ENGLISH

Unit 10

Ancient Buildings

I. Vocabulary

   ·column
   ·statue
   ·archaeologist
   ·carving
   ·steps
   ·block
   ·jewelry
   ·pot
   ·maze
   ·palace
   ·slanted
   ·explorer
   ·ancient
   ·fortress
   ·rich
   ·central heating
   ·border
   ·invade
   ·ruins
   ·aqueducts

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

  Indefinite pronouns  

        Use indefinite pronouns to talk about people, things, and places which we don’t name.

Someone	Something	Somewhere
Everyone	Everything	Everywhere
No one	Nothing	Nowhere

            i.e. There is something wrong with all of my inventions.

                 There are machines everywhere.

                 There’s nothing wrong with me.

         In negative sentences and questions we use any- instead of some-

Anyone

Anything

Anywhere

i.e.  Is there anything wrong, Professor?

                  There’s someone at home →  There isn’t anyone at home

    Question Tags

            Use question tags at the end of sentences to mean ‘Am I right?’ or ‘Do you agree?’.

                        i.e.  These necklaces are beautiful, aren’t they?

                               The Egyptian room is upstairs, isn’t it?

                               We can’t take photos in here, can we?

 

 IV. Working with words

    Suffix  –ful

             We add –ful to words to make adjectives.

Wonder	Cheer	Help	Care	Play	Fear	Color	Thought
Wonderful	Cheerful	Helpful	Careful	Playful	Fearful	Colorful	Thoughtful

            When a noun ends in a consonant + y, remove the –y and add –iful.

                            Beauty → Beautiful

 V. Writing Skills

            Making writing more interesting.

                We can make a piece of writing more interesting by :

• Asking a question:

            Have you ever wondered what life was like in ancient Rome?

• Using the senses (what could we hear/see/smell/taste/touch):

            I could smell the fresh bread from the bakeries as I walked through the noisy streets.

• Using a variety of adjectives:

            But I imagined excited Romans sitting in the seats and watching a fantastic show.

• Describing people’s thoughts and feelings:

           I felt scared, because the rooms were small and dark.

• Using direct speech:

         “Come back soon,” he said.

Unit 9

The Big Match

I. Vocabulary

   ·athlete
   ·coach
   ·training
   ·trophy
   ·goalkeeper
   ·fan
   ·exercise
   ·captain
   ·process
   ·pump
   ·breathe
   ·oxygen
   ·lungs
   ·blood
   ·heart
   ·carbon dioxide
   ·steady
   ·pulse rate
   ·wrist
   ·beat

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

  Modal Verbs

            Use may, might, and could to talk about present and future possibilities.

                 i.e. I might need to do more work on those boots!

           Use will and won’t to talk about future definites.

                 i.e. They’ll be a big success.

    Have to/ had to statements and questions

            Use have to/had to to talk about something that is/was necessary.

                        i.e.  You have to use your body to keep it healthy.

                               Do you have to exercise every day?

            Use don’t have to/didn’t have to to talk about something that is not/was not necessary.

                        i.e. You don’t have to go to the gym or do a sport every day.

 

 IV. Working with words

   Antonyms are words with opposite meanings

Best	Worst
Win	Lose
Give	take
Deep	Shallow
Clean	Dirty
Noisy	Quiet

 

 V. Writing Skills

            Writing up notes into full sentences.

       An Interview: Notes

            When we interview a person, we ask them questions and make notes of their answers:

                           Note: Training?  

                                      Run – 3 hours a day

            When we write an interview, we use our notes to write full answers to our questions.

                          Sentence: Do you have to do a lot of training?

                                            I run for three hours every day.

Unit 8

Let’s Eat Healthily!

I. Vocabulary

   ·additives
   ·dairy products
   ·health food
   ·home-made
   ·ingredients
   ·junk food
   ·ready-made
   ·sugar
   ·energy
   ·diet
   ·sweet
   ·salty
   ·sources
   ·calories
   ·vitamins
   ·snacks
   ·plenty
   ·raw
   ·clever
   ·brain

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend	U8 – try
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal	U8 –understand
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick	U8 – wake
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study	U8 – wear
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim	U8 – win
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take	U8 - write
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

   First Conditional
        Use the first conditional to talk about things that might happen in the future. First conditional sentence contain if and will.

 If  I press this button, the machine will make a pizza.

If this machine doesn’t work, I’ll be very upset.

I’ll be very upset if this machine doesn’t work.

  First Conditional Questions
                   Will I get ill if  I don’t eat fruit?    

                 Yes, you will.          No, you won’t.                                                                  

 IV. Working with words

   Phrasal Verbs with get    

Get up	Get on	Get around	Get back
Get on with	Get off	Get stuck	Get rid of

 

 V. Writing Skills

   Writing a personal account: endings

            We can end a personal account by writing:

• How people felt.

Luckily my family thought my cooking disaster was very funny.

• What happened in the end

We went to a pizza restaurant for dinner.

• The writer’s comments about what happened and what they have learnt

I haven’t cooked again since then! If I cook again, I won’t listen to music in the kitchen.

Reported Speech

This video may help you better understand why we use reported speech!

Differences between told and said

Unit 7

Call an Ambulance!

I. Vocabulary

   ·bruise
   ·burn
   ·plaster
   ·bandage
   ·first aid kit
   ·cut (noun)
   ·sling
   ·patient
   ·hose
   ·breathing apparatus
   ·floods
   ·rescue
   ·check
   ·sites
   ·accident
   ·train (verb)
   ·lifeguard
   ·volunteer (noun)
   ·crew
   ·coastguard

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see	U7 – spend
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell	U7 – steal
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send	U7 – stick
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show	U7 – study
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing	U7 – swim
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink	U7 -  take
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit	U7 – teach
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep	U7 -  tell
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide	U7 – think
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak	U7 - tidy

III. Grammar

   Reported Speech
        Use reported speech to report what somebody else said. In reported speech, we change present to past.                                                                                

Direct Speech                                                            Reported Speech                                             

       “I need some bandages                                   He said he needed some bandages                          

         “We’re making some sandwiches”              They said they were making sandwiches

                         
              Said/Told
                   We use said and told with reported speech. We use said when we just report someone’s words. We use told when we want to say who the person was talking to.

i.e. Our teacher told us she had got a surprise for us. She said we were going to learn first aid.
           

               Time Markers

                     When we use reported speech, we sometimes change the time words

Direct Speech	Reported Speech
Tonight, today	That night, that day
This week/month/year	That week/month/year
Now	Then
Tomorrow	The next day
Next week/month/year	The next week/month/year

“A doctor is coming to the school tomorrow.”       She told us a doctor was coming to the school       .                                                                                                   the next day.

 

            Pronouns/Possessive Adjectives

In reported speech the pronouns and possessive adjectives change too.

I → he/she	My → his/her		Me → him/her
We → they	Our → their		Us → them
“I gave my book to the teacher.”		He said that he gave his book to the teacher

 

 

 IV. Working with words

   Phrasal Verbs       

Put on	Put away	Put down	Look after	Drop off
Take off	Get out	Pick up	Cheer up	Hand out

 

 V. Writing Skills

   A newspaper report.

            When we write a newspaper report we include:

• A headline (the title of the report).

This tells us what the report is about.

• A short introduction

This tells us the most important parts of the story, but not all the details

• A main body

This tells us the details.

• A conclusion

This tells us the what happened in the end and what people said about the event.

 

 

Unit 6

Crazy about Wildlife!

I. Vocabulary

   ·enclosure
   ·picnic area
   ·pool
   ·reptile house
   ·aviary
   ·gift shop
   ·aquarium
   ·insect house
   ·extinct
   ·wild
   ·endangered
   ·threat
   ·population
   ·circus
   ·(to) prevent
   ·species
   ·research
   ·habitat
   ·donation
   ·adopt

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 – make	U6 – see
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean	U6 – sell
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet	U6 – send
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay	U6 – show
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put	U6 – sing
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read	U6 – sink
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride	U6 – sit
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring	U6 – sleep
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run	U6 – slide
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say	U6 - speak

III. Grammar

   Going to : Future Plans and intentions
      ·We use going to to talk about future plans or intentions
            e.g.  My class is going to adopt a tiger.
                    The animals aren’t going to live in our house.
   Going to : Predictions
      ·Also use going to to make predictions  about things we can see.

            e.g. It’s going to fall.
                  He’s going to climb the tree.

 IV. Working with words

   Suffix –er / -or
      · We add suffixes –er or –or t some verbs to make nouns:

Verb:	Keep	Present	Sing	Invent	Act	Visit	Teach	Help	Direct	Calculate
Noun:	Keeper	Presenter	Singer	Inventor	Actor	Visitor	Teacher	Helper	Director	Calculator

 

 V. Writing Skills

   Topic Sentences and paragraphs

  We use topic sentences at the beginning of a paragraph. It tells us what the paragraph is going to be about.
                           ·Tigers are large, beautiful animals. They are wild cats…

English Unit 5 Outline

I. Vocabulary

   ·(to) cut up
   ·(to) glue
   ·(to) stick
   ·(to) roll
   ·recycling center
   ·carrier bags
   ·oil
   ·batteries
   ·chemicals
   ·bottle bank
   ·metal
   ·paper
   ·juice carton
   ·bus ticket
   ·greeting cards
   ·bracelet
   ·ribbon
   ·map
   ·wrapping paper
   ·car tyres

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear	U5 - make
U1 – become	U2 – cut	U3 – find	U4 – hide	U5 – mean
U1 – bite	U2 – dig	U3 – fly	U4 – hold	U5 – meet
U1 – break	U2 – do	U3 – forget	U4 – hurry	U5 – pay
U1 – bring	U2 – draw	U3 – get	U4 – hurt	U5 – put
U1 – build	U2 – drink	U3 – give	U4 – keep	U5 – read
U1 – bury	U2 – drive	U3 – go	U4 – know	U5 – ride
U1 – buy	U2 – eat	U3 – grow	U4 – learn	U5 – ring
U1 – catch	U2 – fall	U3 – hang	U4 – leave	U5 – run
U1 – choose	U2 – feed	U3 – have	U4 – lose	U5 - say

 

 

 

 

 

 

 

 

III. Grammar

   Will/Won’t
      ·We use will and won’t to make predictions about the future.  
            e.g. Now Chip will know how to do everything and he won’t make mistakes.
      ·Look! ‘ll = will    won’t = will not 
           e.g. I’ll ride my bike to school tomorrow to save energy.
   Present continuous with future meaning
      ·Use the present continuous to talk about future plans and arrangements.
            e.g. Dad and I are taking our rubbish to the recycling center.
            e.g. We’re arriving at two o’clock.

 IV. Working with words

   Prefix re-
      · We add the prefix re- to some verbs to make a new verb
                   remove                             refill               
                   reuse                                recharge
                   return                               rebuild
                   retell                                redecorate
                   recycle                              rewrite

 V. Writing Skills

   Making suggestions

       We use these phrases to make suggestions:
               Why not..? How about…? What about…?
       When we make a suggestion, we give a reason for the suggestion.
               Why not take old magazines to a local doctor’s surgery? They will put the magazines in the waiting room for the patients to read.

VI. Review

 

PERSONAL PRONOUNS	OBJECT PRONOUNS	POSSESSIVE ADJECTIVES (+ NOUN)	POSSESSIVE PRONOUNS
I	ME	MY	MINE
YOU	YOU	YOUR	YOURS
HE	HIM	HIS	HIS
SHE	HER	HER	HERS
IT	IT	ITS	ITS
WE	US	OUR	OURS
YOU	YOU	YOUR	YOURS
THEY	THEM	THEIR	THEIRS
We have some books	The books are for us	These are our books	The books are ours

S-P-E-L-L-I-N-G

As you know, for second term the spelling tests will count toward your grades. Here is the list of words for this week and remember; if you don’t understand the meaning - use your dictionaries!

 

Difference

Function

Exercise

Choose

Characteristics

Oxygen

Mammals

Extinction

Consolidation

Nutrition

Photosynthesis

Multicellular

Tissues

Residues

English Unit 4 Outline

I. Vocabulary

   ·(to) clean up
   ·damage
   ·the environment
   ·litter
   ·planet
   ·pollution
   ·rubbish dump
   ·wildlife
   ·alternative energy
   ·fossil fuels
   ·beams
   ·mud
   ·skylight
   ·solar panel
   ·electricity
   ·spring
   ·skylight
   ·technology
   ·greenhouse

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel	U4 – hear
U1 – become	U2 – cut	U3 – find	U4 – hide
U1 – bite	U2 – dig	U3 – fly	U4 – hold
U1 – break	U2 – do	U3 – forget	U4 – hurry
U1 – bring	U2 – draw	U3 – get	U4 – hurt
U1 – build	U2 – drink	U3 – give	U4 – keep
U1 – bury	U2 – drive	U3 – go	U4 – know
U1 – buy	U2 – eat	U3 – grow	U4 – learn
U1 – catch	U2 – fall	U3 – hang	U4 – leave
U1 – choose	U2 – feed	U3 – have	U4 – lose

III. Grammar

   Past simple and past continuous
      ·Use the past simple to talk about actions that interrupted other actions in the
       past.
            e.g. Some children were playing when we arrived.
      ·Use the past continuous to talk about the actions that were interrupted.
            e.g. Some children were playing when we arrived.
   Used to
      ·Use used to to talk about habits and situations in the past that are not true
       now.
            e.g. There used to be lots of litter here.
            e.g. The park used to look horrible.

 IV. Working with words

   Compound nouns 
      ·Sometimes putting two words together to make compound nouns:
            e.g. wildlife park
                   rubbish dump
                   swimming pool
                   police station
                   computer room
                   post office

 V. Writing Skills

   Making writing more fluent
      ·Use compound sentences to make writing more fluent.  Make a compound
       sentence using words like: and, or, so and because to join simple sentences
       together.
          ·Simple sentences: There are skylights in the roof.  We save electricity
          ·Compound sentences: There are skylights in the roof so we save electricity.

English Unit 3 Outline

I. Vocabulary

   ·sponge
   ·lampshade
   ·feather duster
   ·rubber gloves
   ·washing line
   ·broom
   ·sack
   ·cloth
   ·parade
   ·masks
   ·dancers
   ·stilts
   ·crowd
   ·float
   ·microphone
   ·speakers 

II. Irregular Verbs

U1 – be	U2 – come	U3 – feel
U1 – become	U2 – cut	U3 – find
U1 – bite	U2 – dig	U3 – fly
U1 – break	U2 – do	U3 – forget
U1 – bring	U2 – draw	U3 – get
U1 – build	U2 – drink	U3 – give
U1 – bury	U2 – drive	U3 – go
U1 – buy	U2 – eat	U3 – grow
U1 – catch	U2 – fall	U3 – hang
U1 – choose	U2 – feed	U3 – have

III. Grammar

   Comparatives and Superlatives
      ·Comparatives are adjectives that compare 2 things to each other.
            e.g. This year, the carnival will be better than last year
      Comparatives are formed from adjectives in 2 ways:
          ·When the adjective is 1 syllable we add  –er to it.
          ·When the adjective is more than 1 syllable we write more before it.
                 Here are some exceptions: ulgier and prettier
      ·Superlatives are adjectives that compare 1 thing to the rest.
            e.g. It’s the largest street festival in the U.K.
            e.g. It’s the most exciting event in London every year.
      Superlatives are formed from adjectives in 2 ways:
          ·When the adjective is 1 syllable we write the before it and add –est to it.
          ·When the adjective is more than 1 syllable we write the most before it.
                 Here are some exceptions: the ulgiest and the prettiest
   as…as
      ·We write as before and after an adjective to show there is no difference
      between two people or things.
            e.g. It’s as colourful as the carnival in Rio
      ·We write not as before and as after an adjective to show that there is a
      difference between two people or things.
            e.g. The Notting Hill Carnival is not as big as the carnival in Rio.
   too / enough
      ·We write too before the adjective when something is more than we
       need/want.
            e.g. It’s too dark now
      · We write enough enough after adjectives or before nouns when something is  
        as much as we need or want.
            e.g. Is it bright enough now, Professor?
            e.g. There isn’t enough light in here.

 IV. Working with words

   The suffix: -ion 
      ·The suffix –ion changes some verbs into nouns
            e.g. invent                    invention
                   act                        action
                   direct                    direction
      ·When the verb ends in –e, remove the –e and add –ion.
            e.g. congratulate           congratulation
                   decorate               decoration
                   celebrate               celebration

 V. Writing Skills

   Components of a story
      ·The beginning
          ·when the story takes place
            e.g. It was the day before the carnival.
          ·who / where the characters are
            e.g. Liam was outside the costume shop.
          ·what the characters are doing / thinking / feeling
            e.g. Liam wanted the costume, but it was too late.
      ·The end
          ·what happens in the end
            e.g. He put on the costume and ran downstairs.
          ·how the characters feel
            e.g. Liam was very excited.

English Unit 2 Outline

Here’s the English Unit 2 Outline:

UNIT 2

I. Vocabulary

   ·lights
   ·make-up
   ·script
   ·character
   ·curtain
   ·stage
   ·costume
   ·audience
   ·(to) enter
   ·diamond
   ·robbery
   ·detective
   ·servant
   ·criminal
   ·note
   ·(to) arrest
   ·(to) investigate
   ·doorbell
   ·clues
   ·props

 

II. Irregular Verbs

U1 – be	U2 – come
U1 – become	U2 – cut
U1 – bite	U2 – dig
U1 – break	U2 – do
U1 – bring	U2 – draw
U1 – build	U2 – drink
U1 – bury	U2 – drive
U1 – buy	U2 – eat
U1 – catch	U2 – fall
U1 – choose	U2 – feed

III. Grammar

   Past simple vs. present perfect
      ·Past simple for actions that start and finish in the past and when the sentence
          says when something happened.
      ·Present perfect for actions in the past that are still true now and when the   
          sentence doesn’t say exactly when something happened.
   already / yet / before / just
      ·already and just go between have and the past participle
      · before and yet go at the end of the sentence

 IV. Working with words

   Silent letters
      ·gh before t at the end of words like light, night and straight
      ·k before n at the beginning of words like know, knee and knife

 V. Writing Skills

   Components of a play script
      ·a list of characters
      ·describe where the scene happens
      ·write stage directions in brackets (parenthesis)

               you may be asked to write a short play
               script for the exam or at least to identify
               the three components in one that’s
               already written.

English Unit Outlines

Hello!

In order to help you study the English topics, we are posting unit outlines here.  All of the information in these outlines should already be in your English notebooks!  Why, then, are we posting it?  Because making an outline is a great way to study!  See if you can write your own unit outline before we post the new one.

Here is the Unit 1 Outline:

UNIT 1

I. Vocabulary

   ·rope
   ·saw
   ·hammer
   ·roller
   ·tray
   ·nail
   ·tools
   ·tape measure
   ·tree house
   ·plans
   ·boards
   ·tool box
   ·(to) laugh
   ·straight
   ·crooked
   ·ladder

II. Irregular Verbs

   U1 – be
   U1 – become
   U1 – bite
   U1 – break
   U1 – bring
   U1 – build
   U1 – bury
   U1 – buy
   U1 – catch
   U1 – choose

III. Grammar

   Present perfect
      ·Use the present perfect to talk about actions in the past that are still true
          now.
            Present perfect = have / has + past participle

   Ever / never
      ·Use ever to ask about what someone has done in their life up to now.
          (Questions)
      ·Use never to talk about what someone has not done in their life up to now.
          (Negative)

   Since / for
     ·Use the present perfect and since to talk about past actions after a certain
          time or date.
          (January, last Tuesday, 2006, 4 o’clock)
     ·Use the present perfect and for to talk about past actions in a period of time.
          (a week, 3 years. 5 hours, a month)

IV. Working with words

   Subject, object, verb, adjective and adverb
      ·The subject and object are nouns: The subject does the action and the object
          receives it
      ·The verb is the action word
      ·The adjective modifies (»describes) a noun (the subject or the object)
      ·The adverb modifies (»describes) a verb (the action word)

 V. Writing Skills

   A poem: pattern and rhythm
      ·Stress syllables are the syllables we say more strongly than the others to give
        our poem a rhythm
      ·The syllables in each line make a pattern (e.g. 7, 6, 7, 6)

               you may be asked to write a short poem
               for the exam which rhymes and has a
               syllable pattern.

Past simple

 

IRREGULAR VERBS

With this game you can practice a lot of irregular verbs, you don´t have to study all of them, just those we have in class, but if you want you can learn more. Click here.

LEARN ENGLISH

Here you have an interesting and funny web site to play, listen to songs, stories, etc. Try it.

EVERYTHING BENEATH THE SEA

Here you can listen to a song about sea animals. When you open the page click on "click here to listen to the song".

DOLPHINS QUIZ

How much do you know about dolphins? Try this quiz!

LABEL THE PICTURES

Here you have an easy, easy activity in which you have to say the names of sea animals.

EGYPTIAN JIGSAW

Have fun with this jigsaw game

QUIZ

In how many languages is the Rosetta Stone inscribed?
Click here to find the answer.

How many sons and daughters did Rameses II have?
You can find the answer here.

Can you name some of the commonly kept pets in ancient Egypt?
Answer.

Why did pyramids have traps?
Click here for the answer.