadband internet connections.

• Outdated: “I’m using dial-up internet.”

• Updated: “I’m using high-speed internet.”

2. “TV set” – The term “TV set” was once commonly used to refer to a television, but it
has become outdated as television technology has evolved.

• Outdated: “I’m watching the TV set.”

• Updated: “I’m watching TV.”
 3. “Manpower” – This was commonly used to refer to human labor or workers. However,
it’s seen as outdated because it has a gendered connotation and fails to represent all
types of workers.

• Outdated: “We need more manpower for this task.”

• Updated: “We need more workers” or “We need a bigger team.”

3. What is Inappropriate Language?

Inappropriate language refers to words, expressions, or terms that can be offensive or
disrespectful to individuals or groups of people. It includes language that is offensive based
on gender, race, ethnicity, disability, age, sexual orientation, or other personal characteristics.
Using inappropriate language can cause misunderstandings and make others feel
disrespected or uncomfortable.

Impact of Inappropriate Language

Offensive to Offensive to
Gender Race

Offensive to Offensive to
Ethnicity Disability

Offensive to
Offensive to Age Sexual
Orientation

Examples of Inappropriate Language:

1. Gender-Specific Terms:
•Inappropriate: “Chairman” – This term assumes the person holding the position
is male.
• Updated: “Chairperson,” “Leader,” or “Head of the meeting.”

2. Racial and Ethnic Terms:

•Inappropriate: “Oriental” – This term is outdated and considered offensive when
referring to people of Asian descent.
• Updated: “Asian” or “East Asian.”

3. Disability-Related Terms:
•Inappropriate: “Handicapped” – This term is seen as disrespectful and outdated.
• Updated: “Person with a disability” or “Disabled person” (if necessary).
 4. Ableist Language:
•Inappropriate: “Crazy” – Often used to describe unusual or unexpected
situations, it can be hurtful to those with mental health conditions.
• Updated: “Unusual,” “Unexpected,” or “Strange.”

5. Homophobic Language:
•Inappropriate: “That’s so gay” – Used to describe something negative, it
reinforces harmful stereotypes about LGBTQ+ individuals.
• Updated: “That’s strange” or “That’s unusual.”

4. Why Should You Avoid Outdated or Inappropriate

Language?

1. Professionalism:
•In professional settings, using outdated or inappropriate language can harm
your reputation and create misunderstandings. Updated language shows that
you are aware of modern trends and respectful of your audience.

2. Respect:
• Language can carry significant weight when it comes to respect. Inappropriate
or outdated terms can offend others, especially if they are part of a marginalized
group. Using respectful language is key to fostering positive and inclusive
interactions.

3. Clarity:
• Outdated terms can confuse listeners or readers, especially if they are no longer
in common use. For example, using “dial-up internet” in today’s world may
confuse someone who has never heard of it. Using current terminology ensures
your message is understood clearly.

4. Cultural Sensitivity:
• Words or phrases that were acceptable in one era may not be in another due to
changes in cultural attitudes. Being aware of this and adjusting your language
accordingly shows that you respect other cultures and their evolving norms.
 Importance of Updated Language

Professionalism Respect
Using current language Language choice
enhances professional fosters inclusivity and
image and reduces avoids offending
misunderstandings. marginalized groups.
Cultural
Sensitivity
Clarity Adapting language
shows awareness of
Current terminology evolving cultural norms.
prevents confusion and
ensures clear
communication.

5. How to Avoid Using Outdated or Inappropriate

Language

1. Stay Informed:
• Language changes over time, and what was once acceptable may no longer be.
Keep yourself updated by reading, listening to the media, and being aware of
cultural shifts. This will help you stay informed about language that is current
and appropriate.

2. Use Gender-Neutral Language:

• Avoid using language that assumes gender unless it is absolutely necessary. For
example, instead of saying “fireman,” use “firefighter” or “police officer” instead
of “policeman.”

3. Be Mindful of Cultural Sensitivity:

• Consider the context and audience you are addressing. What may seem
acceptable in one culture or country could be offensive in another. When
speaking to a diverse group, try to use language that is respectful and inclusive
of all people.

4. Use Inclusive Language:

• Avoid making generalizations or stereotyping groups of people. For example,
instead of saying “all Asians are good at math,” say, “people from diverse
backgrounds excel in various fields.”
 5. Avoid Harmful Slang:
• Some slang terms that were once popular have negative or hurtful meanings in
today’s context. For example, instead of using “crazy” or “insane” in a casual
way, use words like “unexpected” or “strange” to describe unusual situations.

Language Use Guidelines

Avoid Harmful
Stay Informed
Slang
Steering clear of Keeping up with
slang with language changes
negative and cultural shifts
connotations

Inclusive Gender-Neutral
Language Language
Avoiding Using terms that
stereotypes and avoid gender
generalizations assumptions

Cultural
Sensitivity
Being aware of
cultural
differences in
language use

6. Common Examples of Outdated or Inappropriate

Language and Their Alternatives

| Outdated/Inappropriate Language | Updated/Appropriate Language |

|---------------------------------|--------------------------------------|
 | Manpower | Workforce, Team, Personnel |

| Mankind | Humanity, People |

| Mailman | Mail carrier, Postal worker |

| Disabled person | Person with a disability |

| Crazy | Unusual, Strange, Unpredictable |

| Tranny | Transgender person |

| Illegal alien | Undocumented immigrant |

| Hysterical | Overwhelmed, Distressed |

| Chairman | Chairperson, Leader |

| Crazy person | Unpredictable person, Intense person |

7. Conclusion
Using updated and appropriate language is essential for clear communication and
maintaining professionalism. It shows respect for others and keeps you informed of current
cultural trends. By being aware of outdated and inappropriate terms and replacing them with
modern alternatives, you can communicate more effectively and avoid causing offense.
Exercises on Avoiding Outdated or
Inappropriate Language
Exercise 1: Identify Outdated or Inappropriate Language
Read the following sentences and identify whether they contain outdated or inappropriate
language. If you find any, rewrite the sentence with an appropriate alternative.

1. The chairman will address the team at 10 a.m.

2. The mailman delivered the package this afternoon.
3. Mankind is still trying to find ways to protect the environment.
4. The disabled person felt happy after the meeting.
5. He is a crazy person for doing something like that!
6. The policeman arrested the suspect last night.
7. We need more manpower to finish this project by next week.
8. She is an Oriental woman who loves to cook.
9. The fireman saved the cat from the tree.
10. That’s a crazy idea; I can’t believe it!

Exercise 2: Replace Outdated or Inappropriate Terms

In each sentence, replace the outdated or inappropriate term with a more modern, inclusive,
or appropriate alternative.

1. The mailman left a note for me.

2. The chairman of the committee will announce the new project.
3. The manpower required for the event is not enough.
4. We’ve been researching mankind’s impact on the planet.
5. That was such a crazy thing to do!
6. The Oriental food store is a great place for shopping.
7. The disabled person attended the meeting with the help of a colleague.
8. The waiter took our orders and served the food.
9. Crazy drivers should be punished.
10. He’s one of the best chairmen the company has had.

Exercise 3: Rewrite with Gender-Neutral Language

Rewrite the following sentences to make them more gender-neutral:

1. The policeman helped with the accident.

2. The fireman responded to the emergency call.
3. The waiter at the restaurant was very polite.
4. The postman delivers our mail every morning.
5. The man in the office next door is always helpful.

Exercise 4: Using More Inclusive Language

In each case, use more inclusive language. For example, replace terms that may be offensive
or stereotypical with more respectful alternatives.

1. He is a gay person who loves his job.

2. The crazy people in the crowd were screaming.
3. She’s a disabled woman who has a lot of achievements.
4. The Oriental rug was expensive and old.
5. We need more manpower to complete the task on time.

Exercise 5: Correcting Inappropriate Phrases

Identify if the following phrases are outdated or inappropriate. If they are, correct them by
providing a more updated or appropriate version.

1. He’s a man of great wisdom.

2. Crazy people are often misunderstood.
3. The manpower needed for the project is not enough.
4. The disabled person received an award for his achievements.
5. The team’s response to the situation was hysterical.

Exercise 6: Fill in the Blank

Fill in the blanks with the most appropriate word or phrase. Choose modern, inclusive, and
appropriate language.

1. We need to hire more __________ to finish the project.

2. The ________ has been updated to reflect modern designs.
3. They hired a __________ to assist with their financial strategies.
4. The __________ worker helped the elderly person cross the street.
5. The __________ approach will help improve communication within the
company.
6. __________ are working together to solve the issue.
7. They’re trying to make a __________ impact on the community.
8. The ______________ of the committee will be discussing the new
policies.
9. People with __________ have shown great success in various fields.
10. The _________ of the company will meet next week to discuss changes.

Exercise 7: Transform the Sentences

Transform the following sentences to make them more inclusive and modern.

1. The man who led the project was very experienced.

2. Crazy people sometimes act irrationally.
3. The chairman of the organization will give a speech.
4. The waiter brought us the food without a smile.
5. The handicapped person helped with the project.

Exercise 8: Identify Gender Bias

Identify any gender bias or stereotypes in the following sentences and rewrite them to be
gender-neutral.

1. The fireman arrived at the scene to help.

2. The waitress took our order and brought our drinks.
3. The mankind has made many technological advancements.
4. He was known as the best policeman in the city.
5. The postman came by this morning.

Exercise 9: Outdated Terms

Identify outdated terms in the sentences below and replace them with modern, appropriate
alternatives.

1. We need more manpower to complete this task.

2. The chairman of the board is retiring soon.
3. The mailman delivered a letter from the company.
4. The Oriental art is displayed in the museum.
5. The disabled children received support from the school.

Exercise 10: Write Modern Alternatives

Write modern, appropriate alternatives to the following outdated expressions:

1. Mankind
2. Handicapped person
3. Mailman
4. Chairman
5. Crazy
6. Oriental
7. Policeman
8. Manpower
9. Hysterical
10. Waitress
 The World of Bees
Bees are small insects, but they play a big role in nature. They
help pollinate flowers, which means they move pollen from
one plant to another, allowing plants to grow fruits and seeds.
Without bees, many of the foods we eat—like apples,
almonds, and tomatoes—would be much harder to produce.
Unfortunately, the number of bees is decreasing due to
pesticides, pollution, and climate change. This is dangerous
for both nature and humans.
Many people now plant flowers, avoid harmful chemicals, or
build small bee hotels in their gardens to help bees survive.
exceptions and

to countable and

Saving bees means saving our future.

QUESTIONS
:
1. What do bees help with in nature?
2. Why is pollination important?
3. What foods depend on bees?
4. Why are bees disappearing?
5. What are pesticides?
6. How does climate change affect bees?
7. What can people do to help bees?
8. What is a bee hotel?
9. Why is saving bees important for humans?
10. What would happen if bees disappeared?
Mastering Phrasal Verbs in Different
Contexts (Intermediate Level)

Mastering Phrasal Verbs

Essential for
Fluency Complexity of
Usage
Enhances
communication Can be confusing for
skills learners

S W

O T Misinterpretation
Improved
Risks
Communication
Learners may
Boosts natural
struggle with
language use
nuances

1. What Are Phrasal Verbs?

A phrasal verb is a combination of a verb and one or more particles (either a preposition or
an adverb). The meaning of the phrasal verb is usually different from the meaning of the verb
alone. Understanding phrasal verbs is essential for sounding more natural in both writing and
speaking.

For example:

• Break up (verb): to end a relationship.

• Break down (verb): to stop working (for machines or vehicles).
• Break in (verb): to enter a place by force or illegally.

2. Types of Phrasal Verbs

Phrasal verbs can be divided into the following categories based on their structure and
usage:
 1. Intransitive Phrasal Verbs
These verbs do not need an object to complete their meaning.
Example: The car broke down on the highway.

2. Transitive Phrasal Verbs

These require an object to complete the meaning.
Example: She turned off the lights before leaving the room.

3. Separable Phrasal Verbs

The object can go between the verb and the particle.
Example: He put off the meeting. or He put the meeting off.

4. Inseparable Phrasal Verbs

The object must come after the particle; it cannot go between the verb and particle.
Example: I’m looking forward to the weekend.

How to classify phrasal verbs?

Inseparable
Phrasal Verbs
Separable
Object must follow
the particle.
Phrasal Verbs
Object can be placed
between verb and
particle.

Transitive
Phrasal Verbs
Require an object to
complete meaning. Intransitive
Phrasal Verbs
Do not require an
object to complete
meaning.

3. Common Phrasal Verbs and Their Meanings

Below are some common phrasal verbs you will encounter at the intermediate level, with
their meanings and example sentences in various contexts.
3.1 Phrasal Verbs for Everyday Activities

• Get up – to rise from bed or a seated position.

Example: I get up at 7 AM every day to exercise.

• Pick up – to lift something or collect someone.

Example: I need to pick up some groceries after work.

• Turn on/off – to start or stop a device, light, etc.

Example: Please turn off the TV when you leave the room.

3.2 Phrasal Verbs for Communication

• Bring up – to introduce a topic in conversation.

Example: She brought up an interesting point during the meeting.

• Call off – to cancel an event or plan.

Example: They had to call off the meeting because of the storm.

• Talk over – to discuss something in detail.

Example: Let’s talk over the proposal before we make any decisions.

3.3 Phrasal Verbs for Emotions and Reactions

• Cheer up – to make someone feel happier.

Example: She cheered up when she saw the surprise gift.

• Calm down – to become less upset or angry.

Example: Take deep breaths and calm down.

• Get along with – to have a good relationship with someone.

Example: He gets along with all his colleagues at work.

3.4 Phrasal Verbs for Work and Study

• Carry out – to perform or complete a task.

Example: The team carried out a thorough investigation.

• Look into – to investigate or examine something carefully.

Example: I’ll look into the issue and report back to you.

• Set up – to organize or arrange something.

Example: We need to set up a meeting for next week.

4. Using Phrasal Verbs in Context

Understanding how to use phrasal verbs correctly in different contexts is key to mastering
them. Below are examples showing how phrasal verbs change depending on the context.
4.1 Example 1: Social Context

• Phrasal verb: Catch up

• Meaning: To talk with someone after a period of time and learn about what has
happened in their life.
Example: I haven’t seen my friend in months, so we decided to meet for coffee and
catch up.

4.2 Example 2: Workplace Context

• Phrasal verb: Follow up

• Meaning: To check or investigate something further, usually after an initial contact.
Example: I will follow up with the client next week to see if they have any questions
regarding the contract.

4.3 Example 3: Emotional Context

• Phrasal verb: Blow up

• Meaning: To suddenly become very angry or lose control.
Example: He blew up when he found out that his proposal had been rejected.

5. How to Master Phrasal Verbs

Mastering phrasal verbs involves learning how they are used in real-life situations. Here are a
few tips to help you:

1. Learn Phrasal Verbs in Context: Don’t just memorize phrasal verbs; learn them in
sentences and see how they are used in different situations.
2. Practice Speaking and Writing: Try using phrasal verbs in your daily conversations and
writing. The more you use them, the more natural they will feel.
3. Group Similar Phrasal Verbs: Organize them by topic (e.g., communication, emotions,
work). This will make it easier to remember.
4. Listen and Read: Pay attention to how native speakers use phrasal verbs in movies, TV
shows, and books.

6. Conclusion
Mastering phrasal verbs is an essential skill for improving your fluency in English. By
understanding their meanings and using them in various contexts, you can sound more
natural and confident when speaking or writing. Regular practice, learning in context, and
exposure to real-life usage will help you become more comfortable with phrasal verbs.
Exercises for Mastering Phrasal Verbs
Exercise 1: Fill in the Blanks with the Correct Phrasal Verb
Choose the correct phrasal verb from the list below to complete the sentences.
Phrasal verbs: get along with, call off, talk over, cheer up, look into

1. I need to _______ the new policy before we implement it.

2. She tried to _______ him after he received bad news.
3. We decided to _______ the meeting due to bad weather.
4. I really _______ my coworkers; we have a great relationship.
5. Let’s _______ the project details before we proceed.

Exercise 2: Match the Phrasal Verb with Its Meaning

Match the phrasal verb with its correct meaning.

1. Bring up
2. Call off
3. Blow up
4. Get along with
5. Set up

A) To cancelB) To start a conversation about a topicC) To have a good relationship with

someoneD) To become very angryE) To organize or arrange something

Exercise 3: Choose the Correct Phrasal Verb to Complete the Sentences

Complete the sentences with the appropriate phrasal verb from the list.
Phrasal verbs: pick up, turn on, get up, carry out, set up

1. I usually _______ at 6 AM to start my day.

2. She will _______ the conference room for the meeting.
3. Please _______ the TV; the show is about to begin.
4. Can you _______ the report by tomorrow morning?
5. Don’t forget to _______ the groceries on your way home.

Exercise 4: Use the Correct Phrasal Verb in a Sentence

Choose the correct phrasal verb and write a sentence.
Phrasal verbs: call off, look into, cheer up, get along with, talk over

1.
2.
3.
4.
5.

Exercise 5: Complete the Sentences with the Correct Form of the Phrasal Verb
Use the correct form of the phrasal verb in the sentences below.

1. He promised to _______ (look into) the issue and report back to us

soon.
2. 3. 4. The team will _______ (carry out) the experiment this afternoon.
5. We need to _______ (call off) the event due to the rain.
project. She tried to _______ (cheer up) her friend after the bad news.
We should _______ (set up) a time to discuss the details of the
chapter 12
 TEXT
The Importance of Sustainable Agriculture
Sustainable agriculture is the practice of farming in a way that is environmentally
responsible, socially equitable, and economically viable. It focuses on producing
food and other agricultural products while minimizing negative impacts on the
environment. This includes practices such as crop rotation, reducing the use of
chemical fertilizers and pesticides, conserving water, and improving soil health.
One of the main goals of sustainable agriculture is to ensure that future
generations can meet their food needs without depleting natural resources. By
using organic farming techniques and focusing on biodiversity, sustainable
agriculture can help maintain a healthy ecosystem. It also encourages the use of
renewable energy sources and local production, which reduces the carbon
footprint of food production.
Sustainable agriculture can also have economic benefits. By reducing the reliance
on expensive chemical inputs, farmers can lower their costs and increase their
profits. It can also help small-scale farmers thrive by encouraging local food
systems and supporting rural communities.
Despite the benefits, sustainable agriculture faces challenges. The transition to
more sustainable farming practices can be costly and may require significant
changes in farming techniques. Additionally, there is a need for greater education
and awareness to promote sustainable practices among farmers and consumers.
Overall, sustainable agriculture is crucial for the long-term health of the planet
and its people. It offers a way to produce food that benefits both the environment
and society while ensuring food security for future generations.

QUESTIONS
1.What is sustainable agriculture, and what does it focus on?
2.How does sustainable agriculture help protect the
environment?
3.What are some techniques used in sustainable agriculture?
4.How can sustainable agriculture benefit farmers
economically?
5.Why is sustainable agriculture important for future
generations?
6.What challenges do farmers face when transitioning to
sustainable agriculture?
7.How can education and awareness help promote
sustainable farming practices?
Lesson: Common Pronunciation Mistakes
and How to Correct Them

Pronunciation Improvement Strategies

Consonant
Vowel Sounds
Sounds

Word Stress Linking Sounds

Silent Letters Intonation

1. Vowel Sounds (with Color Coding)

Vowel sounds are tricky because they can change based on word patterns. These errors are
very common among intermediate learners. We'll use color coding to make these sounds
easier to identify.

Mistake 1: Confusing Short and Long Vowel Sounds

•Ship /ɪ/ (Short vowel) vs.Sheep /iː/ (Long vowel)

•Ship has a short /ɪ/sound (like in "bit").

•Sheep has a long /iː/sound (like in "beet").

Color Code:
• Short vowels: Red
• Long vowels: Blue

How to correct it:

• Red (Short vowel): When producing short vowels, your mouth is more relaxed.
• Blue (Long vowel): Your mouth stretches slightly more for long vowels, and the sound
lasts longer.

Example Sentences:
 •I need a red ship. (Short vowel in "ship")
•I like the blue sheep. (Long vowel in "sheep")

---

Mistake 2: Mispronouncing the "a" sound

•Cat /æ/ vs. Car / ɑː/

• Cat has the /æ/ sound, similar to "bat."

•Car has the / ɑː/sound, similar to "father."

Color Code:
• /æ/ sound: Orange
•/ ɑː/ sound: Green

How to correct it:

• For Orange (/æ/): Your tongue is low and relaxed.
•For Green (/ ɑː/): The tongue is placed farther back in your mouth.

Example Sentences:
•I saw a green car. (/ ɑ/** sound)
• The orange cat is sleepːing. (/æ/** sound)
 Pronunciation Correction Flowchart

Identify
Mistake

Is it a vowel
sound?
No

Yes

Color Code Identify

Vowel Consonant
Sounds Sound

Correct
Short Vowel Long Vowel
Tongue
Correction Correction
Position

Example
Sentence
Usage

---

2. Consonant Sounds

Consonant sounds in English can also create confusion. Many consonants are pronounced
differently in English than in other languages, which can cause mistakes.

Mistake 3: Mispronouncing "th" Sounds

There are two "th" sounds in English:

• /θ/as in "think" (voiceless)

• /ð/ as in "this" (voiced)

Color Code:
•*/ Purple (voiceless)
θ/:

• */ð/: Pink (voiced)

 How to correct it:
•For Purple (/ , place your tongue gently between your teeth and blow air out
without usingθ/)your voice.
• For Pink (/ð/), place your tongue between your teeth and make a sound with your
voice.

Example Sentences:
•Purple: I think this is easy. (/
• Pink: This is great! (/ð/) θ/)

---

Mistake 4: Confusing "s" and "sh" Sounds

•Seat /s/ vs. Sheet /ʃ/

• Seat has the /s/ sound, as in "snake."

•Sheet has the /ʃ/sound, like "shush."

Color Code:
• */s/: Yellow
• */ʃ/: Pink

How to correct it:

• For Yellow (/s/), place the tip of your tongue near the upper teeth.
•For Pink (/ʃ/), keep your tongue further back in your mouth.

Example Sentences:
• The yellow seat is taken. (/s/** sound)
•I need a pink sheet. (/ʃ/** sound)

---

English Pronunciation Challenges

th" Sounds s" vs "sh" Sounds

Differentiating between Distinguishing between
voiceless and voiced "th" "s" and "sh" sounds in
sounds. words.
3. Word Stress

Word stress plays an important role in English. Stressing the wrong syllable can make it
difficult for others to understand you.

Mistake 5: Incorrect Stress in Two-Syllable Nouns and Verbs

Some words change meaning depending on where you stress them:

•Record (noun) →RE-cord (stress the first syllable)
• Record (verb) →re-CORD (stress the second syllable)

Color Code:
• First syllable stress: Red
• Second syllable stress: Blue

How to correct it:

• Focus on saying the word slowly and clearly. Practice saying the stressed syllable
louder and more forcefully.

Example Sentences:
•I have a red record. (noun)
•I will blue record the meeting. (verb)

---

4. Linking Sounds and Connected Speech

In English, we often link words together to make speech smoother. This can confuse learners
who try to pronounce each word separately.

Mistake 6: Not Linking Sounds

For example:
•"I have to go" →"I hafta go."
• "What do you want?" →"Whaddaya want?"

Color Code:
• Linking words: Purple (words that blend together)
• Non-linked words: Green

How to correct it:

• Practice listening to native speakers and repeating sentences. Focus on how words
connect and flow into each other.

Example Sentences:
•I purple hafta go now. (Linking "have to")
• What green do you want? (No linking)

---

5. Silent Letters

English is full of silent letters that don't get pronounced, which often leads to mistakes.

Mistake 7: Mispronouncing Silent Letters

• Knife: The "k" is silent.

 • Doubt: The "b" is silent.

Color Code:
• Silent letters: Grey

How to correct it:

• Learn common silent letter patterns and practice speaking the words without
pronouncing the silent letter.

Example Sentences:
• The grey knife was sharp. (Silent "k")
•I have no grey doubt about it. (Silent "b")

---

6. Intonation and Sentence Stress

Intonation helps convey meaning. Using the wrong intonation pattern can change the
meaning of a sentence.

Mistake 8: Flat Intonation

Speaking with a monotone voice sounds unnatural and can make it hard for others to
understand your emotions or intentions.

How to correct it:

• English usually rises in intonation for questions and falls for statements.

Color Code:
• Rising intonation: Orange
• Falling intonation: Blue

Example Sentences:
• Are you coming? (Orange, rising intonation)
• I’m going to the store. (Blue, falling intonation)

---

Conclusion

In this lesson, we have covered common pronunciation mistakes in English and provided
color-coded guides to help you visualize the corrections. Focus on the vowel and consonant
sounds, stress patterns, and intonation. By practicing regularly and paying attention to how
sounds connect and flow, you will gradually improve your pronunciation.

---
Exercises: Common Pronunciation Mistakes
and How to Correct Them
Exercise 1: Short vs. Long Vowels
Listen to the following pairs of words. Identify whether the vowel sound is short (Red) or long
(Blue). Then, pronounce each pair correctly.

1. Ship / Sheep
2. Bit / Beet
3. Cat / Car
4. Hat / Heart
5. Sit / Seat

Exercise 2: “Th” Sounds Practice

Choose the correct sound for the “th” in each of the following words. Is it the voiceless /
θ/
(Purple) or the voiced /ð/ (Pink)?
1. Think
2. This
3. That
4. Thank
5. Though

Exercise 3: S and SH Sounds

Decide whether the word has the /s/ (Yellow) or / ʃ/ (Pink) sound and practice saying them
correctly.

1. Seat / Sheet
2. Sick / Shirt
3. Sun / Shower
4. Shoe / Shush
5. Soap / Shop

Exercise 4: Stress Patterns in Nouns and Verbs

For each word, decide if it’s a noun or a verb and place the stress on the correct syllable.

1. Record (noun / verb)

2. Produce (noun / verb)
3. Contract (noun / verb)
4. Import (noun / verb)
5. Permit (noun / verb)

Exercise 5: Linking Sounds

Read the following sentences aloud. Pay attention to the linking of words and try to blend
them smoothly together.

1. I have to go to the store.

→ I hafta go to the store.
2. What do you want to eat? → What doya want to eat?
3. I want to buy some clothes. → I wanna buy some clothes.
4. She is going to the party. → She izgoin to the party.
5. They have a meeting later. → They hava meeting later.
Exercise 6: Silent Letters
For each word, write whether the letter is silent or not. If it is silent, identify which letter.

1. Knife (Silent letter: _) Doubt

2. (Silent letter: _) Listen
3. (Silent letter: _) Castle
4. (Silent letter: _) Wednesday
5. (Silent letter: _)

Exercise 7: Intonation Practice

Decide if the sentence should have a rising (Orange) or falling (Blue) intonation and practice
saying the sentences with the correct pitch.

1. Are you coming with me?

2. I’m going to the store now.
3. Do you want coffee or tea?
4. I’m feeling great today.
5. When is the meeting?

Instructions for Practice:

• Step 1: Record yourself saying the words or sentences.

• Step 2: Listen to your pronunciation and compare it with the correct
sounds or patterns.
• Step 3: If you notice any mistakes, repeat the practice until you feel
comfortable with the correct pronunciation.
• Step 4: Ask a native speaker or teacher to give you feedback or use
language learning apps for pronunciation assistance.
 TEXT
How Games Can Teach Us
Many people think games are only for fun, but they can
also be powerful learning tools. Puzzle games improve
problem-solving, and word games help with vocabulary.
Even action games can improve reaction time and
coordination.
Teachers sometimes use games in the classroom to make
lessons more exciting. Educational video games can teach
math, science, history, or languages in a fun way.
Games also teach important life skills like teamwork,
patience, and goal setting. Multiplayer games require
cooperation and communication to win.
As long as they are used in moderation, games can
support learning and make it more enjoyable for all ages.

QUESTIONS
1. What can puzzle games teach us?
2. How do word games help language learners?
3. Why do teachers use games in class?
4. What subjects can educational games teach?
5. What life skills do games develop?
6. How do multiplayer games support teamwork?
7. What is one benefit of action games?
8. Why is moderation important in gaming?
9. How can games make learning more fun?
10. What is your favorite educational game?
 Linking Sounds and Connected Speech:
Mastering Natural Pronunciation

Cycle of Connected Speech Mastery

Sound Like Native Understand Linking

Speakers Patterns
Mimicking native speech Recognizing sound
patterns connections in speech

Enhance
Achieve Fluency
Pronunciation
Speaking smoothly and
Speaking clearly and effortlessly
accurately

Improve
Comprehension
Better understanding of
spoken language

1. What is Connected Speech?

Connected speech refers to the way words blend together in natural spoken English. Native
speakers do not pronounce words in isolation; instead, they link them, reduce sounds, and
sometimes drop sounds altogether. Learning these patterns will help you sound more fluent
and understand spoken English better.

2. Types of Linking in English

A. Linking Sounds

When one word ends in a consonant and the next begins with a vowel, the sounds connect
smoothly.

✅ Example:
• Goon
• Turn off→ Gowon
• Pick it up→ Turnoff
→ Pickitup
Ὂ� Tip: Think of the last consonant “jumping” to the next word.

B. Intrusion

Sometimes, extra sounds (/w/, /j/, or /r/) are added to make speech flow better.

✅ Example:
•I saw it
• Do it again
→ I saw-rit
• She is amazing
→ Do-wit again
→ She-yis amazing
Ὂ� Tip: This happens mostly with vowels at the end and start of words.

C. Elision (Sound Dropping)

Some sounds disappear, especially the /t/ and /d/ sounds between consonants.

✅ Example:
•Next day
→ Nex day
• You and me
• Friendship → You an’ me
→ Fren’ship
Ὂ� Tip: This makes speech faster and more natural.

D. Assimilation

A sound changes to become more like a nearby sound.

✅ Example:
•Don’t you
• Did you → Donchu
• Good boy→ Didja
→ Gub boy
Ὂ� Tip: This is common with “t” and “d” before “y” sounds.

E. Glottalization
 Sometimes, the /t/ sound is replaced by a small pause (called a glottal stop).

✅ Example:
• Bottle
• Water → Bo’le
• Football
→ Wa’er
→ Foo’ball
Ὂ� Tip: This is common in British accents, especially in London (Cockney).

3. Why is Linking Important?

✅ It improves listening skills because native speakers use linking naturally.
✅ It makes your speech smoother and more natural, resembling that of a nativespeaker.
✅ It helps you speak faster without sounding unnatural.

4. Practice Tips
1. Listen to native speakers (movies, podcasts, songs).
2. Repeat sentences using linking sounds (shadowing technique).
3. Record yourself and compare with native pronunciation.
4. Speak slowly at first, then increase speed while maintaining the linking sounds.

Master English Pronunciation

Speed Enhancement
4
Gradually increase your speaking
speed while maintaining clarity and
linking sounds.

Self-Recording
3
Record your speech and compare it
with native pronunciation to identify
areas for improvement.

Shadowing Practice
2
Practice repeating sentences,
focusing on linking sounds to
improve fluency.

Native Exposure
1
Immerse yourself in English by
listening to native speakers
through movies, podcasts, and
songs.
Exercises: Linking Sounds and Connected
Speech
Exercise 1: Identify the Linking Sounds
Listen carefully to the following sentences. Identify where the sounds link and rewrite them
as they would sound in connected speech.

1. He asked for help.

2. Turn off the light.
3. I saw it yesterday.
4. Do it again.
5. She is always late.

Exercise 2: Choose the Correct Pronunciation

Choose the correct way to pronounce the following phrases in fast speech.

1. What do you want?

a) What do you want?

b) Whadaya want? 2.
Did you see that? a)
Did you see that? b)
Didja see that? 3. I
have to go. a) I have
to go. b) I hafta go. 4.
Next day a) Next day
b) Nex day 5. I don’t
know. a) I don’t know.
b) I dunno.

Exercise 3: Fill in the Gaps with the Correct Linking Sound

Fill in the blanks with /w/, /j/, or /r/ where necessary to connect the words smoothly.

1. I saw ___ it happen.

2. She is ___ amazing person.
3. Do ___ it now.
4. Go ___ on without me.
5. The idea ___ of moving is exciting.

Exercise 4: Spot the Elision

Rewrite the following sentences by removing unnecessary sounds to make them more
natural in fast speech.

1. Next time we will try.

2. Friendship is important.
3. You and me should go.
4. She left the message.
5. He must be tired.
Exercise 5: Listen and Repeat
Record yourself reading the following sentences naturally, focusing on linking and connected
speech. Then, listen to your recording and check if you applied the rules correctly.

1. Can you help me out?

2. I need a bit of advice.
3. It’s going to be great.
4. Did you get it?
5. What are you up to?

Practice Tips:
✅ Repeat each sentence several times to get used to the natural flow. ✅
Compare your pronunciation with native speakers (use videos, audiobooks, or
podcasts). ✅ Try shadowing: listen to a sentence and immediately repeat it exactly

Exercise 6: Match the Connected Speech Pattern

Match each phrase with the type of connected speech it demonstrates: (Linking, Intrusion,
Elision, Assimilation, Glottalization).

1. I saw it yesterday.
2. Turn off the TV.
3. Don’t you like it?
→ Donchu like it?
4. Next door → Nex door
5. Football → Foo’ball
Exercise 7: Rewrite in Fast Speech
Rewrite the following sentences as they would sound in connected speech.

1. I have to go now.
2. She is already here.
3. Give me a bit of time.
4. Did you like it?
5. I want to do it later.

Exercise 8: Linking Consonants and Vowels

Fill in the blanks with the correct connected sound (/w/, /j/, or /r/) to make the sentences
flow naturally.

1. He saw ___ it happen.

2. She is ___ always on time.
3. Do ___ it now!
4. Go ___ on with your story.
5. My idea ___ of fun is different.

Exercise 9: Listening and Imitation

Find a short clip from a native English speaker (e.g., from a movie, TV show, or podcast).

1. Write down a short sentence they say.

2. Listen carefully to how they connect the words.
3. Repeat it exactly as they say it.
4. Record yourself and compare.

Exercise 10: Sentence Transformation

Transform the following sentences by applying connected speech rules:
 1. What do you want to do?
→
2. Could you help me? →
3. I don’t know. →
4. Would you like some tea? →
5. Let me see. →
Bonus Challenge: Speaking Fluency Drill

1. Read a paragraph aloud slowly.

2. Now, read it again faster while linking words naturally.
3. Record yourself and listen to how connected your speech sounds.
chapter 13
 TEXT
Working from Home: Pros and Cons (Work & Lifestyle)
Working from home has become more common since
the pandemic. Many people enjoy the flexibility of
working in their own space and avoiding traffic. It also
allows for more time with family.
However, working from home has its challenges.
Some people feel lonely or find it hard to separate
work from personal life. Others struggle to focus
because of distractions at home.
To succeed, it's important to create a quiet workspace,
follow a daily routine, and take breaks.
Communication with your team is also key.
In the end, working from home can be very positive if
managed well.

QUESTIONS
1. Why has working from home become more common?
2. What are two advantages of working from home?
3. What is one disadvantage mentioned?
4. Why can working from home feel lonely?
5. What problems can distractions cause?
6. How can someone improve focus at home?
7. Why is a routine important when working remotely?
8. How can communication help?
9. What is the key to successful remote work?
10. Would you enjoy working from home? Why?
 Expressing Regret and Hypothetical Past
Situations

Exploring Expressions of Regret in English

I Wish
Used to express desire for
different past outcomes.

If Only
Indicates regret about a
specific past event.

Expressions of
Regret
Would Rather
Expresses preference for a
different past scenario.

It's High Time

Suggests urgency for a past
action to occur.

1. I Wish
We use “I wish” to express regret about something that did not happen in the past, or to talk
about something we wish had happened differently.

• Structure:
I wish + past perfect (had + past participle)
 • Examples:
•I wish I had studied harder. (I regret not studying more for the exam.)
•I wish I had gone to the party. (I regret not going to the party.)

2. If Only
“If only” is similar to “I wish,” but it’s often used to express stronger feelings of regret or to
show a wish that something had been different.

• Structure:
If only + past perfect (had + past participle)

• Examples:
•If only I had known earlier, I would have helped. (I regret not knowing sooner.)
•If only they had told me about the meeting, I would have attended. (I regret not
being told about the meeting.)

3. Would Rather
“Would rather” is used to express a preference for something in the past or present. It can
show that we would have preferred something to happen differently.

• Structure:
Would rather + past simple (for present/future preference)
Would rather + past perfect (for past preference)

• Examples:
•I would rather you told me earlier. (I prefer that you told me earlier.)
•I would rather you had told me earlier. (I regret that you didn’t tell me earlier.)

4. It’s High Time

“It’s high time” is used to show that something should have happened by now, or it’s very
necessary for it to happen. It means “it’s really time for this thing to happen now.”

• Structure:
It’s high time + past simple

• Examples:
•It’s high time you apologized. (You should apologize now, or you should have
apologized already.)
•It’s high time we left. (We should leave now.)

Summary

• “I wish” and “If only” show regret about the past, wishing things had been different.
• “Would rather” shows a preference for something that could have been different in the
past.
• “It’s high time” expresses that something should happen immediately or should have
happened already.
Exercise 1: Complete the sentences with “I
wish” or “If only”

1. I didn’t bring my camera to the trip. _________ I had brought it!

2. She didn’t apologize for what happened. _________ she had apologized
earlier.
3. We didn’t book the tickets on time. _________ we had booked them in
advance.
4. I didn’t finish my homework last night. _________ I had completed it.
5. They didn’t call me when they arrived. _________ they had called me.

Exercise 2: Choose the correct answer

1. • • • I didn’t go to the concert last night. I _______ I had gone.

2. a) wish
better b) would rather
. • • • 3. c) if only
• • • 4. • He didn’t explain himself clearly. I _______ he had explained it
••
a) wish
b) would rather
c) if only
It’s getting late. I think _______ we leave now.
a) wish
b) it’s high time
c) would rather
We missed the last train. I _______ we had left earlier.
a) would rather
b) it’s high time
c) wish

Exercise 3: Rewrite the sentences using “would rather”

1. I prefer that you didn’t stay out so late last night.

• _________ you had stayed out so late last night.
2. She wished I had gone to the meeting.
• _________ I had gone to the meeting.

Exercise 4: Fill in the blanks with the correct expression

 1. • • • It’s _______ you apologized for being late.
2. • • • a) high time
3. b) would rather
better c) wish
. • • • 4. We are very late! It’s _______ we leave for the airport.
••• a) high time
b) would rather
c) if only
I didn’t finish the project on time. I _______ I had managed my time

a) wish
b) would rather
c) if only
It’s _______ we had a break. We’ve been working nonstop.
a) if only
b) high time
c) would rather

Exercise 5: Correct the mistakes in these sentences

1. I would rather you have studied harder for the exam.

2. If only I have known about the surprise party.
3. It’s high time you to make a decision.
4. I wish I have gone to bed earlier last night.

Exercise 6: Complete the sentences

1. I regret not taking the job offer. I wish __________.

2. They didn’t invite me to the wedding. If only __________.
3. We should have left earlier. It’s high time __________.
4. I prefer that you didn’t call me so late last night. I would rather
__________.

Exercise 7: Fill in the blanks with the correct form of the verb in parentheses using “I wish” or
“If only”

1. I didn’t know about the meeting. I wish I ________ (know) earlier.

2. She didn’t come to the party. If only she ________ (come).
3. We missed the concert last night. I wish we ________ (arrive) on time.
4. I didn’t hear the phone ring. If only I ________ (hear) it.
5. He didn’t apologize for his mistake. I wish he ________ (apologize).

Exercise 8: Choose the correct answer

 1. I didn’t finish my project on time. I _______ I had managed my time
better
. • • • 2. a) wish
• • • 3. • b) would rather
• • 4. • • c) if only
• It’s getting late! It’s _______ we leave now.
a) wish
b) if only
c) high time
I didn’t attend the party. I _______ I had gone.
a) would rather
b) wish
c) if only
We didn’t leave earlier for the trip. I _______ we had left earlier.
a) wish
b) if only
c) would rather

Exercise 9: Rewrite the sentences using “Would rather”

1. I would prefer that you didn’t talk so loudly during the movie.
• _________ you had talked so loudly during the movie.
2. I would prefer that they had stayed home yesterday.
• _________ they had stayed home yesterday.

Exercise 10: Choose the correct expression (“It’s high time” or “I wish”)

1. _______ you stopped complaining about your job and started doing
something about it!
2. I _______ I had studied more for my exams last year.
3. It’s _______ we left this place; it’s getting late.
4. I _______ you hadn’t missed the meeting earlier.

Exercise 11: Complete the sentences with the correct expression

1. I didn’t tell her the truth. I wish __________.

2. They didn’t invite me to the concert. If only __________.
3. I didn’t start the assignment earlier. It’s high time __________.
4. We didn’t take a break during work. It’s high time __________.
 TEXT
The Story of Chocolate
Chocolate comes from the cacao tree, which grows in
tropical areas. Thousands of years ago, people in Central
America used cacao to make a bitter drink. It was very
valuable and used in ceremonies.
Later, when cacao was brought to Europe, sugar was
added, and it became the sweet treat we know today.
Chocolate became popular across the world.
Making chocolate is a long process. Farmers grow cacao
pods, harvest them, and dry the beans. Then, factories roast,
grind, and mix the beans with sugar and milk.
Today, chocolate is used in cakes, drinks, and candies. It is
loved by people of all ages, especially on holidays like
Valentine’s Day.

QUESTIONS
1. Where does chocolate come from?
2. How was cacao used in the past?
3. What made chocolate sweet?
4. Why was cacao valuable?
5. Where did chocolate become popular?
6. What is the process of making chocolate?
7. What is done with cacao beans after harvesting?
8. What ingredients are added to chocolate today?
9. When do people usually eat chocolate?
10. What is your favorite kind of chocolate?
 Understanding Advanced Quantifiers

Understanding Advanced Quantifiers

Meanings and Advanced

Usage Quantifiers
Practical application of Terms that specify the
language elements quantity of nouns in detail

Distinctions
Between Terms
Clarifying differences to
avoid confusion

1. Few vs. A Few

• Few:
• Meaning: Not many (negative meaning, implying not enough).
• Example: Few people came to the party. (This means there weren’t many
people, and it might be disappointing.)

• A Few:
• Meaning: Some or a small number (positive or neutral meaning, implying
enough).
• Example: A few people came to the party. (This means a small number of
people came, and that’s okay.)

2. Little vs. A Little

 • Little:
• Meaning: Not much (negative meaning, implying not enough).
• Example: There is little food left. (This means there isn’t enough food left.)

• A Little:
• Meaning: Some or a small amount (positive or neutral meaning, implying
enough).
• Example: There is a little food left. (This means there’s some food, and it’s
enough for now.)

3. Each vs. Every

• Each:
• Meaning: Refers to individual members of a group, focusing on one at a time.
• Example: Each student has a notebook. (We’re focusing on each student
individually.)

• Every:
• Meaning: Refers to all members of a group, but not individually.
• Example: Every student has a notebook. (We’re talking about the group as a
whole.)

4. Any vs. Some

• Any:
• Meaning: Used in negative sentences or questions, referring to an uncertain or
unknown amount.
• Example: Do you have any money? (We don’t know if the person has money or
not.)

• Some:
• Meaning: Used in positive sentences or when making offers or requests,
referring to an unspecified amount.
• Example: I have some money. (This means I have an unspecified amount, but it’s
enough.)

Summary
• Few and Little = Not enough (negative).
• A Few and A Little = Some (positive or neutral).
• Each = Focuses on individuals (one at a time).
• Every = Refers to all as a group.
• Any = Used in negative sentences or questions.
• Some = Used in positive sentences or offers/requests.
Exercise 1: Fill in the blanks with the correct quantifier (few, a few, little, a little, each, every,
any, some):

1. She has ______ money left in her wallet.

2. I have seen ______ movies this week.
3. There is ______ milk in the fridge; we need to buy more.
4. He made ______ mistakes in his essay.
5. ______ of the students attended the meeting.
6. We don’t have ______ bread at home.
7. ______ student in the class should submit their project by tomorrow.
8. He needs ______ time to prepare for the presentation.
9. Could you pass me ______ of that cake?
10.
______ person was excited to meet the guest speaker.

Exercise 2: Choose the correct quantifier for each sentence (few, a few, little, a little, each,
every, any, some):

1. She has (few / a few) ideas for the new project.

2. I don’t think we have (any / some) bread left in the cupboard.
3. (Each / Every) student in the class must hand in their homework.
4. There is only (few / a few) pieces of pizza left.
5. I have (little / a little) knowledge about this subject.
6. I need (some / any) help with the math problem.
7. We have (some / a little) time before the meeting starts.
8. (Every / Each) day, he goes to the gym.
9. There is (few / a few) chances of winning the lottery.
10.
(A little / Little) effort can make a big difference in your
performance.

Exercise 3: Complete the sentences with the correct quantifier (few, a few, little, a little, each,
every, any, some):

1. I only have ______ dollars left in my wallet.

2. ______ people believe that aliens exist.
3. There is ______ information missing in this report.
4. ______ of the students passed the exam with excellent grades.
5. I am going to have ______ cake after dinner.
6. ______ child loves to play outside after school.
7. There are ______ chairs left in the meeting room.
8. Can I have ______ more water, please?
9. We saw ______ interesting animals at the zoo today.
10.
I hope there’s ______ food left for dinner tonight.

Exercise 4: Fill in the correct quantifier and rewrite the sentences:

1. There is ______ sugar in the jar.

2. I’ve read ______ books this month.
3. I don’t have ______ pencils for the test.
4. ______ of us can go to the concert tonight.
5. There is ______ traffic on the road this morning.
6. I’d like to get ______ help with my presentation.
7. He has ______ experience in playing the guitar.
8. ______ day at the beach is better than a day at work!
9. ______ people came to the meeting, but they were late.
10.
She has ______ time to study for the test.
Exercise 5: Choose the correct quantifier from the options (few, a few, little, a little, each,
every, any, some):

1. Do you have (few / any) suggestions for the meeting?

2. (Each / Every) team member contributed to the project.
3. (Few / A few) people attended the concert last night.
4. There is only (a little / little) time left for the test.
5. (Some / A few) of the books are missing from the shelf.
6. (Every / Each) day, he practices playing the guitar.
7. (A little / Few) effort can go a long way in helping others.
8. There are (a few / any) questions about the new assignment.
9. (Every / Each) teacher has a different teaching style.
10.
We have (some / any) coffee left in the kitchen.
chapter 14
 TEXT
Volunteering and Its Benefits
Volunteering means giving your time to help others without
expecting money. People volunteer in many places, like schools,
hospitals, shelters, or environmental projects.
Volunteering helps communities, but it also helps the volunteer. It
can build skills, improve confidence, and create friendships. Young
people often volunteer to gain experience and discover what they
enjoy doing.
Even small actions, like cleaning a park or helping an elderly
neighbor, can make a big difference. Many companies and schools
support volunteering because it teaches responsibility and
teamwork.
Volunteering is not only about giving—it's also about learning and
growing as a person.

1. What is volunteering?
2. Where do people usually volunteer?
3. What do communities gain from volunteers?
4. How can volunteering help the volunteer?
5. Why do young people volunteer?
6. Give an example of a small volunteer action.
7. What values does volunteering teach?
8. Why do companies support volunteering?
9. How does volunteering help personal growth?
10. Would you like to volunteer? Why?
Modals of Deduction: Must Have, Can’t
Have, Might Have

Which modal of deduction should I use?

Can't Have
Must Have Might Have
Use when evidence
Use when there is clearly rules out a Use when there is
strong evidence possibility. uncertainty or multiple
suggesting certainty possibilities.
about a past event.

1. Must Have
Meaning: We are sure that something happened in the past based on evidence.

Structure:
Subject + must have + past participle

Examples:
• She must have gone home. (We are sure because she’s not here.)
• He must have eaten lunch already. (We are sure because the food is gone.)

2. Can’t Have
Meaning: We are sure that something did not happen in the past.
Structure:
Subject + can’t have + past participle

Examples:
• She can’t have been at the meeting. (We are sure because she wasn’t there.)
• They can’t have finished the work so quickly. (We are sure because we just gave them
the task.)

3. Might Have

Meaning: We are not sure, but there is a possibility that something happened in the past.

Structure:
Subject + might have + past participle

Examples:
• He might have missed the bus. (There’s a chance, but we don’t know for sure.)
• They might have forgotten to call. (It’s possible, but not certain.)

Summary of Usage

• Must have: Certain something happened in the past.

(Example: “He must have been tired.”)

• Can’t have: Certain something didn’t happen in the past.

(Example: “She can’t have taken the keys.”)

• Might have: Uncertain or possible past action.

(Example: “He might have gone to the store.”)

Quick Tips
• Use must have when you are sure something happened.
• Use can’t have when you are sure something didn’t happen.
• Use might have when there is a possibility but you are not sure.
Exercise 1: Fill in the blanks with the correct modal (Must have, Can’t have, Might have)

1. She ______ gone to the store, but I’m not sure.

2. They ______ finished the project by now; they worked on it all week.
3. He ______ taken the wrong train. I saw him leave the station earlier.
4. She ______ forgotten her keys at home; she’s been searching for them
everywhere.
5. You ______ seen that movie before. You already know the plot.
6. We ______ been talking about it for hours, and you still don’t
understand.
7. He ______ lost his wallet. I saw him with it earlier.
8. She ______ told you about the meeting, but maybe you weren’t paying
attention.

Exercise 2: Choose the correct modal (Must have, Can’t have, Might have)

1. He (must have / can’t have) gone to bed early last night because he
wasn’t answering his phone.
2. They (must have / might have) already left the office; the lights are
off.
3. The teacher (must have / can’t have) been very tired after such a long
day.
4. You (must have / might have) forgotten to bring your homework. It’s
not in your bag.
5. She (might have / can’t have) been at the party. She told us she was
going.

Exercise 3: Correct the sentences if needed

1. He must have not finished his homework yet.

2. She can’t have taken the book, it was on the table.
3. They might have gone to the gym already.
4. I must have called her yesterday, but I forgot.
5. They can’t have eaten all the pizza. There’s still some left.

Exercise 4: Complete the sentences with the correct modal (Must have, Can’t have, Might
have)

1. You ______ been so tired after the long trip. You look exhausted.
2. He ______ been late for the meeting. I saw him walking in after it
started.
3. She ______ left her bag at home. I don’t see it anywhere.
4. They ______ seen the movie already. They were talking about it
yesterday.
5. We ______ misunderstood the instructions. That’s why we did it wrong.

Exercise 5: Fill in the blanks with the correct modal (Must have, Can’t have, Might have)

1. She’s not here. She ______ gone home already.

2. He looks so happy! He ______ passed the exam.
3. The car is parked outside. It ______ been his.
4. They ______ gone to the beach; the weather is perfect for it.
5. You ______ missed the train. I saw you running to the station.
6. The house looks empty. They ______ already left for their vacation.
7. The cake is gone. Someone ______ eaten it.
8. It’s already late. She ______ finished her work by now.
Exercise 1: Fill in the blanks with (must have,
can’t have, might have)

1. He _______ (forget) his wallet at home. He’s looking for it

everywhere.
2. 3. She _______ (see) the message, or she would have replied by now.
4. 5. They _______ (lose) their way. They should have arrived an hour ago.
6. 7. You _______ (leave) your phone in the car. Check again!
home. He _______ (steal) the money. He was in another city at that time!
8. 9. The streets are wet. It _______ (rain) last night.
door. I’m not sure, but she _______ (go) to the supermarket before coming
10.
He _______ (be) very tired. He went to bed early.
They _______ (not hear) the doorbell. That’s why they didn’t open the

The cake is gone! Someone _______ (eat) it.

Exercise 2: Choose the correct option

1. news. She looks really happy. She (must have / can’t have) received good
2. he’s
late. 3. 4. He (must have / might have) forgotten to set his alarm. That’s why
5. the
street. 6. The lights are off. They (must have / can’t have) gone to bed already.
in. 7. I saw John at the gym. He (must have / might have) been working out.
difficult. 8. They (must have / can’t have) seen us; they waved at us from across

The dog is inside the house. Someone (must have / might have) let it

She (must have / can’t have) finished her exam so quickly! It was very

I don’t know where my keys are. I (must have / might have) left them
at the office.
9. He (must have / can’t have) written this essay alone. It’s too
advanced for him.
10. She (might have / can’t have) taken the wrong train. That’s why she’s
late.
Exercise 3: Rewrite the sentences using (must have, can’t have, might have)

1. I’m sure he passed the exam.

→ He _______ the exam.
2. It’s impossible that she forgot my birthday. → She _______ my birthday.
3. Maybe they missed the bus. → They _______ the bus.
4. I saw Sarah with a new car. She probably bought it recently. → She _______ a
new car.
5. I don’t believe he broke the window. → He _______ the window.
6. There’s no way she finished that big project in one day. → She _______ the
project in one day.
7. I think they went on vacation. → They _______ on vacation.
8. The door was open when I arrived. Someone probably left it open. → Someone
_______ the door open.
9. It’s possible that she didn’t hear you calling her. → She _______ you calling her.
10. I’m sure she has already left. → She _______ already left.
Exercise 4: Write your own sentences using (must have, can’t have, might have)

1.
2.
3.
4.
5.
 TEXT
The Future of Space Exploration
Space exploration has always fascinated humanity, pushing the boundaries of
what is possible. Over the past decades, advancements in space technology
have allowed us to land on the Moon, send rovers to Mars, and launch satellites
that help us understand the universe. Countries like the United States, China,
and Russia continue to invest in space missions, while private companies like
SpaceX and Blue Origin are making space travel more accessible.
One of the most ambitious goals of modern space exploration is sending humans
to Mars. Scientists are researching ways to build colonies on the planet and
develop technology that will allow humans to survive in space for extended
periods. Space exploration also contributes to scientific discoveries, including
the search for extraterrestrial life, the study of black holes, and the development
of new materials and medicines.
Despite its benefits, space exploration is expensive and risky. Some argue that
governments should focus on solving problems on Earth, such as poverty,
climate change, and education, rather than spending billions of dollars on space
missions. Others believe that exploring space is essential for the future of
humanity, as it could lead to new resources and even the possibility of colonizing
other planets if Earth becomes uninhabitable.

QUESTIONS
1.Why is space exploration important for humanity?
2.What are some recent advancements in space technology?
3.Do you think humans will be able to live on Mars in the
future? Why or why not?
4.What are the biggest challenges of long-term space travel?
5.How does space research benefit life on Earth?
6.Should governments invest more in space exploration or
focus on solving problems on Earth? Why?
7.What dangers do astronauts face during space missions?
8.How do private companies contribute to space exploration?
9.Do you believe in the possibility of discovering alien life?
Why or why not?
10.If you had the opportunity, would you travel to space? Why
or why not?
Modal Perfects: Should Have, Could Have,
Needn’t Have

Understanding Modal Perfects

Should Have Needn’t Have

Could Have
Expresses regret Suggests an
Indicates
or advice about action was
potential or ability
past actions unnecessary
in the past

1. Should Have
Meaning: We use "should have" to express regret or criticism about a past action. It indicates
that something was expected to happen but did not.

Structure:
Subject + should have + past participle

Examples:
•I should have studied harder for the exam. (Regret – I didn’t study enough.)
• You should have called me earlier. (Criticism – You didn’t call when you should have.)
• He should have finished the report by now. (Expectation – He didn’t finish it as
expected.)

2. Could Have
Meaning: We use "could have" to discuss a possible action in the past that didn’t occur. It
suggests that something was possible but didn’t happen.

Structure:
Subject + could have + past participle
Examples:
•I could have gone to the party, but I decided to stay home. (I had the option, but I
didn’t go.)
• She could have been a doctor if she had studied medicine. (She had the ability to
become a doctor, but she didn’t.)
• We could have helped them, but we were too busy. (We had the possibility to help,
but didn’t.)

3. Needn’t Have

Meaning: We use "needn’t have" to indicate that something wasn’t necessary in the past, yet
the action was performed anyway.

Structure:
Subject + needn’t have + past participle

Examples:
• You needn’t have brought your umbrella. It didn’t rain. (It wasn’t necessary to bring it.)
•I needn’t have bought so much food. There’s plenty left. (I bought more than I
needed.)
• He needn’t have rushed. The meeting was delayed. (There was no need to hurry.)

Summary of Usage

• Should have = Regret or criticism about a past action that didn’t happen or wasn’t
done properly.
(Example: “I should have gone to bed earlier.”)

• Could have = Possibility or option that existed in the past but didn’t happen.
(Example: “She could have helped us, but she didn’t.”)

• Needn’t have = Something wasn’t necessary, but it was done anyway.

(Example: “You needn’t have worried. Everything was fine.”)

Examples in Context
1. Should have:
• He should have apologized for his mistake. (He didn’t apologize, and he should
have.)
• We should have left earlier to avoid the traffic. (We didn’t leave early, and we
were late.)

2. Could have:
•I could have told you the truth, but I didn’t. (I had the choice to tell you, but I
didn’t.)
• They could have finished the project on time, but they were too slow. (They had
the ability to finish, but they didn’t.)

3. Needn’t have:
• You needn’t have bought me a gift. I wasn’t expecting anything. (It wasn’t
necessary, but you did it anyway.)
• She needn’t have worked so hard last night. The deadline was extended. (She
worked harder than necessary.)
Quick Recap
• Should have = Regret or criticism about past actions.
• Could have = Possibility or ability in the past, but didn’t happen.
• Needn’t have = Something was unnecessary, but it was done anyway.
1. He ______ studied more for the final exam. (Regret)
2. You ______ spent so much money on the tickets. It was unnecessary.
(Unnecessary action)
3. We ______ gone to the beach, but the weather was too cold.
(Possibility)
4. They ______ apologized for their behavior; it was really rude.
(Regret)
5. I ______ helped her with the project, but I didn’t know she needed
assistance. (Possibility)
6. She ______ taken the medicine; she felt fine later. (Unnecessary
action)
7. 8. He ______ arrived earlier if he hadn’t missed the bus. (Possibility)
We ______ tried to fix it, but we didn’t have the right tools.
Exercise 1: Fill in the blanks with (needn’t
have, should have, could have)

1. You _______ (bring) so much food. We already had plenty!

2. He _______ (study) harder for the test. He failed it.
3. She _______ (call) me. I was already on my way.
4. They _______ (leave) earlier; now they’re stuck in traffic.
5. You _______ (buy) a ticket online. There were still plenty available
at the entrance.
6. I _______ (take) an umbrella. It didn’t rain after all.
7. He _______ (apologize) to her. It wasn’t his fault.
8. We _______ (invite) more people. The party was a bit quiet.
9. You _______ (spend) so much money on that jacket. You already have a
similar one.
10. She _______ (arrive) on time if she had left home earlier.

Exercise 2: Choose the correct option

1. You (needn’t have / should have) woken up so early. The meeting was
canceled.
2. 3.They (should have / could have) tried harder to win the game.
distracted.I (could have / needn’t have) finished my work faster, but I was too
4. anyway.
5. She (should have / needn’t have) told me the truth. I found out
cheaper.
6.
You (needn’t have / could have) taken a taxi. The bus was much

We (should have / could have) visited that museum. It looked

interesting.
7. He (needn’t have / should have) spent so much money on that gift. A
small one would have been enough.
8. They (could have / should have) arrived earlier, but they didn’t check
the traffic.
9. You (should have / needn’t have) helped me with the project. I could
do it alone.
10. I (could have / needn’t have) joined the competition, but I wasn’t
confident enough.
Exercise 3: Rewrite the sentences using (needn’t have, should have, could have)
1. He ______ studied more for the final exam. (Regret)
2. You ______ spent so much money on the tickets. It was unnecessary.
(Unnecessary action)
3. We ______ gone to the beach, but the weather was too cold.
(Possibility)
4. They ______ apologized for their behavior; it was really rude.
(Regret)
5. I ______ helped her with the project, but I didn’t know she needed
assistance. (Possibility)
6. She ______ taken the medicine; she felt fine later. (Unnecessary
action)
7. 8. He ______ arrived earlier if he hadn’t missed the bus. (Possibility)
We ______ tried to fix it, but we didn’t have the right tools.
Exercise 1: Fill in the blanks with (needn’t
have, should have, could have)

1. You _______ (bring) so much food. We already had plenty!

2. He _______ (study) harder for the test. He failed it.
3. She _______ (call) me. I was already on my way.
4. They _______ (leave) earlier; now they’re stuck in traffic.
5. You _______ (buy) a ticket online. There were still plenty available
at the entrance.
6. I _______ (take) an umbrella. It didn’t rain after all.
7. He _______ (apologize) to her. It wasn’t his fault.
8. We _______ (invite) more people. The party was a bit quiet.
9. You _______ (spend) so much money on that jacket. You already have a
similar one.
10. She _______ (arrive) on time if she had left home earlier.

Exercise 2: Choose the correct option

1. You (needn’t have / should have) woken up so early. The meeting was
canceled.
2. 3.They (should have / could have) tried harder to win the game.
distracted.I (could have / needn’t have) finished my work faster, but I was too
4. anyway.
5. She (should have / needn’t have) told me the truth. I found out
cheaper.
6.
You (needn’t have / could have) taken a taxi. The bus was much

We (should have / could have) visited that museum. It looked

interesting.
7. He (needn’t have / should have) spent so much money on that gift. A
small one would have been enough.
8. They (could have / should have) arrived earlier, but they didn’t check
the traffic.
9. You (should have / needn’t have) helped me with the project. I could
do it alone.
10. I (could have / needn’t have) joined the competition, but I wasn’t
confident enough.
Exercise 3: Rewrite the sentences using (needn’t have, should have, could have)
 1. It wasn’t necessary for you to buy a new phone.
→ You _______ a new
phone.
2. I regret not studying harder for the exam. → I _______ harder for the exam.
3. It was possible for them to win the match, but they didn’t. → They _______ the
match.
4. We didn’t have to book a table. There were many free seats. → We _______ a
table.
5. She made a mistake by not telling the truth. → She _______ the truth.
6. He had the opportunity to travel abroad, but he didn’t take it. → He _______
abroad.
7. There was no need for her to cook. We already ordered food. → She _______
dinner.
8. I regret being rude to my teacher. → I _______ rude to my teacher.
9. They had the option to take a different route, but they didn’t. → They _______ a
different route.
Exercise 4: Write your own sentences using (needn’t have, should have, could have)

1.
2.
3.
4.
5.
chapter 15
 TEXT
Why We Need Sleep
Sleep is not just rest—it’s a vital part of health. During
sleep, our body repairs itself and the brain organizes
information.
Most adults need 7 to 9 hours of sleep each night.
Without enough sleep, people may feel tired, forgetful,
and even get sick more often.
Good sleep helps with focus, mood, and energy. To
sleep better, it’s important to keep a regular bedtime,
avoid screens before sleep, and keep your room quiet This section
discusses
exceptions and

and dark.
unique cases related
to countable and
uncountable nouns.

Getting quality sleep is one of the best things you can

do for your body and mind.

QUESTIONS
1. Why is sleep important?
2. What happens in the brain during sleep?
3. How many hours of sleep do most adults need?
4. What problems come from poor sleep?
5. How does sleep help with focus?
6. What can you do to sleep better?
7. Why should you avoid screens before bed?
8. How does sleep affect your mood?
9. What is a regular bedtime?
10. How do you feel after a good night’s sleep?
 Countable vs. Uncountable Nouns: A
Simplified Guide

Countable and Uncountable Nouns

Key Features Examples Quantifiers Special Cases

This section This part provides This component This section

highlights the main various examples of explains the discusses
characteristics of countable and quantifiers used with exceptions and
countable and uncountable nouns countable and unique cases related
uncountable nouns. for better uncountable nouns. to countable and
understanding. uncountable nouns.

Countable Nouns
Countable nouns are things we can count. They have both singular and plural forms, and we
can use numbers or words like “a” or “an” with them.

Key Features of Countable Nouns:

• You can count them individually.
• They have both singular and plural forms.
• We use numbers or articles (a, an, the) with them.

Examples:
• Singular: apple, car, book

•I have an apple.
• Plural: apples, cars, books

•I have three books.

Quantifiers for Countable Nouns:

• A few: There are a few people in the room.
 • Many: There are many students in the class.
• Few: There are few chairs available.

Uncountable Nouns
Uncountable nouns are things we cannot count individually. They usually refer to a mass, a
substance, or a concept. They do not have plural forms.

Key Features of Uncountable Nouns:

• You cannot count them individually.
• They do not have plural forms.
• We use some, much, little, etc., with uncountable nouns.

Examples:
• Mass nouns: water, rice, sand

•I need some water.

• Concepts: information, advice, love

• He gave me some information.

Quantifiers for Uncountable Nouns:

• A little: I have a little sugar left.
• Much: There isn’t much milk in the fridge.
• Little: We have little time to finish the project.

Nouns that Can Be Both Countable and Uncountable

Some nouns can be both countable and uncountable, but the meaning changes depending
on how we use them.

Examples:
1. Hair
• Countable: She has three hairs out of place. (Refers to individual strands.)
• Uncountable: She has long, beautiful hair. (Refers to the mass or collection of
strands.)
2. Time
• Countable: I’ve seen him three times today. (Refers to specific instances or
occasions.)
• Uncountable: Time is running out. (Refers to the general concept of time.)
3. Chocolate
• Countable: I bought three chocolates. (Refers to individual pieces.)
• Uncountable: I love chocolate. (Refers to the substance as a whole.)

Choosing Quantifiers for Countable and Uncountable

Nouns

The quantifiers (words that describe amounts) differ for countable and uncountable nouns.
Here’s a guide on what to use:
Countable Nouns:
• Many: There are many people in the crowd.
• Few: There are few cars in the parking lot.
• A few: I have a few questions.

Uncountable Nouns:
• Much: I don’t have much time.
• Little: There is little hope left.
• A little: Could I have a little sugar in my tea?

Examples in Complex Sentences

In more complex sentences, countable and uncountable nouns often appear together.
Understanding how to combine them correctly is essential.

Countable + Uncountable Nouns:

•I bought three apples and some cheese.
• She has a few friends and some advice for me.

Uncountable + Countable Nouns:

• There is some water in the glass, but I need three cups.
• We have a little information, but we need more details.

Special Cases: Abstract Nouns

Abstract nouns can be countable or uncountable depending on how they are used. These
are nouns that refer to ideas or concepts.

Examples:
• Uncountable:
• Love is important.
• Knowledge is power.
• Countable:
• She has had many loves in her life.
• There are many knowledges we gain through experience.

In most cases, abstract nouns like love, knowledge, advice, and information are uncountable.
However, they can become countable when we refer to specific instances or types.

Summary
1. Countable Nouns:
• Can be counted.
• Have both singular and plural forms.
• Used with numbers, a, an, and quantifiers like many and few.

2. Uncountable Nouns:
• Cannot be counted.
• Have no plural form.
 • Used with some, much, little, and quantifiers like much and a little.

3. Some Nouns Can Be Both:

• The meaning changes depending on whether we see them as a mass or
individual items.

Key Takeaways:
• Countable = Can be counted (books, cars, apples).
• Uncountable = Cannot be counted (water, furniture, knowledge).
• Some nouns can be both, depending on the context (e.g., time, hair, chocolate).
Exercise 1: Fill in the blanks with the correct
form of the noun.

1. I need some _____ (information / informations) for the project.

2. There are only a _____ (few / little) cookies left in the jar.
3. We don’t have _____ (much / many) time before the meeting starts.
4. He gave me a _____ (few / little) pieces of advice.
5. She has _____ (few / a few) friends in this city.
6. There is _____ (some / many) water in the glass.
7. I have seen him _____ (several / much) times this week.
8. We need _____ (a little / little) more effort to finish the task.
9. _____ (Many / Much) people attended the conference.
10.
I have _____ (a little / a few) books to read before the exam.

Exercise 2: Choose the correct option (countable or uncountable).

1. I have a (few / little) friends in town.

2. She drank (much / many) water after the workout.
3. There is (a few / a little) sugar left in the bowl.
4. We didn’t buy (much / many) furniture for the new apartment.
5. There are (a few / little) apples in the basket.
6. He didn’t give me (much / many) advice on the matter.
7. I need (some / any) paper for this project.
8. I don’t have (many / much) money right now.
9. She bought (a few / a little) bread for breakfast.
10. There is (a little / a few) milk in the fridge.

Exercise 3: Identify whether the nouns are countable or uncountable. Write “C” for countable
and “U” for uncountable.

1. Rice ________
2. Chairs ________
3. Sugar ________
4. Books ________
5. Milk ________
6. People ________
7. Information ________
8. Bread ________
9. Water ________
10. Apples ________

Exercise 4: Complete the sentences with the correct quantifier (few, a few, little, a little, much,
many).
 1. There are _____ books on the table.
2. I don’t have _____ time to finish my homework.
3. She has _____ ideas about the project.
4. He gave me _____ advice about the exam.
5. There isn’t _____ coffee left in the pot.
6. I have _____ friends in this town.
7. How _____ people came to the party last night?
8. We need _____ more information before making a decision.
9. There are _____ students in the classroom today.
10.
He doesn’t have _____ patience for this kind of work.

Exercise 5: Choose the correct word.

1. There are (a little / a few) students in the classroom today.

2. She didn’t buy (much / many) fruits from the market.
3. I need (a little / a few) time to think about it.
4. He has (much / many) homework to do tonight.
5. I’ve got (a little / a few) salt in the kitchen.
6. There are (much / many) cars parked outside.
7. I haven’t received (many / much) messages today.
8. We have (little / few) options left to choose from.
9. I saw (much / many) birds in the sky this morning.
10. She bought (few / a few) items at the store.

Exercise 6: Correct the mistake in the following sentences.

1. I have much books in my bag.

2. He doesn’t have a few money left.
3. There is many furniture in the room.
4. She has a little ideas about the topic.
5. We need much information for the report.
6. I only have little time to finish my homework.
7. There are little people at the party tonight.
8. She gave me many advice on how to improve my work.
9. There is a few sugar in my tea.
10. I didn’t find much tickets for the concert.

Exercise 7: Fill in the blanks with the correct noun.

1. There is too _____ sugar in my tea.

2. I have _____ friends in this city.
3. We need _____ water for the plants.
4. She bought _____ apples for the pie.
5. There are _____ chairs around the table.
6. He has _____ experience in this field.
7. I need _____ help with my homework.
8. We have _____ milk in the fridge, so we need to buy more.
9. I don’t have _____ money left after shopping.
10. There are only _____ seats available at the concert.
Exercise 8: Make the sentences negative.

1. I have many books in my bag.

2. She has a few ideas for the project.
3. There is some water in the bottle.
4. I know many people in this city.
5. He gave me a little advice about the exam.
6. There are a few cars parked outside.
7. We have much homework to do.
8. I saw many birds in the park this morning.
9. They need a little help with the task.
10. She bought a few sandwiches for lunch.
 TEXT
Climate Change and Its Impact on Our Planet
Climate change is one of the biggest challenges facing humanity today. The
Earth's average temperature is rising due to human activities such as burning
fossil fuels, deforestation, and industrial pollution. These changes lead to
extreme weather conditions, including heatwaves, powerful hurricanes, floods,
and droughts, all of which threaten life on Earth.
One of the most significant effects of climate change is the melting of polar ice
caps, which causes sea levels to rise. This threatens coastal cities and small
islands, potentially displacing millions of people from their homes. Additionally,
climate change negatively impacts agriculture, as higher temperatures and
unpredictable rainfall patterns reduce crop yields, increasing the risk of food
shortages and rising prices worldwide.
To combat climate change, both governments and individuals must take
decisive action. People can contribute by using renewable energy sources such
as solar and wind power, reducing plastic consumption, planting trees, and
This section
minimizing food waste. Governments are also implementing policies
discuss s to reduce
exceptions and
carbon emissions and promote environmental sustainability.
unique cases related
to countable and
uncountable nouns.

QUESTIONS
1.What are the main causes of climate change?
2.How does climate change affect the environment?
3.What are the consequences of rising sea levels?
4.How does climate change impact food production and global food
security?
5.What actions can individuals take to help combat climate change?
6.Why is using renewable energy important in the fight against
climate change?
7.What role do governments play in addressing climate change?
8.Do you think climate change can be reversed? Why or why not?
9.How can technology be used to reduce the effects of climate
change?
10.What could happen if no action is taken to address climate change?
Differences Between Similar Prepositions
(in/on/at, since/for)

How to use prepositions correctly?

Use "in
Use "on
Use "at
Use "since
Use "for

1. Prepositions of Time: in, on, at

In
• Usage: Used for long periods of time (months, years, seasons, centuries, etc.).
• Examples:

•I was born in 2000.

• We are going on vacation in July.
• He loves swimming in the summer.

On
• Usage: Used for specific days and dates (days of the week, exact dates).
• Examples:

•I’ll see you on Monday.

• My birthday is on January 5th.
• We had a meeting on Wednesday.
At
• Usage: Used for precise times or specific points in time.
• Examples:

• The bus arrives at 8:00 AM.

•I usually go to bed at midnight.
• We met at Christmas.

2. Prepositions of Place: in, on, at

In
• Usage: Used for enclosed spaces (countries, cities, rooms, buildings, etc.).
• Examples:

• She is in the kitchen.

• We live in Paris.
• There is a park in the city.

On
• Usage: Used for surfaces (floors, walls, streets, etc.).
• Examples:

• The book is on the table.

• He lives on Maple Street.
• She placed the painting on the wall.

At
• Usage: Used for specific points or locations (events, addresses, or specific places).
• Examples:

•I’ll meet you at the station.

• She is at the office.
• We’re at the concert.

3. Prepositions of Time: Since vs. For

Since
• Usage: Used for a specific point in time (starting from a specific moment in the past
until now). It’s used with the present perfect tense.
• Examples:

• She has been living here since 2010.

•I haven’t seen him since last Friday.
• They’ve known each other since childhood.

For
• Usage: Used for a duration of time (a period of time, e.g., hours, days, months, years).
It’s also used with the present perfect tense.
 • Examples:

•I’ve been waiting here for two hours.

• She has worked at this company for 5 years.
• We’ve known each other for a long time.

Summary
• In: Long periods (months, years), countries, cities, rooms.
• On: Days, dates, surfaces, streets.
• At: Specific points in time, locations, events.
• Since: A specific starting point in time (exact moment in the past).
• For: A duration of time (how long something has been happening).

Examples to Review
1.In: I will visit Paris in the summer.
2. On: We are going to a party on Saturday.
3. At: I will meet you at 3 PM.
4. Since: She has been my friend since 2015.
5. For: I’ve known him for 10 years.

Common Mistakes to Avoid

• Don’t say in Monday. (It should be on Monday.)
• Don’t say since two years. (It should be for two years.)
• Don’t say at the morning. (It should be in the morning.)
Exercise 1: Choose the correct preposition
(in, on, at)

1. She lives _____ Paris.

2. We met _____ a party last night.
3. The meeting is _____ 10 AM.
4. I will see you _____ Friday.
5. My birthday is _____ December.
6. They went swimming _____ the summer.
7. I’ll meet you _____ the library.
8. He was born _____ 1990.
9. She is studying _____ the kitchen.
10.
We’ll arrive _____ the airport at 6 PM.

Exercise 2: Fill in the blanks with since or for.

1. I have lived here _____ 2010.

2. He’s been working here _____ five years.
3. She has been sick _____ last week.
4. We’ve known each other _____ a long time.
5. They’ve been friends _____ childhood.
6. I’ve been waiting _____ an hour.
7. He has studied French _____ three months.
8. We’ve been here _____ 9:00 AM.
9. She hasn’t called me _____ last Friday.
10.
I have been learning English _____ two years.

Exercise 3: Correct the mistakes in the following sentences.

1. She lives on London.

2. I haven’t seen him since last weekend.
3. The class is at 9 o’clock on the morning.
4. He has been working here for January.
5. I have lived here since 10 years.
6. They arrived in the airport at 8:00 PM.
7. She has been playing piano for 1995.
8. I will meet you at Tuesday.
9. She has been studying since two hours.
10.
They have been living in New York since 5 years.

Exercise 4: Fill in the blanks with the correct preposition (in, on, at, since, for).
 1. We’ve been waiting _____ the bus stop for 20 minutes.
2. I will meet you _____ 4 PM.
3. He works _____ a law firm.
4. I haven’t seen her _____ last Monday.
5. She is going to visit us _____ the summer.
6. I have lived here _____ 5 years.
7. They went to a concert _____ the weekend.
8. My friend called me _____ 8 PM.
9. I’ll be studying _____ the morning.
10.
We’ve known each other _____ a few months.

Exercise 5: Choose the correct preposition (in, on, at, since, for).

1. I have lived here ______ 2012.

2. They arrived ______ 3 PM.
3. She was born ______ January 1st.
4. I met him ______ a party last week.
5. We’ve been friends ______ 10 years.
6. He has been working here ______ two months.
7. The concert will be held ______ Saturday.
8. I will be free ______ the afternoon.
9. I saw her ______ last Tuesday.
10.
We’ve been waiting here ______ over an hour.

Exercise 6: Choose the correct preposition (in, on, at, since, for).

1. I will go to the park _____ the morning.

2. She has been working at this company _____ three years.
3. We met _____ a coffee shop last week.
4. I will see you _____ the weekend.
5. They have been living in Canada _____ 2015.
6. I’ll meet you _____ the entrance.
7. The movie starts _____ 7 PM.
8. They have been married _____ 10 years.
9. I have been studying Spanish _____ last year.
10.
She went to the store _____ Tuesday.

Exercise 7: Complete the sentences with since or for.

1. I’ve known him _____ a long time.

2. She has worked at the company _____ 10 years.
3. They have been friends _____ childhood.
4. I’ve been here _____ 9:00 AM.
5. We have been waiting _____ an hour.
6. He’s been studying English _____ six months.
7. We’ve known each other _____ high school.
8. I’ve been in this room _____ two hours.
9. I have worked here _____ 2010.
10.
He hasn’t been to the gym _____ last week.

Exercise 8: Choose the correct preposition (in, on, at, since, for).
 1. I will call you _____ Monday.
2. She has been reading that book _____ two hours.
3. We met _____ a coffee shop last month.
4. He hasn’t eaten _____ the morning.
5. She has lived here _____ 5 years.
6. I’ll see you _____ the restaurant.
7. We’ve been waiting _____ the bus stop for 10 minutes.
8. I will be at the gym _____ 5 PM.
9. We will go to the park _____ the afternoon.
10.
She moved to New York _____ last year.

Exercise 9: Correct the mistakes.

1. She is studying at the morning.

2. We have been friends for we were children.
3. I haven’t seen her since five years.
4. He has worked at the company for 2012.
5. I will meet you at Monday.
6. I’ve been waiting for two hours since the meeting started.
7. They arrived in the airport at 3 PM.
8. I have lived here on 2015.
9. We have known each other for school.
10.
I haven’t heard from him since long time.

Exercise 10: Fill in the blanks with the correct preposition (in, on, at, since, for).

1. He has been here _____ 9 AM.

2. We are going to the cinema _____ the weekend.
3. I’ve been learning English _____ two years.
4. I’ll meet you _____ the park at 3 PM.
5. She is coming _____ the afternoon.
6. We have known each other _____ childhood.
7. I have been waiting here _____ an hour.
8. They have lived in this house _____ 2000.
9. We will visit you _____ the summer.
10.
I haven’t seen you _____ last Thursday.