Teacher’s Name: Hiba El Khoury Subject: English Language ...

Teacher’s Name: Hiba El Khoury

Subject: English Language

Class: Grade 6

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Class: Grade 6

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Part A: Introduction to The Unit

Picture 1 Picture 2

Look at the 5 pictures and try to divide them into 2 groups.

1- How are you doing with all of the changes to your routine?

2- What changes have been the hardest for you?

3- Is there anything that you like about the new routine?

4- What do you really miss during the pandemic period?

5- Where in your home do you feel like you have your own space?

6- What difficulties are you facing now?

Picture 3

Picture 4 Picture 5



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Part B: Reading

School Bus Safety

Every year, school children are injured and even

killed by buses. Many times, it is not the fault of

the bus driver.

Too often, school children get hurt when they do

not practice safety around school busses.

Actually, riding the bus is one of the safest ways

to get to and from school. The greatest potential

danger is not riding on the bus. You are more

likely to be in danger before you get on the bus and after you get off the bus.

That's when children get hurt most often. As a bus rider, you need to take

precautions to keep yourself safe from danger.

Precautions Before Getting On:

- Always get to your bus stop at least 5 minutes before the bus should arrive. Be

there waiting for the bus. Don't make the driver wait for you.

- If you walk on roads that do not have sidewalks, always walk against the flow

of traffic. That way you will see approaching cars better. Also, stay off the

pavement as much as possible.

- Do not run across the road to catch the bus because car drivers may not see you in

time to stop. Your bus driver will wait for you to get there if he sees you coming.

Precautions When Getting off:

- Use the handrail when getting off the bus. It will help you not to stumble and fall.

- (Now this is really important.) Make sure nothing on you is sticking out (your

clothes, the hood of your coat, key chains) or from your book bag (straps,

drawstrings, or anything else) that could catch on the handrail, the door or the

bus. What if the driver took off while you are still caught on something? Ouch!!

- Cross the street in front of the bus, not behind it. Walk to a point at least 5

GIANT STEPS ahead of the bus before you cross. That way the bus driver can

see you and you can see him.



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Danger Zones

There are three major danger zones around a bus.

The first danger zone is the front. It is never safe to walk close to the front of a

bus. The driver may be sitting up too high to see you. Walk 5 GIANT STEPS

ahead of the bus before you cross in front of it.

The second danger zone is the side of the bus. If you walk too close to the side of

the bus, you may be in the driver's "blind spot." He won't be able to see you, not

even in his mirrors. Always walk at least 3 GIANT STEPS away from the sides

of the bus.

The biggest danger zone is the back of the bus. NEVER walk behind a school

bus. The driver won’t be able to see you and you could be seriously injured if the

bus has to back up.

I. Vocabulary:

Injured (adj.): harmed – damaged

Potential (adj.): possible

Pavement (N.): Footpath

Precautions (N.): Safeguard – insurance



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Tick the correct answer:

1- Which word is similar to “injured”?

☐ hurt

☐ alert

2- Which word is the opposite of “injured”?

☐ worthy

☐ healthy

3- Choose the correct sentence:

☐ What are the potential risks of Covid-19 Virus?

☐ It’s unimportant to draw out a child’s potential capacities.

II. Comprehension Questions:

1- What should you do as a bus rider to keep yourself safe from danger?

Why is it important to walk against the flow of traffic?

2- How does the use of handrails help you when getting off the bus?

3- How many danger zones are there around a bus?

4- What is the driver’s blind spot?

5- You have just gotten off the bus and you dropped your English book on the

ground. It is lying just in front of the back wheel. What should you do?



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Part C: Listening

Read the questions twice then listen carefully to the Audio:

1. Who is Anita Cormac?

2. What is Anita preparing?

3. There were more than five different instructions. Give some examples.

4. How did Anita end her recipe? What’s the origin of this word?

5. Do you know any other recipe for omelet? Discuss!

https://drive.google.com/file/d/1A0aHeVSXxXe9k7TGMtYanbQdzHkTYjsk/view?usp=sharing



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Part D: Grammar

Affirmative and Negative

Imperatives

Listen to Anita’s audio one more time.

As you listen this time, try to divide the instructions into two groups:

TO DO

NOT TO DO

Many sentences in this lesson tell you to do something. From your

earlier lessons, you probably remember they are called Imperative

Sentences. They are usually used when giving instructions, making

commands or making requests.

• Exercise daily to make yourself in good shape.

• Stop laughing at me!

• Please, give me a piece of Pizza.

https://drive.google.com/file/d/1A0aHeVSXxXe9k7TGMtYanbQdzHkTYjsk/view?usp=sharing



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As mentioned in the previous table, there are two main types of IMPERATIVES:

Affirmative Imperative: Use the simple form of a verb: stand, pay, be...

GIVING INSTRUCTIONS:

-Stow your baggage securely!

-Turn off your electronic devices!

MAKING COMMANDS:

-Open the door!

-Stop singing loudly!

MAKING REQUESTS:

-Call me tonight, please!

-Take care of yourself!

Negative Imperative: Add DO NOT before the simple form of a verb:

DO NOT stand, DO NOT pay, DON'T be...

GIVING INSTRUCTIONS:

-Don’t stow your baggage securely!

-Don’t turn off your electronic devices!

MAKING COMMANDS:

-Don’t open the door!

-Don’t stop singing loudly!

MAKING REQUESTS:

-Don’t call me tonight, please!

-Don’t take care of yourself!

Imperative Sentences are usually used when giving instructions, making

commands or making requests.

There are 2 types of imperatives:

• Affirmative Imperative: formed by using the simple form of a verb:

stand, pay, be...

• Negative Imperative: formed by adding DO NOT before the simple form

of a verb: DO NOT stand, DO NOT pay, DON'T be...



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Grammar Exercises:

1. Match the pictures to the right classroom instructions.

_______________ ________________ _______________

_______________ ________________ _______________

2. Put the verbs in brackets into the gaps. Mind the positive or the negative!

a. __________ upstairs. (to go)

b. __________ in this lake. (not/to swim)

c. __________ your homework. (to do)

d. __________ football in the yard. (not/to play)

e. __________ your teeth. (to brush)

f. __________ late for school. (not/to be)

Close the door! Listen! Raise your hand! Look at the board! Do not talk! Open the door!



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3. Construct the negative form of the imperative.

a. (work) __________ so hard.

b. (go) __________ there.

c. (be) __________ so rude.

d. (forget) __________ to tidy up your room.

e. (smoke) __________ inside the building.

4. Form imperatives with the correct verbs from the table.

come Go get clean Study

step on Give run play Wait

a. Please ___________ in, you don't have to knock.

b. I don't want to see you again, ___________ out of here.

c. What did I tell you? ___________ the blackboard.

d. ___________ regularly if you want to be successful.

e. ___________ ON this carpet with your shoes on.

f. Hey, ___________ me your dictionary.

g. ___________ in the corridor.

h. Let's ___________ hide and seek.

i. I have got a lot of homework to do, so ___________ for me.

j. Let's ___________ to a cafe and have a drink.



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Part E: Conjugation

Present Simple Tense

We usually use the Present Simple Tense:

1. For repeated or regular actions in the present time period.

The train to Berlin leaves every hour.

John sleeps eight hours every night during the week.

2. For facts and things that are generally true.

A dog has four legs.

We are from Switzerland.

3. For habits.

I get up early every day.

Carol brushes her teeth twice a day.

We usually form the Present Simple Tense:

1. AFFIRMATIVE: we add -s/-es/ies with the third personal pronoun

(HE / SHE / IT).

Plays – Writes

Catches – Washes

Studies – Carries

2. NEGATIVE: we add doesn’t with the third personal pronoun

(HE / SHE / IT), and don’t with all the other pronouns.

He doesn’t play piano.

She doesn’t speak English.

I don’t watch TV.

We don’t travel to France.



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1. Conjugate verbs “To eat” and “To marry” in the Present Simple Tense with I –

He – They in Affirmative, Negative, Interrogative and Interro-negative Forms.

2. Put the verbs in the Present Simple Tense:

a. I (not like) ____________ lemonade very much.

b. The girls always (to listen) ____________ to pop music.

c. Janet never (to wear) ____________ jeans.

d. Mr. Smith (not teach) ____________ Spanish and French.

3. Make negative sentences.

a. My father makes breakfast. → ___________________

b. They are eleven. → ____________________________

c. She writes a letter. → __________________________

d. I speak Italian. → _____________________________

4. Make questions.

a. you / to speak / English → _____________________

b. when / he / to go / home → _____________________

c. they / to clean / the bathroom → _________________

d. where / she / to ride / her bike → _________________

e. Billy / to work / in the supermarket → _____________



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Part F: Spelling

Singular and Plural Forms

There are many plural noun rules, and because we use nouns so frequently

when writing, it’s important to know all of them!

The correct spelling of plurals usually depends on what letter the singular

noun ends with.

1. To make regular nouns plural, add -s to the end.

cat – cats

house – houses

hospital _ hospitals

book – books

plate – plates

2. The singular noun ends in -s, -ss, -sh, -ch, -x, or -z, add -es to the

end to make it plural.

truss – trusses

bus – buses

marsh – marshes

watch – watches

tax – taxes

blitz – blitzes

3. In some cases, singular nouns ending in -s or -z, require that you

double the -s or -z prior to adding the -es for pluralization.

fez – fezzes

gas –gasses

bus- busses

https://www.grammarly.com/blog/spelling-plurals-with-s-es/



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4. If the noun ends with -f or -fe, the f is often changed to -ve before

adding the -s to form the plural version.

wife – wives

wolf – wolves

knife – knives

roof – roofs

belief – beliefs

chef – chefs

chief – chiefs

5. If a singular noun ends in -y and the letter before the -y is a consonant,

change the ending to -ies to make the noun plural.

city – cities

puppy – puppies

baby – babies

lady – ladies

duty – duties

enemy – enemies

6. If the singular noun ends in -y and the letter before the -y is a vowel,

simply add an -s to make it plural.

ray – rays

boy – boys

7. If the singular noun ends in -o, add -es to make it plural.

potato – potatoes

tomato – tomatoes

buffalo – buffaloes

hero – heroes

mosquito – mosquitoes

photo – photos

piano – pianos

halo – halos

8. If the singular noun ends in -us, the plural ending is frequently -i.

cactus – cacti

focus – foci

9. If the singular noun ends in -is, the plural ending is -es.

analysis – analyses

ellipsis – ellipses



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10. If the singular noun ends in -on, the plural ending is -a.

phenomenon – phenomena

criterion – criteria

11. Some nouns don’t change at all when they’re pluralized.

Sheep-series-species-fish-homework-deer-information

Plural Noun Rules for Irregular Nouns

Irregular nouns follow no specific rules, so it’s better to memorize these or look

up the proper pluralization in the dictionary.

child – children

goose – geese

man – men

woman – women

tooth – teeth

foot – feet

mouse – mice

person – people



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1. Put the nouns in the plural form: a. Person

b. Life

c. Mask

d. Map

e. Sheep

f. Chair

g. Thief

h. Study

i. Mouse

j. Chicken

k. Fish

l. Baby

m. Sugar

n. Soap

o. Bottle

p. City

2. Transform these sentences from singular into Plural.

a. That woman is always coming late to work.

b. The information told by my teacher is clear enough to be practiced at home.

c. I usually go to France in Summer!

d. This is my grandmother; she is really kind!

e. John couldn’t do his homework because he was sick

f. My brother took me a photo when I was eating the potato.

g. That lady is looking great in her red dress!

3. Transform these sentences from Plural into Singular.

a. We really were intelligent children.

b. Those people are angry about their salaries.

c. My grandparents live with us because they are sick!

d. These duties must be done by Friday!

e. The pianists bought some new pianos last week.

f. My brothers and sisters are doing their English homework.

g. These are some new criteria the be followed!



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Part G: Writing

1. Pre-writing: Go back to the text and Anita’s audio and focus on the

imperative instructions.

2. Composing: Check the following link to get some new ideas about the precautions

needed to be taken to protect yourself from COVID-19.

https://www.who.int/emergencies/diseases/novel-coronavirus- 2019/advice-

for-public

3. Post-writing: The Coronavirus COVID-19 pandemic is the defining global health

crisis of our time and the greatest challenge we have faced so far.

Write a short paragraph giving instructions to your

friend/cousin/ neighbor … to protect themselves from

COVID-19.

To spread: to extend over a large or increasing area.

To avoid: to keep yourself away from something.

To disinfect: clean (something), especially with a chemical, in order to

destroy bacteria.

Pandemic: (of a disease) prevalent over a whole country or the world.

Precaution: a measure taken in advance to prevent something

dangerous, unpleasant, or inconvenient from happening.

Symptom: a physical feature which is regarded as indicating a condition

of disease, particularly such a feature that is apparent to the patient.

Ventilated room: a room where the air enters and circulates freely in.

Hygiene: conditions or practices conducive to maintaining health and

preventing disease, especially through cleanliness.

https://www.who.int/emergencies/diseases/novel-coronavirus-%202019/advice-for-public

https://www.who.int/emergencies/diseases/novel-coronavirus-%202019/advice-for-public



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Part H: Poetry

Homes By Betsy Franco

Homes can be trailers,

homes can be boats,

Home is the place

where you hang your coat.

Homes are apartments

and mansions and tents.

Homes can be wooden

or stone or cement.

Homes can be large,

Homes can be tall,

Homes can be cozy

and friendly and small.

Wherever you live,

if it's old or it's new,

your home is your

"home sweet home" to you.



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1- What things do you think about when you hear the word ‘nature'?

2- What does "the power of nature" mean?

3- What bad things are people doing to nature?

4- Where is the best place in your country to see or experience nature?



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Part B: Reading

London in the Sea?

Many parts of London will be under water by 2060 if nothing is done to protect

them.

London on the Thames, yes; but London in the Sea? No, thank you!

Yet this could happen before 2060, unless steps are taken quite quickly to

prevent it.

As a result of global warming, the sea level around the south east corner of

England is expected to rise by 54 CMS in just half a century! And scientists now

say that many parts of London will be at serious risk from flooding by the sea

within 50 years.

It's not all of London that is in danger; just some parts to the east of the city.

And they won't be under water all the time; just when there are very high tides.

The low-lying suburbs beside the Thames in the East End of London are already

protected from high tides by a massive barrier that stretches right across the river.



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Yet, more defenses will be needed along the banks of the Thames to protect a

larger area to the north of the river and further east. And no-one really knows if

the existing Thames Barrier will still be enough to protect London, even in 2050.

The Thames barrier was opened in 1982. During the first ten years of its life, it

was closed, on average, just once a year. Some years, it was never closed at all.

Between 2000 and 2013, it was closed an average of almost six times a year; and

in the year 2013-2014, it was closed 50 times in twelve months. The level of the

sea is getting steadily higher, that is certain. Other towns and low-lying areas in

the east of England are facing similar problems; and it will take a lot of time, and

cost a lot of money, to protect them.

Of course, there have always been occasional very high tides. A thousand years

ago, there were big floods around London; and in 1953, before the Thames Barrier

was built, over 300 people lost their lives in "the big flood”; but today the dangers

are bigger. There are more people, more roads, more infrastructure. In the past,

people did not build in places where there was a risk of flooding. Today, in

southeast England, land is so expensive, that people build everywhere even in

places that are liable to be flooded.

Scientists also say that global warming will lead to warmer and drier summers in

the south east of England. This will cause major changes in vegetation, and several

species of native wildlife will not be able to survive. Wet in winter, hot in

summer: will that be London in fifty years' time?

London faces big problems in the next fifty years; but London is a rich city, which

can pay to build the protections that will be needed. London's difficulties will be

very small, compared to the problems that will be faced in some of the world's

poorer countries, like Bangladesh.



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I. Vocabulary:

Prevent: Stop.

Century: Half a century – 50 years.

To flood: to cover the land with water.

Tides: the rise and fall of the ocean.

Suburb: exterior part of a city.

Bank of a river: the side of a river.

Average: medium.

Steady: regular, constant.

Infrastructure: services, buildings, roads.

Are liable to be: will perhaps be.

Go back to the text and choose a word that has the same meaning as:

Ways – Universal – Huge – Protection – Assured – Sorts

II. Comprehension Questions:

1. What is the genre of the text?

2. What is the author’s main purpose in this text?

3. Reread the first sentence, how does the author show his opinion toward the

discussed issue? Explain!

4. Highlight the facts given by the author to prove his arguments.

5. When will London be at serious risk from flooding by the sea? Why?

6. What is needed to protect a larger area to the North of the river and further

East?

7. A thousand years ago, there were big floods around London. Why are

dangers bigger today?

8. Will London face other difficulties in the next 50 years? Explain!

9. What is the other country mentioned in the text? Why?



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Part C: Listening

LISTENING GAP FILL

Climate change is ___________________ most worrying things for our planet.

Many politicians and scientists say it is the biggest _____________________.

I read almost every day that climate change is changing

________________________. Many species of animal, fish, insect, frog, etc.

are dying. The ___________________the Arctic and Antarctica are melting.

Our weather is changing __________________ getting warmer, or colder, or

are having _______________ hurricanes. We all need to

____________________ so that climate change does not destroy us. It’s

important to ___________________ things that produce greenhouse gasses.

These warm the planet and change the climate. Doing _______________

turning off lights and recycling _______________.

https://drive.google.com/file/d/1MoFGiB4BwLqXpLV4mZbI5uz7z9p3dAG7/view?usp=sharing



Class: Grade 6

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Part D: Grammar

The Possessive Nouns

Many people have trouble distinguishing between possessive nouns and plural

nouns. Simply put, possessive nouns demonstrate ownership, while plural nouns

indicate more than one person, place, or thing.

Let's take a look at some of the most distinguishing features of possessive nouns.

Look for the Apostrophe! Possessive nouns typically include an apostrophe!

For example:

• Jennifer's imagination ran wild as she pictured the accident.

• The kitten's favorite toy is a stuffed catnip mouse.

Grammar Rules for Possessive Nouns

Rule 1: Making Singular Nouns Possessive

For most singular and plural nouns that don't end in "s," you can make them

possessive by adding an apostrophe and an "s" to the end of them.

Examples:

• The puppy's collar is red.

• Joe's car is hideous.

• James' book / James's book will be published next month.

Of course, English has some words that are plural but do not have an "s" at the end

of them, like "children," "sheep," and "women." These irregular plural words are

treated as if they were singular words when making noun possessives.

If a singular noun ends in "s," you can either add an apostrophe + "s" to the end or

just an apostrophe. Both are considered correct. The one you choose depends on

how awkward the word sounds with an extra "s" at the end. "Mr. Roberts'

house" might sound better than "Mr. Roberts's house," it's a matter of opinion!



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Rule 2: Making Plural Nouns Possessive

Add just an apostrophe to the end of plural nouns that already end in "s" to make

them possessive. You don't need to add an extra "s" to plural nouns that already

end in "s." Simply tuck the apostrophe onto the end to indicate that the plural noun

is now a plural possessive noun.

Examples:

• The companies' workers went on strike together.

• You need to clean out the horses' stalls.

• The two countries' armies amassed on the border.

Rule 3: Hyphenated Nouns and Compound Nouns

Compound words and hyphenated words can be tricky. Add the apostrophe + "s"

to the end of the compound words or to the last word in hyphenated nouns.

Examples:

• My mother-in-law's recipe for meatloaf is my husband's favorite.

• The United States Postal Service's stamps are available in rolls or packets.

• She stood before two attorneys general's offices and knew her time was up.

Rule 4: When Multiple Nouns Share Possession

You may be writing about two people, places, or things that share possession of an

object. If two or more nouns share ownership, indicate the possession only once,

and on the final noun in the group.

Make sure to add the apostrophe + "s" to the last noun only.

Examples:

• Jack and Jill's pail of water is prominently featured in the nursery rhyme.

• Abbott and Costello's comedy skit "Who's on First?" is a classic.

• Ross, Joey, and Chandler's adventures are hilarious.



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Rule 5: Multiple Nouns with Separate Ownership When two or more nouns indicate ownership, but the ownership is separate, each

noun gets the apostrophe + "s" to indicate separate possession.

The examples below may help you to understand exactly what this means.

Examples:

• Lucy's and Ricky's dressing rooms were painted pink and blue. (Each

person had his or her own dressing room, and they are different rooms.)

• President Obama's and Senator Clinton's educations are outstanding.

(Each owns his or her education, but they attained separate educations.)

• You'll find beautiful artwork in David's and Jeffrey's houses. (Each artist

has a separate house.)

Possessive nouns demonstrate ownership

Possessive nouns typically include an apostrophe!

Grammar Rules for Possessive Nouns

✓ Adding an apostrophe and an "s" to the end of singular nouns.

✓ Adding an apostrophe to the end of plural nouns that already end in "s”

✓ Adding the apostrophe + "s" to the end of the compound words or to

the last word in hyphenated nouns.

✓ If two or more nouns share ownership, indicate the possession only

once, and on the final noun in the group.

✓ When two or more nouns indicate ownership, but the ownership is

separate, each noun gets the apostrophe + "s" to indicate separate

possession.



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Grammar Exercises:

1. Underline the words that best fit each sentence.

a. The dogs / dog's collar is blue.

b. Aaron's / Aarons friend is named Adam.

c. I really like my grandmothers / grandmother's cookies.

d. If you want to go to the movies / movie's, we should go by car.

e. I really like to drink soda using spiral straws / straw's.

f. The birds / bird's egg is blue.

g. I like the smell of roses / rose's.

h. Diamonds / Diamond's are a girls / girl's best friend.

i. David's / Davids mom is very tall.

j. My brothers / brother's are twins.

2. Complete each sentence by filling in the blanks with the possessive

form of the nouns in parentheses.

a. The ________ color (birds)

b. The ________ hues (lights)

c. The ________ painting (museum)

d. The ________ effectiveness (delivery)

e. _______ Metropolitan museum (New York)

f. The _______ hot dogs (restaurant)

g. Our ________ beds (dogs)

h. My ________ car (mom)

i. The _______ bottle (baby)

j. The _______ toy (boys)

k. The _______ cord (telephone)

l. The _______ smell (flower)

m. The ______ brightness (light)

n. The ______ clothes (children)



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3. Rewrite each sentence using a possessive noun.

a. The room of the girl _______________________________

b. The toy of the boy _________________________________

c. The house of my mom ______________________________

d. The ball of the dog _________________________________

e. The cars of Jane and Kate. ___________________________

f. The telephone of the man ____________________________

g. The needs of my students ____________________________

h. The milk of the cat __________________________________

i. The cage of the monkeys _____________________________

4. Type the correct possessive plural form.

a. Steve has two brothers. Mother said Steve is not allowed to take his

(brother) ___________ toys without asking.

b. The (woman) ___________ national football team won a great victory on

Saturday.

c. The zoo keeper did his round and put food in all the (animal) _______

cages.

d. The first day of the summer holidays is the school (child)

________________ favorite day of the year.

e. Hannah has lots of friends. Two of them have their birthday on the same

day. Hannah is buying a dress for her (friend) ____________ joint

birthday party.



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Part E: Conjugation

Future Simple Tense

We usually use the Future Simple Tense:

4. When there is no plan or decision to do something before we speak.

We make the decision spontaneously at the time of speaking.

Hold on. I'll get a pen.

We will see what we can do to help you.

5. To make a prediction about the future. Again, there is no firm plan.

We are saying what we think will happen.

It will rain tomorrow.

People won't go to Jupiter before the 22nd century.

6. When the main verb is be, we can use the Future Simple tense

even if we have a firm plan or decision before speaking.

I'm going shopping. I won't be very long.

Will you be at work tomorrow?

We usually form the Future Simple Tense:

3. AFFIRMATIVE: Will + Base Form of the verb

She will have three consecutive sessions next week.

I think my grandpa will visit us tomorrow.

4. NEGATIVE: Won’t + Base Form of the verb

Alexia and katy won’t join their friends tonight!

John’s brother won’t attend the English class today!

When you are making a decision use will; use going to after the

decision has been made.

She is going to have three consecutive sessions next week.

Are you going to go to the party on Saturday?



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1. Write the correct form of the simple future tense using “will”.

a. I _____________________ (to do) my homework tomorrow.

b. Well, I guess ____________________ (to ride) the bus to work next

week.

c. He _____________________ (to eat) roast beef for dinner.

d. Jane _______ not ___________________ (to quit) her job on Monday.

e. I think I _____________________ (to watch) a movie with James tonight.

f. When _______ Jane ___________________ (to be) old enough to drive?

g. My sister _______ probably _____________ (to go) to camp this

summer.

2. Write the correct form of the simple future tense using “going to”.

a. Jess and Billy _______________________ to be roommates.

b. It _______________________ to be sunny today.

c. Yuki _______________________ to come to the movie with us.

d. Our family _______________________ to move to Alaska.

e. This weekend we ______________ to study for the Spanish test on

Monday.

f. They ______ probably _______________________ to run four miles.

g. It is doubtful that the sailors ______ ever _______________________ to

return from their journey to Antarctica.

3. Write the following words in the right order to form sentences with “to

be going to” in affirmative, negative or interrogative.

a. to / am / dentist / the / I / this / going / visit / afternoon.

b. swim / aren’t / They / to / going / tomorrow.

c. her / paint / isn’t / to / room / going / She.

d. do / his / Philip / going / homework / is / to?

e. am / not / I / to / France / going / travel / to.

f. study / to / are / They / English / on / going / Monday.



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4. Make questions with “will” using these words and answer them in the

negative form.

a. Your friends / listen to music?

b. Peter / wash / his car?

c. She / write a letter?

d. Philip and Frank / have a birthday party?

e. He / repair my bicycle?

f. Your grandparents /visit you / next weekend?

5. Fill in the gaps with ‘will’ or ‘be going to’:

a. A: We don’t have any bread. B: I know. I __________________ get some

from the shop.

b. A: We don’t have any bread. B: Really? I __________________ get some

from the shop then.

c. A: Why do you need to borrow my suitcase? B: I __________________

visit my mother in Scotland next month.

d. A: I’m really cold. B: I __________________ turn the heating on.

e. A: Are you going to John’s party tonight? B: Yes. Are you going too? I

__________________ give you a lift.

f. A: What are your plans after you leave university? B: I

__________________ work in a hospital in Africa. I leave on the 28th.

g. (The phone rings) A: I __________________ get it!

h. A: Are you ready to order? B: I can’t decide ... Okay, I ____________

have the steak, please.

i. A: Are you busy tonight? Would you like to have coffee? B: Sorry. I

________________ go to the library. I’ve been planning to study all day.

j. A: Why are you carrying a hammer? B: I __________________ put up

some pictures.



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Part F: Spelling

Singular and Plural Forms

There are many plural noun rules, and because we use nouns so frequently

when writing, it’s important to know all of them!

The correct spelling of plurals usually depends on what letter the singular

noun ends with.

1. To make regular nouns plural, add -s to the end.

cat – cats

house – houses

hospital _ hospitals

book – books

plate – plates

2. The singular noun ends in -s, -ss, -sh, -ch, -x, or -z, add -es to the end to

make it plural.

truss – trusses

bus – buses

marsh – marshes

watch – watches

tax – taxes

blitz – blitzes

3. In some cases, singular nouns ending in -s or -z, require that you double the

-s or -z prior to adding the -es for pluralization.

fez – fezzes

gas –gasses

bus- busses

https://www.grammarly.com/blog/spelling-plurals-with-s-es/



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4. If the noun ends with -f or -fe, the f is often changed to -ve before adding

the -s to form the plural version.

wife – wives

wolf – wolves

knife – knives

roof – roofs

belief – beliefs

chef – chefs

chief – chiefs

5. If a singular noun ends in -y and the letter before the -y is a consonant,

change the ending to -ies to make the noun plural.

city – cities

puppy – puppies

baby – babies

lady – ladies

duty – duties

enemy – enemies

6. If the singular noun ends in -y and the letter before the -y is a vowel,

simply add an -s to make it plural.

ray – rays

boy – boys

7. If the singular noun ends in -o, add -es to make it plural.

potato – potatoes

tomato – tomatoes

buffalo – buffaloes

hero – heroes

mosquito – mosquitoes

8. If the singular noun ends in -us, the plural ending is frequently -i.

cactus – cacti

focus – foci

9. If the singular noun ends in -is, the plural ending is -es.

analysis – analyses

ellipsis – ellipses

photo – photos

piano – pianos

halo – halos



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10. If the singular noun ends in -on, the plural ending is -a.

phenomenon – phenomena

criterion – criteria

11. Some nouns don’t change at all when they’re pluralized.

Sheep-series-species-fish-homework-deer-information

Plural Noun Rules for Irregular Nouns

Irregular nouns follow no specific rules, so it’s better to memorize these or look

up the proper pluralization in the dictionary.

child – children

goose – geese

man – men

woman – women

tooth – teeth

foot – feet

mouse – mice

person – people

Prepare as dictation:

a. There must be over a hundred hats in the shop.

b. Those cans and boxes line the shelves.

c. The sheep were penned in behind the barn.

d. Night tour busses generally take visitors to all major spots in the cities.

e. Carmen was wiping the mashed potatoes from her hand.

f. Sadly, we don't work with electric pianos.

g. The little man shook his bald head.

h. He began working at his teeth with a toothpick.

i. Tom gets angry if anyone challenges his religious beliefs.



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Part G: Writing

Write a 15-line argumentative paragraph about FALL.

1. Make a poster about the season.

2. Give at least one argument to show the good side

of the climate.

Go back to “London in The Sea?” as an example of argumentative texts.

Breezy (adj.): Pleasantly windy.

Soggy (adj.): Wet and soft.

Rust-colored (adj.): having the color of iron rust; reddish-brown or yellow.

To winterize (v.): to equip for winter.

A mosaic of color: A artistic view of beautiful colors.

As the leaves tumble down: As the leaves fall down.

Golden leaves flutter gently to the ground: Yellow leaves fall down slowly.

The harvest moon: the full moon that is seen nearest to the time of the

autumn equinox.

The crunch of fallen leaves: The muffled grinding sound of dried leaves.

The sweet smell of cool, fall air: the nice smell of the air in Fall.

Turning over a new leaf: The tree changing its leaves.

Bare branches quivering in the wind: Uncovered branches shaking because

of the wind.



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Part H: Poetry

The Owl By Edward Thomas

Downhill I came, hungry, and yet not starved;

Cold, yet had heat within me that was proof

Against the North wind; tired, yet so that rest

Had seemed the sweetest thing under a roof.

Then at the inn I had food, fire, and rest,

Knowing how hungry, cold, and tired was I.

All of the night was quite barred out except

An owl’s cry, a most melancholy cry

Shaken out long and clear upon the hill,

No merry note, nor cause of merriment,

But one telling me plain what I escaped

And others could not, that night, as in I went.

And salted was my food, and my repose,

Salted and sobered, too, by the bird’s voice

Speaking for all who lay under the stars,

Soldiers and poor, unable to rejoice.



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CHRISTMAS SEASON



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Part B: Reading

The Little Match Girl

By Hans Christian Andersen

It was so terribly cold. Snow was falling, and it was almost dark. Evening

came on, the last evening of the year. In the cold and gloom a poor little girl,

bareheaded and barefoot, was walking through the streets. Of course, when

she had left her house, she'd had slippers on, but what good had they been?

They were very big slippers, way too big for her, for they belonged to her

mother. The little girl had lost them running across the road, where two

carriages had rattled by terribly fast. One slipper she'd not been able to find

again, and a boy had run off with the other, saying he could use it very well as

a cradle some day when he had children of his own. And so, the little girl

walked on her naked feet, which were quite red and blue with the cold. In an



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old apron she carried several packages of matches, and she held a box of them

in her hand. No one had bought any from her all day long, and no one had

given her a cent.

Shivering with cold and hunger, she crept along, a picture of misery, poor little

girl! The snowflakes fell on her long fair hair, which hung in pretty curls over

her neck. In all the windows lights were shining, and there was a wonderful

smell of roast goose, for it was New Year’s Eve. Yes, she thought of that!

In a corner formed by two houses, one of which projected farther out into the

street than the other, she sat down and drew up her little feet under her. She

was getting colder and colder, but did not dare to go home, for she had sold no

matches, nor earned a single cent, and her father would surely beat her.

Besides, it was cold at home, for they had nothing over them but a roof

through which the wind whistled even though the biggest cracks had been

stuffed with straw and rags.

Her hands were almost dead with cold. Oh, how much one little match might

warm her! If she could only take one from the box and rub it against the wall

and warm her hands. She drew one out. R-r-ratch! How it sputtered and burned!

It made a warm, bright flame, like a little candle, as she held her hands over it;

but it gave a strange light! It really seemed to the little girl as if she were sitting

before a great iron stove with shining brass knobs and a brass cover. How

wonderfully the fire burned! How comfortable it was! The youngster stretched

out her feet to warm them too; then the little flame went out, the stove

vanished, and she had only the remains of the burnt match in her hand.

She struck another match against the wall. It burned brightly, and when the light

fell upon the wall it became transparent like a thin veil, and she could see

through it into a room. On the table a snow-white cloth was spread, and on it

stood a shining dinner service. The roast goose steamed gloriously, stuffed with

apples and prunes. And what was still better, the goose jumped down from the

dish and waddled along the floor with a knife and fork in its breast, right over to



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the little girl. Then the match went out, and she could see only the thick, cold

wall. She lighted another match. Then she was sitting under the most beautiful

Christmas tree. It was much larger and much more beautiful than the one she

had seen last Christmas through the glass door at the rich merchant's home.

Thousands of candles burned on the green branches, and colored pictures like

those in the printshops looked down at her. The little girl reached both her hands

toward them. Then the match went out. But the Christmas lights mounted

higher. She saw them now as bright stars in the sky. One of them fell down,

forming a long line of fire.

"Now someone is dying," thought the little girl, for her old grandmother, the

only person who had loved her, and who was now dead, had told her that

when a star fell down a soul went up to God.

She rubbed another match against the wall. It became bright again, and in the

glow the old grandmother stood clear and shining, kind and lovely.

"Grandmother!" cried the child. "Oh, take me with you! I know you will

disappear when the match is burned out. You will vanish like the warm stove,

the wonderful roast goose and the beautiful big Christmas tree!"

And she quickly struck the whole bundle of matches, for she wished to keep

her grandmother with her. And the matches burned with such a glow that it

became brighter than daylight. Grandmother had never been so grand and

beautiful. She took the little girl in her arms, and both of them flew in

brightness and joy above the earth, very, very high, and up there was neither

cold, nor hunger, nor fear-they were with God.

But in the corner, leaning against the wall, sat the little girl with red cheeks

and smiling mouth, frozen to death on the last evening of the old year.

The New Year's sun rose upon a little pathetic figure. The child sat there, stiff

and cold, holding the matches, of which one bundle was almost burned.



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"She wanted to warm herself," the people said. No one imagined what

beautiful things she had seen, and how happily she had gone with her old

grandmother into the bright New Year.

I. Vocabulary

Bareheaded (adj.): wearing nothing on one's head.

Barefoot (adj.): wearing nothing on the feet.

Carriages(n.): a four-wheeled passenger vehicle pulled by two or more horses.

cradle (n.): a baby's bed or cot, typically one mounted on rockers.

Shivering (adj.): shaking slightly and uncontrollably as a result of being cold,

frightened, or excited.

Veil (n.): a piece of fine material worn by women to protect or conceal the face.

Mounted (v.): climb or move up on to (a raised surface).


• Crackled: __________

• Darkness: __________

• Waggled: __________

• Lit: _______________

• Brat: ______________

• Disappear: _________



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II. Comprehension Questions

1. What’s the genre of the text? Explain!

2. From whose point of view is the story told?

3. When does the story take place?

4. Why were her slippers so large?

5. Why didn’t she want to go home?

6. Why did she light the first match?

7. Why did she light the entire bundle of matches?

8. What happened to the little girl at the end?

9. What did the little girl see before she died?

10. How did the ending make you feel? Is this how you expected it to end?

Why or why not?

11. Who is the protagonist in this story?

Protagonist character: the leading character or one of the major characters in a

play, film, novel, etc.

12. Provide examples of how Andersen uses imagery.

Imagery: using figurative language to represent ideas in such a way that it

appeals to our physical senses. Usually it is thought that imagery makes use of

particular words that create visual representation of ideas in our minds.

13. Does Andersen provide symbolism the story? How?

Symbolism: using abstract ideas to represent something beyond the literal meaning.

14. What are some of the themes in the story?

15. Give a brief description of the following characters:

• The Father: What kind of men do you think he is?

• The Mother: What do you think the mother was like?

• The Grandmother: Describe the grandmother.

• The Little Match girl: What kind of person is she?



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Part C: Grammar

Demonstrative Pronouns

To demonstrate (verb): to show; to indicate; to point to… A demonstrative pronoun is used to point to a thing or things:

- near in distance or time (this, these)

- far in distance or time (that, those)

Here are some examples with demonstrative pronouns:

- This is beautiful.

- Have you seen this?

- These are bad times.

- Do you like these?

- That is beautiful.

- Look at that.

- Those were the days!

- Can you see those?

- This is heavier than that.

- These are bigger than those.

Near ● Far ▬▬

Singular ☻ This That

Plural ☻☻☻ These Those

A demonstrative pronoun is used to point to a thing or things:

- near in distance or time (this, these)

- far in distance or time (that, those)



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Grammar Exercises:

1. Choose the correct answer:

a. To choose the correct demonstrative pronoun, we need to know if the noun

being replaced is singular or plural and

☐common or proper

☐near or far

☐subject or object

b. "Your cookies are much better than ______ over there."

☐that

☐these

☐those

c. “Who was ______ on the phone?"

☐that

☐this

☐those

d. “______ is my car here."

☐that

☐this

☐those

e. “Why are you sitting between ______ two silly girls?"

☐that

☐these

☐those



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2. Complete the sentences with the correct demonstrative pronoun:

a. __________ is my bike.

b. __________ is my brother’s car.

c. John has brought _________ red flowers.

d. Look at _________ blue clouds in the sky.

e. How beautiful is _______ girl.

f. Let’s sit under _________ big trees.

g. _______ are the disgusting ants I was talking about.

h. _______ is a blue kite!

3. Change from plural to singular and vice versa.

a. These are white cats.

b. Look at that shining star in the sky.

c. Those are my sister’s daughters.

d. Could I borrow this brown jacket, please?

e. This is the story I read yesterday.

f. How nice is that orange fish.

g. Those are very kind children!

h. These are very calm students.



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4. Write complete sentences according to the pictures below.

a.

b.

c.

d.



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Part D: Conjugation

Past Simple Tense

We usually use the Past Simple Tense:

1. To talk about a completed action in a time before now. The time of

the action can be in the recent past or the distant past and the

action duration is not important.

John Cabot sailed to America in 1498.

My father died last year.

He lived in Fiji in 1976.

2. Frequency: often, sometimes, always…

I sometimes walked home at lunchtime.

I often brought my lunch to school.

3. A definite point in time: last week, when, yesterday, ago…

We saw a good film last week.

Yesterday, I arrived in Geneva.

She finished her work at seven o'clock.

4. An indefinite point in time: the other day, ages ago, a long time ago

People lived in caves a long time ago.

She played the piano when she was a child.

We usually form the Past Simple Tense:

1. AFFIRMATIVE: -d / -ed / -ied

We created a new methodology!

She kissed me on the cheek.

I carried all my little sister’s books to her bedroom.

2. NEGATIVE: Didn’t + Base Form of the verb

Alexia and katy didn’t join their friends last night!

John’s brother didn’t attend the English class yesterday!

When you are making a decision use will; use going to after the

decision has been made.

She is going to have three consecutive sessions next week.

Are you going to go to the party on Saturday?



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Past Simple tense of Irregular Verbs

Some verbs are irregular. They cannot be predicted, that's why you

should learn them by heart.

These are some examples:



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6. Conjugate the following verbs in the Affirmative and Negative simple

past tense with I – She – They

Play – Sing – Carry – Dance – Forget – Cut

7. Use the prompts and the linkers to explain what happened at the disco.

Trip/over his coat

a. knock/ over a drink

b. step/ on a girl's toes

c. climb/ onto a table to dance

d. fall/ off the table and break / his arm

- Did Martin enjoy the disco?

- No, it was awful.

- Why, what happened?"

- First, he tripped over his coat

8. Choose so or because to join these sentences.

Nicola and Jake were at the same bus stop so they started talking.

a. Jane's aunt is the manager of a hotel ___________ She offered her a job.

b. Nicola was tired ___________She had a bad journey.

c. The train stopped for ages there ______________ was a signal failure.

d. Nicola wrote to Suzy _____________ wanted to tell her about the journey.

After that - Then - In the end – First - And then



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9. Complete the table in the simple past tense.

Affirmative Negative Interrogative Interro-negative

Didn’t write

played

Did he dance?

Didn’t she put?

10. Put the verbs in the simple past tense.

Last year I (go) __________ to England. It (be) __________ fantastic. I (visit)

__________ a lot of interesting places. I (be) __________ with two friends of

mine. In the morning we (walk) __________ in the streets of London. In the

evenings, we (go) __________ to pubs.

The weather (be) __________ strangely fine! It (not/rain) __________ a lot, but

we (see) __________ some beautiful rainbows.

Where (spend/you) __________ your last holiday?



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Part E: Spelling

Commonly Confused Suffixes:

-er and -or

Rule 1: Use “-er” with verbs ending in a single consonant

When a verb ends in a single consonant, it will almost always take the suffix “-er.”

Note that if the consonant is preceded by a single vowel, the consonant will

generally double before the suffix (though it isn’t always the case!)

For example:

• Bat: batter

• Cheat: cheater

• Embroider:

embroiderer

• Format: formatter

• Grab: grabber

• Read: reader

• Sit: sitter

There are several exceptions to this rule:

• Conquer: conqueror

• Council: councilor

• Counsel: counselor

• Sail: sailor

Rule 2: Use “-er” with verbs ending in a silent E

Most verbs that end in a consonant + silent E will take the “-er” suffix

(which replaces the final E of the root word).

For example:

• Advertise: advertiser

• Bake: baker

• Change: changer

• Divide: divider

• Give: giver

• Love: lover

• Make: maker

• Organize: organizer



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Rule 3: Use “-or” with multi-syllable verbs ending in “-it”

Single-syllable verbs that end in “-it” will usually take the suffix “-er” and have

the final T doubled (as in hitter, knitter, quitter, sitter, etc.). Yet, verbs with two

or more syllables ending in “-it” are much more likely to take the suffix “-or.”

For example:

• Audit: auditor

• Credit: creditor

• Edit: editor

• Exhibit: exhibitor

• Inherit: inheritor

• Inhibit: inhibitor

• Visit: visitor

Add -er or -or as a suffix to the following words:

- Protect___

- Travel___

- Write____

- Time____

- Ride_____

- Promise__

- Survive__

- Manage__

- Act_____

- Paint____

- Profess__



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Part F: Listening

Listen to the Audio, then answer the following questions.

1. What is the main topic of the audio?

2. Do you agree with the speaker? Why?

3. Fill in the gaps.

I think Christmas _____________ happiest times of the year. Everyone

has ________________ their face, especially children. It’s such an

exciting time for kids. They _________ open their presents and play

with all of their new games and toys. It’s a nice _____________ too.

They can catch up with their families and relax. Traditionally, the

mother of the family _______________ Christmas. She does most of the

Christmas shopping ______________________ presents. Of course, she

also ______________________ cooking Christmas dinner. Let’s not

forget the ______________________ of Christmas, though. It is not

about shopping and Christmas trees and ‘Frosty the Snowman’. It’s

______________________ for each other and peace around the world.

Let’s hope this message ______________________.

https://drive.google.com/file/d/1m85q7UfKDgnYZUkTnU7FkGWyQyOylIbE/view?usp=sharing



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Part G: writing

Story Summary

Part One: As you’re reading!

1. Read the story more than once!

2. Take notes: You'll need to take notes as you read so that you have refer

to them when you're ready to start the summary. Look for the "who?

what? when? where? why?" These will give you the basis for what you

want to cover in your summary.

3. Find the main characters: You'll need to know who the story is about,

after all, and you need to figure out which characters aren't as important

to the narrative. If you're reading a story with tons of characters, you

won't want to note down every single character that appears.

4. Note down the setting: The setting is where the events take place. Now

this can get complicated if the story you're reading takes place in a lot of

different places. If that's the case, you'll need to be broader.

5. Note the story's conflict: This means whatever is the main problem that

the characters are having to overcome.

6. Note the main events: These are the most important parts of the story.

You don't need to note down every single thing that a character does. In

fact, that is exactly what you're supposed to not do! Just look for the

events that further the main conflict, or help resolve it.

7. Note the conclusion: This is the big event, usually, that wraps up the

story's conflict and resolves the problems.



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Part Two: Writing your summary!

1. Organize your notes: The hardest part is already finished, reading the

story/book! if you've taken all your notes, you're completely ready to

write the summary. You'll want to organize your notes based on the

chronology of the story. Look at where the story begins and ends and

how the main character gets from the first to the last.

2. Look at examples of plot summaries: It is a lot easier to write

something if you've looked at a couple examples and get the hang of

the kind of wording to use and the way to incorporate all the different

elements into one short, cohesive piece.

3. Write the summary: This will be totally easy, now that you've gotten

all your notes in order. All you need to do is write a short paragraph

covering the key points of who? what? when? where? why? which

you've already covered in your notes. Make sure that you also include

the title of the story and the name of the author.

4. Revise your summary: Make sure that you've edited it so that there

are no spelling errors, that the events are in their proper order and that

you've spelled all the characters and place names correctly. It's best to

have a friend look it over to catch anything you've missed. Once

you've revised it, the summary is ready to go!

Summarize the short story “The Little Match Girl”!



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Part H: Poetry

A Snow Man

Oh, the beautiful snow!

We’re all in a glow—

Nell, Dolly, and Willie, and Dan;

For the primmest of fun,

When all’s said and done,

Is just making a big snow man.

Two stones for his eyes

Look quite owlishly wise,

A hard pinch of snow for his nose;

Then a mouth that’s as big

As the snout of a pig,

And he’ll want an old pipe, I suppose.

Then the snow man is done,

And to-morrow what fun

To make piles of snow cannon all day,

And to pelt him with balls

Till he totters and falls,

And a thaw comes and melts hi



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It’s Cold Outside!



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Part B: Reading

The First Snow Storm

Away off on a warm sunny island, little Harry Hall was born. Flowers bloomed

all the year round. The sun shone most of the time, although now and then there

were thunder-showers.

Many wonderful plants grew wild, while on the shore, shells and seaweed and

queer little fishes were often to be found.

When Harry was six years old his parents took a journey to New York.

It seemed very odd to the little boy to live in a place where there were so

many people, and such great houses. After a while the weather grew cold, and

he had to wear thick woolen clothing. The house in which they lived was



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heated by a furnace; but one day they had a fire of logs on the hearth. Harry

enjoyed it very much, and thought the bright blaze so pretty.

The sky was gray and cloudy one afternoon, and Harry had been standing by the

window watching the street cars. Suddenly the air grew thick, and he could

scarcely see the houses opposite. Something white and feathery fell slowly down

and rested on the window ledge. Then it disappeared. But more and more of the

little flakes came, until there was quite a ridge outside of the window.

Harry opened the sash gently, fearing it might fly away. He was surprised

when he touched it to find it so cold. He took some up in his hand, but in a

moment, it was only a drop of water.

By that time the street and the men's hats and coats were quite white. Harry

was puzzled to find a name for the beautiful white substance, so he ran to his

mamma and asked her about it.

She told him it was snow, and because the air was so warm on the beautiful

island where he was born, they never had any.

The next morning, he saw the little children of the neighborhood playing in it; but

before noon, the sun was so bright and warm. The snow had all melted away.

When the second snow-storm came, Harry’s papa brought home a beautiful sleigh

and gave his little boy great pleasure by drawing him up and down the street.

Harry soon learned to go out by himself and made many friends; especially of

the little girls, as he was very generous with his sleigh.

But he has never forgotten his surprise when he saw the first snow-storm.



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I. Vocabulary

• Thunder-showers: showers accompanied by lightning and thunder.

• Queer: strange, odd, unusual, funny.

• Thick: with opposite sides or surfaces.

• A furnace: a heater.

• Blaze: a very large or fiercely burning fire, a very bright display of light.

• Scarcely: hardly.

• Window ledge: a narrow horizontal surface projecting from a wall,

cliff, or other surface.

• Sash: a long strip or loop of cloth worn over one shoulder or round the waist,

especially as part of a uniform or official dress.

• Sleigh: a sledge drawn by horses or reindeer, especially used for passengers.

• Generous: showing kindness towards others.


• Seaside/beach: __________

• Trip: _________________

• Was confused: __________

Go back to the text and choose a word that has the opposite meaning of:

• Normal: ________________

• Thin: ___________________

• Mean (adj.): __________



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II. Comprehension Questions


17. From whose point of view is the story told?

18. When does the story take place?

19. Where does the story take place?

20. Who are the characters of the story?

21. Who is the protagonist in this story?

Protagonist character: the leading character or one of the major characters in a

play, film, novel, etc.

22. How old was Harry Hall when he had a trip to New York?

23. What was new for him in New York? Why?

24. How does the writer use the visual sensation imagery in the

story?

25. “Harry opened the sash gently, fearing it might fly away. He was

surprised when he touched it to find it so cold. He took some up in his

hand, but in a moment, it was only a drop of water.”

Which sensation imagery does the writer use in this sentence? Why?

26. What did the father bring to Harry Hall as a gift?

27. Why was Harry Hall good in making new friends?

28. How did the ending make you feel? Is this how you expected it to end?

Why or why not?

29. Explain how the theme of “astonishment and wonder” is presented

in the story?

30. Discuss the character of Harry Hall in the story.



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Part C: Grammar

Common Types of Pronouns

What is a pronoun?

A pronoun is any member of a small class of words found in many languages

that are used as replacements or substitutes for nouns and noun phrases, and

that have very general reference.

Common types of pronouns:

Subject

Pronouns Object

Pronouns Reflexive

Pronouns Possessive

Adjectives

Possessive

Pronouns I Me Myself My Mine

You You Yourself Your Yours

He Him Himself His His

She Her Herself Her Hers

It It Itself Its X

We Us Ourselves Our Ours

You You Yourselves Your Yours

They Them Themselves Their Theirs

I. Subject Pronouns:

Subject pronouns are those pronouns that perform the action in a sentence.

They are I, you, he, she, it, we, you, they. Any noun performing the main

action in the sentence, like these pronouns, is a subject.

The subject precedes the verb in a sentence (except in questions).

- We make cookies every Sunday for our co-workers.

- She gave Jim and me extra cookies.

- Kate and I went to the movies.



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II. Object Pronouns:

Object pronouns are those pronouns that receive the action in a sentence.

They are me, you, him, her, it, us, you, them. Any noun receiving an

action in the sentence, like these pronouns, is an object.

An object pronoun can also be used after prepositions, i.e. “I will go with him.”

The object follows the verb in a sentence.

- They call us every day!

- She gave Jim and me extra cookies.

- Kate and I bought them a new tablet.

III. Reflexive Pronouns:

A reflexive pronoun is a specific type of pronoun that is used for the object

of a verb when it refers to the same noun as the subject of that verb.

They are myself, yourself, himself, herself, itself, ourselves, yourselves,

themselves.

- I cut myself when I was making dinner last night.

- I hope you enjoy yourselves at the party tonight!

- My phone isn't working properly. It turns itself off for no reason.

IV. Possessive Adjectives:

Possessive adjectives show that something belongs to someone.

The possessive adjectives are my, your, his, her, our, your, their.

- Jane takes pride in her outfits.

- My plane is delayed.

- I would have knocked on their door, but I heard their baby crying.



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V. Possessive Pronouns:

Possessive pronouns show that something belongs to someone.

The possessive pronouns are mine, yours, his, hers, its, ours, yours, theirs.

- We shall finally have what is ours.

- That book is mine.

- The money was really theirs for the taking.

A pronoun is used as a replacement or substitute for a

noun and noun phrase.

I. Subject pronouns perform the action in a sentence.

They are I, you, he, she, it, we, you, they.

II. Object pronouns receive the action in a sentence.

They are me, you, him, her, it, us, you, them.

III. Reflexive pronouns are used for the object of a verb when it

refers to the same noun as the subject of that verb.

They are myself, yourself, himself, herself, itself, ourselves,

yourselves, themselves.

IV. Possessive adjectives show that something belongs to someone.

The possessive adjectives are my, your, his, her, our, your, their.

V. Possessive pronouns show that something belongs to someone.

The possessive pronouns are mine, yours, his, hers, its, ours,

yours, theirs.



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Grammar Exercises:

1. Fill in the blanks with "he", "she", "it", "they" or "we".

a. The boy is fat. ________ is fat.

b. The girl is tall. ________ is tall.

c. My friends and I go to school. ________ go to school.

d. The horse is strong. ________ is strong.

e. Lek is a policeman. ________ is a policeman.

f. Mary and John come from England. ________ come from England.

g. Malee is a teacher. ________ is a teacher.

h. My family and I go to Pattaya. ________ go to Pattaya.

i. The dog runs fast. ________ runs fast.

j. The students study English. ________ study English.

k. The man is strong. ________ is strong.

l. The dog is fat. ________ is fat.

m. My mother is kind. ________ is kind.

n. You and I are students. ________ are students.

o. The books are on the desk. ________ are on the desk.

2. Fill in the blanks with the correct object pronoun.

a. I am hungry. The doughnut is for _______.

b. You are hungry. The cherries are for _______.

c. John is hungry. The hamburger is for _______.

d. She is hungry. The chestnuts are for _______.

e. The mouse is hungry. The cheese is for _______.

f. We are hungry. The rice is for _______.

g. You are hungry. The soup is for _______.

h. The children are hungry. The pizza is for _______.



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3. Complete with the appropriate reflexive pronoun.

a. He burnt _____ with the matches.

b. Be careful! You might electrocute _____!

c. Ow! I've cut _____.

d. The cat has scratched _____.

e. They're taking photos of_____.

f. We're going to hurt_____ if we're not careful.

4. Complete with the appropriate possessive adjective.

a. I don't know the time because I can't find _______ watch.

b. What's the boy's name? _______ name is Ben Scott.

c. Tom has got a cat. _______ cat is very lively.

d. The dog is very cute. _______ name is Ben.

e. We are at school. _______ school is very nice.

f. I have a new laptop. _______ laptop is white.

g. I'm from Seattle. Most of _______ friends are from Seattle, too.

h. The rabbit is white. _______ cage is in the garden.

i. Sandra and Jenny are friends. _______ school is in the city center.

j. The Millers have a new car. _______ car is blue.

k. Emma Peel has got a brother. _______ name is Paul.

l. Nick Baker has a sister. _______ name is Debbie.

m. Yes, we have a dog. _______ dog is very old.

n. The boys have got a tortoise. _______ name is Trundle.

o. Suddenly the children see an old man. It's _______ grandfather.



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5. Replace the Subject pronoun by the correct possessive pronoun.

a. The books are I.

b. The dog is you.

c. The motorcycle is he.

d. The car is she.

e. The boots are we.

f. The ball is you.

g. The cherries are they.

h. The chair is I.

i. The drinks are they.

j. The cookies are we.

6. Choose the correct pronoun.

a. Give that jacket to (I-me).

b. Did Jane see (us-we)?

c. Are (you-your) coming to (him-his) birthday party?

d. Is this bag (her-hers)?

e. (My-Mine) is the white one!

f. We phoned (themselves-them), but (their-they) didn’t reply!

g. (Me-I) taught (me-myself) to be patient!

h. (She-her) was dancing outside!

i. Tom and (me-I) are playing video games in (his-him) bedroom.



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Part D: Conjugation

Present Continuous Tense

We usually use the Present Continuous Tense:

1. For activities at the moment of speaking:

I am just leaving work. I'll be home in an hour.

2. For future plans or arrangements:

We are going to Switzerland on Monday.

3. For something which is changing, growing or developing:

Your English is improving.

4. For something bad that happens again and again:

It is always raining in London.

We usually form the Present Continuous Tense:

1. AFFIRMATIVE: Verb “to be” (present simple) + Main Verb+-ing

They are eating pizza in the kitchen.

2. NEGATIVE: Verb “to be” (present simple) + NOT + Main Verb+-ing

She is not playing cards outside!

3. INTERROGATIVE: Verb “to be” (present simple) + Subject + Main

Verb+-ing

Are you dancing with James?

4. INTERRO-NEGATIVE: Verb “to be” (present simple) + NOT + Subject

+ Main Verb+-ing

Isn’t she coming to the party?



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1. Conjugate verb “To listen” in both Present Simple & Continuous

tenses with She & You in Affirmative, Negative, Interrogative and

Interro-negative Forms.

2. Match each sentence with an explanation.

1) Something changing, growing or developing.

2) Something temporary.

3) A future plan or arrangement.

4) Something happening repeatedly.

5) An activity at the moment of speaking.

a. Summers are getting warmer and warmer nowadays.

b. She's buying a new laptop on Thursday.

c. You're always asking me silly questions.

d. I'm staying at the Hotel Monopoly.

e. It is almost midnight and I'm still reading my favorite book.

3. Look at Steve's plans for next month. Are the sentences true or false?

2nd (Sat.) – my birthday Party!

4th – day off

10th (Sun.) – flight OS462 15.40

11th, 12th, 13th – conference, Vienna

15th – dentist 3 p.m.

22nd – Mum & Dad arrival, evening

25th – Mum & Dad > home

29th – payday

a. Steve's having a birthday party on Saturday 2nd.

b. He's taking a day off on Tuesday.

c. He's flying to Vienna on Sunday 10th in the morning.

d. He's seeing his dentist on 15th.

e. His parents are visiting him from 23rd to 25th.

f. He's getting paid on the last Friday of the month.



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4. Put the words in the correct order to make questions.

a. Listening – you – are – me – to

b. You – Sally – is – with – going – holiday – on

c. Next – pay rise – month – am – a – I – getting

d. Playing – in – garden – children – the – are – the

e. About – you – what – are – talking

f. Why – sad – is – looking – so – Pedro

5. Put the verbs either in the Present Simple or Continuous.

It could be positive, negative or question.

a. ____________ (you/come) tonight?

b. ____________ (he/eat) rice every day?

c. I ___________ (work) at the moment.

d. ____________ (he/come) to London often?

e. John _________ (play) tennis now.

f. ____________ (you/come) to the cinema later?

g. Katy and Liam _______ (not/come) to the party tomorrow.

h. He _________ (not/play) golf now.

i. ____________ (you/not/play) tennis this Sunday?

j. They _______ (go) to a restaurant every Saturday.

k. Ella ________ (not/go) to the cinema very often.

l. You usually ___________ (arrive) late.

m. James normally ________ (eat) dinner at home,

but he _________ (eat) outside tonight.



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Part E: Spelling

Commonly Confused Suffixes:

-er and -or

Rule 1: Use “-er” with verbs ending in a single consonant

When a verb ends in a single consonant, it will almost always take the suffix “-er.”

Note that if the consonant is preceded by a single vowel, the consonant will

generally double before the suffix (though it isn’t always the case!)

For example:

• Bat: batter

• Cheat: cheater

• Embroider:

embroiderer

• Format: formatter

• Grab: grabber

• Read: reader

• Sit: sitter

There are several exceptions to this rule:

• Conquer: conqueror

• Council: councilor

• Counsel: counselor

• Sail: sailor

Rule 2: Use “-er” with verbs ending in a silent E

Most verbs that end in a consonant + silent E will take the “-er” suffix

(which replaces the final E of the root word).

For example:

• Advertise: advertiser

• Bake: baker

• Change: changer

• Divide: divider

• Give: giver

• Love: lover



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Rule 3: Use “-or” with multi-syllable verbs ending in “-it”

Single-syllable verbs that end in “-it” will usually take the suffix “-er” and have

the final T doubled (as in hitter, knitter, quitter, sitter, etc.). Yet, verbs with two

or more syllables ending in “-it” are much more likely to take the suffix “-or.”

For example:

• Audit: auditor

• Credit: creditor

• Edit: editor

• Exhibit: exhibitor

• Inherit: inheritor

• Inhibit: inhibitor

• Visit: visitor

Prepare the following sentences as Auto-Dictation:

a. She is accountable only to the managing director.

b. Leo is a trouble maker. You must be distant with him.

c. The wise man is always a good listener.

d. You can get the book through your local distributor.

e. He's the creator of a successful cartoon series.

f. Cheerfulness is the best promoter of health.

g. The stranger was a big fighter.



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Part F: Listening





Travelling gives you _______________________ you cannot find in your own

country. You meet local people and get to _______________________. It’s so

exciting. I _______________________ and doing some research on the country

or countries I want to visit. Sometimes I like to plan ____________________,

my flights, hotels and tours, etc. For me, the most exciting thing is arriving in a

country with _______________________ and no fixed plans. I ______________

and guest houses. You get to meet and talk to different and interesting people

_______________________. I also like to visit places that are

_______________________. Being somewhere with thousands of other tourists?

It’s not my cup of tea.

https://drive.google.com/file/d/14vaDXVLD0vihKYItQnfKGUQOmOtSvmdT/view?usp=sharing



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Part G: writing

NARRATIVE ESSAYS TIPS 1. The Pre-writing Step:

Before you start, here some simple steps to write a narrative story:

a. The planning phase: think about the essay topic and how your life

experience correlates with it.

Even a small fact, idea, or goal can become good narrative story ideas.

b. Think about your emotions. The more passionate you will be –

the more effective your assignment.

c. Another good idea when you are wondering how to start writing a

narrative essay is to recall details of your story: people and objects, setting

and season, events sequence. Think about the sequence of events and

remember; no detail is too small.

Remember: the small details reveal big ideas!

2. Narrative Essay Introduction:

The introduction is an important part of your essay paper as it grabs the reader’s

attention. And here are some basic guidelines:

a. Start with an introductory phrase. It has to be short and catchy. An

unexpected point of view is always interesting to get acquainted with.

b. Write supporting sentences. Give reasons why the story you are

sharing is significant.

Remember: The reader was not there when the story happened. He is trying to

catch up with it while reading. Be polite and thoughtful and don’t get

into useless details or get swept away by a story, leaving your reader

wondering and wandering. Don’t be greedy on details!



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3. Check the Main Body Characteristics

Now, check the general guidelines on how to write a good narrative body:

a. Provide one idea per paragraph.

b. Your story has to follow some logical pattern, and chronological is the

easiest one.

c. With every new paragraph emphasize the significance of experience and the

universal truth the story brings to the audience.

d. Your personal writing style is important. It can be philosophical, ironical,

critical, romantic. Whatever you choose, it has to be you from top to bottom.

The writing style is like an autograph. Work on it!

4. Develop an Outstanding Conclusion

You’re almost there!

You just need to write good concluding sentences for your essay.

The conclusion is as important as an introduction. It leaves the aftertaste.

Now, how to write a conclusion for an essay?

Here’s the deal:

a. Summarize.

If you don’t like summarizing, or it doesn’t fit the style of the story, wrap it

up with a rhetorical question or plans for future.

b. Give your readers an idea. Think about the central message of the story and

remind the readers of it.

c. Leave your readers with a feeling that they need to sit back and think about

the problems you brought up. Leave them experiencing a pleasant aftertaste.

5. Revise and Edit it

Here are some questions you should keep in mind when you review, reorganize

and modify your work with the goal of making it the best it can be:

a. Does the reader easily understand the progression of events? Do

the transitions confuse or facilitate your readers?



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b. Do I involve my readers in my experience? Should I add some details or

remove extraneous ones that distract the attention?

c. How adequately did I convey the primary message of the essay? Does the

experience described and its significance to me have a connection?

6. Add an attractive title to your essay!

Think about one of your favorite holiday-related

memories. Write an essay describing it and tell why it is

so unforgettable.

Five Useful and Quick Tips to Write a Narrative Essay:

1. Keep it clear. Avoid complex words and syntax.

2. Avoid describing every movement. At the same time, even a single lost

detail can skew reader’s understanding of the story.

3. Don’t use the second-person narrative. Good narrative stories usually

written in the first person. When you use “I”, you’re engaging your readers

with an immediacy of the story.

4. Use dynamic word and active voice. Think about your writing as it was the

speech: what words, idioms, slang and turns of phrase would you use? Try

not to sound too clinical. No passive constructions.

5. Limit references. When you look through citation style guides, you’ll find

the recommendations to include citations into your assignment. But not in

a narrative essay – it is disruptive. When you find a useful piece of content,

just cite it in reference list after the essay!



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Part H: Poetry

Falling Snow

See the pretty snowflakes

Falling from the sky;

On the wall and housetops

Soft and thick they lie.

On the window ledges,

On the branches bare;

Now how fast they gather,

Filling all the air.

Look into the garden,

Where the grass was green;

Covered by the snowflakes,

Not a blade is seen.

Now the bare black bushes

All look soft and white,

Every twig is laden,

What a pretty sight!



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Part B: Reading

African Elephant

An adult African elephant's trunk is about seven feet (two meters) long! It's actually

an elongated nose and upper lip. Like most noses, trunks are for smelling.

Common Name: African elephants

Scientific Name: Loxodonta Africana

Type: Mammals

Diet: Herbivore

Group Name: Herd

Average Life Span in The Wild: Up to 70 years

Size: Height at the shoulder, 8.2 to 13 feet

Weight: 2.5 to seven tons

When an elephant drinks, it sucks as much as 2 gallons (7.5 liters) of water into

its trunk at a time. Then it curls its trunk under, sticks the tip of its trunk into its

mouth, and blows. Out comes the water, right down the elephant's throat.



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Since African elephants live where the sun is usually blazing hot, they use their

trunks to help them keep cool. First, they spray a trunk full of cool water over

their bodies. Then they often follow that with a sprinkling of dust to create a

protective layer of dirt on their skin. Elephants pick up and spray dust the same

way they do water—with their trunks.

Elephants also use their trunks as snorkels when they wade in deep water. An

elephant's trunk is controlled by many muscles. Two fingerlike parts on the tip of

the trunk allow the elephant to perform delicate maneuvers such as picking a

berry from the ground or plucking a single leaf off a tree. Elephants can also use

its trunk to grasp an entire tree branch and pull it down to its mouth and to yank

up clumps of grasses and shove the greenery into their mouths.

When an elephant gets a whiff of something interesting, it sniffs the air with its

trunk raised up like a submarine periscope. If threatened, an elephant will also

use its trunk to make loud trumpeting noises as a warning.

Elephants are social creatures. They sometimes hug by wrapping their trunks

together in displays of greeting and affection. Elephants also use their trunks to

help lift or nudge an elephant calf over an obstacle, to rescue a fellow elephant

stuck in mud, or to gently raise a newborn elephant to its feet. And just as a

human baby sucks its thumb, an elephant calf often sucks its trunk for comfort.

One elephant can eat 300 pounds (136 kilograms) of food in one day.

People hunt elephants mainly for their ivory tusks. Adult females and young travel

in herds, while adult males generally travel alone or in groups of their own.

National Geographic Kids

III. Vocabulary

• Elongated: long in relation to width, especially unusually so.

• Blazing: very hot.

• Sprinkling: a small thinly distributed amount of something.

• Snorkels: a short tube for a swimmer to breathe through while keeping

their face under water.



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• Wade: walk with effort through water or another liquid or viscous substance.

• Maneuvers: a movement or series of moves requiring skill and care.

• Whiff: a smell that is only smelt briefly or faintly.

• Affection: a gentle feeling of fondness or liking.

• Ivory: a hard creamy-white substance composing the main part of the

tusks of an elephant, walrus, or narwhal, often used to make ornaments

and other articles.


• Familiar (Green box): _____________________

• Preservative (Paragraph 3): _________________

• Problem (Paragraph 6): ____________________

Go back to the text and match each word with its antonym:

Upper

Over

Follow

Cool

Endanger

Rescue

Down

Warm

Lead

Lower



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IV. Comprehension Questions


2. What is the main idea of the text?

3. Where can we find this text? Why?

4. What is the writer’s purpose of writing this text?

5. Who is the audience?

6. What is the scientific name of the African Elephants?

7. What happens when an elephant drink water?

8. Where do African elephants live?

9. How do they use their trunks for eating?

10. How many kilograms of food can an elephant eat per day?

11. Why do people hunt elephants?

12. What is the difference between male and female elephants

while traveling?



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Part C: Grammar

COORDINATING CONJUNCTIONS

FANBOYS

A coordinating conjunction is a word that joins two elements of equal

grammatical rank and syntactic importance. They can join two verbs, two

nouns, two adjectives, two phrases, or two independent clauses.

The seven coordinating conjunctions are for, and, nor, but, or, yet, and so.

The best way to remember the seven coordinating conjunctions

is by using the acronym FANBOYS.

Of these seven, SO can be used as both a coordinating conjunction and a

subordinating conjunction. As a coordinating conjunction, so can link two

independent clauses in a manner similar to therefore, and as a subordinating

conjunction, it can link two unequal clauses (one independent clause and one

dependent clause) in the sense of so that.

Coordinating conjunction:

We were out of milk, so I went to the store to buy some.

Subordinating conjunction:

Grace is saving money so she can buy her own horse.

A. Conjunctions That Connect Two Words

1. Coordinating conjunctions can join two verbs:

✓ The children ran and jumped all over the playground.

2. Coordinating conjunctions can join two nouns:

✓ Would you like cereal or toast for breakfast?

3. Coordinating conjunctions can join two adjectives:

✓ The old castle seemed grand yet mysterious.



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4. Coordinating conjunctions can join two adverbs:

✓ Slowly but surely, the turtle finished the race.

Coordinating Conjunctions can join two adjectives, nouns, verbs, adverbs or any

two words with the same syntactical value.

And and or can also be used to join the final two elements in a series, with

commas separating the rest of the elements.

✓ What I consume the most are candy bars, chips, spicy burritos, red

wine, and antacid tablets.

B. Conjunctions That Connect Two Phrases

The rules for using coordinating conjunctions to join grammatically equal

phrases are the same.

✓ He seemed poorly groomed yet well mannered.

✓ By covering my past-due bills with a brick, I can put them out of sight

and out of mind.

C. Conjunctions That Connect Two Clauses

Coordinating conjunctions can connect two independent clauses. They are

called “Independent clauses” because each of them can stand on its own as a

sentence. We connect them with FANBOYS, however, so that we don’t spit

out all our sentences like robots.

Example: - I love candy bars.

- I know they are not good for me.

- My doctor has told me this.

- I don’t want to listen.

Coordinating conjunctions make these ideas sound more fluent.

I love candy bars, yet I know they are not good for me. My doctor has told

me this, but I don’t want to listen.



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When joining two clauses with a coordinating conjunction,

always place a comma before the conjunction.

✓ I don’t want to throw away my candy bars, nor do I wish

to listen to my doctor.

✓ I adore candy factories, and I want to own one someday.

D. Starting a Sentence with a Coordinating Conjunction

Perhaps you will hear that you should never start a sentence with the FANBOYS.

But the truth is, you can. (I just did 😊) There is no reason why you can’t start a

sentence with a conjunction. Let’s vary the examples above.

✓ I don’t want to throw away my candy bars, nor do I wish to listen to my

doctor. But I adore candy bar factories. And I want to own one someday.

Just remember not to overuse these kinds of sentences, because too many

of them can sound impressive.

A coordinating conjunction is a word that joins two elements of equal

grammatical rank and syntactic importance. They can join two verbs, two

nouns, two adjectives, two phrases, or two independent clauses.

The seven coordinating conjunctions are for, and, nor, but, or, yet, and so.

(FANBOYS)



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Grammar Exercises:

1. Choose the best answer to complete each sentence.

a. Would you rather have cheese _____ bologna on your sandwich?

(For – Nor – Or – So)

b. His two favorite sports are football ______ tennis.

(For – Nor – Or – And)

c. I wanted to go to the beach, _______ Mary refused.

(But – Or – So – For)

d. I am allergic to cats, ______ I have three of them.

(Or – For – Yet – So)

e. I am a vegetarian, _______ I don’t eat any meat.

(So – Yet – Nor – But)

f. Thomas will be late to work, _____ he has a dental appointment.

(But – Or – For – Nor)

g. Jennifer does not like to swim, ____ does she enjoy cycling.

(And – Or – But – Nor)

h. Jackson wanted to eat another piece of cake, ____ he was on a diet.

(For – Yet – But – So)

2. Circle the coordinating conjunctions in the following sentences.

a. Stop drinking too much coke and eating a lot of fast food or you gain

too much weight soon.

b. There were some injured players in our football team but we could

win the match easily.

c. Abigail neither took a shower nor she brushed her teeth this morning

since she was very tired.

d. Benjamin fell asleep in a few minutes for the book he started reading

was quite boring.

e. People in this small town neither have traffic problems nor they have

environmental problems.



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f. Freddie didn't have enough eggs and sugar for the cake so he went

to the supermarket.

g. People should stop cutting down the trees or we will suffer a lot

from air pollution.

h. Scarlett ironed all the clothes, washed the dishes and wiped the

floor before she went to bed.

3. There is one mistake in each of the following sentences. Make the

necessary changes so that each sentence is grammatically correct.

a. Mr. Blackburn had an accident with his car so he did not suffer any

injuries.

b. Before going to school, Amanda puts makeup on, so she eats breakfast.

c. My neighbors paid a huge amount of money for their new house, or

they do not completely like it.

d. My friend is very selfish, but he never shares with me.

e. Dennis created a foundation to help raise money for cancer, and he has

fought the disease himself.

f. - “Did you know that Amy failed her math exam?”

- “Yeah, I know. Either the subject was too difficult for Amy, so she

was simply not prepared.”

g. Mrs. Patterson is knitting a warm sweater for her grandson, for she

forgot to make a hole for his head.

h. Jason graduated from high school, yet he celebrated with his

schoolmates.

i. Mr. Johnson did not congratulate his son about his graduation, but did

he show any support towards him.

j. Carry decided to skip class today, and to go to Places Laurier instead.

K. Shaun bought his girlfriend a bracelet, but did not take the price tag off.



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4. Complete the sentences using the correct coordinating conjunction.

a. He was very tired after a long working day, _____ he washed all

the dishes in the kitchen.

b. Miriam bought apples, oranges, carrots, lemons _____ potatoes

from the market in the city center.

c. Mr. Robertson should stop smoking cigarettes immediately

_____ he will get seriously ill.

d. I forgot to take my umbrella with me _____ I got soaked under

the heavy rain yesterday morning.

e. Benjamin could get the job easily _____ he was the only

applicant for that position in the company.

f. He got up very late. He could neither have something to eat

_____ have something to drink.

g. My mother vacuumed the floor _____ I dusted the furniture last

weekend.

h. Our math teacher gave her a punishment ____ she was late for

class for the third time this week.

i. I didn't have enough money to buy the laptop I liked _____ I

borrowed some money from my friend.

j. Samuel really wanted to go to the pop concert _____ he had to

study for the French exam.

k. Either you finish the English project on time _____ the teacher

will give you a bad mark.

l. James neither knew her telephone number _____her home

address. He couldn't reach her.

m. Mrs. Cunningham had enough money to buy a new car _____ she

couldn't decide which one to choose.

n. The students decided not to go out in the break _____ it was

snowing heavily.

o. The thief went into the house from the kitchen window _____ got

the mobile phone on the table.



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5. Read the comic strip, and write a short paragraph that describes the

situation. Make sure you use five out of the seven coordinating

conjunctions in your paragraph.

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________



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Part D: Conjugation

Past Continuous Tense

We usually use the Past Continuous Tense:

1. Interrupted Action in the Past

I was watching TV when she called.

2. Parallel Actions

Were you listening while he was talking?

3. Repetition and Irritation with "Always"

She was always coming to class late.

We usually form the Past Continuous Tense:

5. AFFIRMATIVE: Verb “to be” (past simple) + Main Verb+-ing

They were eating pizza in the kitchen.

6. NEGATIVE: Verb “to be” (past simple) + NOT + Main Verb+-ing

She was not playing cards outside!

7. INTERROGATIVE: Verb “to be” (past simple) + Subject + Main Verb+-ing

Were you dancing with James?

8. INTERRO-NEGATIVE: Verb “to be” (past simple) + NOT + Subject +

Main Verb+-ing

Wasn’t she coming to the party?



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1. Choose the correct phrase to complete the reply to each question.

a. What happened?

☐A woman falls

☐ A woman fell over in the street.

☐ A woman was falling 5ed

b. When did it happen?

☐ As she was coming

☐ As she is coming out of the shop.

☐ As she comes

c. How did she fall?

☐ She was tripping

☐ She tripped on a paving stone.

☐ She trips

d. Why did she trip?

☐ She wasn't looking

☐ She looked where she was going.

☐ She looks

e. Was she hurt?

☐ Yes, she is hitting

☐ Yes, she hit her head on the ground.

☐ Yes, she was hitting



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2. Complete the sentences by putting one verb in the past simple and

the other one in the past continuous.

a. We (watch) ___________ TV when we (hear) ___________ a strange

noise.

b. He (not go out) ___________ last night because he (look after)

___________ his young brother.

c. (you/ sit) ___________ on the balcony when I (phone) ___________

you.

d. 1 (not run) ___________ when I (fall) ___________ over.

e. While the bus driver (drive) ______ too fast, the accident (happen)

_________.

f. While my mother (cook) ______ dinner, we (read) ___________ a short

story.

3. Put the verbs in the Past Continuous Tense:

a. I (not eat) ___________ lemonade very much last two weeks.

b. The girls always (come) ___________ to the party late.

c. Janet (not talk) ___________ with her friend James.

d. Mr. Smith (not teach) ___________ Spanish last year.

e. You (do) ___________ your homework correctly.

4. Transform the sentences into the continuous form.

a. My father makes breakfast. → My father…

b. They eat chocolate. → They...

c. She writes a letter. → She…

d. I speak Italian. → I…

5. Make questions in the Past Continuous tense.

a. you / to speak / English →

b. when / he / to go / home →

c. they / to clean / the bathroom →

d. where / she / to ride / her bike? →



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Part E: Spelling

Commonly Confused Prefixes: ir-, il-, im- and in-

A prefix is a group of letters placed before the root of a word.

For example, the word “independent” consists of the prefix “in-” [which means

“not”] combined with the root word “dependent”; the word “independent” means

“not dependent.”

For example:

• Definite: Indefinite

• Correct: incorrect

• Capable: incapable

• Credible: Incredible

• Flexible: Inflexible

Today, we will explain the difference between ir-, il-, im- and in-

Rule 1: for words beginning with 'l', the prefix 'in' changes into 'il-'.

For example:

• Legal: illegal

• Logical: illogical

• Legible: illegible

Rule 2: for words beginning with 'r', the prefix 'in-' changes into 'ir-'.

For example:

• Regular: irregular

• Responsible: irresponsible

• Relevant: irrelevant

• Resistible: irresistible



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Rule 3: for words beginning with 'm' or ‘p’, the prefix 'in-'

changes into 'im-'.

For example:

• Possible: impossible

• Perfect: imperfect

• Patient: impatient

• Mortal: immortal

• Movable: immovable

• Measurable: immeasurable

Add ir-, il-, im- or in-as a prefix to the following words:

• ____ Polite

• ____ Rational

• ____ Literate

• ____ Proper

• ____ Pure

• ____ Licit

• ____ Mature

• ____ Probable

• ____ Mediate

• ____ Personal

• ____ Recoverable



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Part F: Listening





I’m _________________ lover. I’m fascinated by the whole animal kingdom. I

loved animals when _______________. I used to read every book I could find on

animals. I knew all the different _________________. The most exciting thing

for me was going to the zoo. I _________________ hours just watching the

animals walk around, sit, __________________. When I was older, I went on a

safari to Tanzania. I ______________________ animals in the wild. Everyone

should do this once in their lives. Looking at animals __________________

habitat is a real honor. Now I’m ______________________ the future of many

animals. Some of my favorite animals are ______________________ dying out.

We really need to change our lifestyle so our children can have

______________________ seeing animals in the wild.

https://drive.google.com/file/d/1rwqfyPW1FruUtJtnTkd5a2E-J2bhFVtv/view?usp=sharing



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Part G: writing

How to Write an Article?

STEP 1: SELECT YOUR TOPIC

Choose a topic that interests you enough to focus on. If your topic is broad,

narrow it. Instead of writing about how to decorate your home, try covering

how to decorate your home in country style on a shoestring budget. That’s

more specific and, as such, easier to tackle.

Then write a rough, rough draft, including everything you can think of. Stay

loose, avoid getting analytical, and enjoy the process of sharing what you

know. When you’re done, you’ll have the bare bones of an article that only

you could write. Then put it aside for a while.

STEP 2: ADDRESS YOUR AUDIENCE’S NEEDS

Now, come back to your piece. Switch gears and imagine you’re the reader of

this article. Pick three words to describe the audience you want to address

(e.g., professionals, single men). As this reader, what questions would you

like answered? You might not know the answers yet, but list the questions

anyway; you’ll find answers in the next step.

STEP 3: RESEARCH

Research will ground your article in fact. Good details to include:

- Statistics

- Quotes by well-known people, from people like the reader, or from

popular books on the subject

- Definitions

- Anecdotes (short, illustrative stories about yourself or someone else)

- References to other media (film, television, radio)



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Collect everything you have gathered and put it in a folder, an electronic

document, a notebook or whatever you like. Don’t forget to keep track of

sources in case you are later asked by an editor to verify them. You may

want to sift through your research at a separate sitting from gathering it. Or

just go ahead and sprinkle your research in right when you find it. It’s a lot

like cooking—play around until you feel you have it “just right.”

STEP 4: TIGHTEN YOUR DRAFT

Keeping your audience in mind, write a tighter draft incorporating the new

supporting information you’ve collected. Sometimes what you’ve learned in

Steps 2 and 3 may compel you to start over with a completely fresh draft. Or

you may just want to revise what you have as you proceed, retaining a nice

conversational tone by directly addressing your audience.

This time when you read your draft, ask yourself: Is it working? Is it too

general, too lightweight, uninteresting, unclear or choppy? If so, comb some

of your favorite publications for how-to articles. What techniques are those

writers using that you might employ?

STEP 5: MAKE IT SPECIFIC

Double-check to see that you’ve included every pertinent step in the process.

You want your reader to walk away knowing exactly how to make that

Thanksgiving dinner on a shoestring budget, execute that rugby tackle, or

locate great accommodations.

If your narrative goes on and on, or off in too many directions, break it down

into key points indicated with subheads. Synthesizing complicated

information and breaking it down into steps is especially crucial for online

writing, and is also a trend in print.



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STEP 6: READ, REVISE, REPEAT

Read the draft of your how-to article out loud to a supportive friend. Then, ask

her a series of questions: Does she now understand the process? Are there any

steps missing? Is there anything else she would like to know about the subject?

Could she do the task herself? With your friend’s suggestions in mind, use

your best judgment in deciding what changes, if any, need to be made.

Rewrite, read aloud, rewrite, read aloud, find a proofreader and, only when

you’re satisfied you’ve written an effective how article, submit your piece!

Here are two INFORMATIVE article topics,

choose ONE and write a good article about.

Topic 1: The different types of whales.

Topic 2: The difference between dolphins and porpoises.



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Part H: Poetry

She Sights a Bird – She Chuckles

By Emily Dickinson

She sights a Bird—she chuckles—

She flattens—then she crawls—

She runs without the look of feet—

Her eyes increase to Balls—

Her Jaws stir—twitching—hungry—

Her Teeth can hardly stand—

She leaps, but Robin leaped the first—

Ah, Pussy, of the Sand …



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Part B: Reading

George Eliot

1819-1880

George Eliot was the pen name of Mary Ann Evans, a novelist who produced

some of the major classic novels of the Victorian era, including The Mill on the

Floss, Adam Bede, Silas Marner, Romola, Felix Holt, Daniel Deronda and her

masterpiece, Middlemarch.

It is impossible to overestimate the significance of Eliot’s novels in the English

culture: they went right to the heart of the small-town politics that made up the

fabric of English society. Her novels were essentially political: Middlemarch is

set in a small town just as the Reform Bill of 1832 was about to be introduced.

She goes right into the minutia of the town’s people’s several concerns, creating

numerous immortal characters whose interactions reveal Eliot’s deep insight

into human psychology.

During the twentieth century there were numerous films and television plays

and serials of her novels, placing her in a category with Shakespeare and



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Dickens. The distinguished literary critic, Harold Bloom, wrote that she was

one of the greatest Western writers of all time.

George Eliot lived with her father until his death in 1849. He was something of

a bully and while in his house she lived a life of conformity, even regularly

attending church. She was thirty when he died and it was at that point that her

life took off. She travelled in Europe and on her return, with the intention of

writing, she was offered the editorship of the journal, The Westminster Review.

She met many influential men and began an affair with the married George

Lewes. They lived together openly, something that wasn’t done at the time, and,

when she became famous after the publication of her first novel, Adam Bede,

when she was forty, using the name George Eliot, their domestic arrangements

scandalized Victorian society.

After Lewes’ death, she married John Cross, a literary agent twenty years her

junior. After Adam Bede more novels followed swiftly on its heels.

She died in 1880, aged sixty-one, and was buried in Highgate Cemetery beside

George Lewes.

V. Vocabulary

• Pen name: an assumed name used by a writer instead of their real name.

• Victorian era: the period between approximately 1820 and 1914,

characterized by a class-based society.

• To overestimate: to form too high or favorable an estimate of.

• Minutia: the small, precise, or trivial details of something.

• Critic: a person who expresses an unfavorable opinion of something.

• Influential: having great influence on someone or something.

• An affair: business and financial dealings.

• Swiftly: at high speed; quickly.



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Go back to the text and match the words in red to their definitions.

1. major

2. significance

3. fabric

4. reveal

5. distinguished

6. conformity

7. took off

8. domestic

9. scandalized

10. buried

a. The basic structure of a society, culture, activity, etc.

b. Important, serious, or significant.

c. Became successful or popular.

d. Make (previously unknown or secret information) known to others.

e. Very successful, authoritative, and commanding great respect.

f. The quality of being worthy of attention; importance.

g. Compliance with the practices of the Church of England.

h. Existing or occurring inside a particular country; not foreign or international.

i. Shocked or horrified (someone) by a real or imagined morality.

j. Place (a dead body) in the earth or in a tomb, usually with funeral rites.



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VI. Comprehension Questions


2. Who is Mary Ann Evans?

3. Who is George Eliot?

4. When was George Eliot?

5. What were Eliot’s novels mainly about?

6. Did they affect the Victorian’s society? Why?

7. When did her father die?

8. Who is Georges Lewes?

9. What is George Eliot’s first novel?

10. How old was she when she published her first novel?

11. Who is John Cross?

12. When did George Eliot die?

13. At what age did she die?

14. Where was she buried?

15. State one of George Eliot’s famous novels.



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Part C: Grammar

SUBORDINATING CONJUNCTIONS

A subordinating conjunction is a word, or words, used to connect two clauses

together. Words such as: 'although', 'because' or 'when'.

A subordinating clause is a clause with two specific qualities.

Firstly, it does not express a complete unit of thought on its

own; it cannot stand as its own sentence. Secondly, it

depends upon an independent clause (one that can stand on

its own as a complete sentence) to form a complete idea.

A subordinating conjunction is simply the word/words that is used to join a

subordinating clause (dependent clause) to another clause or sentence

(independent clause).

✓ He was annoyed, the train had stopped.

He was annoyed because the train had stopped.

By adding 'because' we are linking the subordinating clause

"the train had stopped" with the main clause "He was annoyed".

A Handy List of Subordinating Conjunctions:

After – although – as - as if - as long as - as much as - as soon as - as

though – because – before - by the time - even if - even though - if - in

order that - in case - in the event that - now that - once - only - only if

- provided that - since - so - supposing - that - than - though - till -

unless - where - whenever - wherever - while



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A. Subordinating Conjunctions Showing Cause and Effect

The subordinating conjunction that is simplest to explain is because.

“Because” is a conjunction with just one purpose: to show a cause-and-effect

relationship between a subordinate clause and a main clause.

On its own, a clause beginning with because is incomplete.

✓ Because he wouldn’t wear a seat belt.

We have the sense that there is something missing here. Let’s add an

independent clause so this statement has something to lean on.

✓ Robin wasn’t allowed in the Batmobile any longer.

Now we will combine the two in a complex sentence.

Robin wasn’t allowed in the Batmobile any longer because he

wouldn’t wear a seatbelt.

In this sentence, “Robin wasn’t allowed in the Batmobile any longer” is an

independent clause (It could stand on its own as a complete sentence).

A clause that shows a causal relationship such as “because he wouldn’t

wear a seatbelt” (answering the question “Why?” or “For what purpose?”

is often referred to as a clause of purpose.

Other subordinating conjunctions that can show cause-and-effect

relationships and function in the same way are for, as, since, therefore,

hence, as a result, consequently, though, due to, provided that,

because of, unless, as a result of, and so/so that.

✓ Batman required strict compliance with seat belt rules, hence Robin was

not allowed to ride in the Batmobile.

✓ Since Robin refused to wear his seat belt, Batman has banned him from

the Batmobile.



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B. Subordinating Conjunctions Expressing of Time or Place

Another function of subordinating conjunctions is to show a relationship

between two clauses involving a transition of time or place. Some examples

of such subordinating conjunctions are once, while, when, whenever, where,

wherever, before, and after.

✓ Once Batman learned that Robin had not been wearing his seatbelt, he

took away his keys to the Batmobile.

✓ Robin looked regretfully at the Batmobile whenever he passed it in the

Batcave.

✓ After Batman was done working for the night, Robin took a secret ride

in the Batmobile.

✓ Before Robin gets his job in the Batcave back, he must promise to stop

playing with the Batmobile.

C. Comma Placement and Subordinating Conjunctions

Subordinating conjunctions that fall in the middle of a sentence are generally

not preceded by a comma.

When a subordinate clause begins a sentence, however, the whole clause (but

not the subordinating conjunction itself) is followed by a comma.

✓ Whenever, Batman was away, Robin drove the Batmobile.

✓ Whenever Batman was away, Robin drove the Batmobile.

✓ Robin drove the Batmobile, whenever Batman was away.

✓ Robin drove the Batmobile whenever Batman was away.



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Grammar Exercises:

1. Underline the subordinate clause in the following sentences. a. As he was not there, I could not speak to him.

b. I waited for him until he came.

c. We eat so that we may live.

d. I don’t know whether he is innocent.

e. If you eat too much, you will fall ill.

f. I am sure that you are wrong.

g. The teacher said that honesty is the best policy.

h. Tell me where you have put my books.

i. The man, who committed the theft last night, has been caught.

j. It is difficult to understand why he distrusts his own children.

2. Complete the sentences with the words in brackets. Pay attention to

the placement of time expressions.

a. She is in great form because (every week / goes / she / to the gym)

b. I can't talk to you because (time / do not have / I / now)

c. We are glad that (at home / did not leave / we / our umbrella)

d. I will miss him when (to Chicago / moves / he)

e. Ring me if (have / you / a problem)

f. I'd like to know why (her holiday / does not spend / she / in France)

g. They told him that (wanted to play / they / tennis)

h. He was reading the paper while (she / in the garden / was working)

3. Choose the correct subordinating conjunction to complete each sentence.

a. We were happy (before – because) we received the first prize.

b. The people were listening eagerly (while – since) the leader was speaking.

c. This is the place (where – when) we were attacked.

d. (Till – Although) he worked hard, he failed.

e. (Though – as soon as) she is beautiful, she is not intelligent.



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f. You wait here (after – till) I come.

g. She will not come (unless – in the event that) we compel her.

h. There was a silence (before – after) the guests had gone.

i. She began to cry (because – wherever) she had lost her golden chain.

j. (If – provided that) you work hard, you will get the first prize.

k. She became angry (before – in order that) I had said anything.

4. Use these seven subordinate conjunctions to combine sentences in

each question: after, although, because, before, since, unless, while

a. The truck driver ate a big meal. Later, he went to work.

b. The newspaper reporter refused to say who gave her the secret information.

She was arrested by the police.

c. I have no money. I can’t go to the play.

d. Polar bears are cute. The mothers are dangerous if they think you are

threatening their cubs.

e. Some university classes are challenging. Others classes are boring.

f. The typhoon ended on Wednesday. Everybody went to the beach to

inspect the damage.

g. My pet has fleas. It needs a bath.

h. We drove to the mountains in the afternoon. We packed the car in the

morning.

i. The government banned cell phones in cars. The plan won’t work

without an enforcement program.

j. Some bananas are green. Other bananas are yellow.

5. Make two sentences using ‘SO” differently:

a. ‘SO’ as a coordinate conjunction: _______________________________

b. ‘SO’ as a subordinate conjunction: ______________________________



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Part D: Conjugation

Future Continuous Tense

We usually use the Future Continuous Tense:

When something will occur in the future and continue for an

expected length of time.

- I will be watching TV.

- At five o’clock, Sam will be meeting with the

management about his raise.

- Jason won’t be playing Guitar in Katy’s wedding!

- Will Clara be driving to the village?

We usually form the Future Continuous Tense:

9. AFFIRMATIVE: Will + “be” + Main Verb+-ing

They will be eating pizza in the kitchen.

10. NEGATIVE: Won’t + “be” + Main Verb+-ing

She won’t be playing cards outside in the evening!

11. INTERROGATIVE: Will + Subject + “be” + Main Verb+-ing

Will you be dancing with James tomorrow?

12. INTERRO-NEGATIVE: Won’t + Subject + “be” + Main Verb+-

ing

Won’t they be cleaning the building on Saturday?



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1. Conjugate verbs “To swim” and “To write” in the Future Continuous

tense in all Forms, with “We – He”

2. Put the verbs in the Future Continuous Tense.

a. At three o'clock tomorrow, I (work) ____________ in my office.

b. At midnight, we (sleep) ____________.

c. This time next week, we (sit) ____________ at the beach.

d. At nine, I (watch) ____________ the news.

e. Tonight, we (cram up) ____________ for our English test.

f. They (dance) ____________ all night.

g. He (not / play) ____________ all afternoon.

h. I (not / work) ____________ all day.

i. (eat / you) ____________ at six?

j. (drive / she) ____________ to London?

k. (fight / they) ____________ again?

3. Make two sentences using the Future Continuous Tense in two

different forms!

a. Sentence 1: _______________________________

b. Sentence 2: _______________________________



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Part E: Spelling

Commonly Confused Prefixes:

ir-, il-, im- and in-

A prefix is a group of letters placed before the root of a word.

For example, the word “independent” consists of the prefix “in-”

[which means “not”] combined with the root word “dependent”; the

word “independent” means “not dependent.”

For example:

• Definite: Indefinite

• Correct: incorrect

• Capable: incapable

• Credible: Incredible

• Flexible: Inflexible

Today, we will explain the difference between ir-, il-, im- and in-

Rule 1: for words beginning with 'l', the prefix 'in' changes into 'il-'.

For example:

• Legal: illegal

• Logical: illogical

• Legible: illegible

Rule 2: for words beginning with 'r', the prefix 'in-' changes into 'ir-'.

For example:

• Regular: irregular

• Responsible: irresponsible

• Relevant: irrelevant

• Resistible: irresistible



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Rule 3: for words beginning with 'm' or ‘p’, the prefix 'in-'

changes into 'im-'.

For example:

• Possible: impossible

• Perfect: imperfect

• Patient: impatient

• Mortal: immortal

• Movable: immovable

• Measurable: immeasurable

Prepare the following sentences as Auto-Dictation:

a. Pierre was silent all the time because he was incapable of uttering a

word.

b. Her films had an immeasurable effect on the old generation of

Americans.

c. He couldn’t win the argument any other way, so he had resorted to

his irresistible charm.

d. It is illegal to sell Tobacco to someone under sixteen!

e. The impatience of the King and his wife gave the minister no time

to mature his plans!



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Part F: Listening





Do you like doing writing activities in class? I think they're _______________.

It's not really like writing. The ___________________ my language is different

from English. The sentence and paragraph ___________________. My teacher

gives us fun activities so we can do writing ___________________. Sometimes

___________________ write, sometimes we speed write for ten minutes. One

of my favorite activities is writing in pairs. We ___________________ what to

write. We even have to agree ___________________ and punctuation. That

makes us think about the best way. I think this is very good for me. I

___________________ online writing activities. It's good to help me practice

typing. I need more writing activities.

https://drive.google.com/file/d/1lM1joESBQ81gXmW_JErujPo3sB6HcpsG/view?usp=sharing



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Part G: writing

How to Write a Biography?

A. What is a biography?

A biography is a detailed third person account of another person’s life story.

It contains basic information about the subject’s life—like their place of birth,

education, interests, relationships with family members, as well as major

events in the subject’s childhood and how those influenced their upbringing.

A biography details the various accomplishments and life events of a real

person, but it’s more than facts and figures—it comes to life with great stories

told from beginning to middle to end.

B. What Is the Purpose of a Biography?

The purpose of a biography is to share the life of another person with an audience.

Some authors choose to write a biography due to a lack of information about

an interesting subject, or to update the public with facts that an existing

biography may have missed.

Biographical stories can be inspiring—highlighting the achievements of a

particular figure, pointing out ways the subject overcame hardship—giving

the readers a sense of encouragement. Biographies can also serve as

cautionary tales, warning readers on who not to become.

C. Four Tips on How to Write a good Biography:

Tip 1: Do your research. Regardless of how much you know about your

subject, an extensive amount of research is necessary to paint a thorough

picture of this person. Sometimes it is good to include information about the

time period they lived in and how it affected the way they lived their life.

Sources can include journal entries, emails, interviews, memoirs, a personal

website, Twitter bio, social media account or professional bio. Magazines or

documentaries, can also be used if the information is proven accurate.



Class: Grade 6

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Tip 2: Form your thesis. Your first paragraph or chapter should inform the

reader what they will learn about this person from this biography. A thesis

makes a declaration about the biographer which the rest of the biography

will provide relevant information to support.

Tip 3: Make a timeline. A biography usually structures the main points of

a person’s life in chronological order. Doing this as a prewriting step can

save you the hassle of having to reorganize your whole story later.

Tip 4: Include your thoughts. A biography isn’t just a transaction of facts.

A biographer can share their own feelings and opinions on their subject’s

life. If the subject did something noteworthy, the author may include why

they feel that moment was significant, how it was affected by the time

period, and what it meant for society as a whole. This will support why

this person deserves to be written about and keep the audience reading

from the first sentence to the last.

D. What to include in a good biography?

- The name of the person

- A picture of the person (optional)

- An account of their early life

- The person’s family life

- The major achievements of the person with examples of their work

- The main interesting qualities or facts about the individual

Write the biography of any famous person you choose!



Class: Grade 6

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Part H: Poetry

Count That Day Lost

By George Eliot

If you sit down at set of sun

And count the acts that you have done,

And, counting, find

One self-denying deed, one word

That eased the heart of him who heard,

One glance most kind

That fell like sunshine where it went --

Then you may count that day well spent.

Date post:	11-Feb-2022
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Teacher’s Name: Hiba El Khoury Subject: English Language ...

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